Although there are a number of anecdotal reports on demographic characteristics and academic success of accelerated nursing students, few empirical studies have been undertaken to examine these students' success, despite this type of programs' existence for more than a decade, and only three studies have sought to examine the perspective of the…
Blozen, Barbara B.
To understand nursing role formation for students enrolled in an accelerated baccalaureate nursing program, end-of-term narrative reflections from 34 students were analyzed over the course of the 15-month program. Using thematic analysis, 4 major themes were identified: evolving role perception, extending nursing student-patient interaction, engaging with health care team and systems of care, and expanding clinical thinking. PMID:25290964
Ostrogorsky, Tanya L; Raber, Anjanette M; McKinley Yoder, Claire; Nielsen, Ann E; Lutz, Kristin F; Wros, Peggy L
Developing decision-making skills is essential in education in order to be a competent nurse. The purpose of this study was to examine and compare the perceptions of clinical decision-making skills of students enrolled in accelerated and basic baccalaureate nursing programs. A comparative descriptive research design was used for this study.…
Krumwiede, Kelly A.
The goal of this interpretive research study was to articulate the lived experience of students in an accelerated master's of nursing entry program learning the practice of nursing within a clinical setting. Specific questions included: How did previous life experiences, education, and career choices influence the experience of second-degree students? What were the potential effects on learning of condensing and accelerating the curriculum as is requisite in second-degree programs? Data from small group and individual interviews were collected and analyzed using interpretive phenomenological methods. Akin to the experience of tourists or new immigrants, students were confronted with new physical demands, new equipment, new time patterns, and most importantly, new ways of relating to people, all within a condensed time frame. What stood out most in these students' accounts was the ubiquitous context of inpatient nursing care in which lives were at stake. PMID:21053859
McNiesh, Susan G
This study assessed the characteristics of nursing students currently enrolled in nursing education programs, how students finance their nursing edu- cation, their plans for clinical practice and graduate education, and the rewards and difficulties of being a nursing student. Data are from a survey adminis- tered to a national sample of 496 nursing students. The students relied on financial aid
Linda Norman; Peter I. Buerhaus; Karen Donelan; Barbara McCloskey; Robert Dittus
Montana State University (MSU) College of Nursing Accelerated BSN Option Student Handbook (May 2011 and College of Nursing Web sites. Additional useful sources of information include: Montana State University-Bozeman 2010-2012 Graduate and Undergraduate Bulletin: Link to http://www.montana.edu/wwwcat/ Montana State
Rising health care costs have underscored the need for new graduates to effectively transition to professional practice. Effective academic-practice partnerships, such as dedicated education units (DEUs), can be useful in facilitating the transfer of knowledge from the classroom to the clinical setting. This randomized experimental study found the DEU clinical model to be valuable in facilitating the transfer of knowledge in second-degree accelerated program students as evaluated by course, simulation, and standardized assessment scores and self-evaluations. Successful transition to clinical practice is reported by practice partners; time allotted for orientation program requirements was reduced and retention on the unit of hire was improved. Additional research is needed to understand the effectiveness of second-degree accelerated nursing programs and how to revise the clinical education element of the program to meet the unique needs of these students. PMID:25406842
Sharpnack, Patricia A; Koppelman, Catherine; Fellows, Bonnie
This case study attempted to discover and comprehend the relationship of students and contributing factors of success, of one Licensed Practical Nurse (LPN) to Associate Degree in Nursing (ADN) program, to formulate an understanding of which contributing factors are most beneficial to enable students to persist to graduation and/or successfully…
Taylor, Sherry T.
Camps can meet or supplement their health care delivery needs by using student nurses. Three models for student nurse internships, basic information about nursing education, and tips for negotiating student nurse internships are described. Sidebars present resources for camp health centers, nursing student competence characteristics, types of…
Harwood, Catherine Hoe; Van Hofwegen, Lynn
Baccalaureate Nursing Student Handbook Department of Nursing School of Health and Environment Fall of the Baccalaureate Nursing Program............................. 3 General Statement Regarding Student..................................................................... 6 6 6 6 Department of Nursing Mission, Vision, and Philosophy
Massachusetts at Lowell, University of
Baccalaureate Nursing Student Handbook Department of Nursing School of Health and Environment Fall of the Baccalaureate Nursing Program.................... 3 General Statement Regarding Student Responsibilities. Blood Borne Pathogen Policy................................................... 6 Department of Nursing
Massachusetts at Lowell, University of
The Bobcat Nurse #12;Student Nurses in Honduras Focus on Research Focus on the College of Nursing OF CONTENTS 4 7 12 16 18 19 3 #12;3The Bobcat Nurse This year has been an exciting and successful year to basics...the focus was on prevention." Student Nurses in Honduras #12;5The Bobcat Nurse Montana State
Maxwell, Bruce D.
Baccalaureate Nursing Student Handbook School of Nursing College of Health Sciences Fall 2012 the Faculty of the Baccalaureate Nursing Program.............................. 3 General Statement Regarding....................................................................... 6 6 6 6 School of Nursing Mission, Vision, and Philosophy
Massachusetts at Lowell, University of
UC Irvine Nursing Science Students ONLY 1 Board of Registered Nursing: Nurse Practitioner for NP Certification to: Nursing Science Student Affairs Office University of California, Irvine Attn: NP. Contact Nursing Science Student Affairs Officer for arrangements. Items to send with the completed Nurse
Nursing programs can be highly stressful, and the investigation was undertaken to see if nursing students are more test anxious than students in other fields. The Westside Test Anxiety Scale has administered to 298 nursing students at two colleges, and to a comparison group of 471 high school and college students. Fully 30% of nursing students…
Driscoll, Richard; Evans, Ginger; Ramsey, Gary; Wheeler, Sara
Substance abuse among nurses was recognized by nurse leaders and professional nursing organizations as a growing threat to patient safety and to the health of the abusing nurse more than 30years ago. Although numerous studies on nurse impairment were published in the 1980s and 1990s, there was minimal focus on student nurses' perceptions about impaired nurses and less research has been published more recently, despite a growing rate of substance abuse. A quasi-experimental study to explore the perceptions of student nurses toward nurses who are chemically dependent was conducted using a two-group, pretest-posttest design. The Perception of Nurse Impairment Inventory (PNII) was completed by student nurses at the beginning of their junior course work, prior to formal education about substance abuse. The PNII was repeated after the students received substance abuse education. The PNII was also completed by a control group of sophomore student nurses who did not receive the formal substance abuse education. A repeated measures analysis of variance was used to measure the differences between the two groups of students. Students who received the education chose more compassionate responses on the PNII and were more likely to respond that an impaired nurse's supervisor is responsible for supporting and guiding the impaired nurse to access professional care. Discrepancies in study findings about the efficacy of education for effecting positive attitudes of student nurses toward impaired nurses may be related to the length and type of the education. PMID:24506984
Boulton, Martha A; Nosek, Laura J
Preparing students to face the loss of patients through suffering and death is not an easy task. The author describes two separate and unique teaching/learning strategies that provided nursing students with practical applications to cope with their bereavement experiences during an oncology clinical rotation. The article's emphasis is on the critical need of adequate and contemporary clinical integration of death and bereavement concepts and nursing education. PMID:8788822
Clingerman, E M
UC Irvine Nursing Science Students ONLY 1 Board of Registered Nursing: Nurse Practitioner review instructions for applying for a Nurse Practitioner Furnishing Number on page 1 of the application of the Application for NP Furnishing Number to: Nursing Science Student Affairs Office University of California
The nursing profession combines the art of caregiving with scientific concepts. Nursing students need to learn science in order to start in a nursing program. However, previous research showed that students left the nursing program, stating it included too much science (Andrew et al., 2008). Research has shown a correlation between students' attitudes and their performance in a subject (Osborne, Simon, & Collins, 2003). However, little research exists on the overall attitude of nursing students toward science. At the time of my study there existed no large scale quantitative study on my topic. The purpose of my study was to identify potential obstacles nursing students face, specifically, attitude and motivation toward learning science. According to research the nation will soon face a nursing shortage and students cite the science content as a reason for not completing the nursing program. My study explored nursing students' attitudes toward science and reasons these students are motivated to learn science. I ran a nationwide mixed methods approach with 1,402 participants for the quantitative portion and 4 participants for the qualitative portion. I validated a questionnaire in order to explore nursing students' attitudes toward science, discovered five different attitude scales in that questionnaire and determined what demographic factors provided a statistically significant prediction of a student's score. In addition, I discovered no statistical difference in attitude exists between students who have the option of taking nursing specific courses and those who do not have that option. I discovered in the qualitative interviews that students feel science is necessary in nursing but do not feel nurses are scientists. My study gives a baseline of the current attitude of nursing students toward science and why these students feel the need to learn the science.
Maroo, Jill Deanne
Teaching moral reasoning to students is a challenge for all nursing educators. The National League for Nursing and American Nurses' Association emphasize the importance of ethical content within the curriculum. Review of the literature indicates that ethics has been part of the nursing curriculum since the early 1900s. However, the focus of nursing ethics has changed to more critical reflective
Janet R. Weber
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Overall, nursing training is a stressful process. Especially when second year nursing students are evaluated within the professional socialization theory, they are stated to be affected by these sources of stress more negatively. This research was carried out in order to determine the stress sources of second year nursing students. 15 nursing…
Oner Altiok, Hatice; Ustun, Besti
The Adaptation Nursing Model suggests that nursing students' level of adaptation to stress is influenced by their hardiness and use of social resources. Faculty can use the information to facilitate students' coping. (SK)
Sawatzky, Jo-Ann V.
Ethical dilemmas in clinical nursing practice and areas of nursing research have been reported, but a paucity of current nursing research exists pertaining to ethical concerns between undergraduate nursing students and nurse educators. The study examined students' perceptions of ethical behavior in faculty of undergraduate nursing. Using an exploratory, mixed-methods approach, 101 members of a student nursing organization in the southeastern region of the United States participated in the study by completing the 16-item, anonymous questionnaire. Thirteen participants also submitted narratives describing their personal experiences with nursing faculty as it related to ethical interactions in the learning environment. The majority reported their experiences with nursing instructors to be ethical with no reports of sexual involvement with students. Instructor expectations of gifts from their students were almost non-existent. The narrative analysis yielded the following themes: bias: racial, gender, and other; humiliation, confidentiality, grading, uncaring, and cheating. Faculty-student interactions in nursing education are extremely complex. Instructors' increased awareness of their interaction with students and the adoption of ethical guidelines by schools of nursing are suggested. PMID:19040855
Savage, Jane S; Favret, Jacqueline O
International clinical experiences can provide excellent opportunities for nursing students to practice community health nursing, enhance their global perspective, and increase their cultural awareness of vulnerable populations. Selected students from the Georgetown University nursing program spent part of their winter intercession in Nicaragua, working with a vulnerable population in an impoverished community. Students cared for families, worked in clinics, conducted
Rita L. Ailinger; Suzanne B. Molloy; Elida Ramirez Sacasa
Student nurses associations (SNAs) assist in developing tomorrow's nurse leaders. In this article, executive board members of an SNA in a traditional baccalaureate nursing program at a public regional university recounted common themes in their participation in an SNA. These broad themes included leadership, mentorship and communication, all which foster professional development through the acquisition of specific knowledge, skills and experiences. PMID:23957801
Akans, Merlana; Harrington, Maura; McCash, John; Childs, Ashlyn; Gripentrog, Jessica; Cole, Sharon; Fitzgerald, Kevin; Searing, Kimberly; Fuehr, Patricia
One response to the nursing shortage is to increase promotion and retention in nursing programs: However, negative attitudes of nurses threaten student progression and retention. A phenomenological study explored the lived experience of nurses who worked with student nurses to discover "what" attitudes nurses had toward student nurses and "how"…
Hathorn, Donna; Machtmes, Krisanna; Tillman, Ken
This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students to apply knowledge in clinical settings. This article describes why it's important that nursing students develop clinical reasoning skills and how clinical nursing instructors can help them learn these skills. PMID:25545533
Koharchik, Linda; Caputi, Linda; Robb, Meigan; Culleiton, Alicia L
Nursing Student Handbook Revised September, 2014 #12;2 Dear Student, Welcome! On behalf of the faculty and staff of the nursing program at CUNY School of Professional Studies, I would like to welcome. It will provide an overview of the Nursing Program, the requirements and some of the rules and regulations
Student nurses are involved in caring for patients who are actively dying or who have been told they have a terminal illness and are faced with the process of dying. Students encounter these patients in hospitals, nursing homes, at home or in hospice care settings. According to Robinson (2004), "nurses are the healthcare providers that are most…
Niederriter, Joan E.
With stiff competition for clinical sites, one Midwestern university partners nursing students with faculty who provide primary healthcare to clients in 2 rural nurse-managed clinics. Some students are also assigned to follow select clients during weekly home visit rotations for their public health clinical course. The result has been a successful faculty practice and preceptor model that benefits rural communities,
Elizabeth Richards; Elizabeth ONeil; Carmen Jones; Lynn Davis; Loretta Krebs
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...1 2011-10-01 2011-10-01 false Nursing student loan promissory note. 57.308 Section...IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.308 Nursing student loan promissory note. (a)...
...1 2010-10-01 2010-10-01 false Nursing student loan promissory note. 57.308 Section...IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.308 Nursing student loan promissory note. (a)...
The purpose of this study was to describe Masters entry nursing students' attitudes about psychiatric mental health clinical experiences; preparedness to care for persons with mental illness; students' perceived stigmas and stereotypes; and plans to choose mental health nursing as a career. A 31-item survey was administered to pre-licensure graduate nursing students who were recruited from a Masters entry nursing program from a university in a large city in the Midwestern US. Results indicated that clinical experiences provide valuable experiences for nursing practice, however, fewer students think that these experiences prepare them to work as a psychiatric mental health nurse and none plan to pursue careers as psychiatric mental health nurses. The findings support conclusions from other studies that increasing the amount of time in the clinical setting and adding specific content to the curriculum, particularly content related to the importance of psychiatric mental health nursing and the effects of stigma, may assist the profession's efforts to recruit and retain psychiatric mental health nurses. Further research is needed to determine the effectiveness of these strategies and to identify the best ways to implement them. PMID:25397970
Hunter, Lauren; Weber, Tayler; Shattell, Mona; Harris, Barbara A
Clinical placements for senior nursing students enrolled in leadership courses are vital to student learning and to the preparation of new graduates. Schools of nursing are struggling with issues of access and availability of adequate clinical experiences for student learning. The purpose of this study was to evaluate the quality and availability…
Parmenter, Nancie L.
1 Pre-Nursing Handbook for Undergraduate Students 2013-2014 BS/MSN Peabody College of Education & Human Development BA/MSN College of Arts and Sciences #12;2 Vanderbilt University Pre-Nursing Society .................................................................................... 3 Vanderbilt Pre-Nursing Society........................................................... 5
The aim of this study was to assess elementary school nurses' perceptions of student bullying, actions when they encounter bullies or victims, and perceived level of preparation for dealing with this problem. School nurses identified the most common barriers to dealing with bullying, which included bullying taking place where the nurse is not…
Hendershot, Candace; Dake, Joseph A.; Price, James H.; Lartey, Grace K.
This article describes student nurses' constructions of health promotion and the change of these constructions during their nursing education in two Finnish polytechnics. The data consisted of essays written by the 19 student nurses before they began their nursing education in 1997 and of stimulated recall interviews with the same students during the second year of their education in 1998. The data were analyzed by using thematic analysis. During the first study year, 13 students' constructions of health promotion changed. Six students had initially broad constructions of health promotion and their constructions remained unchanged. Four basic changes were found in the students' constructions: (1) the emphasis shifted from physical to multidimensional health promotion, (2) health promotion became more concrete and contextual, (3) the conception of perfect health became more permissive and relative, and (4) the interpretation of health promotion shifted from performing towards being there for the patient. These results may indicate that student nurses in Finnish polytechnics were attempting to adopt the empowerment approach to health promotion for their constructions. Moreover, the results represent a major challenge concerning nursing education and health promotion learning from the constructivistic approach to knowledge building. PMID:11252282
Liimatainen, L; Poskiparta, M; Sjögren, A; Kettunen, T; Karhila, P
The purpose of this study was to examine the levels of compassion fatigue student nurses experienced while assisting hurricane victims and if these levels changed after they returned. This study examined the levels of risk for compassion fatigue student nurses experienced while assisting hurricane victims and if these levels changed after they returned. Subscale levels of secondary stress (or compassion
Mary Colleen Hicks
Introduction: The importance of optimal clinical nursing education in professional skills development is undeniable. In clinical education, nursing students are often faced with problems. Recognizing nursing students’ perception on clinical education is the first step to remove the barriers of this challenge. Methods This descriptive cross-sectional study was conducted to determine the nursing students’ perspectives on clinical education. 150 nursing students were selected randomly from nursing and midwifery schools (Tehran). Data collection instrument was a researcher made questionnaire consisting of five domains: objective and curricula, instructor, feedback to student in clinical field, clinical environment, supervision and evaluation. Mean and standard deviation were calculated for each item, using SPSS, ver.14. Chi- square test was used to compare the nursing students’ perspectives on clinical education based on age, sex and the work experience. The significance level was considered 0.05. Results: Mean age of the students was 21.58±26.97 students (66%) were male. 44 students (30.1%) had work experience (3.58±6.48 month). Male and female students had different perceptions in domains of clinical education (p<0.05). Nursing student had different perceptions as to objectives and curricula (p=0.039), how to deal with students in the clinical environment (p=0.032), supervision, and evaluation (p<0.001) with respect to their work experience duration. The most positive responses were in clinical instructor (81.5%) and the most negative ones were the clinical environment (33.66%), respectively. Conclusion: Providing an optimal clinical environment and improving the supervision and evaluation of student practice should prioritized in schools of nursing and midwifery. PMID:25587554
HEIDARI, MOHAMMAD REZA; NOROUZADEH, REZA
The focus of this study is on European nursing education, where there have been several reforms over the last two decades attempting to harmonise curricula and degree structures. One of the most powerful reforms was started by the Bologna Declaration in 1999; since then, significant progress has been made towards achieving the European Higher Education Area (EHEA) and the implementation of the European Qualifications Framework (EQF) in education practice. The Directive of recognition of professional qualifications (2005/36/EC) regulates nursing education. All these strategies aim to harmonise nursing education, but specific competence areas in nursing are still missing within the European Union (EU). The purpose of this review was to seek competence areas for nursing students within the EU as identified in previous studies and other documents. Altogether, 67 competence areas were identified and classified into eight main categories: (1) professional and ethical values and practice, (2) nursing skills and intervention, (3) communication and interpersonal skills, (4) knowledge and cognitive ability, (5) assessment and improving quality in nursing, (6) professional development, (7) leadership, management and teamwork, and (8) research utilisation. In order to obtain a comprehensive concept of competence, more research is needed on nursing students' competence areas across the EU due to the fact that the EU is a common labour market and nurses are educated for the EU as a whole. Nursing is a global profession and nurse competence is central to patient care outcomes, so it is also internationally important that nurses have good competence. PMID:23462517
Satu, Kajander-Unkuri; Leena, Salminen; Mikko, Saarikoski; Riitta, Suhonen; Helena, Leino-Kilpi
The inconsistencies between the perception of the profession of nursing and the reality of practice can lead to problems in student attrition or result in disillusionment with a career in nursing after a new graduate enters practice. With the nursing shortage reaching critical levels, it is important to examine possible discrepancies that exist…
Lovan, Sherry R.
The role of the nurse teacher in the clinical area is a major issue in nurse education today. When attempting to define the role, identification of teacher behaviours that are effective and valued by students is essential. Whilst there is no shortage of literature addressing nurse educationalists' opinions of the nature of the present and future role, there is a paucity of papers reflecting students' views, and UK students in particular. The aim of this descriptive survey was to discover the views of third year RGN diploma level student nurses regarding the link teacher behaviours that help them to learn. One hundred and two student nurses completed a written questionnaire seeking information about the number and length of link teacher visits, and ratings of the level of helpfulness of 5 categories of link teacher behaviours. The Statgraphics statistical package aided the production of descriptive statistics, and also validation of the internal construct of the behaviour categories. Results showed that the majority of students were dissatisfied with the amount of link teacher contact they receive. A minimum length of time for each visit was established. The link teacher behaviours found to be most helpful were related to interpersonal skills and personality followed by nursing competence, evaluation and teaching ability. The findings contribute to the literature addressing UK students' views, and will inform the development of a higher quality link teacher support system for senior student nurses. PMID:9277165
Wills, M E
The shadowing scheme supports nursing students in learning how to manage and identify the characteristics of good leadership. Derby Hospitals NHS Foundation Trust and the University of Nottingham offered nursing students the opportunity to shadow service leaders and managers during their final semester. This initiative promotes an effective service, takes account of students' needs and interests and supports the government's modernisation agenda and the NHS Plan (Department of Health (DH) 2000). PMID:16350502
Eades, Jackie; Hill, Karen; Craig, Jennifer
Background: To develop nursing education and promote nursing strategies, there is a need for a staff with positive attitude. The present study was conducted to compare the attitudes among clinical nurses and nursing students toward the nursing profession. Materials and Methods: In this descriptive- analytical study 313 clinical nurses and 81 nursing students (total n = 394) of Tehran, Iran, were selected through a systematic sampling method and their viewpoints were investigated using a nursing professional attitude questionnaire. Results: The findings of this study showed that 72.6% of nurses and 65.4% of students had positive attitude toward their profession, and despite the high percentage of the clinical nurses’ positive outlook, the difference was not statistically significant (P > 0.05). Conclusion: The results showed that approximately one-third of the students and nursing practitioners had neutral or negative attitude toward their occupation. Due to the serious effect of one’s professional attitude and commitment of service, it is necessary to have further studies about the current situation to eliminate such negative factors. PMID:23853651
Koushali, Ali Noruzi; Hajiamini, Zahra; Ebadi, Abbas
One of the goals of nursing education is to develop caring and responsible nurses with clinical reasoning skills who are capable of improving outcomes in complex healthcare systems. Using the Model of Situated Learning in Nursing Leadership, generalist entry graduate nursing students at Rush University in Chicago, part of a large academic medical centre with Magnet recognition for excellence in nursing practice, are educated using a curriculum based on the clinical nurse leader (CNL) competencies. This article presents a case study that demonstrates how the model is used to provide experiences for learning the CNL role. The students learn leadership in practice through their involvement in ongoing efforts at the medical centre to improve the care of patients with intellectual and developmental disabilities. The case study provides lessons in teaching CNL leadership competencies through efforts to improve the quality of care for an at-risk group of patients. PMID:25629348
Ailey, Sarah; Lamb, Karen; Friese, Tanya; Christopher, Beth-Anne
NKU Department of Nursing: Bachelor of Science in Nursing STUDENT NAME: ID: DATE * SEMESTER 3 (Nursing Semester 1): 10 credits = NRS Grade SEMESTER 4 (Nursing Semester 2): 11 credits = NRS Grade NRS 210L Development of Clinical Nursing Skills 2 NRS 250 Intro. to Medical-Surgical Nursing 3 NRS
Boyce, Richard L.
School of Nursing Student Email Groups as of September 2012 snallstudents snundergrad sngraduate Business and Health System Program students Division 3 School of Nursing Student Email Groups Note: To e in Nursing students Â expected graduation 2013 snrnbsn RN studies students sngraduate All graduate students
Recruitment onto pre-registration learning disability nursing courses has decreased considerably over the last decade. This paper reports the findings of the first stage of a longitudinal study that investigated the factors that influence students to train as learning disability nurses, and those that influence their decision to continue or leave…
Owen, Sara; Standen, Penny
Describes an introductory chemistry course for nurses in which students learn basic chemical principles by performing 12 chemical analyses that are routinely conducted on body fluids and listed on a patient's clinical laboratory chart. (MLH)
Jones, Theodore H. D.
The purpose of this study was to identify Jordanian nursing students' attitudes towards older people and to consider whether the attitudes of the selected sample had any bearing on the care provided for this client group. A descriptive correlational design was employed and Kogan's [Kogan, N., 1961. Attitudes toward old people: the development of a scale and examination of correlates. Journal of Abnormal and Social Psychology, 62, 44-54.] attitudes toward older people scale was administered to a convenience sample of 250 nursing students enrolled in the BSN program at a governmental university in the northern region of Jordan. Students' attitudes were identified using descriptive and inferential statistics. The Jordanian nursing students who participated in this study displayed marginally positive attitudes toward older people. Age and the socio-economic status of the students correlated significantly with their attitudes. Senior and male nursing students had more positive attitudes toward this client group than their counterparts. Students who prefer to work with older people following graduation reported more positive attitudes toward older people than students who did not. The results of this study suggest that positive attitudes exist towards older people; despite this, it is clear that efforts are required to enhance them further. In addition, the Jordanian lecturers in schools of nursing should further consider the need to prepare the students for their roles as caregivers for this particular client group. PMID:16115699
Hweidi, Issa M; Al-Obeisat, Salwa M
This paper emphasises the tensions between the ideal of the compliant within care settings and the ideal of the critical thinker within the university setting with reference to student nurse education and identity. Identity is an important part of who we are as people. While modernisation and increased professionalisation of nursing have impacted on staff and patients mostly in a positive way, changes in the management of nursing education in the past 20 years have also heralded a remarkable change in the student identity. Historically informed by association with a particular hospital or health service provider, student nurse identity was shaped by institutional rituals and routine, physically embodied in objects such as uniforms and hospital medals and informed by claims to honesty, virtue and personal integrity (Bradby, 1990). Once part of the structure and fabric of hospital life, nursing students functioned as part of the health care service. As such, their identity was synonymous with that of practicing nurses, whose learning needs were secondary to that of the organisational needs. While this social milieu provided the platform for the formation of institutional pride, belonging and identity, such forms of identity can result in institutional compliance; with the associated risk of ritualistic practice, poor levels of transparent accountability and barriers to whistle blowing should substandard practice arise. Increased student freedom and an emphasis on teaching and learning within the university setting may have benefitted students, patients and the profession, however, the potential impact on student identity is less certain. There is evidence to suggest that students are ill-equipped for their professional identity once qualified and thus require more support for this within universities. This paper explores the tensions between traditional hospital identity and contemporary university identity with reference to student nurse education. The ideal of the compliant versus the ideal of the critical thinker will be debated. PMID:22795742
Brennan, Damien; Timmins, Fiona
$1000.00 NURSING STUDENT RECOGNITION SCHOLARSHIP Application Form Nominee: Montana Nurses Association Attn: Juanita Kazmierowski 20 Old Montana State Highway Montana City MT 59634 for application consideration by the Committee.) The undersigned gives the Montana Nurses Association the absolute
Many adult nursing students have lifestyle obligations that require integration with nursing school programs in order to graduate and fulfill their dreams of becoming a nurse. Fourteen participants shared their stories of how they were able to blend their lifestyles commitments with nursing school. Student interaction between lifestyle obligations…
Coutrier, Karen A.
Chinese nursing education levels have developed fast over the past few years. Many nursing educators are devoted to the research of nursing teaching. How to cultivate nursing students, creative thinking is one of the principle researches and has received increasing attention. In the course of nursing teaching, we renewed the teaching design based…
Xi-wen, Liu; Chun-ping, Ni; Rui, Yang; Xiu-chuan, Li; Cheng, Cheng
Nursing students, Paula and Lynda, reflect on their first academic assessment of their 4-year intellectual disability nursing course. The reflection is conducted by the second and third authors of this article, and is guided by Gibbs' (1998) cycle, highlighting the positive and negative aspects of their 'workbook' assignment during their first academic semester. Overall, the use of the workbook as an assessment method enabled the students to discover the importance of time management, attendance at lectures, database searching, referencing and academic writing. The assignment enabled the students to be more prepared for clinical practice placement, and develop a basis for future learning and knowledge of intellectual disability. PMID:22584930
Doody, Owen; McInerney, Paula; Linnane, Lynda
Around the world there is a growing consensus that students' rights must be protected, regardless of race, creed, color, sex, religion, and socioeconomic status. One of these rights is the educational equity. However, little is known about these phenomena in nursing education. The aim of this study was to explore the educational equity from the perspective of nursing students. A qualitative study was conducted. Thus, we purposefully recruited for in-depth interviews 13 nursing students (8 female and 5 male). All interviews were transcribed verbatim and analyzed by thematic analysis approach to identify categories and themes. Four main themes emerged from the data: Fair Educational Opportunity, fair evaluation, attempts to combat discrimination, and employing qualified teachers. It is argued that educational equity should be developed in higher education. Principles of equity and students' rights may form the most basic rationale for all formal and informal efforts to extend the right of equal access to education. PMID:25530059
Ghiyasvandian, Shahrzad; Nikbakht-Nasrabadi, Alireza; Mohammadpour, Ali; Abbasi, Mahmoud; Javadi, Mostafa
The purpose of this literature review is to illustrate the importance of initiating nursing recruitment during the middle school years. Data sources included citations from the years 1989 to 2006. The study focused on middle school students 9 to 13 years of age in Grades 6 to 8. One survey compared middle school students' perceptions of an ideal…
Matutina, Robin E.
Abstract Background: Nursing identity is an important element of being a nurse. Student nurses begin the construction of their nursing identity during their clinical placements. Aim: The aim of this research was to examine how the student nurses of a regional Australian university construct their identity when on off-campus clinical placement. Methods/Design: Using a constructivist approach an online survey was used to elicit data in response to the question 'What elements are needed during the work integrated learning experience to enable undergraduate nursing students to construct their nursing identity?' Results/Findings: Findings reveal five key elements to the construction of students' nursing identity; positive role models, belonging, peer support, critical thinking abilities and confidence. Conclusion: Such findings are important as they provide information for student nurses, preceptors and educators in guiding clinical placement experiences that are able to facilitate the development of the nursing identity. PMID:25429770
Walker, Sandra; Dwyer, Trudy; Broadbent, Marc; Moxham, Lorna; Sander, Teresa; Edwards, Kristin
UC Irvine Nursing Science Students ONLY ANCC Certification Application Form Application link: http) to ANCC: ANCC Validation of Advanced Practice Nursing Education form signed by UC Irvine Nursing Science Program Director. Photocopy of Nursing License UC Irvine Masters Students only: Official Transcript from
A study was conducted at Humber College to investigate the attitudes of college-prepared diploma nursing students towards psychiatric nursing. Specifically, the study sought to determine the effect of psychiatric nursing role models on student attitudes, and whether a relationship existed between clinical placement and student attitudes. The study…
Holder, Elizabeth; Mark, Tony
The purpose of this research was to define professional communication in nursing and to develop a prototype to assess and appraise communication at a selected college. The research focused on verbal and nonverbal communication between the nurse and the client using a simulated environment. The first objective was to identify the major characteristics of professional communication in nursing. In this study, the characteristics of professional communication emerged from the constant comparison method of the results of research studies in the fields of healthcare and communication. These characteristics became the elements, representative properties, and descriptive dimensions to assess and appraise verbal and nonverbal communication at the college of study. The second objective was to develop a template to assess verbal and nonverbal communication at a selected college. Using a two-fold process, the researcher used the results from the first objective to begin template construction. First, specialists in the fields of communication and nursing established the content validity of the elements, representative properties, and descriptive dimensions. Second, the course educators determined the relevancy and importance of the elements, properties, and descriptive dimensions to the objectives of two courses at the college of study. The third objective was to develop a rubric to appraise nursing students' verbal and nonverbal communication in a videotaped communication review. An appraisal rubric was constructed from an extension of the template. This rubric was then tested by faculty at the selected college to appraise the communication of five students each in the junior and senior years of the nursing program.
Diers, Jane E.
School nurses are involved in a complex framework of interactions with students, other professionals, parents, and administrators. Trust between nurse and student is critical for interaction effectiveness. The goal of this study was to understand through phenomenology the process of engendering trust in school nurse-high school student…
Summach, Anne H. J.
Reports on a study of the professional socialization of associate degree nursing (ADN) students. Reviews previous research on the process of nursing socialization. Presents study findings based on responses from 1,877 nursing students in 20 ADN programs, focusing on students' characteristics and ideal and actual role models. (DMM)
Bellinger, Kathleen; And Others
The aim of this study is to examine the stress experiences and coping abilities of student nurses. A survey design was employed to examine the stress experiences of Diploma student nurses in a large Dublin Teaching Hospital. A questionnaire was utilized that measured and explored five specific constructs pertinent to student nurse stress. These included clinical stress, academic stress, coping,
William Evans; Billy Kelly
Integration of evidence into practice is an essential outcome for baccalaureate nursing students in this era of health care reform. Cultivation of a spirit of inquiry and appreciation for the role of evidence in shaping nursing practice is central to the development of requisite knowledge and skills. A baccalaureate nursing program curricular redesign placed a higher emphasis on evidence-based practice. The evidence-based practice focus of the undergraduate curriculum is a sequence of 3 undergraduate research courses designed to prepare the graduate to identify, locate, read, and critically appraise evidence at the individual study, systematic review, and clinical practice guideline levels. This curriculum lays the foundation for evidence-based practice in the clinical arena and in graduate nursing programs. PMID:23910923
Bloom, Kathaleen C; Olinzock, Barbara J; Radjenovic, Doreen; Trice, Lucy B
The shortage of nurses in Kuwait is attributed to low production of indigenous nurses, resignation and emigration of foreign nurses, and expansion of health care facilities. This study explored Kuwaiti high school students' perceptions of nursing as a profession, their sources of information about nursing, and factors that affected their choice of nursing as a future career. Questionnaires from 289 students attending seven all-female high schools in Kuwait were analyzed. The results revealed that all of the participants were knowledgeable about the functional aspects of the nursing profession, and 35% of them received this information through contact with nurses during hospital visits. However, only 19% indicated they might consider nursing as a future career. The implications of the study for nursing education and practice, and strategies to attract and retain indigenous high school graduates into nursing programs in Kuwait are discussed. PMID:16402735
Al-Kandari, Fatimah H; Lew, Irene
Empathy and absence of prejudice and stigma are instrumental in facilitating effective nurse-patient relations. This study assessed empathy levels and regard for specific medical conditions in undergraduate nursing students. A cross-sectional study was undertaken using paper-based versions of the Jefferson Scale of Physician Empathy (JSPE) and Medical Condition Regard Scale (MCRS), along with a brief set of demographic questions. Participants reported good empathy levels on JSPE. Attitudes towards intellectual disability, chronic pain, acute mental illness and terminal illness rated well on MCRS. Attitudes towards substance abuse, however, were lower. There were no significant differences between age groups, gender or year level of study. Overall results of this study were positive. Nursing students demonstrated acceptable empathy levels. Attitudes towards patients who abuse substances highlight an area that needs both further exploration and addressing. Attitudes towards mental health diagnoses were particularly favourable given that these often attract stigma and negative attitudes. PMID:22621294
McKenna, Lisa; Boyle, Malcolm; Brown, Ted; Williams, Brett; Molloy, Andrew; Lewis, Belinda; Molloy, Liz
Professional registered nursing is an essential part of the health care system and student nurses need experimental learning with actual patients to learn to practice as a nurse. The health care system has changed dramatically and nursing schools have decreasing access to the health care agencies. The clinical educational experience develops…
LaFauci, Frances F.
The literature continues to report on medication errors occurring within Australian health care facilities every year. For this reason anyone who is admitted into a health care facility and is required to have medications is at risk of being the recipient of an unintentional medication error. Because nurses are primarily the health care professionals who administer medications to patients, students
Kerry Reid-Searl; Lorna Moxham; Sandra Walker
In order to provide all eligible nursing school applicants with equal access to careers in professional nursing and to assure an adequate supply of professional nurses, a study was conducted to identify factors that contribute to the successful recruitment, selection, and retention of students by nursing schools. A questionnaire was sent to all…
National League for Nursing, New York, NY.
Researchers have demonstrated death anxiety in nursing professionals; however, it is unclear as to when this anxiety develops. This study used a multidimensional measure to investigate death anxiety in a group of experienced (n = 53) and inexperienced (n = 49) nursing students and a control group of non-nursing students (n = 50). Experienced…
Chen, Yi-Chuen; Ben, Kevin S. Del; Fortson, Beverly L.; Lewis, Jean
This project determined asthma prevalence in a large school district, absentee rates, and potential effects of school nurse case management for student asthma over three years. Data were derived from an asthma tracking tool used by nurses in one school district for every student reported as having asthma by their parent. School nurses began…
Taras, Howard; Wright, Sandra; Brennan, Jesse; Campana, Jack; Lofgren, RoseMarie
Improving throughput in the B. Tech. Nursing Sciences programme is a complex issue as not only the theoretical but also the practical component and undefined inner strengths of the student influence success. The purpose of this article is to report factors in the prospective students' social background, their perceptions of nursing and nurses and…
Wright, S. C. D.; Maree, J. E.
The purpose of this non-experimental descriptive study was to explore types, sources, and frequency of bullying behaviours that nursing students experience while in nursing school. The study also evaluated resources utilised by nursing students to cope with these bullying behaviours. Six hundred thirty-six participants completed the…
Cooper, Janet R. M.; Walker, Jean T.; Winters, Karen; Williams, P. Renee; Askew, Rebecca; Robinson, Jennifer C.
It was the purpose of this study to determine if there is a relationship between student satisfaction with high-fidelity-patient simulation experience and self-confidence in learning among student nurses. The population was associate nursing degree students. The study measured by the students' perceptions of their satisfaction and self-confidence.…
Dougherty, Suzanne V.
Men are entering the field of nursing in increasing numbers. As men enter nursing programs, they may encounter role stereotyping and gender bias through the faculty's assumption of stereotypical notions of caring. The purpose of this interpretive phenomenological study was to describe the ways faculty perceive and respond to caring in male nursing students to better understand how to facilitate it. The central question for this study was: What are the essences and meaning of nursing faculty notions regarding caring in male nursing students? Six faculty members in a nursing program with a large percentage of male student enrollment were interviewed. Applying a phenomenological data analysis method, the researchers identified six themes: altruism, antecedents, attainment, ambiguity, agency, and anecdotes. Implications for nursing education and practice are made, including the need to recognize, allow, and support male nursing student ways of caring. PMID:18630717
Grady, Carole A; Stewardson, Gary A; Hall, Janice L
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...2013-10-01 false Maximum amount of nursing student loans. 57.307 Section 57...IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.307 Maximum amount of nursing student loans. The total of...
Accelerated, nontraditional, advanced practice nursing programs are an alternative way to increase the supply of nurse practitioners. This study profiles demographic and job characteristics of second degree, non-nurse college graduates who pursued graduate degrees in nursing. Graduates' sex, age, income, previous education, nursing experience, factors describing the scope of the advanced practice role, and quality of the educational experience were studied. Data were collected from 29 graduates (57%) from Virginia Commonwealth University's accelerated second-degree nursing program from 1995 through 1999. The findings have implications for nursing educators, health care administrators, employers, and other persons who plan and recruit for this type of nursing education program. PMID:11044296
White, K R; Wax, W A; Berrey, A L
Nurses entering the workforce are faced with many challenges, but today the multiple demands of patient care are complicated by a nurse's need to keep abreast of fast-changing technology. This research is universally relevant to nursing practice in educational settings and practice areas because nursing education needs to develop strategies to…
Brodell, Elizabeth Becky
Geriatric nursing is generally not considered to be a popular branch of nursing among Swedish nursing students and registered nurses. It is, therefore, important for nurse educators and others with responsibilities for the development of nursing to pay attention to trends of importance for the care of the elderly. Attitudes - conceptualized as feelings, knowledge, and readiness to act - may be one important factor. It has been reported that feelings toward older people may change with experience, age and gender. The aim of this study was to measure feelings toward older people among nursing students and registered nurses. A convenience sample of 151 undergraduate nursing students and 41 registered nurses in Sweden participated in the study. Data were collected through Kogan's Old People scale. The results confirmed earlier findings and showed that limited previous experience of care of older people, age <25 years, and male gender were significant factors for showing less favourable feelings towards the aged. In the education of nurses, goal-directed experience of elderly care is recommended in order to create positive feelings towards and interest in older people among students. It is also suggested that special considerations should be given to very young students and male students. PMID:11322814
Söderhamn, O; Lindencrona, C; Gustavsson, S M
This study aimed to examine nurse students' interest in gerontological nursing and the factors enhancing and decreasing that interest. The quantitative data was collected in the autumn of 2009 using a structured instrument with a Visual Analogue Scale (VAS), which was developed for this study based on the literature review. Graduating nurse students (n=183) from three polytechnics in Southern Finland participated in the study. The data was analysed statistically using descriptive statistics and t-test for independent samples to indicate statistical significance. The students did not clearly state if they are interested in gerontological nursing as a future career choice or not. Students who had prior gerontological nursing work experience, women, and students who had learned about gerontological nursing through an independent course were the most interested in the field. The factors that enhance interest are the quality of gerontological nursing, the challenging aspects of the field and the opportunities for career advancement, the gerontological nursing education and the practical training in gerontological nursing. On the basis of the results, it seems that it is possible to enhance nurse students' interest in gerontological nursing as a future career choice. PMID:21665335
Koskinen, Sanna; Hupli, Maija; Katajisto, Jouko; Salminen, Leena
Low pass rates on the National Council Licensure Exam for Registered Nurses have directed nursing faculty to examine how to predict the readiness of the nursing student. Exit exam testing that predicts readiness has become one way to assess the nursing student's readiness. Nursing students at the research site's school of nursing are…
Increasing life expectancies and more years spent living with chronic illnesses mean that increasing numbers of older adults will require nursing care. However, most nurses prefer not to work with older adults, and many nursing students have limited knowledge and negative attitudes towards aging and older adults. This study examined the knowledge…
Flood, Meredith Troutman; Clark, Robert B.
One of the greatest challenges in nursing education lies in linking classroom content to the clinical environment. Simulation is now an established method for allowing students to practice the skills and techniques discussed in didactic nursing education and to allow this to occur in a safe, controlled environment before moving into the real world of clinical practice. Multidimensional learning bundles, such as the End-of-Life Nursing Education Consortium curriculum, provide an opportunity to link theoretical content with practice, yet time constraints may limit implementation of the full curriculum. A compacted learning bundle with a didactic component, unfolding case study, and video-recorded family conference to prepare students for a simulation on care of the dying patient is being used in 1 accelerated bachelor of science in nursing program to address students' learning needs. PMID:24743178
Carman, Margaret J
This study describes the types, sources, and frequency of bullying behaviours encountered by nursing students in their final year of nursing education. Six hundred thirty-six respondents reported encountering at least one bullying behaviour from School of Nursing (SON) Faculty during one year of classroom or clinical course work. The results of…
Cooper, Janet R. M.; Walker, Jean; Askew, Rebecca; Robinson, Jennifer C.; McNair, Mary
Attrition of students from a nursing program is a significant concern. It is even more critical now because there are not enough nurses to fill all open positions in the healthcare industry. It is predicted the shortage will worsen in the next decade as an aging society increases the number of people requiring nursing care. While increasing the…
The aim of this study was to explore the motivations of student nurses enrolled in nursing courses across a variety of Pacific Island countries. The image of nursing, the desire to help others, family and friends in the profession, personal experience, security, travel opportunities and flexibility have all been identified as motivators for people to enter nursing. To date, what motivates students in Pacific Island countries to enrol in a nursing course has not been investigated. An exploratory qualitative approach using focus group interviews with 152 nursing students was undertaken. Data were analysed using thematic content analysis, revealing four themes: (i) helping others; (ii) 'making a difference for my people'; (iii) following in the footsteps of others; and (iv) financial and professional gain. In a time of health and nursing workforce shortages, developing a deeper understanding of what drives people can be used to improve recruitment strategies in the future. PMID:24093735
Usher, Kim; West, Caryn; Macmanus, Mary; Waqa, Silina; Stewart, Lee; Henry, Renee; Lindsay, David; Conaglen, Jo; Hall, Julianne; McAuliffe, Marie; Redman-MacLaren, Michelle
This descriptive study explores students' perceptions of personal and program preparedness for disasters. Participants in this online survey included 1,348 nursing students from every state plus Guam, Puerto Rico, and theVirgin Islands. The study explored three questions: a) the level of preparedness, including learning about different types of disasters, preparing disaster plans, creating disaster kits, and participating in community disaster response efforts; b) the impact of disasters on nursing students; and c) strategies to assist nursing students during disasters. Results indicated that nursing students throughout the country are generally not well prepared for disasters. Nurse educators need to develop strategies to prepare their students for disasters. The American Red Cross provides templates for organizations, including colleges and universities, to prepare their campuses for emergencies. Faculty need to collaborate with staff and students to develop and implement plans appropriate for their programs. PMID:22235694
Schmidt, Cheryl K; Davis, Jennifer M; Sanders, Jenna L; Chapman, Laura A; Cisco, Mary Catherine; Hady, Arlene R
Elder abuse appears to be widely underestimated by health professionals. We aimed to evaluate the recognition of elder abuse among Italian nurses and nursing students related to their professional, personal experiences and socio-demographic characteristics. 193 nursing students and 76 nurses attending a post-graduate nursing management master's degree at the University of Bologna (Italy) completed the Caregiving Scenario Questionnaire measuring the ability to recognize elder abuse. Data on age, gender, previous professional and personal experiences as well as nursing school teaching were collected. Regarding abusive items, preventing elder's movements by putting a table over the elder's lap was identified by almost all participants, while locking someone at home was identified by half of them. Neglect was recognized by 25 % of nurses and 20 % of students, respectively. The majority of nurses and students correctly identified non-abusive strategies. Reporting being taught on elder abuse was inversely associated with a good performance in detecting neglect. Italian nurses' and nursing students' uncertainty in identifying abusive strategies, especially neglect, was consistent with results of previous studies in other countries. Standardized education in healthcare core curriculum, reference guidance and training are strongly needed to improve elder abuse recognition in Italy. PMID:23864427
Pelotti, Susi; D'Antone, Elisa; Ventrucci, Costanza; Mazzotti, Maria Carla; Salsi, Giancarlo; Dormi, Ada; Ingravallo, Francesca
A liberal-arts-based undergraduate nursing program engaged in curriculum enhancement activities that led to the implementation of a disaster simulation for 81 multidisciplinary undergraduate students. A pretest/posttest design was used to determine the effectiveness of preparation for the simulation. Nursing students in three levels of the program received didactic preparation in disaster preparedness and were assigned to five different simulation response teams. One-way ANOVA revealed statistically significant differences for pretest and posttest scores, p = 0.05. An evaluation of student performance indicated that five of the eight nursing students assigned to the disaster site correctly triaged 81.2 percent of the victims; all eight nursing students assigned to the emergency department correctly reassessed the victims. Classroom didactic content, followed by a simulated learning experience, was found to be an effective teaching strategy for preparing undergraduate nursing students in disaster preparedness. PMID:21923004
Hutchinson, Sharon W; Haynes, Sheila; Parker, Pamela; Dennis, Betty; McLin, Carlen; Welldaregay, Wodajo
The Americans with Disabilities Act (ADA, 1990) and Americans with Disabilities Act Amendments Act (ADAAA, 2008) provide students with disabilities access to postsecondary institutions and are applicable to nursing education in all learning environments. Nursing faculty members are charged with admitting, educating, and graduating students, with…
Levey, Janet A.
The safe administration of medications to clients in a health care environment is a responsibility of any nurse licensed to perform such a duty. For undergraduate student nurses within Australia, the process of learning safe administration occurs at various stages in their undergraduate program. The learning process generally involves theoretical and practical elements. The practice component encompasses student learning in
Kerry Reid Searl
The School of Nursing The School of Nursing is pleased to welcome all prospective students designed to introduce you to Nursing at Queen's. We encourage you to take advantage of the opportunity:00- NURSING INFORMATION SESSION (BOT B-139) Hear all about the nursing program and have your questions
Identified five categories Swedish student nurses' (n=25) conceptions of internationalization: increased opportunities for work/study abroad, international validation of Swedish nursing education, open boundaries between countries, legal transnational exchanges, and adaptation to other cultures. Students displayed either atomistic or holistic…
This project, conducted by an interdisciplinary team comprising nursing academics and information professionals, focused on nursing students' access to, and use of, learning resources with respect to an evidence-based practice assignment. From the information professionals' perspective, there was interest in examining the level of use of information, the use of print versus electronic media, students' application of critical and evaluative
Pat Gannon-Leary; Graham Walton; Raffik Cader; Julie Derbyshire; Ann Smith
The aim of this study was to explore final year nursing students' views about their clinical experiences. This was the second of three studies using a grounded theory approach overall with theoretical sampling of final year student nurses being chosen as a result of the initial study's findings. The sample was of a volunteer nature. The data collection tool was an open-ended questionnaire, with themes arising from the first study helping to form the questions. It was anticipated that more clinically experienced students would confirm, refute and perhaps provide "new" information about the reality of clinical nursing when compared with the sample of neophyte nurses from the first study. Data were analysed through initial coding of responses and then compared and contrasted to the data of study one. Findings included categories of views about the nurses' roles and tasks, clinical priorities of qualified nurses, holistic care, and care plans. The conclusion suggest that despite nursing theory proclaiming the advent of "new" nursing with hallmarks of holistic care and movement away from tasks and routines, the student nurses did not find this to be the case. Indeed, tasks and routines are what seemed to structure the work of nurses, with little evidence of holistic, patient-centred care occurring clinically. PMID:17505377
School-based health centers (SBHCs) and school nurses know that healthy students learn better. They share an important mission: providing preventive care for all students they serve, with the goal of keeping students in class learning. They both: (1) Educate students and families about healthy behaviors and nutrition; (2) Enroll students and…
National Assembly on School-Based Health Care, 2010
As nursing students are increasingly studying abroad and returning to their home countries to practice, it is important to identify international nursing students' reentry transition to understand their reentry needs. Phenomenological inquiry was used to describe the reentry experience of seven Omani nurses after studying in the United States. The nurses' reentry experience was influenced by the personal and professional transformation from studying abroad and included themes of adaptation to cultural differences and service to themselves, their profession, and their nation. These nurses returned home to resume previous roles; they were changed and this required them to redefine and adapt to their roles within their families and workplace. Nurses returning from international study could benefit from a formal reentry program to assist their transition to family, community, and professional life and to enhance the nurses' contribution from their international education. PMID:23832951
students with the opportunity to apply nursing theory knowledge to patient care activities, and requires direct patient care experience by the student in a predetermined seting. Beginning-nursing student: For the purpose of this study, beginning...-nursing student wil be a student entering a bacalaureate degree nursing program where they begin their first nursing theory course work, and nursing clinical course work. Anxiety: For the purpose of this study, anxiety wil be defined as “distres or uneasines...
King, Linda Sue
Presents students views about the Accelerated Program, an intervention designed to get students on a path to on-time graduation by helping them develop a more positive sense of their own ability to accomplish, belong, and engage in the classroom. The program was designed to accelerate learning so that students completed two years of academic content within one year.
As new nursing graduates enter the workplace, they are faced with demands that have the potential to be the most challenging they will face in their professional careers. Challenges include nursing shortages, increased patient acuity, and early patient discharges (Ellerton & Gregor, 2003). Moreover, studies indicate clinical nursing practice is extremely stressful for new graduates (Charnley, 1999; Dearmun, 1998; Delaney, 2003; Maben & Clark, 1998; Oermann & Moffitt-Wolf, 1997). Authors have documented concerns of graduating nursing students, which include being able to function as a competent professional registered nurse and worries about the work environment (McConnell & Dadich, 1997) as well as meeting the performance expectations of the workplace given new graduates' self-perceived lack of clinical experience (Heslop, McIntyre &e Ives, 2001). There is a need to examine what is known about the transition from nursing student to professional nurse. The purpose of this paper is to review the literature to identify current issues affecting the transition of newly graduated nursing students into their professional nursing roles, examine strategies designed to enhance transition, and to propose ways nurse leaders in education and service can collaborate to positively influence this process. PMID:16206695
Butler, Karen M; Hardin-Pierce, Melanie
Alcohol consumption during pregnancy can result in birth defects known as fetal alcohol spectrum disorders. This study examined whether 1-h training sessions on alcohol screening, brief intervention, diagnoses, and treatment of fetal alcohol spectrum disorders could increase practical knowledge and confidence in nurses and student nurses. Data were collected from 420 nurses (n = 95) and student nurses (n = 325) in the southeastern United States, from 2009 to 2011. Pre- and post-test data were analyzed using chi-square tests and t-tests. The post-training response rate was 84%. Nurses were more likely to know what constitutes binge drinking, facial abnormalities associated with fetal alcohol syndrome, and criteria for diagnosis. Nurses were also more confident in educating about effects of prenatal alcohol use, identifying fetal alcohol spectrum disorders and utilizing resources. Training materials may need to be improved and/or longer training programs developed for student nurses, and nursing school programs should place more emphasis on educating and preparing student nurses regarding this topic area. PMID:24393607
Zoorob, Roger J; Durkin, Kristy M; Gonzalez, Sandra J; Adams, Susie
In this study, 21 nursing faculty who experienced uncivil encounters with nursing students were interviewed to determine what effects those encounters had on them. The uncivil encounters ranged from relatively mild to highly aggressive, including overt threats to the faculty members' well-being. The effects of the uncivil encounters on the nursing faculty involved were significant and included both short-term and long-term sequelae, such as physical and emotional reactions, decreased self-esteem, loss of confidence in their teaching abilities, significant time expenditures, and negative effects on the educational process. Three faculty members left nursing education and cited their interactions with students as an influential factor. PMID:17302095
Stress is caused by the demands of everyday life and is an integral part of our lives. The manner in which stress is coped with, remains the responsibility of the individual herself. To be in the nursing profession today, is highly demanding. The psychiatric nurse experiences more stressors, because she is involved in a specialised area, where she uses herself as a therapeutic instrument on a scientific basis. The psychiatric nursing student finds herself in a situation where she is confronted by stressors from her personal and professional environment, as well as stressors caused by her present training in psychiatric nursing. To ensure quality nursing and job satisfaction by the psychiatric nursing students, it is important that their stressors must be identified and that they must learn in good time ways how to effectively cope with it. The psychiatric nursing student must learn ways to cope with her own stressors and consequently she will be in a position to be of assistance to her patients. Coping with stress unsuccessfully and not identifying a high stress load, can have disastrous consequences for both the psychiatric nursing student as well as for the specific organisation in which she is involved. The purpose of this research is to identify the precise stressors which influence the psychiatric nursing student during her training, as well as to establish guidelines to direct the psychiatric nursing student where coping with stress is concerned. A descriptive contextual field study was executed by identifying the stressors of a psychiatric nursing student in the area that she was involved in during her training.(ABSTRACT TRUNCATED AT 250 WORDS) PMID:8375008
Nieuwoudt, S M; Greeff, M; Poggenpoel, M
Background Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice. Methods Focus groups were used to obtain students' opinion and experiences about their clinical practice. 90 baccalaureate nursing students at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery) were selected randomly from two hundred students and were arranged in 9 groups of ten students. To analyze the data the method used to code and categories focus group data were adapted from approaches to qualitative data analysis. Results Four themes emerged from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap"," clinical supervision", professional role", were considered as important factors in clinical experience. Conclusion The result of this study showed that nursing students were not satisfied with the clinical component of their education. They experienced anxiety as a result of feeling incompetent and lack of professional nursing skills and knowledge to take care of various patients in the clinical setting. PMID:16280087
Sharif, Farkhondeh; Masoumi, Sara
Value education is aimed at helping students develop a mode of reasoning, enabling them to make decisions and deal with conflicts on a daily basis. For this, it should firstly be assessment personal values of nursing students. The purpose of the study was to determine the personal values of nursing students with respect to certain variables. The population of the study, which had a cross-sectional design, included all undergraduate students (n = 525) attending the nursing school. The sample group comprised 397 nursing students selected from among the nursing students attending a baccalaureate programme in Turkey using the disproportional cluster sampling method. Data were collected utilizing the Personal Information Form and Value Preferences Scale. The personal values of the students were found to be moral, social, financial/economic, aesthetic, political, religious and scientific/theoretical values. The study suggested that the age, year at school and economic level of the family affected the students' values. Values influence behaviours that are an essential component of humanistic nursing care. They are integral to professional socialization, evident in nursing care and fundamental decisions that affect practice. PMID:23181953
Kaya, Hülya; Kaya, Nurten; ?enyuva, Emine; I??k, Burçin
Objectives: The aim of this study was to assess the relationship between background and sociodemographic variables, attitudes toward controversial aspects of human sexuality and sex knowledge among medical and nursing students.Method: The study design was a questionnaire-based survey of medical and nursing students in Western Australia. Participants were first-through fifth-year medical students at the University of Western Australia and first-through
Robert S. McKelvey; John A. Webb; Loretta V. Baldassar; Suzanne M. Robinson; Geoff Riley
This research examined changes in relationships experienced by students undertakingthe Diploma of Higher Education in Nursing (DipHE Nursing). Anecdotal reports suggested a high level of relationship distress among nursing students. Using a triangulation approach, 10 students were initially interviewed to discuss how their experiences of the course influenced their livesoutside college. The findings of these interviews were subsequently tested by
Background: Wound care is an essential competency which nursing students are expected to acquire. To foster students' competency, nurse educators use high fidelity simulation to expose nursing students to various wound characteristics. Problem: Little is known about how nursing students react to simulated wound characteristics. Malodor is a…
Baker, Gloria Waters
The need in modern healthcare for professionals who are self-directed and autonomous has increased in recent decades. Problem-based learning is spreading in nursing education as one strategy for meeting these demands. This article deals with the relationship between the design and execution of nursing education curricula and students'…
Fredholm Nilsson, Angelica; Silen, Charlotte
Following a chaplain's lecture on the end of life, nursing students wrote reaction papers on appropriate ways to support dying patients and their families. Six processes emerged, including the core concept of the nurse's presence at the bedside. (Contains 23 references.) (SK)
Walsh, Sandra M.; Hogan, Nancy S.
This paper will present the findings of a qualitative study exploring the perceptions of students confronted by a requirement to learn sociology within a nursing curriculum. Those teaching sociology have a variety of explanations (more or less desperate), seeking to justify its place on the nursing curriculum. While there may be no resolution to the debate, the dispute thus far, has largely been between sociology and nursing academics. Absent from this debate are the voices of students 'required' to learn both nursing and sociology. What do students make of this contested territory? When students are trying to learn their trade, and know how to practice safely and efficaciously what do they make of the sociological imagination? How realistic is it to expect students to grasp both the concrete and practical with the imaginative and critical? Findings from this qualitative, focus group study suggest that students do indeed find learning sociology within a nursing curriculum "unsettling". It would seem that students cope in a number of ways. They fragment and compartmentalise knowledge(s); they privilege the interception of experiential learning on the path between theory and practice; and yet they appear to employ sociological understanding to account for nursing's gendered and developing professional status. PMID:18706741
Edgley, Alison; Timmons, Stephen; Crosbie, Brian
The aim of this study was to explore students' experiences during their clinical placements in five nursing homes after implementing measures to improve the learning environment. It is vital to stimulate more future nurses to consider a career within geriatric wards and nursing homes. One way to achieve this, is to enhance nursing students' learning experiences during clinical placements in these settings. Measures to improve the learning environment were implemented as a result of a joint effort between a university college and five nursing homes. An explorative design was developed to collect empirical data concerning the students' experiences expressed through questionnaires and logs. The results generally conveyed more positive than negative experiences. Students expressed most satisfaction with peer collaboration, the placement's contribution to awareness of future nursing role and described the learning arena as exciting and interesting. They expressed less satisfaction with supervision from preceptor and how the practice site was prepared for and organized students' placements. Clinical placement arenas and educational institutions should collaborate closely to explore and develop models of supervision appropriate for the nursing home context, to build on existing potentials and resolve the issues that represent barriers for creating interesting and effective learning environments. PMID:25306396
Brynildsen, Grethe; Bjørk, Ida Torunn; Berntsen, Karin; Hestetun, Margrete
Poverty is widespread and its consequence of poorer health increases the likelihood that nurses will provide care for poor clients and their families in many health care settings. Although the importance of understanding attitudes toward the poor is recognized, there have been few studies of attitudes of nursing students. The purpose of this…
Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…
Twenty nursing graduate students in an Internet-based course were compared with 23 who did not take the course. The former were more likely to be connected to nursing networks, used Internet-based health information in practice, used computer skills for other classes, and understood the relevance of telemedicine. (SK)
Bachman, Jean A.; Panzarine, Susan
The health care system faces a critical challenge in recruiting younger and more ethnically diverse students into the nursing profession. The innovative Maryvale High School Student Nurse Academy was developed as a collaborative partnership among the public school system, the community college system, public and private universities, and the hospital industry, with guidance from Arizona Nursing Associations and Sigma Theta Tau. The program provides at-risk, minority teens exposure to the health system, professional nurses in a variety of roles, and employment opportunities that can expand in a number of directions within the health industry. Results of the first year pilot are encouraging, resulting in a 100% completion of the program with high student satisfaction ratings. Students demonstrated an increase in overall grade point average and a decrease in school absence rates. PMID:12463770
Peterson, Randall M
There is an increasing ageing population in western countries. Most nurses will be involved in caring for older people in the future. Over the last number of years much has been written about the benefits of effective nurse–patient communication. However, research findings indicate that the quality of nurse–older person communication has been and continues to be poor. The purpose of
This paper focuses upon an exploration of undergraduate students' perceptions of clinical decision-making skills in their final year of a baccalaureate adult nursing programme. A phenomenological study was carried out, with a sample of 21 students undertaking their nursing management module. They produced a consensus concept mapping of clinical decision-making and completed self-assessment questionnaires exploring their personal confidence and understanding
Nurse educators are responsible for accompanying students towards becoming capable, competent professional nurses who are a credit to themselves, their patients, colleagues and profession. Student nurses need, therefore, to be taught to render comprehensive nursing care to patients in all stages of their lives, including when they are dying. Being confronted with human suffering and death is challenging and traumatic. Those exposed to such events on a daily basis need to have a solid foundation of self preservation to see past the pain of suffering and to bring light and hope to those in need. A young student nurse will only experience positive growth and development in these circumstances if she is also cared for and guided with understanding. The researcher utilized a qualitative, explorative, descriptive and contextual design based on the phenomenological approach to enquiry. The following question was asked at the beginning of each unstructured phenomenological interview: "How was if for you to care for a dying or deceased patient?" The central theme identified that student nurses experience turmoil in their different relationships in their accompaniment of the dying patient. Guidelines based on the central theme and sub-themes that emerged from raw data, as well as literature, are offered as strategies to promote/enhance optimal accompaniment of student nurses caring for the dying patient. PMID:16450557
Van Rooyen, D; Laing, R; Kotzé, W J
Psychiatric nursing, in various parts of the world, including regions of Canada, is recognized as a distinct nursing profession. In psychiatric mental health nursing practice, reflection is considered a foundational skill given the relational nature of nurses' therapeutic work. Communicating the significance of reflection for practice to students and teaching this intangible skill is challenging for educators. The purpose of this qualitative study was to explore with psychiatric mental health nurse educators their views on how they develop reflective practitioners. Participants' perspectives and experiences in teaching reflective practice were captured in four themes: building the use of self as an agent of change, building skills of reflection/building the habit of reflection, building a bridge between theory and practice, and building a continuing reflective practice - from student to practitioner. Recommendations include a systematic incorporation of reflection into a curriculum and creating supportive learning environments that facilitate the development of reflective practitioners. PMID:23974046
Karpa, Jane V; Chernomas, Wanda M
The purpose of this study was to explore senior nursing students' perceptions toward the nursing profession and their experiences in clinical practicum in Taiwan. This study used semistructured interview guides and unstructured face-to-face dialogue with the participants based on a qualitative method. A purposive sample with a snowball method from a baccalaureate nursing program in Southern Taiwan was used to recruit participants. A total of 30 senior nursing students participated in this study. Data were collected from February to May 2011. The interviews were transcribed verbatim, and data were analyzed based on the phenomenological approach of qualitative methodology. Data were categorized into three major themes: in-depth recognition of nursing, recognition of the meaning and value of life, and decision conflicts for being a nurse. The findings of the study not only help nursing educators further understand the educational effects of clinical practicum, but also provide information for managers of medical organizations to recruit and train newly graduated nurses. PMID:23465420
Tseng, Hui-Chen; Wang, Hsiu-Hung; Weng, Wei-Che
Professional precepted immersion courses (capstone) have become the standard as a means to prepare senior nursing students to enter the workforce. Preceptors have a significant role in developing the student nurse, yet exactly how to prepare preceptors for this role has been an ongoing discussion. This qualitative inquiry explored the educational needs of clinical registered nurse (RN) preceptors who work directly with senior nursing students in a professional precepted immersion (capstone) course. A descriptive qualitative design was used to examine preceptors responses to a prepared set of questions about their educational needs. Results showed that preceptors have three distinct sets of learning needs: the need to know the expectations of their role, wanting to know how best to role model for the student, and knowing how to socialize the student into the profession of nursing. Overall, preceptors communicated their desire and commitment to doing the best job possible. They also clearly stated their expectation of faculty to have a physical presence on the nursing unit that included being proactive in resolving mismatches and exposing the student to the roles of provider of care, leader and manager of care, and member of profession. PMID:21994836
Martin, David L; Brewer, M Kathleen; Barr, Nancy
Professional precepted immersion courses (capstone) have become the standard as a means to prepare senior nursing students to enter the workforce. Preceptors have a significant role in developing the student nurse, yet exactly how to prepare preceptors for this role has been an ongoing discussion. This qualitative inquiry explored the educational needs of clinical registered nurse (RN) preceptors who work directly with senior nursing students in a professional precepted immersion (capstone) course. A descriptive qualitative design was used to examine preceptors responses to a prepared set of questions about their educational needs. Results showed that preceptors have three distinct sets of learning needs: the need to know the expectations of their role, wanting to know how best to role model for the student, and knowing how to socialize the student into the profession of nursing. Overall, preceptors communicated their desire and commitment to doing the best job possible. They also clearly stated their expectation of faculty to have a physical presence on the nursing unit that included being proactive in resolving mismatches and exposing the student to the roles of provider of care, leader and manager of care, and member of profession. PMID:21994836
Martin, David L.; Brewer, M. Kathleen; Barr, Nancy
Purpose – The aim of this paper is to profile the information seeking behaviour of nursing students, according to learning style, personality and self-efficacy in information literacy. Such profiles should help students to reflect on their information seeking, and should help librarians in designing information literacy programmes that are targeted to student needs. Design\\/methodology\\/approach – A questionnaire using existing validated
Peter Stokes; Christine Urquhart
A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.
Pyo, Katrina A.
Professional nurses are challenged to provide high quality, evidence-based care in today's increasingly complex healthcare environment. Thus, nurses need to develop an appreciation for life-long learning. Understanding student approach to learning may provide nurse educators with empirical evidence to support specific teaching/learning…
Rebeschi, Lisa M.
Boston College William F. Connell School of Nursing Accelerated Direct Master's Entry (MSE) Program LICENSURE NCLEX EXAM Total: 9 #12;Boston College William F. Connell School of Nursing Accelerated Direct
Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized professional nursing values (Revised Professional Nursing Values Scale), level of self-esteem (Rosenberg's Self-Esteem Scale), and perceived level of confidence in ethical decision making. A significant positive relationship (p < 0.05) was found between nursing students' professional nursing values and levels of self-esteem. The results of this study can be useful to nursing educators whose efforts are focused on promoting professional identity development and competent ethical behaviors of future nurses. PMID:23166146
Iacobucci, Trisha A; Daly, Barbara J; Lindell, Debbie; Griffin, Mary Quinn
It is known that bioscience is perceived to be difficult and causes anxiety within undergraduate nursing students; yet, commencing students' perceptions of bioscience is not known. Therefore, the aim of this study was to ascertain incoming students' perceptions, knowledge and approaches to learning bioscience. Incoming students to the Bachelor of Nursing completed a questionnaire prior to undertaking bioscience. Two hundred and seventy three students completed the questionnaire that explored their expectations, preconceptions of bioscience content, approaches to learning bioscience, and relationship to clinical practice in the context of biosciences. Participant ages ranged from 17 to 53 (mean 23 years), and 78% of students had completed at least one secondary school science subject, of which 60% had studied biology. Overall, students' preconceptions included anxiety about studying bioscience, bioscience being difficult and harder than nursing subjects, and that more content will be required for bioscience than nursing subjects. Analysis using ANOVA revealed the relationships for secondary school science and age on student responses. A significant effect of secondary school science was found for science in school being advantageous for bioscience (p=0.010), understanding what bioscience entails (p=0.002), needing to study science prior to the start of the semester (p=0.009), and that bioscience is considered difficult (p=0.029). A significant effect of age was found for exams being more difficult than other assessments (p=0.000) and for being able to see the relevance of nursing when reaching the workplace (p=0.011). The findings also indicated that perceptions and associated anxieties related to bioscience were present in commencing students, similar to those which have been reported previously in established student groups. This strongly suggests that the faculty should attempt to dispel preconceptions about bioscience and target improved supports to facilitate the transition of students into the commencement of bioscience for nursing students. PMID:23182891
Craft, Judy; Hudson, Peter; Plenderleith, Mark; Wirihana, Lisa; Gordon, Christopher
Abstract Background: Though expected to be role models in health promotion, research has shown that nursing students often have suboptimal exercise behavior. Aim: This study explored the psychological factors associated with the exercise behavior of nursing students. Methods/Design: A total of 195 first-year undergraduate nursing students completed a crosssectional quantitative survey questionnaire, which included measures of their exercise behavior, the Physical Exercise Self-efficacy Scale, and the Exercise Barriers/Benefits Scale. Results/Findings: The results showed that male students spent more time exercising and had higher exercise self-efficacy compared with female students, but there were no gender differences in the perceived barriers to or benefits of exercise. Fatigue brought on by exercising was the greatest perceived barrier to exercise, whereas increasing physical fitness and mental health were the greatest perceived benefits of exercise. Multiple linear regression showed that gender, exercise self-efficacy, perceived barriers to exercise, and perceived benefits of exercise were independent predictors of exercise behavior. Conclusion: Nurse educators can endeavor to promote exercise behavior among nursing students by highlighting the specific benefits of exercise, empowering students to overcome their perceived barriers to exercise, and enhancing students' exercise self-efficacy. PMID:25431278
Chan, Joanne Chung-Yan
Background: Spiritual care should be considered an important part of holistic and multidisciplinary care and it has not been given much importance so far. We should begin with student nurses, who will soon be clinicians, to find out about potentiality of the nursing profession to put spiritual care into practice. Little has been known about spiritual well-being, spirituality, and spiritual care perspectives among nursing students. In this study, a comparison has been made in spiritual well-being, spirituality, and spiritual care perspectives between the first and fourth year baccalaureate nursing students. Materials and Methods: This is a descriptive–comparative study that was carried out among 283 nursing students. All the students were Iranians studying in the universities of Iran, Tehran, and Shahid Beheshti medical sciences. They volunteered to participate in the study. There were 105 first year students and 178 fourth year students. The questionnaires used were on Spiritual Well-being (SWB) Scale, Spiritual Perspective Scale (SPS), and Nursing Spiritual Care Perspective Scale (NSCPS). The statistical analysis was performed using the SPSS software, version 10. The data were analyzed using descriptive statistics (distribution frequency, mean, and standard deviation). Mann–Whitney test was to compare each item and independent t-test to compare the mean values of two groups. Results: Regarding spiritual well-being, there were no significant differences between the two groups. 98.8% of the first year students and 100% of the fourth year students were in the category of moderate spiritual well-being. Neither were there any significant differences between the two groups in spiritual perspective and spiritual care perspectives. Conclusions: The scores of fourth year nursing students were similar to those of first year students in spiritual well-being, spirituality, and spiritual care perspectives, though the fourth year students had already undergone 4-year nursing course. Including spiritual care in the curriculum of nursing students’ courses will add to their understanding and provision of spiritual care. This will fill the present gap evident in the system in Iran. At present, the educational system here does not make use of spiritual care as part of its comprehensive curriculum. PMID:24949061
Abbasi, Mojgan; Farahani-Nia, Marhamat; Mehrdad, Neda; givari, Azam; Haghani, Hamid
Background: Professionalism in nursing is critical for creating credibility and a positive image. Objectives: This study was carried out to explain the use of hidden curriculum in teaching professionalism in nursing students. Materials and Methods: This qualitative study was conducted through purposeful sampling strategy by the participation of 32 nursing students. The data were collected by using semi-structured interviews, and this process was continued until achieving data saturation and themes’ emergence. Content analysis method was used for data analysis. Results: Data analysis revealed three main themes: Development of understanding the professionalism elements, Variety of influenceability strategies, and Influenceability to various resources. Each theme consisted of some subthemes. Conclusions: The nursing students learnt the professionalism elements by different methods from different resources through the hidden curriculum. Therefore, exploration of the currently administered hidden curricula is suggested. PMID:24829784
Karimi, Zohreh; Ashktorab, Tahereh; Mohammadi, Easa; Abedi, Heidar Ali
The following article is a description of one aspect of a phenomenological research study designed to investigate the lived experience of male nursing students as they learned to care as nurses. Data-collection strategies included paradigm case narratives and interviews. Data analysis was characterized by four major strategies: analysis, synthesis, criticism, and understanding. These strategies were used to identify meanings of the text of transcribed interviews and to generate interpretive commentary. Learning to care was described by the participants as a complex entity that incorporates the gender of the student, the patient, the teacher, and the nurse. As students progressed through the program, their experience of gender issues in learning to care was shaped by personal experiences, the expectations of a predominantly female faculty and nursing staff, and their evolving understanding of the ways of caring that are gender based. PMID:8717794
Paterson, B L; Tschikota, S; Crawford, M; Saydak, M; Venkatesh, P; Aronowitz, T
Six-hundred and sixty-two nurse students (aged 25.2 ± 4.11 years; 153 were males) answered a self-administered, anonymous questionnaire about smoking habits and knowledges in a large urban Teaching School of Nursing. The overall response rate was 88%. Current smokers were 336 (51%), former smokers 80 (12%). Nurse students claimed to know the dangers of tobacco and nurse training seemed to
E. Boccoli; A. Federici; A. S. Melanie; E. Paola
There has been a dramatic increase in the nation's racial and ethnic minority populations over recent years. This increase is placing a higher demand on the health care industry to provide culturally competent care to these diverse populations. This challenge is met with yet another problem as the nation faces a critical shortage of nurses, particularly minority nurses. This shortage is only expected to worsen over the next several years. As schools of nursing across the country are being asked to increase the number of nursing program graduates, specifically minorities, they are confronted with a double edged sword as retention rates are decreasing, and attrition rates are increasing. This is particularly troublesome when many racial and ethnic minority nursing students do not graduate. This qualitative study was implemented to assess and understand the perceived educational experiences of racial and ethnic minority nursing students enrolled in a rural community college nursing program on the Eastern Shore of Maryland. Eight voluntary nursing students who identified themselves as either a racial or ethnic minority participated in the study. Data were collected by: individual audio-taped interview sessions; audio-taped focus group sessions; and documentation of field notes. Participants also provided demographic information and were asked to provide a brief written response to a scenario regarding increasing the recruitment and retention rates of minority nursing students. All data were analyzed utilizing the constant comparative method. Results of the study revealed six different themes: personal support systems and peer relationships; college services and academic resources; faculty support; cultural understanding versus cultural insensitivity; personal attributes of self-efficacy/advice for future nursing students; and suggestions for college and nursing program improvement. After the major themes were examined one central theme, a grounded theory, was born. The theory proposes that when the minority nursing student bridges his or her personal attributes of self-efficacy with some or all identified support systems, this may be a conduit to fostering success in obtaining their educational goals as long as the resources are available, and a caring environment is present.
Mister, Brenda J.
International students bring billions of pounds annually to the UK through higher education. Although nursing students may not contribute as significantly in monetary terms as traditional graduate and postgraduate learners, they do, however, bring with them other benefits in terms of wealth of experience, diversity and cultural capital, often looking after client groups sometimes marginalized by mainstream society. The reality is that many nursing homes and care homes simply would not function without internationally recruited nurses contributing to our health service and the wellbeing of society. The author of this article is a module manager for a Nursing and Midwifery Council regulated Overseas Nurses Programme, which runs up to four times per year at a large Faculty of Health, Sports and Science in South Wales. Anecdotal evidence from class disclosures by international nursing students provided the rationale for this independent enquiry. Listening to verbal accounts suggested that internationally-recruited nurses were experiencing episodes of 'unfair treatment' by patients under their care when undertaking the clinical practice component of the programme. PMID:21072017
Nurses are an important component of primary medical care, and patient education is a common and important role of most nurses. Patient education and positive role modeling by nurses have the potential to influence patients' life style choices and the serious diseases that may be affected by those choices. A greater understanding of the ways nurses think about their own health could help facilitate healthier choices for them and in their patients. The purpose of this inquiry was to examine the experiences, attitudes and beliefs of student nurses related to their personal health, and to investigate those experiences, attitudes and beliefs as they relate to their education, relationships, values and career choice. The purpose was achieved through phenomenological interviews with eleven senior nursing students, nine females and two males, encouraging them to provide in as much detail as possible their attitudes and values about their personal health. The interviews were tape recorded, transcribed verbatim, and phenomenologically analyzed. A thematic structure emerged such that the nursing students experiences were represented by the four interrelated themes of caring for myself/caring for others ; I control my health/my world controls my health; I have energy/I'm tired; and feeling good/looking good. The contextual grounds for the themes that emerged during the analysis were the Body and Time. This structure was presented in terms of its relationship to health education, other research and to current theory.
It is important to evaluate the outcomes of the given education to gain knowledge about the abilities of our students to meet the needs of nursing practice. Pain associated with different illnesses and procedures is one of the most common symptoms that children experience in the hospital. The purpose of this study was to evaluate the views and knowledge base of graduating nursing students in the area of taking care of children in pain. The data were collected with a purpose-designed Likert-type instrument from all nursing students that graduated during one year from the child nurse specializing program in Finland (n = 85), with a response rate of 86%. Results indicate that students have mainly positive views and attitudes towards taking care of children in pain. The views and attitudes differ when older and younger students and students from different schools are compared. Students lack knowledge especially in the area of pain medications as well as in the assessment of pain. In the knowledge section, the results did not differ greatly when different schools, younger and older students or previous working experience and no working experience were compared. In some of the researched schools, many of the students felt a lack of confidence about their knowledge. There is a need for more detailed education in the area of taking care of children with pain. PMID:12173257
Salanterä, S; Lauri, S
The national Accelerated Schools Project has proven accelerated learning is not just for the gifted. Data show teachers have gotten sustained results in student achievement through the project, which helps them change their expectations, focus on data, and commit to a process of professional learning.
Byrd, Sandra P.; Finnan, Christine
Second-career baccalaureate nursing programs and the students enrolled in them have been a topic of interest since these programs were first introduced into the academic setting in the 1970s. The purpose of this phenomenological inquiry was to develop an understanding of the meaning of the lived experience of being a second-career baccalaureate nursing student. Five second-career baccalaureate nursing students participated in unstructured, in-depth, face-to-face interviews. Data analysis was guided by the phenomenological method of van Manen. The themes identified were Questioning One's Place in the World; Seeing One's Place in the World in Another Way; Preparing for the Plunge; Trying Transitions; A Bundle of Emotions; Faculty Control, Student Imbalance; and Almost There and Scared. Implications of this research related to curriculum revision are presented. PMID:17912990
Kohn, Paula Scharf; Truglio-Londrigan, Marie
The aims of this research were to illuminate student nurses' perceptions of preparedness for final practice placement, and to ascertain factors that supported and hindered preparation for final placement practice. This phenomenological qualitative research was carried out in a UK higher education institution (HEI) with eight adult branch student nurses maintaining written diaries for the first 4 weeks of their final 10-week practice placement. Data were then analysed by means of an interpretive phenomenological approach (IPA). Results showed that students felt ill-prepared for placement. Eight clear themes emerged, including: being used as 'an extra pair of hands'; mentors appearing to treat student practice documentation as unimportant; and high staff expectations. Other themes were: mentor importance; students feeling that they lacked knowledge; and students feeling unsupported and stressed. In conclusion, although students felt that they lacked knowledge and were used as an extra pair of hands, they did show clinical competence. PMID:24851915
Morrell, Nicola; Ridgway, Victoria
Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. PMID:21514982
Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel
Nursing students from The University of Notre Dame Australia, Fremantle spent three weeks recently trekking through the North Vietnam Highlands as part of their practicum placement.\\u000a14 second year students hiked to very remote villages in the Mai Chau region, where locals have little access to or knowledge of basic modern medicine. Whilst there, they visited hospitals, gave health assessments
Student nurses' potential isolation and difficulties of learning on placement have been well documented and, despite attempts to make placement learning more effective, evidence indicates the continuing schism between formal learning at university and situated learning on placement. First year student nurses, entering placement for the first time, are particularly vulnerable to the vagaries of practice. During 2012 two first year student nurse seminar groups (52 students) were voluntarily recruited for a mixed method study to determine the usage of additional online communication support mechanisms (Facebook, wiki, an email group and traditional methods of support using individual email or phone) while undertaking their first five week clinical placement. The study explores the possibility of strengthening clinical learning and support by promoting the use of Web 2.0 support groups for student nurses. Results indicate a high level of interactivity in both peer and academic support in the use of Facebook and a high level of interactivity in one wiki group. Students' qualitative comments voice an appreciation of being able to access university and peer support whilst working individually on placement. Recommendations from the study challenge universities to use online communication tools already familiar to students to complement the support mechanisms that exist for practice learning. This is tempered by recognition of the responsibility of academics to ensure their students are aware of safe and effective online communication. PMID:23871299
Morley, Dawn A
New chemistry materials were devised for pre university National Certificate (NC) nursing students studying chemistry at a further education college. Previously, preliminary work showed that students felt that the chemistry taught to them was irrelevant, boring and difficult. It was hoped that through an applications-led style curriculum…
Technology is becoming increasingly more important in the enhancement of educating university students. Very little research has been done regarding how the combination of educational technologies affects test scores, compared to the use of one technology alone. This research article examines whether the post-scores of nursing students increased…
Harrison, Sharonlyn; Henneman, Kris; Herrera, Maida Y.; Hockman, Elaine; Brooks, Evelyn; Darland, Nancy; Kulik, Noel; Sandy-Hanson, Anika E.
This research examined an interdisciplinary, collaborative experiential group learning approach, in which undergraduate nursing students met in small groups led by counseling doctoral student co-leaders. Statistical analysis suggests that the teaching method lead to learning of group concepts. Discussion addresses anecdotal observations, limitations, and implications for interdisciplinary collaboration.
M. Carole Pistole; Jane Kinyon; Cynthia Bozich Keith
Intended for nursing students, this programed workbook contains learning exercises and study tests on using household, apothecary, and metric systems in calculating medication dosages. The material, organized in six learning units, was designed to help students meet six objectives: correctly interpret and use accepted symbols and abbreviations in…
This article recounts the experiences of a first cohort of graduate students in a newly implemented advanced holistic nursing (AHN) track, one of only a handful in the nation, and the first in Florida. The increasing popularity of complementary and alternative healing processes represents the insufficiency of a health system of fragmented care and a desire for holistic healing that is beyond mainstream allopathic care. Graduate holistic nurse education equips nurses to explore the commitment needed to advance the evolution of health care. The covered wagon journey is a metaphor for this meaningful participation. Students journaled their experiences as cotravelers in a lone wagon: embarking on a courageous journey, forging a path of discovery, and reaching their destination as pioneers. This cohort experience embodied the central tenets of holistic nursing, thus creating conscious change and unity within a learning community. The future of AHN is addressed in the context of the contemporary health care environment. PMID:23600022
Purnell, Marguerite J; Lange, Bernadette; Bailey, Christie; Drozdowicz, Aleida; Eckes, Shirley; Kinchen, Elizabeth; Smith-Atkinson, Nikkisha
A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study…
Pyo, Katrina A.
How Do Dyslexic Nursing Students Cope with Clinical Practice Placements? The Impact of the Dyslexic Profile on the Clinical Practice of Dyslexic Nursing Students: Pedagogical Issues and Considerations
The safety of dyslexic nurses, and whether they are a danger to their patients, has been widely discussed. This empirical study sought to discover the impact of the dyslexic profile on clinical practice for nursing students. Two focus groups of third-year nursing students in higher education were set up: a control group and a dyslexic group. The…
Price, Geraldine A.; Gale, Anne
The preceptor model of clinical education uses nurses to fulfill the role of 'teacher' in a one-on-one relationship with students. The current nursing shortage, however, places increased demands on nurses and threatens their continuation in this role. The purpose of this qualitative descriptive study was to gain a better understanding of the nurse preceptor's experience. Five themes evolved during data analysis: (1) making it worthwhile for the nurse, (2) making a difference, (3) engaging in the process, (4) "I love being a preceptor, but..., and (5) accepting the role, taking responsibility. Making it worthwhile for the nurse included how nurses saw personal and professional rewards and benefits in precepting. Making a difference described how nurses felt they made a difference in student learning. Engaging in the process described how nurses created learning opportunities for students by being a good role model and protecting students from negative experiences. "I love being a preceptor, but..." identified aspects of the precepting role that were difficult. Accepting the role, taking responsibility identified the different people involved in the complex precepting experience; the preceptor, nursing faculty, students, and the nurse manager that all had to work together if students were to have a good experience. Findings can be used to develop better support for preceptors as well as more structured and consistent orientation to the role. PMID:17689423
The Clinical Leadership Collaborative for Diversity in Nursing was developed through an academe-service partnership focused on supporting minority nursing students and facilitating transition to practice. A key program element is mentoring. Students are paired with an experienced, minority clinical nurse or nurse leader from one of the partnering agencies, who helps guide the student throughout the junior and senior year of school and first year of employment. The mentoring component was evaluated through surveys in which mentors and mentees rated one another and offered open-ended comments on the program's impact. Aspects of mentees rated highest by mentors include manner (courteous and professional), ability to communicate and get along with others, preparation for meetings, and fully utilizing their time with mentors. Aspects of mentors rated highest by mentees include warmth, encouragement, and willingness to listen; enthusiasm for nursing and how they sparked the mentee's interest; and clarity regarding expectations for mentees and how they pushed mentees to achieve high standards. In the open-ended comments, mentees consistently identified mentoring as the program's strongest component. Sixty-four minority students have participated to date with a zero rate of attrition and very low job turnover among graduates. PMID:25150417
Banister, Gaurdia; Bowen-Brady, Helene M; Winfrey, Marion E
This paper explores the assumptions and the motivation of students undertaking degree and diploma courses. The socio-demographic characteristics are explored in order to illuminate the discussion. The areas covered focus on the students' gender, age, education, reasons for choosing nursing, and expectations of the course. The students undertaking degree courses were further sub-divided into those attending universities running four-year degree courses and 'new universities; (formerly polytechnics) offering three-year degree courses. PMID:7703148
Winson, S K
Holistic nursing theories are useful in developing nursing students' creative potential. Certain teacher behaviors may interfere with creativity, such as encouraging students to rely on teachers too much or at the wrong time. (SK)
Jacono, Brenda J.; Jacono, John J.
HIV stigma can be devastating and is common among health care providers, particularly nurses. The objectives of this study were to (a) assess the acceptability and feasibility of a brief stigma-reduction curriculum among a convenience sample of Indian nursing students and (b) examine the preliminary effect of this curriculum on their knowledge, attitudes, and intent to discriminate. At baseline, 57% of students had at least one misconception about HIV transmission, 38% blamed people living with HIV for their infection, and 87% and 95% demonstrated intent to discriminate while dispensing medications and drawing blood, respectively. Following the curriculum, HIV-related knowledge increased while blame, endorsement of coercive policies, and intent to discriminate decreased significantly. In addition, more than 95% of participants described the curriculum as practice changing. This brief intervention resulted in decreased stigma levels and was also highly acceptable to the nursing students. Next steps include rigorous evaluation in a randomized controlled trial. PMID:24569699
Shah, Shilpa M; Heylen, Elsa; Srinivasan, Krishnamachari; Perumpil, Sheeja; Ekstrand, Maria L
Little is known about how student nurses deal with 'old bodies' in the process of providing nursing care to nursing home residents. It was an issue raised by student nurse participants involved in a pilot research project designed to develop support structures for students on placement in aged care settings. During the research discussions, where students explored their experiences of working in aged care, it became apparent that the process of providing 'hands on' care to residents with 'old wrinkly bodies' was very confronting. However, in the context of the research project, students had an opportunity to share stories of their experiences of providing care to residents and critically reflect on the issues raised. Participation in these critically reflective discussions facilitated a process whereby students could challenge taken for granted understandings of older people and their bodies and develop a new appreciation of aged care. This was most evident in a significant positive shift in their attitude to working in the sector following graduation. PMID:16167433
Robinson, Andrew; Cubit, Katrina
The aim of this study was to evaluate nursing students’ knowledge about risk factors for cervical cancer and prophylactic\\u000a HPV vaccine. The nursing students in a nursing school in Turkey were asked to complete a self administered questionnaire evaluating\\u000a the knowledge of students regarding STDs, cervical cancer and HPV vaccine. From a total of 650 female nursing students, 400\\u000a agreed
Fatma Tas; Aysegul Isler; Figen Isik Esenay; Sadik Aksit; Zumrut Basbakkal
A collaborative project was undertaken between the Clinical Skills Laboratory at the Faculty of Health and Social Care Sciences (FHSCS) at Kingston University/St George's University of London (KU/SGUL) and Kingston Borough Schools Vocational Development Service. The project was designed to address the challenge of preparing potential health care students to make informed decisions about a career in health care through the development of a strong interface between the FHSCS and local schools and colleges. School students were invited to attend sessions in the clinical skills/simulation laboratory working alongside student nurses to learn fundamental nursing skills. An evaluative study undertaken into the project showed that the experience in the simulation laboratory was viewed very positively by students and helped them to learn new skills as well as to make or affirm positive career choices for nursing. Of the 30 school students participating in this study, 12 applied for and were accepted into the pre-registration nursing programme at this university. PMID:23142235
Rush, Susan; Shepherd, Lindsay; Firth, Terry; Marks-Maran, Di
Cultural competence in the delivery of nursing care is an expectation of accreditation and approval boards for nursing in the United States. This study evaluated the effectiveness of four different nursing program curricula in developing culturally competent new graduates. Four methodologically and geographically diverse groups of graduating BSN students in the United States were given the Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals-Revised (IAPCC-R prior to graduation and after completion of course work. A variety of curricular methods for achieving cultural competency were included. Two programs utilise a theory or a model developed by recognised transcultural expert nurses, Madeline Leininger and Josepha Campinha-Bacote. One program utilised an integrated approach employing no specific model. One program utilised a free-standing two credit culture course within the curriculum, taught by nursing faculty with strong cultural preparation. Results indicate that these 212 graduating nursing students scored only in the culturally aware range, as measured by the IAPCC-R, regardless of what program model they attended. PMID:18844556
Kardong-Edgren, Suzan; Campinha-Bacote, Josepha
In their final year of a Bachelor of Science in Nursing (BScN) program, students are required to take a research practicum related to clinical practice in a new or ongoing research project, supervised by nursing faculty. This course is designed to enhance students' understanding of the research process. The student's potential role as a research collaborator is emphasized. Involvement in an interdisciplinary narrative study with formerly homeless individuals challenged by severe alcohol dependence, in general poor health and living in a harm reduction environment, transformed students' values, assumptions, and beliefs. Not only did students gain confidence in their beginning skills as potential research collaborators, but they also felt that their future practice would be enhanced by new perspectives gained by studying a marginalized and stigmatized group, thus enabling them to appreciate cultural diversity and improve their competence. PMID:21751762
Kirkpatrick, Helen; Tweedell, Donna; Semogas, Dyanne
For the past decade participation in service and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize. Researchers analyzed student journals utilizing qualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students' awareness of their place in a global society and the potential contribution they can make in society. For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student's academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional who will become a responsible citizen. PMID:23367657
Main, E Eve; Garrett-Wright, Dawn; Kerby, Molly
The situation of an ageing population is a priority for all levels of society globally, particularly related to the subsequent increased demand for care. Nurses are often the primary source of this care; therefore, research is required to develop the curricula of nursing education, to help them meet this demand. The primary aim was to analyse empirical studies that have tackled nursing students' education concerning nursing older people. This analysis was targeted at generating an overall picture of the research in this field in order to determine the areas that require further study. A scoping literature review was conducted through systematic searches in the following electronic databases: Medical Literature Analysis and Retrieval System (MEDLINE), Cumulative Index to Nursing and Allied Health Literature (CINAHL) and Education Resources Information Center (ERIC). These searches were limited to studies with an available abstract, in English, which were conducted between 1999 and 2012. Two researchers independently applied the same inclusion and exclusion criteria to select the studies for analysis. In total, 66 articles were included in the analyses. The results were validated by the research team. The primary research areas identified included both the learning outcomes and the implementation of nurses' education in caring for older people. Students' general attitudes towards older people and ageing dominated the studies regarding learning outcomes. There was a large variation in the description of the validity and trustworthiness of the studies, with most being only at a moderate level. A limited number of studies examining the specific learning outcomes and factors influencing the implementation of education exist. Vague reporting about the validity and trustworthiness of the studies limits the use of their findings. More well-designed studies are needed to guide educational strategies to improve students' competence in nursing older people and to promote this field as a career choice. PMID:24708174
Koskinen, Sanna; Salminen, Leena; Stolt, Minna; Leino-Kilpi, Helena
is the condition of being unable to perform as a consequence of physical or mental unfitness and includes are impaired due to substance abuse, mental illness or excessive stress need access to professional assistance will decide with input from the physician or therapist, if the student is able to return to clinical
...2011-04-01 false Services of student nurse or hospital intern. 31.3306(c...c)(13)-1 Services of student nurse or hospital intern. (a) Services performed as a student nurse in the employ of a hospital or a...
...2011-04-01 false Services of student nurse or hospital intern. 31.3121(b...b)(13)-1 Services of student nurse or hospital intern. (a) Services performed as a student nurse in the employ of a hospital or a...
...2013-04-01 false Services of student nurse or hospital intern. 31.3121(b...b)(13)-1 Services of student nurse or hospital intern. (a) Services performed as a student nurse in the employ of a hospital or a...
...2013-04-01 false Services of student nurse or hospital intern. 31.3306(c...c)(13)-1 Services of student nurse or hospital intern. (a) Services performed as a student nurse in the employ of a hospital or a...
...2010-04-01 false Services of student nurse or hospital intern. 31.3121(b...b)(13)-1 Services of student nurse or hospital intern. (a) Services performed as a student nurse in the employ of a hospital or a...
...2012-04-01 false Services of student nurse or hospital intern. 31.3306(c...c)(13)-1 Services of student nurse or hospital intern. (a) Services performed as a student nurse in the employ of a hospital or a...
...2010-04-01 false Services of student nurse or hospital intern. 31.3306(c...c)(13)-1 Services of student nurse or hospital intern. (a) Services performed as a student nurse in the employ of a hospital or a...
...2012-04-01 false Services of student nurse or hospital intern. 31.3121(b...b)(13)-1 Services of student nurse or hospital intern. (a) Services performed as a student nurse in the employ of a hospital or a...
Purpose: Only limited published research is available exploring the lifestyle practices of student nurses. The purpose of this paper is to explore the lifestyle behaviours and exercise beliefs of Irish student nurses. Design/methodology/approach: A descriptive survey design was used. First-year and third-year undergraduate student nurses (n=182)…
Burke, Eimear; McCarthy, Bernard
A 139-item questionnaire was constructed to account for additional variance in the attitudes and behaviors of student nurses toward the aged. This study was conducted to examine the effects of death anxiety on the attitudes and behaviors of student nurses toward old persons. To this end, 150 student nurses were surveyed. Eight scales were…
Blackie, Norman K.
Positive student attitudes toward disability are essential to client-centred rehabilitation. Instilling such attitudes in students enrolled in the first occupational therapy (OT) and post-diploma nursing management (NM) courses in Russia was a key objective of the curriculum development team. The team's aim was to combat the traditional Russian attitude of pity, dependence and marginalization. To this end, the introductory classes were developed and taught by teachers from the All Russia Society of Disabled (ARSD). This paper examines the attitudes to disability in Russia and compares the attitudes of three groups of students. Students in the OT and NM programmes (n = 18) in Volgograd were compared to other nursing students in the same college (n = 21) and to nursing students in a Moscow medical school (n = 20). All completed the Scale of Attitudes Toward Disabled Persons (SADP). The Kruskal-Wallis and Mann-Whitney U statistics revealed that students in the OT and NM programmes had significantly more positive scores (P = 0.01) than either of the other groups. This suggests that the strategies adopted by the curriculum team were successful in developing positive attitudes in students. PMID:10826124
Packer, T L; Iwasiw, C; Theben, J; Sheveleva, P; Metrofanova, N
Racial and ethnic health care disparities continue to plague the United States, placing a tremendous personal and societal burden on individuals. A culturally diverse nursing work force can help eliminate these disparities and improve the quality of health care that is delivered. However, the nursing profession does not reflect the nation's…
Beard, Kenya V.
The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, ?2-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification. PMID:21602914
Oh, Kasil; Lee, Hyang-Yeon; Lee, Sook-Ja; Kim, In-Ja; Choi, Kyung-Sook; Ko, Myung-Sook
The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, ?(2)-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification. PMID:21602914
Oh, Kasil; Ahn, Yang Heui; Lee, Hyang-Yeon; Lee, Sook-Ja; Kim, In-Ja; Choi, Kyung-Sook; Ko, Myung-Sook
In this study, we examined Chinese nursing students' attitudes toward and use of traditional Chinese medicine (TCM). Survey questionnaires were distributed to 439 nursing students, 263 of whom (60%) returned them. Of the respondents, 92% had used TCM, while 48% had used TCM at least once during the previous year. Forty-five percent of respondents reported positive attitudes toward TCM use, 52% had neutral attitudes, and only 3% reported negative attitudes. The majority of respondents (76%) reported no change in their attitude toward TCM after studying nursing. Mean scores related to the adequacy of the current curriculum in TCM training and the state of respondents' TCM knowledge were generally low. Of the respondents who had used TCM during the past year, the most common use was for upper respiratory tract infection. The most common type of TCM used by respondents was herbal tea or soup. Final-year nursing students were more likely to have used TCM during the previous year, report they would like more courses on TCM, and consult Western medicine physicians before using TCM; they were also less likely to develop more negative attitudes toward TCM after studying nursing. PMID:16722501
Hon, Kam-lun Ellis; Twinn, Sheila F; Leung, Ting F; Thompson, David R; Wong, Yin; Fok, Tai F
Today, in the 21st century, information technology has an important and critical role in the healthcare delivery system. Nursing educators already know and understand that they should integrate nursing informatics into the nursing curriculum to prepare future nurses for the new world of information technology. However, as of now, the core program of nursing studies in Israel does not put an emphasis on the skills required to properly use nursing informatics. The present research is the first step toward achieving this target by recognizing the importance of the human factor. The main goal is to examine the correlation between nursing students' attitudes and a number of variables: self-efficacy, threat, challenge, and innovativeness. This quantitative study used a convenience sample of nursing students in a bachelor's degree program at a large academic center in central Israel. Results show significant positive correlations between nursing students' attitudes to computer use and self-efficacy, a sense of challenge in using a computer, a sense of threat in using a computer, and previous experience with computers. The insights of these results will benefit nursing educators by helping them find creative ways to expose the students to the world of information technology and to improve the quality of future nurses. PMID:24784490
Gonen, Ayala; Sharon, Dganit; Offir, Ana; Lev-Ari, Lilac
Violence is a growing problem worldwide in the field of health care and within the nursing profession. A study comprising a survey and focus groups with nursing students, and interviews with nurse educators was conducted to examine nursing students' perceptions and experiences of violence at a nursing education institution in the Western Cape, South Africa. A self-administered questionnaire was distributed to all nursing students. Two hundred and twenty three (n = 223) respondents completed the questionnaire. Focus groups were conducted with purposively sampled student participants and semi-structured interviews with nurse educators. The findings indicated that the nature of the violent incidents experienced by students on campus, especially in the residences, ranged from verbal abuse to violation of students' property and personal space, and could be attributed primarily to substance abuse. Violence among student nurses could negatively affect learning. In a profession in which nurses are exposed to violence in the workplace, it is important that violence in the learning environment is actively prevented and respect of individual rights, tolerance and co-operation are promoted. PMID:25262064
de Villiers, Tania; Mayers, Pat M; Khalil, Doris
Native Americans have traditionally been underrepresented in nursing. The authors surveyed 19 undergraduate nursing students participating in a university sponsored Native American nursing student support program and examined which social support factors influenced the students' success. Using validated quantitative measures from social psychology, the authors found that overall perceived social support, as well as support from the university sponsored program, positively influenced Native American students' identification with nursing, their interest in nursing, their perception of the value of nursing, and their motivation to continue pursuing nursing as a career. Conversely, perceptions of unfairness due to racial bias within the major negatively affected students' perception of the value of nursing, as well as their motivation to pursue a nursing career. PMID:21524022
Metz, Anneke M; Cech, Erin A; Babcock, Tracy; Smith, Jessi L
Increasing the rate of recruitment of nursing students into mental health nursing (MHN) is vital to long-term sustainability of health care system support for people diagnosed with mental illness. However MHN is not a popular career path; this raises questions about what attitudes and beliefs may divert or attract students to this specialisation. The current research involved a survey of undergraduate nursing students at a regional university in Australia to clarify the nature of relationships between attitudes (e.g., the value of mental health nursing, stereotypes of people with mental illness) and how they may be antecedents to considering MHN as a career path. Through a structural equation model, it was ascertained that anxiety surrounding mental illness leads to less interest in MHN as a future career and suggests that anxiety is (a) partly due to negative stereotypes, and (b) countered by preparedness for a MHN role. Beliefs on how MHN can make a valuable contribution to people's well-being did not affect interest in pursuing MHN. These findings reconfirm the need to reduce anxiety about mental illness by educational approaches that effectively prepare students for MHN, combined with challenging negative stereotypes. PMID:24350751
Happell, Brenda; Platania-Phung, Chris; Harris, Scott; Bradshaw, Julie
Incivility is currently a topic of concern in nursing and higher education. There is a serious and growing concern on college campuses across the United States as many forms of incivility are occurring, ranging from offensive language and rude behavior to hostility and violent behavior. The problem this study addresses is the need for specific…
Williamson, Myrna Milwee
as the basis for advanced level nursing practice. 2. Develop and evaluate new practice approaches based the evaluation of evidence to determine and implement best practice. 5. Function as a practice specialist, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes. 10
Providing effective written feedback on nursing student's assignments can be a challenging task for any assessor. Additionally, as the student groups tend to become larger, written feedback is likely to gain an overall more prominent position than verbal feedback. Lack of formal training or regular discussion in the teaching faculty about the skill set needed to provide written feedback could negatively affect the students' learning abilities. In this brief paper, we discuss written feedback practices, whilst using the Bachelor of Science in Nursing thesis as an example. Our aim is to highlight the importance of an informed understanding of the impact written feedback can have on students. Creating awareness about this can facilitate the development of more strategic and successful written feedback strategies. We end by offering examples of some relatively simple strategies for improving this practice. PMID:25042741
Tuvesson, Hanna; Borglin, Gunilla
Objective. To validate an empathy scale to measure empathy in pharmacy and nursing students. Methods. A 15-item instrument comprised of the cognitive and affective empathy domains, was created. Each item was rated using a 7-point Likert scale, ranging from strongly disagree to strongly agree. Concurrent validity was demonstrated with the Jefferson Scale of Empathy – Health Professional Students (JSE-HPS). Results. Reliability analysis of data from 216 students (pharmacy, N=158; nursing, N=58) showed that scores on the empathy scale were positively associated with JSE-HPS scores (p<0.001). Factor analysis confirmed that 14 of the 15 items were significantly associated with their respective domain, but the overall instrument had limited goodness of fit. Conclusions. Results of this study demonstrate the reliability and validity of a new scale for evaluating student empathy. Further testing of the scale at other universities is needed to establish validity. PMID:23788805
Chen, Aleda M. H.; Yehle, Karen S.; Plake, Kimberly S.
In a survey study, we investigated teacher attitudes toward acceleration and accelerated students in the Netherlands. Teachers (N = 334) from 31 secondary schools gave their opinion about gifted education and acceleration, and evaluated statements about accelerated students. Most teachers considered a special approach for gifted students advisable…
Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo
This qualitative study used a Husserlian phenomenological approach to obtain an understanding of the essences of five experienced Taiwanese school nurses' lived experience of caring for students with type 1 diabetes mellitus (T1DM). Audio-recorded, semi-structured, in-depth interviews were conducted. Data analysis entailed a modified method from…
Wang, Yueh-Ling; Volker, Deborah L.
Nurses are increasingly having to face the dilemma of nursing not only the victims of terrorist attacks but also the terrorist attackers. This study investigated the declared practical intentions of Israeli nursing students regarding their care of both victims and attackers and tried to identify which variables predicted the different intentions.A total of 306 students on a BA nursing program responded to the Priorities in Care Questionnaire, which asked for their responses to five vignettes in which the patient featuring in each vignette was either the victim of a terrorist attack, a terrorist, a criminal or a regular patient. With regard to patients in life-threatening situations, the students displayed no disparity of attitude. By contrast, when the patient was a terrorist and the condition was not life threatening, the students were likely to transfer care to a colleague or postpone their care. The variables found to predict intentions were sex,stage of training, work experience, religion, religiosity and political tendency. PMID:18687815
Margalith, Ilana; Tabak, Nili; Granot, Tal
Of 138 British nursing students, those who had cared for people with AIDS had more positive attitudes. Older age and reluctance to care for people with AIDS were associated with homophobia. Being female, older, or having children was associated with more cautious attitudes about risk behaviors. (Contains 53 references.) (SK)
Peate, Ian; Suominen, Tarja; Valimaki, Maritta; Lohrmann, Christa; Muinonen, Ulla
This article describes components surrounding British nursing students' (n=138) knowledge base, attitudes towards HIV/AIDS, homophobia level, willingness to care for individuals with HIV/AIDS and attitudes to sexual risk behaviours. The data were collected by questionnaire and analysed by statistical methods. Out of the 33 knowledge questions, the mean value of correct answers was 22.2 (Min 13, Max 29, SD 3.27). Students who had taken care of people with AIDS and who were willing to take care of these people showed more positive attitudes to the disease and people with AIDS. Older age and reluctance to care for a person with AIDS were associated with a high level of homophobic attitudes. Students demonstrated a positive approach to carrying out general nursing tasks for a person with HIV/AIDS. Having been asked to care or having cared for a patient with HIV/AIDS, and being single were associated with a higher level of willingness to care for these patients. Female sex, older age and having children were associated with more cautious attitudes to sexual risk behaviours. The results underline the importance of providing education about HIV/AIDS and supporting student nurses who are afraid they might contract the disease in nursing tasks. PMID:12387763
Peate, Ian; Suominen, Tarja; Välimäki, Maritta; Lohrmann, Christa; Muinonen, Ulla
Chemistry anxiety exists among nursing students as well as other allied health professions. The causes for this anxiety may be attributed to three variables. Chemistry: (1) is perceived as difficult; (2) involves a multitude of facts; and (3) is not connected to reality. A curriculum with a simulation format has been developed to help Israeli…
Using Maslow's Need-Goal Motivation Model, data from 190 nursing students showed moderately high correlation between perceptions of peers' maturity, commitment, and neutralizing attitude and perceptions of peers' engagement in academic misconduct. Neutralization (rationalizing behavior) was the strongest predictor. (SK)
Daniel, Larry G.; And Others
The number of international applicants to US nursing graduate programs is increasing. Modifying standard admission criteria, such as RN licensure, graduate record examination, validation of BSN degree, criminal background check, letters of recommendation, and personal statements, is necessary because of unique complexities. Addressing admission requirements unique to international students, such as English proficiency, visas, and proof of financial resources, is critical. Managing complexities of admitting international students is necessary to facilitate their success. PMID:25350049
Genovese, S Kim; Schmidt, Nola A; Brown, Janet M
The impact that clinical faculty have on students is often misunderstood and this research gives us information about how the students' needs and perceptions change over the course of time. The aim of this study is to examine the specificities and differences between expectations and evaluations of clinical faculty's competences done by the first, second and third year undergraduate nursing students (N = 135). The instrument was a modified version of a questionnaire taken from The Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Prior to clinical practice, the students evaluated the desirability of each competency expected from a clinical faculty (Questionnaire 0); after the clinical practice, the students estimated how often their clinical faculty possessed and applied those competencies according to the same items (Questionnaire 1). The first-year students had significantly higher expectations of their clinical faculty, particularly in terms of Teaching Ability (P = .001), while the second-year students had significantly lower expectations, particularly for clinical faculty Personality (P = .001). After the clinical practice, the overall clinical faculty competence evaluations were significantly lower among first-year students (P = .006), while the third- and second-year students' evaluations of the clinical faculty more closely matched their expectations. The quality of clinical practice largely depends on the clinical faculties' competencies. PMID:25223289
Lovri?, Robert; Prli?, Nada; Bara?, Ivana; Plužari?, Jadranka; Pušelji?, Silvija; Berecki, Igor; Radi?, Radivoje
National bodies of nursing have identified that nurse educators in undergraduate nursing education need to incorporate student-centered and evidenced-based instructional strategies to promote application of nursing concepts. Team-based learning (TBL) has been identified as an effective method of fostering a deeper understanding of content and…
Kniewel, Marla Dawn
North Carolina nursing students (99 baccalaureate, 309 associate degree, and 87 diploma) were surveyed. They were motivated to pursue nursing by past experiences with illness, past health-care work experiences, or family member/friend who was a nurse. Career decisions were also influenced by characteristics of nursing. There were no differences by…
Larsen, Pamala D.; McGill, Joan S.; Palmer, Stephanie J.
Statewide nursing student alcohol and other drug (AOD) use attitudes and behaviors were assessed. Response was 929/2017 (46%) (practical nursing [n = 173/301] 57.3%; diploma and associate degree in nursing [n = 282/417] 67.6%; bachelor of science in nursing [n = 474/1299] 36.5%). Nearly 44% reported inadequate substance abuse education. Past-year…
Baldwin, Jeffrey N.; Bartek, Jean K.; Scott, David M.; Davis-Hall, R. Ellen; DeSimone, Edward M., II
The critical incident technique (CIT) was used to explore faculty experiences with uncivil nursing students. Twenty-one nursing faculty with various years of experience in teaching were interviewed to ascertain what they considered critical incidents of uncivil encounters with nursing students and what effect those encounters had on them. Thirty-six encounters were described by the faculty. Of the 36 encounters, 33 occurred with individual students and 3 occurred with groups of students. Twenty-three encounters occurred in the context of poor student performance requiring constructive criticism or resulting in course failure. A battlefield metaphor is used to describe the incidents, their antecedents, and their consequences. The encounters were precipitated by a period of escalating tensions and effort by the faculty to diffuse the situation. The faculty were surprised and caught off guard by the encounters, which ranged in severity from mild to highly aggressive. The faculty often perceived significant threats to well-being of self, loved ones, job security, and/or possessions. The aftermath of the encounters included physical and emotional tolls on faculty, decreased self-esteem and loss of confidence in teaching ability, significant time expenditures, and negative consequences to the educational process. Three of the faculty left teaching in part due to encounters with students. PMID:15011194
The purpose of this multisite, nonexperimental study was to examine, using a repeated measures design, the effects of a teaching intervention designed to promote caring behaviors as students learn the psychomotor skill of blood pressure measurement. Watson's theory of human caring and a combination of cognitive and connectionist learning theories were used as the organizing construct. Baccalaureate nursing student participants were videotaped and evaluated at two points in time while performing the psychomotor skill of blood pressure measurement on a role-player. Role-players rated the students' caring behaviors using the Role Player Survey of Caring Behaviors During Blood Pressure Measurement instrument. Between these data collection points, students learned about caring behaviors through analysis of a videotaped role-play and required readings. An evaluator randomly selected 10 student videotapes from each of the 6 baccalaureate nursing program study sites and noted the presence or absence of caring behaviors on the Caring Behaviors During Blood Pressure Measurement instrument. Pretest and posttest scores on both subjective and objective research instruments were compared using descriptive statistics and repeated measures analysis of variance (ANOVA). Students demonstrated a significant improvement in objective and subjective caring behaviors between the two performance examinations. The findings support further investigation of teaching interventions to promote the development of caring behaviors during nursing psychomotor skill development. PMID:18380262
Becker, Mary Kay; Blazovich, Linda; Schug, Vicki; Schulenberg, Cathy; Daniels, Jessie; Neal, Diana; Pearson, Gloria; Preston, Sara; Ridgeway, Sharon; Simones, Joyce; Swiggum, Paula; Wenkel, Linda; Smith, MaryJo O
To help student development as responsible and accountable leaders, a mentor model was incorporated into an established voluntary leadership course offered each semester. The student joins the National Student Nurses' Association, completes leadership projects, and contracts for the course grade. The mentor model is a leadership option that pairs senior students wanting to mentor with junior students wishing to be mentored. The authors describe the outcomes of the leadership-mentor experience. PMID:17627211
Gardner, Elaine A; Schmidt, Cheryl K
Previous studies have traced a relationship between the attachment styles of nurses working as in healthcare teams and their empathy which is an essential characteristic required of people concerned with managing relationships, supporting social events, and improving the of nurse-patient relationships. Since determining the effective variables in the quality of nurse-patient relationships in clinical settings is of paramount importance, current investigation is an effort to examine the relationship between attachment styles and empathy in nursing students. 260 university students (male = 130 and female = 130) were chosen as the sample of the study based upon specific inclusion criteria. All participants completed the Attachment Style Questionnaire (ASQ) and the Interpersonal Reactivity Index (IRI). Data was collected and analyzed using Pearson correlation coefficient and regression analysis with SPSS (v.18). The results showed that secure and insecure attachment styles have significant positive and negative correlation with empathy respectively. Based on the results of regression analysis, it was shown that secure attachment style is predicting 53% of the variance empathy variable, whereas insecure attachment styles are explaining up to 76% of the variance empathy variable collectively. The increase of attention to instructions that focus on empathetic relationships with patients and that are based upon the secure attachment style can result in positive changes in the area of nurse-patient relations and in increasing attention to medical ethics. Findings are consistent with prediction derived from attachment theory and add to our understanding of relationship between attachment styles with empathy in nursing students. The meaning and limitations of this study and suggestions for further research are also discussed. PMID:23908761
Background: Nursing students are susceptible to a higher risk of depression. Recognition of depression, assertiveness and the relationship between them is important since if a relationship exists, probably enhancing the level of assertiveness can reduce depression in this high risk group. We aimed to investigate depression and assertiveness levels and the relationship between them in nursing students of Tehran University of Medical Sciences. Methods: The target population of this cross-sectional study was bachelor nursing students of Tehran University of Medical Sciences, as the largest and one of the most prestigious Iranian universities. For selecting samples, the convenience sampling method was used. Having no previous information about classes, the researcher selected the students from the courses held while the researcher was present for sampling at the faculty and studied all the students willing to participate in the study in selected classes. The questionnaire consisted of demographic information, Gambrill and Richey assertion inventory, and Beck’s depression inventory. SPSS software, version 16, was used to analyze the data. ANOVA and independent samples t test were used for as appropriated. Results: 55.6% of students indicated average and low levels of assertiveness and 38.7% were suffering from mild to severe depression. Pearson correlation test showed a significant inverse relationship (r=0.314 and P<0.001) between assertiveness and depression. There were significant relationships between depression and interest in the field of study (P=0.001) and between assertiveness and gender (P=0.035). Conclusion: There was an inverse significant relationship between depression and assertiveness among nursing students. We suggest a cohort study design that can determine the effect of these variables on each other completely. PMID:25349860
Rezayat, Fatemeh; Dehghan Nayeri, Nahid
Psychiatric nursing teaches students how to engage and communicate with patients who have severe emotional distress. Nurses need this knowledge as the majority of patients encountered in hospitals are distressed. This study explores the impact of a psychiatric clinical course in helping students learn to relate to distressed patients. The study used a mixed research methodology to survey 67 baccalaureate students about their experiences in the placement portion of the psychiatric nursing course. The pre-clinical questions focused on students' anticipation regarding individuals with mental illness and how the clinical experience would affect them as nurses and as individuals. The post-clinical questions asked how the clinical experience affected them. The students stated that their time with patients had changed them. Ninety-nine per cent were no longer frightened of the patients. Students realized the patients were distressed and were glad to help them. This work sensitized them to the individual rather than the generic patient. It initiated a process in self-awareness, in sensitivity to the feelings of another person and in communication skills. These are steps in the development of an empathetic presence. The students recognized the need for these skills in all nursing. The authors recommend strategies to assist students in developing an empathetic presence. PMID:22413758
Ketola, J; Stein, J V
Graduate nursing programs facilitate the transition of RNs to advanced roles through a complex process of professional socialization. The purpose of this study was to explore the professional socialization of clinical nurse specialist (CNS) students. Two hundred twenty-five students, representing 73 CNS programs, responded to an online survey. Both preprogram variables and educational experiences contributed to an adequate level of CNS socialization. Students' self-concept was strong, and they felt prepared to practice in the role, which was highly correlated with their perceptions of how well the program prepared them academically and experientially. Having a CNS mentor was positively associated with readiness to practice. Outcomes did not vary with cohort status, and online instruction did not impede socialization. These findings provide implications for CNS program advisement and design. PMID:25350045
Ares, Terri L
The research objective was to know nurse undergraduate students' perception of quality of life. A cross-sectional study was conducted from August 2010 to August 2011 with 56 nursing students of the Faculty of Health Sciences, University of Brasilia, Brazil. A specific questionnaire was used (sociodemographic, academic and health profile) and the WHOQOL-BREF. Statistical analyzes included a description of frequency, central tendency and dispersion measures, and comparison between domains. The Psychological and Environment domains were assessed as the best and worst scores, respectively. The facets called Thinking, learning, memory and concentration, Sleep and rest Energy and fatigue, Activities of daily living, Work Capacity, Participation in and opportunities for recreation/leisure activities,financial resources and negative feelings were affected. The facets with the worst score influenced negatively the quality of life for students and might trigger negative feelings such as bad mood, desperation anxiety and depression. PMID:24015471
Bampi, Luciana Neves da Silva; Baraldi, Solange; Guilhem, Dirce; Pompeu, Rafaella Bizzo; Campos, Ana Carolina de Oliveira
This study aimed to identify and interpret the perceptions presented by undergraduate students of a Nursing course after internship in Mental Health. Twelve nursing undergraduate students at the Nursing School of ABC Foundation - Santo André, São Paulo, Brazil were interviewed. These interviews using a semi-structure script were performed and recorded in August 2004. Through Content Analysis, thematic modality, four
Simone de Oliveira Camillo; Ana Lúcia da Silva; Alan Jefferson do Nascimento
Nurse Researchers need to explore study abroad programs and identify their impact on the development of cultural competence and global perspectives in nursing students. The purpose of this study was to explore the lived experience of nursing students who study abroad and to identify benefits and impediments that may be used to spawn future…
Edmonds, Michelle Lynn
Pre-selection criteria were developed to obtain a profile of student nurses who would compute a community college nursing program, and student nurses who would leave the program prior to completion. The battery consisted of tests and questionnaires based upon cognitive, personality/attitude, vocational preference, and socioeconomic status domains.…
Lamoureux, Marvin E.; Johannsen, Craig
The purpose of this descriptive study was to examine the professional values of Senior Baccalaureate and Associate Degree Nursing students as measured by the Nurses Professional Values Scale, a 44 question questionnaire based on the ANA Code of Ethics for Nurses. A t-test and ANOVA was used to reveal any differences in professional values between the two groups of students.
Tara Lynn Hayes
Students of nursing enter their programmes of study with preconceived ideas of what a career in their chosen profession will entail. The literature suggests that images from the media and past experiences contribute to these perceptions. Although it is positive images of the profession that will usually attract an individual to a career in nursing, often more negative perceptions will direct students away from potentially rewarding areas of specialization. This paper describes career projections of nursing students enrolled in the first year of four preservice nursing programmes at the rural campus of one Australian university. Part of a larger study, the data reported here indicate that most respondents intend to practice in the areas of midwifery, paediatrics and emergency nursing. Oncology, community nursing, aged care and mental health nursing all ranked poorly across three rounds of surveys. These findings have implications for practicing nurses and nurse educators who seek to dispel inaccurate images of these important specializations. PMID:25157939
Birks, Melanie; Missen, Karen; Al-Motlaq, Mohammad; Marino, Emma
Background: Nursing education is both formal and informal. Formal education represents only a small part of all the learning involved; and many students learn more effectively through informal processes. There is little information about nursing student informal education and how it affects their character and practice. Materials and Methods: This qualitative study explores undergraduate nursing student perceptions of informal learning during nursing studies. Data were gathered through semi-structured interviews with a sample of undergraduate nursing students (n = 14). Strauss and Corbin’s constant comparison analysis approach was used for data analysis. Results: The categories that emerged included personal maturity and emotional development, social development, closeness to God, alterations in value systems, and ethical and professional commitment. Conclusion: Findings reveal that nursing education could take advantage of informal learning opportunities to develop students’ nontechnical skills and produce more competent students. Implications for nursing education are discussed. PMID:23922595
Seylani, Khatereh; Negarandeh, Reza; Mohammadi, Easa
Government inquiries and workforce data continue to draw attention to the current and impending crisis in mental health nursing. While undergraduate nursing education has been found at least partially responsible for the negative attitudes nursing students tend to hold towards mental health nursing, clinical experience has been identified as a potential strategy in enhancing more positive attitudes. However, research to date has not focused on the impact of clinical experience on specific factors such as attitudes to mental health nursing to people experiencing mental illness and perceived preparedness for the mental health field. This quasi-experimental study measured changes in students' attitudes to the three factors, including satisfaction with clinical experience following a placement in mental health nursing. A questionnaire was administered to undergraduate nursing students on the first and last day of a mental health clinical placement. This, the first of a two-part paper, compares student responses over the two-time periods and describes satisfaction with the clinical experience. The findings suggest that clinical experience in mental health nursing experience can positively influence attitudes, preparedness for practice, and the popularity of mental health nursing. Satisfaction with clinical experience was also high. PMID:18789042
Nursing educators have struggled for many years with the problem of student attrition in the minority population. Because there are so few minority students who choose nursing as a profession, educators strive to retain these students to graduation. Unfortunately, attrition rates of minority students continue to rise despite years of research into…
Boruff, Staci M.
Attitudes toward managed care of 431 medical residents and 153 advanced practice nursing students were compared. Medical students were more likely to agree that managed care emphasizes cost over quality and threatens autonomy. Nursing students were more likely to agree that it encourages preventive care. Medical students were less enthusiastic…
Breer, M. Lynn; Pohl, Joanne M.; Stommel, Manfred; Barkauskas, Violet H.; Schillo, Barbara; Oakley, Deborah
strategy at community colleges for improving the outcomes of developmental education students. This paper of acceleration on student outcomes. After examining various definitions of acceleration to better understand whatAccelerating the Academic Achievement of Students Referred to Developmental Education Nikki
retention. Because of the current and projected nursing shortage, it is imperative that nursing schools graduate as many of the students that are admitted as possible. However, there is no current research exploring the experiences of associate degree...
Gerow, Lisa Haugh
Nursing students are a viable population for inclusion in research; however, the ease of recruiting students also places them at risk for harm. Students are subject to the formal authority of others, which can limit their autonomy. When designing research involving students, nurse educators must implement additional strategies to protect students from harm. The authors describe the benefits of recruiting college students for research, the issue of coercive recruitment practices, and strategies for minimizing risks to students. PMID:23407192
Aycock, Dawn M; Currie, Erin R
One method of gaining knowledge, skills, and experience with different cultures for nurses and nursing students is through an international immersion program of training in language, culture, and community nursing. This article presents a qualitative and quantitative research study of the influence of a 2-week service-learning medical experience of a nursing student group who traveled abroad to Belize, Central America. PMID:25054475
This study examined the informatics competencies of doctor of nursing practice (DNP) students and whether these competencies differed between DNP students in the post-baccalaureate (BS) and post-master's (MS) tracks. Self-reported informatics competencies were collected from 132 DNP students (68 post-BS and 64 post-MS students) in their first year in the program (2007 to 2010). Students were assessed in 18 areas of 3 competency categories: computer skills, informatics knowledge, and informatics skills. Post-BS students were competent in 4 areas (computer skills in communication, systems, documentation, and informatics knowledge about impact of information management), whereas post-MS students were competent in only 1 area (computer skills in communication). Students in both tracks reported computer skills in decision support as their least competent area. Overall, post-BS students reported slightly higher than or similar competency scores as post-MS students, but scores were statistically significant in only 3 of 18 areas. The assessment indicated that knowledge and skills on informatics competencies need to be improved, especially in computer skills for data access and use of decision support systems. Strategies are suggested to integrate competencies into existing informatics course and DNP curricula. Further studies are recommended using an objective measure of informatics competencies. PMID:24267932
Choi, Jeungok; Zucker, Donna M
Increased enrolments of Bachelor of Nursing (BN) students who speak English as a second language (ESL) can help create a multilingual and culturally diverse workforce that is better prepared to meet the needs of increasingly diverse health populations. However, although ESL enrolments are increasing, attrition rates for ESL students tend to be higher than those of native speakers of English, partly due to academic failure. At the same time, concerns have been expressed in some quarters about the low levels of English language of entering students. As it is unlikely that language entry levels to university will be raised, sustainable programmes that help ESL students better meet the academic challenges they may face need to be developed. So far, models of ESL support have been mostly an adjunct to their degree, voluntary and not well attended. This paper discusses a model using tutorials integrated into the first year nursing curriculum that were specifically designed for ESL students with low levels of English language proficiency. The paper also examines students' perceptions of such tutorials, which they found beneficial to their learning. PMID:23721384
San Miguel, Caroline; Townsend, Lisa; Waters, Cheryl
For more than a century, the US nursing profession has been aware of substance abuse problems among its practitioners and student nurses but has generally dealt with the issue by taking disciplinary action rather than pursuing nonpunitive options. The latter course would allow more healthcare providers, following successful rehabilitation, to…
Monroe, Todd; Pearson, Frances
A cross-sectional descriptive study on knowledge, attitudes, and practice about emergency contraception (EC) was conducted among nurses and nursing students using a self-administered questionnaire. One-hundred-sixty-seven qualified nurses and 63 nursing students completed the questionnaire. Over 95% listed at least one regular contraceptive method but only 2.6% spontaneously listed EC as a contraceptive method, whereas 48% of the respondents had heard of EC. Significantly more nursing students than qualified nurses were familiar with EC. Knowledge about the types of EC, applications, and side effects was poor and 49% of the respondents considered EC as an abortifacient. Of those familiar with EC, 77% approved its use for rape victims and 21% for adolescents and schoolgirls. Only 3.5% of all respondents had personally used EC in the past, 23% of those familiar with EC intend to use it in the future, whereas 53% intend to provide or promote it. The view that EC was abortifacient negatively influenced the decision to use or provide EC in the future. The present findings suggest that the level of knowledge of EC is poor and more information is needed. These findings indicate the potential to popularize emergency contraception in Kenya among nurses and nursing students. PMID:10457870
Gichangi, P B; Karanja, J G; Kigondu, C S; Fonck, K; Temmerman, M
It is common for young students to enter nursing school with untested or immature spiritual belief systems. This exploratory study elicited feedback from nursing students in response to a guided reflection about spiritual health. As a precursor to classroom teaching, participants wrote a short, nongraded anonymous response to a series of 10 broad questions, with no single answer considered right or wrong. At the conclusion of this classroom activity, students completed a survey indicating the extent to which they believed it was beneficial. The majority of the participants (97%) considered it important to identify their own beliefs about spiritual matters prior to entering the clinical setting. As a result of the classroom reflection activity, most of the participants agreed or strongly agreed that the exercise (a) heightened their awareness about spiritual issues, (b) encouraged them to consider spiritual matters they had never thought about before, (c) caused them to feel more confident discussing spiritual matters with patients, and (d) inspired them to learn more and/or seek clarity regarding the questions presented. Based on the findings, nursing faculty should consider adding a similar classroom reflection activity prior to entering the clinical setting where patients and/or family members ask questions about spiritual matters. PMID:25081367
Briggs, Crista L; Lovan, Sherry R
With free movement for citizens within the European Union and with distant parts of our globe becoming more accessible, cultural awareness and cultural competence are becoming important skills for nurses. Internationalisation and raising awareness of other cultural contexts are essential elements in Swedish higher education, thus explaining the variety of student exchange programmes that are available. The aim of this study was to explore Swedish nursing students' perceptions of student exchange and their experiences. Data were collected through group interviews and then analysed following the principles of content analysis. Our analysis resulted in three categories: Preparing to go abroad, Reasons for going abroad and From expectation to experience. Cultural aspects and cultural awareness were emphasised as strong motivational factors, both personal and professional, behind participation in student exchange programmes. Information was also highlighted as a crucial means of reaching potential students as well as the power of knowledge through personal experience. This study highlights the importance of student exchange in expanding the individual student's personal and professional horizons. It also stresses the importance of including a transcultural nursing element in nursing curricula. PMID:24406034
Bohman, Doris M; Borglin, Gunilla
Perioperative nursing is a specialty that has been eliminated from many nursing education programs. With the loss of perioperative clinical experiences, the number of students pursuing a career in perioperative nursing after graduation has declined. A faculty member at one Midwestern school of nursing developed and implemented a perioperative clinical experience for senior-level baccalaureate nursing students in a critical care nursing course. This program, developed with the assistance of four local hospitals and the college of nursing, included an eight-hour OR orientation and 56 clinical hours. Students were placed in the OR under preceptor guidance and supervision. Feedback from evaluations was positive and provided recommendations for improving the program, in particular, to allow more clinical hours and more hands-on experience for the students. PMID:22464617
This study examined reported stress in 12 areas commonly reported to cause stress to nursing students. A questionnaire was distributed to 110 third-year nursing students, and the results indicate that stress exists for students in both the clinical and academic aspects of the programme. Financial constraints and academic-related concerns emerged as the most stressful areas for the students. A third of the students reported that relationships with teachers and staff on the ward cause some degree of stress. Factor analysis revealed that five factors emerged as sources of stress. Firstly, 'academic' stress factors. The second and third components concern relationships, the former involving teaching-related staff, and the latter involving the clinical experience. The last two components suggest that finance and death of patients are independent sources of stress. Major restructuring is about to take place in nurse education in Ireland, with the introduction of degree preparation for all nursing students in 2002. It is imperative that those involved with nursing students, both in the clinical area and in education settings, take cognisance of the stress that current students face. Recommendations for educators include adequate support structures for clinical areas, preceptorship programmes and the availability of student counselling services. PMID:12027601
Timmins, Fiona; Kaliszer, M
The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals. PMID:7782882
Purpose: This study aims to explore and understand first year nursing students' experiences of learning at a clinical education ward. Design/methodology/approach: The setting is a clinical education ward for nursing students at a department of infectious diseases. A qualitative study was carried out exploring students' encounters with patients,…
Manninen, Katri; Henriksson, Elisabet Welin; Scheja, Max; Silen, Charlotte
In this study, we present longitudinal data on changes in psychological distress among 232 Norwegian undergraduate students of nursing, physiotherapy, and occupational therapy. Psychological distress was assessed by applying the 12?item version of the General Health Questionnaire. Nursing students became substantially more distressed during the three years of their programme compared to physiotherapy and occupational therapy students. Multivariate analyses showed
Per Nerdrum; Tone Rustøen; Michael Helge Rønnestad
This paper sets out to investigate the experiences of older students undertaking a Pre-registration Diploma in Nursing in a large college of nursing in Belfast. Questionnaires were sent to all students aged 21 years or over on starting the course since its inception in February 1991. These amounted to 92 students. Quantitative and qualitative data were collected regarding the problems,
In all required nursing practice courses, students are evaluated by faculty via the Collaborative Nursing Practice Evaluation Instrument. This evaluation instrument is available to view at http://nursing.fau.edu/newnursingsite/handbook/forms/practiceevaluation.html. The instrument describes in detail the competencies of caring that are the foundation for the nursing program
Background Effective health care depends on multidisciplinary collaboration and teamwork, yet little is known about how well medical students and nurses interact in the hospital environment, where physicians-in-training acquire their first experiences as members of the health care team. The objective of this study was to evaluate the quality of interaction between third-year medical students and nurses during clinical rotations. Methods We surveyed 268 Indiana University medical students and 175 nurses who worked at Indiana University Hospital, the School's chief clinical training site. The students had just completed their third year of training. The survey instrument consisted of 7 items that measured "relational coordination" among members of the health care team, and 9 items that measured psychological distress. Results Sixty-eight medical students (25.4%) and 99 nurses (56.6%) completed the survey. The relational coordination score (ranked 1 to 5, low to high), which provides an overall measure of interaction quality, showed that medical students interacted with residents the best (4.16) and with nurses the worst (2.98; p < 0.01). Conversely, nurses interacted with other nurses the best (4.36) and with medical students the worst (2.68; p < 0.01). Regarding measures of psychological distress (ranked 0 to 4, low to high), the interpersonal sensitivity score of medical students (1.56) was significantly greater than that of nurses (1.03; p < 0.01), whereas the hostility score of nurses (0.59) was significantly greater than that of medical students (0.39; p < 0.01). Conclusion The quality of interaction between medical students and nurses during third-year clinical rotations is poor, which suggests that medical students are not receiving the sorts of educational experiences that promote optimal physician-nurse collaboration. Medical students and nurses experience different levels of psychological distress, which may adversely impact the quality of their interaction. PMID:16638142
Nadolski, Gregory J; Bell, Mary A; Brewer, Barbara B; Frankel, Richard M; Cushing, Herbert E; Brokaw, James J
This paper presents a Healthy Homes education module for undergraduate and prelicensure nursing students. The education module, which is based on the National Center for Healthy Housing's framework for Healthy Homes, was developed, implemented, and evaluated in three phases. Phase 1 included nine Web-based recorded lectures on the Healthy Homes principles and on home assessment and referral. In the next phase, a Healthy Homes clinical laboratory simulation (home visit scenario and four rooms of an apartment) was created. Phase 3 involved piloting home visits by students who, under the supervision of a clinical instructor, conducted Healthy Homes assessments of clients living in two low-income subsidized housing sites. Using a pretest-posttest format, students' knowledge of Healthy Homes concepts significantly increased after completing the Phase 1 Web-based lectures. Student evaluations, which were collected after each phase, were consistently positive. PMID:22909044
Polivka, Barbara J; Chaudry, Rosemary Valedes; Mac Crawford, J
Around the world, student populations are internationalizing and diversifying. The purpose of this study was to research culturally and linguistically diverse nursing students' experiences in Finland. The data were collected from 27 students in four polytechnics through focus group interviews. The findings highlight the importance of concreteness in theoretical instruction. In clinical settings, language barriers and negative attitudes towards students and their cultural background lead to social and professional isolation. The findings suggest that development of culturally sensitive pedagogy requires further investigation with strong research designs. Intensified language instruction for those who need it is essential. Strategies that increase cultural competence and promote appreciation of cultural diversity in health care settings should be developed. PMID:23091280
Pitkajarvi, Marianne; Eriksson, Elina; Kekki, Pertti; Pitkala, Kaisu
This study used a statistical technique, conjoint value analysis, to determine student perceptions related to the importance of predetermined reflective journaling attributes. An expert Delphi panel determined these attributes and integrated them into a survey which presented students with multiple journaling experiences from which they had to choose. After obtaining IRB approval, a convenience sample of 66 baccalaureate nursing students completed the survey. The relative importance of the attributes varied from a low of 16.75% (format) to a high of 23.58% (time). The model explained 77% of the variability of student journaling preferences (r2 = 0.77). Students preferred shorter time, complete confidentiality, one-time complete feedback, semistructured format, and behavior recognition. Students with more experience had a much greater preference for a free-form format (P < .05) when compared to students with less journaling experience. Additionally, the results of English as a second language students were significantly different from the rest of the sample. In order to better serve them, educators must consider the relative importance of these attributes when developing journaling experiences for their students. PMID:22988524
Hendrix, Thomas J.; O'Malley, Maureen; Sullivan, Catherine; Carmon, Bernice
Background Nursing staff are often involved in counseling patients with regard to health behavior. Although care promoting healthy lifestyle choices is included in the curriculum of nursing students in Germany, several studies of nursing students have reported a high prevalence of unhealthy behavior. This paper focuses on the behavior of female nursing students with regard to body mass index (BMI), physical activity, and cigarette and alcohol consumption. It describes trends through the comparison of results from 2008 and 2013. Methods Data was collected in two waves at a regional medical training college. First, 301 nursing students were asked to fill out a 12 page questionnaire on health behavior in 2008. The questioning was repeated in 2013 with 316 participating nursing students using the previous questionnaire. Results 259 female nursing students completed the questionnaire in 2013. 31.6% of them were either overweight or obese, 28.5% exercised less than once a week, 42.9% smoked between 10 and 20 cigarettes a day and 72.6% drank alcohol, wherefrom 19.7% consumed alcohol in risky quantities. In comparison to the data of 266 female nursing students from 2008, there were significant differences in the BMI and alcohol consumption: The percentage of overweight and obese students and the percentage of alcohol consumers at risk increased significantly. Conclusions Health behavior of female nursing students is often inadequate especially in regard to weight and cigarette and alcohol consumption. Strategies are required to promote healthy lifestyle choices. PMID:24742064
As the U.S. population quickly moves toward linguistic diversity, it is essential that sufficient numbers of linguistically diverse nurses be available to provide care, and nurse educators play a significant role in the preparation of these nurses. Little information was found in the literature about factors that influence the practices of the…
Fuller, Bonnie L.
To investigate differences in academic success due to age (younger or older than age 23), marital status, and nursing experience, a three-way analysis of variance was performed on the grade point averages of 1,435 female nursing students enrolled in 22 Associate Degree Nursing (ADN) programs in Illinois. The sample, representing over 90 percent of…
Frerichs, Marian L.
Computer knowledge and skills are becoming essential components technology in nursing education. Saudi nurses must be prepared to utilize these technologies for the advancement of science and nursing practice in local and global communities. Little attention has been directed to students' attitudes about computer usage in academic communities…
Samarkandi, Osama Abdulhaleem
The increased development of hospital services in Hong Kong over the last decade has given rise in the demand for more recruits to join the nursing profession. Despite the advancement in education and the improvement in the working conditions, the problems of attracting sufficient new recruits remain critical. This study aimed to examine high school students' attitudes towards the nursing profession and to identify the contributing factors affecting shortage of nurses within the context of Hong Kong. A convenience sample of 375 high school students was recruited. A questionnaire was used to measure their knowledge, attitudes and intention to study nursing. Descriptive and inferential statistics were used to describe their career preferences and to compare knowledge, attitudes and intention scales between gender and nursing exposure groups. Results indicated that the students were generally knowledgeable about nursing but were reluctant to pursue nursing as a career. However, students who were socially acquainted with a nurse demonstrated a slightly more positive attitude towards nursing and slightly higher intention to pursue nursing as a career compared with those having no social acquaintance with a nurse. Implications for promotion of nursing profession and limitations of the study were discussed. PMID:10693494
Rossiter, J C; Foong, A; Chan, P T
This government publication provides the first comprehensive report of a longitudinal study initiated in 1962 by the National League for Nursing for the purpose of obtaining specific information about the biographical characteristics of nursing students, their occupational goals, and their reasons for choosing nursing as a career. Intended to…
The task of developing vocational nursing students' critical thinking abilities is one of the greatest challenges facing nurse educators today. Licensed vocational nurses (LVNs) must be trained to think critically in order to provide safe patient care. Due to the expanded role and functions in the LVN's scope of practice, LVNs are making…
Nursing education programs have a responsibility to develop strategies that improve future nurses' multicultural competence and eth- ical approaches to caring for populations different than their own.This article describes results of a final exam evaluative process used in an under- graduate class focused on culture and ethics. Ideas for nurse educators who desire increased student responsiveness and accountability for meeting
CAROLYN SPENCE CAGLE
This study aimed to describe the expectations of Bachelor of Science nursing students regarding what constitutes an effective clinical education. In this study, a semistructured interview process was utilized with 17 nursing students studying in sophomore, junior and senior years in training units of hospitals affiliated with Tehran University of Medical Sciences. Content analysis was employed to analyse the data. Data analysis led to identification of three main themes: (i) appropriate communication and interaction between instructors and students; (ii) incorporation of both theory and practice in clinical education, with two subthemes, one being the presence of the instructor as a factor for reducing the gap between theory and practice and the other being evaluation based on appropriate criteria; and (iii) having specialized instructors, with a specific emphasis on the instructor's knowledge and motivation as important factors in learning. The findings reveal the significant role of mentors in providing effective educational and clinical experiences. Therefore, mentors must strive to develop their knowledge and clinical behaviours according to students' needs in clinical settings. PMID:25289734
Esmaeili, Maryam; Cheraghi, Mohammad Ali; Salsali, Mahvash; Ghiyasvandian, Shahrzad
This study explored how first year undergraduate nursing students learn in clinical placements as part of a program informed by Wenger's (1998) social theory of learning. Forty-nine written student narrative accounts of a learning experience were analysed and three triggers for learning were identified. The first trigger is that participation (or observation) of a task or procedure leads students into a complex, dramatic reading of nursing work. The second is that when students are personally (emotionally) confronted by the work, it presents a high challenge situation, recognized by students as a significant learning opportunity. The third trigger is encounters with different nurses assist students to construct an image of what they want to be as a nurse. These three triggers appear to align with Wenger's Communities of Practice constructs for identity, engagement, imagination, and alignment, and provides preliminary evidence supportive of the social theory of learning for nursing students on clinical placement. PMID:19715498
Grealish, Laurie; Ranse, Kristen
Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students' mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services need to be considered. PMID:24200536
Chernomas, Wanda M; Shapiro, Carla
The purpose of this article is to propose Empowered Holistic Nursing Education (EHNE) as a midrange theory--developed through induction, explication, deduction, and retroduction--to help nurse educators teach holistically and create a student-centered classroom, to establish a theoretical basis for a nursing pedagogy reflecting nursing's foundational principles, and to guide future research. The model's 5 core concepts, how to use the model as a pedagogy for practice, and its application to research will be presented. Holistic nursing will be defined, and traditional holistic nursing, holistic pedagogy, and emancipatory pedagogy will each be described. PMID:24730192
This paper describes a partnership between a university and a college of further education, whereby first-year nursing students administered health checks to college students. Despite many challenges, the experience was positive for both sets of students and has been mainstreamed. Many lessons were learnt about how best to support nursing students to ensure a good quality experience for both student groups. Data gained from the health checks are also presented, and the programme is compared with the brief community placement that previous nursing students had undertaken at this stage of their training. Theoretical underpinnings for the programme are discussed. PMID:22781050
Abbott, Stephen; Thomas, Nicki; Apau, Daniel; Benato, Rosa; Hicks, Siobhan; MacKenzie, Karin
This paper presents baseline data on attitudes towards HIV/AIDS patients and homophobic levels among nursing students in three Baltic Sea countries: Finland, Estonia and Lithuania. The aim is to describe and compare nursing students' attitudes in these three countries and to explore how attitudes towards HIV/AIDS correlate with background variables. The total sample comprised 471 nursing students. The respondents demonstrated average attitude scores towards patients with HIV/AIDS and rather positive attitudes towards homosexually oriented patients. Significant country differences were found, with Finnish nursing students showing the most positive attitudes towards HIV/AIDS patients and homosexually oriented patients. Previous experience of HIV/AIDS patients was the single factor with the greatest positive impact on nursing students' attitudes. Nursing students' willingness to provide care for an HIV/AIDS patient was associated with a positive attitude towards these patients. Length of employment experience correlated negatively with general attitude, and older nursing students with more work experience showed a more negative attitude towards homosexual patients. Proper education to achieve a sound knowledge base and good nursing skills promotes a more positive attitude to HIV/AIDS. It is important that nursing students are sensitive and show respect for the patient's human dignity. There is need for greater harmonization of education in the three countries. PMID:19645805
Suominen, Tarja; Koponen, Niina; Staniuliene, Vida; Istomina, Natalja; Aro, Ilme; Kisper-Hint, Ima-Riina; Vänskä, Maj-Lis; Välimäki, Maritta
The authors assessed the career maturity of students in accelerated versus traditional academic programs. Students in traditional programs were hypothesized to be more advanced regarding their career decision making and development when compared with students in accelerated programs. The Medical Career Development Inventory (see M. L. Savickas,…
Borges, Nicole J.; Richard, George V.; Duffy, Ryan D.
The nursing profession is calling for enhanced diversity within the ranks of registered nurses to meet the health care needs of an increasingly diverse society. Nursing education is faced with the challenge of retaining ethnically diverse nursing students. Students who are ethnically diverse face unique challenges in addition to the universal…
Zajac, Lynne K.
University of Hawai`i at Mnoa School of Nursing and Dental Hygiene, Office of Student Services 2528 Mnoa's Bachelor of Science in Nursing program. Our school is well known for providing nursing students McCarthy Mall, Webster 201 Honolulu, HI 96822 Ph: (808) 956-8939 Fax: (808) 956-5977 http://www.nursing
This paper describes the fourth stage of a process to design, implement and evaluate the nursing informatics courses incorporated into a baccalaureate nursing program. The challenge is to structure the nursing informatics curriculum so as to provide the nursing professional with the basis with which to impact health care delivery. The basic components of the framework are information, technology, and clinical care process. Students in the fourth course worked closely with agency personnel to design, implement and evaluate clinical application projects. PMID:7949960
Travis, L. L.; Youngblut, J.; Brennan, P. F.
Introduction: The essence of professional nursing is caring and so, nursing education must make caring as a significant part of their curricula. In this regard, little research exists about how nursing students perceive caring. The aim of this study is to investigate the nursing students' perception toward caring and thus, the impact of socialization process on their perception of caring will be determined. Methods: A cross-sectional study was done among all first and fourth-year nursing students (n=230) in Tabriz and Urmia faculties of nursing, 2012. Data were collected using Larson's Caring Questionnaire that assessed the importance of nursing care behaviors (n=50) in six dimensions: "being accessible", "explains and facilitates", "comforts", "anticipates", "trusting relationship" and "monitors and follows through". Results: The importance of caring behaviors was evaluated by the first and fourth-year nursing students in moderate to high level and also, the both groups considered higher ranks for "monitors and follows through" and "being accessible" and lower ranks for "anticipates" and "trusting relationships". The fourth-year students only ranked "explains and facilitates" higher than the first-year students, but the "comforts" dimension is not differed significantly between groups. Conclusion: The findings demonstrated that nursing education in this study has not likely succeeded in producing intended changes in the nursing students' perceptions. It is recommended to exactly find the perceptual changes or in principle the professional socialization process of nursing students, more research using longitudinal designs be conducted to examine the differences in students' perceptions of caring upon entering and completing the nursing program. PMID:25276752
Zamanzadeh, Vahid; Valizadeh, Leila; Azimzadeh, Roghaieh; Aminaie, Nasim; Yousefzadeh, Sedigeh
Background: In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. Aims: In this study, social-emotional characteristics of accelerated…
Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo
Assessment of students' learning is a crucial question when great changes occur in the higher education sector. One such educational reform is the Bologna declaration, the requirements of which have resulted in significant modifications in documents as assessment forms for clinical education. The aim of this study was to investigate students' and preceptors' perceptions of using the revised version of an assessment form, the AssCE form. Using convenience sampling, a questionnaire survey was completed by 192 nursing students and 101 preceptors. Most of the participants found that the revised AssCE form was possible to use during different years of the programme, and factors in the AssCE form were possible to combine with learning outcomes in the course syllabus. Most participants perceived that the scale added to each factor facilitated the assessment dialogue and offered possibilities to illustrate the students' development during clinical periods. Findings also showed that students were most often prepared with self-assessment before the assessment discussions. More information about the use of the AssCE form, also in combination with learning outcomes in the course syllabus, may further support the use of the form and contribute to students' development during clinical practice. PMID:24140366
Löfmark, Anna; Thorell-Ekstrand, Ingrid
The purpose of this article is to present findings from a study which evaluated the effectiveness of a virtual community (an emerging pedagogical application) on student engagement and academic performance. Virtual communities mirror real-life through unfolding patient histories and relationship development over time. Students also become more engaged in learning by creating personally meaningful knowledge of a concept (Rogers & Stone, 2007). Virtual communities offer one teaching strategy to assist students in learning complex, health-related content in a contextualized manner. This quasi-experimental study involved first-semester baccalaureate nursing students enrolled in a course at two campuses of a nursing program at a large university in the Southwest. Three key strategies assessed the impact of the virtual community on student engagement and learning: third-party observational measurement, end-of-class student/faculty surveys, and use of knowledge items in student exams for the class. Significant differences between the control and experimental group were found regarding learning engagement and communication exchanges; the groups appeared similar in ratings of quality of instruction and academic performance. Use of virtual communities can help nursing educators address the recent Carnegie Foundation study's (Benner, Sutphen, Leonard & Day, 2010) counsel to implement "pedagogies of contextualization" in which theoretical and factual information about diseases and conditions are placed in the context of a patient's experience. PMID:23006650
Giddens, Jean; Hrabe, David; Carlson-Sabelli, Linnea; Fogg, Louis; North, Sarah
The image of male nurses is closely related to the development of a female-driven nursing occupation. As a minority group in the nursing industry, male nursing students may have a negative self-image in their learning and clinical practicum. This may affect their psychological health and mental status. This study explored the positive and negative self-image of male nursing students. Eighteen participants were recruited from a local nurse-training institute. The participants were undergraduate bachelor's and master's students of nursing. The experience and opinions of the participants were collected by multiple methods. The participants' drawings and audio diaries representing their self-image as nurses were collected in advance of a discussion of ideas raised in the focus group interview. The findings were categorized into three themes: (a) self-roles, functions, and identities; (b) awareness of gender differences; and (c) the future of professional development. The findings of this study provide information on the nurse role, identity, gender differences, and professional development of male nursing students, which will drive the direction of the development of a positive image for male nurses in the future. PMID:23686685
Chan, Zenobia C Y; Lo, Kelvin K L; Tse, Kris C Y; Wong, William W
Nursing students need foundation knowledge and skills to keep patients safe in continuously changing health care environments. A gap exists in our knowledge of the value students place on interprofessional patient safety education. The purpose of this exploratory, mixed methods study was to understand nursing students' attitudes about the value of an interprofessional patient safety course to their professional development and its role in health professions curricula. Qualitative and quantitative data were collected from formative course performance measures, course evaluations, and interviews with six nursing students. The qualitative themes of awareness, ownership, and action emerged and triangulated with the descriptive quantitative results from student performance and course evaluations. Students placed high value on the course and essential nature of interprofessional patient safety content. These findings provide a first step toward integration of interprofessional patient safety education into nursing curricula and in meeting the Institute of Medicine's goals for the nursing profession. PMID:22523700
Abbott, Amy A.; Fuji, Kevin T.; Galt, Kimberly A.; Paschal, Karen A.
Nursing students need foundation knowledge and skills to keep patients safe in continuously changing health care environments. A gap exists in our knowledge of the value students place on interprofessional patient safety education. The purpose of this exploratory, mixed methods study was to understand nursing students' attitudes about the value of an interprofessional patient safety course to their professional development and its role in health professions curricula. Qualitative and quantitative data were collected from formative course performance measures, course evaluations, and interviews with six nursing students. The qualitative themes of awareness, ownership, and action emerged and triangulated with the descriptive quantitative results from student performance and course evaluations. Students placed high value on the course and essential nature of interprofessional patient safety content. These findings provide a first step toward integration of interprofessional patient safety education into nursing curricula and in meeting the Institute of Medicine's goals for the nursing profession. PMID:22523700
Abbott, Amy A; Fuji, Kevin T; Galt, Kimberly A; Paschal, Karen A
Caring should be incorporated in the curriculum and the focus of nursing education. However, measurement of nurses' perceptions of caring abilities remains an area that is not well explored. This pilot study explored nursing students' perceptions of caring and their ability to form caring relationships with clients after hearing clinical nurses discuss their own caring experiences. Fourteen nursing students met with three clinical nurses who shared their stories about caring practice. Results indicate that although there was no statistically significant change, the mean score for caring efficacy was increased postintervention. Student comments also reflect that sharing stories about caring was beneficial, valued, and potentially an effective teaching strategy to help students internalize the concept of caring. PMID:19999936
Adamski, Maureen; Parsons, Virgil; Hooper, Christine
Attrition from a nursing program in Wales was studied through exit interviews with 105 students who left from 1996-1999. Academic difficulties, wrong career choice, and family, health, and financial problems were key reasons. Almost half had at least two reasons for leaving, suggesting a complex interplay of factors. (Contains 39 references.) (SK)
BackgroundNurses experience insufficient medication knowledge; particularly in drug dose calculations, but also in drug management and pharmacology. The weak knowledge could be a result of deficiencies in the basic nursing education, or lack of continuing maintenance training during working years. The aim of this study was to compare the medication knowledge, certainty and risk of error between graduating bachelor students in nursing and experienced registered nurses.MethodsBachelor students in closing term and registered nurses with at least one year job experience underwent a multiple choice test in pharmacology, drug management and drug dose calculations: 3x14 questions with 3¿4 alternative answers (score 0¿42). Certainty of each answer was recorded with score 0¿3, 0¿1 indicating need for assistance. Risk of error was scored 1¿3, where 3 expressed high risk: being certain that a wrong answer was correct. The results are presented as mean and (SD).ResultsParticipants were 243 graduating students (including 29 men), aged 28.2 (7.6) years, and 203 registered nurses (including 16 men), aged 42.0 (9.3) years and with a working experience of 12.4 years (9.2). The knowledge among the nurses was found to be superior to that of the students: 68.9%(8.0) and 61.5%(7.8) correct answers, respectively, (p¿<¿0.001). The difference was largest in drug management and dose calculations. The improvement occurred during the first working year. The nurses expressed higher degree of certainty and the risk of error was lower, both overall and for each topic (p¿<¿0.01). Low risk of error was associated with high knowledge and high sense of coping (p¿<¿0.001).ConclusionsThe medication knowledge among experienced nurses was superior to bachelor students in nursing, but nevertheless insufficient. As much as 25% of the answers to the drug management questions would lead to high risk of error. More emphasis should be put into the basic nursing education and in the introduction to medication procedures in clinical practice to improve the nurses¿ medication knowledge and reduce the risk of error. PMID:25413244
Simonsen, Bjoerg O; Daehlin, Gro K; Johansson, Inger; Farup, Per G
A student nurse will face many questions when they are confronted with the death of a patient. In this paper, a first-year nursing student reflects upon the death of a young adult (Yvonne) as part of a nursing inquiry subject. The author reflects upon the death of Yvonne and re-examines the questions and responses that this critical incident raised. PMID:9764006
This research was planned as a cross-sectional and descriptive study for the purpose of determining nursing students’ expectations\\u000a from a workplace and what department, area, and positions they want to work in after graduation. The research population was\\u000a comprised of the four university-based schools of nursing in Ankara province. The sample was comprised of 447 nursing students.\\u000a A questionnaire developed
Dilek Yildirim; Ayla Keçeci; Serap Bulduk
This study aimed to clarify whether a collaborative exercise using a Wiki to teach nursing students health-specific terminology resulted in better learning. In one New Zealand School of Nursing a list of health-related and discipline-specific terms was created, first-year nursing students were expected to learn these before their initial clinical practice. However, students found the terms difficult to learn. The use of a collaborative Wiki exercise to create a glossary of health terms was seen as a way to aid student learning, while also providing a learning environment where students would develop collaborative skills. PMID:24839746
Honey, Michelle; Doherty, Iain
Describes a project at the University of Nottingham (United Kingdom) that developed and evaluated modules for computer assisted instruction to teach cell biology to undergraduate nursing students. Topics include instructional effectiveness, feedback, and student attitudes. (LRW)
Wharrad, Heather; Kent, Christine; Allcock, Nick; Wood, Barry
Nursing schools face the challenge of improving student academic performance and completion rates. The current supply of newly graduated nurses fails to meet the increasing demands of society. In 2009, Cochise College responded by implementing a major change in their curriculum to improve student retention and academic performance. The problem…
Despite the known benefits of hardiness education, no published research has been found on the effects of hardiness education with nursing students. Thus, the purposes of this study were first to determine if an increase in hardiness and a decrease in perceived stress in baccalaureate nursing students occurred in those who participated in a…
Jameson, Paula R.
In fall 1990, a study was conducted to assess the attitudes of nursing students who were attending Riverside Community College (RCC), in California, toward exposure to Acquired Immune Deficiency Syndrome/Human Immunodeficiency Virus (AIDS/HIV) positive patients in a hospital setting. All students enrolled in RCC's associate degree nursing program…
Kross, Carolyn Sue
Anchored on the key constucts of Ajzen's Theory of Planned Behavior (1985), this paper seeks to test a model that explores the influence of knowledge, attitude, and caring behavior on nursing students' behavioral intention toward geriatric care. A five-part survey-questionnaire was administered to 839 third and fourth year nursing students from a…
de Guzman, Allan B.; Jimenez, Benito Christian B.; Jocson, Kathlyn P.; Junio, Aileen R.; Junio, Drazen E.; Jurado, Jasper Benjamin N.; Justiniano, Angela Bianca F.
Describes a project in England that used interactive drama with student nurses to promote healthy behavior with secondary school pupils concerning sexual relations. Highlights include pretests and posttests, secondary pupil attitudes and student nurse attitudes, and gender differences in responses by pupils. (Author/LRW)
Kerr, Mutel May
One group of 38 senior nursing students shadowed a case manager in collaborative practice; 37 others observed a primary care nurse. Shadowing enhanced students' negotiating style, a result attributed to close contact, concentrated activity, a role model, and cognitive learning activities to support retention. (SK)
Eddy, Mary E.; Schermer, Joy
A method was developed for identifying students who may be at high risk for failing the State Board Licensing Examination (SBE) for registered nurses. The subjects used in developing prediction equations included 50 students who graduated from the nursing program at Saint Joseph's College (SJC) in North Windham (Maine) during the years 1983-84.…
Henderson, Susan J.; Orr, Scott P.
The aim of this study was to evaluate the effectiveness of using mobile phone short message service (SMS) to enhance knowledge of medications among nursing students. A quasi-experimental design was used. A convenience sample of 111 nursing students who were taking a pharmacology course at a university in southern Taiwan received an invitation to…
Chuang, Yeu-Hui; Tsao, Chiung-Wen
If we subscribe to the notion that nursing is an action profession, that nurses learn by doing [Neary, M., 2000. Responsive assessment: assessing student nurses' clinical competence. Nurse Education Today 21, 3-17], then the mastery of fundamental clinical skills must be a key component of courses leading to registration. The last two decades have seen widespread changes to nurse education but the clinical field remains an invaluable resource in preparing students for the reality of their professional role supporting the integration of theory and practice and linking the 'knowing what' with the 'knowing how'. The clinical-learning environment represents an essential element of nurse education that needs to be measurable and warrants further investigation. This exploratory cohort study (n = 67) examined pre-registration student nurses' perception of the hospital-learning environment during clinical placements together with the key characteristics of the students' preferred learning environment utilising an established tool, the clinical-learning environment inventory (CLEI) tool [Chan, D., 2001a. Development of an innovative tool to assess hospital-learning environments. Nurse Education Today 21, 624-631; Chan, D., 2001b. Combining qualitative and quantitative methods in assessing hospital-learning environments. International Journal of Nursing Studies 3, 447-459]. The results demonstrated that in comparison with the actual hospital environment, students would prefer an environment with higher levels of individualisation, innovation in teaching and learning strategies, student involvement, personalisation and task orientation. PMID:16406618
This article describes the approaches used by the Second Careers and Nursing (SCAN) program to socialize second-career students into professional nursing. The pre-licensure phase of the program is guided by Schlossberg's transition theory of moving in, moving through, and moving out. Moving in involves setting expectations, from the admission interview to the two-day intensive orientation. Moving through entails imparting and instilling nursing's cultural content and values through the program's formal and informal curriculum. Moving out strengthens students' feelings of pride and their commitment to becoming professional nurses during a concentrated internship, NCLEX-RN preparation, and coaching for their first RN position. The article also reports on the socialization outcomes and lessons learned during the pre-licensure phase. Outcomes provide evidence that the SCAN program has successfully transitioned non-nursing college graduates into professional nursing by socializing them into the profession's knowledge, skills, and behaviors while they internalize nursing's values and goals. PMID:23586199
Dela Cruz, Felicitas A; Farr, Shirley; Klakovich, Marilyn D; Esslinger, Phyllis
The purpose of this study was to investigate the effects of video-based peer review on communication skills and learning motivation among nursing students. A non-equivalent control with pretest-posttest design was used. The participants were 47 sophomore nursing students taking a fundamentals of nursing course at a nursing college in Korea. Communication with a standardized patient was videotaped for evaluation. The intervention group used peer reviews to evaluate the videotaped performance; a small group of four students watched the videotape of each student and then provided feedback. The control group assessed themselves alone after watching their own videos. Communication skills and learning motivation were measured. The intervention group showed significantly higher communication skills and learning motivation after the intervention than did the control group. The findings suggest that peer review is an effective learning method for nursing students to improve their communication skills and increase their motivation to learn. PMID:21323255
Yoo, Moon Sook; Chae, Sun-Mi
Hunter-Bellevue School of Nursing Student Handbook [Revised November 2013] Page 1 HUNTER COLLEGE OF THE CITY UNIVERSITY OF NEW YORK Hunter-Bellevue School of Nursing Student Handbook Revised November, 2013 will be updated regularly to reflect changes. #12;Hunter-Bellevue School of Nursing Student Handbook [Revised
The College of Nursing (CON), Michigan State University (MSU), in collaboration with the School of Nursing and Obstetrics, University of Guanajuato, Celaya, Mexico, developed a semester-long study-abroad program for senior MSU nursing students offered for the first time in the fall of 1998. The program provides intensive Spanish language classes and allows students to take required nursing courses in Mexico with a substantial amount of course content provided by Mexican faculty without an MSU CON faculty member on site at all times. Students receive a broad perspective of nursing and health care in Mexico, and develop an appreciation for its language and culture as well. This program represents an innovative approach to the development and implementation of a study-abroad program in nursing. PMID:11033939
Currier, C; Omar, M; Talarczyk, G; Diaz Guerrero, R
Accelerating the development of diagnostic reasoning skills for nurse practitioner students is high on the wish list of many faculty. The purpose of this article is to describe how the teaching strategy of problem-based learning (PBL) that drills the hypothetico-deductive or analytic reasoning process when combined with an assignment that fosters pattern recognition (a nonanalytic process) teaches and reinforces the dual process of diagnostic reasoning. In an online Doctor of Nursing Practice program, four PBL cases that start with the same symptom unfold over 2 weeks. These four cases follow different paths as they unfold leading to different diagnoses. Culminating each PBL case, a unique assignment called an illness script was developed to foster the development of pattern recognition. When combined with hypothetico-deductive reasoning drilled during the PBL case, students experience the dual process approach to diagnostic reasoning used by clinicians. PMID:25350904
Durham, Catherine O; Fowler, Terri; Kennedy, Sally
To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in…
Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di
An accelerated B.S.-M.D. program called the Honors Program in Medicine (HPM) at the University of Miami is described. HPM and traditional program students were surveyed about accelerated medical education. Both HPM and traditional students were satisfied with their own preparation for medical school. (Author/MLW)
Jacobs, Jeffrey P.; And Others
This study supported the use of acceleration for gifted minority students in math. The gifted minority students in this study viewed taking accelerated math courses as exciting and beneficial for preparation for high school and college and particularly liked the challenges they encountered while taking advanced classes. They enjoyed working ahead…
Lee, Seon-Young; Olszewski-Kubilius, Paula; Peternel, George
Objective: Student-faculty trust and related concept characteristics have been shown to be factors associated with successful student learning. Research investigating the role of trust in communications and education has been conducted with students in other disciplines but not with nursing students. The purpose of the research is to investigate…
Scarbrough, John E.
Multiple workforce demands in healthcare have placed a tremendous amount of pressure on academic nurse educators to increase the number of professional nursing graduates to provide nursing care both in both acute and non-acute healthcare settings. Increased enrollment in nursing programs throughout the United States is occurring; however, due to…
Schutt, Michelle A.
In Hong Kong, males constituted only about 10.2% of the nursing workforce in 2010. The learning experiences of male nursing students in Hong Kong during their clinical practicum have rarely been explored. If these students cannot maintain their psychological well-being and psychological health in formal education and clinical placements, then their physical health will also suffer. This ethnographic qualitative study gave male nursing students in Hong Kong a chance to voice their experiences during their clinical practicum. Selected through snowball sampling, 18 male nursing students from a local university participated in individual face-to-face semistructured interviews. The data were processed with content analysis. The findings indicated that male students not only received more support and understanding from male rather than female members of staff but endured a certain amount of oppression while working in female wards. According to the students' comments on nursing culture, the work climate of male nursing students could be improved by reorganizing the clinical placements and providing extra support to male nursing students. PMID:23339129
Chan, Z C Y; Lui, C W; Cheung, K L; Hung, K K; Yu, K H; Kei, S H
To study the awareness of Basic Life Support (BLS) among students, doctors and nurses of medical, dental, homeopathy and nursing colleges. A cross-sectional study was conducted by assessing responses to 20 selected basic questions regarding BLS among students, doctors and nurses of medical, dental, homeopathy and nursing colleges. After excluding the incomplete response forms the data was analysed on 1,054 responders. The results were analysed using an answer key prepared with the use of the Advanced Cardiac Life Support manual. Out of 1,054 responders 345 were medical students, 75 were medical interns, 19 were dental students, 59 were dental interns, 105 were homeopathy interns, 319 were nursing students, 72 were doctors, 29 were dentists, 25 were nursing faculty and six were homeopathy doctors. No one among them had complete knowledge of BLS. Only two out of 1054 (0.19%) had secured 80 - 89% marks, 10 out of 1054 (0.95%) had secured 70 - 79% marks, 40 of 1054 (4.08%) had secured 60 - 69% marks and 105 of 1054 (9.96%) had secured 50 - 59% marks. A majority of them, that is, 894 (84.82%) had secured less than 50% marks. Awareness of BLS among students, doctors and nurses of medical, dental, homeopathy and nursing colleges is very poor. PMID:20661349
Chandrasekaran, Shanta; Kumar, Sathish; Bhat, Shamim Ahamed; Saravanakumar; Shabbir, P Mohammed; Chandrasekaran, Vp
Background: Being informed of new methods of teaching and comparing their outcome help teachers use more effective and efficient methods in developing and implementing new training courses. The aim of this study was to examine the efficacy of epidemiology learning software on learning epidemiology courses. Methods: This quasi-experimental study included 101 nursing and midwifery students taking epidemiology course in two separate classes. One of the classes was selected as intervention group (taught via software) and another one as the control group. At the end of the semester, scores of the courses were analyzed using covarianceanalysis. Results: After adjusting the effect of grade point average, covariance analysis indicated a significant difference in epidemiology scores between the two groups (p<0.001). The students taught through the software obtained significantly higher scores compared to the students in traditional group. Conclusion: By means of this training software, teachers can use several strategies for presenting lessons and increasing training efficacy, leading to active learning in students.
Mobasheri, Mahmoud; Kheiri, Soleiman; Mardanpour, Elham; Bakhshi, Seifollah
Nurse educators must adjust curricula to meet the dynamic and critical changes in the health care environment, and to recognize the risk of injury our educational approach has on safety, team effectiveness, and culture change. Interprofessional collaboration and simulation are key components in the preparation of our students. Utilizing the interprofessional alliance model, an experience to promote collaborative relationships among nursing and physical therapy (PT) students to improve patient and caregiver safety was developed. Through this model, PT students taught safe patient-handling skills in a simulated setting to undergraduate nursing students. The majority of nursing students (N=351) from 2009–2014 strongly agreed or agreed that they were confident in the skills taught by the PT students and provided an overall course rating of outstanding or above average. This educational model, which includes simulation and safe patient handling, was a valuable addition to the curriculum, reinforcing the significance of developing collaborative relationships. PMID:25494193
von der Lancken, Shelley; Levenhagen, Kim
In response to the current crisis in the field of nursing, a study examined nursing students' perceived work-related stress and differences among associate degree, diploma, and baccalaureate nursing programs in their preparation of nursing students. The 171 subjects, representing the three different nursing programs, completed a questionnaire…
Biggers, Thompson; And Others
Purpose: The purpose of this study was to discover nurse educators' perceptions about the culture of nursing and how they bring students into that culture. Background: Although the extant literature addresses the process of socialization to the profession, literature exploring socialization as enculturation is scant. Nurse educators'…
Strouse, Susan M.
The ethnic proportions of the population in the United States are rapidly changing, with the nation's minority population at approximately 101 million. This is also true for the West Texas region, where locally in a city with 183,000 residents, 43 different languages are spoken suggesting that cultural education needs to be included in nursing program curricula. Therefore, a study was conducted during a period of curriculum revision to determine if the current nursing curriculum at a public university offers enough education and experience for graduating nurses to care for such a diverse population by comparing their perceptions of cultural competence with beginning sophomore nursing students' perceptions. Participants were asked to complete the Cultural Competence Assessment (CCA) tool in order to evaluate perceptions of cultural competence. Upon analysis of the data, perceptions of cultural competence among graduating nursing students were significantly higher (P = .002) than the perceptions of cultural competence among beginning nursing students. These results support that nursing students perceive that they have become culturally competent during their nursing education, leading to implications of the need for continued education relating to this concept, beginning with the first course and continuing throughout the nursing curriculum. PMID:23762601
Deficiency in essential core competencies could jeopardize the safety of patients. Adopting the outcome-based approach, a set of minimally required core competencies for nursing students was developed to ensure the quality of nursing education. Determination of what point to measure competency is needed. Most importantly, competence indicators of nursing students can be used in curriculum development, planning, and learning outcome evaluation. The purpose of this study was to develop a competency inventory to measure learning outcomes of baccalaureate nursing students and to test its psychometric properties. Psychometric testing was conducted with a convenience sample of 599 nursing students in 2011. Principal axis factor analysis was performed on the 52-item scale to determine construct validity and Cronbach's alpha was used to measure the internal consistency. Principal axis factoring method identified six factors through the direct oblimin rotations including pattern matrix and structure matrix: ethical and responsibility, general clinical skills, lifelong learning, clinical biomedical science, caring and critical thinking reasoning. Exploratory factor analysis yielded an instrument with 43-items on six factors, accounting for 69.84% of the variance in scores. The Competency Inventory of Nursing Students (CINS) factors ranged from 0.91 to 0.98. This study shows that the Competency Inventory of Nursing Students has satisfactory psychometric properties and could be a useful instrument for measuring learning outcomes of nursing student. The competence indicators show merit for assessing learning outcomes for nursing students in nursing education. However, a cross-validation of the scale with another sample is also needed. PMID:22727581
Hsu, Li-Ling; Hsieh, Suh-Ing
PHD IN NURSING SAMPLE FULL-TIME PROGRAM Student with an interest in Symptom Management in Adults Practice Nursing Theory: Adults and Older Adults 3 N703 Health Care & Public Policy 3 N815 Knowledge Development in Nursing 3 N803 Advanced Quantitative Design & Methods 3 N816 Proseminar in Nursing Research 1
Purpose: Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners. PMID:25417864
Abdollahimohammad, Abdolghani; Ja’afar, Rogayah
PURPOSE. This study examined the phenomenon and meaning of laughing at oneself as described by the lived experiences of student nurses. BACKGROUND. Studies in older populations revealed that maturity and experience, not necessarily age, made a difference in the ability to laugh at oneself, but little research has been conducted on nursing students and the ability to laugh at oneself. A descriptive, exploratory, qualitative design and phenomenological method was used. Face-to-face interviews with nine female nursing students were recorded and transcribed. Meaning statements were identified in the language of the participants and synthesized by the researcher. RESULTS. Findings suggest that beginning nursing students bring the experience of laughing at oneself into the nursing profession and it provides them with valuable insights into the challenges facing them in a nursing career. IMPLICATIONS. Major themes were that the ability to laugh at oneself helps nursing students to maintain a balanced perspective and to not take themselves too seriously. A potential for laughing at oneself helps in keeping a balance between tragedy and comedy in life. Other implications for nursing job satisfaction and job retention are discussed. PMID:19954466
Stein, Jeanne Venhaus; Reeder, Francelyn
Studies have consistently highlighted the deleterious impact of burnout and compassion fatigue on professional nurses' well-being and willingness to remain in the profession. Yet, as to what extent these noxious conditions are suffered among nursing students is still unclear. In this study 436 undergraduate nursing students completed surveys assessing their experiences of emotional exhaustion, depersonalization, lack of personal accomplishment, burnout, secondary traumatic stress, and compassion satisfaction (factors of burnout and compassion fatigue). There were no significant differences found between 3rd and 4th year students' reports of detrimental conditions and those of the 1st or 2nd year students. Furthermore, 4th year students reported significantly higher levels of personal accomplishment compared to 1st and 2nd year students. Semi-structured in-depth interviews with 3rd and 4th year students revealed that their clinical exposure during these years (especially during the 4th year) may enhance their other-orientation as well as promote role actualization, which may serve as protective features. Students did, however, express concern regarding an inevitable onset of burnout at some point during their professional careers. It is suggested that a key to understanding the onset and experience of burnout and compassion fatigue among nurses is to continue to examine the transition from student to professional nurse and the cultural atmosphere of nursing education compared to professional practice. PMID:23434192
Michalec, Barret; Diefenbeck, Cynthia; Mahoney, Margaret
In the healthcare setting, Community of Practice (CoP) can be defined as the learning environment where nursing students develop their attitudes toward the nursing profession. Although being part of a CoP is important for nursing students, it can sometimes result in a negative experience where students often perceive a lack of respect. The aim of this study was to expand the knowledge of the CoP in the healthcare setting by analyzing students' perception of respect during clinical placements. Important aspects, such as a professional role concept (role ambiguity and role conflict), tutor support, feedback and relationship with tutors and staff were investigated as predictors of student's perceived respect. A total of 188 Nursing Science Degree undergraduate students were recruited during 2012. Data were analyzed by using regression analysis. The findings supported the importance of role stress, feedback from CoP members, tutor support, and relationship with CoP members on nursing students' perceived respect. The results suggest that when studying nursing students in a CoP, the social context can contribute to affect students' perceived respect. PMID:24480096
Portoghese, I; Galletta, M; Sardu, C; Mereu, A; Contu, P; Campagna, M
Background A discrete choice experiment was conducted to investigate preferences for job characteristics among nursing students and practicing nurses to determine how these groups vary in their respective preferences and to understand whether differing policies may be appropriate for each group. Methods Participating students and workers were administered a discrete choice experiment that elicited preferences for attributes of potential job postings. Job attributes included salary, duration of service until promotion to permanent staff, duration of service until qualified for further study and scholarship, housing provision, transportation provision, and performance-based financial rewards. Mixed logit models were fit to the data to estimate stated preferences and willingness to pay for attributes. Finally, an interaction model was fit to formally investigate differences in preferences between nursing students and practicing nurses. Results Data were collected from 256 nursing students and 249 practicing nurses. For both groups, choice of job posting was strongly influenced by salary and direct promotion to permanent staff. As compared to nursing students, practicing nurses had significantly lower preference for housing allowance and housing provision as well as lower preference for provision of transportation for work and personal use. Conclusions In the Lao People’s Democratic Republic, nursing students and practicing nurses demonstrated important differences in their respective preferences for rural job posting attributes. This finding suggests that it may be important to differentiate between recruitment and retention policies when addressing human resources for health challenges in developing countries, such as Laos. PMID:23705805
This work looks into the meanings of nursing from the point of view of the students in an undergraduate nursing degree program. The research took place at the Universidad Nacional de Lanús using semistructured interviews - eleven individual and seven group interviews - carried out between 2008 and 2010. A content analysis was then undertaken and the most relevant meanings in relation to four themes were selected: reasons for studying nursing, what nursing is, nursing as a profession, and working in nursing. Multiple and diverse ways of defining nursing were uncovered. Utilizing some conceptual developments from the sociology of the professions, the meanings were organized into four conceptualizations that represent ways of understanding nursing: as a vocation, as a profession, with a utilitarian perspective and with a community perspective. The conclusions reached indicate the need to broaden the debate regarding the types of nurses that are being trained. PMID:23989623
Background Although nursing students experience a high level of stress during their training, there has been limited research on stress and its impact on the student's physical responses, such as gastrointestinal symptoms. The aims of this study are to assess the prevalence of GI symptoms in nursing students in Korea and to examine the association between the perceived stress and GI symptoms. Methods A cross-sectional descriptive study design was used. A total of 715 students of a three-year associate degree nursing program in a Korean college participated. The Perceived Stress Scale and a GI Symptoms Questionnaire were administered through a self-reported system. Chi-square tests, Fisher's exact test, and logistic regression analysis were performed using SPSS 17.0. Results Sixty-five percent of the nursing students experienced more than one GI symptom, with 31.1% of students reporting more than three GI symptoms. Most of the nursing students complained of upper dysmotility and bowel symptoms. In addition, students who reported higher perceived stress were significantly more likely to complain of GI symptoms. Compared to nursing students with the lowest perceived stress level, the adjusted odds ratio (OR) for GI symptoms in students with the highest perceived stress level was 3.52 times higher (95% CI = 2.05-6.06). Conclusions GI symptoms that are highly prevalent among nursing students are significantly associated with the perceived stress level. High perceived stress should be considered a risk factor for GI symptoms. To reduce perceived stress, stress management programs including cognitive reappraisal training are needed in nursing curriculum. PMID:22067441
Patient advocacy has been claimed as a new role for professional nurses and many codes of ethics for nurses state that they act as patient advocates. Nursing education is faced with the challenge of preparing nurses for this role. In this article we describe the results of a study that considered the tendencies of a cohort of nursing students at the Kocaeli University School of Nursing to act as advocates and to respect patients' rights, and how their capacities to do so changed (or not) as a result of their nursing education. This longitudinal study used a questionnaire consisting of 10 statements relating to patient care. It was performed both at the start (1998) and at the end (2002) of the nursing training. At the beginning of their course 77 students participated; in the study. After four years, only 55 students participated, the reason for this drop in number being unknown. The questions asked nurses if patients should have: the right to receive health care; the right to participate in the decision-making process about their treatment; the right always to be told the truth; and the right to have access to their own medical records. They were also asked: if quality of life should be a criterion for discontinuing treatment; if patients have the right to die and the right to refuse treatment; if patients should be assisted to die or helped to undergo active euthanasia; and if severely disabled newborn babies should be allowed to die. The student nurses demonstrated considerable insight into contemporary nursing issues and were ready to act as patient advocates. Professional responsibility demands that good nurses advocate strongly for patients' choices. PMID:14529113
Altun, Insaf; Ersoy, Nermin
Nurse education within Ireland is currently in a transition period. October 2002 heralds the national implementation of a third-level four-year degree based programme for the preparation of nurses, to replace the current three-year diploma system. Anecdotally, one concern expressed by nurse educators regarding this move, is the regulation and monitoring of student non-attendance. This study explores the views of those
Fiona Timmins; Michael Kaliszer
Demand for nursing care, and nurses, is growing in the United Kingdom given an increasingly ageing patient population with long-term co-morbidities. An ageing nursing workforce and fewer school leavers entering nursing are key barriers to student nurse recruitment. This paper aims to identify the socio-demographic and correlates nursing as a career choice in 5th and 6th year school students. This cross-sectional descriptive study gathered self-administered questionnaires from a total cohort of 5th and 6th year school students (n=1059) in one educational authority in Scotland. A response rate of 100% was achieved, with 702 students expressing a career choice. Some 71.7% (n=503) of students providing a full data set would never consider nursing, even if they obtained poor grades. Only 28.3% (n=199) would ever consider nursing. Students cited nursing as a career choice if they were female, of average to below average academic ability/achievement, expressed a positive attitude to nursing as a degree subject which was shared by their career guidance teacher. Each additional higher reduced the likelihood of nursing as a career choice by 22%. Nursing is an unpopular career choice amongst school students. Strategies are required to improve the occupational image of nursing in secondary education. PMID:21852026
Neilson, Gavin R; Jones, Martyn C
Young people's perceptions of nursing and, in particular, community nursing, do not reflect the realities of the profession. Community nursing needs to promote a realistic and positive image to young people who may consider nursing as a future career pathway. Strategies to increase awareness and understanding of community nursing roles are urgently required to halt the dissonance between the political drivers influencing changes in community care services, the advancing complexities of nursing roles, and the stereotypical imagery of nursing that continues to influence public thinking and interpretation of roles. The article draws on research that investigated the views of 40 young people from four schools in the West Midlands regarding nursing as a profession. PMID:25559024
Kay M, Norman
Background: Nursing education is mostly conducted through electronic educational programs. We aimed at assessing the Iranian postgraduate nursing students’ skills and attitudes regarding the electronic education. Materials and Methods: Ninety-seven postgraduate nursing students were surveyed using questionnaires assessing their individual-social and educational characteristics, electronic education skills, and attitudes toward the electronic education. Results: Scores of the students’ skills in using computer and the Internet were significantly associated with gender and the number of hours working with computer and the Internet at home and work. Conclusion: Prerequisites for performing electronic education programs are present at moderate levels in Iran. PMID:23983749
Yaghoubi, Alireza; Abdollahzadeh, Farahnaz; Rahmani, Azad; Kazemi, Leila; Ghabili, Kamyar; Golzari, Samad E. J.; Dehdilani, Marjan
The purpose of this study was to investigate the precollege mathematics preparation of students with high mathematical aptitude, most of whom were highly accelerated in mathematics. The nature and extent of mathematics coursework and math-related activities and measures of student achievement during the secondary school years were examined. Students evaluated their precollege mathematics preparation in terms of course availability and
Elaine R. Kolitch; Linda E. Brody
This paper discusses the design and initial progress made with a virtual learning environment to help student nurses develop an understanding of cultural awareness and globalization. Using a Web-based application the Virtual Exchange Project was designed to facilitate study-elsewhere experiences located in the student's own setting. Promotion of the United Nations' Millennium Development goals provided an opportunity for student nurses to explore changes in global health and disease patterns, nursing education and systems of nurse regulation in the United Kingdom and Australia. A pedagogical framework created for this activity acknowledges the social and academic identities that learners often use, when working together in a virtual environment. The architecture of the Virtual Exchange supports local conversations about nurse education and health and social issues across hemispheres. PMID:23153635
Todhunter, Fern; Hallawell, Bob; Pittaway, Debbie
This article reports on a study that evaluated the effectiveness of an educational intervention, Addressing Nurse Impairment, for addressing nursing students' knowledge acquisition, changes in self-efficacy to intervene, and changes in substance abuse stigma. A gap exists in nursing students' education regarding the risks of addiction within the profession and how to handle a colleague suspected of having a substance use disorder. The seminar was adapted from an existing evidence-based prevention program called Team Awareness, as well as information from focus groups and a pilot test. A quasi-experimental pretest-posttest design was used to evaluate the effect of the seminar. When the control and experimental groups were compared, the results indicated that the seminar significantly affected knowledge and self-efficacy to intervene but did not significantly affect stigma. This research contributes to the body of evidence related to educational interventions for nursing students regarding substance abuse in the nursing profession. PMID:22588623
Cadiz, David M; O'Neill, Chris; Butell, Sue S; Epeneter, Beverly J; Basin, Basilia
The purpose of this study was to explore the relationship between attitudes of prejudice and cultural competence among nursing students. Using a mixed-methods design, a convenience sample of students (N = 129) currently enrolled in a baccalaureate nursing program was recruited via Web networking. Data regarding attitudes of prejudice, cultural competence, prior cultural experience, and integration of cultural competence were obtained via a Web-based survey. Multiple linear regression was used to predict cultural knowledge, attitudes, and consciousness. Although all three regression models were statistically significant, the significant predictors varied within each model. Greater prejudice was a significant predictor of less culturally competent attitudes toward providing nursing care. Existing prejudice among nursing students needs to be addressed to help promote positive cultural attitudes and, ultimately, cultural competent nursing care. PMID:25033489
Dunagan, Pamela B; Kimble, Laura P; Gunby, Susan Sweat; Andrews, Margaret M
This paper reports an exploratory New Zealand study comparing student nurses' attitudes towards older people before and after an introductory nursing paper that included gerontology theory and clinical practice in an aged care setting. Health professionals are exposed to ageist attitudes that permeate Western societies. Theoretical content and clinical experiences in nursing programmes should lead to attitudes that inform the practice of competent and caring practitioners. The Kogan Attitudes Towards Old People Scale (1961) was administered to 56 student nurses at the beginning and end of the first semester of study in a Bachelor of Nursing programme. The results showed a statistically significant positive shift in students' self reported attitudes towards older people following the integrated theoretical and clinical paper. The findings contribute to the international evidence supporting the view that education about ageing shapes attitudes when integrated with positive clinical placement opportunities. PMID:22375376
Rodgers, Vivien; Gilmour, Jean
Career choice variables of career interest, self-efficacy, and perception were chosen based upon Social Cognitive Career Theory concepts for study between nursing and undecided undergraduate student groups. Components of the Career Search Questionnaire and Perceptions of Professional Nursing instruments were combined and adapted to form the Career Choice Survey for use in this research. This web-based survey totaling 40 questions was sent to 577 undergraduate students with a 12% response rate (N=68). Due to the need to increase nursing recruitment and retention, hypotheses were developed that distinguish if any relationship existed between groups. Findings of this quantitative study resulted in statistically significant results on two of the three variable hypotheses (p=.006 for career interest, p=.002 for self-efficacy, p=.395 for perception), aligning with previous research and provide insight into the change in nursing perception. Overall, scores for each subscale were encouraging to current nurses and expected from undecided students. Implications for practice include increases in accurate nursing portrayal in the media and early career counseling to younger populations. Nurse educators can further research in career choice with focus on continuing education for current nurses and recruitment of young nursing hopefuls. PMID:25218036
Fillman, Valentina M
In order for undergraduate nursing students to demonstrate their ability to achieve the required level of competency with practice they must be able to integrate both the clinical skills and knowledge that are pivotal to safe and competent nursing practice. In response to ongoing concerns about students' level of competency expressed by the supervising clinical staff, one School of Nursing and Midwifery created a Clinical Coach (CC) role. The purpose of this paper is to present the data collected including outcomes achieved and the coaching strategies used when a CC role was implemented to support and develop nursing practice for the marginal performer or 'at risk' student. A literature review of the application of coaching to nursing, a detailed analysis and discussion of the outcomes identified from auditing of collected data and the specific coaching strategies that resulted in successful outcomes for students is presented. This model of Clinical Coaching for nursing students could readily be adopted by other Schools of Nursing and Midwifery. This account of the regime of coaching practices may also offer a transferable, adaptable and flexible approach for other health professions who require their undergraduate students to complete clinical placements in preparation for professional practice. PMID:25066808
Kelton, Moira F
Despite scientific advances in pain management, inadequate pain relief in hospitalized patients continues to be an on-going phenomenon. Although nurses do not prescribe medication for pain, the decision to administer pharmacological or other interventions for pain relief is part of nursing practice. Nurses play a critical role in the relief of…
Background. Attrition rates from nursing courses and programs are reported to range from 3 to 55 percent with 20 to 80 percent due to involuntary attrition (academic failure). While trying to address the nursing shortage, nursing programs increased enrollment, but did not produce enough graduates since involuntary attrition also increased. While…
Gatto, Susan L.
and Applying Nursing Research 3 NURS 301 Nursing Care of the Adult Client Requiring MedicalRecommended Academic Plan for BS Degree in Nursing (NURS/GNURS for students at University Park in Nursing Practice and Nursing Informatics 2 NURS 230 Introduction to the Fundamentals of Nursing 4 NURS 251
Background: Student-teacher relationship is a salient issue in nursing education and has long-lasting implication in professional development of nursing students. Nowadays, this relationship in clinical settings is different from the past due to changing in nursing education paradigm. The purpose of this qualitative study was to explore the experiences of students and teachers about student-teacher relationship in the context of clinical nursing education in Iran. Materials and Methods: In this qualitative study that has been carried out adopting conventional qualitative content analysis approach, six bachelor nursing students and six clinical teachers in school of Nursing and Midwifery, were selected through purposive sampling. Semi-structured interview and participant observation were used for data collection. Interviews transcribed verbatim and analyzed using conventional content analysis through the process of data reduction and condensation, coding and also generating the categories and themes. Results: Results of the study showed the existence of a type of relationship in clinical education in which supportive actions of clinical teachers were prominent. These supportive actions appeared as three major categories including educational support, emotional support and social support which emerged from data. Conclusion: The results of this study explicit the ways that support could be provided for students in their relationship with clinical teachers. It also determines the teachers’ need to know more about the influence of their supportive relationship on students’ learning and the best possible outcomes of their education in clinical settings. PMID:24554945
Heydari, Abbas; Yaghoubinia, Fariba; Roudsari, Robab Latifnejad
South African student nurses experience emotional discomfort that might influence their adjustment and coping while working with mentally challenged individuals. Adjustment and coping might impact on their mental health and support needed while working in this challenging context. Student nurses working with mentally challenged individuals experience emotional discomfort that may result in work-related stress. The experiences of student nurses working with mentally challenged individuals were explored and described as it may influence their adjustment, coping and result in work-related stress, impacting on their mental health. The study used a qualitative, explorative, descriptive, contextual research design with a case study as strategy. Thirteen student nurses from a specific higher educational institution in Gauteng, South Africa, participated in the focus group interviews. The researcher utilized reflective journals, a reflective letter, naïve sketches, drawings and field notes to collect data. Data analysis was done according to Tesch's descriptive method of open coding and theme analysis. A central storyline emerged where student nurses described working with mentally challenged individuals as a process of personal transformation that was initiated by an engagement on a deeper emotional level with these individuals. The process of personal transformation started a journey towards the discovery of meaning for the self, as student nurses. Student nurses working in challenging environments during their training may experience emotional discomfort and need additional support in coping and adjustment within this context. The nurse educator plays an important role in providing this support to manage work-related stress as well as in creating learning opportunities for the student nurses working in challenging contexts. PMID:22591215
Janse VAN Rensburg, E S; Poggenpoel, M; Myburgh, C P H
The purpose of this study was to develop Associate Degree nursing program guidelines for Riverside Community College (RCC), in California, regarding mandatory nursing student assignment to Acquired Immune Deficiency Syndrome (AIDS) patients, and student refusal of such assignments in a clinical setting. During the 1990 fall semester, RCC's Nursing…
Kross, Carolyn Sue
The National Association of School Nurses (NASN) believes that the school nurse is in a prime position to support the health and wellbeing of pregnant and parenting students and contribute to their lifelong success by linking them to resources and advocating for policies and practices that promote high school graduation. It is the position of NASN…
Davis-Alldritt, Linda; Bushmiaer, Margo; Desisto, Marie; Lambert, Patrice; Murphy, M. Kathleen; Roland, Sharon; Selser, Kendra; Wyckoff, Leah
Elementary school teacher time spent on student health issues and the relationship to school nurse services was the focus of this 2-year study. A cross-sectional design was used to survey traditional and exceptional (special needs) classroom teachers about the time they spent on health issues and their perception of school nurse presence. The…
Hill, Nina Jean; Hollis, Marianne
Nursing program administrators need to identify significant predictors for associate degree nursing (ADN) students to determine characteristics of those who will most likely pass the NCLEX-RN® on the first attempt. The purpose of the quantitative study with a correlation prediction design was to determine if a relationship existed between the…
Smith, Barbara A.
Perceptions of students, faculty members, and associate degree nursing (ADN) program directors/coordinators concerning seven issues affecting ADN programs were obtained in 1982. The issues, which were identified through a review of the literature, were: entry into practice, professional and technical nurses, developing competency statements,…
Cavenar, Mary G.
This research was planned as a cross-sectional and descriptive study for the purpose of determining nursing students' expectations from a workplace and what department, area, and positions they want to work in after graduation. The research population was comprised of the four university-based schools of nursing in Ankara province. The sample was…
Yildirim, Dilek; Kececi, Ayla; Bulduk, Serap
At the University of California-San Francisco, a multidisciplinary teaching group from dentistry, medicine, nursing, pharmacy, and social/behavioral sciences leads a multidisciplinary student team in a clinical experience in a nursing home. The program provides specialized experience in geriatric care and encourages teamwork. (MSE)
Leeds, Andrew L.
Pre-registration nursing and midwifery students are under considerable pressure to acquire the necessary information technology (IT) skills by the time they embark on a professional nursing career. There is a multitude of research findings detailing the use of computer-based learning materials, IT training initiatives and how such materials are…
Ip, Barry; Jones, Steve; Jacobs, Gabriel
A project was undertaken to research and acquire the instructional sources needed for a course in ethics for community college associate degree nursing students and to develop such a course. Addressed in the individual units of the course were the following topics: bioethics and ethical decision making, basic ethical concepts and principles,…
The continually rising percentage of the elderly population and the demand for geriatric nursing care are dramatically related. While it is true that most undergraduate programs prepare nurses for the care of geriatric patients, most receive limited academic preparation in the nursing curriculum (Williams & Mezey, 2000). This is particularly true…
de Guzman, Allan B.; Cruz, Andrei Angelo R.; Cruz, Angela Laurice G.; Cruz, Robert Edward D.; Cuarto, Jose Mari Nino L.
In 1993 a Graduate Diploma in Critical Care Nursing was developed by the Faculty of Nursing and Health Sciences Griffith University - Gold Coast Campus, in collaboration with hospitals in the South Coast and Brisbane regions of Queensland and the Queensland Nurses Union of Employees. An independent evaluation of this 1-year full-time course identified several issues which should be considered
Wendy Chaboyer; Andrew Retsas
An innovative student-to-student peer mentoring teaching strategy was used to deliver health care to at-risk populations in a community-based setting. Students benefited through a collaborative effort to develop and implement a project in a community agency that did not have a nursing presence. Nursing students from three different levels of education participated in this pilot project. Strengths and weaknesses of this strategy were identified through journals, reflective comments, and pre- and posttest evaluation. Students at each level completed projects that benefited the agency and the population, while meeting educational objectives of the course. PMID:20397476
Sims-Giddens, Susan; Helton, Caroline; Hope, Kathryn L
A growing aging population will require nurses who prefer to work with older adults. Schools of nursing have used several strategies to improve students' attitudes, and encourage preferences for working with older adults. However, research on these strategies is inconsistent, with some programs improving students' attitudes whereas others have no effect. More recent studies have found that although attitudes have improved, working with older adults is generally the least preferred area of nursing. The purpose of this longitudinal mixed methods study is to describe and explain student nurse attitudes and preference changes over time. Eighty undergraduate nursing students were surveyed over 2 years. Students' attitudes and preference for working with older adults improved over time. However, their preference to work in nursing homes was consistently ranked last among the 10 choices for work preferences. In focus groups, students reported that the gerontological course dispelled myths about caring for older adults, and that clinical placement played a major role in influencing student work preferences. PMID:23383875
King, Barbara J; Roberts, Tonya J; Bowers, Barbara J
Medication administration is an important and essential nursing function with the potential for dangerous consequences if errors occur. Not only must nurses understand the use and outcomes of administering medications they must be able to calculate correct dosages. Medication administration and dosage calculation education occurs across the undergraduate program for student nurses. Research highlights inconsistencies in the approaches used by academics to enhance the student nurse's medication calculation abilities. The aim of this integrative review was to examine the literature available on effective education strategies for undergraduate student nurses on medication dosage calculations. A literature search of five health care databases: Sciencedirect, Cinahl, Pubmed, Proquest, Medline to identify journal articles between 1990 and 2012 was conducted. Research articles on medication calculation educational strategies were considered for inclusion in this review. The search yielded 266 papers of which 20 meet the inclusion criteria. A total of 5206 student nurse were included in the final review. The review revealed educational strategies fell into four types of strategies; traditional pedagogy, technology, psychomotor skills and blended learning. The results suggested student nurses showed some benefit from the different strategies; however more improvements could be made. More rigorous research into this area is needed. PMID:25001180
Background: The purpose of this qualitative exploratory study was to explore the views of nursing trainers and students about nursing students’ clinical evaluation problems and drawbacks in Shiraz Nursing and Midwifery School. Materials and Methods: A qualitative exploratory approach was used in this study at Shiraz Nursing and Midwifery School in 2012. A purposeful sample of 8 nursing instructors and 40 nursing students was interviewed and the data on their opinions about the problems of the clinical evaluation were collected through semi-structured deep interviews. Initially, four open-ended questions, which were related to the clinical evaluation status, problems, were used to stimulate discussions in the interview sessions. Content analysis was employed in order to analyze the transcribed data. The recorded interviews were initially transcribed, read, and reread on a number of occasions to get an overall feeling of what the participants were saying. Each line or incident was described, and then a code, which reflected the essence of the participants’ comments, was given. Results: The codes were compared for similarity and differences, merged together, and categorized. Finally, five themes emerged: In appropriate clinical evaluation method, problems of clinical evaluation Process, problems related to clinical instructors, unsuitable programming of clinical education, and organizational shortcomings. Conclusion: Besides focusing on upgrading the current clinical evaluation forms, nursing trainers should improve their knowledge about a complete and comprehensive clinical evaluation. They should also apply other appropriate and objective clinical evaluation methods and tools, and perform a formative and summative clinical evaluation. Also, workload adjustment of the nursing trainers needs revision. Therefore, despite using traditional and sometimes limited evaluation methods for assessing nursing students, a co mprehensive and appropriate evaluation of nursing students’ clinical competencies seems necessary. PMID:24554959
Rafiee, Ghazanfar; Moattari, Marzieh; Nikbakht, Alireza N; Kojuri, Javad; Mousavinasab, Masoud
Health care providers' collaboration and effective teamwork are essential to patient safety and quality care. Part of an ongoing project, this study focused on nursing faculty-student communication characteristics, specifically examining psychological type (Myers-Briggs Type Indicator) and explanatory style (Attributional Style Questionnaire) of participating first-year baccalaureate nursing students (n = 286) and clinical nursing faculty (n = 59) from both 2-year and 4-year nursing programs. Modal student psychological type was ESFJ, and modal faculty psychological type was ISTJ. The two groups demonstrated significant differences in information processing styles and in making decisions and judgments. Students demonstrated slightly more optimistic outlooks than did faculty. Psychological type and level of optimism did not appear to correlate. Data from this study provide an initial framework on which to base research to examine quality of teamwork among health care providers and, consequently, the quality of patient care. PMID:19441635
Allchin, Lynn; Dzurec, Laura Cox; Engler, Arthur J
A better understanding of the relationships between symptom recognition, nursing response, and preferred thinking style is needed to improve nursing education practices. Final semester nursing students (N = 29) completed a high fidelity patient simulation (HFPS) scenario; recognized symptoms (i.e., dyspnea) and responses (i.e., apply oxygen) were recorded, and compared with students' preferred thinking style using the Rational-Experiential Inventory-40. Relationships between concepts were explored. Significant relationships were noted between preference for Rational thinking styles and symptom recognition (p < .05). Preferred thinking style was not related to numbers of therapeutic responses. Thirty percent of students delayed application of oxygen until directed to do so by members of the health care team. Students having a stronger preference for rational thinking demonstrate greater accuracy in cue recognition. More nursing research is needed to explore the cognitive processing during simulation . PMID:24948589
Burbach, Beth E; Barnason, Susan; Hertzog, Melody
Nursing Education (NE) Degree Plan: Upon admission nursing students must meet with faculty and staff advisors to develop plan of progression. Successful completion of core courses in theory and research are essential to success in all MSN majors.
Nursing Education (NE) Degree Plan: Upon admission nursing students must meet with faculty and research are essential to success in all MSN majors. Core Courses N5310 Nursing Theories and Processes: Focuses on the emergence of nursing as a scholarly discipline, patterns of knowing in nursing
Approval Process for School of Nursing Faculty Traveling Internationally with Student Groups Does destination appear on the University Travel Warning and Travel Restriction List ? Is it a class or a group of students traveling together on the same dates? Instruct students to enter themselves in the University
International health care experiences offer undergraduate nursing students the opportunity for significant personal and professional growth. During a month-long travel course to Cameroon, West Africa, students improved their skills in clinical assessment, data management, intercultural communication, and collaboration based on an empowerment model of international partnership. Although it is not possible for all students to participate in providing health care
Peggy Wros; Sherry Archer
The World Wide Web, a rich educational resource that can promote and enhance student learning, is increasingly being used in nursing programs to deliver course content. When implementing Web-based instruction into the curriculum, it is essential to consider carefully the implications for faculty and student development needs so that the technology can be efficiently and effectively used to support student
Judith A. Halstead; Nadine A. Coudret
This study investigated the psychometrics of the Self-Assessment of Nursing Informatics Competencies Scale for nursing students in undergraduate (n = 131) and graduate (n = 171) programs. The scale had a valid five-factor structure, accounting for 69.38% of the variance, high internal consistency reliabilities (0.96 for the total scale and 0.84 to 0.94 for subscales), and good responsiveness (standardized response mean = 0.99), as well as significantly improved scores in nursing students with diverse demographic and educational backgrounds after taking an informatics course. Our factor structure was similar to the original scale, differing slightly in four items' loadings. This difference may reflect current informatics practice or the greater diversity of our sample. Further research is needed on the factor, data/information management skills, and related item loadings. This scale could be used to assess informatics competencies and develop educational strategies that prepare nursing students as informatics-competent graduates in information technology-rich environments. PMID:23586352
Choi, Jeungok; Bakken, Suzanne
Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.
The nursing research among undergraduate students develop the logical and critical thinking that are important to the professional. So, it is necessary to have content about research in the beginning of the undergraduate courses. The quantitative study identified the attitudes about nursing research of the undergraduate students. It was investigated 248 undergraduate students of the 1o., 3o. 8o. semesters in three nursing schools of the São Paulo State. It was utilized Likert Scales as a instrument of data collection. The results showed that the students have responsible attitudes of the research. The students from the 1o. semesters are less conscious about the results of research comparable to the intuition and personal experience. They are interested in of discuss the results of the research with colleagues. Most of the students agree that is fundamental to conduct research with the faulty members. PMID:12138476
Rodrigues, L P; Cassiani, S H
To enhance recruitment and retention of indigenous peoples in nursing education, the University of Manitoba launched a cohort initiative in 2007. In this article, we describe the background, implementation, and evaluation of the initiative. Indigenous epistemology was integrated into the curriculum and pedagogy of prerequisite and beginning nursing courses. A cohort approach encourages peer support, which boosts individual and group strengths and academic success. Courses provide students with information about traditional indigenous knowledge, "Western" science, and how the history of colonialism continues to impact indigenous peoples in North America. Using the same instructors and advisors, in concert with tutoring, manageable course loads, and a culturally supportive environment, forges a path for success in indigenous students pursuing a baccalaureate nursing education. Key elements in the initiative may be adopted by nurse administrators and educators globally to inform the development of undergraduate nursing programs for indigenous peoples. PMID:23480065
Martin, Donna; Seguire, Marilyn
The researcher's purpose in the study was to evaluate the effectiveness of an Accelerated Mathematics Program (AMPS) for sixth and seventh grades, using the accelerative practice of curriculum telescoping in a rural school district in North Carolina. The mathematics achievement of students served in the locally developed Accelerated Mathematics…
Boysworth, Sylvia Elaine
This article examines the use of the Tar Wars curriculum with the public health problem of preteen smoking and outlines interventions with a middle school population by community health student nurses from a state university. Smoking is the single most preventable cause of death and disability. Three million people die worldwide each year as a result of smoking. Cigarette smoking has now been labeled a pediatric disease. Estimates are that 3,000 children will begin a lifelong addiction to cigarettes every day. They will face a life of poor quality based on the medical consequences of smoking cigarettes. Mortality from tobacco use is annually greater than that from drug abuse, AIDS, suicide, homicide, and motor vehicle accidents combined. Preteen and teenage smoking is now a public health problem, therefore implications for service learning, nursing advocacy, and interventions with this health problem are discussed. PMID:11285101
Miller, M P; Gillespie, J; Billian, A; Davel, S
This study aims at identifying and analyzing the attitudes by students from different institutions regarding the use of the computer in Nursing teaching. Methodology consisted in the elaboration, application and analysis of Likert scales distributed among students of the eighth semester in higher education institutions at the cities of Ribeirão Preto and Bauru. Results indicated the computer as one of the main resources for nursing teaching and the simulation as an excellent bridge between theory and practice as well as the educational softwares useful and interesting. Authors verified the high level of interest and positive attitudes regarding the employment of computer resources in nursing teaching. PMID:10734942
Telles Filho, P C; Cassiani, S H
Since the outset of nursing care, group work processes have evolved into essential components of a nurse's role and responsibilities within the health care system. To reflect this trend, group work is often utilized as a medium to promote professional socialization in undergraduate nursing curricula. The purpose of this qualitative study was to explore the ways undergraduate nursing students experience collaboration during group work activities. Braun and Clarke's (2006) theoretical thematic analysis combined with Pollio et al.'s (2006) interpretive framework was utilized to capture the students' lived experiences regarding group work. The participants of this study consisted of 96 undergraduate students enrolled in a nursing program in Canada. Written descriptions of their perceptions of their group work practices were analyzed to determine the extent to which these adhere to the collaborative practice essential elements (Jones and Way, 2006). Analysis of the results revealed an unexpected element of collaboration that of the psychosocial element in group work. The results from this study expose advantages and disadvantages of group work processes during group work in nursing education. This type of insight is valuable for educators to prepare nursing students for the complex demands of working with interdisciplinary teams. PMID:22078865
Gagnon, Lissa L; Roberge, Ginette D
The rising number of international students studying outside their own country poses challenges for nursing education. Numbers are predicted to grow and economic factors are placing increasing pressure on tertiary institutions to accept these students. In adapting to a foreign learning environment international students must not only adapt to the academic culture but also to the social cultural context. The most significant acculturation issues for students are English as a second language, differences in education pedagogy and social integration and connectedness. Students studying in New Zealand need to work with M?ori, the indigenous people, and assimilate and practice the unique aspects of cultural safety, which has evolved in nursing as part of the response to the principles underpinning the Treaty of Waitangi. The Hand Model offers the potential to support international nursing students in a culturally safe manner across all aspects of acculturation including those aspects of cultural safety unique to New Zealand. The model was originally developed by Lou Jurlina, a nursing teacher, to assist her to teach cultural safety and support her students in practising cultural safety in nursing. The thumb, represents 'awareness', with the other four digits signifying 'connection', 'communication', 'negotiation' and 'advocacy' respectively. Each digit is connected to the palm where the ultimate evaluation of The Hand Model in promoting cultural safety culminates in the clasping and shaking of hands: the moment of shared meaning. It promotes a sense of self worth and identity in students and a safe environment in which they can learn. PMID:22225732
Mackay, Bev; Harding, Thomas; Jurlina, Lou; Scobie, Norma; Khan, Ruelle
Background: Enhancing nursing students’ critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. Materials and Methods: In this quasi-experimental post-test only design, a convenient sample of 4th year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students’ responses were evaluated based on identification of critical thinking, justification, and quality of the student's response. The mean score of both groups was compared by Mann-Whitney test using SPSS version 16.5. Results: The results of the study revealed a significant difference between the two groups’ critical thinking regarding identification, justification, and quality of responses, and overall critical thinking scores, cognitive thinking skills, and habits of mind. The two groups also differed significantly from each other in 11 out of 17 dimensions of critical thinking. Conclusion: Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education. PMID:24554963
Moattari, Marzieh; Soleimani, Sara; Moghaddam, Neda Jamali; Mehbodi, Farkhondeh
introduction. Care is seen as something that is peculiar to the medical sciences but its meaning and status for physicians and nurses differs. objectives. The aim of this research was to learn how nursing and medical students understand and define care, and how their definition and views on their practice of caring change as they advance through their studies. material and methods. The study was conducted among two groups of students: before and after their first practicum (n=102). Analysis of the students' answers was carried out using Colaizzi's phenomenological descriptive methodology, which means that a qualitative approach was used. results. The qualitative analysis shows that the medical and nursing students define care in the same way, using 9 main categories: compassion, commitment, competence, confidence, conscience, communication, patience, courage and support. The nursing students viewed their caring to be within both practical and emotional dimensions and this was a core feature of their identity as nurses. Medical students, on the other hand, viewed the practical dimension of care as an additional activity. All the students in the study underlined the importance of having time to care and showed that, for them, 'time' in this context has a moral meaning. What was interesting to the research team centered on the initial attitudes to 'caring' from both medical and nursing students. conclusions. We found that students of both nursing and medicine do not begin their studies with different attitudes and concepts of care. However, after their initial exposure to practical placements a process begins which forges different identities around the concept of care. This implies trends in the division of professional roles during their initial education. PMID:25528934
Dobrowolska, Beata; ?lusarska, Barbara; Zarzycka, Danuta; McGonagle, Ian; Pawlikowski, Jakub; Cuber, Tomasz
9/16/2009 Andy Haas Stanford Student Orientation: Accelerator based Particle Physics 1 Accelerator-based Particle Physics Opportunities at SLAC/Stanford Andy Haas / SLAC Stanford Student Orientation Sept. 16, 2009 #12;9/16/2009 Andy Haas Stanford Student Orientation: Accelerator based Particle Physics 2
Wechsler, Risa H.
Nurses work with diverse populations, but the nursing literature lacks research, theoretical frameworks, or practice guidelines regarding lesbian, gay, bisexual, and transgender (LGBT) health. Through diverse teaching strategies, students explored issues related to LGBT patients, families, and nurses using a cultural humility lens. Diverse teaching strategies included readings, a 2-hour presentation on LGBT health issues, and an assignment to conduct a scripted interview with two nurse key informants, based on the Health Care Equality Index (HEI). Students completed an online LGBT awareness preinterview survey, completed interviews, and completed a postinterview survey. Students showed a significant increase in knowledge about sexual orientation and gender identity and research and interview methods from pretest to posttest. The diverse teaching strategies involved in this assignment can enhance student knowledge, attitudes, and skills related to LGBT health care needs and increase appreciation of nursing research. [J Nurs Educ. 2015;54(1):50-53.]. PMID:25545145
Carabez, Rebecca; Pellegrini, Marion; Mankovitz, Andrea; Eliason, Michele J; Dariotis, Wei Ming
We have developed a multiple choice test designed to probe students’ conceptual understanding of the relationships among the directions of force, velocity, and acceleration. The test was administered to more than 800 students enrolled in standard or honors introductory physics courses or a second-year physics majors course. The test was found to be reasonably statistically reliable, and correlations of test
Rebecca Rosenblatt; Eleanor C. Sayre; Andrew F. Heckler
We have developed a multiple choice test designed to probe students' conceptual understanding of the relationships among the directions of force, velocity, and acceleration. The test was administered to more than 800 students enrolled in standard or honors introductory physics courses or a second-year physics majors course. The test was found to be reasonably statistically reliable, and correlations of test
Rebecca Rosenblatt; Eleanor C. Sayre; Andrew F. Heckler
In this article we describe two simple experiments using an ion accelerator as an aid to the teaching of electromagnetism to high-school students. This is part of a programme developed by a Brazilian State funding agency (FAPERJ) which aims to help scientifically minded students take their first steps in research.
Sinflorio, D. A.; Fonseca, P.; Coelho, L. F. S.; Santos, A. C. F.
Learning through the use of simulation is perceived as an innovative means to help manage some of the contemporary challenges for pre-registration nurse education. Mental health and child nurses need to have the knowledge and skills to effectively address the holistic needs of service users. This article reports on a pilot simulated learning experience that was designed with key stakeholders for pre-registration child and mental health nursing students. This involved young actors playing the role of someone who had self-harmed to help students develop their skills for working with young people who experience emotional distress. Focus groups and a questionnaire were used to evaluate the pilot. Students valued the practical approach that simulation entailed and identified the benefits of the shared learning experience across the different fields of practice of nursing. However, some students reported anxiety performing in front of peers and indicated they would perform differently in practice. The pilot identified simulation as a potentially useful approach to help child and mental health student nurses develop skills for caring for young people. However, there is a need for caution in the claims to be made regarding the impact of simulation to address gaps in nursing skills. PMID:23660414
Felton, Anne; Holliday, Laura; Ritchie, Dawn; Langmack, Gill; Conquer, Alistair
There has been a growing interest in the use of portfolios to assess nursing student progress in areas such as critical thinking, problem solving, and communication. The data obtained from student portfolios can be used to improve undergraduate nursing curricula; however in order for change to occur, closing the assessment feedback loop is essential. The portfolio program of one Midwestern school of nursing has successfully used portfolio evidence to effect undergraduate curricular change. This portfolio program, under the direction of the school's Portfolio Subcommittee, involves active participation by students, faculty and administration. Examples of curricular improvements based on portfolio findings included increasing rigor in course assignments, improving student self reflection, promoting students' ability to write in the discipline, and maintaining writing assignments in larger classes. PMID:22706264
Rossetti, Jeanette; Oldenburg, Nancy; Fisher Robertson, Julie; Coyer, Sharon M; Koren, Mary E; Peters, Bradley; Uhlken, Connie; Musker, Kathleen
United Kingdom (UK) health policy has adopted an increasing community and primary care focus over recent years (Department of Health, 1997; Department of Health, 1999. Making a Difference: Strengthening the Nursing, Midwifery and Health Visitor Contribution to Health and Health Care. Department of Health, London; Department of Health, 2004. The NHS Knowledge and Skills Framework (NHS KSF). Department of Health, London). Nursing practice, education and workforce planning are called upon to adapt accordingly (Department of Health, 2004. The NHS Knowledge and Skills Framework (NHS KSF). Department of Health, London; Kenyon, V., Smith, E., Hefty, L., Bell, M., Martaus, T., 1990. Clinical competencies for community health nursing. Public Health Nursing 7(1), 33-39; United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1986. Project 2000: A New Preparation for Practice. UKCC, London). Such changes have major implications for pre-registration nursing education, including its practice placement element. From an educational perspective, the need for increased community nursing capacity must be balanced with adequate support for student nurses' learning needs during community-based placements. This qualitative study explored six second year student nurses' experiences of 12 week community-based practice placements and the extent to which these placements were seen to meet their perceived learning needs. The data came from contemporaneous reflective diaries, completed by participants to reflect their 'lived experience' during their practice placements (Landeen, J., Byrne, Brown, B., 1995. Exploring the lived experiences of psychiatric nursing students through self-reflective journals. Journal of Advanced Nursing 21(5), 878-885; Kok, J., Chabeli, M.M., 2002. Reflective journal writing: how it promotes reflective thinking in clinical nursing education: a students' perspective. Curationis 25(3), 35-42; Löfmark, A., Wikblad, K., 2001. Facilitating and obstructing factors for development of learning in clinical practice: a student perspective. Issues and innovations in Nursing Education. Journal of Advanced Nursing 34(1), 43-50; Priest, H., 2004. Phenomenology. Nurse Researcher 11(4), 4-6; Stockhausen, L., 2005. Learning to become a nurse: student nurses' reflections on their clinical experiences. Australian Journal of Nursing 22(3), 8-14). The data were analysed using content analysis techniques, exploring their contextual meaning through the development of emergent themes (Neuendorf, K.A., 2002. The Content Analysis Guidebook. Sage Publications, London). The identified themes related to elements of students' basic skill acquisition, the development of their working relationships with mentors, patients and others, the learning opportunities offered by community practice placements and the effects that such placements had on their confidence to practice. These themes are discussed with regard to the published literature, to arrive at conclusions and implications for future nursing education, practice and research. PMID:19570716
Baglin, M R; Rugg, Sue
Nurse anesthesia programs (NAPs) are the highest priced programs for graduate students compared with 7 other nursing master's degree programs. Not only are nurse anesthesia programs expensive, but also most students are encouraged by the policies within their individual programs to terminate full-time employment before matriculation. The purpose of this study was to determine school-related and living expenses, as well as the income and sources of income for graduate students in the second year of their NAP. To obtain the information, a student cost survey was designed and administered to participants attending NAPs across the United States during the 2001 school year. In addition, total degree costs were analyzed using a cost model assessing 4 components: educational costs, living expenses, net income foregone, and loan costs. The results showed that total degree costs incurred by graduate students in NAPs to complete their nurse anesthesia education totals $173,007. The analysis of the sources of income showed the following sources were used by respondents: guaranteed student loans; a spouse's income; agreements with future employers; stipends from universities, hospitals, and/or the military; grants; family support; and self-income. Completing a nurse anesthesia education program is expensive, although the expected return on the investment is high. Nevertheless, the expense may keep qualified graduate students from entering NAPs. PMID:11887539
CollegeofNursing 247 College of Nursing Dean, Joan Shaver, RN, PhD, FAAN 118 College of Nursing (NURS) (312) 996-7800 http://www.uic.edu/nursing Administration: (312) 996-7808 Student Services: Office-Child Nursing, Medical-Surgical Nursing, Public Health, Mental Health, and Administrative Nursing Introduction
Illinois at Chicago, University of
This article refers to the first phase of a survey on nursing students' representations on death and dying. The research has an exploratory character and was carried out with first year students of the undergraduate course in Nursing of the Federal University of São Paulo. Its objectives were to know the impressions of the students concerning the theme \\
José Roberto da Silva; José Rodrigo de Oliveira; Lie Yamaguti
Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning. PMID:25395733
Papathanasiou, Ioanna V.; Kleisiaris, Christos F.; Fradelos, Evangelos C.; Kakou, Katerina; Kourkouta, Lambrini
We have developed a multiple choice test designed to probe students' conceptual understanding of the relationships among the directions of force, velocity, and acceleration. The test was administered to more than 800 students enrolled in standard or honors introductory physics courses or a second-year physics majors course. The test was found to be reasonably statistically reliable, and correlations of test score with grade, course level, and the Force Concept Inventory were moderate to strong. Further analysis revealed that in addition to the common incorrect response that velocity must be in the direction of the acceleration or net force, up to 30% of students gave "partially correct" responses, for example that velocity can be either opposite to or in the direction of the acceleration or net force but not zero. The data also suggests that for some students their evolution of understanding may progress through this kind of partially incorrect understanding.
Rosenblatt, Rebecca; Sayre, Eleanor C.; Heckler, Andrew F.
This project explored ways in which student selection in nursing can be developed. Original research was undertaken throughout the United Kingdom using qualitative interviews with a range of academic staff and partners from practice. A conceptual framework was produced which identified five categories which can confidently be seen as…
Norrie, Peter; Day, Jacqui; Ford, Karen; Knifton, Christopher; Welyczko, Nicola; Harrison, Penny; Robson, Elizabeth; Tremayne, Penny
Background Little is known about the ways in which nursing and medical students perceive and understand their roles in interprofessional teamwork. A 2010 report by the World Health Organization highlights the importance of students’ understanding of teamwork in healthcare, and their ability to be effective team players. This study aims at describing nursing and medical students’ perceptions of interprofessional teamwork, focusing on experiences and recommendations that can be used to guide future educational efforts. Methods The study uses a qualitative research design. Data were collected from four focus group interviews: two homogenous groups (one with medical students, one with nursing students) and two mixed groups (medical and nursing students). Results The results show that traditional patterns of professional role perception still prevail and strongly influence students’ professional attitudes about taking responsibility and sharing responsibility across disciplinary and professional boundaries. It was found that many students had experienced group cultures detrimental to team work. Focusing on clinical training, the study found a substantial variation in perception with regard to the different arenas for interprofessional teamwork, ranging from arenas with collaborative learning to arenas characterized by distrust, confrontation, disrespect and hierarchical structure. Conclusions This study underlines the importance of a stronger focus on interprofessional teamwork in health care education, particularly in clinical training. The study results suggest that the daily rounds and pre-visit “huddles,” or alternatively psychiatric wards, offer arenas suitable for interprofessional training, in keeping with the students’ assessments and criteria proposed in previous studies. PMID:25124090
The purpose of this ethnonursing research study was to discover, describe, and systematically analyze the care expressions, practices, and patterns of Alaska Native nurses within the context of their nursing school experience. The goals of this study were to identify generic and professional care factors that promote the academic success of Alaska…
Gilmon, Margaret E.
The author of this article explores her definition of the art of nursing through a response to an interview by Dr. Kathryn Gramling with a patient named Frank. She determines that nursing, although it also requires technical skill and a strong knowledge base, becomes art when the practitioner adopts the caring skills of compassion, touching, and empathy. The poem Dr. Gramling wrote in response to her contact with Frank reinforces the definition created by the author. When some patients enter a hospital, they experience certain feelings, such as fear, uncertainty, and helplessness. They are placed in a strange setting and are not in the best of health, but each patient deals with sickness differently. Some may act frightened, while others may act impatient and uncooperative. Often, it is a nurse's duty to help ease a patient through this difficult transition. The way a nurse does this makes all the difference to a patient's stay at the hospital. A nurse's impact on the patient can affect the patient either positively or negatively. A nurse must go above and beyond the technical part of nursing in order to make nursing an art. PMID:18332372
Despite a call for increased emphasis on health education within the Hong Kong acute healthcare setting, in reality nurses conduct only minimal health education and do not model good educational practice for students. At the baccalaureate level, nursing education programmes aim to provide students with practical experience of best practice and international standards of care. This study describes the experiences of nursing students in providing health education to in-patients at an obstetric unit in Hong Kong. A qualitative research study using a phenomenological approach was conducted at a major public hospital. Data were collected using participant observation, debriefing notes, students' reflective journals and semi-structured interviews. Four themes emerged from the data: (a) effective knowledge building, (b) being a professional nurse, (c) refining learned skills, and (d) greater cultural awareness. The student experiences were further influenced by the patients' responses, the expectations of both patients and nurses concerning the health educator's role, and the role of the clinical teacher. Study findings highlight the experience of the students in conducting health education, something which has not been adequately examined previously, and demonstrates the benefits of independent clinical learning. PMID:19819050
Choi, W H Hui; Hui, Gabriel K H; Lee, Angel C K; Chui, Maureen M L
Introduction: There is international concern about retention of student nurses on undergraduate programmes. United Kingdom Higher Education Institutions are monitored on their attrition statistics and can be penalised financially, so they have an incentive to help students remain on their programmes beyond their moral duty to ensure students receive the best possible educational experience. Aims: to understand students’ and staff concerns about programmes and placements as part of developing our retention strategies. Design: This study reports qualitative data on retention and attrition collected as part of an action research study. Setting: One University School of Nursing and Midwifery in the South West of England. Participants: Staff, current third year and ex-student nurses from the adult field. Methods: Data were collected in focus groups, both face-to face and virtual, and individual telephone interviews. These were transcribed and subjected to qualitative content analysis. Results: Four themes emerged: Academic support, Placements and mentors, Stresses and the reality of nursing life, and Dreams for a better programme. Conclusions: The themes Academic support, Placements and mentors and Stresses and the reality of nursing life, resonate with international literature. Dreams for a better programme included smaller group learning. Vocation, friendship and resilience seem instrumental in retaining students, and Higher Education Institutions should work to facilitate these. ‘Vocation’ has been overlooked in the retention discussions, and working more actively to foster vocation and belongingness could be important. PMID:24167537
Williamson, Graham R; Health, Val; Proctor-Childs, Tracey
Background: Health care professions are not immune to social prejudices and surprisingly share the general public's attitude attributed to people with mental illness. Nursing students are future health manpower research related to nursing students attitudes toward mental illness is limited. Aim: The aim of this following study is to examine the undergraduate nursing students’ attitudes toward people with mental illness. Materials and Methods: Cross-sectional descriptive design was adopted for the present study. A total of 148 undergraduate nursing students were purposively selected to complete self-reported questionnaires. Results: The nursing students have significant positive attitudes towards mental illness in three of the six attitudes factors: Restrictiveness (8.59), benevolence (29.8) and stigmatization (9.18). However, these students have negative attitudes in separatism (27.1), stereotype (11.5) and pessimistic predictions (11.7) domains as they rated high. Conclusion: Academic education in this area must be planned so as to favor the change of the attitudes that include greater use of teaching strategies that challenge beliefs and assumptions and promote a commitment to provide holistic care to people with mental illness. PMID:25336767
Poreddi, Vijayalakshmi; Thimmaiah, Rohini; Pashupu, Dharma Reddy; Ramachandra; Badamath, Suresh
PHD IN NURSING SAMPLE PART-TIME PROGRAM Student with an interest in community mental health Advanced Practice Nursing Theory: Psych Mental Health 3 N703 Health Care & Public Policy 3 Intro815 Knowledge Development in Nursing 3 N803 Advanced Quantitative Design & Methods 3 N816 Proseminar
This article presents the findings of a comparative study, which investigated the attitudes of two groups of newly recruited student nurses to gender and nursing stereotypes. The 1992 sample (n=100) was a group of student nurses who were in their second day of studies of a Project 2000 type curriculum. The 2002 sample (n=96) were in their second month of studies of a "Fitness for Practice" curriculum [Fitness for Practice (the 'Peach Report'), UKCC, London, 1999]. Data were collected using a questionnaire, which utilised a Likert scale for measurement of attitudes to statements pertaining to gender and nursing stereotypes. The findings reveal significant differences between the characteristics of the two groups of students. For example, the 2002 group were generally older and had more healthcare experience. However, male representation in the sample groups was similar. The overall high scores and implied propensity towards beliefs in gender and nursing stereotypes in the 1992 study was found not to be the case for the 2002 sample. This is particularly true of most statements related to gender stereotypes, nursing as 'feminine', male nurse stereotyping and issues related to nurses' uniform. However, there is less evidence of changes in attitudes towards female nursing stereotypes with indecision being a general feature of both the 1992 and 2002 responses. PMID:14769456
Jinks, Annette M; Bradley, Eleanor
As simulation becomes a common teaching strategy in nursing education, faculty struggle with methods for measuring student performance in summative, or evaluative, scenarios. While skills checklists have been shown to be a valid way to quantify performance on many of the technical components of a patient care scenario, nurse educators have also begun to utilize simulation grading rubrics to capture more contextual and critical thinking components. The article describes a pilot study using the Clark Simulation Evaluation Rubric with undergraduate nursing students of different levels from two types of programs. Sixty-nine associate degree and 109 baccalaureate degree students were evaluated and scored in simulation performance using the rubric. The rubric was found to be a practical tool that could potentially be used with or without skills checklists. Future work will involve refining use of the rubric and establishing interrater reliability among faculty who routinely evaluate students using this rubric. PMID:20455367
Gantt, Laura T
[Purpose] This study was performed to investigate the effects of yogic exercises on life stress and blood glucose levels in nursing students. [Subjects and Methods] The study was a randomized controlled trial. Twenty-seven undergraduate nursing students were randomly selected, with 12 assigned to an exercise group and 15 assigned to a control group. The yogic exercises intervention was undertaken for 60 minutes one day a week for 12 weeks. It consisted of physical exercise (surya namaskara) combined with relaxation and meditation (shavasana and yoga nidra). Life stress was measured by the Life Stress Scale for College Students, and postprandial blood glucose levels were measured with a digital glucometer. [Results] The exercise group measurements were significantly decreased in both life stress and postprandial blood glucose levels compared with the control group. [Conclusion] These findings indicate that yogic exercises would reduce life stress and lower postprandial blood glucose levels in nursing students. PMID:25540518
Kim, Sang Dol
[Purpose] This study was performed to investigate the effects of yogic exercises on life stress and blood glucose levels in nursing students. [Subjects and Methods] The study was a randomized controlled trial. Twenty-seven undergraduate nursing students were randomly selected, with 12 assigned to an exercise group and 15 assigned to a control group. The yogic exercises intervention was undertaken for 60 minutes one day a week for 12 weeks. It consisted of physical exercise (surya namaskara) combined with relaxation and meditation (shavasana and yoga nidra). Life stress was measured by the Life Stress Scale for College Students, and postprandial blood glucose levels were measured with a digital glucometer. [Results] The exercise group measurements were significantly decreased in both life stress and postprandial blood glucose levels compared with the control group. [Conclusion] These findings indicate that yogic exercises would reduce life stress and lower postprandial blood glucose levels in nursing students. PMID:25540518
Kim, Sang Dol
This article describes a phenomenological research study exploring the effect of social interaction upon mental health nurse student learning. Central to this study are ideas about Communities of Practice as described by Wenger et al. (2011). The researcher conducted two focus groups and four semi-structured interviews with mental health nurse students at various stages of their training. The study found that students understand personal progress by comparison with others and that there is a relationship between peer group membership and learning outcomes. Students interpret academic studies and theoretical knowledge in a dynamic relationship with clinical practice where successful learning depends upon careful negotiation of social boundaries. Whilst acknowledging limitations this paper concludes by tentatively suggesting some implications for future nurse education practice which recognises the socially mediated nature of learning. PMID:25481983
The objective of this paper was to identify barriers to successful program completion faced by underrepresented minority nursing students. This paper reveals that minority nursing student's face multiple barriers to success including lack of financial support, inadequate emotional and moral support, as well as insufficient academic advising, program mentoring, technical support, and professional socialization. An additional theme—a resolve to succeed in spite of the identified barriers—was identified. This body of literature focuses solely on successful minority students' experiences, revealing a significant gap in the research. The findings of this paper highlight the need to create and maintain nursing programs capable of aggressively supporting minority student needs. Recommendations for future research are included. PMID:22701183
Loftin, Collette; Newman, Susan D.; Dumas, Bonnie P.; Gilden, Gail; Bond, Mary Lou
The Institute for Healthcare Improvement is an independent not-for-profit organization based in Cambridge, Massachusetts. It is a leading innovator in health and health care improvement with a global following.One important part of the IHI is the development and evolution of the "Open School." Launched in September 2008, the online community currently includes hundreds of thousands of students worldwide. The goals of the Open School are consistent with the IHI initial concepts: to build will for change, seek out innovation, share expertise, and build leaders. Each year, the Open School awards scholarships to select students to attend a Leadership Academy.The Student Quality Leadership Academy allows students to network with other future nurses, physicians, and health care administrators and explores how they feel about leadership. This is important to nursing as we will need to replace many leadership positions in the future, but often new nurses are uncertain about leadership roles. PMID:24496254
May, Cattleya; Cutting, Katharine N
Abstract Background: Little is known about which diversity characteristics if any, impact on nursing students' clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student's perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. Aim: To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Methods: Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N=704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Findings: Qualitative findings were clustered into three main themes, differences, difficulty and discrimination, each with three subthemes. Conclusion: Findings suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience. PMID:25381798
Koch, Jane; Everett, Bronwyn; Phillips, Jane; Davidson, Patricia M
Background. Empathic communication skills are critical to providing high-quality nursing care to holistically understand the patient's perspective. A survey research design was used to address the research questions discussed in this study. Data consisted of responses from nursing students attending accredited programs in the southeastern United Sates using the Jefferson Scale of Physician Empathy Nursing Student Version R (JSPE-R). Findings. Comparisons of the total scores from JSPE Versions S and R yielded similar means and standard deviations with 115 and 114.57, respectively, and standard deviations of 10 and 10.94, respectively. The results of a one-sample t-test failed to render statistical significance (t = ?1.22, P = .224), indicating that the overall attitudes of nursing students and medical students are similar. The 25th, 50th, and 75th percentiles and overall instrument reliability were also comparable. Conclusions. This paper supports the emergence of alternative factor analysis structures as applied to nursing students through statistical progression from exploratory factor analysis to confirmatory structures. Implications for practice explore the utility of empathy instruments in nurse education, such as empathy progression through curriculum. As nursing educators, the utility of development of instruments to measure effectiveness of teaching strategies and pedagogy for empathy enhancement in practice is important. PMID:21994895
McMillan, Libba Reed; Shannon, David M.
In 1979, Delta College, in Michigan, established a bioethics requirement for all nursing students. This paper describes a project to teach one of the required ethics course to local hospitals to observe students while they work and discuss ethical dilemmas as they arose. Introductory sections discuss project rationale and procedures, indicating…
Plackowski, Linda C.
An increase in the number of Indigenous health professionals is one way to help reduce the poor health outcomes of Australia's Indigenous people. However, while Indigenous students are enrolling in Australian tertiary undergraduate nursing courses in increasing numbers, their completion rates remain lower than non-Indigenous students and many…
West, Roianne; Usher, Kim; Foster, Kim; Stewart, Lee
The perspective of students as stakeholders is applied in the presentation of findings from the evaluation of a prototype graduate level program of study in nursing informatics. The results of quantitative and qualitative measures are discussed and support the purpose of triangulation. Students' reports include descriptions of a range of changes in their role as a result of knowledge and skills from the program.
Braun, Rita F.; Heller, Barbara R.; Moray, Lisa R.
Regents College of the University of the State of New York (USNY) offers nursing degree programs that are self-paced and accessible for adult learners. Students receive guided independent study in the form of advisement and degree planning, but learning course content is the responsibility of the student. An evaluation of the program was conducted…
Melburg, Valerie; Hanner, Mary Beth
Nursing students (n=29) were tested at entry and exit in a program using inquiry-based learning, an adaptation of problem-based learning. Students continued to use memorization despite its surface learning quality. A combination of memorization, conceptualization, and reflection may be best for understanding as well as retention. (SK)
This study evaluated baccalaureate nursing (n = 35) and allied health care (AHC) (n = 25) students' perceptions of a 5-week Therapeutic Communication (TC) module that was part of their foundations coursework. The module allowed students to practice communication skills using iView[c], an innovative computer-based simulation of clinical encounters.…
Kluge, Mary Ann; Glick, Linda K.; Engleman, Laura L.; Hooper, Jacqueline Savis
Outlines a case of a nursing student charged with drug trafficking who was not suspended due to concern over student rights. Reviews case law that would have supported suspension. Advocates clearly defined policies and procedures that ensure due process while allowing for disciplinary action. (SK)
Cullen, Phyllis; And Others
Responses from 211 undergraduate and 23 graduate nursing students and 38 faculty revealed substantial interest in international health. Faculty had numerous international experiences; many students had traveled abroad and one-third considered international health a career priority. The need for a broad interdisciplinary framework rather than…
Wright, Maria da Gloria Miotto; Korniewicz, Denise M.; Zerbe, Melissa
Background: From January through June 2009, 6.1 million children were uninsured in the United States. On average, students with health insurance are healthier and as a result are more likely to be academically successful. Some schools help students obtain health insurance with the help of school nurses. Methods: This study assessed public school…
Rickard, Megan L.; Hendershot, Candace; Khubchandani, Jagdish; Price, James H.; Thompson, Amy
The increase of dementia in older adults is changing how medical care is delivered. Recognizing symptoms of pain, managing behaviors, and providing quality of life for people who have advanced dementia requires a new skill set for caregivers. Researchers in this study targeted nurse aide students to test an educational module's effect on students'…
Beer, Laura E.; Hutchinson, Susan R.; Skala-Cordes, Kristine K.
Entering nursing students in Australia (n=2,295) in 1995 were compared to 1,551 from 1987 and 1990. Students were classified as either under age 22 or over 21. Significant interactions between socioeconomic status, mothers' income, and number of siblings were found for the younger age group. (SK)
Wright, Caroline M.; Frew, Theresa J.; Hatcher, Debbie
This study aimed to describe the process of mentoring doctoral students for qualitative research in Japanese graduate programs in nursing. Nine experienced faculty-seven nurse researchers and two sociologists-were interviewed. Participants were asked about their process of mentoring students for qualitative nursing dissertations. Data analysis was conducted using a qualitative descriptive method. Participants' age ranged from 48 to 60 years. The first theme in the mentoring process is about the individualized, one-on-one mentorship process. The second theme occurs in a group process. The third theme is coordinating mentors and establishing a network to support the evaluation system. The mentoring processes identified in this study will be useful for future faculty development. The study elucidated much room for improvement in doctoral education programs for qualitative research methods in nursing science. PMID:23506173
Kayama, Mami; Gregg, Misuzu F; Asahara, Kiyomi; Yamamoto-Mitani, Noriko; Okuma, Keiko; Ohta, Kikuko; Kinoshita, Yasuhito
The increase of dementia in older adults is changing how medical care is delivered. Recognizing symptoms of pain, managing behaviors, and providing quality of life for people who have advanced dementia requires a new skill set for caregivers. Researchers in this study targeted nurse aide students to test an educational module's effect on students' perceptions of dementia and their ability to care for patients with dementia. The results indicated the training was effective regarding nurse aides' understanding of residual cognitive abilities and need for meaningful contact among patients with advanced dementia; however, the training was not successful in terms of nurse aides' comfort level or perceived skills in working with this population of patients. The findings suggest a need to transform how caregivers are trained in communication techniques. Incorporating this training into nurse aide education has the potential to increase quality of life for people with dementia. PMID:23095223
Beer, Laura E; Hutchinson, Susan R; Skala-Cordes, Kristine K
Model C clinical nurse leader (CNL) programs are complex because they must meet the The Essentials of Baccalaureate Education for Professional Nursing Practice and The Essentials of Master's Education in Nursing, as well as the graduate level competencies outlined in the white paper Competencies and Curricular Expectations for Clinical Nurse Leader Education and Practice. Faculty assigned to teach in these programs may be experts in education or areas of clinical specialty, but they may not have a clear understanding of the CNL role to teach and mentor CNL students. This article describes a faculty development model that includes an introduction to the CNL role, course mapping of the essentials, integration of CNL professional values into clinical evaluation, consultation with practicing model C graduates, and participation in a comprehensive CNL certification review course. The model was effective in preparing faculty to teach and mentor students in a model C CNL program. PMID:24971734
Webb, Sherry; McKeon, Leslie
In universities where significant numbers of nursing students come from non-traditional backgrounds, and where an equally significant proportion of students have English as a second language, provision of learning support is essential to ensure success and progression, and to prevent attrition. This paper presents an evaluative study of the support services provided to undergraduate nursing students in two universities in the United Kingdom (UK). Both universities have significant numbers of students from non-traditional backgrounds and who have English as a second language, and both institutions have in place a large array of student support mechanisms. The aims of the study were to identify all existing student support mechanisms across the two universities, to illuminate the profile of students who enter pre-registration programmes at the two universities (age, gender, educational background) and to measure the perceptions of students of the use and usefulness of the support mechanisms provided by their university. Survey method evaluative research was the chosen research approach. Findings showed that the support services that appear to have the greatest impact on student success in their nursing programme are the programme leaders/module teachers, small study skills groups (known as APPL and L2L) and, for the 50% of students who required it, academic literacy and numeracy support sessions. For students who have English as a second language and with non-traditional entry qualifications, numeracy and academic literacy support is particularly valued. PMID:22902570
Ooms, Ann; Fergy, Sue; Marks-Maran, Di; Burke, Linda; Sheehy, Karen
Background: Clients with communication impairment are at risk for health disparity. Hence, health care workers should be knowledgeable and skillful in communication. However, no studies are available on Iranian nursing and midwifery students’ communication skills with patients with severe communication problems. Objectives: The present study was conducted to investigate Iranian nursing and midwifery students' competencies in communication with patients with severe communication problems. Materials and Methods: This study was performed on all senior nursing and midwifery students of Kashan University of Medical Sciences in spring 2013. Data were collected through a knowledge questionnaire and two checklists for evaluation of skills needed for communication with patients with severe communication problems. Data analysis was performed through independent samples t test, and Fisher’s exact test. Results: In total, 68.8% of the participants were female, 37.6% had a history of part-time job as a nurse or midwife. The mean score of knowledge were 4.41 ± 1.42 and 4.77 ± 1.77 for nursing and midwifery students, respectively and the difference was not significant (P = 0.312). In addition, the mean score of communication skills with deaf patients was 13.23 ± 4.68 and 11.86 ± 5.55 for nursing and midwifery students, respectively and the difference was not significant (P = 0.258). Also, the mean score of communication skills with stutter patients was 23.91 ± 4.17 and 21.25 ± 3.91 for nursing and midwifery students, respectively but the difference was not significant (P = 0.269). Conclusions: Nursing and midwifery students did not significantly differ in terms of communication with patients with severe communication problems. Most of the students had low or very low knowledge and skills in communication with patients with hearing impairment. However, they had better skills in communication with patient with speech problem. Special workshops or training programs are recommended to empower nursing and midwifery students in communication with patients with communication problems. PMID:25414902
Adib Hajbaghery, Mohsen; Rezaei Shahsavarloo, Zahra
As part of the National Center for Complementary and Alternative Medicine (CAM) R25 Education Grant Program, a faculty development program for integrating CAM into the nursing curriculum was instituted in 2003-2006. The Integrating CAM program comprised a number of elements; the primary strategy included a series of 4-week didactic and experiential summer CAM “camps,” attended by a total of 27 faculty members. Camps were designed to influence faculty integration of CAM material into course offerings. The Integrating CAM program was evaluated via a series of faculty and student surveys regarding CAM competencies, attitudes, and perceptions. For more than half of the faculty (out of the 43 who responded), the program yielded a moderate-to-strong influence on incorporation of CAM material into course content; and moderate-to-great increases in both enthusiasm for CAM and perceived CAM knowledge gains. Students at all levels (undergraduate, masters, doctoral; n = 184) reported that their courses contained CAM content; for 70% of students, their CAM knowledge increased; for 50% of students, level of CAM interest increased. Self-reported student CAM competencies were significantly greater in 2006-2007 (n = 191) than in 2003-2004 (n = 143). Results support the strategy of broadly infusing the nursing curriculum with CAM content via faculty development. PMID:20869029
Booth-LaForce, Cathryn; Scott, Craig S.; Heitkemper, Margaret M.; Cornman, B. Jane; Lan, Ming-Chih; Bond, Eleanor F.; Swanson, Kristen M.
Background. Communication skills have not traditionally been included in nursing curriculum. The best educational method to improve\\u000a health care providers’ practice in comunication skills is first, introduction of content, followed by continuous skills assessment\\u000a and mentored feedback.Methods. A communication skills workshop using standardized patients (SPs) was planned for oncology nurse practitioner students.\\u000a A 6-step development plan was used to design,
Margaret Rosenzweig; Maurice Clifton; Robert Arnold
This study is an exploration of nursing students' experiences within the clinical learning environment (CLE) and supervision provided in hospital settings. A total of 357 second-year nurse students from all universities in Cyprus participated in the study. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher instrument. The dimension "supervisory relationship (mentor)", as well as the frequency of individualized supervision meetings, were found to be important variables in the students' clinical learning. However, no statistically-significant connection was established between successful mentor relationship and team supervision. The majority of students valued their mentor's supervision more highly than a nurse teacher's supervision toward the fulfillment of learning outcomes. The dimensions "premises of nursing care" and "premises of learning" were highly correlated, indicating that a key component of a quality clinical learning environment is the quality of care delivered. The results suggest the need to modify educational strategies that foster desirable learning for students in response to workplace demands. PMID:25377993
Dimitriadou, Maria; Papastavrou, Evridiki; Efstathiou, Georgios; Theodorou, Mamas
Nursing focuses on meeting physical, social and emotional health-care needs of individuals, families and society. In health care, nurses directly communicate with patients and try to empathize with them. Nurses give care under emotionally intense conditions where the individual undergoes pain and distress. Research is aimed at analysing the correlation of self-compassion and emotional intelligence of nursing students. The population of the research consisted of all the undergraduate students (571 students) of the 2010-2011 fall semester of the department of nursing. An information form, Self-compassion Scale and Emotional Intelligence Assessment Scale were utilized to obtain data for the research. For the assessment of the findings of research, Statistical Package for Social Sciences 16.0 for Windows was utilized for statistical analysis. Results indicated that there is a correlation between self-compassion and emotional intelligence and that emotional intelligence, which includes the individual perceiving one's emotions and using the knowledge one gained from them to function while directing thoughts, actions and professional applications, has positive contributions to the features of nurses with developed self-compassion. PMID:24118163
?enyuva, Emine; Kaya, Hülya; I?ik, Burçin; Bodur, Gönül
In Finland students pursuing in Master's Degree Programme have a previous degree in nursing from polytechnics. Nurse teacher qualification also includes at least five year's experience of working in practice. This article concentrates on the conflicts student teachers brought up in a group exam as regards changing a nurse's identity into a teacher's identity in teacher training. The approach of the study on this group was narrative. The data were collected by videotaping two group exam situations (five hours in all) of volunteer student teachers (N= 5) during the last course (Nurse teacher's inquiring mind) of their nurse teacher studies in 2002. The material was transcribed and analysed using categorical-content reading to identify particular themes, story lines and messages within material. By abstracting these, stories that describe the content can be found. Three narratives emerged in the analysis: 1. Competence creates confidence; 2. Shared teacher identity; 3. Ethics of teacher identity. The narratives raised new ideas for developing nurse teacher education in the future. Nowadays, there are good prospects for developing a shared teacher identity if there is willingness to co-operate within a learning community of a new kind. PMID:16040167
Janhonen, Sirpa; Sarja, Anneli
The study on which this paper reports examined how the widespread changes in the NHS workforce and in higher education which have transformed nurse education in recent decades have impacted on responsibility for the leadership of student nurse learning in clinical practice. Findings from this mixed methods case study carried out at four English higher education institutions between 2006 and 2007 suggest that link lecturers' presence in clinical areas is diminishing, and that practice nurses' involvement with pre-registration students' learning may be limited. Ward managers lead learning at ward level but changes to their role limit their presence on the wards, so that mentors lead student learning on a day to day basis, which they must balance with caring for patients. Changes to the nurse's role mean that modelling bedside care often falls to health care assistants. This deficit of leadership for learning may be understood as a manifestation of the 'uncoupling' of education and practice following the move of nurse education into higher education and subsequent changes to nursing roles. Strengthening leadership for learning is likely to be associated with recoupling practice and education and indicators to assess the quality of leadership for learning in clinical practice are suggested. PMID:20172633
O'Driscoll, M F; Allan, H T; Smith, P A
An innovative community health experience was provided through a collaborative partnership between the Richland County Sheriff's Department and the University of South Carolina College of Nursing. The authors discuss this unique experience. PMID:16601603
Fuller, Sara G; Alexander, Judith W; Hardeman, Suzanne M
Edinburgh Napier University's Simon Pullin award was created in memory of senior nurse Simon Pullin, who played a major role in Edinburgh Napier's renowned Leadership in Compassionate Care programme until his death from cancer in 2011. PMID:25563134
James, Asha; Brogan, Allison
This paper describes a process that attempted to meet the needs of undergraduate students in a pre-nursing chemistry class. The laboratory was taught in traditional verification style and students were surveyed to assess their perceptions of the educational goals of the laboratory. A literature review resulted in an inquiry based method and analysis of the needs of nurses resulted in more application based activities. This new inquiry format was implemented the next semester, the students were surveyed at the end of the semester and results were compared to the previous method. Student and instructor response to the change in format was positive. Students in the traditional format placed goals concerning technique above critical thinking and felt the lab was easy to understand and carry out. Students in the inquiry based lab felt they learned more critical thinking skills and enjoyed the independence of designing experiments and answering their own questions.
What is the purpose of particle accelerators? On this web page, part of a particle physics tutorial, students read that accelerators solve two problems. The accelerators provide an increase in momentum to produce particles of small wavelength, and the fast-moving particles can create new particles when smashed together. A photograph of the inside of a particle accelerator is provided. Copyright 2005 Eisenhower National Clearinghouse
Group, Lawrence B.
Three years ago we developed a web-based clincal log for Advanced Practice nursing students to record patient encounters. Although it solved many problems, students complained about the time it would take to complete each encounter since they actually entered the data twice, once immediately after seeing the patient and later on the web. The solution: Create a PDA version that students populate with data during the day and upload to the main database at night. PMID:16779253
Gordon, Jeffry S.; McNew, Ryan
The importance of studying risky behaviors in youth is determined by the initiation, development, and consolidation of different behaviors at this vital stage of life. Gender, as a cross-category analysis, has become one of the most decisive factors in the study of these behaviors. The aim of our study is to analyze the role of gender in risky behaviors (sexuality, road safety, and toxin consumption) of nursing students at the University of Seville. It is an analytical, observational, cross-sectional, and retrospective study. A self-administered questionnaire (N = 220) for first-year nursing students was used. Results indicate that gender is a variable that explains, from the unequal presence of men and women in pursuing nursing degrees, the different risky behaviors they adopt. The sample shows that risky behaviors among university students who are interested in health sciences are similar to those reported by younger people in the same and different context. PMID:25202812
Barrientos-Trigo, Sergio; Gil-García, Eugenia; Porcel-Gálvez, Ana M
This study aimed to determine the consumption of benzodiazepines without prescription among first-year students from a nursing school of a public University in Ecuador. This is a descriptive, transversal and explanatory study with a quantitative approach. A questionnaire was used for data collection. The population studied was of 181 students. The results showed that 10.5% of the students had consumed benzodiazepine without prescription once in their lives. Of these, 6.1% consumed benzodiazepine in the last year, and 3.9% are currently consuming it. The diazepam was the most consumed BZD without prescription and pharmacies, were the place of higher access. The main reasons for the benzodiazepine consumption were: insomnia, anxiety, stress, depression, family and economical problems. The use of benzodiazepines with non-medicinal purposes is related to problems such as memory loss, retirement syndrome and sedation. When benzodiazepines are consumed jointly with alcohol or other drugs they can lead to coma or death. This study shows the serious consequences benzodiazepines cause when used by nursing students in Ecuador. PMID:18709287
Paredes, Nivia Pinos; Miasso, Adriana Inocenti; Tirapelli, Carlos Renato
The purpose of this study was to assess the prevalence, demographic factors, outcomes, and preventative measures for substance abuse among nurse anesthesia students over a 5-year period from 2008 to 2012. An electronic survey was sent to 111 program directors of accredited nurse anesthesia programs in the United States. Twenty-three programs (response rate = 21.7%) reported data related to 2,439 students. Sixteen incidents of substance abuse were reported for a 5-year prevalence of 0.65%. Opioids were the most frequent drug of choice (n = 9). The programs identified no predisposing risk factors in 50% of the incidents. For the students, reported outcomes included voluntary entry into treatment (n = 10), dismissal from the program (n = 7), loss of nursing license (n = 2), and 1 death. Pre-enrollment background checks and drug testing for cause were the most commonly reported screening practices. The most frequently reported prevention strategy was wellness promotion education. The prevalence was lower among student registered nurse anesthetists, as compared with certified registered nurse anesthetists. Although additional studies are necessary to verify this finding, an opportunity might exist for programs to be proactive in assessing risk postgraduation. Future studies evaluating the effectiveness of wellness promotion efforts might lead toward a standardized, best practice approach to risk reduction strategies. PMID:25167607
Bozimowski, Gregory; Groh, Carla; Rouen, Patricia; Dosch, Michael
registers to achieve individual academic goals. Students enrolled in an approved Dual Degree program Â Satisfactory Academic Progress University of Rochester Financial Aid Office #12;wwwUniversity Policy (Graduates, undergraduates in the School of Nursing, students in the Post
Cantlon, Jessica F.
Pre-registration nursing students require varying levels of support during placement learning. Although they receive support from different stakeholders, the support provided by mentors is considered the most significant. Several challenges are encountered in the facilitation of students in placements, particularly in relation to mentors' roles in support and assessment. This phenomenographical study examines the conceptions of Finnish and British mentors regarding the facilitation of placement learning and professional development of pre-registration nursing students. The findings identified four main categories of description, which grouped the different ways mentors experienced the facilitation of students. Firstly, students should be the focus and respected as individual partners with personal learning goals. Secondly, placements must be fit for students' practice and learning. Thirdly, facilitation was seen as guided co-working and spurring to enable a student to attain stipulated nursing competencies. Finally, ongoing assessment of students' achievements, learning outcomes and professional attributes was viewed as significant. This study highlights the importance of human and pedagogical approaches in the facilitation of students' placement learning and professional development. Hence, mentors are required to have effective communication and evaluation skills, and should therefore be supported through mandatory mentor preparation programmes and updates developed in national and cross-cultural co-operation. PMID:22889681
Jokelainen, Merja; Jamookeeah, David; Tossavainen, Kerttu; Turunen, Hannele
In an effort to empower nursing students to successfully persist in chemistry, predictors of success for undergraduate nursing students enrolled in a one-semester organic and biochemistry course were identified. The sample consisted of 308 undergraduate nursing students enrolled in Chemistry 108 (Principles of Organic and Biochemistry) during a period of seven semesters. In this study, Supplemental Instruction (SI) is a nonremedial academic support program offered for Chemistry 108 students. Placement tests in Mathematics, Reading, and English are required of all entering students. The English Placement Test assesses proficiency in analytical reading and writing; the Nelson Denny Reading Test (Form E) assesses the student's understanding of written vocabulary and the mastery of reading comprehension, and the Mathematics Placement Test measures the student's mastery of arithmetic and algebraic calculations. Both demographic and academic variables were examined. For the entire sample, five predictor variables were identified: Mathematics Placement Test score, Chemistry 107 grade (a prerequisite), total number of SI sessions attended, Nelson Denny Reading Test (Form E) score, and age. Predictors for various subpopulations of the sample were also identified. Predictors for students of traditional age were Mathematics Placement Test score, total number of SI sessions attended, and Chemistry 107 grade. The best predictors for continuing education students were Chemistry 107 grade and Nelson Denny Test score.
van Lanen, Robert J.; Lockie, Nancy M.; McGannon, Thomas
The aim of this study was to elucidate the meaning and deepen the understanding of student learning and development in becoming a nurse. Data were collected from focus group interviews with students from three different universities and analysed using a phenomenological-hermeneutical method. The comprehensive understanding of student learning and development in becoming a nurse resulted in two constituents: the prerequisites for learning and development, and itineraries for learning and development. The prerequisites consisted of a caring relationship as the foundation for learning and development, and will and motivation for learning and development. The itineraries for learning and development involved pushing boundaries through challenges and support, and of a synthesis of theory and praxis through reflection. Caring relationships can be seen as the foundation for student learning and development and as a prerequisite for becoming a nurse. Learning is not merely a skills-acquisition procedure but a transforming experience for students, who feel that their whole existence has been altered. It is time to move beyond examining student learning and development merely from an epistemological perspective and start focussing on the ontological aspect of learning, on the processes of transformation and becoming a nurse. PMID:24290731
Sandvik, Ann-Helén; Eriksson, Katie; Hilli, Yvonne
Objective To explore health anxiety in a sample of nursing students to determine the relationships between health anxiety and life satisfaction, personality, and alexithymia. Methods Two thousand and eighty-six nursing students in junior college, which were divided into five groups, were evaluated by questionnaires, including the Life Satisfaction Scales Applicable to College Students, the Chinese version of the Short Health Anxiety Inventory, the Toronto Alexithymia Scale (TAS-20), and the Eysenck Personality Questionnaire. Results The mean age, whether the individual was an only child, residence (urban or rural), and were significantly different between the groups. The self-assessment scores were also significantly different between the groups. The Short Health Anxiety Inventory total score and the factor of fearing the likelihood of becoming ill were significantly negatively correlated with the Life Satisfaction Scales Applicable to College Students total score and its two factors, but were significantly positively correlated with psychoticism, neuroticism, and TAS-20 total scores and its scores of the three TAS-20 factors. The negative consequence scale of Short Health Anxiety Inventory was not significantly correlated with externally oriented thinking, but was significantly negatively correlated with extraversion. A hierarchical multiple regression analysis indicted that objective satisfaction, subjective satisfaction, neuroticism, and the three factors of TAS-20 were predictors of health anxiety. Conclusion Health anxiety was correlated with life satisfaction, personality, and alexithymia in junior college nursing students. Subjective and objective satisfaction, neuroticism, and the identification and expression of emotions may be predictors of health anxiety in nursing students. PMID:25045266
Zhang, Yuqun; Zhao, Yueqiu; Mao, Shengqin; Li, Guohong; Yuan, Yonggui
Current legislation in Queensland requires that undergraduate nursing students are personally supervised when administering restricted medication in the clinical setting. Previous research suggests this is not always the case. Exploration of the experiences of undergraduate nursing students was undertaken using grounded theory as the methodological framework. In-depth, semi-structured interviews were conducted with 28 students during their final year clinical placements. Data were analysed using a constant comparative approach. The focus of this paper is to examine the emergent theme of internal conflict, which is experienced by the participants as a consequence of the theory-practice gap. This conflict is reflected by the divergent requirements and expectations between the university and the registered nurses providing supervision in light of the role both play in student assessment. In addition, the participants voiced concerns about patient safety due to the potential for medication error. Internal conflict was identified by participants as the cause of considerable fear and anxiety about passing the course, getting a job and avoiding harm to patients. These findings raise serious concerns about the adequacy of the supervision for nursing students and highlighted the need for a more concerted approach to the theoretical and clinical education of students in relation to medication administration. PMID:19583176
Reid-Searl, Kerry; Moxham, Lorna; Walker, Sandra; Happell, Brenda
This study evaluated shortand long?term effects of courses in gerontology and geriatrics on changes in knowledge, attitudes, and work preferences among medical, nursing, and social work students in Israel. The results showed that nursing and social work students increased their knowledge measured by Palmore's Facts on Aging Quiz. No significant changes were found in the level of knowledge of medical
Sara Carmel; Julie Cwikel; David Galinsky
The aim of this paper is to develop a reliable and valid tool to assess ethical decision-making ability of nursing students using rubrics. A proposed ethical decision making process, from reviewing related literature was used as a framework for developing the rubrics. Participants included purposive sample of 86 nursing students from the Royal…
Indhraratana, Apinya; Kaemkate, Wannee
Purposes: Attitudes toward mental illness and patients with mental illness influence the treatment they receive and decisions of policy makers. The purposes of this study were to assess Jordanian nursing students' attitudes towards mental illness, and to assess the effectiveness of teaching and contact on changing nursing students' attitudes about…
Hamaideh, Shaher H.; Mudallal, Rola
The literature on techniques for improving student competency in therapeutic communication and interpersonal skills is limited. A simulation approach to enhance the learning of communication skills was developed to address these issues. Second-semester and senior nursing students participated in videorecorded standardized patient simulations, with senior students portraying the patient. Following simulated interactions, senior students provided feedback to junior students on their use of communication skills and other therapeutic factors. To integrate the learning experience, junior students completed a written assignment, in which they identified effective and noneffective communication; personal strengths and weaknesses; and use of genuineness, empathy, and positive regard. A videorecording of each student interaction gave faculty the opportunity to provide formative feedback to students. Student evaluations have been positive. Themes identified in student evaluations include the impact of seeing oneself, significance of practicing, getting below the surface in communication, and moving from insight to goal setting. PMID:25207556
Miles, Leslie W; Mabey, Linda; Leggett, Sarah; Stansfield, Katie
"Basic Natural Science" for freshmen at Miyazaki Prefectural Nursing University has a component including physics. Here students learn three principles of thermal transfer; conduction, radiation, and convection through a series of experiments. The purpose of these experiments is to understand the structure of a method for the caring of breathing and temperature of patients as written in "Ventilation and Warming", the first chapter of F. Nightingale's Notes on Nursing. Students can then apply this structure to retain fresh air in today's hospital rooms, and can then appreciate studying real physics incorporated into fundamental knowledge for nursing practice.
Introduction: Assuming any social role has obligations and fulfilling the related responsibilities has ethical aspects that must be addressed carefully. Each role requires extensive training, which usually takes place in university institutions. Ethics is applied in at least three academic areas, including: a) in education of students' personal growth, b) in patient care, and c) in university communion in population-based health care. Given the importance of this issue in the moral domain, this study examines the correlation among the students, nurses and teacher's opinions regarding principles of medical ethics at Shiraz University of Medical Sciences. Methods: This is a descriptive-analytic and cross-sectional study conducted in 2010. The participants of this research consisted of all medical students, nurses in public hospitals, and faculty members in Shiraz University of Medical Sciences. For validity evaluation, the expert panel method and for reliability evaluation, test-retest method was used. Results: Based on the medical ethics’ scores in these three groups, there was a significant relationship between the mean scores of student-nurses and employed nurses, but there was no significant relationship between those of student-faculties. Also the mean score of the students was the highest in medical ethics. Conclusion: In this study, we presented a list of virtues and moral characteristics of medical staff and found out the method of practicing medical ethics in everyday life of students to improve the moral reasoning of teachers, nurses and students. Moreover, medical ethics, with the presentation of specific criteria for ethical behavior in various domains of human life, especially in dealing with patients, can help practice ethical values in the medical community. PMID:25587553
BAZRAFCAN, LEILA; NABEIEI, PARISA; SHOKRPOUR, NASRIN; MOADAB, NEDA
This article is intended as both a cautionary tale and an encouraging guide for instructors who are beginning to teach in accelerated programs designed to attract nontraditional students. This article is based, in part, on classroom action research conducted through surveys, observations, exams, and assessments, in an introductory business law…
Gershuny, Pamela; Rainey, Carolyn
Learning how and why scholarly research underpins and informs professional nursing practice is a continual challenge for undergraduate nursing students. They find the language and methods of research to be unfamiliar and unsettling. The work of educators thus becomes the process of breaking down barriers to students' understanding of research processes and application. Such work is increasingly important in the current era of evidence based practice, where students must be competent in sourcing, critiquing and applying research to meet real clinical questions. In response, as lecturers who taught the course, Research for Health Professionals, we have reinvented how research is taught to second year undergraduate students. This article outlines our creative approach to facilitate students learning research theory and methodology by conducting a "real-life" research study in a local retirement community. PMID:22100420
Niven, Elizabeth; Roy, Dianne E; Schaefer, Barbara A; Gasquoine, Susan E; Ward, Frances A
1 School of Nursing SCHOOL OF NURSING Dean J. Johnson Interim Senior Associate Dean M.J. Schumann of Nursing (SON) was established in May 2010 as GW's tenth school. The School of Nursing develops nursing, innovation and compassion. By providing students with a high level of nursing expertise and enhancement
The aim of this study was to compare four teaching methods on the evidence-based practice knowledge and skills of postgraduate nursing students. Students enrolled in the Evidence-based Nursing (EBN) unit in Australia and Hong Kong in 2010 and 2011 received education via either the standard distance teaching method, computer laboratory teaching method, Evidence-based Practice-Digital Video Disc (EBP-DVD) teaching method or the didactic classroom teaching method. Evidence-based Practice (EBP) knowledge and skills were evaluated using student assignments that comprised validated instruments. One-way analysis of covariance was implemented to assess group differences on outcomes after controlling for the effects of age and grade point average (GPA). Data were obtained from 187 students. The crude mean score among students receiving the standard+DVD method of instruction was higher for developing a precise clinical question (8.1±0.8) and identifying the level of evidence (4.6±0.7) compared to those receiving other teaching methods. These diffe