WorldWideScience

Sample records for teaching standardized nursing

  1. Why Teach Nursing Theory?

    Science.gov (United States)

    Yancey, Nan Russell

    2015-10-01

    Nurse faculty face challenges in sharing the values and beliefs that make sense of the phenomena of nursing with their students. A focus on nursing theory is weakening. Insights are offered here from the unique perspective of the humanbecoming teaching-learning model (Parse, 2014) to guide nurse educators in promoting the integrity of nursing curriculum and providing nurses with the theoretical foundation to inform research, practice, and education. PMID:26396208

  2. Standardized patients: a creative teaching strategy for psychiatric-mental health nurse practitioner students.

    Science.gov (United States)

    Shawler, Celeste

    2008-11-01

    In this article, a learning strategy for psychiatric nurse practitioner students in a research-intensive university is described. The strategy actively involved students in experiences with standardized patients. The course content included review of the causes, manifestations, assessment, and diagnoses of psychopathology across the lifespan. The goal was for students to build diagnostic reasoning skills so they could conceptualize case formulations and examine differential diagnoses related to mental disorders. Faculty simulated complex mental health disorders in a controlled environment where students practiced assessment and diagnostic skills with feedback from faculty, peers, and the standardized patients. On completion of the course with six different standardized patient situations and a final standardized patient scenario that involved assessment, diagnosis, and creation of a formal paper about the case, the students demonstrated excellent interviewing skills, confident assessment abilities, appropriate use of screening and diagnostic tools, and accurate diagnosis of the standardized patients. PMID:19010054

  3. Application of nursing core competency standard education in the training of nursing undergraduates

    OpenAIRE

    Fang-qin Wu; Yan-ling Wang; Ying Wu; Ming Guo

    2014-01-01

    Purpose: To evaluate the effectiveness of nursing core competency standard education in undergraduate nursing training. Methods: Forty-two nursing undergraduates from the class of 2007 were recruited as the control group receiving conventional teaching methods, while 31 students from the class of 2008 were recruited as the experimental group receiving nursing core competency standard education. Teaching outcomes were evaluated using comprehensive theoretical knowledge examination and objec...

  4. Nurse Educator’s Affective Teaching Strategies

    Directory of Open Access Journals (Sweden)

    Myra C. Britiller

    2014-02-01

    Full Text Available Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010. Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators’ affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University – Batangas. 190 student nurses were chosen through stratified random sampling while 10 clinical instructors were chosen based on the number of times they handled the students both in lecture and clinical area. The instruments were selfmade and standardized questionnaire and interview guide to obtain the data needed for the study. The data gathered are compiled, organized and tabulated for statistical treatment. Weighted mean was utilized to compute the quantitative data whereas the interview was used to form the qualitative analysis. Role modelling is the most common strategy of nurse educators to enhance the affective domain of student nurses. Their actions consciously and unconsciously affecting the attitude of the students. Hence, confidence among the students needs most attention in developing affective domain as it produce change in other values presented in the study. The proposed teaching strategies aim to enhance the affective domain of nursing students in line with the institutional core values.

  5. Critical Thinking and the Standards of Nursing Education

    Directory of Open Access Journals (Sweden)

    Yang Heui Ahn

    2004-01-01

    Full Text Available Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1 nursing programs must define critical thinking operationally in relation to their curricula; 2nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3 nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

  6. Teaching moral reasoning to student nurses.

    Science.gov (United States)

    Weber, J R

    1992-09-01

    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 thinking versus duties and etiquette. Educators have used a variety of methods for teaching ethics and integrating it into the curriculum. Yet nursing graduates still lack adequate skills to be morally accountable practitioners. This creates a dilemma for the educator to find ways to integrate more ethics content into an already crowded curriculum. The code of ethics of holistic nurses may serve as a basis to guide nurse educators in resolving some of the problems encountered in promoting moral education. PMID:1301432

  7. Standardized nursing languages: essential for the nursing workforce.

    Science.gov (United States)

    Jones, Dorothy; Lunney, Margaret; Keenan, Gail; Moorhead, Sue

    2010-01-01

    The evolution of standardized nursing languages (SNLs) has been occurring for more than four decades. The importance of this work continues to be acknowledged as an effective strategy to delineate professional nursing practice. In today's health care environment, the demand to deliver cost-effective, safe, quality patient care is an essential mandate embedded in all health reform policies. Communicating the contributions of professional nursing practice to other nurses, health providers, and other members of the health care team requires the articulation of nursing's focus of concern and responses to these concerns to improve patient outcomes. The visibility of the electronic health record (EHR) in practice settings has accelerated the need for nursing to communicate its practice within the structure of the electronic format. The integration of SNLs into the patient record offers nurses an opportunity to describe the focus of their practice through the identification of nursing diagnosis, interventions and outcomes (IOM, 2010). Continued development, testing, and refinement of SNLs offers nursing an accurate and reliable way to use data elements across populations and settings to communicate nursing practice, enable nursing administrators and leaders in health care to delineate needed resources, cost out nursing care with greater precision, and design new models of care that reflect nurse-patient ratios and patient acuity that are data driven (Pesut & Herman, 1998). The continued use of nursing languages and acceleration of nursing research using this data can provide the needed evidence to help link nursing knowledge to evidence-driven, cost-effective, quality outcomes that more accurately reflect nursing's impact on patient care as well as the health care system of which they are a part. The evaluation of research to support the development, use, and continued refinement of nursing language is critical to research and the transformation of patient care by nurses on a global level. PMID:21639030

  8. Teaching and practice for Position requirements-oriented training system of ICU training nurses in secondary hospital

    OpenAIRE

    Huang, Hai-Yan; Luo, Jian

    2014-01-01

    Objective: Establish position requirements-oriented training system of ICU training nurses in secondary hospital .To standardize the teaching management and improve the training effect for the training nurses in our ICU. Methods: Form the ICU training nurse teaching staff; Formulate training manual according to survey results of nurse training demand;Implement clinical teaching in stages according to the content of the training manual; Proceed comprehensive skills assessment in the different ...

  9. Using nursing standards to evaluate competency.

    Science.gov (United States)

    Kuehn, L; Jackson, K

    1997-08-01

    A competency evaluation program uses nursing standards to link performance management, quality improvement and education to patient care outcomes. This program enables nurse managers to capitalize on the data already available to them and helps meet the Joint Commission on Accreditation of Healthcare Organizations standards. An orientation competency assessment and an annual competency evaluation are provided. PMID:9325950

  10. [New ways of higher education in nursing: globalisation of nursing leadership and its teaching--dual degree in nursing].

    Science.gov (United States)

    Pop, Marcel; Holls, Sndor; Vingender, Istvn; Mszros, Judit

    2009-03-01

    Our paper is presenting a new initiative regarding an international cooperation willing to develop a dual degree program in nursing, the so-called Transatlantic Curriculum in Nursing. The candidates--after successful completion of their studies--will get a European and an American partner diploma in nursing. The objective is to prepare an internationally and culturally competent workforce; develop the practice of nursing students' exchange programs; process the model of dual degree independent of geographical, political or cultural borders; spread the evidence-based nursing standards in the daily practice. The partners in this initiative are Semmelweis University in Budapest, Hungary, Nazareth College of Rochester, NY, USA and Laurea University in Tikkurila, Finland. The planned activities in the framework of the program: mutual student and staff mobility, joint curriculum development and teaching process, determining joint standards. The expected outcomes are: to develop a standardised model for the enhancement and implementation of international educational programs in nursing; to improve institutional work culture; to improve professional terminology and cultural abilities; to create the model of a new type of nursing professional having a high level of cultural and language competence which are indispensable for participating in global programs. PMID:19240013

  11. Application of situational teaching approach in nursing skills training

    Directory of Open Access Journals (Sweden)

    Feng ZHOU

    2014-11-01

    Full Text Available Objective: to improve the comprehensive ability of nursing students, to meet the need of clinical nursing. Methods: selected senior nursing students of two classes from grade 2012 , one class was taught by situational teaching method, the other class was in the traditional teaching method. By questionnaire with theory and skills examination, analyze the two groups of nursing students in the teaching effect. Results: the experimental group of situational teaching of nursing students generally agree that the experimental group nursing theory and skills examination scores were higher than control group (the value of T are 2.339, 2.339; P < 0.05 respectively difference is statistically significant. Conclusion: the application of situational teaching method in nursing skill training, improves the teaching effect and the comprehensive ability of nursing students, worth wide application.

  12. Teaching Research Synthesis to Advanced Practice Nurses.

    Science.gov (United States)

    Upchurch, Sandra; Brosnan, Christine A.; Grimes, Deanna E.

    2002-01-01

    A process for teaching research synthesis to advanced practice nurses includes two courses: a first research applications course in which students build bibliographic databases, practice statistical analysis, and develop search skills; and a second course in which they complete literature reviews or meta analyses of research on clinical practice

  13. Teaching Research Synthesis to Advanced Practice Nurses.

    Science.gov (United States)

    Upchurch, Sandra; Brosnan, Christine A.; Grimes, Deanna E.

    2002-01-01

    A process for teaching research synthesis to advanced practice nurses includes two courses: a first research applications course in which students build bibliographic databases, practice statistical analysis, and develop search skills; and a second course in which they complete literature reviews or meta analyses of research on clinical practice…

  14. Introducing Information Literacy Competency Standards for Nursing.

    Science.gov (United States)

    Phelps, Sue F; Hyde, Loree; Planchon Wolf, Julie

    2015-01-01

    The Association for College and Research Libraries published the Information Literacy Competency Standards for Nursing (ILCSN) in January 2014, written by a task force of the Health Sciences Interest Group of the American Library Association. The ILCSN describes skills ranging from basic to advanced information research competencies for students enrolled in nursing programs at all levels and for professional nurses. This article guides administrators and faculty in use of the standards to design programs and coursework in information skills to support evidence-based practice. PMID:25997150

  15. Knowledge and Compliance of Standard Precautions among Student Nurses

    Directory of Open Access Journals (Sweden)

    Leodoro Jabien Labrague

    2012-08-01

    Full Text Available Student nurses are often exposed to various infections during their clinical exposure. Knowledge and compliance with standard precautions is essential in the prevention of health care infections and protection of patients as well as medical workers from exposure to infectious agents. This investigation assessed the knowledge and degree of compliance regarding standard precautions among student nurses in a government university in Samar, Philippines. A cross-sectional study was adopted for this investigation and data were collected over a period of one month from April 8 to May 7, 2012. Fifty eight student nurses who were enrolled in the university were all asked to complete the self report questionnaires regarding standard precautions. Vast majority (89.65% of the student nurses have good knowledge (m = 14.45/19 and high compliance (m = 3.59 of standard precautions. The use of mask has the highest degree of compliance (m = 3.95 while the use of eye goggles has the lowest degree of compliance (m = 3.19. Findings suggest no significant association between knowledge and compliance with standard precautions. Teaching approaches must be geared towards intensifying further the compliances especially with the use of other protective equipments such eye goggles and gloves. Furthermore, environment that models and promotes standard precaution practices should be developed by the faculty.

  16. Teaching Nursing Care through Poetry.

    Science.gov (United States)

    Treistman, Judith M.

    1986-01-01

    The author demonstrates through poetry samples how feminist poetry can help nursing students understand patient feelings and emotions while students take part in a clinical rotation in a women's health unit. Topics include aging, pregnancy, childbirth, and sense of "self." (CT)

  17. Nursing research: historical background and teaching information strategies.

    OpenAIRE

    Sarkis, J M; Conners, V L

    1986-01-01

    The expansion of research-based literature is one of the foremost goals of the nursing profession. Linked to this goal are the utilization and further development of nursing libraries. This paper discusses some historical factors that have influenced nursing literature. It presents a model for teaching graduate nursing students the relationship between research and library information skills.

  18. Teaching transcultural nursing through literature.

    Science.gov (United States)

    Halloran, Laurel

    2009-09-01

    One of the biggest challenges in nursing education is to develop culturally sensitive graduates. Although theory and lecture are appropriate to introduce cultural issues, the application of those skills is limited by the kinds of clinical experiences and patient populations students may treat. Literary works are a rich source of information for nursing. This assignment was created to sensitize the students to the influence of cultural diversity. Students were assigned to read one novel from an approved list and answer the questions posed on the Cultural Discovery worksheet. The only direction that was given regarding novel selection was that the novel had to represent a culture other than the student's own. The focus was to expose students to a different culture. Classroom discussion, based on worksheet answers, followed. The assignment's good, bad, and ugly outcomes are discussed. Suggestions for adaptation of this assignment to an online format are also provided. PMID:19645367

  19. [Strategies for teaching the critical thinking abilities in nursing].

    Science.gov (United States)

    Crossetti, Maria da Graça Oliveira; Bittencourt, Greicy Kelly Gouveia Dias; Schaurich, Diego; Tanccini, Thaíla; Antunes, Michele

    2009-12-01

    This study aimed at characterizing the teaching strategies applied to nursing in order to develop critical thinking skills. An integrative review was elaborated on the Web of Science and Cumulative Index of Nursing and Allied Health Literature (CINAHL) data base, with the descriptors critical thinking, nursing and teaching from 1987 to 2008. The sample comprised 64 articles and the analysis provided the identification of 27 strategies for teaching critical thinking in nursing. Among those, the most referred to were questioning, case study, online teaching and interactive learning, concept map and teaching based on problem solving. Different strategies described in the study revealed a wide range of possibilities which can be applied to teaching and to clinical practice. It was concluded that the development of the critical thinking skills through these teaching strategies can help nursing students to be more critical and reflexive. PMID:20586218

  20. Critical Thinking and the Standards of Nursing Education

    OpenAIRE

    Yang Heui Ahn

    2004-01-01

    Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because ...

  1. The teaching of nursing management in undergraduate: an integrative review

    Directory of Open Access Journals (Sweden)

    Mara Solange Gomes Dellaroza

    2015-03-01

    Full Text Available The study aims to identify the dynamics of teaching management in nursing degree. It is an integrative literature review with research conducted in the following online database platforms: SciELO, Medline, Lilacs and BDENF. The keywords used in the study were: competency-based education, professional competence, education, nursing, organization and administration, management, nursing, educational assessment, organization of management services, management of professional practice and education. All articles published in the last 10 years which answered the question presented to approach the teaching of nursing management in Brazil, published in any language were included. Those that were not presented in full text were excluded. Of the 1432 studies identified after matching the keywords, only 8 were selected for answering objective of this review. From these results, three related themes emerged: the teaching plans, workload and program content; methodologies of teaching and learning in nursing management; challenges faced in developing the teaching of nursing management.

  2. Teaching Pediatric Nursing Concepts to Non-Pediatric Nurses Using an Advance Organizer

    Science.gov (United States)

    Bell, Julie Ann

    2013-01-01

    Non-pediatric nurses in rural areas often care for children in adult units, emergency departments, and procedural areas. A half-day program about pediatric nursing using constructivist teaching strategies including an advance organizer, case studies, and simulation was offered at a community hospital in Western North Carolina. Nurses reported a…

  3. Evaluating teaching effectiveness in nursing education:An Iranian perspective

    Directory of Open Access Journals (Sweden)

    Salsali Mahvash

    2005-07-01

    Full Text Available Abstract Background The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. Methods An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. Results While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. Conclusion Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators.

  4. Servant teaching: the power and promise for nursing education.

    Science.gov (United States)

    Robinson, F Patrick

    2009-01-01

    The best theoretical or practical approaches to achieving learning outcomes in nursing likely depend on multiple variables, including instructor-related variables. This paper explores one such variable and its potential impact on learning. Application of the principles inherent in servant leadership to teaching/learning in nursing education is suggested as a way to produce professional nurses who are willing and able to transform the health care environment to achieve higher levels of quality and safety. Thus, the concept of servant teaching is introduced with discussion of the following principles and their application to teaching in nursing: judicious use of power, listening and empathy, willingness to change, reflection and contemplation, collaboration and consensus, service learning, healing, conceptualization, stewardship, building community, and commitment to the growth of people. Faculty colleagues are invited to explore the use of servant teaching and its potential for nursing education. PMID:19235280

  5. The teaching of nursing management in undergraduate: an integrative review

    OpenAIRE

    Mara Solange Gomes Dellaroza; Cristiane Nakaya Tada; Maria do Carmo Lourenço Haddad; Marli Terezinha Oliveira Vannuchi; Vanessa Gomes Maziero

    2015-01-01

    The study aims to identify the dynamics of teaching management in nursing degree. It is an integrative literature review with research conducted in the following online database platforms: SciELO, Medline, Lilacs and BDENF. The keywords used in the study were: competency-based education, professional competence, education, nursing, organization and administration, management, nursing, educational assessment, organization of management services, management of professional practice and educatio...

  6. Teaching Evolution: Do State Standards Matter?

    Science.gov (United States)

    Moore, Randy

    2002-01-01

    Explores the relationship of state standards for the teaching of evolution to the actual teaching of that subject. Compares a grading of states for their performance and discusses the question of whether state standards matter. (MM)

  7. Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students.

    Science.gov (United States)

    Fernandez, Ritin S; Tran, Duong Thuy; Ramjan, Lucie; Ho, Carey; Gill, Betty

    2014-01-01

    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 differences were statistically significant after controlling for age and grade point average. Significant improvement in cognitive and technical EBP skills can be achieved for postgraduate nursing students by integrating a DVD as part of the EBP teaching resources. The EBP-DVD is an easy teaching method to improve student learning outcomes and ensure that external students receive equivalent and quality learning experiences. PMID:23107585

  8. Nurses' and patients' viewpoints regarding quality of nursing care in the teaching hospitals of Semnan University of Medical Sciences, 2009

    Directory of Open Access Journals (Sweden)

    Tahere Sadeghi

    2011-10-01

    Full Text Available Introduction: Nursing care is an essential component of health services. Patient's health and improvement depends on the quality of nursing care. Nurses and patients views as well as their active participation for making decision have an important role in quality of services, so it must be regarded as a principle. The purpose of this research was to study nurses' and patients' viewpoints regarding quality of nursing care in teaching hospital of Semnan (Iran. Materials and Methods: In this descriptive-comparative study, 52 nurses and 300 patients from internal, surgical, gynecology and pediatric wards of Fatemieh and Amir Hospitals were selected by systematic sampling. Nursing care quality was assessed in psychotic, social and communicative aspects using a Quality Patient Care Scale questioner. The questioner had 41 questions with 3 answer choices (rarely, occasionally and usually that marked from 1 to 3. Mean scores were calculated for all subjects and then were categorized in undesirable (less than 1.5, low desirable (1.5-2.49 and desirable (2.5-5 groups. Results: 31.6 % of patients and 92.6% of nurses evaluated psychotic-social aspect of care quality as desirable. The desirability percent for communicative aspect of care quality was 24.7% in patients and 56.8% in nurses. There was a significant statistical difference between patients and nurses views in both aspects (P<0.001. In psychosocial aspect, 73.5% of patients expressed that nurses do not introduce themselves and 77.9% of them expressed that nurses rarely introduce new patients to other patients. In communicative aspect, 42.5% of patients declared that they ensured about their secrets rarely. Conclusion: Nurses' and patients' viewpoints on quality of nursing care were different because of their various experiences and insight. Thus, re-evaluation of the quality standards of nursing care based on client approach, choosing some strategies to increase nurse-patient communication and considering psycho-social patients needs seems to be a necessity.

  9. Perception of nursing students on teaching-care integration

    Directory of Open Access Journals (Sweden)

    Marlene Gomes Terra, Taís Vicari, Annie Jeanninne Bisso Lacchini, Helena Carolina Noal, Carolina Fajardo Valente Pagliarin Brüggemann

    2010-10-01

    Full Text Available Objective: to analyze the way nursing undergraduate students perceive teaching-care integration and its relation with the process of Professional formation. Methodology: this is a qualitative research conducted from September to October 2009 with nine students, male and female, attending the seventh and eighth semester of the Nursing School of a university in southern Brazil. An open and recorded survey has been used. For data analysis, Content Theme analysis has been applied. The study was approved by the Ethics Committee of the Universidade Federal de Santa Maria, by accreditation number 0113.0.243.000-09. Results: the interviews led to two theme categories: perception of the students on teaching-care integration in nursing and perception of curricular practical classes and supervised internship. The students perceive integration among professors and care nurses as not effective yet, being, many times, inexistent. The also pointed the importance of the role of the educator as a facilitator of the relationship and integration with the nursing team. Conclusions: Teaching-care integration is not a vivid reality; however there are principles of change that indicate the possibility of establishing relationships that optimize professional formation. Descriptors: service of teaching-care integration; nursing; nursing students.

  10. Politically charged issues in nursing's teaching-learning environments.

    Science.gov (United States)

    Backer Condon, Barbara

    2015-04-01

    Many people, depending on different times of the year, become exhausted hearing about politics. Yet, politics can no more be avoided than traffic on a freeway. It always exists. Nursing education then is also infused with politically-driven ideas and trends which can influence program success and quality. The author focuses on and explores some of the ever-present politically charged issues involving degree requirements for nurses, general political issues for nursing programs, and promotion and tenure. The author concludes with a discussion on Parse's teaching-learning model as a means for nurse educators to transcend political turmoil. PMID:25805381

  11. Teaching style in clinical nursing education: a qualitative study of Iranian nursing teachers' experiences.

    Science.gov (United States)

    Hossein, Karimi Moonaghi; Fatemeh, Dabbaghi; Fatemeh, Oskouie Seid; Katri, Vehviläinen-Julkunen; Tahereh, Binaghi

    2010-01-01

    There are many studies about nursing clinical settings and their problems, but the teaching style as a whole has not been widely studied. Therefore, this study aimed to explore nursing teachers' perceptions about teaching style in the clinical settings in Iran. A grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually, 2006-2007. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin's method. Three main and 12 sub themes emerged from data and these could explain the nature of the teaching style in clinical education of the Mashhad Faculty of Nursing and probably others in Iran. The main themes included: multiplicity in teaching style, nature of clinical teaching, and control and adaptation in education atmosphere. Multiplicity in teaching style was the dominant concept in this study. Each educator had a personal and individualized style which was flexible according to the situation, type of the skill (course content), education environment and facilities, and level of the learner. This study can guide nurse educators to know more about teaching styles and use them appropriately in the clinical settings. Further research into the themes of this study are recommended. PMID:19251481

  12. Using case studies based on a nursing conceptual model to teach medical-surgical nursing.

    Science.gov (United States)

    DeSanto-Madeya, Susan

    2007-10-01

    Nurse educators are continually challenged to develop teaching strategies that enhance students' critical thinking, problem-solving, and decision-making skills. Case studies are a creative learning strategy that fosters these skills through the use of in-depth descriptions of realistic clinical situations. Conceptual models of nursing provide a unique body of knowledge that can be used to guide construction of case studies and enhance application of didactic course content to nursing practice. In this column, the author discusses the use of case studies constructed within the context of the Roy adaptation model for a senior level medical-surgical nursing course. PMID:17911329

  13. Teaching and practice for Position requirements-oriented training system of ICU training nurses in secondary hospital

    Directory of Open Access Journals (Sweden)

    Hai-yan HUANG

    2014-09-01

    Full Text Available Objective: Establish position requirements-oriented training system of ICU training nurses in secondary hospital .To standardize the teaching management and improve the training effect for the training nurses in our ICU. Methods: Form the ICU training nurse teaching staff; Formulate training manual according to survey results of nurse training demand;Implement clinical teaching in stages according to the content of the training manual; Proceed comprehensive skills assessment in the different stages of training. Results: The pass rate of the 84 training nurses in 2013was 100%, the excellent rate was 25.72%,the good rate was 36.37%. 84 training nurses completed the training task perfectly according to the training manual, and during the training there was no nursing security incidents. Conclusion: To establish position requirements-oriented training system of ICU training nurses is the main method to solve the shortage of nursing professionals  in secondary hospital. This kind of training system is appropriate to the needs of the development of intensive care ,training requirement and clinical requirement. It should be extended in nurse training work in ICU.

  14. Another way to teach family: family nursing game

    Directory of Open Access Journals (Sweden)

    Carla Sílvia Neves da Nova Fernandes

    2014-10-01

    Full Text Available Current paper describes the application of an innovative strategy to teach family, within a hospital context, by sensitizing nurses on the family subject through the use of a game. Given the hospitalization of a relative, the family faces changes in its dynamics caused by the crisis it is exposed to. It is the relevance for including the family within the care process. Since nurses are expected to assume a key role for which they need specific competence to intervene in families when experiencing an eventual crisis. The in-service education becomes a strategy of generating new skills and enhances human capital to improve the quality of nursing care. Considering the importance of including family in the care context, a playful tool called Family Nursing Game has been invented for teaching the family, especially by passing a model of family intervention. The strategy is based on the belief of the existence of relationship between game and learning.

  15. Transformative teaching in nursing education: preparing for the possible.

    Science.gov (United States)

    McAllister, Margaret

    2005-01-01

    In these fractured and unsettling times, it is tempting to see nursing as a profession in crumbles. Many nurses are vocalising to media and to each other that they are overworked, underpaid, undervalued and intending to leave the system. Now more than ever, leaders, thinkers and change agents must organise themselves to restore life and vitality to the profession. Nursing educators are cornerstones in this restoration work, yet we too can at times feel overwhelmed and helpless to find engaging approaches to teaching nursing. This is the first of two papers, which argue that critical education is an illuminating philosophy for nursing. It can restore optimism and provide clear directions to assist neophytes and lifelong learners in nursing to become more self-confident, self-determining, optimistic, resistant and change oriented. In this article, the context for learning is considered, exploring transformative teaching as one choice among several learning models. The article offers strategies nurses may use to prepare a fertile ground for learning wherever that may be located. PMID:16619899

  16. Can nurses teach tomorrow's doctors? A nursing perspective on involvement in community-based medical education.

    Science.gov (United States)

    Howe Deborah Crofts Kate Billingham, A

    2000-01-01

    The increasing importance of primary care suggests an important role for the whole primary healthcare team in the education of 'tomorrow's doctors'. Few studies have evaluated the contribution and views of staff other than general practitioners. We used a questionnaire survey to elicit the perspective of 65 community-based nurses involved in a new undergraduate medical course. Some 67% of the cohort had already undertaken training to teach others, and were confident of their teaching skills but were overly reliant on the general practitioners for information, and on the goodwill of colleagues for time to teach. The findings suggest a need for structural changes in the process of multidisciplinary medical education, supporting the need for teaching commitments to be coordinated at practice rather than individual tutor level. The high level of professional development for teaching among community nurses suggests that there is a sound basis for encouraging such valuable professional input into medical education in the future. PMID:21275693

  17. Perception of nursing students toward integrated methods of teaching the ENT clinical examination in south India

    OpenAIRE

    Sivaraman Ganesan; Mahalakshmy, T; Z Zayapragassarazan; Pradipta Kumar Parida; Arul Nisha Sundaraj; S. Gopalakrishnan

    2012-01-01

    Context: Assessment of integrated teaching methods are lacking in Indian setup of nursing education. AIM: To assess the perception of nursing students towards integrated methods of teaching ENT Clinical Examination. Materials and Methods: Large group teaching was carried out for teaching ENT examination in a theory class of nursing students. This large group teaching included facilitations such as dividing the one hour session into three short sessions of 20 minutes each, group activity, five...

  18. Web-based teaching in nursing: lessons from the literature.

    Science.gov (United States)

    Twomey, Angela

    2004-08-01

    Many in nurse education have partially adopted the Internet as a pedagogical approach. This has highlighted serious contentious issues for educators. These include, pedagogical vs. technological approaches to teaching, face-to-face vs. online communication and classroom vs. online teaching. This paper attempts to reassure educators about this new Internet-based pedagogy, by applying traditional educational theories and discussions on curriculum to web-based teaching. In particular, cognitive learning theories such as constructivism and the process model of curriculum development are discussed. These provide a solid theoretical framework from which to expand the Internet-based pedagogical approach among those whose interest is the promotion of learning. The paper concludes with the implications of web-based teaching for the personal and professional development of nurse educators. PMID:15312954

  19. Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

    Science.gov (United States)

    Delahoyde, Theresa

    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.

  20. Designing the Information Literacy Competency Standards for nursing.

    Science.gov (United States)

    Phelps, Sue F

    2013-01-01

    This column documents the rationale for creating information literacy competency standards for nursing based on the Association of College and Research Libraries (ACRL) "Information Literacy Competency Standards for Higher Education" and the three documents from the American Association of Colleges of Nursing (AACN) on essential skills for nurses in baccalaureate, masters, and doctoral level education and practice. It chronicles the process of the task force which is designing the discipline specific skills and predicts the value of their use, once they are published. PMID:23394425

  1. Teaching interprofessional teamwork in medical and nursing education in Norway

    DEFF Research Database (Denmark)

    Aase, Ingunn; Aase, Karina; Dieckmann, Peter

    2013-01-01

    interprofessional teamwork in all nursing and medical education in Norway. The study programs issued by the 32 educational institutions were subject to content analysis, distilling the ambitions and goals for teaching interprofessional teamwork. Study program coordinators were approached and asked to what degree......The notions of interprofessional education and interprofessional teamwork have attained widespread acceptance, partly because lack of teamwork has been tentatively linked to adverse incidents in healthcare. By analyzing data from 32 educational institutions, this study identifies the status of...... interprofessional teamwork was actually introduced in lecturing and clinical training. Results indicate that the medical and nursing schools clearly aspire to teach interprofessional teamwork and that this has largely been achieved when it comes to theoretical teaching. Although three of the four medical programs...

  2. Teaching nursing students about terminating professional relationships, boundaries, and social media.

    Science.gov (United States)

    Ashton, Kathleen S

    2016-02-01

    Nurse educators should teach students about the nature of the nurse-patient relationship, which is a professional relationship and different from other relationships they have. In addition to teaching students how to establish relationships with their patients, nurse educators should also teach students about terminating relationships with patients. Without this professional guidance, nursing students may be tempted to use social media to maintain a relationship with patients. This may inadvertently lead to professional boundary violations, causing harm to patients and problems for nursing students or nurses. PMID:26602238

  3. Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study

    Science.gov (United States)

    Boström, Lena; Hallin, Karin

    2013-01-01

    The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and…

  4. [Clinical teaching in nursing: the scientific production path].

    Science.gov (United States)

    Guedes, Glauteice Freitas; Ohara, Conceio Vieira da Silva; Silva, Gilberto Tadeu Reis da; Franco, Glaci Regina Rodrigues de Melo

    2009-01-01

    It's a bibliographic study, in which it was made a scientific production survey on nursing referring to clinical teaching in the Catlogo de Dissertaes e Teses do Centro de Estudos e Pesquisas em Enfermagem (CEPEn) (Nursing Study and Research Center's Dissertation and Thesis Catalog) from Associao Brasileira de Enfermagem - ABEn (Brazilian Nursing Association) between 1979 and 2004. It was aimed to describe the study distribution regarding to the number of publishing, applied title, publishing origin, year of application, methodology used and the theme approached. It was concluded that scientific production in this area is still incipient. Thus, we can improve our duties as an educator and occupy our space in the education and health in a competent and qualified way. PMID:19430690

  5. Framework for Teaching Psychomotor and Procedural Skills in Nursing.

    Science.gov (United States)

    Oermann, Marilyn H; Muckler, Virginia C; Morgan, Brett

    2016-06-01

    The development of psychomotor and procedural skills requires opportunities for repetitive practice combined with specific, informational feedback from the teacher, another expert, or simulator to correct performance errors. Practice enables learners to refine skills and progress through the phases of motor learning: cognitive, associative, and autonomous. Practice should be spaced over time, can occur in dyads, and can rapidly cycle between practicing and receiving feedback and coaching until skills are mastered. The purpose of this article is to examine psychomotor skill learning in nursing and to suggest strategies for nurse educators in teaching motor and procedural skills in nursing programs, as well as in clinical settings. J Contin Educ Nurs. 2016;47(6):278-282. PMID:27232227

  6. Teaching Pain Management to Student Nurses: A Literature Review

    Directory of Open Access Journals (Sweden)

    Ekatrina Wijayanti

    2014-04-01

    Full Text Available Purpose: To provide nursing students knowledge of pain prior, during, and post- surgery, recovery and rehabilitation. Methods: Review articles published during 2005 until 2012 that focused on pain assessment and pain management. The databases used in this study were Medline and CINAHL.Results: Postoperative pains need special approach and care. It needs teach patient how to adapt pain, control pain, monitor result of treatment. Conclusion: Nursing students need to learn how to assess pain using appropriate tools for each age level and in patients with special needs. The students also need to learn about pain management including pharmacology and non-pharmacology means and consider pain as the fifth vital sign. As student nurses learn pain assessment, they should be considerate about culture, and different languages that might happen during practical rotations.

  7. Exploring the relationships between teaching, approaches to learning and critical thinking in a problem-based learning foundation nursing course.

    Science.gov (United States)

    Martyn, Julie; Terwijn, Ruth; Kek, Megan Y C A; Huijser, Henk

    2014-05-01

    Undergraduate nursing programmes are responsible for providing teaching and learning that develops students' knowledge, skills and attitudes in alignment with contemporary nursing standards and healthcare demands. Problem-based learning (PBL) as a pedagogy uses authentic artefacts reflecting real-world situations for students to practice problem-solving skills through collaboration with their peers. PBL was introduced in a foundation nursing course delivered in a regional university in Queensland, Australia. This paper presents the findings of a study exploring the relationships between nursing students' individual characteristics and perceptions of learning environments, teaching in PBL mode, approaches to learning, and critical thinking skill readiness. The study was guided by an ecological perspective designed to examine nursing students' ecological environments and the influences of those environments on their approaches to learning, and on critical thinking skill readiness. The results, through hierarchical linear modelling, revealed that aspects of the PBL approach to teaching influenced the approaches to learning students adopt, and thus their critical thinking skill readiness. Implications for teaching in undergraduate nursing programmes are discussed. PMID:23706962

  8. Teaching around the cycle: strategies for teaching theory to undergraduate nursing students.

    Science.gov (United States)

    Flanagan, Nancy A; McCausland, Linda

    2007-01-01

    A teaching technique applied to teaching nursing theory in an undergraduate nursing program is presented. This technique acknowledges a variety of learning styles to facilitate student learning. Activities highlight the importance of acquiring a variety of knowledge acquisition and information-processing skills required in a profession. Students use critical thinking, communication, group process, and research analysis skills to learn and apply information about theory. The methods and activities have been developed over four years and implemented in small classes of eight students and in classes as large as 140 students with equal success. PMID:18240736

  9. Application of case analysis teaching method in nursing teaching in Department of Internal Medicine

    Directory of Open Access Journals (Sweden)

    Zhang-xiu SHENG

    2014-04-01

    Full Text Available Objective:In order to adapt to the modern occupation education teaching idea, to stimulate students’ interest in learning, training students' comprehensive quality, improve the students' active participation, understanding, analysis and problem solving skills. Methods: I In the course of different stages using teaching methods of case analysis: case introduction before class teaching method, case analysis during and after class teaching method, and case analysis of the whole chapter after class teaching method.  Results and Conclusion: Through the course of different stages of using case analysis teaching method, we can launch the students’ active learning, stimulate the students' interest in learning, activate classroom atmosphere, train students' independent thinking, strengthen the problems solving ability, improve the self-learning ability of students, activate their participation and awareness, analysis, judgment, introduction, and strengthen students' exam ability, improve the test scores of students and the teaching effect of nursing in Department of internal medicine.

  10. Cost of nursing turnover in a Teaching Hospital.

    Science.gov (United States)

    Ruiz, Paula Buck de Oliveira; Perroca, Marcia Galan; Jericó, Marli de Carvalho

    2016-02-01

    OBJECTIVE To map the sub processes related to turnover of nursing staff and to investigate and measure the nursing turnover cost. METHOD This is a descriptive-exploratory study, classified as case study, conducted in a teaching hospital in the southeastern, Brazil, in the period from May to November 2013. The population was composed by the nursing staff, using Nursing Turnover Cost Calculation Methodology. RESULTS The total cost of turnover was R$314.605,62, and ranged from R$2.221,42 to R$3.073,23 per employee. The costs of pre-hire totaled R$101.004,60 (32,1%), and the hiring process consumed R$92.743,60 (91.8%) The costs of post-hire totaled R$213.601,02 (67,9%), for the sub process decreased productivity, R$199.982,40 (93.6%). CONCLUSION The study identified the importance of managing the cost of staff turnover and the financial impact of the cost of the employee termination, which represented three times the average salary of the nursing staff. PMID:27007427

  11. Nursing Faculty Roles in Teaching Racially and Ethnically Diverse Nursing Students in a Registered Nurse Program

    Science.gov (United States)

    Beard, Kenya V.

    2009-01-01

    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

  12. The Common Core: New Standards, New Teaching

    Science.gov (United States)

    Smith, Michael W.; Wilhelm, Jeffrey D.; Fredricksen, James

    2013-01-01

    The good news about the Common Core State Standards: They emphasize writing convincing arguments about issues that matter, clear and comprehensive informational texts that can do meaningful work in the world, and compelling narratives. The bad news: Traditional approaches to teaching writing aren't enough to meet these new standards. The

  13. The Synergism of Expertise in Clinical Teaching: An Integrative Model for Nursing Education.

    Science.gov (United States)

    Hunsberger, Mabel; Baumann, Andrea; Lappan, Janie; Carter, Nancy; Bowman, Alida; Goddard, Peggy

    2000-01-01

    Describes an innovative clinical teaching experiment that blends traditional teaching models into a paradigm that reflects a synergistic partnership between nursing education and service. Includes a discussion of cost benefit issues based on the experiment described. (JOW)

  14. Knowledge and Performance about Nursing Ethic Codes from Nurses' and Patients' Perspective in Tabriz Teaching Hospitals, Iran

    Directory of Open Access Journals (Sweden)

    Sara Moghaddam

    2013-08-01

    Full Text Available Introduction: Nursing profession requires knowledge of ethics to guide performance. The nature of this profession necessitates ethical care more than routine care. Today, worldwide definition of professional ethic code has been done based on human and ethical issues in the communication between nurse and patient. To improve all dimensions of nursing, we need to respect ethic codes. The aim of this study is to assess knowledge and performance about nursing ethic codes from nurses' and patients' perspective.Methods: A cross-sectional comparative study Conducted upon 345 nurses and 500 inpatients in six teaching hospitals of Tabriz, 2012. To investigate nurses' knowledge and performance, data were collected by using structured questionnaires. Statistical analysis was done using descriptive and analytic statistics, independent t-test and ANOVA and Pearson correlation coefficient, in SPSS13.Results: Most of the nurses were female, married, educated at BS degree and 86.4% of them were aware of Ethic codes also 91.9% of nurses and 41.8% of patients represented nurses respect ethic codes. Nurses' and patients' perspective about ethic codes differed significantly. Significant relationship was found between nurses' knowledge of ethic codes and job satisfaction and complaint of ethical performance. Conclusion: According to the results, consideration to teaching ethic codes in nursing curriculum for student and continuous education for staff is proposed, on the other hand recognizing failures of the health system, optimizing nursing care, attempt to inform patients about Nursing ethic codes, promote patient rights and achieve patient satisfaction can minimize the differences between the two perspectives.

  15. Using Standardized Patients in Advanced Practice Nursing Education.

    Science.gov (United States)

    Vessey, Judith A.; Huss, Karen

    2002-01-01

    Graduating nurse practitioners (n=26) completed simulated clinical encounters with standardized patients. Their performance did not reflect their results on other clinical evaluations and national certifying examinations, suggesting that simulated encounters lack validity and reliability. They may be useful for formative learning. (Contains 38

  16. Self-Efficacy and Postpartum Depression Teaching Behaviors of Hospital-Based Perinatal Nurses

    OpenAIRE

    Logsdon, M. Cynthia; Foltz, Melissa Pinto; Scheetz, James; Myers, John A.

    2010-01-01

    Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery...

  17. The Use of Humor as a Teaching Strategy in Nursing Education

    Science.gov (United States)

    Lukehart, Dennis E.

    2009-01-01

    The purpose of this research study was to determine the use of humor as a teaching strategy among a sample of nurse educators employed by community colleges and universities in Northern and Central California nursing programs. The study also identified the types of humor used, how humor is used in the classroom, and nurse educators' perceptions of…

  18. Graduate students as preceptors: Effects on clinical teaching outcomes of medical nursing

    OpenAIRE

    Lu Lin; Yun-Ying Hou; Xiao-Hua Wang; Yan-Xia Han

    2014-01-01

    Purpose: To explore the feasibility of using graduate students as preceptors in the clinical education of medical nursing students. Methods: Five second-year graduate nursing students were recruited to participate in the clinical teaching of medical nursing for 38 undergraduates in the first semester of the 2010–2011 academic year, divided into two groups. The first group first received clinical teaching in caring for respiratory diseases from graduate preceptors for six weeks followed by ...

  19. New teaching methods for practical training in nursing within the project Tempus IV – CCNURCA

    OpenAIRE

    Gabriela Kuriplachová; Dagmar Magurová; Anna Hudáková; Štefánia Andraščíková; Ľubica Rybárová

    2015-01-01

    The aim of this article is to present new teaching methods for practical training in nursing within the project Tempus IV – CCNURCA (Competency based Curriculum Reform in Nursing and Healthcare in Western Balkan Universities) No. 544169-TEMPUS-1-2013-1-BE-TEMPUS-JPCR. Implementation of new practical teaching methods, such as learning with simulator mannequins, practical workshop, nursing process, mind mapping, case studies and problem-based learning (PBL) in practical training could help to i...

  20. Nursing Students Perceptions about Traditional and Innovative Teaching Strategies– A Pilot Study

    OpenAIRE

    Sailaxmi Gandhi; Mythili D; Thirumoorthy A

    2015-01-01

    Background: Nursing education is undergoing tremendous changes with the changing needs of the rapidly changing society. A sound education system is the prerequisite for the development of any nation. Aim and Objectives: One way to enhance nursing education was to evaluate the learning perceptions of various teaching strategies in nursing education programs. The study was aimed to evaluate the student learning perception about traditional and modern teaching strategi...

  1. Teaching Accessibility Standards to Generation Y Students

    Science.gov (United States)

    Klitzing, Sandra

    2011-01-01

    The Americans with Disabilities Act (ADA) of 1990 mandated that facilities and programs are accessible, so people with disabilities can be included in all aspects of community life including recreation (Dattilo, 2002). Understanding accessibility standards is not an easy task. Educators are faced with the challenge of teaching technical content,…

  2. 'Can you take a student this morning?' Maximising effective teaching by practice nurses

    OpenAIRE

    Smith, P.; Cotton, P; O'Neill, A

    2009-01-01

    Objectives: Little is known about the contribution that nurses make to medical student learning. This study set out to explore the nature of practice nurse teaching during the general practice clerkship and to explore ways in which the teacher and learner (the practice nurse and the medical student) can be best supported to maximise learning. Method: Mixed focus groups were conducted with general practitioner educational supervisors and practice nurses. Further focus groups were con...

  3. Teaching during clinical practice: strategies and techniques used by preceptors in nursing education.

    Science.gov (United States)

    Elisabeth, Carlson; Christine, Wann-Hansson; Ewa, Pilhammar

    2009-07-01

    The preceptor is a nurse who teaches and supports the student and is seen as pivotal to student learning within the clinical setting. Earlier studies have shown that preceptors' pedagogical competence is significant for facilitating learning during clinical practice. However, studies describing pedagogical competence, especially in terms of teaching strategies, seem to be scarce. The aim of this study was to describe which strategies and techniques preceptors use to teach undergraduate nursing students during clinical practice. The study had an ethnographic approach; methods used were participant observations and focus group interviews with nurses who were experienced in precepting undergraduate nursing students. Findings illustrated how preceptors used different strategies and techniques in a continuous process of adjusting, performing and evaluating precepting. Increased knowledge on how the preceptors actually teach student nurses during clinical practice will help facilitate educational programmes for preceptors, which will enhance their pedagogical skills and competences. PMID:19108935

  4. Standards for online teaching: lessons from the education, health and IT sectors.

    Science.gov (United States)

    Kennedy, David M

    2005-01-01

    Online teaching is a growing, but not a new, phenomenon. It is most associated with distance education, but it also features in classroom education, in the form of blended learning. During this period of growth in online teaching, there has been time for the development of standards to ensure its quality. Yet the standards that have emerged tend to be derivatives of the standards for conventional, classroom teaching. They do not adequately address the specific demands of online education. Is this acceptable for online teachers? Is it supportive of online students? This contribution to the debate outlines how nurse educators can generate--and are generating--credible standards for their online practice. It identifies flaws in the current guidance for online teachers. It points out that knowledge of standard setting in the health service can support standard setting in higher education. And it highlights that the most useful guidance for the online teacher comes not from the education sector but from the industrial sector, specifically from the IT industry. It finishes on a practical note, describing how nurse educators in the University of Paisley are using these findings to develop standards for their online teaching practice. PMID:15607244

  5. Bilingual teaching in nursing education in China: evolution, status, and future directions.

    Science.gov (United States)

    He, Wei; Xu, Yu; Zhu, Jianhua

    2011-09-01

    Based on Chinese published literature and personal observations, this article reviews the history of bilingual teaching in nursing education in China, describes its current status and challenges, and predicts its future directions. Bilingual teaching in nursing education enjoys increasing popularity in China. The major factors that affect bilingual teaching are bilingual educators, students' English-language levels, bilingual teaching materials, and teaching models. Based on surveys of nursing schools, the English-language proficiency of the nursing educators varies greatly. The main issues with the teaching methods lie in over-translation, cramming, and limited interaction between the students and the teachers. Despite relatively inadequate English-language proficiency among Chinese nursing students, their interest can be strengthened greatly if international exchanges are available and promoted. Bilingual textbooks are more suitable in China's national context because of pricing and relevance. Although immersive bilingual teaching is the ideal, it is more feasible to begin with infiltrative bilingual teaching and move progressively towards increased English-language penetration. Future directions for improving bilingual teaching include training teaching faculty members, strengthening international exchanges, providing better bilingual study atmospheres, and gradually implementing bilingual textbooks. PMID:21749591

  6. The teaching about the care of the elderly in nursing training: the situation in Portugal

    Directory of Open Access Journals (Sweden)

    Silvana Sidney Costa Santos

    2013-09-01

    Full Text Available This paper aims to look at the teaching situation of the nursing undergraduate degree’s courses about eldercare in Portugal. A documentary research on the teaching programs in 39 nursing schools, 26 schools presented syllabus units related to the topic ‘eldercare’ and in eight of these schools the contents of the units were identified. Using textual analysis and from the categories we concluded that the teaching regarding eldercare for the nurse training in Portugal is focused on hospital care; it is directed to the adult/elderly/family; it explores the definitions related to the aging process; it explores community issues, legislation and research. People responsible for the design/monitoring of teaching programs should include teaching regarding eldercare in the nurse training, considering that the elder population is increasing in Portugal.

  7. Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course.

    Science.gov (United States)

    Day-Black, Crystal; Merrill, Earline B; Konzelman, Lois; Williams, Tammie T; Hart, Natalie

    2015-01-01

    Serious games have "re-emerged" as innovative teaching-learning strategies that researchers have shown to be effective in improving student learning outcomes. "Serious games" refer to games that are driven by educational goals, not entertainment. The use of serious games as part of the teaching-learning experience in nursing education fits into the philosophy and strategies of active learning. The "digital" nursing student needs engagement, stimulation, realism, and entertainment not more readings and Powerpoint supplements in the classroom to support learning. Nursing faculty at a mid-Atlantic Historical Black College and University introduced "serious gaming" technology into a Community Health Nursing course by using two web-based gamed simulations, Outbreak at WatersEdge: A Public Health Discovery Game, and EnviroRisk. This innovation proved to be effective in reinforcing learning and improving student learning outcomes. PMID:26665503

  8. Costing out nursing: combining PCSs (patient classification systems), DRGs, and standards of care.

    Science.gov (United States)

    Kyle, B A; Kinder, S

    1990-01-01

    Perhaps the greatest challenge hospitals face today is simultaneously providing high-quality care and containing costs. To meet this challenge, nursing services must master the ability to accurately project staffing that guarantees high-quality care within justifiable cost limits. Nursing is an important cost center in hospitals; therefore, it is necessary to extract nursing care costs from room and board costs. By establishing a PCS and a set of standards of care for each DRG category, nurse administrators can control nursing staff ratios while ensuring quality care, therefore, effectively and efficiently using their nursing resources. This study suggests that direct nursing care can be delivered to meet the patient care needs within the DRG trim points and that by delivering care according to a set of standards, nursing care costs can be determined for a specific group of patients. These findings assist the nurse administrator in establishing control measures and setting resource allocation priorities. PMID:10113073

  9. Modified Use of Team-Based Learning to Teach Nursing Documentation

    Science.gov (United States)

    Ebrahimpour, Fatemeh; Pelarak, Ferdos

    2016-01-01

    Introduction Nursing documentation is one of the main parts of clinical documentation. Poor knowledge of nurses in documentation methods could bring about problems for patients and nurses. It is very important to promote nurses knowledge and skills in this regard through effective teaching methods. The aim of this study was to use Team-Based Learning (TBL) to teach nursing documentation for nurses. Methods TBL was implemented for 20 nurses participating in a nursing documentation workshop in Qazvin, Iran, in 2015. TBL consists of three main stages. The first stage is the learners reading about the subject matter. The second stage is measuring the learners knowledge about the subject matter they have studied using the Individual Readiness Assurance Test (IRAT). In the third stage, more profound learning is achieved by forming small groups and performing teamwork. Finally, participants views and experiences about TBL were investigated using observations and interviews. Results The results showed that TBL method increases transfer of information and improves intrapersonal relationships and collaboration. All nurses were satisfied with the educational content and the TBL method. The strong points of this workshop included obtaining the viewpoints of the nurses, step-by-step integration of the contents of teamwork, consultation and active participation of all participants, high learning motivation, and creating a sense of competition. The nurses viewed TBL as a useful method to improve their reporting skills. Conclusion Using new teaching methods based on teamwork could bring about achievements, including improvement of intrapersonal relationships and teamwork, which are requisites of nursing in addition to facilitating the learning of educational content. It is suggested that the TBL method be used to improve teaching and to increase nurses skills and knowledge.

  10. Nursing Students Perceptions about Traditional and Innovative Teaching Strategies– A Pilot Study

    Directory of Open Access Journals (Sweden)

    Sailaxmi Gandhi

    2015-01-01

    Full Text Available Background: Nursing education is undergoing tremendous changes with the changing needs of the rapidly changing society. A sound education system is the prerequisite for the development of any nation. Aim and Objectives: One way to enhance nursing education was to evaluate the learning perceptions of various teaching strategies in nursing education programs. The study was aimed to evaluate the student learning perception about traditional and modern teaching strategies among under graduate nursing students (N=44. Material and Methods: Post test only design was used to compare the learning perception of students about traditional and innovative teaching strategies (brain storming, concept mapping & problem based learning. One group was exposed to traditional teaching strategy and the other group was exposed to innovative teaching strategy about mental health assessment and therapeutic communication. Results: Findings indicated a statistically significant increase (p<0.006 in the learning perception among students exposed to innovative teaching strategies than those exposed to the lecture method at the end of 4 weeks. Conclusion: The results of this study indicate that students perceive innovative teaching strategies in a better way compared to the traditional teaching method as it enhances their motivation for learning, learner control, and self - directed learning abilities. However further evaluation with larger sample size is needed before it can replace traditional teaching methods in nursing education.

  11. The Need for Higher Minimum Staffing Standards in U.S. Nursing Homes.

    Science.gov (United States)

    Harrington, Charlene; Schnelle, John F; McGregor, Margaret; Simmons, Sandra F

    2016-01-01

    Many U.S. nursing homes have serious quality problems, in part, because of inadequate levels of nurse staffing. This commentary focuses on two issues. First, there is a need for higher minimum nurse staffing standards for U.S. nursing homes based on multiple research studies showing a positive relationship between nursing home quality and staffing and the benefits of implementing higher minimum staffing standards. Studies have identified the minimum staffing levels necessary to provide care consistent with the federal regulations, but many U.S. facilities have dangerously low staffing. Second, the barriers to staffing reform are discussed. These include economic concerns about costs and a focus on financial incentives. The enforcement of existing staffing standards has been weak, and strong nursing home industry political opposition has limited efforts to establish higher standards. Researchers should study the ways to improve staffing standards and new payment, regulatory, and political strategies to improve nursing home staffing and quality. PMID:27103819

  12. The Need for Higher Minimum Staffing Standards in U.S. Nursing Homes

    Science.gov (United States)

    Harrington, Charlene; Schnelle, John F.; McGregor, Margaret; Simmons, Sandra F.

    2016-01-01

    Many U.S. nursing homes have serious quality problems, in part, because of inadequate levels of nurse staffing. This commentary focuses on two issues. First, there is a need for higher minimum nurse staffing standards for U.S. nursing homes based on multiple research studies showing a positive relationship between nursing home quality and staffing and the benefits of implementing higher minimum staffing standards. Studies have identified the minimum staffing levels necessary to provide care consistent with the federal regulations, but many U.S. facilities have dangerously low staffing. Second, the barriers to staffing reform are discussed. These include economic concerns about costs and a focus on financial incentives. The enforcement of existing staffing standards has been weak, and strong nursing home industry political opposition has limited efforts to establish higher standards. Researchers should study the ways to improve staffing standards and new payment, regulatory, and political strategies to improve nursing home staffing and quality. PMID:27103819

  13. An exploration into the most effective way to teach drug calculation skills to nursing students.

    Science.gov (United States)

    Wright, Kerri

    2005-08-01

    Drug calculations are an essential skill for nurses. Nurses need to be able to perform them accurately to calculate correct dosages of drugs to administer to patients. Incorrect calculations can cause drug errors and potential harm to patients (; ). For student nurses therefore learning how to calculate drug dosages is an important skill that they need to be taught during their nurse training. This paper describes an action research project undertaken to explore the most effective way of teaching drug calculations to a group if 2nd year diploma and degree pre registration nurses. The evaluation of this project has demonstrated that a three stage approach to drug calculation appears to be an effective teaching strategy. These stages involve addressing mathematical concepts, teaching drug calculation formulae and then practising these skills in a clinical setting. PMID:15982788

  14. Nursing theory and the clinical gaze: discovery in teaching theory across a cultural divide.

    Science.gov (United States)

    Dunlap, Ruby K

    2013-04-01

    The purpose of this column is to describe the experience of teaching nursing theory in Uganda, Africa. The author is a nurse educator from the United States, who with support of a Fulbright grant was a visiting lecturer at Uganda Christian University in Mukono, Uganda. The students were two cohorts of Ugandan graduate nursing students. The account is presented as a case study in exploring the nature, justification, and utility of theory for nurses internationally. Teaching and discussion strategies are described as well as the philosophical and theoretical frameworks for analyzing and defending the building and use of theory in nursing. A convergence of evidence leads to a recognition of implicit theory as constituting the nurse's clinical gaze. PMID:23575496

  15. Educational research methods for researching innovations in teaching, learning and assessment: The nursing lecturer as researcher.

    Science.gov (United States)

    Marks-Maran, Diane

    2015-11-01

    The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching. This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years. PMID:25630227

  16. Problematizing the multidisciplinary residency in oncology: a practical teaching protocol from the perspective of nurse residents

    Directory of Open Access Journals (Sweden)

    Myllena Cndida de Melo

    2014-08-01

    Full Text Available Objective: To investigate practical teaching of nurse residents in a multidisciplinary residency in oncology. Method: A qualitative descriptive study grounded in the problematization methodology and its steps, represented by the Maguerez Arch. Data were analyzed using content analysis. Results: Potentiating and limiting elements of the residency guided the design of a practical teaching protocol from the perspective of residents, structured in three stages: Welcoming and ambience; Nursing care for problem situations; and, Evaluation process. Conclusion: Systematization of practical teaching promoted the autonomy of individuals and the approximation of teaching to reality, making residency less strenuous, stressful and distressing.

  17. An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga

    Directory of Open Access Journals (Sweden)

    T. J. Maunye

    2009-09-01

    Full Text Available The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this study. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely: formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners, staff development regarding the utilization of various teaching strategies was highlighted as an important factor to be considered. Other findings revealed that lack of resources have a negative influence on the utilization of various teaching strategies.

  18. The Process of Teaching and Learning about Reflection: Research Insights from Professional Nurse Education

    Science.gov (United States)

    Bulman, Chris; Lathlean, Judith; Gobbi, Mary

    2014-01-01

    The study aimed to investigate the process of reflection in professional nurse education and the part it played in a teaching and learning context. The research focused on the social construction of reflection within a post-registration, palliative care programme, accessed by nurses, in the United Kingdom (UK). Through an interpretive ethnographic…

  19. Survey of Current Academic Practices for Full-Time Postlicensure Nursing Faculty Who Teach Online

    Science.gov (United States)

    Hanford, Karen J.

    2010-01-01

    Purpose: The purpose of this study was to determine current academic practices of compensation, workload, rewards, and tenure and promotion for nursing faculty who teach graduate and postlicensure programs that are delivered 50% to 100% online. Deans and directors who are members of the American Association of Colleges of Nursing (AACN) were the

  20. Oral health in nursing students at Kilimanjaro Christian Medical Centre teaching hospital in Moshi, Tanzania

    OpenAIRE

    Rwakatema, Deogratias Stanslaus; Ananduni, Kanankira Nnko; Katiti, Victor William; Msuya, Marycelina; Chugulu, Juliet; Kapanda, Gibson

    2015-01-01

    Background This study aimed to determine the prevalence and severity of dental caries, oral hygiene levels and assessment of the oral health knowledge and practices of nursing students at Kilimanjaro Christian Medical Centre teaching hospital in Moshi, Tanzania. Methods A cross-sectional survey was done on 217 student nurse population at Kilimanjaro Christian Medical Centre Teaching Hospital in Moshi, Tanzania in 2014. Ethical approval was obtained from the Kilimanjaro Christian Medical Unive...

  1. The teaching-learning process of the nursing diagnosis - literary analysis

    Directory of Open Access Journals (Sweden)

    Greicy Kelly Gouveia Dias Bittencourt1

    2009-04-01

    Full Text Available The nursing diagnosis is a complex intellectual activity demanding teaching strategies that stimulate the clinical reasoning from the professional formation. This study aims to discuss the teaching-learning process of the nursing diagnosis through results of studies that emphasized the nursing diagnosis and its implications in the teaching. To analyze the researches, it was done an attentive reading and another one in full to identify similar themes in them. As a result of this analysis, two themes were revealed: the clinical reasoning in the identification of the nursing diagnosis and the teaching-learning process of the nursing diagnosis. The researches emphasize the importance of the clinical reasoning in the identification of the nursing diagnosis and they show the relevance of the critical thought in the teaching of it. It is evidenced that this teaching should extrapolate technical dimension and be based on strategies that stimulate critical and logical thought and clinical reasoning.

  2. Applying Standard Competency Assessment in Vocational Teaching Practices

    OpenAIRE

    Mimi Mohaffyza Mohamad; Nabilah Abu Bakar; Nor Lisa Sulaiman; Kahirol Mohd Salleh; Lai Che Sern

    2015-01-01

    Teaching in vocational education is focused on knowledge and skills. Psychomotor is an aspect that emphasized in teaching competency in vocational education. Teaching based on psychomotor is a way to provide students with the hands on skills. Teachers are the main character in the teaching session. Therefore, this paper explained the differences among teachers in teaching based Standard Competency Assessment with their expertise in particular field. Research used survey design involved 301 te...

  3. Clinical Nursing Instructor Perception of the Influence of Engagement in Bedside Nursing Practice on Clinical Teaching

    Science.gov (United States)

    Berndt, Jodi L.

    2013-01-01

    Clinical experiences are an integral component of nursing education. Because the amount of time that a student spends in clinical experiences can be as many as twelve to sixteen hours per week, the clinical instructor plays a significant role in the nursing student's development of nursing knowledge. Many nurse educators attempt to balance dual…

  4. Observation evaluation to assess race and educational bias in state-mandated standard testing of nurse aides in nursing homes.

    Science.gov (United States)

    Baker, S L; Stoskopf, C H; Ciesla, J R; Glik, D C; Cover, C M

    1996-01-01

    This article presents an assessment of whether race, education, gender, or other testing bias was present in a state-mandated nurse aide competency test. This assessment was carried out with data from two sources: (a) a statewide standardized test for all nurse aides that was given by a nationally known testing company, (b) an independent observational evaluation with a Behaviorally Anchored Rating Scale (BARS) for nurse aides' performance that was carried out by the investigators. The results show that race and education level were predictors of performance on written and manual portions of the standardized test. Gender, age, and years of experience were also shown to predict test success. Comparing data from the two sources suggests that a possible bias in the standardized nurse aid test. The independent observation of performance on the job with the BARS is shown to be less biased. PMID:9128536

  5. An initiative to teach family systems nursing using online health-promoting conversations: A multi-methods evaluation

    OpenAIRE

    Lindh R. Viveca; Persson V. Chatrin; Saveman Britt Inger; Englund Claire J; Idberger Karl; Östlund E.A. Ulrika

    2012-01-01

    Background: Family systems nursing embraces the view that one family member’s illness affects other family members and vice versa. Family nursing developed as a way for nurses to work with families to promote health. Previously, teachers performed most of the education on health-promoting conversations with families on campus. Because online education is increasingly requested in nursing, this article evaluates teaching family systems nursing by using synchronous online health-promoting conv...

  6. Generational diversity in associate degree nursing students: Teaching styles and preferences in Pennsylvania

    Science.gov (United States)

    Kitko, Jennifer V.

    2011-12-01

    Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of teaching methods was also found in the analysis of the data.

  7. Reflection of the Nurses on their Responsibilities and the Students? Working System During Clinical Teaching

    Directory of Open Access Journals (Sweden)

    Aygul Akyuz

    2007-12-01

    Full Text Available In this descriptive study, we aimed to determine the views of nurses on their responsibilities and the students? working system during student clinical teaching. The study universe consisted of nurses working at the Gulhane Military Medical Faculty training hospital while the study sample consisted of 165 nurses working the day shift (08:00-17:00 on weekdays during December 2005 and willing to participate in the study. We used the survey form developed by the researchers following a literature survey to collect the data. This form contained items on the nurses? own responsibilities during the clinical teaching of the students, the working system of the students, their views on being role models and the principles regarding the staff responsible for clinical teaching. Percentages and the chi-square test were used for the analysis of the data. Within the context of the research, 66,1% of the nurses have stated that the course instructor should possess the primary responsibility for the students during the clinical study while some 23,6% of the nurses expressed that the responsibility belonged to themselves. According to the 32,1% of the nurses, the presence of intern nurses in the clinic would increase patient care quality while 32,1% of them indicated an increase in job satisfaction; 49,1% of them expressed that it would not constitute a limitation of time allocated to the patient care and finally 44,8% of them stated that this presence of intern nurses would not increase their workload. 65,8% of the nurses have implied that students should conduct their studies as patient-centric, while 77,6% of them expressed that they would see themselves as the perfect role model for their students during the clinical teachings. [TAF Prev Med Bull. 2007; 6(6: 459-464

  8. Reflection of the Nurses on their Responsibilities and the Students? Working System During Clinical Teaching

    Directory of Open Access Journals (Sweden)

    Aygul Akyuz

    2007-12-01

    Full Text Available In this descriptive study, we aimed to determine the views of nurses on their responsibilities and the students? working system during student clinical teaching. The study universe consisted of nurses working at the Gulhane Military Medical Faculty training hospital while the study sample consisted of 165 nurses working the day shift (08:00-17:00 on weekdays during December 2005 and willing to participate in the study. We used the survey form developed by the researchers following a literature survey to collect the data. This form contained items on the nurses? own responsibilities during the clinical teaching of the students, the working system of the students, their views on being role models and the principles regarding the staff responsible for clinical teaching. Percentages and the chi-square test were used for the analysis of the data. Within the context of the research, 66,1% of the nurses have stated that the course instructor should possess the primary responsibility for the students during the clinical study while some 23,6% of the nurses expressed that the responsibility belonged to themselves. According to the 32,1% of the nurses, the presence of intern nurses in the clinic would increase patient care quality while 32,1% of them indicated an increase in job satisfaction; 49,1% of them expressed that it would not constitute a limitation of time allocated to the patient care and finally 44,8% of them stated that this presence of intern nurses would not increase their workload. 65,8% of the nurses have implied that students should conduct their studies as patient-centric, while 77,6% of them expressed that they would see themselves as the perfect role model for their students during the clinical teachings. [TAF Prev Med Bull 2007; 6(6.000: 459-464

  9. Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran

    Directory of Open Access Journals (Sweden)

    Eshagh Ildarabadi

    2014-09-01

    Full Text Available Purpose: Healthcare staff educate nursing students during their clerkships at community health nursing programs. Their teaching methods play an important role in nursing students’ acquisition of competencies; however, these methods have not been studied thoroughly. Thus, this study aims to describe, interpret, and understand the experiences of healthcare staff’s teaching methods in clerkships at a community health nursing program. Methods: This study was conducted using purposeful sampling and semi-structured interviews with 13 members of the staff of three urban healthcare centers in Iran. The data were analyzed through qualitative content analysis and thematic analysis. Results: Multiplicity of teaching was identified as the main category of teaching method, and the five subcategories were teaching through lecture, demonstration, doing, visits and field trips, and readiness. The most common method used by the healthcare staff was lecturing. Conclusion: The healthcare staff used multiple methods to teach students in the nursing clerkship of the community health program, which was the strength of the course. However, they should be familiar with, and utilize additional methods, such as discussion rather than lecture.

  10. Modeling a Nursing Guideline with Standard Terminology and Unified Modeling Language for a Nursing Decision Support System: A Case Study.

    Science.gov (United States)

    Choi, Jeeyae; Jansen, Kay; Coenen, Amy

    2015-01-01

    In recent years, Decision Support Systems (DSSs) have been developed and used to achieve "meaningful use". One approach to developing DSSs is to translate clinical guidelines into a computer-interpretable format. However, there is no specific guideline modeling approach to translate nursing guidelines to computer-interpretable guidelines. This results in limited use of DSSs in nursing. Unified modeling language (UML) is a software writing language known to accurately represent the end-users' perspective, due to its expressive characteristics. Furthermore, standard terminology enabled DSSs have been shown to smoothly integrate into existing health information systems. In order to facilitate development of nursing DSSs, the UML was used to represent a guideline for medication management for older adults encode with the International Classification for Nursing Practice (ICNP®). The UML was found to be a useful and sufficient tool to model a nursing guideline for a DSS. PMID:26958174

  11. Cooperative learning strategies to teach nutrition to geriatric nursing staff

    OpenAIRE

    Arroyo Izaga, Marta; Rocandio Pablo, Ana María; Ansotegui Alday, Laura; Pascial, Estibaliz; Martínez de la Pera, Concepción

    2008-01-01

    [EN] The objective of this study was to test the hypothesis that cooperative learning strategies will help to increase nutrition knowledge of nurses and nursing assistants caring for the elderly in different institutional communities of the Basque Country, Spain. The target population was a sample of volunteers, 16 nurses and 28 nursing assistants. Training consisted of 12 nutrition education sessions using cooperative strategies conducted over a period of 3 consecutive weeks. The assessment ...

  12. Perception of nursing students toward integrated methods of teaching the ENT clinical examination in south India

    Directory of Open Access Journals (Sweden)

    Sivaraman Ganesan

    2012-01-01

    Full Text Available Context: Assessment of integrated teaching methods are lacking in Indian setup of nursing education. AIM: To assess the perception of nursing students towards integrated methods of teaching ENT Clinical Examination. Materials and Methods: Large group teaching was carried out for teaching ENT examination in a theory class of nursing students. This large group teaching included facilitations such as dividing the one hour session into three short sessions of 20 minutes each, group activity, five minute evaluation, and usage of video. The impact was assessed by scoring the group generated checklist, individual response on a short answer question and obtaining a feedback on video teaching and group activity. Results: At the end of the class after three assessments, the overall mean group score was 85.4%. The students showed positive reaction when they were allowed to solve a specific task in groups as reflected by their feedbacks. Authors found that these factors promoted most of the aspects of the cognitive domain in the students, improved the clarity of the student for a complex topic and improved the attention span of the students. Conclusion: These integrated systems worked out well in our setup and can be used regularly in nursing students teaching.

  13. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    Directory of Open Access Journals (Sweden)

    Abdallah B

    2014-11-01

    Full Text Available Bahia Abdallah,1 Jihad Irani,2 Silva Dakessian Sailian,1 Vicky George Gebran,1 Ursula Rizk1 1Nursing Program at the Faculty of Health Sciences, University of Balamand, 2Faculty of Medicine and Medical Sciences, University of Balamand, Beirut, Lebanon Abstract: Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. Keywords: cross-professional education, CPE, clinical skills, medical education, nursing faculty, clinical performance

  14. National Board for Professional Teaching Standards--Update. ERIC Digest.

    Science.gov (United States)

    Baratz-Snowden, Joan

    The National Board for Professional Teaching Standards (NBPTS) was established in 1987 and charged with the mission of improving the quality of teaching and public education. The National Board certification system involves three critical elements: (1) standards setting; (2) assessment instruments; and (3) professional development. This Digest…

  15. Strategies to teach alternative and complementary therapies in nursing: an integrative review

    Directory of Open Access Journals (Sweden)

    Natália Chantal Magalhães da Silva

    2013-12-01

    Full Text Available The lack of discussions that clarify the teaching of alternative and complementary therapies in undergraduate nursing programs shows the need for developing research on this topic. The objective of this study was to identify, in scientific literature, the strategies for teaching alternative and complementary therapies in nursing undergraduate programs. The guiding methodology used was integrative review. The search was performed on SCIENCE DIRECT, LILACS and MEDLINE databases. According to the articles included in this study, the proposals for including these therapies in the program are by: lectures, theoretical courses and discussion groups. However, studies should be conducted to confirm the efficacy of these strategies so these therapeutic methods can be included in the Pedagogical Political Project of the nursing undergraduate program, thus allowing for the consolidation of those practices. Descriptors: Education, Nursing; Education, Higher; Complementary Therapies.

  16. Effect of teaching decision analysis on student nurses' clinical intervention decision making.

    Science.gov (United States)

    Shamian, J

    1991-02-01

    The purpose of this study was to evaluate the effect of teaching decision analysis on nursing students' ability to prioritize clinical interventions given the probabilities for the decision situation. Sixty-eight university nursing students were randomly assigned to one of two groups. The 37 nursing students in the experimental group received a 4-hour didactic and interactive teaching session on decision analysis. The 31 nursing students in the control group also received a 4-hour interactive session on a nondecision analysis topic. A posttest experimental design was selected to minimize testing bias. Three clinical case studies were developed, tested, and utilized for data collection. Subjects in the experimental group selected clinical decisions that were in accordance with clinical decisions made by experts more often and more consistently than did subjects in the control group (p less than .0001). PMID:2017582

  17. Innovative teaching methods in the professional training of nurses simulation education

    OpenAIRE

    Michaela Miertov; Martina Lepieov

    2013-01-01

    Introduction: The article is aimed to highlight usage of innovative teaching methods within simulation education in the professional training of nurses abroad and to present our experience based on passing intensive study programme at School of Nursing, Midwifery and Social Work, University of Salford (United Kingdom, UK) within Intensive EU Lifelong Learning Programme (LPP) Erasmus EU RADAR 2013. Methods: Implementation of simulation methods such as role-play, case studies, simulation sce...

  18. Quality of nursing care and satisfaction of patients attended at a teaching hospital1

    OpenAIRE

    Juliana Santana de Freitas; Ana Elisa Bauer de Camargo Silva; Ruth Minamisava; Ana Lúcia Queiroz Bezerra; Maiana Regina Gomes de Sousa

    2014-01-01

    OBJECTIVES: assess the quality of nursing care, the patients' satisfaction and the correlation between both.METHOD: cross-sectional study, involving 275 patients hospitalized at a teaching hospital in the Central-West of Brazil. The data were collected through the simultaneous application of three instruments. Next, they were included in an electronic database and analyzed in function of the positivity, median value and Spearman's correlation coefficients.RESULTS: among the nursing care asses...

  19. Questionnaire survey of working relationships between nurses and doctors in University Teaching Hospitals in Southern Nigeria

    OpenAIRE

    Adebamowo Clement A; Ogbimi Roseline I

    2006-01-01

    Abstract Background Smooth working relationships between nurses and doctors are necessary for efficient health care delivery. However, previous studies have shown that this is often absent with negative impact on the quality of health care delivery. In 2002, we studied factors that affect nurse-doctor working relationships in University Teaching Hospitals (UTH) in Southern Nigeria in order to characterize it and identify managerial and training needs that might be used to improve it. Method Q...

  20. Difference in compliance with Standard Precautions by nursing staff in Brazil versus Hong Kong.

    Science.gov (United States)

    Pereira, Fernanda Maria Vieira; Lam, Simon Ching; Chan, Jackie Hoi Man; Malaguti-Toffano, Silmara Elaine; Gir, Elucir

    2015-07-01

    The Standard Precautions (SP) are measures to reduce the risk of transmission of bloodborne and other pathogens, and should be used by health professionals in the care of all patients regardless of their condition of infection. However, suboptimal compliance with SP has been consistently reported in the nursing literature. This study evaluated the differences of compliance with SP among nurses from Brazil and Hong Kong. This cross-sectional study was conducted in 2 countries-Hong Kong and Brazil-with nurses working in hospitals who responded to a self-administered questionnaire with demographic data and responses to a 20-item Compliance with Standard Precautions Scale. The compliance rate of 560 nurses was 69.4% for the Brazilian sample and 57.4% for the Hong Kong sample. The additional clinical experience of the Brazilian nurses versus those in Hong Kong may be related to differences in compliance with SP between nurses. PMID:25934059

  1. Patient Experience of Nursing Quality in a Teaching Hospital in Saudi Arabia

    Directory of Open Access Journals (Sweden)

    M Al Momani

    2012-08-01

    Full Text Available Background: Examining the quality of nursing care from the patient's perspective is an important element in quality evaluation. The extent to which patients' expectations are met will influence their perceptions and their satisfaction with the quality of care received.Methods: A cross- sectional survey was conducted among admitted patients at King Khalid Teaching Hospital, Riyadh, Saudi Arabia. Data were collected (from January 2011 to March 2011 from a convenience sample of 448 patients using a 42- items questionnaire assessing six dimensions of the nursing care provided to, during hospitalization.Results: On a four-point scale (4-higly agree,3-agree, 2-disagree, and 1-higly disagree. The individual items of nursing care showing the lowest means were the information received from the nurses about self-help (2.81, the information about the laboratory results (2.76 and the way the nurse shared the patient's feeling (2.72. A strong correlation existed between the overall perception level and the variables of gender (P=0.01, and the types of department (0.004.Conclusion: The findings of this study demonstrate negative experiences of patients with nursing care in dimensions of information, caring behavior, and nurse competency and technical care. Awareness of the importance of these dimensions of nursing care and ongoing support to investigate patients' perception periodically toward quality of nursing care are critical to success the philosophy of patient centered health care.

  2. Teaching and Assessing ED Handoffs: A Qualitative Study Exploring Resident, Attending, and Nurse Perceptions

    Directory of Open Access Journals (Sweden)

    Moira Flanigan

    2015-10-01

    Full Text Available Introduction: The Accreditation Council for Graduate Medical Education requires that residency programs ensure resident competency in performing safe, effective handoffs. Understanding resident, attending, and nurse perceptions of the key elements of a safe and effective emergency department (ED handoff is a crucial step to developing feasible, acceptable educational interventions to teach and assess this fundamental competency. The aim of our study was to identify the essential themes of ED-based handoffs and to explore the key cultural and interprofessional themes that may be barriers to developing and implementing successful ED-based educational handoff interventions. Methods: Using a grounded theory approach and constructivist/interpretivist research paradigm, we analyzed data from three primary and one confirmatory focus groups (FGs at an urban, academic ED. FG protocols were developed using open-ended questions that sought to understand what participants felt were the crucial elements of ED handoffs. ED residents, attendings, a physician assistant, and nurses participated in the FGs. FGs were observed, hand-transcribed, audiorecorded and subsequently transcribed. We analyzed data using an iterative process of theme and subtheme identification. Saturation was reached during the third FG, and the fourth confirmatory group reinforced the identified themes. Two team members analyzed the transcripts separately and identified the same major themes. Results: ED providers identified that crucial elements of ED handoff include the following: 1 Culture (provider buy-in, openness to change, shared expectations of sign-out goals; 2 Time (brevity, interruptions, waiting; 3 Environment (physical location, ED factors; 4 Process (standardization, information order, tools. Conclusion: Key participants in the ED handoff process perceive that the crucial elements of intershift handoffs involve the themes of culture, time, environment, and process. Attention to these themes may improve the feasibility and acceptance of educational interventions that aim to teach and assess handoff competency.

  3. Admiral Nurse Standards: an overview and application of ‘values based practice’

    OpenAIRE

    Mcgonagle, Ian

    2013-01-01

    This short presentation will offer an introduction to Values Based Practice through the prism of the Admiral Nurse Standards. It is intended to demonstrate that an understanding of ‘values’ is critical to the delivery of excellent nursing care. In addition, the presentation intends to illustrate that working with values is not a theoretical and ‘airy’ idea, but rather a key practical skill that can be mastered by nurses at various levels. The presentation seeks to engage participants i...

  4. Investigation of the teaching cognition and capabilities of clinical advisers for masters degree level nursing specialty graduate students

    OpenAIRE

    Xiao-Lei Zhao; Shao-Yu Mou; Yan-Han Chen; Wen-Fen Zhu

    2014-01-01

    Purpose: To assess the culturing cognition and teaching of core capabilities of clinical advisers for masters degree level nursing graduate students in order to provide criteria for selecting and training clinical advisers, and to monitor clinical teaching quality. Methods: A questionnaire was completed by 66 nursing specialty clinical advisers. The questionnaire was divided into three sections: basic condition, culturing cognition of the nursing specialty graduate students, and self-evalu...

  5. Comparison of the effects of two teaching methods on the nursing students’ performance in measurement of blood pressure

    OpenAIRE

    Eghbalibabadi, Maryam; Ashouri, Elaheh

    2014-01-01

    Background: New teaching methods are essential in the promotion of competence in nursing students. Measuring blood pressure, which is one of the most essential skills, is the foundation of nursing care and clinical decision-making, and students should be trained to master this skill. This study aimed to determine the impact of two teaching methods on students’ performance in blood pressure measurements. Materials and Methods: In this semi-experimental study, 36 first-term nursing students fro...

  6. Moodle and nursing teaching – a brief experience report

    OpenAIRE

    Isabel CF da Cruz

    2009-01-01

    Distance-learning based on the web am Technology Information (TI) have  been important in recent health policy initiatives, but still a challenge for nursing. This article points out an experience with Moodle to support Nurse Education.

  7. Developing and Evaluating Clinical Written Assignment in Clinical Teaching for the Senior B.S. Nursing Students: An action research

    OpenAIRE

    Leila Valizadeh; Vahid Zamanzadeh; Faza Virani

    2012-01-01

    Introduction: In a four-year undergraduate level , the nursing students have to get prepared in the patients education, designing care plans, applying nursing processes and exercise the clinical decisions, in addition to learning practical skills. Therefore, multiple clinical teaching strategies in nursing must be applied. In this study the sheets for the mentioned fields were designed and used. Methods: In this action research in Tabriz University of Medical Sciences, 64 nursing senior stude...

  8. NURSING PROCESS: A PROPOSAL OF TEACHING THROUGH THE PROBLEM-BASED LEARNING.

    Directory of Open Access Journals (Sweden)

    Adlia Yaeko Kiosen Nakatani

    2002-12-01

    Full Text Available The way that teaching has been organized at the schools can represent na obstacle for the acquisition of theabilities to think, to reflect and to make decisions, influencing the coping with practical problems during the NursingProcess. The goal of the present study is to analyze the implementation of a proposal of teaching Nursing Processthrough the Problematical method, particularly through the Arch Method. This is an action-research project,developed at the Nursing School of the Federal University of Gois, during 1998 and 1999. The subjects weresecond year students of Nursing, attending the course ?Methodology of Nursing Assistence?. To collect the data weuse activity and self-evaluation reports from students, field data and instruments of cognitive, affective andpsychomotor evaluation. The evaluation of the reports was done following the established guidelines for teaching ineach phase, and most of the scores obtained were medium to high (3 to 5, with the exception of the nursingassistance phase evaluation, with scores between 1 and 2. In the affective evaluation the majority of the studentsmentioned that the implementation of the nursing process phases, does not happen as the literature suggests, andmanifested the importance of the Nursing Process to improve the quality of assistance and the desire of use itduring the professional practical. The psychomotor evaluation was performed through physical lunge exam and theimplementation of technical procedures. More than 50% of the students had scores between 4 and 5 in the items ofinspection and auscultation, presenting difficulties to perform the abilities of palpation and percussion. The scoreobtained in the evaluation of procedures implementation ranged from 4 to 5. The cognitive evaluation of theNursing Process phases was realized through a write test with mean grades between 33,4 and 51,4, with amaximum of 100 points. The differences between written evaluation and reports may be due to the type of domainmeasured and/or the strategy of the evaluation. The guidelines made for teaching, the strategies for teaching andfor evaluation, the facilities and difficulties and perceptions pointed out by the research participants in relation to thethematic may be useful to trigger discussions about teaching the Nursing Process. Although we cannot extend theresults of these experiences to others groups, we expect this investigation to be a contribution for professionalsand professors that want to adopt the Problem-based Learning, triggering discussions about the pedagogic project.

  9. Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa

    Directory of Open Access Journals (Sweden)

    Zethu Nkosi

    2013-11-01

    Full Text Available Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking.Objectives: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method.Method: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years.Results: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.Conclusion: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

  10. Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa

    Directory of Open Access Journals (Sweden)

    Zethu Nkosi

    2013-01-01

    Full Text Available Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via acase-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking.Objectives: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method.Method: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age,working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years.Results: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.Conclusion: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

  11. Teaching of Health Care-Related Infections within an Integrated Nursing Curriculum

    OpenAIRE

    Suellen Karina de Oliveira Giroti; Mara Lúcia Garanhani; Maria Helena Dantas de Menezes Guariente; Elaine Drehmer de Almeida Cruz

    2013-01-01

    Health care-related infections have become an issue of paramount importance in the health care field. Their rates are high in many parts of the world and the adherence of health care professionals to prevention and control measures still involves a minority of them. This study aims to analyze how the teaching on the theme health care-related infections takes place within an integrated Nursing curriculum. This is a qualitative research carried out through documentary analysis of the teaching p...

  12. The effectiveness of teaching strategies for creativity in a nursing concepts teaching protocol on the creative thinking of two-year RN-BSN students.

    Science.gov (United States)

    Ku, Ya-Lie; Kao Lo, Chi-Hui; Wang, Jing-Jy; Lee Hsieh, Jane; Chen, Kuei-Min

    2002-06-01

    Because of changes in the medical environment, nurses must maintain the ability of divergent thinking to solve the health problems of patients. However, many nurses whose work in clinical practice has become routine have lost the ability of creativity. To cultivate nurses creativity should be a goal of nursing education. The purpose of this study is to evaluate a nursing concepts teaching protocol by utilizing teaching strategies directed toward creativity to promote creativity in two-year RN-BSN students. This study design is a time series and one group experiment utilizing multiple instances of treatment. Teaching strategies for creativity were applied to a teaching unit and 52 two-year RN-BSN students were tested for creativity before the end of each semester. This study was conducted from March, 1999 to May, 2000, but only 30 students completed all tests and reached a 58% return rate. Torrance s (1974) definitions of creativity includ fluency, flexibility, and uniqueness were followed and the instrument, a questionnaire on Creativity in the application of the Nursing Process Tool (CNPT), was designed based on Emerson (1988). The content validity of Chinese-version CNPT was.79. The inter-coder reliability between two researchers was.84 following a coding guide that ten nursing education experts had established. The results indicated that 30 two-year RN-BSN students had improved fluency and flexibility. The improvements reached a significant level after the third semester. Only uniqueness declined. It is suggested that nursing faculty apply teaching strategies uniqueness more often in a teaching protocol of nursing concepts. By utilizing teaching strategies of creativity in a teaching protocol of nursing concepts, it is expected that two-year RN-BSN students can acquire characteristics of creativity for problem-solving skills in clinical settings. PMID:12119595

  13. Issues of teaching science to nurses in the tertiary sector

    Science.gov (United States)

    Strube, Paul

    1991-12-01

    The shift of nurse education from the hospitals to higher education institutions has resulted in a large pool of students within the Universities requiring basic science instruction. Most of these students are female, often mature age, with limited science backgrounds. This paper discusses the type of science education demanded by the nursing profession, the view of science as a subject held by these students, and the key role played by constructivist thinking in dealing with both of these.

  14. New teaching methods for practical training in nursing within the project Tempus IV – CCNURCA

    Directory of Open Access Journals (Sweden)

    Gabriela Kuriplachová

    2015-12-01

    Full Text Available The aim of this article is to present new teaching methods for practical training in nursing within the project Tempus IV – CCNURCA (Competency based Curriculum Reform in Nursing and Healthcare in Western Balkan Universities No. 544169-TEMPUS-1-2013-1-BE-TEMPUS-JPCR. Implementation of new practical teaching methods, such as learning with simulator mannequins, practical workshop, nursing process, mind mapping, case studies and problem-based learning (PBL in practical training could help to improve the quality of the educational process in nursing at Universities of Western Balkan countries that have been involved in this project. The realistic conditions in simulation laboratories are reflecting real hospital and patient´s care, communication with patient and hospital staff, discussion and analysis of all student´s activities. The methods of next nursing generation in practical training that can help nurses to get used to the recognition and management of patients by using of simulated real life situations.

  15. Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study.

    Science.gov (United States)

    Valiee, Sina; Moridi, Glorokh; Khaledi, Shahnaz; Garibi, Fardin

    2016-01-01

    An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary. PMID:26489603

  16. [Reflections on nursing teaching and students' first contact with the profession].

    Science.gov (United States)

    Scherer, Zeyne Alves Pires; Scherer, Edson Arthur; Carvalho, Ana Maria Pimenta

    2006-01-01

    Nursing teaching has been characterized by constant discussions on pedagogical proposals and implementation of curricular changes. The aim of this study was to reflect on nursing students' experience related to their first contacts with the profession, considering traditional perspectives and current tendencies that imprint values and attitudes in learning and practice. Nowadays, the complexity of human beings and the environment they live in is considered within a biopsychosocial, economic and cultural context, constituting resources that allow for the formation of competent professionals in order to deal with the challenges of the XXIst century. Thus, nursing schools have to follow a teaching philosophy to form trained people to attend to local and regional demands and are socially committed to change. What is aimed for is participative learning, in which teacher and student, articulated in the knowledge improvement process, do not forget about humanitarian views. PMID:16699705

  17. Standardized Patient Versus Role-Play Strategies: A Comparative Study Measuring Patient-Centered Care and Safety in Psychiatric Mental Health Nursing.

    Science.gov (United States)

    Alfes, Celeste M

    2015-01-01

    Nursing faculty traditionally use role-play to demonstrate mental health behaviors. However, until students interact with a mental health patient, they may not know what to expect. Standardized patient (SP) interactions can be used to overcome this challenge. This study compared pre-licensure nursing students' knowledge, attitudes, and self-efficacy following a sequence of psychiatric mental health role-play and SP experiences. Results suggest that the order of teaching strategies (role-play first versus SP interaction first) does not significantly impact student knowledge, attitude, or self-efficacy. However, student scores improved in all categories after the second experience. PMID:26753304

  18. Compliance with standard-precautions among medical and nursing staff at a university hospital

    OpenAIRE

    Maria Meimei Brevidelli; Tamara Iwanow Cianciarullo

    2006-01-01

    As a primary intervention to prevent occupational exposures to bloodborne pathogens, compliance with standard precautions (SP) is extremely important to management occupational risks. The purpose of this study was to analyse self-reported levels of compliance with standard precautions among physicians and nurses. A sample of medical and nursing staff at a university hospital was asked how frequently they used the recomendations of SP. A Likert scale was used. Data were analysed by averagind s...

  19. Using Standardized Patients in Nursing Education: Effects on Students' Psychomotor Skill Development.

    Science.gov (United States)

    Sarmasoglu, Senay; Dinç, Leyla; Elçin, Melih

    2016-01-01

    The present study used a quasi-experimental design to examine the effects of using standardized patients for the psychomotor skills development of nursing students. The performance of the experimental group in blood pressure measurement was significantly higher than that of the control group; however, there was no significant difference between the groups with regard to their administration of subcutaneous injections. The results indicated that standardized patients can be integrated into nursing education for developing psychomotor skills of students. PMID:26102639

  20. The Format of Standard Tools for Nursing Handoff: An Integrative Review

    OpenAIRE

    Blaz, Jacquelyn W.; Staggers, Nancy

    2012-01-01

    Standardization is one proposed solution for more efficient and effective nursing handoffs. The purpose of this review is to describe the format of handoff tools designed for standardizing nursing handoffs within inpatient acute care units. Four formats were identified in the 14 articles meeting inclusion criteria: printed templates, printed spreadsheets, mnemonics, and checklists. Little consistency across tools exists. Further research to compare efficiency and effectiveness of handoffs usi...

  1. Achieving the standard of the school health nursing process in elementary schools of Kerman, Iran

    OpenAIRE

    Salehi, Shayesteh; Abedi, Heidarali; Ghasemi, Tayebeh

    2012-01-01

    Background: Considering the school nursing standards, which is the most important and vital element of the school health team, can be a fundamental step toward solving the current and future problems of the school and society health. The present research was done with the goal of determining the current situation of the standard of the school health nursing process in elementary schools of Kerman, Iran. Materials and Methods: The present research is a quantitative, descriptive study and was d...

  2. Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students

    OpenAIRE

    Martínez Riera, José Ramón; Cibanal Juan, Luis; Pérez Mora, María Jesús

    2010-01-01

    To assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave accor...

  3. Effective classroom teaching methods: a critical incident technique from millennial nursing students' perspective.

    Science.gov (United States)

    Robb, Meigan

    2013-01-01

    Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students' perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed. PMID:24429374

  4. Comparison the Effect of Teaching of SBAR Technique with Role Play and Lecturing on Communication Skill of Nurses

    Directory of Open Access Journals (Sweden)

    Narges Toghian Chaharsoughi

    2014-06-01

    Full Text Available Introduction: Ineffective communication is a main factor in engender of unwanted hospital errors and impede suitable patient care. SBAR technique (Situation-Background- Assessment- Recommendation is a standard tool for building communication among healthcare professionals. While educating the SBAR technique requires appropriate educational methods, but this issue has been less investigated. So, the aim of present study was to compare the effect of educating the SBAR technique with role play and lecturing on communication skills of nurses in transferring patients to next shift. Methods: This quasi-experimental study conducted by participating 78 nurses who assigned to role play and lecturing groups randomly. SBAR technique was educated to each group separately. At the end of the learning session in each group, the skills of the participants in performing SBAR technique were investigated by the standard SBAR scale. Data analysis was performed by using SPSS statistical software version 11.5. Results: Comparison the total score of performing SBAR technique using independent samples t-test showed statistical differences between mean score of role play and lecturing groups. Similarly, comparison the scores of skill in performing each four parts of SBAR technique showed statistical differences between two groups.Conclusion: Role play is an effective educational method in teaching SBAR technique for nurses and it can be used as a tool for build effective communication between healthcare professionals.

  5. Questionnaire survey of working relationships between nurses and doctors in University Teaching Hospitals in Southern Nigeria

    Directory of Open Access Journals (Sweden)

    Adebamowo Clement A

    2006-02-01

    Full Text Available Abstract Background Smooth working relationships between nurses and doctors are necessary for efficient health care delivery. However, previous studies have shown that this is often absent with negative impact on the quality of health care delivery. In 2002, we studied factors that affect nurse-doctor working relationships in University Teaching Hospitals (UTH in Southern Nigeria in order to characterize it and identify managerial and training needs that might be used to improve it. Method Questionnaire survey of doctors and nurses working in four UTH in Southern Nigeria was done in 2002. The setting and subjects were selected by random sampling procedures. Information on factors in domains of work, union activities, personnel and hospital management were studied using closed and open-ended questionnaires. Results Nurse-doctor working relationships were statistically significantly affected by poor after-work social interaction, staff shortages, activist unionism, disregard for one's profession, and hospital management and government policies. In general, nurses had better opinion of doctors' work than doctors had about nurses' work. Conclusion Working relationships between doctors and nurses need to be improved through improved training and better working conditions, creation of better working environment, use of alternative methods of conflict resolution and balanced hospital management and government policies. This will improve the retention of staff, job satisfaction and efficiency of health care delivery in Nigeria.

  6. Time standards of nursing in Primary Health Care: an observational study

    Directory of Open Access Journals (Sweden)

    Daiana Bonfim

    2016-02-01

    Full Text Available Abstract OBJECTIVE To determine time standards for interventions and activities conducted by nursing professionals in Family Health Units (FHU in Brazil to substantiate the calculation of work force. METHOD This was an observational study carried out in 27 FHU, in 12 municipalities in 10 states, in 2013. In each unit, nursing professionals were observed every 10 minutes, for eight work hours, on five consecutive days via the work sampling technique. RESULTS A total of 32,613 observations were made, involving 47 nurses and 93 nursing technicians/assistants. Appointments were the main intervention carried out by nurses, with a mean time of 25.3 minutes, followed by record-keeping, which corresponded to 9.7%. On average, nursing technicians/assistants spent 6.3% of their time keeping records and 30.6 intervention minutes on immunization/vaccination control. CONCLUSION The study resulted in standard times of interventions carried out by the FHU nursing team, which can underpin the determination of nursing staff size and human resource policies. Furthermore, the study showed the panorama of interventions currently employed, allowing for the work process to be reviewed and optimized.

  7. Time standards of nursing in Primary Health Care: an observational study.

    Science.gov (United States)

    Bonfim, Daiana; Fugulin, Fernanda Maria Togeiro; Laus, Ana Maria; Peduzzi, Marina; Gaidzinski, Raquel Rapone

    2016-02-01

    OBJECTIVE To determine time standards for interventions and activities conducted by nursing professionals in Family Health Units (FHU) in Brazil to substantiate the calculation of work force. METHOD This was an observational study carried out in 27 FHU, in 12 municipalities in 10 states, in 2013. In each unit, nursing professionals were observed every 10 minutes, for eight work hours, on five consecutive days via the work sampling technique. RESULTS A total of 32,613 observations were made, involving 47 nurses and 93 nursing technicians/assistants. Appointments were the main intervention carried out by nurses, with a mean time of 25.3 minutes, followed by record-keeping, which corresponded to 9.7%. On average, nursing technicians/assistants spent 6.3% of their time keeping records and 30.6 intervention minutes on immunization/vaccination control. CONCLUSION The study resulted in standard times of interventions carried out by the FHU nursing team, which can underpin the determination of nursing staff size and human resource policies. Furthermore, the study showed the panorama of interventions currently employed, allowing for the work process to be reviewed and optimized. PMID:27007429

  8. Nursing Teaching Strategies by Encouraging Students’ Questioning, Argumentation and Explanation

    Directory of Open Access Journals (Sweden)

    Dayse Neri de Souza

    2014-12-01

    Full Text Available Nursing students need to develop competences in the field of explanation, argumentation and questioning as they are pivotal to foster a relationship with their patients and achieve a greater humanisation of care. The objective of this paper is to analyse the perception of 1st-year nursing students with regard to the humanisation of care provided to patients by encouraging them to discuss real-life episodes. The study is qualitative and content analysis used the students’ questions, explanations and argumentation as core discourses. Among other conclusions, results point towards the importance of promoting activities that encourage the different nursing students’ discourses and the ability to understand the humanisation and dehumanisation patterns arising from the real-life episodes used as case study.

  9. Discussion on the teaching mode of higher vocational nursing specialty based on CDIO model

    Directory of Open Access Journals (Sweden)

    Xiu-fang CAI

    2013-11-01

    Full Text Available Discussion on the teaching mode of higher vocational nursing specialty based on CDIO model is the core of this study. CDIO is the latest achievement in the reform of the international higher education of engineering and has been thrived since 2000. There are some inevitable problems when domestic universities introduced and innovated the CDIO mode. Therefore the CDIO model is a bold attempt for the institutions of higher education, especially higher vocational college teachers. The CDIO mode drives teachers to reflect on the existed teaching philosophy, and therefore enables them to change teaching methods in the teaching process and improve their teaching capacity tremendously. Meanwhile, it also encourages students to learn automatically and cultivate their comprehensive abilities such as professional capability, development capability, interpersonal skills, innovation ability, etc.

  10. Teaching Nurses Group Concepts: Some Issues and Suggestions

    Science.gov (United States)

    Clark, Carolyn Chambers

    1978-01-01

    In the face of increasing enrollment and competition for group clinical experiences, the author examines and makes suggestions for the following issues: What group theory and skills are important for all nurses? How can large numbers of students be taught group skills effectively? How can a clinical experience in group dynamics be developed? and

  11. Using standardized patients to assess communication skills in medical and nursing Students

    OpenAIRE

    Burgoyne Louise; Shanks Andrew; Gaffney Robert; Walshe Nuala; Ryan C Anthony; Wiskin Connie M

    2010-01-01

    Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in...

  12. Investigation of the teaching cognition and capabilities of clinical advisers for masters degree level nursing specialty graduate students

    Directory of Open Access Journals (Sweden)

    Xiao-Lei Zhao

    2014-03-01

    Conclusion: Clinical advisers for nursing specialty graduate students in our survey were generally inexperienced with regarding to training and culturing nursing graduate students. These advisers were prepared for core teaching competency, but were not qualified to conduct scientific research. Based on these results, it would be beneficial to provide the clinical advisers more training on teaching cognition for graduate students and improve their competency to perform scientific research.

  13. Innovative teaching methods in the professional training of nurses – simulation education

    Directory of Open Access Journals (Sweden)

    Michaela Miertová

    2013-12-01

    Full Text Available Introduction: The article is aimed to highlight usage of innovative teaching methods within simulation education in the professional training of nurses abroad and to present our experience based on passing intensive study programme at School of Nursing, Midwifery and Social Work, University of Salford (United Kingdom, UK within Intensive EU Lifelong Learning Programme (LPP Erasmus EU RADAR 2013. Methods: Implementation of simulation methods such as role-play, case studies, simulation scenarios, practical workshops and clinical skills workstation within structured ABCDE approach (AIM© Assessment and Management Tool was aimed to promote the development of theoretical knowledge and skills to recognize and manage acutely deteriorated patients. Structured SBAR approach (Acute SBAR Communication Tool was used for the training of communication and information sharing among the members of multidisciplinary health care team. OSCE approach (Objective Structured Clinical Examination was used for student’s individual formative assessment. Results: Simulation education is proved to have lots of benefits in the professional training of nurses. It is held in safe, controlled and realistic conditions (in simulation laboratories reflecting real hospital and community care environment with no risk of harming real patients accompanied by debriefing, discussion and analysis of all activities students have performed within simulated scenario. Such learning environment is supportive, challenging, constructive, motivated, engaging, skilled, flexible, inspiring and respectful. Thus the simulation education is effective, interactive, interesting, efficient and modern way of nursing education. Conclusion: Critical thinking and clinical competences of nurses are crucial for early recognition and appropriate response to acute deterioration of patient’s condition. These competences are important to ensure the provision of high quality nursing care. Methods of simulation education used within professional training of next generation of nurses can help them to get used to the recognition and management of this group of patients by the means of simulated cases to be able to implement the approaches trained within real clinical nursing practice.

  14. Evaluation of the quality of the teaching-learning process in undergraduate courses in Nursing 1

    Science.gov (United States)

    González-Chordá, Víctor Manuel; Maciá-Soler, María Loreto

    2015-01-01

    Abstract Objective: to identify aspects of improvement of the quality of the teaching-learning process through the analysis of tools that evaluated the acquisition of skills by undergraduate students of Nursing. Method: prospective longitudinal study conducted in a population of 60 secondyear Nursing students based on registration data, from which quality indicators that evaluate the acquisition of skills were obtained, with descriptive and inferential analysis. Results: nine items were identified and nine learning activities included in the assessment tools that did not reach the established quality indicators (peducation in nursing is to reach the best clinical research and educational results, in order to provide improvements to the quality of education and health care. PMID:26444173

  15. Peer review of teaching: instituting a program in a college of nursing.

    Science.gov (United States)

    Martsolf, D S; Dieckman, B C; Cartechine, K A; Starr, P J; Wolf, L E; Anaya, E R

    1999-10-01

    Institutions of higher education can lose sight of the importance of teaching. Teaching, in some settings, needs to be restored to its place of primacy in the faculty role and its quality needs to be evaluated. The American Association for Higher Education (AAHE) national project, "From Idea to Prototype: The Peer Review of Teaching," is an attempt to accomplish that purpose. Involvement in the AAHE national peer review project has been the impetus for the Kent State University College of Nursing to initiate a faculty-developed program of peer review. The program has been well received primarily because it was owned and controlled by the faculty. Its voluntary nature, administrative sanction, and strong support have contributed to its success. Faculty explored many possible methods to accomplish peer review. However, the use of a task force, classroom and clinical observations, and teaching circles have been the approaches best suited to this particular departmental culture. PMID:10528741

  16. [The teaching of play/therapeutic play in nursing schools in São Paulo State].

    Science.gov (United States)

    Cintra, Silvia Maira Pereira; da Silva, Conceição Vieira; Ribeiro, Circéia Amália

    2006-01-01

    This study is a descriptive and quantitative research that aims to characterize the toy/therapeutic toy teaching and analyze the facilities and difficulties of its development in the graduation courses in nursing in Sao Paulo State. The data was collected in 40 institutions, where there were 76 participant professors. The results showed that the theme is approached in the programmatic content of Pediatric Nursing in most of these institutions, in the third, more effectively in the last ten years, both in the theoretical and practical teaching. The theoretical load time had a variation of one to 20 hours, using expositive and participative class and the written test prevailed in the theoretical evaluation strategies and in the practical, the students observation. Some difficulties and facilities mentioned refer to valorization and to infra structure favorable to these resources. PMID:17340724

  17. Evaluation of clinical teaching and professional development in a problem and community-based nursing module

    Directory of Open Access Journals (Sweden)

    J.C de Villiers

    2004-09-01

    Full Text Available In South Africa the main focus is on primary health care. This affects the education and training of nurses, and training schools must respond by developing appropriate teaching modules. A school of nursing developed, implemented and revised a problem- and community- based learning module over a period of three years (1996-1998. This student-centered module focuses on students’ needs, active participation, collaboration, accountability, self-assessment, self-study, life-long learning and appropriate skills. In the formal clinical teaching environment PBL was the main approach. However, this approach was also supported by a variety of strategies, for example group discussions and scenarios. The knowledge, attitudes and professional development skills acquired in the PBL approach were then applied informally in the community setting (CBE. The purpose of the study was to evaluate a first year clinical teaching module as part of an extensive programme. A quantitative research method, a descriptive design, and a variety of data collection techniques were used. Conclusions were that clinical teaching was effective within the problem- (PBL and community-based (CBE approaches; 78% of respondents were positive about the clinical learning environment; 61 % stated that expectations were met; 81% preferred group activities, and 67% indicated that they had developed professional skills. Facilitators agreed that clinical teaching met the requirements of PBL & CBE. The pass rate also improved.

  18. An investigation of predictors of NCLEX-RN outcomes among nursing content standardized tests.

    Science.gov (United States)

    Yeom, Yei-Jin

    2013-12-01

    In order to meet increased demands for qualified registered nurses and prevent negative effects from graduates' failure on the National Council Licensure Examination-Registered Nurse, it is important to promote students' success in the exam. The purpose of this study was to investigate effective predictors of NCLEX-RN outcomes on the first attempt among nursing content standardized tests (adult medical-surgical, fundamentals for nursing, pharmacology, maternal-newborn, nursing care of children, mental health, community health, and leadership and management) conducted throughout the nursing program. NCLEX-RN outcomes and individual adjusted scores on the standardized tests of 151 graduates from the traditional baccalaureate nursing program of a public university located in the Midwest from May 2010 to December 2011 were analyzed by a t-test and logistic regression. The participants included 118 graduates who passed and 33 graduates who failed the NCLEX-RN on the first attempt. Significant statistical differences were found between the two groups with NCLEX-RN success and failure in the individual adjusted scores on all of the standardized tests except the fundamental for nursing (p=.62) and nursing care of children (p=.759) standardized tests. In addition, logistic regression indicated that the overall regression models were significant in predicting both NCLEX-RN success and failure. Adult medical-surgical, pharmacology, and community health standardized tests were central to the prediction of both NCLEX-RN success and failure; however, a much lower percentage of NCLEX-RN failure than success was classified. It can be concluded that the adult medical-surgical, pharmacology, and community health standardized tests were effective in predicting NCLEX-RN success and not effective in predicting NCLEX-RN failure on the first attempt. The NCLEX-RN success predictors can be utilized to identify students at risk and provide early remediation. After early remediation is implemented, the comprehensive standardized tests may be used as a mid-point indicator of the remediation's effectiveness before taking the NCLEX-RN. PMID:23692652

  19. Compliance with standard-precautions among medical and nursing staff at a university hospital

    Directory of Open Access Journals (Sweden)

    Maria Meimei Brevidelli

    2006-04-01

    Full Text Available As a primary intervention to prevent occupational exposures to bloodborne pathogens, compliance with standard precautions (SP is extremely important to management occupational risks. The purpose of this study was to analyse self-reported levels of compliance with standard precautions among physicians and nurses. A sample of medical and nursing staff at a university hospital was asked how frequently they used the recomendations of SP. A Likert scale was used. Data were analysed by averagind scores of each scale item. The recomendations itens about “manipulation and discard of sharps objects”, “washing hands after removing disposable gloves” and “using disposable gloves whenener there is a possibility of the contact with blood” raised high levels of compliance. The levels of compliance reported by nursing staff was significantly higher than medical staff to four SP recomendations. The findings offer evidence to involve physicians on organizacional tranning about standard precautions.

  20. Teaching interprofessional teamwork in medical and nursing education in Norway: a content analysis.

    Science.gov (United States)

    Aase, Ingunn; Aase, Karina; Dieckmann, Peter

    2013-05-01

    The notions of interprofessional education and interprofessional teamwork have attained widespread acceptance, partly because lack of teamwork has been tentatively linked to adverse incidents in healthcare. By analyzing data from 32 educational institutions, this study identifies the status of interprofessional teamwork in all nursing and medical education in Norway. The study programs issued by the 32 educational institutions were subject to content analysis, distilling the ambitions and goals for teaching interprofessional teamwork. Study program coordinators were approached and asked to what degree interprofessional teamwork was actually introduced in lecturing and clinical training. Results indicate that the medical and nursing schools clearly aspire to teach interprofessional teamwork and that this has largely been achieved when it comes to theoretical teaching. Although three of the four medical programs have integrated interprofessional teamwork into their clinical training, there is a gap in the nursing programs where introduction of interprofessional teamwork in clinical training has been limited. Current challenges are related to organizational issues (e.g. lack of institutional collaboration), practical difficulties (e.g. finding time to bring students of various professions together) and possibly managerial issues (e.g. lack of strategic perspective and change management). PMID:23205762

  1. MANAGEMENT OF TEACHING AT A NURSING COLLEGE - PERCEPTIONS OF MANAGERS

    Directory of Open Access Journals (Sweden)

    Leonara Raddai Gunther de Campos

    2013-09-01

    Full Text Available The objective of this research is to describe, from the perspective of managers, how the management of teaching happens. It’s a exploratory study, conducted in in a Public University in Midwest Region. Subjects were occupants of the positions of Director, Head of Department and Course coordinator. The collection and data analysis was held by documentary surveys, semi-structured interviews and thematic analysis, respectively. The project was approved by Ethical Committee No. 796/CEP/HUJM. As main results, we identified that the management acts were based on institutional goals and objectives, materialized in PDI. Teachers were organized into working groups and research groups and extension, by area of expertise. The college management is anchored in national and institutional regulations governing the teaching profession, but they enjoy autonomy in performing their duties. The managers believe that their main role is to articulate the administrative structures and academic faculty, in order to achieve planned results. Understanding how does the management of teaching happens, helped us to suggest strategies to overcome difficulties encountered in teaching and managerial work.

  2. [Flipped Classroom: A New Teaching Strategy for Integrating Information Technology Into Nursing Education].

    Science.gov (United States)

    Chiou, Shwu-Fen; Su, Hsiu-Chuan; Liu, Kuei-Fen; Hwang, Hei-Fen

    2015-06-01

    The traditional "teacher-centered" instruction model is still currently pervasive in nursing education. However, this model does not stimulate the critical thinking or foster the self-learning competence of students. In recent years, the rapid development of information technology and the changes in educational philosophy have encouraged the development of the "flipped classroom" concept. This concept completely subverts the traditional instruction model by allowing students to access and use related learning activities prior to class on their smartphones or tablet computers. Implementation of this concept has been demonstrated to facilitate greater classroom interaction between teachers and students, to stimulate student thinking, to guide problem solving, and to encourage cooperative learning and knowledge utilization in order to achieve the ideal of student-centered education. This student-centered model of instruction coincides with the philosophy of nursing education and may foster the professional competence of nursing students. The flipped classroom is already an international trend, and certain domestic education sectors have adopted and applied this concept as well. However, this concept has only just begun to make its mark on nursing education. This article describes the concept of the flipped classroom, the implementation myth, the current experience with implementing this concept in international healthcare education, and the challenging issues. We hope to provide a reference for future nursing education administrators who are responsible to implement flipped classroom teaching strategies in Taiwan. PMID:26073950

  3. Using a virtual patient activity to teach nurse prescribing.

    Science.gov (United States)

    Hurst, Heather M; Marks-Maran, Diane

    2011-05-01

    The Faculty of Health and Social Care Sciences at Kingston University/St George's University of London (KU/SGUL) provides a module to train registered nurses to qualify as independent nurse prescribers. During the programme the participants engage in an online learning activity using a virtual patient (VP). The aim of this VP activity is to enable students to consolidate their learning and to practice the range of skills that the students have been developing related to prescribing. The activity was designed by the module leader and was run as a pilot on two groups of students (n = 34). An evaluative study was undertaken on the value of this blended learning activity to the student and their prescribing practice. This paper presents the development, implementation and evaluation of the VP activity. Findings showed that the VP activity was perceived as being particular useful for helping them to learn the skills of patient history/assessment, decision-making and prescription writing. The VP was also perceived as being helpful in developing their confidence. PMID:20869319

  4. Psychiatric nursing teaching at the Ana Nery School in the first half of the 20th century

    Directory of Open Access Journals (Sweden)

    Monique da Silva Carvalho

    2015-03-01

    Full Text Available The aim of this study was to describe the teaching of psychiatric nursing at Ana Néri Nursing School (EAN, between 1925 and 1954. Methodology: Socio-historical research whose sources were written documents and the oral statement of an ex-professor. The documentary analysis technique was used for data treatment. Results: For 27 years, the EAN did not introduce students into the psychiatric field due to the mental illness stigma, offering only theoretical disciplines, which were taught by physicians. Later there were theoretical disciplines with practical training in the classroom, and then theoretical disciplines with practice in psychiatric hospitals, taught by nurses. In conclusion, the law 775/49 lead the EAN to qualify a professor and initiate the reformulation of the nursing care provided at the Institute of Psychiatry of the University of Brazil, so as to adjust it to serve as a practical field and a model for teaching psychiatric nursing in Brazil.

  5. Using standardized patients to assess communication skills in medical and nursing Students

    Directory of Open Access Journals (Sweden)

    Burgoyne Louise

    2010-03-01

    Full Text Available Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS. Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5 and sixty four nursing students (Year 2/3 of 4 were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33/46; 72% and 81% of nursing students (56/64 passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

  6. Using standardized patients to assess communication skills in medical and nursing students

    LENUS (Irish Health Repository)

    Ryan, C Anthony

    2010-03-17

    Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE\\'s) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE\\'s and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2\\/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE\\'s for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33\\/46; 72%) and 81% of nursing students (56\\/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

  7. Nursing

    OpenAIRE

    Godden, Judith

    2008-01-01

    The history of nursing in Sydney is central to understanding a range of issues including healthcare and gendered employment. This article is an introduction to nursing’s complex, fascinating and much neglected history in Sydney, Australia. Its focus is on hospitals as these have been, and remain, a central site for nursing practice and education. It explores the very different experiences of nursing students and matrons, the difficult working conditions which led to the ‘battleaxe’ stereotype...

  8. Developing and Evaluating Clinical Written Assignment in Clinical Teaching for the Senior B.S. Nursing Students: An action research

    Directory of Open Access Journals (Sweden)

    Leila Valizadeh

    2012-12-01

    Full Text Available Introduction: In a four-year undergraduate level , the nursing students have to get prepared in the patients education, designing care plans, applying nursing processes and exercise the clinical decisions, in addition to learning practical skills. Therefore, multiple clinical teaching strategies in nursing must be applied. In this study the sheets for the mentioned fields were designed and used. Methods: In this action research in Tabriz University of Medical Sciences, 64 nursing senior students and related instructors participated. Clinical written assignment included the patient’s health condition sheet, tables showing the used medicines and the precautions, the clinical and paraclinical tests and the results, identifying the patient problems, designing and implementing care plan and writing nursing reports with SOAPIE method. The instructors’ viewpoints were achieved through the group discussions and their notes taken. The perceived competency of the students was obtained through a questionnaire. The qualitative data was analyzed by the content analysis and quantitative using SPSS. Results: Both the students and the instructors agreed with the clinical written assignment. The desired care competency of the students before and after assignment was statistically significant (p<0.05. According to the instructors, intervention was useful for the senior students who have passed the courses needed for completing and using the different parts of these forms. Conclusion: Since a need is always felt in the trends of the nursing clinical teaching, the researchers recommend the clinical written assignment and their application along with other strategies for senior nursing students in clinical teaching.

  9. The use of podcasts to enhance research-teaching linkages in undergraduate nursing students.

    Science.gov (United States)

    Strickland, Karen; Gray, Colin; Hill, Gordon

    2012-07-01

    An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n=228 and n=233) were given access to a series of 5 "guest speaker" podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning. PMID:22321687

  10. Teaching Emotional Intelligence to Intensive Care Unit Nurses and their General Health: A Randomized Clinical Trial

    Directory of Open Access Journals (Sweden)

    S Ghadakpoor

    2013-07-01

    Full Text Available Background: Emotion and how people manage it is an important part of personality that would immensely affect their health. Investigations showed that emotional intelligence is significantly related to and can predict psychological health.Objective: To determine the effect of teaching emotional intelligence to intensive care unit nurses on their general health.Methods: This randomized clinical trial (registered as IRCT201208022812N9 was conducted on 52 of 200 in intensive care unit nurses affiliated to Shiraz University of Medical Sciences. They were recruited through purposeful convenience sampling and then randomly categorized into two groups. The intervention group members were trained in emotional intelligence. Bar-on emotional intelligence and Goldberg's general health questionnaires were administered to each participant before, immediately after, and one month after the intervention.Results: While the mean score of general health for the intervention group decreased from 25.4 before the intervention, to 18.1 immediately after the intervention and to 14.6 one month later, for the control group, it increased from 22.0, to 24.2 and to 26.5, respectively (pConclusion: Teaching emotional intelligence improved the general health of intensive care unit nurses.

  11. Using the Nursing Culture Assessment Tool (NCAT in Long-Term Care: An Update on Psychometrics and Scoring Standardization

    Directory of Open Access Journals (Sweden)

    Susan Kennerly

    2015-07-01

    Full Text Available An effective workforce performing within the context of a positive cultural environment is central to a healthcare organizations ability to achieve quality outcomes. The Nursing Culture Assessment Tool (NCAT provides nurses with a valid and reliable tool that captures the general aspects of nursing culture. This study extends earlier work confirming the tools construct validity and dimensionality by standardizing the scoring approach and establishing norm-referenced scoring. Scoring standardization provides a reliable point of comparison for NCAT users. NCAT assessments support nursings ability to evaluate nursing culture, use results to shape the culture into one that supports change, and advance nursings best practices and care outcomes. Registered nurses, licensed practical nurses, and certified nursing assistants from 54 long-term care facilities in Kentucky, Nevada, North Carolina, and Oregon were surveyed. Confirmatory factor analysis yielded six first order factors forming the NCATs subscales (Expectations, Behaviors, Teamwork, Communication, Satisfaction, Commitment (Comparative Fit Index 0.93 and a second order factorThe Total Culture Score. Aggregated facility level comparisons of observed group variance with expected random variance using rwg(J statistics is presented. Normative scores and cumulative rank percentages and how the NCAT can be used in implementing planned change are provided.

  12. Evaluation of the quality of the teaching-learning process in undergraduate courses in Nursing

    Directory of Open Access Journals (Sweden)

    Víctor Manuel González-Chordá

    2015-08-01

    Full Text Available AbstractObjective: to identify aspects of improvement of the quality of the teaching-learning process through the analysis of tools that evaluated the acquisition of skills by undergraduate students of Nursing.Method: prospective longitudinal study conducted in a population of 60 secondyear Nursing students based on registration data, from which quality indicators that evaluate the acquisition of skills were obtained, with descriptive and inferential analysis.Results: nine items were identified and nine learning activities included in the assessment tools that did not reach the established quality indicators (p<0.05. There are statistically significant differences depending on the hospital and clinical practices unit (p<0.05.Conclusion: the analysis of the evaluation tools used in the article "Nursing Care in Welfare Processes" of the analyzed university undergraduate course enabled the detection of the areas for improvement in the teachinglearning process. The challenge of education in nursing is to reach the best clinical research and educational results, in order to provide improvements to the quality of education and health care.

  13. [A research effort in the teaching-care dimension of nursing].

    Science.gov (United States)

    De Monterrosa, E

    1983-01-01

    The article seeks to demonstrate the importance of research in nursing by drawing attention to the resources available to the teacher, such as links to health services, the area of academic performance, the collaboration of students, financing, and others in the teaching-care framework. The new orientation of the curriculum of the Nursing School of the National University of Colombia (Bogotá) places more emphasis on aspects of care-cure and prevention, and seeks through learning experiences to foster changes in the attitudes of students. This shift in the curriculum generated the need for a study among the students in the school to detect attitudes toward the aspects of care-cure and prevention, and, consequently, a questionnaire was designed to elicit attitudes that tend to determine positive and negative affect toward these aspects. The results show that 73.97% of nursing students are satisfied with the career they have chosen and have positive attitudes toward the aspects of care-cure and prevention. Nevertheless, there are some differences in relation to prevention, and it was found that third-year students have more positive attitudes than students at other levels. The results of the study are being used in an attempt to better adjust the curriculum to these circumstances and thus produce nursing personnel who are more in keeping with the country's health needs. PMID:6667654

  14. Adoption of environmental management systems and standards in Norwegian education and nursing

    OpenAIRE

    Monkerud,Lars Christian; Ytterhus, Bjarne

    2013-01-01

    Purpose – The aim of this paper is to explore the driving forces and cost/benefit effects of introducing environmental management systems (EMS) and standards in education and nursing in five of the largest Norwegian cities. The relevant standard is the Eco-Lighthouse program which offers a Norwegian environmental certificate. Design/methodology/approach – Multivariate analyses of data on motivating factors and perceived costs/benefits from reported EMS adoption from a survey going to executi...

  15. Knowledge and Performance about Nursing Ethic Codes from Nurses' and Patients' Perspective in Tabriz Teaching Hospitals, Iran

    OpenAIRE

    Sara Moghaddam; Saied Khameneh; Vahid Zamanzadeh; Hadi Hassankhani; Alireza Mohajjel-Aghdam

    2013-01-01

    Introduction: Nursing profession requires knowledge of ethics to guide performance. The nature of this profession necessitates ethical care more than routine care. Today, worldwide definition of professional ethic code has been done based on human and ethical issues in the communication between nurse and patient. To improve all dimensions of nursing, we need to respect ethic codes. The aim of this study is to assess knowledge and performance about nursing ethic codes from nurses' and patients...

  16. Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs.

    Science.gov (United States)

    Brandt, Cheryl L; Boellaard, Melissa R; Zorn, Cecelia R

    2013-07-01

    The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs. PMID:23758157

  17. Communication in palliative care: philosophy, teaching approaches, and evaluation of an educational program for nurses.

    Science.gov (United States)

    Rønsen, Astrid; Hanssen, Ingrid

    2009-10-01

    In this article is presented a post-graduate program in palliative care nursing focusing communication. The teaching plan was inspired by action learning, and the students' discovery processes necessitated a variety of teaching methods. The program was based on a holistic view of the human being and of inter-human communication. Neuro-motoric stimulation exercises were used to improve the students' focus of attention, sensory reception, and awareness of their corporeal and intellectual selves. Stimulation of relational skills, the discussion of ethical and difficult questions, and narratives helped students discover relationships between theoretical knowledge and palliative practice, and were used to explain and illustrate topics, and as backgrounds for discussions. During the program the students examined, challenged, and continuously reflected upon their explicit and unconscious praxis theories and their communicative habits. Although very different from educational programs they previously had experienced, this teaching/learning plan and the outcome thereof was positively evaluated. At the end of the year the students found themselves to be more knowledgeable, discerning and self-confident nurses. Even so, some found that they needed more time to digest what they had learned and for new knowledge and philosophies to become internalised. PMID:19447530

  18. The most successful method in teaching nursing students infection control - E-learning or lecture?

    Science.gov (United States)

    Reime, Marit Hegg; Harris, Anette; Aksnes, June; Mikkelsen, Jane

    2008-10-01

    Approximately 33% of all health care-associated infections are preventable. It is therefore important to provide training for nursing students about this topic. In collaboration with the local hospital, the Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students. The students received learning goals for the course and were divided into two groups: one group used the e-learning program, and the other group had 3-h-long lectures. After the course they took a multiple-choice test. In addition, three focus groups were established. The students were satisfied with both teaching approaches. The lectures provided a good introduction to the recommended reading. The e-learning program was rated as good on design, academic content, and the integrated tests were motivating for their learning. Specific learning goals were found to be useful. Gender and age, depending on the teaching approach used, were significant in determining the results of the test, the same were the number of sources used in preparing for the test. E-learning has to be viewed as a resource in the same way as a lecture. It is important that the students are competent in ICT, because they will need to use this tool in their clinical practice. In addition, a degree level course needs to use many different teaching methods to achieve goals related to in-depth and superficial learning. PMID:18442872

  19. The effects of teaching stress management skills on the quality of life in ICU nurses

    Directory of Open Access Journals (Sweden)

    FARIBA GHODSBIN

    2013-07-01

    Full Text Available Introduction: Job stress is one of the main factors in decreasing productivity in organizations and the leading cause of psychosomatic disorders in personnel. Since job stress of nurses working in Intensive Care Units (ICUs is considered as an important segment in health and medical systems, it significantly affects the quality of care and the nurse’s quality of life. To this end, the purpose of this research is to examine the effects of teaching stress management skills on the quality of life of the nurses working at ICU of the hospitals affiliated to Shiraz University of Medical Sciences. Methods: The subjects of the study consisted of 60 ICU nurses with the average stress score in Osipow job stress exam working at the hospitals affiliated to Shiraz University of Medical Sciences. The subjects were randomly assigned to two groups (30 in the case and 30 in the control group. The intervention was performed as a teaching stress management workshop for eight hours throughout two-days (four hours per day, and the nurses were followed up for two months. The data were collected through a two part questionnaire including demographic characteristics and WHO Quality of life BREF and were analyzed in SPSS software using paired t test, and t-test. Results: The findings showed that the nurses of both the case and control groups were homogeneous considering the demographic data such as age, sex, marital status, number of children, shift position, job satisfaction, number of working hours per week, work experience and the amount of income. Moreover, there was no significant difference between the mean score of the life quality before the intervention in both groups. But after the intervention, a significant increase was revealed in the mean score of the life quality of the case group as compared to that of the control group (P<0.0001. Conclusion: The findings revealed the efficacy of the stress management workshop in improving the life quality of ICU nurses. During one and two months after the intervention, the mean score of the quality of life had a significance increase compared to the stage before the intervention

  20. [Nursing teaching as a space for the development of health education technologies].

    Science.gov (United States)

    Araujo, Vivian Elizabeth; Witt, Regina Rigatto

    2006-03-01

    This article consists of a report on the experience of creating a new health educational technology against smoking invented by an academic of the Nursing School Graduation Course. The construction involved a problem solving methodology, with the participation of teachers, students, smokers and the community, in a constant process of teaching and learning, based on numberless interactions with the creative and critic responses obtained. It became clear that this technology is a powerful tool in the combat of smoking and that it can be adapted to different issues. PMID:16894880

  1. The nurse’s academic formation for SUS in the perception of learning and teaching of the faculty of nursing/UERN

    Directory of Open Access Journals (Sweden)

    Roberta Kaliny de Souza Costa

    2010-01-01

    Full Text Available The model of attention to health in Single Health System (Sistema Único de Saúde ─ SUS presupposes a human-resources policy which prepares professionals of health to guide the services and sanitary practices. The nurse, a member of health staff, takes over an important role in implementation of principles and standards of SUS, being its professional formation necessary to labor organization in this purpose. In this way this study objectifies to analyse the process of formation of the male nurse in the Politic-Pedagogical Project (Projeto Político-Pedagógico ─ PPP in the perception of learning and teaching of the Faculty of nursing – FAEN of the University of The Rio Grande do Norte State – UERN. It treats about a descriptive-exploratory study with qualitative and quantitative approach carried out with learning and teaching of the graduation nursing course. In the field research carried out between the months of november, 2006 and february, 2007, were used like instruments the documental research below PPP´s, structured interview directed to the learning and the closed questionnaire applied to the students of eighth and ninth semesters of graduation course. The results of data about the questionnaires elaborated according to National Curricular Patters (Diretrizes Curriculares Nacionais ─ DCN and the Instrument of Evaluation Course of Graduation ─ MEC were organized according to six lists about the profile of the learning and teaching that participate of the research; of the didactical-pedagogical organization and PPP´s objectives to the just-graduates person to the didactical-pedagogical curriculum organization. For considering the interviews it was adopted thematic analysis of content discribed in lexical analysis by informatical program ALCESTE which provided the organization of the material in five categories: daily problems of SUS consolidation versus nurse formation, dichotomies about FAEN´s nursing course of curriculum versus principles of integralization of graduating process, the just-graduated one from FAEN and its professional insertion united to SUS politic-pedagogical project and the concern about the overcoming of dichotomies of graduation process abilities and necessary competences to the SUS performing nurse. The analysis of informations deriving from documental performance and field research resulted on the verification that, in spite of good intentions, the implementation strategies showed themselves fragile to cope with the rendering of expressed ideal on PPP. There is still a great gap between what´s thought as innovating graduating process and what´s being really implemented.

  2. Using Standardized Case Vignettes to Evaluate Nursing Home Staff Recognition of Delirium and Delirium Superimposed on Dementia

    OpenAIRE

    Fick, Donna M.; Kolanowski, Ann M; Hill, Nikki L.; Yevchak, Andrea; DiMeglio, Brittney; Mulhall, Paula M.

    2013-01-01

    The purpose of this study is to describe nursing home staff knowledge regarding delirium detection and the most common causes of delirium. Specific aims that guided this study include identifying the rate of nurse recognition of delirium and delirium superimposed on dementia (DSD), including different motoric subtypes of delirium, using standardized case vignettes, and exploring what nursing home staff describe as the potential causes of delirium. The study showed overall poor recognition of ...

  3. Information model for learning nursing terminology.

    Science.gov (United States)

    Nytun, Jan Pettersen; Fossum, Mariann

    2014-01-01

    Standardized terminologies are introduced in healthcare with the intention of improving information quality, which is important for enhancing the quality of healthcare itself. The International Classification for Nursing Practice (ICNP) is a unified language system that presents an ontology for nursing terminology; it is meant for documentation of nursing diagnoses, nursing interventions and patient outcomes. This paper presents an information model and an application for teaching nursing students how to use ICNP to assist in the planning of nursing care. The model is an integration of ICNP and our catalog ontology, patient journal ontology, and ontology defining task sets. The application for learning nursing terminology offers descriptions of patient situations and then prompts the student to supply nursing statements for diagnoses, goals and interventions. The nursing statements may be selected from catalogues containing premade solutions based on ICNP, or they may be constructed directly by selecting terms from ICNP. PMID:25160170

  4. Opportunity to teach and learn standards: colombian teachers’ perspectives

    OpenAIRE

    Cárdenas Ramos Rosalba; Hernández Gaviria Fanny

    2012-01-01

    The aim of this article is to present the outcomes of an exploration of in-service teachers’ perspectives in relation to an opportunity to teach and learn standards in English. A workshop for English teachers from Cali (Colombia) and the neighboring rural sectors was designed and carried out in order to collect the information. Teachers’ perspectives about the topic were explored in terms of three aspects: general considerations that underlie opportunities to learn; standards and c...

  5. Nursing satisfaction after standardizing the chronic wounds care

    Directory of Open Access Journals (Sweden)

    Francisco Jos Garca Snchez

    2009-09-01

    Full Text Available The Management of Primary Attention of Ciudad Real and the Management of Area of Puertollano elaborated, jointly during year 2005, Manual in Prevention and a Treatment of Chronic Wounds with the objective to standardize and to protocol the welfare practice in this matter. During the month of February of 2006 an anonymous survey with 6 questions is elaborated to know the satisfaction the professionals after the implantation of this tool, presented/displayed a cross-sectional descriptive study that throws the following global results: The necessity to implant a manual is valued with 8,97 on 10. The format of pocket chosen for the manual is valued with 8,94 on 10. The presentation of the manual is valued with 8.88 on 10. Speakers are valued with 8,63 on 10. The contents of the manual obtain a score of 8.90 on 10. The utility of the manual is valued with 8.87 on 10.The results indicate that the professionals demanded a tool that standardized the clinical practice in the prevention and treatment of chronic wounds. It seems to be that it has been guessed right in the format of the same one (pocket and emphasizes the utility that they give the same one, although statistically significantly appear differences between both managements.

  6. Simulation in Nursing Education: iPod As a Teaching Tool for Undergraduate Nurses.

    Science.gov (United States)

    Evans, Jennifer; Webster, Sue; Gallagher, Susan; Brown, Peter; Sinclair, John

    2015-07-01

    Most people with psychosis and schizophrenia experience auditory hallucinations, particularly the hearing of voices. A common cause of frustration and alienation for consumers is the lack of understanding by therapists, family members and caregivers, who find it difficult to relate to the consumers' experiences. The purpose of this study is to examine and evaluate whether students' participation in a simulated auditory hallucination will increase their understanding and knowledge about psychosis and auditory hallucinations. The design method consisted of a lecture on psychosis and schizophrenia disorders, followed by a simulation of auditory hallucinations using iPods. Students' knowledge and perceptions of psychosis and hallucinations was assessed using quasi-experimental pre-post matched-design questionnaires. The questionnaire was divided into two parts, the first comprised closed questions to assess students' knowledge, and the second part consisted of open-ended questions to collect information about students' perceptions of auditory hallucinations. The results confirmed that students' knowledge of psychosis and hallucination increased following the teaching session and simulation is a useful tool to prepare students for clinical placements in mental health practice. PMID:26309169

  7. Factors influencing nurses' compliance with Standard Precautions in order to avoid occupational exposure to microorganisms: A focus group study

    Directory of Open Access Journals (Sweden)

    Raftopoulos Vasilios

    2011-01-01

    Full Text Available Abstract Background Nurses may acquire an infection during the provision of nursing care because of occupational exposure to microorganisms. Relevant literature reports that, compliance with Standard Precautions (a set of guidelines that can protect health care professionals from being exposed to microorganisms is low among nurses. Additionally, high rates of exposure to microorganisms among nurses via several modes (needlesticks, hand contamination with blood, exposure to air-transmitted microorganisms occur. The aim of the study was to study the factors that influence nurses' compliance with Standard Precaution in order to avoid occupational exposure to pathogens, by employing a qualitative research design. Method A focus group approach was used to explore the issue under study. Four focus groups (N = 30 were organised to elicit nurses' perception of the factors that influence their compliance with Standard Precautions. The Health Belief Model (HBM was used as the theoretical framework and the data were analysed according to predetermined criteria. Results Following content analysis, factors that influence nurses' compliance emerged. Most factors could be applied to one of the main domains of the HBM: benefits, barriers, severity, susceptibility, cues to action, and self-efficacy. Conclusions Changing current behavior requires knowledge of the factors that may influence nurses' compliance with Standard Precautions. This knowledge will facilitate in the implementation of programs and preventive actions that contribute in avoiding of occupational exposure.

  8. Quality of nursing care and satisfaction of patients attended at a teaching hospital1

    Science.gov (United States)

    de Freitas, Juliana Santana; Silva, Ana Elisa Bauer de Camargo; Minamisava, Ruth; Bezerra, Ana Lcia Queiroz; de Sousa, Maiana Regina Gomes

    2014-01-01

    Objectives assess the quality of nursing care, the patients' satisfaction and the correlation between both. Method cross-sectional study, involving 275 patients hospitalized at a teaching hospital in the Central-West of Brazil. The data were collected through the simultaneous application of three instruments. Next, they were included in an electronic database and analyzed in function of the positivity, median value and Spearman's correlation coefficients. Results among the nursing care assessed, only two were considered safe - hygiene and physical comfort; nutrition and hydration - while the remainder were classified as poor. Nevertheless, the patients were satisfied with the care received in the domains assessed: technical-professional, confidence and educational. This can be justified by the weak to moderate correlation that was observed among these variables. Conclusion Despite the quality deficit, the patients' satisfaction level with the nursing care received was high. These results indicate that the institution needs to center its objectives on a continuing evaluation system of the care quality, aiming to attend to the patients' expectations. PMID:25029057

  9. Quality of nursing care and satisfaction of patients attended at a teaching hospital

    Directory of Open Access Journals (Sweden)

    Juliana Santana de Freitas

    2014-06-01

    Full Text Available OBJECTIVES: assess the quality of nursing care, the patients' satisfaction and the correlation between both.METHOD: cross-sectional study, involving 275 patients hospitalized at a teaching hospital in the Central-West of Brazil. The data were collected through the simultaneous application of three instruments. Next, they were included in an electronic database and analyzed in function of the positivity, median value and Spearman's correlation coefficients.RESULTS: among the nursing care assessed, only two were considered safe - hygiene and physical comfort; nutrition and hydration - while the remainder were classified as poor. Nevertheless, the patients were satisfied with the care received in the domains assessed: technical-professional, confidence and educational. This can be justified by the weak to moderate correlation that was observed among these variables.CONCLUSION: Despite the quality deficit, the patients' satisfaction level with the nursing care received was high. These results indicate that the institution needs to center its objectives on a continuing evaluation system of the care quality, aiming to attend to the patients' expectations.

  10. Breast cancer risk factor knowledge among nurses in teaching hospitals of Karachi, Pakistan: a cross-sectional study

    Directory of Open Access Journals (Sweden)

    Hatcher Juanita

    2006-09-01

    Full Text Available Abstract Background Breast cancer is the most common cancer among women in both the developed and the developing world. The incidence of breast cancer in Karachi, Pakistan is 69.1 per 100,000 with breast cancer presentation in stages III and IV being common (≥ 50%. The most pragmatic solution to early detection lies in breast cancer education of women. Nurses constitute a special group having characteristics most suited for disseminating breast cancer information to the women. We assessed the level of knowledge of breast cancer risk factors among registered female nurses in teaching hospitals of Karachi. We also identified whether selected factors among nurses were associated with their knowledge of breast cancer risk factors, so that relevant measures to improve knowledge of nurses could be implemented. Methods A cross-sectional survey was conducted in seven teaching hospitals of Karachi using stratified random sampling with proportional allocation. A total of 609 registered female nurses were interviewed using a structured questionnaire adapted from the Stager's Comprehensive Breast Cancer Knowledge Test. Knowledge of breast cancer risk factors was categorized into good, fair and poor categories. Ordinal regression was used to identify factors associated with risk knowledge among nurses. Results Thirty five percent of nurses had good knowledge of risk factors. Graduates from private nursing schools (aOR = 4.23, 95% CI: 2.93, 6.10, nurses who had cared for breast cancer patients (aOR = 1.41, 95% CI: 1.00, 1.99, those having received a breast examination themselves (aOR = 1.56, 95% CI: 1.08, 2.26 or those who ever examined a patient's breast (aOR = 1.87, 95% CI: 1.34, 2.61 were more likely to have good knowledge. Conclusion A relatively small proportion of the nursing population had good level of knowledge of the breast cancer risk factors. This knowledge is associated with nursing school status, professional breast cancer exposure and self history of clinical breast examination. Since only about one-third of the nurses had good knowledge about risk factors, there is a need to introduce breast cancer education in nursing schools particularly in the public sector. Continuing nursing education at the workplace can be of additional benefit.

  11. Skin and Musculoskeletal Disorders among Nursing Staff of a Referral-Teaching Hospital in Tehran-Iran

    Directory of Open Access Journals (Sweden)

    ALIREZA ABDOLLAHI

    2015-11-01

    Full Text Available OROGINAL ARTICLE Occupational diseases are any chronic ailment that occurs as a result of work or occupational activity. This study was conducted to examine the frequency and risk factors of some Skin and Musculoskeletal Disorders among nurses at a referral-teaching hospital. All 197 nurses in the hospital from different working shifts were engaged in the study. All nurses filled out a questionnaire containing demographic and occupational data. In the questionnaire, they specified the following: sex, age, job experience, any history of respiratory, skeletal and muscular diseases over the past year, chemicals and physical conditions they have been exposed to, history of allergy. Thirty nine nurses had skin diseases. Those who did not regularly wear gloves were further susceptible to skin diseases. 68 nurses in this study had musculoskeletal, respiratory and allergic diseases. The skin and respiratory diseases had nothing to do with gender, but skeletal, muscular and allergic diseases were more in women. In 93% of the cases, skin diseases left lesions in the elbows, wrists, palms and fingers. In our study, it was demonstrated that 39 nurses had skin diseases. 68 nurses in this study had skeletal, muscular, respiratory and allergic diseases. Out of 93 percent of the cases, skin diseases were characterized by the appearance of lesions. The incidence of Skin and Musculoskeletal Disorders had no meaningful relationship with age, height, employment and matrimonial status of the nurses, but it did have with the number of working shifts and beds under their supervision.

  12. Refocusing acute psychiatry, performance management, standards and accountability, a new context for mental health nursing.

    LENUS (Irish Health Repository)

    Harnett, P J

    2009-06-01

    The term \\'performance management\\' has an aversive \\'managerial\\' aspect, is unappealing to many public sector staff and has an \\'image problem\\'. Perhaps as a consequence, it has failed to make a significant impact on Irish public sector workers, notably mental health nurses. In this paper, performance management is introduced and examined within an Irish healthcare context and with reference to its use in other countries. Some of the challenges faced by Irish mental health nurses and the potential benefits of working within a performance managed workplace are discussed. The paper concludes that performance management is likely to increasingly affect nurses, either as active agents or as passive recipients of a change that is thrust on them. The authors anticipate that the performance management \\'image problem\\' will give way to recognition that this is a fundamental change which has the potential to enable health services to change. This change will bring high standards of transparency, worker involvement in decision making, an explicit value base for health services and individual teams. It provides the potential for clear practice standards and high standards of transparency as well as worker welfare in all aspects, including supporting employment and career progression.

  13. Using Standardized Patients to Teach Interprofessional Competencies to Dental Students.

    Science.gov (United States)

    Anders, Patrick L; Scherer, Yvonne Krall; Hatton, Michael; Antonson, Donald; Austin-Ketch, Tammy; Campbell-Heider, Nancy

    2016-01-01

    The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral-systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members. To test the teamwork outcomes for both groups of students, a standardized patient (SP) scenario was designed to include multiple chronic medical diagnoses and an oral-systemic component. The exercise was filmed for later review. Outcomes measures included SP and student self-evaluations and faculty evaluation of student documentation. The primary outcome of interest from a dental standpoint was faculty evaluation of IPCP competencies derived from the Core Competencies of Interprofessional Collaborative Practice and were deemed to be observable by faculty when viewing the videotaped scenario. Eight teams of students participated with an SP trained in the scenario. Each team consisted of a DNP student, a fourth-year dental student, and a second-year dental student. All eligible students in the DNP class (n=20) and eight students from each dental class (approximately 110 each) participated. The results showed that the teams scored highest on the role/responsibilities subscale, indicating students were respectful of each other's roles and expertise and effectively engaged each other to develop strategies to meet the patient's needs. Scores on the three other subscales (values/ethics, interprofessional communication, and teams/teamwork) were also high. These findings appeared to support IPCP as a method to foster knowledge and respect for other roles and responsibilities, improve appreciation of teamwork, and encourage better communication among health care providers. The ISPE scenario provided an effective way to evaluate IPCP competencies. PMID:26729686

  14. Correlation between Nursing Managers Delegation and Nurses Organizational Commitment from the Viewpoint of Nurses Working in Teaching Hospitals of Isfahan University of Medical Sciences (Year 2012)

    OpenAIRE

    Foroozan Atashzadeh Shoorideh; Zohreh Nabizadeh; Nahid Khazaei; Hamid Alavi-Majd

    2014-01-01

    The aim of this study is to determine the correlation between nurse managers delegation and nurses organizational commitment in the view of nurses. Nowadays improvement of the performance, efficiency, and effectiveness of organizations require capable and committed employees. In Iran, there is not any survey of the correlation between delegation and organizational commitment. This study is a descriptive correlation study. Statistical data in this research includes nurses (2120 members) of...

  15. Clinical judgement in nursing : a teaching-learning strategy for South African undergraduate nursing students / Anna Catharina van Graan

    OpenAIRE

    Van Graan, Anna Catharina

    2014-01-01

    Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations ...

  16. Courses and Resources to Teach Space Physics to Standards

    Science.gov (United States)

    Reiff, P. H.

    2008-12-01

    We have created four courses for teachers, and inquiry-based materials to go with them, that embed space physics concepts while teaching Space Physics to National and State standards. The state of Texas recently adopted a "4x4" standard, which makes the "recommended" graduation requirement for high school students to include four science and four math courses. Space Physics is not specifically listed as a topic, but falls naturally as part of three of the Texas High School courses: "Physics", "Astronomy" and "Earth and Space Science", a new course whose syllabus is being decided now. The national standards which are most relevant at the high school level are "Change, Constancy and Measurement", "Motions and Forces", "Interactions of Energy and Matter" and "Natural and Human-induced hazards" [National Science Ed Standards, 1996]. The "Texas Essential Knowledge and Skills" includes circuits, electricity and magnetism, and waves in their Physics course syllabus, and include "describe the Sun's effects on the Earth" in the Astronomy class. In the new Earth and Space Science class we expect that additional heliospheric concepts will be included. At Rice we have four Astronomy courses (and four Earth Science courses) for teachers, two of which involve a substantial space physics content. By taking those eight courses, plus a research project and another content or education elective, the teachers can earn a "Masters of Science Teaching" degree. In "Teaching Earth and Space Science" (ASTR 402) we dedicate about 4 weeks on the Sun and the Earth and its environment. The "Physics of Ham Radio" course (PHYS 401) has an even more relevant focus. That class introduces electricity and magnetism, with hands-on activities on circuits and electromagnetic waves. The students earn their "Technician" class amateur license by making at least 75 per cent on the first quiz, which allows them VHF and UHF broadcast privileges. The second half of the course covers more space weather topics including the ionosphere, solar activity, radio propagation and absorption, antennas, etc. Some students pass the more detailed "General" amateur license by the end of the semester, which allows them to transmit at HF frequencies. Ham radio clubs are becoming more interesting to students as internet-based and digital modes allow more extensive communication even with minimum licensing, and amateur radio clubs are an excellent resource to teachers who want to set up a station in their school. A Technician license can also allow even communication with the Space Station.

  17. Online teaching and learning in a graduate course in nursing education.

    Science.gov (United States)

    Gwele, N S

    2000-09-01

    Information technology has a potential to be the answer to one of Africa's most pressing problems-providing education to a number of geographically dispersed learners, who currently have to leave their countries for a number of years in order to pursue their studies elsewhere. The School of Nursing at the University of Natal launched an online graduate course in nursing education at the beginning of the year 2000 for the first time as part of a masters degree programme. A number of lessons have been learned from this experience. Firstly, it took too long to arrive at 'closure' on discussion of any one particular theme. There seemed to be a perpetual feeling of never "completing" teaching/learning tasks. Ordinarily, in a face-to-face (f2f) classroom, a particular theme or topic is scheduled for a particular lecture period. More often than not, whether clarity and/or resolution has been attained, the discussion moves on to the next theme, or topic. This has not been easy to do in computer mediated communication (CMC). The students' contributions, however, seemed more thought out and more focused than had been the case in the f2f classes. Secondly, the essentiality/importance of structure became apparent very early. After an initial tentative and slow start, once the students felt comfortable with the computer "classroom", the bulletin board was flooded with messages, necessitating re-thinking the original structure. PMID:11949152

  18. Online teaching and learning in a graduate course In nursing education

    Directory of Open Access Journals (Sweden)

    NS Gwele

    2000-09-01

    Full Text Available Information technology has a potential to be the answer to one of Africa’s most pressing problems- providing education to a number of geographically dispersed learners, who currently have to leave their countries for a number of years in order to pursue their studies elsewhere. The School of Nursing at the University of Natal launched an online graduate course in nursing education at the beginning of the year 2000 for the first time as part of a masters degree programme. A number of lessons have been learned from this experience. Firstly, it took too long to arrive at ‘closure’ on discussion of any one particular theme. There seemed to be a perpetual feeling of never “completing” teaching/learning tasks. Ordinarily, in a face-to-face (f2f classroom, a particular theme or topic is scheduled for a particular lecture period. More often than not, whether clarity and/or resolution has been attained, the discussion moves on to the next theme, or topic. This has not been easy to do in computer mediated communication (CMC. The students’ contributions, however, seemed more thought out and more focused than had been the case in the f2f classes. Secondly, the essentiality/importance of structure became apparent very early. After an initial tentative and slow start, once the students felt comfortable with the computer “classroom” , the bulletin board was flooded with messages, necessitating re-thinking the original structure.

  19. Occupation: nurse; occupational hazard: radiation

    Energy Technology Data Exchange (ETDEWEB)

    Nickson, K.

    1984-03-01

    The work of the occupational health nurses at the Pickering Generating Station is described. A staff of two nurses teach first aid and safety, practice an emergency plan, and monitor personnel for minimum health standards for radiation workers. Special attention is paid to problems which might be aggravated by radiation, such as skin complaints, respiratory diseases, emotional stability, or phobias regarding heights, plastic suits, or radiation itself. Procedures used in treating contaminated personnel are outlined.

  20. Occupation: nurse; occupational hazard: radiation

    International Nuclear Information System (INIS)

    The work of the occupational health nurses at the Pickering Generating Station is described. A staff of two nurses teach first aid and safety, practice an emergency plan, and monitor personnel for minimum health standards for radiation workers. Special attention is paid to problems which might be aggravated by radiation, such as skin complaints, respiratory diseases, emotional stability, or phobias regarding heights, plastic suits, or radiation itself. Procedures used in treating contaminated personnel are outlined

  1. The Contradictory Nature of Professional Teaching Standards: Adjusting for Common Misunderstandings

    Science.gov (United States)

    Gallagher, William J.

    2005-01-01

    Many teachers gaze in wonder at the professional teaching standards to which they are expected to adhere. Such standards too often ask more of teachers than they can possibly deliver. It is especially disconcerting that teaching standards are actually at odds with an educational environment dominated by ill-conceived accountability schemes and

  2. O ensino da administração em enfermagem: percepção diante da vivência profissional Teaching nursing administration: the nurse's comprehension

    Directory of Open Access Journals (Sweden)

    Raquel Rapone Gaidzinski

    1998-04-01

    Full Text Available Este estudo teve por objetivo desvelar a compreensão de um grupo de enfermeiras egressas da Escola de Enfermagem da USP, quanto disciplina Administração aplicada à Enfermagem ministrada no Curso de Graduação em Enfermagem da Escola de Enfermagem da Universidade de São Paulo. Para tanto buscou-se como trajetória metodológica a fenomenologia, tendo MARTINS;BICUDO como autores básicos e eixo principal da pesquisa. Guiadas por este referencial, realizou-se o estudo junto a oito enfermeiras, fazendo a descrição e a compreensão dos seus discursos e buscando trazer o significado que foi percebido do fenômeno estudado. Da análise fenomenológica dos relatos das enfermeiras emergiram possibilidades e limites do ensino da referida disciplina.The purpose of this study was to disclose the nurses comprehension about the Nursing Administration discipline taught in the Nursing graduation course of the Nursing School of São Paulo University. We have followed the phenomenology as the methodological way, and MARTINS; BICUDO were taken as the basic authors and main axis of the research. Being guided by this referencial, we have done this study together with eight nurses and we could do a description and comprehension speeches trying to bring out the meaning of what was understood about their phenomenon studied. From the phenomenological analysis of the nurses'reports appeared the possibilities an limits of the teaching of this discipline.

  3. Nurse educators’ perceptions of the way nursing students protect patient privacy

    OpenAIRE

    Otília Zangão; Mendes Felismina

    2014-01-01

    The aim of this study was to assess the teaching-learning process related to patient privacy during the care process and the way nursing students’ protect patient privacy. Descriptive/correlational study using a qualitative approach and nonprobability sampling of 19 nurse educators from two schools of nursing. Data was collected using semi-structured interviews. Data analysis was undertaken using the SPSS version 20 and Alceste 2010 programs. The study complied with ethical standards. Two cla...

  4. Teaching evidence-based practice: the Bachelor of Science in nursing essentials at work at the bedside.

    Science.gov (United States)

    Odell, Ellen; Barta, Kathleen

    2011-01-01

    Patient safety and quality outcomes are major issues in the health care industry. Many national organizations have pushed these issues to the forefront of health care, demanding that health care professionals, especially nurses, play a vital role and be vigilant in these endeavors. Nurse educators, using The Essentials of Baccalaureate Education for Professional Nursing Practice, are in a unique position to impact health care systems and patient care by educating and training nursing students in the skills necessary to promote safety and quality outcomes. This article describes a creative, authentic learning experience that is currently being used in a Bachelor of Science in Nursing (BSN) program. The learning experience is a shared partnership between the clinical agency, the faculty, and the health science librarian to assist senior nursing students in the last semester of their baccalaureate degree program to synthesize and use the knowledge, skills, and attitudes that promote patient safety and optimal outcomes. It is a teaching strategy that incorporates many of the outcomes from the BSN Essentials and aids students to actively seek and deliver care using evidence-based practice. PMID:22142913

  5. [A proposal for a nursing sciences curriculum in the general nurse 1st level degree in Italy].

    Science.gov (United States)

    Ausili, Davide; Baccin, Giliola; Talamona, Adele; Sironi, Cecilia

    2009-01-01

    This article describes a proposal for a nursing curriculum in general, clinical and paediatric nursing sciences (this scientific area is named MED/45 in Italian legislation) at the first cycle of higher education for general nurses in Italy (level 6 according to the European Qualifications Framework). Future change in university syllabus, need to revise nursing curriculum starting from specific competences acquisition, lack of professional national nursing standards, and uncertain evolution of a scientific academic sector for nurses in Italy, led to this work. It consists in evaluation and revision of what has been implemented in a nursing pre-registration degree at University of Insubria. Key principles orienting nursing sciences educational activities revision of this degree course has been the following: centrality of the person in the curing process, choice of a conceptual nursing model to guide personalisation of care, development of therapeutic relationship skills, and adherence to professional principles and values. Aims, educational objectives, and educational activities planned to teach nursing discipline in the three year course, are presented in this paper. Nursing discipline has been articulated into four knowledge areas: general nursing, nursing methodology, clinical nursing (general and applied), advanced nursing practice. Evaluation of this curriculum, implemented since 2000 and modified in 2008, helped the students to acquire a clear professional identity. Further comments are added in the conclusion on matching educational objectives to didactic units, identification of four knowledge areas for nursing sciences, and choice to deal with advanced nursing practice during the third year of the degree course. PMID:19356324

  6. Managing quality of teaching and learning in the ophthalmic nursing course.

    Science.gov (United States)

    Law, M L

    2000-02-01

    With auditing of teaching and learning in earnest by the Quality Assurance Agency for the Higher Education Funding Council, the nature of quality in education is top on the agenda for educational stakeholders. However, the nature of quality is difficult to define and measure. This is because quality is essentially a subjective perception and can mean different things to different individuals. Therefore, attempt to quantify and measure quality is difficult and problematic but is necessary for personal, professional, bureaucratic, political and stakeholder demands for accountability, and demonstration of efficiency, effectiveness and value for money. Using a total quality management framework, the internal controls of quality in the ophthalmic nursing course and at the faculty level are considered. The wider contexts of quality control from the institutional, political and at the customer's levels are explored. This paper concludes that the various methods used to control and measure quality may provide useful information for service clarity and a basis for service development. However, such information needs to be treated with caution and interpreted in the context and environment in which this information is generated. Ultimately, the issues of quality in teaching and learning may be addressed by the teacher's commitment to be developed as a reflective practitioner. PMID:11148836

  7. Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty.

    Science.gov (United States)

    Smeltzer, Suzanne C; Cantrell, Mary Ann; Sharts-Hopko, Nancy C; Heverly, Mary Ann; Jenkinson, Amanda; Nthenge, Serah

    2016-01-01

    This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research. PMID:27216126

  8. Teaching optical dimensional metrology of surfaces and international standards

    Science.gov (United States)

    Costa, Manuel F. M.

    2014-07-01

    Dimensional metrology is a demanding subject that requires an in-depth knowledge not only of the characteristics of the object of the measurement and the method and system to be used to perform the measurement but also of the standards to followed and strictly respected. This is especially true for surface metrology. The definition of surface, particularly when using optical methods in the measuring process, is a first problem to be understood. From this definition discussion, in our pedagogical approach, we move to the study of the characteristics of light and light/matter/surface interaction. Surface characterization parameters and the main ISO standards are studied. Particular attention is given within the study of the sensing/measuring processes to the definition of uncertainty of a measurement. ISO' Guide of Expression of Uncertainty of a Measurement, GUM, is studied (as well as the VIM). A review of the main optical surface inspection system is made. We believe on the importance of an active student centred learning and on the resource to hands-on experimental practice and therefore all this teaching approach evolves from practical examples and actual experiments and observations.

  9. Opportunity to Teach and Learn Standards: Colombian Teachers Perspectives

    Directory of Open Access Journals (Sweden)

    Crdenas Ramos Rosalba

    2012-10-01

    Full Text Available

    The aim of this article is to present the outcomes of an exploration of in-service teachers perspectivesin relation to an opportunity to teach and learn standards in English. A workshop for English teachersfrom Cali (Colombia and the neighboring rural sectors was designed and carried out in order tocollect the information. Teachers perspectives about the topic were explored in terms of three aspects: general considerations that underlie opportunities to learn; standards and conditions in educationalinstitutions (work aspects and other institutional factors such as human and material resources.


    Este artculo tiene por objetivo presentar los resultados de una exploracin acerca de las reflexionesde un grupo de docentes en ejercicio, respecto a estndares de oportunidad para la enseanzay aprendizaje del ingls como lengua extranjera. Con este propsito se dise y ofreci un tallera profesores de Cali (Colombia y de la zona rural aledaa. All se estudiaron las perspectivas delos docentes en cuanto a tres aspectos: consideraciones generales que subyacen la oportunidad deaprender, estndares y condiciones en las instituciones educativas y otros factores tales como recursosmateriales y humanos.

  10. Development, implementation and evaluation of a peer review of teaching (PRoT) initiative in nursing education.

    Science.gov (United States)

    Mager, Diana R; Kazer, Meredith W; Conelius, Jaclyn; Shea, Joyce; Lippman, Doris T; Torosyan, Roben; Nantz, Kathryn

    2014-01-01

    For many years, an area of research in higher education has been emerging around the development and implementation of fair and effective peer evaluation programs. Recently, a new body of knowledge has developed regarding the development and implementation of fair and effective peer evaluation programs resulting in formative and summative evaluations. The purpose of this article is to describe the development, implementation, and evaluation of a peer review of teaching (PRoT) program for nursing faculty, initiated at one small comprehensive university in the northeastern United States. Pairs of nursing faculty evaluated each other's teaching, syllabi, and course materials after collaborating in a pre-evaluation conference to discuss goals of the classroom visit. Qualitative data gathered in post project focus groups revealed that faculty found their modified PRoT process to be a mutually beneficial experience that was more useful, flexible and collegial, and less stressful than their previous evaluation process. PMID:24893326

  11. Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture

    Directory of Open Access Journals (Sweden)

    Neda Mehrdad

    2011-05-01

    Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students

  12. A Registry and Database for Gerontology Research: The Teaching Nursing Home Approach to Medical Services for the Elderly

    OpenAIRE

    Green, Rex S.; Steinmann, William; Ellis, Nancy; O'Brien, Linda; Pack, Allan; Lawton, Powell; Pfohl, Dorothea; Stein, Audrey; Abrutyn, Elias

    1985-01-01

    A subject registry and clinical research database were created in 1983 as part of a National Institute of Aging Teaching Nursing Home award to the Philadelphia Gerontology Research Consortium. The registry enables medical researchers to locate subjects for their studies. It also helps researchers decide if there are enough potential subjects for proposed studies. The design of the database emphasizes data that provide the context for studies of specific diseases, as well as facilitate the com...

  13. Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience

    OpenAIRE

    Wung Cathy; Huang Chung-I; Yang Che-Ming

    2009-01-01

    Abstract Background The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. Methods The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot stu...

  14. Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience

    OpenAIRE

    Huang, Chung-I; Wung, Cathy; Yang, Che-Ming

    2009-01-01

    Background The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. Methods The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot study and su...

  15. [A Taiwan nursing perspective on current imbalances in educating, licensing and hiring new nurses].

    Science.gov (United States)

    Lee, Sheuan; Chang, Ting

    2012-10-01

    Level of development in the nursing profession affects healthcare quality and safety. The nursing profession in Taiwan today faces myriad external pressures such as the global financial crisis and rapidly changing national health insurance policies and social issues. For example, cutbacks in nursing manpower at medical institutions and increasingly difficult healthcare working conditions are increasing nurse workloads and turnover, conflict in the workplace, and difficulties in recruiting new nursing staff. Such negative developments directly and negatively impact professional development, healthcare quality, healthcare safety, and workplace morale. In terms of maintaining and enhancing the quality of new nurses entering the profession, rapid growth in numbers of technology schools and nursing students have severely strained insufficient resources and resulted in teaching quality and education outcomes below expectations. Poor passing rates on the national nursing license examination and increasingly high new nurse turnover are now significant negative factors influencing clinical manpower availability. Imbalances among education, licensing, and hiring clearly and negatively impact nursing professional development and social needs and cause the inefficient allocation of limited education resources. This article discusses and analyzes the causes underlying current imbalances in nurse hiring, licensing, and education. We provide the following suggestions: (1) Integrate education and licensing activities based on professional recruitment considerations to promote nursing competent and manpower stability; (2) revise the focus and content of the national license examination to resolve the current disconnect between license examination and hiring needs; (3) redesign curricula, update teaching material, and adjust teaching methods based on professional competencies in order to resolve key education and recruitment problems. All nursing schools should prepare their students well to pass the license examination in order to resolve the current state of inconsistent educational standards, and (4) train international nursing talent to address and reflect international medical care trends and policies in Taiwan. This paper is intended to serve as reference for both policymakers and professionals in the nursing and healthcare fields. PMID:23034543

  16. Standard instruction versus simulation: Educating registered nurses in the early recognition of patient deterioration in paediatric critical care.

    Science.gov (United States)

    O'Leary, Jessica; Nash, Robyn; Lewis, Peter

    2016-01-01

    Identifying and stabilising deterioration in a child with significant clinical compromise is both a challenging and necessary role of the paediatric critical care nurse. Within adult critical care research, high fidelity patient simulation (HFPS) has been shown to positively impact learner outcomes regarding identification and management of a deteriorating patient; however, there is a paucity of evidence examining the use of HFPS in paediatric nursing education. The aim of this study was to investigate the effect of HFPS on nurses' self-efficacy and knowledge for recognising and managing paediatric deterioration. Further, participants' perceptions of the learning experiences specific to the identification and management of a deteriorating child were also explored. Registered nurses working in a tertiary-referral paediatric critical care unit were recruited for this quasi-experimental study. Using a pre-test/post-test control-group design, participants were assigned to one of two learning experiences: HFPS or standard instruction. Following the learning experience, nurses were also invited to participate in semi-structured interviews. 30 nurses participated in the study (control n=15, experiment n=15). Participants in the HFPS intervention were most likely to demonstrate an increase in both perceived self-efficacy (p=<0.01) and knowledge (p=<0.01). No statistically significant change was observed in control group scores. The mean difference in self-efficacy gain score between the two groups was 5.67 score units higher for the experiment group compared to the control. HFPS also yielded higher follow-up knowledge scores (p=0.01) compared to standard instruction. Ten nurses participated in semi-structured interviews. Thematic analysis of the interview data identified four themes: self-awareness, hands-on learning, teamwork, and maximising learning. The results of this study suggest that HFPS can positively influence nurses' self-efficacy and knowledge test scores specific to the recognition and management of paediatric deterioration. PMID:26249644

  17. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Education Program

    Science.gov (United States)

    Kimbrough-Walls, Vickie J.

    2012-01-01

    Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental hygiene education programs require faculty to teach in both classroom and clinical environments. However, accreditation agencies for these programs mandate

  18. Training and education: an analysis of quality assurance in teaching and nursing education.

    Science.gov (United States)

    Callery, P

    2000-07-01

    There is a continuing tension between training and education in vocational higher education courses. The debate in nursing has been heightened by the transfer of courses into higher education and staffing problems in the NHS. Comparisons with other occupations can help prevent introspection in analysis of policy issues in nursing. Teacher training is a particularly useful comparator because it entered higher education before nursing, and teachers have failed to maintain a level of autonomy that nurses would once have envied. This paper compares nursing and teacher training with particular reference to quality assurance. The UK government has adopted a centralized quality assurance and funding system for teacher training. Nursing is included in higher education quality assurance systems but funding is devolved. The tensions between training and education within nursing and teacher training are examined, and implications for the development of nursing considered. PMID:10895119

  19. Teaching communication and therapeutic relationship skills to baccalaureate nursing students: a peer mentorship simulation approach.

    Science.gov (United States)

    Miles, Leslie W; Mabey, Linda; Leggett, Sarah; Stansfield, Katie

    2014-10-01

    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

  20. A Review of Standards of Practice for Beginning Teaching. ACER Policy Briefs. Issue 4

    Science.gov (United States)

    Ingvarson, Lawrence; Kleinhenz, Elizabeth

    2003-01-01

    This paper aims to provide a critical review and comparison of the following sets of standards of practice for teachers: (1) The Victorian Interim Teacher Class Standards (ITCS), especially Interim Teacher Class Standards for Beginning Teachers; (2) Professional Standards for Teachers; (3) The National Competencies for Beginning Teaching; (4) The

  1. Peer review of teaching in Web-based courses in nursing.

    Science.gov (United States)

    Cobb, K L; Billings, D M; Mays, R M; Canty-Mitchell, J

    2001-01-01

    With the explosion of college-level Web-based courses, concern has arisen about the quality of online courses. Peer review of online courses is one method of ensuring that these courses meet the highest standards. Although numerous colleges and universities use peer review for classroom presentations, clinical experiences, and course materials, peer review of an online course may require a different type of expertise. This article describes the process for conducting a peer review of teaching in Web-based courses and explains how documentation of peer review of an online course can be used for faculty development, promotion and tenure decisions, curriculum decisions, and program review. PMID:12141644

  2. Anti-Oppressive Practice and Reflexive Lifeworld-Led Approaches to Care: A Framework for Teaching Nurses about Social Justice.

    Science.gov (United States)

    Hutchison, Jacqueline Sarah

    2015-01-01

    This paper was initially written for a European Academy of Caring Science workshop and aimed to provide clarity and direction about Caring Science by offering some ideas emerging from the philosophy, themes, and projects of EACS. An underpinning concept for the work of the Academy is the lifeworld. The focus of the workshop was to explore the lifeworld of the patient, student, and carer. The intention was to promote discussion around the need to provide alternative ways to conceptualise caring relevant knowledge, naming phenomena and practices central to caring sciences, and the educational curriculum and its adequacy for caring science. This paper seeks to identify concepts and approaches to understanding oppression, power, and justice which enable nurses to challenge the structures in health care environments which discriminate or disempower clients. Anti-oppressive practice theory and reflexive lifeworld-led approaches to care enable nurses to be critical of their practice. A framework for teaching social justice in health care is offered to augment teaching students to challenge oppressive practice and to assist nurses to reflect and develop conceptual models to guide practices which are central to promoting caring interactions. PMID:25838944

  3. Nurse taking care and teaching to the family of the client with gastrostomy in home scene . Preview note

    Directory of Open Access Journals (Sweden)

    Vera Lcia de Castro Priss

    2007-04-01

    Full Text Available The client that suffered a gastrostomy needs the full attention of a stomaterapist nurse. This support starts with the feeding tube installation and should be followed in homecare attention by motivating the family to take part of this process, giving them the necessary support, teaching how to manage the feeding tube, how to handle it in the process of feeding the client and also the physical and emotional care required in order to prevent difficulties and contributing effectively to the health promotion, maintenance and rehabilitation of the client in the family scenario. The aim of this work is to know the new possibilities of innovation in the nurses practice and teaching when attending the gastrostomy clients family, identifying the needs of the family in this kind of care in the family scenario and elaborating a homecare program to the family of a gastrostomy client. It is a qualitative research which will count with: a selection of clients submitted to gastrostomy in the Video-Endo Clinic; home visits evaluations by participative observation of the family scenario conditions to attend the clientss needs; orientations with practical demonstrations of care actions with the client in nutritional support by gastrostomy, thorough the identification of the familys needs concerned the client care, by analyzing the interviews and observation, and the elaboration of a homecare program for these

  4. Diffraction and interference--a standard teaching topic using non-standard diffracting objects

    Science.gov (United States)

    Gröber, S.; Vetter, M.; Eckert, B.; Jodl, H.-J.

    2014-01-01

    This topic--diffraction and interference--is a standard topic in teaching wave optics in schools and universities as well as in physics practical labs. The theoretical presentation needs some knowledge in mathematics; the final formula for the intensity pattern as a function of all parameters such as number of slits N, slit width b, slit distance d, wavelength λ of light used is not too complicated. The experimental setup is standard and well known. In our opinion the shortage comes here from the relatively poor quality of scattering objects produced by photolithography and by the small number of various objects in N, b and d. We on the contrary offer objects produced by electron beam lithography with much higher contrast and larger resolution. As a consequence, students are allowed to study not only positions of a few maxima and minima of the interference pattern, but determine relative intensities of maxima and minima with respect to central maximum, details around sub-maxima, band shape and bandwidth. In addition, we generated 150 objects with a variety in N, b and d and also offer five different wavelengths. Since these objects are hardly available and not so easy to copy we offer this experiment as a remotely controlled laboratory experiment which means the real experiment located in A can be used by everyone with his or her computer located in B via the Internet.

  5. Diffraction and interference–-a standard teaching topic using non-standard diffracting objects

    International Nuclear Information System (INIS)

    This topic-–diffraction and interference-–is a standard topic in teaching wave optics in schools and universities as well as in physics practical labs. The theoretical presentation needs some knowledge in mathematics; the final formula for the intensity pattern as a function of all parameters such as number of slits N, slit width b, slit distance d, wavelength λ of light used is not too complicated. The experimental setup is standard and well known. In our opinion the shortage comes here from the relatively poor quality of scattering objects produced by photolithography and by the small number of various objects in N, b and d. We on the contrary offer objects produced by electron beam lithography with much higher contrast and larger resolution. As a consequence, students are allowed to study not only positions of a few maxima and minima of the interference pattern, but determine relative intensities of maxima and minima with respect to central maximum, details around sub-maxima, band shape and bandwidth. In addition, we generated 150 objects with a variety in N, b and d and also offer five different wavelengths. Since these objects are hardly available and not so easy to copy we offer this experiment as a remotely controlled laboratory experiment which means the real experiment located in A can be used by everyone with his or her computer located in B via the Internet. (paper)

  6. Using FTIR-ATR Spectroscopy to Teach the Internal Standard Method

    Science.gov (United States)

    Bellamy, Michael K.

    2010-01-01

    The internal standard method is widely applied in quantitative analyses. However, most analytical chemistry textbooks either omit this topic or only provide examples of a single-point internal standardization. An experiment designed to teach students how to prepare an internal standard calibration curve is described. The experiment is a modified

  7. The outcome of interprofessional education: Integrating communication studies into a standardized patient experience for advanced practice nursing students.

    Science.gov (United States)

    Defenbaugh, Nicole; Chikotas, Noreen E

    2016-01-01

    The purpose of this qualitative study was to examine the impact of standardized patient experiences (SPE) in the education of the Advanced Practice Nurse (APN). The education of the APN requires educators to make every attempt to promote competency in the areas of communication and clinical-decision making. SPE programs have been found to improve the interpersonal, problem solving, and critical thinking skills of nursing students. For this research twenty-nine APN students participated in SPEs over the course of two semesters. Fifteen student volunteers of those 29 participants were then interviewed three months after the experience. Results revealed that having an expert in the field of communication studies increased awareness of communication skills and how to improve nurse-patient encounters in the clinical setting. The interprofessional collaboration during the SPEs assisted in facilitating the application of learned communication skills into patient-centered care of the APN student. PMID:26122938

  8. A mobile hospice nurse teaching team’s experience: training care workers in spiritual and existential care for the dying - a qualitative study

    OpenAIRE

    Tornøe, Kirsten; Danbolt, Lars Johan; Kvigne, Kari; Sørlie, Venke

    2015-01-01

    Background Nursing home and home care nursing staff must increasingly deal with palliative care challenges, due to cost cutting in specialized health care. Research indicates that a significant number of dying patients long for adequate spiritual and existential care. Several studies show that this is often a source of anxiety for care workers. Teaching care workers to alleviate dying patients’ spiritual and existential suffering is therefore important. The aim of this study is to illuminate ...

  9. The Development of Teaching Efficacy for Drug-Dosage Calculation Instruction: A Nursing Faculty Perspective

    Science.gov (United States)

    Vitale, Gail A.

    2011-01-01

    The purpose of this study was to examine how nursing efficacy for drug-dosage calculation instruction is determined. Medication administration is a critical function of nurses in healthcare settings. An essential component of safe medication administration is accurate drug-dosage calculation, but instruction in drug-dosage calculation methods…

  10. Teaching Practice as a Testbench of Learning in Master's Degree Education for Nurse Teachers in Finland.

    Science.gov (United States)

    Hakkarainen, Pentii E.; Janhonen, Sirpa

    1997-01-01

    Masters-level students in nursing education in Finland were assigned to study groups, each of which planned and implemented a course. Group work was videotaped and analyzed, revealing issues for teacher education related to the integration of research, education, and nursing practice and to conflicts over planning approaches. (SK)

  11. Predictors of quality in rural nursing homes using standard and novel methods.

    Science.gov (United States)

    Towsley, Gail L; Beck, Susan L; Pepper, Ginette A

    2013-04-01

    We examined the effect of market and organizational characteristics on nursing home quality as measured by deficiencies (number and weighted) on states in a rural region of the United States. Rural nursing homes in five Mountain West states (N = 161) were sampled from the Online Survey Certification and Reporting system between January 1, 2004 and June 15, 2005. State comparisons indicated that rural nursing homes in Nevada had a higher number of deficiencies and weighted deficiency score as compared with Utah, Colorado, Wyoming, and Idaho. Using regression analyses, we found that a higher percentage of licensed practical nurses in the staffing mix were predictive of a greater number of deficiencies. Nursing homes with more beds or higher Medicaid occupancy had higher weighted deficiency scores. Although rural Mountain West nursing homes average a similar number of deficiencies as nursing homes nationwide, these nursing homes had a greater number of serious deficiencies and higher weighted deficiency scores, suggesting greater actual harm to resident health and safety. PMID:23330834

  12. Setting the Standard for Challenge: Teaching English in Dimen, China

    Science.gov (United States)

    Weick, Cynthia W.; Costigan, Samuel J.; Cunningham, Lindsey J.; Zeiser, Shelly R.; Camp-Bell, Jackson A.; Feliz, Michael C.; Iversen, Jennifer. M.; Kobayashi, Alison L.; Matej, Madelaine A.; Motoyasu, Colleen T.; Teague, Kathryn E.; Wong, Sarah A.

    2015-01-01

    Travelling from Hong Kong to Dimen, China, requires a full day. Creating and implementing an original course to teach English as a foreign language in rural China offered to some of the university's most talented undergraduates the opportunity to integrate hands-on learning with scholarship, cross-cultural understanding, and community service. At…

  13. Patologas de la comunicacin: proyecto docente para enfermera infantil. Dislalias / Communication pathology: teaching project for child nursing. Dyslalias

    Scientific Electronic Library Online (English)

    lvaro David, Campos Palomo; Laura Deseada, Campos Palomo.

    2014-04-01

    Full Text Available La dislalia, mal conocida como trastorno del lenguaje, es sin duda una de las patologas de la comunicacin, concretamente del habla, ms comn en la infancia. A pesar de que en los distintos servicios de salud en los que presta sus cuidados la profesin de enfermera se encuentran nios con estas d [...] ificultades, la formacin profesional tanto pre como postgrado es muy deficiente en lo que a patologa de la comunicacin respecta. Mediante una exhaustiva bsqueda bibliogrfica actualizada en la Biblioteca Virtual del Sistema Pblico de Salud de Andaluca, se pretende dar a conocer los aspectos ms relevantes de las dislalias con un objetivo pramente docente, lo que resultar en una mejora en los registros de enfermera, en el uso correcto de la terminologa logopdica y en un avance en la coordinacin interprofesional, consiguiendo con ello dar calidad e identidad a los cuidados de enfermera. Abstract in english Dyslalia, bad known as a language disorder, is undoubtedly one of the most common childhood speech communication pathologies. Although nursing provide health care to children with these difficulties along different services, pregraduate and postgraduate training regarding communication pathology is [...] very poor. Through an extensive updated searched literature in the Virtual Library System of Andalusia Public Health, is intended to present the most relevant aspects about dyslalia with pure teaching objective with the aim of improving nursing records, getting correct use in speech therapy terminology and achieving quality and identity in providing nursing care.

  14. Professional Teaching Standards: Generic, Subject-Specific or Third Wave?

    Science.gov (United States)

    Chadbourne, Rod

    2001-01-01

    Explores the issue of generic versus subject-specific standards in terms of their role in teachers' professional development. Suggests generic and subject-specific standards share a symbiotic relationship. Outlines a basis for a "third wave": some teachers may find at a particular stage in their career that generic standards are more useful than…

  15. DIAGNOSTIC AND INTERVENTION OF NURSING IN PATIENT WITH ERYSIPELAS: A CASE STUDY IN TEACHING HOSPITAL

    Directory of Open Access Journals (Sweden)

    Patrick Leonardo Nogueira da Silva

    2013-12-01

    Full Text Available This study aimed to identify nursing diagnoses and interventions for diseases caused by dermal bullous erysipelas in patients admitted to the Medical Clinic Hospital of Montes Claros. This is a descriptive study of a case study in which data collection was conducted in the first half of 2011, through observation, interview and clinical data of the patients studied. For the nursing diagnosis of the patient, we used the NANDA (North American Nursing Diagnosis Association in which we analyzed their clinical conditions (physiological, biological, and therapeutic. We used an investigative process for the analysis of this disease. After collection, defined by critical points of nursing diagnoses, was drafted plans to improve the nursing care of patient scheduling a care plan to the main diagnoses of the same through the NIC (Nursing Interventions. We conclude that the bullous erysipelas is a serious public health problem in which is a risk factor for worsening of other physiological systems competing for the nursing staff to provide quality care in a more humanized.

  16. Facilitating higher order thinking skills in nurse education: a prototype database for teaching wound assessment and management skills.

    Science.gov (United States)

    Ribbons, R M; McKenna, L G

    1997-01-01

    The introduction of university based nurse education in Australia has nursing students spending more time in the classroom and less time in clinical settings. This decrease in clinical exposure may result in reduced opportunities for students to develop pertinent patient assessment and management skills. This is particularly true of skills required for effective wound assessment and management. Computerised databases offer an innovative method of teaching or refining these skills in a cost and time-effective manner without risk to patients or students. Such technology can also provide important grounding in data identification, hypothesis testing, problem solving and clinical decision making skills. This paper explores the underlying pedagogical principles of database use and describes the development of the prototype closed database, DECUBITUS. The prototype database included the following data fields; physical assessment, clinical diagnosis, risk assessment, wound assessment and treatment modality. The introduction of more sophisticated databases will permit the storage of visual images of actual wounds thus providing an additional dimension to the teaching of wound assessment and management. PMID:10175429

  17. The Cummins model: a framework for teaching nursing students for whom English is a second language.

    Science.gov (United States)

    Abriam-Yago, K; Yoder, M; Kataoka-Yahiro, M

    1999-04-01

    The health care system requires nurses with the language ability and the cultural knowledge to meet the health care needs of ethnic minority immigrants. The recruitment, admission, retention, and graduation of English as a Second Language (ESL) students are essential to provide the workforce to meet the demands of the multicultural community. Yet, ESL students possess language difficulties that affect their academic achievement in nursing programs. The application of the Cummins Model of language proficiency is discussed. The Cummins Model provides a framework for nursing faculty to develop educational support that meets the learning needs of ESL students. PMID:10476166

  18. Proposals for teaching reading skills in standard 8 in Namibia

    OpenAIRE

    Aipanda, Shuuya I.

    1990-01-01

    Reading is central to all learning and should enjoy more attention than any skill associated with learning. Undoubtedly, reading difficulty has an adverse effect on learning and on acquiring of information in general. This dissertation is a proposal of teaching reading skills which enable students to read purposefully, to become self-reliant students and to have a beneficial effect on their command of the English language. Chapter One gives the historical background while Chapter Two identifi...

  19. Standard commercial education robotic platform: intermediate solution to teaching robotics

    OpenAIRE

    Dias, André; Dias, Nuno; Ferreira, Hugo; Campos, Daniela

    2011-01-01

    Teaching robotics to students at the beginning of their studies has become a huge challenge. Simulation environments can be an effective solution to that challenge where students can interact with simulated robots and have the first contact with robotic constraints. From our previous experience with simulation environments it was possible to observe that students with lower background knowledge in robotics where able to deal with a limited number of constraints, implement a simulated robot...

  20. Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment

    Science.gov (United States)

    Ormond, Barbara

    2011-01-01

    This article examines pedagogical shifts in art history teaching that have developed as a response to the implementation of a standards-based assessment regime. The specific characteristics of art history standards-based assessment in the context of New Zealand secondary schools are explained to demonstrate how an exacting form of assessment has…

  1. Teaching Standards-Based Group Work Competencies to Social Work Students: An Empirical Examination

    Science.gov (United States)

    Macgowan, Mark J.; Vakharia, Sheila P.

    2012-01-01

    Objectives: Accreditation standards and challenges in group work education require competency-based approaches in teaching social work with groups. The Association for the Advancement of Social Work with Groups developed Standards for Social Work Practice with Groups, which serve as foundation competencies for professional practice. However, there

  2. Professional Development in the Context of National Board for Professional Teaching Standards Certification: Implications beyond Certification.

    Science.gov (United States)

    Kowalski, Kenneth; Chittenden, Edward; Spicer, Willa; Jones, Jacqueline; Tocci, Cindy

    The National Board for Professional Teaching Standards (NBPTS) has challenged test developers to create a voluntary program of certification in which highly accomplished teachers receive recognition for meeting rigorous standards. These four papers report the experiences of teacher-candidates, school district administrators, researchers, and test

  3. Professional Standards for the Teaching of Science: What Roles for ASTA?

    Science.gov (United States)

    Ingvarson, Lawrence

    1996-01-01

    Summarizes a report about professional credentials presented to the Australian Science Teachers Association (ASTA). Presents a rationale for the involvement of ASTA in the development of science teaching standards, a summary of the state of teacher evaluation, and a discussion of future options for ASTA's involvement in standards. (DDR)

  4. An intensive nurse-led, multi-interventional clinic is more successful in achieving vascular risk reduction targets than standard diabetes care.

    LENUS (Irish Health Repository)

    MacMahon Tone, J

    2009-06-01

    The aim of this research was to determine whether an intensive, nurse-led clinic could achieve recommended vascular risk reduction targets in patients with type 2 diabetes as compared to standard diabetes management.

  5. Does it help teaching? Instructors’ perceptions of a technology enhanced standards-based educational program

    OpenAIRE

    Hasan Çakır; Barbara A. Bichelmeyer; Thomas Duffy; Alan Dennis; JoAnne Bunnage

    2009-01-01

    Recent accountability movements in the education world gave rise to standards-based curriculum, which provides a teaching and learning environment with high quality instructional materials. An example to such learning environment is Cisco Certified Network Associate (CCNA) program. This study investigates high school teachers’ perceptions and experiences of CCNA program in their classrooms. 357 high school teachers in the United States who teach in the CCNA program completed an online survey ...

  6. Does it help teaching? Instructors’ perceptions of a technology enhanced standards-based educational program

    Directory of Open Access Journals (Sweden)

    Hasan Çakır

    2009-12-01

    Full Text Available Recent accountability movements in the education world gave rise to standards-based curriculum, which provides a teaching and learning environment with high quality instructional materials. An example to such learning environment is Cisco Certified Network Associate (CCNA program. This study investigates high school teachers’ perceptions and experiences of CCNA program in their classrooms. 357 high school teachers in the United States who teach in the CCNA program completed an online survey measuring their perceptions about standards-based curriculum and testing. The results show that teachers generally accept standards-based curriculum and testing as a teaching tool, spend less time on student feedback and would like to see some features of the curriculum applied to other regular high school subjects such as mathematics and science.

  7. Does it help teaching? Instructors’ perceptions of a technology enhanced standards-based educational program

    Directory of Open Access Journals (Sweden)

    Hasan Çakır, Barbara A. Bichelmeyer, Thomas Duffy, Alan Dennis, JoAnne Bunnage

    2009-01-01

    Full Text Available Recent accountability movements in the education world gave rise to standards-based curriculum, which provides a teaching and learning environment with high quality instructional materials. An example to such learning environment is Cisco Certified Network Associate (CCNA program. This study investigates high school teachers’ perceptions and experiences of CCNA program in their classrooms. 357 high school teachers in the United States who teach in the CCNA program completed an online survey measuring their perceptions about standards-based curriculum and testing. The results show that teachers generally accept standards-based curriculum and testing as a teaching tool, spend less time on student feedback and would like to see some features of the curriculum applied to other regular high school subjects such as mathematics and science.

  8. Stress and coping among surgical unit nurses of a teaching hospital

    Directory of Open Access Journals (Sweden)

    Laura de Azevedo Guido

    2012-06-01

    Full Text Available This study aimed at identifying the stressors, the level of stress and coping strategies used by nurses in a surgical clinic of a university hospital. It is a cross-sectional study whose population consisted of nine nurses. Data were collected, between May and June 2005, through the Survey Form for Daily Activities and Coping Strategies Inventory. It was verified that activities related to personnel management were valued as the most stressful. Indicating a nurse in a state of alert for high levels of stress was valued like three medium levels and five with low level of stress. It was observed that solving problems was the most commonly used factor to face stress. Knowledge of the stressors and the ways of coping with them can help assist in the development of possible solutions to minimize their effects and become the most productive and less stressful aspect of the daily life.

  9. Four (Algorithms) in One (Bag): An Integrative Framework of Knowledge for Teaching the Standard Algorithms of the Basic Arithmetic Operations

    Science.gov (United States)

    Raveh, Ira; Koichu, Boris; Peled, Irit; Zaslavsky, Orit

    2016-01-01

    In this article we present an integrative framework of knowledge for teaching the standard algorithms of the four basic arithmetic operations. The framework is based on a mathematical analysis of the algorithms, a connectionist perspective on teaching mathematics and an analogy with previous frameworks of knowledge for teaching arithmetic…

  10. Use of PharmaCALogy Software in a PBL Programme to Teach Nurse Prescribing

    Science.gov (United States)

    Coleman, Iain P. L.; Watts, Adam S.

    2007-01-01

    Pharmacology is taught on a dedicated module for nurse prescribers who have a limited physical science background. To facilitate learning a problem-based approach was adopted. However, to enhance students' knowledge of drug action a PharmaCALogy software package from the British Pharmacological Society was used. Students were alternately given a…

  11. Nurses' perception and barriers to use of information communication technology in a teaching hospital in Nigeria.

    Science.gov (United States)

    Irinoye, Omolola O; Ayandiran, Emmanuel Olufemi; Fakunle, Imoleayo; Mtshali, Ntombifikile

    2013-08-01

    The impact of information technology on nursing has been a subject of discourse for the latter half of the 20th century and the early part of the 21st. Despite its obvious benefits, adapting information technology to healthcare has been relatively difficult, and rates of use have been limited especially in many developing countries. This quantitative study has shown a generally low usage of information technology among nurses in the study setting. Many of the nurses adjudged themselves as novice in information technology, with 37.8% stating that they had never had formal training in information technology and many rating themselves as possessing little or no skill in the use of spreadsheet, databases, and so on. Many (55.6%) stated that they do not have access to information technology despite the fairly widespread satisfactory perception established among them. Results further showed that unreliable network connections, high work demand, inadequate number of computers, poor access to computers consequent on wrong locations, and poor system design with associated failure to fit work demands are some of the major barriers to the use of information technology in the study setting. These factors therefore need to be taken into consideration in any intervention that seeks to improve the nurses' use of information technology in clinical setting. PMID:23851710

  12. Student Nurses' Experience of Experiential Teaching and Learning: Towards a Phenomenological Understanding.

    Science.gov (United States)

    Green, Anita J.; Holloway, David G.

    1996-01-01

    Interviews with nine nursing students revealed that they are able to define experiential learning, consider role playing the chief method, are aware of theory-practice issues, understand the importance of reflective practice, and view clinical supervision as an integral part of experiential learning. (SK)

  13. Teaching of Family Planning at Medical Nursing and Midwifery Schools in Certain Countries of the Region.

    Science.gov (United States)

    World Health Organization, Copenhagen (Denmark). Regional Office for Europe.

    A review is given of the status of family planning education at medical, nursing, and midwifery schools in seven European countries. The report is presented in 11 sections. Section one, an introduction, explains the scope of the study and defines family planning to include birth control, pregnancy and delivery, problems of adolescents, family life…

  14. Recommending a Nursing-Specific Passing Standard for the IELTS Examination

    Science.gov (United States)

    O'Neill, Thomas R.; Buckendahl, Chad W.; Plake, Barbara S.; Taylor, Lynda

    2007-01-01

    Licensure testing programs in the United States (e.g., nursing) face an increasing challenge of measuring the competency of internationally trained candidates, both in relation to their clinical competence and their English language competence. To assist with the latter, professional licensing bodies often adopt well-established and widely…

  15. Recommending a Nursing-Specific Passing Standard for the IELTS Examination

    Science.gov (United States)

    O'Neill, Thomas R.; Buckendahl, Chad W.; Plake, Barbara S.; Taylor, Lynda

    2007-01-01

    Licensure testing programs in the United States (e.g., nursing) face an increasing challenge of measuring the competency of internationally trained candidates, both in relation to their clinical competence and their English language competence. To assist with the latter, professional licensing bodies often adopt well-established and widely

  16. STANDARD PRECAUTIONS: AN ASSESSMENT OF AWARENESS AMONG HEALTH CARE PERSONNEL IN A TEACHING HOSPITAL, SOUTH INDIA.

    OpenAIRE

    Sangeetha; Harshika; Seema

    2015-01-01

    BACKGROUND : Standard precautions ar e crucial in the prevention and transmission of Healthcare associated infections ( HAI) and transmission of blood - borne pathogens like Hepatitis B, Human Immunodeficiency Virus & Hepatitis C. They are not well u nderstood or implemented by health care practitioners. Hence this study was taken up to determine and compare knowledge, attitude of standard precautions among health care personnel at a teaching ho...

  17. Psychometric analysis of the Short-Form Chinese Health and Safety Executive's Management Standards Indicator Tool among nurses in Taiwan.

    Science.gov (United States)

    Kao, Chia-Chan; Wang, Ruey-Hsia; Ying, Jeremy C; Lin, Yu-Hua; Chang, Feng-Yi; Chen, Kuei-Ying

    2015-12-01

    The purpose of the study was to develop a Short-Form Chinese version of the Health and Safety Executive's Management Standards Indicator Tool that can be used to measure work-related stress among nurses in Taiwan. Three subscales (supportive climate, role perception, and workload) were developed from an exploratory factor analysis. The three-factor confirmatory factor analysis indicated that the model fit the data well. The evidence based on convergent validity was supported by a significant correlation between the Short-Form Chinese version of the Health and Safety Executive's Management Standards Indicator Tool and the job satisfaction subscale of the Chinese Patient Safety Attitude Questionnaire. Cronbach's α values demonstrated internal item consistency for the Short-Form Chinese version of the Health and Safety Executive's Management Standards Indicator Tool. PMID:24371041

  18. Jules Verne's "Around the World in Eighty Days": Helping Teach the National Geography Standards

    Science.gov (United States)

    Donaldson, Daniel P.; Kuhlke, Olaf

    2009-01-01

    Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the

  19. Bridges to the Future: Teaching Information Literacy Across Standards, Institutions, and the Workforce

    OpenAIRE

    Janet Anderson-Story; Mirah Dow; Cynthia Kane; Carmaine Ternes

    2014-01-01

    Teaching information literacy skills to prepare young adults for the demands of a technologically modern workforce requires collaboration between schools and libraries. Identifying opportunities to build bridges that enable smooth transitions for information literacy learning across content areas, standards, and institutions requires collaboration among librarians. Perspectives and discoveries of four librarians (secondary school, two-year technical college, and an undergraduate, graduate, an...

  20. Teaching Ethical Behavior in the Global World of Information and the New AASL Standards

    Science.gov (United States)

    Dow, Mirah

    2008-01-01

    The American Association of School Librarians "Standards for the 21st Century Learner" (2007) expresses nine fundamental common beliefs. One of these beliefs is that "ethical behavior in the use of information must be taught" (AASL 2007, 1). It is important for library media specialists to understand that teaching ethical behavior is much more…

  1. Effectiveness of Mind Mapping in English Teaching among VIII Standard Students

    Science.gov (United States)

    Hallen, D.; Sangeetha, N.

    2015-01-01

    The aim of the study is to find out the effectiveness of mind mapping technique over conventional method in teaching English at high school level (VIII), in terms of Control and Experimental group. The sample of the study comprised, 60 VIII Standard students in Tiruchendur Taluk. Mind Maps and Achievement Test (Pretest & Posttest) were

  2. Teaching the Common Core Math Standards with Hands-On Activities, Grades 6-8

    Science.gov (United States)

    Muschla, Judith A.; Muschla, Gary Robert; Muschla, Erin

    2012-01-01

    The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. "Hands-on Activities for Teaching the Common Core Math…

  3. Using Children's Literature to Teach Standard-Based Science Concepts in Early Years

    Science.gov (United States)

    Sackes, Mesut; Trundle, Kathy Cabe; Flevares, Lucia M.

    2009-01-01

    This paper discusses the benefits and limitations of using children's literature in introducing science concepts to young children. The manuscript also provides an overview of preschool science standards of 12 states and presents lists of appropriate children's literature suitable to use in teaching science concepts targeted in those preschool…

  4. Can Pre-Service Physical Education Majors Identify Learning Standards during Authentic Teaching Episodes?

    Science.gov (United States)

    Kniffin, Mike; Foley, John; MacDonald, Lynn Couturier; Howarth, Kath

    2014-01-01

    Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards…

  5. Standard precaution and incidence of needle stick injury during children vaccination among nurses working in maternal and child health centers in El-Minia governorate

    Directory of Open Access Journals (Sweden)

    Yosria Hossein

    2014-12-01

    Full Text Available Background: Persons administering vaccines should follow necessary precautions to minimize risk for spreading disease. Nurses have a significant role in this process and are responsible for implementing several infection control strategies. Syringes and needles used for injections must be sterile and disposable to minimize the risk of contamination. The Centers for disease Control and prevention (CDC estimates that each year 384,000 needle sticks injuries (NSI and other sharp related percutaneous injuries are sustained by hospital based healthcare personnel, an average of over 1,000 sharp injuries per day. The estimate is not including other health care settings, such as emergency services, outpatient Clinics home based care and nursing homes.Objective: This study aims to identify the standard precaution and the Incidence of Needle Stick Injury Among nurses working in Maternal and Child Health Centers during Children vaccination in El-Minia GovernorateMaterial and Method: Cross sectional study was utilized to meet the aim of the study, this study was conducted in the ten(10 minister center of health (MCH at EL- Minia from May to August 2012, the Nurses participated in this study included (100 Nurses who are working in (M CH center after receiving their consents for participation. Observation checklist was done to observe the nurses performance before, during and after child vaccine and procedure toward universal precaution.Results: that the highest frequency of nurses were in the age intervals 30<40 years with main age (34.3 9.4 all sample were females and secondary school degree in nursing. More than have of them 55%were having 10:20 years of experience in nursing, Relation between nurse's incidences of needle stick injury and their experience, show statistically significant differences. Also the relation between nurse's incidences of need stick injury and their training, were good with statistically significant differencesConclusion: The study showed a high prevalence of needle stick injuries and low of using standard precaution among nurses during vaccination the child so suggests that every MCH must have an infection control committee for observation the using of standard precaution and training the nurses for prevention of needle stick injury.

  6. Paradigma de revolucionaria iniciadora de la Docencia en Enfermera en Pinar del Ro / Pradigm of a revolutionary woman, a pioneer in Nursing teaching in Pinar del Ro

    Scientific Electronic Library Online (English)

    Maely, Ramrez Rodrguez; Irelis, Ruiz Gonzlez; Maidely, Mena Ramrez; Dalvis, Naithe Prez; Honay, Horta Arias.

    2013-12-01

    Full Text Available Introduccin: antes del 59, Cuba no tena condiciones para la docencia, esto afectaba tanto a la formacin del personal mdico como de enfermera, limitando el ejercicio de la futura profesin. Posteriormente la enseanza en enfermera sufre una gran transformacin, con las primeras medidas revoluci [...] onarias: La salud, derecho de todos y deber del Estado. Servicios de salud al alcance de toda la poblacin del pas, en nuestra provincia, la tarea de ensear a los estudiantes de la carrera, le es encomendada a la enfermera Olga Alarcn Ulloa, y es as que surge la primera escuela de enfermera y la primera docente en esta profesin. Objetivo: describir la vida y obra Olga Alarcn Ulloa, pionera de la docencia en enfermera en la provincia pinarea. Mtodo: se realiz una investigacin retrospectiva de corte biogrfico, se utiliz la revisin documental y la entrevista as como se recogido material testimonial expuesto por la propia enfermera, como mtodos empricos y se aplic como mtodo cientfico el histrico lgico Resultados: se logra develar la vida de Olga Alarcn Ulloa, pionera de la docencia en enfermera de la provincia pinarea, como merecido homenaje en vida a quien exaltando los valores ms genuinos de la profesin, evidencia en todo momento, la presencia de la enfermera en las luchas por los derechos civiles del pueblo. Conclusiones: el sentido del deber profesional y convicciones patriticas convirtieron a Olga Alarcn Ulloa en la iniciadora de la docencia en enfermera en Pinar del Ro siguiendo su impronta, el futuro de la profesin en la provincia est garantizado. Abstract in english Introduction: before 1959, Cuba did not have any conditions for teaching, which afected the training of medical staff in nursing, limiting the practice of the profession. The teaching of nursing then went through a great tranformation, with the revolutionary measures. Health care: a right for everyo [...] ne and a state duty, health care services to the hand of all the population, in our province, the assignment of teaching the nursing majors was given to Nurse Olga Alarcon Ulloa, and thus the first nursing school and the first teacher appear. Objective: to describe the life and work of Olga Alarcon Ulloa, a pioneer in nursing teaching in Pinar del Ro Province. Material and method: a biographical retrospective research was carried out, by means of bibliographiocal research and interview, and the reading of testimony presented by the nurse herself, as empirical methods, and the logical-historical method was used as a scientific method. Results: the life of Olga Alarcon Ulloa was unveiled, a pioneer in nursing teaching in the province, as a deserved tribute to whom, outstanding the most genuine values of the nursing profession, evinces in every moment, the presence of the nurse in the struggles for the civil rights of the people. Conclusions: The sense of professional duty and patriotic convictions made Olga Alarcon Ulloa a pioneer who started nursing teaching in Pinar del Ro Province. If her legacy is followed, the future of the profession in the Province is guaranteed.

  7. Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa

    OpenAIRE

    Zethu Nkosi; Padmini Pillay; Nokes, Kathleen M.

    2013-01-01

    Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via acase-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based meth...

  8. Bridges to the Future: Teaching Information Literacy Across Standards, Institutions, and the Workforce

    Directory of Open Access Journals (Sweden)

    Janet Anderson-Story

    2014-02-01

    Full Text Available Teaching information literacy skills to prepare young adults for the demands of a technologically modern workforce requires collaboration between schools and libraries. Identifying opportunities to build bridges that enable smooth transitions for information literacy learning across content areas, standards, and institutions requires collaboration among librarians. Perspectives and discoveries of four librarians (secondary school, two-year technical college, and an undergraduate, graduate, and post-graduate degree granting university engaged in collaboration are examined. Collaboration resulted in a common framework for teaching information literacy skills designed with the goal of developing academic and workforce competencies including accessing, sorting, evaluating, and incorporating reliable information into daily lives.

  9. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

    Science.gov (United States)

    Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

    2015-01-01

    This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

  10. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Science.gov (United States)

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors. PMID:25854950

  11. Nursing leadership competencies: low-fidelity simulation as a teaching strategy.

    Science.gov (United States)

    Pollard, Cheryl L; Wild, Carol

    2014-11-01

    Nurses must demonstrate leadership and followership competencies within complex adaptive team environments to ensure patient and staff safety, effective use of resources, and an adaptive health care system. These competencies are demonstrated through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational patterns of behavior, and the subsequent impact that these behaviors have on others. Students articulate situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning. PMID:25017299

  12. Competence of newly qualified registered nurses from a nursing college

    Directory of Open Access Journals (Sweden)

    BG Morolong

    2005-09-01

    Full Text Available The South African education and training system, through its policy of outcomesbased education and training, has made competency a national priority. In compliance to this national requirement of producing competent learners, the South African Nursing Council ( 1999 B require that the beginner professional nurse practitioners and midwives have the necessary knowledge, skills, attitudes and values which will enable them to render efficient professional service. The health care system also demands competent nurse practitioners to ensure quality in health care. In the light of competency being a national priority and a statutory demand, the research question that emerges is, how competent are the newly qualified registered nurses from a specific nursing college in clinical nursing education? A quantitative, non-experimental contextual design was used to evaluate the competence of newly qualified registered nurses from a specific nursing college. The study was conducted in two phases. The first phase dealt with the development of an instrument together with its manual through the conceptualisation process. The second phase focused on the evaluation of the competency of newly qualified nurses using the instrument based on the steps of the nursing process. A pilot study was conducted to test the feasibility of the items of the instrument. During the evaluation phase, a sample of twenty-six newly qualified nurses was selected by simple random sampling from a target population of thirty-six newly qualified registered nurses. However, six participants withdrew from the study. Data was collected in two general hospitals where the newly qualified registered nurses were working. Observation and questioning were used as data collection techniques in accordance with the developed instrument. Measures were taken to ensure internal validity and reliability of the results. To protect the rights of the participants, the researcher adhered to DENOSA’S (1998:2.2.1 ethical standards of research. A descriptive statistical method of data analysis was used in this study. Findings revealed that newly qualified registered nurses were not competent. The highest score obtained was 51 % and the lowest score was 22% with an average score of 34.05%. The results concerning the implementation of the phases of the nursing process indicated that participants were fairly competent in terms of knowledge, skills, attitudes and values of assessment. Participants had very little knowledge of nursing diagnosis and were not competent on the skills of diagnosis. Participants lacked basic knowledge, skills, attitudes and values of the nursing process. They lacked critical thinking skills in their approach to providing quality patient care. The recommendations of the study relate to improving the system of clinical accompaniment, reviewing the clinical facilities where learners are allocated, reviewing the implementation of the curriculum, the methods of teaching and the quality assurance mechanisms that are in place. Further research is recommended on competence of newly qualified registered nurses at other nursing colleges or similar context.

  13. Empowering Nurses for Professional Practice.

    Science.gov (United States)

    Carlson-Catalano, Judy

    1992-01-01

    Empowering teaching strategies encourage leadership, critical thinking, problem solving, and collegiality and discourage passivity, isolation, and subordination. Empowerment prepares nurses for professional practice in hospitals. (SK)

  14. An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania

    OpenAIRE

    Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin

    2014-01-01

    Background Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study s...

  15. The suitcase simulation: an effective and inexpensive psychiatric nursing teaching activity.

    Science.gov (United States)

    Masters, Joan C; Kane, Mary Frances; Pike, Mary Ellen

    2014-08-01

    A tabletop simulation was developed as a patient safety activity that involved checking in a patient admitted to a psychiatric care unit. Students were second-degree (n = 79) and traditional (n = 53) BSN students. They were given suitcases or backpacks containing various items, and following a fictional hospital policy, they had to decide whether to give the items to the patient, place them in a secured area, or send them to the pharmacy or security personnel. The activity was evaluated using the Simulation Effectiveness Tool (SET) and two open-ended questions. Students reported that they found the simulation to be enjoyable and a good learning experience. Checking in a patient's belongings is not an activity students typically perform, but the simulation can help prepare them for situations they will experience in the workplace. This inexpensive activity can easily be adapted for staff orientation and competencies. [Journal of Psychosocial Nursing and Mental Health Services, 52(8), 39-44.]. PMID:24972383

  16. The inquiry continuum: Science teaching practices and student performance on standardized tests

    Science.gov (United States)

    Jernnigan, Laura Jane

    Few research studies have been conducted related to inquiry-based scientific teaching methodologies and NCLB-required state testing. The purpose of this study was to examine the relationship between the strategies used by seventh-grade science teachers in Illinois and student scores on the Illinois Standards Achievement Test (ISAT) to aid in determining best practices/strategies for teaching middle school science. The literature review defines scientific inquiry by placing teaching strategies on a continuum of scientific inquiry methodologies from No Inquiry (Direct Instruction) through Authentic Inquiry. Five major divisions of scientific inquiry: structured inquiry, guided inquiry, learning cycle inquiry, open inquiry, and authentic inquiry, have been identified and described. These five divisions contain eight sub-categories: demonstrations; simple or hands-on activities; discovery learning; variations of learning cycles; problem-based, event-based, and project-based; and student inquiry, science partnerships, and Schwab's enquiry. Quantitative data were collected from pre- and posttests and surveys given to the participants: five seventh grade science teachers in four Academic Excellence Award and Spotlight Award schools and their 531 students. Findings revealed that teachers reported higher inquiry scores for themselves than for their students; the two greatest reported factors limiting teachers' use of inquiry were not enough time and concern about discipline and large class size. Although the correlation between total inquiry and mean difference of pre- and posttest scores was not statistically significant, the survey instrument indicated how often teachers used inquiry in their classes, not the type of inquiry used. Implications arose from the findings that increase the methodology debate between direction instruction and inquiry-based teaching strategies; teachers are very knowledgeable about the Illinois state standards, and various inquiry-based methods need to be stressed in undergraduate methods classes. While this study focused on the various types of scientific inquiry by creating a continuum of scientific inquiry methodologies, research using the continuum needs to be conducted to determine the various teaching styles of successful teachers.

  17. Improving and validating children's nurses communication skills with standardized patients in end of life care.

    Science.gov (United States)

    Kenny, Gerard; Cargil, Jamie; Hamilton, Catherine; Sales, Rachel

    2016-06-01

    Children's nurse education is experiencing increases in recruitment targets at the same time that clinical placements are decreasing. With regard to end-of-life care, it is has become a challenge to ensure that all students come into contact with a satisfactory range of experience as part of the requirement for competency at the point of registration. The aim of our study was to find out if students at the end of their course were able to use communication skills acquired in their three years of training and adapt and transfer them to a specific palliative care context even if they had never worked in that area of care. Focus groups were conducted after the simulations which explored the students' experiences of being involved in the scenarios. Four themes emerged that students identified either inhibited or enabled their communication skills, which included anxiety and fear, the need for professional props, the experience of it being real and feeling empowered. PMID:25395598

  18. A correlation study involving a comparison of professional science teaching standards and student performance

    Science.gov (United States)

    Schum, Paul A.

    If international report cards were issued today, to all industrialized nations world wide, the United States would receive a "C" at best in mathematics and science. This is not simply a temporary or simple cause and effect circumstance that can easily be addressed. The disappointing truth is that this downward trend in mathematics and science mastery by American students has been occurring steadily for at least the last eight years of international testing, and that there are numerous and varied bases for this reality. In response to this crisis, The National Science Teachers Association (NSTA), The American Association for the Advancement of Science (AAAS), and The National Research Council (NRC) each have proposed relatively consistent, but individual sets of professional science teaching standards, designed to improve science instruction in American schools. It is of extreme value to the scientific, educational community to know if any or all of these standards lead to improved student performance. This study investigates the correlation between six, specific teacher behaviors that are common to these national standards and which behaviors, if any, result in improved student performance, as demonstrated on the Science Reasoning sub-test of the ACT Assessment. These standards focus classroom science teachers on professional development, leading toward student mastery of scientific interpretation, concept development, and constructive relationship building. Because all individual teachers interpret roles, expectations, and guiding philosophies from different lenses, effective professional practice may reflect consistency in rationale and methodology yet will be best evidenced by an examination of specific teaching techniques. In this study, these teaching techniques are evidenced by self-reported teacher awareness and adherence to these consensual standards. Assessment instruments vary widely, and the results of student performance often reflect the congruency of curricular methodology and explicit testing domains. Although the recent educational impetus for change is most notably governed numerically by test scores, the true goal of scientific literacy is in the application of logic. Therefore, the ultimate thematic analysis in this study attempts to relate both educational theory and practice with positive change at the classroom level. The data gathered in this study is insufficient in establishing a significant correlation between adherence to national science teaching standards and student performance on the ACT in Jefferson County, Kentucky, for either public or Catholic school students. However, with respect to mean student scores on the Science Reasoning sub-test of the ACT, there is statistically significant evidence for superior performance of Catholic school students compared with that of public school students in this region.

  19. Using video-taped examples of standardized patient to teach medical students taking informed consent

    Directory of Open Access Journals (Sweden)

    SHIRIN HABIBI KHORASANI

    2015-04-01

    Full Text Available Introduction: Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students’ ability in taking informed consent from patients. Methods: This semi-experimental study was carried out on fifty eight subjects from the 4th-year students of Shiraz University of Medical Sciences who attended in medical ethics course before their ‘clinical clerkship’training.Method of sampling was census and students were randomly allocated into two groups of control group (n=28 was trained in traditional lecture-based class and the case groupnamed as A1 (n=22 were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issues through the scenario based ethical examination before and after each training. Scenarios were related to the topics of informed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anova test. P-value less than 0.05 was considered as significant. Results: The mean scores results of A2, A1 and B group were found to be 7.21, 5.91 and 5.73 out of 8, respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001, followed by A1 group (p<0.05, while was the least in the B group (p=0.875. Conclusion: According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better. It should be considered that mixed methods of teaching should be used together for better result.

  20. Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform

    Directory of Open Access Journals (Sweden)

    Suwarsih Madya

    2002-01-01

    Full Text Available Abstract: The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students' mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishment of standard of English to ensure the achievement of the ultimate goal of teaching English throughout the country. This paper suggests that the development of standards for English should involve as many parties concerned as possible, including EFL teachers, EFL teacher educators, and users of school graduates. Another suggestion made related to the aspects to be covered in the standards, namely (1 the qualification of EFL policy makers, EFL teacher educators, and EFL teachers; (2 class size, (3 facilities and equipment, and (4 assessment and evaluation.

  1. Oncology Nursing Society

    Science.gov (United States)

    ... being using case studies in the newly-released Stress Levels of Nurses in Oncology Outpatient Units . Teach Your Patients About ... Up, Get Moving Role-Specific Resources For Staff Nurses For Researchers For Educators For Students Advocacy and Policy Policy Priorities Cancer Patient Treatment ...

  2. A national audit of standards of care for women with vulval conditions and survey of attitudes to nurse practitioners in vulval services in the UK.

    Science.gov (United States)

    Innamaa, A; Tidy, J A; Nunns, D; Palmer, J E

    2016-04-01

    This national audit assessed whether UK specialist vulval clinics adhere to the British Society of Vulval Diseases (BSSVD) document 'Standards of care for women with vulval conditions' published in 2013 and benchmarked clinician attitudes towards nurse practitioners in vulval services. Audit standards were based on the BSSVD guidance. All BSSVD and British Society for Colposcopy and Cervical Pathology or BSCCP members were surveyed via two electronic questionnaires. Results demonstrate that the majority of specialist vulval clinics in the UK are non-compliant with the standards set out for specialist vulval services. The majority of clinicians would support the introduction of clinical nurse specialists to vulval services, but there is need for development of a national training programme. In conclusion, significant improvements are required in provision of patient information, guidelines, access to multidisciplinary services, multidisciplinary team or MDT processes and data recording in UK specialist vulval services. PMID:26648096

  3. Health Communications: Nursing Education for Increased Visibility and Effectiveness.

    Science.gov (United States)

    Chaffee, Mary

    2000-01-01

    To improve the visibility of nurses in mass media, health communications content should be integrated into nursing education. Nurses equipped with advanced communication skills, media expertise and teaching strategies can empower the profession to influence the health care environment. (SK)

  4. Knowledge and awareness of cervical cancer and its prevention among nursing staff of a tertiary care teaching institute in South India

    Directory of Open Access Journals (Sweden)

    Sneha Badwe Dhodapkar

    2014-08-01

    Full Text Available Background: Cervical cancer is the second leading cause of morbidity and mortality among the females worldwide. India has the highest burden of cervical cancer patients, accounting for approximately one-fifth of the cases in world. Nurses being an important link between the doctors and female patients in OPD or wards, it is imperative that they should be aware of the facts about cervical cancer and especially of screening techniques which can be utilized in low-resource settings. Methods: A cross-sectional interview based study was done among 200 nurses of a tertiary care teaching institute from June 2013 to July 2013, to assess the knowledge and awareness of nursing staff regarding causes of cervical cancer and its prevention and early detection. Results: Among all participated nurses, 85% (n=170 were aware of the term cancer cervix and 45% reported that it is the most frequent gynaecological cancer in India. Only 30.6% reported that it is the leading cause of death among women due to cancer. Young age at first intercourse, multiple sex partners, cigarette smoking, high parity and lower socio-economic status were correctly responded by 13%, 48%, 16%, 9% and 13% of participants respectively, as risk factors for cervical cancer. None of the participants knew about the VIA method of screening for cervical cancer. Among 119 of those participants who knew that cervical cancer can be detected by Pap smear, only 5 (4% had ever undergone Pap smear examination. Conclusions: Nurses identify certain aspects of cervical cancer correctly but their knowledge is not adequate, hence necessary changes should be made in their curriculum. [Int J Reprod Contracept Obstet Gynecol 2014; 3(4.000: 1056-1060

  5. Setting Standards of Performance for Program Evaluations: The Case of the Teaching Hospital General Medicine Group Practice Program.

    Science.gov (United States)

    Fink, Arlene; And Others

    1986-01-01

    This article describes standards setting in an evaluation of the structure of 15 of the nation's university hospitals who participated in the Teaching Hospital General Medicine Group Practice Program. Standards were (1) selected from many sources; (2) formed in a participatory, competing forum for discussion; and (3) set in advance of information

  6. Starworld: Preparing Accountants for the Future: A Case-Based Approach to Teach International Financial Reporting Standards Using ERP Software

    Science.gov (United States)

    Ragan, Joseph M.; Savino, Christopher J.; Parashac, Paul; Hosler, Jonathan C.

    2010-01-01

    International Financial Reporting Standards now constitute an important part of educating young professional accountants. This paper looks at a case based process to teach International Financial Reporting Standards using integrated Enterprise Resource Planning software. The case contained within the paper can be used within a variety of courses…

  7. Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literatureeview of the literature

    Directory of Open Access Journals (Sweden)

    Mary Chabeli

    2010-03-01

    Full Text Available

    Nursing students are exposed to a vast amount of information and reading material that is very specific, technical, and new to the students. Unless nurse educators provide a learning environment that promotes understanding through interaction, students might only commit unassimilated information to their short-term memory through rote learning, and no meaningful learning will occur. Nursing students must be able to link learned facts, concepts and principles with new knowledge in order to make sound rational decisions in practice (All & Havens 1997:1210, 1213. The aim of this paper is to describe the utilisation of concept-mapping as a teaching method to facilitate critical thinking by students in nursing education. The description of the utilisation of concept-mapping is done from the theoretical framework of concept-mapping and critical thinking to provide the epistemological basis for concept-mapping (Facione 1990:6, 13. Based on the exploration and description of the theoretical frameworks, four steps to facilitate critical thinking were formulated through concept-mapping on the basis of the educational process: the identification, interactive constructing process, formulation and evaluation steps. It is concluded that the utilisation of these steps will assist nurse educators to implement conceptmapping as a teaching method to facilitate critical thinking by student nurses in nursing education. Recommendations are made.

    Opsomming
    Verpleegkundestudente word blootgestel aan n geweldige hoeveelheid inligting en leesmateriaal wat baie spesifiek, tegnies en nuut is vir die studente. Tensy verpleegkundeopvoeders n leeromgewing kan voorsien wat deur interaksie die bevordering van begrip bewerkstellig, kan studente inligting deur papegaaiwerk in hul korttermyngeheue stoor, eerder as om dit te assimileer geen betekenisvolle leer sal dus plaasvind nie. Verpleegkundestudente moet die vermo h om die verband tussen aangeleerde feite, konsepte en beginsels en nuwe kennis te l sodat hulle in die praktyk rasionale besluite kan maak (All & Havens 1997:1210, 1213. Hierdie artikel het ten doel om die aanwending van konsepkartering as 'n onderrigstrategie te beskryf, ten einde die kritiese denke van leerders in die verpleegkunde te fasiliteer. Die beskrywing van die aanwending van konsepkartering word vanuit die teoretiese raamwerke van konsepkartering en kritiese denke gedoen om die epistemologiese grondslag vir konsepkartering te voorsien (Facione 1990:6, 13. Gegrond op die verkenning en beskrywing van die teoretiese raamwerke, word vier fases vir die fasilitering van kritiese denke geformuleer deur middel van konsepkartering. Hierdie verkenning en beskrywing is gebaseer op die onderwysproses: die identifiseringsfase, die interaktiewe konstrueringsproses, die formuleringsfase en evalueringsfase. Die gevolgtrekking word gemaak dat die aanwending van hierdie fases verpleegopvoeders behulpsaam sal wees in die implementering van konsepkartering as 'n onderrigmetode om kritiese denke by leerling verplers te fasiliteer in verpleegkunde-onderwys. Aanbevelings word gemaak.

    How to cite this article:

    Chabeli, M., 2010, Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literature, Health SA Gesondheid 15(1, Art. #432, 7 pages. DOI:10.4102/hsag.v15i1.432

  8. Link Teacher Behaviours: Student Nurses' Perceptions.

    Science.gov (United States)

    Wills, Margaret E.

    1997-01-01

    A survey of 102 nursing students in clinical placements found the majority dissatisfied with the amount and nature of teacher contact. The most valued teacher behaviors were related to interpersonal skills and personality, nursing competence, evaluation, and teaching ability. (SK)

  9. The use of Standard Treatment Guidelines and Essential Medicines List by professional nurses at primary healthcare clinics in the uMgungundlovu District in South Africa

    OpenAIRE

    Umritha Raj Sooruth; Maureen Nokuthula Sibiya; Dudu Gloria Sokhela

    2015-01-01

    One of the major challenges for the Department of Health in South Africa today is inequity and the need to provide quality integrated health care for all its citizens. Primary healthcare (PHC) has been declared as the way to achieve this goal, through the District Health System. Standard Treatment Guidelines (STGs) and the Essential Medicines List (EML) have been developed and are used at PHC clinics and hospitals. This study explored the use of STGs and the EML by professional nurses at PHC ...

  10. A standards-based, peer-reviewed teaching award to enhance a medical school's teaching environment and inform the promotions process.

    Science.gov (United States)

    Searle, Nancy S; Teal, Cayla R; Richards, Boyd F; Friedland, Joan A; Weigel, Nancy L; Hernandez, Rachael A; Lomax, James W; Coburn, Michael; Nelson, Elizabeth A

    2012-07-01

    The authors provide the rationale, design, and description of a unique teaching award that has enhanced Baylor College of Medicine's teaching environment and become highly valued by the promotions and tenure (P&T) committee in determining a faculty member's readiness for promotion. This award is self-nominating and standards based. The primary purpose for development of the award was to provide the Baylor community and the P&T committee a method to understand and value the scholarship of teaching to the same degree that they understand and value the scholarship of discovery.The authors also present results from an internal evaluation of the program that included a survey and interviews. Between the inception of the award in 2001 and the internal review conducted in 2010, the award could have had an influence on the promotion of 130 of the recipients. Of the 130, 88 (65.6%) received this award before gaining their current rank (χ (1) = 16.3, P award is valuable to those seeking promotion. Individual recipients stated that the award is good for the institution by encouraging reflection on teaching; increasing the recognition, importance, and value of teaching; encouraging the improvement of teaching skills; and providing a better understanding to others about what medical teachers really do. Of the 214 open-ended responses to survey questions of award recipients, more than half the comments were about the value of the award and its positive effect on promotion. PMID:22622222

  11. A survey study on use of over the counter (OTC drugs among medical students, nursing and clerical staff of a tertiary care teaching rural hospital

    Directory of Open Access Journals (Sweden)

    Devang Parikh

    2013-04-01

    Full Text Available Aim: The study was conducted to evaluate use of over the counter (OTC drugs among the medical students, nursing and clerical staff of tertiary care teaching rural hospital to determine the awareness and disadvantages on use of OTC. Methods: Responses to a feedback questionnaire covering various aspects on usage of OTC drugs were obtained from 100 medical students, 100 nursing and 100 clerical staff. Results: Among 300 respondents, 84% used OTC, commonly purchased by self. Majority of them started self medication within 2 days of their illness. The frequently reported illness that prompted self-medication included headache, cough and cold, fever, generalised weakness, acidity, dysmenorrhoea, and sleep disturbances. Majority of them obtained OTC by mentioning name of drug (81%, 35% by telling symptom and 15% by showing old prescription. We found that 87% people share OTC among relatives and friends. Conclusions: Usage of OTC was highest amongst medical students and nursing staff. Time consumption for consultation, the consultation fees and frequent visits were the commonly mentioned reasons for self medication. It was analysed that none of the clerical staff were aware of the drug, dose, frequency of administration and adverse reactions. While very little awareness of medication was found even among nursing staff and medical students. Therefore it is suggested that the public has to be educated on the type of illnesses to be self-diagnosed and medicated, dangers of OTC on misuse which would possibly lead to delay in detection of more serious underlying ailment and timely medication. [Int J Res Med Sci 2013; 1(2.000: 83-86

  12. Use of the AIDA diabetes simulation software--www.2aida.org--as an interactive educational tool for teaching student nurses.

    Science.gov (United States)

    Tatti, P; Lehmann, E D

    2001-01-01

    In previous "Diabetes Information Technology & WebWatch" columns, various user experiences with an interactive educational virtual diabetes patient simulator, called AIDA, have been documented. The simulator is available free of charge from www.2aida.org on the Web. In the 5+ years since the program was first made available on the Internet, over 125,000 people have visited the AIDA Website and over 27,000 copies of the program have been downloaded, gratis. User comments that have been received about the program have highlighted some of the many and varied ways in which a range of people have been applying the diabetes simulations in their own particular situations and practices. Inevitably, up to now, a great deal of attention has focused on use of the program by individuals with diabetes and their relatives, as well as by health-care professionals such as diabetologists/endocrinologists, diabetes educators, and primary care physicians (general practitioners [GPs]). However, an important group of health-carers involved in the provision of day-to-day care for many people with diabetes are nurses. The current "Diabetes Information Technology & WebWatch" column overviews a workshop held in June 2001 in Italy to gain experience with application of the AIDA diabetes simulation approach as a teaching tool for student nurses. Feedback obtained from participants attending the workshop was generally very positive, with the student nurses reporting the simulation approach to be both of interest and of use. Further workshops involving other health-care students and professionals-in particular, medical students and qualified nurses-are planned. PMID:11911181

  13. AACN White Paper: Distance Technology in Nursing Education.

    Science.gov (United States)

    American Association of Colleges of Nursing, Washington, DC.

    Technological advances have increased opportunities for nursing education, affording increased collaboration among nursing faculties in teaching, practice, and research. In an era when nurses are in demand, technology may help the profession educate nurses, prepare future educators, and advance the science of nursing. Several factors should be…

  14. Academic Curricula Models of Teaching Foreign Languages and Economic Profession Standards

    Directory of Open Access Journals (Sweden)

    Violeta Negrea

    2006-11-01

    Full Text Available The development of academic training in Romania is a must for our country to adapt to the European Union professional standards. The article makes reference to the late evolution of English for Special Purposes (ESP training in several universities in the country and to the case-study of ESP learning in the Academy of Economic Studies in Bucharest. English for Special Purposes is an academic subject based on the long-term professional and social needs of the specialised labor force in market economy. Its authentic content and learning/teaching tasks are selected and adapted to the curriculum subjects that the students attend to make their access autonomous to original professional sources.

  15. Awareness about Biomedical Waste Management in Undergraduate Medical and Nursing Students at a Teaching Institute in Vizianagaram, Andhra Pradesh

    OpenAIRE

    Ukey Ujwala U, Kambatla Ramasankaram, Dash Satyanarayan, Naidu NR Appajirao, Kulkarni Ved P

    2012-01-01

    Background: Bio-medical waste collection and proper disposal is a concern for both medical and general community. Medical and Nursing students during and after completing their studies are at potential risk for hazards due to biomedical waste. Thorough knowledge about the subject will decide their practices. Hence the study was limited only to awareness assessment. Objective: To assess awareness in undergraduate medical and nursing students about biomedical waste, its hazards and management. ...

  16. Development of national standardized all-hazard disaster core competencies for acute care physicians, nurses, and EMS professionals.

    Science.gov (United States)

    Schultz, Carl H; Koenig, Kristi L; Whiteside, Mary; Murray, Rick

    2012-03-01

    The training of medical personnel to provide care for disaster victims is a priority for the physician community, the federal government, and society as a whole. Course development for such training guided by well-accepted standardized core competencies is lacking, however. This project identified a set of core competencies and performance objectives based on the knowledge, skills, and attitudes required by the specific target audience (emergency department nurses, emergency physicians, and out-of-hospital emergency medical services personnel) to ensure they can treat the injuries and illnesses experienced by victims of disasters regardless of cause. The core competencies provide a blueprint for the development or refinement of disaster training courses. This expert consensus project, supported by a grant from the Robert Wood Johnson Foundation, incorporated an all-hazard, comprehensive emergency management approach addressing every type of disaster to minimize the effect on the public's health. An instructional systems design process was used to guide the development of audience-appropriate competencies and performance objectives. Participants, representing multiple academic and provider organizations, used a modified Delphi approach to achieve consensus on recommendations. A framework of 19 content categories (domains), 19 core competencies, and more than 90 performance objectives was developed for acute medical care personnel to address the requirements of effective all-hazards disaster response. Creating disaster curricula and training based on the core competencies and performance objectives identified in this article will ensure that acute medical care personnel are prepared to treat patients and address associated ramifications/consequences during any catastrophic event. PMID:21982151

  17. Strategies to improve the performance of learners in a nursing college Part I: Issues pertaining to nursing education

    Directory of Open Access Journals (Sweden)

    E Waterson

    2006-09-01

    Full Text Available Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a fouryear comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156. Trustworthiness was ensured in accordance with Lincoln and Guba’s (1985:290-326 principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors’ lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors’ marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing education in a nursing college. Strategies to improve the learners’ performance were described. It is recommended that these strategies be incorporated in the staff development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners’ performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course.

  18. Teachers’ Opinions on the Teaching Methodology for Standard School Scripts in Initial Reading and Writing in the Croatian Language

    OpenAIRE

    Kolar Billege, Martina

    2015-01-01

    Standard school scripts are intended for teaching initial reading and writing in the Croatian language. They come as a result of the scientific-research project Language-Art Standards in Initial Reading and Writing in the Croatian Language and are included into the Croatian orthography (Hrvatski pravopis, 2013). They have been implemented in the first grade of primary school in the 2014/2015 academic year. The paper presents the content of initial reading and writing within the framework of t...

  19. A non-freaked out guide to teaching the common core using the 32 literacy anchor standards to develop college- and career-ready students

    CERN Document Server

    Stuart, Dave

    2014-01-01

    Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)-teaching students the skills they need to be college and career ready. Each anchor standard is broken down into its key points, and a discussion of each anchor standard''s central purpose helps outline the context for each required skill. This easy-to-read guide gives educators the kind of clear explanations, examples, and strategies they need to feel comfortable teaching the CCSS, an

  20. The examination of the effect of nurse care to the quality of care and to the patient satisfaction which is given through the standards

    Directory of Open Access Journals (Sweden)

    Gül Ertem

    2007-12-01

    Full Text Available This examination is planned as an analytical, partial and experimantal examination targeting women normally given birth in order to examine the effect of nurse care to the patient satisfaction and quality of care which is given in ‘’postpartum’’ period. The examination is naturally formed by 470 normally given birth women in the ministry of health of the Turkish Republic Dr.Ekrem Hayri Üstündag woman Diseases and Maternity Hospital between 01.04.2002 / 15.08.2003. The sample of the examination is farmed by 70 women chosen through an ‘’impossible sample’’ method among women (between 20-30 ages,who are unless primary school graduate given birth in the Turkish Republic Ministry of Health Dr.Ekrem Hayri Üstündag woman diseases and maternity hospital between 01.04.2003-15.08.2003. Women are matched with two groups:an experiment (35 persons and a control of ( 35 person the examination is explained to the women by the researcher and their oral approval is taken for their participation. In the evaluation of thedatas received,number percentage,’’ki’’square,The test of the importance of the difference between two averages double directed ‘’varyans’’analysis and bonferroni test. There has been no noticeabledifferences found concerning women’s socio-demographic characteristics participating to the experiment and to control groups.Experiment and control groups considering their nurse care have founded that the average number to reach the target is 67.62 ± 4,20 for the control groups and the differences (student test among the average numbers to reach the target taken by the experiment and control grups for each standarts are considered statistically meaningful (t=0.000, p<0.0001The distribution of women is examined according to their satisfaction of the nurse care they had taken in the hospital  and it is considered that women in the experiment group is satisfied about nurse care.The difference between the two groups is considered statistically meaningful. (x2=30.600,  SD=2,P=0.000<0.05. Acording to the sesults of the examination it is precised that standard nurse care increases patient satisfaction in reaching targeted final criterias.It is proposed for the increase of the quality of care given to the patients and the improvement of the nursing standards for every age and for every patient for providing practical use  of these in the clinics and for providing studies examining the effect of the care quality.

  1. The examination of the effect of nurse care to the quality of care and to the patient satisfaction which is given through the standards

    Directory of Open Access Journals (Sweden)

    Gül Ertem

    2007-12-01

    Full Text Available This examination is planned as an analytical, partial and experimantal examination targeting women normally given birth in order to examine the effect of nurse care to the patient satisfaction and quality of care which is given in ‘’postpartum’’ period. The examination is naturally formed by 470 normally given birth women in the ministry of health of the Turkish Republic Dr.Ekrem Hayri Üstündag woman Diseases and Maternity Hospital between 01.04.2002 / 15.08.2003. The sample of the examination is farmed by 70 women chosen through an ‘’impossible sample’’ method among women (between 20-30 ages,who are unless primary school graduate given birth in the Turkish Republic Ministry of Health Dr.Ekrem Hayri Üstündag woman diseases and maternity hospital between 01.04.2003-15.08.2003. Women are matched with two groups:an experiment (35 persons and a control of ( 35 person the examination is explained to the women by the researcher and their oral approval is taken for their participation. In the evaluation of thedatas received,number percentage,’’ki’’square,The test of the importance of the difference between two averages double directed ‘’varyans’’analysis and bonferroni test. There has been no noticeabledifferences found concerning women’s socio-demographic characteristics participating to the experiment and to control groups.Experiment and control groups considering their nurse care have founded that the average number to reach the target is 67.62 ± 4,20 for the control groups and the differences (student test among the average numbers to reach the target taken by the experiment and control grups for each standarts are considered statistically meaningful (t=0.000, p<0.0001The distribution of women is examined according to their satisfaction of the nurse care they had taken in the hospital and it is considered that women in the experiment group is satisfied about nurse care.The difference between the two groups is considered statistically meaningful. (x2=30.600, SD=2,P=0.000<0.05. Acording to the sesults of the examination it is precised that standard nurse care increases patient satisfaction in reaching targeted final criterias.It is proposed for the increase of the quality of care given to the patients and the improvement of the nursing standards for every age and for every patient for providing practical use of these in the clinics and for providing studies examining the effect of the care quality.

  2. How to Conduct Research on the Inherent Moral Significance of Teaching: A Phenomenological Elaboration of the Standard Repertory Grid Application

    Science.gov (United States)

    van Kan, Carlos A.; Ponte, Petra; Verloop, Nico

    2010-01-01

    George Kelly's repertory grid application seems a promising method for researching the moral significance of teaching from a "life world" perspective. However, we encountered several challenges employing the repertory grid in its standard form for an inquiry into the inherent moral significance of teachers' everyday classroom interactions. In this

  3. Awareness about Biomedical Waste Management in Undergraduate Medical and Nursing Students at a Teaching Institute in Vizianagaram, Andhra Pradesh

    Directory of Open Access Journals (Sweden)

    Ukey Ujwala U, Kambatla Ramasankaram, Dash Satyanarayan, Naidu NR Appajirao, Kulkarni Ved P

    2012-09-01

    Full Text Available Background: Bio-medical waste collection and proper disposal is a concern for both medical and general community. Medical and Nursing students during and after completing their studies are at potential risk for hazards due to biomedical waste. Thorough knowledge about the subject will decide their practices. Hence the study was limited only to awareness assessment. Objective: To assess awareness in undergraduate medical and nursing students about biomedical waste, its hazards and management. Methods: Data collection was done by a predesigned self administered questionnaire. Results: MBBS students had a fairly better awareness regarding the subject than nursing students. Almost all study participants were aware about colour coding in segregation of biomedical waste. But when asked about which waste is to be put in which bag, correct response was given by almost half amongst them. Conclusions: Practical implications related to the matter should be covered so that hazards of biomedical waste are avoided.

  4. Envisioning human dignity to enhance practice while journeying with Rwandan women: student nurses teaching-learning Parse's theory of humanbecoming.

    Science.gov (United States)

    Oaks, Geneva; Drummond, Susan

    2009-07-01

    California Baptist University School of Nursing opened in September 2006 as the first baccalaureate nursing education program in Riverside, California. Under the direction of Dr. Constance Milton, the curriculum was cocreated using Parse's humanbecoming school of thought as a framework. In August 2008, nursing students traveled to Rwanda where they bore witness to the transformation after the 1994 genocide. Dimensions and processes of Parse's practice methodology-illuminating meaning by explicating what is with languaging, synchronizing rhythms while dwelling with ups and downs in the struggle of connecting-separating, and mobilizing transcendence as moving beyond with the not-yet while transforming- emerged in the students' journaling as lived all-at-once amid reverence that honored the dignity and worth of the Rwandan people. PMID:19567728

  5. On the use of a standard spreadsheet to model physical systems in school teaching*

    Science.gov (United States)

    Quale, Andreas

    2012-05-01

    In the teaching of physics at upper secondary school level (K10-K12), the students are generally taught to solve problems analytically, i.e. using the dynamics describing a system (typically in the form of differential equations) to compute its evolution in time, e.g. the motion of a body along a straight line or in a plane. This reduces the scope of problems, i.e. the kind of problems that are within students' capabilities. To make the tasks mathematically solvable, one is restricted to very idealized situations; more realistic problems are too difficult (or even impossible) to handle analytically with the mathematical abilities that may be expected from students at this level. For instance, ordinary ballistic trajectories under the action of gravity, when air resistance is included, have been 'out of reach'; in school textbooks such trajectories are generally assumed to take place in a vacuum. Another example is that according to Newton's law of universal gravitation satellites will in general move around a large central body in elliptical orbits, but the students can only deal with the special case where the orbit is circular, thus precluding (for example) a verification and discussion of Kepler's laws. It is shown that standard spreadsheet software offers a tool that can handle many such realistic situations in a uniform way, and display the results both numerically and graphically on a computer screen, quite independently of whether the formal description of the physical system itself is 'mathematically tractable'. The method employed, which is readily accessible to high school students, is to perform a numerical integration of the equations of motion, exploiting the spreadsheet's capability of successive iterations. The software is used to model and study motion of bodies in external force fields; specifically, ballistic trajectories in a homogeneous gravity field with air resistance and satellite motion in a centrally symmetric gravitational field. The article reports briefly on a study of the use of computers in the teaching of physics at K12 level in Norway, as part of an EU research project (for details, see the end of the article). It is demonstrated how the simulation software (the spreadsheet) is implemented in practice, for the systems that have been studied, and various responses of the students and teachers to this new and unfamiliar method for solving problems in physics are discussed. Some perspectives on the future of physics teaching at secondary school level are discussed.

  6. The analysis and countermeasures of intravenous infusion operation assessment results analysis in nursing students at different levels

    Directory of Open Access Journals (Sweden)

    Jiao-rong ZHAO

    2013-11-01

    Full Text Available Objective:To analyze the problems existed in nursing students at different levels in the process of intravenous infusion, to make judgmental guide towards common problems in clinical teaching, to standardize nursing students operations at intravenous infusion, and to avoid errors and disputes. Methods: The authors analyzed the problems in secondary, tertiary, undergraduate nursing students in three levels at a provincial hospital from 2010 to 2012 during intravenous infusion therapy; and the clinical teaching administration means were also discussed. Results: the difference of the problems existed in nursing students at different levels is not significant. P values were greater than 0.05. The top five projects that lost scores are consistent. Conclusion: The key problems that can easily cause errors and disputes are those that mostly occurred in nursing students at intravenous infusion operations. In clinical teaching, judgmental guide on common problems should be emphasized, nursing students operations at intravenous infusion should be standardized, the critical awareness towards clinical operations should be developed, errors and disputes should be avoided, and nursing students sense of professionalism should be enhanced.

  7. Identification of Data Element Categories for Clinical Nursing Information Systems via Information Analysis of Nursing Practice

    OpenAIRE

    Graves, Judith R.; Corcoran, Sheila

    1988-01-01

    In order to empirically identify data elements for content of a Clinical Nursing Information System serving cardiovascular nurses, the question “What supplemental information (or data, or knowledge) do nurses seek in order to make decisions about patient care?” was asked. Data was collected from nurses working all shifts in three different agencies: a community hospital, a large private teaching hospital, and a large public teaching hospital. For each instance of supplemental information-seek...

  8. Nuevo modelo pedagógico de enfermería: un gran reto New Nursing teaching model: A big challenge

    Directory of Open Access Journals (Sweden)

    Nilda Bello Fernández

    2006-12-01

    Full Text Available La enfermería en Cuba no puede expresarse fuera del análisis del contexto político, económico y social de nuestro país en las últimas décadas. La formación del nivel técnico y profesional se ha desarrollado en niveles educativos distintos: en el nivel secundario y en el nivel terciario o universitario con una trayectoria histórica mantenida. En respuesta al notorio déficit de personal de enfermería en la capital en el año 2001, se introdujeron los planes emergentes en la provincia Ciudad Habana. El Nuevo Modelo Pedagógico (NMP surgió para dar respuesta a la formación de los enfermeros emergentes, así como para desarrollar un modelo educativo que permita captar, formar, retener y desarrollar a los educandos en forma progresiva hasta egresar un profesional universitario, el que integra en tres ciclos la formación básica, técnica y profesional y se propone alcanzar un grado superior de integración de ambas enseñanzas, en aras de asegurar la formación progresiva de los recursos humanos que necesita el sistema de salud. Este trabajo muestra cómo el estudiante es capaz de alcanzar su nivel de formación con flexibilidad, pertinencia y accesibilidad, de acuerdo con la batalla de ideas en que se encuentra enfrascada nuestra Revolución. Es notorio que ya existen sedes universitarias para el estudio de la Licenciatura en 118 municipios de los 169 de todo el país con una matrícula de 20214 estudiantes, dos hechos sin precedentes en la formación de enfermeros universitarios.Cuban nursing can't be expressed outside of the political, economic, and social context of our country in the last decades. Technical and professional training has been developed in different teaching levels: at secondary and tertiary or university, with a sustained historical route. In response to the marked deficit of nursing staff in the capital of the country in 2001, in Havana Province , emergence plans were introduced. The New Teaching Model appeared to give an answer to the training of emergent nurses, as well as to develop a teaching model allowing the recruitment, training, retention, and development of students in a progressive way to achieve a graduate with three cycles of basic, technical and professional training aimed at obtaining a higher degree of integration of both types of teaching, and to assure a progressive training of the human resources needed for the health system. This paper shows how the student is able to obtain his training level in a flexible, pertinent, and accessible way, according to the ”Battle of Ideas” waged by our Revolution. It should be stressed that nowadays there are 128 university headquarters in the 169 municipalities existing in the whole country, with 20214 s tudents enrolled: two unprecedented facts in the training of graduate nurses.

  9. Dressing up nursing diagnoses: a critical-thinking strategy.

    Science.gov (United States)

    Sedlak, C A; Ludwick, R

    1996-01-01

    Teaching nursing diagnoses to beginning students who have no clinical experiences challenges educators to use their creative energies in developing strategies that facilitate students' critical-thinking skills. Dressing Up Nursing Diagnoses is a fun and creative classroom teaching strategy you can use during the Halloween season to help beginning students formulate nursing diagnoses. Two nurse educators describe their successful experiences with this unique teaching strategy. PMID:8718155

  10. Toward More Effective Teaching in WCHEN Schools; The Report of a Course in New Training Techniques for Nurse Faculty.

    Science.gov (United States)

    Elliott, Jo Eleanor

    Forty-five abstracts represent projects prepared by faculty personnel from Western Council on Higher Education for Nursing (WCHEN) member schools who were participants in a short-term course, "Improving Instruction Through the Use of Selected Tools and Techniques." Programed instruction projects involve various clinical areas and deal with such…

  11. An examination of emergency department nurses' attitudes towards deliberate self-harm in an Irish teaching hospital.

    LENUS (Irish Health Repository)

    McCarthy, Linda

    2010-01-01

    The purpose of this study was to examine emergency department (ED) nurses\\' attitudes towards individuals presenting with deliberate self-harm (DSH), including the relationship between attitudes and factors such as age, academic achievements, length of experience, and self-harm education.

  12. Nursing rituals: doing ethnography.

    Science.gov (United States)

    Wolf, Z R

    1993-08-01

    Types of nursing rituals identified in this study include therapeutic and occupational rituals. Therapeutic rituals (Douglas, 1963, 1966, 1975; Turner, 1957, 1967, 1969) are identified as symbolic healing actions that improve the condition of patients. Occupational rituals or rituals of socialization include symbolic actions that facilitate the transition of professional neophytes into their professional role (Bosk, 1980; Fox, 1979; Zerubavel, 1979). Nursing rituals fulfill an important although not highly visible function in a nursing unit of a modern American hospital. They enable nurses to carry out caring activities for patients who are acutely or chronically ill, old, and dying. Rituals help to reaffirm values and beliefs of nurses. Explication of the implicit meanings of nursing rituals illuminates nursing for nurses and others who seek to understand nursing services. Descriptive analyses of nursing rituals direct attention to the hidden work of the hospital staff nurse, work sometimes taken for granted by professionals and the public who fail to see the many difficult, intimate, and risky aspects of nursing work and how certain ritual behavior promotes its accomplishment. Other studies on nursing ritual are needed to expand the theory of nursing ritual in this descriptive analysis, and to move it from descriptive to explanatory theory. For example, the transmission of the beliefs, rules of conduct, and customs that take place during change-of-shift report has not been extensively investigated. Neither have the more practical aspects of shift report been studied, including the types of information exchanged or the influence of shift report on planning and priority setting for the nurses who work during the ensuing shift. Also, few empirical studies examine the effects of bathing on patient outcomes, such as skin integrity, cardiac function, and comfort levels, and patient bathing preferences. This is surprising, because the bath is such an essential ritual for the nursing profession and is thought to help patients. Nursing's close association with profane materials, including excretions and secretions, has most likely affected society's perception of the role of nurse. Investigations about these influences may reveal valuable insights into some of the status problems that nurses have encountered for many years. Equally important is the association of nurses with death. Although nurses are frustrated with the intrusion of hospital technology on patients' deaths, they have not yet established themselves as standard setters for helping patients achieve tranquil deaths.(ABSTRACT TRUNCATED AT 400 WORDS) PMID:7504237

  13. TOWARDS THE FORMULATION OF A PROPOSAL FOR OPPORTUNITY-TO-LEARN STANDARDS IN EFL LEARNING AND TEACHING

    Directory of Open Access Journals (Sweden)

    Rosalba Cárdenas Ramos

    2011-08-01

    Full Text Available This paper focuses on the need to formulate and implement a proposal for opportunity-to-learn standards (OTL in the field of language learning and teaching in Colombia, with the aim of ensuring the necessary conditions for the implementation and achievement of the performance standards, issued by the Ministry of Education as part of the National Bilingual Program in this area. First, it reviews the concept, origins, composition and models of OTL standards, and then it examines the Colombian situation to make a case for OTL in this country.

  14. Do calculation errors by nurses cause medication errors in clinical practice? A literature review.

    Science.gov (United States)

    Wright, Kerri

    2010-01-01

    This review aims to examine the literature available to ascertain whether medication errors in clinical practice are the result of nurses' miscalculating drug dosages. The research studies highlighting poor calculation skills of nurses and student nurses have been tested using written drug calculation tests in formal classroom settings [Kapborg, I., 1994. Calculation and administration of drug dosage by Swedish nurses, student nurses and physicians. International Journal for Quality in Health Care 6(4): 389 -395; Hutton, M., 1998. Nursing Mathematics: the importance of application Nursing Standard 13(11): 35-38; Weeks, K., Lynne, P., Torrance, C., 2000. Written drug dosage errors made by students: the threat to clinical effectiveness and the need for a new approach. Clinical Effectiveness in Nursing 4, 20-29]; Wright, K., 2004. Investigation to find strategies to improve student nurses' maths skills. British Journal Nursing 13(21) 1280-1287; Wright, K., 2005. An exploration into the most effective way to teach drug calculation skills to nursing students. Nurse Education Today 25, 430-436], but there have been no reviews of the literature on medication errors in practice that specifically look to see whether the medication errors are caused by nurses' poor calculation skills. The databases Medline, CINAHL, British Nursing Index (BNI), Journal of American Medical Association (JAMA) and Archives and Cochrane reviews were searched for research studies or systematic reviews which reported on the incidence or causes of drug errors in clinical practice. In total 33 articles met the criteria for this review. There were no studies that examined nurses' drug calculation errors in practice. As a result studies and systematic reviews that investigated the types and causes of drug errors were examined to establish whether miscalculations by nurses were the causes of errors. The review found insufficient evidence to suggest that medication errors are caused by nurses' poor calculation skills. Of the 33 studies reviewed only five articles specifically recorded information relating to calculation errors and only two of these detected errors using the direct observational approach. The literature suggests that there are other more pressing aspects of nurses' preparation and administration of medications which are contributing to medication errors in practice that require more urgent attention and calls into question the current focus on calculation and numeracy skills of pre registration and qualified nurses (NMC 2008). However, more research is required into the calculation errors in practice. In particular there is a need for a direct observational study on paediatric nurses as there are presently none examining this area of practice. PMID:19666199

  15. Acreditacin docente para obtener calidad en la educacin de enfermera Teaching accreditation to obtain quality in nursing education

    Directory of Open Access Journals (Sweden)

    Caridad Llanes Betancourt

    2005-04-01

    Full Text Available La acreditacin de carreras de pre y posgrado de enfermera es la certificacin pblica que se otorga a aquellas que cumplen con criterios de calidad previamente definidos. Ella se obtiene como resultado de un proceso voluntario que considera 3 etapas: auto-evaluacin, evaluacin externa y juicio de acreditacin. El propsito de este trabajo fue describir los elementos que integran el proceso de acreditacin de las carreras universitarias de enfermera. Se realiz una revisin documental sobre indicadores de calidad en la formacin de profesionales de enfermera. Se exponen elementos relacionados con la acreditacin de enfermera en diferentes pases y la acreditacin en el marco de un sistema de regulacin y aseguramiento de la calidad. Se concluy que las universidades de Ciencias Mdicas estn comprometidas a trabajar en busca de la excelencia acadmica ya que al existir todos los programas de pre y posgrados acreditados, la calidad de la atencin de enfermera es superior .The accreditation of pre and postgraduate nursing careers is the public certification granted to those that fulfilled with previously defined quality criteria. It is obtained as a result of a 3-stage voluntary process: self-evaluation, external evaluation and accreditation judgment. The purpose of this paper is to describe the elements included in the accreditation process of university nursing careers. A documental review on the health indicators in the nursing professionals training was made. Some elements related to nursing accreditation in different countries and to accreditation in the framework of a system of regulation and assurance of quality are exposed. It was concluded that the medical sciences universities are committed to work in the search of academic excellence, since having all the pre-and postgraduate syllabuses accredited, the quality of nursing care is higher.

  16. Situational analysis of teaching and learning of medicine and nursing students at Makerere University College of Health Sciences

    Directory of Open Access Journals (Sweden)

    Kiguli Juliet

    2011-03-01

    Full Text Available Abstract Background Makerere University College of Health Sciences (MakCHS in Uganda is undergoing a major reform to become a more influential force in society. It is important that its medicine and nursing graduates are equipped to best address the priority health needs of the Ugandan population, as outlined in the governments Health Sector Strategic Plan (HSSP. The assessment identifies critical gaps in the core competencies of the MakCHS medicine and nursing and ways to overcome them in order to achieve HSSP goals. Methods Documents from the Uganda Ministry of Health were reviewed, and medicine and nursing curricula were analyzed. Nineteen key informant interviews (KII and seven focus group discussions (FGD with stakeholders were conducted. The data were manually analyzed for emerging themes and sub-themes. The study team subsequently used the checklists to create matrices summarizing the findings from the KIIs, FGDs, and curricula analysis. Validation of findings was done by triangulating information from the different data collection methods. Results The core competencies that medicine and nursing students are expected to achieve by the end of their education were outlined for both programs. The curricula are in the process of reform towards competency-based education, and on the surface, are well aligned with the strategic needs of the country. But implementation is inadequate, and can be changed: Learning objectives need to be more applicable to achieving competencies. Learning experiences need to be more relevant for competencies and setting in which students will work after graduation (i.e. not just clinical care in a tertiary care facility. Student evaluation needs to be better designed for assessing these competencies. Conclusion MakCHS has made a significant attempt to produce relevant, competent nursing and medicine graduates to meet the community needs. Ways to make them more effective though deliberate efforts to apply a competency-based education are possible.

  17. Clarifying the concept of critical thinking in nursing.

    Science.gov (United States)

    Pless, B S; Clayton, G M

    1993-11-01

    Nursing must chart a course between the pedagogical extremes of process versus content-focused courses. No one would deny the fact that nurses must have a solid knowledge base in addition to demonstrating an ability to think critically. Reason favors a "both-and" rather than an "either-or" approach to this issue. Justifiably, nurses have jumped on the bandwagon of critical thinking. Once on the bandwagon, however, the elusive butterfly of critical thinking has been difficult to net. It is time to inform the driver that a new course for nursing must be charted. So far, the reported nursing research has focused on critical thinking conceptualized as a score on a broad, objective test. The important first step of establishing a clear concept that defines critical thinking in nursing has not been accomplished. Finding out what the expert nurse does with knowledge will help us to articulate a conception of critical thinking that can then be used as a springboard for various teaching strategies. If educators are persuaded that "students can and should think their way through the content of their courses, can and should gain some grasp of the logic of what they study, can and should develop explicit intellectual standards, then they can find many ways to move instruction in this direction" (Barnes, 1992, p. 22). PMID:8277352

  18. American Nurses Association Nursing World

    Science.gov (United States)

    ... Revised Position Statement on Nurses Role in Capital Punishment 03/11/16 ANA Conference March 10: Nurses ... org Subscribe to ANA SmartBrief and eNewsletters Related Organizations Constituent and State Nurses Associations American Nurses Credentialing ...

  19. A Study of Professional Nurses' Perceptions of Patient Education.

    Science.gov (United States)

    Marcum, Julie; Ridenour, Maureen; Shaff, Gaye; Hammons, Mary; Taylor, Monica

    2002-01-01

    Of 124 acute care nurses, 97% felt that patient education was a priority. Inhibiting factors were time, staffing, and patient receptiveness. Enhancers included having time to teach, receiving effective teaching guidance materials, and having access to teaching resources. (SK)

  20. Integrating simulation in surgery as a teaching tool and credentialing standard.

    Science.gov (United States)

    Rehrig, Scott T; Powers, Kinga; Jones, Daniel B

    2008-02-01

    The time-honored training methods of surgery are rapidly being replaced with new teaching tools that are being integrated into residency and recredentialing standards. Numerous factors including societal, professional, and legal have all forced surgical training programs to seek alternative methods of training residents. Learning theories that have provided the basis for open surgical skills training have been modified and culminated in the theory of automaticity and the "pretrained" laparoscopic novice. A vast array of simulators exist for training, ranging from inanimate video trainers, human patient simulators, to more recently virtual reality (VR) computer-based trainers. Currently, inanimate trainers are deployed widely throughout surgical training programs and serve as the primary platform for laparoscopic skills training. As technology evolves, VR systems have become available, allowing for more complex skills training with realistic computer-generated anatomic structures. Using the theories of crisis management and crew resource management, simulation is moving from simple skills training to whole-team training in mock operating room environments. Looking to the near future, medical training will continue to evolve to meet the changing demands of society and professional responsibility to ensure patient safety. With the advent of accredited skills-training centers endorsed by the American College of Surgeons, simulation will be the catalyst for these continuing changes. PMID:18004630

  1. O professor de enfermagem frente às tendências pedagógicas. Uma breve reflexão The teaching of nursing and the pedagogic trend

    Directory of Open Access Journals (Sweden)

    Myriam A. Mandetta Pettengill

    1998-04-01

    Full Text Available As autoras fazem uma reflexão situando o professor de enfermagem nas diferentes abordagens pedagógicas Tradicional, Cognitivista, Comportamentalista, Humanista, e Sócio-Cultural, com o objetivo de analisar sua aplicação no ensino de enfermagem, contribuindo para que o professor reflita sobre sua prática e a exerça de forma criativa e inovadora.This paper reviews important aspects about teaching nursing, in order to give nursing professionals an outline of the present pedagogical approaches (Traditional, Cognitivist, Behaviorist, Humanistic, Sociocultural, so that they can reflect upon their role as educators.

  2. Presentation skills for nurses.

    Science.gov (United States)

    Foulkes, Mark

    2015-02-20

    This article emphasises the importance of effective presentation skills. Such skills allow nurses to share knowledge and expertise and to communicate clearly in a range of workplace scenarios. Nurses are increasingly being asked to present in formal and informal situations, such as conferences, poster presentations, job interviews, case reports and ward-based teaching. This article explores the principles underpinning the development of these skills, discusses the situations in which they could be applied and demonstrates how nurses might improve and develop as presenters. PMID:25690236

  3. Nurses' Own Recordkeeping: The Nursing Minimum Data Set Revisited.

    Science.gov (United States)

    Halloran, Edward J; Halloran, Diane C

    2015-11-01

    There is no consistent, standardized, concise method for nurses to record information about their patients and clients that is conducive to store, retrieve, and use in patient and client care; to improve professional self-development; and to use in collaboration with patients and clients, their families, other nurses, doctors, hospitals, and health systems. Nurses gauge the health status of their patients and clients every day and are now in a position both to record their impressions for their own use and to share them with colleagues who care for the same patients and clients. What is now needed is a way to record these clinical impressions within an authoritative format that is related to the depth and breadth of the clinical literature related to nursing and the needs of the patients and clients nurses serve. The International Council of Nurses' Nurse-Patient Summary is proposed here to fill the gulf between narrative nurses' notes, proprietary and widely varying electronic health record systems, and information from nurses about their patiens and clients human needs. The International Council of Nurses' Nurse-Patient Summary could replace nursing diagnosis items in the Nursing Minimum Data Set and serve as a substitute for the World Health Organization's International Classification of Function, Disability and Health, a seldom used instrument derived from the International Council of Nurses' Basic Principles of Nursing Care. PMID:26554810

  4. My Name is Nurse.

    Science.gov (United States)

    2016-05-01

    : Editor's note: From its first issue in 1900 through to the present day, AJN has unparalleled archives detailing nurses' work and lives over more than a century. These articles not only chronicle nursing's growth as a profession within the context of the events of the day, but they also reveal prevailing societal attitudes about women, health care, and human rights. Today's nursing school curricula rarely include nursing's history, but it's a history worth knowing. To this end, From the AJN Archives offers articles selected to fit today's topics and times.This month's article, from the May 1993 issue, is a tongue-in-cheek editorial by former editor-in-chief Mary B. Mallison. In it, she introduces us to the "PerceptoPhone"-an imaginary device that allows the wearer to access the thoughts of nurses. PerceptoPhones are used to educate hospital trustees on nurses' essential but often invisible abilities: to identify early warning signs of complications; teach and encourage; and carefully assess, soothe, and heal-abilities that are "hard to quantify with usual accounting methods." More than 20 years later, we still look for better ways to teach the public about nursing. PMID:27123629

  5. Knowledge and skill retention of in-service versus preservice nursing professionals following an informal training program in pediatric cardiopulmonary resuscitation: a repeated-measures quasiexperimental study.

    Science.gov (United States)

    Sankar, Jhuma; Vijayakanthi, Nandini; Sankar, M Jeeva; Dubey, Nandkishore

    2013-01-01

    Our objective was to compare the impact of a training program in pediatric cardiopulmonary resuscitation (CPR) on the knowledge and skills of in-service and preservice nurses at prespecified time points. This repeated-measures quasiexperimental study was conducted in the pediatric emergency and ICU of a tertiary care teaching hospital between January and March 2011. We assessed the baseline knowledge and skills of nursing staff (in-service nurses) and final year undergraduate nursing students (preservice nurses) using a validated questionnaire and a skill checklist, respectively. The participants were then trained on pediatric CPR using standard guidelines. The knowledge and skills were reassessed immediately after training and at 6 weeks after training. A total of 74 participants-28 in-service and 46 preservice professionals-were enrolled. At initial assessment, in-service nurses were found to have insignificant higher mean knowledge scores (6.6 versus 5.8, P = 0.08) while the preservice nurses had significantly higher skill scores (6.5 versus 3.2, P nurses performing better in knowledge test (10.5 versus 9.1, P = 0.01) and the preservice nurses performing better in skill test (9.8 versus 7.4, P nurses in pediatric CPR improved with training. In comparison to preservice nurses, the in-service nurses seemed to retain knowledge better with time than skills. PMID:23971033

  6. A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.

    Science.gov (United States)

    Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald

    2009-04-01

    E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands). PMID:19121875

  7. Health Instruction Packages: Nursing Care Plans.

    Science.gov (United States)

    Kowalski, Dorcas S.; And Others

    Text, illustrations, and exercises are provided in this set of learning modules to teach nurses and nursing students various patient care skills. The first module, "How to Write a Nursing Care Plan" by Dorcas S. Kowalski, discusses three tasks in developing patient care plans: identifying and prioritizing a patient's needs, gathering information…

  8. Health Instruction Packages: Nursing Care Plans.

    Science.gov (United States)

    Kowalski, Dorcas S.; And Others

    Text, illustrations, and exercises are provided in this set of learning modules to teach nurses and nursing students various patient care skills. The first module, "How to Write a Nursing Care Plan" by Dorcas S. Kowalski, discusses three tasks in developing patient care plans: identifying and prioritizing a patient's needs, gathering information

  9. Knowledge, attitude and practice for breast cancer risk factors and screening modalities in staff nurses of Ayub teaching hospital Abbottabad

    International Nuclear Information System (INIS)

    Background: Breast cancer is the commonest cancer modality in female worldwide. Avoiding the risk factors can reduce its incidence and adhering to screening and early detection can reduce its mortality. A sufficient knowledge regarding the risk factors and screening modalities is therefore essential. We assessed the knowledge level about these parameters in our staff nurses. Methods: A self-administered questionnaire survey was performed. Knowledge regarding the risk factors and screening modalities were categorised into good, fair, poor and very poor categories. Results: Knowledge regarding most of the factors was found to be fair. A few things were termed as good knowledge like role of breast-feeding in protecting against breast cancer. Practice regarding the screening modalities was not satisfactory. Only a few nurses had good knowledge of the risk factors and screening modalities. Practice of the Screening modalities was also poor. Conclusion: There is a need to improve the nursing curriculum, training at the workplace and motivate them for screening practices. They should be encouraged to talk to their patients and their female attendants about prevention and early detection of breast cancer. (author)

  10. Challenges When Using a Standardized Approach for Assessing the Quality of College Teaching

    Science.gov (United States)

    Cisneros-Cohernour, Edith J.

    2013-01-01

    This article develops around a qualitative research case study of an instructor teaching an introductory course about students with special needs. Data collection involved document analysis, observations and interviews with administrators, the faculty member, his peers, teaching assistants and students. The case is also a reflective piece on the

  11. Sistemas estandarizados de lenguaje de la enfermera en seccin de psteres / Standard System of nursing language in poster session / Sistemas padronizados de linguagem da enfermagem em sesso pster

    Scientific Electronic Library Online (English)

    Karolina Vitorelli, Diniz Lima Fagundes; Luclia, Terra Jonas; Nathlia Chantal, Magalhes da Silva; Ana Mariele, de Souza; Marina, Bortoletto Cossulin; Maria Anglica, Mendes.

    2015-01-01

    Full Text Available O presente trabalho contempla a experincia vivida na disciplina de Fundamentos de Enfermagem ao utilizar a Sesso Pster como estratgia de ensino aprendizagem. Tal abordagem se impe devido constante discusso acerca dos problemas nas estratgias de ensino, bem como pela necessidade de inovaes [...] nesse campo. O objetivo deste trabalho relatar a experincia vivida por docentes de uma Instituio Pblica da regio Sul de Minas Gerais, Brasil, com a aplicao de uma tcnica de ensino inovadora, direcionada a alunos do quarto semestre da graduao em enfermagem. Esse intento foi alcanado mediante a elaborao de um relato de caso. A anlise da estratgia comprovou alto ndice de aceitao da Sesso Pster pelos discentes, que alegaram estmulo ao trabalho em equipe, aprimoramento da comunicao em grupo, preparo para apresentaes em eventos e produo de publicaes como principais qualidades do mtodo. Abstract in spanish Este trabajo reflexiona sobre la experiencia vivida en la asignatura Fundamentos de Enfermera de una institucin pblica del Brasil, en la cual se emplea la Seccin de Psteres Cientficos como una estrategia de enseanza y aprendizaje. El abordaje se present por la constante discusin acerca de l [...] os problemas en las estrategias de enseanza, as como por la necesidad de innovaciones en esta rea. El objetivo de este estudio fue reportar la experiencia vivida por docentes de una institucin pblica de la regin sur del Estado de Minas Gerais, en Brasil, con la aplicacin de una innovadora tcnica didctica, direccionada a alumnos de cuarto semestre de la Carrera de Enfermera. El propsito se alcanz mediante la realizacin de un reporte de caso. La evaluacin de la estrategia ha comprobado un alto ndice de aceptacin de la Seccin de Psteres por parte de los estudiantes, quienes afirmaron que se evidenci el estmulo hacia el trabajo en equipo, la mejora en la comunicacin en grupos, la preparacin para presentaciones en eventos y la produccin de publicaciones como sus principales beneficios. Abstract in english This paper discusses the use of a poster session as a teaching strategy in a Nursing Fundamentals class. Motivation for this research was the constant discussion on teaching strategies that arise in the field. The aim of this study was to report the results of application of this innovative teaching [...] technique in a college in south of Minas Gerais State, Brazil, with students from fourth semester of undergraduate nursing school. Results showed a high satisfaction rate by students with the method. They pointed out positive outcomes such as stimulating teamwork, improving group communication, enhancing preparation for presentations at events and providing opportunity to produce papers.

  12. Ethics in oncology nursing

    Directory of Open Access Journals (Sweden)

    Nermin ERSOY

    2009-01-01

    Full Text Available In the process of cancer treatment and care, the ethical duties of the cancer nurses contribute to preventing ethical dilemmas, resolving ethical problems, and most importantly maintaining an ethical cancer care system. The ethical duties of humanistic caregiving, disclosure, honesty, relief of pain and suffering, fair distribution of resources, provision of adequate palliative care, and assistance to patients and families for imminent death, which are the hallmarks of oncology nursing, are justified by the values, professional standards and the contemporary roles of nursing. Therefore, ethical competency of the oncology nurse is an inevitable requirement.

  13. Teaching ultrasound in a curricular course according to certified EFSUMB standards during undergraduate medical education: a prospective study

    OpenAIRE

    Heinzow, H.S. (Hauke); Friederichs, H; Lenz, P.; Schmedt, A. (Andre); Becker, J.C. (Jan); Hengst, K; Marschall, B. (Bernhard); Domagk, D

    2013-01-01

    Background: As a non-invasive and readily available diagnostic tool, ultrasound is one of the most important imaging techniques in medicine. Ultrasound is usually trained during residency preferable according to German Society of Ultrasound in Medicine (DEGUM) standards. Our curriculum calls for undergraduate training in ultrasound of medical students in their 4th year of undergraduate education. An explorative pilot study evaluated the acceptance of this teaching method, and compared it to o...

  14. Effectiveness of Standardized Nursing Care Plans in Health Outcomes in Patients with Type 2 Diabetes Mellitus: A Two-Year Prospective Follow-Up Study

    Science.gov (United States)

    Crdenas-Valladolid, Juan; Salinero-Fort, Miguel A.; Gmez-Campelo, Paloma; de Burgos-Lunar, Carmen; Abnades-Herranz, Juan C.; Arnal-Selfa, Rosa; Andrs, Ana Lpez-

    2012-01-01

    Background Implementation of a standardized language in Nursing Care Plans (SNCP) allows for increased efficiency in nursing data management. However, the potential relationship with patient? health outcomes remains uncertain. The aim of this study was to evaluate the effectiveness of SNCP implementation, based on North American Nursing Diagnosis Association (NANDA) and Nursing Interventions Classification (NIC), in the improvement of metabolic, weight, and blood pressure control of Type 2 Diabetes Mellitus (T2DM) patients. Methods A two-year prospective follow-up study, in routine clinical practice conditions. 31 primary health care centers (Spain) participated with 24,124 T2DM outpatients. Data was collected from Computerized Clinical Records; SNCP were identified using NANDA and NIC taxonomies. Descriptive and ANCOVA analyses were conducted. Results 18,320 patients were identified in the Usual Nursing Care (UNC) group and 5,168 in the SNCP group. At the two-year follow-up, the SNCP group improved all parameters except LDL cholesterol and diastolic blood pressure. We analyzed data adjustming by the baseline value for these variables and variables with statistically significant differences between groups at baseline visit. Results indicated a lowering of all parameters except HbA1c, but a statistically significant reduction was only observed with diastolic blood pressure results. However, the adjusted reduction of diastolic blood pressure is of little clinical relevance. Greater differences of control values for diastolic blood pressure, HbA1c, LDL-cholesterol and Body Mass Index were found in the SNCP group, but only reached statistical significance for HbA1c. A greater proportion of patients with baseline HbA1c ?7 decreased to <7% at the two-year follow-up in the SNCP group than in the UNC group (16.9% vs. 15%; respectively; p?=?0.01). Conclusions Utilization of SNCP was helpful in achieving glycemic control targets in poorly controlled patients with T2DM (HbA1c ?7%). Diastolic blood pressure results were slightly improved in the SNCP group compared to the UNC group. Trial Registration ClinicalTrials.gov NCT01482481 PMID:22952794

  15. Nursing: Registered Nurses

    Science.gov (United States)

    ... people who have had heart surgery. Critical care nurses work in intensive-care units in hospitals, providing care to patients with serious, complex, and acute illnesses and injuries that need very close monitoring and ... nurses provide screening, counseling, and treatment for patients with ...

  16. Evaluation of a computer-based teaching programme (CBTP developed for student nurses in an oncology clinical setting

    Directory of Open Access Journals (Sweden)

    Jacobus A Venter

    2002-04-01

    Full Text Available A computer-based teaching programme (CBTP was developed after a comprehensive review of the literature with regard to learning, learning theories, traditional and student-centred styles and approaches, teaching through hypermedia and computer-based teaching. Opsomming ’n Rekenaargebaseerde onderrigprogram (RGOP is na ’n omvattende literatuurstudie oor leer, leerteorieë, -style en benaderings, tradisionele-, studentgesentreerde- en onderrig deur hipermedia, en rekenaargebaseerde onderrig ontwikkel, met die doel om ’n onderrigbenadering te implementeer waar studentverpleegkundiges die geleentheid gegun word om verantwoordelikheid vir leer te aanvaar, leerbehoeftes te identifiseer en ’n diep benadering tot leer te volg. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  17. Nursing Students' Experiences of Learning Numeracy for Professional Practice

    Science.gov (United States)

    Marks, Rachel; Hodgen, Jeremy; Coben, Diana; Bretscher, Nicola

    2016-01-01

    This paper examines nursing students' experiences of the teaching and assessment of numeracy for nursing. Data from interviews with eight student nurses at a large school of nursing in the United Kingdom are analysed using a constructivist grounded theory approach to explore their perceptions of any disjunctures between the ways in which numeracy…

  18. The Lived Experiences of Nurses Transitioning to a Preceptor Role

    Science.gov (United States)

    Miller, Janice Ampil

    2013-01-01

    This study explores the lived experiences of nurses who have transitioned to a nurse preceptor role and provides examples of how individuals learn in the workplace. Historically, nurses who agreed to become preceptors were chosen based on their availability and experience, not necessarily their teaching and learning abilities. Nursing research has…

  19. IDOL Licensed Nurse Agencies

    Data.gov (United States)

    U.S. Department of Health & Human Services Protects the public's right to high quality health care by licensing and mandating standards of operation for nurse agencies which refer, employ, or assign...

  20. Ethical standards for the occupational health-nursing practitioner regarding the HIV positive person in the workplace

    Directory of Open Access Journals (Sweden)

    A C Botes

    2001-01-01

    Full Text Available The occupational health-nursing practitioner often becomes involved in ethical dilemmas with regard to the handling of HIV-positive people in the workplace in that the interests of the HIV-positive people conflict with the interests of the employer.

    Opsomming
    Die beroepsgesondheidsverpleegkundige raak dikwels in etiese dilemmas betrokke ten opsigte van die hantering van die MIV-positiewe persoon by die werkplek deurdat die belange van die MIV-positiewe persoon botsend is met die belange van die werkgewer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  1. Proposta pedaggica do PROFAE na perspectiva dos enfermeiros instrutores Proposta de enseanza del PROFAE segn los enfermeros instructores PROFAE teaching proposal in the perspective of tutor nurses

    Directory of Open Access Journals (Sweden)

    Vilma Ribeiro da Silva

    2005-06-01

    Full Text Available O estudo apresenta o resultado de uma pesquisa realizada com o primeiro grupo de enfermeiros do Curso de formao Pedaggica em Educao Profissional na rea de Sade: Enfermagem, em Campo Grande MS. Onde intencionamos verificar o alcance do conhecimento expresso pelos participantes, antes e depois da realizao do Curso. Para a coleta de dados nos utilizamos de formulrios com questes abertas, que foram tratadas luz do referencial metodolgico de natureza qualitativa. Assim, percebemos o desenvolvimento deste curso como um momento de movimento, de evoluo e porque no dizer de transformao no ensino de enfermagem em todos os nveis, onde acreditamos que a essncia da formao pedaggica imbutida no Curso foi assimilada pelos alunos.El estudio presenta el resultado de investigacin realizada con el primero grupo de enfermeros del Curso de Formacin Pedaggica en Educacin Profesional en la rea de Salud: Enfermera/PROFAE, en Campo Grande-MS, donde se intencion proximar el significado que los entrevistados atribuan a algunos aspectos relacionados con el acto de ensear, antes y despus de la realizacin del curso. Para la colecta de datos fue utilizado formularios con cuestiones abiertas, que fueron tratadas segn el referencial metodolgico de naturaleza cualitativa. Se hay percibido el desarrollo de este curso como un momento de transicin, de evolucin y tambin de transformacin en la enseanza de enfermera en todos los niveles, donde creemos que la esencia de la formacin pedaggica incrustado en el curso fue asimilada por los educandos.This paper presents results of a research proceeded with the first group of nurses from the Pedagogical Training Course in Health Professional Education: Nursing, in Campo Grande-MS. It was intended to verify obtained knowledge expressed by the participants before and after course. Data were collected using structured forms with open questions, that were approached under metodological qualitative reference. It was observed that this course development as a movement, is considered an evolution and transforming moment in all levels of Nursing teaching. It is believed that the course's pedagogical training essence was assimilated by the students.

  2. Ensino de educao nos cursos de graduao em enfermagem Enseanza de educacin en los cursos de grado en enfermera Teaching of education in undergraduate nursing courses

    Directory of Open Access Journals (Sweden)

    Alva Helena de Almeida

    2010-02-01

    Full Text Available O estudo analisou a produo bibliogrfica sobre a temtica educao em sade e as repercusses sobre o ensino na graduao em enfermagem. Utilizou-se descritores selecionados nas bases LILACS, PERIENF e BDENF. Classificou-se as referncias em quatro categorias: ensino, assistncia, produo cientfica e acadmica stricto sensu. Os resultados revelaram: a importncia da temtica educativa na prtica social da enfermagem, para o que se evidencia no s a preocupao com a formao do educando, mas inclusive a do docente; apesar do esforo na graduao para o preparo do enfermeiro para as aes educativas, este avaliado como inadequado; as prticas educativas, tanto em estudos classificados na categoria ensino quanto na assistencial, se mostraram referenciados na abordagem biomdica, com enfoque nos aspectos preventivos.Este estudio analiz la produccin bibliogrfica sobre la temtica educacin en salud y las repercusiones sobre la enseanza en graduacin en enfermera. Los descriptores utilizados fueron seleccionados en las bases LILACS, PERIENF y BDENF. Las referencias fueron clasificadas en cuatro categoras: enseanza, asistencia, produccin cientfica y acadmica stricto sensu. Los resultados revelaron: la importancia de la temtica educativa en la prctica social de enfermera, para lo que se evidencia no solo la preocupacin con la formacin del educando, mas inclusive la del docente; a pesar del esfuerzo en la graduacin para la preparacin del enfermero para las acciones educativas, ese es evaluado como inadecuado; las prcticas educativas, tanto en estudios de la categora enseanza cuanto de la asistencial, se mostraron referenciadas en el abordaje biomdico cuyo enfoque son los aspectos preventivos.This study reviewed the literature on the health education subject and the impact on education in undergraduate nursing. Descriptors were selected in LILACS, PERIENF and BDENF bases. References were classified into four categories: education, care, scientific production and stricto sensu academic production. The results showed: the importance of educational issues in the nursing social practice, for what there is concern with the student and the teacher education; in spite of the effort in the undergraduation to prepare nurses for the educative actions, this is considered insufficient; the educative practices, in both teaching and care categories, are based on the biomedical model, with focus on preventive aspects.

  3. Nursing, Nursing Education, and Anxiety.

    Science.gov (United States)

    Biggers, Thompson; And Others

    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…

  4. Nursing Concepts. Teacher Edition.

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This curriculum guide contains the materials required to teach a course to prepare students for employment as practical nurses. The following topics are covered in seven instructional units: successful learning skills, positive self-concept, techniques for a balanced lifestyle, communication skills, legal and ethical issues, organizational and…

  5. Bringing nursing to the public.

    Science.gov (United States)

    Kazis, Cornelia; Schwendimann, René

    2009-11-01

    For the past 5 years, an unusual program has been evolving in the University of Basel's Institute of Nursing Science master's program in Basel, Switzerland. A special course designed to help nurses master public communication skills requires students to play the roles of journalist, exhibition curator, conference organizer, radio reporter, and news producer. Two faculty members, an experienced radio and newspaper journalist and a nurse scientist, teach and support the students. By developing their competence in media relations, participants prepare themselves to tackle the course's long-term goal of bringing the nursing profession into the public eye. PMID:19731893

  6. The use of standardized patients to teach and test interpersonal and communication skills with students in speech-language pathology.

    Science.gov (United States)

    Zraick, Richard I; Allen, Ruth M; Johnson, Sherry B

    2003-01-01

    The purpose of this study was to investigate the use of standardized patients (SPs) with aphasia to teach interpersonal and communication skills to new graduate student-clinicians in Speech-Language Pathology, and to test those skills via serial Objective Structured Clinical Examinations (OSCEs). This study had three phases: (1) clinical teaching using SPs, (2) mid-term evaluation via a single case OSCE, and (3) end-of-term evaluation via a multi-case OSCE. These phases were integrated with classroom teaching and testing components over a 16-week academic semester. Eighteen students participated while concurrently enrolled in a course on diagnosis and management of aphasia taught by the first author. One half of the class received initial instruction via a combination of didactic lecture and standardized patient interaction, while the other half of the class was taught initially via didactic lecture only. On OSCE I, there was no statistically significant difference between the two groups in their interpersonal and communication skills, with the class as a whole demonstrating less than acceptable competency. After targeting these skills in all students via additional class lectures, there was a statistically and clinically significant improvement in their competency in this area on OSCE II. Student feedback was positive. PMID:14574048

  7. [Disaster and disaster nursing: from an education and research perspective].

    Science.gov (United States)

    Chen, Li-Chin; Fan, Jun-Yu

    2010-06-01

    Due to its geographic position and the effect of changes in both global and island-specific environments, Taiwan is an area highly prone to natural disasters. While responsibility for national disaster prevention and rescue are distributed amongst various authorities, healthcare agencies hold sole responsibility for the treatment of injuries sustained during disaster events. Disaster casualties require differing levels of medical assistance. In order to respond systematically to disaster events, the government should require that all healthcare facilities operate a hospital emergency incident command system (HEICS). Past experience shows the important role that nurses play in the disaster relief process. The 911 disaster in the United States both helped reorient the direction of nursing education and emphasized teaching practical strategies, standard operating procedures, and frequently asked questions for nurses. Recognizing the limited research done worldwide on disaster nursing, the World Society of Disaster Nursing (WSDN) was established in 2008 in Kobe, Japan. The main purposes of the WSDN is to promote international academic exchange, establish an Internet information exchange platform, and organize international disaster nursing related activities. The WSDN has suggested that future research may focus in on critical issues that include post-disaster health status follow-up, exploration of the healthcare needs and other issues of disaster survivors, care skills development, and the potential for development of cooperative support networks between medical institutions. PMID:20535673

  8. Strategies to improve the performance of learners in a nursing college. Part I: Issues pertaining to nursing education.

    Science.gov (United States)

    Waterson, E; Harms, E; Qupe, L; Maritz, J; Manning, M; Makobe, K; Chabeli, M

    2006-05-01

    The aim of this contextual, exploratory, descriptive and qualitative study was to describe strategies to improve the performance of learners in a nursing college. The article seeks to deal with factors relating to nursing education that contribute to the poor performance of learners and to outline related strategies to improve the situation. Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a four-year comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156). Trustworthiness was ensured in accordance with Lincoln and Guba's (1985:290-326) principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors' lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors' marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners' performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course. PMID:16910135

  9. The Place of Nursing History in an Undergraduate Curriculum.

    Science.gov (United States)

    Lait, Margaret E.

    2000-01-01

    Describes a standalone undergraduate course in nursing history in terms of rationale, purpose, and content. Discusses arguments for inclusion of nursing history in the curriculum and problems associated with teaching it. (SK)

  10. The Experiences of Registered Nurses Transitioning from Patient Care Settings to Academia

    Science.gov (United States)

    Gwin, Teresa

    2012-01-01

    Registered nurses (RNs) who make the move from a patient-care service setting to an academic teaching environment often go through a transition phase in their first semesters of teaching that is difficult and traumatic. RNs that go on to higher academic degrees often do so in order to teach in schools of nursing. However, graduate work in nursing

  11. Remediation of Disorders in Writing Ability of the Slow Learners in Vi Standard Taught Under Activity Centred Teaching of English

    Directory of Open Access Journals (Sweden)

    Rajendran Muthiah

    2015-02-01

    Full Text Available The study examines how far the Activity Centred teaching of English is effective in remediating the mistakes committed in written expression in English by the slow learners in Standard VI of a Government High School in Tamil Nadu State in India. Using an already standardised tool prepared to test writing ability in English, a Pre Diagnostic test was conducted to identify the disorders committed by the slow learning pupils. The marks secured by 24 slow learners were recorded. Then activities were introduced in teaching for developing all the four basic skills in English for a month. The single group design was adopted for the study. The Post Diagnostic test was conducted and the marks secured by all the pupils were recorded. The t test was applied. It was found that there was significant difference in the remediation of mistakes in the written expression in English.

  12. THE ALIGNMENT OF ROMANIA UNIVERSITY TEACHING TO THE REQUIREMENTS OF THE QUALITY INSURING STANDARDS

    Directory of Open Access Journals (Sweden)

    Elena CONDREA

    2007-01-01

    Full Text Available Due to any institution in the national teaching system, indifferent of type, level and activity organization form, is to insure the quality teaching, learning and researching, from the necessity of making the bases of an institutional cultures of the education's quality, for contributing to the personal and professional development of the students, at the society's welfare. The quality insurance policies and strategies of the national teaching system of Romania have as marking the permanent correlation with the orientations and actions promoted at European and global level, in consense with the recommendations of the Superior Education Quality Insurance European Association, recommendations which have been taken by the Bergen Ministerial Conference (19-20 May 2005.

  13. A Unit of Study Approach for Teaching Common Core State Standards for Writing

    Science.gov (United States)

    Pytash, Kristine E.; Morgan, Denise N.

    2013-01-01

    In this article, the authors provide an overview of the unit of study framework for teaching writing and explain how it sets the stage for developing "academic momentum" in students (Strahan, 2008, p. 4). To help readers understand the unit of study framework in action, the authors describe how a unit unfolds in one subject area,

  14. Teaching Writing in the Shadow of Standardized Writing Assessment: An Exploratory Study

    Science.gov (United States)

    Brimi, Hunter

    2012-01-01

    This exploratory study results from interviews with five high school English teachers regarding their writing instruction. The researcher sought to answer these questions: (1) How had the Tennessee Comprehensive Assessment Program's (TCAP) Writing Assessment affected their teaching as gauged by the teachers' statements regarding the assessment,

  15. Academic Curricula Models of Teaching Foreign Languages and Economic Profession Standards

    Directory of Open Access Journals (Sweden)

    Violeta Negrea

    2006-09-01

    English for Special Purposes is an academic subject based on the long-term professional and social needs of the specialised labor force in market economy. Its authentic content and learning/teaching tasks are selected and adapted to the curriculum subjects that the students attend to make their access autonomous to original professional sources.

  16. Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale

    Science.gov (United States)

    Pandya, Jessica Zacher

    2012-01-01

    In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills…

  17. Teaching Mathematics and Science Standards to Students with Moderate and Severe Developmental Disabilities

    Science.gov (United States)

    Browder, Diane M.; Trela, Katherine; Courtade, Ginevra R.; Jimenez, Bree A.; Knight, Victoria; Flowers, Claudia

    2012-01-01

    This study evaluated strategies to teach secondary math and science content to students with moderate and severe developmental disabilities in a quasiexperimental group design with special education teachers randomly assigned to either the math or the science treatment group. Teachers in the math group implemented four math units representing four

  18. Using Seminars to Teach the Common Core's Speaking and Listening Standards

    Science.gov (United States)

    Roberts, Terry; Billings, Laura

    2011-01-01

    As educators, the authors know the importance of teaching reading and writing, but they often overlook speaking and listening skills. They believe that if they have class discussions on a regular basis, students are "naturally" learning to speak and to listen. However, that is not the case. On the contrary, speaking and listening skills are ones

  19. Main Street: Teaching Elementary School Students Standards-Based Urban Geography.

    Science.gov (United States)

    Hurt, Douglas A.

    1997-01-01

    Describes a lesson plan that uses Main Street images of three towns to encourage students to recognize and compare human and physical characteristics of places. The lesson teaches the geographic concepts of site (absolute location) and situation (relative location) as well as introducing students to urban geography. (MJP)

  20. Using Seminars to Teach the Common Core's Speaking and Listening Standards

    Science.gov (United States)

    Roberts, Terry; Billings, Laura

    2011-01-01

    As educators, the authors know the importance of teaching reading and writing, but they often overlook speaking and listening skills. They believe that if they have class discussions on a regular basis, students are "naturally" learning to speak and to listen. However, that is not the case. On the contrary, speaking and listening skills are ones…

  1. The pursuit of excellence and innovation in service user involvement in nurse education programmes: report from a travel scholarship.

    Science.gov (United States)

    Terry, Julia M

    2013-05-01

    The involvement of service users and carers in nurse education is increasing, with the new standards for pre-registration nurse education in the UK, which require nurse education providers to demonstrate how they are involving users and carers in the planning, delivery, teaching and evaluation of nursing curricula (Nursing and Midwifery Council, 2010). A travel scholarship provided the opportunity to explore best practice in this area, focussing on identifying support systems and processes that enable user involvement. The scholarship was undertaken in the UK and Ireland during a 4 week study tour between June and July 2011, during which I visited 15 universities, and met with nurse education staff, users and carers involved in nurse education programmes. Prerequisite processes, the spectrum and variety of involvement activities, quality assurance and evaluation; and sustainability of user involvement in nurse education are reported in this paper. Service users and carers are an under-utilised resource, and as experts by experience have much to offer students and staff by increased involvement in nurse education programmes. The importance of values, enthusiasm and relationships, the cornerstones that strengthen user involvement; often sustain such partnerships. PMID:23041164

  2. Problem based learning - 'Bringing everything together' - A strategy for Graduate Nurse Programs.

    Science.gov (United States)

    Vittrup, Ann-Charlotte; Davey, Anna

    2010-03-01

    This article discusses a case study that was initiated by a Graduate Nurse Coordinator of an acute care inpatient hospital in Australia. It outlines the conceptualisation and creative implementation of a structured group problem based learning activity which was a component of a Graduate Nurse Program. The learning activity was based on the beliefs that knowledge acquisition today is an active process and should focus on the learner developing strategies to obtain, review and manage information. The learning activity implemented in this case study was valuable as it recognised the benefits that can be gained for the Graduate Nurse by ensuring the context of their teaching and learning activities is grounded in practical experiences. The learning activity aimed to prepare Graduate Nurses to cope with the multiple challenges faced as they enter the nursing profession by enhancing their skills of inquiry, problem solving and reasoning. The evaluation of this case study found that the incorporation of structured group problem based learning did promote the achievement of these educational outcomes with Graduate Nurses displaying critical thinking, clinical judgment and knowledge acquisition skills. An unexpected benefit of this activity for Graduate Nurses was the enhancement of clinical practice behaviours, such as communication and interactive skills. This case study describes the positive outcomes not only for Graduates Nurses in the application of their learning but also the wider benefits which can be gained for the organisation, patient care standards and the health care team. It is anticipated that this article will be an inspiration to others who are interested in implementing innovative teaching strategies into Graduate Nurse Programs. PMID:19501549

  3. Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform

    OpenAIRE

    Suwarsih Madya

    2002-01-01

    Abstract: The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students' mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishm...

  4. Analyzing Social Issues Related to Teaching about the Federal Budget, Federal Debt, and Budget Deficit in Fifty State High School Social Studies Standards

    Science.gov (United States)

    Marri, Anand R.; Crocco, Margaret S.; Shuttleworth, Jay; Gaudelli, William; Grolnick, Maureen

    2012-01-01

    This study of all fifty state, high school social studies curriculum standards found a lack of attention in the vast majority of state standards to the federal budget, federal debt, and budget deficit, topics of significant concern. These concepts are important to teaching about economics in the United States since they lie at the center of…

  5. Remodeling adult nursing.

    Science.gov (United States)

    Mackie, J B; Graham, P B

    1996-01-01

    This article describes a nursing education experience in which a critical thinking approach was planned and implemented. Background discussion on critical thinking concepts and related research provides a foundation for presentation of the Mackie teaching model. The model uses a community-based, family-centered scenario as the basis for developing problem-focused nursing intervention skills from a holistic viewpoint. Role expectations of students and faculty are outlined, and related implementation difficulties, together with their resolution strategies, are described. Evaluation methods and outcomes are reviewed in the conclusion. PMID:9052186

  6. Certification and Regulation of Advanced Practice Nurses. Position Statement.

    Science.gov (United States)

    Journal of Professional Nursing, 1996

    1996-01-01

    This position statement of the American Association of Colleges of Nursing asserts that the nursing profession must develop a standardized national advanced practice nursing certification process by 2000. Professional certification validates and standardizes the qualifications and practice competencies of the advanced practice nurse. (Author/JOW)

  7. Assisted living nursing practice: admission assessment.

    Science.gov (United States)

    Mitty, Ethel; Flores, Sandi

    2007-01-01

    Admission assessment, generally conducted by a registered nurse, is autonomous, without opportunity for dialogue with colleagues and other health care professionals and bounded by the nurse's knowledge and skills, state regulations, facility practices, and marketing. The fact that some states permit admission and retention of nursing home level-of-care residents and provision of end-of-life care means that the assessment has to be able to predict the resident's likely trajectory of well-being as well as chronic illness exacerbation. The nurse must have a clear perspective on staff competencies and judge whether additional education or training will be necessary. This article reviews assessment standards of practice as put forth by the American Assisted Living Nurses Association as part of its application for recognition of assisted living nursing as specialty nursing practice by the American Nurses Association. The role of the Licensed Practical Nurse/Licensed Vocational Nurse in resident assessment is also discussed. PMID:17292794

  8. Listening to Echoes: Teaching Young Black Men Literacy and the Problem of ELA Standards

    Science.gov (United States)

    Kirkland, David E.

    2011-01-01

    The default image to which many ELA standards adhere lacks the complexity and sensitivity to account for the diverse range of students that occupy ELA classrooms. For young Black men, such standards poise a unique threat as they fail to reflect the social and cultural dimensions that factor into Black male literacy practices. In so doing, Kirkland…

  9. Teaching Structured Troubleshooting: Integrating a Standard Methodology into an Information Technology Program

    Science.gov (United States)

    Ross, Craig; Orr, R. Robert

    2009-01-01

    Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR Method) was created and integrated into the standard curriculum of a college information technology

  10. Identifying Professional Teaching Standards Using Rasch Model Analysis: The Case of Northern Cyprus

    Science.gov (United States)

    Alibaba Erden, Hale; zer, Bekir

    2013-01-01

    Problem Statement: The Teacher's-Act defined for the state-school teachers of North Cyprus shows that teachers are not selected according to any specific standards. In North Cyprus, apart from the exam topics defined at the teacher's exam regulations, there is not any kind of identified standard for teachers. Training qualified teachers based upon

  11. Cuidado humanizado no ensino de enfermagem El cuidado humanizado en la enseanza de enfermera Humanized care in the teaching of Nursing

    Directory of Open Access Journals (Sweden)

    Maria da Graa Motta

    2004-12-01

    Full Text Available Este relato de experincia docente desenvolve contedos relacionados ao cuidado humanizado criana/adolescente e sua famlia, com os acadmicos do Curso de Graduao em Enfermagem. Utiliza-se como metodologia as oficinas de Criatividade e Sensibilidade propostas por Cabra(1l (1999 que se revelaram adequadas para abordar temas complexos como preveno da violncia contra criana/adolescente e o cuidado a famlias que vivenciam a doena do filho. Durante as oficinas, busca-se criar um espao para a reflexo sobre o cuidado humanizado a partir da vivncia dos acadmicos. Verifica-se a importncia de introduzir metodologias alternativas no processo de ensino aprendizagem do acadmico buscando a construo do conhecimento e privilegiando a sua experincia.Este relato de experiencia docente desarrolla contenidos, relacionados al cuidado humanizado al nio y al adolescente y a su familia, con los acadmicos del Curso de Graduacin en Enfermera. Se utiliza como metodologa los talleres de Creatividad y Sensibilidad 1 que se han revelado adecuados para abordar temas complejos como prevencin de la violencia contra el nio y el adolescente y el cuidado a las familias que experimentan la enfermedad del hijo. Durante los talleres, uno busca crear un espacio para reflexionar sobre el cuidado humanizado a partir de las vivencias de los acadmicos. Uno constata la importancia de introducir metodologas alternativas en el proceso de enseanza y aprendizaje del acadmico buscando la construccin del conocimiento y privilegiando su experiencia.This 'teaching experience' report addresses contents related to the humanized care given to children/adolescents and to their family. It was made in collaboration with students of the Undergraduate Course in Nursing. The Creativity and Awareness workshops proposed by Cabra(1l (1999 have been used as methodology because they proved adequate to approaching complex themes such as prevention of violence against children/adolescents and assistance to families that experience child sickness. During the workshops, the aim is to create an environment for reflection on humanized care on the basis of students' experiences. We found out that it is important to introduce alternative methodologies into the teaching/learning process of students, seeking the construction of knowledge and giving priority to their experiences.

  12. Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literatureeview of the literature

    OpenAIRE

    Mary Chabeli

    2010-01-01

    Nursing students are exposed to a vast amount of information and reading material that is very specific, technical, and new to the students. Unless nurse educators provide a learning environment that promotes understanding through interaction, students might only commit unassimilated information to their short-term memory through rote learning, and no meaningful learning will occur. Nursing students must be able to link learned facts, concepts and principles with new knowledge in ord...

  13. Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike

    Directory of Open Access Journals (Sweden)

    Colleen Burgess

    2015-06-01

    Full Text Available The new ACRL Framework for Information Literacy for Higher Education is an opportunity for IL instructors to ask themselves whether their current approaches to instruction are meeting the higher goals of IL education. Instructors might re-examine their pedagogical approaches by considering their own knowledge practices and dispositions in teaching IL. How might we best create a space in which the desired student knowledge practices and dispositions flourish? How can we approach IL education as fellow students – ones who just happen to be at a different point on the same path of lifelong learning?

  14. Leadership, Management & Team Working in Nursing (2 nd Edition) Ellis Peter and Bach Shirley Leadership, Management & Team Working in Nursing (2 nd Edition) 192pp £19.99 Learning Matters/SAGE 9781473918849 1473918847 [Formula: see text].

    Science.gov (United States)

    2016-04-01

    This book is part of the Transforming Nursing Practice series and is written with student nurses in mind. It is clearly linked to the Nursing and Midwifery Council Standards for pre-registration nursing education. PMID:27050002

  15. Nursing: the hospital's competitive edge.

    Science.gov (United States)

    Shaffer, F A; Preziosi, P

    1988-09-01

    The health care marketplace is becoming increasingly competitive. The hospital has a built-in marketing force with the nursing department, because nurses are in constant, direct contact with the customer. Nursing must identify the case mix profile of the community and focus the hospital product lines to meet community needs. The nursing department should decentralize, change, measure, and innovate the staff mix needed to operationalize these product lines. The development of nursing practice standards for the case mix will help to identify the staff mix needed and create systems to efficiently manage the product lines. Nursing management must become aware of cross-subsidization and downward skill substitution of nursing personnel. Nursing information systems must generate quality reports that invoke cost consciousness on the part of nursing staff. Quality assurance programs must become unit based and complete with frequent audits to correlate length of stay with nursing quality. Correlations must be determined between nursing productivity and case mix to determine the hospital's niche in the marketplace. The transformation of health care into a competitive business industry has created many opportunities for nursing. The health care industry's incentives for efficiency along with the decreasing demand for inpatient hospital services will be the forces driving health care toward a competitive marketplace. The hospital's nursing department should be strategically positioned to become accountable for increasing market share and enhancing quality patient outcomes. The focus has shifted from the theoretical to the tactical, which is a step in the right direction, particularly for nursing. Nursing, if strategically positioned, will not only thrive but will also excel in this chaotic environment by capturing the opportunities and being innovative. PMID:3047695

  16. Pilot training program for developing disaster nursing competencies among undergraduate students in China.

    Science.gov (United States)

    Pang, Samantha M C; Chan, Sunshine S S; Cheng, Yichuan

    2009-12-01

    As nurses constitute the largest group of health-care providers, their readiness to respond to disasters and to participate in preparedness and disaster recovery activities will be significant for making a community more resilient against disaster. Concern is raised regarding how to build the capacity of all nurses with a knowledge base and a minimum set of skills in responding to various disasters. Drawing on the ICN Framework of Disaster Nursing Competencies and Global Standards for the Initial Education of Professional Nurses and Midwives, a training program entitled "Introduction to Disaster Nursing" was developed. Four teaching methods including action learning, problem-based learning, skill training, and lecture were used to orchestrate a series of planned activities for helping students develop the required disaster nursing competencies in a 2-week intensive training program held in Sichuan China in July 2009. The pre- and post-tests which were given to assess the students' perceived level of competencies demonstrated a significant gain in relevant knowledge and skills constituting the required competencies upon completion of the program. In the program evaluation, most students indicated their willingness and capability in disaster relief work under supervision, and they were keen to advance their competencies in the field of disaster nursing. PMID:19909443

  17. The importance of continual education in the process of integration of young nurses

    Directory of Open Access Journals (Sweden)

    Deli? Svetlana

    2003-01-01

    Full Text Available Background: Duty of a nurse-manager is to realize importance of integration of newly employed nurse for forming coherent, unique and efficacious team. Integration of newly employed nurses, especially those without working experience, includes acceptance of standards that have been already accepted by other employees. The aim of this investigation was to show the importance of integration, in the first place the education for further professional improvement of young nurses. Methodology: Each year, in September/October the Educative Program (EP for young nurses is organized at the Institute for Oncology and Radiology of Serbia. The program consists of 24 hours of theoretical lectures, and of 28 hours of practical teaching. At the beginning and at end of EP, the written test for knowledge checking is obligatory for all participants. Results: From September 2001 till June 2002, a group of twenty-two young nurses with no working experience were employed on a full-time basis at the Institute for Oncology and Radiology of Serbia. The median age was 22 years (range: 20-24yers. Sixteen of them (73% started attending the EP during 2002/2003. At the end of course all of them passes the written exam (half of attendees showed excellent results. Conclusion: Integration of young nurses mainly depends on the organization of continual education - the activity that has to become an obligation in all health institutions.

  18. Nursing informatics and nursing ethics

    DEFF Research Database (Denmark)

    Kaltoft, Mette Kjer

    2013-01-01

    All healthcare visions, including that of The TIGER (Technology-Informatics-Guiding-Educational-Reform) Initiative envisage a crucial role for nursing. However, its 7 descriptive pillars do not address the disconnect between Nursing Informatics and Nursing Ethics and their distinct communities in...... nursing. The aim is to aid 'how nurses and other health care scientists more clearly identify clinical and other relevant data that can be captured to inform future comparative effectiveness research. 'A prescriptive, theory-based discipline of '(Nursing) Decisionics' expands the Grid for Volunteer...

  19. Nursing Supplies

    Science.gov (United States)

    ... breastfed their babies without the help of nursing pillows, breast pads, or even rocking chairs. Our bodies, ... Some mothers find that a custom-made nursing pillow, designed to help you position your baby properly ...

  20. Educating Advanced Practice Nurses for Practice Reality.

    Science.gov (United States)

    Hamric, Ann B.; Hanson, Charlene M.

    2003-01-01

    Explains why content related to role acquisition and transition is critical in preparing advanced practice nurses. Recommends teaching strategies and timing and placement options for role content in graduate education. (Contains 26 references.) (SK)

  1. Learning Nursing Process: A Group Project.

    Science.gov (United States)

    Gross, Judith W.

    1994-01-01

    Herbert Thelen's models of group inquiry and cooperative learning were used to teach the nursing process in a group clinical setting. The strategy proved efficient and effective, and students benefited by learning group process and having reduced stress. (JOW)

  2. Training effectiveness when teaching the International Standards for Neurological Classification of Spinal Cord Injury (ISNCSCI) to medical students

    DEFF Research Database (Denmark)

    Liu, N; Zhou, M-W; Krassioukov, A V; Biering-Sørensen, F

    2013-01-01

    STUDY DESIGN: Interventional training sessions. OBJECTIVES: To examine the effectiveness of training medical students in the International Standards for Neurological Classification of Spinal Cord Injury (ISNCSCI). SETTING: A Peking University teaching hospital. METHODS: A total of 46 medical...... students were involved in the study. First, they had a 2-h self-study session with the ISNCSCI booklet, followed by a 10-item questionnaire. The booklet was allowed for use as a reference during this assessment. Two days later, the questionnaire was repeated without the use of reference. Students then had...... the second session with case presentations. The mean score of the final test increased significantly to 9.61 ± 0.88 (P<0.01) in comparison with the previous tests. The overall correct response rates by students in determining sensory level, motor level and American Spinal Injury Association Impairment...

  3. Permanent education: reflection in practice nursing hospital.

    OpenAIRE

    José Reginaldo PINTO; Glaucirene Siebra Moura FERREIRA; Annatalia Meneses de Amorim GOMES; Francisco Ivanildo Sales FERREIRA; Antonia Eliana de Araújo ARAGÃO; Francisco Meykel Amâncio GOMES

    2015-01-01

    In hospital practice, the Permanent Education is essential to the training of workers, which must have knowledge refurbished in their professional practice. With this in mind, we sought to analyze through this research the perception of nurses in a teaching hospital about permanent education in the hospital. It is a descriptive research with qualitative approach, performed with nine coordinators of nurses sectors, using three focus groups, consisting of three nurses in each group. The res...

  4. Nursing interventions classification (NIC).

    Science.gov (United States)

    Bulechek, G M; McCloskey, J C

    1995-01-01

    The Nursing Interventions Classification (NIC) is the first comprehensive classification of treatments that nurses perform. It is a standardized language of both nurse-initiated and physician-initiated nursing treatments. An alphabetical listing of 336 interventions was published in a book in May 1992 [Iowa Intervention Project, McCloskey, J. C., & Bulechek, G. M. (eds). Nursing Interventions Classification (NIC). St. Louis: Mosby-Year Book]. Each NIC intervention is composed of a label, a definition, a set of activities that a nurse does to carry out the intervention, and a short list of background readings. NIC interventions include: the physiological (e.g., Acid-Base Management, Airway Suctioning, Pressure Ulcer Care) and the psychosocial (e.g., Anxiety Reduction, Preparatory Sensory Information, Home Maintenance Assistance); illness treatment (e.g., Hyperglycemia Management, Ostomy Care, Shock Management), illness prevention (e.g., Fall Prevention, Infection Protection, Immunization/Vaccination Administration), and health promotion (e.g., Exercise Promotion, Nutrition Management, Smoking Cessation Assistance); and those used for individuals and those for families (e.g., Family Integrity Promotion, Family Support). Most recently, indirect care interventions (e.g., Emergency Cart Checking, Supply Management) have been developed. Research methods used to develop the classification include content analysis, expert survey, focus group review, similarity analysis, and hierarchical cluster analysis. The research, conducted by a large team of investigators at the University of Iowa and supported by the National Institute of Nursing Research, is ongoing. Since the 1992 publication, approximately 50 additional interventions have been developed, a taxonomic structure has been constructed and validated, a feedback and review system has been established and implemented, NIC interventions have been linked to nursing diagnoses, and five clinical agencies are serving as field sites to study the implementation process of NIC in nursing information systems. A numerical coding system for the interventions will be available in 1995. A second edition of the NIC book is in early preparation and will be available from Mosby-Year Book in early 1996. NIC facilitates the implementation of a Nursing Minimum Data Set. The use of NIC to plan and document care will facilitate the collection of large databases that will allow us to study the effectiveness and cost of nursing treatments. The use of standardized language provides for the continuity of care and enhances communication between nurses and other providers. NIC provides nursing with the treatment language that is essential for the computerized health care record. The domains and classes provide a description of the essence of nursing. NIC is helpful in representing nursing to the public and in socializing students to the profession. The coded interventions can be used in documentation and in reimbursement. For the first time in the history of nursing, nurses have a language which can be used to describe their treatments. The language is comprehensive and can be used by nurses in all settings and in all specialties. poster, giving an overview of the development of NIC, will be accompanied by a display of books and publications about NIC and its use. PMID:8591448

  5. Advanced Health Assessment in Nurse Practitioner Programs.

    Science.gov (United States)

    Kelley, Frances J.; Kopac, Catharine

    2001-01-01

    Responses from 140 nursing schools indicated that most taught health assessment to nurse practitioners as a separate course; public institutions were more involved in computer-assisted instruction. Faculty cited scarce resources and limited time to develop new teaching strategies. Most agreed that graduate courses should focus on differential

  6. Understanding homelessness using a simulated nursing experience.

    Science.gov (United States)

    Barry, Charlotte D; Blum, Cynthia Ann; Eggenberger, Terry L; Palmer-Hickman, Candice L; Mosley, Rebecca

    2009-01-01

    Students have an opportunity to understand the full experience of being homeless using simulated community nursing situations with a high-fidelity simulator. The Community Nursing Practice Model provides a context for using this innovative teaching strategy to enable students to respond holistically to the needs of the homeless. PMID:19574760

  7. Responsive Assessment: Assessing Student Nurses' Clinical Competence.

    Science.gov (United States)

    Neary, Mary

    2001-01-01

    A study involving 300 nursing students, 155 nurse practitioners, and 80 assessors tested a model of responsive assessment that includes identification of learning needs and potential, assignment to suitable placements, continuous assessment of clinical practice and patient care, and alignment of teaching and assessment with patient needs and

  8. Criterios para optimizar el proceso de enseñanza en la formación de enfermeros profesionales Criteria to optimise the teaching process in the training of professional nurses

    Directory of Open Access Journals (Sweden)

    Alain Agramonte del Sol

    2006-12-01

    Full Text Available Asumimos este trabajo sobre la optimización de la enseñanza considerando la importancia que tienen los criterios que se presentan, para optimizar el proceso de enseñanza en la formación de los profesionales de enfermería en Cuba. Consideramos como optimización a la selección por parte de los profesores de la mejor variante de su organización, orientada hacia un fin que sugiere, en un tiempo determinado, la mayor efectividad posible para resolver las tareas de la instrucción y la educación. Se hace referencia, partiendo del análisis de la organización del proceso de enseñanza, a los eslabones que deben ser considerados para lograrse optimización. Concluimos que sólo se puede lograr una optimización del proceso de enseñanza sobre la base de la dirección en que se organiza, las regularidades y principios de enseñanza, la utilización de formas y métodos modernos de enseñanza y aprendizaje, así como también del estudio y las particularidades de las condiciones internas y externas de cada grupo de estudiantes. Se analizan en una mayor interacción orgánica, todas las categorías principales de la didáctica, las regularidades, principios, formas, métodos y tipos de enseñanza, potenciando la individualidad creadora en los profesores de enfermería.We made this paper on teaching optimisation considering the importance of the criteria presented to optimise the teaching process in the training of nursing professionals in Cuba. We consider optimisation as the selection made by professors of the best variant of organization, directed to a goal that suggests, in a particular time, the greatest possible effectiveness to resolve the learning and teaching tasks. By analysing the organization of the teaching process, we refer to the characteristics needed to achieve optimal results. We conclude that it is only possible to obtain results in the teaching process on the basis of the direction in which the teaching and learning regularities and principles are organized, as well as on the study and peculiarities of the internal and external conditions of each group of students. All the main categories of didactics, the regularities, principles, ways, methods, and types of teaching are analyzed in a greater organic interaction, potentiating the creative individuality of the nursing professors.

  9. Geropsychology Training in a VA Nursing Home Setting

    Science.gov (United States)

    Karel, Michele J.; Moye, Jennifer

    2005-01-01

    There is a growing need for professional psychology training in nursing home settings, and nursing homes provide a rich environment for teaching geropsychology competencies. We describe the nursing home training component of our Department of Veterans Affairs (VA) Predoctoral Internship and Geropsychology Postdoctoral Fellowship programs. Our…

  10. The Meaning of Visual Thinking Strategies for Nursing Students

    Science.gov (United States)

    Moorman, Margaret M.

    2013-01-01

    Nurse educators are called upon to provide creative, innovative experiences for students in order to prepare nurses to work in complex healthcare settings. As part of this preparation, teaching observational and communication skills is critical for nurses and can directly affect patient outcomes. Visual thinking strategies (VTS) are a teaching…

  11. Asthma Education for Rural School Nurses: Resources, Barriers, and Outcomes

    Science.gov (United States)

    Winkelstein, Marilyn L.; Quartey, Ruth; Pham, Luu; Lewis-Boyer, LaPricia; Lewis, Cassia; Hill, Kimberly; Butz, Arlene

    2006-01-01

    This paper describes a school-based asthma education program for rural elementary school nurses. The program was designed to teach school nurses in 7 rural counties in Maryland how to implement and to reinforce asthma management behaviors in children with asthma and their caregivers. Rural nurses who participated in this program increased their

  12. Nursing: What's a Nurse Practitioner?

    Science.gov (United States)

    ... For example, a pediatric NP has advanced education, skills, and training in caring for infants, children, and teens. Licensed as nurse practitioners and registered nurses, NPs follow the rules ...

  13. Nueva estructura para la enseñanza-aprendizaje de la materia de enfermería clínica en los estudios de Grado de Enfermería A new structure for the teaching-learning of the subject of clinical nursing in Nursing Degree studies

    Directory of Open Access Journals (Sweden)

    Anna Falcó-Pegueroles

    2012-12-01

    Full Text Available En el Grado de Enfermería, los cambios requeridos para la adaptación al Espacio Europeo de Educación Superior se han orientado a la introducción de novedades metodológicas que han propiciado la génesis de nuevos enfoques para la enseñanza y el aprendizaje, con el objetivo último de disminuir los desajustes que en algunas ocasiones se han detectado entre la teoría y la práctica. En esta línea, partiendo de las necesidades actuales de la formación en relación a la materia de enfermería clínica del grado y de las competencias profesionales, se inició un proceso de reflexión y análisis que originó una nueva estructura organizativa de la materia. Este nuevo enfoque nace con el objetivo fundamental de mejorar la docencia de la enfermería clínica, actualizando la forma de enseñar la enfermería y los cuidados enfermeros. Lejos del modelo biomédico centrado en la enfermedad que ha imperado hasta ahora, el nuevo enfoque parte de una visión profundamente enfermera y, en consecuencia, hace explícitos los cuidados de la persona con un trastorno real o potencial de la salud. Los resultados de la implementación de esta nueva estructura en la asignatura 'Enfermería clínica I' de segundo curso de grado ponen de manifiesto que hay una mejora en la precisión diagnóstica y en la etapa de planificación del proceso enfermero, así como en la identificación de la responsabilidad profesional en los ejes autónomo e interdisciplinar.In Nursing Degree there have been many changes for adapting to the European Higher Education Area aimed to changing methodologies, but have also given rise to new approaches to teaching and learning. Their ultimate goal is to reduce the maladjustments have sometimes been found between theory and practice. Based on the education needs in the field of clinical nursing and also in professional competences, began a process of reflection and analysis resulted in a new organizational structure of matter. This new approach starts with the fundamental objective of improving the teaching of clinical nursing, updating the way we teach nursing and nursing care. Away from the biomedical model focused on the disease that has prevailed until now, the new approach comes from a nursing perspective, and therefore, makes explicit the care of the person with an actual or potential health disturbance. The results of implementing this new approach to the subject 'Clinical Nursing I' in second year of degree studies, show that the new structure represents an improvement in diagnostic accuracy and planning in the nursing process and the identification of responsibility in the independent and interdisciplinary professional axes.

  14. Using appreciative inquiry to transform student nurses’ image of nursing

    Directory of Open Access Journals (Sweden)

    Motshedisi E. Chauke

    2015-02-01

    Full Text Available Introduction: Literature provides adequate evidence of a poor perception of nursing within the profession, resulting in high rates of attrition of student nurses and newly qualified nurses. The nursing profession, in particular nurse educators, has an ethical and professional responsibility to find innovative strategies to promote the positive image of nursing amongst student nurses.Purpose: The purpose of the study was to explore the potential of appreciative inquiry (AI as an intervention teaching strategy to transform student nurses’ image of nursing.Design: A quantitative, quasi-experimental, explorative-descriptive design comprising the pretest, appreciative inquiry as intervention, and the post-test was used.Methods: Convenience sampling was used to select third and fourthyear college and university student nurses in the Gauteng province of South Africa for the pre- and the post-test respectively. Data were collected by means of a questionnaire and analysed by SPSS version 20.0.Findings: The pretest results revealed a mix of positive and negative perceptions of the image of nursing amongst student nurses. The negative perceptions of the image of nursing that needed intervention included the working conditions of nurses, and the perception of nursing as a profession that was not respected and appreciated. The post-test results showed a significant and positive change in the student nurses’ perception of the image of nursing as a respected and appreciated profession. Although AI resulted in a negative to positive change in some aspects of student nurses’ image of nursing, the negative perceptions of the working conditions of nurses remained and became more negative. The positive image of gender in nursing was enhanced following the implementation of AI.Conclusion: Appreciative inquiry demonstrated potential as a teaching strategy to produce a positive nursing image change and positive orientation towards nursing amongst student nurses.

  15. A Principles-Based Approach to Teaching International Financial Reporting Standards (IFRS)

    Science.gov (United States)

    Persons, Obeua

    2014-01-01

    This article discusses the principles-based approach that emphasizes a "why" question by using the International Accounting Standards Board (IASB) "Conceptual Framework for Financial Reporting" to question and understand the basis for specific differences between IFRS and U.S. generally accepted accounting principles (U.S.…

  16. Energy Transformation: Teaching Youth about Energy Efficiency while Meeting Science Essential Standards

    Science.gov (United States)

    Kirby, Sarah D.; Chilcote, Amy G.

    2014-01-01

    This article describes the Energy Transformation 4-H school enrichment curriculum. The curriculum addresses energy efficiency and conservation while meeting sixth-grade science essential standards requirements. Through experiential learning, including building and testing a model home, youth learn the relationship between various technologies and…

  17. Teaching Undergraduate Accounting Majors How to Interpret the Accounting Standards Codification: An Alternative to Research Cases

    Science.gov (United States)

    Toerner, Michael C.; Swindle, C. Bruce; Burckel, Daryl V.

    2014-01-01

    Professional accountants regularly search the FASB'S Accounting Standards Codification to find answers to financial accounting questions. Accounting educators know this and frequently use research cases in an attempt to help students begin developing this ability. But many students struggle with these cases because they have not been taught how to…

  18. Energy Transformation: Teaching Youth about Energy Efficiency while Meeting Science Essential Standards

    Science.gov (United States)

    Kirby, Sarah D.; Chilcote, Amy G.

    2014-01-01

    This article describes the Energy Transformation 4-H school enrichment curriculum. The curriculum addresses energy efficiency and conservation while meeting sixth-grade science essential standards requirements. Through experiential learning, including building and testing a model home, youth learn the relationship between various technologies and

  19. Escenarios docentes asistenciales para la formación de los enfermeros en Cuba Healthcare Teaching Scenarios for nurses training in Cuba

    Directory of Open Access Journals (Sweden)

    Marta Pernas Gómez

    2010-12-01

    Full Text Available OBJETIVO: Caracterizar la proporción en que se proyecta la utilización de los diferentes escenarios de formación docente-asistencial en los territorios del país para la carrera de Licenciatura en Enfermería. MÉTODOS: Se analizó y aprobó en los colectivos de asignatura de la disciplina Enfermería de los diferentes centros de formación del país (CEMS una propuesta de distribución en escenarios de atención primaria (APS y secundaria (hospitales del fondo de tiempo de educación en el trabajo que aparece en los programas propuestos por la Comisión Nacional de Carrera (CNC. RESULTADOS: Se aprecia heterogeneidad en la distribución de horas propuesta por los diversos CEMS para las asignaturas consultadas, aunque en todas, la mayoría de los CEMS -y en algunos casos, la totalidad- reconoce el hospital como escenario principal para la formación de enfermeros, tanto de nivel técnico como profesional. Varios centros no se pronunciaron sobre las actividades de educación en el trabajo en el período interencuentros, lo que debe ser objeto de análisis ulterior, por la importancia que se atribuye a esa parte de la formación en la estrategia del plan de estudio. CONCLUSIONES: Los profesores de estos colectivos de asignatura identifican al hospital como escenario preferencial para la formación. Se requieren otras investigaciones para buscar una caracterización de los factores asociados a la falta de proyección del tiempo de educación en el período interencuentros por algunas asignaturas y centros.OBJECTIVE: To characterize the ratio in which the use of different scenarios of teaching-assisting training in all the country for the Nursing Degree career is planned. METHODS: A proposal of distribution of primary care scenarios (PCS and secondary (hospitals of the education time reservoir in the tasks appearing in the programs proposed by the National Commission of Career (NCC was analyzed and approved. RESULTS: There is heterogeneity in the hours distribution proposed the different NCCs for the looked up subjects, although in all of them, most of the NCCs _ and in some cases the total, recognize the hospital as the main scenario to nurses training at technical and professional level. Some institutions don't gave opinion on the work education activities during the inter-meetings period, which must to be subsequently analyzed due to significance of that part of the training in the study plan strategy. CONCLUSIONS: Professors of these subject staff identify the hospital like the training preferential scenario. Other researchers are needed to find a characterization of factors associated with the lack of projection of education time during the inter-meeting period by some subjects and centers.

  20. Electronic Health Records: Describing Technological Stressors of Nurse Educators.

    Science.gov (United States)

    Burke, Mary S; Ellis, D Michele

    2016-01-01

    The purpose of this study was to describe the technological stressors that nurse educators experienced when using electronic health records while teaching clinical courses. Survey results indicated that educators had mild to moderate technological stress when teaching the use of electronic health records to students in clinical nursing courses. PMID:26164324

  1. Por dentro da Histria: o ensino de Administrao em Enfermagem Por dentro de la Historia: la enseanza de Administracin en Enfermera Inside History: the teaching of Administration in Nursing

    Directory of Open Access Journals (Sweden)

    Jacinta Maria Morais Formiga

    2005-04-01

    Full Text Available Este artigo tece algumas consideraes reflexivas sobre o ensino de Administrao em Enfermagem, desde a sua origem at os dias atuais. Ressalta o papel de Florence Nightingale e suas idias modernizadoras na Enfermagem, destacando a viso administrativa presente no trabalho do enfermeiro. A seguir, apresenta a trajetria desse ensino na Educao em Enfermagem no Brasil. Assim sendo, tem como objetivo registrar a sua evoluo, analisando suas diferentes fases e os fatores que determinaram as mudanas ocorridas. Podemos afirmar que esse ensino at a dcada de 70 foi marcado por um vis conservador e autoritrio. A partir dos anos 80, vem mudando essa postura e isso se expressa pelas publicaes mais crticas e pelo debate no interior da profisso, em sintonia, naturalmente, com o processo de abertura democrtica que se instalou no pas.Este artculo tece algunas consideraciones reflexivas sobre la enseanza de administracon en enfermera, desde su origen hasta los das actuales. Resalta l papel de Florene Nightingale y sus ideas modernistas en la enfermera, destacando la vison administrativa presente en l trabajo del enfermero. En seguida, presenta la tryectoria de esa enseanza en la educacin en enfermera en Brasil. As, tiene como objeto determinado las transformaciones ocurridas. Podremos afirmar que esa enseanza, hasta la dcada de 70, fue marcada por un modo conservador y autoritario. A partir de los aos 80, viene cambiando esa postura que se expresa por las publicaciones ms crticas y por l debate de la profesin, en sintona, naturalmente, con l proceso de apertura democratica que se ha instalado en l pas.This article traces some developments in the teaching of Administration in Nursing, from its origins to the present time. The role of Florence Nightingale and her modern ideas in Nursing, are emphasized, focusing on the administrative vision of work in nursing. The work presents the trajectory of this teaching in nursing education in Brazil. Therefore, the goal is to register its evolution and analyze the different phases and factors that determined the changes that have occurred. We can affirm that this teaching, up to the 70's, was marked by conservative authoritarian practices. Beginning in the 80's, there have been changes in this posture and this has been expressed in the more critical publications and through debate within the profession, in syntony, naturally, with the democratic opening that has taken place in the country.

  2. Public Health Interventions for School Nursing Practice.

    Science.gov (United States)

    Schaffer, Marjorie A; Anderson, Linda J W; Rising, Shannon

    2016-06-01

    School nurses (SNs) use public health nursing knowledge and skills to provide nursing services to school populations. The Public Health Intervention Wheel is a practice framework that can be used to explain and guide public health nursing interventions. SNs who were also members of the National Association of School Nurses completed an electronic survey on their use of public health interventions as defined by the wheel. Although 67% of the participants were not familiar with the Public Health Intervention Wheel, respondents reported conducting activities that were consistent with the Wheel interventions. Screening, referral and follow-up, case management, and health teaching were the most frequently performed interventions. Intervention use varied by educational level, age of nurse, years of practice, and student population. The Public Health Intervention Wheel is a relevant and useful framework that provides a language to explain population-based school nursing practice. PMID:26404552

  3. Developing a social media platform for nurses.

    Science.gov (United States)

    Jackson, Jennifer; Kennedy, Maggie

    2015-11-18

    Social media tools provide opportunities for nurses to connect with colleagues and patients and to advance personally and professionally. This article describes the process of developing an innovative social media platform at a large, multi-centre teaching hospital, The Ottawa Hospital, Canada, and its benefits for nurses. The platform, TOH Nurses, was developed using a nursing process approach, involving assessment, planning, implementation and evaluation. The aim of this initiative was to address the barriers to communication inherent in the large number of nurses employed by the organisation, the physical size of the multi-centre hospital and the shift-work nature of nursing. The platform was used to provide educational materials for clinical nurses, and to share information about professional practice. The implications of using a social media platform in a healthcare setting were considered carefully during its development and implementation, including concerns regarding privacy and confidentiality. PMID:26576914

  4. The nursing shortage: a worldwide problem

    Directory of Open Access Journals (Sweden)

    Booth Rachel Z.

    2002-01-01

    Full Text Available A worldwide shortage of nurses has been acknowledged by the multidisciplinary Global Advisory Group of the World Health Organization. The shortage is caused by an increased demand for nurses, while fewer people are choosing nursing as a profession and the current nurses worldwide are aging. The shortage applies to nurses in practice as well as the nurse faculty who teach students. The inter-country recruitment and migration of nurses from developing countries to developed countries exacerbates the problem. Although public opinion polls identifies the nurse as the person who makes the health care system work for them, the conditions of the work environment in which the nurse functions is unsatisfactory and must change. Numerous studies have shown the positive effects on the nurse of a healthy work environment and the positive relationships between nursing care and patient outcomes. It is important that government officials, insurance companies, and administrators and leaders of health care systems acknowledge and operationalize the value of nurses to the health care system in order to establish and maintain the integrity and viability of that system.

  5. Opportunity to Teach and Learn Standards: Colombian Teachers' Perspectives Estándares de oportunidad para la enseñanza y el aprendizaje: perspectivas de profesores colombianos

    OpenAIRE

    Rosalba Cárdenas Ramos; Fanny Hernández Gaviria

    2012-01-01

    The aim of this article is to present the outcomes of an exploration of in-service teachers' perspectives in relation to an opportunity to teach and learn standards in English. A workshop for English teachers from Cali (Colombia) and the neighboring rural sectors was designed and carried out in order to collect the information. Teachers' perspectives about the topic were explored in terms of three aspects: general considerations that underlie opportunities to learn; standards and conditions i...

  6. The Quality of Teaching Staff: Higher Education Institutions' Compliance with the European Standards and Guidelines for Quality Assurance--The Case of Portugal

    Science.gov (United States)

    Cardoso, Sónia; Tavares, Orlanda; Sin, Cristina

    2015-01-01

    In recent years, initiatives for the improvement of teaching quality have been pursued both at European and national levels. Such is the case of the European Standards and Guidelines for Quality Assurance (ESG) and of legislation passed by several European countries, including Portugal, in response to European policy developments driven by the…

  7. The Quality of Teaching Staff: Higher Education Institutions' Compliance with the European Standards and Guidelines for Quality Assurance--The Case of Portugal

    Science.gov (United States)

    Cardoso, Snia; Tavares, Orlanda; Sin, Cristina

    2015-01-01

    In recent years, initiatives for the improvement of teaching quality have been pursued both at European and national levels. Such is the case of the European Standards and Guidelines for Quality Assurance (ESG) and of legislation passed by several European countries, including Portugal, in response to European policy developments driven by the

  8. Academic, Industry and Student Perspectives on the Inclusion of "Vocational Knowledge" in a "Learning and Teaching Academic Standards Statement" for Agriculture

    Science.gov (United States)

    Acuña, Tina Botwright; Kelder, Jo-Anne; Able, Amanda J.; Guisard, Yann; Bellotti, William D.; McDonald, Glenn; Doyle, Richard; Wormell, Paul; Meinke, Holger

    2014-01-01

    This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture…

  9. From Vocational Training to Academic Education: The Situation of the Schools of Nursing in Sweden.

    Science.gov (United States)

    Andersson, Ewa Pilhammar

    1999-01-01

    The success of the change from vocational training to academic education for nurses in Sweden depends on faculty competence. Observations at three Swedish nursing schools and interviews with 59 nurse educators identified strategies educators used to maintain teaching competence: being "real" nurses, being prepared in different subjects, and having

  10. Nursing Students' Perceptions of Satisfaction and Self-Confidence with Clinical Simulation Experience

    Science.gov (United States)

    Omer, Tagwa

    2016-01-01

    Nursing and other health professionals are increasingly using simulation as a strategy and a tool for teaching and learning at all levels that need clinical training. Nursing education for decades used simulation as an integral part of nursing education. Recent studies indicated that simulation improves nursing knowledge, clinical practice,…

  11. A European de facto standard for image folders applied to telepathology and teaching.

    Science.gov (United States)

    Klossa, J; Cordier, J C; Flandrin, G; Got, C; Hémet, J

    1998-02-01

    Since 1980, French pathologists at ADICAP (Association pour le Développement de l'Informatique en Cytologie et en Anatomie Pathologique) have created a common language code allowing the use of computers for routine applications. This code permitted the production of an associated exhaustive image bank of approximately 30,000 images. This task involved many specialists necessitating the definition of specific processes for security and simplicity of data handling. In particular, it has been necessary to develop image communication. To achieve that goal, it was necessary to define a folder, associating textual information to images. That was done through several industrial software providers contribution. Consequently, this folder, using a common packaging standard, allowed any pathologist access to images, codified data and clinical information. Accessing folders has been made easy by launching a Web server at CRIHAN under the supervision of ADICAP. An ADICAP software user may not only browse through the folder but may also import them into their own system and produce new folders. Today more than a hundred users in France and in foreign countries are able to provide diagnostic advice and also referential products useful for further education and quality control. The next challenge is the development of this preliminary de facto approach toward an internationally admitted standard suited for morphological image exchange. PMID:9600422

  12. Effectiveness of teaching automated external defibrillators use using a traditional classroom instruction versus self-instruction video in non-critical care nurses

    OpenAIRE

    Ismail M. Saiboon; Reza M. Qamruddin; Johar M. Jaafar; Afliza A. Bakar; Faizal A. Hamzah; Ho S. Eng; Colin E. Robertson

    2016-01-01

    Objectives: To evaluate the effectiveness and retention of learning automated external defibrillator (AED) usage taught through a traditional classroom instruction (TCI) method versus a novel self instructed video (SIV) technique in non-critical care nurses (NCCN). Methods: A prospective single-blind randomized study was conducted over 7 months (April-October 2014) at the Universiti Kebangsaan Malaysia Medical Center, Kuala Lampur, Malaysia. Eighty nurses were randomized into either TCI ...

  13. Teaching and learning in the biosciences: the development of an educational programme to assist student nurses in their assessment and management of patients with wounds

    OpenAIRE

    Redmond, Catherine; Davies, Carmel; Cornally, Deirdre; Fegan, Marianne; O'Toole, Margaret

    2015-01-01

    Aims and objectives: The aim of this project was to develop an educational package for undergraduate student nurses that would provide them with the theoretical knowledge and clinical judgement skills to care for a patient with a wound. Background: Internationally there is concern over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. Deficits have also been identified in the underpinning biological sciences needed for this skill. Expectations associate...

  14. Prevalence of workplace violence against nurses in Hong Kong

    OpenAIRE

    Kwok, RPW; Li, Ke; Ng, YC; Cheung, MH; Fung, VKP; Kwok, KTT; Tong, JMK; Yen, PF; Leung, WC; Law, YK

    2006-01-01

    Objectives. To determine the prevalence and nature of workplace violence against nurses, and how nurses deal with such aggression; and to identify the risk factors related to violence in the hospital environment. Design. Cross-sectional questionnaire study. Setting. University teaching hospital, Hong Kong. Participants. All nursing staff in the hospital, except nurses who were unable to read Chinese or who did not have patient contact (eg those worked in administrative positions), were invite...

  15. Nursing faculties’ knowledge and attitude on evidence-based practice

    OpenAIRE

    Mehrdad, Neda; Joolaee, Soodabeh; Joulaee, Azadeh; Bahrani, Naser

    2012-01-01

    Background: Evidence-based practice (EBP) is one of the main professional competencies for health care professionals and a priority for medicine and nursing curriculum as well. EBP leads to improve effective and efficient care and patient outcomes. Nurse educators have responsibility to teach the future nurses, and an opportunity to promote patient outcomes. Therefore, the aim of this study was to describe nurse educators’ knowledge and attitude on EBP. Materials and Methods: This was a descr...

  16. O ensino de prticas grupais em enfermagem norteado pelo referencial de Pichon-Rivire / Group teaching in nursing/teaching group nursing practices guided by the Pichon-Rivire theoretical framework / La enseanza del grupo de prctica de enfermera por el referencial Pichon-Rivire

    Scientific Electronic Library Online (English)

    Roselma, Lucchese; Bruno de Souza, Calixto; Ivnia, Vera; Nbia Inocncio de, Paula; Camilla Lucchese, Veronesi; Carla Natalina da Silva, Fernandes.

    2015-06-01

    Full Text Available Analisar proposta didtico-pedaggica de ensino de tecnologia de grupos para graduao em Enfermagem. Estudo descritivo, qualitativo, do qual participaram 54 estudantes de Enfermagem em 28 sesses de grupos operativos. Tomando a proposta de se aprender grupos fazendo grupos, no interjogo de papis ( [...] participante, coordenador e observador), os dados foram coletados durante as reunies dos grupos e passaram pela anlise de contedo temtica, seguindo o referencial de Pichon-Rivire. Das reunies dos grupos operativos, surgiram trs categorias "Aprendizagem da tcnica de grupo a partir da realizao do grupo", "O grupo no enfrentamento, reflexo e gerenciamento de conflitos", "Indicaes e ponto fraco". Apreender grupos fazendo grupos superou o modelo tradicional de ensino, constituindo ferramenta importante na gesto de equipe e de cuidados. Abstract in spanish Objetivo: Analizar la propuesta didctico-pedaggica de la educacin tecnolgica de grupos de graduacin en Enfermera. Mtodos: Estudio descriptivo, cualitativo. Participaron 54 estudiantes de Enfermera en 28 sesiones de grupos operativos. Tomando la propuesta de aprender sobre grupo practicando, [...] en el juego de papeles (participante, coordinador y observador), se recogieron datos durante las reuniones del grupo y abordaron estos datos a travs del Anlisis de Contenido Temtico, siguiendo la referencia de Pichon-Rivire. Resultados: De las reuniones de los grupos operativos, emergieron tres categoras: "Aprendizaje de la tcnica de grupo a partir de la realizacin del grupo", "El grupo en el confronto, la reflexin y la gestin de conflictos", "Indicaciones y debilidades". Conclusin: El aprendizaje de hacer grupos super el modelo tradicional de enseanza, constituyendo una herramienta importante en la gestin del equipo de direccin y cuidado. Abstract in english To analyze a didactic and pedagogical proposal for undergraduate group learning in a descriptive, qualitative nursing study in which 54 students participated in 28 operative group sessions. Following a proposal for group learning involving interplay among roles (participant, coordinator and observer [...] ), data were collected during group meetings and analyzed for thematic content, following the Pichon-Rivire theoretical framework. From the meetings of the operative groups, three categories emerged: learning group techniques from group work, the group in confrontation, reflection and conflict management, and recommendations and weak points. Learning in groups outperformed the traditional model of teaching, and is an important tool in the management of care and nursing teams.

  17. Exploring nurse education in Canada, Finland and the United States.

    Science.gov (United States)

    Thobaben, Marshelle; Roberts, Deborah; French, Susan E; Tallberg, Marianne

    2005-12-01

    A global registered nursing (RN) shortage has caused an increase in migration and international recruitment of nurses. There is growing interest among some countries of having common standards and competencies for entry-level registered nurses to guide future registered nurse agreements between countries or multi-country licensure programs. Nursing education in one country may not be accepted as equivalent for a nurse to become licensed in another country. An exploratory study was conducted to gain a better understanding of how nurses are educated in various countries. Nurse researchers sent a nursing education questionnaire to nurse educators in eleven countries inviting them to participate in the study. Nurse educators from six countries agreed to participate in the study. They provided information about their country's nursing history, types of nursing programs, use of national nursing licensing examination, and political influences on nursing education. The People's Republic of China, Japan and Turkey nurse educators' responses were the first to be analyzed and the results were published in the July/August 2005 issue of Contemporary Nurse (volume 19/1-2). This second article (in Contemporary Nurse volume 20/2) provides information about and a comparison of nursing programs in Canada, Finland and the United States. PMID:16393094

  18. Retaining the wisdom: Academic nurse leaders' reflections on extending the working life of aging nurse faculty.

    Science.gov (United States)

    Falk, Nancy L

    2014-01-01

    Aging nurse faculty members are vital human resources who serve as educators, researchers, and leaders within baccalaureate nursing (BSN) programs. On average, aging nurse faculty members are over 50 years of age and face key retirement decisions over the next decade. The purpose of this study was to begin to build substantive theory about academic nurse leaders' perceptions of extending the academic working life of aging nurse faculty members. Nine academic nurse leaders from BSN programs nationwide were interviewed in this grounded theory study. Data were analyzed using constant comparative analysis. Four categories emerged: valuing aging nurse faculty, enduring environmental challenges, recognizing stakeholder incongruence, and readjusting. Findings reveal that aging nurse faculty members are highly valued by academic nurse leaders, bringing wisdom, experience, and institutional, historical, and cultural awareness to their many roles. Yet, some aging nurse faculty fail to keep knowledge, skills, and teaching modes current, which is problematic given the multiple environmental challenges that academic nurse leaders face. Stakeholder incongruence arises as a mismatch between the needs of the BSN program and the skills and contributions of aging nurse faculty members. BSN programs, program leaders, and aging nurse faculty members can lessen incongruence by readjusting to address the pressures, tensions, and ongoing change. PMID:24503313

  19. Concordance between nurse-reported quality of care and quality of care as publicly reported by nurse-sensitive indicators

    OpenAIRE

    Stalpers, Dewi; Kieft, Renate A. M. M.; Linden, Dimitri; Kaljouw, Marian J.; Schuurmans, Marieke J.

    2016-01-01

    Background Nurse-sensitive indicators and nurses’ satisfaction with the quality of care are two commonly used ways to measure quality of nursing care. However, little is known about the relationship between these kinds of measures. This study aimed to examine concordance between nurse-sensitive screening indicators and nurse-perceived quality of care. Methods To calculate a composite performance score for each of six Dutch non-university teaching hospitals, the percentage scores of the public...

  20. Reflexões sobre competência docente no ensino de enfermagem Reflexiones sobre competencia docente en la enseñanza de enfermería Thoughts on teaching competences in nursing

    Directory of Open Access Journals (Sweden)

    Inahiá Pinhel

    2007-12-01

    Full Text Available Este estudo teórico-analítico tem como objetivo discutir os conceitos de competências docentes no ensino de enfermagem no Brasil, partindo do resgate, deste conceito, no mundo do trabalho. O ensino de enfermagem realizado em um ambiente específico, efetiva os fenômenos pedagógicos em meio a relações complexas, que ocorrem entre professor, aluno, paciente e família. Assim, o docente e o enfermeiro-educador vivenciam as atividades de ensino-aprendizagem em enfermagem, nos processos de trabalho educacional, assistencial e gerencial. Para esta nova conformação do processo de ensino-aprendizagem, é necessário que não só os novos enfermeiros, mas também os atuais e futuros enfermeiros-professores, desenvolvam competências que os possibilitem a pensar e agir com ética e ousadia.Este estudio teórico-analítico tiene como objetivo discutir los conceptos de competencias docentes en la enseñanza de enfermería en Brasil, partiendo del rescate, desde el concepto, en el mundo del trabajo. La enseñanza de enfermería realizada en un ambiente específico, efectiva los fenómenos pedagógicos por medio de relaciones complejas, que ocurren entre profesor, alumno, paciente y familia. Así, el docente y el enfermero-educador vivencian las actividades de enseñanza-aprendizaje en enfermería, en los procesos de trabajo educacional, asistencial y gerencial. Para esta nueva conformación del proceso de enseñanza-aprendizaje, es necesario que no solo los nuevos enfermeros, pero también los actuales y futuros enfer-meros-profesores, desarrollen competencias que los posibiliten a pensar y actuar con étnica y osadía.This theoretical-analytical study is aimed at discussing the concepts of teaching competences in Nursing courses in Brazil, with the starting point being the transfer of this concept from the professional practice. Nursing education takes place in a specific environment and puts into effect the pedagogical phenomena among the complex relations that occur between instructor, pupil, patient and family. Therefore, instructors and nurse-educators experience the activities of teaching-learning in Nursing in the processes of educational, caring and management work. For such new conformation of the teaching-learning process it is necessary not only that the new nurses, but the current and future nurse-instructors as well, develop abilities that make possible for them to think and act with ethics and boldness.

  1. A statewide nurse training program for a hospital based infant abusive head trauma prevention program.

    Science.gov (United States)

    Nocera, Maryalice; Shanahan, Meghan; Murphy, Robert A; Sullivan, Kelly M; Barr, Marilyn; Price, Julie; Zolotor, Adam

    2016-01-01

    Successful implementation of universal patient education programs requires training large numbers of nursing staff in new content and procedures and maintaining fidelity to program standards. In preparation for statewide adoption of a hospital based universal education program, nursing staff at 85 hospitals and 1 birthing center in North Carolina received standardized training. This article describes the training program and reports findings from the process, outcome and impact evaluations of this training. Evaluation strategies were designed to query nurse satisfaction with training and course content; determine if training conveyed new information, and assess if nurses applied lessons from the training sessions to deliver the program as designed. Trainings were conducted during April 2008-February 2010. Evaluations were received from 4358 attendees. Information was obtained about training type, participants' perceptions of newness and usefulness of information and how the program compared to other education materials. Program fidelity data were collected using telephone surveys about compliance to delivery of teaching points and teaching behaviors. Results demonstrate high levels of satisfaction and perceptions of program utility as well as adherence to program model. These findings support the feasibility of implementing a universal patient education programs with strong uptake utilizing large scale systematic training programs. PMID:26341727

  2. Health Literacy Concepts in Nursing Education.

    Science.gov (United States)

    Kennard, Deborah K

    2016-01-01

    The impact of low health literacy on the health care system is astronomical. The ability to learn, retain, and apply health information is greatly affected by health literacy and thus greatly affects patient outcomes. The responsibility of patient education is mostly shouldered by nurses and yet nursing is the discipline that is most lacking in knowledge and awareness about health literacy. Providing nursing students with the necessary tools to assess patient health literacy and to assess their own patient teaching is a vital component of patient education. Nursing curricula is the place to start. PMID:27209875

  3. Tobacco Dependence: Nursing Care Plans

    Directory of Open Access Journals (Sweden)

    Aurora Miguel García

    2009-11-01

    Full Text Available Tobacco dependence is a major risk factor for health that requires a correct approach by all health workers. Nursing plays a key role both in identifying smokers, as in the systematic advice to quit smoking, or assist in smoking quit. This work presents three standardized care plans that enable the nursing work in accordance with a methodology and using a standardized language that allows both continuity of care such as research and development of knowledge nurse: Care plan to smoker in precontemplation stage; Care plan to smoker in contemplation stage; Care plan to smoker in preparation/action stage.

  4. Psychology in the education of nurses

    Directory of Open Access Journals (Sweden)

    Carolina Silva Bandeira de Melo

    2014-04-01

    Full Text Available We analyze the teaching of psychology in the education of nurses in the first decades of the twentieth century in Brazil. We present aspects related to nursing schools from Rio de Janeiro and Belo Horizonte. Topics presented in the psychology courses in the education of nurses were connected to the psychological debates at that time. During this period, we can see the changing from a training based on working experiences to a new model based on the scientific knowledge. The Brazilian government sponsored this transformation, which was grounded in a broad context of the raising of the worth of sciences in the country. Psychological knowledge contributed for the establishment of a new theoretical and practical nursing training. Analyzing teaching of psychology in the education of nurses contributes to a better understanding of psychology as a discipline in Brazil.

  5. The effect of problem-based learning in nursing education: a meta-analysis.

    Science.gov (United States)

    Shin, In-Soo; Kim, Jung-Hee

    2013-12-01

    Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for systematic reviews and meta-analyses regarding a range of selected topics in nursing education. The purpose of this study was to conduct a meta-analysis of the available literature in order to synthesize the effects of PBL in nursing education. Using a number of databases, we identified studies related to the effectiveness of PBL in nursing. An analysis was conducted on a range of outcome variables, including overall effect sizes and effects of evidence and evaluation levels, learning environment, and study characteristics. We found that the effect of PBL in nursing education is 0.70 standard deviations (medium-to-large effect size). We also found that PBL has positive effects on the outcome domains of satisfaction with training, clinical education, and skill course. These results may act as a guide for nurse educators with regard to the conditions under which PBL is more effective than traditional learning strategies. PMID:23283571

  6. Enlightenment, Empowerment and Emancipation: The Case for Critical Pedagogy in Nurse Education.

    Science.gov (United States)

    Harden, Jane

    1996-01-01

    Argues that the use of liberal and andragogical theories in nursing education will fail to develop students' critical consciousness. Suggests that critical pedagogy can expose structures that confine nursing experience and provide a framework for emancipatory teaching. (SK)

  7. Construction of evaluation indicators of the learning process for a nursing course

    Directory of Open Access Journals (Sweden)

    Luzmarina Aparecida Doretto Braccialli

    2015-03-01

    Full Text Available The objective of this study was to build process assessment indicators for a nursing undergraduate course. The indicators were validated after three stages of a consensus conference, developed by experts based on an initial matrix with 209 indicators, in four areas of competence of the course. The analysis, performed with the mean and standard deviation of each indicator, led to the final matrix, comprising 87 indicators. The experts agreed that all indicators should be in the four stages of the nursing course program, considering the degree of autonomy of the undergraduate in each stage, and the fact that it is an integrated course, oriented by competences. The indicators may support local managers in the process assessment of the nursing course, as well as help other course managers in the health area use a program oriented by competences and active learning and teaching methodologies.

  8. Professional Ethical Competence in nursing: the role of nursing instructors

    Science.gov (United States)

    Borhani, Fariba; Alhani, Fatemeh; Mohammadi, Easa; Abbaszadeh, Abbas

    2010-01-01

    Teaching ethics to nurses leads to their involvement in providing high quality care, enable them to duly encounter ethical issues. One of the key elements of educational systems is nursing instructors. Even though lots of studies show the role of instructors in students’ learning, their role in promotion of professional ethics has been attended to less. The objective of this study is surveying the experience of nursing students with respect to the role of instructors in promotion of professional ethics. This qualitative study enrolled 15 undergraduate nursing students from three nursing schools in Teheran whom depth interview was performed. The interview was semi-structured with open ended questions. The analysis was accomplished by use of qualitative content-analysis method. Data analysis demonstrated 2 main themes and 7 subcategories in regard to the role of instructors in promotion of professional ethics in nursing students including: 1) the effective professional role model 2) facilitating creative learning. The effective professional role model encompasses individual characteristics and beliefs, clinical skills and professional commitment of role model. Creative learning facilitates by encouraging critical thinking and decision-making, Providing supportive learning conditions, providing proper space for sharing knowledge followed by evaluation and creative feedback. The findings of this study provides a background for strengthening the role of instructors in promotion of professional ethics with more emphasis on research which increase capability of instructors at nursing education centers. PMID:23908738

  9. Patients' Point of View about Nurses' Support of Individualized Nursing Care in Training Hospitals Affiliated with Tabriz University of Medical Sciences

    Science.gov (United States)

    Seyyed Rasooli, Alehe; Zamanzadeh, Vahid; Rahmani, Azad; Shahbazpoor, Mahnaz

    2013-01-01

    Introduction: Individualized nursing care is the key element in quality of nursing care. In fact, it changes all standardized nursing procedures and activities. In addition, it tailored nursing activities with unique peculiarity of each patient. Focusing on patient during care process is one main reason for supporting individualized care. Individual differences among patients in terms of their health, illness and needs which emphasize on providing individualized care. This research aimed to demonstrate patients' point of view about nurses' support of individualized care. Methods: A descriptive study conducted with participation of 400 being discharged patients from internal and surgical units in teaching hospitals of Tabriz University of Medical Sciences. Proportional stratified random sampling method was used. Data was collected by interviewing with patients using Suhonen Individualized Care Scale, after assessing its content validity and reliability with Chronbach's alpha method. Data analysis were done by using SPSS ver. 13. Results: The mean of patients' point of view about nurses' support of individualized care was 2.60 (1.14). The results showed the mean of support for clinical situation 2.61 (1.27), support for personal life situation 2.36 (1.28), and support for decisional control over care 2.77 (1.17). Comparing aspects of support showed that support for decisional control over care was the highest and the lowest was support for personal life situation. Conclusion: According to results of the study and comparison with other researches in other countries, it is recommended that nursing care planners pay more attention to the aspects of nursing support based on individuals. PMID:25276728

  10. [Exploring moral distress among clinical nurses].

    Science.gov (United States)

    Lovato, Sabrina; Lovato, Liliana; Cunico, Laura

    2012-01-01

    Moral distress in nursing practice is described as a suffering situation that arises when the nurse is unable to act her/his ethical choices, when institutional constraints interfere with acting in the way she/he believes to be right. The aim is to describe nursing practice situations causing moral distress resulting from the recognition of the ethical appropriate actions combined with the impossibility to pursue it; to describe how nurses manage moral distress situations and the strategies to cope with them. A focus group was conducted in three wards of a large teaching-hospital in the north of Italy. In another ward the nurses were asked to write a moral distress experience. A total of 40 nurses were involved and 50 experiences collected. The experiences' analysis has shown 5 source areas of moral distress: 1) clinical decision; 2) nursing competences; 3) nurse-physician collaboration; 4) organization of care; 5) safe care. For each area the most frequent themes were highlighted.Areas of clinical decision, nursing competences, nurse-physician collaboration involve nurse leaders in identification and implementation of strategies for managing moral distress. PMID:23121880

  11. Nursing informatics and nursing ethics

    DEFF Research Database (Denmark)

    Kaltoft, Mette Kjer

    2013-01-01

    nursing. The aim is to aid 'how nurses and other health care scientists more clearly identify clinical and other relevant data that can be captured to inform future comparative effectiveness research. 'A prescriptive, theory-based discipline of '(Nursing) Decisionics' expands the Grid for Volunteer...... Development of TIGER's newly launched virtual learning environment (VLE). This provides an enhanced TIGER-vision for educational reform to deliver ethically coherent, person-centered care transparently.......All healthcare visions, including that of The TIGER (Technology-Informatics-Guiding-Educational-Reform) Initiative envisage a crucial role for nursing. However, its 7 descriptive pillars do not address the disconnect between Nursing Informatics and Nursing Ethics and their distinct communities in...

  12. Teaching as Scholarship

    Directory of Open Access Journals (Sweden)

    Neely-Smith, Shane L.

    2002-01-01

    Full Text Available As research and funding continue to replace teaching as the central mission in more colleges and universities, nursing faculty will be expected to engage in research endeavours as proof of scholarship involvement. However, the multiple roles of the nursing faculty coupled with the pressure to engage in research and funding endeavours have led to increased stress and burnout and increased attrition rate. The purpose of this paper is to delineate the expected roles of the nursing faculty related to the trilogy of teaching, research and service and recommend that colleges/universities recognize not only research as scholarship, but also teaching and service. An integrative review of the literature using books and journals from nursing and other relevant disciplines related to the multiple roles of nursing faculty was conducted. Teaching is a vital role and should remain the central mission of colleges/universities to ensure effective pedagogy. Institutions of higher learning should adapt an umbrella of scholarship under which falls teaching, research, and service; thus, teaching would be considered scholarship.

  13. Perceived roles of oncology nursing.

    Science.gov (United States)

    Lemonde, Manon; Payman, Naghmeh

    2015-01-01

    The Canadian Association of Nurses in Oncology (CANO) Standards of Care (2001) provides a framework that delineates oncology nursing roles and responsibilities. The purpose of this study was to explore how oncology nurses perceive their roles and responsibilities compared to the CANO Standards of Care. Six focus groups were conducted and 21 registered nurses (RNs) from a community-based hospital participated in this study. Transcripts were analyzed using qualitative inductive content analysis. Three themes were identified: (1) Oncology nurses perceive a gap between their defined roles and the reality of daily practice, as cancer care becomes more complex and as they provide advanced oncology care to more patients while there is no parallel adaptation to the health care system to support them, such as safe staffing; (2) Oncology nursing, as a specialty, requires sustained professional development and leadership roles; and (3) Oncology nurses are committed to providing continuous care as a reference point in the health care team by fostering interdisciplinary collaboration andfacilitating patient's navigation through the system. Organizational support through commitment to appropriate staffing and matching scope ofpractice to patient needs may lead to maximize the health and well-being of nurses, quality of patient care and organizational performance. PMID:26897865

  14. Ensino do cuidado de enfermagem em saúde mental na graduação em enfermagem Enseñanza del cuidado de enfermería en salud mental en el pregrado en enfermería Teaching nursing care in mental health in undergraduate nursing

    Directory of Open Access Journals (Sweden)

    Jeferson Rodrigues

    2012-01-01

    Full Text Available OBJETIVO: Analisar o ensino do cuidado de enfermagem em saúde mental por intermédio dos conteúdos dos Projetos Pedagógicos e Planos de Ensino dos Cursos de Graduação em Enfermagem do Estado de Santa Catarina, no período de 2009 e 2010. MÉTODOS: Pesquisa qualitativa, do tipo descritivo e exploratório, tendo como técnica de coleta de dados a análise documental, realizada no período de novembro/2009 e janeiro/ 2010 com as 26 Coordenações dos Cursos de Graduação em Enfermagem de Santa Catarina. RESULTADOS: O cuidado de enfermagem em saúde mental está presente nos conteúdos das disciplinas/módulos de 20 cursos. O conteúdo do cuidado demonstrou contradição sobre qual paradigma rege seu ensino nesses cursos. CONCLUSÃO: O ensino do cuidado de enfermagem em saúde mental avança em um campo de conhecimento em construção, composto por diferentes núcleos de saber-fazer sobre um conceito ampliado de saúde/saúde mental multideterminado.OBJETIVO: Analizar la enseñanza del cuidado de enfermería en salud mental por intermedio de los contenidos de los Proyectos Pedagógicos y Planes de Enseñanza de los Cursos de Pregrado en Enfermería del Estado de Santa Catarina, en el período de 2009 y 2010. MÉTODOS: Investigación cualitativa, de tipo descriptivo y exploratorio, teniendo como técnica de recolección de datos el análisis documental, realizada en el período de noviembre/2009 y enero/2010 con las 26 Coordinaciones de los Cursos de Pregrado en Enfermería de Santa Catarina. RESULTADOS: El cuidado de enfermería en salud mental está presente en los contenidos de las disciplinas/módulos de 20 cursos. El contenido del cuidado demostró contradicción sobre cuál paradigma rige su enseñanza en esos cursos. CONCLUSIÓN: La enseñanza del cuidado de enfermería en salud mental avanza en un campo del conocimiento en construcción, compuesto por diferentes núcleos de saber-hacer sobre un concepto ampliado de salud/salud mental multideterminado.OBJECTIVE: To analyze the teaching of nursing care in mental health through the contents for Educational Projects and Teaching Plans for Undergraduate Nursing Courses in the state of Santa Catarina, in the period of 2009 and 2010. METHODS: Qualitative, descriptive and exploratory research, using the technique of data collection by document analysis, conducted between November/2009 and January/2010 with 26 Coordinators for Undergraduate Courses in Nursing in Santa Catarina. RESULTS: Nursing care in mental health is present in the content of the disciplines / modules of 20 courses. The content of care demonstrated contradiction about which paradigm governed the teaching of these courses. CONCLUSION: The teaching of nursing care in mental health progresses in a field of knowledge in construction, composed of different nuclei of knowing - doing about a broader multidetermined concept of health / mental health.

  15. Una metodologa alternativa para la enseanza de la anatoma en los de estudios enfermera de la Universidad de Carabobo An alternative methodology for the teaching of anatomy in Nursing at the University of Carabobo

    Directory of Open Access Journals (Sweden)

    Nelly Maria Arenas

    1993-01-01

    Full Text Available El propsito del presente estudio es ofrecer una alternativa metodolgica para la enseanza de la Anatoma humana que contribuya a mejorar el rendimiento acadmico de los Enfermera de la Facultad de Ciencias de la Salud de la Universidad de Carabobo en dicha asignatura. Participaron en el experimento cincuenta estudiantes del ler. Ao de Enfermera, cursantes de Anatoma humana, subdivididos en dos grupos identificados como grupo control y experimental. El diseo de la investigacin es de tipo casi-experimental y metodologa de trabajo es evaluativa-experimental. Para la recoleccin de la informacin se utilizaron tres instrumentos: una encuesta tipo escala de Lickert consistente de cuarenta proposiciones relacionadas con la los estudiantes hacia el estudio de la asignatura y la metodologa de la enseanza (EAEAM, acompaada de la escala de Intereses de Thrustone y del Test Psicomtrico de Raven, a fin de determinar sus relaciones de acuerdo a los objetivos de la investigacin. En funcin de los resultados empricos del experimento y de la revisin y recopilacin de la literatura del tema en estudio, se presenta una propuesta metodolgica para enseanza de la Anatoma humana, cuya naturaleza terico-prctica exige: el estudio previo, la observacin, la discusin y, fundamentalmente, la diseccin como alternativa para mejorar el rendimiento acadmico de los estudiantes de Enfermera.An alternative methodology for teaching of Human Anatomy which contributes to improve academic yield by Nursing students at the Faculty of Sciences of the University of Carabobo is presented. A total of 50 first-year Nursing students who participated in the experiment were divided into 2 groups, control and experimental. This research project was of the almost-experimental type and the work methodology was experimental-evaluation. Three instruments were used to obtain data: an investigation of the Lickert school type consisting of 40 proposals related to the students attitude concerning the study of this discipline and in view of a teaching methodology (EAEAM, accompanied by the school of interests of Thurstone and by the Psychometric Test of Raven, to determine relationships in accordance with the research objectives. In function of empirical results of the experiment and revision of the literature pertaining to this theme, a methodological proposal is presented for the teaching of Human Anatomy; its theoretical-practical nature demands: previous study, observation, discussion and, fundamentally, as an alternative to academic yield by Nursing students.

  16. Care to be a nurse? Reflections on a radio broadcast and its ramifications for nursing today.

    Science.gov (United States)

    Shields, Linda; Morrall, Peter; Goodman, Benny; Purcell, Christine; Watson, Roger

    2012-07-01

    Nursing education in the UK has lagged behind most of the developed world since inception of Project 2000 because in England, a diploma has been accepted as the basis for education, unlike other countries (including Scotland and Wales) a degree has been the accepted standard for many years. While Australia's nursing education has been more protected, an anti-intellectualism is creeping in with a technical college now offering a nursing degree, and some universities lowering their admission standards for nursing courses. Changes in the UK being imposed through the influence of the global financial crisis threaten nursing even further and this is not helped by short sighted media reports of problems with nursing care in the National Health Service. This paper examines the continuing devaluing of critical thinking, something that we contend, with the strongest emphasis, should be at the core of every aspect of nursing practice, education and research., and implications for nursing in both the UK and Australia. PMID:21986275

  17. Developing future nurse educators through peer mentoring

    Directory of Open Access Journals (Sweden)

    Rosenau PA

    2015-01-01

    Full Text Available Patricia A Rosenau, Rita F Lisella, Tracey L Clancy, Lorelli S NowellFaculty of Nursing, University of Calgary, Calgary, AB, CanadaBackground: The nursing workforce and nursing education demographic trends reinforce the urgency to cultivate future nursing leaders, educators, and mentors. The changing realities of health care environments, involving crowded student placements, overtaxed clinical mentors and preceptors, and inexperienced staff, hamper student learning and professional development. Peer mentoring has been used successfully in nursing education to enhance student engagement and the quality of the student learning experience. Although various terms like peer mentor have been used to describe the role of senior students facilitating junior student learning, the literature is silent about how peer mentoring fosters the development of future nursing education leaders.Objectives: The aim of this study was to understand how peer mentorship fosters the development of nursing education leadership in senior undergraduate nursing students enrolled in an elective undergraduate peer-mentoring credit course, Introductory Concepts in Nursing Education and Leadership Through Peer-Led Learning.Design and method: This phenomenological study explored the development of nursing education leadership in senior undergraduate students through the analysis of critical reflections of individual senior students and online discussions between triads of senior students teaching/learning across diverse junior-level theory and practice courses.Participants: Seventeen senior undergraduate nursing students enrolled in the elective course participated in the study.Results: From the critical reflections and online discussions, four themes emerged: "developing teaching philosophies and pedagogies", "learning teaching strategies", "supportive peer relationship", and "benefits of the peer mentorship program".Conclusion: The creation and promotion of peer leadership opportunities provide peer-to-peer learning opportunities and increase leadership and teaching skills of senior nursing students. In the long term, successful peer leadership programs have the potential to benefit individuals outside of the mentorship relationship including peer leaders' future peers and coworkers, their clients or patients, and eventually their own students as they become nurse educators of the future.Keywords: nursing education, peer mentorship, qualitative study, nursing students

  18. Gradually Guiding Nursing Students through Their Capstone Course: Registered Nurse Preceptors Share Their Experiences

    OpenAIRE

    Nancy Barr; M. Kathleen Brewer; David L. Martin

    2011-01-01

    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) c...

  19. Transformational leadership model for nursing education leaders in nursing education institutions / Sipho Wellington Mkhize

    OpenAIRE

    Mkhize, Sipho Wellington

    2009-01-01

    The nursing education leader provides visionary leadership to his/her organisation, as well as to the profession of nursing, and must have t he authority and resources necessary to ensure nursing education and training standards are met. This link between professional practice and operational activity of the organisation leads to greater involvement in decision making and fosters collaboration within nursing education and training and interdisciplinary teams. A collabora...

  20. Welcome to Nursing Reports

    Directory of Open Access Journals (Sweden)

    Marilyn Kirshbaum, Editor-in-Chief

    2011-03-01

    Full Text Available I am absolutely thrilled to have such an opportunity to make a unique contribution to my profession and the wider community. At heart, I have been a nurse for a very long time. I have spent many years in clinical practice and have been fortunate to have personally thrived in the pursuit of scientific inquiry, analysis, reporting and scholarship in nursing. As this is the first editorial of Nursing Reports, I would like to share my vision. An open access journal of this kind is intended, first and foremost, to provide a communication platform from which all levels of credible knowledge relative to nursing, from all reaches of the world, could be disseminated, diffused and debated. A key objective is to make rigorously conducted research accessible to the full spectrum of practicing nurses, academics, educators and interested members of the public. It will be the job of the editorial team to ensure that high academic and ethical standards for research and reporting are reached so that we can build a strong and sound reputation; we want the journal to be widely read and influential within the broad fields of nursing, health and social care. A second objective relates to the relatively new paradigm of open access journals; there is huge scope here to reach out to nurses in the world, not only those who have subscriptions or affiliated with academic or health service libraries. The focus of the journal is to present a global perspective of nursing, its advances and issues of current concern. As nurses we are committed to the health of communities – our personal contribution may be clinical, political, educative or academic. Therefore submissions on all areas relevant to nursing are requested, whether they are in the form of empirical reports, reviews of literature, conceptual analyses, debates, short reports from around the globe or open letters that are of concern to the international community. I believe that this journal could be so vibrant and dynamic! Our esteemed associate editors and editorial board currently includes experts in mental health, cancer care, aging, public health and family, acute care, palliative care, social sciences, health promotion, empowerment, disadvantaged groups and education – and statistics. A huge welcome to ALL! Now, let’s get writing and communicating!!

  1. An equivalence evaluation of a nurse-moderated group-based internet support program for new mothers versus standard care: a pragmatic preference randomised controlled trial

    OpenAIRE

    Sawyer, Alyssa CP; Lynch, John,; Bowering, Kerrie; Jeffs, Debra; Clark, Jenny; Mpundu-Kaambwa, Christine; Sawyer, Michael G.

    2014-01-01

    Background All mothers in South Australia are offered a clinic or home-visit by a Child and Family Health community nurse in the initial postnatal weeks. Subsequent support is available on request from staff in community clinics and from a telephone helpline. The aim of the present study is to compare equivalence of a single clinic-based appointment plus a nurse-moderated group-based internet intervention when infants were aged 0–6 months versus a single home-visit together with subsequent st...

  2. Quality Perinatal Nursing Education Through Coteaching

    OpenAIRE

    Dumas, Louise; de Montigny, Francine

    1999-01-01

    Collaboration in teaching can take different forms, including the model of coteaching. This educational strategy requires time, effort, commitment, and collaboration between partners in order to ensure an enhanced teaching and learning experience. Little has been written recently on the theory of coteaching. The literature does not address the subject of coteaching or team teaching from a combined theoretical and clinical perspective. Two professors in nursing sciences present their experienc...

  3. Blood donor: nursing care plan

    Directory of Open Access Journals (Sweden)

    Marco Antonio Zapata Sampedro

    2008-11-01

    Full Text Available The standardized nursing care plan can be used as a means through which the nurse will assess and identify the particular needs of the blood donor.To draw up the care plan, we have conducted the evaluation on the basis of the Marjory Gordon’s functional health patterns.The more prevailing diagnosis according to the NANDA taxonomy have been identified, results have been established according to the NOC (Nursing Outcomes Classification taxonomy, and nursing interventions have been suggested according to the NIC (Nursing Interventions Classification taxonomy. Also, certain potential complications, which are infrequent, must be observed and controlled in the blood donation process. Our main aim with this article has been to offer to professionals resources that grant to the caring activity scientific rigor, professional recognition and an unique and valid tool to evaluate the assistance with the best levels of quality for the blood donor.

  4. Teaching and Assessing Doctor-Patient Communication Using Remote Standardized Patients and SKYPE: Feedback from Medical Residents

    Science.gov (United States)

    Horber, Dot; Langenau, Erik E.; Kachur, Elizabeth

    2014-01-01

    Teaching and assessing doctor-patient communication has become a priority in medical education. This pilot study evaluated resident physicians' perceptions of teaching and assessing doctor-patient communication skills related to pain management using a web-based format. Fifty-nine resident physicians completed four doctor-patient clinical…

  5. Vivenciando uma proposta emancipatria no ensino de semiologia para a enfermagem Vivenciando una propuesta emancipatoria en la enseanza de semiologa en enfermera Experiencing an emancipatory proposal in the teaching of semiology to nursing

    Directory of Open Access Journals (Sweden)

    Maria Socorro de Arajo Dias

    2003-06-01

    Full Text Available Objetivou-se analisar o ensino de Semiologia atravs dos programas das disciplinas das cinco universidades do Estado do Cear, especificamente de uma universidade pblica. Observaram-se trs aulas e realizaram-se reunies com docentes e discentes, a fim de levantar dados sobre o processo ensino-aprendizagem. As docentes apresentaram experincia no ensino e pesquisa, e reconheceram que o elevado nmero de alunos prejudica o ensino-aprendizagem. Os discentes referiram dificuldades na elaborao de diagnstico de enfermagem e no contato inicial com cliente hospitalizado, ocasionando insegurana e rejeio prtica da disciplina.El objetivo es el anlisis de la enseanza de la semiologa a travs de los programas de estudio de la disciplina en cinco universidades estatales y el anlisis de una universidad publica. Se observaron tres grupos y se realizaron reuniones con docentes y estudiantes con el fin de recolectar los datos sobre el proceso de enseanza aprendizaje. Los maestros introducen la experiencia en la enseanza y en la investigacin y reconocieron que el elevado numero de estudiantes, perjudica el proceso enseanza-aprendizaje. Los estudiantes refieren dificultades en la elaboracin del diagnostico de enfermera y en el contacto inicial con el cliente hospitalizado, ocasionando inseguridad y rechazo a la prctica de la disciplina.The aim was to analyze the teaching of Semiology through the programs of subject matters at five universities in the State of Cear and, specifically, that of a public university. Three (3 classes were observed and meetings were held with teachers and students for collecting data about the teaching-learning process. The teachers presented teaching and research experience, and acknowledge that the high number of students impairs teaching-learning. The students mentioned difficulties in the elaboration of the nursing diagnosis and in the initial contact with the hospitalized client, causing insecurity and rejection of the practical part of the subject matter.

  6. Nurse educators and student nurse neophytes’ perceptions of good interaction in the classroom setting

    Directory of Open Access Journals (Sweden)

    Friddah R. Mathevula

    2013-06-01

    Full Text Available The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to respond positively during the learning process. The purpose of this study was to determine the nurse educators’ and student nurse neophytes’ perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: ‘What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?’ The accessible population in this study were all student nurse neophytes registered with the University of Venda for the Baccalaureus Curationis, and nurse educators responsible for teaching first-year student nurses in this programme. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted to arrive at 10 male and 15 female students. The sampling method relating to nurse educators was purposive sampling. Focus groups were used to interview students using individual in-depth interviews to gather data from nurse educators. Coding was used to organise the data collected during the interviews. The study revealed that nurse educators and student nurse neophytes concur that the ethical behaviours influencing good interaction are respect and support, good communication, honesty and openness. Age, gender and cultural background were also factors. The participants further indicated that good interaction has benefits such as improved co-operation levels, the enhancement of learning, the improvement of pass rates, and a reduction in dropout rates. In conclusion, there is a need for nurse educators and student nurses to develop good practices to promote good interaction in the classroom setting.

  7. [A new vision of nursing: the evolution and development of nursing informatics].

    Science.gov (United States)

    Feng, Rung-Chuang; Yeh, Yu-Ting

    2014-08-01

    Technology development trends in the 21st century are increasingly focused on the development of interdisciplinary applications. Advanced information technology may be applied to integrate nursing care information, simplify nursing processes, and reduce the time spent on work tasks, thereby increasing the amount of time that clinical personnel are available to care for patients and ensuring that patients are provided with high-quality and personalized care services. The development of nursing information began in Taiwan in 2003 and has since expanded and thrived. The ability of nursing information to connect formerly insular national nursing communities promotes the international visibility of Taiwan. The rapid development of nursing information in Taiwan, resulting in the production of informative and outstanding results, has received worldwide attention. The Taiwan Nursing Informatics Association was established in 2006 to nurture nursing information professionals, develop and apply information technology in the health care domain, and facilitate international nursing information exchanges. The association actively promotes nursing information in the areas of administration, education, research, and clinical practice, thereby integrating nursing with empirical applications to enhance the service quality and management of nursing and increase the benefits of nursing teaching and research. To convert information into knowledge, the association develops individualized strategies for managing mobile care and employs an interagency network to exchange and reintegrate resources, establishing active, intelligent nursing based on network characteristics and an empirical foundation. The mid- and long-term objectives of the association involve introducing cloud computing and facilitating the meaningful use of nursing information in both public and government settings, thereby creating a milestone of developing and expanding nursing information unique to Taiwan. PMID:25125162

  8. Rethinking theory and practice: pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice.

    Science.gov (United States)

    Hope, Angela; Garside, Joanne; Prescott, Stephen

    2011-10-01

    In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the pre-registration nursing programme at a University in the North of England, along with strategic investment in staff and simulation suites developed to underpin this curriculum change albeit in the absence of sparse empirical evidence, hence the rationale for the study which was designed to explore the relationship between simulation, theory and practice. The study features a thematic analysis of evaluation questionnaires from pre-registration student nurses (n=>500) collected over a 2 year period which informed subsequent focus group interviews to explore the themes in more detail. Consistent data findings were the students' positive response to simulation as a learning approach facilitating the application of theory in a safe controlled environment. Students reported that they felt prepared for practice, recognising that simulated learning improved their humanistic and problem solving abilities as well as the development of psychomotor, technical skills, and overall confidence. The theory-practice gap is a recurring narrative in the nursing literature, the findings of this study recognises that simulation offers an opportunity to enact the integration of theory and practice illuminating this relationship in a controlled environment thus, reinforcing the theory-practice relationship for nursing students. PMID:21237536

  9. Effectiveness of Health Education Teachers and School Nurses Teaching Sexually Transmitted Infections/Human Immunodeficiency Virus Prevention Knowledge and Skills in High School

    Science.gov (United States)

    Borawski, Elaine A.; Tufts, Kimberly Adams; Trapl, Erika S.; Hayman, Laura L.; Yoder, Laura D.; Lovegreen, Loren D.

    2015-01-01

    Background: We examined the differential impact of a well-established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula. Methods: Group-randomized intervention study of 1357 ninth and…

  10. The development of an interdisciplinary nurse educator doctoral program: Issues for consideration and goals for success

    OpenAIRE

    Marietta P. Stanton; Donna R. Packa

    2012-01-01

    The nursing shortage is exacerbated by the faculty shortage, as faculty approach retirement age and too few faculty exist to replace them. Masters-prepared nurse with limited preparation for teaching may be unable to attend traditional educational programs because of work and family commitments. Without further academic preparation, these nurses are illprepared for the faculty role. The College of Nursing partnered with the College of Education to develop a nurse educator degree program to pr...

  11. A Systematic Review of the Literature on Health Literacy in Nursing Education.

    Science.gov (United States)

    McCleary-Jones, Voncella

    2016-01-01

    Health literacy has an impact on patient health outcomes and should be included in prelicensure nursing curricula to prepare the next generation of nurses to provide care for patients with limited health literacy. Nursing curricula should go beyond inclusion of patient teaching strategies. This article provides a systematic review of the current literature related to health literacy in nursing education and identifies implications for nursing curricula. PMID:26237008

  12. The Effect of Teaching Emotional Intelligence (EI Items on Job Related Stress in Physicians and Nurses Working in ICU Wards in Hospitals, Yerevan, Armenia

    Directory of Open Access Journals (Sweden)

    Sharif F

    2011-10-01

    Full Text Available Background: Intensive care units (ICUs are known as stressful environments. However, the conditions in which stressors may affect health professionals’ performance and well-being and the conditions that potentially lead to impaired performance and staff’s psychological distress are not well understood. Emotional intelligence, an essential factor responsible for determining success in life and psychological well-being, seems to play an important role in shaping the interaction between individuals and their work environment. The emotional dimension (personal is the concept of multi-dimensional intelligence, it is also necessary for physicians and nurses to learn how to view and understand people’s behavior, attitudes, interpersonal skills and potential. Individuals who have these characteristics are said to be “emotionally intelligent.”Objectives: The objective of the study is to determine the effects of emotional intelligence education items on job related stress in physicians and nurses working in intensive care units in hospitals in Yerevan, Armenia.Method: A cross interventional, pre-post, case and control group design was used and inferential study design was implemented, with 150 registered hospitals physicians and nurses, who were widely distributed.Results: A sample of 106 participants (18.7% of men and 31.3% of women in case and control group, representing various human service professions (physicians, nurses was eligible for the study. The mean age of the participants was 33.19 years in case group (SD = 6.44, and 31.6 in control group (SD = 6.04, and the employment period was 8.2 years (SD = 7.34 in case group and 5.57 years (SD = 4.02 in control group. The results confirmed an essential, very strong, role of emotional intelligence in perceiving occupational stress and preventing physicians and nurses from negative health outcomes. Conclusion: Results showed that physicians and nurses experienced high level of stress. The level of stress experienced at work by this occupational case was higher than control group. The ability to effectively deal with emotions and emotional intelligence in the workplace assists employees in coping with occupational stress. Therefore, it should be developed in stress managing trainings. Emotional intelligence items education decreased situational and personal anxiety of physicians and nurses in case group more than those in control group.

  13. Non-European nurses' perceived barriers to UK nurse registration.

    Science.gov (United States)

    Allan, Helen; Westwood, Sue

    2016-05-11

    Aim To conduct a scoping project to identify perceived barriers to UK nurse registration as experienced by internationally educated nurses working as healthcare assistants in the UK. Method Eleven internationally educated nurses working as healthcare assistants in two London hospitals attended two facilitated focus groups. Qualitative thematic analysis was used to analyse the data. Findings Study participants articulated frustration with UK English language testing requirements and a sense of injustice and unfairness relating to: double standards for nurses educated within and outside of the European Union (EU) and European Economic Area (EEA); and what was perceived, by some, as arbitrary English language testing with unnecessarily high standards. Differences among study participants related to issues of competency and accountability regarding English language skills and passing English language skills tests, with many feeling they were playing 'a game' where the rules kept changing. Conclusion Language testing barriers are impeding UK nurse registration for some internationally educated nurses from outside the EU and EEA who, as a result, are working as healthcare assistants. The provision of English language training by employers would improve their prospects of achieving nurse registration. PMID:27206205

  14. Estratégias de ensino das habilidades do pensamento crítico na enfermagem Estrategias de enseñanza de las habilidades del pensamiento crítico en enfermería Strategies for teaching the critical thinking abilities in nursing

    Directory of Open Access Journals (Sweden)

    Maria da Graça Oliveira Crossetti

    2009-12-01

    Full Text Available Objetivou-se caracterizar estratégias de ensino utilizadas na enfermagem para desenvolver habilidades do pensamento crítico. Elaborou-se uma revisão integrativa nas bases de dados Web of Science e Cumulative Index of Nursing and Allied Health Literature (CINAHL, com os descritores critical thinking, nursing e teaching, no período de 1987 a 2008. A amostra constitui-se de 64 artigos e a análise permitiu a identificação de 27 estratégias de ensino do pensamento crítico aplicadas na enfermagem. Dentre estas, as cinco mais citadas foram: questionamento, estudo de caso, ensino online e aprendizagem interativa, mapa conceitual e aprendizagem baseada em problemas. Diferentes estratégias reveladas neste estudo evidenciam uma gama de possibilidades que poderão ser aplicadas no ensino e na prática clínica. Conclui-se que o desenvolvimento de habilidades do pensamento crítico por meio destas estratégias pode proporcionar a formação de profissionais mais críticos e reflexivos.El objetivo es caracterizar estrategias de enseñanza utilizadas en enfermería para desarrollar habilidades del pensamiento crítico. Fue elaborada una revisión integrativa en las bases de datos Web of Science y Cumulative Index of Nursing and Allied Health Literature (CINAHL, con los descriptores critical thinking, nursing y teaching, en el período de 1987 a 2008. La muestra se constituye de 64 artículos cuyo análisis permitió la identificación de 27 estrategias de enseñanza del pensamiento crítico aplicadas a la enfermería. Entre estas, las cinco más citadas fueron: cuestionamiento, estudio de caso, enseñanza online y aprendizaje interactivo, mapa conceptual y aprendizaje con base a problemas. Diferentes estrategias reveladas en este estudio evidencian una gama de posibilidades que podrán ser aplicadas a la enseñanza y a la práctica clínica. Se concluye que el desarrollo de habilidades del pensamiento crítico a través de estas estrategias puede proporcionar la formación de profesionales más críticos y reflexivos.This study aimed characterize the teaching strategies applied to nursing in order to develop critical thinking skills. An integrative review was elaborated on the Web of Science and Cumulative Index of Nursing and Allied Health Literature (CINAHL data base, with the descriptors critical thinking, nursing and teaching, from 1987 to 2008. The sample comprised 64 articles and the analysis provided the identification of 27 strategies for teaching critical thinking in nursing. Among those, the most referred to were questioning, case study, online teaching and interactive learning, concept map and teaching based on problem solving. Different strategies described in the study revealed a wide range of possibilities which can be applied to teaching and to clinical practice. It was concluded that the development of the critical thinking skills through these teaching strategies can help nursing students to be more critical and reflexive.

  15. Estratégias de ensino das habilidades do pensamento crítico na enfermagem Estrategias de enseñanza de las habilidades del pensamiento crítico en enfermería Strategies for teaching the critical thinking abilities in nursing

    OpenAIRE

    Maria da Graça Oliveira Crossetti; Greicy Kelly Gouveia Dias Bittencourt; Diego Schaurich; Thaíla Tanccini; Michele Antunes

    2009-01-01

    Objetivou-se caracterizar estratégias de ensino utilizadas na enfermagem para desenvolver habilidades do pensamento crítico. Elaborou-se uma revisão integrativa nas bases de dados Web of Science e Cumulative Index of Nursing and Allied Health Literature (CINAHL), com os descritores critical thinking, nursing e teaching, no período de 1987 a 2008. A amostra constitui-se de 64 artigos e a análise permitiu a identificação de 27 estratégias de ensino do pensamento crítico aplicadas na enfermagem....

  16. A study of attitudes to gender and nursing stereotypes in newly recruited student nurses.

    Science.gov (United States)

    Jinks, A M

    1993-08-01

    This article presents the findings of a study which investigated the attitudes of 100 newly recruited student nurses towards gender and nursing stereotypes. The students were in their second day of the Common Foundation Programme at North Staffordshire College of Nursing and Midwifery. The data were collected using a researcher developed instrument which utilised a Likert scale for measurement of attitudes in relationship to statements pertaining to gender and nursing stereotypes. The findings reveal overall high mean scores and an implied propensity towards beliefs in gender and nursing stereotypes. Analysis related to demographic variables of gender, age and sex gives a number of significant results. The highest proportion of significant results were related to gender differences in the sample. The data provide a basis for evaluation of teaching and learning related to students in the sample course of studies. The findings also have more general implications for curricular issues and the development of teaching strategies. PMID:8413130

  17. Nursing Students’ Perception of Instructors’ Caring Behaviors in Tabriz University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Vahid Zamanzadeh

    2015-03-01

    Full Text Available Introduction: Caring behaviors of clinical teachers is one of the most important and influential factors in the process of clinical instruction, so far has not been paid enough attention. In other words, there has been so little research done in this area, so that the researchers couldn't present the clear image of caring dimensions. Therefore, the present study was conducted to determine nursing students’ perception of instructors’ caring behavior. Methods: This descriptive study was performed on 240 nursing students in Tabriz University of Medical Sciences, Iran. The participants were selected through stratified random sampling method. The data were collected using Wade’s inventory for nursing students’ perception of instructor caring (NSPIC. Data were analyzed using descriptive statistics in SPSS13 software. Results: The level of nursing instructors' caring behavior during teaching students was medium to high with the mean and standard deviation of 4.65 (0.93, as the highest level belonged to the respectful sharing, and then respectively, instill confidence through caring, appreciation of life meanings, supportive learning climate, and control versus flexibility.Conclusion: The results obtained in this study demonstrate that there is a gap in some dimension in order to achieve optimum about instructors' caring behaviors. Examining and identifying the influential factors in this regard, and applying effective strategies by relevant authorities will be effective in qualitative promotion of clinical teaching.

  18. Los métodos cualitativo y cuantitativo en la enseñanza de la investigación en enfermería The qualitative and quantitative methods related to nursing teaching

    Directory of Open Access Journals (Sweden)

    Alide Salazar Molina

    2009-06-01

    Full Text Available Durante la segunda mitad del siglo XX se ha venido dando en la investigación científica y en la disciplina de enfermería un debate respecto de las diferencias y bondades de los métodos de investigación cualitativos y cuantitativos. El propósito de este artículo es analizar como se han ido desarrollando los abordajes cualitativos y cuantitativos en la enseñanza de investigación en los distintos niveles de formación en enfermería. La revisión bibliográfica relativa a esta temática publicada permite observar que existe separación entre abordajes metodológicos cualitativo y cuantitativo en la enseñanza de la investigación en enfermería en todos los niveles de formación. Se registran esfuerzos por articular ambos abordajes particularmente en el mundo anglosajón, siendo hasta el momento estos esfuerzos escasos y relativos al post grado en el contexto latinoamericano. Se concluye que sería deseable propiciar la inclusión de ambos abordajes en los planes de estudio.During the second half of the XX century, a debate related to differences and goodness of quantitative and qualitative research method has been under discussion in scientific research and nursing field. The objective of this article is to analyse the progress which has been made about qualitative and quantitavive approach in research teaching method in different levels of nursing education. Literature related to this published matter permits to realize there is a separation between qualitative and quantitative methodological approches in teaching research in nursing in all levels of education. Some efforts are recorded in order to insert both approaches in English speaking countries mainly. However, those efforts have been scant and relative in relation to the development of the PHD thesis in Latin America context. To sum up, it would be appropriate to provide both approaches inclusion syllabus.

  19. Design and Implementation of an International Nurse Faculty Partnership.

    Science.gov (United States)

    Tuxbury, Janis S; Vilton, Yves; Hays, Antoinette; Street, Nancy

    2016-01-01

    Haiti has the highest rates of infant, under 5 years old, and maternal mortality in the Americas. More nurses are needed throughout the country, but there is a deficit of nursing faculty. Increasing numbers and quality of nursing faculty members will ensure a sustainable, positive impact on the country's nursing profession. The International Nurse Faculty Partnership Initiative was designed to educate a total of 36 current Haitian nurse faculty members at the master's-degree level. The first cohort of 12 nurse faculty members completed the program of study in February 2014, graduating with a master's degree in nursing from the State University of Haiti. Performance evaluation by their respective deans revealed that the Haitian nursing faculty members demonstrated increases in teaching effectiveness and critical thinking in comparison to their premaster's-degree skill levels. The International Nurse Faculty Partnership Initiative expects to graduate a total of 36 master's-level-prepared nurse educators. Currently, program graduates and nursing leaders from Haiti's Ministry of Health are working with the State University of Haiti to establish the faculty of nursing within the institution, creating a system for the ongoing delivery of baccalaureate-level and master-level nursing education within that country. PMID:27000196

  20. Nurse competence between three generational nurse cohorts: A cross-sectional study.

    Science.gov (United States)

    Meretoja, Riitta; Numminen, Olivia; Isoaho, Hannu; Leino-Kilpi, Helena

    2015-08-01

    Research indicates significant differences between nurse cohorts in many work-related factors. This study compared nurse competence between three generational cohorts comprising the current nursing workforce. The Nurse Competence Scale was used to collect data for this cross-sectional study from 2052 nurses in a university hospital in Finland. Data were analysed statistically. Significant differences were found between nurse cohorts in their competence. The length of work experience had a significant impact on the development of competence. The oldest cohort, with the longest work experience, had the highest competence scores (70.1 on a visual analogue scale), and the youngest had the lowest (59.0). All cohorts were most competent in patient-related nursing tasks, in maintenance of professional competence and in ethical care. Nurses were weakest in the development of nursing practice and the use of evidence-based knowledge. Targeted interventions in teaching-coaching for different nurse generations are needed to ensure the maintenance of nurse competence and high-quality patient care. PMID:24689751

  1. Special Education Teachers' Knowledge and Use of Brain-Based Teaching, Common Core State Standards, Formative Feedback Practices and Instructional Efficacy for the Diverse Learning Needs of Students in High and Low Proficiency Groups

    Science.gov (United States)

    Walker-Thompson, Malasia

    2014-01-01

    This study examined special education teachers' knowledge and use of: brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy for diverse students. The study identified the differences amongst special education teachers' responses on the dimensions of brain-based teaching strategies, Common Core…

  2. A model for easily incorporating team-based learning into nursing education.

    Science.gov (United States)

    Mennenga, Heidi A; Smyer, Tish

    2010-01-01

    A sense of urgency exists among nurse educators to determine the best possible teaching strategies to create a rich, engaging learning environment for students. With the calls for transformation, innovation, and excellence in nursing education from the American Association of Colleges of Nursing, the National Council of State Boards of Nursing, and the National League for Nursing, educators may determine that current teaching strategies fall short. Team-based learning, an innovative teaching strategy, offers educators a structured, student-centered learning environment and may be effective in teaching necessary skills to students. An overview of how this strategy fosters many of the essential concepts, such as critical thinking, professionalism, communication, and interprofessional teamwork, is presented. Additionally, this article offers a clearly delineated "recipe" for implementing team-based learning in the classroom. This innovative strategy has the potential to transform nursing education and provide a positive teaching and learning environment for both educators and students. PMID:20196763

  3. Distance learning: an innovative approach to nursing education.

    Science.gov (United States)

    Fulmer, J; Hazzard, M; Jones, S; Keene, K

    1992-01-01

    This article presents four views encompassing one nursing department's experience using distance learning technology. The challenge of presenting a nursing class through distance technology is discussed from the perspective of the telecommunication faculty providing the technological support, the nursing faculty teaching the on-campus course, the off-campus nursing faculty coordinating the course at the outreach site, and the head of the Department of Nursing. Review of course grades demonstrated that off-campus students achieved higher grades than on-campus students. All students evaluated the teacher as being effective; however, off-campus students were not as strong in their opinion. PMID:1401566

  4. Ensino de enfermagem no Rio Grande do Sul apartir de 1950 Enseñanza de enfermería en Rio Grande do Sul a partir del 1950 Teaching of nursing in Rio Grande do Sul in the 1950

    Directory of Open Access Journals (Sweden)

    Valéria Lamb Corbellini

    2010-08-01

    Full Text Available Essa pesquisa teve como objetivo analisar como o ensino de graduação na enfermagem, no Rio Grande do Sul construiu o seu saber, desde o primeiro curso, a partir da década de 1950. O estudo envolveu enfermeiras docentes que vivenciaram esse período da história e, para análise documental, foi utilizada a análise de discurso. Os dados indicam, dentre eles, o currículo mais integrado que busca articular teoria/prática sem fragmentação do saber e a relação ensino-aprendizagem, na qual professor e aluno são sujeitos desse processo.Esta investigación tuvo como objetivo analizar como la enseñanza de la pregrado de Enfermería en Río Grande do Sul construyó su saber, desde el primer curso, a partir de la década de 1950. El estudio integró enfermeras docentes que vivenciaron ese periodo de la historia y, para el análisis documental, fue utilizado el análisis del discurso.Los datos indican, entre ellos, el curriculum más integrado que busca articular teoría y práctica sin fragmentación del saber y la relación enseñanza aprendizaje, en la cuál el profesor y el alumno son sujetos de ese processo.The purpose of this research was to analyze how the undergraduate teaching of nursing in Rio Grande do Sul has constructed its knowledge, since the first course, as of the decade of 1950s. The survey has involved teaching nurses who have lived such period of our history, and the discourse analysis has been utilized for the documental analysis. The information data indicate, among them, the most integrated curriculum that seeks articulating theory/practice without fragmenting the knowledge and the teaching-learning relationship, wherein professors and students are subjects of such procedure.

  5. Analysis of the problems of implementation of new educational standards within the teaching of psy-cho-pedagogical disciplines in colleges (on the example of Vyatska Art School named after AA Rylova

    Directory of Open Access Journals (Sweden)

    Svetlana Lapina

    2015-04-01

    Full Text Available The paper analyzes the optimization process in the construction of system of teaching psychological and pedagogical disciplines in colleges and problems of transition to the new Federal State Educational Stand-ard.

  6. IDPH - Skilled Nursing Facilities (Nursing Homes)

    Data.gov (United States)

    U.S. Department of Health & Human Services — Nursing Facility Services are provided by Medicaid certified nursing homes, which primarily provide three types of services: Skilled nursing or medical care and...

  7. A Case Study of the Influence of Cross-Cultural Learning and Teaching Experiences on Pre-Service Teachers’ Perception of Teachers’ Professional Standards

    Directory of Open Access Journals (Sweden)

    Na WU

    2014-12-01

    Full Text Available Under the aegis of a Canadian SSHRC project, The Reciprocal Learning in Teacher Education and School Education between China and Canada (RLTESECC, a group of Chinese pre-service teachers joined a three-month exchange immersion program in Canada, and had opportunities to attend university teacher education courses, work with local secondary teachers, and participant in education-related activities and events. This cross-cultural learning and teaching experience not only enriched these Chinese pre-service teachers’ cultural understanding, strengthen their English expression abilities, enrich their pedagogical knowledge and skills, but also changed their opinions on teachers between eastern and western more or less, leading to their new perspectives regarding teaching profession. This paper aims to explore the impact of this cross-cultural program on pre-service teachers’ perception of teachers’ qualities and teaching professional standards. Through surveys by questionnaire, interview, and participants’ reflections, the study found that some changes happened in pre-service teachers’ perception and understanding of elementary and secondary teachers’ qualities before and after they went abroad. And the causes of these changes are also discussed in this study. Findings of this study have practical implications for construction and implementation of teacher professional standards and pre-service teacher education for both China and Canada.

  8. Mobile applications in nursing education and practice.

    Science.gov (United States)

    Airth-Kindree, Norah; Vandenbark, R Todd

    2014-01-01

    Students in an RN-BSN completion program capstone course investigated and critically evaluated mobile medical applications using an information literacy conceptual framework. Students also analyzed their potential usefulness as a resource in nursing practice. Student evaluations focused on usability and applicability when recommending the use of mobile applications as a point-of-care reference tools. This pilot assignment offers an innovative teaching strategy for integrating 1 aspect of informatics instruction into the nursing curriculum. PMID:24937293

  9. Retaining nursing faculty beyond retirement age.

    Science.gov (United States)

    Williamson, Marvel L; Cook, Linda; Salmeron, Lois; Burton, Denise

    2010-01-01

    The number of nursing faculty planning to retire by 2020 is alarming. To develop strategies for retaining faculty, researchers asked: What factors influence the decision by nursing faculty to stay in the workforce past retirement age? What barriers could be removed that would encourage faculty to stay longer? Using Giorgi's analysis method, findings from 6 faculty teaching past retirement age revealed key meaning units and grand themes that match Maslow's Hierarchy of Inborn Needs. PMID:20548182

  10. Nurses Christian Fellowship International: Partners in Care.

    Science.gov (United States)

    White, Barbara

    2013-01-01

    The Nurses Christian Fellowship International Quadrennial Conference was held November 5-10, 2012, in Santiago, Chile. The theme, "Partners in Care: Unity in diversity through Christ" brought together nurses from all over the world for Bible teaching, education, networking, and fellowship. Plenary and session abstracts are available as supplemental digital content through the HTML and PDF versions of this article at journalofchristiannursing.com. PMID:23607156

  11. Tales of sociology and the nursing curriculum: revisiting the debates.

    Science.gov (United States)

    Aranda, Kay; Law, Kate

    2007-08-01

    The relationship between nursing and sociology has been extensively debated for more than two decades [Cox, C.A., 1979. Who cares? Nursing and sociology: the development of a symbiotic relationship. Journal of Advanced Nursing 4, 237-252; Cooke, H., 1993. Why teach sociology? Nurse Education Today 13, (3) 210-216; Sharpe, K., 1994. Sociology and the nursing curriculum: a note of caution. Journal of Advanced Nursing 20, (2) 391-395; Sharpe, K., 1995. Why indeed should we teach sociology? A response to Hannah Cooke. Nurse Education Today 15, (1) 52-55; Sharpe, K., 1996. Feedback - sociology and the nursing curriculum: a reply to Sam Porter. Journal of Advanced Nursing 23, (7) 1275-1278; Balsamo, D., Martin, S.I., 1995a. Developing the sociology of health in nurse education: towards a more critical curriculum. Part 1. Andragogy and sociology in Project 2000. Nurse Education Today 15, 427-432; Balsamo, D., Martin, S.I., 1995b. Developing the sociology of health in nurse education: towards a more critical curriculum. Part 2. Linking methodology and epistemology. Nurse Education Today 15, 427-432; Porter, S., 1995. Sociology and the nursing curriculum: a defence. Journal of Advanced Nursing 21, (6) 1130-1135; Porter, S., 1996. Why teach sociology? A contribution to the debate. Nurse Education Today, 16, 170-174; Porter, S., 1997. Sociology and the nursing curriculum: a further comment. Journal of Advanced Nursing 26, (1) 214-218; Porter, S., 1998. Social Theory and Nursing Practice. Macmillan, Basingstoke; Corlett, J., 2000. The perceptions of nurse teacher, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Education Today 20, 499-505; Allen, D., 2001. Review article: nursing and sociology: an uneasy marriage?. Sociology of Health and Illness 23, (3) 386-396; Pinikahana, J., 2003. Role of sociology within the nursing enterprise: some reflections on the unfinished debate. Nursing and health Sciences 5, (2) 175-180; Holland, K., 2004. Sociology and the nursing curriculum; editorial. Nurse Education in Practice 4, 81-82; Mowforth, G., Harrison, J., Morris, M., 2005. An investigation into adult nursing students' experience of the relevance and application of behavioural sciences (biology, psychology and sociology) across two different curricula. Nurse Education Today 25, 41-48]. Much attention has been given to the role, utility and value of sociology mostly within pre-registration but also post-registration nursing curricula. Through an initial analysis of a series of letters appearing in The Nursing Times over a 12 week period in 2004, and using an analytical framework of four tales (realist, critical, deconstructive and reflexive) we revisit this relationship. Unlike previous debates our argument is that this relationship is more usefully viewed as emblematic of the legitimation crisis inherent in all modern projects. We argue that in order to move beyond the 'utility' discussion, an interrogation of the knowledge claims of both nursing and sociology is required. PMID:17064822

  12. The Relation between Nursing Administration’s Self-Confidence and the Staff’s Vocational Satisfaction

    Directory of Open Access Journals (Sweden)

    Fereshteh Farzianpour

    2013-04-01

    Full Text Available Background: Self-confidence is a glorious feature of an effective administrator. Their main goal is the organizational success. Therefore, we approached this idea by evaluating the self-confidence of nursing Administration in Tehran University of Medical Sciences (TUMS Teaching Hospitals and its relation to vocational satisfaction of the staff.Methods: In a cross-sectional study, we interviewed 200 nursing administrators and 200 staff in different departments of the TUMS Teaching Hospitals using a standardized questionnaire to assess the self-confidence among nursing administrators and staff satisfaction. Data were entered in SPSS (17.0 and analyzed using this software and STATA (11.0 using non-parametric tests and Spearman’s correlation of coefficient. The significant level was set as P<0.05.Results: Of 200 nursing administrators 58 (29% were male and 142 (71% were female. Mean ± SD of the self-confidence score for the nursing administrators was 134.9 ± 19.8. Among the staff 68 (34% were male and 132 (66% were female. The mean ± SD of the vocational satisfaction for staff was 89.12 ± 18.3. After considering the effect of departments in a regression model, the correlation between nursing administration’s self-confidence and the staff’s vocational satisfaction was found not significant (P=0.055.Conclusion: Gender and years of employment were the only factors affecting self-confidence and vocational satisfaction between the nursing administration and staff respectively, which not significantly correlated after adjustment.

  13. Teaching health education

    Directory of Open Access Journals (Sweden)

    C.F. van Niekerk

    1984-09-01

    Full Text Available For the past three years the subject Theory and Practice of Health Education has been offered to prospective community health nurses by the Department of Nursing Science at the Medical University of Southern Africa (Medunsa. The purpose of introducing this course was to promote the practice of health education - an integral part of health care and thus of community nursing care - by guiding community health nurses to: synthesise appropriate and applicable theoretical concepts from various fields of science including education, anthropology, psychology, sociology and nursing as a premise on which to base health education apply theoretical concepts gleaned from various fields of science to the field of health education develop reasonable skill in selecting, planning, preparing, utilising and evaluating teaching/learning aids evolve a favourable attitude towards health education undertake simple studies related to health behaviour identify authorities concerned with health education on local, national and international level and know their contributions.

  14. Generational clashpoints in nursing preceptorship.

    Science.gov (United States)

    Foley, Vicki; Myrick, Florence; Yonge, Olive

    2012-10-01

    The success of the preceptorship approach to teaching-learning depends on the formation of positive working relationships. Preceptors and nursing students are frequently of different generations and often have differing world-views. A phenomenological study, guided by van Manen's approach, was conducted to develop an understanding of how generational differences influence the formation of the preceptor-student relationship and the overall success of the experience. Three main themes were revealed: being affirmed, being challenged, and being on a pedagogical journey. A key subtheme of being challenged was colliding generational worldviews; in this article, our purpose is to explore this particular subtheme. The data suggest that generational clashpoints are occurring during preceptorship experiences, and the implications of these are serious, particularly from a nursing recruitment and retention perspective. It is vital that proactive measures be taken to inspire the future generation of nurses, rather than stifling their spirit and assertiveness. PMID:22909041

  15. Videoconferencing expands nursing students' cultural realm.

    Science.gov (United States)

    Pirkey, Jean M; Levey, Janet A; Newberry, Shirley M; Guthman, Pamela L; Hansen, Judith M

    2012-10-01

    Nurse educators struggle to provide culturally diverse community health clinical placements that cultivate cultural awareness, knowledge, and competence among baccalaureate nursing students. Public health nurses observe that many new nursing graduates lack the fundamental knowledge, skills, and affective behaviors necessary to work with culturally diverse populations. To address this, nursing faculty from two schools partnered to strategize, design, implement, and evaluate a community health assessment project using the instructional method of videoconferencing. The goal was to maximize students' exposure to and engagement with geographically and demographically dissimilar populations. Through videoconferencing, students from two distant schools were able to exchange and actively discuss their community health assessments. Videoconferencing gave students the opportunity to exchange community assessments and perceptions augmented by technology and guided through faculty networking. This article describes a piloted teaching strategy by which students performed and exchanged their community health assessments from diverse populations to enhance their cultural awareness. PMID:22908884

  16. Patient understanding of a teaching manual on cardiac catheterization.

    Science.gov (United States)

    Lamb, L S

    1984-05-01

    A representative sample of 30 patients completed the study. Statistical analysis was such that five of six hypotheses were supported. The sixth hypothesis was not tested because of decreased sample size. Statistical analysis supported the conclusion that, in this particular study, patients learned from the teaching materials regardless of age, education, or time under a physician's care for the cardiac disorder. One of the major limitations of this study was the inability to test for an increase in patient knowledge without the use of the manual. A suggestion for further research could be the conduct of a comparison study between pretest and posttest scores of patients who used the manual and those who received the hospital's routine precatheterization care. The implications for nursing in this study were addressed at length in the introduction and review of the literature. The major advantage of a usable teaching manual is its efficiency in teaching a large number of patients in a shorter period of time. Print decreases time requirements and is more efficient than oral language, except for those who have difficulty reading. The reader can control the speed at which the material is read and comprehended. It is important to remember, however, that although written materials are helpful in patient teaching, they are not a substitute for patient-nurse contact. According to Redman , the materials do not in and of themselves allow patient responses or consider the patient's subjective feelings regarding the procedure. They do provide standardized information, an important aid that serves to increase the efficiency of the staff nurse in patient care and teaching. The researcher concedes that further investigation is necessary to provide adequate validity and reliability of the materials. Tested teaching materials in the hands of concerned health professionals can produce a more knowledgeable and cooperative patient and improve staff efficiency. PMID:6562111

  17. Incivility as bullying in nursing education.

    Science.gov (United States)

    Condon, Barbara Backer

    2015-01-01

    Incivility as bullying in the workplace remains an important issue in need of attention. Nursing teaching-learning environments are no different. Acts of bullying can be disruptive and harmful to individuals and institutions. The author in this column discusses the prevalence of incivility as bullying within nursing communities with a focus on those in education. The humanbecoming ethical tenets, shame and betrayal are discussed as they relate to bullying. Suggested means of putting an end to this incivility are presented with a call for all nursing faculty to honor living quality as humanbecoming professionals. PMID:25520459

  18. Family Health Nursing A European Perspective

    Directory of Open Access Journals (Sweden)

    Miros?aw J. Jarosz

    2013-12-01

    Full Text Available Florence Nightingale, while formulating her concept of nursing mentioned, among nurses tasks, the popularization of personal hygiene and hygiene of surroundings in workers environments, as well as teaching baby care to mothers. The performance of these tasks required cooperation with the families, and at that time, such a cooperation was postulated by William Rathbone (18191902. According to him, to the tasks of a nurse providing home care for a patient also belong assistance to the family in the area of hygiene and health care.

  19. Minorities in Nursing Education: Using Smartphones.

    Science.gov (United States)

    Day-Black, Crystal

    2015-01-01

    The use of Smartphones in teaching and learning is transforming academia and affords a shift in paradigm for Historically Black Universities and Colleges (HBCUs) nurse programs for the 21st century. Smartphone use in academic settings has gained popularity among college students. For minority and low-income students, this handheld device may be the only source to real-time Internet-accessible information, and in anchoring social, vocational, and academic habits. Nursing faculty acceptance of smartphones in the classroom assists in clinical and simulation learning experiences. These experiences are keys to integration of successful smartphone initiatives in HBCU nursing programs. PMID:26665502

  20. Enhancing nursing students' education by coaching mentors.

    Science.gov (United States)

    Huggins, David

    2016-04-01

    To address some of the recommendations of the Willis Commission ( Royal College of Nursing 2012 ), and in response to local evaluation of mentor and nursing student experiences, the University of East Anglia has implemented a project to teach mentors coaching skills. The aim is to enhance mentor support of nursing students during practice placements and improve student learning in practice. This article describes the project and discusses the similarities and differences between mentoring and coaching. It shows how coaching has reduced the 'burden' of mentoring by reducing mentors' workloads, and has helped students to take responsibility for identifying learning needs and delivering supervised patient care. PMID:27032286

  1. Nursing Leadership.

    Science.gov (United States)

    Crisp, Carol

    2016-01-01

    Nurse transformational leaders can serve in academic settings and at local, national, international professional nursing organizations and community-based groups. As a transformational leader, nurses can lead in any workplace. According to a study by Stanley (2012), clinical leaders are not sought for their capacity to outline a vision, but for their values and beliefs on display that are easily recognized in their actions. This encompasses the moral component of transformational leadership. It is the APRNs duty to continue to strive towards a better vision for the well-being of all nurses, patients, and colleagues. Autonomous APRNs are happier, healthier, and better prepared to provide the best patient care to their patients. We should not be happy to sit back and let others fight this fight. APRNs need to be on the frontline, leading the way. This is only an insight that I have gained after many frustrating years of cheering our profession and then being made to feel inferior at the same time. Only nurses, who have that nurturing spirit, would hold back if they felt it might hurt others. Don't back off or hold back! It might hurt those that follow! PMID:27089563

  2. Effects of Videotaped Role Playing on Nurses' Therapeutic Communication Skills

    Science.gov (United States)

    Carpenter, Kay F.; Kroth, Jerome A.

    1976-01-01

    Research determining the effectiveness of videotape recorded (VTR) role playing as a teaching technique was conducted on nurses attending continuing education classes in verbal and nonverbal therapeutic communication skills. VTR appears to be an effective technique. (LH)

  3. Graduate nurses experiences of developing trust in the nurse-patient relationship.

    Science.gov (United States)

    Belcher, Melanie; Jones, Linda K

    2009-02-01

    This paper presents the findings of a qualitative exploratory descriptive study that aimed to explore and describe graduate nurses' perceptions and experiences of establishing trust in the nurse-patient relationship. Trust has been identified in the literature to be a crucial element in establishing an effective nurse- patient relationship. There is little in the literature, however, about the development of trust in the new graduate nurse-patient relationship. This research attempts to address this deficit. With this in mind, in depth interviews were conducted with seven first year registered nurses participating in graduate year programs. These first year nurses were asked to describe what their knowledge, understanding and experience of trust was in the nurse-patient relationship. From the data the themes that emerged were building a rapport, communication, being professional and confidence. The results of this study indicate that before a graduate nurse can achieve a trusting relationship with a patient, they first have to develop a rapport with them. More emphasis, therefore, on teaching communication skills in undergraduate and graduate programs may help to increase the knowledge and skills of new graduate nurses. In addition, including discussions on the factors that are important to building rapport and trust, what being a professional entails and strategies for caring for patients in situations where rapport has not been achieved. This research was undertaken as part of a Bachelor of Nursing Honors program. PMID:19379116

  4. The Meaning of Visual Thinking Strategies for Nursing Students

    OpenAIRE

    Margaret Moorman

    2015-01-01

    Nurse educators are called upon to provide innovative experiences for students to prepare them to work in complex healthcare settings. As part of this preparation, developing observational and communication skills is critical for nurses and can directly affect patient outcomes. Visual thinking strategies (VTS) is a teaching method that has been studied in primary education to develop communication and observational skills. VTS has potential to improve these same skills in nursing yet only one...

  5. Attitudes of Nonpalliative Care Nurses towards Palliative Care

    OpenAIRE

    Victoria Tait; Megan Higgs; Linda Magann; Joanne Dixon; Jan Maree Davis; Ritin Fernandez

    2015-01-01

    The quality of palliative care given to terminally ill patients and their family members can be directly impacted by the attitudes that nurses hold towards palliative care. This study aimed to investigate the attitudes of nonpalliative care nurses towards death and dying in the context of palliative care. Nurses working within the medical aged care, cardiology and respiratory wards at two metropolitan teaching hospitals in Sydney completed the Frommelt Attitudes Towards Care of the Dying (FAT...

  6. Business Continuity Planning for Nursing Schools: Preparation for Potential Disasters.

    Science.gov (United States)

    Zerwic, Julie J; Rosen, Denise

    2016-01-01

    Nursing schools are vulnerable to disasters, ranging from pandemics to weather emergencies, fires, and acts of terrorism. To ensure minimal disruptions to teaching, provision of care, research, and other critical missions, nursing faculty and administrative leaders should develop a business continuity plan. The business continuity plan can help faculty, students, and administration identify critical functions and alternative plans if an emergency occurs. We offer our experience as a guide for other nursing schools. PMID:26312823

  7. Knowledge and practice of standard measures in occupational exposure to blood and body fluids among nurses in a University Hospital in the United Arab Emirates

    Directory of Open Access Journals (Sweden)

    Jayadevan Sreedharan

    2010-03-01

    Full Text Available This cross sectional study was conducted to assess the knowledge and practice of preventive measures in occupational exposure to blood and body fluids among nurses in a university hospital in the UAE. A pre-tested tructured self administered questionnaire was used for data collection. The mean age of the respondents as 29.59±5.96 years and the median duration of clinical experience was 63 months ranging from 10 months o 264 months. Of the total, 25.7% reported having had exposure to splashes of blood and body fluids into he eyes or mouth. 98% of nurses reported that if there had been any splash of blood or body fluids it is mportant to rinse with plenty of running water. 98% knew that the ideal method of disposal of sharp waste e.g. hypodermic needles was to put it in a puncture proof container immediately after use. 93.1% of the urses reported that the needle pricks, cuts or scratches should be bled by squeezing. 93% habitually used asks always during surgery and 80.4% always wore goggles during surgery. With regard to recapping of eedles, 44.6% were aware that needles should be recapped by single hand technique after use and among hem 93.3% practiced this method; there was a statistically ignificant association (p<0.001 between the wareness and practice, but not between years of experience and needle recapping technique after use. The nowledge among nurses about preventive measures in occupational exposure to blood and body fluids is adequate but in practice it is inadequate.

  8. Tenure in Nursing Education: How Are We Doing?

    Science.gov (United States)

    Gropper, Roberta G.

    1998-01-01

    Deans and directors (n=115) of collegiate nursing schools were surveyed to assess the rates of success with which nurse educators achieve tenure and the characteristics of successful tenure candidates. When institutions hire faculty who are likely to achieve tenure and provide workloads that enable them to teach, conduct research and publish, they

  9. Nurse Educators' Knowledge of Primary Health Care: Implications for Community-Based Education, Practice, and Research.

    Science.gov (United States)

    Shoultz, Jan; Amundson, Mary Jane

    1998-01-01

    A survey of 177 nurse educators indicates they have more knowledge of primary health care than hypothesized; those with work experience beyond acute care have more knowledge. Nurse educators must be prepared to revise nursing curricula and teaching strategies in terms of community-based primary-health-care knowledge and skills. (JOW)

  10. The Effectiveness of Using a Student Response System on Baccalaureate Nursing Student Dominant Learning Approach

    Science.gov (United States)

    Rebeschi, Lisa M.

    2013-01-01

    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…

  11. Recognition of Status Norms among the Non-Compliant Elderly: A Communication Course for Nurses.

    Science.gov (United States)

    Hershman, Phyllis S.; And Others

    One important role performed by the hospital nurse is that of health teacher to elderly patients. Often nurses teach elderly patients the techniques of self-injection, how to monitor their dietary regimens, specialized hygiene techniques, and how to detect the physiological changes they may expect as a chronic disease advances. From the nurse's…

  12. Perceived stress among Macao nursing students in the clinical learning environment

    Directory of Open Access Journals (Sweden)

    Ming Liu

    2015-06-01

    Conclusions: Macao nursing students, to some extent, experienced stress in clinical learning environment and the stress level was higher than that of Hong Kong nursing students. The most common stressors were related to clinical and educational dimensions. The study suggests that teaching and learning modalities and the workload of nursing students should be reviewed.

  13. Gove’s insistence on good degrees won’t be enough to drive up teaching standards

    OpenAIRE

    Clifton, Jonathan

    2011-01-01

    As the Education Secretary plans to improve the quality of teachers by ‘raising the bar’ for entry into the profession, Jonathan Clifton argues that improving training opportunities for teachers already in schools is more likely to increase teaching quality than stricter recruitment drives.

  14. Getting "Up to Code": Preparing for and Confronting Challenges when Teaching for Social Justice in Standards-Based Classrooms

    Science.gov (United States)

    Dover, Alison G.

    2013-01-01

    Teaching for social justice is an increasingly popular emphasis among P-12 teachers and teacher educators alike. However, research suggests teachers, and especially beginning teachers, struggle to enact their social justice visions when faced with the myriad of mandates characteristic of today's classrooms. In this article the author examines how…

  15. História da Enfermagem: ensino, pesquisa e interdisciplinaridade La historia de la Enfermería: enseñanza, investigación e interdisciplinariedad Nursing history: teaching, research and interdisciplinarity

    Directory of Open Access Journals (Sweden)

    Maria Itayra Coelho de Souza Padilha

    2006-12-01

    Full Text Available Este texto é uma reflexão sobre a importância da História da Enfermagem para a pesquisa e para o ensino da Enfermagem. Discute sobre os objetos da História da Enfermagem tratados por enfermeiras brasileiras e de outros países, cujos estudos enfocam, na sua maioria, o período pós-Florence Nightingale. Apresenta também a importância da interdisciplinaridade para a realização dos estudos históricos, considerando a relação desta com as demais disciplinas. Conclui afirmando que a problematização em torno dos desafios e tendências futuras sobre o ensinar, aprender e pesquisar a História da Enfermagem para todos os níveis é uma possibilidade de reduzir as insuficiências neste campo de estudo e mobilizar tanto docentes quanto discentes e outros interessados para a importância deste tema.En el presente texto se establece una reflexión sobre la importancia de la historia de la enfermería para la investigación y para la enseñanza de la Enfermería. En él se discute sobre los objetos de la historia de la enfermería tratados por enfermeras brasileñas y de otros países, cuyos estudios, en su gran mayoría, enfocan el período posterior a Florence Nightingale. En este estudio también se aborda la importancia de la interdisciplinariedad para la realización de los estudios históricos, considerándola en relación a las demás disciplinas. Se puede concluir afirmando que la problemática alrededor de los desafíos y tendencias futuras sobre el enseñar, aprender e investigar la historia de la Enfermería para todos los niveles, es una posibilidad de reducir las insuficiencias en este campo de estudio, movilizando a docentes, alumnos y otros interesados sobre la importancia de este tema.This text is a reflection upon the importance of nursing history in Nursing research and education. It discusses the objects of nursing history dealt with by nurses from Brazil and other countries, the majority of whose studies have focused on the post-Florence Nightingale period. It also presents the importance of historical studies, considering their relationship with other disciplines. It conclusion, it affirms that the problematization surrounding the future challenges and tendencies for teaching, learning, and researching within nursing history on all levels, offer a possibility for reducing the insufficiencies in this field of study, as well as for mobilizing faculty, students, and others who are interested in the importance of this topic.

  16. Dimensionamento de pessoal de enfermagem em um hospital de ensino Dimensionamiento de personal de enfermería en un hospital de enseñanza Nursing personnel downsizing in a teaching hospital

    Directory of Open Access Journals (Sweden)

    Flávio Trevisan Fakih

    2006-04-01

    Full Text Available O estudo descreve a adequação do dimensionamento de pessoal de enfermagem de um hospital de ensino à Resolução do Conselho Federal de Enfermagem-COFEN 293/2004. Para tal utilizou-se de parâmetros de estudo anterior, fez-se a classificação dos pacientes internados em níveis de complexidade assistencial e verificou-se o tempo requerido para a assistência de enfermagem, e comparou-se o quadro de pessoal existente ao obtido nos cálculos de dimensionamento. Os resultados apontaram que a maior parte dos pacientes desta instituição (42% está no nível de complexidade assistencial intermediária, e o tempo requerido para a assistência de enfermagem foi maior nos pacientes classificados como de cuidados intensivos (42%. No quadro existente há um déficit de 205 enfermeiros e um excedente de 284 profissionais de nível médio.El presente estudio tiene por objetivo adecuar la reducción del personal de enfermería en un hospital de enseñanza según la resolución del Consejo Federal de Enfermeras nº 293/2004. Se hizo la clasificación de los pacientes internados en niveles de complejidad de atención y se vío el tiempo que se necesita para la atención de enfermería. Se hizo comparación del cuadro de personal que ya existía al obtenido en los calculos del dimensionamiento. Los resultados apuntan que los niveles de complejidad de atención de los pacientes distribuyense mas em la atención intermediaria (42%, y el tiempo requerido para la atención de enfermería fué mayor en los pacientes clasificados como de cuidados intensivos (42%. En el cuadro existente hay un deficit de 205 enfermeros y un excedente de 284 profesionales de nivel medio.The objective of this study was to ajust the downsizing of nursing personnel in a teaching hospital to the resolution of Federal Nursing Council no. 293/2004. The classification of patients in levels of complexity care was done and the required time for the nurse care also was verified. The present number of employees was compared to the measured one. The outcomes showed the levels of patients' care complexity is on intermediate care (42%, and the required time to the nurse care was greater on intensive care patients (42%. The present staff has a deficit of 205 nurses and an exceding of 284 professionals of techinical college level.

  17. "Nurse's cramp"

    DEFF Research Database (Denmark)

    Jepsen, Jørgen Riis

    2015-01-01

    Calculating the number of tablets or capsules to administer to patients is one of the most common tasks that a nurse is required to make. Home care and nursing home staff may dose tablets for clients for up to two hours per day. An increasing proportion of tablets are dispensed in blister packs....... Three patients with “nurse’s cramp” related to this task are presented. The patients were referred to a department of occupational medicine due to volar forearm and hand pain related to tablet-dosing from blister packs. A detailed physical examination including a neurological assessment was performed...

  18. Instructional Design Thought Processes of Expert Nurse Educators

    OpenAIRE

    Gross, Monty Dale

    2006-01-01

    This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud proto...

  19. Person-centred care in nursing documentation.

    LENUS (Irish Health Repository)

    Broderick, Margaret C

    2012-12-07

    BACKGROUND: Documentation is an essential part of nursing. It provides evidence that care has been carried out and contains important information to enhance the quality and continuity of care. Person-centred care (PCC) is an approach to care that is underpinned by mutual respect and the development of a therapeutic relationship between the patient and nurse. It is a core principle in standards for residential care settings for older people and is beneficial for both patients and staff (International Practice Development in Nursing and Healthcare, Chichester, Blackwell, 2008 and The Implementation of a Model of Person-Centred Practice in Older Person Settings, Dublin, Health Service Executive, 2010a). However, the literature suggests a lack of person-centredness within nursing documentation (International Journal of Older People Nursing 2, 2007, 263 and The Implementation of a Model of Person-Centred Practice in Older Person Settings, Dublin, Health Service Executive, 2010a). AIMS AND OBJECTIVES: To explore nursing documentation in long-term care, to determine whether it reflected a person-centred approach to care and to describe aspects of PCC as they appeared in nursing records. METHOD: A qualitative descriptive study using the PCN framework (Person-centred Nursing; Theory and Practice, Oxford, Wiley-Blackwell, 2010) as the context through which nursing assessments and care plans were explored. RESULTS: Findings indicated that many nursing records were incomplete, and information regarding psychosocial aspects of care was infrequent. There was evidence that nurses engaged with residents and worked with their beliefs and values. However, nursing documentation was not completed in consultation with the patient, and there was little to suggest that patients were involved in decisions relating to their care. IMPLICATIONS FOR PRACTICE: The structure of nursing documentation can be a major obstacle to the recording of PCC and appropriate care planning. Documentation that is focused on the \\'person\\' will contribute to a more meaningful relationship between nurses and residents.

  20. Ensino de didtica em enfermagem mediado pelo computador: avaliao discente / Computer-mediated teaching of didactics in nursing: students evaluation / Enseanza de la didactica en enfermeria por intermedio de la computadora: evaluacin del alumnado

    Scientific Electronic Library Online (English)

    Heloisa Helena Ciqueto, Peres; Karina Cardoso, Meira; Maria Madalena Janurio, Leite.

    2007-06-01

    Full Text Available Este estudo de natureza exploratria descritiva teve como finalidade descrever a opinio dos discentes quanto forma e contedo de um site educacional e a aplicao deste como recurso instrucional no ensino da Disciplina de Didtica em Enfermagem de um Curso de Graduao em Enfermagem de uma escola [...] do municpio de So Paulo. Os sujeitos do estudo foram alunos matriculados nessa disciplina no primeiro semestre do ano letivo de 2003. Os resultados do estudo demonstraram que os discentes apresentam prontido ao uso da informtica e so favorveis adoo de novas metodologias de ensino mediadas pelo computador na enfermagem, na perspectiva de ampliar e diversificar as formas de comunicao entre professores e alunos. Abstract in spanish Este estudio de naturaleza exploratoria descriptiva tuvo la finalidad de evaluar un sitio de internet educativo utilizado en la enseanza de la Disciplina de Didctica en Enfermera de un Curso de Graduacin en Enfermera de una Escuela del Municipio de Sao Paulo, segn la opinin de los alumnos. Lo [...] s sujetos del estudio fueron alumnos matriculados en esa disciplina correspondientes al primer semestre del ao escolar del 2003. Los resultados de la investigacin demuestran que los alumnos presentan agilidad en el rea de informtica durante la enseanza de didctica y son favorables a la adopcin de nuevas metodologas de enseanza intermediadas por la computadora en enfermera, en la perspectiva de ampliar y diversificar las formas de comunicacin entre profesores y alumnos. Abstract in english This exploratory descriptive study's purpose is to describe what students think regarding the form and content of an educational site and its application as an instructional resource for the discipline of Didactics in Nursing in the undergraduate course in Nursing at a school in the city of So Paul [...] o. The study's subjects were students enrolled in that discipline during the first semester of the school year of 2003. The results show promptness regarding the use of computers on the part of the students, who are favorable to the adoption of new computer-mediated teaching methodologies in Nursing as a means to increase and diversify the forms of communication between instructors and students.

  1. Incubadora de aprendizagem: uma nova forma de ensino na Enfermagem/Sade Incubadora de aprendizaje: una nueva forma de enseanza en la Enfermera/Salud Incubator of learning: a new form of teaching in Nursing/Health

    Directory of Open Access Journals (Sweden)

    Diana Cecagno

    2006-12-01

    Full Text Available Este artigo tem como objetivo apresentar, uma idia inovadora de aprendizagem na enfermagem: incubadora de aprendizagem, uma nova maneira de ensinar e aprender. Esta estratgia avanada de aprendizagem procura integrar a educao inovao tecnolgica. Ela pode ser o ponto de partida para uma nova maneira de "aprender a aprender" na enfermagem. Essa modalidade, utilizada em outras reas do conhecimento, permite: compreender a realidade no qual o profissional est inserido, desenvolver competncias, habilidades, adquirir novos conhecimentos, ampliar a criatividade e conseqentemente aguar o esprito empreendedor, incentivando a criao de oportunidades profissionais. A incubadora de aprendizagem capacita multiplicadores de idias e atividades/servios, alia aprendizagem s tecnologias capazes de fazer a diferena na trajetria profissional, enquanto exercita o empreendedorismo da enfermagem.Este artculo tiene como objetivo presentar una idea inovadora de aprendizaje en la enfermera: incubadora de aprendizaje, una nueva manera de ensear y aprender en la enfermera. Esta estrategia avanzada de aprendizaje procura integrar la educacin la inovacin tecnolgica. Ella puede ser el punto de partida para una nueva manera de "aprender a aprender" en la enfermera. Esa modalidad, ya utilizada en otras reas del conocimiento, permite: comprende la realidad en la cual el profesional est inserto, desenvolver competencias, habilidades, adquirir nuevos conocimientos, ampliar la creatividad y concecuentemente agudizar el espritu emprendedor, incentivando la creacin de oportunidades profesionales. La incubadora de aprendizaje capacita multiplicadores de nuevas ideas y actividades/servicios, alia el aprendizaje a las tecnologias capaces de hacer la diferencia en la trayectoria profesional, en cuanto ejercita el emprendedorismo de la enfermera.This article has as objective to present an innovative idea of learning in nursing: learning incubator, a new way to teach and to learn. This advanced strategy of learning tries to integrate the education to the technological innovation. It can be the starting point for a new way of "learn to learn" in nursing. This modality, used in other knowledge areas allows: to understand the reality in which the professional is inserted, to improve competences, abilities, to acquire new knowledge, to enlarge creativity and consequently to sharpen the enterprising spirit, motivating the creation of professional opportunities. The learning incubator qualifies multipliers of ideas and activities/services, it forms an alliance learning with the technologies capable to make the difference in the professional path, while it exercises nursing enterprising.

  2. Mapping the literature of nurse-midwifery

    OpenAIRE

    Seaton, Helen J.

    2006-01-01

    Objective: This article is part of a project for mapping the literature of nursing. The purpose is to identify the core journals in nurse-midwifery and to determine the extent to which these titles are covered by standard indexing sources.

  3. The Effect of a Self-Reflection and Insight Program on the Nursing Competence of Nursing Students: A Longitudinal Study.

    Science.gov (United States)

    Pai, Hsiang-Chu

    2015-01-01

    Nurses have to solve complex problems for their patients and their families, and as such, nursing care capability has become a focus of attention. The aim of this longitudinal study was to develop a self-reflection practice exercise program for nursing students to be used during clinical practice and to evaluate the effects of this program empirically and longitudinally on change in students' clinical competence, self-reflection, stress, and perceived teaching quality. An additional aim was to determine the predictors important to nursing competence. We sampled 260 nursing students from a total of 377 practicum students to participate in this study. A total of 245 students nurse completed 4 questionnaires, Holistic Nursing Competence Scale, Self-Reflection and Insight Scale, Perceived Stress Scale, and Clinical Teaching Quality Scale, at 2, 4, and 6 months after clinical practice experience. Generalized estimating equation models were used to examine the change in scores on each of the questionnaires. The findings showed that, at 6 months after clinical practice, nursing competence was significantly higher than at 2 and 4 months, was positively related to self-reflection and insight, and was negatively related to practice stress. Nursing students' competence at each time period was positively related to clinical teachers' instructional quality at 4 and 6 months. These results indicate that a clinical practice program with self-reflection learning exercise improves nursing students' clinical competence and that nursing students' self-reflection and perceived practice stress affect their nursing competence. Nursing core competencies are enhanced with a self-reflection program, which helps nursing students to improve self-awareness and decrease stress that may interfere with learning. Further, clinical practice experience, self-reflection and insight, and practice stress are predictors of nursing students' clinical competence. PMID:26428348

  4. The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science)

    Science.gov (United States)

    Tokuhama-Espinosa, Tracey Noel

    Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, teacher training textbooks and the Internet, to determine to what extent standards in neuroeducation are met in the current literature. This study determined that standards in the emerging field, now labeled Mind, Brain, and Education: The Science of Teaching and Learning after the Delphi rounds, are the union of standards in the parent fields of neuroscience, psychology, and education. Additionally, the Delphi expert panel agreed upon the goals of the new discipline, its history, the thought leaders, and a model for judging quality information. The study culminated in a new model of the academic discipline of Mind, Brain, and Education science, which explains the tenets, principles and instructional guidelines supported by the meta-analysis of the literature and the Delphi response.

  5. Intuition in nursing practice: sharing graduate students' exemplars with undergraduate students.

    Science.gov (United States)

    Tatano Beck, C

    1998-04-01

    Failure to acknowledge ways of knowing in nursing education curricula other than linear reasoning hinders the development of the full extent of mental abilities brought to learning situations by nursing students. Nurse educators are challenged to develop creative methods to facilitate nursing students' intuitive thinking. In this article, a teaching strategy is described in which graduate students' exemplars of intuition in clinical practice are shared with undergraduate nursing students. Implications of using this teaching approach to demystify the intuitive process and address its legitimacy are discussed. PMID:9570416

  6. Role of the nurse: introducing theories and concepts.

    Science.gov (United States)

    Crossan, F; Robb, A

    This article is a descriptive analysis of the work of nurse theorists in relation to the role of the nurse. It is clear from the literature that nursing is difficult to define but it is possible to identify the core values of nursing and the commonalities that run through the profession. The core components identified by an examination of the literature are the development of systems for the delivery of care, coordinating care, teaching, defending the frail and vulnerable, caring for the ill and the well, and providing technical care. This article aims to provide a baseline picture of what nursing is and how it is described in nursing models allowing readers to examine and compare their own values and image of nursing with what the theorists have written. PMID:9775772

  7. Nurses and challenges faced as clinical educators: a survey of a group of nurses in Cameroon

    Directory of Open Access Journals (Sweden)

    Vivian E A Eta

    2011-03-01

    Full Text Available BACKGROUND: Clinical teaching is an important component of clinical education. In nursing, clinical teaching is ensured by clinical nurse educators (CNEs. This study aimed at describing the major challenges faced by CNEs in Cameroon. METHODS: In a qualitative study, supplemented with quantitative methods, CNEs were enrolled from three health districts to represent their frequency in Cameroon’s health delivery system. RESULTS: A total of 56 CNEs participated in the study, of whom, as many as 58.9% acknowledged always facing challenges in clinical teaching and supervision. The major challenges identified were the lack of opportunities to update knowledge and skills, students’ lack of preparedness and the CNEs not being prepared for clinical teaching. CNEs attributed these challenges in major part to the lack of incentives and poor health policies. CONCLUSION: CNEs in Cameroon do indeed face major challenges which are of diverse origins and could adversely affect teaching in clinical settings

  8. Staff nurse financial management committees--the nurse manager's guide to effective financial performance.

    Science.gov (United States)

    Kerfoot, K M; Vigh, B J

    1991-01-01

    As Cohen states (1991, p. 25), "The future role that nursing will play in the health care delivery system is one of many major issues faced by contemporary nursing... Nursing must be able to determine realistically the cost of and evaluate the effectiveness of nursing care provided to its patients." A unit-based financial management committee is one very effective way of teaching the skills needed for the professional nurse to advance the practice in financial management. This will help nursing gain the professional status that they have always worked for. But beyond these very lofty ideals, a staff nurse managed financial management committee can make the nurse manager's life much easier. Staff nurses need to understand and accept the importance of managing the financial as well as the quality side of patient care. When this happens, the budget becomes theirs. Nurses develop a sense of ownership of the budget and learn how to effectively manage the unit's finances. Much staff nurse brain power is not used. Systems must be developed to access nurses' effective ideas for financial management--first in a financial management committee and then on the unit. Not only will this develop the professional status that nurses need and deserve, but it will also impact the cost of health care. In a society where the cost of an appendectomy requires Dayton Hudson to sell 39,000 Ninja Turtle action figures, Atlantic Richfield to sell 192,000 gallons of gas a day, Anheuser-Busch to sell 11,627 6-packs of 12 oz.(ABSTRACT TRUNCATED AT 250 WORDS) PMID:1922434

  9. Public health nursing, ethics and human rights.

    Science.gov (United States)

    Ivanov, Luba L; Oden, Tami L

    2013-05-01

    Public health nursing has a code of ethics that guides practice. This includes the American Nurses Association Code of Ethics for Nurses, Principles of the Ethical Practice of Public Health, and the Scope and Standards of Public Health Nursing. Human rights and Rights-based care in public health nursing practice are relatively new. They reflect human rights principles as outlined in the Universal Declaration of Human Rights and applied to public health practice. As our health care system is restructured and there are new advances in technology and genetics, a focus on providing care that is ethical and respects human rights is needed. Public health nurses can be in the forefront of providing care that reflects an ethical base and a rights-based approach to practice with populations. PMID:23586767

  10. Problematising autonomy and advocacy in nursing.

    Science.gov (United States)

    Cole, Clare; Wellard, Sally; Mummery, Jane

    2014-08-01

    Customarily patient advocacy is argued to be an essential part of nursing, and this is reinforced in contemporary nursing codes of conduct, as well as codes of ethics and competency standards governing practice. However, the role of the nurse as an advocate is not clearly understood. Autonomy is a key concept in understanding advocacy, but traditional views of individual autonomy can be argued as being outdated and misguided in nursing. Instead, the feminist perspective of relational autonomy is arguably more relevant within the context of advocacy and nurses' work in clinical healthcare settings. This article serves to highlight and problematise some of the assumptions and influences around the perceived role of the nurse as an advocate for patients in contemporary Western healthcare systems by focusing on key assumptions concerning autonomy inherent in the role of the advocate. PMID:24399831

  11. Iranian nursing students’ experiences of nursing

    OpenAIRE

    Motlagh, Farzaneh Gholami; Karimi, Mahboubeh; Hasanpour, Marzieh

    2012-01-01

    Background: The negative attitudes and behaviors of Iranian nursing students impede learning and threaten their progression and retention in nursing programs. The need to understand students’ perception and experiences of nursing provide knowledge about effectiveness of nursing education program as well as their professional identity. The purpose of this study was to discover experiences of nursing students. Materials and Methods: In a descriptive, exploratory and qualitative study, twelve se...

  12. Alice: woman and nurse, nurse and woman

    OpenAIRE

    Hargreaves, Janet

    2011-01-01

    A chance encounter with Alice, a retired nurse, led to a rich life history investigation exploring her journey from school girl to tuberculosis nurse in the 1930s; through nursing in Second World War London; to a lengthily successful career as a nurse educationalist in the north of England. Further interviews with retired nurses from the same generation and documentary analysis were also completed. A feature of their histories is the way in which gender weaves a powerful thread. Manners, be...

  13. Guide for identifying cultural features in nursing care

    OpenAIRE

    Gülbu Tanrıverdi; Ümit Seviğ; Meral Bayat; M. Cüneyt Birkök

    2009-01-01

    Use of cultural models and guides is useful in accessing cultural data in a more systematical and standardized manner and in increasing information accumulated on inter-cultural nursing field. Thus, nurses know cultural factors underlying health- and disease-related attitudes of individual, whom they provide healthcare, and occurrence of any possible cultural shock between nurse and cared individual is avoided. As a consequence, quality of care provided by nurses to individuals is increased. ...

  14. Conceptualizing clinical nurse leader practice: an interpretive synthesis.

    OpenAIRE

    Bender, M.

    2016-01-01

    BACKGROUND: The Institute of Medicine's Future of Nursing report identifies the clinical nurse leader as an innovative new role for meeting higher health-care quality standards. However, specific clinical nurse leader practices influencing documented quality outcomes remain unclear. Lack of practice clarity limits the ability to articulate, implement and measure clinical nurse leader-specific practice and quality outcomes. PURPOSE AND METHODS: Interpretive synthesis design and grounded theory...

  15. Responsible use of social media by undergraduate student nurses / Ingrid van der Walt

    OpenAIRE

    Van der Walt, Ingrid

    2014-01-01

    The background and problem statement centre on the evolution of technology within teaching and learning, which involves undergraduate student nurses, as well as the use of social media as interactive teaching and communication tool. While examining the background to this topic, the researcher recognised a need to gain a deeper understanding of responsible social media use by undergraduate student nurses to the benefit of all the stakeholders, namely the Nursing Education Institution (NEI), ap...

  16. Nurses' motivation and its relationship to the characteristics of nursing care delivery systems: a test of the job characteristics model.

    Science.gov (United States)

    Edgar, L

    1999-01-01

    The purpose of the study was to describe the relationship among motivation, job satisfaction and the characteristics of nursing care delivery systems using the Job Characteristics Model of Work Motivation (Hackman & Oldham, 1980), and to test a framework of nursing care delivery system attributes that have been found to contribute to job satisfaction and good patient care outcomes. The present era of cost containment pressures means that nurse administrators need to ensure that nurses have a work environment with the characteristics of work known to be linked to job satisfaction, motivation and good outcomes. The model was tested with nurses working in medical-surgical areas of four Montreal teaching hospitals. Findings included the applicability of the Job Characteristics Model to the work of nursing and that the addition of four attributes of nursing care delivery systems, namely support for autonomy, communication, adequate time for patient care and the degree of environmental uncertainty contributed to job satisfaction and motivation. PMID:11087194

  17. Depression in nursing home residents.

    Science.gov (United States)

    Abrams, R C; Teresi, J A; Butin, D N

    1992-05-01

    Although their extent remains unclear, major and minor depressions are widespread in the nursing home population. This statement appears intuitively to be correct when consideration is given to the inactivity, decline in functional competence, loss of personal autonomy, and unavoidable confrontation with the process of death and dying that are associated with nursing home placement. In addition, some nursing home residents have had previous episodes of depression or are admitted to the facility already dysthymic or with other chronic forms of the illness. Such circumstances provide a favorable culture for the development and persistence of depressive illness. When the high frequency of other psychiatric disorders among nursing home residents is factored in, it is not surprising that long-term health care facilities have come to be regarded as de facto psychiatric hospitals. Nursing homes largely lack the treatment resources of psychiatric hospitals, however. Nursing home physicians are often unprepared to make psychiatric diagnoses, and a perfunctory annual psychiatric evaluation is insufficient to manage the complex depression syndromes of nursing home residents. Because nursing home psychiatrists typically work on a consultation basis, recommendations are not necessarily acted upon by the primary physicians. The consequences of undiagnosed and untreated depression are substantial. From the psychiatric perspective, the possibility that depression increases the risk for eventual development of permanent dementia highlights the importance of early identification for cases of reversible dementia. From the rehabilitation point of view, persistent depression among individuals with physical dependency following a catastrophic illness is associated with failure to improve in physical functioning. Depression can probably be linked to increased medical morbidity in nursing home residents, a relationship that also has been suggested for elderly medical inpatients. If so, the use of nursing time and other health-care facility services would be greater for depressed than nondepressed residents, and financial costs would be higher as well. Finally, recent data point to increased mortality in nursing home residents with major depressive disorder. It is apparent that depression in long-term care facilities is a condition with doubtful prognosis and negative medical, social, and financial consequences. The highest costs of all may be paid by nursing home residents who experience the unrelieved suffering of depressive illness. Only epidemiologic research using standard diagnostic criteria and direct resident assessment will adequately establish the magnitude of the need for intervention among depressed residents in long-term care.(ABSTRACT TRUNCATED AT 400 WORDS) PMID:1600481

  18. Nursing Knowledge: Big Data Science-Implications for Nurse Leaders.

    Science.gov (United States)

    Westra, Bonnie L; Clancy, Thomas R; Sensmeier, Joyce; Warren, Judith J; Weaver, Charlotte; Delaney, Connie W

    2015-01-01

    The integration of Big Data from electronic health records and other information systems within and across health care enterprises provides an opportunity to develop actionable predictive models that can increase the confidence of nursing leaders' decisions to improve patient outcomes and safety and control costs. As health care shifts to the community, mobile health applications add to the Big Data available. There is an evolving national action plan that includes nursing data in Big Data science, spearheaded by the University of Minnesota School of Nursing. For the past 3 years, diverse stakeholders from practice, industry, education, research, and professional organizations have collaborated through the "Nursing Knowledge: Big Data Science" conferences to create and act on recommendations for inclusion of nursing data, integrated with patient-generated, interprofessional, and contextual data. It is critical for nursing leaders to understand the value of Big Data science and the ways to standardize data and workflow processes to take advantage of newer cutting edge analytics to support analytic methods to control costs and improve patient quality and safety. PMID:26340241

  19. Professional problems: the burden of producing the "global" Filipino nurse.

    Science.gov (United States)

    Ortiga, Yasmin Y

    2014-08-01

    This paper investigates the challenges faced by nursing schools within migrant-sending nations, where teachers and school administrators face the task of producing nurse labor, not only for domestic health needs but employers beyond national borders. I situate my research in the Philippines, one of the leading sources of migrant nurse labor in the world. Based on 58 interviews with nursing school instructors and administrators, conducted from 2010 to 2013, I argue that Philippine nursing schools are embedded within a global nursing care chain, where nations lower down the chain must supply nurse labor to wealthier countries higher up the chain. This paper shows how this process forces Filipino nurse educators to negotiate an overloaded curriculum, the influx of aspiring migrants into nursing programs, and erratic labor demand cycles overseas. These issues create problems in defining the professional knowledge needed by Filipino nurses; instilling professional values and standards; and maintaining proper job security. As such, these findings demonstrate how countries like the Philippines bear the burden of ensuring nurses' employability, where educational institutions constantly adjust curriculum and instruction for the benefit of employers within wealthier societies. My interviews reveal how such adjustments undermine the professional values and standards that define the nursing profession within the country. Such inequality is an outcome of nurse migration that current research has not fully explored. PMID:24953498

  20. Camp Nursing: Student Internships.

    Science.gov (United States)

    Harwood, Catherine Hoe; Van Hofwegen, Lynn

    2002-01-01

    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