WorldWideScience

Sample records for nursing education project

  1. Nurse Educator Pathway Project: a competency-based intersectoral curriculum.

    Science.gov (United States)

    Young, Lynne; Frost, Linda J; Bigl, Julie; Clauson, Marion; McRae, Cora; Scarborough, Kathy S; Murphy, Sue; Jillings, Carol; Gillespie, Frank

    2010-01-01

    In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative.

  2. Nursing Manpower Licensed in Kentucky, 1979-1981. Kentucky Nursing Education Project.

    Science.gov (United States)

    Kentucky State Council on Higher Education, Frankfort.

    Data on nurses licensed in Kentucky for 1979-1981 are presented, as part of the Kentucky Nursing Education Project. Information is provided on: licensure status, home state/district/county, employment status, employment state/district/county, field of employment in nursing, position, highest educational level attained, age, sex, marital status,…

  3. Handheld computers in nursing education: PDA pilot project.

    Science.gov (United States)

    Koeniger-Donohue, Rebecca

    2008-02-01

    Interest in the use and application of handheld technology at undergraduate and graduate nursing programs across the country is growing rapidly. Personal digital assistants (PDAs) are often referred to as a "peripheral brain" because they can save time, decrease errors, and simplify information retrieval at the point of care. In addition, research results support the notion that PDAs enhance nursing clinical education and are an effective student learning resource. However, most nursing programs lack the full range of technological resources to implement and provide ongoing support for handheld technology use by faculty and students. This article describes a 9-month pilot project for the initial use of PDAs by novice faculty and students at Simmons College.

  4. Nurse-led action research project for expanding nurses' role in patient education in Iran: Process, structure, and outcomes.

    Science.gov (United States)

    Khorasani, Parvaneh; Rassouli, Maryam; Parvizy, Soroor; Zagheri-Tafreshi, Mansoureh; Nasr-Esfahani, Mahmood

    2015-01-01

    Patient education is among the lowest met need of patients in Iran; therefore, expansion of that role can result in greater professional accountability. This study aimed to explain the practical science of the process, structure, and outcomes of a nurse-led action research project to expand the nurses' role in patient education in Iran. This study was part of a participatory action research. Daily communications and monthly joint meetings were held from January 2012 to February 2014 for planning and management. These were based on the research protocol, and the conceptual framework included the Mobilizing for Action through Planning and Partnerships process by means of Leadership for Change skills. Data were produced and gathered through participant observations. Administrative data included project records, official documents, artifacts, news, and reports, which were analyzed through qualitative content analysis. A participatory project was established with three groups of participants organized from both academic and clinical fields. These consisted of a "core research support team," "two steering committees," and community representatives of clients and professionals as "feedback groups." A seven-stage process, named the "Nurse Educators: Al-Zahra Role Expansion Action Research" (NEAREAR) process, resulted from the project, in which strategic issues were gradually developed and implemented through 32 action plans and quality improvement cycles of action research. Audits and supervision evaluations showed meaningful changes in capacity building components. A nurse-led ad hoc structure with academic-clinical partnerships and strategic management process was suggested as a possible practical model for expanding nurses' educational role in similar contexts. Implications and practical science introduced in this action research could also be applicable for top managers and health system policy makers in a wider range of practice.

  5. Second language learning in a family nurse practitioner and nurse midwifery diversity education project.

    Science.gov (United States)

    Kelley, Frances J; Klopf, Maria Ignacia

    2008-10-01

    To describe the Clinical Communication Program developed to integrate second language learning (L2), multimedia, Web-based technologies, and the Internet in an advanced practice nursing education program. Electronic recording devices as well as audio, video editing, Web design, and programming software were used as tools for developing L2 scenarios for practice in clinical settings. The Clinical Communication Program offers opportunities to support both students and faculty members to develop their linguistic and cultural competence skills to serve better their patients, in general, and their students who speak a language other than English, in particular. The program provided 24 h on-demand access for using audio, video, and text exercises via the Internet. L2 education for healthcare providers includes linguistic (listening, speaking, reading, and writing) experiences as well as cultural competence and practices inside and outside the classroom environment as well as online and offline the Internet realm.

  6. Family health nurse project--an education program of the World Health Organization: the University of Stirling experience.

    Science.gov (United States)

    Murray, Ian

    2008-11-01

    This article outlines the delivery of the Family Health Nurse Education Programme of the World Health Organization (WHO) at the University of Stirling, Scotland, from 2001 to 2005. The program was part of the WHO European Family Health Nurse pilot project. The curriculum outlined by the WHO Curriculum Planning Group detailed the broad thrust of the Family Health Nurse Education Programme and was modified to be responsive to the context in which it was delivered, while staying faithful to general principles and precepts. The Family Health Nurse Education Programme is described in its evolving format over the two phases of the project; the remote and rural context occurred from 2001 to 2003, and the modification of the program for the urban phase of the project occurred during 2004 and 2005. The conceptual framework that was foundational to the development of the curriculum to prepare family health nurses will be described.

  7. Tensions related to implementation of postgraduate degree projects in specialist nursing education.

    Science.gov (United States)

    German Millberg, Lena; Berg, Linda; Lindström, Irma; Petzäll, Kerstin; Öhlén, Joakim

    2011-04-01

    In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

  8. Nursing education and learning

    DEFF Research Database (Denmark)

    Sangild Stølen, Karen Marie

    Background: Learning professional skills in the clinic is central to the acquisition of professional competences for future nurses. There are no clear vision of how learning takes place in the clinic and the question is how education in the clinic may lead to the professional skills that enable...... future nurses to take care for patients. Design and setting: The project Learning in Practice was accomplished from 2011 to early 2013, in collaboration between educations of nursing and educational theory educations at UCC North Zealand. The results in this paper is related to the examination...... of the nurse education only. The examination is based on four non-participating observations, four participating observations and three focus group interviews, respectively, four students, four clinical supervisors and four teachers . The clinical context was local hospitals. The data were analyzed...

  9. Nursing students assess nursing education.

    Science.gov (United States)

    Norman, Linda; Buerhaus, Peter I; Donelan, Karen; McCloskey, Barbara; Dittus, Robert

    2005-01-01

    This study assessed the characteristics of nursing students currently enrolled in nursing education programs, how students finance their nursing education, their plans for clinical practice and graduate education, and the rewards and difficulties of being a nursing student. Data are from a survey administered to a national sample of 496 nursing students. The students relied on financial aid and personal savings and earnings to finance their education. Parents, institutional scholarships, and government loans are also important sources, but less than 15% of the students took out bank loans. Nearly one quarter of the students, particularly younger and minority students, plan to enroll in graduate school immediately after graduation and most want to become advanced nursing practitioners. Most of the nursing students (88%) are satisfied with their nursing education and nearly all (95%) provided written answers to two open-ended questions. Comments collapsed into three major categories reflecting the rewards (helping others, status, and job security) and three categories reflecting the difficulties (problems with balancing demands, quality of nursing education, and the admissions process) of being a nursing student. Implications for public policymaking center on expanding the capacity of nursing education programs, whereas schools themselves should focus on addressing the financial needs of students, helping them strike a balance among their school, work, and personal/family responsibilities and modifying certain aspects of the curriculum.

  10. From Mendel to the Human Genome Project: The Implications for Nurse Education.

    Science.gov (United States)

    Burton, Hilary; Stewart, Alison

    2003-01-01

    The Human Genome Project is brining new opportunities to predict and prevent diseases. Although pediatric nurses are the closest to these developments, most nurses will encounter genetic aspects of practice and must understand the basic science and its ethical, legal, and social dimensions. (Includes commentary by Peter Birchenall.) (SK)

  11. The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education.

    Science.gov (United States)

    Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette

    2010-07-01

    E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

  12. Team-Based Learning for Nursing and Medical Students: Focus Group Results From an Interprofessional Education Project.

    Science.gov (United States)

    Feather, Rebecca A; Carr, Doug E; Reising, Deanna L; Garletts, Derrick M

    2016-01-01

    Past research indicates that inadequacies in health care delivery create substantial preventable quality issues that can be addressed through improving relationships among clinicians to decrease the negative effects on patient outcomes. The purpose of this article is to describe the implementation of an interprofessional education project with senior nursing and third-year medical students working in teams in a clinical setting. Results include data from focus groups conducted at the conclusion of the project.

  13. The development of peer reflective supervision amongst nurse educator colleagues: An action research project.

    Science.gov (United States)

    Bulman, C; Forde-Johnson, C; Griffiths, A; Hallworth, S; Kerry, A; Khan, S; Mills, K; Sharp, P

    2016-10-01

    This action research study developed the use of peer reflective supervision (PRS) amongst eight nurse educators contributing to an undergraduate Adult Nursing programme at a UK University. During the academic year (2013-14), nurse educator co-researchers met for an introductory workshop and then met regularly in pairs to facilitate each other's reflection. This provided an opportunity for nurse educators to reflect on identified issues linked to their role with a facilitative peer. Educators met three additional times in a Reflexive Learning Group (RLG), to gather data on their use of PRS. Audio-recordings from the RLGs were transcribed and analysed using Norton's (2009) thematic analysis framework. Co-researchers iteratively validated the data and an external validation group critically viewed the evidence. Overall, seven themes were generated from the three research cycles. These were: PRS as a Valuable Affirming Experience; Time Issues; Facilitation- Support, Trust and Challenge; Developing a Flexible 'Toolbox'; To Write or Not to Write; Drawing on Literature; and Requirement for Action. Findings add new evidence regarding use of a flexible toolbox of resources to develop reflection and offer practical guidance on the development of PRS. Nurse educators often experienced similar concerns, and a facilitative supervision structure allowed co-researchers to positively explore these. Recognition of work pressures and requirement for time and space for reflection was highlighted, particularly regarding writing, and exploring the literature, to develop critical analysis of experiences. The importance of action as part of the reflective process was emphasised. Co-researchers reported positive personal change as well as the opportunity to highlight issues through their reflection for further action within the organisation. The study adds constructive evidence for the use of reflection to explore professional work, make sense of experiences and develop positive action

  14. Nurse-led action research project for expanding nurses′ role in patient education in Iran: Process, structure, and outcomes

    Directory of Open Access Journals (Sweden)

    Parvaneh Khorasani

    2015-01-01

    Full Text Available Background: Patient education is among the lowest met need of patients in Iran; therefore, expansion of that role can result in greater professional accountability. This study aimed to explain the practical science of the process, structure, and outcomes of a nurse-led action research project to expand the nurses′ role in patient education in Iran. Materials and Methods: This study was part of a participatory action research. Daily communications and monthly joint meetings were held from January 2012 to February 2014 for planning and management. These were based on the research protocol, and the conceptual framework included the Mobilizing for Action through Planning and Partnerships process by means of Leadership for Change skills. Data were produced and gathered through participant observations. Administrative data included project records, official documents, artifacts, news, and reports, which were analyzed through qualitative content analysis. Results: A participatory project was established with three groups of participants organized from both academic and clinical fields. These consisted of a "core research support team," "two steering committees," and community representatives of clients and professionals as "feedback groups." A seven-stage process, named the "Nurse Educators: Al-Zahra Role Expansion Action Research" (NEAREAR process, resulted from the project, in which strategic issues were gradually developed and implemented through 32 action plans and quality improvement cycles of action research. Audits and supervision evaluations showed meaningful changes in capacity building components. Conclusions: A nurse-led ad hoc structure with academic-clinical partnerships and strategic management process was suggested as a possible practical model for expanding nurses′ educational role in similar contexts. Implications and practical science introduced in this action research could also be applicable for top managers and health system

  15. Nurse-led action research project for expanding nurses’ role in patient education in Iran: Process, structure, and outcomes

    Science.gov (United States)

    Khorasani, Parvaneh; Rassouli, Maryam; Parvizy, Soroor; Zagheri-Tafreshi, Mansoureh; Nasr-Esfahani, Mahmood

    2015-01-01

    Background: Patient education is among the lowest met need of patients in Iran; therefore, expansion of that role can result in greater professional accountability. This study aimed to explain the practical science of the process, structure, and outcomes of a nurse-led action research project to expand the nurses’ role in patient education in Iran. Materials and Methods: This study was part of a participatory action research. Daily communications and monthly joint meetings were held from January 2012 to February 2014 for planning and management. These were based on the research protocol, and the conceptual framework included the Mobilizing for Action through Planning and Partnerships process by means of Leadership for Change skills. Data were produced and gathered through participant observations. Administrative data included project records, official documents, artifacts, news, and reports, which were analyzed through qualitative content analysis. Results: A participatory project was established with three groups of participants organized from both academic and clinical fields. These consisted of a “core research support team,” “two steering committees,” and community representatives of clients and professionals as “feedback groups.” A seven-stage process, named the “Nurse Educators: Al-Zahra Role Expansion Action Research” (NEAREAR) process, resulted from the project, in which strategic issues were gradually developed and implemented through 32 action plans and quality improvement cycles of action research. Audits and supervision evaluations showed meaningful changes in capacity building components. Conclusions: A nurse-led ad hoc structure with academic–clinical partnerships and strategic management process was suggested as a possible practical model for expanding nurses’ educational role in similar contexts. Implications and practical science introduced in this action research could also be applicable for top managers and health system

  16. Immersive virtual reality simulations in nursing education.

    Science.gov (United States)

    Kilmon, Carol A; Brown, Leonard; Ghosh, Sumit; Mikitiuk, Artur

    2010-01-01

    This article explores immersive virtual reality as a potential educational strategy for nursing education and describes an immersive learning experience now being developed for nurses. This pioneering project is a virtual reality application targeting speed and accuracy of nurse response in emergency situations requiring cardiopulmonary resuscitation. Other potential uses and implications for the development of virtual reality learning programs are discussed.

  17. Empathy and nurse education.

    Science.gov (United States)

    Williams, Julia; Stickley, Theodore

    2010-11-01

    It is widely accepted that the ability of nurses to empathise with their patients is a desirable quality. There is however little discussion of the implications of this for nurse educators. This article reviews the nursing and counselling literature related to empathy. We begin with an exploration of different perspectives of empathy; from its behavioural and measurable characteristics to its less tangible, intuitive qualities. By drawing upon both policy and research, it is clear that patients want empathic and emotionally competent nurses. Nurse educators therefore have a responsibility to provide an education that engenders empathic understanding. We explore the implications of these findings for nurse education, identifying key areas for consideration in the preparation of emotionally skilled, empathic student nurses. Copyright © 2010 Elsevier Ltd. All rights reserved.

  18. Implementation Science: New Approaches to Integrating Quality and Safety Education for Nurses Competencies in Nursing Education.

    Science.gov (United States)

    Dolansky, Mary A; Schexnayder, Julie; Patrician, Patricia A; Sales, Anne

    Although quality and safety competencies were developed and disseminated nearly a decade ago by the Quality and Safety Education for Nurses (QSEN) project, the uptake in schools of nursing has been slow. The use of implementation science methods may be useful to accelerate quality and safety competency integration in nursing education. The article includes a definition and description of implementation science methods and practical implementation strategies for nurse educators to consider when integrating the QSEN competencies into nursing curriculum.

  19. Partners in nursing education.

    Science.gov (United States)

    Wigginton, M A; Miracle, V A; Sims, J M; Mitchell, K A

    1994-01-01

    In this article, the authors present the efforts of several hospitals in a large southern city to collaborate on continuing education projects to meet the needs of the nursing staff. In 1985, four hospitals formed a health maintenance organization. An outgrowth was the formation of a critical care consortium whose main objective was to develop an entry level critical care course. The authors discuss the development of this course, the advantages and disadvantages of a partnership, and the results of 7 years of experience.

  20. Implementing service improvement projects within pre-registration nursing education: a multi-method case study evaluation.

    Science.gov (United States)

    Baillie, Lesley; Bromley, Barbara; Walker, Moira; Jones, Rebecca; Mhlanga, Fortune

    2014-01-01

    Preparing healthcare students for quality and service improvement is important internationally. A United Kingdom (UK) initiative aims to embed service improvement in pre-registration education. A UK university implemented service improvement teaching for all nursing students. In addition, the degree pathway students conducted service improvement projects as the basis for their dissertations. The study aimed to evaluate the implementation of service improvement projects within a pre-registration nursing curriculum. A multi-method case study was conducted, using student questionnaires, focus groups with students and academic staff, and observation of action learning sets. Questionnaire data were analysed using SPSS v19. Qualitative data were analysed using Ritchie and Spencer's (1994) Framework Approach. Students were very positive about service improvement. The degree students, who conducted service improvement projects in practice, felt more knowledgeable than advanced diploma students. Selecting the project focus was a key issue and students encountered some challenges in practice. Support for student service improvement projects came from action learning sets, placement staff, and academic staff. Service improvement projects had a positive effect on students' learning. An effective partnership between the university and partner healthcare organisations, and support for students in practice, is essential. Copyright © 2013 Elsevier Ltd. All rights reserved.

  1. Nursing education in Norway.

    Science.gov (United States)

    Kyrkjebø, Jane Mikkelsen; Mekki, Tone Elin; Hanestad, Berit Rokne

    2002-05-01

    The aim of this paper is to describe nursing education in Norway and some essential questions and challenges regarding the undergraduate and newly graduated nurses' competencies and functionally preparedness. The first formal training of nurses in Norway started in Oslo in 1886. Since then the education has changed considerably. As long as society is changing, and nurses are going to meet and adapt to societies needs, the education of nurses will also have to change continuously. The present general plan of nursing education has gone through a long process. The discussions have concerned the content of medical and natural science subjects, the practical part of the training and the relation between theory and practice. There are challenges in nursing education in Norway today. We have seen that recruitment has decreased, and that nurses seek jobs where they are better paid. To increase the accessibility distance and part-time education has been established. The theory-practice gap will always exist. Therefore we should aim to prepare the students to minimize this gap in a way that they can combine training of nursing with training in improvement. The demand of a masters degree to be a nursing teacher has reduced the teachers' ability to keep up their practical skills. The government pays nursing teachers who want to practice as nurses for several months to maintain their salary level during that period. There are many possibilities to improve nursing education in Norway. We are on our way with highly qualified teachers and students, and we still have enough good applicants. The new general plan and new law for universities and university colleges offer great opportunities. However, the shortage of nurses is a great challenge for further quality improvement both in clinical practice and in education.

  2. Virtually Nursing: Emerging Technologies in Nursing Education.

    Science.gov (United States)

    Foronda, Cynthia L; Alfes, Celeste M; Dev, Parvati; Kleinheksel, A J; Nelson, Douglas A; OʼDonnell, John M; Samosky, Joseph T

    Augmented reality and virtual simulation technologies in nursing education are burgeoning. Preliminary evidence suggests that these innovative pedagogical approaches are effective. The aim of this article is to present 6 newly emerged products and systems that may improve nursing education. Technologies may present opportunities to improve teaching efforts, better engage students, and transform nursing education.

  3. Project Management: Essential Skill of Nurse Informaticists.

    Science.gov (United States)

    Sipes, Carolyn

    2016-01-01

    With the evolution of nursing informatics (NI), the list of skills has advanced from the original definition that included 21 competencies to 168 basic competencies identified in the TIGER-based Assessment of Nursing Informatics Competencies (TANIC) and 178 advanced skills in the Nursing Informatics Competency Assessment (NICA) L3/L4 developed by Chamberlain College of Nursing, Nursing Informatics Research Team (NIRT). Of these competencies, project management is one of the most important essentials identified since it impacts all areas of NI skills and provides an organizing framework for processes and projects including skills such as design, planning, implementation, follow-up and evaluation. Examples of job roles that specifically require project management skills as an essential part of the NI functions include management, administration, leadership, faculty, graduate level master's and doctorate practicum courses. But first, better understanding of the NI essential skills is vital before adequate education and training programs can be developed.

  4. [The organizational projects management led by head nurses: qualitative study from an educational device.

    Science.gov (United States)

    Dujardin, Pierre-Philippe; Reverdy, Thomas; Valette, Annick; François, Patrice

    2017-09-01

    The work of operational coordination led by head nurses (HN) is more known than their abilities to change work organization, as well as, care practices. In this article, we explore organizational projects led by HN. Depending on the situations, they may concern their health care team or involve institutional hierarchy or other teams. We rely on an intervention study, which enabled us to follow 17 organizational projects led by HN for one year. The results of this study highlight as the main condition for success, the HN' efforts to enable mutual understanding with other interested actors. Managers, who engage their health care team in the development of solutions, bring sustainable results. When problems involve the hierarchy, the managers focus on the development of personal relationships. When problems involve other departments, which they depend on, then they engage themselves into integrative negotiations. These results invite to open discussion about work organization and to formalize organizational projects. This intervention study also points out that work - training at operational audit is relevant for HN. Activé par Editorial Manager® et ProduXion.

  5. Developing the sociology of health in nurse education: towards a more critical curriculum--part I: andragogy and sociology in Project 2000.

    Science.gov (United States)

    Balsamo, D; Martin, I S

    1995-12-01

    This paper examines the potential for developing a more critical and reflexive curriculum around the sociology of health in nurse education. In Part One a review of the literature on Project 2000 to date suggests that insufficient attention has been paid to the scope for linking methodological and epistemological issues. it is argued that the status of 'andragogy' as a strategy of teaching and learning is ill-defined and that the nature of sociological theory in nurse education remains too crude and dichotomous to produce the 'knowledgeable doer', a qualitatively different kind of professional nurse practitioner.

  6. 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…

  7. Films and nursing education

    Directory of Open Access Journals (Sweden)

    María GABRIELA FELIPPA

    2016-01-01

    Full Text Available The purpose of this paper is to provide some ideas about the importance of film, with it’s audiovisual narrative, in the nursing education. The use of films during teaching gives the posibility to increase the construction of a professional view.The nursing carreer of Isalud University of Argentina is founded a sistematic work with cinematographic support. In this case are presented different ways of work with cinematographic support in a curricular space of Fundamentals of Nursing of the career of a professional Nurse of the Isalud University.

  8. Men student nurses: the nursing education experience.

    Science.gov (United States)

    Meadus, Robert J; Twomey, J Creina

    2011-01-01

    This study explored the phenomenon of being a male in a predominately female-concentrated undergraduate baccalaureate nursing program. Men remain a minority within the nursing profession. Nursing scholars have recommended that the profile of nursing needs to change to meet the diversity of the changing population, and the shortfall of the worldwide nursing shortage. However, efforts by nursing schools and other stakeholders have been conservative toward recruitment of men. Using Giorgi's method, 27 students from a collaborative nursing program took part in this qualitative, phenomenological study. Focus groups were undertaken to gather data and to develop descriptions of the experience. Five themes highlighted men students' experience of being in a university nursing program: choosing nursing, becoming a nurse, caring within the nursing role, gender-based stereotypes, and visible/invisible. The experiences of the students revealed issues related to gender bias in nursing education, practice areas, and societal perceptions that nursing is not a suitable career choice for men. Implications for nurse educators and strategies for the recruitment and retention of men nursing students are discussed. © 2011 Wiley Periodicals, Inc.

  9. Diffusion of a nursing education innovation: nursing workforce development through promotion of RN/BSN education.

    Science.gov (United States)

    Diaz Swearingen, Connie; Clarke, Pamela N; Gatua, Mary Wairimu; Sumner, Christa Cooper

    2013-01-01

    Despite state, national, and organizational objectives to increase the proportion of nurses with a bachelor's degree or higher, a majority of nurses hold an associate's degree in nursing. To address the need for a better-prepared nursing workforce in this rural state, an RN/BSN recruitment and retention project was implemented. The authors discuss the Leadership Education to Advance Practice project and its outcomes.

  10. Capacity building of nurses providing neonatal care in Rio de Janeiro, Brazil: methods for the POINTS of care project to enhance nursing education and reduce adverse neonatal outcomes

    Directory of Open Access Journals (Sweden)

    Darlow Brian A

    2012-03-01

    Full Text Available Abstract Background Increased survival of preterm infants in developing countries has often been accompanied by increased morbidity. A previous study found rates of severe retinopathy of prematurity varied widely between different neonatal units in Rio de Janeiro. Nurses have a key role in the care of high-risk infants but often do not have access to ongoing education programmes. We set out to design a quality improvement project that would provide nurses with the training and tools to decrease neonatal mortality and morbidity. The purpose of this report is to describe the methods and make the teaching package (POINTS of care--six modules addressing Pain control; optimal Oxygenation; Infection control; Nutrition interventions; Temperature control; Supportive care available to others. Methods/Design Six neonatal units, caring for 40% of preterm infants in Rio de Janeiro were invited to participate. In Phase 1 of the study multidisciplinary workshops were held in each neonatal unit to identify the neonatal morbidities of interest and to plan for data collection. In Phase 2 the teaching package was developed and tested. Phase 3 consisted of 12 months data collection utilizing a simple tick-sheet for recording. In Phase 4 (the Intervention all nurses were asked to complete all six modules of the POINTS of care package, which was supplemented by practical demonstrations. Phase 5 consisted of a further 12 months data collection. In Phase 1 it was agreed to include inborn infants with birthweight ≤ 1500 g or gestational age of ≤ 34 weeks. The primary outcome was death before discharge and secondary outcomes included retinopathy of prematurity and bronchopulmonary dysplasia. Assuming 400-450 infants in both pre- and post-intervention periods the study had 80% power at p = Discussion The results of the POINTS of Care intervention will be presented in a separate publication. Trial registration Current Controlled Trials: ISRCTN83110114

  11. Engaging Clinical Nurses in Quality Improvement Projects.

    Science.gov (United States)

    Moore, Susan; Stichler, Jaynelle F

    2015-10-01

    Clinical nurses have the knowledge and expertise required to provide efficient and proficient patient care. Time and knowledge deficits can prevent nurses from developing and implementing quality improvement or evidence-based practice projects. This article reviews a process for professional development of clinical nurses that helped them to define, implement, and analyze quality improvement or evidence-based practice projects. The purpose of this project was to educate advanced clinical nurses to manage a change project from inception to completion, using the Six Sigma DMAIC (Define, Measure, Analyze, Improve, Control) Change Acceleration Process as a framework. One-to-one mentoring and didactic in-services advanced the knowledge, appreciation, and practice of advanced practice clinicians who completed multiple change projects. The projects facilitated clinical practice changes, with improved patient outcomes; a unit cultural shift, with appreciation of quality improvement and evidence-based projects; and engagement with colleagues. Project outcomes were displayed in poster presentations at a hospital exposition for knowledge dissemination. Copyright 2015, SLACK Incorporated.

  12. Smartphones in nursing education.

    Science.gov (United States)

    Phillippi, Julia C; Wyatt, Tami H

    2011-08-01

    Smartphones are a new technology similar to PDAs but with expanded functions and greater Internet access. This article explores the potential uses and issues surrounding the use of smartphones in nursing education. While the functions of smartphones, such as sending text messages, viewing videos, and access to the Internet, may seem purely recreational, they can be used within the nursing curriculum to engage students and reinforce learning at any time or location. Smartphones can be used for quick access to educational materials and guidelines during clinical, class, or clinical conference. Students can review instructional videos prior to performing skills and readily reach their clinical instructor via text message. Downloadable applications, subscriptions, and reference materials expand the smartphone functions even further. Common concerns about requiring smartphones in nursing education include cost, disease transmission, and equipment interference; however, there are many ways to overcome these barriers and provide students with constant access to current clinical evidence.

  13. Use of Simulation in Nursing Education: Initial Experiences on a European Union Lifelong Learning Programme--Leonardo Da Vinci Project

    Science.gov (United States)

    Terzioglu, Fusun; Tuna, Zahide; Duygulu, Sergul; Boztepe, Handan; Kapucu, Sevgisun; Ozdemir, Leyla; Akdemir, Nuran; Kocoglu, Deniz; Alinier, Guillaume; Festini, Filippo

    2013-01-01

    Aim: The aim of this paper is to share the initial experiences on a European Union (EU) Lifelong Learning Programme Leonardo Da Vinci Transfer of Innovation Project related to the use of simulation-based learning with nursing students from Turkey. The project started at the end of the 2010 involving 7 partners from 3 different countries including…

  14. The leadership role of nurse educators in mental health nursing.

    Science.gov (United States)

    Sayers, Jan; Lopez, Violeta; Howard, Patricia B; Escott, Phil; Cleary, Michelle

    2015-01-01

    Leadership behaviors and actions influence others to act, and leadership in clinical practice is an important mediator influencing patient outcomes and staff satisfaction. Indeed, positive clinical leadership has been positioned as a crucial element for transformation of health care services and has led to the development of the Practice Doctorate Movement in the United States. Nurse educators in health care have a vital leadership role as clinical experts, role models, mentors, change agents, and supporters of quality projects. By enacting these leadership attributes, nurse educators ensure a skilled and confident workforce that is focused on optimizing opportunities for students and graduates to integrate theory and practice in the workplace as well as developing more holistic models of care for the consumer. Nurse educators need to be active in supporting staff and students in health care environments and be visible leaders who can drive policy and practice changes and engage in professional forums, research, and scholarship. Although nurse educators have always been a feature of the nursing workplace, there is a paucity of literature on the role of nurse educators as clinical leaders. This discursive article describes the role and attributes of nurse educators with a focus on their role as leaders in mental health nursing. We argue that embracing the leadership role is fundamental to nurse educators and to influencing consumer-focused care in mental health. We also make recommendations for developing the leadership role of nurse educators and provide considerations for further research such as examining the impact of clinical leaders on client, staff, and organizational outcomes.

  15. Nuclear education in public health and nursing

    International Nuclear Information System (INIS)

    Winder, A.E.; Stanitis, M.A.

    1988-01-01

    Twenty-three public health schools and 492 university schools of nursing were surveyed to gather specific information on educational programs related to nuclear war. Twenty public health schools and 240 nursing schools responded. Nuclear war-related content was most likely to appear in disaster nursing and in environmental health courses. Three schools of public health report that they currently offer elective courses on nuclear war. Innovative curricula included political action projects for nuclear war prevention

  16. By a communicative action/supervison: Haberma's strategy to rethink the educational practices in the Project of Professiobalization of Workers in the Field Nursing.

    Directory of Open Access Journals (Sweden)

    Elioenai Dornelles Alves

    2012-01-01

    Full Text Available This philosophical reflection search to build some guide elements that can subsidize the discussions on the teaching methodologies in health and nursing, while philosophical referencial to rethink the pedagogic political projects used in the qualification of human resources in health and of the implications with the offers of courses, projects, researches and activities related to extension action the permanent education in health. This study search to rescue a critical and creative approach of the educators in health, contributing to a new look interdisciplinar focused philosophically of way multiprofissional, to rethink our praxis in the different acting forms.

  17. Pedagogical Posters in Nurse Education

    DEFF Research Database (Denmark)

    Kelly, Hélène; Bagger, Bettan

    2009-01-01

    education away from focusing upon formal qualifications towards the concept of developing nurse competences. These recommendations have resulted in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning....... Working with posters forces students to organize, evaluate and reflect upon information and develops their abilities to communicate health knowledge. Students have learned to present their ideas in an A4 poster format that resembles the types of posters one normally sees at professional conferences...... was integrated in a Nordic network’s intensive course held in the autumn of 2008. The network received funding for a research project with the goal of making recommendations with respect to best practice curriculum guidelines in prevention and health promotion education for students of nursing in the Nordic...

  18. Telehealth Education in Nursing Curricula.

    Science.gov (United States)

    Ali, Nagia S; Carlton, Kay Hodson; Ali, Omar S

    2015-01-01

    Telehealth care is a fast-growing avenue of providing health care services at a distance. A descriptive study was conducted to identify trends of telehealth education in 43 schools of nursing. Findings reflected inadequate integration of telehealth in classroom content, simulation, and clinical experiences. Interviews with 4 nursing leaders of telehealth provided some recommendations on how to integrate telehealth education in nursing curricula.

  19. Nursing doctoral education in Turkey.

    Science.gov (United States)

    Yavuz, Meryem

    2004-10-01

    Quality health care is an issue of concern worldwide, and nursing can and must play a major and global role in transforming the healthcare environment. Doctorally prepared nurses are very much needed in the discipline to further develop and expand the science, as well as to prepare its future educators, scholars, leaders, and policy makers. In 1968, the Master of Science in Nursing Program was initiated in Turkey, followed by the Nursing Doctoral Education Program in 1972. Six University Schools of Nursing provide nursing doctoral education. By the graduating year of 2001, 154 students had graduated with the Doctor of Philosophy in Nursing (Ph.D.), and 206 students were enrolled in related courses. Many countries in the world are systematically building various collaborative models in their nursing doctoral education programs. Turkey would like to play an active role in creating collaborative nursing doctoral education programs with other countries. This paper centres on the structure and model of doctoral education for nurses in Turkey. It touches on doctoral programs around the world; describes in detail nursing doctoral education in Turkey, including its program structure, admission process, course units, assessment strategies and dissertation procedure; and discusses efforts to promote Turkey as a potential partner in international initiatives to improve nursing doctoral education.

  20. Nursing and Nursing Education: Public Policies and Private Actions.

    Science.gov (United States)

    Institute of Medicine (NAS), Washington, DC.

    Results are presented of a study of nursing and nursing education that focused on the need for continued federal support of nursing education, ways to attract nurses to medically underserved areas, and approaches to encourage nurses to stay in the profession. Findings are presented on whether the aggregate supply of generalist nurses will be…

  1. Evaluation of a diabetes nurse specialist prescribing project.

    Science.gov (United States)

    Wilkinson, Jill; Carryer, Jenny; Adams, Jeffery

    2014-08-01

    To evaluate the diabetes nurse specialist prescribing project with the aim of determining whether diabetes nurse specialist prescribing is safe and effective and to inform the implementation and extension of registered nurse prescribing. Registered nurses in many countries are able to prescribe medicines, but in New Zealand, prior to the diabetes nurse specialist project, nurse practitioners were the only nurses who could prescribe medicines. New regulations allowed the nurses to prescribe a limited number of prescription medicines. The study was a process and outcome clinical programme evaluation. The project took place between April-September 2011 and involved 12 diabetes nurse specialist in four localities. Quantitative data were collected from clinical records maintained by the diabetes nurse specialist for the project (1274 patients and 3402 prescribing events), from surveys with stakeholders (general practitioners, n = 30; team members, n = 19; and patients, n = 89) and audits from patient notes (n = 117) and prescriptions (n = 227), and qualitative data from interviews with project participants (n = 18) and patients (n = 19). All data were analysed descriptively. Diabetes nurse specialist prescribing was determined to be safe, of high quality and appropriate. It brought important benefits to the effectiveness of specialist diabetes services, was acceptable to patients and was supported by the wider healthcare team. These findings are consistent with the findings reported in the international literature about nurse prescribing in a range of different practice areas. Clarification of the education and competence requirements and resourcing for the ongoing supervision of nurses is recommended if the prescribing model is to be extended. Diabetes nurse specialist prescribing improved access to medicines by providing a more timely service. Nurses felt more satisfied with their work because they could independently provide a complete episode of care

  2. Rationalisation of nursing education in Limpopo province : nurse educators' perspectives.

    Science.gov (United States)

    Makhuvha, T R; Davhana-Maselesele, M; Netshandama, V O

    2007-12-01

    Nursing education institutions are facing a challenge of realigning its functioning according to the changes that are taking place within the country. The intention of the government post apartheid was to correct the imbalances which were brought about by the apartheid government and the following regulations and policies influenced the change in nursing education, that is, Reconstruction and Development Programme (RDP), White Paper on Higher Education (WPHE), and the National Qualification Framework (NQF) (South Africa, 1995:6). In 1996 the government introduced the first democratic constitution of the Republic of South Africa (RSA) according toAct 108 of 1996. In the light of those increasing changes in nursing education, led by political change, the experiences of nurse educators is a critical issue facing nursing campuses. The purpose of this study was two-fold; namely: to explore and describe the experiences of nurse educators with regard to the rationalisation of nursing education and to use information obtained to describe guidelines for the effective rationalisation of a nursing college in the Limpopo Province. A qualitative, exploratory, descriptive and contextual research design was used. Qualitative interviews were conducted with nurse educators who worked in nursing colleges before and after 1994. Measures to ensure trustworthiness were applied and ethical issues were adhered to throughout the research process. Data was analysed following Tesch's method (Creswell 1994:154-155). The research established that nurse educators experienced dissatisfaction in several areas relating to the rationalization of nursing education. Support was also expected from bureaucracy at higher level. This study developed guidelines to policy makers and nurse educators to ensure effective rationalisation process.

  3. Use of Action Research in Nursing Education

    Directory of Open Access Journals (Sweden)

    Susan D. Moch

    2016-01-01

    Full Text Available Purpose. The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research. Conclusions. Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

  4. Improving Technological Competency in Nursing Students: The Passport Project

    Directory of Open Access Journals (Sweden)

    Julie Edwards

    2011-07-01

    Full Text Available Integration of informatics competency into a nursing curriculum is important to ensure success throughout the education and career of contemporary nursing students. As enrollment in nursing programs increases, the diverse population of students from many different cultural and socioeconomic backgrounds presents a challenge for faculty in addressing unique learning needs. Competency in informatics will allow the beginning nursing student to navigate the on-line teaching software used by colleges. With rigorous expectations in nursing programs, students may feel overwhelmed with assignments, organization, and time management. Frustration may build when students struggle with basic informatics competency, often leaving them unable to navigate instructional websites or work with necessary on-line learning content. The purpose of this project, Passport Project for Nursing Success, was to assess the skills, knowledge, and informatics comfort level of students, while providing computer training and teaching for beginning nursing students in an undergraduate nursing program in Central Illinois. The community college encompassed students from a ten county area, with 20 percent of the student population enrolled in the Applied Science curriculum. Initial implementation occurred prior to the students' first nursing course and emphasized basic skills necessary to navigate on-line learning software, library search engines, and electronic communication. The greatest barrier to successful implementation was faculty resistance and academic support during completion of the initial implementation of the Passport Project. Post- project surveys indicated overwhelming student support for the education received and improved retention rates of first semester nursing students.

  5. Caring experiences of nurse educators.

    Science.gov (United States)

    Grigsby, K A; Megel, M E

    1995-12-01

    Central to nursing practice today is the theme of caring. Yet nursing faculty are themselves experiencing a lack of caring. Faculty frequently voice the complaint that no one in the school of nursing work environment cares about them as they struggle to balance the demands of work with the demands of a personal life. A descriptive phenomenological approach was used to facilitate understanding of the caring experiences of nurses who teach. The question guiding this study was, "How do nurse educators experience caring in their work situations?" Nomination and purposive sampling techniques were used to select seven nurse faculty as participants. Unstructured interviews, lasting approximately one hour, were audiotaped and transcribed. Colaizzi's (1978) methodology was used to analyze the resulting data. Resulting themes included: 1) Caring is Connection and 2) Caring is a Pattern of Establishing and Maintaining Relationships. The use of narrative, journaling, and dialogue are suggested as techniques that will help nurse educators experience caring in schools of nursing.

  6. Microbiology Education in Nursing Practice?

    OpenAIRE

    Durrant, Robert J.; Doig, Alexa K.; Buxton, Rebecca L.; Fenn, JoAnn P.

    2017-01-01

    Nurses must have sufficient education and training in microbiology to perform many roles within clinical nursing practice (e.g., administering antibiotics, collecting specimens, preparing specimens for transport and delivery, educating patients and families, communicating results to the healthcare team, and developing care plans based on results of microbiology studies and patient immunological status). It is unclear whether the current microbiology courses required of nursing students in the...

  7. Family focused nursing education

    Directory of Open Access Journals (Sweden)

    R. A. E. Thompson

    1993-03-01

    Full Text Available At the present time the majority of nurse education programmes are firmly tied to the perspectives of curative medicine within hospitals - they are disease and hospital oriented. This model, which indicates a 'sickness’ concept of nursing is entirely inappropriate if contemporary and future health care needs are to be met. The shift in education should be towards a health, family and whole person centered approach. The family is the most fundamental and dynamic unit in society with a profound influence upon its members. Besides performing a variety of other functions, the family has a central role in promoting and maintaining the health of its members. Because the family unit is the microcosm of society and accurately reflects the needs of society at large it is appropriate that this should be a key area of experience. Family attachments during training provide opportunities for close and committed contact with people in their everyday world and for learning what is really important to them.

  8. Continuing Education Preferences, Facilitators, and Barriers for Nursing Home Nurses.

    Science.gov (United States)

    Dyck, Mary J; Kim, Myoung Jin

    2018-01-01

    The purpose of the study was to determine the continuing education needs for nursing home nurses in rural central Illinois and to determine any potential facilitators or barriers to obtaining continuing education. Data were collected using the Educational Needs Assessment questionnaire. Descriptive statistics were computed to examine continuing education preferences, facilitators, and barriers among nursing home nurses. Independent samples t tests were used to compare preferences between administrative and staff nurses. The sample included 317 nurses from 34 facilities. The five top needs were related to clinical problems. Administrative nurses had greater needs for professional issues, managerial skills, and quality improvement than staff nurses. Barriers included rural settings, need for vacation time for programs, and inadequate staffing. Continuing education needs of nursing home nurses in Illinois are similar to previous studies conducted in Arizona and North Carolina. Continuing education barriers were mostly organizational, rather than personal. J Contin Nurs Educ. 2018;49(1):26-33. Copyright 2018, SLACK Incorporated.

  9. Nurse managers' challenges in project management.

    Science.gov (United States)

    Suhonen, Marjo; Paasivaara, Leena

    2011-11-01

    To analyse the challenges that nurse managers meet in project management. Project management done by nurse managers has a significant role in the success of projects conducted in work units. The data were collected by open interviews (n = 14). The participants were nurse managers, nurses and public health nurses. Data analysis was carried out using qualitative content analysis. The three main challenges nurse managers faced in project management in health-care work units were: (1) apathetic organization and management, (2) paralysed work community and (3) cooperation between individuals being discouraged. Nurse managers' challenges in project management can be viewed from the perspective of the following paradoxes: (1) keeping up projects-ensuring patient care, (2) enthusiastic management-effective management of daily work and (3) supporting the work of a multiprofessional team-leadership of individual employees. It is important for nurse managers to learn to relate these paradoxes to one another in a positive way. Further research is needed, focusing on nurse managers' ability to promote workplace spirituality, nurse managers' emotional intelligence and their enthusiasm in small projects. © 2011 Blackwell Publishing Ltd.

  10. Abstract: Innovations in Nursing and Midwifery Education and ...

    African Journals Online (AJOL)

    Abstract: Innovations in Nursing and Midwifery Education and Practice: New York University College of Nursing Working with Rwandan Colleagues. ... Conclusion: NYUCN collaboration in the HRH-Rwanda project has demonstrated success in raising the skill level of the nursing and midwifery workforce in Rwandan ...

  11. Interaction in Distance Nursing Education

    Science.gov (United States)

    Boz Yuksekdag, Belgin

    2012-01-01

    The purpose of this study is to determine psychiatry nurses' attitudes toward the interactions in distance nursing education, and also scrunize their attitudes based on demographics and computer/Internet usage. The comparative relational scanning model is the method of this study. The research data were collected through "The Scale of Attitudes of…

  12. A Goal for Nursing Education.

    Science.gov (United States)

    Marcinkiw, Karen L.

    2003-01-01

    Culturally competent nurses enable clients to feel respected, valued, and motivated to achieve health goals. A model for nursing education should develop cultural awareness, knowledge, and skills; provide cultural immersion experiences; and foster the desire to work with diverse clients. (Contains 48 references.) (SK)

  13. Future-proofing nursing education.

    Science.gov (United States)

    Keighley, Tom

    2014-12-01

    The origin of future-proofing seems lost in the mists of recent history. Dictionaries date its use from about 1991, referring to the prevention of obsolescence in information technology manufacturing and occasionally in organizational systems. However, closer analysis in healthcare demonstrates it can be traced back to the Rand Corporation and the studies commissioned there in the 1960s. These aimed at identifying the predictive factors in planning healthcare, including development of the workforce. It is a managerial concept that helps to project a vision of change that is not simply reactive or short-term. It permits a focus on leadership and the maximising of learning opportunities and includes analysis of the policy horizon. It held within it an assumption about the importance of establishing the cognitive frameworks that would influence long-term behaviours and not focus simply on short-term gains. This paper utilises this approach to explore options for future-proofing of nurse education.

  14. Nursing and nursing education in Haiti.

    Science.gov (United States)

    Garfield, Richard M; Berryman, Elizabeth

    2012-01-01

    Haiti has long had the largest proportion of people living in poverty and the highest mortality level of any country in the Americas. On January 12, 2010, the most powerful earthquake to hit Haiti in 200 years struck. Before the earthquake, half of all Haitians lacked any access to modern medical care services. Health care professionals in Haiti number around one-fourth of the world average and about one-tenth the ratio present in North America. The establishment of new primary care services in a country where half of the people had no access to modern health care prior to the earthquake requires advanced practice roles for nurses and midwives. With a high burden of infectious, parasitic, and nutritional conditions, Haiti especially needs mid-level community health workers and nurses who can train and supervise them for public health programs. As in many other developing countries, organized nursing lacks many of the management and planning skills needed to move its agenda forward. The public schools prepare 3-year diploma graduates. These programs have upgraded the curriculum little in decades and have mainly trained for hospital service. Primary care, public health program management, and patient education had often not been stressed. Specializations in midwifery and HIV care exist, while only informal programs of specialization exist in administration, surgery, and pediatrics. An advanced practice role, nonetheless, is not yet well established. Nursing has much to contribute to the recovery of Haiti and the revitalization if its health system. Professional nurses are needed in clinics and hospitals throughout the country to care for patients, including thousands in need of rehabilitation and mental health services. Haitian nursing colleagues in North America have key roles in strengthening their profession. Ways of supporting our Haitian colleagues are detailed. Copyright © 2012 Elsevier Inc. All rights reserved.

  15. Social responsibility in nursing education.

    Science.gov (United States)

    Mayo, K

    1996-03-01

    Nurses will be key participants in health care reform as health care shifts from a hospital-based disease orientation to a community-centered health promotion focus. Nursing in communities, the environmental context of clients' everyday lives, requires attention to social, economic, and political circumstances that influence health status and access to health care. Therefore, nursing educators have the responsibility to prepare future nurses for community-based practice by instilling moral and professional practice obligations, cultural sensitivity, and other facets of social responsibility. In this article, social responsibility and journaling, a teaching/learning strategy suggested by the new paradigm approach of the curriculum revolution, are explored. A qualitative research study of more than 100 nursing student journal entries illustrates the concept of social responsibility and how it developed in a group of baccalaureate nursing students during a clinical practicum in a large urban homeless shelter.

  16. Using Mobile Devices in Nursing Education.

    Science.gov (United States)

    Day-Black, Crystal; Merrill, Earlene B

    2015-01-01

    The use of mobile device technology in nursing education is growing. These devices are becoming more important in the health care environment with an advantage of providing a compendium of drug, nursing procedures and treatments, and disease information to nursing students. Senior baccalaureate nursing students traditionally are prohibited from medication administration during psychiatric-mental health clinical rotations, but they are required to participate in simulated medication discussions and administration experiences. The incorporation of this mobile device technology to augment clinical learning experiences has advantages including potential reduction of medication errors, and improved patient safety during students' clinical rotation. The purpose of this project is to explain how the mobile device (iPod Touch, 4th generation wireless media player) may be used to enhance and augment comprehensive nursing care in a psychiatric-mental health clinical setting. Thirty-four (34) baccalaureate senior nursing students enrolled in a clinical psychiatric-mental nursing course at a mid-Atlantic public university school of nursing were used. Each student was provided a loaner mobile device with appropriate software and the necessary training. Data were collected on the student's ability to simulate medication administration to a psychiatric-mental health client. Surveys were administered before distribution, at mid-point and at the end of two (2) seven week semesters.

  17. General and professional values of student nurses and nurse educators.

    Science.gov (United States)

    Riklikiene, Olga; Karosas, Laima; Kaseliene, Snieguole

    2018-03-01

    The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania. Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours. A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators. A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics. Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses. The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values. © 2017 John Wiley & Sons Ltd.

  18. [Evolution of education in nursing].

    Science.gov (United States)

    Clavijo Chamorro, María Zoraida; Romero de Julián, Francisco Javier; Paniagua Vivas, María Sandra

    2016-07-26

    This study focuses on investigating the evolution of nursing studies in order to know how much this transformation has contributed to the development of the nursing profession. Literature review with data sources from different national and international databases. These sources provide an update on the ongoing evolution of nursing studies and the progress of this profession as a result of change. The competencies and skills that add value to the nursing profession are: an evidence-based practice; empathic communication; and other broad-range skills such as critical thinking. All are necessary in order to develop the profession alongside the constant changes in the health systems and the improvement of quality care. These competencies and skills should be evaluated and their achievement is being reached through the "portfolio". Innovations that enable the development of these skills can be found in education, strategies and tools used by educators and institutions.

  19. School Nurse Intention to Pursue Higher Education

    Science.gov (United States)

    Broussard, Lisa; White, Debra

    2014-01-01

    In 2011, the Institute of Medicine recommended that 80% of the nurses possess a minimum of a bachelor of science in nursing by 2020 and double the number of doctorally prepared nurses. This has prompted a significant number of registered nurses to advance their educational level. School nurses in Louisiana are not required to have a bachelor's…

  20. Knowledge creation in nursing education.

    Science.gov (United States)

    Hassanian, Zahra Marzieh; Ahanchian, Mohammad Reza; Ahmadi, Suleiman; Hossein Gholizadeh, Rezvan; Karimi-Moonaghi, Hossein

    2014-09-28

    In today's society, knowledge is recognized as a valuable social asset and the educational system is in search of a new strategy that allows them to construct their knowledge and experience. The purpose of this study was to explore the process of knowledge creation in nursing education. In the present study, the grounded theory approach was used. This method provides a comprehensive approach to collecting, organizing, and analyzing data. Data were obtained through 17 semi-structured interviews with nursing faculties and nursing students. Purposeful and theoretical sampling was conducted. Based on the method of Strauss and Corbin, the data were analyzed using fragmented, deep, and constant-comparative methods. The main categories included striving for growth and reduction of ambiguity, use of knowledge resources, dynamism of mind and social factors, converting knowledge, and creating knowledge. Knowledge was converted through mind processes, individual and group reflection, praxis and research, and resulted in the creation of nursing knowledge. Discrete nursing knowledge is gained through disconformity research in order to gain more individual advantages. The consequence of this analysis was gaining new knowledge. Knowledge management must be included in the mission and strategic planning of nursing education, and it should be planned through operational planning in order to create applicable knowledge.

  1. The clinical nurse educator as leader.

    Science.gov (United States)

    Adelman-Mullally, Theresa; Mulder, Cindy K; McCarter-Spalding, Deborah E; Hagler, Debra A; Gaberson, Kathleen B; Hanner, Mary Beth; Oermann, Marilyn H; Speakman, Elizabeth T; Yoder-Wise, Patricia S; Young, Patricia K

    2013-01-01

    The National League for Nursing recognizes leadership as an important aspect of the educator role. The purpose of this article is to describe leadership in the context of clinical nursing education and how clinical nurse educators enact leadership. The article identifies particular nursing practice skills and strengths that clinicians bring to nursing education that enhance leadership knowledge, skills, and abilities. After review of several leadership models, we identified five overarching themes that demonstrate how clinical nurse educators exemplify the various models including role modeling, providing vision, helping students to learn, challenging the system or status quo, and seeking relational integrity. We explicate the themes with examples affirming the leadership potential of clinical nurse educators, and suggest ways in which nursing faculty members and administrators might draw on the leadership capital of clinical nurse educators. Copyright © 2012 Elsevier Ltd. All rights reserved.

  2. A Nursing Workforce Diversity Project: Strategies for Recruitment, Retention, Graduation, and NCLEX-RN Success.

    Science.gov (United States)

    Murray, Ted A; Pole, David C; Ciarlo, Erica M; Holmes, Shearon

    2016-01-01

    The purpose of this article is to describe a collaborative project designed to recruit and retain students from underrepresented minorities and disadvantaged backgrounds into nursing education. Ethnic minorities remain underrepresented in the nursing workforce in comparison to the general population. The numbers of minorities enrolled in nursing education programs are insufficient to meet the health care workforce diversity needs of the future. High school students were provided with a preprofessional education program to prepare them for admission into a nursing program. Retention strategies were implemented for newly admitted and enrolled nursing education students. Twenty-one high school students enrolled in a nursing education program. The students enrolled in the nursing education program graduated and passed the licensure examination. Early recruitment and multiprong retention programs can be successful in diversifying the registered nurse workforce.

  3. Humane Education Projects Handbook.

    Science.gov (United States)

    Junior League of Ogden, UT.

    This handbook was developed to promote interest in humane education and to encourage the adoption of humane education projects. Although specifically designed to assist Junior Leagues in developing such projects, the content should prove valuable to animal welfare organizations, zoos, aquariums, nature centers, and other project-oriented groups…

  4. Pedagogy and Academic Success in Prelicensure Nursing Education.

    Science.gov (United States)

    Murray, Teri A

    2016-01-01

    The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. Future-Proofing Nursing Education

    Directory of Open Access Journals (Sweden)

    Nicholas Ralph

    2014-11-01

    Full Text Available The relevance of pre-registration programs of nursing education to current and emerging trends in healthcare and society could have a significant future impact on the nursing profession. In this article, we use a PESTEL (politics, economics, society, technology, environment, and law framework to identify significant current and future priorities in Australian healthcare. Following the PESTEL analysis, we conduct a review of the curriculum content of current Australian undergraduate pre-registration nursing curricula. The data were analyzed to determine how nursing curricula were aligned with the priorities identified in the PESTEL analysis. Findings suggest that preparation–practice gaps are evident in nursing curricula as the broad priorities identified were poorly reflected in undergraduate pre-registration programs. The study recommended (a the establishment of a nationally consistent mechanism to identify current and emerging trends in healthcare and higher education, and (b an evidence-based framework that enhances forward planning in the design of undergraduate pre-registration nursing curricula.

  6. Using an Educational Electronic Documentation System to Help Nursing Students Accurately Identify Nursing Diagnoses

    Science.gov (United States)

    Pobocik, Tamara J.

    2013-01-01

    The use of technology and electronic medical records in healthcare has exponentially increased. This quantitative research project used a pretest/posttest design, and reviewed how an educational electronic documentation system helped nursing students to identify the accurate related to statement of the nursing diagnosis for the patient in the case…

  7. Rationalisation of Nursing Education in Limpopo province: Nurse educators’ perspectives

    Directory of Open Access Journals (Sweden)

    T.R. Makhuvha

    2007-09-01

    Full Text Available Nursing education institutions are facing a challenge of realigning its functioning according to the changes that are taking place within the country. The intention of the government post apartheid was to correct the imbalances which were brought about by the apartheid government and the following regulations and policies influenced the change in nursing education, that is, Reconstruction and Development Programme (RDP, White Paper on Higher Education (WPHE, and the National Qualification Framework (NQF (South Africa, 1995:6. In 1996 the government introduced the first democratic constitution of the Republic of South Africa (RS A according to Act 108 of 1996. In the light of those increasing changes in nursing education, led by political change, the experiences of nurse educators is a critical issue facing nursing campuses. The purpose of this study was two-fold; namely: to explore and describe the experiences of nurse educators with regard to the rationalisation of nursing education and to use information obtained to describe guidelines for the effective rationalisation of a nursing college in the Limpopo Province. A qualitative, exploratory, descriptive and contextual research design was used. Qualitative interviews were conducted with nurse educators who worked in nursing colleges before and after 1994. Measures to ensure trustworthiness were applied and ethical issues were adhered to throughout the research process. Data was analysed following Tesch’s method (Creswell 1994:154-155. The research established that nurse educators experienced dissatisfaction in several areas relating to the rationalization of nursing education. Support was also expected from bureaucracy at higher level. This study developed guidelines to policy makers and nurse educators to ensure effective rationalisation process.

  8. [Project Leonardo-da-Vinci for better nursing care].

    Science.gov (United States)

    Gábor, Katalin; Csanádi, Lajosné; Helembai, Kornélia; Szögi, Zoltánné; Tulkán, Ibolya; Unginé, Kántor Katalin

    2002-08-18

    The aim of the present paper is to inform physicians about the work completed by nurses and professors of baccalaureat nurses in the framework of Leonardo da Vinci project, organised and sponsored by the European Union. The goal of the project was to increase the effectiveness of chief nurses throughout their further training programme in the field of management. The team of Szeged chose the human resource management, since in this field is possible to achieve the greatest improvement with the smallest financial investment. We measured the fluctuations and the absentees of the nurses, the changes in the degree of education, the nurse' and patient' satisfaction at the beginning and at the end of the period studied. Except the patient's satisfaction all the other parameters improved by the end of tested period. The project provided a unique possibility to compare the state of the Hungarian nursing with that of the countries belonging to the European Union, to exchange the experience and to learn some new methods. In the framework of this project a book of two volumes was prepared containing the suggestions of EU. This book is widely available in English and in French.

  9. Geography: research and teaching in nurse education.

    Science.gov (United States)

    Andrews, Gavin J

    2006-10-01

    This paper outlines how geography might be integrated into nurse education. At one level, researching nurse education geographically could add to the current academic understanding of the many transitional places that make educational experiences and influence outcomes. At another level, as part of a nursing curriculum, teaching geographical concepts and issues to students might provide them with unique insights into core subjects.

  10. Students' perspectives on basic nursing care education.

    Science.gov (United States)

    Huisman-de Waal, Getty; Feo, Rebecca; Vermeulen, Hester; Heinen, Maud

    2018-02-05

    The aim of the study is to explore the perspectives of nursing students on their education concerning basic nursing care, learned either during theoretical education or clinical placement, with a specific focus on nutrition and communication. Basic care activities lie at the core of nursing, but are ill-informed by evidence and often poorly delivered. Nursing students' education on basic care might be lacking, and the question remains how they learn to deliver basic care in clinical practice. Descriptive study, using an online questionnaire. Nursing students at the vocational and bachelor level of six nursing schools in the Netherlands were invited to complete an online questionnaire regarding their perception of basic nursing care education in general (both theoretical education and clinical placement), and specifically in relation to nutrition and communication. Nursing students (n=226 bachelor students, n=30 vocational students) completed the questionnaire. Most students reported that they learned more about basic nursing care during clinical placement than during theoretical education. Vocational students also reported learning more about basic nursing care in both theoretical education and clinical practice than bachelor students. In terms of nutrition, low numbers of students from both education levels reported learning about nutrition protocols and guidelines during theoretical education. In terms of communication, vocational students indicated that they learned more about different aspects of communication during clinical practice than theoretical education, and were also more likely to learn about communication (in both theoretical education and clinical practice) than were bachelor students. Basic nursing care seems to be largely invisible in nursing education, especially at the bachelor level and during theoretical education. Improved basic nursing care will enhance nurse sensitive outcomes and patient satisfaction and will contribute to lower healthcare

  11. Development of a Post-Master's Fellowship Program in Oncology Nursing Education. Final Report.

    Science.gov (United States)

    Siegele, Dorothy; Henderson, Billie

    A one-year Post-Master's Fellowship in Oncology Nursing Education for nurse educators was developed through the collaboration of San Jose State University (California) and University of Alabama at Birmingham. The project was designed to: develop or update undergraduate/graduate oncology nursing programs; provide continuing education for practicing…

  12. Education for entrepreneurship in nursing.

    Science.gov (United States)

    Boore, Jennifer; Porter, Sharon

    2011-02-01

    The different types of entrepreneurship, including social entrepreneurship and intrapreneurship, and the importance of social entrepreneurship skills in the changing world of health care are discussed. The term social intrapreneurship is introduced to characterise the many nurses introducing change and enhancing care working within the NHS. The strategy for development of entrepreneurship education within one region of the UK is presented and its integration into a pre-registration nursing programme is the main focus of this paper. The process of integration of skills in the changing world of health care is discussed. The strategy for development of entrepreneurship is presented under the headings of the NICENT (Northern Ireland Centre for Entrepreneurship) @ Ulster Integration Model: Awareness and Understanding; Interpretation; Contextualisation; Integration (Theoretical Content); Integration (Assessment); Validation/Revalidation; Implementation; and Review and Reflection. The most important stages were the first two in which nursing academic staff came to realise the relevance of the topic to nursing and the interpretation and translation into 'nurse-speak' of the business terminology to alleviate the initial rejection of entrepreneurship as of no relevance to nursing. Copyright © 2010 Elsevier Ltd. All rights reserved.

  13. The understanding of theory and practice in nursing education

    DEFF Research Database (Denmark)

    Dau, Susanne; Nielsen, Gitte

    This project deals with the matter of nursing education on professional bachelor level in Denmark. It is a fact that opinions differ in the matter of what can and must be learned in respectively clinical practice and in theoretical practice in a professional nursing training. The aim...... of this project is to investigate the understandings of clinical as well as theoretical training in nursing education, and to discuss which implications and problems these opinions can have for the nursing students’ competences to develop the profession. The method of this project consists of three qualitative...... focus group interviews. The informants are nursing students, teachers from a university college and clinical instructors from a university hospital. The three focus group interviews are conducted from a theoretical frame of reference regarding the matter of theory and practice. The method of data...

  14. Contracting for nurse education: nurse leader experiences and future visions.

    Science.gov (United States)

    Moule, P

    1999-02-01

    The integration of nurse education into higher education establishments following Working for Patients, Working Paper 10 (DOH 1989a) has seen changes to the funding and delivery of nurse education. The introduction of contracting for education initiated a business culture which subsumed previous relationships, affecting collaborative partnerships and shared understanding. Discourse between the providers and purchasers of nurse education is vital to achieve proactive curriculum planning, which supports the development of nursing practitioners who are fit for award and fit for purpose. Research employed philosophical hermeneutics to guide the interviewing of seven nurse leaders within one region. Data analysis occurred within a hermeneutic circle and was refined using NUDIST. Two key themes were seen as impacting on the development of an effective educational strategy. Firstly, the development of collaborative working was thought to have been impeded by communication difficulties between the Trusts and higher education provider. Secondly, there was concern that curriculum developments would support the future evolution of nursing, acknowledging the professional issues impacting on nursing roles. The research findings suggest purchasers and providers of nurse education must move towards achieving mutual understanding and collaborate in developing a curriculum which will prepare nurses for practice and for award.

  15. Outsiders in nursing education: cultural sensitivity in clinical education.

    Science.gov (United States)

    Debrew, Jacqueline Kayler; Lewallen, Lynne Porter; Chun, Edna

    2014-01-01

    Cultural competence is a stated value of nursing and nursing education. However, some institutional and traditional practices in nursing education can unintentionally impede nurses from achieving cultural competence. Both the literature and interviews with nurse educators show that despite educators' intentions to treat all students the same, nontraditional students may feel singled out and may in fact be singled out for closer scrutiny because of their difference from the demographic norms of nursing students. To ensure that the nursing profession reflects the composition of the patient population it serves, nurse educators must first acknowledge the Eurocentric culture of nursing education and, then, work to change the environment in which students are recruited, learn, and take on the role of beginning practicing nurses. © 2014.

  16. Nurse Educators' Lived Experiences with Values Changes in Baccalaureate Nursing Education

    Science.gov (United States)

    Wenda, Skip

    2012-01-01

    Values education in nursing can be a highly emotional topic. Values in nursing education can be linked to general societal values at any given point in time. Values are transmitted by nursing educators and institutions not only consciously in the nursing curriculum, but also unconsciously in the hidden curriculum. Each year many registered nurses…

  17. Nurse education. A fair assessment?

    Science.gov (United States)

    Cutliffe, J; Mackay, R

    We believe that ward-based assessors are integral to good nurse education. The higher the quality of assessor, the better the standard of student produced. Of course, this ultimately improves the quality of patient care. As skills, attitudes and knowledge in nursing are continually evaluated and updated, so, too, should practices of assessment. If we bear in mind the following statement by Cox et al. we believe we will not go far wrong: 'The teacher must be seen to cherish what he transmits, to gain strength and status from it, else the interchange between generations becomes ineffective and lifeless'.

  18. Nurse education: a feminist approach.

    Science.gov (United States)

    Chapman, E

    1997-06-01

    Nursing is predominantly a female profession. This paper seeks to explore the implications of this for curriculum design and suggests that insights from feminist theory should be applied to curricula. To insert the 'subject' of feminism into the curriculum is different from allowing its theories to affect the design of the curriculum itself. The paper seeks to justify such a change and asks what the resulting characteristics would be. Would such a curriculum change succeed and what would be its limitations? The paper concludes by highlighting the implications for nurse education.

  19. Integrating Systems Thinking Into Nursing Education.

    Science.gov (United States)

    Phillips, Janet M; Stalter, Ann M

    2016-09-01

    A critical need exists for nursing leadership in current complex health care settings. Systems thinking can be incorporated into nursing education at all levels by using evidence-based principles in education. Teaching tips are provided using a systems awareness model to guide nurse educators in the assessment and integration of systems thinking and engaging learners in interprofessional education and practice. J Contin Educ Nurs. 2016;47(9):395-397. Copyright 2016, SLACK Incorporated.

  20. Nurse Educator Attitudes Toward People With Disabilities.

    Science.gov (United States)

    Lyon, Lori; Houser, Rick

    As educators strongly influence the attitudes of their students, the purpose of this study was to determine nurse educator attitudes toward people with disabilities. Inadequate education of health professionals is a known barrier to care for people with disability. Continuing calls for improved education of health professionals compel an assessment of nurse educator attitudes. This was a cross-sectional, correlational web-based survey of nurse educators (n = 126). Nurse educator attitudes were analyzed using descriptive statistics, analysis of variance, and multiple regression analysis. Nurse educators held discriminatory attitudes toward people with disabilities, though most preferred a biopsychosocial model of disability. Forty-four percent lacked knowledge of disability-related aims, objectives, or outcomes within the curriculum. To advance equity in health care, nurse educators must confront personal bias and teach competent care of people with disabilities.

  1. Group Empowerment in Nursing Education.

    Science.gov (United States)

    Friend, Mary Louanne

    2015-12-01

    Nursing education is experiencing rapid changes, as nurses are expected to transform and lead health care delivery within the United States. The ability to produce exceptional graduates requires faculty who are empowered to achieve goals. The Sieloff-King Assessment of Group Empowerment Within Organizations (SKAGEO) was adapted and administered online to a stratified sample of administrators and faculty in American Association of Colleges of Nursing-member schools. Participants' scores were within high ranges in both empowerment capacity and capability; however, administrator group scores were higher. Data analyses indicated that administrator leadership competencies were associated with group empowerment. This study suggests that empowered faculty and administrator groups anticipate changing health care trends and effect student outcomes and competencies by their interventions. Also, it can be inferred that as a result of administrators' competencies, participants teach in empowered work environments where they can model ideal behaviors. Copyright 2015, SLACK Incorporated.

  2. Exploring Project Management Education

    NARCIS (Netherlands)

    Steven Nijhuis

    2017-01-01

    From the article: "The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in

  3. Working With Arts in Danish Nurse Education

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2011-01-01

    The article outlines ideas and a number of results of a design-for-learning experiment, involving nurse students working with arts in the nurse education in Denmark. The findings show that learning in practice in nurse education can involve creativity as a dimension of building personal knowledge...

  4. Nursing Education Transformation: Promising Practices in Academic Progression.

    Science.gov (United States)

    Gorski, Mary Sue; Farmer, Patricia D; Sroczynski, Maureen; Close, Liz; Wortock, Jean M

    2015-09-01

    Health care has changed over the past decade; yet, nursing education has not kept pace with social and scientific advances. The Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, called for a more highly educated nursing work-force and an improved nursing education system. Since the release of that report, the Future of Nursing: Campaign for Action, supported by the Robert Wood Johnson Foundation, AARP, and the AARP Foundation, has worked with nursing education leaders to better understand existing and evolving nursing education structures. Through a consensus-building process, four overarching promising practice models, with an emphasis on seamless academic progression, emerged to advance the goals of education transformation. Key nurse educators and other stakeholders refined those models through a series of meetings, collaborative partnerships, and focused projects that were held across the United States. This article summarizes that process and provides a description of the models, challenges, common themes, recommendations, and progress to date. Copyright 2015, SLACK Incorporated.

  5. The Concept of Socialization in Nursing Education

    Directory of Open Access Journals (Sweden)

    Alexandra Dimitriadou

    2013-01-01

    Full Text Available Introduction: Education is a specialized form of socialization. The concept of socialization indicates the systemic effects of the old to the new generation, in order to develop those characteristics that society deems necessary for the integration of young people in this.The professional socialization is a developmental process in adult socialization and is of central importanceAim: the aim of the present study is the presentation of professional socialization in nursing educationResults: The socialization into the profession is a process of transforming a beginner to a professional and the newcomers adopt ethical standards and even lifestyle team who seek to become members. The socialization the individual adopts social group's mission, organizational goals and underpin knowledge, learning technology and language of the profession, and finally integrates the professional role in identity. The educational system is the official institution in which society disseminates-instills-perpetuates the prevailing values and conceptions, creating citizens and professionals neededfor maintenance operations and meeting its needs.Conclusions: The existence of both factors, without taking drastic measures in education and the organizational characteristics of the exercise areas of nursing, will feedback the crisis in the nursing profession and mainly will undermine any effort to change and improve the quality of the supplied project.

  6. Does Faculty Incivility in Nursing Education Affect Emergency Nursing Practice?

    Science.gov (United States)

    Stokes, Pamela

    Incivility in nursing education is a complicated problem which causes disruptions in the learning process and negatively affects future nursing practice. This mixed method research study described incivility as well as incivility's effects through extensive literature review and application of a modified Incivility in Nursing Education (INE) survey. The INE included six demographic items, four quantitative sections, and five open-ended questions. The survey examined emergency nurses' perceptions of incivility and how the experience affected their personal nursing practice. The INE was initially tested in a 2004 pilot study by Dr. Cynthia Clark. For this research study, modifications were made to examine specifically emergency nurse's perceptions of incivility and the effects on their practice. The population was a group of nurses who were members of the emergency nurses association in a Midwestern state. In the quantitative component of the Incivility in Nursing Education (INE) survey, the Likert scale questions indicated that the majority of the participants reported witnessing or experiencing the uncivil behaviors. In the qualitative section of the INE survey, the participants reported that although they have not seen incivility within their own academic career, they had observed faculty incivility with nursing students when the participants were assigned as preceptors as part of their emergency nursing practice.

  7. Education of advanced practice nurses in Canada.

    Science.gov (United States)

    Martin-Misener, Ruth; Bryant-Lukosius, Denise; Harbman, Patricia; Donald, Faith; Kaasalainen, Sharon; Carter, Nancy; Kilpatrick, Kelley; DiCenso, Alba

    2010-12-01

    In Canada, education programs for the clinical nurse specialist (CNS) and nurse practitioner (NP) roles began 40 years ago. NP programs are offered in almost all provinces. Education for the CNS role has occurred through graduate nursing programs generically defined as providing preparation for advanced nursing practice. For this paper, we drew on pertinent sections of a scoping review of the literature and key informant interviews conducted for a decision support synthesis on advanced practice nursing to describe the following: (1) history of advanced practice nursing education in Canada, (2) current status of advanced practice nursing education in Canada, (3) curriculum issues, (4) interprofessional education, (5) resources for education and (6) continuing education. Although national frameworks defining advanced nursing practice and NP competencies provide some direction for education programs, Canada does not have countrywide standards of education for either the NP or CNS role. Inconsistency in the educational requirements for primary healthcare NPs continues to cause significant problems and interferes with inter-jurisdictional licensing portability. For both CNSs and NPs, there can be a mismatch between a generalized education and specialized practice. The value of interprofessional education in facilitating effective teamwork is emphasized. Recommendations for future directions for advanced practice nursing education are offered.

  8. The importance of dialogue in student nurses' clinical education.

    Science.gov (United States)

    Haugan, Grethe; Sørensen, Ann-Hallfrid; Hanssen, Ingrid

    2012-05-01

    Develop in-hospital tutorials where the hospital unit's nurse preceptor, the college teacher and student nurses discuss clinical experiences and together acquire knowledge. Literary research combined with examples from a clinical tutorial/discussion group project with B.A. student nurses, clinical nurses and college teacher. Clinical reflection groups may be an important step towards accomplishing stability in a collaborative effort between hospital and college to help students become knowledgeable, perceptive, reflecting, caring and effective nurses. The teacher's role in clinical practice is changing. The learning method described in this text, however resource-demanding, furthers close collaboration between hospital and college, and success depends on the educator's and clinician's collective competency. Our experience is that all parties concerned found that they gained a more holistic view of nurse education through participating in a forum focused on students' experiences through patient histories. Copyright © 2011 Elsevier Ltd. All rights reserved.

  9. Applying andragogy in nursing continuing education.

    Science.gov (United States)

    Nielsen, B B

    1989-01-01

    Andragogy, a philosophical orientation for adult education, receives little attention in the nursing continuing education literature. Yet, the tenets of andragogy form the organizing framework for programming. This article defines andragogy and provides selected results of a research study designed to test andragogical concepts in long-term oncology nursing continuing education programs. The results of the study suggest a new way of viewing the goals of nursing continuing education activities.

  10. Using Principles of Quality and Safety Education for Nurses in School Nurse Continuing Education

    Science.gov (United States)

    Rosenblum, Ruth K.; Sprague-McRae, Julie

    2014-01-01

    School nurses require ongoing continuing education in a number of areas. The Quality and Safety Education for Nurses (QSEN) framework can be utilized in considering school nurses' roles and developing continuing education. Focusing on neurology continuing education, the QSEN framework is illustrated with the example of concussion management…

  11. Simulation gaming in nursing education.

    Science.gov (United States)

    Ulione, M S

    1983-10-01

    Simulation games can be used in nursing education to promote problem solving or to impart information. Most games focus upon one of the two areas: cognitive knowledge or affective knowledge. We call these types of games content games and process games, respectively. Simulation games of both types are used in nursing education. Since simulation gaming in nursing education is a relatively new teaching strategy much of its use has been haphazard. In order for a simulation game to be an effective teaching strategy; there must be a "fit" between the game and the instructional objectives. The game operator should analyze the components of each game used prior to playing the game, so he will be able to use the game appropriately. One disadvantage of gaming is that there is a risk of experiencing untoward reactions in the gaming experience. For this reason, the operator should support all the participants throughout the game. Finally, the game operator should assess the effectiveness of the gaming process through the debriefing session and through research. To extend our knowledge of the effects of simulation games, game operators can research the effect of simulation gaming on student motivation, cognitive learning, and affective learning.

  12. Trends In Coloured Nursing Education

    Directory of Open Access Journals (Sweden)

    A.M. Venter

    1978-09-01

    Full Text Available Education as a selfgrowth process implies the potential successful adaptation to the world in which one lives; the latter becoming increasingly demanding through the expansion and growth of society as a whole. The Coloured nursing student of today, like all other students, lives in a fantastic era of technological advancement, industrialization, a continual struggle for academic achievement and above all the drive to achieve adjustment within the changing framework of society. The student must therefore be prepared to learn — which is a mental activity by means of which knowledge, skills, attitudes, and ideals are acquired, resulting in the modification of behaviour. The present-day nurse educator, therefore, not only has to be professionally and academically prepared for the educational task in nursing science but has to constantly update knowledge so as to keep abreast of the total interrelated picture of basic human science development. The success or failure of the student when she enters the professional world is an irrevocable reflection of the effectiveness of her teachers.

  13. Nursing education and the nuclear age

    International Nuclear Information System (INIS)

    McKay, S.

    1989-01-01

    As reflected in the nursing literature, nurses have only recently begun discussing professional responsibilities for avoidance of nuclear war. The literature of the 1950s and 1960s focused on issues of civil defense. The 1970s were mostly silent, but with the onset of the 1980s a few articles identified the need for the nursing profession to recognize the importance of nuclear war prevention. The responsibility of nursing education for including content about nuclear issues has not been discussed in the professional literature. The author surveyed baccalaureate programs of nursing education to determine whether this lack of discussion was reflected in nursing curricula. Responses indicated that the literature does not adequately reflect the level of activity and interest occurring within nursing education about nuclear issues. Nevertheless, because there is so little discussion in the professional literature, an implicit message is sent that nuclear issues are not of importance and that nurses should not openly address them.24 references

  14. The internet and nurse education.

    Science.gov (United States)

    Aasbrenn, Martin; Raustøl, Anne; Bingen, Hanne Maria

    2017-09-01

    Participation in a community of practice through asynchronous writing is useful for learning in higher education. We argue that such computer-mediated communication via the internet is valuable in nurse education, but that it often should take place at sites protected from search with access restricted to a limited group to make the students confident and enable learning. We further argue why we think discussion of patient stories in educational settings often should be done without computers. Reflection around patient stories is a fundamental part of the education of a clinician, but should be done either with fictional cases or as face-to-face activities to protect patient confidentiality. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. Tuning Nursing Educational in an Italian academic context.

    Science.gov (United States)

    Marchetti, Anna; Venturini, Giulia; Virgolesi, Michele; Gobbi, Mary; Rocco, Gennaro; Pulimeno, Ausilia Maria Lucia; Stievano, Alessandro; Piredda, Michela; De Marinis, Maria Grazia

    2015-09-01

    The European Union Bologna Process has laid the foundation for a common European competence-based educational framework. In many countries, nursing education is in transition from vocational to higher education, with many diverse systems. The competence-based approach provided by the project Tuning Educational Structures offers a common and coherent framework able to facilitate the implementation of the principles underpinning the Bologna Process reform. This study aimed to ascertain the relevance that Italian nursing university lecturers attributed to the 40 competences of the Italian version of the nursing Bachelor's and Master's Degrees. These competences were developed through adoption of the Tuning Methodology in the nursing context. The study was conducted in the 4 universities of one region of Italy which offer nursing Bachelor's and Master's Degrees. A total of 164 Italian university nursing lecturers. Using a four point scale, a cross sectional survey was conducted from March 2011 to April 2012. Participants evaluated each competence according to its relevance for Bachelor's or Master's Education. Frequency analysis was conducted. The significance for each competence of Tuning was rated very high by Italian lecturers and appeared to overlap partially with the original European study. In Italy, the most relevant competences for Bachelor's Degree were the skills associated with the use of appropriate interventions, activities and skills in nursing and the skills associated with nursing practice and clinical decision-making. For Master's Degree, leadership, management and team competences were the most important. The Tuning Nursing Project was accepted by the Italian lecturers. The competence-based approach was considered by Italian lectures as a support enabling to reflect on the current Italian nursing education cycles of study and to ensure shared visions and common approaches between Italian and European lecturers. Copyright © 2015 Elsevier Ltd. All

  16. Youth Education - Programs / Projects

    OpenAIRE

    2004-01-01

    Christine Bozak: 4-H Steers that Work. Rebecca Brooks: Relationship Skills Education. Travis Burke: Defining Competency in the 4-H Professional’s Job. Holly L. Hays Butler: 4-H at the Indiana School for the Deaf . Kevin D. Chilek: Quality Assurance Program for Youth Livestock Exhibitors. Graham Cochran: Lessons from an Innovative Urban Youth Education Center. Steve Cramer: Use Activities Fun and Humor to Teach Character Education. Annette Devitt: Life on the Farm Project. Janet Edwards: Emot...

  17. An understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China.

    Science.gov (United States)

    Xiao, Lily Dongxia

    2008-09-01

    Mandatory continuing nursing education is viewed as one way to develop registered nurses' continuing competencies. However, as has been argued internationally, it can also create a paradox in terms of learning to meet study requirements. Such paradox has been discussing in China since the implementation of mandatory continuing nursing education in 1996. Nurse educators, who develop continuing nursing education programs, appear to respond to the paradox differently associated with their leadership styles. This article reports a qualitative study aiming to gain an understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China. Gadamer's philosophical hermeneutics underpins in-depth interviews with five nurse educators and data interpretation. Two categories of nurse educators, described as proactive educator and reactive educator, were identified and compared with two types of leadership styles described as transformational leader and transactional leader in the literature of educational leadership and continuing professional development. Proactive educators shared core attributors of transformational leaders and were able to relieve the paradox in mandatory continuing nursing education. Reactive educators however showed some attributors of transactional leaders and might escalate the paradox. Findings suggest further research in relation to the preparation of nurse educators.

  18. Ending disruptive behavior: staff nurse recommendations to nurse educators.

    Science.gov (United States)

    Lux, Kathleen M; Hutcheson, Jane B; Peden, Ann R

    2014-01-01

    The purpose of this qualitative descriptive study was to identify educational strategies that can prepare new graduates to manage disruptive behavior (DB) in the workplace. DB is any inappropriate behavior, confrontation, or conflict - ranging from verbal abuse to sexual harassment - that harms or intimidates others to the extent that quality of care or patient safety could be compromised. Individual interviews were conducted with nine staff nurses currently in practice in acute care settings in the United States. Staff nurses recommended educational strategies that focused on communication skills for professional practice. These included learning how to communicate with hostile individuals, and giving and receiving constructive criticism. Descriptions that participants provided about their work culture were an unexpected finding that has relevance for nurse educators as they prepare students for transition to practice Nurses described lack of management support and intervention for DB situations, personality clashes with coworkers, and devaluation of nursing work as affecting professional practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

  19. Service-Learning Initiatives in Nursing Education

    Science.gov (United States)

    O'Shea, Eileen; Planas, Jessica; Quan, Melissa; Greiner, Lydia; Kazer, Meredith; Babington, Lynn

    2013-01-01

    In response to the changing demands of the U.S. healthcare system and the needs of the nursing profession, the Institute of Medicine, in collaboration with the Robert Wood Johnson Foundation, spearheaded a two-year initiative to develop recommendations for the future of nursing. Discussions of these recommendations within nursing education led to…

  20. Educational preparation to strengthen nursing leadership.

    Science.gov (United States)

    Scott, Elaine S

    2011-01-01

    Two of the 8 recommendations in the Institute of Medicine of the National Academies report on the future of nursing call for increased leadership by nurses. While nurses alone cannot transform health care, they do need a stronger voice in health care systems, and they need better educational preparation as members of the health care leadership team.

  1. Improving Nursing Communication Skills in an Intensive Care Unit Using Simulation and Nursing Crew Resource Management Strategies: An Implementation Project.

    Science.gov (United States)

    Turkelson, Carman; Aebersold, Michelle; Redman, Richard; Tschannen, Dana

    Effective interprofessional communication is critical to patient safety. This pre-/postimplementation project used a multifaceted educational strategy with high-fidelity simulation to introduce evidence-based communication tools, adapted from Nursing Crew Resource Management, to intensive care unit nurses. Results indicated that participants were satisfied with the education, and their perceptions of interprofessional communication and knowledge improved. Teams (n = 16) that used the communication tools during simulation were more likely to identify the problem, initiate key interventions, and have positive outcomes.

  2. Gaming in Nursing Education: A Literature Review.

    Science.gov (United States)

    Pront, Leeanne; Müller, Amanda; Koschade, Adam; Hutton, Alison

    The aim of this research was to investigate videogame-based learning in nursing education and establish how videogames are currently employed and how they link to the development of decision-making, motivation, and other benefits. Although digital game-based learning potentially offers a safe and convenient environment that can support nursing students developing essential skills, nurse educators are typically slow to adopt such resources. A comprehensive search of electronic databases was conducted, followed by a thematic analysis of the literature. Evaluations of identified games found generally positive results regarding usability and effectiveness of videogames in nursing education. Analysis of advantages of videogames in nursing education identified potential benefits for decision-making, motivation, repeated exposure, logistical, and financial value. Despite the paucity of games available and the methodological limitations identified, findings provide evidence to support the potential effectiveness of videogames as a learning resource in nursing education.

  3. Changes in nurse education: being a nurse teacher.

    Science.gov (United States)

    Carr, Graham

    2007-11-01

    The aim of this study is to examine changes in nursing education through the personal accounts of nurse teachers. This paper is based on 37 in-depth interviews within a central London Healthcare Faculty, which took place between August 2003 and March 2004 and totalled 34.4h or 305,736 words. There were thirty female and seven male participants, who between them shared 1015 years of nursing experience, averaging at 27.4 years (min7-max 42). These nursing years included 552 years of teaching practice, the average time being 15 years spent in a formal teaching role (min 0.5-max 29). Each interview was subjected to a process of thematic content analysis as described by Miles and Huberman. This paper identifies how nurse teachers try to combine teaching with a nursing role. The Government, the NHS, the Universities and the Nursing and Midwifery Council all articulate contradictory visions of the nurse teacher role, which raises the question of what additional value (if any) is gained from combining nursing practice and its teaching. This tension has led to a default situation where the longer a nurse works as a teacher the less likely it is that they will maintain any nursing practice.

  4. [Transition in nursing education and research].

    Science.gov (United States)

    Nobuchika, H

    1997-09-01

    Health needs of the people of Japan are diversified and today's nursing is required to display expert functions which exceed the borders of health prevention, medical service, and welfare. Nursing education, which has recently become a four-year university course, has as its purpose the development of its specialties and science, and a systematization of them. Most nursing researchers attempt to develop nursing models from the traditional medical model, and intend to apply the nursing model to their social responsibilities and practices of nursing.

  5. The competence and the cooperation of nurse educators.

    Science.gov (United States)

    Salminen, Leena; Minna, Stolt; Sanna, Koskinen; Jouko, Katajisto; Helena, Leino-Kilpi

    2013-11-01

    The competence of nurse educators and cooperation between nurse educators and nurse leaders and mentors are important in terms of producing high-quality and evidence-based nursing education. The purpose of this study was to assess the competence of nurse educators based on their own evaluations as well as those of nursing students, educational administrators, nurse leaders and nurse mentors and to describe the cooperation between educators and educational administrators, nurse leaders and nurse mentors. A descriptive, cross-sectional survey design was used. The research was conducted in educational and clinical nursing settings. The nurse educators, students and educational administrators were from polytechnics offering degree programs in nursing, public health nursing, emergency nursing and midwifery. The nurse leaders represented special health care and primary health care. The nurse mentors were nurses working in the medical wards of the university hospitals. The data were collected via email using a structured questionnaire (A Tool for Evaluation of Requirements of Nurse Teacher). In total 689 responses were received from nurse educators (n=342), nursing students (n=202), educational administrators (n=17), nurse leaders (n=64) and nurse mentors (n=64). The results show that nurse educators rated their competence as being very good. Nursing students and nurse mentors were the most critical in their evaluations. The cooperation between nurse educators and educational administrators and nurse leaders was rated as good but nurse mentors were quite critical. To maintain and improve the competence and cooperation of nurse educators, interventions are needed. Copyright © 2012 Elsevier Ltd. All rights reserved.

  6. A Humanistic-Educative Approach to Evaluation in Nursing Education.

    Science.gov (United States)

    Goldenberg, Dolly; Dietrich, Pamela

    2002-01-01

    A humanistic-educative evaluation method for nursing education emphasizes collaboration, caring, creativity, critical thinking, and self-assessment. A teacher-student shared home visit in family nursing illustrates the use of the approach for developing self-directed and competent nurses. (Contains 34 references.) (SK)

  7. Nursing education in Bangladesh: a social business model.

    Science.gov (United States)

    Parfitt, Barbara; Nahar, Niru Shamsun

    2016-06-01

    The aim of this project was to develop a quality nurse education programme in Bangladesh. A sustainable social business financial model was used. The project is a collaboration between Glasgow Caledonian University and the Grameen Health Care Trust. It contributes to the UN development agenda, eradication of poverty, sustainability and the development of global partnerships. There is an acute shortage of nurses in Bangladesh but many young women who wish to become nurses are unable to do so. Women are discriminated against, have few leadership opportunities and poverty affects large proportions of rural society. The collaboration between the University and the Trust provides the necessary input to ensure a quality nursing programme. A business plan was developed, competency-based teaching introduced, infrastructure and financial management processes were set-up and an evaluation framework was put in place. The systems evaluation framework monitors the financial status of the College and the effects of the programme on students. The social business model, providing access to educational loans, has enabled 118 students to graduate into employment. The College is currently on target to be financially sustainable by 2016. This project outlines a business model that tackles poverty, gender equality and contributes to the human resource deficit. Young women are equipped as change agents and leaders. The social business model provides a mechanism for releasing funds for education to those who are impoverished. It provides a viable option for increasing the number of well-educated nurse leaders in developing countries. © 2016 International Council of Nurses.

  8. The meaning of being a nurse educator and nurse educators' attraction to academia: A phenomenological study.

    Science.gov (United States)

    Laurencelle, Francine L; Scanlan, Judith M; Brett, Anne Liners

    2016-04-01

    The nursing faculty shortage affects the number of nurse graduates. Understanding the meaning of being a nurse educator and what attracts nurses with graduate degrees to academia, are important considerations in addressing the recruitment and retention of faculty. The aim of this study was to explore the meaning of being a nurse educator and how nurse educators' understand their attraction to academia. The sample population included 15 nurse educators with a master's or doctoral degree, currently teaching in an undergraduate or graduate nursing program in a western Canadian city. Data were collected through 15 face-to-face semi-structured interviews using an interview guide. The meaning of being a nurse educator and how nurse educators understand their attraction to academia illustrates, from the perspective of the participants, how they give meaning to being a nurse educator and how they understand their attraction to academia. Six subthemes emerged: (1) opportunities, (2) wanting to teach, (3) seeing students learn, (4) contributing to the profession, (5) the unattractive, and (6) flexibility. The faculty shortage is a complex issue, one that will persist into the foreseeable future. Understanding how nurse educators experience academia and how the meaning of these experiences attract them to academia, will facilitate the development of creative strategies to recruit and retain qualified nurse educators. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. ePortfolio and learning styles in Nursing Education

    DEFF Research Database (Denmark)

    Nielsen, Kirsten; Helms, Niels Henrik; Pedersen, Birthe D.

    ePortfolio & learning styles in Nursing Education Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses...... priority than learning the practical craft of nursing in clinical settings. Insight into preferred learning style can be an advantage to both students and preceptors in attempt to promote students´ learning potential, but there are quite many different theoretical approaches and definitions of the concept...... of Nursing, VIA University College, DK wanted to intensify the differentiated guidance of students, and developed an ePortfolio which aim to facilitate four learning styles as described by Honey and Mumford. It was tested in a pilot project and now, a qualitative study of how learning is mediated in clinical...

  10. Academic Incivility in Nursing Education

    Science.gov (United States)

    Marlow, Sherri

    2013-01-01

    A well-documented and growing problem impacting the nursing shortage in the United States is the increasing shortage of qualified nursing faculty. Many factors contribute to the nursing faculty shortage such as retirement, dissatisfaction with the nursing faculty role and low salary compensation (American Association of Colleges of Nursing (AACN),…

  11. Beyond Florence Nightingale: The General Professional Education of the Nurse.

    Science.gov (United States)

    Pounds, Lois A.

    1989-01-01

    Nurses must leave nursing to advance their careers. A rigorous preprofessional science preparation and nursing education at the baccalaureate level followed by a clinical internship is proposed. Nurses would be able to achieve specialty education either by graduate education or through experience and continuing nursing education. (Author/MLW)

  12. Analysis of the Concept Continuing Education in Nursing Education

    Science.gov (United States)

    Agyepong, Edith Biamah; Okyere, Enoch Danso

    2018-01-01

    The term continuing education is extensively used throughout nursing education literature. This paper sought to re-examine the concept 'continuing education' for its meaning, relevance and appropriateness of application. The authors examined the definitions of continuing education from dictionaries, thesauruses, and current nursing education…

  13. Gendered nursing education and practice in Iran.

    Science.gov (United States)

    Fooladi, Marjaneh M

    2003-01-01

    Through qualitative ethnographic methods, the researcher gendered nursing education and practice among human nursing students and faculty. Interaction with nursing students and faculty occurred in a familiar turf using the native language in interviews and on field observations. Settings included classrooms, skills laboratory, faculty offices, clinical areas, and informants' homes. Formal and informal interviews, observations, and printed materials provided useful data to reach consistent common patterns. Thematic analysis and triangulation of data identified gender variations in care and compassion, spirituality, economic motives, and practice preference. Integrated experiences of pre-Islamic period were used to describe the current developments of gendered nursing education and practice in the Islamic Republic of Iran. Study of gendered nursing education and practice brings attention to the cultural significance of gender issues. This body of knowledge will benefit American nurses and educators by increasing their cultural understanding of gender.

  14. 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...

  15. Gamification of Nursing Education With Digital Badges.

    Science.gov (United States)

    White, Meagan; Shellenbarger, Teresa

    Digital badges (DBs) serve as an innovative approach to gamifying nursing education by engaging socially connected, technologically savvy nursing students in learning. Because assessment and credentialing mechanisms are housed and managed online, DBs are designed as visible indicators of accomplishment and skill. This article describes important considerations for faculty when incorporating game-based pedagogies such as DB into nursing education and identifies potential pitfalls with DB use that faculty should consider.

  16. History of Higher Education: Educational Reform and the Emergence of the Nursing Professorate.

    Science.gov (United States)

    Ruby, Jane

    1999-01-01

    In the late 19th century, visionary leaders pursued liberal education for nurses, moving nursing education from hospitals to universities. The nursing professorate might never have developed had nursing education remained under the jurisdiction of hospitals. (SK)

  17. The History and State of Neonatal Nursing Quality Improvement Practice and Education.

    Science.gov (United States)

    Kukla, Aniko; Dowling, Donna A; Dolansky, Mary A

    2018-03-01

    Quality improvement has evolved rapidly in neonatal nursing. This review outlines the history and current state of quality improvement practice and education in neonatal nursing. The future of neonatal nursing includes a stronger emphasis on quality improvement in advanced practice education that promotes doctoral projects that result in clinical improvements. A collective focus will ensure that neonatal nurses not only deliver evidence-based care, but also continually improve the care they deliver.

  18. Nurse education and convergent information technologies.

    Science.gov (United States)

    Howard, B

    This article concerns one of the main problems facing nurse education, that of meeting individualised learner needs. This endeavour is inescapable because of current trends in the curriculum, trends towards continuous assessment and more recently, advice from the English National Board (ENB) regarding continuous theoretical assessment. Computer assisted learning, it is suggested, can be helpful in nurturing individual learner progress. Sophisticated technologies are available to educationalists which develop individual learning strategies, but the cost of producing the necessary courseware is high, both in terms of money and tutor time. Hopefully a solution has been found as a project has been funded and is being run by the ENB allowing tutors to develop skills in this area of education.

  19. Policy analysis and advocacy in nursing education: the Nursing Education Council of British Columbia framework.

    Science.gov (United States)

    Duncan, Susan M; Thorne, Sally; Van Neste-Kenny, Jocelyne; Tate, Betty

    2012-05-01

    Academic nursing leaders play a crucial role in the policy context for nursing education. Effectiveness in this role requires that they work together in presenting nursing education issues from a position of strength, informed by a critical analysis of policy pertaining to the delivery of quality nursing education and scholarship. We describe a collective process of dialog and critical analysis whereby nurse leaders in one Canadian province addressed pressing policy issues facing governments, nursing programs, faculty, and students. Consensus among academic nurse leaders, formalized through the development of a policy action framework, has enabled us to take a stand, at times highly contested, in the politicized arena of the nursing shortage. We present the components of a policy action framework for nursing education and share examples of how we have used a critical approach to analyze and frame policy issues in nursing education for inclusion on policy agendas. We believe our work has influenced provincial and national thinking about policy in nursing education is the foundation of our conclusion that political presence and shared strategy among academic nursing leaders is undeniably critical in the global context of nursing today. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

  20. Distance Technology in Nursing Education. AACN White Paper.

    Science.gov (United States)

    American Association of Colleges of Nursing, Washington, DC.

    Careful use of technology in education may enhance the ability of the nursing education profession to educate nurses for practice, prepare future nurse educators, and advance nursing science. To take full advantage of technology, several factors must be addressed. Superior distance education programs require substantial institutional financial…

  1. Toolbox of teaching strategies in nurse education

    Institute of Scientific and Technical Information of China (English)

    Jie-hui Xu

    2016-01-01

    There are a variety of teaching strategies that instructors can use to improve student learning. It is of great importance to select appropriate teaching strategies in nurse education to make the training more appealing and more effective. In this article, ten teaching strategies will be introduced to help instructors learn how to involve the teaching strategy in the nurse education. If using these strategies well, students are more likely to memorize the information associated with the lesson. Selection of teaching strategies appropriately is of great importance for nurse educators to deliver high-quality education.

  2. What Is the Value of Nurse Educator Certification? A Comparison Study of Certified and Noncertified Nurse Educators.

    Science.gov (United States)

    Barbé, Tammy; Kimble, Laura P

    The purpose of this study was to examine differences in how certified nurse educators and noncertified nurse educators valued nurse educator certification. No studies have investigated the differences in perceptions of certified and noncertified nurse educators. Understanding these differences may influence how the nursing profession recognizes and promotes excellence within the academic nursing specialty. Perceived Value of Certification Tool-Nurse Educator and demographic survey were administered via a web-based survey to a national sample of nursing faculty. Certified nurse educators valued certification with greater agreement than noncertified nurse educators. Personal accomplishment, personal satisfaction, and validation of knowledge were identified as the greatest rewards to certification. Nurse educators identified with intrinsic rewards of certification. Despite overall positive perceptions of nurse educator certification, strategies focused on extrinsic rewards may be necessary to increase certification rates. Such strategies may help overcome factors preventing educators from attaining certification.

  3. Conception of undergraduate nursing students on the practice of health education on first aid

    OpenAIRE

    Marília Rosa de Oliveira; Ana Rita Arrigo Leonel; Juliana Helena Montezeli; Andréia Bendine Gastaldi; Eleine Aparecida Penha Martins; Cristiano Caveião

    2015-01-01

    Objective: to present the conception of undergraduate nursing students participating in an integrated project on health education on first aid. Methods: qualitative research conducted at the Universidade Estadual de Londrina with five senior nursing students, participating in the projectNursing in clinical and surgical urgent and emergency care.” We applied semi-structured interviews with content analysis. Results: the following categories emerged: Health education as a facilitator for acad...

  4. Nurses for Wisconsin: A Collaborative Initiative to Enhance the Nurse Educator Workforce.

    Science.gov (United States)

    Young, Linda K; Adams, Jan L; Lundeen, Sally; May, Katharyn A; Smith, Rosemary; Wendt, L Elaine

    2016-01-01

    Wisconsin, like much of the nation, is currently suffering from a growing nursing shortage. The University of Wisconsin-Eau Claire College of Nursing and Health Sciences, in partnership with the University of Wisconsin-Madison, University of Wisconsin-Milwaukee, and University of Wisconsin Oshkosh nursing programs, took advantage of a University of Wisconsin System Incentive Grant for economic and workforce development to address this problem. With a $3.2 million award, the Nurses for Wisconsin goal is to increase the number of baccalaureate registered nurses by expanding the nursing education capacity within the University of Wisconsin System. Nurses for Wisconsin is accelerating the preparation of nursing faculty by supporting nurses to enroll in doctor of nursing practice or nursing doctor of philosophy programs with pre- and postdoctoral fellowship awards ranging from $21,500 to $90,000 and the recruitment of faculty with a loan repayment program of up to $50,000. In exchange for the financial support, fellows and faculty must make a 3-year commitment to teach in a UW System nursing program. Two conferences for program participants are also funded through the award. The first conference was held in October 2014. The second conference is scheduled for summer 2015. With the first year of the 2-year project completed, this article describes Nurses for Wisconsin from inception to implementation and midterm assessment with a focus on lessons learned. A follow-up article addressing final outcomes and next steps is planned. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. Art Images in Holistic Nursing Education

    Directory of Open Access Journals (Sweden)

    Cheryl V. Elhammoumi

    2017-05-01

    Full Text Available Background: Nursing research has concentrated on empirical knowing with little focus on aesthetic knowing. Evidence from the literature suggests that using visual art in nursing education enhances both clinical observation skills and interpersonal skills. The purpose of this review was to explore how visual art has been used in baccalaureate nursing education. Methods: Of 712 records, 13 studies met the criteria of art, nursing and education among baccalaureate nursing students published in English. Results: Three quantitative studies demonstrated statistical significance between nursing students who participated in arts-based learning compared to nursing students who received traditional learning. Findings included improved recall, increased critical thinking and enhanced emotional investment. Themes identified in 10 qualitative studies included spirituality as role enhancement, empathy, and creativity. Conclusion: Visual arts-based learning in pre-licensure curriculum complements traditional content. It supports spirituality as role enhancement in nurse training. Visual art has been successfully used to enhance both critical thinking and interpersonal relations. Nursing students may experience a greater intra-connectedness that results in better inter-connectedness with patients and colleagues. Incorporating visual arts into pre-licensure curriculums is necessary to nurture holistic nursing practice.

  6. Registered nurse buddies: Educators by proxy?

    Science.gov (United States)

    Rebeiro, Geraldine; Evans, Alicia; Edward, Karen-Leigh; Chapman, Rose

    2017-08-01

    The informal clinical teaching role of the buddy nurse seems to be a uniquely Australian title, with little consistency in terminology for informal nurse educator roles internationally. Not all registered nurses are professionally developed for the informal role of facilitating the clinical learning of students in clinical settings, yet these roles are expected by nursing professional bodies. In Australia the registered nurses (RN) experience of being a buddy nurse has been reported as lacking clarity, being unsupported and structureless. Whist there is a plethora of literature published about formal RN educator roles, little is available on the informal buddy nurse role. A view of the buddy nurse role in reference to the limited but available literature in the Australian context is offered in this paper. International perspectives are also gathered describing informal clinical education RN's roles with similar responsibilities to the Australian buddy nurse. The significance of this dialogue is to ignite debate about the role, potentially informing policy for the improved support of the role within the Australian nursing landscape. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Creativity and connections: the future of nursing education and practice: the Massachusetts Initiative.

    Science.gov (United States)

    Sroczynski, Maureen; Gravlin, Gayle; Route, Paulette Seymour; Hoffart, Nancy; Creelman, Patricia

    2011-01-01

    Education and practice partnerships are key to effective academic program design and implementation in a time of decreasing supply and increasing demands on the nursing profession. An integrated education/practice competency model can positively impact patient safety, improve patient care, increase retention, and ensure a sufficient and competent nursing workforce, which is paramount to survival of the health care system. Through the contributions of nursing leaders from the broad spectrum of nursing and industry organizations within the state, the Massachusetts Nurse of the Future project developed a competency-based framework for the future design of nursing educational programs to meet current and future practice needs. The Massachusetts Nurse of the Future Nursing Core Competencies(©) expand on the Institute of Medicine's core competencies for all health care professionals and the Quality and Safety Education for Nurses competencies for quality and safety to define the expectations for all professional nurses of the future. The Massachusetts Nurse of the Future Nursing Core Competencies define the knowledge, attitude, and skills required as the minimal expectations for initial nursing practice following completion of a prelicensure professional nursing education program. These competencies are now being integrated into new models for seamless, coordinated nursing curriculum and transition into practice within the state and beyond. Copyright © 2011 Elsevier Inc. All rights reserved.

  8. 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

  9. Nurse Project Consultant: Critical Care Nurses Move Beyond the Bedside to Affect Quality and Safety.

    Science.gov (United States)

    Mackinson, Lynn G; Corey, Juliann; Kelly, Veronica; O'Reilly, Kristin P; Stevens, Jennifer P; Desanto-Madeya, Susan; Williams, Donna; O'Donoghue, Sharon C; Foley, Jane

    2018-06-01

    A nurse project consultant role empowered 3 critical care nurses to expand their scope of practice beyond the bedside and engage within complex health care delivery systems to reduce harms in the intensive care unit. As members of an interdisciplinary team, the nurse project consultants contributed their clinical expertise and systems knowledge to develop innovations that optimize care provided in the intensive care unit. This article discusses the formal development of and institutional support for the nurse project consultant role. The nurse project consultants' responsibilities within a group of quality improvement initiatives are described and their challenges and lessons learned discussed. The nurse project consultant role is a new model of engaging critical care nurses as leaders in health care redesign. ©2018 American Association of Critical-Care Nurses.

  10. Changes in nurse education: delivering the curriculum.

    Science.gov (United States)

    Carr, Graham

    2008-01-01

    The aim of this study is to examine changes in pre-registration nursing education through the personal accounts of nurse teachers. This paper is based on 37 in-depth interviews within a central London Healthcare Faculty. Each interview was subjected to a process of content analysis described by Miles and Huberman. The interviews took place between August 2003 and March 2004 and totalled 34.4 hours or 305,736 words. There were thirty female and seven male participants, who shared 1015 years of nursing experience, averaging at 27.4 years (min 7-max 42). These were supplemented by 552 years of teaching practice, the average being 15 years (min 0.5-max 29). This paper--delivering the nursing curriculum--identifies that the nature of nursing has changed as it has both expanded and contracted. Participants identified three major changes; the nature of nursing, selection of future nurses and the current impact that large cohorts have on our traditional model of person-centred education. The practice placements remain central to nursing education and it is the nursing role that should define the curriculum and the values of higher education should be supportive of this identity.

  11. Fostering Ethical Integrity in Nursing Education.

    Science.gov (United States)

    Eby, Ruth A; Hartley, Patricia Lynn; Hodges, Patricia J; Hoffpauir, Rebecca Baldwin

    Nursing students bring an array of morals, values, and ethics that may be inconsistent with ethical integrity. This study explored nurse educator perceptions of student ethical integrity and how educators can foster an ethical foundation in students and novice educators. Four major themes influencing ethical integrity emerged: the learning environment, behaviors, ethical principles, and a toolbox of strategies. Strategies for fostering ethical integrity included: modeling ethical integrity, effective communication, grading accuracy, faculty perceptions, and faculty peer mentoring.

  12. Developing educator competency to facilitate the use of simulation-based learning in nurse education. A collaborative project (NESTLED) supported by the EU Lifelong Learning Programme

    DEFF Research Database (Denmark)

    Hartvigsen, Tina

    2014-01-01

    such as developing scenarios, debriefing, creating a safe and positive learning environment, mastery of technology, equipment operation and professional communication skills and comportment to name only some. In September 2013 a consortium of dedicated educators holding expertise in simulation-based education from...... on developing educational environments and equipment has not necessarily been matched with investment in the capability of educators to maximise the potential of simulation – based learning. A skilled educator is a prerequisite for effective simulation – based education and there are many educator competencies...... focused on the need of knowledge regarding educators ‘competences in a complex learning environment. Collaborations often develop serendipitously and conferences provide unique opportunities for people to meet who share common interests. In 2011 such an opportunity occurred when the initiators...

  13. Educating nursing students in clinical leadership.

    Science.gov (United States)

    Ailey, Sarah; Lamb, Karen; Friese, Tanya; Christopher, Beth-Anne

    2015-02-01

    One of the goals of nursing education is to develop caring and responsible nurses with clinical reasoning skills who are capable of improving outcomes in complex healthcare systems. Using the Model of Situated Learning in Nursing Leadership, generalist entry graduate nursing students at Rush University in Chicago, part of a large academic medical centre with Magnet recognition for excellence in nursing practice, are educated using a curriculum based on the clinical nurse leader (CNL) competencies. This article presents a case study that demonstrates how the model is used to provide experiences for learning the CNL role. The students learn leadership in practice through their involvement in ongoing efforts at the medical centre to improve the care of patients with intellectual and developmental disabilities. The case study provides lessons in teaching CNL leadership competencies through efforts to improve the quality of care for an at-risk group of patients.

  14. Nurses' knowledge and educational needs regarding genetics.

    Science.gov (United States)

    Seven, Memnun; Akyüz, Aygül; Elbüken, Burcu; Skirton, Heather; Öztürk, Hatice

    2015-03-01

    Nurses now require a basic knowledge of genetics to provide patient care in a range of settings. To determine Turkish registered nurses' current knowledge and educational needs in relation to genetics. A descriptive, cross-sectional study. Turkish registered nurses working in a university hospital in Turkey were recruited. All registered nurses were invited to participate and 175 completed the study. The survey instrument, basic knowledge of health genetics, confidence in knowledge and the nurses' need for genetics education were used to collect data. The majority (81.1%, n=142) of participants indicated that genetics was not taught during their degree program, although 53.1% to 96% of respondents felt confident in defining different genetic concepts. The average genetics knowledge score was 6.89±1.99 of a possible 11 (range 0-11). The majority (70.3%) expressed a strong wish to attend a continuing nursing education program in genetics. The study shows that although Turkish nurses are not sufficiently knowledgeable to apply genetics in practice, they are willing to have more education to support their care of patients. Nurses need to have more education related to genetics in accordance with advances in human genetics to optimize health care. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. Challenges for nursing education in Angola: the perception of nurse leaders affiliated with professional education institutions.

    Science.gov (United States)

    Marchi-Alves, Leila Maria; Ventura, Carla A Arena; Trevizan, Maria Auxiliadora; Mazzo, Alessandra; de Godoy, Simone; Mendes, Isabel Amélia Costa

    2013-07-17

    Angola is one of the African countries with the highest morbidity and mortality rates and a devastating lack of human resources for health, including nursing. The World Health Organization stimulates and takes technical cooperation initiatives for human resource education and training in health and education, with a view to the development of countries in the region. The aim in this study was to identify how nurses affiliated with nursing education institutions perceive the challenges nursing education is facing in Angola. After consulting the National Directory of Human Resources in Angola, the nurse leaders affiliated with professional nursing education institutions in Angola were invited to participate in the study by email. Data were collected in February 2009 through the focus group technique. The group of participants was focused on the central question: what are the challenges faced for nursing education in your country? To register and understand the information, besides the use of a recorder, the reporters elaborated an interpretative report. Data were coded using content analysis. Fourteen nurses participated in the meeting, most of whom were affiliated with technical nursing education institutions. It was verified that the nurse leaders at technical and higher nursing education institutions in Angola face many challenges, mainly related to the lack of infrastructure, absence of trained human resources,bureaucratic problems to regularize the schools and lack of material resources. On the opposite, the solutions they present are predominantly centered on the valuation of nursing professionals, which implies cultural and attitude changes. Public health education policies need to be established in Angola, including action guidelines that permit effective nursing activities. Professional education institutions need further regularizations and nurses need to be acknowledged as key elements for the qualitative enhancement of health services in the country.

  16. Ethics in Turkish nursing education programs.

    Science.gov (United States)

    Görgülü, Refia Selma; Dinç, Leyla

    2007-11-01

    This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for nurses. More than half of the educators believed that students' theoretical knowledge of ethics is applied to their clinical experiences. The teaching methods used included discussion in class, lectures, case studies, small group discussion, dramatization and demonstration. Assessment was carried out by means of written essays and written examinations.

  17. Copyright law and distance nursing education.

    Science.gov (United States)

    Rhoads, Jacqueline; White, Carolyn

    2008-01-01

    The authors present essential information regarding the copyright law and online education. This information provides the reader specific aids to assist in designing and implementing distance education courses within the bounds of the Technology, Education, and Copyright Harmonization Act and fair use guidelines. From their research, the authors, who are distance education experts, offer a wide array of educational and legal data to inform nurse educators.

  18. Doctoral Education in Nursing: Future Directions

    Science.gov (United States)

    Downs, Florence S.

    1978-01-01

    Problems that confront nursing education and the quality of doctoral preparation are discussed in this article and include the steep rise in requests from nurses for admission into doctoral programs and tight university budgets; other concerns are the development of scholars and sharing research findings. (TA)

  19. Improving Academic Writing in Nursing Education

    Science.gov (United States)

    Mattsson, Janet

    2016-01-01

    Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…

  20. Abstract: Identifying Nurse Education Needs with Documentation ...

    African Journals Online (AJOL)

    Cultural differences have led to the development and implementation of educational topics not reflected in the documentation audit such as professional and institutional accountability rules and regulations for nurses. Conclusions: As nurses in Rwanda implement the change in clinical practice following this study, detailed ...

  1. Iranian nursing students' perspectives of educational equity.

    Directory of Open Access Journals (Sweden)

    Shahrzad Ghiyasvandian

    2014-12-01

    Full Text Available Around the world there is a growing consensus that students' rights must be protected, regardless of race, creed, color, sex, religion, and socioeconomic status. One of these rights is the educational equity. However, little is known about these phenomena in nursing education. The aim of this study was to explore the educational equity from the perspective of nursing students. A qualitative study was conducted. Thus, we purposefully recruited for in-depth interviews 13 nursing students (8 female and 5 male. All interviews were transcribed verbatim and analyzed by thematic analysis approach to identify categories and themes. Four main themes emerged from the data: Fair Educational Opportunity, fair evaluation, attempts to combat discrimination, and employing qualified teachers.  It is argued that educational equity should be developed in higher education. Principles of equity and students' rights may form the most basic rationale for all formal and informal efforts to extend the right of equal access to education.

  2. Does technology really enhance nurse education?

    Science.gov (United States)

    Goodchild, Tim

    2018-07-01

    Technology has clearly impacted upon our working lives, and the purpose of this paper is to offer a critical insight into the ubiquitous presence of technology in nurse education. This paper argues that technology enhanced learning is predicated on the promise of potential and purported transformation of teaching and learning. It suggests that there is a lack of critical engagement in the academic field of technology enhanced learning, and adds a critical voice to some of the emerging arguments in this area. There is also a lack of systematic evidence supporting the enhancement offered by technology, and yet the technology enhanced project continues to persist. The discourse surrounding technology enhanced learning has become so dominant, so pervasive, that those of us within it can no longer see alternatives. But there are alternatives, and this paper argues that we need to challenge the dominance of technology enhanced learning, and become aware of its contingent nature. Copyright © 2018 Elsevier Ltd. All rights reserved.

  3. Spiritual Nursing Care Education An Integrated Strategy for Teaching Students.

    Science.gov (United States)

    White, Donna M; Hand, Mikel

    The failure of nursing schools to integrate spiritual nursing care education into the curriculum has contributed to a lack in nurses' spiritual care ability. Developing, integrating, and testing a Spiritual Care Nursing Education strategy in an Associates of Science nursing program significantly increased the perceived spiritual care competence of student nurses. Utilizing a faculty team to develop learning activities to address critical spiritual care attributes offers a method to integrate spiritual nursing care content throughout the curriculum in ASN and BSN programs.

  4. Contested Practice: Political Activism in Nursing and Implications for Nursing Education.

    Science.gov (United States)

    Buck-McFadyen, Ellen; MacDonnell, Judith

    2017-07-27

    Canadian nurses have a social mandate to address health inequities for the populations they serve, as well as to speak out on professional and broader social issues. Although Canadian nursing education supports the role of nurses as advocates for social justice and leadership for health care reform, little is known about how nurse educators understand activism and how this translates in the classroom. A comparative life history study using purposeful sampling and a critical feminist lens was undertaken to explore political activism in nursing and how nurse educators foster political practice among their students. Findings from interviews and focus groups with 26 Ontario nurse educators and nursing students suggested that neoliberal dynamics in both the practice setting and in higher education have constrained nurses' activist practice and favour a technical rational approach to nursing education. Implications and strategies to inspire political action in nursing education are discussed.

  5. From bedside to classroom: the nurse educator transition model.

    Science.gov (United States)

    Schoening, Anne M

    2013-01-01

    The purpose of this qualitative study was to generate a theoretical model that describes the social process that occurs during the role transition from nurse to nurse educator. Recruitment and retention of qualified nurse educators is essential in order to remedy the current staff nurse and faculty shortage in the United States, yet nursing schools face many challenges in this area. This grounded theory study utilized purposive, theoretical sampling to identify 20 nurse educators teaching in baccalaureate nursing programs in the Midwest. The Nurse Educator Transition (NET) model was created from these data.This model identifies four phases in the role transition from nurse to nurse educator: a) the Anticipatory/Expectation Phase, b) the Disorientation Phase, c) the Information-Seeking Phase, and d) the Identity Formation Phase. Recommendations include integrating formal pedagogical education into nursing graduate programs and creating evidence-based orientation and mentoring programs for novice nurse faculty.

  6. Postgraduate Education for Nurses: The Middlesex Model.

    Science.gov (United States)

    Caldwell, Kay

    2001-01-01

    A British university's curriculum model for master's and postgraduate diploma nursing education is characterized by structured collaboration among students, clinical mentors, and academic supervisors. A professional development portfolio individualizes the program and facilitates autonomous learning. (Contains 21 references.) (SK)

  7. Including sustainability issues in nurse education: A comparative study of first year student nurses' attitudes in four European countries.

    Science.gov (United States)

    Richardson, Janet; Heidenreich, Thomas; Álvarez-Nieto, Carmen; Fasseur, Fabienne; Grose, Jane; Huss, Norma; Huynen, Maud; López-Medina, Isabel M; Schweizer, Angélick

    2016-02-01

    Education in sustainable development is a goal recognised by a large number of countries and a vital concept in healthcare. It is therefore important that nurse education incorporates elements of sustainable development into nursing education curricula. However, there is limited research on student nurses' attitudes towards sustainability and no comparison of attitudes towards sustainability and its inclusion in the nursing curriculum across Europe. This project aims to assess student nurses' attitudes towards sustainability, its relevance to nursing and its inclusion in the nursing curricula. 1. To assess base-line attitudes at the start of nursing and midwifery training; 2. To compare sustainability awareness between students participating in training in a number of European universities. A comparative survey design using the Sustainability Attitudes in Nursing Survey (SANS_2) questionnaire. Nursing classes of Universities and Nursing Schools in four European countries were investigated using a questionnaire consisting of five sustainability-related items. 916 nursing students (UK: 450, Germany: 196, Spain: 124, Switzerland: 146). Standard descriptive and inferential statistical methods were used to establish psychometric quality (Principal Components Analysis, Cronbach's alpha, Pearson correlations) and compare student nurses from the four countries. The reliability of SANS_2 was good (Cronbach's alpha=.82) and the five items loaded on a single factor which explained 58% of variance. ANOVA of the SANS_2 total score showed significant differences between countries with German nursing students showing more sustainability awareness than students from the UK and Spain. SANS_2 is a reliable instrument to assess nursing students' sustainability awareness; there are significant differences in sustainability awareness of students of different European countries. Limitations of the study include non-random sampling, possible method effects and social desirability effects

  8. Feminist pedagogy: a framework for nursing education?

    Science.gov (United States)

    Hezekiah, J

    1993-02-01

    This article describes the feminist pedagogical strategies used in a nursing course in the post-RN Bachelor of Science in Nursing (BScN) program, Aga Khan University, Karachi, Pakistan. A variety of concepts that have direct relevance for nurses were discussed within small groups. These settings provided the venue for an examination of the issues that nurses, as primarily female, face in a patriarchal Muslim society and an androcentric health care system. Emphasis is on the process used in terms of feminist pedagogical practices and its relationship to feminist theory and critical pedagogy. The five process goals suggested by Schniedewind (1983) formed the basis for an exploration of this relationship through an analysis of the content and practices used in the course. It is demonstrated that the teaching practices advocated by feminist pedagogy hold much promise for nursing education to empower nurses and to make an impact on the health care system.

  9. Improving Technological Competency in Nursing Students: The Passport Project

    Science.gov (United States)

    Edwards, Julie; O'Connor, Patricia A.

    2011-01-01

    Integration of informatics competency into a nursing curriculum is important to ensure success throughout the education and career of contemporary nursing students. As enrollment in nursing programs increases, the diverse population of students from many different cultural and socioeconomic backgrounds presents a challenge for faculty in…

  10. Mandate for the Nursing Profession to Address Climate Change Through Nursing Education.

    Science.gov (United States)

    Leffers, Jeanne; Levy, Ruth McDermott; Nicholas, Patrice K; Sweeney, Casey F

    2017-11-01

    The adverse health effects from climate change demand action from the nursing profession. This article examines the calls to action, the status of climate change in nursing education, and challenges and recommendations for nursing education related to climate change and human health. Discussion paper. The integration of climate change into nursing education is essential so that knowledge, skills, and insights critical for clinical practice in our climate-changing world are incorporated in curricula, practice, research, and policy. Our Ecological Planetary Health Model offers a framework for nursing to integrate relevant climate change education into nursing curricula and professional nursing education. Nursing education can offer a leadership role to address the mitigation, adaptation, and resilience strategies for climate change. An ecological framework is valuable for nursing education regarding climate change through its consideration of political, cultural, economic, and environmental interrelationships on human health and the health of the planet. Knowledge of climate change is important for integration into basic and advanced nursing education, as well as professional education for nurses to address adverse health impacts, climate change responses policy, and advocacy roles. For current and future nurses to provide care within a climate-changing environment, nursing education has a mandate to integrate knowledge about climate change issues across all levels of nursing education. Competence in nursing practice follows from knowledge and skill acquisition gained from integration of climate change content into nursing education. © 2017 Sigma Theta Tau International.

  11. Education evolution: a historical perspective of associate degree nursing.

    Science.gov (United States)

    Orsolini-Hain, Liana; Waters, Verle

    2009-05-01

    Exploring the inception and growth of associate degree nursing education informs our understanding of what led to such explosive growth so that most of the nursing workforce is currently educated at the associate degree level. The success of associate degree nursing programs led to many divisive years in nursing education of differentiation of practice debates that were hardly productive. Work world practices and patient needs are creating pressures on community colleges to join forces with universities to increase the percentage of baccalaureate-educated nurses. Associate degree nursing education continues to evolve to meet the demands of a higher educated nursing workforce.

  12. Social media use in nursing education.

    Science.gov (United States)

    Schmitt, Terri L; Sims-Giddens, Susan S; Booth, Richard G

    2012-09-30

    As technological advances continue to expand connectivity and communication, the number of patients and nurses engaging in social media increases. Nurses play a significant role in identification, interpretation, and transmission of knowledge and information within healthcare. Social media is a platform that can assist nursing faculty in helping students to gain greater understanding of and/or skills in professional communication; health policy; patient privacy and ethics; and writing competencies. Although there are barriers to integration of social media within nursing education, there are quality resources available to assist faculty to integrate social media as a viable pedagogical method. This article discusses the background and significance of social media tools as pedagogy, and provides a brief review of literature. To assist nurse educators who may be using or considering social media tools, the article offers selected examples of sound and pedagogically functional use in course and program applications; consideration of privacy concerns and advantages and disadvantages; and tips for success.

  13. Advocating for Continuing Nursing Education in a Pediatric Hospital: The Prince Scholar and Sabbatical Programs.

    Science.gov (United States)

    Sperhac, Arlene M.; Goodwin, Laura D.

    2000-01-01

    A 5-year evaluation revealed positive outcomes of two nursing continuing education programs: a sabbatical program providing funding for completion of education/research projects and a nursing scholar program funding professional development. Knowledge and skills increased and the hospital practice environment was improved. (SK)

  14. Experimental Learning in Nursing Literature Education

    Directory of Open Access Journals (Sweden)

    Eskandar Fathiazar

    2015-08-01

    Full Text Available ​Experimental learning is a type of discovery learning. This method of learning appears to be suitable for nursing education, but there is not enough evidence about it. As a result, in this non-systematic review article, after explaining experimental learning, its application in nursing will be presented based on literature review and with functional examples. According to the results, in this kind of learning, students practice with experimental cases and learn by failure in. Participants should have the main role and teachers act as mentors or learning facilitators. According to the literature, it seems useful to use this new method in nursing education.

  15. The Prison Education Project

    Science.gov (United States)

    Reese, Renford

    2017-12-01

    This article briefly compares the prison system in the United States with progressive correctional systems in the world, before pivoting to discuss the lessons learned from the author's development of the Prison Education Project (PEP). PEP has expanded educational opportunities for inmates in 12 Californian correctional facilities. With the assistance of 800 university student and faculty volunteers, PEP has serviced approximately 5,000 inmates in these facilities since 2011. By providing academic, life skills and career development programming, PEP aims to educate, empower and transform the lives of incarcerated individuals. This article is a summary of the development of PEP, examining programme outcomes and highlighting implementation, fundraising and branding strategies. The robust spirit of volunteerism is also a central component of the discussion, with the phenomenon of "reciprocal reflex" at the heart of the PEP volunteer experience. This reflex ignites the passion and gratitude of both volunteers and inmates. The volunteers learn just as much as they teach, and the inmates teach just as much as they learn. The fact that each group shows deep gratitude to the other for the learning experience creates an exciting symbiotic loop and an esprit de corps which inspires and empowers all involved. The "reciprocal reflex" leads to lifelong learning. This article captures the intricate dynamics of how PEP has evolved into the largest volunteer-based prison education programme of its kind in the United States.

  16. Nursing education: in pursuit of cosmopolitanism.

    Science.gov (United States)

    Petit dit Dariel, Odessa

    2009-07-01

    Changing demographics, globalization, and an increasingly complex health care system demands progressive approaches to reaching our goals of competent transcultural care. Despite original contributions made by pioneers in cultural appreciation, nursing curricula are still falling short in addressing these issues in both education and practice. Many nurses enter their fields with little knowledge of the societal injustices and educational inequities that haunt the populations they care for. A cosmopolitan approach to nursing education is proposed to assist students in recognizing the complexity and uniqueness of individual experiences, rather than merely attempting to place them into categories based on gender, culture, race, or age. Being a global citizen and a cosmopolitan nurse requires participation in, and valuing of, the common good of society as a whole. Practicing the profession outside of comfort zones can lead to an appreciation for how all our choices are part of a complex global network. Nursing education should be responsible for developing in students the deepest knowledge base as well as the highest degree of critical independence. Cosmopolitan nurses could be the model for 21st century practitioners and future nurse leaders.

  17. [Review and analysis of the review results of Taiwan nurses association nursing projects (2011~2013)].

    Science.gov (United States)

    Chang, Li-Yin; Chen, Yu-Chih; Huang, Kuang-Chi; Huang, Jui-Lan; Lee, Tso-Ying

    2015-04-01

    Nursing projects are a key part of N4 professional competency training for nursing personnel. Low passage rates for these projects have been shown to negatively affect the intent of nursing personnel to advance further in the nursing ladder system. This study analyzes the scores for nursing projects between 2011 and 2013, the passage rate for these projects, and the differences in passage rates between different types of projects. This retrospective and descriptive study collected data on nursing projects conducted under the auspices of the Taiwan Nurses Association between 2011 and 2013. Furthermore, the comments of reviewers on 100 nursing projects were randomly selected and subjected to content analysis. A total of 3,359 nursing projects were examined. Eliminating unqualified nursing projects left a total of 3,246 projects for the dataset. A total of 1,099 projects were scored with passing grades, giving a passing rate of 33.9%. The authors of these passing projects worked primarily in northern Taiwan, worked in medical centers, and worked in intensive care departments. The projects submitted by authors in central Taiwan had the highest average score and passing rate, while those living in offshore islands had the lowest average score and passing rate. Most of the project topics belonged to the category: "improvement of nursing service skills or quality" (77.3%). Items with the lowest scores were: validation of questions, analysis of the current situation, and evaluation of results. The topics of nursing projects did not relate significantly to passing rate. However, years of experience, geographic location of hospital, level of institution, and department each had a statistically significant impact on the passage rate. A content analysis of reviewer comments was used to extract common problems. Most of the positive comments were related to the category of "literature review and reference", while most of the negative comments were related to the categories of

  18. Nurse educators and student nurse neophytes' perceptions of good ...

    African Journals Online (AJOL)

    2013-06-03

    Jun 3, 2013 ... Joneson (2007:75) who found, in a study on teacher-student relationships, that ... relationships in the classroom are sources of stress between nurse educators ... of classroom management like the delivery of instruction and direct ... developed coping mechanisms with regard to the negative consequences ...

  19. Conceptual Elaboration Sequencing: An External Validation Study in Nursing Education

    Science.gov (United States)

    Kinderman, Kathy T.

    2012-01-01

    Nursing education is a knowledge domain that requires higher order thinking (critical thinking) for making decisions that impact outcomes of human health. The goal of nursing education is to develop novice experts in nursing knowledge and clinical practice. In order to achieve this goal, nursing education must employ instructional approaches that…

  20. Education Purchasers' Views of Nursing as an All Graduate Profession.

    Science.gov (United States)

    Burke, Linda M.; Harris, Debbie

    2000-01-01

    Stakeholders involved in commissioning and contracting for nursing education (n=34) were asked whether nursing education in Britain should shift completely to degrees instead of diplomas. Although they identified benefits that degreed nurses brought to the profession, the consensus was to continue a mix of degree- and diploma-educated nurses.…

  1. Practical strategies for nursing education program evaluation.

    Science.gov (United States)

    Lewallen, Lynne Porter

    2015-01-01

    Self-evaluation is required for institutions of higher learning and the nursing programs within them. The literature provides information on evaluation models and instruments, and descriptions of how specific nursing education programs are evaluated. However, there are few discussions in the nursing education literature of the practical aspects of nursing education program evaluation: how to get started, how to keep track of data, who to involve in data collection, and how to manage challenging criteria. This article discusses the importance of program evaluation in the academic setting and provides information on practical ways to organize the evaluation process and aggregate data, and strategies for gathering data from students, graduates, alumni, and employers of graduates. Copyright © 2015 Elsevier Inc. All rights reserved.

  2. Educational achievement of nurses who completed the nursing education and the nursing administration certificate courses of the Department of Nursing Studies, University of Edinburgh, 1958-1975.

    Science.gov (United States)

    Sinclair, H C; Hardy, L K; Hughes, J

    1984-11-01

    This paper describes the educational activity of a group of 149 nurse teachers and administrators following completion of the nursing education and nursing administration certificate courses of the University of Edinburgh (1958-1975). The data were obtained by a postal questionnaire and three particular types of courses reported by the respondents are discussed. Emphasis is given to the analysis involving degree courses as this was a prominent educational activity, especially among nurse teachers. The conclusion discusses the potential of an all graduate nurse teacher group and suggests some implications for the nursing profession.

  3. Nursing Associated Medication Errors: Are Internationally Educated Nurses Different from U.S. Educated Nurses?

    Directory of Open Access Journals (Sweden)

    Jay J. Shen

    2018-02-01

    Full Text Available Medication errors can be detrimental to patient safety and contribute to additional costs in healthcare. The United States has seen a steady increase in internationally-educated nurses (IENs entering the nursing workforce. The current study builds upon the existing research examining the relationship between IENs and medication errors by controlling for confounding factors and testing whether IENs were more likely to make multiple medication errors compared to USENs. This study was a quasi-case control study. The 2006 and 2010 medication error incident data from hospital risk management departments were used. The final sample was 1,773, representing 788 registered nurse in the case group and 985 registered nurses in the control group. Multivariable analyses were conducted to examine single medication error, multiple errors, and consequence of medication errors, in comparing the IENs to USENs. IENs tended to have multiple errors more often than USENs in 2006 (31.7% for IENs and 20.5% for USENs, p = 0.03, but these differences became marginally significant after combining both years of data and completing the multivariable models adjusting for covariates (Odds ratio = 1.38, p = 0.06. No significant differences in making a single error and medication error consequences were observed between IENs and USENs. Although no significant differences between IENs and USENs in having medication error incidents were observed, IENs might be more likely to have multiple medication error incidents in a year compared to USENs. Policies that encourage targeted orientation addressing implicit belief systems about the nursing role and explains patient safety expectations as well as procedures for medication administration may be beneficial for IENs. Supportive leadership that is culturally competent, ensures ongoing continuing education in pharmacology, and provides culturally appropriate incentives for self-reporting medication errors are important.

  4. Nuclear Waste Education Project

    International Nuclear Information System (INIS)

    1989-01-01

    In summary, both the Atlanta and Albuquerque pilot seminars achieved the Nuclear Waste Education Project's goal of informing citizens on both the substance and the process of nuclear waste policy so that they can better participate in future nuclear waste decisions. Nuclear waste issues are controversial, and the seminars exposed the nature of the controversy, and utilized the policy debates to create lively and provocative sessions. The format and content of any citizen education curriculum must be made to fit the particular goal that has been chosen. If the Department of Energy and the LWVEF decide to continue to foster an informed dialogue among presenters and participants, the principles of controversial issues education would serve this goal well. If, however, the Department of Energy and/or the LWVEF decide to go beyond imparting information and promoting a lively discussion of the issues, towards some kind of consensus-building process, it would be appropriate to integrate more interactive sessions into the format. As one evaluator wrote, ''In-depth participation in finding solutions or establishing policy -- small group discussion'' would have been preferable to the plenary sessions that mostly were in the form of lectures and expert panel discussion. The evaluator continued by saying, ''Since these [small group discussions] would require more time commitment, they might be part of follow-up workshops focused on particular topics.''

  5. Social networking policies in nursing education.

    Science.gov (United States)

    Frazier, Blake; Culley, Joan M; Hein, Laura C; Williams, Amber; Tavakoli, Abbas S

    2014-03-01

    Social networking use has increased exponentially in the past few years. A literature review related to social networking and nursing revealed a research gap between nursing practice and education. Although there was information available on the appropriate use of social networking sites, there was limited research on the use of social networking policies within nursing education. The purpose of this study was to identify current use of social media by faculty and students and a need for policies within nursing education at one institution. A survey was developed and administered to nursing students (n = 273) and nursing faculty (n = 33). Inferential statistics included χ², Fisher exact test, t test, and General Linear Model. Cronbach's α was used to assess internal consistency of social media scales. The χ² result indicates that there were associations with the group and several social media items. t Test results indicate significant differences between student and faculty for average of policies are good (P = .0127), policies and discipline (P = .0315), and policy at the study school (P = .0013). General Linear Model analyses revealed significant differences for "friend" a patient with a bond, unprofessional posts, policy, and nursing with class level. Results showed that students and faculty supported the development of a social networking policy.

  6. Nurses Urged to Prepare for Sex Education.

    Science.gov (United States)

    2017-01-01

    Editors' 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 highlights articles selected to fit today's topics and times.This month we reprint a brief "Professional Practice" note from the June 1969 issue about what was described as the first family planning conference for nurse educators. Speakers emphasized the need to make this subject a routine part of nursing school curricula (despite debates over the nurse's role in family planning), "so that nurses can counsel out of wisdom and not from piety or ignorance." Speakers included James Lieberman, MD, who years later coauthored with his daughter a teen sex guide, and Alan Guttmacher, MD, then president of Planned Parenthood, whose Center for Family Planning Program Development within that organization was later renamed the Guttmacher Institute in his honor.Nurses today are deeply involved in sexual and reproductive health care. In this issue, public health specialist Diane Santa Maria and colleagues offer ways to advance sexual and reproductive health care for adolescents by devising more friendly, youth-oriented clinical settings.

  7. A pilot project in distance education: nurse practitioner students' experience of personal video capture technology as an assessment method of clinical skills.

    Science.gov (United States)

    Strand, Haakan; Fox-Young, Stephanie; Long, Phil; Bogossian, Fiona

    2013-03-01

    This paper reports on a pilot project aimed at exploring postgraduate distance students' experiences using personal video capture technology to complete competency assessments in physical examination. A pre-intervention survey gathered demographic data from nurse practitioner students (n=31) and measured their information communication technology fluency. Subsequently, thirteen (13) students were allocated a hand held video camera to use in their clinical setting. Those participating in the trial completed a post-intervention survey and further data were gathered using semi-structured interviews. Data were analysed by descriptive statistics and deductive content analysis, and the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) were used to guide the project. Uptake of the intervention was high (93%) as students recognised the potential benefit. Students were video recorded while performing physical examinations. They described high level of stress and some anxiety, which decreased rapidly while assessment was underway. Barriers experienced were in the areas of facilitating conditions (technical character e.g. upload of files) and social influence (e.g. local ethical approval). Students valued the opportunity to reflect on their recorded performance with their clinical mentors and by themselves. This project highlights the demands and difficulties of introducing technology to support work-based learning. Copyright © 2011 Elsevier Ltd. All rights reserved.

  8. Nursing informatics education and use: challenges and prospects in ...

    African Journals Online (AJOL)

    Nursing informatics education and use: challenges and prospects in Nigeria. ... that training in NI is critical in the delivery of safe and quality patient care. ... Director of Nursing Services and Principals as well as Nursing associations like ...

  9. The importance of marketing in nurse education.

    Science.gov (United States)

    Webster, R

    There can be little doubt that changes in the National Health Service (NHS) heralded by the 1989 Government White Paper, Working for Patients, have significant implications for nurse education. Not least will be the need for Colleges and Schools of Nursing to present a high profile in terms of the services they offer. This paper explores the concept of marketing and its increasing importance to nurse education. It examines Giles' three propositions in relation to marketing, and suggests that these may be applied successfully to organisations providing a service, as well as those producing material goods. It looks at how and why marketing is necessary to nurse education, and suggests that marketing is an essential tool in assisting the School to achieve its objectives. Marketing strategies are discussed in detail, looking first at methods of research, then at the processes used to sell the courses being offered. These include the techniques of developing the offering, marketing the offering, facilitation, valuation and finally, promotional communication. The paper concludes by summarising the reasons why marketing techniques will be essential to the future success of nurse education, at a time when it is so vital to ensure that a well qualified nursing workforce is prepared to meet the challenges of the future.

  10. The Study of Nursing Care project: back to the future for contemporary nursing research?

    Science.gov (United States)

    Smith, Kylie M; Crookes, Patrick A

    2012-11-01

      To discuss the Study of Nursing Care project, an initiative from the late 1970s in the UK. The article explores the impact of the Study of Nursing Care on nursing research, and considers to what extent it presents a useful model for contemporary nursing research.   It is acknowledged internationally that the nursing academic workforce is ageing and dwindling. Many possible solutions are being debated with all agreeing that the next generation of evidence based nurse leaders is urgently required.   In this article, the authors survey existing workforce schemes, describe the Study of Nursing Care series, published in the 1970s, and draw on interviews and correspondence conducted in 2009 with four of the original Study of Nursing Care research assistants.   The Study of Nursing Care project poses a potential response to academic workforce issues. This article discusses the evolution of the project, its methods and operation and considers its possible implications for contemporary practice. Implications for nursing.  The Study of Nursing Care model demonstrates the clear benefits of fully committed funding, a programmatic approach towards research development, and the importance of selecting the right kind of people for the work, in a national scheme.   The authors argue that although the clinical outcomes it set out to achieve remain elusive, the project produced a cohort of nurse researchers who went on to give important leadership in nursing, including in nursing academia/research. A contemporary version of the Study of Nursing Care has important potential to generate the next generation of nurse researchers, and leaders, into the twenty-first century. © 2012 Blackwell Publishing Ltd.

  11. Learning Styles and e-portfolio in Nursing Education

    DEFF Research Database (Denmark)

    Nielsen, Kirsten; Pedersen, Birthe D.; Helms, Niels Henrik

    Purpose of the study Research from UK and USA indicates that an e-portfolio facilitates a stronger connection between theoretical and clinical studies in Nursing Education. It helps students reflect over practice and their own skills. Yet other results show that an e-portfolio is a time consumer....... Thus, the aim of this project is to examine the effects of an e-portfolio on nursing students learning of patients with chronic illness during their clinical practice, and to investigate if it makes any difference in facilitating four learning styles: the activist, the reflector, the theorist...... through observations in clinical settings, narrative interviews, and print-outs from the students e-portfolio. Findings So far a pilot project with a questionnaire shows that 84% of the students and nurses reported that the e-portfolio has a positive effect on students learning in clinical settings...

  12. The Importance of Simulation in Nursing Education

    Science.gov (United States)

    Eyikara, Evrim; Baykara, Zehra Gocmen

    2017-01-01

    Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an…

  13. Plagiarism in nursing education: an integrative review.

    Science.gov (United States)

    Lynch, Joan; Everett, Bronwyn; Ramjan, Lucie M; Callins, Renee; Glew, Paul; Salamonson, Yenna

    2017-10-01

    To identify the prevalence and antecedents of plagiarism within nursing education and approaches to prevention and management. There has been growing media attention highlighting the prevalence of plagiarism in universities, including the academic integrity of undergraduate nursing students. A breach of academic integrity among nursing students also raises further concern with the potential transfer of this dishonest behaviour to the clinical setting. Integrative review. A systematic search of five electronic databases including CINAHL, MEDLINE, SCOPUS, ProQuest Nursing & Allied Health Source, and ERIC was undertaken. Only primary studies related to plagiarism and nursing students (undergraduate or postgraduate) studying at a tertiary education institution or nursing faculty were included. Both qualitative and quantitative study designs were included. Twenty studies were included in this review with six key themes identified: (1) prevalence; (2) knowledge, understanding and attitudes; (3) types of plagiarism; (4) antecedents to plagiarism; (5) interventions to reduce or prevent plagiarism; and (6) the relationship between academic honesty and professional integrity. Plagiarism is common among university nursing students, with a difference in perception of this behaviour between students and academics. The review also highlighted the importance of distinguishing between inadvertent and deliberate plagiarism, with differing strategies suggested to address this behaviour. Nevertheless, interventions to reduce plagiarism have not been shown to be effective. The current punitive approach to plagiarism within nursing faculties has not reduced its occurrence. There is a need to promote awareness, knowledge and provide students with the appropriate referencing skills, to reduce the significant amount of inadvertent plagiarism. The importance of promoting honesty and academic integrity in nursing education is highlighted. Cheating within the academic setting has been

  14. Ethnographic nexus analysis in clinical nursing education

    DEFF Research Database (Denmark)

    Kjær, Malene

    2016-01-01

    Purpose/aim(s): Internationally, student nurses' attrition after clinical practice is an increasing problem (Hamshire, Willgoss, & Wibberley, 2012; Pilegård Jensen, 2006). A better understanding of 'becoming a nurse' as situated practice in the hospital wards might help avoid pitfalls...... in the clinical practice. Thus a thorough insight into the field is necessary in order to change it. The purpose of this paper is to show and discuss how it is possible methodologically to do ethnographic research in clinical education and how the field of clinical nursing education in the hospital wards might...... be improved after insights obtained through ethnographic research. Methods: Using nexus analysis (Scollon & Scollon, 2004, 2007) as an ethnographic framework in four Danish hospital wards, a study of the development of a professional identity among student nurses in Denmark was conducted. Scollon and Scollon...

  15. Effective education in radiation safety for nurses

    International Nuclear Information System (INIS)

    Ohno, K.; Kaori, T.

    2011-01-01

    In order to establish an efficient training program of radiation safety for nurses, studies have been carried out on the basis of questionnaires. Collaboration of nurses, who are usually standing closest to the patient, is necessary in order to offer safe radiological diagnostics/treatment. The authors distributed the questionnaire to 134 nurses in five polyclinic hospitals in Japan. Important questions were: fear of radiation exposure, knowledge on the radiation treatment, understanding the impact on pregnancy, and so on. Most of the nurses feel themselves uneasy against exposure to radiation. They do not have enough knowledge of radiological treatment. They do not know exactly what is the impact of the radiation on pregnant women. Such tendency is more pronounced, when nurses spend less time working in the radiological department. Nurses play important roles in radiological diagnostics/treatment. Therefore, a well-developed education system for radiation safety is essential. The training for the radiation safety in medicine should be done in the context of general safety in medicine. Education programs in undergraduate school and at the working place should be coordinated efficiently in order to ensure that both nurses and patients are informed about the meaning of radiation safety. (authors)

  16. The Pedagogic-Educational Aspect of Nursing

    Directory of Open Access Journals (Sweden)

    Lidija Žnidarec Žagar

    2000-12-01

    Full Text Available The author demonstrates that adult education in the field of health care can make a great contribution to the general health of the Slovene population. This function is currently performed by nurses who advise patients as to what to do during illness and how to do it. Naturally, nurses must be appropriately qualified to provide such advice. They need expertise and communication skills as well as the ability to empathise with patients. The traditional role of a nurse is not sufficient; they must also act as counsellors. In any case, this function already exists in many health care institutions in Slovenia.

  17. Nursing education trends: future implications and predictions.

    Science.gov (United States)

    Valiga, Theresa M Terry

    2012-12-01

    This article examines current trends in nursing education and proposes numerous transformations needed to ensure that programs are relevant, fully engage learners, reflect evidence-based teaching practices, and are innovative. Such program characteristics are essential if we are to graduate nurses who can practice effectively in today's complex, ambiguous, ever-changing health care environments and who are prepared to practice in and, indeed, shape tomorrow's unknown practice environments. Copyright © 2012 Elsevier Inc. All rights reserved.

  18. Augmented Reality as a Visualizing facilitator in Nursing Education

    DEFF Research Database (Denmark)

    Rahn, Annette; Kjærgaard, Hanne Wacher

    2014-01-01

    Title: Augmented Reality as a visualizing facilitator in nursing education Background: Understanding the workings of the biological human body is as complex as the body itself, and because of their complexity, the phenomena of respiration and lung anatomy pose a special problem for nursing students......’ understanding within anatomy and physiology. Aim: Against this background, the current project set out to investigate how and to what extent the application of augmented reality (AR) could help students gain a better understanding through an increased focus on contextualized visualization. The overall aim...

  19. Associate Degree Nursing: Model Prerequisites Validation Study. California Community College Associate Degree Programs by The Center for Student Success, A Health Care Initiative Sponsored Project.

    Science.gov (United States)

    Phillips, Brad C.; Spurling, Steven; Armstrong, William A.

    California faces a severe nursing shortage, with the number of registered nurses far below what is required to avert a potential state health care crisis. The Associate Degree Nursing (ADN) Project is a joint project involving scholars, educational researchers, and analysts from the Center for Student Success (CSS) housed at City College of San…

  20. Implementing a Virtual Exchange Project for student nurses in Queensland and Nottingham.

    Science.gov (United States)

    Todhunter, Fern; Hallawell, Bob; Pittaway, Debbie

    2013-09-01

    This paper discusses the design and initial progress made with a virtual learning environment to help student nurses develop an understanding of cultural awareness and globalization. Using a Web-based application the Virtual Exchange Project was designed to facilitate study-elsewhere experiences located in the student's own setting. Promotion of the United Nations' Millennium Development goals provided an opportunity for student nurses to explore changes in global health and disease patterns, nursing education and systems of nurse regulation in the United Kingdom and Australia. A pedagogical framework created for this activity acknowledges the social and academic identities that learners often use, when working together in a virtual environment. The architecture of the Virtual Exchange supports local conversations about nurse education and health and social issues across hemispheres. Copyright © 2012 Elsevier Ltd. All rights reserved.

  1. Special Educational Strategies for Nursing Staff

    Directory of Open Access Journals (Sweden)

    Evangelia Loukidou, Vassiliki Ioannidi, Athena Kalokerinou

    2010-01-01

    Full Text Available Acting emotionally has been the explicit target for many service professions. However, in the case of nursing, the concept of emotional labour remains implicit and elaborated only when the adverse effects of emotional labour have already occurred. Since nursing work involves the effective management of emotions, it is an imperative to openly incorporate “emotional labour” in the nursing curricula. The rationale that underlies such proposition is that by preparing students for the emotional aspects of their future work, we equip them with techniques that will minimise the exhausting effects of emotional labour, we define more accurately their roles and hence teach them how to provide better services. Though the focus of this paper is on nursing education and practice, the concepts that are addressed can be applied in many professions, including sports management. The aim of the paper is to demonstrate the importance of education for the preparation of students for the emotional aspects of nursing work and to propose a special educational framework that places the emphasis on the emotional/ social skills that nursing students shoulddevelop during training and which will help them in managing their emotions and hence limit the effects of emotional labour.

  2. Report of the Paediatric Nurse Education Review Group

    OpenAIRE

    Department of Health (Ireland)

    2000-01-01

    10.12.2000 The Department of Health and Children is implementing the recommendations of the Commission on Nursing (1998). It agreed with the Nursing Alliance in early 2000 to set up working groups to inform the implementation of specific recommendations in relation to nurse education. One of these working groups was to address paediatric nurse education. In March 2000, a Steering Group to oversee a review of paediatric nurse education was convened and the following terms of reference agre...

  3. Academisation of Nursing Education in the Nordic Countries

    Science.gov (United States)

    Laiho, Anne

    2010-01-01

    Nursing Science represents a new academic discipline in the Nordic Countries. The article focuses on the academisation of nursing education and the development of nursing to a specific discipline in Denmark, Finland, Norway and Sweden. The education of nurses has developed within the national framework of each country, but not within a national…

  4. The impact of nursing education and job characteristics on nurse's perceptions of their family nursing practice skills.

    Science.gov (United States)

    Svavarsdottir, Erla Kolbrun; Sigurdardottir, Anna Olafia; Konradsdottir, Elisabet; Tryggvadottir, Gudny Bergthora

    2018-04-25

    Implementing family system nursing in clinical settings is on the rise. However, little is known about the impact of graduate school education as well as continuing education in family systems nursing (FSN) on nurses' perceptions of their family nursing practice. To evaluate the level of nursing education, having taken a continuing hospital educational course in family system nursing (FN-ETI programme), and the impact of job characteristics on nurses' perceptions of their family nursing practice skills. Participants were 436 nurses with either a BSc degree or graduate degree in nursing. The Job Demand, Control and Support model guided the study (R. Karasek and T. Theorell, 1992, Healthy Work: Stress, Productivity, and the Reconstruction of Working Life, Basic Books, New York, NY). Scores for the characteristics of job demands and job control were created to categorise participants into four job types: high strain (high demand, low control), passive (low demand, low control), low strain (low demand, high control) and active (high demand, high control). Nurses with a graduate education who had taken the FN-ETI programme scored significantly higher on the Family Nursing Practice Scale than nurses with an undergraduate education. Nurses who were characterised as low strain or active scored significantly higher on the Family Nursing Practice Scale than the nurses who were characterised as high strain. Further, the interaction of education by job type was significant regarding family nursing practice skills. Hierarchical regression revealed 25% of the variance in family nursing practice skills was explained by job control, family policy on the unit, graduate education and employment on the following divisions: Maternal-Child, Emergency, Mental Health or Internal Medicine. Graduate education plus continuing education in FSN can offer nurses increased job opportunities more control over one's work as well as increased skills working with families in clinical settings.

  5. Emergency Preparedness Education for Nurses: Core Competency Familiarity Measured Utilizing an Adapted Emergency Preparedness Information Questionnaire.

    Science.gov (United States)

    Georgino, Madeline M; Kress, Terri; Alexander, Sheila; Beach, Michael

    2015-01-01

    The purpose of this project was to measure trauma nurse improvement in familiarity with emergency preparedness and disaster response core competencies as originally defined by the Emergency Preparedness Information Questionnaire after a focused educational program. An adapted version of the Emergency Preparedness Information Questionnaire was utilized to measure familiarity of nurses with core competencies pertinent to first responder capabilities. This project utilized a pre- and postsurvey descriptive design and integrated education sessions into the preexisting, mandatory "Trauma Nurse Course" at large, level I trauma center. A total of 63 nurses completed the intervention during May and September 2014 sessions. Overall, all 8 competencies demonstrated significant (P < .001; 98% confidence interval) improvements in familiarity. In conclusion, this pilot quality improvement project demonstrated a unique approach to educating nurses to be more ready and comfortable when treating victims of a disaster.

  6. [New parenting education in maternal child nursing].

    Science.gov (United States)

    Chen, Jih-Yuan

    2009-12-01

    Taiwan society is today typified by low birth rates amongst Taiwanese and a rising number of children born to immigrant and trans-cultural marriage families. Unhealthy behavior and anxiety on the part of pregnant women increase postpartum depression and complications and negatively affect neonatal heath. Such may further negatively impact upon romantic feelings between the new parents and the nascent parent-child relationship. New parenting education is a proactive and innovative strategy that may be used to improve maternal and child health. Therefore, it is worthy to explore how best to achieve cost-effective education interventions. First, the importance of new parenting education and its influence factors must be understood. Factors of women's health and nursing responsibilities potentially addressed by new parenting education include pregnancy complications, fetal death and malformation, accidents and traumas during childhood and adolescence, childhood obesity, and pediatric health-care delivery systems. It is the responsibility of nursing professionals to collect and interpret information on health promotion, disease prevention and childcare in cooperation with other disciplines. Nurses are also responsible to participate in family education and services that target new parents. Therefore, nursing professionals participate in planning and intervention actions related to health promotion, develop support group and counseling centers, collect and organize relevant information, and develop family education and health promotion models. Achieving preventive health service goals while maintaining family competencies and empowerment is an essential aspect of the parenthood mission and vision.

  7. Nursing education development in China (1887-1949): influences on contemporary nursing.

    Science.gov (United States)

    Yan, Z; Li, J An; McDonald, T

    2014-09-01

    On 8 May 2013, the Chinese Nursing Association joined the International Council of Nurses. It is hoped that by sharing the history of nursing in China, scholars globally can incorporate into current thinking the challenges that Chinese nurses have faced in pursuing educational development and professional acknowledgement. To review the history of nurse education in China between 1887 and 1949 and summarize events marking its development; and to provide historical references for considering contemporary nurse education and discipline development in China. Content analysis using bibliometric and historical research methods on available documentation sources. Milestone events were listed and their historical significance analysed. Nurse education development during this period was affected by three major influences: (1) international nursing collaboration and involvement with Chinese nursing in China and abroad, (2) the determination of leaders to develop nursing as a unique and ethical profession, and (3) the pressure of war and civilian need on the focus of nursing development in China. The development of nurse education in China occurred within an environment of social change, war and international collaboration. Throughout the Modern China period (1887-1949), nursing leadership has guided the growth of nurse education to be responsive to individual and community needs as well as ensuring nurse accountability for conduct and nursing practice. Contemporary Chinese nursing and education owes much to those throughout the Modern China period, who laid the foundations that support the current position and status of nursing. The study displays the benefits and challenges of participation in policy and forums that help nurse scholars and practitioners understand the development of nurse education in China. © 2014 International Council of Nurses.

  8. Educational Changes to Support Advanced Practice Nursing Education.

    Science.gov (United States)

    LeFlore, Judy L; Thomas, Patricia E

    2016-01-01

    Educational factors limit the number of advanced practice registered nurse (APRN) graduates to meet the growing workforce demands. Healthcare dynamics are necessitating a shift in how nursing education envisions, creates, and implements clinical learning opportunities. The current clinical education model in APRN programs continues to be the same as it was 45 years ago when the student numbers were much smaller. New approaches in graduate nursing education are needed to address the shortage of APRNs in primary and acute care areas. Determining competency based on the number of clinical hours can be inefficient, ineffective, and costly and limits the ability to increase capacity. Little research exists in graduate nursing education to support the effectiveness and efficiency of current hours of clinical required for nurse practitioner students. Simulation and academic-practice partnership models can offer innovative approaches to nurse practitioner education for clinical training, with the goal of producing graduates who can provide safe, quality care within the complex practice-based environment of the nation's evolving healthcare system.

  9. [The Role of Nursing Education in the Advancement of the Nursing Profession].

    Science.gov (United States)

    Chang Yeh, Mei

    2017-02-01

    The present article discusses the role of nursing education in the advancement of the nursing profession in the context of the three facets of knowledge: generation, dissemination, and application. Nursing is an applied science and the application of knowledge in practice is the ultimate goal of the nursing profession. The reform of the healthcare delivery model requires that nurses acquire and utilize evidence-based clinical knowledge, critical thinking, effective communication, and team collaboration skills in order to ensure the quality of patient care and safety. Therefore, baccalaureate education has become the minimal requirement for pre-licensure nursing education. Schools of nursing are responsible to cultivate competent nurses to respond to the demands on the nursing workforce from the healthcare system. Attaining a master's education in nursing helps cultivate Advanced Practice Registered Nurses (APRNs) to further expand the roles and functions of the nursing profession in order to promote the quality of care in clinical practice. Nursing faculty and scholars of higher education institutions generate nursing knowledge and develop professional scholarship through research. Attaining a doctoral education in nursing cultivates faculties and scholars who will continually generate and disseminate nursing knowledge into the future.

  10. Nursing and Midwifery Education in Rwanda: Telling our Story ...

    African Journals Online (AJOL)

    Nursing and Midwifery Education in Rwanda: Telling our Story. ... Journal Home > Vol 2, No 2 (2015) > ... The establishment of the Kigali Health Institute in1996 greatly advanced nursing and midwifery education with the awarding of an ...

  11. Bioethics education of nursing curriculum in Korea: a national study.

    Science.gov (United States)

    Choe, Kwisoon; Kang, Youngmi; Lee, Woon-Yong

    2013-06-01

    The aim of this study is to examine the current profile of bioethics education in the nursing curriculum as perceived by nursing students and faculty in Korea. A convenience sampling method was used for recruiting 1223 undergraduate nursing students and 140 nursing faculty in Korea. Experience of Bioethics Education, Quality of Bioethics Education, and Demand for Bioethics Education Scales were developed. The Experience of Bioethics Education Scale showed that the nursing curriculum in Korea does not provide adequate bioethics education. The Quality of Bioethics Education Scale revealed that the topics of human nature and human rights were relatively well taught compared to other topics. The Demand for Bioethics Education Scale determined that the majority of the participants believed that bioethics education should be a major requirement in the nursing curriculum. The findings of this study suggest that bioethics should be systemically incorporated into nursing courses, clinical practice during the program, and during continuing education.

  12. Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education.

    Science.gov (United States)

    Ironside, Pamela M

    This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.

  13. Arts Analysis in the Danish Nurse Education

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2010-01-01

    This article outlines ideas and results of a design-for-learning experiment, involving arts analysis in the nurse education in Denmark. The original purpose of the experiment was to investigate new ways of supporting personal knowledge building and building of professional judgement skills...... for nurse students, according to a phenomenological approach to learning. The results and learning outcome for the students however surprisingly showed that arts analysis had a very clear impact on the nurse students being creative in their building of personal and professional knowledge. The experiment...... suggests that arts can be seen as a medium for training what could be termed ‘relational creativity’ as a basis for professional judgement. Relational creativity is not an established theoretical concept, but the article argues that the term might have significance not only to nurse students, but also...

  14. Promotion of Nursing Student Civility in Nursing Education: A Concept Analysis.

    Science.gov (United States)

    Woodworth, Julie A

    2016-07-01

    Substantive research into the development of civility within nursing education is long overdue. Behaviors learned by nursing students while in the school of nursing transfer to the work environment and culture of nursing. This paper reveals a concept analysis of civility within nursing education using Rodgers' evolutionary concept analysis method. Civility is defined to provide clarity for the current terminology of civility within nursing education. Nurse educators must set socially acceptable behavioral expectations in the learning environment, establishing positive interpersonal relationships with students, maintaining moral and academic integrity, and role model civil behaviors. Suggestions are included to help nurse educators outline acceptable behaviors in the learning environment and promote the development of civility. The development of civil behaviors in nursing students will carry into professional practice after graduation. Civility is necessary to establish meaningful interpersonal relationships, supportive communication, and optimum learning environments to ensure quality patient care with optimum outcomes. Woodworth. © 2015 Wiley Periodicals, Inc.

  15. Clinical nurse specialist education: actualizing the systems leadership competency.

    Science.gov (United States)

    Thompson, Cathy J; Nelson-Marten, Paula

    2011-01-01

    The purpose of this article was to show how sequenced educational strategies aid in the acquisition of systems leadership and change agent skills, as well as other essential skills for professional clinical nurse specialist (CNS) practice. Clinical nurse specialist education offers the graduate student both didactic and clinical experiences to help the student transition into the CNS role. Clinical nurse specialist faculty have a responsibility to prepare students for the realities of advanced practice. Systems leadership is an integral competency of CNS practice. The contemporary CNS is to be a leader in the translation of evidence into practice. To assist students to acquire this competency, all CNS students are expected to use research and other sources of evidence to identify, design, implement, and evaluate a specific practice change. Anecdotal comments from students completing the projects are offered. Student projects have been focused in acute and critical care, palliative care, and adult/gerontologic health clinical settings; community outreach has been the focus of a few change projects. Examples of student projects related to the systems leadership competency and correlated to the spheres of influence impacted are presented.

  16. Cross border mobility of nurse educators: Case studies from ...

    African Journals Online (AJOL)

    The purpose of the study was to raise awareness on cross border mobility of nurse educators and draw on Foucault's analysis to conceptualise the means by which cross border migration of nurse educators could be revisited. A case study design of seven nurse educators who had migrated and came back to their countries ...

  17. Racial/Ethnic and Gender Diversity in Nursing Education.

    Science.gov (United States)

    Southern Regional Education Board, Atlanta, GA. Council on Collegiate Education for Nursing.

    This report provides an overview of activities to increase racial/ethnic and gender diversity in nursing and nursing education. Data are from a survey on gender diversity completed by 193 nursing education administrators in the 16 Southern Regional Education Board (SREB) states and the District of Columbia and a survey about the racial/ethnic…

  18. An exploration of issues relating to feminism and nurse education.

    Science.gov (United States)

    Millar, B; Biley, F C

    1992-08-01

    This paper explores the issue of feminism in relation to nursing and nurse education. As a result of this exploration, the authors suggest there is a need for a move away from traditional patriarchal approaches to nurse education, towards an educational programme based on empowerment principles that maximises the potential of feminine patterns of thinking.

  19. Project Management in Higher Education

    Science.gov (United States)

    Alpert, Shannon Atkinson

    2011-01-01

    This study identified factors that influenced the use of project management in higher education research projects. Using a qualitative grounded theory approach that included in-depth interviews with assistant professors, the researcher examined how these individuals were using project management processes and tools and factors that enabled,…

  20. [The application of creative thinking teaching in nursing education].

    Science.gov (United States)

    Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila

    2010-04-01

    Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.

  1. A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa.

    Science.gov (United States)

    Seekoe, Eunice

    2014-04-24

    South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997). The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa.  To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa.  A qualitative and theory-generating design was used (following empirical findings regarding needs analysis) in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied.  The structure of the model is multidimensional and complex in nature (macro, mesoand micro) based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation.  The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

  2. A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa

    Directory of Open Access Journals (Sweden)

    Eunice Seekoe

    2014-02-01

    Full Text Available Background: South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997. The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa. Objectives: To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa. Method: A qualitative and theory-generating design was used (following empirical findings regarding needs analysis in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied. Results: The structure of the model is multidimensional and complex in nature (macro, mesoand micro based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation. Conclusion: The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

  3. INFORMATION TECHNOLOGY AND COMMUNICATION IN NURSING EDUCATION

    Directory of Open Access Journals (Sweden)

    C. R. B. Costa

    2014-07-01

    Full Text Available The use of information and communication technologies in education, transforms not only the way we communicate, but also work, decide and think, as well as allows you to create rich, complex and diversified learning situations, through sharing the tasks between teachers and students , providing an interactive, continuous and lifelong learning. The paper aims to reflect on the importance of the use of information and communication technologies in higher education and show the potential in promoting changes and challenges for teachers of undergraduate nursing course. This is a literary review concerning the issue at hand, in the period from February to March 2014. The result indicates that the resources of information and communication technologies are strategies for the education of future nurses and promote the changing process for teachers , providing quality education to students and understanding that we must seek new opportunities to build a new style of training.

  4. A Regional Collaboration for Educational and Career Mobility: The Nursing Education Mobility Action Group.

    Science.gov (United States)

    Rolince, Patricia; Giesser, Nancy; Greig, Judith; Knittel, Kathleen; Mahowald, Jane F.; McAloney-Madden, Lisa; Schloss, Robert A.

    2001-01-01

    A collaborative group of 25 Northeast Ohio nursing deans/directors has developed an access model to provide new education and career mobility pathways into nursing. Model components describe the routes of licensed practical nurse to registered nurse and registered nurse to bachelor of science in nursing. Cost effectiveness and equity are…

  5. Nursing Education Leaders' Perceived Leadership Practices

    Science.gov (United States)

    DeLong, Dianne

    2010-01-01

    The purpose of this study was to examine the leadership practices perceived by nursing education leaders as measured by the Leadership Practices Inventory (LPI). The framework used was a contemporary transformational leadership model described in "The Leadership Challenge" ("4th ed.") by Dr. James Kouzes and Dr. Barry Posner,…

  6. Nurses with disabilities: can changing our educational system keep them in nursing?

    Science.gov (United States)

    Neal-Boylan, Leslie J; Guillett, Sharron E

    2008-01-01

    A recent qualitative study revealed that registered nurses with physical disabilities experience discrimination in the workplace and frequently leave their jobs and the profession. In light of these findings, it is vital that nursing faculty begin to inculcate students with an appreciation for collegial support before they enter the workplace as registered nurses. The familiar refrain "nurses eat their young" is apparently also true of nurses who have physical limitations. This article will discuss the findings from a qualitative study and offer recommendations for how nurse educators can educate students to help prevent the loss of nurses with disabilities from the profession.

  7. Bologna Process and Basic Nursing Education in 21 European Countries.

    Science.gov (United States)

    Humar, L; Sansoni, J

    2017-01-01

    The Bologna Process and the Directives of the European Union have had a profound impact on nursing education in Europe. The aim of this study was to identify the similarities and differences within nursing education framework at entry level in 2014 in European countries. A questionnaire was devised by the researchers and distributed via e-mail to the nursing associations/nursing regulatory bodies of 30 European countries. Data were collected from January to May 2014. Responses were received from 21 European Countries. Results indicated that while a completion of 12 years of general education was a requirement to access nursing education in almost all respondent countries, other admission requirements differed between countries. Nursing courses were offered mostly by Faculties of Nursing and Faculties of Health Sciences (in higher education Institutions) and lecturers and management staff were mainly nurses. The results indicated significant different educational requirements for nurse educators. A foreign language was mandatory in half of the respondent countries. Nursing profession was represented at government level in just over half of the respondent countries, often with a Directorate position. The Bologna Process has helped harmonise initial nursing education in Europe but clear standards for nursing education need to be set up. Therefore, the research about the influence of the Bologna process on the development of the nursing profession should be further encouraged.

  8. Overview of Robotic Devices for Nursing Care Project.

    Science.gov (United States)

    Hirukawa, Hirohisa

    2017-01-01

    METI/AMED are conducting a project on the development and deployment of robotic devices for nursing care to enhance the autonomy of elderly persons and assist care givers. An evaluation protocol is presented and the devices developed in the project are introduced. The devices consist of transfer assist devices (wearable/non-wearable), walking assist devices (outdoor/indoor), safety surveillance sensors (nursing home/private home), bath lift and toilet assist.

  9. [Life project of residents and institutional approach in nursing homes].

    Science.gov (United States)

    Chanut, Corinne

    The life project in a nursing home involves all the players concerned: first of all, the resident, then the caregivers, the families and the institution. This unifying tool, organised around the elderly, helps to develop collective competencies, favours the integration of new residents and reassures families. This article presents a nursing home's experience of setting up a life project. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

  10. American Nurses Association Position Statement on guidelines for commercial support of continuing nursing education.

    Science.gov (United States)

    1999-01-01

    The attached guidelines on "Commercial Support of Continuing Nursing Education" have been developed by the American Nurses Association (ANA) to assist/guide nursing continuing educators who wish to utilize the resources of corporations to provide continuing education programs. These guidelines enable the provider to maintain a balance between the need for industry-supported dissemination of scientific information and promotional activities which meet the requirements of law, as well as professional standards of the American Nurses Association.

  11. Postgraduate education for nurses: the Middlesex model.

    Science.gov (United States)

    Caldwell, K

    2001-04-01

    Nurse education has been subject to many changes and much debate and criticism over recent years. What has become increasingly evident is that with the changing nature of nursing within society, nursing curricula have to be more flexible and dynamic if they are to meet a multiplicity of needs. There is also a need to recognize that many levels of curricula will be required to prepare the nurses of the future. At Middlesex University the development of specialist practice programmes at postgraduate diploma level, and preparation of nurses for a higher level of practice at masters level has required the development of a new curriculum model which allows both the individualization of academic programmes to meet the needs of nurses, their clients and the organization in which they work, and the integration of development and learning through practice. This model is built on the results of an evaluation of an existing postgraduate programme in interprofessional health care. Key features of the curriculum development include a structured collaboration between student, practice mentor and academic supervisor, and the use of a professional development portfolio to individualize the academic programme and facilitate autonomous learning. Copyright 2001 Harcourt Publishers Ltd.

  12. Research on current situations of geriatric nursing education

    Directory of Open Access Journals (Sweden)

    Liu Yujin

    2017-01-01

    Full Text Available The population aging is accelerating and the aging population is growing in China. Although the geriatric nursing education has been developed for more than 20 years, geriatric nursing professionals are still insufficient and the geriatric nursing education is facing various challenges under the new situation. This paper primarily describes the developmental history and the related concepts of geriatric nursing education, and analyzes the personnel training modes and routes of geriatric nursing education, and its problems, in order to provide the basis for the reform of geriatric nursing education. The development of geriatric nursing needs a large number of outstanding nursing personnel, and the cultivation of geriatric nursing professionals depends on the development of geriatric nursing and the improvement of the teaching quality of geriatric nursing education. Front-line educators working on geriatric nursing should be committed to reforming the geriatric nursing teaching, improving the teaching quality and cultivating the high-quality nursing personnel suitable for conditions of the elderly in China.

  13. ePortfolio & learning styles in Nursing Education

    DEFF Research Database (Denmark)

    Nielsen, Kirsten; Helms, Niels Henrik; Pedersen, Birthe D.

    2012-01-01

    Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses, and reflecting in the portfolio increases self-awareness, pe......Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses, and reflecting in the portfolio increases self...... in clinical settings. Insight into preferred learning style can be an advantage to both students and preceptors in attempt to promote students´ learning potential, but there are quite many different theoretical approaches and definitions of the concept, and reviewers call attention to the risk that teachers...... to intensify the differentiated guidance of students, and developed an ePortfolio which aim to facilitate four learning styles as described by Honey and Mumford. It was tested in a pilot project and now, a qualitative study of how learning is mediated in clinical education through this ePortfolio is passing...

  14. Integrating the Fundamentals of Care framework in baccalaureate nursing education

    DEFF Research Database (Denmark)

    Voldbjerg, Siri; Laugesen, Britt; Bahnsen, Iben Bøgh

    2018-01-01

    AIM AND OBJECTIVES: To describe and discuss the process of integrating the Fundamentals of Care framework in a baccalaureate nursing education at a School of Nursing in Denmark. BACKGROUND: Nursing education plays an essential role in educating nurses to work within health care systems in which...... Fundamentals of Care framework has been integrated in nursing education at a School of Nursing in Denmark. DESIGN AND METHODS: Discursive paper using an adjusted descriptive case study design for describing and discussing the process of integrating the conceptual Fundamentals of Care Framework in nursing...... education. RESULTS: The process of integrating the Fundamentals of Care framework is illuminated through a description of the context, in which the process occurs including the faculty members, lectures, case-based work and simulation lab in nursing education. Based on this description, opportunities...

  15. Nurses' perceptions of and participation in continuing nursing education: results from a study of psychiatric hospital nurses in Bahrain.

    Science.gov (United States)

    Al-Majid, Sadeeka; Al-Majed, Hashmiya; Rakovski, Cyril S; Otten, Rebecca A

    2012-05-01

    Although many psychiatric hospital nurses in Bahrain attend at least one continuing nursing education (CNE) activity per year, many others do not. This study explored these nurses' perceptions of CNE and factors that promote or hinder participation in CNE activities. A descriptive design was used to gather data from a convenience sample of 200 nurses working at the psychiatric hospital in Bahrain. Nurses believed that CNE improved the quality of patient care and patient outcomes, increased nurses' knowledge and skills, and kept them current with advances in nursing. Participation in CNE was hindered by unavailability of CNE activities related to psychiatric nursing. The majority of nurses had positive perceptions of CNE. Their participation was hindered by unavailability of CNE activities related to psychiatric nursing. Those responsible for planning continuing education in Bahrain should consider these findings when planning future CNE activities. Copyright 2012, SLACK Incorporated.

  16. Enhancing Nursing Education with Remote Access Laboratories

    Directory of Open Access Journals (Sweden)

    Leslie Alan Bowtell

    2012-12-01

    Full Text Available Abstract—Given the vast coverage area and dispersed population centres in which nursing professionals practice in Australia, Remote Access Laboratory (RAL based learning activities would seem to be an ideal match. However while they are commonplace in engineering faculties; in other disciplines such activities are not widely used. This may well be due to the intricacies of these practicals not being as straightforward and readily reproducible as typical physics or science experiments. In our chosen case, the safe practice of intravenous pump driver operations and related clinical reasoning skills are important components for the training of both registered nurses and nursing students. The aim of this research project is to develop and trial remote access technologies that enable nursing students to test their knowledge, skills, and clinical reasoning with intravenous infusion pump drivers. This has been possible by extending the concept of RAL from a physical and tangible experiment, to more conceptual experimentation in any form conducted remotely. In such a context clinical reasoning becomes possible. This paper discusses a prototype system that has been built with collaborative input from the Faculty of Engineering and Surveying and the Department of Nursing and Midwifery. An initial evaluation with a group of nursing students has been completed to assess if such activities can assist with the training of student nurses. Previous work has identified the need to scaffold learning activities that rely on RAL technology; the key conclusion in this paper is that in the context of nursing this has to be taken a step further. RAL activities here require contextualisation to become an effective learning tool.

  17. Multisite Assessment of Nursing Continuing Education Learning Needs Using an Electronic Tool.

    Science.gov (United States)

    Winslow, Susan; Jackson, Stephanie; Cook, Lesley; Reed, Joanne Williams; Blakeney, Keshia; Zimbro, Kathie; Parker, Cindy

    2016-02-01

    A continued education needs assessment and associated education plan are required for organizations on the journey for American Nurses Credentialing Center Magnet® designation. Leveraging technology to support the assessment and analysis of continuing education needs was a new venture for a 12-hospital regional health system. The purpose of this performance improvement project was to design and conduct an enhanced process to increase the efficiency and effectiveness of gathering data on nurses' preferences and increase nurse satisfaction with the learner assessment portion of the process. Educators trialed the use of a standardized approach via an electronic survey tool to replace the highly variable processes previously used. Educators were able to view graphical summary of responses by category and setting, which substantially decreased analysis and action planning time for education implementation plans at the system, site, or setting level. Based on these findings, specific continuing education action plans were drafted for each category and classification of nurses. Copyright 2016, SLACK Incorporated.

  18. Leadership in nursing education: voices from the past.

    Science.gov (United States)

    Gosline, Mary Beth

    2004-01-01

    When education for nurses became a reality, leaders in the emerging profession spoke out early and often for educational improvements to prepare those who would nurse. The writings and speeches of Isabel Hampton Robb, Mary Adelaide Nutting, Lavinia Lloyd Dock, Lillian Wald, and Isabel Maitland Stewart formed the basis for a qualitative study that documents the voices of early nursing leaders who contributed to the development of nursing education as it moved from "training" toward professional education in a university setting. What is documented in the literature is the desire of these women to enhance the professional status of nursing through improvements in its educational system.

  19. The Attitude Scale towards Distance Nursing Education (AstDNE)

    Science.gov (United States)

    Boz Yuksekdag, Belgian; Unsal Barlas, Gul

    2015-01-01

    In this study, a measurement is seen as an instrument to measure the attitudes of the nurses towards the distance nursing education was developed. The study population consist of nurses who working in two hospitals of the ministry of health and two special hospitals in Istanbul. The sample of the study consisted of 194 nurses who agreed to…

  20. EDUCATIONAL PROJECTS STAKEHOLDER MANAGEMENT

    Directory of Open Access Journals (Sweden)

    Юлія Юріївна ГУСЄВА

    2016-02-01

    Full Text Available An approach based on an integration of requirements breakdown structure and work breakdown structure of the project is proposed. It can complement existing methods of project stakeholders classification with the indicator of resource input, which can be defined in monetary terms. A method of requirements monitoring is proposed, which allows you to track the requirements of project stakeholders over time according to the actual amount of resources spent by analogy with the earned value method. Proposed indexes are the basis not only for monitoring but for the forecast of the project. The need of creating of a mechanism for getting baseline data taking into account the existence of different types of requirements of project stakeholders is grounded.

  1. [Project evidência [evidence]: research and education about accessing scientific databases in Azores].

    Science.gov (United States)

    Soares, Hélia; Pereira, Sandra M; Neves, Ajuda; Gomes, Amy; Teixeira, Bruno; Oliveira, Carolina; Sousa, Fábio; Tavares, Márcio; Tavares, Patrícia; Dutra, Raquel; Pereira, Hélder Rocha

    2013-04-01

    Project Evidência [Evidence] intends to promote the use of scientific databases among nurses. This study aims to design educational interventions that facilitate nurses' access to these databases, to determine nurses' habits regarding the use of scientific databases, and to determine the impact that educational interventions on scientific databases have on Azorean nurses who volunteered for this project. An intervention project was conducted, and a quantitative descriptive survey was designed to evaluate the impact two and five months after the educational intervention. This impact was investigated considering certain aspects, namely, the nurses' knowledge, habits and reasons for using scientific databases. A total of 192 nurses participated in this study, and the primary results indicate that the educational intervention had a positive impact based not only on the increased frequency of using platforms or databases of scientific information (DSIs) s but also on the competence and self-awareness regarding its use and consideration of the reasons for accessing this information.

  2. Troublesome Knowledge: A New Approach to Quality Assurance in Mental Health Nursing Education.

    Science.gov (United States)

    Leidl, Donald M

    2018-01-01

    Background Quality assurance and quality enhancement processes in nursing education are vital to the establishment of a strong program. Existing quality assurance methods in nursing education such as professional self-regulation and external examination rely on provincial and national nursing associations for evaluation, putting minimal responsibility and accountability on internal program examiners. Threshold concepts and troublesome knowledge provide a framework as outlined by Land that utilizes internal examiners from both student and faculty groups and represents an alternative to traditional quality assurance in nursing education. Purpose To identify troublesome mental health nursing content in a nursing curriculum by exploring students and faculty perspectives. Method A sequential mixed methods design that utilized surveys and focus groups to explore student and faculty perspectives on troublesome mental health nursing content. Results The project data were able to be organized into five main content themes that were identified as being troublesome: the spectrum of mental illness, therapeutic relationships and boundaries, praxis, professionalism in nursing, and brain chemistry and its management. Conclusion The findings from this project are unique to the program of review but show the potential of this new approach to quality assurance and program enhancement initiatives in nursing education.

  3. Nursing Professional Development Organizational Value Demonstration Project.

    Science.gov (United States)

    Harper, Mary G; Aucoin, Julia; Warren, Joan I

    2016-01-01

    A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores.

  4. The importance of simulation in nursing education

    Directory of Open Access Journals (Sweden)

    Evrim Eyikara

    2017-01-01

    Full Text Available Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an innovative teaching method that stimulates a number of senses at the same time among learners. Simulation is a method which can be designed to reflect real-life conditions, and which provides the opportunity to work in contexts that are closer and more representative of real settings. Depending on the clinical situation or scenario; the simulation method will involve a student or a group of students performing a number of patient care activities on a manikin, player or standardized patient. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency; to learn at their own pace; and to freely make mistakes. Simulations is an educational process that can replicate clinical practices in a safe environment. Nursing students who take part in education programs involving simulations perform less medical mistakes in clinical settings, and are able to better develop their critical thinking and clinical decision-making skills. For these reasons, we recommend that simulations, which represent an interactive learning method, are rendered more common in institutions providing nursing education.

  5. Intersection of Re-Designated National League for Nursing Centers of Excellence(TM) and Quality in Nursing Education

    Science.gov (United States)

    Merriam, Deborah

    2013-01-01

    Nursing education is challenged to meet a growing demand for nurses, while substantiating the quality of the educational experience as well as the achievement of desired student outcomes. The National League for Nursing (NLN) Centers of Excellence (COE) in Nursing Education(TM) program represents high performing nursing schools which utilize…

  6. Ethical values in nurse education perceived by students and educators.

    Science.gov (United States)

    Boozaripour, Mahsa; Abbaszadeh, Abbas; Shahriari, Mohsen; Borhani, Fariba

    2018-03-01

    Education is considered the first function and mission of the university, and observing educational ethics guarantees the health of the teaching-learning process in the university. The aim of this study was to explore ethical values in nursing education from the perspective of Iranian nursing students and educators. This qualitative study was conducted using the Thematic Content Analyses method. The data were collected from seven semi-structured individual interviews and three focus group discussions from July to November 2015. Participants and research context: The participants were faculty educators of nursing and nursing students in Tehran, capital of Iran, who were selected through purposive sampling. They were recruited gradually. Sampling was continued until data saturation when no new codes were extracted. Ethical committee: This study was conducted after obtaining the approval of Shahid Beheshti University of Medical Sciences Ethics Committee, and informed consent were ensured before conducting the research. The principles of voluntariness, confidentiality, and anonymity were respected during the research process. Seven major themes emerged: human dignity, constructive human relations, educational justice, competency enhancement, excellence view, wisdom, and commitment and accountability. The results of this study indicated that although many of the values, as universal values, were similar to those of other countries-which can be a reflection of the globalization process in the nursing profession and the presence of humanistic and spiritual approaches at the roots of the discipline, some differences could be found in the content of values due to factors such as the people's beliefs, culture, and religion. Iranian nursing students and educators revealed a unique and culture-based set of ethical values.

  7. Perioperative nursing and education: what the IOM future of nursing report tells us.

    Science.gov (United States)

    Battié, Renae N

    2013-09-01

    Changes in the current health care system have rendered the system unprepared to support new demands. Similarly, nursing education both before and after licensure is no longer adequate. Four of the eight recommendations in the Institute of Medicine's Future of Nursing report involve changes to nursing education and pose significant goals to achieve. This makes creating innovative ways to meet the demand for educating RNs a necessity. This article discusses the Institute of Medicine's recommendations, how they relate to perioperative nursing, and ways in which nurses and educators can help promote expectations. Copyright © 2013 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  8. Twitter, Millennials, and Nursing Education Research.

    Science.gov (United States)

    Stephens, Teresa M; Gunther, Mary E

    2016-01-01

    This article reports the use of Twitter as an intervention delivery method in a multisite experimental nursing research study. A form of social networking, Twitter is considered a useful means of communication, particularly with millennials. This method was chosen based on current literature exploring the characteristics of millennial students. Ahern's Model of Adolescent Resilience served as the theoretical framework. Participants were 70 junior-level baccalaureate nursing students, ages 19-23, at two state-supported universities. Twitter was found to be a convenient, cost-effective, and enjoyable means of intervention delivery for the researcher. Participants in the experimental and control groups expressed positive feelings about the use of Twitter. The findings contribute to future efforts to use social media in nursing research and education to increase faculty-student engagement, promote critical reflection, provide social support, reinforce course content, and increase the sense of community.

  9. Coping self-efficacy of Chinese nursing undergraduates with their research projects.

    Science.gov (United States)

    Zhang, Wei; Li, Kun; Zhang, XiuMin; Chen, Li

    2016-10-01

    Undergraduate nursing education includes both professional knowledge and research skills. With regard to training nursing professionals for future healthcare settings, the ability to conduct research is fundamental for nurses after they graduate from universities. However, how nursing students develop coping self-efficacy and scientific skills as a specific ability during their professional study has received little attention. We studied nursing undergraduates' scientific research ability and its associated factors in the Chinese context and evaluated their self-efficacy for coping with research tasks. A total of 134 nursing undergraduates participated in the study. A purposely designed 22-item questionnaire was used to quantify students' research ability in implementing their research projects and the associated factors. Coping self-efficacy was measured with a modified Chinese version. The mean total self-efficacy score was 50.78±6.604 (M±SD). The majority (63.4%) of the students' coping self-efficacy was at a moderate level. Having "the ability to write a manuscript before conducting research projects" (P=0.006) and "topics determined by instructors after discussion with group members" (P=0.005) were the two predictive factors of good coping self-efficacy in students. Nursing undergraduates' self-efficacy was high enough to cope with their scientific research projects, but the information on procedures needed for project application was not abundant, and new training programs might be needed to meet the needs of nursing undergraduates. We should make full use of the predictors of good coping self-efficacy and promote nursing undergraduates' research ability. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. Growth of nurse prescribing competence: facilitators and barriers during education.

    Science.gov (United States)

    Hopia, Hanna; Karhunen, Anne; Heikkilä, Johanna

    2017-10-01

    To describe facilitators and barriers in relation to the growth of nurse prescribing competence from the perspective of the nurses studying in a prescribing programme. The number of nurses enrolled in a nurse prescribing programme is rapidly increasing in Finland. However, few studies on nurse prescribing education are available and therefore research is needed, particularly from the point of view of nurses studying in the programme. The descriptive, qualitative study used the text of student online learning diaries as data during a 14-month prescribing programme. The sample consisted of 31 nurses, public health nurses or midwives enrolled in a prescribing programme at a university of applied sciences. The data were analysed using the inductive analysis method. The growth of nurses' prescribing competence was facilitated by learning clinical examination of the patient, networking with peers, receiving support from the workplace and supervisors, doctors' positive attitude towards nurse prescribing and being able to apply competencies directly to nursing practice. The barriers to the growth of nurses' prescribing competence were unclear job description, incomplete care plans and concerns about how consultation with doctors will be organised and realised. The results show that, for the purpose of developing the new role and position of nurse prescribers, educators and nursing managers must invest more in staff awareness of nurse prescribing education and also offer more support to nurse prescribers in their workplaces. The results of this study can be used especially in countries where nurse prescribing education is only in the process of being planned or has just been started. Heads of nursing and educators in prescribing education will benefit from the results when creating expanded job descriptions for nurses and supporting networking between students during the period of training. © 2016 John Wiley & Sons Ltd.

  11. Innovation in nursing education: which trends should you adopt?

    Science.gov (United States)

    Murray, Teri A

    2007-01-01

    The author identifies trends that challenge the status quo in academic nursing education. She further provides a theoretical framework that can be used by nursing program administrators to determine the potential adoptability of the trend in nursing education programs. Leader behaviors that are crucial in leading and managing change are highlighted.

  12. Improving Elderly's Dental Hygiene Through Nursing Home Staff's Dental Health Education at the Nursing Home

    OpenAIRE

    Santoso, Bedjo; Eko Ningtyas, Endah Aryati; Fatmasari, Diyah

    2017-01-01

    Stomatitis often occurs in elderly at nursing home. They need nursing home staff assistance to maintain their dental and oral health. Therefore, nursing home staff need dental health education. Lecture or discussion methods, which are more effective to improve knowledge, attitude and skill of nursing home staff was the purpose of this research. The research design was quasi-experiment research and pretest-posttest with control group. The sample was 42 nursing home staffs and 74 elderlies, div...

  13. Virtual worlds: a new frontier for nurse education?

    Science.gov (United States)

    Green, Janet; Wyllie, Aileen; Jackson, Debra

    2014-01-01

    Virtual worlds have the potential to offer nursing students social networking and, learning, opportunities through the use of collaborative and immersive learning. If nursing educators, are to stay, abreast of contemporary learning opportunities an exploration of the potential benefits of, virtual, worlds and their possibilities is needed. Literature was sourced that explored virtual worlds, and their, use in education, but nursing education specifically. It is clear that immersive learning has, positive, benefits for nursing, however the best way to approach virtual reality in nursing education, has yet to, be ascertained.

  14. [The Application of Information and Communication Technology (ICT) in Nursing Education].

    Science.gov (United States)

    Chiou, Shwu-Fen; Su, Hsiu-Chuan; Huang, Ean-Wen

    2017-12-01

    With the rapid development of information and communication technologies (ICT) in the 21st century, all walks of life have experienced disruptive changes, including the healthcare profession. Although nurses represent the largest number of professionals in medical institutions, it is doubtful whether nurses possess sufficient capabilities to face challenges in this era of rapid medical informatization. Currently, the courses necessary to cultivate information literacy in nursing students are insufficient in Taiwan, and traditional instruction methods are largely adopted as nursing teaching strategies. Additionally, most teachers hold a passive attitude towards the application of ICT in teaching. On the contrary, ICT have been integrated into nursing education in many countries around the world for nearly 20 years, achieving good levels of teaching efficacy. Reflecting the Taiwan government's promotion of digital learning projects, academic circles in various fields have also started to gradually integrate ICT into teaching. Nursing educators in Taiwan have much to reference and to learn from these disparate integration experiences. Therefore, this article introduces the concepts of integration of ICT into teaching, the current status of the application of ICT in international nursing education, and the issues faced during this application as a reference for nursing education in Taiwan in order to promote the integration of ICT into nursing education.

  15. A synthesis of Vroom's model with other social theories: an application to nursing education.

    Science.gov (United States)

    Gyurko, Charlene C

    2011-07-01

    In 2009, the National League for Nursing reported that there are over 3.4 million persons in the United States employed in nursing in the roles of Registered Nurses (RNs) and Advanced Practice Nurses (APRNs). In 2007, the Bureau of Labor Statistics also reported that in 2006, there were over 749,000 Licensed Practical Nurses (LPNs) working in the United States with a projected increase of 14% by 2016. Buerhaus et al, in 2009, stated that between 2016 and 2025, it is estimated that the U.S. will need over 260,000 registered nurses (RNs) Using the conceptual framework of Vroom's expectancy theory on motivation as well as theories addressing student and career development, this paper demonstrates a synthesis of Vroom's model with other educational theories and its application to nursing education, specifically the prediction of motivation to advance one's nursing education. By putting Vroom's theory into a context, Vroom's fairly simple model could help nurse educators predict the factors that make for success in midcareer educational advancement--and even possibly manipulate those factors to increase that success. In today's economy, that practical part seems too good to lose. Copyright © 2010 Elsevier Ltd. All rights reserved.

  16. For better, for worse: nursing in higher education.

    Science.gov (United States)

    Owen, G M

    1988-01-01

    In this paper the recently proposed developments in nursing education within the United Kingdom are discussed within a historical context. Since a number of nursing departments already exist within the higher education sector (comprising universities, polytechnics and colleges of technology), it is suggested that use should be made of the experience already gained by nurses working within higher education. The pros and cons of nurse education being provided in or associated with higher education are discussed. Theoretical perspectives from change theory are applied. The importance of educating the practitioner for a holistic and community-based role is stressed.

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

    OpenAIRE

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

    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...

  18. Continuing Education in Research Ethics for the Clinical Nurse.

    Science.gov (United States)

    Jeffers, Brenda Recchia

    2002-01-01

    Review of professional nursing statements, federal policy, and recommendations for protection of human research subjects resulted in a topic and content outline for research ethics training for nurses. Suggestions for continuing education programs on research ethics were formulated. (SK)

  19. Critical care nursing practice and education in Rwanda

    African Journals Online (AJOL)

    3 Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada ... relevant to the healthcare system and the disease profile of Rwanda, as well as the ... of education to obtain a high-school certificate and some basic nursing training.

  20. History of Continuing Nursing Education in the United States.

    Science.gov (United States)

    Stein, Alice M.

    1998-01-01

    Nursing history since 1853 is presented to identify issues in continuing nursing education, such as the influence of feminism and professionalism, changing constituencies, and philosophies in health care. (SK)

  1. Effective educator-student relationships in nursing education to strengthen nursing students' resilience.

    Science.gov (United States)

    Froneman, Kathleen; Du Plessis, Emmerentia; Koen, Magdelene P

    2016-06-10

    Little research has been conducted in private nursing schools with regard to the educator-student relationship to strengthen the resilience of nursing students and to improve the educator-student relationship. An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place and resilience can be strengthened. The purpose was to explore and describe nursing students' view on the basic elements required for an effective educator-student relationship to strengthen their resilience and the educator-student relationship. This study followed an explorative, descriptive and contextual qualitative design in a private nursing education institution in the North West Province. Purposive sampling was used. The sample consisted of 40 enrolled nursing auxiliary students. The World Café Method was used to collect data, which were analysed by means of content analysis. The following five main themes were identified and included: (1) teaching-learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Students need a caring and supportive environment; interaction that is constructive, acknowledges human rights and makes use of appropriate non-verbal communication. The educator must display qualities such as love and care, respect, responsibility, morality, patience, being open to new ideas, motivation, willingness to 'go the extra mile' and punctuality. Students reported on various ways how they manage to stay resilient. It thus seems that basic elements required in an effective educator-student relationship to strengthen the resilience of students include the environment, interaction, educator and student's qualities and resilience.

  2. An integrated educational model for continuing nurse education.

    Science.gov (United States)

    Duff, Beverley; Gardner, Glenn; Osborne, Sonya

    2014-01-01

    This paper reports on the development and evaluation of an integrated clinical learning model to inform ongoing education for surgical nurses. The research aim was to evaluate the effectiveness of implementing a Respiratory Skills Update (ReSKU) education program, in the context of organisational utility, on improving surgical nurses' practice in the area of respiratory assessment. Continuous development and integration of technological innovations and research in the healthcare environment mandate the need for continuing education for nurses. Despite an increased worldwide emphasis on this, there is scant empirical evidence of program effectiveness. A quasi experimental pre test, post test non-equivalent control group design evaluated the impact of the ReSKU program on surgical nurses' clinical practice. The 2008 study was conducted in a 400 bed regional referral public hospital and was consistent with contemporary educational approaches using multi-modal, interactive teaching strategies. The study demonstrated statistically significant differences between groups regarding reported use of respiratory skills, three months after ReSKU program attendance. Between group data analysis indicated that the intervention group's reported beliefs and attitudes pertaining to subscale descriptors showed statistically significant differences in three of the six subscales. The construct of critical thinking in the clinical context, combined with clinical reasoning and purposeful reflection, was a powerful educational strategy to enhance competency and capability in clinicians. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

  3. Learning theories application in nursing education

    OpenAIRE

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including socia...

  4. 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

  5. Nursing education: current themes, puzzles and paradoxes.

    Science.gov (United States)

    Tanner, Christine A

    2007-01-01

    It would be tempting to declare that transformation of nursing education in the current context of faculty shortages and other scarce resources as Mission Impossible. But I believe that the opposite is true. It is my sense that the rapid changes in healthcare, the shifting population needs and the acute nursing shortage have catalyzed fundamental change, perhaps the most profound in the 50 year history of WIN. The first steps of that transformation are becoming increasingly apparent as nursing faculty begin to challenge their long-standing, taken-for-granted assumptions; as they set aside differences and their internecine warfare of the entry-into-practice debates; as they begin stronger and deeper collaborations with their clinical partners. We won't see the evidence of these changes in the literature for a while, because they are just getting started. There's not a lot to report yet. Here are some examples of the changes afoot: The Oregon Consortium for Nursing Education has resulted from unprecedented collaboration between community college and university faculty, with an eye to develop a standard, competency-based curriculum to prepare the "new" nurse, and to improve access to a seamless baccalaureate curriculum. The first students were enrolled in nursing courses in fall, 2006 on 8 campuses--the four campuses of OHSU and 4 community colleges, with additional community college campuses admitting students in '07 and '08. In this curriculum, fundamentals of nursing have been redefined as evidence-based practice, culturally sensitive and relationship-centered care, leadership and clinical judgment, with these concepts and others introduced early and spiraled throughout the curriculum. Through a 2-year faculty development program, faculty leaders in the OCNE partner programs have taken to heart the many lessons about learning, intentionally attending to content selection that will help reduce the volume while focusing on the most prevalent. Instructional approaches

  6. Information technologies and the transformation of nursing education.

    Science.gov (United States)

    Skiba, Diane J; Connors, Helen R; Jeffries, Pamela R

    2008-01-01

    Higher education is facing new challenges with the emergence of the Internet and other information and communication technologies. The call for the transformation of higher education is imperative. This article describes the transformation of higher education and its impact on nursing education. Nursing education, considered by many a pioneer in the use of educational technologies, still faces 3 major challenges. The first challenge is incorporation of the Institute of Medicine's recommendation of 5 core competencies for all health professionals. The second challenge focuses on the preparation of nurses to practice in informatics-intensive healthcare environments. The last challenge is the use of emerging technologies, such as Web 2.0 tools, that will help to bridge the gap between the next generation and faculty in nursing schools. Nurse educators need to understand and use the power of technologies to prepare the next generation of nurses.

  7. Net Generation's Learning Styles in Nursing Education.

    Science.gov (United States)

    Christodoulou, Eleni; Kalokairinou, Athina

    2015-01-01

    Numerous surveys have confirmed that emerging technologies and Web 2.0 tools have been a defining feature in the lives of current students, estimating that there is a fundamental shift in the way young people communicate, socialize and learn. Nursing students in higher education are characterized as digital literate with distinct traits which influence their learning styles. Millennials exhibit distinct learning preferences such as teamwork, experiential activities, structure, instant feedback and technology integration. Higher education institutions should be aware of the implications of the Net Generation coming to university and be prepared to meet their expectations and learning needs.

  8. Evidence-based Nursing Education - a Systematic Review of Empirical Research

    Science.gov (United States)

    Reiber, Karin

    2011-01-01

    The project „Evidence-based Nursing Education – Preparatory Stage“, funded by the Landesstiftung Baden-Württemberg within the programme Impulsfinanzierung Forschung (Funding to Stimulate Research), aims to collect information on current research concerned with nursing education and to process existing data. The results of empirical research which has already been carried out were systematically evaluated with aim of identifying further topics, fields and matters of interest for empirical research in nursing education. In the course of the project, the available empirical studies on nursing education were scientifically analysed and systematised. The over-arching aim of the evidence-based training approach – which extends beyond the aims of this project - is the conception, organisation and evaluation of vocational training and educational processes in the caring professions on the basis of empirical data. The following contribution first provides a systematic, theoretical link to the over-arching reference framework, as the evidence-based approach is adapted from thematically related specialist fields. The research design of the project is oriented towards criteria introduced from a selection of studies and carries out a two-stage systematic review of the selected studies. As a result, the current status of research in nursing education, as well as its organisation and structure, and questions relating to specialist training and comparative education are introduced and discussed. Finally, the empirical research on nursing training is critically appraised as a complementary element in educational theory/psychology of learning and in the ethical tradition of research. This contribution aims, on the one hand, to derive and describe the methods used, and to introduce the steps followed in gathering and evaluating the data. On the other hand, it is intended to give a systematic overview of empirical research work in nursing education. In order to preserve a

  9. IFNA approved Chinese Anaesthesia Nurse Education Program: A Delphi method.

    Science.gov (United States)

    Hu, Jiale; Fallacaro, Michael D; Jiang, Lili; Wu, Junyan; Jiang, Hong; Shi, Zhen; Ruan, Hong

    2017-09-01

    Numerous nurses work in operating rooms and recovery rooms or participate in the performance of anaesthesia in China. However, the scope of practice and the education for Chinese Anaesthesia Nurses is not standardized, varying from one geographic location to another. Furthermore, most nurses are not trained sufficiently to provide anaesthesia care. This study aimed to develop the first Anaesthesia Nurse Education Program in Mainland China based on the Educational Standards of the International Federation of Nurse Anaesthetists. The Delphi technique was applied to develop the scope of practice, competencies for Chinese Anaesthesia Nurses and education program. In 2014 the Anaesthesia Nurse Education Program established by the hospital applied for recognition by the International Federation of Nurse Anaesthetists. The Program's curriculum was evaluated against the IFNA Standards and recognition was awarded in 2015. The four-category, 50-item practice scope, and the three-domain, 45-item competency list were identified for Chinese Anaesthesia Nurses. The education program, which was established based on the International Federation of Nurse Anaesthetists educational standards and Chinese context, included nine curriculum modules. In March 2015, 13 candidates received and passed the 21-month education program. The Anaesthesia Nurse Education Program became the first program approved by the International Federation of Nurse Anaesthetists in China. Policy makers and hospital leaders can be confident that anaesthesia nurses graduating from this Chinese program will be prepared to demonstrate high level patient care as reflected in the recognition by IFNA of their adoption of international nurse anaesthesia education standards. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Transformational Leadership in Nursing Education: Making the Case.

    Science.gov (United States)

    Fischer, Shelly Ann

    2017-04-01

    Transformational leadership is a trending style and competency that has been embraced by many industries and nursing practice settings. Similar positive influence on follower engagement, teamwork, and solidarity might be experienced if transformational leadership is employed by administration and faculty as a guiding framework for nursing education. The impact of embedding a teamwork culture in basic nursing education could be significant on students and ultimately on the nursing profession. Further research is needed to develop and test application of the transformational leadership framework in nursing education.

  11. Nostalgic constructions of nurse education in British national newspapers.

    Science.gov (United States)

    Gillett, Karen

    2014-11-01

    To explore nostalgic constructions of nurse education in British National newspapers. British newspaper discourse relating to the increased academic level of nurse education in the UK is negative, evoking comparisons between negative constructions of nurse education in the present and an idealized nostalgic view of the past. Discussion paper. This study used a critical discourse analysis approach to analyse 11 British Newspaper articles, which exemplify nostalgic constructions of nurse education. This was a purposive sample from a database search (LexisNexis) of British national newspaper articles relating to the increasing academic level of nurse education in the period from 1999-2012. A dominant nostalgic discourse constructs a 'golden era' of nurse education, which idealizes the past, making the present flawed in comparison. Nostalgic constructions create group identities creating contrasting 'caring' nurses educated in the idealized past with those educated now, who are perceived as too educated to care. An inherent characteristic of the nostalgic discourse is the notion that the solution to current problems with nurse education is a return to an idealized version of the past. Another less common newspaper discourse views nostalgia as a problematic construct. Nostalgic discourse with a focus on the past potentially acts as a barrier to creating an effective nurse education system for the 21(st) Century. This focus on an idealized past also has potential consequences in terms of public opinion and legitimization of government policy, which might otherwise be viewed as retrograde. © 2014 John Wiley & Sons Ltd.

  12. Teaching excellence in nursing education: a caring framework.

    Science.gov (United States)

    Sawatzky, Jo-Ann V; Enns, Carol L; Ashcroft, Terri J; Davis, Penny L; Harder, B Nicole

    2009-01-01

    Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care.

  13. Humanist ideology and nurse education. I. Humanist educational theory.

    Science.gov (United States)

    Purdy, M

    1997-06-01

    Nurse education is dominated by the humanist perspective and the educational theory that it generates. Following a brief description of the perspective's phenomenological foundations and definition of humanist ideology, humanist educational theory is illustrated in an outline of the key contributions of John Dewey, Carl Rogers, Malcolm Knowles and Paulo Freire. The article concludes by noting Freire's sociological challenge to the individualism of the humanist perspective. This challenge recognizes the ideological and social control role of education in securing the reproduction of power relations and leads to questioning the function of individualism and the interests that humanist ideology may serve.

  14. Humanistic approach to nursing education: lived experiences of Iranian nursing students.

    Science.gov (United States)

    Ghiyasvandian, Shahrzad; Bolourchifard, Fariba; Parsa Yekta, Zohreh

    2014-09-28

    The nurse teachers tried to have a complete understanding of the educational contents, to transfer knowledge to nursing students better, and to facilitate the process of education. The purpose of this study was to explore the lived experiences of Iranian nursing students regarding the characteristics of academic nurse teachers. In this hermeneutic phenomenological study, data were collected via in-depth, semi-structured interviews with 12 Iranian nursing students and the audio-taped and transcribed interviews analyzed according to Van Manen´s method. The main theme emerged during data analysis, was "humanistic approach to nursing education". The theme was extracted from 2 sub-themes including 'ethical necessities' and 'effective interaction'. The findings present greater understanding of humanistic approach to nursing education.

  15. Project to expand diversity in the nursing workforce.

    Science.gov (United States)

    Georges, Catherine

    2012-05-01

    The Bronx, one of the five boroughs of New York City, has a diverse population, but the largest ethnic group is Hispanic, or Latino. More than half (53 per cent) of the students at Lehman College of the City University of New York are from this group, reflecting the population demographic of the borough, but in 2006 Hispanic students comprised just 8 per cent of those enrolled in the department of nursing. To address this disparity, the department undertook a project to increase recruitment, retention and graduation of Hispanic nursing students. The project involved several activities in collaboration with a Bronx high school, Lehman College's baccalaureate nursing programme, and a partner hospital that serves thousands of people of Hispanic origin. This article describes the project and the lessons learnt.

  16. Integrating genomics into undergraduate nursing education.

    Science.gov (United States)

    Daack-Hirsch, Sandra; Dieter, Carla; Quinn Griffin, Mary T

    2011-09-01

    To prepare the next generation of nurses, faculty are now faced with the challenge of incorporating genomics into curricula. Here we discuss how to meet this challenge. Steps to initiate curricular changes to include genomics are presented along with a discussion on creating a genomic curriculum thread versus a standalone course. Ideas for use of print material and technology on genomic topics are also presented. Information is based on review of the literature and curriculum change efforts by the authors. In recognition of advances in genomics, the nursing profession is increasing an emphasis on the integration of genomics into professional practice and educational standards. Incorporating genomics into nurses' practices begins with changes in our undergraduate curricula. Information given in didactic courses should be reinforced in clinical practica, and Internet-based tools such as WebQuest, Second Life, and wikis offer attractive, up-to-date platforms to deliver this now crucial content. To provide information that may assist faculty to prepare the next generation of nurses to practice using genomics. © 2011 Sigma Theta Tau International.

  17. Iranian nurses and nursing students' attitudes on barriers and facilitators to patient education: a survey study.

    Science.gov (United States)

    Ghorbani, Raheb; Soleimani, Mohsen; Zeinali, Mohammad-Reza; Davaji, Mohammad

    2014-09-01

    The aim of this study is to describe the attitudes of Iranian nurses and students on barriers and facilitators to patient education. In this descriptive quantitative study, 103 nurses and 84 nursing students in two teaching hospitals in an urban area of Iran responded to a questionnaire investigating their attitudes on patient education. Results showed that all nurses and the majority (87.3%) of the students mentioned that they performed patient education. Moreover, 95% and 63.3% of the nurses and students respectively accepted that patient education was one of their roles. The nurses stated that heavy workload, inadequate time and lack of educational facilities were main barriers to patient education. The students believed that lack of knowledge, lack of communication skills and heavy workload were main barriers to patient education from their perspectives. While Iranian nurses and nursing students had positive attitudes towards patient education, it could not guarantee the implementation of patient education. Therefore, the clarification of patient education activities and development of a patient education team with the support of healthcare settings' administrators can facilitate the process of patient education in the Iranian healthcare settings. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. Perspectives of Australian nursing directors regarding educational preparation for mental health nursing practice.

    Science.gov (United States)

    Happell, Brenda; McAllister, Margaret

    2014-11-01

    There is an ongoing global shortage of mental health nurses. Within Australia, the principal strategy of offering a postgraduate education programme with various incentives to encourage nurses back to study has not been successful. This has led to the consideration of radical alternatives, including the return to pre-registration specialisation in mental health. The successful introduction of this strategy would require the full support of industry partners. To date, the voice of industry has not been heard in relation to this issue. The aim of this paper is to present the views of an Australian sample of mental health nursing directors regarding the resources and other factors required, should undergraduate specialist programmes in mental health be developed, to ensure they are relevant and likely to be successful. A qualitative exploratory research project was undertaken to explore the perspectives and opinions of industry partners. In-depth interviews were conducted with nursing directors (n = 12) in Queensland Australia. Five main themes were identified: relationships with universities; clinical placement preparation and support; workplace culture; facilitators and preceptors; and practical student learning. Genuine collaboration between the two organisations was considered crucial for delivering a quality programme and providing the required support for students. Transformative leadership could inform this collaboration by promoting acknowledgement of and respect for differences.

  19. A Nurse Leadership Project to Improve Health Literacy on a Maternal-Infant Unit.

    Science.gov (United States)

    Stikes, Reetta; Arterberry, Katheryn; Logsdon, M Cynthia

    2015-01-01

    To describe how participation in the Sigma Theta Tau International Maternal-Child Health Nurse Leadership Academy positioned the authors to lead an interdisciplinary team through implementation and evaluation of a change project related to patient education based upon national health literacy standards. The project goal was to improve patient satisfaction with nurse communication and preparation for hospital discharge. Quality improvement. Mother/-baby unit of an academic medical center serving a high percentage of patients of a minority population and underserved clients. The five- step intervention included (a) review of current health literacy standards, (b) formation of an infrastructure for development and evaluation of existing patient education materials, (c) assessment of patient education materials currently in use, (d) assessment of literacy level and learning styles of new mothers, and (e) provision of continuing education to increase knowledge of nurses as patient teachers and of health literacy. Mean scores of Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) in the domains of patient satisfaction with nurse communication and discharge information were used to measure patient satisfaction with health communication. Patient satisfaction with nurse communication increased from 75.9% to 84.6%. Satisfaction with discharge information increased from 84.6% to 98.6%. The leadership academy successfully positioned the authors to guide an interdisciplinary team through development of a process to meet the education and communication needs of patients and improve their health literacy. As a result, a positive effect was noted on patient satisfaction with health communication. © 2015 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

  20. Australian Hospital-Based Nurse Educators' Perceptions of Their Role.

    Science.gov (United States)

    Thornton, Karleen

    2018-06-01

    This article presents the findings from a phenomenological study that explored the understandings of Australian hospital-based nurse educators' experiences of their role. Purposive sampling resulted in 11 nurse educators from four large metropolitan hospitals within an Australian jurisdiction. The participants were asked how they understand their role and translate that understanding into practice. Thematic analysis identified four themes representative of nurse educators' understanding of their role: Becoming an Educator, Capability Building, Panacea, and Tension. A coherent picture emerged from subthemes highlighting that nurse educators were undervalued and value is added. Being undervalued and value adding are translated into nurse educator practice as resilience, being educationally literate, investing, and having a presence. This article identifies a gap in knowledge related to understanding the nurse educator role and informs recruitment and subsequent retention of nurses into nurse educator roles at a time when the nursing workforce in Australia and internationally is about to experience a major shortfall. Findings are specific to the Australian context and are not necessarily generalizable to other hospital jurisdictions. J Contin Educ Nurs. 2018;49(6):274-281. Copyright 2018, SLACK Incorporated.

  1. Romanian Educational Seismic Network Project

    Science.gov (United States)

    Tataru, Dragos; Ionescu, Constantin; Zaharia, Bogdan; Grecu, Bogdan; Tibu, Speranta; Popa, Mihaela; Borleanu, Felix; Toma, Dragos; Brisan, Nicoleta; Georgescu, Emil-Sever; Dobre, Daniela; Dragomir, Claudiu-Sorin

    2013-04-01

    Romania is one of the most active seismic countries in Europe, with more than 500 earthquakes occurring every year. The seismic hazard of Romania is relatively high and thus understanding the earthquake phenomena and their effects at the earth surface represents an important step toward the education of population in earthquake affected regions of the country and aims to raise the awareness about the earthquake risk and possible mitigation actions. In this direction, the first national educational project in the field of seismology has recently started in Romania: the ROmanian EDUcational SEISmic NETwork (ROEDUSEIS-NET) project. It involves four partners: the National Institute for Earth Physics as coordinator, the National Institute for Research and Development in Construction, Urban Planning and Sustainable Spatial Development " URBAN - INCERC" Bucharest, the Babeş-Bolyai University (Faculty of Environmental Sciences and Engineering) and the software firm "BETA Software". The project has many educational, scientific and social goals. The main educational objectives are: training students and teachers in the analysis and interpretation of seismological data, preparing of several comprehensive educational materials, designing and testing didactic activities using informatics and web-oriented tools. The scientific objective is to introduce into schools the use of advanced instruments and experimental methods that are usually restricted to research laboratories, with the main product being the creation of an earthquake waveform archive. Thus a large amount of such data will be used by students and teachers for educational purposes. For the social objectives, the project represents an effective instrument for informing and creating an awareness of the seismic risk, for experimentation into the efficacy of scientific communication, and for an increase in the direct involvement of schools and the general public. A network of nine seismic stations with SEP seismometers

  2. Nursing students’ experiences of clinical education setting

    Directory of Open Access Journals (Sweden)

    Rahnama M

    2015-08-01

    Full Text Available Background and Objective: Appropriate clinical environment has an important role in preparing students to use learned knowledge in practice through providing learning opportunities. Since the students’ experiences in the clinical setting affect on quality of their learning, the current study aimed to explain the experiences of nursing students concerning clinical education setting. Materials and Method: The current study was conducted based on conventional content analysis. Sampling was done purposively and the participants were 13 last year nursing students in Zabol Nursing and Midwifery School in 2013-2014. Data collection was done through in-depth semi-structured interviews. Data analysis was conducted through qualitative content analysis approach. Results: Based on the results, five major categories including threats, vision, dual forces, mindset and students’ action to clinical education and also10 subcategorie were identified. Conclusion: Since the formation of students’ experiences in these environments is one of the predictive factors in achieving their learning and in facilitating the professionalization process, thus the attention of managers in clinical settings is very important for decreasing the threats and concerns for students. In this way, the marred prospects of profession can be recovered through the meeting students’ expectations, attractiveness of the profession can be increased and the positive belief, actions and feelings can be created in students.

  3. Developing the Serious Games potential in nursing education.

    Science.gov (United States)

    Petit dit Dariel, Odessa J; Raby, Thibaud; Ravaut, Frédéric; Rothan-Tondeur, Monique

    2013-12-01

    Shortened hospital stays, high patient acuity and technological advances demand that nurses increasingly make decisions under conditions of uncertainty and risk (Ebright et al., 2003). With rising trends towards out-patient care, nurses will need to perform complex problem-solving within a dynamic and changing environment for which there is not one clear solution (Schofield et al., 2010; Wolff et al., 2009). The development of sharp clinical reasoning skills, as well as skills in detection, monitoring, investigation and evaluation are therefore essential (Aitken et al., 2002). Yet few nursing students have long-term exposure to home-care and community situations. This is primarily due to scarce human resources and the time-consuming requirements of student supervision (Duque et al., 2008). When students are given the opportunity to experience home-care or community visits these tend to be unstructured leading to wide variations in their competencies. New pedagogical tools are needed to adequately and consistently prepare nurses for the skills they will need to care for patients outside acute care settings. Advances in Information and Communications Technologies (ICT) offer an opportunity to explore innovative pedagogical solutions that could help students develop these skills in a safe environment. A three-phased project is underway that aims to create and test a Serious Game to improve nurses' clinical reasoning and detection skills in home-care and community settings. The first phase of this project involves the development of a scenario, the game engine and the graphic design and will be the focus of this paper. The second and third phases will test the Serious Game as an educational intervention and will be reported in subsequent papers. Copyright © 2012 Elsevier Ltd. All rights reserved.

  4. The perceived roles of nurse educators in the context of a provincial nursing college / Buyisile Maureen Duma

    OpenAIRE

    Duma, Buyisile Maureen

    2014-01-01

    Nurse educators play a crucial role in the nursing profession, as they are concerned with the important task of preparing responsible, efficient, competent and knowledgeable nurses; and also with the task of strengthening nurses as independent and critical thinkers not just for now, but for the future. Within the South African educational environment, and more specifically, a nursing college in the province of KwaZulu-Natal, the roles expected of nurse educators are numerous, and in some case...

  5. Educational Preparation for the Role of the School Nurse: Perceptions of School Nurses in Washington State

    Science.gov (United States)

    Newell, Mary E.

    2013-01-01

    The purpose of this quantitative research study was to identify the perceptions of currently practicing school nurses regarding their baccalaureate nursing education and determine if they felt adequately prepared to effectively practice in the role of a school nurse. A descriptive, quantitative on-line survey was conducted of Washington State…

  6. Evolution of a nursing education program delivered to baccalaureate-prepared Haitian nurses.

    Science.gov (United States)

    Lev, Elise L; Lindgren, Teri G; Pearson, Gayle A; Alcindor, Hilda

    2013-01-01

    Haiti has high morbidity and mortality rates, a large proportion of people living in poverty, and a shortage of nurses and nursing faculty members. A partnership program between a US and Haitian university was formed to deliver a certificate program in nursing education. The authors describe their experiences developing, delivering, and evaluating the blended on-site and online program and their future goals.

  7. Illuminating the Experiences of African-American Nursing Faculty Seeking Employment in Higher Education in Nursing

    Science.gov (United States)

    Loyd, Vanessa

    2015-01-01

    This study explored and described the experience of female African-American nursing faculty seeking employment in higher education in nursing. The lack of diversity in the nursing workforce has been attributed as a major underlying cause of disparity in healthcare in the United States. The importance of increasing the number of minority nursing…

  8. Nursing Challenges in Motivating Nursing Students through Clinical Education: A Grounded Theory Study.

    Science.gov (United States)

    Nasrin, Hanifi; Soroor, Parvizy; Soodabeh, Joolaee

    2012-01-01

    Nurses are the first role models for students in clinical settings. They can have a significant role on students' motivation. The purpose of this study was to explore the understanding of nursing students and instructors concerning the role of nurses in motivating nursing students through clinical education. The sampling was first started purposefully and continued with theoretical sampling. The study collected qualitative data through semistructured and interactive interviews with 16 nursing students and 4 nursing instructors. All interviews were recorded, transcribed, and analyzed using grounded theory approach. One important pattern emerged in this study was the "concerns of becoming a nurse," which itself consisted of three categories: "nurses clinical competency," "nurses as full-scale mirror of the future," and "Monitoring and modeling through clinical education" (as the core variable). The findings showed that the nurses' manners of performance as well as the profession's prospect have a fundamental role in the process of formation of motivation through clinical education. Students find an insight into the nursing profession by substituting themselves in the place of a nurse, and as result, are or are not motivated towards the clinical education.

  9. Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence.

    Science.gov (United States)

    Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

    2014-12-01

    This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice-theory gap. A cross-sectional, comparative design using the Nurse Competence Scale was applied. The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Descriptive and inferential statistics were used in the data analysis. Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses' fitness for practice. © 2014 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.

  10. Voluntary simulation workshops in nursing education

    DEFF Research Database (Denmark)

    Selberg, Hanne; Nielsen, Mette Elisabeth

    -10) was conducted immediately after the workshops with the purpose of evaluating students` self-perception of learning outcomes. Furthermore, the questionnaires included open ended qualitative questions with a formative design aiming at students´ judgment of the content and set up of the simulation workshops...... Results 97 students (response rate 82,2%) assessed their theoretical outcome on a 10 point scale with a mean score of 7,55 (SD 1,96), practical skills outcome mean 8,07 (SD 1,96), integration of theory and practice mean 8,27 (SD 1,62), general outcome mean 8,36 (SD 1,57) and outcome from simulation...... with more theory and less practical training have resulted in discussions regarding the lack of practical skills amongst novice nurses. A Danish study of students’ drop-out from the nursing education indicates that difficulties in combining theory and practice are one of the motivating factors behind...

  11. In search of a Croatian model of nursing education.

    Science.gov (United States)

    Simunovic, Vladimir J; Zupanovic, Marija; Mihanovic, Frane; Zemunik, Tatijana; Bradaric, Nikola; Jankovic, Stipan

    2010-10-01

    To analyze the present status and ongoing reforms of nursing education in Europe, to compare it with the situation in Croatia, and to propose a new educational model that corresponds to the needs of the Croatian health care system. The literature on contemporary nursing education in Europe and North America was reviewed, together with European Commission directives and regulations, as well as pertinent World Health Organization documents. In addition, 20 recent annual reports from 2003-2009, submitted by national nursing associations to the Workgroup of European Nurse Researchers (WERN), were studied. After appraisal of current trends, the Working Group on Reform of Nursing Education drafted The Croatian Model for Education in Nursing and developed a three-cycle curriculum with syllabus. The proposed curriculum is radically different from traditional ones. Responding to modern demands, it focuses on outcomes (developing competencies) and is evidence-based. A new, Croatian concept of nursing education is presented that is concordant with reforms in nursing education in other European countries. It holds promise for making nursing education an integral part of a unified European system of higher education.

  12. Current Status of Nursing Informatics Education in Korea

    Science.gov (United States)

    Jeon, Eunjoo; Kim, Jeongeun; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran

    2016-01-01

    Objectives This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. Methods A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. Results A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Conclusions Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses. PMID:27200224

  13. Current Status of Nursing Informatics Education in Korea.

    Science.gov (United States)

    Jeon, Eunjoo; Kim, Jeongeun; Park, Hyeoun-Ae; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran

    2016-04-01

    This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.

  14. Review of Nursing Literature: Evolution of Gerontological Education in Nursing.

    Science.gov (United States)

    Philipose, Vimala; And Others

    1991-01-01

    A literature review found that (1) many students and nurses held negative views of the elderly, affecting career choices; (2) gerontological content in baccalaureate nursing programs ranged from little or none to adequate; and (3) a severe shortage of faculty prepared to teach gerontological nursing and negative attitudes toward this…

  15. 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.

  16. Practical Nursing Education: Criteria and Procedures for Accreditation.

    Science.gov (United States)

    National Association for Practical Nurse Education and Service, Inc., New York, NY.

    The third in a series of pamphlets on practical nursing education, this document contains information on accreditation standards governing nursing programs. Included are announcements of: (1) available accreditation and consultation services, (2) policies regulating accreditation eligibility, (3) standards of ethics by which nursing programs are…

  17. Nurses' Occupational Trauma Exposure, Resilience, and Coping Education

    Science.gov (United States)

    Jones, Sherry Lynn

    2016-01-01

    Nursing education courses and professional development (PD) do not include coping and resilience training for registered nurses (RNs) who work in emergency departments (EDs). Exposure to traumatic events, death, and dying may lead to health issues, substance abuse, stress symptoms, nursing staff turnover, and compassion fatigue among ED RNs.…

  18. A Comparative Analysis of Nursing Education and Other Forms of ...

    African Journals Online (AJOL)

    The purpose of this paper was to highlight points that are necessary to bridge the gaps, where they exist, in relation to the structures, process and outcome of nursing education when compared with those of other professions. As a profession, nursing is broad in scope, and nurse practitioners are expected to possess a body ...

  19. Innovations in Nursing and Midwifery Education and Practice: New ...

    African Journals Online (AJOL)

    Innovations in Nursing and Midwifery Education and Practice: New York. University ... Background. New York University College of Nursing (NYUCN) is one of the original U.S. institutions to support the ... Results. Successful faculty recruitment and retention: Since the program's inception NYU has had 33 nursing and mid-.

  20. The Educational Needs of Non-Specialist Breast Care Nurses.

    Science.gov (United States)

    Hicks, Carolyn; Fide, Jane

    2003-01-01

    Nurses working with breast cancer patients (n=119) identified general and cancer-specific continuing education needs; 13 of the 14 cancer-related needs ranked in the top 20. There were no differences between acute care and community nurses. Newly qualified nurses had significantly greater needs. (Contains 44 references.) (SK)

  1. Research in Nursing Education: Yesterday--Today--Tomorrow.

    Science.gov (United States)

    Reilly, Dorothy E.

    1990-01-01

    Discusses the development of research in nursing education from Florence Nightingale as statistician to the effects of doctor-nurse relations to the acceleration produced by various wars to the special nurses who make research a natural process for the profession. (Author/JOW)

  2. Behind Closed Doors: School Nurses and Sexual Education

    Science.gov (United States)

    Brewin, Dorothy; Koren, Ainat; Morgan, Betty; Shipley, Sara; Hardy, Rachel L.

    2014-01-01

    School nurses can play a key role in providing sexual education in schools. However, they often face barriers from the school administration and concerned parents. Additionally, school nurses may have limited formal preparation in managing sexual health issues. This study used a descriptive qualitative method to explore the school nurses'…

  3. Advanced Nursing Education: Critical Factors That Influence Diploma and Associate Degree Nurses to Advance.

    Science.gov (United States)

    McGhie-Anderson, Rose Lavine

    The purpose of this study was to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance academically. Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of nurses as educator, manager, nurse leader, and researcher who will effect policy changes, assume leadership roles as revolutionary thinkers, and implement paradigmatic shifts. Data were collected from two groups of participants using face-to-face, semistructured interviews. Group 1 consisted of diploma and associate degree nurses; Group 2 consisted of baccalaureate, masters, and doctoral degree nurses who have progressed academically. Emerging from the thick, rich data were core categories of rewarding, motivating, and supporting as critical factors that influence professional advancement. This qualitative study elucidated that professional advancement was the social process that grounds. The emergent theory was the theory of professional advancement.

  4. Learning With E-books and Project-based Strategy in a Community Health Nursing Course.

    Science.gov (United States)

    Sung, Tien-Wen; Wu, Ting-Ting

    2018-03-01

    With advances in information technology, "information-assisted instruction" has been gradually introduced to nursing education curricula. Specifically, the integration of an e-book system can effectively enhance nursing students' attention and interest. Most studies on nursing education that incorporated e-books have focused on the advantages of convenience and assistance provided by e-books. Few studies have addressed community health nursing and off-campus practice activities in relation to suitable teaching strategies for learning activities. This study involved designing and planning a multimedia e-book learning system with a project-based learning activity that conforms to the curriculum and practical requirements of a community health nursing course. The purpose was to reduce the gap between theory and practice and realize an effective learning process. For learning evaluations, a final examination analysis with an independent sample t test; a scoring scheme with intrateam, interteam, and expert ratings; and Bloom's taxonomy-based analysis were conducted. The evaluation results indicated that the comprehension and learning abilities of the experimental group using the e-book system with a mobile device were effectively improved. In addition, the exploratory process involved in project-based learning can develop multiple cognitive skills and problem-solving ability, thereby realizing effective learning.

  5. Ways of seeing: using the visual arts in nursing education.

    Science.gov (United States)

    Frei, Judith; Alvarez, Sarah E; Alexander, Michelle B

    2010-12-01

    Professional nursing defines its foundation of practice as embedded in the sciences and humanities of a liberal education. This liberal education is commonly alluded to with the phrase "the art and science of nursing." Yet how do we as nursing educators integrate these two concepts? This article describes a method of integrating the humanities as part of an innovative clinical experience. A defined visual art experience was used to improve professional nursing students' observational and communication skills, narrative sequencing abilities, and empathy. The nursing and medical literature describing the use of visual art encounters in health care education is reviewed. The incorporation of an art education program into the curriculum of a cohort of accelerated baccalaureate nursing students is described. Qualitative evaluation measures from the students suggest this was an experience that broadened their understanding of patient encounters. Copyright 2010, SLACK Incorporated.

  6. Advancing the educational and career pathway for clinical trials nurses.

    Science.gov (United States)

    Scott, Kathleen; White, Kathryn; Roydhouse, Jessica K

    2013-04-01

    Clinical trials nurses play a pivotal role in the conduct of clinical research, but the educational and career pathway for these nurses remains unclear. This article reports findings from a survey of nurses working in cancer clinical trials research in Australia. Most participants held postgraduate qualifications (42 of 61); however, clinical trials education was primarily attained through short professional development courses. Interest in pursuing trial-specific postgraduate education was high, but barriers were identified, including cost, time, and unclear benefit for career advancement. Job titles varied substantially, which is indicative of an unclear employment pathway. These findings suggest that initiatives to improve the educational and career pathway for clinical trials nurses are needed and should include the following: formal educational preparation, greater consistency in employment status, and clearer career progression. These strategies should be underpinned by broad professional recognition of the clinical trials nurse as a specialized nursing role. Copyright 2013, SLACK Incorporated.

  7. Nursing Education in Denmark, Finland, Norway and Sweden

    DEFF Research Database (Denmark)

    Larsen, Birte Hedegaard

    2010-01-01

    , as well as in the Scandinavian countries, has experienced ongoing reforms. The driving forces behind these reforms have been efforts for professional development within nursing and to harmonize higher education in several European countries. Data sources.  The data were collected by a critical review...... need to consider more carefully the directives in the Bologna Declaration when planning and implementing nursing programmes at Bachelor’s and postgraduate levels. Knowledge of the content and structure of nursing education in these countries may enhance development and cooperation between institutions....... Conclusion.  A challenge for the ministries of education in the Scandinavian countries is to compare and coordinate nursing educational programmes in order to enable nursing students, educators, researchers and nurses to study and work in Scandinavia, Europe or even globally. Keywords:Bologna Process...

  8. Design and development of an intelligent nursing bed - a pilot project of "joint assignment".

    Science.gov (United States)

    Jiehui Jiang; Tingwei Liu; Yuting Zhang; Yu Song; Mi Zhou; Xiaosong Zheng; Zhuangzhi Yan

    2017-07-01

    The "joint assignment" is a creative bachelor education project for Biomedical Engineering (BME) in Shanghai University (SHU), China. The objective of this project is to improve students' capabilities in design thinking and teamwork through practices in the process of the design and development of complex medical product. As the first step, a pilot project "design and development of intelligent nursing bed" was set up in May 2015. This paper describes details of how project organization and management, various teaching methods and scientific evaluation approaches were achieved in this pilot project. For example, a method containing one main line and four branches is taken to manage the project and "prototyping model" was used as the main research approach. As a result a multi-win situation was achieved. The results showed, firstly, 62 bachelor students including 16 BME students were well trained. They improved themselves in use of practical tools, communication skills and scientific writing; Secondly, commercial companies received a nice product design on intelligent nursing bed, and have been working on industrializing it; Thirdly, the university and associated schools obtained an excellent practical education experience to supplement traditional class education; Fourthly and most importantly, requirements from end-users will be met. The results also showed that the "joint assignment" task could become a significant component in BME bachelor education.

  9. Incorporating political socialization theory into baccalaureate nursing education.

    Science.gov (United States)

    Brown, S G

    1996-01-01

    Political socialization theory explains how an individual develops a political belief system. As the health care system undergoes dramatic changes, nursing faculty should use political socialization theory to enhance the education of student nurses. A political thread can be woven through the nursing curricula, and students can be socialized to the political role. The new generation of nurses must incorporate a political component into their professional role identity. Political socialization theory can guide nursing faculty as knowledge of the political system and political skills are incorporated into nursing curricula.

  10. Orienting and Onboarding Clinical Nurse Specialists: A Process Improvement Project.

    Science.gov (United States)

    Garcia, Mayra G; Watt, Jennifer L; Falder-Saeed, Karie; Lewis, Brennan; Patton, Lindsey

    Clinical nurse specialists (CNSs) have a unique advanced practice role. This article describes a process useful in establishing a comprehensive orientation and onboarding program for a newly hired CNS. The project team used the National Association of Clinical Nurse Specialists core competencies as a guide to construct a process for effectively onboarding and orienting newly hired CNSs. Standardized documents were created for the orientation process including a competency checklist, needs assessment template, and professional evaluation goals. In addition, other documents were revised to streamline the orientation process. Standardizing the onboarding and orientation process has demonstrated favorable results. As of 2016, 3 CNSs have successfully been oriented and onboarded using the new process. Unique healthcare roles require special focus when onboarding and orienting into a healthcare system. The use of the National Association of Clinical Nurse Specialists core competencies guided the project in establishing a successful orientation and onboarding process for newly hired CNSs.

  11. The Dancing Nurses and the Language of the Body: Training Somatic Awareness, Bodily Communication, and Embodied Professional Competence in Nurse Education.

    Science.gov (United States)

    Winther, Helle; Grøntved, Susanne Næsgaard; Kold Gravesen, Eva; Ilkjær, Ingeborg

    2015-09-01

    At first glance, dance and movement may appear foreign to the idea of nurse education. On closer inspection, it could be high time. The flow of words may stop, but the body is always in movement--always communicating. Still, the language of the body, and certainly movement, is an often overlooked potential in education. This is also true for nurse education: in spite of the often bodily close meetings with vulnerable and crisis-stricken patients. These meetings make great demands on the nurse to both contain own feelings and be able to "read" and understand patients' often only sense-based communication. This dimension of the nursing profession can be overwhelming, touching, and shocking for young nursing students. This research project examines, whether a course composed of theory, dance and movement lessons, and increased focus on the bodily communication between students and patients may be developmental for the nursing students' beginning embodied professionality. Results from the project have innovative educational potentials. They also give concrete indications of how nursing educations can develop new holistic anchored embodied training in a very accessible, as well as essential, ancient, and unavoidably present part of the nursing profession. © The Author(s) 2014.

  12. Nurses' attitudes toward continuing formal education: a comparison by level of education and geography.

    Science.gov (United States)

    Altmann, Tanya K

    2012-01-01

    The education of nurses has an influence on patient safety and outcomes, the nursing shortage, the faculty shortage, and nurses' attitudes and actions. This article reports on a dissertation study designed to examine the attitudes of nurses, initially registered with an associate degree or diploma in nursing, toward continuing formal education. Actively licensed registered nurses in the eastern and western United States (n=535) participated. The main finding of this study was that, although nurses held positive attitudes overall, attitudes ranked barely above neutral. The findings suggest that work needs to be done to improve nurses' attitudes toward continuing formal education and research needs to be undertaken to understand what would entice nurses back to school. Implications for nursing practice and education are discussed along with suggestions for future research.

  13. Ethical principles in the work of nurse educator-A cross-sectional study.

    Science.gov (United States)

    Salminen, Leena; Stolt, Minna; Metsämäki, Riikka; Rinne, Jenni; Kasen, Anne; Leino-Kilpi, Helena

    2016-01-01

    The application of ethical principles within the teaching profession and nursing practice forms the core of the nurse educator's professional ethics. However, research focusing on the professional ethics of nurse educators is scarce. To describe ethical principles and issues relating to the work of nurse educators from the perspectives of both nurse educators themselves and nursing students. A descriptive study using cross-sectional data and content analysis. Nursing education program involving students from nine polytechnics in Finland. Nursing students (n=202) and nurse educators (n=342). Data were derived from an online survey, with two open-ended questions: Nursing students and nurse educators were asked to name the three main ethical principles that guide the work of nurse educators and also to describe ethical issues involved in the work. Students most often named professionalism, justice, and equality as the main ethical principles for a nurse educator. Nurse educators considered justice, equality, and honesty as the main ethical principles. The content analysis showed that professionalism and the relationship between educator and student were the key categories for ethical issues as perceived by nursing students. Nursing students most often identified inequality between the nurse educator and nursing student as the ethical issue faced by the nurse educator. Nursing students and nurse educators differed somewhat both in their views of the ethical principles guiding an educator's work and in the ethical issues arising in the work. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. Nursing Education Trial Using a Virtual Nightingale Ward.

    Science.gov (United States)

    Tsuji, Keiko; Iwata, Naomi; Kodama, Hiromi; Hagiwara, Tomoko; Takai, Kiyako; Sasaki, Yoko; Nagata, Yoshie; Matsumoto, Maki

    2017-01-01

    Nursing department students are expected to correctly grasp the entire concept of nursing through their education. The authors created a movie of a Nightingale ward (virtual ward, hereafter) with an architectural computer design software for education. The students' reaction to the virtual ward was categorized into three viewpoints: that of nurses, of patients, and of nurses and patients in common. Most of the reactions in each viewpoint were: "easy to observe patients" in the nurses' viewpoint; "no privacy" in the patients' viewpoint; and "wide room" in the common viewpoint, respectively. These reactions show the effectiveness of using a virtual ward in nursing education. Because these reactions are characteristics of a Nightingale ward, and even students, who have generally less experiences, recognized these characteristics from the both viewpoints of nurses and patients.

  15. Nurse Educators' Perceptions of Quality in Online Graduate Education as a Credential for Hiring Nursing Faculty

    Science.gov (United States)

    Post, Jerri L.

    2013-01-01

    The problem explored in this study focused on the attitudes of nurse educators toward online degrees in relation to hiring practices. With the proliferation of online courses and degrees, research has shown that the acceptability of online degrees has become a concern for graduates of online programs seeking jobs and for potential employers. A…

  16. Expanding leadership capacity: educational levels for nurse leaders.

    Science.gov (United States)

    Yoder-Wise, Patricia S; Scott, Elaine S; Sullivan, Dori Taylor

    2013-06-01

    A master's degree in nursing administration prepares the nurse to lead nursing and interprofessional teams, to create new and innovative approaches to improve care processes and outcomes, as well as traditional management responsibilities related to budgets, human resources, quality and safety, and a healthy work environment. Are we not at a critical juncture in our profession when we should challenge the profession to require a master's degree education for all levels of nursing administration?

  17. Humanising values at the heart of nurse education.

    Science.gov (United States)

    Hemingway, Ann; Scammell, Janet; Heaslip, Vanessa

    This is the second article in a two-part series exploring how nurses can humanise the care patients receive. The first article presented a theoretical framework based on eight dimensions of what it means to be human (Hemingway et al, 2012). This second article explores how the eight dimensions could be incorporated into pre-registration nurse education by linking them to the Nursing and Midwifery Council standards for competence for entry to the nurse register.

  18. Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

    Science.gov (United States)

    Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

    2014-01-01

    Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice–theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Methods Descriptive and inferential statistics were used in the data analysis. Main outcome measures Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses′ fitness for practice. PMID:24512685

  19. What counts as effective communication in nursing? Evidence from nurse educators' and clinicians' feedback on nurse interactions with simulated patients.

    Science.gov (United States)

    O'Hagan, Sally; Manias, Elizabeth; Elder, Catherine; Pill, John; Woodward-Kron, Robyn; McNamara, Tim; Webb, Gillian; McColl, Geoff

    2014-06-01

    To examine the feedback given by nurse educators and clinicians on the quality of communication skills of nurses in interactions with simulated patients. The quality of communication in interactions between nurses and patients has a major influence on patient outcomes. To support the development of effective nursing communication in clinical practice, a good understanding of what constitutes effective communication is helpful. An exploratory design was used involving individual interviews, focus groups and written notes from participants and field notes from researchers to investigate perspectives on nurse-patient communication. Focus groups and individual interviews were held between August 2010-September 2011 with a purposive sample of 15 nurse educators and clinicians who observed videos of interactions between nurses and simulated patients. These participants were asked to give oral feedback on the quality and content of these interactions. Verbatim transcriptions were undertaken of all data collected. All written notes and field notes were also transcribed. Thematic analysis of the data was undertaken. Four major themes related to nurse-patient communication were derived from the educators' and clinicians' feedback: approach to patients and patient care, manner towards patients, techniques used for interacting with patients and generic aspects of communication. This study has added to previous research by contributing grounded evidence from a group of nurse educators and clinicians on the aspects of communication that are relevant for effective nurse-patient interactions in clinical practice. © 2013 John Wiley & Sons Ltd.

  20. Work load issues in clinical nursing education.

    Science.gov (United States)

    Schuster, P; Fitzgerald, D C; McCarthy, P A; McDougal, D

    1997-01-01

    This survey of 22 baccalaureate (BSN) programs was undertaken to describe and analyze work load issues in BSN nursing education. Academic careers of nursing faculty may be at risk because clinical work load policies generally place less value on clinical teaching than on classroom teaching. Research question addressed teaching credit hours received for each clinical contact hour, remaining weekly hours available for clinical faculty to accomplish service and research activities, and student-to-faculty ratios in clinical settings. Seventy per cent of the programs surveyed allocated less than 1 teaching credit hour to 1 clinical contact hour. Nursing faculty who taught clinical courses with 5:1 to .25:1 work load credit for face-to-face contact hour ratios needed to work between 8 and 24 hours more in face-to-face teaching compared with colleagues teaching lecture courses, thus leaving less time for scholarship and service activities. Fifty per cent of the programs reported 10 or more students in some of the clinical courses. Faculty reported concerns about quality of learning experiences and supervisory difficulties as student numbers in clinical courses exceeded 8 students/faculty member.

  1. The Relationship between Self-Directed Learning Readiness and Student Retention in Nursing Education

    Science.gov (United States)

    Larmon, Brandy H.

    2015-01-01

    Retention in higher education, especially nursing education, is a concern for nurse educators. Due to the needs of nurse graduates and practicing nurses, the characteristic of self-directed learning in students is often an educational goal of a rigorous nursing curriculum. Program retention is often impacted by such demands. This study, based upon…

  2. Social accountability and nursing education in South Africa.

    Science.gov (United States)

    Armstrong, Susan J; Rispel, Laetitia C

    2015-01-01

    There is global emphasis on transforming health workforce education in support of universal health coverage. This paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants' perspectives on nursing education in South Africa. Using a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis. South Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC). Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia. Social accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection.

  3. Social accountability and nursing education in South Africa

    Science.gov (United States)

    Armstrong, Susan J.; Rispel, Laetitia C.

    2015-01-01

    Background There is global emphasis on transforming health workforce education in support of universal health coverage. Objective This paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants’ perspectives on nursing education in South Africa. Methods Using a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis. Results South Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC). Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia. Conclusion Social accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection. PMID:25971402

  4. Social accountability and nursing education in South Africa

    Directory of Open Access Journals (Sweden)

    Susan J. Armstrong

    2015-05-01

    Full Text Available Background: There is global emphasis on transforming health workforce education in support of universal health coverage. Objective: This paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants’ perspectives on nursing education in South Africa. Methods: Using a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis. Results: South Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC. Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia. Conclusion: Social accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection.

  5. Nursing education in Iran: past, present, and future.

    Science.gov (United States)

    Tabari Khomeiran, Rasoul; Deans, Cecil

    2007-10-01

    Nursing education in Iran has undergone significant change since its genesis with foreign missionaries over one hundred years ago. More recently, following the 1979 Islamic revolution, nurse education has followed the direction taken by most other countries in moving from an apprenticeship model of training to an academic model. A series of transformative changes to nursing education specifically-and across the higher education system generally-has resulted in nurses now being able to undertake study across all university-based programs up to and including doctoral level. Contemporary nursing students have access to full-text professional journals through the internet, and they may pursue their doctoral studies in other countries. Although these improvements in nursing education in Iran are to be applauded, much more needs to be accomplished to ensure that highly competent nurse practitioners continue to be produced in this country. This article presents an historical overview of the development of nursing education in Iran, within its economic and sociopolitical contexts. Recommendations based upon lessons learned from historical and contemporary realities are presented in order to advance nursing education in this part of world.

  6. Nursing education in Turkey: from past to present.

    Science.gov (United States)

    Bahçecik, Nefise; Alpar, Sule Ecevit

    2009-10-01

    Nursing education in Turkey first began in 1912 with the introduction of a 6-month course to train voluntary medical attendants, with Dr. Besim Omer Pasha's advice to the Red Crescent Association regarding the inadequacy of healthcare services, as a crucial need for nursing services resulted due to significant losses given during Tripoli (1911) and the Balkan (1912) wars. Carrying out their duties in battlefields and hospitals with great devotion, the first nurses graduated from the course played a significant role in promoting the nursing profession and its importance. Nursing education which used to continue at the secondary and high-school levels increased to bachelor's level in 1955. Master's program in nursing was opened in 1968, and Ph.D. programs was opened in 1972. Professional members of the practice, well-equipped in accordance with the requirements of the age, who conduct their studies at the national and international levels, are trained as the consequence of the recent developments in nursing education. The number of nurses at the universities who offered higher levels of academic degree, and especially the number of nurses who gained 'science expert' title at the inpatient medical establishments has increased. This situation and globalization, which ensures an easier access to nursing literature through internet, enable a more systematic and of a better quality healthcare. This article explains the nursing education in Turkey from past to present. The developments in nursing education which have taken place in Turkey are expressed in a chronological order, starting from the Ottoman Empire, until the present. Compared with other countries, nursing education is given on different levels in Turkey. Recently, however, the obstacles regarding the differences especially at the bachelor's degree level were overcome, appropriate changes were made, and education melioration efforts gained speed.

  7. Transcultural nursing and a care management partnership project.

    Science.gov (United States)

    Lazure, G; Vissandjée, B; Pepin, J; Kérouac, S

    1997-09-01

    This paper aims to illustrate how Leininger's Theory of Culture Care Diversity and Universality has influenced the research process of a study that emerged from a care management partnership between Canadian nursing teachers and Tunisian nurses. The purpose of the study was to investigate the meanings of care as viewed by university hospital-based Tunisian nurses. The qualitative analysis of data gathered through observation-participation and interviews highlights recurrent patterns and reveals three major professional care themes. For Tunisian nurses care means to secure the patient's cooperation towards the medical regimen within established rules in the hospital; to contribute to curing the patient by using current technology as well as by maintaining their technical skills and improving their medical knowledge; to take charge of the patient to assist the physician in treating disease. This study showed that Tunisian nurses emphasize curing rather than widely shared community values such as interdependence, intercommunication, understanding, presence and responsibility for others. Discussion of the study's findings draws upon the perspective provided by Freire's Oppressed Group Theory. In order to promote cultural congruence within the Care Management Partnership Project in Tunisia, the three predicted modes of care within Leininger's theory guide the decisions and actions for future nursing research and partnership activities.

  8. The Trajectory of Professional Education of the Nursing Assistant

    Directory of Open Access Journals (Sweden)

    Carla Regina Ulian Manzato

    2012-12-01

    Full Text Available Among the technical courses offered in Brazil, the field of nursing corresponds to 49.6% of the healthcare sector. From this total, 57% are Nursing Assistant courses. The formation of mid-level human resources has been discussed by nursing teachers and by the institutions that offer nursing-professional training, with special emphasis on the issues related to the quality of technical courses. In this context, a brief historical review of Brazilian legislation on the education and practice of these professionals, including regulations related to this education and to professional nursing practice, is presented chronologically in this paper, examining the laws and the political factors that contributed to guide the trajectory and evolution of professional Nursing Assistant Education. A comparison of the offer of mid-level courses in the field of healthcare and the quantitative of workers reveals the dimensions of Education Institutions' challenge for health sector.

  9. An investigation of nurse educator's perceptions and experiences of undertaking clinical practice.

    Science.gov (United States)

    Williams, Angela; Taylor, Cathy

    2008-11-01

    evidence are crucial to realising clinical practice for nurse educators. Alternative interpretations of what may constitute the clinical role such as joint research projects and supporting and supervising students are offered, which need to be assessed against clear, specific and realistic aims for the clinical role of the nurse educator.

  10. Congruency in Defining Critical Thinking by Nurse Educators and Non-nurse Scholars.

    Science.gov (United States)

    Gordon, Joanne M.

    2000-01-01

    Nurse educators (n=201) identified their concept of critical thinking and agreement with nonnurse experts (a Delphi panel of academic scholars) on critical thinking items. They agreed on skills and dispositions, but nurse educators were more likely to consider research, problem solving, decision making, and planning as critical thinking…

  11. Promoting Excellence in Nursing Education (PENE): Pross evaluation model.

    Science.gov (United States)

    Pross, Elizabeth A

    2010-08-01

    The purpose of this article is to examine the Promoting Excellence in Nursing Education (PENE) Pross evaluation model. A conceptual evaluation model, such as the one described here, may be useful to nurse academicians in the ongoing evaluation of educational programs, especially those with goals of excellence. Frameworks for evaluating nursing programs are necessary because they offer a way to systematically assess the educational effectiveness of complex nursing programs. This article describes the conceptual framework and its tenets of excellence. Copyright 2009 Elsevier Ltd. All rights reserved.

  12. Attitudes of Registered and Licensed Practical Nurses About the Importance of Families in Surgical Hospital Units: Findings From the Landspitali University Hospital Family Nursing Implementation Project.

    Science.gov (United States)

    Blöndal, Katrin; Zoëga, Sigridur; Hafsteinsdottir, Jorunn E; Olafsdottir, Olof Asdis; Thorvardardottir, Audur B; Hafsteinsdottir, Sigrun A; Sveinsdóttir, Herdis

    2014-08-01

    The purpose of this study was to examine attitudes of registered nurses and licensed practical nurses about the importance of the family in surgical hospital units before (T1) and after (T2) implementation of a Family Systems Nursing educational intervention based on the Calgary Family Assessment and Intervention Models. This study was part of the Landspitali University Hospital Family Nursing Implementation Project and used a nonrandomized, quasi-experimental design with nonequivalent group before and after and without a control group. There were 181 participants at T1 and 130 at T2. No difference was found in nurses' attitudes as measured by the Families Importance in Nursing Care-Nurses' Attitudes (FINC-NA) questionnaire, before and after the educational intervention. Attitudes toward families were favorable at both times. Analysis of demographic variables showed that age, work experience, and workplace (inpatient vs. outpatient units) had an effect on the nurses' attitudes toward families. The influence of work experience on attitudes toward family care warrants further exploration. © The Author(s) 2014.

  13. Anaesthesia nursing education in the Nordic countries: Literature review.

    Science.gov (United States)

    Jeon, Yunsuk; Lahtinen, Pia; Meretoja, Riitta; Leino-Kilpi, Helena

    2015-05-01

    The purpose of this review was to analyse post-registration anaesthesia nursing education in the Nordic countries. The analysis was based on key determinants fundamental to analysing nursing education: 1) the sys]tem of anaesthesia nursing education, 2) entry requirements, 3) credits, the duration and the title or degree awarded, and 4) the amount of practical training. A scoping review was approached in a systematic manner. The literature was analysed using deductive content analysis. Data was gathered based on key determinants. The data were quantified into frequencies and percentages to compare the similarities and differences of anaesthesia nursing. The Nordic countries have different types of post-registration anaesthesia nursing education from non-degree supplementary programmes to Master's degree programmes. Even though the entry requirements correspond between countries, many more differences than similarities in anaesthesia nursing education were noted. A title granting the right to work as a nurse anaesthetist can be obtained through a variety of educational systems, credit requirements, the duration, and the amount of practical training in post-registration anaesthesia nursing programmes. This aim of the study was to analyse post-registration anaesthesia nursing education from the Nordic perspective. Harmonising the educational system and minimum education requirements in anaesthesia nursing education is recommended in order to facilitate free movement and assure the quality of care from the Nordic perspective. Since each Nordic country has its own native language, it was difficult to gather information from all the Nordic countries. Therefore, creating common educational database published in English can help to bench mark each country's educational system. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. Who will educate our nurses? A strategy to address the nurse faculty shortage in New Jersey.

    Science.gov (United States)

    Gerolamo, Angela M; Overcash, Amy; McGovern, Jennifer; Roemer, Grace; Bakewell-Sachs, Susan

    2014-01-01

    The nurse faculty shortage hampers the capacity of the nursing workforce to respond to the demands of the evolving health care system. As a strategy to address the shortage in New Jersey, the Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to prepare nurses for the faculty role. This article highlights program implementation successes and challenges, scholar and faculty perceptions of the program, and provides recommendations for others interested in preparing nurse faculty. This evaluation uses data from scholar surveys and focus groups, interviews with grantees, and grantee reports. Findings suggest that a program that includes generous monetary support, socialization to the nurse faculty role, and formal education courses produces graduates who readily assume a faculty position and are committed to at least a part-time career in nursing education. This evaluation emphasizes the need to carefully design programs that integrate faculty preparation and advanced clinical training. Copyright © 2014 Elsevier Inc. All rights reserved.

  15. Career advancement and educational opportunities: experiences and perceptions of internationally educated nurses.

    Science.gov (United States)

    Salma, Jordana; Hegadoren, Kathleen M; Ogilvie, Linda

    2012-01-01

    The number of internationally educated nurses is increasing in the Canadian workforce. Recruitment of internationally educated nurses is often seen as a solution to ongoing nursing shortages. However, international recruitment needs to be accompanied by strategies to ensure long-term retention. One of the criteria for successful retention is the availability and accessibility of career advancement and educational opportunities. Little research exists on the opportunities for career advancement and education for internationally educated nurses in Canada. This interpretive descriptive study was conducted to look at the perceptions of internationally educated nurses regarding career advancement and educational opportunities in Alberta, Canada. Eleven internationally educated nurses, working as registered nurses in Alberta, were interviewed using semi-structured interviews. Five themes were identified: motherhood as a priority, communication and cultural challenges, process of skill recognition, perceptions of opportunity and need for mentorship.

  16. Learning theories application in nursing education

    Science.gov (United States)

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is

  17. Learning theories application in nursing education.

    Science.gov (United States)

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is

  18. Management and leadership in nursing: an Australian educational perspective.

    Science.gov (United States)

    Dignam, Denise; Duffield, Christine; Stasa, Helen; Gray, Joanne; Jackson, Debra; Daly, John

    2012-01-01

    In this article, we present an Australian perspective on issues influencing management and leadership education in nursing. Nurse leaders and managers work in a context of high pressure, uncertainty and rapid change, and face unprecedented challenges on a daily basis. In the present paper, we reflect on the issues and challenges facing providers of management education for nursing, and consider these challenges in relationship to current trends and imperatives. Collaborative approaches between educational and clinical settings are needed to ensure quality, relevant educational support for managers and leaders, and enhance curriculum integrity. There is a need for contemporaneous and relevant research to inform innovative models of collaborative education. © 2011 Blackwell Publishing Ltd.

  19. Promoting resilience among nursing students in clinical education.

    Science.gov (United States)

    Thomas, Lisa Jean; Asselin, Marilyn

    2018-01-01

    Resilience is the ability to overcome adversity and grow stronger from the experience. Increased resilience has been shown to positively impact nurses in practice. With this knowledge, recommendations to incorporate resilience training into nursing education have been made. Research, integrative reviews and a theoretical model of resilience in nursing students are explored in this paper. The authors posit that facilitating resilience is important in the setting of clinical education. Through incorporating resilience training in the clinical setting, educators can better prepare students for challenges in their educational environment and ultimately for nursing practice. Specific strategies for clinical educators to incorporate resilience training are suggested. Strategies are organized into three categories, support, education and reflection. The position of facilitating resilience in clinical education may open a discussion for future educational practices. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. NICU nurse educators: what evidence supports your teaching strategies?

    Science.gov (United States)

    Pilcher, Jobeth

    2013-01-01

    One of our roles as nurse educators is to teach best practices related to patient care. However, have you ever stopped to think about what evidence supports your teaching strategies? Just as our patients deserve care that is based on the best available evidence, our learners also deserve education that is based on evidence.1-3 With so many advances in knowledge, technology, and even life itself, it is interesting that education has changed very little over the past 100 years. A study among 946 nurse educators documented that most teach the way they were taught.4 In addition, even after learning new strategies, educators often continue teaching in the manner they are most comfortable. However, this trend is beginning to change. Nurse educators are becoming increasingly aware of and willing to try new and innovative teaching strategies. Educators are also seeking out evidence-based teaching strategies and are becoming more involved in nursing education research.

  1. The effectiveness of educational supervisors from the viewpoints of nurse managers and clinical nurses

    Directory of Open Access Journals (Sweden)

    M Khodayarian

    2012-09-01

    Full Text Available Introduction: The educational supervisors should attempt to plan and implement nurses’ development programs according to the principles of educational process. The present study was conducted to assess the effectiveness of educational supervisors from the viewpoints of clinical nurses and nurse managers in 2007. Methods : 97 clinical nurses and 33 nurse managers in educational hospitals of Yazd participated in this cross sectional study. The questionnaire including 56 items related to expected professional competencies of educational supervisor was prepared and its validity and reliability was confirmed. Overall Cronbach’s alpha was 0.97 ranging from 0.77 to 0.96 for different dimensions which indicated internal consistency of the questionnaire. Results: The results showed 42.3% of nurses considered the function of their hospital as effective, 52.6% as ineffective, and 5.2% as relatively effective. One hundred percent of metrons considered the function of educational supervisors as effective. All the educational supervisors considered their function effective. The study samples reported that all the listed criteria were important in the effectiveness of educational supervisors’ function. Conclusion: In order to improve the effectiveness of educational supervisors’ function their management and leadership competencies should be developed. Competency-based approach is suggested in preparing educational supervisors for implementing the educational process from the problem solving skills. This will help nurse managers to make their work environments a learning and educational institute.

  2. Exploring Variation in Nurse Educators' Perceptions of the Inclusive Curriculum

    Science.gov (United States)

    Carey, Philip

    2012-01-01

    This paper reports findings from a study into how nurse educators view the notion of an inclusive curriculum within their discipline. UK nurse education is professionally accredited, with substantial levels of work-based learning. Therefore, this analysis should be useful to practitioners on other professional courses. The study was based on a…

  3. Nursing and Midwifery Education in Rwanda: Telling our Story

    African Journals Online (AJOL)

    1University of Rwanda College of Medicine and Health Sciences. 2Human ... This increased level of education for nursing and midwifery was supported by ... education appeared when nursing students were al- lowed to ... study model of innovative E-learning, thus allowing ... the production of qualified teachers. Raising ...

  4. Nurse Educators' Preceptions of Preparedness to Guide Clinical Learning

    Science.gov (United States)

    Jenkins-Cameron, Stella L.

    2014-01-01

    The purpose of the study was to examine nurse educators' (NEs) perceptions of their level of preparedness to guide learning in clinical rotations of associate degree pre-licensure nursing programs of a South Atlantic state. The study also sought to determine the relationship between clinical experience, formal education, and teaching experience to…

  5. Professional development needs of nurse educators. An Australian case study.

    Science.gov (United States)

    Oprescu, Florin; McAllister, Margaret; Duncan, David; Jones, Christian

    2017-11-01

    Because there is a global shortage of nurse educators, highly productive and committed nurse educators are needed to supply a rapidly expanding and changing health landscape. To support the aforementioned effort professional development needs of nurse educators must be systematically identified. This study explores practical issues around professional development needs of nurse educators. One hundred and thirty eight Australian nurse educators based in Queensland answered an online survey around professional development needs. Results indicate that 83% (n = 115) of the respondents were enthusiastic about nurse education yet only 45% (n = 62) were confident in their skills and less than 10% (n = 13) saw themselves as expert nurse educators. The most desired areas of future development in teaching were information technology skills, assessment and technical knowledge. There seems to be a shared need for developing global online and offline support resources and communities of practice to support nurse educators in their teaching and research endeavours. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Transforming higher education and the professional preparation of nurses.

    Science.gov (United States)

    Sturgeon, David

    Since the early 1990s, nurse education in the UK has been directly influenced by Department of Health policy and by the structure and management of higher education. Market forces, consumer values, increasing demand for quality and accountability, and technological advances have influenced the academic landscape and the provision for nurse education within it. Despite the recent Government confirmation that new nurses will all be educated to degree level from 2013, the future direction of nursing, and nurse education, is still far from certain. The Government proposes significant change to the higher educational sector in order to enhance employer engagement. Foundation degrees are an integral component of the Government's policy for developing the vocational skills and for widening participation in higher education. As a result of this, and other policy initiatives, it is likely that a smaller supply of graduate nurses will provide future leadership and supervision in the delivery of nursing. It is also likely that there will be greater demand for postgraduate-level education for registered nurses.

  7. [Transcultural self-efficacy and educational needs for cultural competence in nursing of Korean nurses].

    Science.gov (United States)

    Kim, Sun-Hee

    2013-02-01

    This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.

  8. Developing a longitudinal cancer nursing education program in Honduras.

    Science.gov (United States)

    Sheldon, Lisa Kennedy; Wise, Barbara; Carlson, Julie R; Dowds, Cynthia; Sarchet, Vanessa; Sanchez, Jose Angel

    2013-12-01

    The present paper is a longitudinal study which aims to develop and deliver cancer nursing education conferences in Honduras using volunteer nurse educators. This program intends to (1) perform site assessments of work environments and resources for cancer care in Honduras, (2) develop cancer nursing education programs, (3) survey conference participants continuing education needs, (4) deliver cancer nursing education conferences, and (5) share data with local and global partners for future cancer programs. The study draws on a longitudinal program development with site assessments, data collection, and educational conferences at two time points. Assessments and surveys were used for conference development and delivery by volunteer nurse educators. Site assessments and conferences were delivered twice. Data were collected regarding assessments and surveys to inform program development. Survey data revealed that 65 % had internet access. Participants desired more information about handling of chemotherapy, symptom management, and palliative care. Volunteer nurse educators perform site assessments and develop educational programming for cancer nurses. Local and global partners should explore internet-based programs between site visits to create sustainable education programs.

  9. Using Biology Education Research and Qualitative Inquiry to Inform Genomic Nursing Education.

    Science.gov (United States)

    Ward, Linda D

    Decades of research in biology education show that learning genetics is difficult and reveals specific sources of learning difficulty. Little is known about how nursing students learn in this domain, although they likely encounter similar difficulties as nonnursing students. Using qualitative approaches, this study investigated challenges to learning genetics among nursing students. Findings indicate that nursing students face learning difficulties already identified among biology students, suggesting that nurse educators might benefit from biology education research.

  10. Work-role transition: from staff nurse to clinical nurse educator.

    Science.gov (United States)

    Manning, Liz; Neville, Stephen

    2009-07-01

    This article presents the findings of a study describing Clinical Nurse Educators' experiences, as they recall their transition from staff nurse to the Clinical Nurse Educator role, within a New Zealand District Health Board. Nurse Educator roles influence clinical practice and professional development of nurses, and although designated as a senior role nationally, the complexities and size of the role are poorly understood. A qualitative descriptive methodology utilising transition theory as a conceptual framework underpinned the study. A sample of eight Clinical Nurse Educators from a New Zealand District Health Board were interviewed about their transition from experienced staff nurse to inexperienced senior nurse. Data were analysed using a general inductive approach. Participants found the Clinical Nurse Educator role was more complex than anticipated, with no preparation for the role and sub-optimal orientation periods being provided by the District Health Board. As a result, signs of stress were evident as the enormity of the role became apparent. Consequently, employers need to ensure that appropriate orientation programmes and mentorship are inherent in health care organisations.

  11. Critical thinking, nurse education and universities: some thoughts on current issues and implications for nursing practice.

    Science.gov (United States)

    Morrall, Peter; Goodman, Benny

    2013-09-01

    When in the latter part of the 20th century nurse 'training' in the UK left the old schools of nursing (based within the health delivery system) and entered universities, the promise was not just a change of focus from training to education but an embracement of 'higher' education. Specifically, nurses were to be exposed to the demands of thinking rather than just doing - and critical thinking at that. However, despite a history of critical perspectives informing nursing theory, that promise may be turning sour. The insidious saturation of the university system in bureaucracy and managerialism has, we argue, undermined critical thinking. A major funding restructuring of higher education in the UK, coinciding with public concern about the state of nursing practice, is undermining further the viability of critical thinking in nursing and potentially the acceptability of university education for nurses. Nevertheless, while critical thinking in universities has decayed, there is no obvious educational alternative that can provide this core attribute, one that is even more necessary to understand health and promote competent nursing practice in an increasingly complex and globalising world. We propose that nurse academics and their colleagues from many other academic and professional disciplines engage in collegiate 'moral action' to re-establish critical thinking in UK universities. Copyright © 2012 Elsevier Ltd. All rights reserved.

  12. Exploring the Dominant Discourse of Baccalaureate Nursing Education in Iran

    Science.gov (United States)

    Yazdannik, Ahmadreza; Yousefy, Alireza; Mohammadi, Sepideh

    2017-01-01

    Introduction: Understanding how academic dominant discourse is implicated in the shaping of nursing identity, professional aspirations and socialization of nursing students is useful as it can lead to strategies that promote nursing profession. Materials and Methods: This is a qualitative research conducted through discourse analysis approach. Semi-structured interviews, focus group, and direct observation of undergraduate theoretical and clinical courses were used to collect the data. Participants were 71 nursing students, 20 nursing educators, and 5 nursing board staffs from five universities in Iran. Results: Data analysis resulted in the development of four main themes that represent essential discourses of nursing education. The discourses explored are theoretical and scientific nursing, domination of biomedical paradigm, caring as an empty signifier, and more than expected role of research in nursing education discourse. Conclusions: The results indicated that academics attempt to define itself based on “scientific knowledge” and faculties seek to socialize students by emphasizing the scientific/theoretical basis of nursing and research, with the dominance of biomedical discourse. It fails to conceptually grasp the reality of nursing practice, and the result is an untested and impoverished theoretical discourse. The analysis highlights the need for the formation of a strong and new discourse, which contains articulation of signifiers extracted from the nature of the profession. PMID:28382053

  13. Evaluating trauma nursing education: An integrative literature review.

    Science.gov (United States)

    Ding, Min; Metcalfe, Helene; Gallagher, Olivia; Hamdorf, Jeffrey M

    2016-09-01

    A review of the current literature evaluating trauma nursing education. A variety of trauma nursing courses exist, to educate nurses working in trauma settings, and to maintain their continuing professional development. Despite an increase in the number of courses delivered, there appears to be a lack of evidence to demonstrate the effectiveness of trauma nursing education and in particular the justification for this resource allocation. Integrative literature review. A search of international literature on trauma nursing education evaluation published in English from 1985 to 2015 was conducted through electronic databases CINAHL Plus, Google Scholar, PubMed, Austhealth, Science Citation Index Expanded (Web of Science), Sciverse Science Direct (Elsevier) & One file (Gale). Only peer reviewed journal articles identifying trauma course and trauma nursing course evaluation have been included in the selection criteria. An integrative review of both quantitative and qualitative literature guided by Whittemore and Knafl's theoretical framework using Bowling's and Pearson's validated appraisal checklists, has been conducted for three months. Only 17 studies met the inclusion criteria, including 14 on trauma course evaluation and 3 on trauma nursing course evaluation. Study findings are presented as two main themes: the historical evolution of trauma nursing education and evaluation of trauma nursing education outcomes. Trauma nursing remains in its infancy and education in this specialty is mainly led by continuing professional development courses. The shortage of evaluation studies on trauma nursing courses reflects the similar status in continuing professional development course evaluation. A trauma nursing course evaluation study will address the gap in this under researched area. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. The Experience of Teaching Online in Nursing Education.

    Science.gov (United States)

    Gazza, Elizabeth A

    2017-06-01

    Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.]. Copyright 2017, SLACK Incorporated.

  15. Technology Education Professional Enhancement Project

    Science.gov (United States)

    Hughes, Thomas A., Jr.

    1996-01-01

    The two goals of this project are: the use of integrative field of aerospace technology to enhance the content and instruction delivered by math, science, and technology teachers through the development of a new publication entitled NASA Technology Today, and to develop a rationale and structure for the study of technology, which establishes the foundation for developing technology education standards and programs of the future.

  16. End-of-Life Nursing Care and Education: End-of-Life Nursing Education: Past and Present.

    Science.gov (United States)

    DʼAntonio, Jocelyn

    The dying experience is forever carried in the life story of those for whom the nurse cares. A goal of end-of-life nursing education is to produce nurses who are comfortable with death and dying and who have had the opportunity to reflect on their thoughts and feelings about end-of-life care. This article reviews the history, development, and teaching methods of end-of-life care, offering recommendations for future education.

  17. Replacing the projected retiring baby boomer nursing cohort 2001 – 2026

    OpenAIRE

    Schofield Deborah J

    2007-01-01

    Abstract Background The nursing population in Australia is ageing. However, there is little information on the rate and timing of nursing retirement. Methods Specifically designed health workforce extracts from the Australian Bureau of Statistics (ABS) censuses from 1986 to 2001 are used to estimate the rate of nursing retirement. The 2001 nursing data are then "aged" and retirement of the nursing workforce projected through to 2026. ABS population projections are used to examine the future a...

  18. Bringing nursing science to the classroom: a collaborative project.

    Science.gov (United States)

    Reams, Susan; Bashford, Carol

    2009-01-01

    This project resulted as a collaborative effort on the part of a public school system and nursing faculty. The fifth grade student population utilized in this study focused on the skeletal, muscular, digestive, circulatory, respiratory, and nervous systems as part of their school system's existing science and health curriculum. The intent of the study was to evaluate the impact on student learning outcomes as a result of nursing-focused, science-based, hands-on experiential activities provided by nursing faculty in the public school setting. An assessment tool was created for pretesting and posttesting to evaluate learning outcomes resulting from the intervention. Over a two day period, six classes consisting of 25 to 30 students each were divided into three equal small groups and rotated among three interactive stations. Students explored the normal function of the digestive system, heart, lungs, and skin. Improvement in learning using the pretest and posttest assessment tools were documented.

  19. Nursing education at Western Governors University: a modern, disruptive approach.

    Science.gov (United States)

    Jones-Schenk, Jan

    2014-01-01

    Over 1 million working registered nurses (RNs) currently do not have a bachelor's degree in nursing and comprise the critical group needing to return to school in order to achieve the Institute of Medicine's goal of 80% bachelors of science in nursing (BSNs) by 2020. Western Governors University (WGU) has developed a transformative educational model, incorporating 4 operational pillars (competency-based learning, technology, disaggregated faculty roles, and a student-centric management system), to revolutionize RN-BSN education. This article describes a successful contemporary model, disrupting most all of the traditional aspects of university education for professional nursing practice. The program design is of particular value to working adults and addresses the flexibility they need to accommodate academic advancement. The WGU nursing program currently serves over 5,000 students seeking BSN and Master of Science in Nursing degrees in all 50 states. © 2014.

  20. Exploring ward nurses' perceptions of continuing education in clinical settings.

    Science.gov (United States)

    Govranos, Melissa; Newton, Jennifer M

    2014-04-01

    Health care systems demand that nurses are flexible skilful workers who maintain currency and competency in order to deliver safe effective patient centered care. Nurses must continually build best practice into their care and acquire lifelong learning. Often this learning is acquired within the work environment and is facilitated by the clinical nurse educator. Understanding clinical nurses' values and needs of continuing education is necessary to ensure appropriate education service delivery and thus enhance patient care. To explore clinical ward-based nurses' values and perceptions towards continuing education and what factors impact on continuing education in the ward. A case study approach was utilized. A major teaching hospital in Melbourne, Australia. A range of clinical nursing staff (n=23). Four focus groups and six semi-structured individual interviews were undertaken. Focus group interviews explored participants' values and perceptions on continuing education through a values clarification tool. Thematic analysis of interviews was undertaken to identify themes and cluster data. Three central themes: 'culture and attitudes', 'what is learning?' and 'being there-being seen', emerged reflecting staffs' values and perceptions of education and learning in the workplace. Multiple factors influence ward nurses' ability and motivation to incorporate lifelong learning into their practice. Despite variance in nurses' values and perceptions of CE in clinical environments, CE was perceived as important. Nurses yearned for changes to facilitate lifelong learning and cultivate a learning culture. Clinical nurse educators need to be cognizant of adult learners' characteristics such as values, beliefs, needs and potential barriers, to effectively facilitate support in a challenging and complex learning environment. Organizational support is essential so ward managers in conjunction with educational departments can promote and sustain continuing education, lifelong

  1. Using a student-faculty collaborative learning model to teach grant development in graduate nursing education.

    Science.gov (United States)

    Falk, Nancy L; Phillips, Kathleen M; Hymer, Regina; Acquaviva, Kimberly D; Schumann, Mary Jean

    2014-05-01

    Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds. Copyright 2014, SLACK Incorporated.

  2. Gladys Carter - an advocate of higher education for nurses.

    Science.gov (United States)

    Weir, R I

    Gladys Carter was once well-known as an author of midwifery and nursing texts and articles. She was appointed the first Boots Scholar in Nursing Research at the University of Edinburgh in 1952. The outcome of her work, the Carter Report (unpublished) lent weight to the reform of the Nurse Tutors' course offered at that time by the RCN Scottish Board and to the establishment of the Department of Nursing Studies at the University of Edinburgh. This paper discusses the contributions made by Miss Carter to the case for higher education for nurses.

  3. Education of student nurses - A systematic literature review

    DEFF Research Database (Denmark)

    Jeppesen, Kathrine Håland; Christiansen, Sytter; Frederiksen, Kirsten

    2017-01-01

    Objective The aim of this review was to explore the literature on the connection between teaching strategies and nursing students' learning to clarify which teaching strategies provide optimal learning experiences and outcomes. Data sources Sources dating from January 2000 to November 2016 were....... Conclusion Teaching in skills lab and simulation laboratories provides a positive learning environment and motivates student nurses to learn. It develops critical thinking and the student nurses' ability to take part in what Benner refers to as problem-based nursing. However, there is a need to transform...... teaching strategies so that student nurses do not experience classroom and clinical practice teaching as separate parts during their education....

  4. Nursing educator perspectives of overseas qualified nurses' intercultural clinical communication: barriers, enablers and engagement strategies.

    Science.gov (United States)

    Philip, Susan; Manias, Elizabeth; Woodward-Kron, Robyn

    2015-09-01

    To understand the intercultural communication experiences and associated communication training needs of overseas qualified nurses in the Australian healthcare system from the unique perspectives of nurse educators teaching in accredited bridging programmes. Overseas qualified nurses are an integral part of the nursing workforce in migration destination countries. Communication training needs are more complex when there are cultural, ethnic and language differences between nurses, other health professionals and patients. A qualitative, exploratory research design using semi-structured interviews. All (nine) organisations involved in conducting the Australian Health Practitioner Regulation Agency approved preregistration bridging programmes for overseas qualified nurses within the state of Victoria, Australia, were involved in the study. Participants were 12 nurse educators employed in these organisations. Thematic analysis was undertaken. Three macro themes emerged about the overseas qualified nurses' intercultural communication: (1) pre-existing barriers and enablers to intercultural communication, for example, nurses' reluctance to engage in communicative strategies that build rapport with patients, (2) transitional behaviours and impact on communication, including maintenance of perceived cultural hierarchies between health professionals and (3) development of communicative competence, including expanding one's repertoire of conversational gambits. The findings point to the domains and causes of communication challenges facing overseas qualified nurses in new healthcare settings as well as strategies that the nurse educators and nurses can adopt. Communication cannot be merely regarded as a skill that can be taught in a didactic programme. Comprehensive understanding is needed about the sociocultural dimensions of these nurses' orientation, which can impact on how they communicate in their new healthcare settings. The findings can act as triggers for discussion

  5. Analysing the role of the PICU nurse to guide education of new graduate nurses.

    Science.gov (United States)

    Long, Debbie A; Young, Jeanine; Rickard, Claire M; Mitchell, Marion L

    2013-04-01

    One strategy to address the current nursing shortage in specialty areas has been to introduce graduate nurse programs. However introducing novice nurses to specialty areas raises concerns around education and competency which, in turn, highlights the need to identify and prioritise the elements of competent paediatric intensive care unit (PICU) nursing care considered essential to safe practice. To determine the key knowledge, skills and attributes of competent level PICU nurses. A practice analysis survey of 15 nurse educators was conducted in all eight Australian and New Zealand PICUs during 2008. Three areas of practice essential to PICU nursing competence were explored: patients most commonly cared for; frequency and criticality of activities performed; and level of independence against critical care nursing competency standards. Data were analysed using descriptive statistics. Cardiac and respiratory problems accounted for over 50% of patients cared for by competent level nurses. Cardiac and respiratory activities were therefore also ranked as the most important activities. Respondents identified that competency domains of teamwork and professional practice are performed with minimal supervision, whereas clinical problem solving requires supervision and assistance. PICU nurses are performing activities and caring for a breadth of complex patients within a year of entering the workforce. Using a practice analysis to define actual practice and expectations can assist in the identification and prioritisation of content for graduate and other educational programs. Copyright © 2013 Elsevier Ltd. All rights reserved.

  6. The use of physical assessment skills by registered nurses in Australia: issues for nursing education.

    Science.gov (United States)

    Birks, Melanie; Cant, Robyn; James, Ainsley; Chung, Catherine; Davis, Jenny

    2013-01-01

    The purpose of pre-service nursing education programs is to prepare competent graduates who are able to function as safe, professional registered nurses. An extensive element of these programs is the teaching of physical assessment skills, with most programs educating students to perform over 120 such skills. Previous research from North America suggests that the majority of skills taught to nurses in their pre-service programs are not used in practice. As part of a larger study, an online survey was used to explore use of 121 physical assessment skills by Australian nurses. Recruitment occurred via mailed invitation to members of the Australian Nursing Federation. Data were extracted from 1220 completed questionnaires returned by nurses who were mostly employed in New South Wales, were female and experienced nurses. Respondents indicated that they used only 34% of skills routinely. Results reinforce evidence found in the literature that many of the skills taught to nurses are either not used at all (35.5%) or are used rarely (31%). These findings have implications for the teaching of physical assessment skills in pre-service nursing programs, and raise questions about the value of extensive skills teaching in the context of contemporary health care. Further research into barriers to the use of physical assessment skills in nursing and the need for comprehensive skills preparation for the generalist nurse is likely to offer some solutions to these questions.

  7. Cultural Diversity in Nursing Education: Perils, Pitfalls, and Pearls

    Science.gov (United States)

    Bednarz, Hedi; Schim, Stephanie; Doorenbos, Ardith

    2010-01-01

    Increasing diversity in the classroom challenges nursing educators to identify issues that complicate teaching (perils), analyze barriers for themselves and their students (pitfalls), and select new strategies for working with nontraditional students (pearls). This article identifies concerns arising from attitudes and values within nursing and common approaches to diversity education, and then discusses key issues in nursing education that relate to human nature, culture, faculty workload, and student demographics. Finally, some strategies are proposed for increasing the effectiveness of professional preparation with diverse students through a focus on culturally congruent education and development of faculty cultural competence. PMID:20143759

  8. Management and leadership: a dual role in nursing education.

    Science.gov (United States)

    Calpin-Davies, Philomena J

    2003-01-01

    The purpose of this paper is to review the dual concepts of leadership and management in nursing education. It provides a consideration of caring as the end purpose of nursing education and argues that empowered caring makes use of professional academic credentials to form collaborative alliances that influence health care delivery. Inspiring and empowering leadership also transform educational services. In particular the key issues of investing in technology, supporting life long learning and creating a community workplace are addressed. It concludes with the suggestion that the nurse education ought to be led and managed differently.

  9. Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

    Science.gov (United States)

    Donato, Emily; Lightfoot, Nancy; Carter, Lorraine; MacEwan, Leigh

    2016-01-01

    In 2010, the Canadian Association of Schools of Nursing, the accrediting body for nursing programs in Canada, became part of the Accreditation of Interprofessional Health Education initiative. In turn, interprofessional education (IPE) is now a requirement in nursing curricula. Although the requirement is formally in place, how it is achieved…

  10. Mediation skills for conflict resolution in nursing education.

    Science.gov (United States)

    Cheng, Fung Kei

    2015-07-01

    Encountering conflicts among family members in hospital produces burnout among nurses, implying a need for alternative dispute resolution training. However, current nursing education pays more attention to counselling skills training than to mediation. The present report examines the fundamental concepts of mediation, including its nature, basic assumptions and values, and compares those with counselling. Its implications may open a discussion on enhancing contemporary nursing education by providing mediation training in the workplace to nurses so that they can deal more effectively with disputes. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. Promoting critical perspectives in mental health nursing education.

    Science.gov (United States)

    McKie, A; Naysmith, S

    2014-03-01

    This paper explores themes relevant to mental health nursing using the example of one educational module of a nursing degree. The authors argue that the educational preparation of mental health nursing students in higher education must address certain contested philosophical, conceptual, social and ethical dimensions of contemporary mental health care practice. These themes are discussed within the context of a third-year mental health nursing module within a Scottish nursing degree programme. By interlinking epistemology and ontology, the notion of student as 'critical practitioner', involving the encouragement of 'critical thinking', is developed. This is shown via engagement with parallel perspectives of the sciences and the humanities in mental health. Narratives of student nurse engagement with selected literary texts demonstrate the extent to which issues of knowledge, self-awareness and personal development are central to a student's professional journey as they progress through an academic course. The paper concludes by suggesting that these 'critical perspectives' have important wider implications for curriculum design in nursing education. Insights from critical theory can equip nurse educators to challenge consumerist tendencies within contemporary higher education by encouraging them to remain knowledgeable, critical and ethically sensitive towards the needs of their students. © 2013 John Wiley & Sons Ltd.

  12. Patient safety competency and educational needs of nursing educators in South Korea.

    Directory of Open Access Journals (Sweden)

    Haena Jang

    Full Text Available Nursing educators must be qualified to teach patient safety to nursing students to ensure patient safety in the clinical field. The purpose of this study was to assess nursing educators' competencies and educational needs for patient safety in hospitals and nursing schools.A mixed-methods sequential explanatory design employed a survey and focus group interview with nursing educators (school clinical instructors and hospital nurse preceptors. Thirty-eight questionnaires filled out by clinical instructors from six four-year nursing universities and 106 questionnaires from nurse preceptors from three high-level general hospitals in the Seoul metropolitan area were analyzed to obtain quantitative data. Focus group interviews were conducted among six clinical instructors from one nursing school and four nurse preceptors from one high-level general hospital in Seoul.Nursing educators had higher levels of attitude compared with relatively lower levels of skill and knowledge regarding patient safety. They reported educational needs of "medication" and "infection prevention" as being higher and "human factors" and "complexity of systems" as being lower. Nursing educators desired different types of education for patient safety.It is necessary to enhance nursing educators' patient safety skills and knowledge by developing and providing an integrated program of patient safety, with various teaching methods to meet their educational needs. The findings of this study provide the basic information needed to reform patient safety education programs appropriately to fit nursing educators' needs and their patient safety competencies in both clinical practice and academia. Furthermore, the findings have revealed the importance of effective communication between clinical and academic settings in making patient safety education seamless.

  13. "Never in All My Years... ": Nurses' Education About LGBT Health.

    Science.gov (United States)

    Carabez, Rebecca; Pellegrini, Marion; Mankovitz, Andrea; Eliason, Mickey; Ciano, Mark; Scott, Megan

    2015-01-01

    In spite of recent calls for patient-centered care and greater attention to the needs of lesbian, gay, bisexual, and transgender (LGBT) patients, nurses still lack basic education about LGBT patient care and, as a result, may have negative attitudes, endorse stereotypes, and/or feel uncomfortable providing care. This study reports on education/training of practicing nurses and explores some of the reasons for nurses reporting feelings of discomfort with LGBT patient care. Transcripts from structured interviews with 268 nurses in the San Francisco Bay Area revealed that 80% had no education or training on LGBT issues. Although most said they were comfortable with LGBT patient care, some of their comments indicated that they might not be providing culturally sensitive care. Implications for nursing education and for policies and procedures of health care institutions are addressed. Copyright © 2015 Elsevier Inc. All rights reserved.

  14. Intensive care nurses' perceptions of Inter Specialty Trauma Nursing Rounds to improve trauma patient care-A quality improvement project.

    Science.gov (United States)

    Jennings, Fiona L; Mitchell, Marion

    2017-06-01

    Trauma patient management is complex and challenging for nurses in the Intensive Care Unit. One strategy to promote quality and evidence based care may be through utilising specialty nursing experts both internal and external to the Intensive Care Unit in the form of a nursing round. Inter Specialty Trauma Nursing Rounds have the potential to improve patient care, collaboration and nurses' knowledge. The purpose of this quality improvement project was to improve trauma patient care and evaluate the nurses perception of improvement. The project included structured, weekly rounds that were conducted at the bedside. Nursing experts and others collaborated to assess and make changes to trauma patients' care. The rounds were evaluated to assess the nurse's perception of improvement. There were 132 trauma patients assessed. A total of 452 changes to patient care occurred. On average, three changes per patient resulted. Changes included nursing management, medical management and wound care. Nursing staff reported an overall improvement of trauma patient care, trauma knowledge, and collaboration with colleagues. Inter Specialty Trauma Nursing Rounds utilizes expert nursing knowledge. They are suggested as an innovative way to address the clinical challenges of caring for trauma patients and are perceived to enhance patient care and nursing knowledge. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. [Competencies in the education of nursing technicians to implement the nursing care systematization].

    Science.gov (United States)

    da Cruz, Andrea de Mello Pereira; Almeida, Miriam de Abreu

    2010-12-01

    This is a qualitative, exploratory and descriptive study whose general objective was to learn, considering the perspective of the nursing technician who works in school hospitals, the competencies developed during their educational process to implement the Nursing Care Systematization (NCS). Data collection and analysis were carried out through a focal group, with content analysis and nursing technicians. Two thematic categories emerged: The participation of the nursing technician in the NCS and The competencies in the education of the nursing technician. Each one received two subcategories: Conception of the NCS and (De)valuation of the NCS, Technical-scientific competency and Competency in the interpersonal relationship, respectively. It was observed that the NCS must be shared, discussed and made public among nursing professionals, so that they may acknowledge themselves as the leading actors of their methodology and be aware that their practices determine the results.

  16. Plagiarism governance in nurse education; dispositions, dimensions and tensions.

    Science.gov (United States)

    Welsh, Marion

    2017-11-01

    The reality of managing plagiarism in nurse education is indicative of multilayered and cumulative governance processes, which exist to fit with the needs of both the higher education institution and that of the Professional Statutory and Regulatory Body. However, the relationship between these entities is diffuse, particularly when this involves major plagiarism by post-qualified learners. This study sought to explore the strategic governance of plagiarism in Scottish higher education institutions offering nurse education and its articulation with the professional requirements of nurse education. The design involved a retrospective quantitative documentary analysis of plagiarism policies within 11 Scottish higher education institutions and a national on-line survey involving nurse educators with an active teaching role (n = 187). The documentary analysis demonstrated deficits and variations in how Scottish higher education institutions communicated the dimensions of plagiarism, and its subsequent management. Statistically significant findings from the on-line survey provided a clear mandate for educational providers to make visible the connectivity between organisational and professional governance processes to support responsive and proportional approaches to managing plagiarism by nurse learners. Significant findings also confirmed role implications and responsibilities, which nurse educators in this study, viewed as primarily pedagogical but crucially remain professionally centric. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Constructivism applied to psychiatric-mental health nursing: an alternative to supplement traditional clinical education.

    Science.gov (United States)

    DeCoux Hampton, Michelle

    2012-02-01

    With the popularity of accelerated pre-licensure nursing programmes and the growth in nursing student enrolments, traditional clinical education continues to be a challenge to deliver. Nursing faculty members are required to develop and implement educational innovations that achieve effective learning outcomes, while using fewer resources. The purpose of this qualitative study was to explore the effectiveness of a constructivism-based learning project to achieve specific learning outcomes and to supplement approximately 30 clinical hours in a psychiatric-mental health nursing course. Students participated in a 10-week, multistage project that examined life histories, treatment resources, and evidence-based practice, as applied to a single individual with a mental illness. Students reported increased understanding of mental health and illness, developed personal relevance associated with the knowledge gained, and learned to problem solve with regard to nursing care of individuals diagnosed with mental illness. For many students, there also appeared to be a reduction in stigmatized attitudes towards mental illness. Constructivism-based learning is a promising alternative to supplement clinical hours, while effectively achieving learning outcomes. Future research is needed to further validate the use of this method for the learning of course content, as well as the reduction of stigma. © 2011 The Author. International Journal of Mental Health Nursing © 2011 Australian College of Mental Health Nurses Inc.

  18. Expert system application education project

    Science.gov (United States)

    Gonzelez, Avelino J.; Ragusa, James M.

    1988-01-01

    Artificial intelligence (AI) technology, and in particular expert systems, has shown potential applicability in many areas of operation at the Kennedy Space Center (KSC). In an era of limited resources, the early identification of good expert system applications, and their segregation from inappropriate ones can result in a more efficient use of available NASA resources. On the other hand, the education of students in a highly technical area such as AI requires an extensive hands-on effort. The nature of expert systems is such that proper sample applications for the educational process are difficult to find. A pilot project between NASA-KSC and the University of Central Florida which was designed to simultaneously address the needs of both institutions at a minimum cost. This project, referred to as Expert Systems Prototype Training Project (ESPTP), provided NASA with relatively inexpensive development of initial prototype versions of certain applications. University students likewise benefit by having expertise on a non-trivial problem accessible to them at no cost. Such expertise is indispensible in a hands-on training approach to developing expert systems.

  19. A comparison of education in Greek and English nurses.

    Science.gov (United States)

    Bakalis, N A; Bowman, G S; Porock, D

    2004-06-01

    Curriculum is an important component of nurse education and is thought to vary from country to country. To determine the level of cardiac knowledge in Greek and English final-year student nurses. Subjects were final-year diploma and degree student nurses (n = 161) from Greece and England. Pictographs (testing knowledge in a pictorial form) were used as a method of data collection. Three anatomical cardiac diagrams were used. Students were asked to label 20 anatomical parts. Final-year English student nurses have better knowledge in the discrete area of cardiac anatomy and physiology (P nurses from different countries. The findings of the study are important because they show differences in anatomical knowledge levels between Greek and English students. More research is needed to explore further different levels of knowledge and education within the European Union and the consequences for nurse decision-making and patient outcomes.

  20. A meta-analysis of educational interventions designed to enhance cultural competence in professional nurses and nursing students.

    Science.gov (United States)

    Gallagher, Ruth W; Polanin, Joshua R

    2015-02-01

    Increasing professional nurses' and nursing students cultural competence has been identified as one way to decrease the disparity of care for vulnerable and minority groups, but effectiveness of training programs to increase competence remains equivocal. The purpose of this project is to synthesize educational interventions designed to increase cultural competence in professional nurses and nursing students. A systematic review and meta-analysis was conducted to synthesize all existing studies on increasing cultural competence. A comprehensive search and screen procedures was conducted to locate all cultural competence interventions implemented with professional nurses and nursing students. Two independent researchers screened and coded the included studies. Effect sizes were calculated for each study and a random-effects meta-analysis was conducted. A total of 25 studies were included in the review. Two independent syntheses were conducted given the disparate nature of the effect size metrics. For the synthesis of treatment-control designed studies, the results revealed a non-statistically significant increase in cultural competence (g¯=.38, 95% CI: -.05, .79, p=.08). Moderator analyses indicated significant variation as a function of the measurements, participant types, and funding source. The pretest-posttest effect size synthesis revealed a significant increase in overall cultural competence (g¯=.45, 95% CI: .24, .66, pcompetence have shown varied effectiveness. Greater research is required to improve these interventions and promote cultural competence. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. [Educational needs assessment on research ethics among nursing researchers].

    Science.gov (United States)

    Jeong, Ihn Sook; Gu, Mee Ock; Kim, Keum Soon; Lee, Kwang Ja; Yang, Soo

    2010-08-01

    This study aimed to investigate the educational needs of research ethics among nursing researchers. Convenience sample of 161 nursing professors and 262 master or doctoral nursing students participated in the study. Data was collected with self-reported questionnaire from June to August 2009, and analyzed with descriptive statistics using SPSS WIN (version 14.0). Among 161 nursing professors, about 31.7% has educated nursing ethics in the postgraduate course. The most common course was nursing research or methodology (62.7%), and median education time was 2 hr. Areas that showed difficulty in understanding was the conflict of interest and plagiarism for professors and falsification and fabrication for graduate students. Average knowledge on the research ethics was 75.4 points for professors and 61.6 points for students based on the 100 points. Educational needs of research ethics among nursing professors and students in the postgraduate course was high. We recommend both basic and advanced research ethics educational programs for the nursing researchers. The basic course should be at least 6 hr and include various cases and something to discuss.

  2. Effects of ethics education on moral sensitivity of nursing students.

    Science.gov (United States)

    Yeom, Hye-A; Ahn, Sung-Hee; Kim, Su-Jeong

    2017-09-01

    While nursing ethics education is commonly provided for undergraduate nursing students in most nursing colleges, consensus on the content and teaching modules for these ethics courses have still not been established. This study aimed to examine the effects of nursing ethics education on the moral sensitivity and critical thinking disposition of nursing students in Korea. A one-group pre- and post-test design was used. Moral sensitivity was measured using the Korean version of the Moral Sensitivity Questionnaire. Critical thinking disposition was measured using the Critical Thinking Disposition Questionnaire. Participants and research context: Participants were 70 undergraduate nursing students who were attending a university located in Seoul, Korea. The nursing ethics education was provided 7 times, from September to December 2010, and comprised 90-min sessions each week. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines. After the education, the levels for the patient-oriented care, a sub-domain of moral sensitivity, and inquisitiveness, a sub-domain of critical thinking disposition, significantly improved. There were no changes in overall scores for moral sensitivity and critical thinking disposition. There were significant positive correlations between moral sensitivity and critical thinking disposition both pre- and post-intervention. These results reflect the need for ongoing efforts to develop innovative content, structure, and instructional methods for undergraduate nursing ethics education programs.

  3. Building a values-based culture in nurse education.

    Science.gov (United States)

    Tetley, Josie; Dobson, Fiona; Jack, Kirsten; Pearson, Beryl; Walker, Elaine

    2016-01-01

    Nurse education has found itself challenged to select and educate nurses who on completion of? of their programme? have: excellent technical skills, an ability to critically analyse care and work compassionately in ways that support the values of care that are important to service users. Recent reports of care suggest that nursing still needs to develop the values base of its student selection and education processes. Against this backdrop, this paper presents two examples from pre registration nurse education that illustrate how a values based approach is used as part of the selection process in one university and used to inform the development of a reflective poetry initiative in another university. Having presented the two examples the authors debate some of the wider benefits and challenges linked to these ways of working. For example, the importance of connecting nurses' personal beliefs, attitudes and assumptions to service user values in recruitment are discussed. The use of poetry as a way of thinking about practice that moves beyond traditional models of reflection in nursing are also considered. However, the authors recognise that if developments in nurse education are to have a real impact on nursing practice and patient care, there is the need for values based initiatives to be more directly connected to the delivery of healthcare. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students.

    Science.gov (United States)

    Thurston, Maria Miller; Chesson, Melissa M; Harris, Elaine C; Ryan, Gina J

    2017-06-01

    Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive.

  5. Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students

    Science.gov (United States)

    Thurston, Maria Miller; Harris, Elaine C.; Ryan, Gina J.

    2017-01-01

    Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive. PMID:28720912

  6. Digital story telling in social justice nursing education.

    Science.gov (United States)

    LeBlanc, Raeann G

    2017-07-01

    The purpose of this study was to explore and evaluate how digital stories integrated into public health nursing education can teach social justice concepts essential for nurse leadership. Four digital stories were selected and incorporated into a public health nursing course. Students were asked to reflect on these stories. A retrospective qualitative analysis was completed on the student narrative reflections and analyzed for themes. A total of 108 narrative reflections of public health nursing students were included from 2015 to 2016. Themes were identified based on analysis and include-Encountering Vulnerability, Questioning Systems and Choosing Moral Courage. Digital stories offer an innovative medium to convey the importance of story, advance social justice as an essential practice of nursing, and create opportunities that addresses social justice in nursing and in developing nursing leaders. © 2017 Wiley Periodicals, Inc.

  7. The Healthy Skin Project: changing nursing practice to prevent and treat hospital-acquired pressure ulcers.

    Science.gov (United States)

    Armour-Burton, Teri; Fields, Willa; Outlaw, Lanie; Deleon, Elvira

    2013-06-01

    Hospital-acquired pressure ulcers are serious clinical complications that can lead to increased length of stay, pain, infection, and, potentially, death. The surgical progressive care unit at Sharp Grossmont Hospital, San Diego, California, developed the multidisciplinary Healthy Skin Project to decrease the prevalence of hospital-acquired pressure ulcers. The previous treatment plan was reviewed and modified according to current evidence-based practice. The project consisted of 3 components: creation of a position for a unit-based wound liaison nurse, staff education, and involvement of the nursing assistants. The wound liaison nurse developed and conducted bimonthly skin audits, which revealed inconsistencies in clinical practice and documentation. Education for the staff was accomplished via a self-learning module, case presentations, and 1-on-1 training. In addition, a pressure ulcer algorithm tool was developed to demonstrate step-by-step wound management and documentation. From Spring 2003 through Summer 2006, the prevalence of hospital-acquired pressure ulcers ranged from 0.0% to 18.92%, with a mean of 4.85%. After implementation of the project, the prevalence decreased to 0.0% for 17 of 20 quarters, through 2011. Prevention and a multidisciplinary approach are effective in reducing the occurrence of hospital-acquired pressure ulcers.

  8. Experiences of first-year nursing students during an education redesign: findings from the Oregon Consortium for Nursing Education.

    Science.gov (United States)

    Ostrogorsky, Tanya L; Raber, Anjanette M

    2014-01-01

    The aim of this article is to summarize first-year students' (n = 908) experience during a nursing education redesign. Oregon Consortium for Nursing Education (OCNE) began its redesign of nursing education in 2000, long before the current national calls for nursing education reform. As OCNE moved from planning to implementation, a comprehensive evaluation of the students, the program, and curriculum ensued. Data were collected from first-year nursing students each spring from 2007-2010 using a standardized survey instrument that included demographic, attitudinal, and opinion-based survey items. Results indicated fellow students, course lectures and interaction, and faculty and courses were rated areas of satisfaction. Areas needing improvement included advising and facilities, administration, quality of instruction and curriculum, and overall program effectiveness. Mean scaled and open-ended responses from each area are reported.

  9. MUSIC EDUCATION AND MULTIMEDIA PROJECTS

    Directory of Open Access Journals (Sweden)

    Orlova Elena V.

    2013-12-01

    Full Text Available The article deals with the prerequisites of shift of music education paradigm in the XXI century, tells about emergence of new forms in the creative efforts of musicians enrolled in primary schools, and at secondary and highest education levels. Different types and genres of the multimedia creativity are considered. They were in demand by musicians at various events-contests, including Russian and international festivals and competitions in terms of which the music was called upon to play a leading role. Criteria of estimates of new forms of artistic expression are developed. The article contains some video examples given the varying multimedia projects noted by juries of several international competitions held in Moscow (Russia in 2008-2013.

  10. Patient safety competency and educational needs of nursing educators in South Korea

    Science.gov (United States)

    2017-01-01

    Background Nursing educators must be qualified to teach patient safety to nursing students to ensure patient safety in the clinical field. The purpose of this study was to assess nursing educators’ competencies and educational needs for patient safety in hospitals and nursing schools. Method A mixed-methods sequential explanatory design employed a survey and focus group interview with nursing educators (school clinical instructors and hospital nurse preceptors). Thirty-eight questionnaires filled out by clinical instructors from six four-year nursing universities and 106 questionnaires from nurse preceptors from three high-level general hospitals in the Seoul metropolitan area were analyzed to obtain quantitative data. Focus group interviews were conducted among six clinical instructors from one nursing school and four nurse preceptors from one high-level general hospital in Seoul. Results Nursing educators had higher levels of attitude compared with relatively lower levels of skill and knowledge regarding patient safety. They reported educational needs of “medication” and “infection prevention” as being higher and “human factors” and “complexity of systems” as being lower. Nursing educators desired different types of education for patient safety. Conclusion It is necessary to enhance nursing educators’ patient safety skills and knowledge by developing and providing an integrated program of patient safety, with various teaching methods to meet their educational needs. The findings of this study provide the basic information needed to reform patient safety education programs appropriately to fit nursing educators' needs and their patient safety competencies in both clinical practice and academia. Furthermore, the findings have revealed the importance of effective communication between clinical and academic settings in making patient safety education seamless. PMID:28873099

  11. Learning by Living: Life-Altering Medical Education through Nursing Home-Based Experiential Learning

    Science.gov (United States)

    Gugliucci, Marilyn R.; Weiner, Audrey

    2013-01-01

    The University of New England College of Osteopathic Medicine Learning by Living Project (referred to as Learning by Living) was piloted in 2006 as an experiential medical education learning model. Since its inception, medical and other health professions students have been "admitted" into nursing homes to live the life of an older adult nursing…

  12. Student nurses as school nurse extenders.

    Science.gov (United States)

    Rossman, Carol L; Dood, Florence V; Squires, Darcy A

    2012-12-01

    The severe underuse of school nurses leaves students with unaddressed health needs that impact their safety and learning ability. An undergraduate pediatric clinical focusing on nursing students and the role of a school nurse in an elementary school setting can be a unique approach to combining the needs of school children and educating student nurses. One school of nursing created such a project to help address these needs and collect data on the activities student nurses performed in school nurse role and their impact on student health. This project serves as both a practice improvement project and an innovation in pediatric clinical education. The purposes of this project were to quantify baccalaureate nursing student activities related to the school nurse role and to evaluate the results that have the potential to impact on student health in an urban elementary school. Copyright © 2012 Elsevier Inc. All rights reserved.

  13. A qualitative study of continuing education needs of rural nursing unit staff: the nurse administrator's perspective.

    Science.gov (United States)

    Fairchild, Roseanne Moody; Everly, Marcee; Bozarth, Lisa; Bauer, Renee; Walters, Linda; Sample, Marilyn; Anderson, Louise

    2013-04-01

    This study reports perceptions of the continuing education (CE) needs of nursing unit staff in 40 rural healthcare facilities (10 hospitals and 30 long-term care facilities) in a rural Midwestern U.S. region from the perspective of nurse administrators in an effort to promote a community-based academic-practice CE partnership. Qualitative data collection involving naturalistic inquiry methodology was based on key informant interviews with nurse administrators (n=40) working and leading in the participating health care facilities. Major themes based on nurse administrators' perceptions of CE needs of nursing unit staff were in four broad conceptual areas: "Cultural issues", "clinical nursing skills", "patient care", and "patient safety". Major sub-themes for each conceptual area are highlighted and discussed with narrative content as expressed by the participants. Related cultural sub-themes expressed by the nurse administrators included "horizontal violence" (workplace-hospital and LTC nursing unit staff) and "domestic violence" (home-LTC nursing unit staff). The uniqueness of nurses' developmental learning needs from a situational point of view can be equally as important as knowledge-based and/or skill-based learning needs. Psychological self-reflection is discussed and recommended as a guiding concept to promote the development and delivery of relevant, empowering and evidence-based CE offerings for rural nursing unit staff. Copyright © 2012 Elsevier Ltd. All rights reserved.

  14. Research into experiential learning in nurse education.

    Science.gov (United States)

    Hill, Barry

    2017-09-07

    This research is founded on an innovative pedagogical project as part of a higher education lecturer teaching qualification. This project involved redesigning the module 'advanced history taking and physical examination with clinical reasoning', a continuing professional development at a higher education institution. The author undertook an exploration of the literature, considering evidence on teaching styles and the way in which students learn and gain knowledge. The module was redesigned, impelemented and then evaluated by the student participants. Key themes in the evaluation centred on the experiential learning style and experiential teaching style. There are numerous internal and external factors that affect teaching, and student learning. Experiential learning has provided a successful teaching pedagogy when applied to clinical skill acquisition, and has positively benefited the module delivery and pass rate, suggesting it has embedded 'deep learning'. Student feedback was positive, and the redesigned module has had a positive impact on student engagement and the teacher-student interaction.

  15. Measuring Nurse Educators' Willingness to Adopt Inclusive Teaching Strategies.

    Science.gov (United States)

    Levey, Janet A

    The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS). Adopting more inclusive teaching strategies based on universal design for instruction is an innovative way for educators to reach today's diverse student body. However, the pedagogy has not diffused into nursing education. Descriptive statistics and hierarchical multiple regression were used for analyzing data from 311 nurse educators in prelicensure and RN to BSN programs. The model explained 44.8 percent of the variance in WillAdITS. The best indicators for this pedagogy were knowledge of universal design for instruction, social system support for inclusive teaching strategies, multiple instructional formats, and years of teaching. Knowing factors influencing the adoption of inclusive teaching strategies can inform schools of nursing of areas needing further development in the preparation of novice to experienced educators to teach diverse learners.

  16. Career patterns and job satisfaction of Canadian nurse educators.

    Science.gov (United States)

    Barrett, M C; Goldenberg, D; Faux, S

    1992-08-01

    The purpose of this study was to describe the career patterns and job satisfaction of Ontario university and college nurse educators. A descriptive survey design was employed using mailed questionnaires. The sample comprised 60 nurse educators, 30 from three universities and 30 from three colleges. Forty-four returned the completed questionnaire, giving a response rate of 73%. The variables about the career patterns and goals of the nurse educators included their past and present job satisfaction. Career patterns were described as stable, double-track, interrupted and unstable. Similarities and differences were compared and described in relation to these factors. Significant differences in job satisfaction were found between university and college faculty on nine of the 36 job characteristics (for example, leadership style, independence, autonomy and salary). There were no significant differences in job satisfaction for each of the career patterns and the selected demographic variables of age, years in nursing education, educational level and salary between the university and college faculty.

  17. Using interactive video technology in nursing education: a pilot study.

    Science.gov (United States)

    Zerr, Daria M; Pulcher, Karen L

    2008-02-01

    A pilot study was conducted to analyze the benefits of using interactive technology with external assessors and graduating senior nursing students during Senior Nurse Leadership Assessment Day at the University of Central Missouri. The primary aim was to determine whether videoconferencing technology would promote recruitment and retention of professional nurse external assessors without compromising student learning. Among the issues discussed are the advantages and disadvantages of using interactive videoconferencing technology in education and the influence of external assessors in nursing education. The study results indicate that interactive videoconferencing is an effective, accepted format for educational opportunities such as Senior Nurse Leadership Assessment Day, based on the lived experiences of the study participants. In addition, the results demonstrate that interactive videoconferencing does not compromise student learning or assessment by external assessors.

  18. A debate about the merits of debate in nurse education.

    Science.gov (United States)

    Hartin, Peter; Birks, Melanie; Bodak, Marie; Woods, Cindy; Hitchins, Marnie

    2017-09-01

    In this 'Issues for Debate' paper, the issue is debate. Today's nurses must be able to advocate, lead, and grow 'big ideas', as well as knowing their way around a patient's body and mind. This paper reports, partly, on a research study into the use of debate to develop clinical reasoning and thinking skills in nursing students. The study was conducted with first and third-year nursing students enrolled at an Australian regional university. Students were asked to comment on the effectiveness of debate as an educational strategy. We combine the results of this research study with literature and discussion into the educational uses of debate to put the argument that using debate in nursing education can be an effective way to foster the type of creative, intelligent, thoughtful and forward-thinking nurses needed in the modern healthcare system. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Clinical leadership development and education for nurses: prospects and opportunities

    Directory of Open Access Journals (Sweden)

    Joseph ML

    2015-07-01

    Full Text Available M Lindell Joseph, Diane L Huber College of Nursing, The University of Iowa, Iowa City, IA, USA Abstract: With the implementation of the Affordable Care Act, elevated roles for nurses of care coordinator, clinical nurse leader, and advanced practice registered nurse have come to the forefront. Because change occurs so fast, matching development and education to job requirements is a challenging forecasting endeavor. The purpose of this article is to envision clinical leadership development and education opportunities for three emerging roles. The adoption of a common framework for intentional leadership development is proposed for clinical leadership development across the continuum of care. Solutions of innovation and interdependency are framed as core concepts that serve as an opportunity to better inform clinical leadership development and education. Additionally, strategies are proposed to advance knowledge, skills, and abilities for crucial implementation of improvements and new solutions at the point of care. Keywords: clinical leadership, nursing leadership, CNL, care coordination, innovation, interdependency

  20. Diabetic foot workshop: Improving technical and educational skills for nurses.

    Science.gov (United States)

    Aalaa, Maryam; Sanjari, Mahnaz; Shahbazi, Samimeh; Shayeganmehr, Zahra; Abooeirad, Maryam; Amini, Mohammad Reza; Adibi, Hossien; Mehrdad, Neda

    2017-01-01

    Diabetes mellitus as one of the most common metabolic disorders has some complications, one of the main ones is diabetic foot (DF). Appropriate care and education prevents 85% of diabetic foot amputations. An ideal management to prevent and treat diabetic foot necessitates a close collaboration between the health team members and the diabetic patient. Therefore, improving nurses' knowledge about DF care and advancement in the quality of care provided by the nurses could significantly improve diabetic foot prevention and management. Therefore, the aim of DF workshop was to improve technical and educational skills of the nurses to prevent and manage diabetic foot. Considering the vital role of the nurses in providing DF care, EMRI decided to conduct Diabetic foot workshop for them. The following five steps were designed for the 14 coordinating sessions in the workshop: Goals definition, deciding about attendees, location selection, creating agenda, and developing a follow-up plan. "Diabetic Foot Workshop for Nurses" provides appropriate training to DF nurses at the national level; and combining theory and practice in this workshop not only increases nurses' knowledge, but also improves their skills in the field of the diabetic foot. Providing education and care to patients by DF nurse specialists instead of general nurses could be an important output of this workshop, which may lead to DF prevention and amputation decrease in the long term.

  1. Simulation and Advanced Practice Nursing Education

    Science.gov (United States)

    Blue, Dawn I.

    2016-01-01

    This quantitative study compared changes in level of confidence resulting from participation in simulation or traditional instructional methods for BSN (Bachelor of Science in Nursing) to DNP (Doctor of Nursing Practice) students in a nurse practitioner course when they entered the clinical practicum. Simulation has been used in many disciplines…

  2. Essential competencies for the education of nursing assistants and care helpers in elderly care.

    Science.gov (United States)

    Oeseburg, Barth; Hilberts, Rudi; Roodbol, Petrie F

    2015-10-01

    The Dutch health care system faces huge challenges with regard to the demand on elderly care and the competencies of professionals required to meet this demand. However, a recent study showed that the curricula in vocational education for nursing assistants and care helpers remains inadequate to prepare them for the social and healthcare needs of the elderly. To determine the essential competencies for the initial education of nursing assistants and care helpers in elderly care. First, a draft version of essential competencies for the education of nursing assistants and care helpers in elderly care (N=120) was developed and approved by experts, also members of the project steering committee. Second, a Delphi survey was conducted to determine the essential competencies. The Delphi panel consisted of eleven field experts (teachers/educational developers) working for different vocational education training colleges in the Netherlands. Ten panel members participated in a two-round consensus building process via email. A definitive set of 116 essential competencies for the initial education of nursing assistants and 42 essential competencies for the initial education of care helpers were determined. The competencies in the definitive set are more in line with social and healthcare needs of the elderly like: autonomy, daily functioning prevention of health problems, healthy ageing and wellbeing, involvement of informal care, collaboration between professionals and informal care. The main challenge now is to translate these competencies into educational programmes for vocational education training colleges for care helpers and nursing assistants. Recommendations are made for the implementation of these competencies in the Dutch vocational education training colleges for care helpers and nursing assistants. Copyright © 2015 Elsevier Ltd. All rights reserved.

  3. Management and Leadership: A Dual Role in Nursing Education.

    Science.gov (United States)

    Calpin-Davies, Philomena J.

    2003-01-01

    Caring is the end purpose of nursing. The management and leadership of education for empowered caring requires teaching and learning that develop creative, flexible, interdependent nurses. Key issues are investing in technology, supporting lifelong learning, and creating a community workplace. (Contains 68 references.) (SK)

  4. Paediatric fever management: continuing education for clinical nurses.

    Science.gov (United States)

    Walsh, Anne M; Edwards, Helen E; Courtney, Mary D; Wilson, Jenny E; Monaghan, Sarah J

    2006-01-01

    This study examined the influence of level of practice, additional paediatric education and length of paediatric and current experience on nurses' knowledge of and beliefs about fever and fever management. Fifty-one nurses from medical wards in an Australian metropolitan paediatric hospital completed a self-report descriptive survey. Knowledge of fever management was mediocre (Mean 12.4, SD 2.18 on 20 items). Nurses practicing at a higher level and those with between one and four years paediatric or current experience were more knowledgeable than novices or more experienced nurses. Negative beliefs that would impact nursing practice were identified. Interestingly, beliefs about fever, antipyretic use in fever management and febrile seizures were similar; they were not influenced by nurses' knowledge, experience, education or level of practice. Paediatric nurses are not expert fever managers. Knowledge deficits and negative attitudes influence their practice irrespective of additional paediatric education, paediatric or current experience or level of practice. Continuing education is therefore needed for all paediatric nurses to ensure the latest clear evidence available in the literature for best practice in fever management is applied.

  5. Evaluating moral reasoning in nursing education.

    Science.gov (United States)

    McLeod-Sordjan, Renee

    2014-06-01

    Evidence-based practice suggests the best approach to improving professionalism in practice is ethics curricula. However, recent research has demonstrated that millennium graduates do not advocate for patients or assert themselves during moral conflicts. The aim of this article is the exploration of evaluation techniques to evaluate one measurable outcome of ethics curricula: moral reasoning. A review of literature, published between 1995 and 2013, demonstrated that the moral orientations of care and justice as conceptualized by Gilligan and Kohlberg are utilized by nursing students to solve ethical dilemmas. Data obtained by means of reflective journaling, Ethics of Care Interview (ECI) and Defining Issues Test (DIT), would objectively measure the interrelated pathways of care-based and justice-based moral reasoning. In conclusion, educators have an ethical responsibility to foster students' ability to exercise sound clinical judgment, and support their professional development. It is recommended that educators design authentic assessments to demonstrate student's improvement of moral reasoning. © The Author(s) 2013.

  6. Innovative Practice in Advancement of Academic Nurse Educator Careers: Developing Scholarship From Program Grants.

    Science.gov (United States)

    Eddy, Linda L; Hoeksel, Renee; Fitzgerald, Cindy; Doutrich, Dawn

    We describe an innovative practice in advancing careers of academic nurse educators: demonstrating scholarly productivity from program grants. Scholarly productivity is often narrowly defined, especially in research-intensive institutions. The expectation may be a career trajectory based on the traditional scholarship of discovery. However, nurse educators, especially at the associate and full professor ranks, are often involved in leadership activities that include writing and managing program grants. We encourage the academy to value and support the development of program grants that include significant scholarly components, and we offer exemplars of associate and full professor scholarship derived from these projects.

  7. Teaching smoking cessation to future nurses: Quebec educators' beliefs.

    Science.gov (United States)

    Lepage, Mario; Dumas, Louise; Saint-Pierre, Chantal

    2015-03-01

    Smoking cessation strategies are barely discussed in nursing education programs, even though initial education shapes how future professionals practice their profession. The aim of this research is to describe the practices, attitudes, and beliefs of nursing educators of Quebec with regard to smoking cessation strategies in initial nursing education. A descriptive design was chosen along with an online questionnaire. A total of 278 educators (20.8%) participated in the survey. Although educators recognize the importance of incorporating smoking cessation strategies into their teaching practice, they allocate an average of only one hour per year to the topic. Tobacco use is addressed mostly in terms of risk factors, with little focus on how to help patients quit. The perceived obstacles are related to false beliefs and a lack of knowledge. The results of this study demonstrate the need to raise educators' awareness of the importance of incorporating smoking cessation strategies into classroom teaching. © The Author(s) 2013.

  8. Genetics education in the nursing profession: literature review.

    Science.gov (United States)

    Burke, Sarah; Kirk, Maggie

    2006-04-01

    This paper reports a literature review exploring genetics education for nursing professionals. The aim was to contribute to the debate about the future direction of such education. Advances in genetics science and technology have profound implications for health care and the growing importance and relevance of genetics for everyday nursing practice is increasingly recognized. A search was conducted in February 2005 using the CINAHL and Google Scholar databases and the keywords nurse, midwife, health visitor, education and genetics. Papers were included if they were published in English between 1994 and 2005 and included empirical data about genetics education in nursing. In addition, attempts were made to access the grey literature, with requests for information on research, for example, to members of the Association of Genetic Nurses and Counsellors and searches of relevant websites. Agreement on the relevance of genetics for nursing practice is extensive. Empirical evidence of the learning needs of practitioners highlights widespread deficits in knowledge and skills, and low confidence levels. Provision of nursing education in genetics is patchy and insubstantial across a number of countries, further hampered by lack of strategic development. Significant progress has been made in the identification of learning outcomes for nurses. Research on the delivery of genetics education is limited, but the role of skills-based training, use of clinical scenarios, and importance of assessment have all been identified as factors that can promote learning. Whilst areas of good performance were revealed, many studies identified gaps in professional competence and/or education. New initiatives are underway to support genetics education and its integration into professional practice, but further research is needed on the most effective forms of educational delivery, and an international collaborative approach to this should be considered.

  9. A multi-disciplinary approach to medication safety and the implication for nursing education and practice.

    Science.gov (United States)

    Adhikari, Radha; Tocher, Jennifer; Smith, Pam; Corcoran, Janet; MacArthur, Juliet

    2014-02-01

    Medication management is a complex multi-stage and multi-disciplinary process, involving doctors, pharmacists, nurses and patients. Errors can occur at any stage from prescribing, dispensing and administering, to recording and reporting. There are a number of safety mechanisms built into the medication management system and it is recognised that nurses are the final stage of defence. However, medication error still remains a major challenge to patient safety globally. This paper aims to illustrate two main aspects of medication safety practices that have been elicited from an action research study in a Scottish Health Board and three local Higher Education Institutions: firstly current medication safety practices in two clinical settings; and secondly pre and post-registration nursing education and teaching on medication safety. This paper is based on Phase One and Two of an Action Research project. An ethnography-style observational method, influenced by an Appreciative Inquiry (AI) approach was adapted to study the everyday medication management systems and practices of two hospital wards. This was supplemented by seven in-depth interviews with nursing staff, numerous informal discussions with healthcare professionals, two focus-groups, one peer-interview and two in-depth individual interviews with final year nursing students from three Higher Education Institutions in Scotland. This paper highlights the current positive practical efforts in medication safety practices in the chosen clinical areas. Nursing staff do employ the traditional 'five right' principles - right patient, right medication, right dose, right route and right time - for safe administration. Nursing students are taught these principles in their pre-registration nursing education. However, there are some other challenges remaining: these include the establishment of a complete medication history (reconciliation) when patients come to hospital, the provision of an in-depth training in

  10. Nurse education and willingness to provide spiritual care.

    Science.gov (United States)

    Wu, Li-Fen; Tseng, Hui-Chen; Liao, Yu-Chen

    2016-03-01

    Spiritual care is a critical part of holistic care, and nurses require adequate preparation to address the spiritual needs of patients. However, nurses' willingness to provide such care has rarely been reported. Hence, nurses' education, and knowledge of spiritual care, as well as their willingness to provide it require further study. A convenience sample of 200 nurses participated in the study. Quantitative data were collected using a 21-item Spiritual Care Needs Inventory (content validity index=.87; Cronbach's alpha=.96). The majority of participants were female (96.5%, n=193) between 21 and 59years old (mean=35.1years). Moreover, the majority of participants had a Bachelor's degree (74.0%, n=148) and 1-36years of clinical experience (mean=12.13years). Regarding religious beliefs, 63 (31.5%) had no religious belief, and 93 (46.5%) did not engage in any religious activity. Overall, the nurses were willing to provide spiritual care, although only 25 (12.5%) felt that they had received adequate education. The findings of this study indicate the need for further educational preparation in spiritual care for nurses. Specifically, additional teaching materials are required that are more directly related to spiritual care. Greater emphasis should be placed on different subject areas in school-based education, continuing education, and self-learning education according to the needs of nurses. Since spiritual care education needs policy support, in-depth discussions should take place regarding the approach and cultural environment for providing spiritual care in future nursing courses. Moreover, further studies should investigate barriers in providing spiritual nursing care to patients and whether they are the results of a lack of relevant knowledge or other factors. Copyright © 2016 Elsevier Ltd. All rights reserved.

  11. Nurse educators’ perceptions on facilitating reflective thinking in clinical nursing education

    Directory of Open Access Journals (Sweden)

    Mary Chabeli

    2004-11-01

    Full Text Available This article seeks to publish the results of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education. Opsomming Hierdie artikel beoog om die resultate van verpleeg-opvoeders met betrekking tot hoe reflektiewe denke van leerders in kliniese verpleegonderwys gefasiliteer kan word, te publiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  12. Systematic review of the literature on simulation in nursing education.

    Science.gov (United States)

    Norman, Jamil

    2012-01-01

    Simulation-based learning is an educational intervention which creates an environment that is conducive to experiential learning. Despite the prevalence of research on the influence of simulation on nursing education, there is a dearth of literature on the effectiveness of simulation-based learning. This systematic review examines literature on simulation outcomes in nursing education from the years 2000-2010. The electronic databases reviewed for the systematic review of the literature included: CINAHL Plus, Medline, Health Source: Nursing/Academic Education, Google Scholar, and Digital Dissertations and Theses through ProQuest. The MeSH search terms included "simulation outcomes measurement" and "nursing education". Seventeen studies were included in the review of the literature. The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and nursing education provides evidence that that simulation is useful in creating a learning environment which contributes to knowledge, skills, safety, and confidence. This systematic review of the literature revealed a gap in the literature pertaining to the transfer of these outcomes to the clinical setting, and lays a foundation for further research on outcomes specific to simulation and nursing education.

  13. A systematic review of critical thinking in nursing education.

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-03-01

    This review aimed to explore how critical thinking is perceived in previous studies of nursing education, and analyse the obstacles and strategies in teaching and learning critical thinking mentioned in these studies. Systematic review. This review was based on the following five databases: The British Nursing Index, Ovid Medline, CINAHL, PsycINFO and Scopus. After the screening process and evaluation through using the Critical Appraisal Skills Programme tool, 17 studies were identified that met the inclusion and quality criteria. The studies were read through several times and analysed through thematic synthesis. A total of three themes were developed. The first theme, components for critical thinkers, suggests the abilities and attitudes that critical thinkers should have. The other two themes, influential factors of critical thinking in nursing education, and strategies to promote critical thinking, describe the obstacles and strategies in teaching and learning critical thinking. The 17 studies illustrated that the definition and concept of critical thinking may change from time to time, and hence there is a need to clarify educators' perspective towards critical thinking. There is also a need to evaluate the efficacy of the new strategies mentioned in several selected studies, such as art-based, questioning, cross-cultural nursing experience, and preceptorship. With a better understanding of critical thinking in nursing education, educators and nursing faculty are able to develop better strategies in enhancing critical thinking development in nursing students, in turn preparing them for future clinical practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

  14. Action methods in the classroom: creative strategies for nursing education.

    Science.gov (United States)

    McLaughlin, Dorcas E; Freed, Patricia E; Tadych, Rita A

    2006-01-01

    Nursing education recognizes the need for a framework of experiential learning that supports the development of professional roles. Action methods, originated by Jacob L. Moreno (1953), can be readily adapted to any nursing classroom to create the conditions under which students learn and practice professional nursing roles. While nurse faculty can learn to use action methods, they may not fully comprehend their theoretical underpinnings or may believe they are only used in therapy. This article explores Moreno's ideas related to psychodrama and sociodrama applied in classroom settings, and presents many examples and tips for classroom teachers who wish to incorporate action methods into their classes.

  15. Cultural competency education in American nursing programs and the approach of one school of nursing.

    Science.gov (United States)

    Sloand, Elizabeth; Groves, Sara; Brager, Rosemarie

    2004-01-01

    The importance of cultural competency in all areas of American society is well accepted. Indeed, the evolving demographics of the country make it imperative. A wide range of educational and work settings has addressed the concept, from business and government to education and health. Cultural competency is particularly critical in the realm of healthcare, as the potential impact on quality of health and life is at stake. Nursing is a leader in this field, with a long theoretical and practice history of attention to, and respect for, individual differences. This article reviews cultural competency education in nursing and its respective educational settings. Common threads and different models are discussed. The program components of cultural competency education in one School of Nursing are highlighted. Future directions towards refining cultural competency education are presented.

  16. Electronic learning and constructivism: a model for nursing education.

    Science.gov (United States)

    Kala, Sasikarn; Isaramalai, Sang-Arun; Pohthong, Amnart

    2010-01-01

    Nurse educators are challenged to teach nursing students to become competent professionals, who have both in-depth knowledge and decision-making skills. The use of electronic learning methods has been found to facilitate the teaching-learning process in nursing education. Although learning theories are acknowledged as useful guides to design strategies and activities of learning, integration of these theories into technology-based courses appears limited. Constructivism is a theoretical paradigm that could prove to be effective in guiding the design of electronic learning experiences for the purpose of providing positive outcomes, such as the acquisition of knowledge and decision-making skills. Therefore, the purposes of this paper are to: describe electronic learning, present a brief overview of what is known about the outcomes of electronic learning, discuss constructivism theory, present a model for electronic learning using constructivism, and describe educators' roles emphasizing the utilization of the model in developing electronic learning experiences in nursing education.

  17. Theatre and Pedagogy: Using Drama in Mental Health Nurse Education.

    Science.gov (United States)

    Wasylko, Yolanda; Stickley, Theodore

    2003-01-01

    Describes how psychodrama, forum theatre, and other forms of drama can facilitate active learning, develop empathy and reflective skills, and foster emotional intelligence in nursing education. Contains 21 references. (SK)

  18. Nurse education in competitive markets: the case for relationship marketing.

    Science.gov (United States)

    Roberts, P M

    1998-10-01

    Since the National Health Service reforms of the late 1980s, nurse education has been increasingly subject to market forces. This new competitive environment presents not only threat, but also challenge and opportunity. Providers of nurse education who recognize the need for market orientation and develop responsive marketing strategies will maximize their potential for market retention and growth. Traditional marketing strategies have considerable limitations for public sector services. The new and growing field of relationship marketing offers nurse education an opportunity to retain and develop profitable relationships with both internal and external markets. This paper reviews the marketing arena in nurse education and proposes context-based qualitative research to ascertain definitive constructs of service quality. Such constructs might then be rooted in a theoretical framework of service quality measurement, and be measured within the disconfirmation paradigm of relationship marketing.

  19. Witnessing change with aspiring nurses: a human becoming teaching-learning process in nursing education.

    Science.gov (United States)

    Letcher, Deborah C; Yancey, Nan Russell

    2004-01-01

    Nurse educators have the opportunity to encourage meaningful reflections of nursing students. Dr. Rosemarie Rizzo Parse's teaching-learning processes provide a framework for such experiences. Student reflection through journaling and student participation in dialogue using these processes brings about an opportunity for students to discover new meaning for themselves and others. The process of how two nurse educators incorporated the human becoming teaching-learning model into students' experiences is discussed. Excerpts of student journals, themes of student work, and considerations for future development of the teaching-learning model with students are discussed.

  20. [Use of physical assessment skills and education needs of advanced practice nurses and nurse specialists].

    Science.gov (United States)

    Shin, Hyunsook; Kim, Bog-Ja; Kang, Hee Sun

    2009-10-01

    The study was done to investigate physical assessment skills used by, and educational needs of, advanced practice nurses (APNs) and nurse specialists in Korea. A total of 123 APNs and nurse specialists working in five major hospitals in Seoul were surveyed from July 15 to August 20, 2007. Fourteen skills out of 126 items were reported as being performed on a regular basis by participants. The majority of these skills involved general observation. Forty-six skills were rarely used. Some participants showed a lack of confidence in certain assessment skills, such as in doing a rectal or pelvic exam, and the use of some assessment equipment. Over 90% of participants required in-depth education on health assessment provided by specialists or nursing professional organizations. More educational opportunities in physical assessment should be provided including education programs based on the nurses' skill levels and needs. This effort will help to increase confidence of APNs and nurse specialists in physical assessment skills, ultimately resulting in better nursing outcomes.

  1. Diversity and education of the nursing workforce 2006-2016.

    Science.gov (United States)

    Kovner, Christine T; Djukic, Maja; Jun, Jin; Fletcher, Jason; Fatehi, Farida K; Brewer, Carol S

    The Institute of Medicine (IOM) report, The Future of Nursing, included recommendations to increase nurse diversity, the percent of nurses obtaining a bachelor's degree, and inter-professional education. The purpose of this paper is to report the progress toward achievement of these recommendations. We used a longitudinal, multi-state data from four cohorts of nurses newly licensed in 2004 to 2005, 2007 to 2008, 2010 to 2011, and 2014 to 2015 to examine and compare the trends. The percentage of males who became licensed increased, from 8.8% in 2004 to 2005 cohort to 13.6% in the 2014 to 2015 cohort. The percentage of white-non-Hispanic nurses who were licensed decreased from 78.9% in 2007 to 2008 to 73.8% in 2014 to 2015. These differences primarily reflect an increase in white-Hispanic nurses. More nurses are obtaining a bachelor's degree as their first professional degree, from 36.6% in 2004 to 2005 cohort to 48.5% in 2014 to 2015 cohort. About 40% of the 2014 to 2015 cohort reported that they learned to work in inter-professional teams. Collegial nurse-physician relations had an upward positive trajectory over time increasing almost 7%. The diversity and education of new nurses have increased, but are short of meeting the IOM recommendations. Copyright © 2017. Published by Elsevier Inc.

  2. Leadership, Education and Awareness: A Compassionate Care Nursing Initiative.

    Science.gov (United States)

    Simmonds, Anne H

    2015-03-01

    The Canadian Nurses' Association Code of Ethics (2008) and the College of Registered Nurses of Nova Scotia (CRNNS) Standards of Practice for Registered Nurses (CRNNS 2011) identify the provision of safe, compassionate, competent and ethical care as one of nursing's primary values and ethical responsibilities. While compassion has historically been viewed as the essence of nursing, there is concern that this has become an abstract ideal, rather than a true reflection of nursing practice. This paper describes a compassionate care initiative undertaken by the CRNNS and the initial outcomes of these educational workshops. This work is informed by an exploration of the multiplicity of factors that have brought this issue to the fore for nursing regulators, educators, administrators, the public as well as front-line staff. The two most significant areas of learning reported by workshop participants included understanding the connection between mindfulness, non-judgmental care and compassion/self-compassion and recognizing possibilities for action related to compassionate care, even in the face of personal and environmental constraints. Implications for nursing regulators and leaders include consideration of their roles and responsibilities in supporting nurses to meet professional practice standards, such as provision of compassionate care. Copyright © 2015 Longwoods Publishing.

  3. [Development of an advanced education program for community medicine by Nagasaki pharmacy and nursing science union consortium].

    Science.gov (United States)

    Teshima, Mugen; Nakashima, Mikiro; Hatakeyama, Susumi

    2012-01-01

    The Nagasaki University School of Pharmaceutical Sciences has conducted a project concerning "development of an advanced education program for community medicine" for its students in collaboration with the University's School of Nursing Sciences, the University of Nagasaki School of Nursing Sciences, and the Nagasaki International University School of Pharmaceutical Sciences. The project was named "formation of a strategic base for the integrated education of pharmacy and nursing science specially focused on home-healthcare and welfare", that has been adopted at "Strategic University Cooperative Support Program for Improving Graduate" by the Ministry of Education, Culture, Sports, Science and Technology, Japan from the 2009 academic year to the 2011 academic year. Our project is a novel education program about team medical care in collaboration with pharmacist and nurse. In order to perform this program smoothly, we established "Nagasaki pharmacy and nursing science union consortium (Nagasaki University, The University of Nagasaki, Nagasaki International University, Nagasaki Pharmaceutical Association, Nagasaki Society of Hospital Pharmacists, Nagasaki Nursing Association, Nagasaki Medical Association, Nagasaki Prefectural Government)". In this symposium, we introduce contents about university education program and life learning program of the project.

  4. 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...

  5. Re-education of good ergonomics in nursing for Suomikoti

    OpenAIRE

    Isoheiko, Johanna

    2016-01-01

    The aim of this thesis was to promote and “refresh” the good ergonomics in nursing for Suomikoti in Sweden. The author noticed the need for re-education or “refreshment” of the nursing ergonomics among the permanent personnel as well updating knowledge of functioning of the existing assistive devices. Suomikoti has already a good and comprehensive transfer and ergonomics education and practical training for new employees arranged by their own physiotherapist and occupational therapist. It cov...

  6. Principle-based concept analysis: Caring in nursing education.

    Science.gov (United States)

    Salehian, Maryam; Heydari, Abbas; Aghebati, Nahid; Karimi Moonaghi, Hossein; Mazloom, Seyed Reza

    2016-03-01

    The aim of this principle-based concept analysis was to analyze caring in nursing education and to explain the current state of the science based on epistemologic, pragmatic, linguistic, and logical philosophical principles. A principle-based concept analysis method was used to analyze the nursing literature. The dataset included 46 English language studies, published from 2005 to 2014, and they were retrieved through PROQUEST, MEDLINE, CINAHL, ERIC, SCOPUS, and SID scientific databases. The key dimensions of the data were collected using a validated data-extraction sheet. The four principles of assessing pragmatic utility were used to analyze the data. The data were managed by using MAXQDA 10 software. The scientific literature that deals with caring in nursing education relies on implied meaning. Caring in nursing education refers to student-teacher interactions that are formed on the basis of human values and focused on the unique needs of the students (epistemological principle). The result of student-teacher interactions is the development of both the students and the teachers. Numerous applications of the concept of caring in nursing education are available in the literature (pragmatic principle). There is consistency in the meaning of the concept, as a central value of the faculty-student interaction (linguistic principle). Compared with other related concepts, such as "caring pedagogy," "value-based education," and "teaching excellence," caring in nursing education does not have exact and clear conceptual boundaries (logic principle). Caring in nursing education was identified as an approach to teaching and learning, and it is formed based on teacher-student interactions and sustainable human values. A greater understanding of the conceptual basis of caring in nursing education will improve the caring behaviors of teachers, create teaching-learning environments, and help experts in curriculum development.

  7. The influence of role models in undergraduate nurse education.

    Science.gov (United States)

    Jack, Kirsten; Hamshire, Claire; Chambers, Alison

    2017-12-01

    To explore the concept of role modelling in undergraduate nurse education and its effect on the personal and professional development of student nurses. Effective educative strategies are important for student nurses, who have to cope with learning in both clinical and university settings. Given the contemporary issues facing nurse education and practice in the United Kingdom (UK), it is timely and important to undertake pedagogical research into the concept of role modelling as an effective educative method. A descriptive narrative approach. Unstructured interviews were conducted with 14 current/recently discontinued students from Adult and Mental Health branches of nursing degree programmes in the north-west region of England, United Kingdom (UK). Data were thematically analysed. Students valued exposure to positive role models in clinical and university settings and viewed them as beneficial to their learning. Exposure to negative role models occurred, and this provided students with opportunities to consider the type of nurse they aspired to become. In some cases, students' exposure to perceived poor practice had an adverse effect on their learning and led to negative feelings about nursing work. Clinical staff might be perceived as more relevant role models than those in the university setting although there were still opportunities for academic staff to model professional behaviours. The study found that role modelling is an effective way to support learning and led to student satisfaction across both clinical and university settings. The findings support the use of role models in nurse education, and further research about conscious positive modelling of practice is required. Exploring the use of role models is important when examining ways in which the quality of nurse education might be developed. © 2017 John Wiley & Sons Ltd.

  8. Peer education programs in corrections: curriculum, implementation, and nursing interventions.

    Science.gov (United States)

    Dubik-Unruh, S

    1999-01-01

    Despite the prevalence of HIV and other infectious diseases in U.S. prisons, and the mix of infected and high-risk prisoners in crowded and volatile living conditions, federal and state prisons have reduced or eliminated prevention education programs addressing HIV and other infectious diseases for incarcerated populations. Nurses' knowledge, education, and licensure place them in a position to influence prison policy in developing and implementing educational programs for inmates and staff. Their role as advocates for patients in prison and their separation from the more punitive aspects of corrections also enable nurses to earn the trust of inmate populations. These factors identify nurses as the staff best suited within corrections to implement inmate prevention education. Training inmate educators to provide peer prevention and strategies for risk reduction have potential to modify inmate behaviors both within the facility and following release. Selection criteria for peer educator recruitment, prison-sensitive issues, and suggested training activities are discussed.

  9. Returns to nursing education: rural and nonrural practice.

    Science.gov (United States)

    Pan, S; Straub, L

    1997-01-01

    This study uses data from a national sample of registered nurses to compare earnings of nurses in rural and nonrural practice. The comparisons, conditioned by the nurses' education level, are analogous to the concept of "returns to human capital investment" used in labor economics. A general linear model is applied within a framework of labor economics analysis. Results show that nurses with more education receive less for their investment if they practice in rural areas. Work experience and employment setting are also related to lower annualized earnings for rural practice. One exception to the otherwise consistent findings is that returns to advanced practice nursing are higher in rural areas. Results and policy implications are discussed.

  10. Malaysian nurses' evaluation of transnational higher education courses.

    Science.gov (United States)

    Arunasalam, Nirmala

    The internationalisation of higher education has led some UK and Australian universities to deliver transnational higher education (TNHE) post-registration top-up nursing degree courses in Malaysia. These are bridging courses that allow registered nurses to upgrade their diploma qualifications to degree level. What is not sufficiently explored in the literature is nurses' evaluation of these courses and the impact of TNHE qualifications. A hermeneutic phenomenology approach was used to explore the views of 18 Malaysian nurses from one Australian and two UK TNHE universities. Semi-structured interviews were conducted to enable the Malaysian nurses to evaluate the courses. Data were analysed by thematic analysis. Findings showed a gap between Malaysian and Western teaching and learning outlook, professional values and clinical practices. The data give important insights at a time when the aim of Malaysia's investment in TNHE courses is to attain a graduate workforce with changed mindsets and enhanced patient care.

  11. 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.

  12. [Centennial retrospective on the evolution and development of nursing education in Taiwan].

    Science.gov (United States)

    Yeh, Mei Chang

    2014-08-01

    Nursing education in Taiwan has developed significantly over the past one hundred years. Throughout the first half of the 20th century, nursing education in Taiwan ended at the high school level. However, over the most recent 50 years, this level has been gradually raised, and nursing doctoral programs are now offered today. Changes in the nursing profession over the past century have been influenced by social and political factors, war, the health care policies, and national education policies. Areas of nursing education that have presented key challenges to change and innovation include the nursing faculty, curriculum, teaching materials, and quality of teaching. Today, key future goals for nursing education in Taiwan are: Raising the entry level of generic nursing education from junior high to the high-school level, improving the curricula for master's and doctoral students, cultivating advanced practice nurses, improving the quality of nursing faculties, and establishing a mechanism to ensure the consistent quality of nursing education.

  13. Leadership Competence Educational Model for a Twenty-First Century Nursing Doctoral Education in Contemporary Turkey

    Science.gov (United States)

    Terzioglu, Fusun

    2011-01-01

    In this article, the author proposes a nursing education model about leadership that can be used to improve the leadership skills of nursing doctoral students. This model is developed at the University of Michigan School of Nursing. In developing this model, the author had the opportunity to observe the University of Michigan, School of Nursing…

  14. Social networking in nursing education: integrative literature review.

    Science.gov (United States)

    Kakushi, Luciana Emi; Évora, Yolanda Dora Martinez

    2016-01-01

    to identify the use of social networking in nursing education. integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. of the 489 articles found, only 14 met the inclusion and exclusion criteria. Most studies were published after 2013 (57%), originating from the United States and United Kingdom (77.8%). It was observed the use of social networking among nursing students, postgraduate students, mentors and nurses, in undergraduate programmes, hybrid education (blended-learning) and in interprofessional education. The social networking sites used in the teaching and learning process were Facebook (42.8%), Ning (28.5%), Twitter (21.4%) and MySpace (7.1%), by means of audios, videos, quizzes, animations, forums, guidance, support, discussions and research group. few experiences of the use of social networking in nursing education were found and their contributions show the numerous benefits and difficulties faced, providing resourses for the improvement and revaluation of their use in the teaching and learning process.

  15. [Exploration of Recent Mobile Technologies Applied in Nursing Education].

    Science.gov (United States)

    Wu, Ting-Ting; Lu, Yi-Chen; Chang, Lei

    2017-12-01

    The development of science and technology has fundamentally changed people's lives and the way that medical systems function. Increasingly, mobile technologies are being introduced and integrated into classroom teaching and clinical applications, resulting in healthcare providers introducing innovative applications into health education. These applications enhance the clinical, education, and research expertise of medical staffs and nurses, while improving quality of care and providing new experiences for patients. In order to understand the current situation and trends in nursing education, the present study adopted literature analysis to explore the influence and effect of mobile technologies that have been introduced into nursing education from the school and clinical environments. The results found that students hold positive attitudes toward introducing these technologies into their curricula. Although these technologies may increase the work efficiency of nurses in the workplace, questions remain user perceptions and professional expression. Therefore, securing patient agreement and healthcare system approval were major turning points in the introduction of mobile technologies into nursing education. In the future, adapting mobile technologies for use in teaching materials and courses may be further developed. Moreover, empirical studies may be used in future research in order to facilitate the increasingly successful integration of relevant technologies into nursing education.

  16. Social networking in nursing education: integrative literature review

    Directory of Open Access Journals (Sweden)

    Luciana Emi Kakushi

    Full Text Available Abstract Objective: to identify the use of social networking in nursing education. Method: integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. Results: of the 489 articles found, only 14 met the inclusion and exclusion criteria. Most studies were published after 2013 (57%, originating from the United States and United Kingdom (77.8%. It was observed the use of social networking among nursing students, postgraduate students, mentors and nurses, in undergraduate programmes, hybrid education (blended-learning and in interprofessional education. The social networking sites used in the teaching and learning process were Facebook (42.8%, Ning (28.5%, Twitter (21.4% and MySpace (7.1%, by means of audios, videos, quizzes, animations, forums, guidance, support, discussions and research group. Conclusion: few experiences of the use of social networking in nursing education were found and their contributions show the numerous benefits and difficulties faced, providing resourses for the improvement and revaluation of their use in the teaching and learning process.

  17. The quality of doctoral nursing education in South Africa

    Directory of Open Access Journals (Sweden)

    Siedine K. Coetzee

    2015-07-01

    Full Text Available Background: The number of doctoral programmes in nursing has multiplied rapidly throughout the world. This has led to widespread concern about nursing doctoral education, specifically with regard to the quality of curricula and faculty, as well as to the availability of appropriate institutional resources. In South Africa, no study of these issues has been conducted at a national level. Objective: To explore and describe the quality of nursing doctoral education in South Africa from the perspectives of deans, faculty, doctoral graduates and students. Method: A cross-sectional survey design was used. All deans (N = 15; n = 12, faculty (N = 50; n = 26, doctoral graduates (N = 43; n = 26 and students (N = 106; n = 63 at South African nursing schools that offer a nursing doctoral programme (N = 16; n = 15 were invited to participate. Data were collected by means of structured email-mediated Quality of Nursing Doctoral Education surveys. Results: Overall, the graduate participants scored their programme quality most positively of all the groups and faculty scored it most negatively. All of the groups rated the quality of their doctoral programmes as good, but certain problems related to the quality of resources, students and faculty were identified. Conclusion: These evaluations, by the people directly involved in the programmes, demonstrated significant differences amongst the groups and thus provide valuable baseline data for building strategies to improve the quality of doctoral nursing education in South Africa.

  18. Performance evaluation of nursing students following competency-based education.

    Science.gov (United States)

    Fan, Jun-Yu; Wang, Yu Hsin; Chao, Li Fen; Jane, Sui-Whi; Hsu, Li-Ling

    2015-01-01

    Competency-based education is known to improve the match between educational performance and employment opportunities. This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. The study used a quasi-experimental design. A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. The experimental group (n=163) received competency-based education and the control group received traditional instruction (n=149) in a medical-surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. Students who received competency-based education had significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. The complexities of educating nurses in Uganda.

    Science.gov (United States)

    Andrews, C M; Rottman, C J; Lematia, R M

    1996-01-01

    Imagine that you are a woman living in rural Uganda. Your husband has returned to the city to work as a manual labourer. With a toddler playing alongside, you work long hot hours in the field to provide for your family. For weeks you have run a low-grade fever which you suspect is related to your advancing pregnancy. As traditional medicines have provided no relief, you sacrifice a day in the field and wait in line for care at a medical clinic outpost that is staffed one day a week. Nearing your turn, you hear a rumour that the government now requires payment in advance for care. As you and most of the others waiting in line do not have money, you leave together and arrange to pool resources from a community project so that you can all return to the clinic next week. Your pain increases and your productivity goes down. When the clinic day finally comes, the nurse does not show up because her own children need food and she prefers to earn ready cash by selling crafts in the market rather than work at the clinic for barely subsistence pay. The story does not end here, nor does that of countless other women in Uganda, including the caregivers. The difficulties are ongoing. And meeting health needs in Uganda as in many countries in Sub-Sahara Africa is complex and challenging.

  20. Understanding why veterans are reluctant to access help for alcohol problems: Considerations for nurse education.

    Science.gov (United States)

    Kiernan, Matthew D; Moran, Sandra; Hill, Mick

    2016-12-01

    To effectively engage veterans with substance misuse services, nurses need to understand their unique needs and the potential barriers that prevent them from accessing care. Nurses need to have an understanding and awareness of the cultural sensitivities associated with having been a member of the armed forces. The aim of this study was to investigate the perceived barriers to care amongst those planning, commissioning and delivering services for veterans with substance misuse problems, and to identify and explore subject areas which nurse educators should consider for inclusion in nursing and health education programmes. The findings reported in this paper come from one phase of a larger three phase research project and used an applied qualitative research approached based on methods developed for applied social policy research. The study was undertaken in the north-east of England. The study consisted of a purposive sample of planners, commissioners of services, and service providers in the North East of England. Data was collected using a semi-structured interview schedule. Framework analysis was used to analyse the data. Complexity of services and care, complexity of need and a lack of understanding of veterans were identified as factors that made accessing substance misuse care difficult. To help nurses better understand the unique needs of veterans three educational topics were identified for consideration in pre-registration nurse education: understanding military and veteran culture and the nature of modern warfare, the military 'veteran as institutionalised' hypothesis and stigma. Health and social services can struggle to truly understand the unique needs and experiences of the veteran community. We have identified three broad subject areas that should be considered as the theoretical basis for a veteran specific education programme within pre and post-registration nurse education. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. Comprehensive review of an accelerated nursing program: a quality improvement project.

    Science.gov (United States)

    Nugent, Elinor; LaRocco, Susan

    2014-01-01

    Accelerated second-degree programs are designed to provide entry into baccalaureate nursing program for people who have achieved bachelor's degree in another field. These programs were often designed to respond to nursing shortages at local and national levels. Programs commonly use a cohort model and move students through an intensive structure combining classroom and clinical requirement with a 2-year period. The accelerated second-degree nursing program, Accelerated Entry Level to Nursing program at our small liberal arts college, was considered to be successful. The program had excellent graduation rates and National Council Licensure Examination for Registered Nurses pass rates, indicating that the program was preparing the graduate to thrive in the practice setting. The program had been in existence for more than 7 years, with highly competitive admissions and high student satisfaction. The objective of this study was to provide a quality improvement assessment process to capture quantitative and qualitative information about the graduates. This information would be used to inform our own nursing education department and would provide metrics and information for nurse leaders regarding the rigor of these programs and the potential of graduates. Continuous quality improvement is a vital component in nursing education as well as in the clinical setting. With this in mind, a comprehensive review was undertaken by the nursing faculty during the eighth year of the highly successful accelerated nursing program in a small liberal arts college. This quality improvement project was designed to review existing metrics and to collect additional data through survey and focus groups in order to capture experiences of the program graduates. Graduates of the accelerated program from 2005 to 2011 were included in this study. Faculty who teach in the program participated in focus groups. From 2005 to 2011, there have been a total of 196 graduates in 8 cohorts; 194 surveys

  2. Empathy toward Patients with Mental Illness among Baccalaureate Nursing Students: Impact of a Psychiatric Nursing and Mental Health Educational Experience

    Science.gov (United States)

    Mousa, Marwa Abd El-Gawad Ahmed

    2015-01-01

    Empathy is an ability and skill that can be learned and developed through appropriate education and practice. While the importance of nurses' empathy is widely acknowledged, little is known about the impact of passing through the psychiatric nursing and mental health educational experience at the Faculty of Nursing, Alexandria University on…

  3. 78 FR 54255 - HRSA's Bureau of Health Professions Advanced Education Nursing Traineeship Program

    Science.gov (United States)

    2013-09-03

    ... of Health Professions Advanced Education Nursing Traineeship Program AGENCY: Health Resources and... announcing a change to its Advanced Education Nursing Traineeship (AENT) program. Effective fiscal year (FY... Wasserman, DrPH, RN, Advanced Nursing Education Branch Chief, Division of Nursing, Bureau of Health...

  4. [Health education from the perspective of nursing undergraduate students].

    Science.gov (United States)

    Colomé, Juliana Silveira; de Oliveira, Dora Lucia Leidens Corrêa

    2008-09-01

    In the field of health practices, there are different models of health education. The objective of this article was to identify undergraduates' concepts of health education. This descriptive exploratory study used a qualitative approach. It was developed in the Undergraduate Nursing Courses of the Federal University of Santa Maria and Federal University of Rio Grande do Sul, Brazil. Subjects were undergraduate students of the last semester before graduation. Data were collected using a semistructured interview, and submitted to thematic content analysis. The results suggest that the undergraduate nursing students' training as health educators is permeated by concepts that are a mixture of traditional and modern assumptions on health education.

  5. Projects: viable alternatives in the Environmental Education?

    Directory of Open Access Journals (Sweden)

    Marcos Jose Terossi

    2011-11-01

    Full Text Available In this article we are going to develop the reflection about the projects, its genesis, its use in education and environmental education.To this end, we will promote the discussion about the so-called "method of projects" and "projects pedagogy", with a comparison between them and outlining the approach that we consider most appropriate to EA, its limits and possibilities within the critical perspective, manufacturing and emancipatory education.

  6. COMPARATIVE EFFECTIVENESS RESEARCH AND ITS APPLICATION TO NURSING EDUCATION

    Directory of Open Access Journals (Sweden)

    Claire Su-Yeon Park

    2016-07-01

    Full Text Available This in-depth integrative literature review aimed to investigate comparative effectiveness research (CER methodologies applicable to nursing research and to propose a CER design relevant to nursing education. Integration and synthesis were conducted from August 20 to December 15, 2013 and from October 20 to December 05, 2015 using electronic databases and refereed published books. The key words were “comparative effectiveness research,” “education,” “patient outcomes,” “effectiveness,” “cost-effectiveness,” and “efficiency.” All selected literatures were initially scrutinized by the principal investigator in terms of scientific rigor and then synthesized on an ongoing basis. CER methodologies in nursing research were presented to be significant in terms of enabling the distinctiveness of the nursing profession to stand out. Three CER methodologies applicable to nursing research—a Pragmatic Clinical Trial, Observational Comparative Effectiveness Research and Cost Effectiveness Research—revealed each of their distinguishable strengths and weaknesses compared to the Randomized Controlled Trial. For ethical considerations, the importance of ensuring “equipoise” was identified. Lastly, in a head to head comparison of two nursing education programs, a single blind, randomized crossover study design was proposed as a type of Pragmatic Clinical Trial utilizing cost-utility analysis. A mixed method Analysis of Covariance and a Doubly Multivariate Repeated Analysis of Covariance were suggested as relevant statistical analyses. Considering that CER is still inchoate in nursing research and nurse scientists’ endeavors to address the gap are urgent, this study is compelling in that it proposed a rigorous CER design not only directly applicable to nursing education, but also to other disciplines in education.

  7. Learning Situations in Nursing Education: A Concept Analysis.

    Science.gov (United States)

    Shahsavari, Hooman; Zare, Zahra; Parsa-Yekta, Zohreh; Griffiths, Pauline; Vaismoradi, Mojtaba

    2018-02-01

    The nursing student requires opportunities to learn within authentic contexts so as to enable safe and competent practice. One strategy to facilitate such learning is the creation of learning situations. A lack of studies on the learning situation in nursing and other health care fields has resulted in insufficient knowledge of the characteristics of the learning situation, its antecedents, and consequences. Nurse educators need to have comprehensive and practical knowledge of the definition and characteristics of the learning situation so as to enable their students to achieve enhanced learning outcomes. The aim of this study was to clarify the concept of the learning situation as it relates to the education of nurses and improve understanding of its characteristics, antecedents, and consequences. The Bonis method of concept analysis, as derived from the Rodgers' evolutionary method, provided the framework for analysis. Data collection and analysis were undertaken in two phases: "interdisciplinary" and "intra-disciplinary." The data source was a search of the literature, encompassing nursing and allied health care professions, published from 1975 to 2016. No agreement on the conceptual phenomenon was discovered in the international literature. The concept of a learning situation was used generally in two ways and thus classified into the themes of: "formal/informal learning situation" and "biologic/nonbiologic learning situation." Antecedents to the creation of a learning situation included personal and environmental factors. The characteristics of a learning situation were described in terms of being complex, dynamic, and offering potential and effective learning opportunities. Consequences of the learning situation included enhancement of the students' learning, professionalization, and socialization into the professional role. The nurse educator, when considering the application of the concept of a learning situation in their educational planning, must

  8. Teaching nurses teamwork: Integrative review of competency-based team training in nursing education.

    Science.gov (United States)

    Barton, Glenn; Bruce, Anne; Schreiber, Rita

    2017-12-20

    Widespread demands for high reliability healthcare teamwork have given rise to many educational initiatives aimed at building team competence. Most effort has focused on interprofessional team training however; Registered Nursing teams comprise the largest human resource delivering direct patient care in hospitals. Nurses also influence many other health team outcomes, yet little is known about the team training curricula they receive, and furthermore what specific factors help translate teamwork competency to nursing practice. The aim of this review is to critically analyse empirical published work reporting on teamwork education interventions in nursing, and identify key educational considerations enabling teamwork competency in this group. CINAHL, Web of Science, Academic Search Complete, and ERIC databases were searched and detailed inclusion-exclusion criteria applied. Studies (n = 19) were selected and evaluated using established qualitative-quantitative appraisal tools and a systematic constant comparative approach. Nursing teamwork knowledge is rooted in High Reliability Teams theory and Crew or Crisis Resource Management sources. Constructivist pedagogy is used to teach, practice, and refine teamwork competency. Nursing teamwork assessment is complex; involving integrated yet individualized determinations of knowledge, skills, and attitudes. Future initiatives need consider frontline leadership, supportive followership and skilled communication emphasis. Collective stakeholder support is required to translate teamwork competency into nursing practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. An integrative review on conflict management styles among nursing students: Implications for nurse education.

    Science.gov (United States)

    Labrague, Leodoro J; McEnroe-Petitte, Denise M

    2017-12-01

    Nurse education plays a critical role in the achievement of conflict management skills in nursing students. However, a wider perspective on this concept has not been explored. This paper is a report of a review appraising and synthesizing existing empirical studies describing conflict management styles among nursing students. An integrative review method guided this review. Five (5) bibliographic databases (CINAHL, Medline, Psych Info, Embase and SCOPUS) were searched to locate relevant articles. An electronic database search was performed in December 2016 to locate studies published from 2007 onwards. The search words included: 'conflict', 'management resolution', 'management style', 'management strategy', 'nursing', 'student'. Thirteen (13) articles met the inclusion criteria. Nursing students preferred 'constructive/positive conflict management styles' when handling conflicts. However, more studies are needed to identify factors that may affect their choice of styles. Further, this review emphasizes the need for empirical studies to identify appropriate interventions that would effectively enhance nursing students' skills in managing conflicts using rigorous methods. Nursing faculty play a critical role in teaching, training, and modeling constructive conflict resolution styles in nursing students. Simulation scenarios, reflective exercises, and role playing may be useful to facilitate such learning in choosing constructive conflict management styles. Structured training programme on conflict management will assist nursing students develop positive conflict management styles. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Nursing education: contradictions and challenges of pedagogical practice.

    Science.gov (United States)

    Pinto, Joelma Batista Tebaldi; Pepe, Alda Muniz

    2007-01-01

    This study deals with the nursing curriculum, pedagogical practice and education. Nowadays, this theme has taken up considerable space in academic debates. Thus, this study aimed to get empirical knowledge and provide an analytical description of the academic reality of nursing education at Santa Cruz State University in the undergraduate nursing course. This is a descriptive study, which may provide a new view of the problem, with careful observation, description, and exploration of the situation aspects, interpreting the reality, without interfering in it and, consequently, being open to new studies. Descriptive statistics with simple frequency and percentage calculation was applied. In summary, results indicate that professors and students have difficulties to evaluate the curriculum. In addition, the curriculum under study is characterized as a collection curriculum, with a pedagogical practice predominantly directed at the traditional model. Hence, nursing education still shows features of the biomedical-technical model.

  11. International experiences in nursing education: a review of the literature.

    Science.gov (United States)

    Kulbok, Pamela A; Mitchell, Emma M; Glick, Doris F; Greiner, Doris

    2012-04-24

    Service learning and study abroad opportunities have become increasingly popular in nursing education in the past decade. The purpose of this systematic review was to explore existing literature concerning global health experiences in nursing education. Twenty-three empirical articles from 2003 to 2010 were reviewed, building upon existing reviews of international nursing education literature. Research on two-way exchange experiences and models for best practice were found to be lacking. While an array of countries were represented as the visiting or hosting side of the experience, few co-authors from host countries were found, particularly in literature originating from the U.S. The authors recommend that two-way exchange programs be evaluated to identify successful strategies and barriers to success. Ongoing evaluation of exchanges is necessary to ensure continued sustainable partnership and exchange in immersion experiences for nursing students.

  12. Genetics Education in Nurse Residency Programs: A Natural Fit.

    Science.gov (United States)

    Hamilton, Nalo M; Stenman, Christina W; Sang, Elaine; Palmer, Christina

    2017-08-01

    Scientific advances are shedding light on the genetic underpinning of common diseases. With such insight, the entire health care team is faced with the need to address patient questions regarding genetic risk, testing, and the psychosocial aspects of genetics information. Nurses are in a prime position to help with patient education about genetic conditions, yet they often lack adequate genetics education within their nursing curriculum to address patient questions and provide resources. One mechanism to address this knowledge deficit is the incorporation of a genetics-based curriculum into nurse residency programs. This article describes a novel genetics-based curriculum designed and implemented in the UCLA Health System Nurse Residency Program. J Contin Educ Nurs. 2017;48(8):379-384. Copyright 2017, SLACK Incorporated.

  13. Achieving clinical nurse specialist competencies and outcomes through interdisciplinary education.

    Science.gov (United States)

    Sievers, Beth; Wolf, Sherry

    2006-01-01

    Without formal education, many healthcare professionals fail to develop interdisciplinary team skills; however, when students are socialized to interdisciplinary practice through academic clinical learning experiences, effective collaboration skills can be developed. Increasingly, educational environments are challenged to include clinical experiences for students that teach and model interdisciplinary collaboration. The purpose of this quality improvement initiative was to create an interdisciplinary educational experience for clinical nurse specialist (CNS) students and postgraduate physicians. The interdisciplinary learning experience, supported by an educational grant, provided an interdisciplinary cohort of learners an opportunity to engage in a clinically focused learning experience. The interdisciplinary cohort consisted of CNS students and physicians in various stages of postgraduate training. The clinical experience selected was a quality improvement initiative in which the students were introduced to the concepts and tools of quality improvement. During this 1-month clinical experience, students applied the new skills by implementing a quality improvement project focusing on medication reconciliation in the outpatient setting. The CNS core competencies and outcomes were used to shape the experience for the CNS students. The CNS students exhibited 5 of the 7 essential characteristics of the CNS (leadership, collaboration, consultation skills, ethical conduct, and professional attributes) while demonstrating competencies and fulfilling performance expectations. During this learning experience, the CNS students focused on competencies and outcomes in the organizational sphere of influence. Multiple facilitating factors and barriers were identified. This interdisciplinary clinical experience in a quality improvement initiative provided valuable opportunities for CNS students to develop essential CNS characteristics and to explore practice competencies in the

  14. Flipped Learning With Simulation in Undergraduate Nursing Education.

    Science.gov (United States)

    Kim, HeaRan; Jang, YounKyoung

    2017-06-01

    Flipped learning has proliferated in various educational environments. This study aimed to verify the effects of flipped learning on the academic achievement, teamwork skills, and satisfaction levels of undergraduate nursing students. For the flipped learning group, simulation-based education via the flipped learning method was provided, whereas traditional, simulation-based education was provided for the control group. After completion of the program, academic achievement, teamwork skills, and satisfaction levels were assessed and analyzed. The flipped learning group received higher scores on academic achievement, teamwork skills, and satisfaction levels than the control group, including the areas of content knowledge and clinical nursing practice competency. In addition, this difference gradually increased between the two groups throughout the trial. The results of this study demonstrated the positive, statistically significant effects of the flipped learning method on simulation-based nursing education. [J Nurs Educ. 2017;56(6):329-336.]. Copyright 2017, SLACK Incorporated.

  15. Educating Engaged Citizens: Four Projects from Ireland

    Science.gov (United States)

    O'Flaherty, Joanne; Liddy, Mags; Tansey, Lorraine; Roche, Cathy

    2011-01-01

    Purpose: This paper aims to describe the four education projects that demonstrate how Irish education provision is adapting to meet social and economic changes: Ubuntu Network working to integrate education for sustainable development (ESD) into teacher education; Community Knowledge Initiative (CKI) facilitating service learning modules at higher…

  16. The design, marketing, and implementation of online continuing education about computers and nursing informatics.

    Science.gov (United States)

    Sweeney, Nancy M; Saarmann, Lembi; Seidman, Robert; Flagg, Joan

    2006-01-01

    Asynchronous online tutorials using PowerPoint slides with accompanying audio to teach practicing nurses about computers and nursing informatics were designed for this project, which awarded free continuing education units to completers. Participants had control over the advancement of slides, with the ability to repeat when desired. Graphics were kept to a minimum; thus, the program ran smoothly on computers using dial-up modems. The tutorials were marketed in live meetings and through e-mail messages on nursing listservs. Findings include that the enrollment process must be automated and instantaneous, the program must work from every type of computer and Internet connection, marketing should be live and electronic, and workshops should be offered to familiarize nurses with the online learning system.

  17. Ethics in Nursing Practice and Education.

    Science.gov (United States)

    Benoliel, Jeanne Quint

    1983-01-01

    The fact that ethics has become important to nurses is a reflection of two types of developments: (1) rapid expansion and application of biomedical technology, and (2) the human rights movement. Therefore, nursing involves an increasing number of activities with both moral and technical implications. (SSH)

  18. Assessing the quality of the working life of nurse educators in Finland: perceptions of nurse educators and their spouses.

    Science.gov (United States)

    Harri, M

    1995-02-01

    As part of a broader descriptive study of nurse educators' well-being at work in Finland, the quality of working life was assessed by the nurse educators themselves and by their spouses (or another adult living with them). Data were analysed from 477 (68% of 706) educators from 25 institutes throughout Finland and from 409 (58% of 706) spouses. Nurse educators evaluated their working life as being good. Background factors that improved one or several features of working life were: young age, being married, permanent employment in a small institute in the countryside, and highschool education. Lack of freedom to choose the teaching field and tasks at work reduced the quality of working life. Nurse educators estimated that they did an average of 9.6 hours overtime a week; according to their spouses the figure was 12.7 hours. More than moderate amounts of negative stress, derived mainly from work, were reported. Interactions with people at work and the support obtained for their work were generally judged to be good. Participants reported that they were not very satisfied with relationships with college directors, while they were, generally, satisfied with relationships with students. The spouses estimated nurse educators' working life more negatively than did the educators themselves, with the exception of the balance between work and leisure time, which both groups estimated similarly.

  19. Nurse educators’ experiences of case-based education in a South African nursing programme

    Directory of Open Access Journals (Sweden)

    Felicity M. Daniels

    2015-12-01

    Full Text Available Background: A school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE approach was adopted for the delivery of the Bachelor of Nursing programme in 2005. Aim: The aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape. Methods: A participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data. Results: Three themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening. Conclusion: It was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.

  20. Foreign-Educated Graduate Nursing Students and Plagiarism.

    Science.gov (United States)

    Knowlton, Mary; Collins, Shawn Bryant

    2017-04-01

    Plagiarism is a concern related to students educated in countries other than the United States, where English is not the first language spoken. The authors' experience with plagiarism by a foreign-educated nursing student prompted an investigation into this topic. This article focuses on the occurrence of unintentional plagiarism, a common focus with foreign-educated students, addressing linguistic, as well as cultural, viewpoints. The findings from the literature on plagiarism among foreign-educated students are elicited and the article discusses strategies to help foreign-educated students learn about plagiarism and how to properly cite and reference sources. A variety of proactive strategies exist that can be used by both faculty and students to mitigate the occurrence of plagiarism by foreign-educated nursing students in higher education, starting with a clearer understanding of some of the antecedents to the problem of plagiarism. [J Nurs Educ. 2017;56(4):211-214.]. Copyright 2017, SLACK Incorporated.

  1. Surveying hospital nurses to discover educational needs and preferences.

    Science.gov (United States)

    Lindsay, J Michael; Oelschlegel, Sandy; Earl, Martha

    2017-07-01

    The author investigated the educational needs of nurses in an American Nurses Credentialing Center Magnet hospital to determine topics of interest, instruction time and delivery preferences, and interest in a research information skills certificate provided by the library. A 9-question survey was distributed to 1,500 nursing staff of the hospital through email. Surveys were completed by 865 respondents, which represented a response rate of 58%. The majority of respondents were registered nurses, licensed practical nurses, and paramedics (81%), and day-shift workers (65%). For education topics, nursing staff placed the highest priority on finding health-related mobile apps for professionals and developing evidence-based research skills. For mode of delivery, respondents expressed a preference for unit-based in-service, computer-based tutorials, and hands-on computer training. Most (70%) respondents expressed an interest in participating in a research information skills certificate program. Our survey results reveal an avenue for reinvigorating and updating the library's educational program to match the needs of nursing staff and may offer valuable insight for other libraries seeking to do the same.

  2. Reconceptualizing the core of nurse practitioner education and practice.

    Science.gov (United States)

    Burman, Mary E; Hart, Ann Marie; Conley, Virginia; Brown, Julie; Sherard, Pat; Clarke, Pamela N

    2009-01-01

    The movement to the doctor of nursing practice (DNP) is progressing rapidly with new programs emerging and curricular documents being developed. We argue that the implementation of the DNP is a good move for nursing, provided that we use the opportunity to reconceptualize the core of advanced practice nursing, especially nurse practitioner (NP) practice. Theory and research articles from nursing focused on advanced practice nursing, NPs, and doctoral education. The foundation of NP education is currently based essentially on borrowed or shared content in assessment, pharmacology, and pathophysiology. We argue that the heart and soul of nursing is in health promotion, both in healthy persons and in those dealing with chronic illness. Current master's programs do not prepare NPs to assume high-level practice focused on health promotion and disease management using the latest theoretical developments in health behavior change, behavioral sciences, exercise physiology, nutrition, and medical anthropology. Although these are touched upon in most NP programs, they do not represent the core science of NP education and need to be a critical part of any DNP program. Ultimately, our vision is for NP care to be consistently "different," yet just as essential as physician care, leading to positive outcomes in health promotion and disease management.

  3. Why do China-educated nurses emigrate? A qualitative exploration.

    Science.gov (United States)

    Zhou, Yunxian; Roscigno, Cecelia; Sun, Qiuhua

    2016-01-01

    Despite the fact that there are more and more Chinese nurses living and working in Australia, relatively little is known about the decisions to emigrate made by these nurses. To explore factors influencing China-educated nurses to emigrate to Australia. This was a secondary analysis of 46 semi-structured interviews with 28 China-educated nurses working in Australia. Conventional content analysis was used, and the results are presented thematically. The nurses emigrated for a wide variety of reasons: (a) personal factors (to improve English, to see more of the world and cultures, to seek novelty and adventure); (b) work-related factors (better work environment and more career choices); (c) social factors (better living environment and lifestyle); (d) cultural factors (positive perceptions in China of those who emigrate or have overseas experiences), and (e) economic factors (higher salaries and greater purchasing power). Confirming findings from similar studies, China-educated nurses' decisions to migrate are complex and not based solely on economic expectations. Personal and cultural factors play vital roles in nurses' migration decisions. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Interprofessional education in anatomy: Learning together in medical and nursing training.

    Science.gov (United States)

    Herrmann, Gudrun; Woermann, Ulrich; Schlegel, Claudia

    2015-01-01

    Teamwork and the interprofessional collaboration of all health professions are a guarantee of patient safety and highly qualified treatment in patient care. In the daily clinical routine, physicians and nurses must work together, but the education of the different health professions occurs separately in various places, mostly without interrelated contact. Such training abets mutual misunderstanding and cements professional protectionism, which is why interprofessional education can play an important role in dismantling such barriers to future cooperation. In this article, a pilot project in interprofessional education involving both medical and nursing students is presented, and the concept and the course of training are described in detail. The report illustrates how nursing topics and anatomy lectures can be combined for interprofessional learning in an early phase of training. Evaluation of the course showed that the students were highly satisfied with the collaborative training and believed interprofessional education (IPE) to be an important experience for their future profession and understanding of other health professionals. The results show that the IPE teaching concept, which combines anatomy and nursing topics, provides an optimal setting for learning together and helps nurses and doctors in training to gain knowledge about other health professionals' roles, thus evolving mutual understanding. © 2014 American Association of Anatomists.

  5. Growing gratitude in undergraduate nursing students: Applying findings from social and psychological domains to nursing education.

    Science.gov (United States)

    Fournier, Ann; Sheehan, Caryn

    2015-12-01

    Millennial students are often characterized as technology focused multitaskers, yet young nursing students are expected to focus on and thoughtfully engage with the person at the center of their caring efforts. Developing gratitude practices requires quiet contemplation and focus. Cultivating an attitude of gratitude in millennial nursing students may be one avenue to address concerns surrounding the provision of relationship based person-centered care by young nurses. In other disciplines, gratitude work has been studied extensively and is associated with several positive outcomes. Assignments included in most nursing programs can easily be modified to include a gratitude focus. Examples of gratitude assignments and the student reflection of these assignments are included here as a call for nurse educators to further study this concept. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. The use of a mobile assistant learning system for health education based on project-based learning.

    Science.gov (United States)

    Wu, Ting-Ting

    2014-10-01

    With the development of mobile devices and wireless technology, mobile technology has gradually infiltrated nursing practice courses to facilitate instruction. Mobile devices save manpower and reduce errors while enhancing nursing students' professional knowledge and skills. To achieve teaching objectives and address the drawbacks of traditional education, this study presents a mobile assistant learning system to help nursing students prepare health education materials. The proposed system is based on a project-based learning strategy to assist nursing students with internalizing professional knowledge and developing critical thinking skills. Experimental results show that the proposed mobile system and project-based learning strategy can promote learning effectiveness and efficiency. Most nursing students and nursing educators showed positive attitudes toward this mobile learning system and looked forward to using it again in related courses in the future.

  7. Building locally relevant ethics curricula for nursing education in Botswana.

    Science.gov (United States)

    Barchi, F; Kasimatis Singleton, M; Magama, M; Shaibu, S

    2014-12-01

    The goal of this multi-institutional collaboration was to develop an innovative, locally relevant ethics curriculum for nurses in Botswana. Nurses in Botswana face ethical challenges that are compounded by lack of resources, pressures to handle tasks beyond training or professional levels, workplace stress and professional isolation. Capacity to teach nursing ethics in the classroom and in professional practice settings has been limited. A pilot curriculum, including cases set in local contexts, was tested with nursing faculty in Botswana in 2012. Thirty-three per cent of the faculty members indicated they would be more comfortable teaching ethics. A substantial number of faculty members were more likely to introduce the International Council of Nurses Code of Ethics in teaching, practice and mentoring as a result of the training. Based on evaluation data, curricular materials were developed using the Code and the regulatory requirements for nursing practice in Botswana. A web-based repository of sample lectures, discussion cases and evaluation rubrics was created to support the use of the materials. A new master degree course, Nursing Ethics in Practice, has been proposed for fall 2015 at the University of Botswana. The modular nature of the materials and the availability of cases set within the context of clinical nurse practice in Botswana make them readily adaptable to various student academic levels and continuing professional development programmes. The ICN Code of Ethics for Nursing is a valuable teaching tool in developing countries when taught using locally relevant case materials and problem-based teaching methods. The approach used in the development of a locally relevant nursing ethics curriculum in Botswana can serve as a model for nursing education and continuing professional development programmes in other sub-Saharan African countries to enhance use of the ICN Code of Ethics in nursing practice. © 2014 International Council of Nurses.

  8. Transitioning From Perioperative Staff Nurse to Perioperative Educator.

    Science.gov (United States)

    Mower, Juliana

    2017-08-01

    Perioperative nurses who enjoy teaching may wish to become staff development educators. The shift to this new role requires a transition period during which the new educator acquires the knowledge, skills, and attitudes integral to mastering the job. A systematic approach to achieving baseline competencies in the educator role helps to ensure a successful conversion from providing direct patient care to supporting the educational needs of staff members. Copyright © 2017 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  9. The Development of a Regional Nursing History Collection: Its Relevance to Practice, Education, and Research.

    Science.gov (United States)

    Hezel, Linda F.; Linebach, Laura M.

    1991-01-01

    The Nursing History Collection at the University of Missouri-Kansas City preserves artifacts and memorabilia of regional nursing history. Such collections are essential to practice, education, and research in nursing. (SK)

  10. Nurse educators' critical thinking: A mixed methods exploration.

    Science.gov (United States)

    Raymond, Christy; Profetto-McGrath, Joanne; Myrick, Florence; Strean, William B

    2018-07-01

    Nurse educator's critical thinking remains unexamined as a key factor in the development of students' critical thinking. The objective of this study is to understand how nurse educators reveal their critical thinking in the clinical setting while supervising students. This study uses a single-phase triangulation mixed methods design with multiple data gathering techniques. Participants for this study are clinical nurse educators from a large Western Canadian baccalaureate nursing program who teach 2nd or 3rd year students in medical-surgical settings. Participants for this study completed a demographic survey, the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), participant observation in a clinical practice setting, and semi-structured interviews. The results from the California Critical Thinking assessments (CCTST and CCTDI) show that participants are positively inclined and have a moderate to strong ability to think critically, similar to other studies. Participants find it difficult to describe how they reveal their critical thinking in the clinical setting, yet all participants use role modeling and questioning to share their critical thinking with students. When the quantitative and qualitative results are compared, it is apparent that the confidence in reasoning subscale of the California Critical Thinking Skills Test is higher in those educators who more frequently demonstrate and voice engagement in reflective activities. Dispositions associated with critical thinking, as measured by the California Critical Thinking Disposition Inventory, are more easily observed compared to critical thinking skills. This study is a beginning exploration of nurse educators' critical thinking-in-action. Our mixed methods approach uncovers a valuable approach to understanding the complexity of nurse educators' critical thinking. Further study is needed to uncover how nurse educators' can specifically enact

  11. Implementation and evaluation of an interprofessional simulation-based education program for undergraduate nursing students in operating room nursing education: a randomized controlled trial.

    Science.gov (United States)

    Wang, Rongmei; Shi, Nianke; Bai, Jinbing; Zheng, Yaguang; Zhao, Yue

    2015-07-09

    The present study was designed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students' attitudes toward interprofessional education and knowledge about operating room nursing. Nursing students were randomly assigned to either the interprofessional simulation-based education or traditional course group. A before-and-after study of nursing students' attitudes toward the program was conducted using the Readiness for Interprofessional Learning Scale. Responses to an open-ended question were categorized using thematic content analysis. Nursing students' knowledge about operating room nursing was measured. Nursing students from the interprofessional simulation-based education group showed statistically different responses to four of the nineteen questions in the Readiness for Interprofessional Learning Scale, reflecting a more positive attitude toward interprofessional learning. This was also supported by thematic content analysis of the open-ended responses. Furthermore, nursing students in the simulation-based education group had a significant improvement in knowledge about operating room nursing. The integrated course with interprofessional education and simulation provided a positive impact on undergraduate nursing students' perceptions toward interprofessional learning and knowledge about operating room nursing. Our study demonstrated that this course may be a valuable elective option for undergraduate nursing students in operating room nursing education.

  12. AACJC/Metropolitan Life Foundation Registered Nurse Shortage Project: Status Report.

    Science.gov (United States)

    McKenney, James F.

    The American Association of Community and Junior Colleges's Nurse Shortage Project was designed to alleviate the nurse shortage by helping community colleges improve recruitment, retention, and graduation in nursing programs through direct mini-grants, with a special emphasis on Tech Prep/Associate Degree initiatives between secondary schools and…

  13. Negative pressure wound therapy and nurse education.

    Science.gov (United States)

    Cray, Amy

    2017-08-10

    there can be serious consequences for patients if negative pressure wound therapy (NPWT) is performed incorrectly and patient safety must be paramount. The existing literature was found to mainly concentrate on the use of the technology from the patient perspective. This article examines the opinions of nurses who apply the therapy. five staff nurses from different areas with differing experience levels were interviewed in a semi-structured manner. The transcribed interviews were coded, sorted into themes and analysed. the themes were: enhancing knowledge and understanding, managing problematic pumps, formalised and interactive training, and efficacy and healing. There was a lack of standardised training provided for the nurses interviewed. Overall the nurses were aware of the basic evidence behind the treatment but would have liked additional support in this area as well as some practical, less pressured training. This complements the existing literature. nurses are expected to learn difficult and highly specialised skills quickly within a busy ward environment, often with no prior training or preparation. As things can go wrong, with the potential for patient harm, it is vital that nurses get these skills right first time, but it is difficult to do this in a practical, fast and cost-effective way. There is scope for future research in the area and perhaps the development of an online training tool to assist nurses in understanding and undertaking a new procedure.

  14. Comparison of methodologic quality and study/report characteristics between quantitative clinical nursing and nursing education research articles.

    Science.gov (United States)

    Schneider, Barbara St Pierre; Nicholas, Jennifer; Kurrus, Jeffrey E

    2013-01-01

    To compare the methodologic quality and study/report characteristics between quantitative clinical nursing and nursing education research articles. The methodologic quality of quantitative nursing education research needs to advance to a higher level. Clinical research can provide guidance for nursing education to reach this level. One hundred quantitative clinical research articles from-high impact journals published in 2007 and 37 education research articles from high impact journals published in 2006 to 2007 were chosen for analysis. Clinical articles had significantly higher quality scores than education articles in three domains: number of institutions studied, type of data, and outcomes. The findings indicate three ways in which nursing education researchers can strengthen the methodologic quality of their quantitative research. With this approach, greater funding may be secured for advancing the science of nursing education.

  15. Nursing Education in Florida. Report 5. Report and Recommendations of the Postsecondary Education Planning Commission, 1988.

    Science.gov (United States)

    Florida State Postsecondary Education Planning Commission, Tallahassee.

    As directed by the Florida State Legislature, the Postsecondary Education Commission examined Florida's needs in the area of nursing education. Following the executive summary, the introduction reviews the commission charge and activities. Major topics addressed include: the nursing profession (introduction, history, licensure, careers, and…

  16. Implementing the educational units of the nursing course of FAFEMA: an experience report

    Directory of Open Access Journals (Sweden)

    Kátia T. Alves Rezende

    2007-01-01

    Full Text Available The study aims at reporting the curriculum development along the four grades of the Nursing Course of Marília Medical School (FAMEMA in 2003. The method used was the reflection about the pedagogical practice, from the documental analysis of the teaching-learning programs in each grade. The results show some points to be worked in the political-pedagogical project, such as: redefinition of the professors' and the nurse's roles from the health services; different understanding about the reference of the methodology of problematization and competence; professors' insecurity working with uncertainty in the teaching-learning process. It's also possible to identify changes that contributed to the implementation of the project, which are: the strengthening of the partnership between teaching and service; the relation between the medical and nursing courses; the use of the principles of the meaningful learning; introduction of the continuous education process, enabling the evaluation of the curriculum processes and strategies.

  17. Tomorrow's nurse graduate, today: the change in undergraduate education.

    Science.gov (United States)

    McKinnon, John

    This article argues for a new kind of nurse graduate, equipped for the global challenges to health in the 21st century. The author points to the correlation between the public health role of a nurse in the 19th century and community health patterns of modern times to justify the shape of a recently installed undergraduate nursing studies programme at the University of Lincoln. The universal adoption of a public health philosophy by nurses is shown to be mutually advantageous to practitioners, to practice and to service users alike. In addition to research into the health inequalities and the patient experience, theoretical frameworks of learning and social policy are resourced to give direction to future nurse education and leadership among vulnerable individuals, communities and groups.

  18. The influence of technology in nursing education.

    Science.gov (United States)

    Krau, Stephen D

    2015-06-01

    The complexity of the relationship between nursing and technology is not new. The complexity has increased with the advent of new technology and technological devices. For faculty who are in the clinical area on a limited basis, and for nurses who are not involved in decisions related to the adoption of technology, terms and concepts related to technology can be misconstrued or misunderstood. An overview of some major terms used in reference to technology and technological approaches can only enhance the intricate relationship between nursing and technology. Copyright © 2015 Elsevier Inc. All rights reserved.

  19. Nursing's orphans: how the system of nursing education in Australia is undermining professional identity.

    Science.gov (United States)

    Madsen, Wendy; McAllister, Margaret; Godden, Judith; Greenhill, Jennene; Reed, Rachel

    2009-01-01

    This paper draws on the results of a national study of approaches to teaching nursing's history in Australia. We argue that the neglect of history learning within undergraduate nursing and midwifery education is undermining the development in students of a strong professional nursing identity. The data in our study shows that instead of proud, informed professionals, we are at risk of producing a generation of professional orphans -- unaware of who they are and where they've come from, unaware of reasons underlying cultural practices within the profession, lacking in vision for the future, insecure about their capacity to contribute to future directions, and not feeling part of something bigger and more enduring.

  20. Beginnings of nursing education and nurses’ contribution to nursing professional development in Serbia

    Directory of Open Access Journals (Sweden)

    Vlaisavljević Željko

    2014-01-01

    Full Text Available The oldest records of developmental beginnings of patients’ healthcare relate to the first hospital founded by St. Sava at the monastery Studenica in 1199. The profile of the Kosovian girl became the hallmark of nursing profession in Serbia. The first school for midwives was founded in 1899 at the Department of Gynecology and Obstetrics of the General State Hospital in Belgrade. However, there were no other schools for nurses in Serbia until the foundation of the School for Midwives of the Red Cross Society in 1021. Until then the healthcare of patients and the injured was carried out by self-taught volunteer nurses with completed short courses of patients’ healthcare. The first course for male and female nurses was organized by the Serbian Red Cross at the beginning of the First Serbian-Turkish War in 1876. During wars with Serbian participation in 19th and 20th centuries with Serbian participation, nurses gave a remarkable contribution being exposed to extreme efforts and often sacrificing their own lives. In war times great merit belongs to the members of the humanitarian society the Circle of Serbian Sisters founded in Belgrade in 1903, which was the resource of a great number of nurses who became the pride of nursing profession. Generations of nurses were educated on their example. In 2004 the annual award “Dušica Spasić” was established which is awarded to the best medical nurse in Serbia. Dušica Spasić was a medical nurse that died at her workplace, when aged 23 years, nursing the sick from variola.

  1. Public Health Nurses in Israel: A Case Study on a Quality Improvement Project of Nurse's Work Life.

    Science.gov (United States)

    Kagan, Ilya; Shachaf, Sara; Rapaport, Zofia; Livne, Tzipi; Madjar, Batya

    2017-01-01

    Public health nurses (PHNs) working in Well Baby Clinic in Israel's Haifa district were voicing great distress to inspectors-the impossibility of meeting their workload, feeling overwhelmed, poor physical, and technological conditions. They were feeling tired and frustrated and burn-out was rising. The district's nursing management took the decision, together with Tel Aviv University's nursing research unit, to conduct a quality improvement project based on issues that arose from meetings with focus groups on the nurses' difficulties. This paper is a case study of a quality improvement project targeting nurses daily working life. One of its chief contributions is as a study of meeting PHNs' frustration by integrating focus groups and round-table brainstorming (involving nurses, clinic managers and nursing inspectors) in order to identify targets for practical intervention. This strategy has been very successful. It has provided the district's nursing management a battery of forcefully argued and realistically grounded proposals for making the work of Well Baby clinics more relevant to their communities and giving nurses (a) the conditions to meet their assignments and (b) greater professional self-respect. © 2016 Wiley Periodicals, Inc.

  2. The impact of simulation education on self-efficacy towards teaching for nurse educators.

    Science.gov (United States)

    Garner, S L; Killingsworth, E; Bradshaw, M; Raj, L; Johnson, S R; Abijah, S P; Parimala, S; Victor, S

    2018-03-23

    The objective of this study was to assess the impact of a simulation workshop on self-efficacy towards teaching for nurse educators in India. Additionally, we sought to revise and validate a tool to measure self-efficacy in teaching for use with a global audience. Simulation is an evidence-based teaching and learning method and is increasingly used in nursing education globally. As new technology and teaching methods such as simulation continue to evolve, it is important for new as well as experienced nurse educators globally to have confidence in their teaching skills and abilities. The study included (1) instrument revision, and measures of reliability and validation, (2) an 8-h faculty development workshop intervention on simulation, (3) pre- and post-survey of self-efficacy among nurse educators, and (4) investigation of relationship between faculty socio-demographics and degree of self-efficacy. The modified tool showed internal consistency (r = 0.98) and was validated by international faculty experts. There were significant improvements in total self-efficacy (P < 0.001) and subscale scores among nurse educators after the simulation workshop intervention when compared to pre-survey results. No significant relationships were found between socio-demographic variables and degree of self-efficacy. Strong self-efficacy in teaching among nurse educators is crucial for effective learning to occur. Results indicated the simulation workshop was effective in significantly improving self-efficacy towards teaching for nurse educators using an internationally validated tool. The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call. © 2018 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.

  3. The Flipped Learning Approach in Nursing Education: A Literature Review.

    Science.gov (United States)

    Presti, Carmen Rosa

    2016-05-01

    This integrative review examines the application of the pedagogical methodology-the flipped classroom-in nursing education. A literature search of the CINAHL, ERIC, and the National Library of Medicine (PubMed and MEDLINE) databases was conducted, using the following key words: flipped classroom, inverted classroom, and nursing education. Results of a literature search yielded 94 articles, with 13 meeting the criteria of the flipped classroom approach in nursing education. Themes identified include the theoretical underpinning, strategies for implementation of a flipped classroom, and student satisfaction with and outcomes of the flipped classroom approach. Syntheses of the findings indicate that the flipped classroom approach can yield positive outcomes, but further study of this methodology is needed to guide future implementation. [J Nurs Educ. 2016;55(5):252-257.]. Copyright 2016, SLACK Incorporated.

  4. Graduate forensic nursing education: how to better educate nurses to care for this patient population.

    Science.gov (United States)

    Simmons, Barbara

    2014-01-01

    Nurses are often the first healthcare contact for those affected by violence. Despite the impact of violence on healthcare across specialties and ages, forensic nursing content is limited in undergraduate and graduate curricula. The purpose of this article is to provide background on forensic nursing and present a model of a graduate forensic nursing program that can be used as a curriculum guide.

  5. Earning a Master's of Science in Nursing through Distance Education.

    Science.gov (United States)

    Tagg, Peggy Ingram; Arreola, Raoul A.

    1996-01-01

    The master's degree in nursing offered via distance education by the University of Tennessee requires educators to design instruction carefully. The most successful students are risk takers, assertive, and responsible for their own learning. Compressed interactive video has proven the most effective medium. (JOW)

  6. Multimedia technology for diabetes education of school nurses

    Science.gov (United States)

    Children with type 1 diabetes (T1D) require school nurses (SN) with specific diabetes training. Multimedia learning can facilitate cost-effective, convenient education of SN by diabetes educators (DE). We conducted formative research to gather qualitative and quantitative data to inform the interven...

  7. Association between Nurses' Education about Research and Their Research Use.

    Science.gov (United States)

    McCleary, Lynn; Brown, G. Ted

    2003-01-01

    Responses from 178 of 528 pediatric nurses showed that higher education levels or courses in research design and use were associated with positive attitudes toward research. Higher education levels were associated with self-reported research use; completing research-related courses was not independently associated with higher research use.…

  8. Critical Thinking in Nurse Anesthesia Education: A Pilot Study

    Science.gov (United States)

    Burns, Shari; Mendel, Shaun; Fisher, Rodney; Cooper, Kimball; Fisher, Michael

    2013-01-01

    Critical thinking is pivotal for student success in health professions education. Knowing the critical thinking ability of the learner helps educators tailor curriculum to enhance critical thinking. A quantitative comparative pilot study assessed critical thinking ability for students at two distinct points in a nurse anesthesia program…

  9. Campania Region's Educational Quality Facilities Project

    Science.gov (United States)

    Ponti, Giorgio

    2009-01-01

    This article describes the Educational Quality Facilities project undertaken by Italy's Campania Region to provide quality facilities to all of its communities basing new spaces on the "Flexible Learning Module". The objectives of the five-year project are to: build and equip new educational spaces; improve the quality of existing…

  10. PROJECT - RESOURCE MANAGEMENT OF INNOVATIONS IN EDUCATION: ANTHROPOLOGICAL PROJECTION

    Directory of Open Access Journals (Sweden)

    Galina Aleksandrovna Ignat’eva

    2015-08-01

    Full Text Available The purpose of the research was to denote a way to solve the problem of education mana-gement ΄s insufficient efficiency considered from the point of view of education opportunities to influence on the formation of mechanisms for sustainable development of society as a whole and its educational component. The concept «project-resource management of innovation in education» regarded on the basis of the anthropological project-transforming paradigm. Conceptually-categorical context presented by conceptual cluster composed of coordinated concepts «project», «resource», «educational reality», «organizational-resource potential», «project commonality». In the theoretical part of the study on the basis of analysis of the normative and exploratory approaches to educational innovations organization and management it was established the search approach ΄s leading role in the methodological substantiation of project-resource management. The study have indicated that in the presence of variable models of innovation management in education, corresponding to various predictive models of continuing education post-industrial society, project-resource management is an universal mechanism for the transition from separate innovation΄s precedents to the an authentic reality of innovative education. In the technological part of the study the main concern was to submit the project-resource management by the management goal’s system, each of which includes the specific management actions, projected results and the organizational forms. The project-resource management ΄s professional – activity context of the study showed evolution of managerial positions: an effective performer – an effective leader – strategist, implemented during the transition from directly directive management to the project management and further to the project-resource management. Based on the findings identified the key factors of initiatively-problem projects

  11. Involving people with learning disabilities in nurse education: towards an inclusive approach.

    Science.gov (United States)

    Bollard, Martin; Lahiff, John; Parkes, Neville

    2012-02-01

    There is limited evidence that explores how to effectively include people with learning disabilities in nurse education in the U.K. The majority of reported work relates to mental health nursing and social work training (Morgan and Jones, 2009). This paper specifically reports on the processes and activities undertaken by the authors with people with learning disabilities in the development of a new BSc learning disability nursing programme, a specific branch of nursing in the U.K. In doing so, findings and discussion from two separate projects involving students and people with learning disabilities will be integrated into the paper. EPICURE (Engagement, Processing, Interpretation, Critique, Usefulness, Relevance and Ethics (Stige et al. 2009) is adopted as a qualitative framework throughout the paper to evaluate the reported work that took place between September 2006 and October 2010. Suggestions are therefore made regarding the benefits and challenges of striving towards an inclusive approach to user involvement in nurse education, with particular reference to learning disability. The work presented in the paper demonstrates how through careful involvement of this population, deeper learning opportunities for all nursing students can be created. Copyright © 2011 Elsevier Ltd. All rights reserved.

  12. Liberating the potential: the role of non-nurses in adding value to nurse education.

    Science.gov (United States)

    Dickinson, Julie

    2006-01-01

    In this paper, I have attempted to explore the role of non-nurse lecturers in adding value to nurse education programmes. In measuring "added-value" in higher education, I have embraced a more comprehensive approach including investigating the views of "Experts"; including the nurse and non-nurse lecturers themselves, and various United Kingdom stakeholders such as the Government, the Nursing and Midwifery Council and the Quality Assurance Agency. The students' views are also taken into account, when considering both the content of the programmes and how they are delivered. The complexity of "objective measurement" is considered, and the requirements of a "good" teaching experience. The potential areas for adding value include: health and social care policy priorities which encourage partnership working, the blurring of professional boundaries, and inter-professional working. Professional-specific changes embracing extended and enhanced roles and the concepts of specialist and assistant practitioners. Other areas include the Higher Education agendas including transferable skills and adult and student-centred learning. I conclude by discussing the latest policy changes and suggest that the role of the non-nurse lecturer needs more exploration to provide the best value for all.

  13. The impact of informatics on nursing education: a review of the literature.

    Science.gov (United States)

    Ainsley, Bonnie; Brown, Abbie

    2009-05-01

    On the basis of a study by the Institute of Medicine, the current health care system is facing several challenges that may be addressed by changes in health professions education. The study focused on integration of five core competencies into health professions education, one of which was informatics. This critical analysis investigates current use of technology and online instructional strategies in nursing education. It also explores the potential impact of integration of informatics into nursing education to increase the cognitive skills of nurses to promote evidence-based nursing. Advantages and disadvantages of using online education in the instruction of nursing students and recommendations for best online practices in nursing education are discussed.

  14. Surveying hospital nurses to discover educational needs and preferences

    Directory of Open Access Journals (Sweden)

    J. Michael Lindsay

    2017-07-01

    Results: Surveys were completed by 865 respondents, which represented a response rate of 58%. The majority of respondents were registered nurses, licensed practical nurses, and paramedics (81%, and day-shift workers (65%. For education topics, nursing staff placed the highest priority on finding health-related mobile apps for professionals and developing evidence-based research skills. For mode of delivery, respondents expressed a preference for unit-based in-service, computer-based tutorials, and hands-on computer training. Most (70% respondents expressed an interest in participating in a research information skills certificate program. Conclusions: Our survey results reveal an avenue for reinvigorating and updating the library’s educational program to match the needs of nursing staff and may offer valuable insight for other libraries seeking to do the same.  This article has been approved for the Medical Library Association’s Independent Reading Program.

  15. Hearing, listening, action: Enhancing nursing practice through aural awareness education.

    Science.gov (United States)

    Collins, Anita; Vanderheide, Rebecca; McKenna, Lisa

    2014-01-01

    Abstract Noise overload within the clinical environment has been found to interfere with the healing process for patients, as well as nurses' ability to assess patients effectively. Awareness and responsibility for noise production begins during initial nursing training and consequently a program to enhance aural awareness skills was designed for graduate entry nursing students in an Australian university. The program utilized an innovative combination of music education activities to develop the students' ability to distinguishing individual sounds (hearing), appreciate patients' experience of sounds (listening) and improve their auscultation skills and reduce the negative effects of noise on patients (action). Using a mixed methods approach, students reported heightened auscultation skills and greater recognition of both patients' and clinicians' aural overload. Results of this pilot suggest that music education activities can assist nursing students to develop their aural awareness and to action changes within the clinical environment to improve the patient's experience of noise.

  16. Zero-Based Budgeting in Nursing Education.

    Science.gov (United States)

    Farrell, Marie; Eckert, Joseph

    1979-01-01

    Zero-based budgeting (ZBB) refers to a system whereby the entire nursing program is reevaluated yearly and justification for all programs and expenditures must be made. ZBB is compared to the governmental sunset law. (JOW)

  17. NURSING INFORMATICS EDUCATION AND USE: CHALLENGES ...

    African Journals Online (AJOL)

    PROF. BARTH EKWEME

    179 .... how organizations can utilize IT to progress their strategic goal from ... Clinical informatics, Veterinary informatics, Dental informatics ... In the late 1990s, the Finnish/Nigerian research ..... International Journal of Nursing &. Midwifery, 5, (5): ...

  18. Registered nurse supply grows faster than projected amid surge in new entrants ages 23-26.

    Science.gov (United States)

    Auerbach, David I; Buerhaus, Peter I; Staiger, Douglas O

    2011-12-01

    The vast preponderance of the nation's registered nurses are women. In the 1980s and 1990 s, a decline in the number of women ages 23-26 who were choosing nursing as a career led to concerns that there would be future nurse shortages unless the trend was reversed. Between 2002 and 2009, however, the number of full-time-equivalent registered nurses ages 23-26 increased by 62 percent. If these young nurses follow the same life-cycle employment patterns as those who preceded them--as they appear to be thus far--then they will be the largest cohort of registered nurses ever observed. Because of this surge in the number of young people entering nursing during the past decade, the nurse workforce is projected to grow faster during the next two decades than previously anticipated. However, it is uncertain whether interest in nursing will continue to grow in the future.

  19. Replacing the projected retiring baby boomer nursing cohort 2001 – 2026

    Directory of Open Access Journals (Sweden)

    Schofield Deborah J

    2007-06-01

    Full Text Available Abstract Background The nursing population in Australia is ageing. However, there is little information on the rate and timing of nursing retirement. Methods Specifically designed health workforce extracts from the Australian Bureau of Statistics (ABS censuses from 1986 to 2001 are used to estimate the rate of nursing retirement. The 2001 nursing data are then "aged" and retirement of the nursing workforce projected through to 2026. ABS population projections are used to examine the future age structure of the population and the growth and age distribution of the pool of labour from which future nurses will be drawn. Results Attrition rates for nurses aged 45 and over are projected to be significantly higher between the base year of 2006 and 2026, than they were between 1986 and 2001 (p Between 2006 and 2026 the growth in the labour force aged 20 to 64 is projected to slow from 7.5 per cent every five years to about 2 per cent, and over half of that growth will be in the 50 to 64 year age group. Over this period Australia is projected to lose almost 60 per cent of the current nursing workforce to retirement, an average of 14 per cent of the nursing workforce every five years and a total of about 90,000 nurses. Conclusion The next 20 years will see a large number of nursing vacancies due to retirement, with ageing already impacting on the structure of the nursing workforce. Retirement income policies are likely to be a key driver in the retirement rate of nurses, with some recent changes in Australia having some potential to slow retirement of nurses before the age of 60 years. However, if current trends continue, Australia can expect to have substantially fewer nurses than it needs in 2026.

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

    Science.gov (United States)

    Pop, Marcel; Hollós, Sándor; Vingender, István; Mészáros, Judit

    2009-03-08

    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.

  1. [Narrative Pedagogy in Nursing Education: The Essence of Clinical Nursing Process Recording].

    Science.gov (United States)

    Chao, Yu-Mei Y; Chiang, Hsien-Hsien

    2017-02-01

    Clinical nursing process recording (CNPR) has been shown to be an effective tool for facilitating student-centered teaching and learning in nursing education. Yet, the essence and process of this tool have yet to be sufficiently explored and clarified. To explore the essence of CNPR in the contexts of clinical teaching and learning. Reflective analysis was used as the phenomenological approach to analyze the qualitative data, which were transcribed from the oral responses of the six participants who were attending the Clinical Nursing Education Forum. A total of five sessions of the Clinical Nursing Education Forums were conducted. The content of the Clinical Nursing Education Forums consisted of a series of 12 narrative writings of CNPR that were written by a senior student and read and commented on by the student's clinical instructor. Three groups of the essence and process of clinical teaching and learning were inductively identified as: (a) mobilizing autonomous, self-directed learning behavior from self-writing and re-storying; (b) establishing the student-instructor dialogical relationship from mutual localization; and (c) co-creating a learning environment in education and in clinical practice. When used as an interactive teaching and learning tool, CNPR promotes mutual understanding by re-locating the self in the coexisting roles of student nurse, instructor, and patient in a series of nursing care situations. This re-location facilitates students' self-directed learning, enhances the abilities of asking question, waiting for and accompany with the instructor; and promotes the self-care capabilities of patients.

  2. Nursing educator's satisfaction with library facilities.

    OpenAIRE

    Lenz, E R; Waltz, C F

    1982-01-01

    This study examined nursing faculty perceptions of the importance of adequate library facilities and their satisfaction with them. Library facilities ranked highest in importance among all job characteristics studied, with faculty who had been most productive in terms of publication assigning the highest value to them. A moderate level of satisfaction was found. Faculty most satisfied with library facilities were those teaching in large schools of nursing with graduate programs and open organ...

  3. Project Work in Networked Distance Education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Helbo, Jan; Jensen, Lars Peter

    2000-01-01

    devoted to courses and the other half to project work. A computer conference system, LuvitÒ provides facilities for the courses, as well as structured synchronous and asynchronous communication. Eight times per year two-day seminars are held at the university for intensive lectures, project work......Problem oriented project work has been the foundation for the educational system at Aalborg University since its start 25 years ago. The duration of each student project is one semester, and the students spend half of their time working on the project in groups of typically 5-6 persons....... As the experience since then has proven this to be a very successful innovation in higher education [1], it seems to be an obvious idea also to base our new distance educations on the project study form. Traditionally, however, distance education has been characterized by one-way communication and self...

  4. Current Continuing Professional Education Practice among Malaysian Nurses

    Directory of Open Access Journals (Sweden)

    Mei Chan Chong

    2014-01-01

    Full Text Available Nurses need to participate in CPE to update their knowledge and increase their competencies. This research was carried out to explore their current practice and the future general needs for CPE. This cross-sectional descriptive study involved registered nurses from government hospitals and health clinics from Peninsular Malaysia. Multistage cluster sampling was used to recruit 1000 nurses from four states of Malaysia. Self-explanatory questionnaires were used to collect the data, which were analyzed using SPSS version 16. Seven hundred and ninety-two nurses participated in this survey. Only 80% (562 of the nurses had engaged in CPE activities during the past 12 months. All attendance for the various activities was below 50%. Workshops were the most popular CPE activity (345, 43.6% and tertiary education was the most unpopular activity (10, 1.3%. The respondents did perceive the importance of future CPE activities for career development. Mandatory continuing professional education (MCPE is a key measure to ensure that nurses upgrade their knowledge and skills; however, it is recommended that policy makers and nurse leaders in the continuing professional development unit of health service facilities plan CPE activities to meet registered nurses’ (RNs needs and not simply organizational requirements.

  5. The visualisation of clinical leadership in the content of nursing education--a qualitative study of nursing students' experiences.

    Science.gov (United States)

    Démeh, Waddah; Rosengren, Kristina

    2015-07-01

    The aim of this study was to describe nursing students' experiences of clinical leadership during their last year of education. Work as a nurse is complex with several demands from stakeholders who are colleagues, managers, patients and relatives. Therefore, it is important to provide students with tools for a forthcoming professional life as a nurse. A qualitative descriptive study was carried out in Jordan. Narratives (n=20) written by nursing students in their last year before graduation as a registered nurse were collected. The data were analysed by a manifest content analysis. The results formed one category: (Clinical leadership-safety in being a nurse), and three subcategories (eye-opener, a role model and bridging the gap) described the students' clinical leadership experiences due to the preparation process for being a nurse. Clinical leadership applies theory to practice by using a holistic view in nursing. Clinical leadership is a valuable tool for bridging the gap between theory and practice in nursing education. Skills within nursing management clarify and simplify nursing activities, which facilitates the transition from student to nurse. Focus on learning needs in nursing management is needed for stakeholders within education and health care organisations to facilitate graduation of well skilled nurses. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Restorative approaches to workplace bullying: educating nurses towards shared responsibility.

    Science.gov (United States)

    Hutchinson, Marie

    2009-01-01

    This paper summarises what is known about bullying in the nursing workplace and approaches currently employed to address the problem. Synthesising the available evidence it is identified that restorative approaches which seek to foster shared responsibility and positively influence group norms are underdeveloped. Based upon the principles of restorative justice this approach seeks to foster active responsibility for addressing bullying by building pro-social workplace relationships. Given the importance of socialisation processes in mediating and sustaining bullying among nurses, restorative approaches are proposed as a strategy that can be employed in nursing education to address bullying.

  7. Eportfolio and learning styles in clinical nursing education

    DEFF Research Database (Denmark)

    Nielsen, Kirsten; Pedersen, Birthe D.; Helms, Niels Henrik

    2015-01-01

    This study reports the use of electronic portfolio in clinical nursing education. The study is part of a larger study investigating learning mediated by ePortfolio. The method takes a phenomenological-hermeneutic approach. The setting was a ten-week clinical course in basic nursing. The participa...... only in one way, lack of supervision about how to learn. The study showed some but not unambiguous connection between preferred learning styles and ePortfolio use....

  8. Transforming impostors into heroes. Metaphors for innovative nursing education.

    Science.gov (United States)

    Heinrich, K T

    1997-01-01

    Nurses negotiating professional transitions, whether they are entering an academic program or assuming a new role in the workplace, often feel like impostors. The metaphor of the hero can serve as an "antidote" to the impostor syndrome. The author describes an educational experience shaped around the impostor and hero metaphors that integrates feminist process with expressive methods to transform nurses' perceptions of themselves from impostors into heroes.

  9. An untapped resource: using YouTube in nursing education.

    Science.gov (United States)

    Agazio, Janice; Buckley, Kathleen M

    2009-01-01

    Minimal information is available in the literature addressing video sharing in nursing education. Using multiple examples, the authors discuss the use of YouTube, a popular video-sharing and social networking site. YouTube is used to illustrate theoretical content, involve students, and inspire innovative teaching methods. Faculty can use this technology to stimulate student discussions, share information, and create a learning community. YouTube stimulates active learning and brings new relevance and applications to nursing curriculum.

  10. Workplace Integration: Key Considerations for Internationally Educated Nurses and Employers

    OpenAIRE

    Zubeida Ramji; Josephine Etowa

    2018-01-01

    Integration of internationally educated nurses (IENs) in the workplace over the long term, has not been a clear focus in nursing. The role of the employer organization in facilitating workplace integration for IENs has also not been emphasized in research. The overall aim of this paper is to highlight findings from an instrumental qualitative case study research informed by critical social theory, which examined workplace integration of IENs. The study explored what is meant by ‘integration’ ...

  11. Computer literacy: Where are nurse educators on the continuum?

    Science.gov (United States)

    Hanley, Elizabeth

    2006-01-01

    Computers are becoming ubiquitous in health and education, and it is expected that nurses from undergraduate nursing programmes are computer literate when they enter the workforce. Similarly nurse educators are expected to be computer literate to model the use of information technology in their workplace. They are expected to use email for communication and a range of computer applications for presentation of course materials and reports. Additionally, as more courses are delivered in flexible mode, educators require more comprehensive computing skills, including confidence and competence in a range of applications. A cohort of nurse educators from one tertiary institution was surveyed to assess their perceived computer literacy and how they attained this. A questionnaire that covered seven domains of computer literacy was used to assess this. The results were illuminating and identified specific training needs for this group. Their perceived lack of skill with Groupwise email and the student database program are of concern as these are essential tools for nurse educators at this polytechnic.

  12. Key components of financial-analysis education for clinical nurses.

    Science.gov (United States)

    Lim, Ji Young; Noh, Wonjung

    2015-09-01

    In this study, we identified key components of financial-analysis education for clinical nurses. We used a literature review, focus group discussions, and a content validity index survey to develop key components of financial-analysis education. First, a wide range of references were reviewed, and 55 financial-analysis education components were gathered. Second, two focus group discussions were performed; the participants were 11 nurses who had worked for more than 3 years in a hospital, and nine components were agreed upon. Third, 12 professionals, including professors, nurse executive, nurse managers, and an accountant, participated in the content validity index. Finally, six key components of financial-analysis education were selected. These key components were as follows: understanding the need for financial analysis, introduction to financial analysis, reading and implementing balance sheets, reading and implementing income statements, understanding the concepts of financial ratios, and interpretation and practice of financial ratio analysis. The results of this study will be used to develop an education program to increase financial-management competency among clinical nurses. © 2015 Wiley Publishing Asia Pty Ltd.

  13. Trauma Tactics: Rethinking Trauma Education for Professional Nurses.

    Science.gov (United States)

    Garvey, Paula; Liddil, Jessica; Eley, Scott; Winfield, Scott

    2016-01-01

    According to the National Trauma Institute (2015), trauma accounts for more than 180,000 deaths each year in the United States. Nurses play a significant role in the care of trauma patients and therefore need appropriate education and training (L. ). Although several courses exist for trauma education, many nurses have not received adequate education in trauma management (B. ; L. ). Trauma Tactics, a 2-day course that focuses on high-fidelity human patient simulation, was created to meet this educational need. This descriptive study was conducted retrospectively to assess the effectiveness of the Trauma Tactics course. Pre- and postsurveys, tests, and simulation performance were used to evaluate professional nurses who participated in Trauma Tactics over a 10-month period. Fifty-five nurses were included in the study. Pre- and postsurveys revealed an increase in overall confidence, test scores increased by an average of 2.5 points, and simulation performance scores increased by an average of 16 points. Trauma Tactics is a high-quality course that provides a valuable and impactful educational experience for nurses. Further research is needed to evaluate the long-term effects of Trauma Tactics and its impacts on quality of care and patient outcomes.

  14. Nursing Education Interventions for Managing Acute Pain in Hospital Settings: A Systematic Review of Clinical Outcomes and Teaching Methods.

    Science.gov (United States)

    Drake, Gareth; de C Williams, Amanda C

    2017-02-01

    The objective of this review was to examine the effects of nursing education interventions on clinical outcomes for acute pain management in hospital settings, relating interventions to health care behavior change theory. Three databases were searched for nursing education interventions from 2002 to 2015 in acute hospital settings with clinical outcomes reported. Methodological quality was rated as strong, moderate, or weak using the Effective Public Health Practice Project Quality Assessment Tool for quantitative studies. The 12 eligible studies used varied didactic and interactive teaching methods. Several studies had weaknesses attributable to selection biases, uncontrolled confounders, and lack of blinding of outcome assessors. No studies made reference to behavior change theory in their design. Eight of the 12 studies investigated nursing documentation of pain assessment as the main outcome, with the majority reporting positive effects of education interventions on nursing pain assessment. Of the remaining studies, two reported mixed findings on patient self-report of pain scores as the key measure, one reported improvements in patient satisfaction with pain management after a nursing intervention, and one study found an increase in nurses' delivery of a relaxation treatment following an intervention. Improvements in design and evaluation of nursing education interventions are suggested, drawing on behavior change theory and emphasizing the relational, contextual, and emotionally demanding nature of nursing pain management in hospital settings. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

  15. Understanding Poverty: Teaching Social Justice in Undergraduate Nursing Education.

    Science.gov (United States)

    Hellman, Ann N; Cass, Cary; Cathey, Heather; Smith, Sarah L; Hurley, Shelia

    This article presents results of an exploratory qualitative study examining gains in empathy and social justice beliefs among undergraduate nursing students. As undergraduate nursing education provides the foundation for future forensic nurses, developing successful methods to increase beliefs and behaviors of social empathy and social justice among nursing students will have a beneficial effect on the specialty of forensic nursing. As such, a team of nursing researchers explored the effects of a poverty simulation on the social empathy and social justice beliefs held by undergraduate students. The research team conducted an exploratory qualitative study of student reflective journals. Using an inductive interpretive process, the researchers performed a content analysis of student responses. The researchers identified three constitutive patterns and eight supporting themes as reflected in the students' reflective journals after participation in poverty simulation sessions. This research study found that, when nursing students participate in poverty simulation experiences, they gain an increased understanding of the vulnerability and complexities of living in poverty and are motivated to both advocate for patients and become change agents. Such increases in social empathy and promotion of social justice will inevitably positively affect their future practice and inform their development as forensic nurses.

  16. System design projects for undergraduate design education

    Science.gov (United States)

    Batill, S. M.; Pinkelman, J.

    1993-01-01

    Design education has received considerable in the recent past. This paper is intended to address one aspect of undergraduate design education and that is the selection and development of the design project for a capstone design course. Specific goals for a capstone design course are presented and their influence on the project selection are discussed. The evolution of a series of projects based upon the design of remotely piloted aircraft is presented along with students' perspective on the capstone experience.

  17. Nursing Practice and Education in Australia : An Overview(The Research Society of School of Health Sciences The 41st Meeting)

    OpenAIRE

    吉澤, 豊子; Debra, Anderson; School of Nursing, Queensland University of Technology /

    2006-01-01

    The many career opportunities open to registered nurses in Australia. They include Registered Nurse Level, Clinical Nurse Level, Clinical Nurse Consultant Level, Nurse Practitioner, Nurse Manager/Nurse Educator, Director of Nursing, Director of Nursing and Chief Executive Officer. In 1984 nurse education was transferred to education sector (universities) and now all nurse education is conducted through a bachelor's degree at universities. This degree is three years long and when students grad...

  18. Widening participation in nurse education: An integrative literature review.

    Science.gov (United States)

    Heaslip, Vanessa; Board, Michele; Duckworth, Vicky; Thomas, Liz

    2017-12-01

    Widening participation into higher education is espoused within educational policy in the UK, and internationally, as a mechanism to promote equality and social mobility. As nurse education is located within higher education it has a responsibility to promote widening participation within pre-registration educational programmes. It could also be argued that the profession has a responsibility to promote equality to ensure its' workforce is as diverse as possible in order to best address the health needs of diverse populations. To undertake an integrative review on published papers exploring Widening Participation in undergraduate, pre-registration nurse education in the UK. A six step integrative review methodology was utilised, reviewing papers published in English from 2013-2016. Search of CINAHL, Education Source, MEDLINE, PsychINFO, SocINDEX, Science Direct, Business Source Complete, ERIC, British Library ETOS, Teacher Reference Centre, Informit Health Collection and Informit Humanities and Social Science Collection which highlighted 449 citations; from these 14 papers met the review inclusion criteria. Both empirical studies and editorials focusing upon widening participation in pre-registration nurse education in the UK (2013-2016) were included. Papers excluded were non UK papers or papers not focussed upon widening participation in pre-registration nursing education. Research papers included in the review were assessed for quality using appropriate critical appraisal tools. 14 papers were included in the review; these were analysed thematically identifying four themes; knowledge and identification of WP, pedagogy and WP, attrition and retention and career prospects. Whilst widening participation is a key issue for both nurse education and the wider profession there is a lack of conceptualisation and focus regarding mechanisms to both encourage and support a wider diversity of entrant. Whilst there are some studies, these focus on particular individual

  19. The acculturation, language and learning experiences of international nursing students: Implications for nursing education.

    Science.gov (United States)

    Mitchell, Creina; Del Fabbro, Letitia; Shaw, Julie

    2017-09-01

    International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. Undergraduate and postgraduate international nursing students were recruited from one campus of an Australian university to take part in semi-structured interviews. A purposive and theoretically saturated sample of 17 students was obtained. Interviews were audio-recorded and field notes and interview data were thematically analysed. Expressing myself and Finding my place were the two major themes identified from the international student data. International nursing students identified that it took them longer to study in comparison with domestic students and that stress negatively influenced communication, particularly in the clinical setting. Additionally international nursing students identified the need to find supportive opportunities to speak English to develop proficiency. Clinical placement presented the opportunity to speak English and raised the risk of being identified as lacking language proficiency or being clinically unsafe. Initially, international nursing students felt isolated and it was some time before they found their feet. In this time, they experienced otherness and discrimination. International nursing students need a safe place to learn so they can adjust and thrive in the university learning community. Faculty and clinical educators must be culturally competent; they need to understand international nursing students' needs and be willing and able to advocate for and create an equitable environment that is appropriate for international nursing

  20. Impact evaluation in multicultural educational projects : case: ADAPTYKES project

    OpenAIRE

    Kuusisto, Miika

    2014-01-01

    The objective of this thesis was to examine the common evaluation concepts of the European Union’s funded projects. Such concepts inter alia are effectiveness, impacts and sustainability. The aim was to study how these are realized in multicultural educational case–project in a context, where the project is funded by the European Commission’s Leonardo DaVinci Programme. Thesis introduces two evaluation approaches, which are Logical Framework Approach and Realistic evaluation model. The fi...