WorldWideScience

Sample records for perspective nurse education

  1. 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

  2. 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.

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

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    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.

  4. 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.

  5. 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.

  6. Promoting critical perspectives in mental health nursing education.

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    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.

  7. The challenge of multimorbidity in nurse education: an international perspective.

    Science.gov (United States)

    Rushton, Claire A; Green, Julie; Jaarsma, Tiny; Walsh, Pauline; Strömberg, Anna; Kadam, Umesh T

    2015-01-01

    The rise in prevalence of chronic diseases has become a global healthcare priority and a system wide approach has been called for to manage this growing epidemic. Whilst healthcare reform to tackle the scale of chronic disease and other long term conditions is still in its infancy, there is an emerging recognition that in an ageing society, people often suffer from more than one chronic disease at the same time. Multimorbidity poses new and distinct challenges and was the focus of a global conference held by the Organization of Economic Cooperation and Development (OECD) in 2011. Health education was raised as requiring radical redesign to equip graduates with the appropriate skills to face the challenges ahead. We wanted to explore how different aspects of multimorbidity were addressed within pre-registration nurse education and held an international (United Kingdom-Sweden) nurse workshop in Linköping, Sweden in April 2013, which included nurse academics and clinicians. We also sent questionnaire surveys to final year student nurses from both countries. This paper explores the issues of multimorbidity from a patient, healthcare and nurse education perspective and presents the preliminary discussions from the workshop and students' survey. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

  8. 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.

  9. 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

  10. 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.

  11. Education of nurse practitioners in academic nurse-managed centers: student perspectives.

    Science.gov (United States)

    Tanner, Clare L; Pohl, Joanne; Ward, Sheila; Dontje, Kathy

    2003-01-01

    Clinical experiences for advanced practice nurses are increasingly a challenge. Finding settings that demonstrate primary care nursing practice in its finest form can be difficult. This article reports on nurse practitioner (NP) student feedback on clinical placements in the academic nurse-managed centers (ANMCs) associated with four Michigan schools or colleges of nursing. Student feedback was solicited over three years through site and preceptor evaluation tools and focus groups. Students were overwhelmingly satisfied with their experience in ANMCs. Being mentored by an NP preceptor in an ANMC was a valuable experience for students. They valued the role modeling of the NP and the quality of their preceptors' instruction. Students stated that the nursing model of care to which they were exposed was congruent with classroom learning. They reported learning to apply an understanding of their patients' economic, social, and cultural situations to treatment decisions and patient-education efforts and learning to understand the role of community-based care. One limitation of ANMCs from the students' perspective was a relatively low volume of patients, particularly in the initial years. However, the benefit of having time to spend with clients and to reflect on clinical practice was also articulated.

  12. Perspective for applying traditional and inovative teaching and learning methods to nurses continuing education

    OpenAIRE

    Bendinskaitė, Irmina

    2015-01-01

    Bendinskaitė I. Perspective for applying traditional and innovative teaching and learning methods to nurse’s continuing education, magister thesis / supervisor Assoc. Prof. O. Riklikienė; Departament of Nursing and Care, Faculty of Nursing, Lithuanian University of Health Sciences. – Kaunas, 2015, – p. 92 The purpose of this study was to investigate traditional and innovative teaching and learning methods perspective to nurse’s continuing education. Material and methods. In a period fro...

  13. [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.

  14. 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.

  15. Evaluation of an online continuing education program from the perspective of new graduate nurses.

    Science.gov (United States)

    Karaman, Selcuk; Kucuk, Sevda; Aydemir, Melike

    2014-05-01

    The aim of this study is to evaluate the online continuing education program from the perspectives of new graduate nurses. An evaluation framework includes five factors (program and course structure, course materials, technology, support services and assessment). In this study, descriptive research methods were used. Participants of the study included 2.365 registered nurses enrolled in the first online nursing bachelor completion degree program in the country. Data were collected by survey. The findings indicated that students were mostly satisfied with this program. The results of this study suggest that well designed asynchronous online education methods can be effective and appropriate for registered nurses. However, the provision of effective support and technological infrastructure is as vital as the quality of teaching for online learners. © 2013.

  16. Establishing the competences of clinical reasoning for nursing students in Taiwan: From the nurse educators' perspectives.

    Science.gov (United States)

    Huang, Hui-Man; Huang, Chu-Yu; Lee-Hsieh, Jane; Cheng, Su-Fen

    2018-07-01

    Clinical reasoning is an essential core competence for nurses. Maintaining quality of care and safety of patients results from cultivation of student's clinical reasoning competency. However, the concept of clinical reasoning in nursing students is complex and its meaning and process needs further clarification. The objectives were to explore the meaning of clinical reasoning competency in Taiwanese nursing students and to operationalize the concept in order to structure a framework illustrating the process of clinical reasoning. Thirteen seasoned nursing experts who had more than ten years of experience in nursing education or clinical practice participated in the interviews. The interviews were conducted in settings that the participants perceived as convenient, quiet and free of disturbance. Semi-structured interviews were conducted. The interviews were audio-recorded and field notes were taken. The data were analyzed using Waltz et al.'s (2010) method of content analysis. The data revealed four domains and 11 competency indicators. The four domains include: awareness of clinical cues, confirmation of clinical problems, determination and implementation of actions, and evaluation and self-reflection. Each domain comprises of 2-4 indicators of clinical reasoning competency. In addition, this study established a framework for cultivation of clinical reasoning competency in nursing students. The indicators of clinical reasoning competency in nursing students are interwoven, interactive and interdependent to form a dynamic process. The findings of this study may facilitate evaluation of nursing students' clinical reasoning competency and development of instruments to assess clinical reasoning in nursing students. Copyright © 2018 Elsevier Ltd. All rights reserved.

  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. Perspectives of Iranian male nursing students regarding the role of nursing education in developing a professional identity: a content analysis study.

    Science.gov (United States)

    Vaismoradi, Mojtaba; Salsali, Mahvash; Ahmadi, Fazlollah

    2011-12-01

    The purpose of the present study was to explore the perspectives of Iranian male nursing students regarding the role of nursing education in developing a professional identity. A qualitative design, based on the content analysis approach, was used to collect the data and analyze the perspectives of 14 Iranian male nursing students who were chosen by using a purposive sampling strategy. After the selection of the participants, semistructured interviews were held in order to collect the data. During the data analysis, three main themes emerged: "reality-expectation incompatibility", "being supported by the educational system", and "nursing image rectification". The second theme consisted of two categories: "feeling trusted" and "being defended". This study will be useful to nurse educators and administrators in relation to what constitutes nursing students' professional identity within the Iranian culture and context and how nursing education can play an effective role in developing their professional identity in order to devise strategies to attract male students to the nursing profession and promote their retention after graduation. © 2010 The Authors. Japan Journal of Nursing Science © 2010 Japan Academy of Nursing Science.

  19. Nurse teacher models in clinical education from the perspective of student nurses--A mixed method study.

    Science.gov (United States)

    Gustafsson, Margareta; Kullén Engström, Agneta; Ohlsson, Ulla; Sundler, Annelie J; Bisholt, Birgitta

    2015-12-01

    The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses. The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design. The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study. A questionnaire including the CLES+T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception. Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor. In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. The challenges of undergraduate mental health nursing education from the perspectives of heads of schools of nursing in Queensland, Australia.

    Science.gov (United States)

    Happell, Brenda; McAllister, Margaret

    2015-01-01

    The shortage of a skilled mental health nursing workforce is persistent and worsening. Research consistently demonstrates the inability of the comprehensive model of nursing education to meet nursing workforce needs in mental health. Introducing specialisation in mental health at undergraduate level has been suggested as a strategy to address this problem. Exploration of barriers to this educational approach is essential. The aim of this research is to examine with Queensland Heads of Schools of Nursing, the perceived barriers to a specialist mental health nursing stream within an undergraduate nursing programme. Qualitative exploratory methods, involving in-depth telephone interviews with Heads of Schools of Nursing in Queensland, Australia. Data were analysed thematically. Participants encountered a number of barriers revealed in five main themes: academic staffing; staff attitudes; funding and resource implications; industry support; entry points and articulation pathways. Barriers to the implementation of mental health nursing specialisation in undergraduate programmes are evident. While these barriers pose real threats, potential solutions are also evident. Most notably is the need for Schools of Nursing to become more co-operative in mounting mental health nursing specialisations in a smaller number of universities, where specialist expertise is identified. Quality mental health services rely on a sufficiently skilled and knowledgeable nursing workforce. To achieve this it is important to identify and implement the educational approach best suited to prepare nurses for practice in this field.

  1. Senior Students' Experiences, Perspectives, and Attitudes of Technological Competencies in Nursing Education

    Science.gov (United States)

    Bennett, Patricia C.

    2017-01-01

    Technological standards appear to be needed in undergraduate nursing education, as existing research has yet to establish technological standards for undergraduate nursing students. The purpose of this qualitative study was to examine the lived experiences of senior nursing students with respect to their perceptions regarding exposure to and…

  2. Demystifying Nursing Theory: A Christian Nursing Perspective.

    Science.gov (United States)

    Schaffer, Marjorie A; Sandau, Kristin; Missal, Bernita

    How does nursing theory apply to nursing practice? Nursing theory can explain the why and how of nursing practice, guide nursing interventions, and provide a framework for measuring outcomes. This article briefly explains nursing theory, provides examples for applying theory to nursing practice, and proposes questions for examining the consistency of nursing theories with Christian perspectives. A helpful table illustrating grand, middle-range, and situation-specific theories and their application to nursing practice and research, along with references, is provided online as supplemental digital content. Three caring theories are analyzed from biblical beliefs.

  3. A grounded theory study of 'turning into a strong nurse': Earthquake experiences and perspectives on disaster nursing education.

    Science.gov (United States)

    Li, Yan; Turale, Sue; Stone, Teresa E; Petrini, Marcia

    2015-09-01

    While Asia has the dubious distinction of being the world's most natural disaster-prone area, disaster nursing education and training are sparse in many Asian countries, especially China where this study took place. To explore the earthquake disaster experiences of Chinese nurses and develop a substantive theory of earthquake disaster nursing that will help inform future development of disaster nursing education. A qualitative study employing grounded theory, informed by symbolic interactionism. Fifteen Chinese registered nurses from five hospitals in Jiangxi Province who undertook relief efforts after the 2008 Wenchuan Earthquake. Data were collected in 2012-2013 in digitally-recorded, semi-structured, in-depth interviews and reflective field notes, and analyzed using Glaser's grounded theory method. Participants were unprepared educationally and psychologically for their disaster work. Supporting the emergent theory of "working in that terrible environment", was the core category of "turning into a strong nurse", a process of three stages: "going to the disaster"; "immersing in the disaster"; and "trying to let disaster experiences fade away". The participants found themselves thrust in "terrible" scenes of destruction, experienced personal dangers and ethical dilemmas, and tried the best they could to help survivors, communities and themselves, with limited resources and confronting professional work. Our rich findings confirm those of other studies in China and elsewhere, that attention must be paid to disaster education and training for nurses, as well as the mental health of nurses who work in disaster areas. Emergent theory helps to inform nurse educators, researchers, leaders and policy makers in China, and elsewhere in developing strategies to better prepare nurses for future disasters, and assist communities to prepare for and recover after earthquake disasters. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Undergraduate nurse students' perspectives of spiritual care education in an Australian context.

    Science.gov (United States)

    Cooper, Katherine Louise; Chang, Esther

    2016-09-01

    The Australian Nursing and Midwifery Accreditation Council competency standards highlight the need to provide holistic care that is inclusive of spiritual care. Literature shows that internationally many nurses feel unsure of how to provide spiritual care which has been attributed to a lack of spiritual care education during undergraduate nursing programs. This study explores the impact of a spiritual care subject in an undergraduate nursing program in an Australian tertiary institution. Qualitative research design using in-depth semi-structured interviews. A tertiary institution with a Christian orientation in Sydney, Australia. Six undergraduate nursing students who had completed the spiritual care subject. Two themes emerged from the data: Seeing the person as a whole and Being with the person. The spiritual care subject had a positive impact on the perceptions of undergraduate nursing students. In particular students perceived themselves more prepared to provide holistic care that was inclusive of spiritual care. Copyright © 2016 Elsevier Ltd. All rights reserved.

  5. 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.

  6. [Nursing care perspectives and foresights

    Science.gov (United States)

    Lecordier, Didier; Jovic, Ljiljana

    2016-12-01

    As a continuation of its work and of the seminar on nursing sciences education in 2014, the “Association de recherche en soins infirmiers” (Arsi) organized a seminar on the 3rd and-4th of June 2016 in Nantes entitled : “nursing : perspectives and foresights”. More than fifty participants from the francophone area representing various sectors of practice : clinical, teaching, management and students gathered to debate and produce benchmarks to support the development of nursing sciences in France and to draw future directions for clinical practice and training. The successive sessions made it possible to reflect, to confront opinions, to make proposals and to identify the terms of the problematic of care and nursing knowledge today and the methodological elements relating to foresight. At the end of this very creative seminar, new avenues of reflection emerged shifting our usual look at the nurse profession. Orientations for training and practice have been defined with different stakes depending on the level of training and professional commitment. The strong links between professional, scientific and academic discipline have also been clarified, highlighting the importance to hold a high theoretical and scientific requirement, rigorous clinical practice, strong professional commitment and effective leadership.

  7. Reflective journal writing: how it promotes reflective thinking in clinical nursing education: a students' perspective.

    Science.gov (United States)

    Kok, J; Chabeli, M M

    2002-08-01

    According to the outcomes-based education and training system of education (OBET) in the country and the South African Nursing Council, education should focus on "creating" reflective learners and practitioners. This article seeks to determine the effectiveness of reflective journal writing in promoting the reflective thinking of learners in clinical nursing education and to validate the guidelines described in a bigger study on how to facilitate reflective thinking using reflective journal writing. A qualitative, contextual, explorative, descriptive research design was used to determine the learners' perceptions on whether reflective journal writing did promote their higher-level thinking skills during the six-month placement in a psychiatric clinical practice using the reflective diaries. From a population of seventeen fourth-year students, six volunteered to participate in a focus group interview. The data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:154-156). Positive and negative results from the perceptions of the participants and a literature review served as a basis for deducing and describing guidelines for the effective use of reflective journal writing in promoting reflective thinking in clinical nursing education. The positive perception was the development of problem-solving skills attained through reflection by using analytical critical thinking, synthesis and the evaluation of situations. Self-evaluation leading to intellectual growth and self-awareness indicated a positive perception. Negative perceptions were that reflective journal writing is time consuming, content based with a lack of clear expectations from the teacher, and distrust of students about the information written. Guba's model of ensuring trustworthiness in qualitative research as described in Krefting (1991:215-222) was employed. It is concluded that reflective journal writing in clinical nursing education does promote reflective

  8. School Nurses' perspectives on the role of the school nurse in health education and health promotion in England: a qualitative study.

    Science.gov (United States)

    Hoekstra, Beverley A; Young, Vicki L; Eley, Charlotte V; Hawking, Meredith K D; McNulty, Cliodna A M

    2016-01-01

    The role of the school nurse is complex with many possible elements identified by previous research. The aim of this study is to understand perceptions of the role of the school nurse in order to support school nurses in the delivery of health education. The study used an inductive, qualitative research design involving semi-structured interviews and focus groups. Participants were recruited from four NHS trusts across England and final sample size was thirty one school nurses. Three focus groups and two interviews took place in person, and three interviews were over the phone. Data was thematically analysed. School nurses described six main themes. Four themes directly related to the school nurse role: the main roles of a school nurse, school nurses' role in health education, prioritisation of workload and activities, and community work. A further two other themes related to the delivery of health education: the school nursing system and educational resources. The role of the school nurse in England is very diverse and the school nurse role in health education is primarily to advise and support schools, rather than to directly deliver education. The study identified that tailored public health educational resources are needed to support school nurses.

  9. Web-based social media for professional medical education: Perspectives of senior stakeholders in the nursing home sector.

    Science.gov (United States)

    Kitching, Fiona; Winbolt, Margaret; MacPhail, Aleece; Ibrahim, Joseph E

    2015-12-01

    Participatory web-based platforms, including social media, have been recognised as valuable learning tools in healthcare education for over a decade. Use of these platforms is now widespread in tertiary education. It is less widely accepted as a tool for continuing professional education and development at the industry level. This study explores perspectives of senior stakeholders in the nursing home sector to explore perceived benefits, barriers and risks for use in professional education. Qualitative data were collected through semi-structured interviews of 'high level' clinical and executive staff from a cross section of nursing home stakeholder organisations. Established printed educational material (PEM) was used as a case study for adaptation to web-based social applications. Questions were designed to gather information about the interviewee's views on the potential to apply PEM to programs such as blogs, Twitter and YouTube to deliver education and aid communication in the sector. Twelve participants from eleven stakeholder organisations took part in the study. Most participants were cautious about the use of social media programs in continuing professional education. Participants described the benefits (contemporary information, delivered rapidly, varying formats) and barriers (credibility of information, potential misinterpretation, sector demographics, time constraints) to uptake of these programs. The majority of participants preferred formal e-learning programs to web-based social media applications. Reservations expressed about the use of social media, such as accuracy, legal and privacy risks to the organisation reflected those previously expressed by the broader medical community. Copyright © 2015 Elsevier Ltd. All rights reserved.

  10. Administrator Perspectives of Advantages and Challenges of Employing Part-Time Faculty in Nursing Education Programs: Two Sides of the Same Coin.

    Science.gov (United States)

    Meyer, Jacqueline Rose

    The purpose of this qualitative research was to explore perspectives of administrators (n = 581) regarding advantages and challenges of employing part-time nurse faculty (PTNF) in schools of nursing in the United States. The nursing faculty shortage has resulted in increased reliance on PTNF who are clinical experts but often inexperienced as educators. A broader evidence base is necessary to develop effective strategies to support and retain these faculty members. Deans and directors of schools of nursing were invited to complete an online survey with two open-ended questions about the use of PTNF. Five themes emerged from the qualitative descriptive analysis: clinical practice as primary role, diversity of educational approaches, effects on full-time faculty role, economic impact, and contracted educator role. Both positive and negative aspects of each theme were identified. Results of this study support specific efforts to provide professional development and support to PTNF.

  11. nurse managers ' perspectives

    African Journals Online (AJOL)

    2010-11-03

    Nov 3, 2010 ... non-nursing jobs which offer better salaries, more job satisfaction and better working hours (Ehlers. 2003:81) further ..... had advantages. Older nurses brought the human touch, while the younger nurses completed tasks expeditiously. Some of the responses that attest to these standpoints are: 'The older ...

  12. 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.

  13. 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.

  14. School Nurse Perspectives

    Science.gov (United States)

    Borja, Mary C.; Amidon, Christine; Spellings, Diane; Franzetti, Susan; Nasuta, Mary

    2009-01-01

    This article features school nurses from across the country who are championing for school-located influenza immunization within their communities. These nurses are: (1) Mary C. Borja; (2) Christine Amidon; (3) Diane Spellings; (4) Susan Franzetti; and (5) Mary Nasuta. (Contains 6 figures.)

  15. 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.

  16. 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…

  17. 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.

  18. Suicide in Guyana: Nurses' Perspectives.

    Science.gov (United States)

    Anthony, Maureen; Groh, Carla; Gash, Jean

    Guyana, an English-speaking country on the north coast of South America, has the highest suicide rate in the world. Nurses are an integral part of the healthcare team working with patients experiencing psychological distress and are uniquely qualified to add to the discourse on factors contributing to the high suicide rate in Guyana. The purpose of this study was to explore the attitudes and experiences of nurses and nurse assistants in Guyana related to suicide. Nine registered nurses and nurse assistants who worked at a private hospital in Georgetown, Guyana, were recruited to participate in a focus group. The focus group lasted approximately 70 minutes and was recorded. The audio recordings were later transcribed word for word. Four themes emerged from the data: family issues as they relate to the high suicide rate, suicide attempts as a cry for help, lack of support, and coping mechanisms used by nurses when caring for victims of attempted suicide. Nurses are uniquely positioned to intervene with families in crisis, whether it be suicide, suicide attempts, or the underlying factors of family dysfunction, child maltreatment, poverty, or alcoholism. Establishing forensic nursing as a specialty in Guyana would validate this important role through education and certification of nurses.

  19. 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...

  20. A qualitative descriptive exploration of the educational and career plans of early career neonatal nurses and midwives: An Irish perspective.

    Science.gov (United States)

    Coughlan, Linda Martina; Patton, Declan

    2018-01-01

    The scarcity of appropriately qualified nurses and midwives is a major obstacle in achieving an effective health system. Neonatal nurses and midwives require a high level of skill and education to fulfil their role. It is also an area that sees high staff turnover rates. For this study a descriptive qualitative approach was used to ascertain early career neonatal nurses' and midwives' experiences of further education, their future career plans, and their perceived facilitators and barriers to further education and career progression. After receiving ethical approval, twelve nurses and midwives were recruited across three tertiary level neonatal units in Ireland. Semi structured interviews were carried out and interview transcripts were subsequently analysed using Attride-Stirling's (2001) Thematic Networks to deduce themes from the data. Support and involvement, mentoring, and career progression and retention were the three main themes identified upon analysis of the data. The majority of participants identified definitive career plans but some felt their goals were unachievable in their current workplace. Consequently a large number of participants have plans to leave their employment in neonates and pursue a career in other areas of nursing. Staff appraisals and succession planning programmes may assist early career nurses and midwives in focusing on their individual career goals, leading to a greater uptake of further specialised education and improved retention of neonatal nurses and midwives. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. 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.

  2. 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.

  3. The significance and perspectives of role playing as a teaching method in process oriented nursing education

    OpenAIRE

    小松, 万喜子; 冨岡, 詔子; 山崎, 章恵; 柳澤, 節子; 百瀬, 由美子

    1999-01-01

    This study was to report the results of students' responses to role playing which has been introduced as a teaching method in adult nursing clinical practice. About 80% of 79 students participated, positively evaluated their experiences in role playing as useful to their clinical practice, with 20% claiming negatively as not useful. An overall result suggested the usefulness of role playing as a method to enhance students' general readiness to their clinical practice. As students with negativ...

  4. Historic perspectives from anthropology. Reflections proposed to Transcultural Nursing.

    Science.gov (United States)

    Rohrbach Viadas, Cecilia

    2015-01-01

    History brings together meanings related to earlier periods, being aware of the past as a panorama to reread the present. Madeleine Leininger presented in 1970 an implicit and respectful message to the Nursing Profession when introducing Nursing and Anthropology. Two Worlds to Blend. Implicitly: Nursing you disregard culture. This article shows the absence of the history of anthropology and of nursing within Transcultural Nursing and it includes how education has influenced theoretic, methodological, and comparative approaches giving researchers the responsibility to decide their fundamentals. Berthoud (2001) has inspired the anthropological and historic perspectives of the author, thus universalism, relativism, and comparison are presented.

  5. 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.

  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. Perspectives on global nursing leadership: international experiences from the field.

    Science.gov (United States)

    Buckner, E B; Anderson, D J; Garzon, N; Hafsteinsdóttir, T B; Lai, C K Y; Roshan, R

    2014-12-01

    Nursing leaders from six countries engaged in a year-long discussion on global leadership development. The purpose of these dialogues was to strengthen individual and collective capacity as nursing leaders in a global society. Field experiences in practice and education were shared. Perspectives on global leadership can strengthen nurses' contributions to practice, workplace and policy issues worldwide. Transformational leadership empowers nurses' increasing confidence. Mentoring is needed to stimulate leadership development but this is lacking in many settings where nurses practice, teach and influence policy. Organizations with global mission provide opportunity for nurses' professional growth in leadership through international dialogues. Dialogues among participants were held monthly by conference calls or videoconferences. Example stories from each participant illustrated nursing leadership in action. From these exemplars, concepts were chosen to create a framework. Emerging perspectives and leadership themes represented all contexts of practice, education, research and policy. The cultural context of each country was reflected in the examples. Themes emerged that crossed global regions and countries. Themes were creativity, change, collaboration, community, context and courage. Relationships initially formed in professional organizations can be extended to intentionally facilitate global nursing leadership development. Exemplars from the dialogues demonstrated nursing leadership in health policy development within each cultural context. Recommendations are given for infrastructure development in organizations to enhance future collaborations. © 2014 International Council of Nurses.

  8. 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.

  9. Factoring consumers' perspectives into policy decisions for nursing competence.

    Science.gov (United States)

    Lazarus, Jean B; Lee, N Genell

    2006-08-01

    Health care delivery competence and accountability have typically been defined from providers' perspectives, rather than those of consumers as purchasers of services. In 1999, in the face of broad public concern about nursing competence the Alabama Board of Nursing developed an accountability model that established consumers at the center of the model and placed accountability for competent nursing practice at all levels of providers including regulatory agencies, health care organizations, educators, and licensees. The Board then authorized two research projects involving first, consumers perceptions on nursing competence and regulation, and second, comparing their perceptions with those of licensees, nurse educators, and organizational leaders (N = 1,127). Comparative data evidenced significant differences between consumers' and other participants' perceptions. This article highlights how policy implications derived from research resulted in regulatory changes for nursing competence. Five years of progress in policy changes made in the interest of public safety are summarized.

  10. 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.

  11. 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.

  12. 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.

  13. 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…

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

    Science.gov (United States)

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

    2013-09-01

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

  15. "We should be able to bear our patients in our teaching in some way": theoretical perspectives on how nurse teachers manage their emotions to negotiate the split between education and caring practice.

    Science.gov (United States)

    Smith, Pam; Allan, T Helen

    2010-04-01

    In a classic paper, Menzies (1960) argued that nurses distanced themselves from patients in order to avoid direct engagement with them and as a means of managing their anxiety. Reflecting on the work 40years later Fabricius argued that in the move from hospital-based nurse education to universities, nurse educators had further entrenched this defence. It is from both these perspectives that we locate this paper to explore the position of nurse teachers today drawing on empirical data from a study set up to investigate who currently leads student nurse learning in the clinical areas and as a follow up to original research on the emotional labour of nursing (Smith, 1992). This paper presents findings from interviews with nurse teachers which are complemented by student nurse responses to a ward learning environment questionnaire, interviews with ward based nurses and documentary analysis. A major theme to emerge from the study was that there has been an uncoupling of education and practice as a consequence of the changes taking place in nurse education over the last two decades. This paper describes the range of emotions expressed as a consequence of this uncoupling such as increasing feelings of uncertainty over the nurse teacher's role in clinical practice and anxiety generated from working in a university system which appeared to devalue caring. The apparent impact of these feelings on nurse teachers was to reinforce the education/practice split and the projection of their anxiety onto students and practitioners. We suggest that nurse teachers and in particular the system in which they work need to recognise both split and projection so that they are able to bear their anxiety and manage it in their teaching.

  16. 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.

  17. 'It depends': medical residents' perspectives on working with nurses.

    Science.gov (United States)

    Weinberg, Dana B; Miner, Dianne Cooney; Rivlin, Leetal

    2009-07-01

    Using the theory of relational coordination, which holds that in high-pressure settings such as hospitals, high-quality communication and strong relationships are necessary for coordinated action, we sought to determine the quality of the nurse-physician relationship by examining the communication and interaction between nurses and residents from the residents' perspective. A sample of 20 medical and surgical residents, selected by a snowball sampling technique, were interviewed about the quality of their communication and relationships with nurses in the workplace. Residents' responses were influenced by their perceptions of nurses' cooperativeness and competence, and their impressions of nurses' professional preparation and demeanor varied widely. Although 19 of 20 residents reported instances of poor communication or problematic relationships with nurses, most believed that this posed no significant threat to patient care because the nurses' role, as they saw it, was one of simply following orders. Given the strong doubts some residents expressed about nurses' cooperativeness and competence, the nursing profession should consider strengthening nursing education and clearly delineating nurses' roles and competencies.

  18. Development of nurses with specialties: the nurse administrators' perspective.

    Science.gov (United States)

    Onishi, Mami; Sasaki, Minako; Nagata, Ayako; Kanda, Katsuya

    2008-10-01

    This study clarified how Japanese nurse administrators consider the current status and future prospects of development and utilization of nurses with specialties. The demand for specialized nurses is not satisfied throughout the country. Nine nurse administrators participated in three focus-group discussions. Data were analyzed using qualitative content analysis technique. On development of specialized nurses, four categories were abstracted: offering opportunities for career development; establishing an environment of life-term continuous learning; providing well-balanced support for the needs of organizations and individual nurses; and support for career development as a specialist. To develop specialized nurses effectively it is important to focus more attention on qualitative aspects of nurses' professional experience in in-service education and to support appropriate personnel for strategic human resource development. Facilitating frequent contacts between specialized and general nurses should be highly valued as making an environment where nurses can face career goals daily leads to steady preservation of human resources. It is necessary for nurse administrators to keep human resources quantitatively and to clarify the developmental process after nurses obtain special roles to plan for continuous education.

  19. Emergency Nurses' Perspectives: Factors Affecting Caring.

    Science.gov (United States)

    Enns, Carol L; Sawatzky, Jo-Ann V

    2016-05-01

    Caring is a universal phenomenon. However, as a result of higher patient acuity and staff shortages within the chaotic ED environment, caring behaviors may be in peril. The purpose of this study was to gain insight into the meaning of caring from the perspective of emergency nurses. Exploring nurses' perspectives of caring is central to improving staffing and retention issues in this unique work environment. As part of a larger study, a subsample of emergency nurses who work in public hospitals in Manitoba, Canada (n = 17) were interviewed. A qualitative descriptive design was used to gain insight into the caring perspectives of nurses by asking them, "What does caring meaning to you?" and "What affects caring in your practice in the emergency department?" Emerging themes were extracted through analysis of audio tapes and transcripts. Advocacy and holistic care emerged as major themes in the meaning of caring for emergency nurses. Caring was affected by a number of factors, including workload, lack of time, staffing issues, shift work, and lack of self-care. However, lack of management support was the most consistent hindrance to caring identified by study participants. Caring continues to be a unifying concept in nursing; however, influencing factors continue to undermine caring for emergency nurses. Caring is not subsidiary to nursing; it is the central core of nursing. Therefore, fostering a caring working environment is essential for nurses to practice holistic nursing care. It is also imperative to job satisfaction and the retention of emergency nurses. Copyright © 2016 Emergency Nurses Association. Published by Elsevier Inc. All rights reserved.

  20. 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.

  1. 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.

  2. Nursing students' perceptions of knowledge: an international perspective

    Directory of Open Access Journals (Sweden)

    Majda Pahor

    2015-03-01

    Full Text Available Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

  3. 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...

  4. 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.

  5. 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.

  6. Iranian Physicians' Perspectives Regarding Nurse-Physician Professional Communication: Implications for Nurses.

    Science.gov (United States)

    Esmaeilpour-Bandboni, Mohammad; Vaismoradi, Mojtaba; Salsali, Mahvash; Snelgrove, Sherrill; Sheldon, Lisa Kennedy

    2017-08-01

    Nurse-physician professional communication affects the effectiveness and performance of the health care team and the quality of care delivered to the patient. This study aimed to explore the perspectives and experiences of physicians on nurse-physician professional communication in an urban area of Iran. Semistructured interviews were conducted with 15 physicians selected using a purposive sampling method. Physicians from different medical specialties were chosen from 4 teaching hospitals in an urban area of Iran. The data were analyzed with content analysis and themes developed. Three themes developed during data analysis: "seeking the formal methods of communication to ensure patient care," "nurses' professional attributes for professional communication," and "patients' health conditions as the mediators of professional communication." Nurses need to be informed of the perspectives and experiences of physicians on professional communication. Our findings can improve nurses' understandings of professional communication that could inform the development of educational and training programs for nurses and physicians. There is a need to incorporate communication courses during degree education and design interprofessional training regarding communication in clinical settings to improve teamwork and patient care. Open discussions between nurses and physicians, training sessions about how to improve their knowledge about barriers to and facilitators of effective professional communication, and key terms and phrases commonly used in patient care are suggested.

  7. Critical thinking and creativity in nursing: learners' perspectives.

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-05-01

    Although the development of critical thinking and the development of creativity are major areas in nursing programme, little has been explored about learners' perspectives towards these two concepts, especially in Chinese contexts. This study aimed to reveal nursing learners' perspectives on creativity and critical thinking. Qualitative data collection methods were adopted, namely group interviews and concept map drawings. The process of data collection was conducted in private rooms at a University. 36 nursing students from two problem-based learning classes were recruited in two groups for the study. After data collection, content analysis with axial coding approach was conducted to explore the narrative themes, to summarise the main ideas, and to make valid inferences from the connections among critical thinking, creativity, and other exogenous variables. Based on the findings, six major themes were identified: "revisiting the meanings of critical thinking"; "critical thinking and knowledge: partners or rivals?"; "is critical thinking criticising?"; "revising the meanings of creativity"; "creativity and experience: partners or rivals?"; and "should creativity be practical?". This study showed that learners had diverse perspectives towards critical thinking and creativity, and their debate on these two domains provided implications on nursing education, since the voices of learners are crucial in teaching. By closing the gap between learners and educators, this study offered some insights on nursing education in the new curriculum, in particular to co-construct nursing knowledge which is student-driven, and to consider students' voices towards understanding and applying creativity and critical thinking in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.

  8. Historical perspectives on evidence-based nursing.

    Science.gov (United States)

    Beyea, Suzanne C; Slattery, Mary Jo

    2013-04-01

    The authors of this article offer a review and historical perspective on research utilization and evidence-based practice in nursing. They present the evolution of research utilization to the more contemporary framework of evidence-based nursing practice. The authors address the role of qualitative research in the context of evidence-based practice. Finally, some approaches and resources for learning more about the fundamentals of evidence-based healthcare are provided.

  9. 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.

  10. Advocacy: Perspectives of Future Nurse Administrators.

    Science.gov (United States)

    OʼConnor, Mary

    Advocacy is a core competency of the nurse, and especially the nurse leader. It is a multidimensional concept that requires knowledge, experience, self-confidence, and above all, courage. This article describes and illustrates the perspectives of nursing administration graduate students, as they depict advocacy in many relationships. These include advocacy for the patient, family, self, community, organization, profession, and society. The themes that emerged from narratives written by these nurse leaders were the development of courage and the finding of their voices. Stories demonstrate participants' courage to speak up despite feeling conflicted due to issues of autonomy, moral distress, or fear of retribution. Implications for nurse administrators to support advocacy at all levels are presented.

  11. Spiritual care perspectives of Danish Registered Nurses

    DEFF Research Database (Denmark)

    Christensen, Kirsten Haugaard; Turner, de Sales

    2008-01-01

    Spiritual care perspectives of Danish Nurses The purpose of this study was to explore how Danish registered nurses understand the phenomenon of spiritual care and how their understanding impacts on their interventions with their patients. Nurses are responsible for the provision of care which...... approach rooted in the philosophy of Gadamer was chosen as methodology. In-depth interviews were used as data collection tool, and six registered nurses who worked within hospital settings in Denmark were interviewed. The findings revealed that deep knowing of the patients were essential before nurses...... would engage in provision of spiritual care. The participants acknowledged that their understanding of spirituality influenced their provision of spiritual care, which was recognized as a challenge requiring the nurse’s initiative and courage. Spirituality was primarily understood as a patient’s private...

  12. Power with Social Media: A Nursing Perspective.

    Science.gov (United States)

    Milton, Constance L

    2016-04-01

    Power is an emanating force typically associated with personal relationships. With the expanding capacities and utilization of social media, power with media is an emerging ethical concern to the discipline of nursing. The author here discusses potential ethical meanings and implications of power with social media while utilizing technology in future nurse practice and education. © The Author(s) 2016.

  13. 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…

  14. 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)

  15. Perspectives in Education

    African Journals Online (AJOL)

    Perspectives in Education is a professional, peer-reviewed journal that encourages the submission of previously unpublished articles on contemporary educational issues. As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debate on a wide range of topics.

  16. Migration: a concept analysis from a nursing perspective.

    Science.gov (United States)

    Freeman, Michelle; Baumann, Andrea; Blythe, Jennifer; Fisher, Anita; Akhtar-Danesh, Noori

    2012-05-01

      This article is a report of a concept analysis of nurse migration.   International migration is increasing and nurse migrants are active participants in this movement. Migration is a complex term and can be examined from a range of perspectives. Analysis of nurse migration is needed to guide policy, practice and research.   A literature search was undertaken using electronic literature indexes, specific journals and websites, internet search engines and hand searches. No timeframe was placed on the search. Most literature found was published between 2001 and 2009. A sample of 80 documents met the inclusion criteria.   Walker and Avant's approach guided the analysis.   Nurse migration can be defined by five attributes: the motivation and decisions of individuals; external barriers and facilitators; freedom of choice to migrate; freedom to migrate as a human right, and dynamic movement. Antecedents of migration include the political, social, economic, legal, historical and educational forces that comprise the push and pull framework. The consequences of migration are positive or negative depending on the viewpoint and its affect on the individual and other stakeholders such as the source country, destination country, healthcare systems and the nursing profession.   This concept analysis clarified the complexities surrounding nurse migration. A nursing-specific middle-range theory was proposed to guide the understanding and study of nurse migration. © 2011 Blackwell Publishing Ltd.

  17. 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.

  18. A Critical Perspective on Relations between Staff Nurses and their Nurse Manager: Advancing Nurse Empowerment Theory.

    Science.gov (United States)

    Udod, Sonia; Racine, Louise

    2014-12-01

    This study considers empowerment in nurse-manager relations by examining how conflict is handled on both sides and how the critical social perspective has influenced these relations. The authors use inductive analysis of empirical data to explain how (1) nursing work is organized, structured, and circumscribed by centrally determined policies and practices that downplay nurses' professional judgement about patient care; (2) power is held over nurses in their relationship with their manager; and (3) nurses' response to power is to engage in strategies of resistance. The authors illustrate how power influences relations between staff nurses and managers and provide a critical analysis of the strategies of resistance that result in personal, relational, and critical empowerment among staff nurses. Through resistance, staff nurses engage in alternative discourses to counteract the prevailing neoliberal organizational and managerial discourses of efficiency and cost-effectiveness. Copyright© by Ingram School of Nursing, McGill University.

  19. Reinstating district nursing: A UK perspective.

    Science.gov (United States)

    Morris, Hannah

    2017-09-01

    As policy directives gather pace for service provision to be delivered in primary care, district nursing has not been recognised as a valuable asset to facilitate this agenda. Investment in district nursing and specialist district nursing education has fallen. This is concurrent with an ageing district nursing workforce, a lack of recruitment and growing caseloads, as district nursing adapts to meet the challenges of the complexities of contemporary healthcare in the community. The district nurse role is complex and multifaceted and includes working collaboratively and creatively to coordinate care. Redressing the shortages of specialist district nurse practitioners with increased numbers of health care support workers will not replace the skill, knowledge, experience required to meet the complex care needs of today's society. District nursing needs to be reinstated as the valuable asset it is, through renewed investment in the service, research development and in specialist practice education. To prevent extinction district nurses need to be able to demonstrate and articulate the complexities and dynamisms of the role to reinstate themselves to their commissioners as a valuable asset for contemporary practice that can meet current health and social care needs effectively. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  20. The influence of korean nurses' immigration into Germany on the nursing culture and policy of the countries: a transnational perspective.

    Science.gov (United States)

    Sim, Na Hye

    2013-04-01

    While many studies have addressed the Korean nurse immigration to Germany in 1960s-70s in terms of the nurses' personal histories from a national perspective, few studies have pointed to its transnational impact on the medical field. Given this gap, the paper discusses its significance in the medical history through examining the nursing culture and policy changes made in both countries initiated by the immigration of the qualified Korean nurses. For this end, the paper first discusses differences between Korea and Germany in the nursing culture and professional standards at the time of the nurse immigration. The study then examines the transnational changes in the two nations in the nursing professional culture and related policies including nurse education and qualification process. More specifically, the paper argues that the Korean female nurses not only supplied labor in need but also contributed to the medical policy changes in Germany. The prevalent stereotype of nursing as a non-professional field in the German society begin to change while experiencing professionally qualified Asian immigrant nurses and practiced treatments that had been conduced by German doctors by then. This observation actually leads to the policy level reforms in nursing education and qualification process to meet the need of high-quality nurses when the labor immigration was stopped in mid-1970s. The paper also points out that the influence of the nurse immigration on the Korean society is not merely economic; it brought the policy level reforms in nurse education and qualification as well. The immigration, resulting in a lack of nurses in the Korean society, triggered two main responses: the expansion of the existing nurse education system and the establishment of a new system called "nursing assistant."

  1. 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.

  2. 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.

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

    Directory of Open Access Journals (Sweden)

    Sara Moghaddam

    2013-08-01

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

  4. Violence against nurses in emergency departments in jordan: nurses' perspective.

    Science.gov (United States)

    Darawad, Muhammad W; Al-Hussami, Mahmoud; Saleh, Ali M; Mustafa, Waddah Mohammad; Odeh, Haifa

    2015-01-01

    Violence against nurses in emergency departments (EDs) has become a widespread phenomenon affecting nurses' job satisfaction and work performance. Literature is scarce regarding prevalence rates and causes of violence directed toward nurses in Jordan. The present study investigated violence experienced by Jordanian nurses in EDs and causes of violence from their perspectives. This descriptive study collected data from 174 Jordanian ED nurses. The majority of the participants (91.4%) reported experiencing violence (verbal 95.3% vs. physical 23.3%). According to participants, the most common causes of violence in the ED were crowding and workload (75.9%), and the least was care of patients with dementia or Alzheimer's disease (35.6%). Violence is common in Jordanian EDs, giving rise to many heath and behavioral consequences. Health care administrators are obligated to protect nurses from violent incidents by providing adequate safety measures, beneficial administrative procedures, and sincere efforts to overcome the causes of this phenomenon. © 2015 The Author(s).

  5. 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.

  6. 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

  7. 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.

  8. 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.

  9. Nurses and computers. An international perspective on nurses' requirements.

    Science.gov (United States)

    Bond, Carol S

    2007-01-01

    This paper reports the findings from a Florence Nightingale Foundation Travel Scholarship undertaken by the author in the spring of 2006. The aim of the visit was to explore nurses' attitudes towards, and experiences of, using computers in their practice, and the requirements that they have to encourage, promote and support them in using ICT. Nurses were found to be using computers mainly for carrying out administrative tasks, such as updating records, rather than as information tools to support evidence based practice, or patient information needs. Nurses discussed the systems they used, the equipment provided, and their skills, or more often their lack of skills. The need for support was a frequent comment, most nurses feeling that it was essential that help was available at the point of need, and that it was provided by someone, preferably a nurse, who understood the work context. Three groups of nurses were identified. Engagers; Worried Willing and Resisters. The report concludes that pre-registration education has a responsibility to seek to ensure that newly qualified nurses enter practice as engagers.

  10. 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.

  11. Perspectives in Education: Submissions

    African Journals Online (AJOL)

    In addition to the Perspectives in Education, Volume 26(4), December 2008 conventional book review format, ... PiE invites short reports on any aspect of theory and practice in academia. ... Name(s) of the author(s), title(s), and affiliation(s) (should not be disclosed in the text). The user ... Unpublished theses or dissertations:.

  12. 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.

  13. [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.

  14. The Group-Based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-Based Assessment Process at a Namibian University

    Science.gov (United States)

    Nuuyoma, Vistolina

    2017-01-01

    Group-based assessments used in the Bachelor of Nursing Science (clinical) Honours programme at a public university in Namibia are usually in the form of assignments and projects. Completing tasks in groups helps students to develop important skills like critical thinking and debating. In addition, it prepares them to work in the health-care…

  15. 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…

  16. Future directions for gerontology: a nursing perspective.

    Science.gov (United States)

    Ford, P; McCormack, B

    2000-07-01

    This paper discusses the contribution nursing has made to the development of person-centred services, and the influence of gerontology upon such developments. It examines traditional attitudes to medicine and nursing, when curing was all-important and caring treated as secondary and the shift away from this attitude to a more holistic approach to nursing, where the dignity of the patient is an important issue. It argues that good practice utilizes different sources of knowledge, including intuitive knowledge, and discusses the integrated programme of policy, development, research and education activities that the Royal College of Nursing is developing. The options currently available to anyone wishing to study gerontology are discussed, and the pros and cons of the current emphasis on broad-based clinical and educational experience prior to specialization analysed. The key aim of the RCN is to develop the specialism of gerontological nursing and the quality of care experienced by older people. With this end in view, this paper describes the education programme being developed by the RCN, leading to the award of Gerontological Nurse Specialist--a person able to demonstrate knowledge of rehabilitation, clinical assessment, health care assessment and a holistic knowledge of the ageing process.

  17. 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.

  18. [The managerial practice of the nurse within the FHP (Family Health Program) from the perspective of his/her educational and pedagogical action: a brief reflection].

    Science.gov (United States)

    Villas Bôas, Lygia Maria de Figueiredo Melo; Araújo, Marize Barros de Souza; Timóteo, Rosalba Pessoa de Souza

    2008-01-01

    This article deals with the educational and managerial actions of nurses in the Family Health Program (FHP). It traces the reality of the FHP within the institutional setting of the city of Natal/RN, raises some questions and analyzes the educational action of the program in the daily routine of the Health Units in the light of the literature. Its objective is to contribute to the reflection about the managerial action of the nurse in that setting, in connection with pedagogical and educational action. The study demonstrates that, as a result of its innovative nature, the Family Health Strategy is facing challenges such as the need to define the profile of competencies for these professionals, their qualification processes, continued and permanent education, and new managerial models for nursing that should specifically meet the daily demands.

  19. [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.

  20. 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.

  1. Barriers to participation in governance and professional advancement: a comparison of internationally educated nurses and registered nurses educated in the United States.

    Science.gov (United States)

    Wheeler, Rebecca M; Foster, Jennifer W

    2013-01-01

    This study compared the perspectives of internationally educated nurses (IENs) and registered nurses (RNs) educated in the United States regarding participation in hospital governance structures and professional advancement. Nurses' participation in hospital governance is reported to contribute to empowerment. No research has examined how IENs' perceptions about participation in governance compared with those of U.S. RNs. Semistructured interviews were held with 82 nurses in 2 urban hospitals. Forty nurses were reinterviewed to follow up on themes. Internationally educated nurses and US RNs shared similar perspectives. Nurses in both samples did not value participation in governance, lacked guidance about how to advance, and preferred to at the bedside. Strategies to encourage nurses to participate in and value governance and professional advancement opportunities should be explored and adopted.

  2. Transcultural perspectives in nursing administration.

    Science.gov (United States)

    Andrews, M M

    1998-11-01

    Population demographics are reshaping the healthcare work force with respect to race, ethnicity, gender, national origin, sexual orientation, age, handicap, disability, and related factors as national sensitivity to various forms of diversity grows. Given the demographic trends, it is inevitable that nurse administrators will need skill in transcultural administration as they manage diversity and identify the cultural origins of conflict in the multicultural workplace. Culture influences the manner in which administrators, staff and patients perceive, identify, define and solve problems. In this article, the complex and interrelated factors that influence workplace diversity are examined.

  3. 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.

  4. Philanthropic Donor Perspectives on Supporting Nursing Excellence in a Community Hospital.

    Science.gov (United States)

    Fickley, Sharon K; Mishler, Ray R; Black, Amelia S; DeGuzman, Pam B

    2016-11-01

    The purpose of this research is to explore donors' perspectives on support of nursing excellence in a community hospital. Philanthropic support is rapidly becoming critical to support nursing excellence in hospitals, including continuing education, nursing research, and professional development. However, no research has examined the experience of private donors who support nursing programs in community hospitals. Structured interviews were conducted with individuals with a history of providing significant financial support (gifts >$50 000) targeted specifically for nursing in a 176- bed community hospital in the southeastern United States. Analysis was performed using descriptive content analysis. Four themes emerged that centered around making a difference, helping nurses meet new challenges, an existing foundation of service, and valuing excellent nursing care received. This research provides specific information that nursing administrators can use when seeking philanthropic gifts to support nursing excellence programs in US community hospitals.

  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. How to prevent workplace incivility?: Nurses' perspective

    Directory of Open Access Journals (Sweden)

    Farahnaz Abdollahzadeh

    2017-01-01

    Full Text Available Background: Many articles have studied workplace incivility and its influence on outcomes, but very few have been conducted to assess how to prevent this issue. In this study, we aimed to determine how to prevent workplace incivility from the nurses' perspective. Materials and Methods: This was a qualitative study which was based on a conventional content analysis approach. Thirty four nurses (25 to 52 years old from seven training hospitals in Tabriz, Iran were selected through purposive sampling. Thirty six semi-structured interviews and eight field notes were analyzed. Results: The data analysis revealed 417 codes, ten categories, three subthemes and one theme, that is, A Need for a Comprehensive Attempt. Attempt of organization, nurses, and public as subthemes are needed to prevent workplace incivility. Conclusions: The findings of the study indicated that a comprehensive and systematic attempt was needed to prevent incivility. Nurses should try to improve their skills; officials should try to show the real image and position of nurses and hospitals to the community.

  7. Mentoring in Nursing: An Integrative Review of Commentaries, Editorials, and Perspectives Papers.

    Science.gov (United States)

    Lin, Jian; Chew, Yi Rong; Toh, Ying Pin; Radha Krishna, Lalit Kumar

    Although pivotal to mentoring success, scant data on mentoring relationships continue to hamper the application of mentoring programs in nursing education. To address this gap and circumnavigate mentoring's context-specific nature, this narrative review analyzes the perspectives and opinions of nurse mentors and mentees. The aim is to identify common themes in their mentoring experiences to better nurture effective mentoring relationships and programs in nursing.

  8. 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.

  9. Critique of the Graduate Nurse: An International Perspective.

    Science.gov (United States)

    Greenwood, Jennifer

    2000-01-01

    Nurses in service fault beginning nurses' insufficient clinical and patient management skills. Nurse educators maintain that practicing nurses do not facilitate the transition of entry-level nurses. More collaboration between teachers and practitioners is needed. (Commentaries by Sally Glen, Patrick Crookes, and Pam Walter follow.) (SK)

  10. Female Nurses’ and Educators’ Reactions to Sexual Harassment Charges: A Cross-Cultural Perspective

    Directory of Open Access Journals (Sweden)

    Eros DeSouza

    2004-01-01

    Full Text Available This study is a direct replication of a previous study involving Brazilian and U.S. college students’ reactions to a written account of sexual harassment accusations. In the current study, the participants were female middle class nurses and public school teachers. Specifically, 155 U.S. professional women (95% White and 173 Brazilian counterparts read a fictitious newspaper article describing an alleged case of sexual harassment by a male instructor toward a female undergraduate, in which power, romantic interest, and discrimination concerns were manipulated. Next, participants rated the degree to which his actions were punishable. Overall, U.S. professional women advocated more punishment to the alleged harasser than did Brazilian professional women. These findings are in keeping with past studies using college students. Conditions that increase or reduce the punishment ratings are also discussed.

  11. 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.

  12. 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.

  13. 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.

  14. 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…

  15. [Human capital vs. manpower: fostering a greater global perspective within the nursing profession in Taiwan].

    Science.gov (United States)

    Chen, Li-Yen; Chou, Shieu-Ming

    2014-04-01

    Nursing today is an occupation greatly influenced and shaped by global standards and internationally recognized standard practices and requirements. Therefore, cultivating nursing capital and ensuring nursing manpower requires an international perspective. Nursing migration is currently a popular approach used by many developed countries to address domestic shortfalls in nursing manpower. These international medical services have had a great impact on nursing education. Being able to communicate in English and to adapt transculturally have thus become increasingly important. Ability to communicate well in English is one effective way both to minimize nurse-patient misunderstandings and to increase the quality of care available to foreign patients. In addition, transcultural communication underscores the value of respecting cultural diversity. Fostering and enhancing these abilities will enhance and expand the role of Taiwanese nurses in the professional global movement and increase their contributions to the internal medical community.

  16. 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'.

  17. 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.

  18. 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.

  19. Charge auditing from a nursing perspective.

    Science.gov (United States)

    Obert, S J

    1990-01-01

    Many third-party payors, which include commercial health and auto insurance companies and workmen's compensation carriers, are requesting access to their clients' itemized patient statements and medical records for verifying accuracy of charges and documentation of services rendered. If even a portion of the payment is withheld until the audit is completed, slowing of cash flow results. A slow cash flow may ultimately have profound effects on the quality, or even availability, of patient care. Hospitals are finding it cost effective to have someone within their institution audit patient accounts and medical records to identify problem areas that may result in denial of payment. Nurses are being recruited to perform these audits because of their knowledge of documentation standards and patient account charging procedures. With this background, the nurse auditor is also able to assess educational needs of the nursing staff and work collaboratively with other departments to correct deficiencies.

  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. Ophthalmic artery chemosurgery: A nursing perspective

    Directory of Open Access Journals (Sweden)

    Mary Elizabeth Davis

    2017-01-01

    Full Text Available Retinoblastoma (RB is the most common primary cancer to affect the eyes in children with approximately 350 cases/year in the United States and 8000 worldwide. Today, sadly, 50% of children with RB worldwide die from their disease. In our experience, utilization of ophthalmic artery chemosurgery (OAC has transformed the treatment plan for patients; with over 1500 procedures performed, our survival rate exceeds 98%. It is now our standard first-line therapy for RB. OAC is a surgical outpatient procedure which delivers concentrated doses of chemotherapy directly to the tumor without the toxicities of systemic chemotherapy. Our team approach and nursing management of these patients are the focus of this article. Nursing navigation and collaboration after OAC is vital and requires a combined effort by the nurses along with physicians, interventional radiologists, and the patient's families to ensure appropriate follow-up is established. Proper patient education throughout the process is crucial as is open and available communication for parents of patients with the nursing staff. The success in our treatment of this disease can be much accredited to the multidisciplinary team approach, with nursing playing an integral part in the support and management of these patients.

  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. 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.

  5. Andragogy as a didactic perspective in the attitudes of nurse instructors in Finland.

    Science.gov (United States)

    Janhonen, S

    1991-08-01

    In this article the didactic perspectives of nurse instructors (NIs) is examined with the help of andragogy defined by the concepts of self-directed learning, learning as a process and lifelong learning. The results of a pilot study of ongoing research on the educational perspective of NIs, are used as examples to discuss how far NIs have accepted the features of andragogy as their didactic perspective both in their public stance and in their actions as described by NIs themselves.

  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. 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.

  9. 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...

  10. 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.

  11. 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…

  12. 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.

  13. 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.

  14. 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.

  15. A qualitative study of experienced nurses' voluntary turnover: learning from their perspectives.

    Science.gov (United States)

    Hayward, Dana; Bungay, Vicky; Wolff, Angela C; MacDonald, Valerie

    2016-05-01

    The purpose of this research was to critically examine the factors that contribute to turnover of experienced nurses' including their decision to leave practice settings and seek alternate nursing employment. In this study, we explore experienced nurses' decision-making processes and examine the personal and environmental factors that influenced their decision to leave. Nursing turnover remains a pressing problem for healthcare delivery. Turnover contributes to increased recruitment and orientation cost, reduced quality patient care and the loss of mentorship for new nurses. A qualitative, interpretive descriptive approach was used to guide the study. Interviews were conducted with 12 registered nurses, averaging 16 years in practice. Participants were equally represented from an array of acute care inpatient settings. The sample drew on perspectives from point-of-care nurses and nurses in leadership roles, primarily charge nurses and clinical nurse educators. Nurses' decisions to leave practice were influenced by several interrelated work environment and personal factors: higher patient acuity, increased workload demands, ineffective working relationships among nurses and with physicians, gaps in leadership support and negative impacts on nurses' health and well-being. Ineffective working relationships with other nurses and lack of leadership support led nurses to feel dissatisfied and ill equipped to perform their job. The impact of high stress was evident on the health and emotional well-being of nurses. It is vital that healthcare organisations learn to minimise turnover and retain the wealth of experienced nurses in acute care settings to maintain quality patient care and contain costs. This study highlights the need for healthcare leaders to re-examine how they promote collaborative practice, enhance supportive leadership behaviours, and reduce nurses' workplace stressors to retain the skills and knowledge of experienced nurses at the point-of-care. © 2016

  16. 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

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  1. 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.

  2. Perspectives of Nurses Pursuing Doctoral Degrees in Georgia: Implications for Recruitment.

    Science.gov (United States)

    Wheeler, Rebecca McCombs; Eichelberger, Lisa Wright

    2017-08-01

    Increasing the number of nurses with doctorates is a goal of the nursing profession. The Georgia Nursing Leadership Coalition developed a survey to understand the perspectives of nurses pursuing doctoral degrees in Georgia to improve recruitment and retention strategies. A 26-item online survey was distributed to all students enrolled in Georgia-based doctoral programs in nursing in spring 2014. One hundred fifty responses were received (54% response rate). Most students first seriously considered doctoral education during their master's programs or more than 5 years into practice. For most, obtaining a doctoral degree was a personal life goal. Work-life balance was the most significant barrier. Recruitment of nurses to doctoral programs should focus on messaging, timing, and highlighting the unique aspects of programs. Schools should work to reduce barriers. Understanding students' perspectives of doctoral education in nursing can improve recruitment strategies and increase the number of nurses graduating with doctorates in Georgia. [J Nurs Educ. 2017;56(8):466-470.]. Copyright 2017, SLACK Incorporated.

  3. 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…

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. [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.

  9. 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.

  10. 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)

  11. Perspectives and expectations for telemedicine opportunities from families of nursing home residents and caregivers in nursing homes.

    Science.gov (United States)

    Chang, Jun-Yih; Chen, Liang-Kung; Chang, Chia-Ching

    2009-07-01

    This study assessed current perspectives and expectations for telemedicine by nursing home caregivers and families of nursing home patients in Taipei, Taiwan. A total of 116 interviews were conducted with family members (n=37) and caregivers (n=79) using an original, four-part questionnaire devised to assess the expectations and concerns related to prospective telemedicine opportunities, including consumer attitude, knowledge of and interest in medicine, concerns and worries about telemedicine, and anticipated benefits of telemedicine. Statistical significance between the two groups was observed in sex, age, and educational level (all pexpectations concerning benefits of telemedicine. More than 60% of family members or caregivers expected improved efficiency and quality of hospital and nursing home health care, greater rapport between nursing homes and either staff or patients, reduced overall medical costs of caregiving, and reduced staff/caregiver working hours. The acceptable cost was anything up to $15.30 USD per month. Nursing home caregivers and families of nursing home patients are highly interested in telemedicine; however, they are only willing to pay a slightly higher cost of nursing care for this service. The challenge for the future in this industry is to balance peoples' demands and telemedicine's associated costs. Results of this study suggest that caregivers and families of nursing home residents favour telemedicine implementation to provide enhanced care coordination in nursing homes when economic circumstances are favourable.

  12. 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),…

  13. 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

    acknowledge that the application of this concept will include the student's clinical learning experiences. More studies are required to determine factors influencing the creation of a successful learning situation from the perspectives of nurse educators and nursing students, clinical nurses and patients.

  14. Dedicated education unit: student perspectives.

    Science.gov (United States)

    Nishioka, Vicki M; Coe, Michael T; Hanita, Makoto; Moscato, Susan R

    2014-01-01

    The study compared students' perceptions of their clinical learning experiences in a dedicated education unit (DEU) with their experiences in traditional clinical education. Unlike traditional academic-instructor models, expert nurses in the DEU provide clinical education to students with faculty support. This repeated measures design used student surveys, supplemented by focus group data. Students were more likely to agree that their clinical learning experience was high quality and they had a consistent mentoring relationship during DEU rotations. Students also reported the quality of the unit's learning environment, the leadership style of the nurse manager, and the nursing care on the unit was more favorable in DEUs than traditional units. Consistent with their changed role in DEUs, faculty members were less active in helping students integrate theory and practice. These findings provide additional evidence of the value that the DEU model contributes to high-quality clinical education.

  15. 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)

  16. 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…

  17. Testing the social cognitive career theory in Thai nurses' interest to become nurse educators: A structural equation modeling analysis.

    Science.gov (United States)

    Thungjaroenkul, Petsunee; G Cummings, Greta; Tate, Kaitlyn

    2016-09-01

    A shortage of nurse educators generates a systemic problem in nursing education. A model to develop interventions directed at enhancing graduate nursing student interest in assuming a future faculty role is needed. This study used a social cognitive career theory perspective to examine the effects of past performance in teaching and supervision, social influence, observing others teaching, perceived task demands for nurse educators, self-efficacy, and outcome expectations on Thai graduate nursing students' (n=236) interest to become a nurse educator. Results of structural equation modeling analyses revealed that social influence and past performance in teaching and supervision had significant effects on interest to become a nurse educator when mediated by self-efficacy and outcome expectations. Observing others teaching and perceived task demands for nurse educators did not significantly predict interest in faculty roles. These findings provide new knowledge about factors and their influence on the development of interest to assume faculty roles. Implications for nursing education include the design of feasible graduate curricula that enhance students' abilities in faculty role and increases valuation of teaching careers. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. 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.

  19. Transformational leadership model for nursing education leaders in nursing education institutions / Sipho Wellington Mkhize

    OpenAIRE

    Mkhize, Sipho Wellington

    2009-01-01

    The nursing education leader provides visionary leadership to his/her organisation, as well as to the profession of nursing, and must have t he authority and resources necessary to ensure nursing education and training standards are met. This link between professional practice and operational activity of the organisation leads to greater involvement in decision making and fosters collaboration within nursing education and training and interdisciplinary teams. A collabora...

  20. 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.

  1. Changes in leadership styles as a function of a four-day leadership training institute for nurse managers: a perspective on continuing education program evaluation.

    Science.gov (United States)

    Wolf, M S

    1996-01-01

    This study measured changes in knowledge acquisition and application of the Hersey and Blanchard model of leadership styles and leadership style adaptability among 144 registered nurses who participated in a four-day management institute. A pre- and post-institute administration of the LEAD-Self instrument was conducted. Although the findings demonstrated a significant change in the participants' leadership styles, the data revealed that outcomes were not as positive as had been assumed based on participants' self-reports. The discussion of findings reveals the complexity and the necessity of measuring learning outcomes for continuing education program improvement.

  2. An evaluation of post-registration neuroscience focused education and neuroscience nurses' perceived educational needs.

    Science.gov (United States)

    Braine, Mary E; Cook, Neal

    2015-11-01

    People with complex neurological conditions require co-ordinated care provided by nurses educated in meeting service needs, understanding the pathophysiological processes of disease and the preparation to care for those with complex needs. However, evidence suggests that neuroscience specific education provision is largely unregulated and set outside of a cohesive professional development context. Furthermore, it largely seems to only address the induction phase into working within neurosciences. To evaluate the nature of post-registration neuroscience focused education across Europe and neuroscience nurses' perceived educational needs. Post qualifying nurses working in the field of neurosciences were invited to complete a self-reported 29-item on-line questionnaire that contained closed and open-ended questions exploring professional background, clinical and educational experience, educational opportunities available to them and their perspectives on their educational needs. 154 participants from fourteen countries across Europe completed the survey. 75% (n=110) of respondents had undertaken neuroscience focused education with the most accessible education opportunities found to be conferences 77% (n=96) and study days 69% (n=86). Overall, 52.6% of courses were multidisciplinary in nature, and 47.4% were exclusively nursing. Most identified that their courses were funded by their employer (57%, n=63) or partly funded by their employer. Results illustrate a significant variance across Europe, highlighting the need for more effective communication between neuroscience nurses across Europe. Implications for future education provision, recruitment/retention, and funding are discussed, resulting in recommendations for the future of neuroscience nursing. This study, the largest of its kind to survey neuroscience nurses, illustrates the absence of a cohesive career development pathway for neuroscience nurses in Europe. Nurses need quality assured specialist education to

  3. Essential nurse practitioner business knowledge: An interprofessional perspective.

    Science.gov (United States)

    LaFevers, David; Ward-Smith, Peggy; Wright, Wendy

    2015-04-01

    To describe business practice knowledge from the perspectives of nurse practitioners (NPs) who are practicing clinicians, academic instructors, and clinic managers. Using the eight domains of business practice attitudes identified by the Medical Group Management Associations Body of Knowledge (MGMA), which are supported by the American Association of Colleges of Nursing (AACN), a study-specific survey was developed. Data, which describe the knowledge and attitudes with respect to business practices, were obtained from 370 participants. Regardless of their job classification, these participants described (1) quality management, (2) risk management, and (3) patient care systems as critical business practice knowledge. Consensus was also achieved when ranking the content for business practice knowledge: (1) patient care systems, (2) business operation, and (3) financial management. These data identify gaps in business practice knowledge and content that should be included in educational programs. Business practice knowledge is essential for a successful clinical practice and should be a professional practice skill for the NP. ©2015 American Association of Nurse Practitioners.

  4. 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)

  5. Strategic Planning and Doctor Of Nursing Practice Education: Developing Today's and Tomorrow's Leaders.

    Science.gov (United States)

    Falk, Nancy L; Garrison, Kenneth F; Brown, Mary-Michael; Pintz, Christine; Bocchino, Joseph

    2015-01-01

    Strategic planning and thinking skills are essential for today's nurse leaders. Doctor of nursing practice (DNP) programs provide an opportunity for developing effective nurse strategists. A well-designed strategy course can stimulate intellectual growth at all levels of Bloom's Taxonomy. Discussion forums in online education provide new opportunities for rich interaction among peers en route to development of well-informed strategic plans. An interprofessional perspective adds a rich and vital aspect to doctoral nursing education and it serves to inform strategic plan development. A roadmap for teaching strategic planning to current and future nursing leaders will guide the integration of essential content into DNP programs.

  6. (un) Disciplining the nurse writer: doctoral nursing students' perspective on writing capacity.

    Science.gov (United States)

    Ryan, Maureen M; Walker, Madeline; Scaia, Margaret; Smith, Vivian

    2014-12-01

    In this article, we offer a perspective into how Canadian doctoral nursing students' writing capacity is mentored and, as a result, we argue is disciplined. We do this by sharing our own disciplinary and interdisciplinary experiences of writing with, for and about nurses. We locate our experiences within a broader discourse that suggests doctoral (nursing) students be prepared as stewards of the (nursing) discipline. We draw attention to tensions and effects of writing within (nursing) disciplinary boundaries. We argue that traditional approaches to developing nurses' writing capacity in doctoral programs both shepherds and excludes emerging scholarly voices, and we present some examples to illustrate this dual role. We ask our nurse colleagues to consider for whom nurses write, offering an argument that nurses' writing must ultimately improve patient care and thus would benefit from multiple voices in writing. © 2013 John Wiley & Sons Ltd.

  7. A systems perspective on nursing productivity.

    Science.gov (United States)

    North, Nicola; Hughes, Frances

    2012-01-01

    Recent New Zealand reports have identified the nursing workforce for its potential to make a significant contribution to increased productivity in health services. The purpose of this paper is to review critically the recent and current labour approaches to improve nursing productivity in New Zealand, in a context of international research and experience. An examination of government documents regarding productivity, and a review of New Zealand and international literature and research on nursing productivity and its measurement form the basis of the paper. It is found that productivity improvement strategies are influenced by theories of labour economics and scientific management that conceptualise a nurse as a labour unit and a cost to the organisation. Nursing productivity rose significantly with the health reforms of the 1990s that reduced nursing input costs but impacts on patient safety and nurses were negative. Current approaches to increasing nursing productivity, including the "productive ward" and reconfiguration of nursing teams, also draw on manufacturing innovations. Emerging thinking considers productivity in the context of the work environment and changing professional roles, and proposes reconceptualising the nurse as an intellectual asset to knowledge-intensive health organisations. Strategies that take a systems approach to nursing productivity, that view nursing as a capital asset, that focus on the interface between nurse and working environment and measure patient and nurse outcomes are advocated. The paper shows that reframing nursing productivity brings into focus management strategies to raise productivity while protecting nursing and patient outcomes.

  8. Gilligan's different voice: a perspective for nursing.

    Science.gov (United States)

    Cooper, M C

    1989-01-01

    This article proposes that Carol Gilligan's ethic of care provides for nursing a paradigm for moral deliberation that demonstrates compatibility with nursing's historical and philosophical traditions of relational caring and furnishes empirical support for the value of caring as a moral activity. The appropriateness of Gilligan's theory for nursing is further illustrated by an elucidation of the similarities between Gilligan's theory and nurse theorist Jean Watson's claims that caring constitutes both a necessary and a fundamental component of nursing. It is argued that Gilligan's theory of moral deliberation more faithfully reflects the nursing experience than Kohlberg's contractual, Kantian theory, which currently dominates the nursing literature.

  9. International academic mobility in nursing education: an experience report.

    Science.gov (United States)

    Guskuma, Erica Mayumi; Dullius, Aline Alves Dos Santos; Godinho, Mônica La Salette da Costa; Costa, Maria Silvana Totti; Terra, Fábio de Souza

    2016-01-01

    report the experience of international academic mobility in Ireland through the program Science Without Borders during undergraduate education in nursing. a report of experience presented in chronological order, with a descriptive nature. the opportunity to know and be able to discuss questions regarding health and nursing in Ireland allowed the review of concepts and a more reflective perspective regarding nursing practices. Additionally, the exchange promoted personal strengthening regarding the confrontation and solution of problems, development of technical and scientific abilities, improvement of linguistic competences and construction of personality, independence and maturity. regarding such constructive and enriching experience that this mobility provides to students, to the governing authorities, to the population and to Brazilian nursing, sharing this experience is expected to serve as encouragement for those who search for new horizons, with the objective of adding knowledge for their personal and professional life.

  10. Working with local nurses to promote hospital-nursing care during humanitarian assignments overseas: experiences from the perspectives of nurses.

    Science.gov (United States)

    Tjoflåt, Ingrid; Karlsen, Bjørg; Saetre Hansen, Britt

    2016-06-01

    To describe how Norwegian expatriate nurses engaged in humanitarian assignments overseas experience working with the local nurses promoting nursing care in the hospital ward. Western countries have a long tradition of providing nurses with expert knowledge in nursing care for humanitarian projects and international work overseas. Studies from humanitarian mission revealed that health workers rarely acknowledge or use the local knowledge. However, there is a lack of studies highlighting expatriate nurses' experiences working with local nurses to promote nursing care in the hospital ward. This study applies a descriptive explorative qualitative design. The data were collected in 2013 by means of seven semi-structured interviews and analysed using qualitative content analysis. The data analyses revealed three themes related to the expatriate nurses' experiences of working with the local nurses to promote nursing care in the hospital ward: (1) Breaking the code, (2) Colliding worlds and (3) Challenges in sharing knowledge. The findings reflect different challenges when working with the local nurses. Findings indicate valuable knowledge gained about local nursing care and the local health and educational system. They also demonstrate challenges for the expatriate nurses related to the local nursing standard in the wards and using the local nurses' experiences and knowledge when working together. The findings can inform nurses, humanitarian organisations and institutions working overseas regarding the recruitment and the preparation of nurses who want to work cross- culturally or in humanitarian missions overseas. © 2016 John Wiley & Sons Ltd.

  11. 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.

  12. 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…

  13. "Hit the ground running": perspectives of new nurses and nurse managers on role transition and integration of new graduates.

    Science.gov (United States)

    Chernomas, Wanda M; Care, W Dean; McKenzie, Jo-Ann Lapointe; Guse, Lorna; Currie, Jan

    2010-01-01

    The workplace for new graduates must be a constructive learning environment to facilitate their development. Nurse managers need new graduates who can "hit the ground running." Conflict between the needs of new nurses and the realities of the workplace often creates role confusion and tension in new graduates and threatens employers' ability to retain them. As part of a larger study that examined the effectiveness of a new strategy on new nurse retention and workplace integration, we conducted focus groups with new nurses and nurse managers. This paper discusses the perspectives of new nurses on their role transition from graduates to practising professionals and the perspectives of nurse managers on the workplace integration of new nurses. The thematic findings integrate new nurses' perspectives on their needs during role transition with the perspectives of nurse managers in meeting those needs. The discussion includes strategies to facilitate successful transition and integration of new nurses into the workplace within the context of recruitment and retention.

  14. 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.

  15. EMANCIPATING PERSPECTIVE FOR PROFESSIONAL TRAINING OF THE CITIZEN IN NURSING

    Directory of Open Access Journals (Sweden)

    Rita de Cassia Cordeiro de Oliveira

    2012-03-01

    Full Text Available The school constitutes an important space where people can experience a educational process and the construction of a Political-Pedagogical Project of its course. This study aims at describing the Political-Pedagogical Project according to the Diretrizes Curriculares Nacionais (National Curriculum Guide, in Portuguese from an emancipatory perspective for the training of nurses. The survey was carried out by consulting Central Library of Universidade Federal da Paraíba, researching on Internet and through personal collection of researchers. The steps followed in the study were: selection of material, analysis of specific literature, working on dissertation, and finally, presentation of ongoing results Formação Emancipadora em Enfermagem. It was found out that the Political-Pedagogical Project of the Nursing course at UFPB did not have significant involvement of professors and students. One concludes that this process must be inclusive, democratic and reflexive, to have unity between theory and practice, to adopt an integrated curriculum based on the concept of social critic pedagogy, so as to build up the training of the student. Therefore, this study can be useful to a wide range in the field of health education at university, with self-reflection or motivation for researching further on Political-Pedagogical Project.

  16. Emancipating perspective for professional training of the citizen in nursing

    Directory of Open Access Journals (Sweden)

    Rita de Cassia Cordeiro de Oliveira

    2012-01-01

    Full Text Available The school constitutes an important space where people can experience a educational process and the construction of a Political-Pedagogical Project of its course. This study aims at describing the Political-Pedagogical Project according to the Diretrizes Curriculares Nacionais (National Curriculum Guide, in Portuguese from an emancipatory perspective for the training of nurses. The survey was carried out by consulting Central Library of Universidade Federal da Paraíba, researching on Internet and through personal collection of researchers. The steps followed in the study were: selection of material, analysis of specific literature, working on dissertation, and finally, presentation of ongoing results. It was found out that the Political-Pedagogical Project of the Nursing course at UFPB did not have significant involvement of professors and students. One concludes that this process must be inclusive, democratic and reflexive, to have unity between theory and practice, to adopt an integrated curriculum based on the concept of social critic pedagogy, so as to build up the training of the student. Therefore, this study can be useful to a wide range in the field of health education at university, with self-reflection or motivation for researching further on Political-Pedagogical Project.

  17. 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.

  18. Patient safety in practical nurses' education: A cross-sectional survey of newly registered practical nurses in Canada.

    Science.gov (United States)

    VanDenKerkhof, Elizabeth; Sears, Nancy; Edge, Dana S; Tregunno, Deborah; Ginsburg, Liane

    2017-04-01

    Practical nurses have experienced an increasing scope of practice, including an expectation to care for complex patients and function on interdisciplinary teams. Little is known about the degree to which patient safety principles are addressed in practical nursing education. To examine self-reported patient safety competencies of practical nurses. A cross-sectional online survey (July 2014) and face-to-face interviews (June 2015). Ontario, Canada. Survey participants were practical nurses newly registered with the College of Nurses of Ontario between January 2012 and December 2013. Interview participants were faculty and students in a practical nursing program in Ontario. Survey respondents completed the Health Professional Education in Patient Safety Survey online. Self-reported competencies in various patient safety domains were compared between classroom and clinical settings. Faculty members were interviewed about educational preparation of practical nurses and students were interviewed to provide insight into interpretation of survey questions. The survey response rate was 28.4% (n=1104/3883). Mean domain scores indicated a high level of confidence in patient safety competence (Nurses of Ontario >2years and in those who obtained their education outside of Canada. Faculty believed their approach to teaching and learning instilled a deep understanding of the limits to practical nurse autonomous practice. Practical nurses were confident in what they learned about patient safety in their educational programs. The high degree of patient safety competence may be a true reflection of practical nurses understanding of, and comfort with, the limits of their knowledge and, ultimately, the limits of their individual autonomous practice. Further exploration as to whether the questionnaire requires additional modification for use with practical nurse populations is warranted. However, this study provides the first examination of practical nurses' perspectives and

  19. Reframing women's health in nursing education: a feminist approach.

    Science.gov (United States)

    Morse, G G

    1995-01-01

    To operate from a feminist paradigm is a new way of thinking for nurse educators. Feminist perspectives in nursing provide a new stage of consciousness--one that values women's voices, their way of knowing, and their life experiences, and, most important, one that challenges traditional patriarchal practices. Furthermore, nursing curricula with feminist perspectives provides a biopsychosocial approach that encourages the full recognition of variables that can influence women's health, such as socioeconomic status, racial and ethnic background, and biobehavioral factors. The debate in medicine over a specialty in women's health is not unique. The history of academia abounds with descriptions of struggles to establish new fields and disciplines. Recent specialties, such as pediatrics and gerontology, which are distinguished by age rather than specific organ or system, struggled for establishment and recognition. Historically, nursing curricula has emulated the biomedical model that is reductionistic and contradictory to nursing's holistic mission. Rather than classifying women's health into a separate entity, women's health may be introduced into present curricula by employing feminist ideals and pedagogy throughout the curriculum. This approach would provide a mechanism to explore women's health issues that were previously minimally addressed at best, or not addressed at all. More important, students would be provided with an opportunity to examine the societal effects of racism, sexism, and classism, and this education would potentially lead to a growing awareness of concerns specific to women and minorities.

  20. 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.

  1. 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

  2. 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.

  3. 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.

  4. 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.

  5. Growing Nurse Leaders: Their Perspectives on Nursing Leadership and Today’s Practice Environment

    Science.gov (United States)

    Dyess, Susan M; Sherman, Rose O; Pratt, Beth A; Chiang-Hanisko, Lenny

    2016-01-14

    With the growing complexity of healthcare practice environments and pending nurse leader retirements, the development of future nurse leaders is increasingly important. This article reports on focus group research conducted with Generation Y nurses prior to their initiating coursework in a Master’s Degree program designed to support development of future nurse leaders. Forty-four emerging nurse leaders across three program cohorts participated in this qualitative study conducted to capture perspectives about nursing leaders and leadership. Conventional content analysis was used to analyze and code the data into categories. We discuss the three major categories identified, including: idealistic expectations of leaders, leading in a challenging practice environment, and cautious but optimistic outlook about their own leadership and future, and study limitations. The conclusion offers implications for future nurse leader development. The findings provide important insight into the viewpoints of nurses today about leaders and leadership.

  6. 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.

  7. 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.

  8. Perspectives on Role Socialization of Nurses.

    Science.gov (United States)

    Christman, Luther

    1991-01-01

    The low status of nursing is traced from the days of Florence Nightingale, and concepts of role socialization are applied to nurses. A highly automated, democratized workplace is envisioned that will change socialization practices. (SK)

  9. 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.

  10. 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

  11. School Nurse Perspectives regarding Their Vocational Decisions

    Science.gov (United States)

    Smith, Shirley G.; Firmin, Michael W.

    2009-01-01

    This is a phenomenological, qualitative study of 25 school nurses employed in a large, urban school district in the Midwestern section of the United States. The study's participants possess histories of professional work experiences in nursing specialties other than school nursing. Thematic analysis of the data revealed three prominent factors…

  12. 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.

  13. 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.

  14. 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)

  15. 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…

  16. 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 ...

  17. Education as a springboard for transformational leadership development: listening to the voices of nurses.

    Science.gov (United States)

    Galuska, Lee A

    2014-02-01

    Nurses must assume a transformational leadership role in increasing the quality, safety, access, and value in the health care system. To lead effectively in this transformation process, nurses must be prepared for leadership roles. A strong leadership knowledge based acquired through education provides the springboard for nursing leadership competency development. This metasynthesis of 27 studies provided a broad understanding of the contribution and effectiveness of education for leadership competency from the perspective of nurses who have experienced it. Four overarching themes emerged: evidence-based relevant content, optimized learning strategies, benefits to the learner and others, and tensions and threats to the application of learning. This study affirms the value of a strong educational foundation for nursing leadership. With the support of a firm, yet flexible, educational platform, nurses will be positioned to more effectively lead and partner in health care transformation.

  18. 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.

  19. 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.

  20. 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.

  1. 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.

  2. 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)

  3. 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.

  4. Role, perspective and knowledge of Iranian critical care nurses about breaking bad news.

    Science.gov (United States)

    Imanipour, Masoomeh; Karim, Zahra; Bahrani, Naser

    2016-05-01

    Given the issue of caring critically ill patients, nurses are involved in the process of breaking bad news in critical care units, while little research has been conducted on this challenging issue. The purpose of this study was to determine the role, perspective and knowledge of Iranian critical care nurses regarding breaking bad news. This descriptive study was conducted on a sample of 160 nurses working in critical care units of hospitals affiliated to Tehran University of Medical Sciences. Stratified and quota sampling methods were used. The data collection tool was a four-part questionnaire with validity and reliability confirmed via content validity and test-retest, respectively. The study showed that most critical care nurses were involved in breaking bad news, with different roles. The majority of participants (91.2%) had a positive attitude towards involvement of nurses in breaking bad news. In this study, 78.8% of nurses had moderate knowledge about how to break bad news, and only a few had good level of knowledge (16.2%). According to the findings, while critical care nurses took different roles in the process of breaking bad news and they had positive attitude towards participation in this process, yet their knowledge about this process was inadequate. Thus, designing educational programmes to enhance critical care nurses' knowledge and skills in this area seems necessary. Copyright © 2015 Australian College of Critical Care Nurses Ltd. Published by Elsevier Ltd. All rights reserved.

  5. 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.

  6. 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.

  7. The glass ceiling in Irish healthcare: a nursing perspective.

    Science.gov (United States)

    Tracey, Catherine

    2006-01-01

    The purpose of this study is to describe and explore from the perspectives of top-level nurses holding the formal position of director of nursing their perceptions and interpretations of their experiences in the Irish healthcare system. This paper presents some findings from a nation-wide study, which is qualitative in approach using grounded theory methodology. Semi-structured interviews were conducted with 50 directors of nursing representing general and psychiatric nursing. The study in this paper was conducted in the context of a changing healthcare system, which emphasises the flattening of organisational pyramids. However, this study's findings indicate that, while structures might be changing, behaviours remain unaltered. In particular, the medicine nursing power base remains unchanged, while the power shift between nursing and general management continues to widen in favour of general management. Research in this paper shows that directors of nursing who chose to participate in this study may have different perceptions of experiences from those who chose not to participate. In the paper the reality is neither medicine nor general management, individually or collectively, are going to share or devolve power and influence to nursing. This study's findings indicate that nursing needs to confront this power imbalance. Nursing needs to take the first steps towards shattering the glass ceiling by really examining its own behaviours, in maintaining the status quo, in the traditional balance of power.

  8. Learning essentials: what graduates of mental health nursing programmes need to know from an industry perspective.

    Science.gov (United States)

    McAllister, Margaret; Happell, Brenda; Flynn, Trudi

    2014-12-01

    To explore the perspectives of nursing directors in mental health in Queensland, Australia, regarding the skills and attributes of graduates of comprehensive nursing programme to provide an industry perspective and thus augment knowledge from theoretical and professional dimensions. There is a worldwide shortage of appropriately qualified nurses with the knowledge, skills and attitudes to work effectively in mental health services. Within Australia, this has been well documented since the introduction of comprehensive nursing education. The underrepresentation of mental health content in undergraduate curricula has been identified as the primary reason for nursing graduates not being adequately prepared for practice in this field. To date, this issue has primarily been addressed from the perspective of university academics, with the voice of industry relatively silent in the published literature. Qualitative exploratory. In-depth telephone interviews with Director of Nursing (Mental Health) in Queensland, Australia. The concerns of participants were expressed in six main themes: (1) foundational knowledge of mental health and disorders, (2) recovery-oriented skills, (3) physical as well as mental health skills, (4) therapeutic strategies, (5) resilience and self-development and (6) advanced knowledge and skills. The education of comprehensive nursing education needs to be reviewed as a matter of priority to ensure graduates with the attributes required to provide high-quality care for consumers of mental health services. A skilled and knowledgeable workforce is an essential component of high-quality mental health services. Research highlighting the current deficits and issues is therefore of the highest priority. © 2014 John Wiley & Sons Ltd.

  9. 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.

  10. 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.

  11. Problems of practical teaching of nurses from the perspective of students and nurses

    OpenAIRE

    VLČKOVÁ, Darina

    2013-01-01

    The education of nurses, as well as other non-doctor medical workers, has seen significant changes in the course of the past twenty years. In compliance with current legislation, the studies of general nurses only take place at universities and colleges these days.The schooling of nurses consists of theoretical and practical education. Both of them mingle and supplement each other during the complete course of the studies. Theoretical part consists of general as well as special subjects which...

  12. Nurses' experiences and perspectives on medication safety practices: an explorative qualitative study

    NARCIS (Netherlands)

    Smeulers, Marian; Onderwater, Astrid T.; van Zwieten, Myra C. B.; Vermeulen, Hester

    2014-01-01

    To explore nurses' experiences with and perspectives on preventing medication administration errors. Insight into nurses' experiences with and perspectives on preventing medication administration errors is important and can be utilised to tailor and implement safety practices. A qualitative

  13. The biological sciences in nursing: a developing country perspective.

    Science.gov (United States)

    Kyriacos, Una; Jordan, Sue; van den Heever, Jean

    2005-10-01

    This paper reports a study to inform curriculum development by exploring the contribution of bioscience education programmes to nurses' clinical practice, their understanding of the rationale for practice, and their perceptions of their continuing professional development needs. The future of the health services worldwide depends on nurse education programmes equipping practitioners to deliver safe and effective patient care. In the developed world, the structure and indicative content of nursing curricula have been debated extensively. However, despite the rapid expansion in nursing roles brought about by social change, there is little information on the educational needs of nurses in developing countries. This study was undertaken in government teaching hospitals in Cape Town, South Africa in 2003. A purposive sample of 54 nurses from a range of clinical settings completed questionnaires and described critical incidents where bioscience knowledge had directed practice. Questionnaires were analysed descriptively, in the main. Analysis of critical incident reports was based on Akinsanya's bionursing model. Most nurses felt that their understanding of the biological, but not the physical sciences, was adequate or better: all felt confident with their knowledge of anatomy, compared with 57.4% (31/54) for microbiology. Respondents attributed the successes and failures of their education programmes to their teachers' delivery of content, ability to relate to practice and management of the process of learning. The biological, but not the physical, sciences were universally (96-100%) regarded as relevant to nursing. However, the critical incidents and nurses' own reports indicated a need for further education in pharmacology (40/54, 74.1%) and microbiology (29/54, 53.7%). To meet the needs of nurses in developing countries, and empower them to meet the increasingly complex demands of their expanding roles, nurse educators need to consider increasing the curriculum

  14. 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.

  15. 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 ...

  16. 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…

  17. 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.…

  18. Promoting cultural awareness in nursing education through international videoconferences.

    Science.gov (United States)

    Kemppainen, Jeanne K; Kim-Godwin, Yeoun Soo; Mechling, Brandy; Kanematsu, Yuriko; Kikuchi, Kazuko

    2012-07-01

    This paper describes a highly successful, 10 year long international videoconference exchange between nursing students in Iwate Prefectural University in northern Japan and the University of North Carolina Wilmington in the United States. A summary of the literature on the use of videoconferencing in nursing education is presented, as well as a brief overview of the collaborative partnership that led to the development of the annual videoconference series. A description of the process for conducting the annual real-time sessions is included along with student perspectives about their experiences. Planning, support and open-mindedness on the part of both students and nursing faculty have contributed to the success of this collaborative effort. © 2012 Blackwell Publishing Asia Pty Ltd.

  19. The History of Evidence-Based Practice in Nursing Education and Practice.

    Science.gov (United States)

    Mackey, April; Bassendowski, Sandra

    Beginning with Florence Nightingale in the 1800s and evolving again within the medical community, evidence-based practice continues to advance along with the nursing discipline. Evidence-based practice is foundational to undergraduate and graduate nursing education and is a way for the nursing discipline to minimize the theory to practice gap. This article discusses the concept of evidence-based practice from a historical perspective as it relates to nursing in the educational and practice domains. The concept evidence-based practice is defined, and the similarities and differences to evidence-based medicine are discussed. It is crucial that registered nurses be proactive in their quest for research knowledge, so the gap between theory and practice continues to close. Utilizing nursing best practice guidelines, reviewing and implementing applicable research evidence, and taking advantage of technological advances are all ways in which nursing can move forward as a well-informed discipline. Copyright © 2016 Elsevier Inc. All rights reserved.

  20. Perspectives on educational quality

    NARCIS (Netherlands)

    Scheerens, Jaap; Scheerens, J; Luyten, H.; van Ravens, J.

    2011-01-01

    In this chapter, a systems model is presented, which can be used as a basic template when defining and quantifying the quality of education. In this model, education is viewed as a ‘production process’ whereby input is transformed into output. Various interpretations of ‘quality’ can be defined

  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. Understanding Qualitative Research: A School Nurse Perspective

    Science.gov (United States)

    Broussard, Lisa

    2006-01-01

    More school nurses are engaging in the generation of research, and their studies increasingly are using qualitative methods to describe various areas of practice. This article provides an overview of 4 major qualitative methods: ethnography, phenomenology, grounded theory, and historical research. Examples of school nursing research studies that…

  4. [Refusal of nursing care, the legal perspective].

    Science.gov (United States)

    Fisman, Jérôme

    2016-10-01

    The refusal of nursing care forms part of the freedom offered to anyone wanting to refuse, consciously and knowingly, any form of nursing care such as washing, the taking of medication or hospitalisation. However, limits are fixed by law as well as by case law. Are we totally free in the expression of our will? Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  5. [Reflections on Occupational Health Nursing in Taiwan: Challenges and Perspectives].

    Science.gov (United States)

    Wu, Fei-Ling; Tsai, Hsiu-Min; Liou, Yiing-Mei; Chou, Yen-Fang; Chang, Tsai-Hsiu; Shiao, Shu-Chu Judith

    2018-04-01

    The development of the occupational health nursing profession has promoted stable and healthy human resources in Taiwan. In order to improve the occupational safety, health, and healthcare of workers, the professional core competencies and role functions of occupational health nursing is of utmost importance. This article investigated the current status of occupational health nursing education, role functions, practice scope, and the development and responsibilities of professional associations and proposed the challenges to and the future prospects of the development of occupational health nursing in Taiwan. The key findings include: (1) the role functions and practice scope of occupational health nursing; (2) occupational health nursing courses should be included in the required credits of Department of Nursing and master and doctor programs in occupational health nursing should be established; (3) a certification system of occupational health nursing should be established as soon as possible; (4) the professional associations for occupational health nursing should take responsibility for continuing education and training; and (5) interdisciplinary collaborations among relevant occupational health professionals should be strengthened.

  6. College nursing faculty job satisfaction and retention: A national perspective.

    Science.gov (United States)

    Lee, Peggy; Miller, Michael T; Kippenbrock, Thomas A; Rosen, Chris; Emory, Jan

    The need for registered nurses in the United States continues to grow. To meet this need for increased numbers of nurses, recruitment and retention of qualified nurse educators has become a priority. In addition, the factors associated with nursing faculties' intent to stay have emerged as important considerations for administrators. The concepts of job satisfaction and intent to stay become vital to recruiting and retaining nursing faculty. In the past decade few empirical studies have been conducted on a national scale to address job satisfaction and intent to stay in academia. The purpose of this retrospective study is to analyze variables of relationships with nurse faculty job satisfaction and intent to stay from data collected throughout the United States. The Collaborative on Academic Careers in Higher Education (COACHE) survey was employed for the purposes of this study. Over 1350 nurse educators were included in the survey. The findings support a variety of modifiable variables that are viewed as important by nursing faculty. The strongest relationship was found to be institutional leadership. The implications can inform academic administrators seeking to retain nursing faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Retaining professional nurses in South Africa: Nurse managers’ perspectives

    Directory of Open Access Journals (Sweden)

    Elizabeth Mokoka

    2010-11-01

    An exploratory, descriptive, contextual and qualitative design was used to describe nurse managers’views on factors which could influence professional nurse retention, as well as their views regarding attributes that were required to enable them to contribute towards enhancing professional nurse retention. A purposive sample of nurse managers employed in public and private hospitals in the Gauteng province was selected. Semi-structured interviews were conducted with 21 nurse managers.The results were analysed qualitatively and contextualised within Vogt, Cox, Velthouse and Thames’s Cork-Top (Bottleneck Theory of Nurse Retention (1983 and Lewin’s Force-Field Analysis Theory (1952. Factors pertaining to individual nurses, the organisation and nurse managers could influence the retention of professional nurses. Poor working conditions, long and inconvenient working hours,uncompetitive salaries and professional development of nurses have to be addressed to enhance professional nurses’ retention. Unsafe working environments and a lack of resources threaten the safety and well-being of nurses and patients and contribute to high turnover rates. Nurse managers have to address shortcomings in their managerial and leadership skills and implement changes within a multigenerational nursing workforce and challenging working environments. Opsomming Suid-Afrika ervaar ’n ernstige tekort aan verpleegkundiges wat aangespreek moet word ten einde krisisse in gesondheidsorgdienste te voorkom. Vorige studies (Fletcher 2001:324; Oosthuizen 2005:117 het bevind dat verpleegkundiges hulle werksomgewing verander as gevolg van ontevredenheid met hulle werksituasies. Dit impliseer dat die daarstelling van ’n gunstige omgewing in die werkpleksituasie, kan help om professionele verpleegkundiges in hulle poste te behou, wat beteken dat retensiestrategieë doeltreffend moet wees. ’n Verkennende, beskrywende, kontekstuele, kwalitatiewe ontwerp was gebruik om verpleegbestuurders se

  8. 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.

  9. Nursing students' perceptions of hospital learning environments--an Australian perspective.

    Science.gov (United States)

    Chan, Dominic S

    2004-01-01

    Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students' clinical learning outcomes, there is a need to examine the clinical learning environment. The purpose of this study was to assess pre-registration nursing students' perceptions of hospital learning environments during clinical field placement. Quantitative and qualitative methodology was used. One hundred and eight students provided quantitative data through completion of the survey instrument, the Clinical Learning Environment Inventory (Actual and Preferred forms). Each form is a 5-point Likert-type questionnaire, made up of 35 items consisted of 5 scales with 7 items per scale. Qualitative data, obtained through semi-structured interview of 21 students from the same cohort, were used to explain and support the quantitative findings. There were significant differences between students' actual and preferred perceptions of the clinical learning environments. Generally students preferred a more positive and favourable clinical environment than they perceived as being actually present. Since participants consisted of nursing students from just one university nursing school in South Australia, the findings may not be representative of all nursing students in general with respect to their clinical placement. However, the value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.

  10. 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.

  11. Ethical issues regarding human cloning: a nursing perspective.

    Science.gov (United States)

    Dinç, Leyla

    2003-05-01

    Advances in cloning technology and successful cloning experiments in animals raised concerns about the possibility of human cloning in recent years. Despite many objections, this is not only a possibility but also a reality. Human cloning is a scientific revolution. However, it also introduces the potential for physical and psychosocial harm to human beings. From this point of view, it raises profound ethical, social and health related concerns. Human cloning would have an impact on the practice of nursing because it could result in the creation of new physiological and psychosocial conditions that would require nursing care. The nursing profession must therefore evaluate the ethics of human cloning, in particular the potential role of nurses. This article reviews the ethical considerations of reproductive human cloning, discusses the main reasons for concern, and reflects a nursing perspective regarding this issue.

  12. 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.

  13. 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.

  14. Clinical Experience in Advanced Practice Nursing: A Canadian Perspective.

    Science.gov (United States)

    Donnelly, Glenn

    2003-01-01

    The role of advanced practice (AP) nurses must be clearly articulated and defined and not overshadowed by medical functions. Consensus on their educational preparation and explication of the nature of expertise in advanced practice are needed if AP nurses are to realize the full scope of their practice. (Contains 35 references.) (SK)

  15. qualities and skills of nurses from the perspective of nurses and patients

    OpenAIRE

    FIEDLEROVÁ, Miroslava

    2012-01-01

    Nursing develops and becomes a field with scientific base and well-educated employees. Thanks to that, nursing care is safer and of better quality. Nurses obtain prestige, importance and autonomy. The aim of this thesis is to map haw the nurses perceive their the features and skills and what is the view of patients of the same features and skills of nurses. The research was performed using the quantitative method in the form of a non-standardised questionnaire. The research was aimed at opini...

  16. 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.

  17. 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 ...

  18. 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.

  19. Baccalaureate nursing students' perspectives on learning about caring in China: a qualitative descriptive study.

    Science.gov (United States)

    Ma, Fang; Li, Jiping; Liang, Hongmin; Bai, Yangjuan; Song, Jianhua

    2014-03-04

    The need to provide humanistic care in the contemporary healthcare system is more imperative now and the importance of cultivating caring in nursing education is urgent. Caring as the primary work of nursing has been discussed extensively, such as the meaning of caring, and teaching and learning strategies to improve nursing students' caring ability. Yet attempts to understand students' perspectives on learning about caring and to know their learning needs are seldom presented. The aim of this qualitative descriptive study was to explore the baccalaureate nursing students' perspectives on learning about caring in China. A qualitative descriptive study using focus group interviews were undertaken in two colleges in Yunnan Province, China from February 2010 to April 2010. Purposeful sampling of 20 baccalaureate nursing students were recruited. Content analysis of the transcribed data was adopted to identify the themes. Four categories with some sub-categories related to students' perspectives on learning about caring were identified from the data: 1) Learning caring by role model; 2) conducive learning environment as the incentive to the learning about caring; 3) lack of directive substantive way of learning as the hindrance to the learning about caring; 4) lack of cultural competency as the barrier to the learning about caring. Both caring and uncaring experiences can promote the learning about caring in a way of reflective practice. The formal, informal and hidden curricula play an important role in the learning about caring. Cultural awareness, sensitivity and humility are important in the process of learning to care in a multicultural area.

  20. Obstacles and problems of ethical leadership from the perspective of nursing leaders: a qualitative content analysis.

    Science.gov (United States)

    Barkhordari-Sharifabad, Maasoumeh; Ashktorab, Tahereh; Atashzadeh-Shoorideh, Foroozan

    2017-01-01

    In the nursing profession, leadership plays a significant role in creating motivation and thus enabling nurses to provide high quality care. Ethics is an essential component of leadership qualifications and the ethical leader can help create an ethical atmosphere, offer ethical guidance, and ensure the occupational satisfaction of personnel through prioritizing moralities. However, some issues prevent the implementation of this type of leadership by nursing leaders. The aim of this study was to identify and describe some problems and obstacles in ethical leadership faced by nursing leaders, and to help them achieve more accurate information and broader perspective in this field. The present study was conducted using a qualitative approach and content analysis. A total of 14 nursing managers and educators were selected purposefully, and deep and semi-structured interviews were conducted with them. Content analysis was performed using an inductive approach. Three main categories were obtained after data analysis: ethical, cultural and managerial problems. "Ethical problems" pertain to doubt in ethical actions, ethical conflicts and ethical distress; "cultural problems" include organizational and social culture; and "managerial problems" are connected to organizational and staff-related issues. Nursing leaders put forth various aspects of the problems associated with ethical leadership in the clinical setting. This style of leadership could be promoted by developing suitable programs and providing clear-cut strategies for removing the current obstacles and correcting the organizational structure. This can lead to ethical improvement in nursing leaders and subsequently the nurses.

  1. Medical futility in the care of non-competent terminally ill patient: nursing perspectives and responsibilities.

    Science.gov (United States)

    Scanlon, Andrew; Murphy, Maria

    2014-05-01

    Debate continues on the use of medical technology to prolong life independent of the quality of the outcomes. As a consequence, acute care nurses often find themselves in situations where they are asked to carry out physician's orders, in the context of a patient's deteriorating condition, which may be at odds with professional and personal ethical standards. This can cause nurses to become distressed when struggling with the ethical dilemmas involved with medical futility. This paper is a perspective on nursing considerations of our Code of Ethics and the concept of medical futility in acute nursing care. The utility of the Code is examined through a clinical vignette. A database search using the keywords medical futility and acute care limited to 2008 to 2012 and a secondary hand search of these references identified thirty journal publications. The Code of Ethics was examined via a clinical scenario pertinent to an acute environment. This paper examines the ethical principles that underpin nursing and illustrates how the code of ethics may serve as sign posts when faced with caring for a terminally ill patient that is inappropriately managed. Understanding how individual nurses may address ethical dilemmas when faced with medical futility can better enable the nurse to fulfil their role as patient advocate, health promoter and alleviator of suffering. Ongoing education and communication to decrease any ambiguity or anguish associated with a patient's impending death optimises apt outcomes. Copyright © 2012 Australian College of Critical Care Nurses Ltd. All rights reserved.

  2. Nursing around the world: a perspective on growing concerns and the shortage of care

    Directory of Open Access Journals (Sweden)

    Vance DE

    2011-11-01

    Full Text Available David E VanceThe University of Alabama School of Nursing, University of Alabama at Birmingham, Birmingham, AL, USAAbstract: Many of us think of nurses as people who provide direct care to us and our loved ones. And that is true. Images of a selfless person such as Florence Nightingale during the Crimean War running from one wounded soldier to another providing care inspires the imagination of what a nurse is and can be. Based on that image, a nurse is anyone who cares (and from a spiritual or philosophical perspective, that may be true. But nursing as a profession is so much more. nurse is someone with a very selective skill set that can only be developed and honed by intense training, education, and discipline while being used in a proscribed ethical manner. With such a combination of skills, ethics, and caring, nurses are the backbone of health care settings, tending to the individual needs of the patients; however, many nurses also function outside such traditional settings and perform numerous functions. Nurses are educators and provide data to the public designed to improve health literacy and promote physical and mental wellness. Nurses are computer and organizational specialists who provide hospitals and institutions with the technologies for keeping, maintaining, and analyzing records. Nurses are clergy, psychologists, and philosophers providing a direction and a moral compass in how to are for patients and each other. Nurses are researchers investigating everything from developing medication for Alzheimer's disease to improving crop yields to reduce hunger. Finally, nurses are advocates and leaders petitioning for justice and beneficence of all regardless of gender, age, race, religion, sexual orientation, and nationality; and as such, nursing is political and has a global impact. Nursing is global in nature and is facing global, as well as country specific, problems. The purpose of this editorial is to provide a brief overview of what

  3. Group concept mapping for evaluation and development in nursing education.

    Science.gov (United States)

    Hagell, Peter; Edfors, Ellinor; Hedin, Gita; Westergren, Albert; Hammarlund, Catharina Sjödahl

    2016-09-01

    The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experiences, using data from a GCM-based evaluation of a research training assignment integrating clinical practice and research data collection within a Swedish university nursing program. Student nurses (n = 47) participated in a one-day GCM exercise. Focus group brainstorming regarding experiences from the assignment that the students considered important and instructive yielded 98 statements that were individually sorted based on their student-perceived relationships, and rated regarding their importance/instructiveness and need for development. Quantitative analysis of sort data produced a 2-dimensional map representing their conceptual relationships, and eight conceptual areas. Average cluster ratings were plotted relative to each other and provided a decision aid for development and planning by identifying areas (i.e., "Research methodology", "Patients' perspectives", and "Interviewer role") considered highly important/instructive and in high need for development. These experiences illustrate the use and potential of GCM as an interactive participant-centred approach to evaluation, planning and development in nursing and other higher health science educations. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Promoting critical thinking and academic writing skills in nurse education.

    Science.gov (United States)

    Borglin, Gunilla

    2012-07-01

    Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account. Copyright © 2011 Elsevier Ltd. All rights reserved.

  5. 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…

  6. Application of a Q Method Study to Understanding Nurses' Perspective of Adopting Evidence-Based Nursing

    Directory of Open Access Journals (Sweden)

    Ruo-Nan Jueng, Ph.D., RN

    2017-12-01

    Full Text Available s u m m a r y: Purpose: This study applied the Q method to identify and describe the various types of nurse perceptions that are crucially associated with their engagement in evidence-based nursing (EBN. Methods: The study participants were nurses at a medical center and a regional teaching hospital. A series of Q sorts was performed by nurses to subjectively rank the Q statements. Q statements were constructed based on the literature related to EBN adoption by nurses and face-to-face interviews. Results: A total of 60 participants were invited to rank 44 Q statements related to EBN. Factor analysis was conducted on the rankings of the Q statements. The following are the five prominent shared perspectives: (1 emphasized the obstacles to evidence searching and reading ability; (2 emphasized the organizational promotive strategies; (3 emphasized the available supportive resources; (4 emphasized the significance of EBN; and (5 emphasized the evidence-searching ability and external incentives. The five identified groups of perspectives can enhance hospital administrators to acknowledge the barriers and incentives associated with EBN practices. Conclusion: The exploration of clustering nurses' perceptions may facilitate the development of customized strategies to enable more appropriate training. Keywords: clinical competence, evidence-based nursing, methods, nursing care

  7. What do nurse managers say about nurses' sickness absenteeism? A new perspective.

    Science.gov (United States)

    Baydoun, Mohamed; Dumit, Nuhad; Daouk-Öyry, Lina

    2016-01-01

    To explore nurses' sickness absenteeism from the perspective of nurse managers. Sickness absenteeism among health-care providers, especially nurses, remains a significant problem in an era of challenges to provide high quality care with the required skill mix. This in turn compromises the quality of care and adds to the costs of an organisation. A qualitative descriptive design was used. Data were collected from a governmental academic hospital in Lebanon. In-depth tape-recorded interviews were conducted with a total of 20 nurse managers. Data were analysed through a content analysis approach. Data analysis yielded three domains as follows: work-related, individual and organisational factors that lead to nurses' sickness absenteeism. This study conceptualised nurses' absenteeism from the nurse managers' perspective, and it revealed absence antecedents that are rarely reported elsewhere in the literature. The findings from this study can be utilised to design reform initiatives concerned with nurses' absenteeism and to decrease its negative consequences in terms of quality and cost. © 2015 John Wiley & Sons Ltd.

  8. 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

  9. 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...

  10. The view of nurses about educational practices targeted at people with a stoma

    Directory of Open Access Journals (Sweden)

    Vanessa Cristina Maurício

    2017-09-01

    Full Text Available Abstract Objective: To analyze the point of view of nurses in respect to educational activities aimed at social inclusion of people with ostomies. Method: A qualitative and exploratory, interpretive and critical study based on a dialectical perspective was carried out with six nurses in a municipal rehabilitation center in Rio de Janeiro. The triangulation method was used with individual interviews, participant observation and analysis of documents. Data was analyzed using a historical and dialectical approach. Results: The preparation of people with a stoma in relation to achieving autonomy and independence through teaching self-care was considered important by the nurses; this aspect was highlighted as the most important of all actions performed in the educational process. Conclusions: The nurses had a humanized practice with the educational strategies used by these professionals aiming at making the educational process more dynamic, focused on practical nursing and directed toward real customer needs.

  11. 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)

  12. 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.

  13. Sustaining the rural workforce: nursing perspectives on worklife challenges.

    Science.gov (United States)

    Hunsberger, Mabel; Baumann, Andrea; Blythe, Jennifer; Crea, Mary

    2009-01-01

    Concerns have been raised about the sustainability of health care workforces in rural settings. According to the literature, rural nurses' work satisfaction varies with the resources and supports available to respond to specific challenges. Given the probable effects of stressors on retention, it is essential to understand the unique requirements of nurses in rural practice environments. To investigate whether nurses receive the resources and supports necessary to meet the challenges of rural practice. Semi-structured interviews were conducted with 21 managers and 44 staff nurses in 19 selected rural hospitals in Ontario, Canada. The interviews were taped and transcripts interpreted through a thematic analysis. Major worklife themes were identified and analyzed within a healthy work environment model based on the work of Kristensen. Three interrelated dimensions of the model were relevant to workforce sustainability: the balance between demands and the resources of the person, the level of social support, and the degree of influence. The availability of resources and supports affected whether the nurses perceived challenges as stimulating or overwhelming. Deficits interfered with practice and the well-being of the nurses and patients. The nurses felt frustrated and powerless when they lacked resources, support, and influence to manage negative situations. Strategies to achieve workforce sustainability include resources to reduce stress in the workplace, education to meet the needs of new and experienced nurses, and offering of employment preferences to the workforce. Addressing resources, support, and influence of rural nurses is essential to alleviate workplace challenges and sustain the rural nursing workforce.

  14. 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.

  15. An international perspective: job satisfaction among transplant nurses.

    Science.gov (United States)

    Russell, Cynthia L; Van Gelder, Frank

    2008-03-01

    The high demand for transplant nurses across the world leads us to examine job design and job satisfaction because job satisfaction is linked to better outcomes for patients. To describe international transplant nurses' perspectives of job design and job satisfaction by using Herzberg's theory of motivation. Descriptive, correlational design. An electronic version of the Job Design and Job Satisfaction survey was mailed to all members of the International Transplant Nurses Society. A total of 331 members of the International Transplant Nurses Society responded to the survey. The mean age of respondents was 44.12 years, they had worked a mean of 19.12 years in nursing and 10.22 years in transplantation, and 50.6% of respondents were transplant nurse coordinators. Respondents were very satisfied overall with their jobs; they perceived that transplant nursing requires a high level of nonrepetitive, complex skills, autonomy in personal initiative and judgment, cooperation and collaboration with others, and that the job allows for completion of the work. Respondents were satisfied with pay, fringe benefits, and supervision. The feeling that the job could positively and significantly affect others was very strong. Results of this study provide empirical evidence supporting the perceived benefits and challenges of working in transplantation and support Herzberg's theory that motivators leading to job satisfaction include achievement, recognition, the work itself, responsibility, and advancement. Transplant nursing includes many of these motivators and desirable characteristics, including autonomy and working with a multidisciplinary team on a clear, patient-centered goal.

  16. Work engagement in nursing practice: a relational ethics perspective.

    Science.gov (United States)

    Keyko, Kacey

    2014-12-01

    The concept of work engagement has existed in business and psychology literature for some time. There is a significant body of research that positively correlates work engagement with organizational outcomes. To date, the interest in the work engagement of nurses has primarily been related to these organizational outcomes. However, the value of work engagement in nursing practice is not only an issue of organizational interest, but of ethical interest. The dialogue on work engagement in nursing must expand to include the ethical importance of engagement. The relational nature of work engagement and the multiple levels of influence on nurses' work engagement make a relational ethics approach to work engagement in nursing appropriate and necessary. Within a relational ethics perspective, it is evident that work engagement enables nurses to have meaningful relationships in their work and subsequently deliver ethical care. In this article, I argue that work engagement is essential for ethical nursing practice. If engagement is essential for ethical nursing practice, the environmental and organizational factors that influence work engagement must be closely examined to pursue the creation of moral communities within healthcare environments. © The Author(s) 2014.

  17. 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.

  18. 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.

  19. 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...

  20. 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…

  1. 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.

  2. Perspectives of Korean Patients, Families, Physicians and Nurses on Advance Directives

    Directory of Open Access Journals (Sweden)

    Jia Lee, PhD, RN

    2010-12-01

    Conclusions: There were many differences in the perspectives of patients, families, physicians and nurses on advance directives. End-of-life care decisions should take the wishes of patients into account, and that such decisions should therefore be made before the patients lose the capacity to make them. To make well-informed decisions regarding future care, patients and families must be fully educated about advance directives and expected outcomes.

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

    Science.gov (United States)

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

    2016-01-01

    An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. [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.

  5. 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.

  6. 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.

  7. [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.

  8. 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 ...

  9. Building a healthy work environment: a nursing resource team perspective.

    Science.gov (United States)

    Vaughan, Leslie; Slinger, Trisha

    2013-01-01

    Leadership and staff from the London Health Sciences Centre (LHSC) Nursing Resource Team (NRT), including members of their Continuous Quality Improvement (CQI) Council, attended the first Southern Ontario Nursing Resource Team Conference (SONRTC), held March 2012 in Toronto. The SONRTC highlighted healthy work environments (HWEs), noting vast differences among the province's various organizations. Conversely, CQI Council members anecdotally acknowledged similar inconsistencies in HWEs across the various inpatient departments at LHSC. In fact, the mobility of the NRT role allows these nurses to make an unbiased observation about the culture, behaviours and practices of specific units as well as cross-reference departments regarding HWEs. Studies have documented that HWEs have a direct impact on the quality of patient care. Furthermore, the literature supports a relationship between HWEs and nurse job satisfaction. Based on this heightened awareness, the NRT CQI Council aimed to investigate HWEs at LHSC. The American Association of Critical Care Nurses (AACN) Standards for Establishing and Sustaining Healthy Work Environments was adapted in developing a survey for measuring HWEs based on the perceptions of NRT staff. Each of the departments was evaluated in terms of the following indicators: skilled communication, true collaboration, effective decision-making, appropriate staffing, meaningful recognition and authentic leadership (AACN 2005). Ultimately, the Building a Healthy Work Environment: A Nursing Resource Team Perspective survey was employed with NRT nurses at LHSC, and data was collected for use by leadership and staff for creating HWE strategies aimed at improving the quality of patient care.

  10. An intercultural nursing perspective on autonomy.

    Science.gov (United States)

    Hanssen, Ingrid

    2004-01-01

    This article is based on an empirical study regarding ethical challenges in intercultural nursing. The focus is on autonomy and disclosure. Autonomy is a human capacity that has become an important ethical principle in nursing. Although the relationship between autonomy and patients' possibly harmful choices is discussed, the focus is on 'forced' autonomy. Nurses seem to equate respect with autonomy; it seems to be hard to cope with the fact that there are patients who voluntarily undergo treatment but who actively participate neither in the treatment offered nor in making choices regarding that treatment. Nurses' demand for patients to be autonomous may in some cases jeopardize the respect, integrity and human worth that the ethical principle of autonomy is meant to ensure. Even though respect for a person's autonomy is also respect for the person, one's respect for the person in question should not depend on his or her capacity or aptitude to act autonomously. Is autonomy necessarily a universal ethical principle? This article negates this question and, through the issues of culture, individualism versus collectivism, first- and second-order autonomy, communication and the use of family interpreters, and respect, an attempt is made to explain why.

  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. Evaluating the service quality of undergraduate nursing education in Taiwan--using quality function deployment.

    Science.gov (United States)

    Chou, Shieu-Ming

    2004-05-01

    This study applies quality function deployment (QFD) techniques to evaluate the quality of service of undergraduate nursing education in Taiwan from the perspective of nursing students. Survey data from 560 undergraduate nursing students at four Taiwanese universities were subjected to QFD analysis in order to identify the quality characteristics most highly valued by students, the elements of educational service they consider most important and least important, and relationships/discrepancies between student quality requirements and institutional service elements. Results show that students value traditional elements of nursing education - clinical practice and lectures - more highly than recent additions such as computer-aided instruction and multimedia teaching. Results also show that students are looking for quality primarily in the area of faculty characteristics. The implication is that institutions which provide nursing education should not neglect the importance of investing in faculty when they are seeking to upgrade the quality of their programs. Further QFD studies are recommended to evaluate the quality of nursing education from the perspective of preceptors and nurses who help to train students in clinical settings.

  14. 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...

  15. 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.

  16. Pediatric nursing consultation in the perspective of nurses from the family health strategy

    Directory of Open Access Journals (Sweden)

    Roberta Fernandes Gasparino

    2014-01-01

    Full Text Available Qualitative study that analyzed conceptions and experiences of nurses about the pediatric nursing consultation and its systematization in the Family Health Strategy. Semi-structured interviews were recorded with ten nurses from four cities of the countryside of São Paulo, in 2011. The interviews were analyzed according to the method of Thematic Content Analysis, based on current assumptions of the systematization of nursing care and the comprehensive child health care. Generally, nursing consultations, and specifically, pediatric ones were defined as the nurses’ activity that allows them to know the life/health story, current needs and prevent future problems, having recognized the importance of its implementation and systematization. The experiences reported the paucity and lack of systematization in the pediatric nursing consultation in the context studied. Processes of ongoing health education are necessary to ensure quality and completeness to children's health.

  17. 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 ...

  18. 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…

  19. 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.

  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. "The effect of a template when constructing individual syllabuses in nursing education – an evaluation of student perspective in a mixed methods intervention study"

    DEFF Research Database (Denmark)

    Vilstrup, Dorte Lindstrøm; Udsen, Helle; Prip, Anne

    2014-01-01

    of the individual syllabus in a clinical setting. Design: A mixed methods intervention study involving first year nursing students and clinical teachers. The intervention consisted of: 1) design of a template and a precise description, 2) testing of the template and description in the form of baseline and post...

  4. Taking part in Nordic collaboration; nursing students' experiences and perceptions from a learning perspective: A qualitative study

    DEFF Research Database (Denmark)

    Elrond*, Malene; Westerbotn, Margareta; Kneck, Åsa

    2015-01-01

    . Objective To gain an understanding of what nurse students experienced and learned during an intensive course in diabetes together with students and nurse educators from Denmark, Finland, Iceland, Norway, Sweden and the Faroe Islands. Methods In 2012, an intensive course within the Nordic network, Nordkvist......, was conducted in Faroe Islands with the theme “Nursing — to live a good life with diabetes”. To answer the objective of the study, 26 students conducted written reflections based on two questions. The data was analyzed using qualitative content analysis. Results Through meetings with nurse students...... and educators from the Nordic countries the intensive course strengthened the students' identification with the nursing profession. The students gained new perspectives on diabetes, such as how complex it can be to live with a chronic illness. Because of the difficulties in understanding one another and because...

  5. Patient education: perspective of adolescents with a chronic disease.

    Science.gov (United States)

    Kyngäs, Helvi

    2003-09-01

    The purpose of this study was to describe patient education from the perspective of adolescents. Data were collected by interviewing adolescents who had asthma, epilepsy, juvenile rheumatoid arthritis, and insulin-dependent diabetes mellitus. The sample consisted of 40 Finnish adolescents aged between 13 and 17 years. The interview data were analysed with methods of content analysis. From the perspective of adolescents with a chronic disease, patient education can be divided into the following categories: routine programmes, problematic planning issues, atmosphere of patient education session and written patient education material. Some features of ideal patient education also emerged. In a routine programme, patient education was based on the professional knowledge of the physicians and nurses rather than the needs of the adolescents. It was provided at a time that was good for the nurses or physicians. The level of education was not compatible with each developmental level of the adolescent. Problematic planning issues included a poorly outlined plan of education and a lack of systematic and continuous education. Educational communication consisted of dialogue between the adolescent and the educator. An encouraging atmosphere developed when the educators motivated the adolescents, respected them and their opinions and encouraged them to express their feelings, to ask questions and to relate experiences. Also, it was important that the adolescents' opinions were respected. In ideal patient education, the sessions had been planned well beforehand based on the adolescents' needs and written patient education material. Ideal patient education helped adolescents to acquire skills to take care of themselves and provided information on how to adjust to different situations and problems. The results provided useful insight into patient education and served to raise awareness of the problems and difficulties experienced by adolescents with a chronic disease.

  6. A futures perspective in Dutch geography education

    NARCIS (Netherlands)

    Pauw, Iris; Béneker, Tine

    2015-01-01

    Geography education offers many possibilities for futures education. In The Netherlands, a future perspective is obvious in the vision behind the curriculum for secondary education, but this perspective becomes thinner and less open when elaborated in the syllabus, textbooks and examinations. From

  7. Dual degree partnership in nursing: an innovative undergraduate educational model.

    Science.gov (United States)

    Bastable, Susan B; Markowitz, Marianne

    2012-10-01

    We report the success of a unique articulation Dual Degree Partnership in Nursing (DDPN) model. The process used to establish and implement this approach is described. Unlike typical 2+2 agreements between associate degree (AD) and bachelor degree (BS) nursing education programs, the DDPN is designed with a 1+2+1 sequence. Intended to attract high school students, this model provides the opportunity to earn two degrees (AD and BS) while experiencing a 4-year campus living and learning environment. This configuration was accomplished without compromising the integrity of either of the established programs. After collecting data over the past 6 years, this model demonstrates popularity with the traditional-aged student, as well as success from an academic perspective. Statistics on retention, graduation, and NCLEX® pass rates indicate the feasibility and success of the model. Based on the findings, the potential for replication is promising for other colleges interested in a similar collaboration. Copyright 2012, SLACK Incorporated.

  8. 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.

  9. 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…

  10. Taking part in Nordic collaboration; nursing students' experiences and perceptions from a learning perspective: A qualitative study.

    Science.gov (United States)

    Westerbotn, Margareta; Kneck, Åsa; Hovland, Olav Johannes; Elrond, Malene; Pedersen, Ingrid; Lejonqvist, Gun-Britt; Dulavik, Johild; Ecklon, Tove; Nilsson, Inga-Lill; Sigurdardottir, Árún K

    2015-05-01

    Nordic networking of different kinds has a long tradition aiming to increase collaboration and understanding between citizens in different countries. Cultural competence in relation to health care and nursing is important for clinical nurses and is a central issue in nurse education. To gain an understanding of what nurse students experienced and learned during an intensive course in diabetes together with students and nurse educators from Denmark, Finland, Iceland, Norway, Sweden and the Faroe Islands. In 2012, an intensive course within the Nordic network, Nordkvist, was conducted in Faroe Islands with the theme "Nursing - to live a good life with diabetes". To answer the objective of the study, 26 students conducted written reflections based on two questions. The data was analyzed using qualitative content analysis. Through meetings with nurse students and educators from the Nordic countries the intensive course strengthened the students' identification with the nursing profession. The students gained new perspectives on diabetes, such as how complex it can be to live with a chronic illness. Because of the difficulties in understanding one another and because of different mother tongues, the students gained a better understanding of patients' vulnerability in relation to hospital jargon and how it felt to be in an unfamiliar place. The intensive course increased the students' personal and professional growth, cross-cultural competence, and their identification with nursing. Students' understanding of health care in the Nordic countries improved as similarities and differences were recognized. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. 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,…

  12. Nurse practitioner prescribing: an international perspective

    Directory of Open Access Journals (Sweden)

    Fong J

    2015-10-01

    Full Text Available Jacqueline Fong,1,2 Thomas Buckley,2 Andrew Cashin3 1St George Hospital, Kogarah, 2Sydney Nursing School, University of Sydney, Camperdown, NSW, Australia; 3School of Health and Human Sciences, Southern Cross University, Lismore, NSW, Australia Background: Internationally, the delivery of care provided by nurses and midwives has undergone a significant change due to a variety of interrelated factors, including economic circumstances, a diminishing number of medical providers, the unavailability of adequate health care services in underserved and rural areas, and growing specialization among the professions. One solution to the challenges of care delivery has been the introduction of nurse practitioners (NPs and the authorization of NPs to prescribe medicines. Aim: The aim of this paper was to review the current international literature related to NP prescribing and compare the findings to the Australian context. The review focuses on literature from the United States, Canada, Europe, Australia, and New Zealand. Methods: Databases were searched from January 2000 to January 2015. The following keywords: “nurse practitioner”, “advanced nurse”, “advanced practice nurse”, “prescri*”, “Australia”, “United States America”, “UK”, “New Zealand”, “Canada”, “Europe”, “drug prescri*”, “prescri* authority”, and “prescri* legislation” were used. Findings: NPs tend to prescribe in differing contexts of practice to provide care in underserved populations and require good systems literacy to practice across complex systems. The key themes identified internationally related to NP prescribing relate to barriers to prescribing, confidence in prescribing, and the unique role of NPs in prescribing medicines, eg, the high prevalence of prescribing pain medicines in several countries, including Australia. Conclusion: Across all countries reviewed, there appears a need for further research into the organizational and

  13. 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.

  14. 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.

  15. 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.

  16. Historical Perspective About the Nursing Care of the Mental Patient

    Directory of Open Access Journals (Sweden)

    Loide Ferreira

    2014-10-01

    Full Text Available The concept of caring in nursing has changed throughout the years. Nursing has developed to meet the needs of the population and to adapt at the same time to scientific knowledge, which has taken another dimension, and technical demand. Every field in nursing gains new formas as it evolves, namely the mental health and psychiatric fields. We start by describing the dominant beliefs of society in the past regarding mental health. We will then talk about mental patients in Portugal from the 16th Century on (1539-1850 and how they were cared for, underlining the first psychiatric institution - Rilhafoles Hospital. We will elaborate on the more common treatments in psychiatry, the purposes they served and how the nursing staff intervened in their application. Finally, we will put the evolution of nursing care to the mental patients into perspective, from the begining of the 20th century, as well as the development of nursing schools in the field of mental and psychiatric health.

  17. 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.

  18. 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.

  19. 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...

  20. [The process of demedicalization of women's health care in nursing education].

    Science.gov (United States)

    Vargens, Octávio Muniz da Costa; Progianti, Jane Márcia

    2004-03-01

    This objective of this study is to present the pedagogic strategies adopted by the Rio de Janeiro State University Nursing School (UERJ--Brazil) for the demedicalization of care in nursing education in women's health. It presents the context of teaching in this area of knowledge. It also presents, from the perspective of concepts by Pierre Bourdieu, three spheres of students' and teachers' performance in this process.

  1. 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.

  2. Perspectives of Oncology Nurses on Complementary and Alternative Medicine in Turkey: A Cross-Sectional Survey.

    Science.gov (United States)

    Gok Metin, Zehra; Izgu, Nur; Karadas, Canan; Arikan Donmez, Ayse

    In Turkey, between 22.1% and 84.1% of patients with cancer use complementary and alternative medicine (CAM). However, few CAM-related studies have focused on the perspective of oncology nurses. This study aimed to determine the knowledge, attitudes, and practices of Turkish oncology nurses regarding CAM. A descriptive cross-sectional survey of 127 participants was conducted in Ankara, Turkey. A semistructured questionnaire including characteristics, knowledge, attitudes, and practices of oncology nurses toward CAM was administered to participants. We found that more than half of nurses (54.0%) surveyed had no information on CAM modalities. Most oncology nurses (81.1%) used audiovisual media sources to obtain CAM information. Many nurses (81.3%) reported not using any CAM in cancer care, and only 26.8% recommended CAM to patients. Most nurses used CAM to accelerate wound healing (19.7%) and to manage symptoms, including constipation and diarrhea (8.8%) and anxiety (7.9%). Music (52.8%), massage (49.6%), and exercise (48.8%) were stated to be beneficial. Important barriers to use CAM for patients with cancer involved a lack of knowledge (60.6%); needing physician approval to apply any CAM methods to patients (52.1%); legal and institutional issues (47.2%); and limited educational, training, or certificate programs (44.1%). There is a need for increased knowledge about CAM by oncology nurses, considering their vital role in symptom management of patients with cancer. This can be achieved through solving legal and institutional problems, structured and comprehensive education/training programs, and the integration of CAM therapy into cancer care guidelines.

  3. Difficulties of bachelor of nursing students in clinical practice - teacher's perspectives

    Directory of Open Access Journals (Sweden)

    João Longo

    2015-04-01

    Full Text Available This article focuses on representations of teachers about the difficulties perceived or felt by students in clinical training. This is the partial result of a study in construction process, carried out under the PhD in Educational Sciences in the area of Teacher Education. This research aims to understand the formative effect of the practice in the workplace in terms of knowledge acquisitions, development of professional knowledge and skills, and also in identity construction of teachers and students. This study is framed in the area of initial teacher education in nursing, more specifically in its practical component, and it is designed to answer the question: what are the main difficulties encountered by students in the workplace in initial nursing education? And the goal: to understand to what extent these difficulties can be constraints of learning and personal and professional development of the student. This is a study based on a qualitative approach of descriptive and interpretative nature. The sample is intentional, consisting of sixty-eight teachers of thirteen Nursing / Health High Schools in Portugal. Data collection was carried out through focus group, and their examination was performed using the thematic content analysis according to Bardin[1]. The results show, according to the teaching perspective, that the difficulties experienced by students are polarized around six main categories: the reality shock; interact with the medical monitor; the self training process; interaction with the teacher; interaction with the patient / family, and also interaction with the nursing staff.

  4. Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors.

    Science.gov (United States)

    Helminen, Kristiina; Johnson, Martin; Isoaho, Hannu; Turunen, Hannele; Tossavainen, Kerttu

    2017-12-01

    To describe the phenomenon of final assessment of the clinical practice of nursing students and to examine whether there were differences in assessments by the students and their teachers and mentors. Final assessment of students in clinical practice during their education has great importance for ensuring that enough high-quality nursing students are trained, as assessment tasks affect what the nursing student learns during the clinical practice. This study used descriptive, cross-sectional design. The population of this study comprised nursing students (n = 276) and their teachers (n = 108) in five universities of applied sciences in Finland as well as mentors (n = 225) who came from five partner hospitals. A questionnaire developed for this study contained questions about background variables as well as structured questions scored on a four-point scale, which also allowed the respondents to provide additional comments. When comparing the results related to nursing teachers' presence in the final assessment situation, it was found that teachers and mentors evaluated this as being carried out more often than nursing students suggested. Nursing students noted that fair and consistent assessment is carried out more often than nursing teachers thought. Mentors and teachers said that honest and direct criteria-based final assessment was carried out more often than nursing students evaluated. Nursing students and mentors need support from educational institutions and from nursing teachers in order to ensure the completion of a relevant assessment process. The findings of this study highlight an awareness of final assessment process. It is desirable to have a common understanding, for example, of how the assessment should be managed and what the assessment criteria are, as this will ensure a good quality process. © 2017 John Wiley & Sons Ltd.

  5. Seeking empowerment to comfort patients in severe pain: a grounded theory study of the nurse's perspective.

    Science.gov (United States)

    Slatyer, Susan; Williams, Anne M; Michael, Rene

    2015-01-01

    Hospital patients experience significant pain, which can delay healing and increase the risk of developing chronic pain. Nurses are affected by patients' ongoing pain and may cope with consequent anxiety and helplessness by distancing themselves from such patients. Understanding nurses' responses to patients in severe pain will inform strategies to support their coping, their patients and, ultimately, their retention in the nursing workforce. The aim of the study was to develop a substantive theory explaining the hospital nurse's perspective of caring for patients in severe pain. The study used grounded theory method. Data were collected on four acute care wards in a 610 bed Australian hospital. The sample included 33 nurse participants and 11 patient participants. Selection criteria for nurse participants were those who worked in the four study wards, cared for patients who experienced severe pain, and consented to be included. Selection criteria for patient participants were those who self-reported pain at intensity of seven or more on a scale of 0-10, were aged 18 years or older, could speak and read English, and consented to be included. Theoretical sampling directed the collection of data using semi-structured interviews with nurses and participant observation, including structured observations of nurses who cared for patients in pain. Data were analysed using constant comparison method. Nurse participants encountered a basic psychosocial problem of feelings of disempowerment when their patients experienced persisting severe pain. In response, they used a basic psychosocial process of seeking empowerment to provide comfort in order to resolve distress and exhaustion associated with disempowerment. This coping process comprised three stages: building connections; finding alternative ways to comfort; and quelling emotional turmoil. The substantive theory proposed a link between the stress of nurses' disempowerment and a coping response that provides direction to

  6. 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.

  7. 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…

  8. Quality of life from a transcultural nursing perspective.

    Science.gov (United States)

    Leininger, M

    1994-01-01

    The author presents research findings derived from Leininger's theory of culture care diversity and universality bearing upon quality of life. She holds that since quality of life is culturally constituted and patterned, it needs to be studied and understood from a transcultural nursing perspective in order to advance nursing as a discipline and profession. Five major cultures are presented to illustrate culturally constituted dominant care patterns related to quality of life. These comparative data reflect more diversity than universality among the cultures. The author encourages nurse researchers to move beyond present-day overemphasis on individualism and to discover dominant transcultural care values and patterns of emic and etic knowledge focused on quality of life, health, and well-being.

  9. [The Perspectives and Expectations of New Nursing Graduates Regarding the Hospital-Based Nursing Students Scholarship].

    Science.gov (United States)

    Chen, Kuan-Ling; Tsai, Yun-Fang; Shao, Jung-Hua; Shyu, Yea-Ing

    2016-10-01

    The hospital-based scholarship is a relatively recent incentive used by hospitals to recruit new nursing graduates. Few studies have explored the impact of these scholarship programs on hospital recruitment. To explore the perspectives and expectations of new nursing graduates on the application of a hospital-based scholarship for nursing students. This study used a qualitative research approach. Purposive sampling was used to recruit 20 new nursing graduates from one university in northern Taiwan in 2013. Content analysis was applied to analyze the data. Two themes were identified by participants who had applied for a hospital-based scholarship: "aspire to be a nursing-scholarship recipient and work towards this aspiration" and "look forward to receiving a nursing-scholarship and imagine possible features of the future life." One theme was identified by participants who had not applied for a hospital-based scholarship: "agree with the policy of hospital-based scholarship but resist the restrictions on their life." Although both groups agreed that the scholarship program helped relieve financial stresses, participants who had applied for the scholarship tended to hold positive and aggressive attitudes towards the nursing scholarship. Conversely, participants who had not applied for the scholarship did so due to the perceived conflicts between the scholarship and their career plans. It is recommended to consider providing career-planning assistance to new graduates and to arrange that students who sign a scholarship contract have their clinical practice in their working unit in order to improve adaptation.

  10. 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.

  11. 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,…

  12. 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…

  13. 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.

  14. 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.

  15. Environmental Sustainability and Quality Education: Perspectives ...

    African Journals Online (AJOL)

    Environmental Sustainability and Quality Education: Perspectives from a community living in a context of poverty. ... Southern African Journal of Environmental Education. Journal Home · ABOUT THIS ... AJOL African Journals Online. HOW TO ...

  16. The Pedagogical Reflection Model - an educational perspective on clinical decisions

    DEFF Research Database (Denmark)

    Voergaard Poulsen, Bettina; Vibholm Persson, Stine; Skriver, Mette

    Clinical decision-making is important in patient-centred nursing, which is known in nursing education and research (1) The Pedagogical Reflection Model (PRM) can provide a framework that supports students’ decision-making in patient-specific situations. PRM is based on the assumption that clinical......) The aims of this study were to explore how nurse students and clinical supervisors use PRM as method to reflect before, during and after PRM guidance in relation to clinical decisions in the first year of clinical practice...... decision-making needs to take into account; 1) clinical experiences, 2) the perspective of the patient, 3) clinical observations and investigations, 4) knowledge about patients experiences of being a patient and ill, 5) medical knowledge about diseases, and 6) the organizational framework (2,3,4)(Figure 1...

  17. 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.

  18. 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...

  19. 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.

  20. 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.

  1. The clinical role of lecturers in nursing in Ireland: perceptions from key stakeholder groups in nurse education on the role.

    Science.gov (United States)

    Meskell, Pauline; Murphy, Kathleen; Shaw, David

    2009-10-01

    The clinical role of lecturers in nursing has been a focus of debate since the integration of nurse education into higher education institutions. The purpose of this paper is to report the findings from the preliminary phase of a study, undertaken to investigate the perceptions of key stakeholder groups in nurse education, regarding the current clinical role of nurse lecturers in Ireland. A descriptive exploratory design was used involving focus group and individual interviews, soliciting views of purposefully selected educationalists, clinicians, policy formulators and students. The issue was examined from a policy perspective, aiming to collectively represent views of all participant groups. This approach facilitated a more complete picture of perceptions of the role to emerge, to better inform future decision making. Twenty two focus group interviews and twenty one individual interviews were conducted. Content analysis was used to identify themes. All groups were in agreement that role definition was urgently required to dispel ambiguities surrounding what the clinical role should involve. Conflicting views were evident among groups regarding lecturers' clinical credibility, visibility and teaching effectiveness. Findings highlight the essential nature of nurse lecturers engaging with clinical areas to maintain their skills, demonstrate a value for the practice component of the role and provide a link between education and practice.

  2. 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...

  3. Baccalaureate nursing students' perspectives of peer tutoring in simulation laboratory, a Q methodology study.

    Science.gov (United States)

    Li, Ting; Petrini, Marcia A; Stone, Teresa E

    2018-02-01

    The study aim was to identify the perceived perspectives of baccalaureate nursing students toward the peer tutoring in the simulation laboratory. Insight into the nursing students' experiences and baseline data related to their perception of peer tutoring will assist to improve nursing education. Q methodology was applied to explore the students' perspectives of peer tutoring in the simulation laboratory. A convenience P-sample of 40 baccalaureate nursing students was used. Fifty-eight selected Q statements from each participant were classified into the shape of a normal distribution using an 11-point bipolar scale form with a range from -5 to +5. PQ Method software analyzed the collected data. Three discrete factors emerged: Factor I ("Facilitate or empower" knowledge acquisition), Factor II ("Safety Net" Support environment), and Factor III ("Mentoring" learn how to learn). The findings of this study support and indicate that peer tutoring is an effective supplementary strategy to promote baccalaureate students' knowledge acquisition, establishing a supportive safety net and facilitating their abilities to learn in the simulation laboratory. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Social Support for Online Learning: Perspectives of Nursing Students

    Science.gov (United States)

    Munich, Kim

    2014-01-01

    The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students' ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing…

  5. 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)

  6. 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.

  7. 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)

  8. 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.

  9. Baccalaureate nursing Students’ perspectives on learning about caring in China: a qualitative descriptive study

    Science.gov (United States)

    2014-01-01

    Background The need to provide humanistic care in the contemporary healthcare system is more imperative now and the importance of cultivating caring in nursing education is urgent. Caring as the primary work of nursing has been discussed extensively, such as the meaning of caring, and teaching and learning strategies to improve nursing students’ caring ability. Yet attempts to understand students’ perspectives on learning about caring and to know their learning needs are seldom presented. The aim of this qualitative descriptive study was to explore the baccalaureate nursing students’ perspectives on learning about caring in China. Methods A qualitative descriptive study using focus group interviews were undertaken in two colleges in Yunnan Province, China from February 2010 to April 2010. Purposeful sampling of 20 baccalaureate nursing students were recruited. Content analysis of the transcribed data was adopted to identify the themes. Results Four categories with some sub-categories related to students’ perspectives on learning about caring were identified from the data: 1) Learning caring by role model; 2) conducive learning environment as the incentive to the learning about caring; 3) lack of directive substantive way of learning as the hindrance to the learning about caring; 4) lack of cultural competency as the barrier to the learning about caring. Conclusions Both caring and uncaring experiences can promote the learning about caring in a way of reflective practice. The formal, informal and hidden curricula play an important role in the learning about caring. Cultural awareness, sensitivity and humility are important in the process of learning to care in a multicultural area. PMID:24589087

  10. 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.

  11. 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...

  12. 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

  13. 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

  14. An exploration of deaf women's access to mental health nurse education in the United Kingdom.

    Science.gov (United States)

    Sharples, Naomi

    2013-09-01

    Historically deaf people have been denied access to professional nurse education due to a range of language, communication and ideological barriers. The following study was set in the North of England and draws upon the Western experience and knowledge base of deaf people's experience of access to professional education. The aim of this study was to understand the experiences of the first British Sign Language using deaf qualified nurses before they entered the Pre-registration Diploma in Nursing Programme, during the programme and after the programme as they progressed into professional nursing roles. The purpose of the study was to gather the nurses' thoughts and feelings about their experiences and to analyse these using thematic analysis within a narrative interpretive tradition against a backdrop of Jurgen Habermas' critical theory and Paulo Freire's critical pedagogy. By drawing out significant themes to structure a deeper understanding of the nurses' unique positions, they offer a model for inclusive education practice that would support deaf people and people from minority groups into nursing and other health care professions. The signed narratives were video recorded and interpreted into written English transcripts which were then analysed to discover the underlying themes using Boyatzis' (1998) thematic analysis. The findings are set against an historical and contemporary setting of deaf people in Western society, their experiences of education, health and employment. These unique findings illustrate the significance of an accessible language environment for the nurses, the role of the organisation in ensuring access for the nurses and the impact of barriers to education and the clinical environment. The implications for education and practice supports the need to analyse the workforce required in deaf services, to scrutinize the access provided, to develop cultural competence skills, enhance the use of additional support mechanisms, generate accessible

  15. Post-Colonialism Perspectives on Educational Competition

    Science.gov (United States)

    Yeh, Chuan-Rong

    2016-01-01

    Educational competition has always been the puzzle issue of educational researches. In this article, I analyze several aspects of educational competition within the perspective of post-colonialism discourse. In the political aspect, Taiwanese education is linked with political power, to present the post-colonial spirit by continuing dynastic…

  16. 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.

  17. 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.

  18. The Causes of Medical Error from the Perspective of Nurses

    Directory of Open Access Journals (Sweden)

    Oguz Isik

    2012-08-01

    Full Text Available This study was conducted as a descriptive study in order to determine the medical errors in hospital services and preventive measures that could be taken to reduce these errors, from the perspective of nurses. The population of the study is composed of nurses working in 2 public hospitals in center of the province of Sakarya. We haven’t selected sample and it was aimed to reach as many nurses as possible in the study. A total of 441 questionnaires were send and 324 were returned. A questionnaire as a means of data collection was prepared and used by the authors. Structural Equation Modeling, confirmatory factor analysis, descriptive statistical methods, the significance control test between compared means and ANOVA test were used in statistical analysis. Physicians, nurses, work environment and lack of communication are stated as possible causes of medical error. According to nurses, the major causes of medical errors, in order of their frequency, were inadequate number of health personnel, excessive work stress, high number of patients per nurse, the weariness due to the behavior and attitudes of superiors and the pressure to care so many patients in a very short period of time, and long time of study. Compensation of medical error is very difficult in health care. A great amount of health care is provided in hospitals and medical errors in hospital services must be prevented. In order to prevent these errors which directly affect human life, it is thought that adequate number of staff should be employed in hospitals and the attitude of superiors towards the employees should be motivating. [TAF Prev Med Bull 2012; 11(4.000: 421-430

  19. 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.

  20. 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.

  1. 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.

  2. Curriculum changes and moral issues in nursing education.

    Science.gov (United States)

    Karseth, Berit

    2004-11-01

    Through history nursing education has strongly advocated the importance of educating students towards moral and ethical responsibility. In today's society however, it has become increasingly difficult to honour this concern. One peephole to capture the ongoing struggle is to look into the curriculum where different stakeholders voice different opinions. Following a social constructive perspective the curriculum texts represent specific interest among stakeholders related to nursing education in a certain historical periods. By analysing the two last versions of the curriculum we get an insight into moral and ethical issues at stake and different ways of addressing these questions. While moral and ethical issues in the curriculum of 1987 follow a disciplinary discourse emphasising the importance of learning ethical concepts and modes of arguments, the curriculum of 2000 places ethical and moral issues within an employability discourse. In this curriculum moral issues are seen as an obligation linked to students practical and technical skills. The 2000 curriculum represents a shift from emphasising the independent and reflective professional to underline the skillful and morally obliged practitioner.

  3. 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.

  4. 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.

  5. 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.

  6. Effect of final evaluation on job motivation from the perspective of nurses in Ahvaz Hospitals in 2012.

    Science.gov (United States)

    Faraji Khiavi, F; Amiri, E; Ghobadian, S; Roshankar, R

    2015-01-01

    Background: Increasing nurses' motivation is among the most important and complex nursing duties. Performance evaluation system could be used as a means to improve the quantity and quality of the human resources. Therefore, current research objected to evaluate the effect of final evaluation on job motivation from the perspective of nurses in Ahvaz hospitals according to Herzberg scheme. Methods: This investigation conducted in 2012. Research population included nurses in Ahvaz educational hospitals. The sample size was calculated 120 and sampling was performed based on classification and random sampling. Research instrument was a self-made questionnaire with confirmed validity through content analysis and Cronbach's alpha calculated at 0.94. Data examined utilizing ANOVA, T-Test, and descriptive statistics. Results: The nurses considered the final evaluation on management policy (3.2 ± 1.11) and monitoring (3.15 ± 1.15) among health items and responsibility (3.15 ± 1.15) and progress (3.06 ± 1.24) among motivational factors relatively effective. There was a significant association between scores of nurses' views in different age and sex groups (P = 0.01), but there was no significant association among respondents in educational level and marital status. Conclusion: Experienced nurses believed that evaluation has little effect on job motivation. If annual assessment of the various job aspects are considered, managers could use it as an efficient tool to motivate nurses.

  7. The nursing perspective on monitoring hemodynamics and oxygen transport.

    Science.gov (United States)

    Tucker, Dawn; Hazinski, Mary Fran

    2011-07-01

    Maintenance of adequate systemic oxygen delivery requires careful clinical assessment integrated with hemodynamic measurements and calculations to detect and treat conditions that may compromise oxygen delivery and lead to life-threatening shock, respiratory failure, or cardiac arrest. The bedside nurse constantly performs such assessments and measurements to detect subtle changes and trends in patient condition. The purpose of this editorial is to highlight nursing perspectives about the hemodynamic and oxygen transport monitoring systems summarized in the Pediatric Cardiac Intensive Care Society Evidence- Based Review and Consensus Statement on Monitoring of Hemodynamics and Oxygen Transport Balance. There is no substitute for the observations of a knowledgeable and experienced clinician who understands the patient's condition and potential causes of deterioration and is able to evaluate response to therapy.

  8. 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.

  9. Barriers and facilitators of care for diverse patients: Nurse leader perspectives and nurse manager implications.

    Science.gov (United States)

    Ogbolu, Yolanda; Scrandis, Debra A; Fitzpatrick, Grace

    2018-01-01

    To examine chief nurse executives' perspectives on: (1) the provision of culturally and linguistically appropriate services in hospitals and (2) to identify barriers and facilitators associated with the implementation of culturally and linguistically appropriate services. Hospitals continue to face challenges providing care to diverse patients. The uptake of standards related to culturally and linguistically appropriate services into clinical practice is sluggish, despite potential benefits, including reducing health disparities, patient errors, readmissions and improving patient experiences. A qualitative study with chief nurse executives from one eastern United States (US). Data were analysed using content analysis. Seven themes emerged: (1) lack of awareness of resources for health care organisations; (2) constrained cultural competency training; (3) suboptimal resources (cost and time); (4) mutual understanding; (5) limited workplace diversity; (6) community outreach programmes; and (7) the management of unvoiced patient expectations. As the American population diversifies, providing culturally and linguistically appropriate services remains a priority for nurse leaders. Being aware and utilizing the resources, policies and best practices available for the implementation of culturally and linguistically appropriate services can assist nursing managers in reaching their goals of providing high quality care to diverse populations. Nurse managers are key in aligning the unit's resources with organisational goals related to the provision of culturally and linguistically appropriate services by providing the operational leadership to eliminate barriers and to enhance the uptake of best practices related to culturally and linguistically appropriate services. © 2017 John Wiley & Sons Ltd.

  10. Factors influencing men entering the nursing profession, and understanding the challenges faced by them: Iranian and developed countries' perspectives.

    Science.gov (United States)

    Zamanzadeh, Vahid; Valizadeh, Leila; Negarandeh, Reza; Monadi, Morteza; Azadi, Arman

    2013-12-01

    Men entering the nursing profession have been investigated from several different perspectives. Due to male gender characteristics and existing public image, nursing is often not considered as a career choice by men. Whether nursing would benefit from increased number of men is a key question in the literature. The purpose of this integrative review of the literature was to identify factors influencing men to enter the nursing profession. In addition, it sought to understand the challenges they are confronted within this profession. A systematic search of the existing literature was performed using an Internet search with broad keywords to access related articles in both Persian and English databases. Finally, 34 studies (written between 2000 and early 2013) were selected and surveyed. Most of the studies were conducted in developed counties. The review identified reasons why males choose nursing, and other challenges facing men entering and working in nursing. Themes that emerged from the literature include educational and societal barriers experienced by men in nursing, recruitment, career choice, and role strain. Regarding men's influences on professional development, and also the importance of gender-based caring, policies for recruitment and retention of men in nursing must be followed hastily. However, there is a need for further research regarding the challenges faced by men entering nursing, in both Iran and other developing countries.

  11. 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.

  12. Students' Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course.

    Science.gov (United States)

    Simko, Lynn Coletta; Rhodes, Diane C; McGinnis, Kathleen A; Fiedor, Jaclyn

    2017-08-01

    Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used. Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist's role only. Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel's competencies for IPE.

  13. Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course

    Science.gov (United States)

    Rhodes, Diane C.; McGinnis, Kathleen A.; Fiedor, Jaclyn

    2017-01-01

    Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used. Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist’s role only. Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel’s competencies for IPE. PMID:28970605

  14. 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.

  15. 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...

  16. 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…

  17. 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.

  18. 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…

  19. 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.

  20. Reflective writing: the student nurse's perspective on reflective writing and poetry writing.

    Science.gov (United States)

    Coleman, Dawn; Willis, Diane S

    2015-07-01

    Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important. To explore the use of reflective writing and the use of poetry in pre-registered nursing students. A qualitative design was employed to explore reflective writing in pre-registered nursing students. A small university in Scotland. BSc (Hons) Adult and Mental Health Pre-registration Student Nurses. Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999). Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the 'narrative' being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care. Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  1. 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.

  2. Rural education in brazilian education: contradictions and perspective

    Directory of Open Access Journals (Sweden)

    Adriana D'Agostini

    2012-09-01

    Full Text Available This work focuses on the rural education. It aimed to analyze and discuss the rural education in the Brazilian educational context, indicating its character and its importance from the 1990s in the perspective of building an education aimed at human emancipation and that contradictory it is also supported and guided by neoliberal educational policies. From the studies of production on rural education was found challenges, problems, difficulties and contradictions that permeate the attempt to create a perspective of rural education. The concept of rural education was initially developed within the Movement of Landless Workers (MST and other social movements from the political pressure and demands for the state to take over public education / field took dimension of public policy. This complex situation currently directs rural schools, a critical perspective that seeks an education beyond the capital.

  3. 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...

  4. 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.

  5. 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

  6. 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.

  7. 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…

  8. 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…

  9. 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.…

  10. 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 ...

  11. 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 ...

  12. 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-.

  13. 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)

  14. 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)

  15. 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'…

  16. 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.

  17. The experiences of internationally educated nurses in the southeastern United States of America.

    Science.gov (United States)

    Wheeler, R M; Foster, J W; Hepburn, K W

    2013-09-01

    US healthcare facilities have addressed nursing shortages in part by recruiting internationally educated nurses (IENs), and studies suggest IENs may make up a significant percentage of the nursing workforce in urban hospitals. Despite the economic recession of 2008-2012, international nurse migration is expected to continue. Little is known about IENs in the southeastern USA, and no studies have compared their perspectives to those of their US counterparts. The purpose of this study was to gain a deeper understanding about the experiences of IENs compared to those of US registered nurses (RNs) practising in two urban hospitals in southeastern USA. This study involved two rounds of semi-structured interviews of 82 IENs and US RNs. Interviews focused on themes relating to education, barriers to practice, intent to stay in nursing and IENs' migration experiences. Most IENs interviewed migrated to the USA after 1990 to join their family and do not plan to return to their home countries to practise. Most IENs initially received their Associate Degree in Nursing; many have obtained their Bachelor of Science in Nursing degree. IENs and newly licensed US RNs faced similar barriers when they began practising in the USA, but IENs faced additional challenges adjusting to the attitudes of US patients, the perceived lack of respect for nurses and delivering total patient care. IENs would benefit from orientation regarding the cultural differences in the USA. In other ways, their challenges are similar to those of US RNs; policies regarding education, recruitment and retention could target both groups together. © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

  18. 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.

  19. 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.

  20. 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...

  1. New Perspectives on Teacher Education in Kuwait

    Science.gov (United States)

    Al-Sharaf, Adel

    2006-01-01

    This brief paper is part of a larger research project which examined the historical background of teaching in the Kuwaiti educational system before and after the Gulf War in 1990 in order to propose a new perspective on teacher education in Kuwait, particularly with regard to religious education. The author is interested in whether others have a…

  2. 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.

  3. Expanding Roles: Teacher Educators' Perspectives on Educating English Learners

    Science.gov (United States)

    Daniel, Shannon; Peercy, Megan Madigan

    2014-01-01

    Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and…

  4. Cognitive Perspectives on Educational Administration: An Introduction.

    Science.gov (United States)

    Leithwood, Kenneth A.; Hallinger, Philip

    1993-01-01

    Cognitive perspectives offer important, unique insights about the nature of expert administrative practice, how it develops, and what can be done to assist that development. The five articles making up this issue address cognitive perspectives on educational administration based on three areas of inquiry: human thought and problem-solving…

  5. 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.

  6. 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.

  7. 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…

  8. 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?

  9. 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.

  10. 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

  11. Using a management perspective to define and measure changes in nursing technology.

    Science.gov (United States)

    Alexander, J W; Kroposki, M

    2001-09-01

    The aims of this paper are to discuss the uses of the concept of technology from the medical science and the management perspectives; to propose a clear definition of nursing technology; and to present a study applying the use of the concept of nursing technology on nursing units. Nurse managers must use management terms correctly and the term technology may be misleading for some. A review of the nursing literature shows varied uses of the concept of technology. Thus a discussion of the dimensions, attributes, consequences, and definitions of nursing technology from the management perspective are given. A longitudinal study to measure the dimensions of nursing technology on nursing units 10 years apart. The findings suggest that the dimensions of nursing technology change over time and support the need for nurse managers to periodically assess nursing technology before making management changes at the level of the nursing unit. This study helps health care providers understand the unique role of nurses as healthcare professionals by identifying and measuring nursing technology on the nursing unit.

  12. Experiences of nursing students and educators during the co-construction of clinical nursing leadership learning activities: A qualitative research and development study.

    Science.gov (United States)

    Ha, Laurence; Pepin, Jacinthe

    2017-08-01

    Student voice posits that students' unique perspectives on teaching and learning can be used in conjunction with those of educators to create meaningful educational activities. The study aimed to describe nursing students' and educators' experiences during the co-construction of educational activities involving clinical nursing leadership. Qualitative research and development model. The study was conducted at a French-Canadian nursing faculty that provides a 3-year undergraduate program. Five undergraduate nursing students, four nursing educators, and the principal investigator formed the co-construction team. Data collected included all documents (written and audio) related to the co-construction process: three 2-hour team meetings, PI's fieldnotes and a focus group discussion that occurred once the co-construction process was completed. Thematic analysis was performed guided by Paillé and Muchielli's (2010) method. Data analysis revealed two interrelated themes: (1) unique, purposeful collaboration and (2) change that makes a difference. A space described as safe, without hierarchy and that included the "right" people helped the team achieve their objective of creating new educational activities on clinical nursing leadership. The two new learning activities developed by the team were perceived as useful for future nursing students. At the individual level, team members appreciated how co-construction helped them understand teaching and learning from new perspectives. A structured, efficient co-construction process contributed to positive changes in the nursing program and participants. Additional research is required to enhance understanding of the factors that facilitate and hinder student-educator collaboration outside the classroom. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. Palliative chemotherapy: The perspectives and experiences of south african nurses

    Directory of Open Access Journals (Sweden)

    Johanna Elizabeth Maree

    2018-01-01

    Full Text Available Objective: The objective of this study was to describe the perspectives and experiences of South African nurses caring for patients receiving palliative chemotherapy. Methods: A qualitative descriptive design was used and purposive sampling allowed us to select 11 nurses practising in a private ambulatory cancer care center in Port Elizabeth. In-depth interviews, guided by three broad themes were conducted and analyzed using qualitative content analyses. Data saturation determined the sample size. Results: Two themes emerged from the data – the patients cling to hope and the positive influence of palliative chemotherapy. The participants believed that patients consenting to palliative chemotherapy were clinging to false hope. They were also of the opinion that family members pressurize patients to consent to treatment. The participants experienced palliative chemotherapy positively, especially when an improvement in the patients' quality of life or pain relief was evident. Fatigue was highlighted as the major side effect, but it did not temper the participants' positive attitudes toward the treatment. Conclusions: Although the participants believed that patients cling to hope and consent to palliative chemotherapy because they hope to be cured, they experienced the treatment as positive. For them, the improvement in pain and quality of life outweighed the side effects the patients experienced. The positive attitude patients upheld while receiving this treatment encouraged them. Nurses should gain more knowledge about the meaning, people living with advanced cancer, attach to hope to prevent them from interpreting patients' hope as denial and false.

  14. 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.

  15. 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…

  16. Educational strategies and challenges in peritoneal dialysis: a qualitative study of renal nurses' experiences.

    Science.gov (United States)

    Bergjan, Manuela; Schaepe, Christiane

    2016-06-01

    The aim of the study was to explore renal nurses' experiences, strategies and challenges with regard to the patient education process in peritoneal dialysis. Patient education in peritoneal dialysis is essential to developing a successful home-based peritoneal dialysis program. In this area research is scarce and there is a particular lack of focus on the perspective of the renal nurse. Qualitative design formed by thematic qualitative text analysis. Five group interviews (n = 20) were used to explore the challenges peritoneal dialysis nurses face and the training strategies they use. The interviews were analyzed with thematic qualitative content analysis using deductive and inductive subcategory application. The findings revealed the education barriers perceived by nurses that patients may face. They also showed that using assessment tools is important in peritoneal dialysis patient education, as is developing strategies to promote patient self-management. There is a need for a deeper understanding of affective learning objectives, and existing teaching activities and materials should be revised to incorporate the patient's perspective. Patients usually begin having questions about peritoneal dialysis when they return home and are described as feeling overwhelmed. Adapting existing conditions is considered a major challenge for patients and nurses. The results provided useful insights into the best approaches to educating peritoneal dialysis patients and served to raise awareness of challenges experienced by renal nurses. Findings underline the need for nosogogy - an approach of teaching adults (andragogy) with a chronic disease. Flexibility and cooperation are competencies that renal nurses must possess. Still psychomotor skills dominate peritoneal dialysis patient training, there is a need of both a deeper understanding of affective learning objectives and the accurate use of (self-)assessment tools, particularly for health literacy. © 2016 John Wiley & Sons

  17. [The development of forensic nursing from the perspective of domestic violence and sexual assault preventive policies].

    Science.gov (United States)

    Hsieh, Hsiu-Fen; Wang, Hsiu-Hung; Chang, Shu-Chen

    2013-12-01

    Forensic nursing is a new nursing specialty that provides forensic nursing service to domestic violence victims and offenders. Development of the role of forensic nurses has become urgent and necessary. The high rates of domestic violence and sexual assault in Taiwan suggest that forensic nurses have an important role to play in domestic healthcare. This article highlights the significance of forensic nursing in Taiwan in the future in terms of its origin, definitions, models, roles and functions, training and education, and previous studies. Through cooperation among academia, government, industry, and law enforcement agencies, it is expected that forensic nursing will be a positive and important area of expansion for professional nursing.

  18. 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.

  19. A Qualitative Evaluation of Engagement and Attrition in a Nurse Home Visiting Program: From the Participant and Provider Perspective.

    Science.gov (United States)

    Beasley, Lana O; Ridings, Leigh E; Smith, Tyler J; Shields, Jennifer D; Silovsky, Jane F; Beasley, William; Bard, David

    2018-05-01

    Beginning parenting programs in the prenatal and early postnatal periods have a large potential for impact on later child and maternal outcomes. Home-based parenting programs, such as the Nurse Family Partnership (NFP), have been established to help address this need. Program reach and impact is dependent on successful engagement of expecting mothers with significant risks; however, NFP attrition rates remain high. The current study qualitatively examined engagement and attrition from the perspectives of NFP nurses and mothers in order to identify mechanisms that enhance service engagement. Semi-structured interviews were conducted in focus groups composed of either engaged (27 total mothers) or unengaged (15 total mothers) mothers from the NFP program. NFP nurses (25 total nurses) were recruited for individual semi-structured interviews. Results suggest that understanding engagement in the NFP program requires addressing both initial and sustained engagement. Themes associated with enhanced initial engagement include nurse characteristics (e.g., flexible, supportive, caring) and establishment of a solid nurse-family relationship founded on these characteristics. Factors impacting sustained engagement include nurse characteristics, provision of educational materials on child development, individualized services for families, and available family support. Identified barriers to completing services include competing demands and lack of support. Findings of this study have direct relevance for workforce planning, including hiring and training through integrating results regarding effective nurse characteristics. Additional program supports to enhance parent engagement may be implemented across home-based parenting programs in light of the current study's findings.

  20. 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.

  1. 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.

  2. 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.

  3. 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…

  4. 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.

  5. 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.

  6. 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.

  7. 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

  8. 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

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. 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…

  14. 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 ...

  15. 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…

  16. 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.

  17. 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.

  18. [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.

  19. 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.

  20. 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.

  1. 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.

  2. 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

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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

  9. Revisiting Metaphors for Education: A Student's Perspective

    Science.gov (United States)

    Nikitina, Larisa; Furuoka, Fumitaka

    2011-01-01

    This study examines metaphors about learning produced by a group of eighteen students at a big public university in Malaysia. The learner perspective is placed within a wider discourse on education in order to explore whether the images employed by the learners to describe their learning reflect the dominant conception of education as…

  10. Theorizing Democratic Education from a Senian Perspective

    Science.gov (United States)

    DeCesare, Tony

    2014-01-01

    Despite the growing body of literature and general interest in the intersection between the capabilities approach (CA) and education, little work has been done so far to theorize democratic education from a CA perspective. This essay attempts to do so by, first, getting clear about the theory of democracy that has emerged from Amartya Sen's…

  11. Social Class and Education: Global Perspectives

    Science.gov (United States)

    Weis, Lois, Ed.; Dolby, Nadine, Ed.

    2012-01-01

    "Social Class and Education: Global Perspectives" is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale. Fifteen essays from contributors representing the US, Europe, China, Latin America and other regions offer an unparralleled examination of…

  12. "We inform the experience of health": perspectives on professionalism in nursing self-employment.

    Science.gov (United States)

    Wall, Sarah

    2013-07-01

    Nursing work has evolved tremendously over the last century, raising ongoing questions about nursing's professional status. Through various strategies, professionalization in nursing has to some extent been accomplished, although autonomy over nursing practice has been elusive. This is especially so in the contemporary health care system, in which managerial control is emphasized and physician dominance continues. In response to professional constraints in traditional work settings, nursing self-employment is growing. In this study I used focused ethnography to explore the professional experiences of Canadian self-employed nurses and to reconsider nursing knowledge, ethics, and professionalism in this unique context. Despite the barriers they faced, these nurses offered a perspective on nursing professionalism that transcends classic professional traits, showing how the concept of professionalism can be invoked not as a way to "prove" status but as a way to describe a sense of commitment and the contribution to societal well-being.

  13. 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.

  14. 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....

  15. 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.

  16. 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.

  17. 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

  18. 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.

  19. [Brazilian nursing and the democratization of health: notes on the National Policy of Popular Education in Health].

    Science.gov (United States)

    David, Helena Maria Scherlowski Leal; Bonetti, Osvaldo Peralta; da Silva, Maria Rocineide Ferreira

    2012-01-01

    This essay discusses the role of Brazilian nursing as a socially committed practice, in the political and pedagogic plan. The concepts of popular participation, representative and participatory democracy, and education in health are recovered, enlightened by the recent history of the constitution of social network of practices and reflections called Popular Education and Health. The construction process and the ethical-political principles of a National Policy of Popular Education in Health are presented, discussing the participation of nursing in the changes of educational practices, in spaces of political representation and formulation of public policies, with a perspective of achieving a fair and equal social order.

  20. 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…

  1. Single-Gender Education: Educators' Perspective

    Science.gov (United States)

    Fry, John P.

    2009-01-01

    The examination of educator's views regarding single-gender education was the basis of this study. The significance of the intended study is to show the educator's view of single-gender education as it relates to student academic achievement and behavioral incidents. A quantitative study was conducted utilizing a sample population of regular and…

  2. Changed nursing scheduling for improved safety culture and working conditions - patients' and nurses' perspectives.

    Science.gov (United States)

    Kullberg, Anna; Bergenmar, Mia; Sharp, Lena

    2016-05-01

    To evaluate fixed scheduling compared with self-scheduling for nursing staff in oncological inpatient care with regard to patient and staff outcomes. Various scheduling models have been tested to attract and retain nursing staff. Little is known about how these schedules affect staff and patients. Fixed scheduling and self-scheduling have been studied to a small extent, solely from a staff perspective. We implemented fixed scheduling on two of four oncological inpatient wards. Two wards kept self-scheduling. Through a quasi-experimental design, baseline and follow-up measurements were collected among staff and patients. The Safety Attitudes Questionnaire was used among staff, as well as study-specific questions for patients and staff. Fixed scheduling was associated with less overtime and fewer possibilities to change shifts. Self-scheduling was associated with more requests from management for short notice shift changes. The type of scheduling did not affect patient-reported outcomes. Fixed scheduling should be considered in order to lower overtime. Further research is necessary and should explore patient outcomes to a greater extent. Scheduling is a core task for nurse managers. Our study suggests fixed scheduling as a strategy for managers to improve the effective use of resources and safety. © 2016 John Wiley & Sons Ltd.

  3. 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.

  4. 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.

  5. Education Studies: Issues & Critical Perspectives

    Science.gov (United States)

    Kassem, Derek; Mufti, Emmanuel; Robinson, John

    2006-01-01

    This major text for Education Studies students provides a critical account of key issues in education today. The text features: (1) A critical analysis of key issues in Education Studies to encourage students' thinking about education in the broadest terms; (2) Themed sections with introductions to link the issues discussed in each chapter; (3)…

  6. "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.

  7. Nurses and the sterilization experiments of Auschwitz: a postmodernist perspective.

    Science.gov (United States)

    Benedict, Susan; Georges, Jane M

    2006-12-01

    The medical experiments conducted on non-consenting prisoners of Nazi concentration camps during World War II necessitated the codification of principles to protect human subjects of research. Auschwitz was the largest and one of the most infamous of the camps and the site of numerous 'medical' experiments. This historical study uses primary source documents obtained from archives in England and Germany to describe one type of experiment carried out at Auschwitz - the sterilization experiments. The purpose of these experiments was to perfect a technique in which non-Aryans could be prevented from reproducing while still being able to work as slave laborers. These narratives regarding the sterilization experiments at Auschwitz are remarkable in that they contain previously undocumented information regarding the voluntary and involuntary involvement of nurses. Following these narratives, a discussion of ethics in relation to the Holocaust is presented with a specific focus on the work of Agamben. Implications of the Auschwitz narratives for the application of codes of ethical principles and contemporary nursing are discussed from a postmodernist perspective.

  8. Holistic Education from a Humanist Perspective

    OpenAIRE

    López Arrillaga, César Enrique

    2018-01-01

    This essay intends to approach the basic concepts of Holistic Education (Barrera, 2013) and a brief conceptual journey and main postulates of the humanist theory considered by the author on personality, (Carl, 1961), to establish the possible link of holistic education from a humanist perspective in the meeting of the postulates of Humanism in the teaching practice that allows the humanization of education, centered on human beings taking into account their abilities, abilities and skills, in...

  9. 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.

  10. 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.

  11. Integrating transition theory and bioecological theory: a theoretical perspective for nurses supporting the transition to adulthood for young people with medical complexity.

    Science.gov (United States)

    Joly, Elizabeth

    2016-06-01

    To present a discussion of a theoretical perspective developed through integrating Meleis' Transition Theory and Bronfenbrenner's Bioecological Theory of Human Development to inform nursing and advanced nursing practice supporting the transition to adulthood for young people with medical complexity. Theoretical perspectives to inform nursing practice in supporting successful transition are limited, yet nurses frequently encounter young people with medical complexity during the transition to adulthood. Discussion paper. A literature search of CINAHL and Medline was conducted in 2014 and included articles from 2003-2014; informal discussions with families; the author's experiences in a transition program. The integrated theoretical perspective described in this paper can inform nurses and advanced practice nurses on contextual influences, program and intervention development across spheres of influence and outcomes for the transition to adulthood for young people with medical complexity. Young people and their families require effective reciprocal interactions with individuals and services across sectors to successfully transition to adulthood and become situated in the adult world. Intervention must also extend beyond the young person to include providers, services and health and social policy. Nurses can take a leadership role in supporting the transition to adulthood for young people with medical complexity through direct care, case management, education and research. It is integral that nurses holistically consider developmental processes, complexity and contextual conditions that promote positive outcomes during and beyond the transition to adulthood. © 2016 John Wiley & Sons Ltd.

  12. Nursing Faculty Members' Perspectives of Faculty-to-Faculty Workplace Incivility among Nursing Faculty Members

    Science.gov (United States)

    Amos, Kimberly S.

    2013-01-01

    In recent years, nursing faculty incivility has been a searing topic of research. Nursing research included studies on incivility among nursing students, incivility between nursing students and nursing faculty, and incivility in the clinical setting. However, literature specifically on nursing faculty incivility was limited. This descriptive,…

  13. Medical education: Changes and perspectives

    Science.gov (United States)

    Zhang, Qin; Lee, Liming; Gruppen, Larry D.; Ba, Denian

    2013-01-01

    As medical education undergoes significant internationalization, it is important for the medical education community to understand how different countries structure and provide medical education. This article highlights the current landscape of medical education in China, particularly the changes that have taken place in recent years. It also examines policies and offers suggestions about future strategies for medical education in China. Although many of these changes reflect international trends, Chinese medical education has seen unique transformations that reflect its particular culture and history. PMID:23631405

  14. Is Education for Using Humour in Nursing Needed? (Slovenian Case Study on Sociological and Ergonomic Aspects of the Impact of Humour on Nursing Professionals

    Directory of Open Access Journals (Sweden)

    Goriup Jana

    2017-12-01

    Full Text Available Introduction: Although there has been considerable discussion regarding the presence of therapeutic aspects of humour in the nurse educational programme and syllabus, little is known about the use of humour in the nurse - patient relationship and the needed topics in the Slovene educational system for nurses. From educational and medical perspectives, humour is anything that evokes laughter and it has been proven that laughter contributes to physical health. A sense of humour in nursing has a conformist, quantitative and productive importance which is manifested through the essential elements of humour: meta-communication sensitivity, personal affection for humour and emotional admissibility. As nurses spend a lot of time with patients, humour adds to the quality of their work as well as to the nurses’ satisfaction with their work with patients. The aim of this paper is to contribute to a better understanding of the significance of humour in nursing both for the employees and for the patients and to discuss humour within the framework of nursing profession in Slovenia. The specific objective of our study is to explore the attitudes of Slovenian nurses towards humour and their actual use of humour during their interaction with patients. Methods: For the purpose of this study, a quantitative research methodology was adopted. A questionnaire was used to collect data on the topic and a set of statistical analyses (frequency distribution method, the χ2 and Spearman rank correlation test was performed on the data obtained. Results: Our study shows that Slovenian nurses are prone to the use of humour in their work and they welcome it as an integral part of their work with patients. We found that humour also enhances their sense of belonging to the nursing profession and serves as a tool for socialization. Discussion: Humour, employed in nursing can help overcome certain difficulties which nurses face in the workplace as they also try to fulfil some

  15. 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.

  16. 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.

  17. [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.

  18. 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.

  19. 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.

  20. 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.

  1. 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

  2. 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.

  3. 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.

  4. The discourse of ethics in nursing education: experience and reflections of Brazilian teachers - case study.

    Science.gov (United States)

    Ramos, Flávia Regina Souza; de Pires, Denise Elvira Pires; Brehmer, Laura Cavalcanti de Farias; Gelbcke, Francine Lima; Schmoeller, Soraia Dornelles; Lorenzetti, Jorge

    2013-10-01

    From a scenario of political and technological changes in work and health education, the purpose of this study was to understand the ethics discourse in nurses' education process in Brazilian nursing schools. A research was performed with a qualitative approach, characterized as a case study, involving six schools of a region in the south of Brazil. The data were collected by focal groups involving 50 teachers. The results were organized in three categories: (1) experience and motivation to teach ethics and bioethics, (2) indicators of change identified in global and local contexts and (3) challenges in the education of ethics, values and related themes. The teachers have highlighted complex elements related to scientific, educational and professional contexts, and pointed out the need for a critical perspective on the professional scenario and on their own situations as nurses and educators. The analyzed discourse brings to light the topic of ethics, seen as peculiar to the present day and in intimate connection with the daily routine of clinical, pedagogical and political professional practices. The findings suggest that the reflections on nurses' ethics education should not be limited to discussing content and pedagogical strategies but should be extended to include a commitment to the adoption of values in professional practice and to the process of the construction of a professional identity. Copyright © 2012 Elsevier Ltd. All rights reserved.

  5. The experience of educational quality in undergraduate nursing students: a phenomenological study.

    Science.gov (United States)

    Macale, Loreana; Vellone, Ercole; Scialò, Gennaro; Iossa, Mauro; Cristofori, Elena; Alvaro, Rosaria

    2016-01-01

    The evaluation of academic education has become crucial in the European Union since the Bologna Process encouraged all European universities to reach high quality standards in education. Although several studies have been conducted on the quality of undergraduate nursing education, few studies have explored this topic from the students' perspective. The purpose of this study was to describe the experience of educational quality in undergraduate nursing students. The phenomenological method was used to study 55 students (mean age 24 years; 73% female) pursuing a baccalaureate degree in nursing in three universities in central Italy. The following five themes emerged from the phenomenological analysis: 1) quality of faculties: teaching skills, preparation, sensitivity to students, self-discipline; 2) theory-practice integration and communication between teaching and clinical area; 3) general management and organization of the programme; 4) quality of infrastructures: libraries, classrooms, information technology, services, administration, and communication; and 5) clinical tutorship: humanity, relationships and ability of the clinical tutor to guide and support. This study's novel finding was a deeper understanding of the educational quality's meanings among undergraduate nursing students. Students thought educational quality consisted of the faculty members' sensitivity towards their problems and the clinical tutors' humanity, interpersonal skills, guidance and support.

  6. [Educational obstacles in the everyday living of the nurse teacher's pedagogical practice].

    Science.gov (United States)

    Rodrigues, Malvina Thaís Pacheco; Mendes Sobrinho, José Augusto de Carvalho

    2008-01-01

    University teaching emerges as a theme frequently discussed in the educational scene. This article aims to investigate the educational obstacles emerging in the everyday living of the pedagogical practice of the nurse teacher from the Nursing Graduation Course at UEPSI, wishing to subsidize the elaboration of proposals for overcoming of these obstacles. It is a study of qualitative approach with data collection, questionnaire and semi-structured interview and data analysis through content analysis. According to the analysis, it is clear that the educational obstacles relate to the teacher person, to the students and to the institution. Thus, an establishment of a continuing education program in the action-reflection-action perspective is proposed as a way of overcoming the obstacles.

  7. 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

  8. A population based survey on home care nursing –experiences in the perspectives of nurses and citizens

    DEFF Research Database (Denmark)

    Moth, Grete; Andersen, Ane Birgitte Telén

    2017-01-01

    In Denmark, management of care at hospitals is characterized by efficient medical treatment and short hospital stay. This results in a heavier and more complex workload on the primary health care sector. However, very little research has so far shed light on the area of home care performed by nur...... by nurses. The aim of the study was to examine the experience of home care from a nurse as well as a citizen perspective....

  9. 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…

  10. Coordinated hospital-home care for kidney patients on hemodialysis from the perspective of nursing personnel

    Directory of Open Access Journals (Sweden)

    Luz María Tejada-Tayabas

    2015-04-01

    Full Text Available OBJECTIVE: To examine, from the nursing perspective, the needs and challenges of coordinated hospital-home care for renal patients on hemodialysis. METHODS: A qualitative analysis was conducted with an ethnographic approach in a hemodialysis unit in San Luis Potosi, Mexico. Semistructured interviews were conducted with nine nurses, selected by purposeful sampling. Structured content analysis was used. RESULTS: Nurses recounted the needs and challenges involved in caring for renal patients. They also identified barriers that limit coordinated patient care in the hospital and the home, mainly the work overload at the hemodialysis unit and the lack of a systematic strategy for education and lifelong guidance to patients, their families and caregivers. CONCLUSIONS: This study shows the importance and necessity of establishing a strategy that goes beyond conventional guidance provided to caregivers of renal patients, integrating them into the multidisciplinary group of health professionals that provide care for these patients in the hospital to establish coordinated hospital-home care that increases therapeutic adherence, treatment substitution effectiveness and patient quality of life.

  11. Iranian nursing students' perspectives on transition to professional identity: a qualitative study.

    Science.gov (United States)

    Neishabouri, M; Ahmadi, F; Kazemnejad, A

    2017-09-01

    To explore Iranian nursing students' transition to professional identity. Professional identity is an important outcome of nursing education that has not been fully explored in the Iranian nursing education system. Professional identity is a significant factor influencing the development of nursing education and practice. The transition of nursing students to professional identity is the main concern of nursing education and fundamental prerequisite for policymaking and planning in the field of nursing education. This was a qualitative content analysis study. In-depth unstructured interviews were held with 35 Iranian bachelor's degree nursing students recruited through purposive sampling. The interviews were transcribed verbatim and analysed using content analysis. The data analysis led to the development of four themes and 15 categories: 'satisfaction with professional practice (attending clinical settings and communicating with patients, the feeling of being beneficial)'; 'personal development (growing interest in nursing, feeling competent in helping others, changing character and attitude shift towards patients)'; 'professional development (realizing the importance of nursing knowledge, appreciating professional roles, a changing their understanding of nursing and the meaning it)'; and 'attaining professional commitment (a tendency to present oneself as a nurse, attempting to change oneself, other students and the public image of nursing)'. Development of professional identity is a continual process of transition. The greatest transition occurred in the last year of the programme. Nursing students experienced transition to PI through gaining satisfaction with professional practice, undergoing personal and professional development and developing a professional commitment. Educational policymakers can use our findings for developing strategies that facilitate and support nursing students' transition to professional identity. © 2016 International Council of

  12. 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.

  13. 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.

  14. Attributions, future time perspective and career maturity in nursing undergraduates: correlational study design.

    Science.gov (United States)

    Cheng, Cheng; Yang, Liu; Chen, Yuxia; Zou, Huijing; Su, Yonggang; Fan, Xiuzhen

    2016-01-25

    Career maturity is an important parameter as nursing undergraduates prepare for their future careers. However, little is known regarding the relationships between attributions, future time perspective and career maturity among nursing undergraduates. The purpose of this study was to investigate the degree of career maturity and its relationship with attributions and future time perspective. A cross-sectional survey was designed. This survey was administered to 431 Chinese nursing undergraduates. Independent-sample t-tests and one-way ANOVA were performed to examine the mean differences between categories of binary and categorical demographic characteristics, respectively. Pearson correlations and multiple linear regressions were used to test the relationships between attributions, future time perspective and career maturity. The degree of career maturity was moderate among nursing undergraduates and that internal attributions of academic achievement, future efficacy and future purpose consciousness were positively associated with career maturity (all p time perspective and to facilitate their transition from school to clinical practice.

  15. Nursing research: can a feminist perspective make any contribution?

    Science.gov (United States)

    Ehlers, V

    1999-03-01

    As more than 90% of the RSA's nurses are women and as at least 50% of the health care clients are also women, nursing research can definitely benefit by incorporating feminist research approaches. Specific feminist research issues which could be relevant to nursing research include: inherent themes in feminist research feminist research methodology gender stereotypes and nursing research gender-based stereotypes of researchers potential benefits of incorporating feminist research approaches in nursing research. Most formal models of nursing, and thus also most nursing research based on these models, ignore gender issues. Thus they ignore part of the social reality of nursing and might provide distorted images of nursing. A feminist approach to nursing research could enhance the reality-based gender issues relevant to nursing specifically, and health care generally, and contribute towards rendering effective health care within a multidisciplinary health care context.

  16. 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.

  17. 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.

  18. 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

  19. 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.

  20. 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…

  1. 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

  2. Global Education--An Educational Perspective to Cope with Globalisation?

    Science.gov (United States)

    Lehner, Daniela; Wurzenberger, Julia

    2013-01-01

    Purpose: The purpose of this paper is to explore the concept of Global Education (GE) from a "theory of action plan" and an "evolutionary and systems theory" approach as an educational perspective to cope with globalisation--more specifically, the challenges of globalisation. Moreover, an additional aim is to analyse the…

  3. Nurses' Satisfaction With Using Nursing Information Systems From Technology Acceptance Model and Information Systems Success Model Perspectives: A Reductionist Approach.

    Science.gov (United States)

    Lin, Hsien-Cheng

    2017-02-01

    Nursing information systems can enhance nursing practice and the efficiency and quality of administrative affairs within the nursing department and thus have been widely considered for implementation. Close alignment of human-computer interaction can advance optimal clinical performance with the use of information systems. However, a lack of introduction of the concept of alignment between users' perceptions and technological functionality has caused dissatisfaction, as shown in the existing literature. This study provides insight into the alignment between nurses' perceptions and how technological functionality affects their satisfaction with Nursing Information System use through a reductionist perspective of alignment. This cross-sectional study collected data from 531 registered nurses in Taiwan. The results indicated that "perceived usefulness in system quality alignment," "perceived usefulness in information quality alignment," "perceived ease of use in system quality alignment," "perceived ease of use in information quality alignment," and "perceived ease of use in service quality alignment" have significantly affected nurses' satisfaction with Nursing Information System use. However, "perceived usefulness in service quality alignment" had no significant effect on nurses' satisfaction. This study also provides some meaningful implications for theoretical and practical aspects of design.

  4. 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)

  5. 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.

  6. 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.

  7. Cancer Patients and Oncology Nursing: Perspectives of Oncology ...

    African Journals Online (AJOL)

    Background and Aim: Burnout and exhaustion is a frequent problem in oncology nursing. The aim of this study is to evaluate the aspects of oncology nurses about their profession in order to enhance the standards of oncology nursing. Materials and Methods: This survey was conducted with 70 oncology nurses working at ...

  8. 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.

  9. Developing perspectives on Korean nursing theory: the influences of Taoism.

    Science.gov (United States)

    Shin, K R

    2001-10-01

    Nursing theory provides a systematic explanation and description of nursing phenomena. Western nursing theories have widely influenced Korean nursing. And yet, although nursing theory has universal aspects, the differences in philosophy and culture that are unique to each country need to be considered. This inquiry seeks to investigate the Korean cultural heritage, which integrates Confucianism, Buddhism, and Taoism, and how it provides a unique worldview of human beings, the universe, health, and nursing. Essential principles and therapies consistent with Taoist philosophy are also identified. This framework is proffered as the basis for establishing understanding between Korean nurses and patients.

  10. 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.

  11. 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.

  12. 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.

  13. Decade of inclusive education in Ghana: perspectives of special educators

    Directory of Open Access Journals (Sweden)

    Maxwell Peprah Opoku

    2017-09-01

    Full Text Available The development of inclusive education systems has been recognized as the process for orchestrating educational quality and equity. Inclusive education systems reflect growing awareness of the imperatives of 21st century societies to make quality education available to all students. This article contributes to developing area of inclusive education by exploring the perspectives of Ghanaian special educators on the progress and achievements of inclusive education. The data in this paper emerged from case study involving special educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the programme to ground the policy within the education system of Ghana.

  14. "Could I return to my life?" Integrated Narrative Nursing Model in Education (INNE).

    Science.gov (United States)

    Artioli, Giovanna; Foà, Chiara; Cosentino, Chiara; Sulla, Francesco; Sollami, Alfonso; Taffurelli, Chiara

    2018-03-28

    The Integrated Narrative Nursing Model (INNM) is an approach that integrates the qualitative methodology typical of the human sciences, with the quantitative methodology more often associated with the natural sciences. This complex model, which combines a focus on narrative with quantitative measures, has recently been effectively applied to the assessment of chronic patients. In this study, the model is applied to the planning phase of education (Integrated Narrative Nursing Education, INNE), and proves to be a valid instrument for the promotion of the current educational paradigm that is centered on the engagement of both the patient and the caregiver in their own path of care. The aim of this study is therefore to describe the nurse's strategy in the planning of an educational intervention by using the INNE model. The case of a 70-year-old woman with pulmonary neoplasm is described at her first admission to Hospice. Each step conducted by the reference nurse, who uses INNE to record the nurse-patient narrative and collect subsequent questionnaires in order to create a shared educational plan, is also described. The information collected was submitted, starting from a grounded methodology to the following four levels of analysis: I. Needs Assessment, II. Narrative Diagnosis, III. Quantitative Outcome, IV. Integrated Outcome. Step IV, which is derived from the integration of all levels of analysis, allows a nurse to define, even graphically, the conceptual map of a patient's needs, resources and perspectives, in a completely tailored manner. The INNE model offers a valid methodological support for the professional who intends to educate the patient through an inter-subjective and engaged pathway, between the professional, their patient and the socio-relational context. It is a matter of adopting a complex vision that combines processes and methods that require a steady scientific basis and advanced methodological expertise with active listening and empathy

  15. 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.

  16. Stress: The Special Educator's Perspective.

    Science.gov (United States)

    Raschke, Donna; And Others

    1988-01-01

    The article describes approaches special education teachers can take to reduce stress including diet and exercise, relaxation techniques, use of social support systems, goal setting, time management, and networking. A survey of special education teachers found the use of humor the most common strategy for coping with stress. (DB)

  17. Educational Software: A Developer's Perspective.

    Science.gov (United States)

    Armstrong, Timothy C.; Loane, Russell F.

    1994-01-01

    Examines the current status and short-term future of computer software development in higher education. Topics discussed include educational advantages of software; current program development techniques, including object oriented programming; and market trends, including IBM versus Macintosh and multimedia programs. (LRW)

  18. 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.

  19. 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.

  20. Organizational culture in nursing schools in Turkey: faculty members' perspectives.

    Science.gov (United States)

    Kantek, F; Baykal, U

    2009-09-01

    Among the benefits of examining an organization's culture are the opportunity to understand the basic mechanisms of the institutional and structural procedures, to determine the need for change and to ensure the development and satisfaction of the faculty members. To determine the perceptions of faculty members of organizational culture at nursing schools in Turkey and to examine different perceptions in relation to demographic variables. The study was conducted with 180 faculty members from seven nursing schools in state universities located in different geographical regions of Turkey that granted permission for the study. All faculty members in these schools with at least 1 year of institutional experience were included in the research. No sampling was required. A demographic information form and an organizational culture scale were used as data collection materials. The organizational culture scale contains 30 items and resolves the organizational culture in three dimensions. The minimum score obtained was 1 and the maximum was 5. The mean score for faculty members' in total scale was 3.40 (SD = 0.68), while it was 3.26 (SD = 0.77) for the management style dimension, 3.39 (SD = 0.73) for the organizational commitment/relations dimension and 3.68 (SD = 0.73) for the student-oriented dimension. There was no statistical difference between the perception of organizational culture and work experience at the institution, marital status or educational status, but there were differences in age, number of years in the profession and academic titles. It was found that strong perceptions have been established in nursing schools in regard to student-oriented practices, and that groups consisting of senior academic personnel and experienced academicians are considered to be better at perceiving the importance of the organizational culture. The administrators are recommended to promote policies to enhance the participation in decision-making processes and regularly monitor