WorldWideScience

Sample records for pre-registration nursing education

  1. Exposing the tensions of implementing supervision in pre-registration nurse education.

    Science.gov (United States)

    Felton, Anne; Sheppard, Fiona; Stacey, Gemma

    2012-01-01

    This discussion will examine the complexities of implementing group clinical supervision in pre-registration nurse education. Exploration is based upon the authors' experiences of facilitating clinical supervision with mental health branch students on the Diploma/BSc program at one higher education institution in the UK. It will provide the history and context of clinical supervision in nursing and apply this to the educational setting. This discussion aims to move beyond the rhetoric surrounding clinical supervision to expose the underlying tensions which we propose influence the clinical supervision process in pre-registration nurse education. These include the potential confusion of role for the supervisor, conflict of responsibilities and the potentially vulnerable position they may adopt. However, despite these tensions it is proposed that clinical supervision has a key role within graduate pre-registration nursing education.

  2. An Integrated Literature Review of Death Education in Pre-Registration Nursing Curricula: Key Themes

    Directory of Open Access Journals (Sweden)

    Joyce Cavaye

    2014-01-01

    Full Text Available Recent policy has raised the profile of end-of-life care internationally, with the aim of increasing access to quality care for everyone experiencing life-limiting illness. This reflects an international shift in the provision of palliative care to encompass chronic conditions other than cancer. Nurses have an important role in delivering this care and need to be equipped with particular knowledge and skills. However, pre-registration nursing curricula have traditionally had a limited emphasis on death and dying and nurses report feeling unprepared to care for dying patients. This has led to claims that death education in pre-registration curricula is inadequate. This integrated review explores the published literature that reports on death education within pre-registration nurse education. Presenting an international overview, the aim of the review is to contribute to knowledge about the nature and extent of death education in pre-registration curricula. In the context of this paper, death education encompasses both palliative and end-of-life care. Electronic searches of major bibliographic databases found inconsistencies across educational provision with variations in quantity, content, and approach. Despite an increasing amount of death education in pre-registration curricula, there remains a deficit in key areas such as knowledge, skills, organisation of care, and teamwork.

  3. Caring behaviours of student nurses: Effects of pre-registration nursing education.

    Science.gov (United States)

    Loke, Jennifer C F; Lee, Kah Wai; Lee, Bryant K; Mohd Noor, Asmah

    2015-11-01

    In an increasing technologised and cost-constrained healthcare environment, the role of pre-registration nursing education in nurturing and developing the professional caring disposition of students is becoming far more critical than before. In view of this growing demand, the aim of this study was to evaluate the impact of Singapore's pre-registration nursing programmes on students' concept of caring. A descriptive quantitative cross-sectional survey collected data using the Caring Behaviour Inventory from first and final year student nurses, nurse lecturers and nurses in practice. The findings based on student surveys indicated a statistically significant reduction in the overall level of caring behaviour in first to final year students. When compared with the findings of lecturers and nurses, less variance to lecturers than to nurses was found amongst the first years' score, and the lowest variance to nurses was demonstrated amongst the final year. A greater reduction was evidenced amongst Singaporean students, which was exaggerated with exposure to pre-enrolled nursing education and magnified with caring job experience. This study indicates more effort is necessary to harness student caring attributes in students' entire educational journey so that expressive caring is not subsumed in the teaching of students to meet demands of complicated contemporary care.

  4. Service user involvement in pre-registration general nurse education: a systematic review

    OpenAIRE

    Scammell, Janet; Heaslip, Vanessa; Crowley, Emma J.

    2016-01-01

    Aims and objectives: A systematic review of published studies on service user involvement in undergraduate, pre-registration general nursing education (excluding mental health-specific programmes). The objective is to examine how students are exposed to engagement with service users. Background: The requirement of service user involvement in all nurse education is policy expectation of health professional education providers, in response to the increased public and political expectations. Pre...

  5. The impact of clinical simulation on learner self-efficacy in pre-registration nursing education.

    Science.gov (United States)

    Pike, Tamsin; O'Donnell, Victoria

    2010-07-01

    Clinical simulation is becoming increasingly popular in pre-registration nursing education. Incorporating teaching and learning strategies that enhance learner self-efficacy will theoretically improve clinical competence (Bandura, 1986, 1997). This paper presents the findings of a study that aimed to explore the impact of clinical simulation on self-efficacy beliefs amongst pre-registration nurses. A preliminary study (Pike, 2008) used a pre- and post-test design to measure learner self-efficacy before and after a clinical simulation session. Qualitative responses to questions on the post-test questionnaire provided themes to explore in a focus group interview with a convenience sample of nine participants. Thematic content analysis of the interview highlighted two principal findings. Firstly, students described low levels of self-efficacy with regards to communication skills, an area identified as a priority within pre-registration nursing education (NMC, 2007a). Second, students highlighted the need for learning experiences within clinical simulation to be more authentic, to improve the theory to practice gap. It is argued by incorporating strategies within clinical simulation that enhance learner self-efficacy, overall clinical competence will be improved. Suggestions for how pedagogical approaches may be developed within clinical simulation are discussed, whilst acknowledging the limitations of the small scale nature of the study.

  6. A modified systematic review of research evidence about education for pre-registration nurses in palliative care

    National Research Council Canada - National Science Library

    Bassah, Nahyeni; Seymour, Jane; Cox, Karen

    2014-01-01

    ... of palliative care curricula in resource-poor countries. A modified systematic review of research on palliative care educational interventions, conducted with pre-registration student nurses was undertaken...

  7. Spirituality in pre-registration nurse education and practice: A review of the literature.

    Science.gov (United States)

    Lewinson, Lesline P; McSherry, Wilfred; Kevern, Peter

    2015-06-01

    Spirituality is known to be an integral part of holistic care, yet research shows that it is not well valued or represented in nurse education and practice. However, the nursing profession continues to make efforts to redress the balance by issuing statements and guidance for the inclusion of spirituality by nurses in their practice. A systematic literature review was undertaken and confirms that nurses are aware of their lack of knowledge, understanding and skills in the area of spirituality and spiritual care, and desire to be better informed and skilled in this area. Consequently, in order for nurses to support the spiritual dimension of their role, nurse education has a vital part to play in raising spiritual awareness and facilitating competence and confidence in this domain. The literature review also reveals that studies involving pre-registration are few, but those available do provide examples of innovation and various teaching methods to deliver this topic in nursing curricular.

  8. Mental health education and Virtual Learning Environments (VLEs) in pre-registration nursing degrees

    DEFF Research Database (Denmark)

    Wilson, Rhonda; Hungerford, Catherine

    2015-01-01

    mental health and illness. This article describes the work of mental health nurse educators who have taken the lead by providing case-based simulations on VLEs, thereby enabling students to acquire knowledge and develop the clinical skills required for practice in mental health settings. Benefits of VLEs......Virtual learning environments (VLEs) are now commonly used, worldwide, as teaching and learning platforms for pre-registration nursing education. However, there is only limited evidence in the research literature to suggest that VLEs are employed to support the education of student nurses about......-based practices in clinical settings, to support the knowledge acquisition and practice-based learning of the registered nurses (RNs) of the future....

  9. Refocusing formative feedback to enhance learning in pre-registration nurse education.

    Science.gov (United States)

    Koh, Lai Chan

    2008-07-01

    The essential feature of a teaching system designed to enhance learning and emulate professional practice is that the crucial assessments should be performance-based, allowing plenty of opportunity for students to offer their own ideas and solutions. This involves the use of formative assessment and feedback. High quality formative assessment has been linked to enhancement of learning and ultimately to higher student achievement. Although formative assessment is acknowledged as important in its effect on students' approaches to learning, it appears that the assessment practice is under utilized in pre-registration nurse education. This paper refocuses on the purpose of formative assessment of theory. It examines, from educational literature, some of the benefits of formative assessment and its pedagogical implications on deep learning, motivation and self-esteem, self-regulated learning and employability. It discusses what constitutes quality feedback to highlight that it is not just an essential component but also a central feature of formative assessment. The extent to which formative assessment and feedback can be applied to pre-registration nurse education is also explored. If formative assessment and feedback is well planned and conducted in assessment practice, it is suggested that effective learning can be facilitated in everyday learning activity.

  10. Unfolding case studies in pre-registration nursing education: lessons learned.

    Science.gov (United States)

    West, Caryn; Usher, Kim; Delaney, Lori J

    2012-07-01

    Nursing education is undergoing radical change worldwide. There is criticism surrounding the content of education and the delivery. As a result, traditional methods of teaching and learning have been replaced by strategies that place greater emphasis on active learner interaction, critical thinking, and decision-making. Assisting pre-registration nurses to become competent and confident in clinical practice requires immersion in practice with sufficient support and coaching based on real life scenarios. Simulation via an unfolding case study approach is one way to provide interactive learning experiences where students acquire new skills that advance their clinical judgment with the aim of becoming safe, competent practitioners. Lessons learned from implementing an unfolding case study are discussed in this paper. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. Emotional intelligence education in pre-registration nursing programmes: an integrative review.

    Science.gov (United States)

    Foster, Kim; McCloughen, Andrea; Delgado, Cynthia; Kefalas, Claudia; Harkness, Emily

    2015-03-01

    To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Integrative literature review. CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Data extraction and constant comparative analysis of 17 articles. Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended. Copyright © 2014. Published by Elsevier Ltd.

  12. Pre-registration education: learning communities.

    Science.gov (United States)

    Thomas, Gail; Crooke, Lois; Curtis, Peter

    Changes in nurse education in the UK and the introduction of a new pre-registration nursing programme have led to developments in education methods. This article describes the creation of learning communities at Thames Valley University as a means of adapting to the new curriculum.

  13. Mental Health Education and Virtual Learning Environments (VLEs) in Pre-registration Nursing Degrees: Follow the Leaders?

    Science.gov (United States)

    Wilson, Rhonda; Hungerford, Catherine

    2015-05-01

    Virtual learning environments (VLEs) are now commonly used, worldwide, as teaching and learning platforms for pre-registration nursing education. However, there is only limited evidence in the research literature to suggest that VLEs are employed to support the education of student nurses about mental health and illness. This article describes the work of mental health nurse educators who have taken the lead by providing case-based simulations on VLEs, thereby enabling students to acquire knowledge and develop the clinical skills required for practice in mental health settings. Benefits of VLEs include their flexibility and accessibility, and also the opportunity they provide for students to engage with Web 2.0 technologies. Leadership in education must include the utilization of the most current pedagogical tools and strategies, as well as staying abreast of contemporary evidence-based practices in clinical settings, to support the knowledge acquisition and practice-based learning of the registered nurses (RNs) of the future.

  14. Alcohol education and training in pre-registration nursing: a national survey to determine curriculum content in the United Kingdom (UK).

    Science.gov (United States)

    Holloway, Aisha S; Webster, Brian J

    2013-09-01

    Alcohol-related harm impacts significantly on the health of the population. Nurses are often among the first health professionals that many patients with alcohol-related problems come into contact with and have been identified as playing a key role but may be ill-prepared to respond. Future nurses need to have the skills, knowledge and clinical confidence to respond to patients suffering from alcohol-related harm. A pre-registration curriculum that ensures a nursing workforce fit for practice in responding to alcohol-related harm is necessary. To determine the level of alcohol education and training content in the pre-registration curriculum for nursing in the United Kingdom (UK). To establish whether there are variations in the pre-registration curriculum content across the UK. A descriptive study. All 68 UK Higher Education Institutions offering a total of 111 pre-registration courses for nurses were invited to participate in the study. Twenty nine completed questionnaires were returned, a response rate of 26%. The largest number of identified responders were from England (n=15), with 3 from Scotland and 1 each from Wales and Northern Ireland. Nine Universities chose not to identify themselves. An online semi-structured questionnaire survey was used to collect the study data. Teaching of alcohol and alcohol related harm was mainly delivered during the second year of a pre-registration nursing programme provided mainly to adult and mental health students. Overall, the majority of alcohol related content that is provided within the responding pre-registration nursing courses relates to biophysiology, aetiology, and pharmacological and non-pharmacological interventions. This study highlights the need for a greater and more relevant focus of alcohol education to pre-registration nursing students of all fields of practice incorporating an integrated approach across all years of study. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. An integrative review of the literature on the teaching of the history of nursing in pre-registration adult nursing education in the UK.

    Science.gov (United States)

    Kelly, Jacinta; Watson, Roger

    2015-02-01

    To present an integrative review of literature on the teaching of nursing history in pre-registration adult nursing education. Despite successive reconfigurations in healthcare systems and education policy, the teaching of the history of nursing remains contested in pre-registration curricula. Recent curriculum reviews acknowledge the need for systematic study of nursing education. To date in the UK, there has been no systematic review of the literature on the teaching of nursing history in pre-registration training programmes. An integrative review of the literature. A search of the electronic databases of CINAHL (1982-2013), HMIC (1979-2013), BNI (1994-2013) and MEDLINE (Pub Med) (1966-2013) was concluded in January 2014, using the keywords 'adult nursing', 'history' 'pre-registration', 'education' and 'teaching'. An integrative literature review was conducted. Identified titles and abstracts were screened separately by researchers for relevance and eligibility and papers were independently assessed for inclusion. Data were abstracted from included papers and quality evaluation of included papers was conducted. The papers were analysed and reported in a narrative synthesis. Twelve papers were selected for review. The majority of articles were discursive papers and there was a paucity of empirical reports. Content indicated concerns for teaching nursing history in regard to curriculum policy and methods of teaching and assessment. Substantial support exists for mandatory inclusion of the teaching of historical literacy in nursing centred on the themes of health and disease, hegemony, nursing work and image and ideology. Due to space and teaching expertise issues this could ideally be achieved through the use of nursing museum visits, the usefulness of which could be critically explored in future research. Published by Elsevier Ltd.

  16. Learning to work collaboratively: nurses' views of their pre-registration interprofessional education and its impact on practice.

    Science.gov (United States)

    Derbyshire, Julie A; Machin, Alison I

    2011-07-01

    One of the challenges of contemporary health care is the need for health and social care professionals to work differently to meet the complex needs of patients/clients. However it cannot be assumed that these professionals have been prepared with the skills and confidence to collaborate effectively, outside of traditional professional boundaries. Interprofessional education (IPE) is well established as an effective learning and teaching approach to prepare practitioners for collaborative practice at the point of qualification (DOH 2001; Hale 2003; Morison et al., 2003; Department of Health 2006; Hammick et al., 2007). The phenomenological study reported in this paper sought to follow up a group of newly qualified adult nurses at six months post-qualification. These nurses had undertaken a pre-registration curriculum in which classroom-based interprofessional learning was well embedded and formally assessed within their three year programme. Data from eight in depth interviews were analysed and five key themes were emerged: common understanding of IPE; teaching and learning; understanding of professional roles; stereotypes; influence of the practice environment. The outcome of the study suggested IPE should be as practice focused as possible to improve its relevance to nursing practice. This study contributed to the development of an innovative curriculum which provides the opportunity for nurses to integrate IPE theory within their collaborative working practice.

  17. The utility and impact of information communication technology (ICT) for pre-registration nurse education: A narrative synthesis systematic review.

    Science.gov (United States)

    Webb, Lucy; Clough, Jonathan; O'Reilly, Declan; Wilmott, Danita; Witham, Gary

    2017-01-01

    To evaluate and summarise the utility and impact of information communication technology (ICT) in enhancing student performance and the learning environment in pre-registration nursing. A systematic review of empirical research across a range of themes in ICT health-related education. Science Direct, Cinahl, AMED, MEDLINE, PubMed, ASSIA, OVID and OVID SP (2008-2014). Further date parameters were imposed by theme. Evidence was reviewed by narrative synthesis, adopting Caldwell's appraisal framework and CASP for qualitative methods. Selection and inclusion was grounded in the PICOS structure, with language requirements (English), and further parameters were guided by theme appropriateness. Fifty studies were selected for review across six domains: reusable learning objects, media, audience response systems, e-portfolios, computer-based assessment and faculty adoption of e-learning. Educational ICT was found to be non-inferior to traditional teaching, while offering benefits to teaching and learning efficiency. Where support is in place, ICT improves the learning environment for staff and students, but human and environmental barriers need to be addressed. This review illuminates more advantages for ICT in nurse training than previously. The key advantage of flexibility is supported, though with little evidence for effect on depth of learning. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  18. Peer bullying in a pre-registration student nursing population.

    Science.gov (United States)

    Cooper, Brenda; Curzio, Joan

    2012-11-01

    Peer bullying is a major problem in schools and workplaces including the National Health Service. Although there are a few published studies exploring the incidence of peer bullying among university students, none is specific to pre-registration nursing students. Nursing programmes are delivered across two campuses of the university however students registered at individual campuses do not mix which makes the experiences of each campus individual. The aim of this study was to explore the incidence and manifestation of peer bullying amongst pre-registration nursing students in the university setting. The study describes the reported incidence of the three types of peer bullying behaviour: physical, verbal and non-verbal bullying. Participants in their final year of adult nurse education were asked to explore their perceptions of peer bullying, the frequency of witnessed or experienced behaviour and the location of where this behaviour occurred on the university campuses via a quantitative questionnaire. In total 190 students were surveyed with 156 (82%) responding. Participants reported peer bullying is experienced by student nurses on university premises and that academic members of staff are sometimes present when this behaviour is demonstrated. Reported levels of bullying decreased during their 2nd and 3rd years of the course compared to the foundation year. This decrease may have been in response to the university's strong anti-bullying stance.

  19. Informing pre-registration nurse education: a proposal outline on the value, methods and ethical considerations of involving children in doctoral research.

    Science.gov (United States)

    Clarke, Sonya

    2014-12-01

    As pre-registration nurse education programmes evolve within the United Kingdom, it is imperative to involve patient/client groups within the research process, as the outcome may invoke a change in the care delivery of the registered nurse (RN). This paper focuses upon children and how children might hypothetically contribute to informing a generic nursing programme in their capacity as a rights holder and expert in their own lives. Even though their contribution and value has been debated around their capacity as research advisor, research participant and co researcher, this paper explores how the child's view of their experience of hospital and of the good nurse could be best captured. Research is a powerful vehicle that can enable their voice to equally inform UK nurse educators and policy makers so that the child's health care needs are effectively met in hospital by RN's who complete a generic programme.

  20. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students.

    Science.gov (United States)

    Foster, Kim; Fethney, Judith; McKenzie, Heather; Fisher, Murray; Harkness, Emily; Kozlowski, Desirée

    2017-08-01

    Emotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs. To measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance. Longitudinal repeated measures study between March 2010-February 2013 at a metropolitan university in Australia. 111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7years (SD=7.36). EI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up). Students' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time. Pre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula. Copyright © 2017. Published by Elsevier Ltd.

  1. The catcher in the why: developing an evidence-based approach to the organization, delivery and evaluation of pre-registration nurse educational programmes.

    Science.gov (United States)

    Warne, T; Holland, K; McAndrew, S

    2011-03-01

    Changes to the pedagogy of pre-registration nurse education and training have become a global phenomenon. However, the evidence base to inform responses to these changes and the impact on nursing practice is limited. This paper explores the outcomes of an innovative approach aimed at ensuring responses to these drivers for change, particularly in curriculum development, the organisation, management and delivery of programmes and the enhancement of the student experience, are evidence based. This paper reports on an organisational change project undertaken in a School of Nursing in the North West of England, UK. The project involved 12 interrelated work streams used to explore aspects of the student journey from recruitment through progression to eventual employment. An evidence base was developed through a methodological bricolage that drew upon a robust and authentic mixture of systematic literature reviews, contemporaneous analysis of educational practice and evaluation of the student experience. This was used to underpin the decision making processes required to promote innovation in programme design, to increase the involvement of students in the facilitation and evaluation of their learning experiences, and helped shape the organisational changes required for embedding an evidenced-based culture in the School. Consistent and transformational leadership has been key to the project's success in communicating and managing the changes.

  2. 'Ready to hit the ground running': Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme.

    Science.gov (United States)

    Draper, Jan; Beretta, Ruth; Kenward, Linda; McDonagh, Lin; Messenger, Julie; Rounce, Jill

    2014-10-01

    This study explored the impact of The Open University's (OU) preregistration nursing programme on students' employability, career progression and its contribution to developing the nursing workforce across the United Kingdom. Designed for healthcare support workers who are sponsored by their employers, the programme is the only part-time supported open/distance learning programme in the UK leading to registration as a nurse. The international literature reveals that relatively little is known about the impact of previous experience as a healthcare support worker on the experience of transition, employability skills and career progression. To identify alumni and employer views of the perceived impact of the programme on employability, career progression and workforce development. A qualitative design using telephone interviews which were digitally recorded, and transcribed verbatim prior to content analysis to identify recurrent themes. Three geographical areas across the UK. Alumni (n=17) and employers (n=7). Inclusion criterion for alumni was a minimum of two years' post-qualifying experience. Inclusion criteria for employers were those that had responsibility for sponsoring students on the programme and employing them as newly qualified nurses. Four overarching themes were identified: transition, expectations, learning for and in practice, and flexibility. Alumni and employers were of the view that the programme equipped them well to meet the competencies and expectations of being a newly qualified nurse. It provided employers with a flexible route to growing their own workforce and alumni the opportunity to achieve their ambition of becoming a qualified nurse when other more conventional routes would not have been open to them. Some of them had already demonstrated career progression. Generalising results requires caution due to the small, self-selecting sample but findings suggest that a widening participation model of pre-registration nurse education for

  3. Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire.

    Science.gov (United States)

    Shivers, Eleanor; Hasson, Felicity; Slater, Paul

    2017-08-01

    Clinical learning is a vital component of nurse education and assessing student's experiences can provide useful insights for development. Whilst most research in this area has focused on the acute setting little attention has been given to all pre-registration nurses' experience across the clinical placements arenas. To examine of pre-registration nursing students (first, second and third year) assessment of their actual experiences of their most recent clinical learning clinical learning experience. A cross sectional survey involving a descriptive online anonymous questionnaire based on the clinical learning environment inventory tool. One higher education institution in the United Kingdom. Nursing students (n=147) enrolled in an undergraduate nursing degree. This questionnaire included demographic questions and the Clinical Learning Environment Inventory (CLEI) a 42 item tool measuring student's satisfaction with clinical placement. SPPS version 22 was employed to analyse data with descriptive and inferential statistics. Overall students were satisfied with their clinical learning experience across all placement areas. This was linked to the 6 constructs of the clinical learning environment inventory; personalization, innovation, individualization, task orientation, involvement, satisfaction. Significant differences in student experience were noted between age groups and student year but there was no difference noted between placement type, age and gender. Nursing students had a positive perception of their clinical learning experience, although there remains room for improvement. Enabling a greater understanding of students' perspective on the quality of clinical education is important for nursing education and future research. Copyright © 2017. Published by Elsevier Ltd.

  4. Irish nursing students' changing levels of assertiveness during their pre-registration programme.

    Science.gov (United States)

    Begley, Cecily M; Glacken, Michèle

    2004-10-01

    Stress and bullying have been found to be common problems in a number of studies of Irish nursing and midwifery. Victims of bullying need high levels of assertiveness to enable them to withstand the stress of victimization. It was deemed important to measure nursing students' level of assertiveness prior to, and near completion of, their pre-registration education programme. Aim. To ascertain nursing students' perceived levels of assertiveness prior to, and nearing the completion of, their three-year pre-registration programme. Ethical approval was given. The students commencing general nurse education programmes in two schools in Southern Ireland agreed to take part (n=72). A questionnaire adapted from a number of assertiveness scales, and tested for validity and reliability in this population, was used to collect data. In general, students' reported assertiveness levels rose as they approached completion of their three-year education programme. The resource constrained health service of the 21st century requires nurses who are assertive to meet the needs of its users. Nursing students' assertiveness skills could be augmented through concentrated efforts from nurse educationalists and clinicians to reduce the communication theory practice gap in nurse education today. To address the multi-dimensional nature of assertiveness, strategies to increase assertiveness should operate at the individual, interface and organisational level. The students in this study reported an increase in levels of assertiveness as they approached completion of their three-year education programme. To function as effective, safe practitioners registered nurses need to be assertive, therefore education in assertiveness should be an integral part of their preparation. The precise composition and mode of delivery of this education requires exploration and evaluation.

  5. Simulation: a shared learning experience for child and mental health pre-registration nursing students.

    Science.gov (United States)

    Felton, Anne; Holliday, Laura; Ritchie, Dawn; Langmack, Gill; Conquer, Alistair

    2013-11-01

    Learning through the use of simulation is perceived as an innovative means to help manage some of the contemporary challenges for pre-registration nurse education. Mental health and child nurses need to have the knowledge and skills to effectively address the holistic needs of service users. This article reports on a pilot simulated learning experience that was designed with key stakeholders for pre-registration child and mental health nursing students. This involved young actors playing the role of someone who had self-harmed to help students develop their skills for working with young people who experience emotional distress. Focus groups and a questionnaire were used to evaluate the pilot. Students valued the practical approach that simulation entailed and identified the benefits of the shared learning experience across the different fields of practice of nursing. However, some students reported anxiety performing in front of peers and indicated they would perform differently in practice. The pilot identified simulation as a potentially useful approach to help child and mental health student nurses develop skills for caring for young people. However, there is a need for caution in the claims to be made regarding the impact of simulation to address gaps in nursing skills. Copyright © 2013 Elsevier Ltd. All rights reserved.

  6. Diagnosing the problem: using a tool to identify pre-registration nursing students' mathematical ability.

    Science.gov (United States)

    Harvey, Sharon; Murphy, Fiona; Lake, Richard; Jenkins, Lynne; Cavanna, Annlouise; Tait, Mike

    2010-05-01

    Mathematical ability is a skill nurses need to safely administer medicines and fluids to patients (Elliott, M., Joyce, J., 2005. Mapping drug calculation skills in an undergraduate nursing curriculum. Nurse Education in Practice 5, 225-229). However some nurses and nursing students lack mathematical proficiency (Hilton, D.E., 1999. Considering academic qualification in mathematics as an entry requirement for a diploma in nursing programme. Nurse Education Today 19, 543-547). A tool was devised to assess the mathematical abilities of nursing students. This was administered to 304 nursing students in one Higher Education Institution (HEI) in Wales, United Kingdom (UK) on entry to a pre-registration undergraduate nursing course. The students completed a diagnostic mathematics test comprising of 25 non-clinical General Certificate of Secondary Education (GCSE) level multiple choice questions with a pass mark set at 72%. The key findings were that only 19% (n=53) of students passed the test. Students appeared to have difficulties with questions involving decimals, SI units, formulae and fractions. The key demographic variable that influenced test scores was previous mathematical qualifications on entry to the course. The tool proved useful in two ways. First, in identifying those students who needed extra tutorial support in mathematics. Second, in identifying those areas of mathematics that presented difficulties for students.

  7. The knowledge and skills of pre-registration masters' and diploma qualified nurses: A preceptor perspective.

    Science.gov (United States)

    Park, Jennifer R; Wharrad, Heather; Barker, Janet; Chapple, Mary

    2011-01-01

    The role of nurse preceptor in the UK functions to support and nurture newly qualified staff during transition to accountable practitioners. Transition is a stressful time for all new staff, whether diplomates or graduates. Preceptors are in a prime position to assess the competence and confidence of new staff, and observe their fitness for practice. Studies show variable evidence concerning the benefit to practice of nurses with degree compared to diploma education. This exploratory study investigated preceptors' perceptions of differences in the knowledge and skills displayed by staff from a three-year Diploma programme (DNs), and four-year pre-registration Master in Nursing degree (MNs), run by one School of Nursing. In the first months DNs were said to exhibit more confidence in practical skills while MNs showed academic and analytic skills. Although DNs related well to patients, MNs were better able to communicate with professional colleagues. By six months MNs overtook DNs in their overall confidence. Preceptors valued both DNs and MNs for the skill mix they brought to nursing and the benefit of patient care. Further exploration of preceptors' views would inform education staff and advise preceptors and managers regarding newly qualified nurses.

  8. Creating an improvement culture for enhanced patient safety: service improvement learning in pre-registration education.

    Science.gov (United States)

    Christiansen, Angela; Robson, Linda; Griffith-Evans, Christine

    2010-10-01

    The present study reports a descriptive survey of nursing students' experience of service improvement learning in the university and practice setting. Opportunities to develop service improvement capabilities were embedded into pre-registration programmes at a university in the Northwest of England to ensure future nurses have key skills for the workplace. A cross-sectional survey designed to capture key aspects of students' experience was completed by nursing students (n = 148) who had undertaken a service improvement project in the practice setting. Work organizations in which a service improvement project was undertaken were receptive to students' efforts. Students reported increased confidence to undertake service improvement and service improvement capabilities were perceived to be important to future career development and employment prospects. Service improvement learning in pre-registration education appears to be acceptable, effective and valued by students. Further research to identify the impact upon future professional practice and patient outcomes would enhance understanding of this developing area. Nurse Managers can play an active role in creating a service culture in which innovation and improvement can flourish to enhance patient outcomes, experience and safety. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

  9. Primary care clinical placements: The views of Australian registered nurse mentors and pre-registration nursing students (part 2).

    Science.gov (United States)

    McInnes, Susan; Peters, Kath; Hardy, Jennifer; Halcomb, Elizabeth

    2015-11-01

    An increased burden of chronic and complex conditions treated in the community and an aging population have exacerbated the primary care workload. Predicted nursing shortages will place further stressors on this workforce. High quality clinical placements may provide a strategic pathway to introduce and recruit new nurses to this speciality. This paper is Part 2 of a two part series reporting the findings of a mixed methods project. Part 1 reported on the qualitative study and Part 2 reports on the quantitative study. Forty-five pre-registration nursing students from a single Australian tertiary institution and 22 primary care Registered Nurse (RN) mentors who supervised student learning completed an online survey. Students largely regarded their primary care placement positively and felt this to be an appropriate learning opportunity. Most RNs were satisfied with mentoring pre-registration nursing students in their setting. Furthermore, the RNs desire to mentor students and the support of general practitioners (GPs) and consumers were seen as key enablers of pre-registration nursing placements. Findings from this study provide a preliminary impression of primary care clinical placements from the perspective of pre-registration nursing students and registered nurse mentors. Further research should examine whether a broader scope of non-traditional health settings such as non-government organisations, charities, pharmacies, welfare and social services can also provide appropriate learning environments for pre-registration nursing students.

  10. Physical fitness in pre-registration nursing students.

    Science.gov (United States)

    Orr, Julie; McGrouther, Sue; McCaig, Marie

    2014-03-01

    Nurses are ideally placed to deliver health promotion interventions, including physical fitness, however evidence suggests that nurses themselves are failing to engage in healthy lifestyles; this in turn making them less likely to promote health. It would appear that some nurses are allowing their own values, beliefs and behaviours to hinder this role. We propose these nurses are in breach of the Nursing and Midwifery (NMC) code. Currently nurses self declare their fitness to practice through the NMC, however self-monitoring has been criticized for its lack of reliability. Recruitment of student nurses in the UK does not currently assess physical fitness levels in line with other professionals such as the armed forces, police or fire service. Over half the nursing workforce is now overweight or obese, with alarming levels of inactivity. Physical activity positively correlates with motivation, wellbeing, coping and positive attitude. These attributes in turn impact on employability, retention and absence. This article explores promoting health, focussing on physical activity and discusses innovative ideas to promote physical activity within the nursing Curricula. Copyright © 2013 Elsevier Ltd. All rights reserved.

  11. Developing information literacy skills in pre-registration nurses: an experimental study of teaching methods.

    Science.gov (United States)

    Brettle, Alison; Raynor, Michael

    2013-02-01

    To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. Randomised control trial. Seventy-seven first year undergraduate pre-registration diploma nursing students. Online in-house information literacy tutorial One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. Search histories were scored using a validated checklist covering keyword selection, boolean operators, truncation and synonyms. Skills retention was measured at 1 month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. The searching skills of first year pre-registration nursing students improve following information literacy sessions (pInformation literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1 month post-intervention for either method. Copyright © 2011. Published by Elsevier Ltd.

  12. [The value of mandatory seminars in the education of pre-registration house officers

    DEFF Research Database (Denmark)

    Henriksen, A.H.; Ringsted, C.; Pedersen-Reng, S.

    2008-01-01

    INTRODUCTION: There are advantages and disadvantages of general mandatory seminars in the education of pre-registration house officers. The seminars are highly rated by the pre-registration house officers, but we do not know what value they represent for the pre-registration house officers. The aim...... of this study was to explore this further. MATERIALS AND METHODS: Four focus group interviews with five junior doctors were conducted. Three themes were discussed: the advantages of the seminars, the disadvantages of the seminars and the needs or wishes concerning both the seminars and education generally...... and require feedback and supervision. CONCLUSION: The results reflect the pre-registration house officers' social needs and need for tools to manage complex situations and their need for recognition. The value of the seminars must be seen in terms of facilitating and supporting the development of both...

  13. Pre-registration interprofessional clinical education in the workplace: a realist review.

    Science.gov (United States)

    Kent, Fiona; Hayes, Jacinta; Glass, Sharon; Rees, Charlotte E

    2017-09-01

    The inclusion of interprofessional education opportunities in clinical placements for pre-registration learners has recently been proposed as a strategy to enhance graduates' skills in collaborative practice. A realist review was undertaken to ascertain the contexts, mechanisms and outcomes of formal interprofessional clinical workplace learning. Initial scoping was carried out, after which Ovid MEDLINE, CINAHL and EMBASE were searched from 2005 to April 2016 to identify formal interprofessional workplace educational interventions involving pre-registration learners. Papers reporting studies conducted in dedicated training wards were excluded, leaving a total of 30 papers to be included in the review. Several educational formats that combined students from medicine, nursing, pharmacy and allied health professions were identified. These included: the use of engagement by student teams with a real patient through interview as the basis for discussion and reflection; the use of case studies through which student teams work to promote discussion; structured workshops; ward rounds, and shadowing. Meaningful interprofessional student discussion and reflection comprised the mechanism by which the outcome of learners acquiring knowledge of the roles of other professions and teamwork skills was achieved. The mechanism of dialogue during an interaction with a real patient allowed the patient to provide his or her perspective and contributed to an awareness of the patient's perspective in health care practice. Medication- or safety-focused interprofessional tasks contributed to improved safety awareness. In the absence of trained facilitators or in the context of negative role-modelling, programmes were less successful. In the design of workplace education initiatives, curriculum decisions should take into consideration the contexts of the initiatives and the mechanisms for achieving the education-related outcomes of interest. © 2017 John Wiley & Sons Ltd and The Association

  14. Pre-registration paid employment practices of undergraduate nursing students: A scoping review.

    Science.gov (United States)

    Phillips, Craig; Kenny, Amanda; Esterman, Adrian

    2016-01-01

    This article presents findings from a scoping review that sought to highlight what is known about pre-registration paid employment practices of undergraduate nursing students. Researchers have identified large numbers of undergraduate nursing students engaging in paid employment. This review was prompted by our interest in the different employment choices that students make and whether these choices have any impact on transition to practice. A scoping review was designed to map the existing evidence base on undergraduate student nurse employment practices. Scoping reviews support the identification of a broad range of literature, which encompasses all types of study design. Utilising key search terms, databases searched included MEDLINE, CINAHL, Psych INFO, EMBASE, SCOPUS, SCIRUS, Joanna Briggs Institute, Web of Science, Informit Health and the Cochrane database. We utilised Arksey and O'Malley's five-stage approach: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising and reporting the results. Based on the research question, relevant literature was selected which was reported in accordance with Arksey and O'Malley's framework. The scoping review identified 40 articles that explored the nature of undergraduate student nurse paid employment activity. Highlighted themes included: reasons for engaging in paid employment; specific paid employment models; paid employment and academic performance, and paid employment choice and transition to graduate practice. The review highlighted a lack of studies detailing the relationship between paid employment and transition to graduate nurse practice, particularly those studies situated within the hospitality sector.

  15. Pre-registration nursing degree students in rural Victoria: characteristics and career aspirations.

    Science.gov (United States)

    Birks, Melanie; Al-Motlaq, Mohammad; Mills, Jane

    2010-01-01

    This paper describes the preliminary phase of a longitudinal research project involving students enrolling in three different pre-registration nursing programs in two locations in rural Victoria, Australia. This initial report discusses the demographic characteristics, entry pathway, course choice and career aspirations of students enrolled in these programs at both the main rural campus and an outreach satellite school of a major Australian university. Demographic findings from this study demonstrate that most of participants were female, aged between 18 and 50 years. The majority of participants resided in non-metropolitan areas and were enrolled in the flagship Bachelor of Nursing Program, with a large number having entered their chosen course of study via a non-traditional pathway. Career projections reported by participants demonstrate the intention of those from non-metropolitan areas to remain in this location on completion of their studies. Participants indicated their preferred areas of future practice to be in midwifery, emergency and paediatrics. Overall the findings of this part of the study summarise the characteristics of students entering nursing courses via various mechanisms. Exploration and comparison of these characteristics raise a number of issues for discussion, particularly in relation to conversion of level 2 (enrolled) nurses to level 1 (registered) status, and intended career specialisation and location of practice for students of nursing in rural areas.

  16. Lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students.

    Science.gov (United States)

    Mc Carthy, Jane; Cassidy, Irene; Tuohy, Dympna

    2013-01-01

    The development of reflective practitioners is integral to undergraduate nursing degree programmes. This study reports on lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students.The research purposively sampled lecturers (n=7) working in a department of nursing and midwifery at a third level institute in Ireland, all of whom were registered nurses. Using a qualitative research approach, data was collected through audio-taped semi-structured individual interviews. The data were thematically analysed using guidelines developed by Braun and Clarke (2006). Tripartite researcher discussion and further analysis of these initial individual analyses led to consensus regarding the three themes arising from the study. These were: Being a facilitator; Facilitating reflective learning and Creating structure. The discussion centred on: having knowledge and experience to effectively facilitate guided group reflection; the influence of the facilitator's personal philosophy on reflection and adult learning on group facilitation; and finally concerns regarding professional responsibility in response to students' reflective practice accounts.

  17. Learning To Use Scientific Knowledge in Education and Practice Settings: An Evaluation of the Contribution of the Biological Behavioural and Social Sciences to Pre-Registration Nursing and Midwifery Programmes. Researching Professional Education. Research Reports Series Number 3.

    Science.gov (United States)

    Eraut, Michael; And Others

    A research project evaluated the contribution of biological, behavioral, and social sciences to nursing and midwifery education programs in Britain. The study of scientific knowledge relevant to recently qualified nurses and midwives was confined to six topics: fluids, electrolytes, and renal systems; nutrition; acute pain; shock; stress; and…

  18. The relationship between emotional intelligence, previous caring experience, and successful completion of a pre-registration nursing/midwifery degree.

    Science.gov (United States)

    Snowden, Austyn; Stenhouse, Rosie; Duers, Lorraine; Marshall, Sarah; Carver, Fiona; Brown, Norrie; Young, Jenny

    2017-09-14

    To examine the relationship between baseline emotional intelligence and prior caring experience with completion of pre-registration nurse and midwifery education. Selection and retention of nursing students is a global challenge. Emotional intelligence is well conceptualised, measurable and an intuitive prerequisite to nursing values and so might be a useful selection criterion. Previous caring experience may also be associated with successful completion of nurse training. Prospective longitudinal study. Self-report trait and ability emotional intelligence scores were obtained from 876 student nurses from two Scottish Universities before they began training in 2013. Data on previous caring experience were recorded. Relationships between these metrics and successful completion of the course were calculated in SPSS version 23. Nurses completing their programme scored significantly higher on trait emotional intelligence than those that did not complete their programme. Nurses completing their programme also scored significantly higher on social connection scores than those that did not. There was no relationship between 'ability' emotional intelligence and completion. Previous caring experience was not statistically significantly related to completion. Students with higher baseline trait emotional intelligence scores were statistically more likely to complete training than those with lower scores. This relationship also held using 'Social connection' scores. At best, previous caring experience made no difference to students' chances of completing training. Caution is urged when interpreting these results because the headline findings mask considerable heterogeneity. Neither previous caring experience or global emotional intelligence measures should be used in isolation to recruit nurses. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  19. Research awareness: making learning relevant for pre-registration nursing students.

    Science.gov (United States)

    Irvine, Fiona; Gracey, Caryl; Jones, Orlagh S; Roberts, Joanne L; Tamsons, R Emma; Tranter, Siobhan

    2008-07-01

    This paper outlines efforts to improve the teaching and learning methods for research on a second year pre-registration nursing programme in one university in Wales, UK. This focussed on experiential approaches supported by electronic learning resources. A subsequent evaluation aimed to elicit participating students' and lecturers' perceptions of the success of the experiential approaches and the supporting resources. A questionnaire was distributed to 53 student nurses who participated in the experiential learning and this was supplemented with an informal qualitative 'graffiti board' evaluation with the cohort; and a group interview with 4 of the lecturers who had acted as group facilitators during the experiential research sessions. The findings revealed that similar issues were pertinent for both lecturers and students and these were contained within three distinct themes relating to the structure, process and outcomes of the teaching and learning approaches. The student-led approach to evaluation offers a fresh outlook which ensures that the emic perspective is included through the study. The study sheds light on the strengths and limitations of experiential approaches to research teaching and suggest that this is a challenging approach both for students and lecturers, which should not be entered into lightly.

  20. Using portfolios for clinical practice learning and assessment: the pre-registration nursing student's perspective.

    Science.gov (United States)

    McMullan, Miriam

    2008-10-01

    Portfolios have been introduced to help to integrate theory and practice and thereby address the issue of the theory-practice divide. Although there has been much theoretical discussion about portfolio use in clinical placements, few studies have focused on the students' perceptions regarding their use. To obtain adult branch pre-registration nursing students' perspectives on using portfolios for their clinical practice learning and assessment, postal questionnaires were sent to 253 diploma of nursing students with a reminder to all students three weeks later. The response rate was 69% (174/253). This paper reports on the qualitative findings of the study, which employed both quantitative and qualitative methods. Although students stated that portfolios helped them in their development of self-awareness and independent learning, they indicated that portfolios do not sufficiently address the assessment of their clinical skills and the integration of theory and practice. They considered that portfolios could be greatly improved in three areas, namely in the conflict between using portfolios for both assessment and learning, the amount of support and guidance students feel they receive with their portfolio use and the portfolio design.

  1. Time spent studying on a pre-registration nursing programme module: an exploratory study and implications for regulation.

    Science.gov (United States)

    Snelling, Paul C; Lipscomb, Martin; Lockyer, Lesley; Yates, Sue; Young, Pat

    2010-11-01

    European Union (EU) regulations require that university programmes are of specified duration. Additional EU regulations apply specifically to university based nurse education, enacted in the UK by the Nursing and Midwifery Council (NMC). However, little is known about how much time student nurses spend on their studies. In this exploratory study, students undertaking a single module in the pre-registration diploma programme at an English university were asked to keep a log of learning activity for the duration of the module. Twenty-six students completed the log. These students achieved higher grades and attended more lectures than the average for the module. The mean study time was 128.4 h against a regulatory assumption that the module should take 200 h. More than half of the 26 students undertook paid work during the module run, though this work was not associated with poorer performance. Problems in regulation for course duration are discussed and it is suggested that undertaking a 4600 h course in 3 years is problematic. More research is required so that patterns of study can be better understood and student centred programmes meeting regulatory requirements developed.

  2. The influence of critical thinking skills on performance and progression in a pre-registration nursing program.

    Science.gov (United States)

    Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

    2015-01-01

    The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and

  3. A descriptive survey investigating pre-registration student nurses' perceptions of clinical skill development in clinical placements.

    Science.gov (United States)

    Stayt, Louise C; Merriman, Clair

    2013-04-01

    Clinical skill development is essential to nurse education. Clinical skills are frequently taught in higher education institutions using clinical simulation. It is unclear if clinical skills are subsequently consolidated and developed in clinical placements. The aim of this survey was to evaluate pre-registration student nurses perceptions of the frequency of opportunities to practise, the level of supervision and assessment of, clinical skills in their clinical placements. This was a cross-sectional survey design using an online, self-report questionnaire including a Likert-type scale and open ended comments. Four hundred and twenty one students, from all year groups, from a university in the south of England on a wide variety of clinical placements participated. Participants evaluated the frequency of opportunity to practise, level of supervision and assessment of and feedback on performance of specific clinical skills. Clinical skills evaluated were measurement of vital signs, aseptic non-touch technique, assisting with eating and drinking, and assisting with comfort and hygiene. Data were analysed utilising Statistical Package for the Social Sciences Version 19. The frequency of opportunities to practise skills in clinical placement was variable with some participants reporting that they never had opportunity to practise essential skills. Similarly the level of supervision and assessment was also inconsistent suggesting that participants frequently practised clinical skills unsupervised without being assessed as competent. Inconsistencies in clinical skill development may lead to graduates who are not work ready and as a result, insufficient clinical competence potentially leads to unsafe practice and poor patient care. This calls for stronger partnerships between educators and clinical areas and the prioritisation of mentor preparation and education as well as organisational support in terms of mentor workload planning. Copyright © 2012 Elsevier Ltd. All

  4. Pre-registration children's and young people's nurse preparation. A SWOT analysis.

    Science.gov (United States)

    Richardson, Jim; McEwing, Gillian; Glasper, Edward Alan

    2006-12-01

    An investigation was undertaken into the views of nurse educators on current approaches to preparing children's and young people's nurses in the UK. A convenience sample of lead academics in 17 child health nursing departments of British universities was contacted by email and invited to liaise with colleagues to generate lists of the strengths, weaknesses, opportunities and threats (SWOT) of the educational system. Thirteen departments provided data that were analysed and themed. Major themes included the common foundation programme, clinical skills learning, clinical placements and employment. More detailed evaluative work should be undertaken before wholesale changes are made to a relatively new curriculum.

  5. The perceived benefits of belonging to an extra curricular group within a pre-registration nursing course.

    Science.gov (United States)

    Gerrard, Sabina; Billington, John

    2014-05-01

    This study describes a qualitative research design that focuses on nursing students who were aligned to different extra-curricular groups (a student representative committee, a Nurses' Day Committee and a magazine editorial team) within the School of Health. The study explores the nursing students' experiences and perceptions of belonging to an extra-curricular group within a pre-registration nursing course. Data were collected using focus groups. The findings of this study suggest that students who are members of extra-curricular groups perceive group membership to have many positive benefits. The findings were grouped into three main themes namely: employability, retention and personal gain. The findings suggest that students are clearly aware of their career development and expressed how group membership meant they were able to develop skills around employability. Students highlighted that they gained support and built lasting relationships through the groups which supported and reassured them which it was felt enabled them to progress successfully through the course. These themes reinforce the value of having established groups within a pre-registration curriculum.

  6. Let's talk about society: A Critical Discourse Analysis of sociology courses in pre-registration nursing.

    Science.gov (United States)

    Koch, Tomas F; Leal, Valentina J; Ayala, Ricardo A

    2016-01-01

    The discussion of teaching and learning in nursing has been prolific. Whereas most of the debate tends to focus on core contents of nursing programmes, little has been discussed about the teaching in 'supporting subjects' with relevance to both nursing education and nursing practice. This article offers a perspective on sociology scholarship for applied professions by using the case of nursing programmes. Syllabus is a rich source of data, and in its representational capacity it becomes both a discursive construction and a vehicle of ideology. Accordingly, we present a Critical Discourse Analysis of syllabi of nursing schools in Chile as to identify core contents and ideologies, and implied challenges for nursing education. We argue that while the syllabus as a discourse discloses a significant cleavage, the biggest challenge is precisely to challenge the ideologies constructed by and embedded in the syllabi. Our reflection thus points to a better interdisciplinary dialogue as to enhance the actual contribution of sociology to nursing. Copyright © 2015 Elsevier Ltd. All rights reserved.

  7. Looking after children and young people: ensuring their voices are heard in the pre-registration nursing curriculum.

    Science.gov (United States)

    Sinclair, Wendy; Camps, Laura; Bibi, Fatima

    2012-07-01

    'Looked after Children' refers to those under the age of 18 years, who have been subject to a care order under The Children Act (1989). In England there are approximately 64,400 young people who are subject of a care order, with evidence suggesting that these young people are likely to experience greater health problems than their peers. While service user involvement is seen as integral to the nursing curriculum much of the literature to date has revolved around adult service users and carers. For a number of years professionals have been urged to hear the voices of young service users and carers, and in particular, those who regularly use health and social care services. This paper will highlight the importance of collaborating with looked after children and young people to inform the nursing curriculum. By focussing on the experiences of delivering a seminar in collaboration with this group of young people in a pre-registration BSc (Hons) in Children's Nursing, the paper will first describe how the session is organised followed by a discussion of the key issues arising these being explored from a nurse lecturer and student nurse perspective.

  8. The Evaluation of Pre-Registration Undergraduate Degrees in Nursing and Midwifery Programmes.

    Science.gov (United States)

    Phillips, Terry; And Others

    England's preregistration undergraduate degree in nursing and midwifery programs were subjected to a comprehensive evaluation that included the following data collection activities: in-depth field studies of 26 of 32 three- and four-year undergraduate nursing and midwifery programs; individual interviews with 129 lecturers, 54 students, 52…

  9. Subjectivity and the valid assessment of pre-registration student nurse clinical learning outcomes: implications for mentors.

    Science.gov (United States)

    Cassidy, Simon

    2009-01-01

    This discussion, supported by the author's personal reflections as a mentor and teacher, examines the issue of subjectivity when assessing the competence of pre-registration nursing students during their clinical placements. A difference is highlighted between valid and invalid subjectivity affecting the quality of mentors' assessments. Valid subjectivity refers to situations where students and mentors enter into a contract of trust and commitment from the outset of placement learning, enabling the 'substantiated' opinion of mentors to become a credible part of proficiency assessment. Invalid subjectivity presupposes that there has been limited investment in the student/mentor relationship and that assessment is therefore more reliant on the 'unconfirmed' views of mentors. Humanistic approaches to evaluating student learning are explored and a question is posed as to whether the trustworthiness of subjective assessment is improved when there is a sense of mutual reciprocity between students and mentors. Particular reference is made to reflective practice in adding meaning to this connection. Finally, an example of holistic assessment during 'live' clinical supervision involving a student and this author is offered (Table 1), in order to illustrate the implications for mentors attempting to enhance subjective evaluation of student learning.

  10. Building organizational capacity for effective mentorship of pre-registration nursing students during placement learning: Finnish and British mentors' conceptions.

    Science.gov (United States)

    Jokelainen, Merja; Jamookeeah, David; Tossavainen, Kerttu; Turunen, Hannele

    2011-10-01

    Health-care organizations have a key role in improving the quality of student mentorship in placements. This study presents the findings of Finnish and British mentors' conceptions of how to build organizational capacity for the provision of effective mentorship for pre-registration nursing students during placement learning. The data obtained from nine semistructured focus group interviews were analyzed using a phenomenographic approach. Three categories of description are presented. Organizations were mainly perceived as optimizers of investments in developing clear strategies for the provision of sufficient resources and professional support for mentors. The creation of a positive mentorship culture within a development-oriented, student-centred and goal-directive atmosphere was seen as essential. Furthermore, providing well-prepared placements for clinical practice of students was emerged as crucial, which included adequate working conditions and stakeholders as well as arrangements of learning opportunities. It is concluded that effective student mentorship requires health-care organizations to invest in financial and human resources in order to promote the quality of the placement learning environments. Such provision will enhance students' recruitment, retention and effectiveness, leading to safe practice and cost-benefits for health-care organizations in the longer term. © 2011 Blackwell Publishing Asia Pty Ltd.

  11. The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making.

    Science.gov (United States)

    Morris, Jenny

    2016-11-01

    More engaging teaching and learning strategies are needed to teach research-related courses to pre-registration nursing students. Team-based learning was implemented within a second year pre-registration nursing evidence-informed decision making course. Results from a questionnaire survey indicated that 70% believed team-based learning was appropriate for the course, 60% that it was an effective and motivating learning strategy, and 54% recommended using team-based learning in other courses. The results from ten student interviews illustrated the positive way in which team-based learning was perceived, and how the students thought it contributed to their learning. Test results were improved with an increase in the numbers of students achieving 70% or higher; and higher scores for students in the lowest quartile. Team-based learning was shown to be an effective strategy that preserved the benefits of small group teaching with large student groups.

  12. Rethinking theory and practice: pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice.

    Science.gov (United States)

    Hope, Angela; Garside, Joanne; Prescott, Stephen

    2011-10-01

    In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the pre-registration nursing programme at a University in the North of England, along with strategic investment in staff and simulation suites developed to underpin this curriculum change albeit in the absence of sparse empirical evidence, hence the rationale for the study which was designed to explore the relationship between simulation, theory and practice. The study features a thematic analysis of evaluation questionnaires from pre-registration student nurses (n=>500) collected over a 2 year period which informed subsequent focus group interviews to explore the themes in more detail. Consistent data findings were the students' positive response to simulation as a learning approach facilitating the application of theory in a safe controlled environment. Students reported that they felt prepared for practice, recognising that simulated learning improved their humanistic and problem solving abilities as well as the development of psychomotor, technical skills, and overall confidence. The theory-practice gap is a recurring narrative in the nursing literature, the findings of this study recognises that simulation offers an opportunity to enact the integration of theory and practice illuminating this relationship in a controlled environment thus, reinforcing the theory-practice relationship for nursing students.

  13. Online anatomy and physiology: piloting the use of an anatomy and physiology e-book-VLE hybrid in pre-registration and post-qualifying nursing programmes at the University of Salford.

    Science.gov (United States)

    Raynor, Michael; Iggulden, Helen

    2008-06-01

    Anatomy and physiology (A&P) teaching and learning in nursing curricula poses problems for educators because of the often varying levels of students' background knowledge. This study reports on a pilot project that attempted to normalize these differentials by delivering A&P teaching using an online interactive e-book-virtual learning environment (VLE) hybrid. Evaluate the effectiveness of using an online interactive resource to deliver A&P teaching. Data were collected from pre-registration and post-qualifying students by questionnaire and observation, and from lecturers by structured interviews. Scale-up issues were identified and documented as part of support for the ongoing pilot. The pre-registration group encountered problems accessing the resource and yielded evidence to suggest that inexperienced learners require a high level of direction to use the resource effectively. The post-qualifying group benefited from the resource's interactive elements and 24/7 availability. There was clear evidence that the group were able to relate knowledge gained from the resource to practice. This hybrid has great potential to add value to A&P learning on nursing programmes at post-qualifying level. The resource could replace its printed equivalent; however, negotiations need to take place between institutions and publishers in order to resolve scale-up issues.

  14. The use of simulation to address the acute care skills deficit in pre-registration nursing students: a clinical skill perspective.

    Science.gov (United States)

    Nickless, Lesley J

    2011-05-01

    The increase in patient acuity in primary and secondary settings is continuing, with a corresponding increase in the need for technological competence in these areas. Evidence, however, both nationally and internationally, suggests that these expectations are not being met. This paper offers a review of the literature on acute care, with a specific focus on pre-registration nursing students and the development of acute care skills. Three themes are discussed: factors contributing to the acute care skills deficit, the knowledge and skills required to work in acute care and strategies used to support the acquisition of acute care skills. In response to the review, and based upon the evidence-based solutions identified, the clinical skills team at Bournemouth University designed and developed two teaching sessions, using simulation and role play to support the acquisition of acute care skills in pre-registration students. Student evaluations identify that their knowledge, competence and confidence in this area have increased following the teaching sessions, although caution remains regarding transferability of these skills into the practice environment.

  15. 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.

  16. Taken-for-granted assumptions about the clinical experience of newly graduated registered nurses from their pre-registration paid employment: A narrative inquiry.

    Science.gov (United States)

    Law, Yee-Shui Bernice; Chan, E Angela

    2016-09-01

    Paid employment within clinical setting, such as externships for undergraduate student, are used locally and globally to better prepare and retain new graduates for actual practice and facilitate their transition into becoming registered nurses. However, the influence of paid employment on the post-registration experience of such nurses remains unclear. Through the use of narrative inquiry, this study explores how the experience of pre-registration paid employment shapes the post-registration experience of newly graduated registered nurses. Repeated individual interviews were conducted with 18 new graduates, and focus group interviews were conducted with 11 preceptors and 10 stakeholders recruited from 8 public hospitals in Hong Kong. The data were subjected to narrative and paradigmatic analyses. Taken-for-granted assumptions about the knowledge and performance of graduates who worked in the same unit for their undergraduate paid work experience were uncovered. These assumptions affected the quantity and quality of support and time that other senior nurses provided to these graduates for their further development into competent nurses and patient advocates, which could have implications for patient safety. It is our hope that this narrative inquiry will heighten awareness of taken-for-granted assumptions, so as to help graduates transition to their new role and provide quality patient care.

  17. Development and evaluation of an online, interactive information and advice tool for pre-registration nursing students.

    Science.gov (United States)

    Ryan, Gemma Sinead; Davies, Fiona

    2016-03-01

    Attrition rates for student nurses on academic programmes is a challenge for UK Higher Education Institutions. Reasons for leaving a programme of study include personal, financial issues or practice placement experiences. Research has shown systematic and integrated support mechanisms may improve attrition rates and student experience. This project explored the sources of, and support needs of nursing and allied health students, develop and evaluate and interactive online tool: 'SignpOSt'. Enabling students to access 'the right support, at the right time, from the right place'. Focus groups were carried out with 14, 3rd year students and 8 academic staff including personal tutors, programme/module leaders. Thematic analysis of transcribed data under four key themes for support and advice: 1. Financial 2. Programme 3. Personal 4. Study/academic, found poor student knowledge and little clarity of responsibilities of academic staff and services leads to students sourcing support from the wrong place at the wrong time. Students valued the speed and accessibility of information from informal, programme specific Facebook groups. Conversely, there were also concerns about the accuracy of these. Further research into the use of informal Facebook groups may be useful along with additional evaluation of the SOS tool.

  18. The role of professional education in developing compassionate practitioners: a mixed methods study exploring the perceptions xof health professionals and pre-registration students.

    Science.gov (United States)

    Bray, Lucy; O'Brien, Mary R; Kirton, Jennifer; Zubairu, Kate; Christiansen, Angela

    2014-03-01

    Compassionate practice is a public expectation and a core health professional value. However, in the face of growing public and professional unease about a perceived absence of compassion in health care it is essential that the role of education in developing compassionate practitioners is fully understood. The aim of this study was to explore qualified health professionals' and pre-registration students' understanding of compassion and the role of health professional education in promoting compassionate care. A sequential explanatory mixed methods study collected data using surveys and qualitative semi-structured interviews from qualified health professionals (n=155) and pre-registration students (n=197). Participants were from a range of health and social care disciplines and registered at a UK university. The findings indicate a high level of consensus in relation to participants' understanding of compassion in health care. Acting with warmth and empathy, providing individualised patient care and acting in a way you would like others to act towards you, were seen as the most common features of compassionate care. However, ambiguities and contradictions were evident when considering the role of health professional education in promoting compassionate practice. This study adds to the debate and current understanding of the role of education in fostering compassionate health care practice.

  19. Identifying clinical learning needs using structured group feedback: first year evaluation of pre-registration nursing and midwifery degree programmes.

    Science.gov (United States)

    Frazer, Kate; Connolly, Michael; Naughton, Corina; Kow, Veronica

    2014-07-01

    Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  20. Pre-registration adult nurses' knowledge of safe transfusion practice: Results of a 12 month follow-up study.

    Science.gov (United States)

    Smith, Fiona C; Donaldson, Jayne; Pirie, Liz

    2010-03-01

    This research project ascertained student nurses' knowledge retention of safe transfusion practice following a standardised teaching and learning programme (produced by the Scottish National Blood Transfusion Service, United Kingdom (UK)) within a School of Nursing in Scotland, UK. Several studies including the Serious Hazard of Transfusion (SHOT) annual reports demonstrated that there are risks to the patient in receiving blood components: receiving the wrong blood was the most common risk associated with blood transfusion (Ottewill, 2003; SHOT, 2007). This evaluative study used a questionnaire to assess the level of knowledge students (n=118) attained on the day of the session, 4-6 months and 11-12 months following the session. The study provided an insight into the effectiveness of a standardised teaching approach and highlighted areas for review in light of incorrect answers elicited. Despite all receiving the Standardised Programme, there was a wide range of initial overall scores achieved. The study demonstrated, within the small sample completing at all 3 time points, that there is clear degradation of knowledge during the study period. The influence of experience on knowledge retention appears to have a positive effect at 6 months but no appreciable effect at 12 months. These outcomes merit further, more robust and multi centre investigation to identify if there is replication of results.

  1. Positioning end-of-life care education within the pre-registration therapeutic radiography curriculum: A survey of current practices amongst UK higher education institutions.

    Science.gov (United States)

    White, N

    2017-09-01

    It is essential that all health professionals who come into contact with patients with terminal diagnoses are equipped to effectively and competently provide end of life care. This study aims to investigate the manner in which Higher Education Institutions address this requirement with their programmes of pre-registration therapeutic radiography education. A structured survey was administered electronically to all UK universities with responsibility for therapeutic radiography education. The scope of the survey addressed mode and duration of end of life care education, its location, curricular assessment, identifiable barriers and best practice. All respondents confirmed the presence of dedicated end of life care education within their curriculum. Variation in the duration and location of this education is reported as are approaches to assessment of associated skills and knowledge. Analysis of respondent commentary has identified three themes-preparedness for the clinical role, dissonance between technology and care, and holistic approaches to course design. Respondents have highlighted the importance of end of life care instruction with their programmes of study and identified aspects of the mode and duration of its delivery. Inclusion of this aspect of study may be problematic in the face of competing demands arising from the volume and complexity of the curriculum. Practical experience of end of life care predominantly occurs within the radiotherapy department, although there is scope to explore opportunities within the hospice and community care setting. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  2. To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students.

    Science.gov (United States)

    Scurlock-Evans, Laura; Upton, Penney; Rouse, Joanne; Upton, Dominic

    2017-07-26

    The use of Evidence-Based Practice (EBP) is increasingly emphasized within healthcare. However, little research has focused on nurses' pre-registration training; particularly regarding the impact of curriculum-design on learning EBP. This study compared the impact of embedding EBP throughout the curriculum, with modular-based teaching, on pre-registration nursing students' EBP profiles. A longitudinal panel study. A convenience sample of fifty-six pre-registration nursing students (55.4% studying an embedded EBP-curriculum and 44.6% studying a modular EBP-curriculum), were recruited from a UK University between 2011 and 2014. Participants completed the Student Evidence-Based Practice Questionnaire (S-EBPQ) in the first, second and third year of their course. This questionnaire measures four EBP domains: frequency of use, attitude, knowledge and skills in retrieving and reviewing evidence, and knowledge and skills in applying and sharing evidence. Two-way mixed between-within Analyses of Variance revealed significant improvements across all domains, except attitude (which remained broadly positive across all years), for both curriculum-groups. No significant differences in this improvement were identified between the two curricula overall. However, the direction and rate of change of scores on the retrieving and applying subscales (but not frequency of use) for the two groups differed across time; specifically those on the embedded curriculum showed a dip in scores on these subscales in year 2. This appeared to be related to associated features of the course such as the timing of placements and delivery of theory. Taking a modular or embedded approach to EBP may have little impact on students' final EBP profiles. However, careful consideration should be given to the timing of related course features which may play a key role in students' perceptions of their knowledge and skills in its application. Further research should explore how curriculum-design might build on

  3. Numeracy Competence Requirements for Admission to Undergraduate Degree Programmes: A Case Study of a Programme to Prepare Pre-Registration Nursing Student Candidates for a Numeracy Entrance Test

    Science.gov (United States)

    Dray, Beattie; Perkins, Andrew; Fritsch, Lynn Faller; Burke, Linda

    2010-01-01

    Some undergraduate programmes require evidence of baseline numeracy skills as a condition of entry. With a widened entry gate into higher education and a recognised "mathematics problem" in society, students wishing to enrol onto degree programmes that require evidence of numeracy often find it difficult to provide such evidence.…

  4. Working towards widening participation in nurse education.

    Science.gov (United States)

    Young, Kate

    The widening participation agenda has particular significance for worldwide nursing since it is a profession which is under increasing scrutiny in its recruitment and retention practices. Debate about this agenda within nurse education is strengthened by careful scrutiny of the research within the wider context of higher education, some of which challenges commonly held assumptions. This paper examines four areas of relevance to the UK widening participation agenda: disability, ethnicity, socioeconomic status and family responsibilities. Taken together, they indicate that nurse education operates within a particularly complex context with some important implications for the future design of pre-registration programmes. These complexities should be debated in depth by educational commissioners and providers, in tandem with regulatory bodies.

  5. Nursing education in the private sector.

    Science.gov (United States)

    Orr, J G

    1993-03-01

    With perhaps some minor variations, it can be claimed that colleges/schools of nursing have viewed their raison d'être as providing education for pre-registration students of nursing. The particular philosophy of the college would determine whether or not in-service education and post basic courses figured highly as educational priorities. Whether pre- or post-registration, colleges have been their remit almost entirely within statutory frameworks. With the advent of Project 2000 many schools/colleges amalgamated in order to provide multiple branches of nurse education. However, anticipated numbers of entrants to nursing have not always materialized and we are now led to believe that revised staffing ratios will result in decreasing numbers of qualified nursing staff. Faced with decreased numbers of recruits to nursing, colleges of nursing can undergo even larger amalgamations or look elsewhere for some of their business. While nurse education should always be the central focus of colleges of nursing, the time has now come when we must sell our wares in a much wider marketplace. Consideration should be given to mounting multi-disciplinary courses within the health professions and to providing skills to other professions. Short courses, for instance on child abuse, could be provided for teachers in primary and secondary education. While recognizing a vast range of potential customers, this paper confines itself to education within the private sector.

  6. 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.

  7. Biogeography as critical nursing pedagogy: Breathing life into nurse education.

    Science.gov (United States)

    Kyle, Richard G; Atherton, Iain M

    2016-09-01

    Insights from the social sciences, including geography, sociology, and anthropology, have long been incorporated into pre-registration nursing programmes. However, scholars have suggested that their inclusion has been sporadic and lacks clear theoretical rationale. In this paper we argue anew that the social sciences - and particularly, human geography - could be central to nurse education. Specifically, we recast the concept of 'biogeography' drawn from human geography that emphasises the interplay between life (bio) and place (geo) to propose pedagogy that theoretically justifies and practically enables the inclusion of the social sciences in nurse education. Biogeography can breathe new life into nursing curricula by animating our students through the cultivation of three 'spirits of nursing'. First, a 'spirit of empathy' that can shatter patient-professional dualisms by facilitating person-centred and place-sensitive care. Second, a 'spirit of engagement' that situates practice in social structures awakening a desire to effect change by fomenting an acute sense of social justice. Third, a 'spirit of enquiry' that holds in critical tension the theory-practice gap by fostering continual questioning and pursuit of evidence. In so doing, biogeographical pedagogy releases the latent potential of the social sciences to revitalise nurse education, reinvigorate our students, and renew ourselves as nurse educators.

  8. 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.

  9. The accreditation of nursing education in Australia.

    Science.gov (United States)

    Ralph, Nicholas; Birks, Melanie; Chapman, Ysanne

    2015-01-01

    This paper aims to explore and discuss the role that ANMAC and the accreditation standards play in pre-registration nursing education nationally. The context of the discussion is situated in the continuum of events that mark the accreditation of nursing education in Australia. The National Registration and Accreditation Scheme has given rise to significant challenges related to the accreditation of nursing programs of education in Australia. Given the importance of accreditation to the quality of nursing education, ANMAC in its appointed role as accrediting authority, must fill the position rather than occupy it. Enhancing transparency and effectiveness is central to ensuring accreditation facilitates quality in nursing education. Given ANMAC's key position, further work is needed in developing a broad base of expertise by fostering scholarly output in the substantive area of nursing accreditation. There is a concerning lack of research centred on the accreditation of programs of nursing education along with the processes associated with it. This problem is not restricted to the Australian context but also extends internationally. In this context, the expertise of accreditors ought to be questioned along with the processes ANMAC use to identify individual capability. As such, the selection of experts needs to be articulated clearly by ANMAC along with the ownership of introducing a research culture into accreditation.

  10. Implementing reflection: insights from pre-registration mental health students.

    Science.gov (United States)

    Donovan, Moira O

    2007-08-01

    Reflection and reflective practice continues to be contentious issues in nursing. The focus of this article is the use of reflection by pre-registration mental health students. The broad aim of this preliminary study was to discover student mental health nurses' perceptions of reflection as a learning strategy during clinical placement. Using a constructivist grounded theory methodology [Charmaz, K., 2000. Grounded theory: Objectivist and Constructivist Methods. In: Denzin, N., Lincoln, Y. (Eds.), Handbook of Qualitative Research, second ed. Sage, Thousand Oaks, California], five students were interviewed individually in their clinical placements. Data analysis revealed three major categories: understanding the process of reflection, using reflection in clinical practice, and needing support and guidance. Findings indicated that students were primarily using reflection-on-action, but to varying extents. Overall, students felt that reflection facilitated their learning. Factors were discovered that both helped and hindered students' use of reflection. These included level of preparation to reflect, a limited culture of reflection and the level of support from preceptors, clinical staff, clinical placement co-ordinators, and lecturers. In conclusion, it appears that a collaborative approach between students, Health Service Providers and institutes of nursing is vital for the successful development and implementation of reflective learning strategies in clinical placement. Suggestions are made as to how a collaborative approach may be developed to enhance this process.

  11. 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.

  12. Factor analysis of nursing students' perception of patient safety education.

    Science.gov (United States)

    Mansour, Mansour

    2015-01-01

    The aim of this study is to investigate the factor structure of the Health Care Professionals Patient Safety Assessment Curriculum Survey (HPPSACS) when completed by a group of nursing students from one University in the UK. The quality, content and delivery of nursing education can have a significant impact on the future students' safety behaviours in clinical settings. The Health Care Professionals Patient Safety Assessment Curriculum Survey HPPSACS has been developed in the US to establish undergraduate nursing students' perceived awareness, skills, and attitudes toward patient safety education. The instrument has not been reported to be used elsewhere; therefore, some psychometric properties remain untested. Pre-registration nursing students (n=272) from three campuses of a university in East of England completed the HPPSACS in 2012. Principal component analysis was conducted to explore the factors emerging from the students' responses. 222 students (82%) returned the questionnaires. Constraining data to a 4-factor solution explained 52% of the variance. Factors identified were: "Willingness to disclose errors", "Recognition and management of medical errors", "The Perceived interprofessional context of patient safety" and "The perceived support and understanding for improving patient safety". The overall Cronbach's alpha was 0.64, indicating moderate internal consistency of the instrument. Some demographical and descriptive questions on the HPPSACS instrument were modified to accommodate the participants' educational context. However, all items in the HPPSACS which were included in the factor analysis remain identical to the original tool. The study offers empirical findings of how patient safety education is contextualised in the undergraduate, pre-registration nursing curriculum. Further research is required to refine and improve the overall reliability of the Health Care Professionals Patient Safety Assessment Curriculum Survey (HPPSACS' instrument

  13. Introducing a buddying scheme for first year pre-registration students.

    Science.gov (United States)

    Campbell, Anne

    Student buddying schemes have been found to be helpful for a variety of different university students. This article describes a scheme where first year pre-registration child nursing students are buddied with second-year students, which was first initiated in the academic year 2012/2013. The first year students were aware that peer support was available but contact was only maintained by a minority of students. At present it is uncertain what impact the scheme has had on attrition figures, particularly in the first year. Initial evaluation indicates that students found the scheme helpful and would like it to continue to be available to first-year students.

  14. Innovation in nursing education

    Directory of Open Access Journals (Sweden)

    Satı Dil

    2012-10-01

    Full Text Available Higher education programs work to expand their educational capacities by applying innovative strategies to meet future labor needs in all over the world. Nursing educators report that innovation required for the radical changes in nursing curriculum. Among the most important reasons for this requirements are showed that more than content to be installed on existing curriculum, repeating the same content on different courses, not taking into account the issues which the students want to learn by nursing educators, not enough supporting the innovative approaches and the use of electronic learning tools. In the litarature of nursing education innovation is provided by producting new knowledge and skills or replacing nursing curriculum. In this changing curriculum, educators not only the person who directs the course but also work to improve students’ intellectual and critical thinking, clinical decision making and care giving skills. To educate qualified nurses for meeting the expectations of globalizing world, implementing innovative strategies to nursing education has become mandatory. The purpose of this study is emphasizing the importance of two factors for the development of nursing education by using innovative strategies. These factors are, developing common educational strategic plans for the common future vision by higher nursing education institues and integration the innovative strategies on the nursing curriculum which supports developing the students’ professional knowledge and skills.

  15. Technology and Nursing Education.

    Science.gov (United States)

    Neighbors, Marianne; Eldred, Evelyn E.

    1993-01-01

    A study to isolate some of the complex skills that nurses are expected to perform in current practice identified 54 skills and surveyed 167 staff nurses and 53 nurse executives to classify the expected level of performance for a new graduate. Results indicated that educators bear responsibility for learning about technology and incorporating it…

  16. 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.

  17. On the precipice of great things: the current state of UK nurse education.

    Science.gov (United States)

    Taylor, Julie; Irvine, Fiona; Bradbury-Jones, Caroline; McKenna, Hugh

    2010-04-01

    The significant policy changes in UK health care over the past decade have led to a consequent shift in the delivery of nurse education to ensure the development and sustainability of a knowledgeable nursing workforce. One of the most recent, radical and important initiatives is Modernising Nursing Careers, which outlined four key priority areas for nursing, all of which have implications for nurse education. In light of this initiative, we explore the extent to which the modernisation of nursing careers is rhetoric or reality for UK nurse education - we are on the precipice of great change. To facilitate this, we move chronologically through the issues of recruitment and access; pre-registration preparation; and post-qualification education and careers. In discussing these issues, we demonstrate that more changes are needed to produce nurses who are flexible, visionary and prepared to take risks. We suggest that vision, leadership and strong realignment with health priorities are needed to bring nurse education to a point where nurses are truly prepared for the demands of a 21st century health service.

  18. Using student, teacher and practice supervisor feedback to improve the quality of nurse education: how should we collect it and what should we do with it?

    Science.gov (United States)

    Russell, G C; Cordingley, M

    1996-11-01

    Many colleges and universities are committed to gathering feedback as a means of improving course quality. Typically student's views are sought and few institutions seek systematic feedback from both students and members of staff. We report on a pilot study employing student, teacher and practice supervisor feedback on a pre-registration, Diploma in Higher Education (Nursing) course. The paper discusses how we collected the feedback and how the gathered information will influence future planning and decision making.

  19. Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities

    NARCIS (Netherlands)

    Pool, I.A.

    2015-01-01

    There is a growing consensus that pre-registration nursing education is just the start of learning that continues throughout a nursing career. Within the context of rapidly changing patient care continuing professional development (CPD) is crucial. The increased emphasis on CPD coincides with an age

  20. Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities

    NARCIS (Netherlands)

    Pool, I.A.

    2015-01-01

    There is a growing consensus that pre-registration nursing education is just the start of learning that continues throughout a nursing career. Within the context of rapidly changing patient care continuing professional development (CPD) is crucial. The increased emphasis on CPD coincides with an age

  1. 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…

  2. 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.

  3. The future of mental health nursing: are we barking up the wrong tree?

    OpenAIRE

    McKeown, Mick; White, Jacquie

    2015-01-01

    This commentary has been prompted by a degree of disquiet among the UK mental health nursing community in response to the Shape of Caring Review on the future of nurse education in England (Willis 2015). Proposals for the structure of nurse education have been interpreted as emphasizing generic at the expense of field-specific (e.g. mental health) education, with much specialist training beyond the scope of pre-registration courses (Lintern 2014, Middleton 2015). Specifically, there is a sugg...

  4. Nursing education and learning

    DEFF Research Database (Denmark)

    Sangild Stølen, Karen Marie

    2013-01-01

    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...... with a theoretical framework inspired by the reflexive sociology. Results: The project points out that the key to learning often lies implicit and destined by the work place. The abilities and attitude of the student are a central tool into navigation at the context and access to learning possibilities. The direct...

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

    Science.gov (United States)

    Terry, Julia M

    2013-05-01

    The involvement of service users and carers in nurse education is increasing, with the new standards for pre-registration nurse education in the UK, which require nurse education providers to demonstrate how they are involving users and carers in the planning, delivery, teaching and evaluation of nursing curricula (Nursing and Midwifery Council, 2010). A travel scholarship provided the opportunity to explore best practice in this area, focussing on identifying support systems and processes that enable user involvement. The scholarship was undertaken in the UK and Ireland during a 4 week study tour between June and July 2011, during which I visited 15 universities, and met with nurse education staff, users and carers involved in nurse education programmes. Prerequisite processes, the spectrum and variety of involvement activities, quality assurance and evaluation; and sustainability of user involvement in nurse education are reported in this paper. Service users and carers are an under-utilised resource, and as experts by experience have much to offer students and staff by increased involvement in nurse education programmes. The importance of values, enthusiasm and relationships, the cornerstones that strengthen user involvement; often sustain such partnerships. Copyright © 2012 Elsevier Ltd. All rights reserved.

  6. Expectations and voluntary attrition in nursing students.

    Science.gov (United States)

    O'Donnell, Hugh

    2011-01-01

    This paper presents a series of findings generated during a larger study which aimed to develop a theoretical understanding of the reasons why nursing students voluntarily leave pre-registration nursing programmes. In this study, significant incongruence was found to exist between student expectations of pre-registration nursing programmes and the reality of these programmes following entry. The resulting dissonance was identified as an important factor in student decisions to voluntarily withdraw. A single case study design was selected to explore the causes of voluntary attrition in nursing students within a School of Nursing and Midwifery. The study population was obtained through purposeful sampling and consisted of 15 students who had previously voluntarily withdrawn from pre-registration nursing programmes. A semi-structured interview method was used to collect data from study participants. The interview schedule developed for use in the study reflected the key components of the conceptual model of higher education (HE) student attrition (Tinto, 1975, 1987, 1993). All interviews were tape recorded to facilitate later transcription. The Cyclical or Interactive Model of Qualitative Research (Miles and Huberman, 1994) was used to analyse data collected from study participants. This paper describes the unrealistic range of expectations which nursing students have of nursing, the information sources and experiences which inform student expectations and how ambiguous expectations contributed to voluntarily attrition.

  7. Reflective writing and nursing education.

    Science.gov (United States)

    Craft, Melissa

    2005-02-01

    Reflective writing is a valued tool for teaching nursing students and for documentation, support, and generation of nursing knowledge among experienced nurses. Expressive or reflective writing is becoming widely accepted in both professional and lay publications as a mechanism for coping with critical incidents. This article explores reflective writing as a tool for nursing education.

  8. Clinical skills education for graduate-entry nursing students: enhancing learning using a multimodal approach.

    Science.gov (United States)

    Bloomfield, Jacqueline G; Cornish, Jocelyn C; Parry, Angela M; Pegram, Anne; Moore, Jaqualyn S

    2013-03-01

    This paper discusses the development of a new clinical skills course at a school of nursing and midwifery in London. The course, part of a two year pre-registration programme for graduates in other disciplines, adopted an innovative multimodal approach. This comprised a range of teaching, learning and assessment strategies designed to maximise comprehensiveness, complementarity and flexibility. The background to the development is discussed and each component is described in detail. A brief summary of relevant feedback generated from anonymous student evaluations is included. This provides important insights into the perceived strengths and weakness of the module from a learner perspective. The paper concludes by identifying proposed future developments and recommending wider applications of the multimodal approach within nursing and healthcare education on an international level. Copyright © 2011 Elsevier Ltd. All rights reserved.

  9. 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

  10. Computer Literacy Needs of Nurse Educators and Nurse Managers

    OpenAIRE

    Arnold, Jean M.; Bauer, Carol A.

    1985-01-01

    A questionnaire was used to survey the computer literacy needs of 445 nurse educators and nurse managers within a northeastern metropolitan area. There are commonalities and differences between nurse educators and nurse managers regarding advanced computer applications; but both groups expressed an urgent need for continuing nursing education courses at the advanced level.

  11. Trends in nursing education and the school of nursing librarian.

    Science.gov (United States)

    Smith, K M

    1969-10-01

    The history of nursing education in America is briefly told, with the growth of education in institutions of higher learning emphasized. Two trends in nursing education are paralleled by similar developments in nursing literature. The growth of scholarship in nursing is also noted. It is pointed out that nursing is a discipline in its own right, and that training for leadership is required. Continuing education programs are mentioned, together with the increase in nursing literature. Integrated libraries for the health sciences are recommended.

  12. Computer Technology and Nursing Education.

    Science.gov (United States)

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

    The influences of computer technology on college nursing education programs and health care delivery systems are discussed in eight papers. The use of computers is considered, with attention to clinical care, nursing education and continuing education, administration, and research. Attention is also directed to basic computer terminology, computer…

  13. Pharmacology education for nurse prescribing students – a lesson in reusable learning objects

    Directory of Open Access Journals (Sweden)

    Bath-Hextall Fiona

    2008-01-01

    Full Text Available Abstract Background The shift away from a biological science to a social science model of nursing care has resulted in a reduction in pharmacology knowledge and understanding in pre-registration nursing students. This has a significant impact on nurse prescribing training where pharmacology is a critical component of the course from a patient safety perspective. Methods Reusable learning objects (RLOs are electronic resources based on a single learning objective which use high quality graphics and audio to help engagement with the material and to facilitate learning. This study used questionnaire data from three successive cohorts of nurse prescribing students (n = 84 to evaluate the use of RLOs focussed around pharmacology concepts to promote the understanding of these concepts in students. A small number of students (n = 10 were followed up by telephone interview one year after qualification to gain further insight into students' perceptions of the value of RLOs as an educational tool. Results Students' perceptions of their own understanding of pharmacology concepts increased substantially following the introduction of RLOs to supplement the pharmacology component of the course. Student evaluation of the RLOs themselves was extremely positive with a number of students continuing to access these tools post-qualification. Conclusion The use of RLOs to support the pharmacology component of nurse prescribing courses successfully resulted in a perceived increase in pharmacology understanding, with some students directly implicating these educational tools in developing confidence in their own prescribing abilities.

  14. Different Voices in Nurse Education

    Science.gov (United States)

    Stokes, Gilian

    2007-01-01

    Nurse educators, like many of their health care professional colleagues, frequently face moral dilemmas when they identify a student as presenting an unacceptable risk to public safety. In this situation, the statutory requirement of nurse educators to protect the public, under the Health Practitioners Competence Assurance Act (2003), competes…

  15. Nurse educators establishing new venues in global nursing education.

    Science.gov (United States)

    Shishani, Kawkab; Allen, Carol; Shubnikov, Eugene; Salman, Khlood; Laporte, Ronald E; Linkov, Faina

    2012-01-01

    Nurses represent the largest number of health care workers worldwide, but they are currently underutilized for global health practices. This may be due to the fact that global health programs are not incorporated in nursing education in many countries. The World Health organization (WHO) recognized the importance of building capacity and having well-prepared nurses who are able to exchange knowledge and expertise worldwide, but did not offer practical solutions. A nursing Super course recognizes the gap between what WHO advocates for and what needs to be done in nursing education to achieve well prepared nurses. A solution suggested is to develop well-structured contents that are applicable and can be shared among nursing programs worldwide. A nursing Supercourse is proposed to provide lectures prepared by expert nursing educators and researchers in global health. The nursing Supercourse has emerged from the parent Supercourse that is a virtual library of lectures developed by world experts in public health and medicine. It represents a global library of over 4,300 public health and medical lectures and a network of over 56,000 public health professionals in 174 countries of the world. These lectures are written in different languages, prepared in easy format, and can be accessed through the internet. In other words does not require the usage of any advanced technology. The Supercourse educational technology has been used successfully in Epidemiology education focusing on multiple topics in public health such as non- communicable disease prevention (NCD), chronic diseases, disaster preparedness, environmental health, and others. Training of nursing students in global health while there are attending nursing programs needs to be a part of the national and international health efforts for disease prevention and health promotion. Copyright © 2012 Elsevier Inc. All rights reserved.

  16. Family focused nursing education

    Directory of Open Access Journals (Sweden)

    R. A. E. Thompson

    1993-05-01

    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.

  17. Abortion care training framework for nurses within the context of higher education in the Western Cape.

    Science.gov (United States)

    Smit, I; Bitzer, E M; Boshoff, E L D; Steyn, D W

    2009-09-01

    The high morbidity and mortality rate due to illegal abortions in South Africa necessitated the implementation of abortion legislation in February 1997. Abortion legislation stipulates that registered nurses who had undergone the proposed abortion care training--certified nurses--may carry out abortions within the first 12 weeks of pregnancy. Currently it seems that an inadequate number of nurses are being trained in the Western Cape to provide pregnant women with counselling, to perform abortions and/or refer problem cases. No real attempts have since been made by higher education institutions in the Western Cape to offer abortion care training for nurses. This case study explores the situation of certified nurses and the context in which they provide abortion care in different regions of the Western Cape. The sampling included a random, stratified (non-proportional) number of designated state health care facilities in the Western Cape, a non-probability purposive sampling of nurses who provided abortion care, a non-probability convenience sample of women who had received abortion care, and a non-probability purposive sampling of final-year pre-registration nursing students. Data was generated by means of questionnaires, a checklist and semi-structured interviews. The main findings of this study indicate that the necessary infrastructure required for legal abortion is in place. However, the ongoing shortage of trained health care practitioners hampers abortion care services. Deficiencies were identified in the existing provincial protocol as some of the guidelines were either not in use or had become obsolete. Certified midwives who had been trained by the regional offices of the Department of Health: Western Cape were skilled in carrying out the abortion procedure, but other aspects of abortion care mainly carried out by other categories of nurses required more attention. This article suggests a training framework that should provide focus for the development of

  18. Practice nursing in Australia: A review of education and career pathways

    Directory of Open Access Journals (Sweden)

    Francis Karen

    2009-05-01

    Full Text Available Abstract Background Nurses in Australia are often not educated in their pre registration years to meet the needs of primary care. Careers in primary care may not be as attractive to nursing graduates as high-tech settings such as intensive or acute care. Yet, it is in primary care that increasingly complex health problems are managed. The Australian government has invested in incentives for general practices to employ practice nurses. However, no policy framework has been developed for practice nursing to support career development and post-registration education and training programs are developed in an ad hoc manner and are not underpinned by core professional competencies. This paper reports on a systematic review undertaken to establish the available evidence on education models and career pathways with a view to enhancing recruitment and retention of practice nurses in primary care in Australia. Methods Search terms describing education models, career pathways and policy associated with primary care (practice nursing were established. These search terms were used to search electronic databases. The search strategy identified 1394 citations of which 408 addressed one or more of the key search terms on policy, education and career pathways. Grey literature from the UK and New Zealand internet sites were sourced and examined. The UK and New Zealand Internet sites were selected because they have well established and advanced developments in education and career pathways for practice nurses. Two reviewers examined titles, abstracts and studies, based on inclusion and exclusion criteria. Disagreement between the reviewers was resolved by consensus or by a third reviewer. Results Significant advances have been made in New Zealand and the UK towards strengthening frameworks for primary care nursing education and career pathways. However, in Australia there is no policy at national level prepare nurses to work in primary care sector and no framework

  19. As mental health nursing roles expand, is education expanding mental health nurses? An emotionally intelligent view towards preparation for psychological therapies and relatedness.

    Science.gov (United States)

    Hurley, John; Rankin, Robert

    2008-09-01

    Mental health nurses (MHN) in the UK currently occupy a challenging position. This positioning is one that offers a view of expanding roles and responsibilities in both mental health act legislation and the delivery of psychological therapies, while simultaneously generic pre-registration training is being considered. Clearly, the view from this position, although not without challenge and internal discipline dispute, can also offer growing professional prestige, influence and respect from other health disciplines, as well as the wider public. Conversely, if the training, education and strategic enactment for new MHN roles is formulated and delivered from predominantly non-MHN axiomatic and epistemological stances, MHN identity can be seriously and potentially permanently diminished. This paper offers the construct of emotional intelligence as a framework to respond to these future challenges through making individual MHN enablement a primacy. This enablement of MHNs through enhanced emotional intelligence competencies is argued as requiring priority over the standard approach of enhancing strategies alone.

  20. Standards for Continuing Education in Nursing.

    Science.gov (United States)

    American Nurses' Association, New York, NY.

    The quality of health care depends to a large degree on the knowledge, skills, and attitudes of practicing nurses. Continuing education is one way nurses can maintain competence and meet the standards of their profession. Continuing education in nursing consists of planned learning experiences beyond a basic nursing educational program. Providers…

  1. Civic engagement and nursing education.

    Science.gov (United States)

    Gehrke, Pamela M

    2008-01-01

    Significant declines in indicators of civic behavior identify Americans' decreased connectedness to each other, their communities, and participation in the process of government and solving problems together. Universities across the United States are working to revitalize college students' involvement in the processes of democracy. This move to increase students' engagement in their communities and nation has implications for nursing education and the profession. Nurse educators are advised to use experiential learning to teach skills of civic engagement, political advocacy, and policymaking and to be role models and mentors to foster the growth of nurse citizens in the profession.

  2. [Why do we need mandatory communication courses for pre-registration house officers?

    DEFF Research Database (Denmark)

    Pedersen, B.D.; Faarvang, K.L.; Larsen, M.H.

    2008-01-01

    This study reports the rationale for the composition of a 3-day mandatory communication skills course for pre-registration house officers (PRHOs). In addition to communication skills, the course addresses aspects of competence related to professional performance within areas covered by the legal...

  3. Facilitating the Transition to Postgraduate Attainment: The Experience of One Postgraduate, Pre-Registration Physiotherapy Programme

    Science.gov (United States)

    Spearing, Rachel

    2014-01-01

    Students on the MSc Physiotherapy (pre-registration) programme at Manchester Metropolitan University work at postgraduate level, whilst studying to become physiotherapists. To facilitate the transition to postgraduate attainment, students participated in two sessions designed to inform them about assessment processes and standards. The hypothesis…

  4. Nursing students’ perspectives on clinical education

    OpenAIRE

    MOHAMMAD REZA HEIDARI; REZA NOROUZADEH

    2015-01-01

    Introduction: The importance of optimal clinical nursing education in professional skills development is undeniable. In clinical education, nursing students are often faced with problems. Recognizing nursing students’ perception on clinical education is the first step to remove the barriers of this challenge. Methods: This descriptive cross-sectional study was conducted to determine the nursing students’ perspectives on clinical education. 150 nursing students were select...

  5. Registered Nurse Education and the Registered Nurse Job Market.

    Science.gov (United States)

    Hunt, Howard Allan

    This effort compares the graduates of the three types of Registered Nurse (RN) education programs (three-year Diploma in Nursing, two-year Associate Degree in Nursing (ADN), and four-year Bachelor of Science Degree in Nursing). The basic objective is to determine whether they are perfect substitutes, especially whether ADN graduates can adequately…

  6. Interprofessional service improvement learning and patient safety: a content analysis of pre-registration students' assessments.

    Science.gov (United States)

    Machin, Alison I; Jones, Diana

    2014-02-01

    A culture of continuous service improvement underpins safe, efficient and cost-effective health and social care. This paper reports a qualitative research study of assessment material from one cohort of final year pre-registration health and social care students' interprofessional service improvement learning experience. Initially introduced to the theory of service improvement, students were linked with an interprofessional buddy group, and subsequently planned and implemented, if possible, a small scale service improvement project within a practice placement setting. Assessment was by oral project presentation and written reflection on learning. Summative assessment materials from 150 students were subjected to content analysis to identify: service user triggers for service improvement; ideas to address the identified area for improvement; and perceptions of service improvement learning. Triggers for service improvements included service user disempowerment, poor communication, gaps in service provision, poor transitions, lack of information, lack of role clarity and role duplication, and differed between professions. Ideas for improvement included both the implementation of evidence based best practice protocols in a local context and also innovative approaches to problem solving. Students described both intrapersonal and interprofessional learning as a result of engaging with service improvement theory and practice. Service improvement learning in an interprofessional context has positive learning outcomes for health and social care students. Students can identify improvement opportunities that may otherwise go undetected. Engaging positively in interprofessional service improvement learning as a student is an important rehearsal for life as a qualified practitioner. It can help students to develop an ability to challenge unsafe practice elegantly, thereby acting as advocates for the people in their care. Universities can play a key support role by working

  7. Bullying in undergraduate clinical nursing education.

    Science.gov (United States)

    Clarke, Colette M; Kane, Deborah J; Rajacich, Dale L; Lafreniere, Kathryn D

    2012-05-01

    Although a limited number of studies have focused on bullying in nursing education to date, all of those studies demonstrate the existence of bullying in clinical settings, where nursing students undertake a significant amount of their nursing education. The purpose of this study was to examine the state of bullying in clinical nursing education among Canadian undergraduate nursing students (N = 674) in all 4 years of their nursing program. Results suggest that nursing students experience and witness bullying behaviors at various frequencies, most notably by clinical instructors and staff nurses. Third-year and fourth-year students experience more bullying behaviors than first-year and second-year students. Implications for practice include ensuring that clinical instructors are well prepared for their role as educators. Policies must be developed that address the issue of bullying within nursing programs and within health care facilities where nursing students undertake their clinical nursing education.

  8. Nursing Educator Retention: The Relationship between Job Embeddedness and Intent to Stay among Nursing Educators

    Science.gov (United States)

    Hamlin, Amy S.

    2013-01-01

    The United States is in the midst of an increasingly worsening shortage of registered nurses, due, in part, to the nursing educator shortage. Further, nursing programs nationwide are turning away qualified applicants because of a lack of nursing educators. Unfortunately, the nursing educator shortage is not a problem that will be easily fixed. As…

  9. 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…

  10. 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...... for nurse students....

  11. The strategic role of education in the prevention of medication errors in nursing: part 2.

    Science.gov (United States)

    Cleary-Holdforth, Joanne; Leufer, Therese

    2013-05-01

    It has been established that medication errors are a significant cause for concern in healthcare settings. In Part 1 of this paper the gravity of this problem in addition to the some of the contributing factors were discussed. The shared nature of the problem across disciplines was highlighted in addition to the potential benefits of multi-disciplinary collaboration in resolution of the problem. The contribution that education can make in this regard is unquestionable both at pre-registration (undergraduate) and post-registration level. A variety of pragmatic proposals will be presented for consideration. In addition, clinical and educational measures that have been shown to reduce medication errors will also be proffered and the way(s) forward to ensure optimal medication management and patient safety will be explored from a nursing perspective. The specific aim of this paper is to illuminate the significant role that education, in both academic and clinical settings, can play in the preparation of nurses for their roles in medication management and the marked reduction in errors and improved patient outcomes in this area of practice that they can yield.

  12. [Nursing education: integrating gender equity consciousness].

    Science.gov (United States)

    Tzeng, Ya-Ling; Shih, Hsin-Hsin; Yang, Ya-Ling

    2011-12-01

    Gender sensitivity influences the way a nurse handles the nursing process and can influence both patient care and public perception of the nursing profession. Nurses unaware of the influences of gender are unable to perform holistic nursing, the practice of which centers on patient-centered care. Education is essential to promote gender consciousness. Providing scenario-based education to apply gender consciousness can help nursing students integrate gender and nursing care concepts and improve nursing care quality. In addition to raising attention to this important issue, this article makes comprehensive suggestions on how to apply gender concepts in nursing education. These suggestions include requiring instructors to consider and assess their own gender consciousness in order to enhance positive gender consciousness; reviewing teaching materials to identify and remove content tainted by sexual discrimination, and emphasizing gender education in the nursing education curriculum.

  13. Moral suffering among nurse educators of technical courses in nursing

    Directory of Open Access Journals (Sweden)

    Carla Godinho Duarte

    Full Text Available ABSTRACT Objective: to understand situations of moral suffering experienced at work by nurse educators of technical courses in nursing. Method: a qualitative study with discursive textual analysis by means of semi-structured interviews with ten nurse educators at two professional educational institutions in southern Brazil. Results: two categories were established: lack of commitment on the part of students to the future profession, expressed through disrespect and disregard for the work of nurse educators, with inappropriate behaviors and attitudes; and lack of commitment to the learning-teaching process, expressed by indifference to the professional profile and lack of interest in lessons and care practices associated with learning gaps. Conclusion: these situations have an impact on experiences of moral suffering by nurse educators, and show a need for rethinking their practice, relationships, and educational spaces, and implementing strategies to favor the confrontation of dilemmas and conflicts experienced in educational practice in technical courses in nursing.

  14. Curriculum development through understanding the student nurse experience of suicide intervention education--A phenomenographic study.

    Science.gov (United States)

    Heyman, Inga; Webster, Brian J; Tee, Stephen

    2015-11-01

    Suicide remains a global public health issue and a major governmental concern. The World Health Organisation argues for continued investment in education for front-line professionals, with a particular focus on nurses, to address the rising suicide levels. Considering this rate, it could be argued that suicide has impacted on the lives of many, including the student nurse population. Understanding the psychological impact, and influence on learning, whilst developing suicide intervention knowledge is crucial. However, little is known of the student experience in this complex and challenging area of skills development. This phenomenographic study examines the experiences of second year Bachelor of Nursing (mental health) students who participated in the Applied Suicide Intervention Skills Training (ASIST). Experiences were illuminated through two focus groups, Experiences were distilled and categorised through hierarchically relationships to construct a group experiential field to illustrate understandings of the impact this approach has on learning Students found ASIST to be emotionally challenging yet an extremely positive experience through bonding, peer learning, and class cohesion. The supportive workshop facilitation was essential allowing for full immersion into role simulation thus developing student confidence. Appropriate pedagogy and student support must be considered whilst developing suicide intervention in the pre-registration curricula.

  15. Doctoral education for WOC nurses considering advanced practice nursing.

    Science.gov (United States)

    Pieper, Barbara; Colwell, Janice

    2012-01-01

    Advanced practice nursing education is at a crossroads. Societal changes, increased health care demands, and leadership nursing organizations have identified the need of a doctor of nursing practice (DNP) degree as the advanced practice degree. WOC nurses need to examine DNP programs when considering returning for an advanced practice degree. This article explores nursing education at the doctorate level and areas the WOC nurse should consider when making a decision about attending a program. The WOC nurse needs to understand the similarities and differences of the doctor of philosophy and the DNP, issues about each program and its completion, personal factors, and the application process. Although selecting a doctoral program is a daunting experience, the education will provide opportunities for the WOC nurse to excel as a scholar, thus influencing the profession and the practice.

  16. Storytelling and professional learning: a phenomenographic study of students' experience of patient digital stories in nurse education.

    Science.gov (United States)

    Christiansen, Angela

    2011-04-01

    This paper reports the findings of a phenomenographic study which sought to identify the different ways in which patient digital stories influence students' professional learning. Patient digital stories are short multimedia presentations that combine personal narratives, images and music to create a unique and often emotional story of a patients' experience of health care. While these are increasingly used in professional education little is known about how and what students learn through engagement with patient digital stories. Drawing upon interviews with 20 students within a pre-registration nursing programme in the UK, the study identifies four qualitatively different ways in which students approach and make sense of patient digital stories with implications for learning and professional identity development. Through an identification of the critical aspects of this variation valuable insights are generated into the pedagogic principles likely to engender transformational learning and patient centred practice. Copyright © 2010 Elsevier Ltd. All rights reserved.

  17. 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.

  18. Educational silos in nursing education: a critical review of practical nurse education in Canada.

    Science.gov (United States)

    Butcher, Diane L; MacKinnon, Karen A

    2015-09-01

    Changes to practical nurse education (with expanded scopes of practice) align with the increasing need for nurses and assistive personnel in global acute care contexts. A case in point is this critical exploration of Canadian practical nursing literature, undertaken to reveal predominating discourses and relationships to nursing disciplinary knowledge. The objectives of this poststructural critical review were to identify dominant discourses in practical nurse education literature and to analyze these discourses to uncover underlying beliefs, constructed truths, assumptions, ambiguities and sources of knowledge within the discursive landscape. Predominant themes in the discourses surrounding practical nurse education included conversations about the nurse shortage, expanded roles, collaboration, evidence-based practice, role confusion, cost/efficiency, the history of practical nurse education and employer interests. The complex relationships between practical nursing and the disciplinary landscape of nursing are revealed in the analysis of discourses related to the purpose(s) of practical nurse education, curricula/educational programming, relationships between RN and PN education and the role of nursing knowledge. Power dynamics related to employer needs and interests, as well as educational silos and the nature of women's work, are also revealed within the intersection of various discourses.

  19. Patient safety in nursing education: contexts, tensions and feeling safe to learn.

    Science.gov (United States)

    Steven, Alison; Magnusson, Carin; Smith, Pam; Pearson, Pauline H

    2014-02-01

    Education is crucial to how nurses practice, talk and write about keeping patients safe. The aim of this multisite study was to explore the formal and informal ways the pre-registration medical, nursing, pharmacy and physiotherapy students learn about patient safety. This paper focuses on findings from nursing. A multi-method design underpinned by the concept of knowledge contexts and illuminative evaluation was employed. Scoping of nursing curricula from four UK university programmes was followed by in-depth case studies of two programmes. Scoping involved analysing curriculum documents and interviews with 8 programme leaders. Case-study data collection included focus groups (24 students, 12 qualified nurses, 6 service users); practice placement observation (4 episodes=19 hrs) and interviews (4 Health Service managers). Within academic contexts patient safety was not visible as a curricular theme: programme leaders struggled to define it and some felt labelling to be problematic. Litigation and the risk of losing authorisation to practise were drivers to update safety in the programmes. Students reported being taught idealised skills in university with an emphasis on 'what not to do'. In organisational contexts patient safety was conceptualised as a complicated problem, addressed via strategies, systems and procedures. A tension emerged between creating a 'no blame' culture and performance management. Few formal mechanisms appeared to exist for students to learn about organisational systems and procedures. In practice, students learnt by observing staff who acted as variable role models; challenging practice was problematic, since they needed to 'fit in' and mentors were viewed as deciding whether they passed or failed their placements. The study highlights tensions both between and across contexts, which link to formal and informal patient safety education and impact negatively on students' feelings of emotional safety in their learning. Copyright © 2014

  20. Nursing Education and the Black Nurse ... An Overview

    Directory of Open Access Journals (Sweden)

    J.P. Samson

    1978-09-01

    Full Text Available In 1907, Cecilia Makiwane passed the final examination for general nurses of the Cape Colonial Medical Council, and on 7 January 1908 became the first Black registered professional nurse in South Africa (1:269. On 31 December 1977 there were 18 362 Black nurses on the registers of the South African Nursing Council3. At the time when a new Health Act (63/1977 and a new Nursing Act (50/1978 have been promulgated, and “Curationis” makes its début, it is well to look at the highlights of the development of nursing education for Blacks during the past 70 years.

  1. 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…

  2. Marketing Continuing Education for Nurses.

    Science.gov (United States)

    Southern Regional Education Board, Atlanta, GA.

    This guide presents an overview of marketing and its potential value in continuing education programs for nurses. The first portion of the guide briefly discusses the concept of marketing. It contains definitions of key marketing concepts (product, place, price, and promotion), discussion of the basic tenets of marketing (consumer needs…

  3. Baccalaureate-educated Registered Nurses in nursing homes: Experiences and opinions of administrators and nursing staff.

    Science.gov (United States)

    Backhaus, Ramona; Verbeek, Hilde; van Rossum, Erik; Capezuti, Elizabeth; Hamers, Jan P H

    2017-07-12

    To understand how nursing homes employ baccalaureate-educated Registered Nurses (BRNs) and how they view the unique contributions of baccalaureate-educated Registered Nurses to staff and residents in their organizations. Although providing care for nursing home residents is complex and thus requires a high level of skills, organizations often struggle to recruit and retain BRNs. Some nursing home organizations do not employ baccalaureate-educated Registered Nurses at all. Among those that do, it is unknown how well these organizations make use of baccalaureate-educated Registered Nurses' expertise or if their roles are different from those of other staff. A qualitative study, consisting of 26 individual and three group interviews was conducted in the Netherlands. Interviews were conducted at the board-, management- and staff-level in six nursing home organizations. Data were collected between January 2016-May 2016. Organizations employed baccalaureate-educated Registered Nurses to fulfil an informal leadership role for direct care teams. Organizations that do not employ baccalaureate-educated Registered Nurses were unable to articulate their role in the nursing home setting. Difficulties baccalaureate-educated Registered Nurses experienced during role implementation depended on role clarity, the term used to refer to the baccalaureate-educated Registered Nurse, the extent to which nurses received support, openness from direct care teams and baccalaureate-educated Registered Nurses' own behaviour. The unique contribution of baccalaureate-educated Registered Nurses perceived by respondents differed between and in organizations. Our findings suggest that there is no "one size fits all" approach to employing baccalaureate-educated Registered Nurses in nursing homes. To ensure the satisfaction of both baccalaureate-educated Registered Nurses and the organizations that employ them, careful implementation and evaluation of their role is crucial. © 2017 John Wiley & Sons

  4. 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.

  5. Incivility in the hospital environment: the nurse educator-staff nurse relationship.

    Science.gov (United States)

    Danque, Cynthia T; Serafica, Reimund; Lane, Susan Hayes; Hodge, Mary Alice

    2014-01-01

    Occurrences of incivility in nurse educator-staff nurse relationship studies are limited. A qualitative methodology (n = 6) was used to investigate nurse educators' perceptions of the main stressors for nurses during educational experiences. Identification of uncivil traits as seen by nurse educators and perceived role of nursing leaders in addressing incivility in the workplace were also identified.

  6. A qualitative study on feedback provided by students in nurse education.

    Science.gov (United States)

    Chan, Zenobia C Y; Stanley, David John; Meadus, Robert J; Chien, Wai Tong

    2017-08-01

    This study aims to help nurse educators/academics understand the perspectives and expectations of students providing their feedback to educators about teaching performance and subject quality. The aim of this study is to reveal students' voices regarding their feedback in nurse education in order to shed light on how the current student feedback practice may be modified. A qualitative study using focus group inquiry. Convenience sampling was adopted and participants recruited from one school of nursing in Hong Kong. A total of 66 nursing students from two pre-registration programs were recruited for seven focus group interviews: one group of Year 1 students (n=21), two groups of Year 3 students (n=27), and four groups of Final Year students (n=18). The interviews were guided by a semi-structured interview guideline and the interview narratives were processed through content analysis. The trustworthiness of this study was guaranteed through peer checking, research meetings, and an audit trail. The participants' privacy was protected throughout the study. Four core themes were discerned based on the narratives of the focus group interviews: (1) "timing of collecting feedback at more than one time point"; (2) "modify the questions being asked in collecting student feedback"; (3) "are electronic means of collecting feedback good enough?; and (4) "what will be next for student feedback?". This study is significant in the following three domains: 1) it contributed to student feedback because it examined the issue from a student's perspective; 2) it explored the timing and channels for collecting feedback from the students' point of view; and 3) it showed the preferred uses of student feedback. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  7. There is no health without mental health: are we educating Australian nurses to care for the health consumer of the 21st century?

    Science.gov (United States)

    Wynaden, Dianne

    2010-06-01

    One in five Australians has a diagnosable mental illness and the impact of the illness on the individual, their family, and the community is significant. Since comprehensive nursing was introduced in the 1980s there have been repeated concerns raised regarding the preparedness of graduates from Australian undergraduate nursing programs to care for people who have a mental illness. In 2009, despite a recent comprehensive national review of the mental health/illness content in pre-registration curricula, these concerns remain. The nursing profession must have a responsibility to the global community to ensure that registered nurses are educated to meet evolving health challenges and the needs of the health consumer in the 21st Century. The purpose of this paper is to highlight the prevalence and impact of mental illness on health care outcomes in all settings and to challenge the profession to acknowledge that mental health nursing content must be a core area of all undergraduate curricula. A nationally coordinated response to address the long standing identified deficits in the educational preparation of comprehensive nurses is now a priority to ensure that nurses remain a major stakeholder group in the delivery of health care and key health informants and decision makers within the global health care arena.

  8. Developing nurse educators' computer skills towards proficiency in nursing informatics.

    Science.gov (United States)

    Rajalahti, Elina; Heinonen, Jarmo; Saranto, Kaija

    2014-01-01

    The purpose of this paper is to assess nurse educators' competence development in nursing informatics (NI) and to compare their competence to the NI competence of other healthcare professionals. Electronic health records (EHR) have been in use for many years. However, the adoption of the nursing care plan finally made it possible for nurses in Finland to develop a model for structured documentation with nursing terminology. A total of n = 124 (n = 85 pre-test and n = 39 post-test) participants from Universities of Applied Sciences (UAS), hospitals, hospitals' information management and health centres were surveyed with a e-questionnaire designed to assess the development of their NI competences during the nursing documentation development project. The questionnaire included 145 structured questions and 6 open questions. Data analysis focused on classification and comparison of NI competences through data description and statistical parameters using figures and tables. The basic NI competences of the nurse educators were good at the end of project and the nurse educators had better information literacy and information management competences than other participants. The information retrieval skills varied greatly, but they improved evenly towards the end. The nurse educators mastered better evidence-based nursing and use of nursing process models in their work.

  9. The nursing education programme in Lithuania: voices of student nurses.

    Science.gov (United States)

    Kapborg, I

    2000-10-01

    The nursing education programme in Lithuania has passed through many changes. The latest change has been carried out with support from Denmark. Ten female student nurses have been interviewed with the assistance of an interpreter. The purpose of this paper is to describe how student nurses perceived their preregistration training. The most outstanding feature of the nursing education programme in Lithuania was lack of adequate textbooks and students found this disadvantage caused a heavy workload. Students were spending the whole day in school, then studying during the evening. They were constantly tired. Although students were encouraged to be independent and to think actively during lectures, in reality this was difficult because of their workload. Students as a group were satisfied with their education, but they were doubtful about how to manage work as an independent nurse. Nowadays, many nurses in Lithuania view their work professionally and have taken over responsibility for some tasks that were carried out previously by physicians. Nurses trained previously may cause problems for newly graduated nurses because these nurses still work in a traditional manner. It will be impossible to evaluate the usefulness of the new nursing education programme in Lithuania until further investigations show how students qualify and manage their work as nurses.

  10. 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...

  11. 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.

  12. International nurse education: implications for providers.

    Science.gov (United States)

    Cecchin, M

    1998-12-01

    This exploratory study conducted in 1996 described the profiles, roles and preparation of twelve South Australian registered nurses in relation to their provision of education programs for nurses from South East Asia. The research showed respondents were well qualified and highly experienced educators whose roles were complex. Their preparation for providing education programs for nurse from South East Asia had been haphazard and inadequate. Consequently respondents considered they were not fully prepared for the providing this specialised education. Career planning and a more strategic approach to the development of specific expertise are essential to support an international approach to nurse education. Nurse education that values intercultural awareness, and is multicultural and global would benefit both local and international students. Development of germane knowledge, skill, attitudes and behaviours is recommended to ensure excellence in the provision of international nurse education. An action research model is proposed as an alternative to traditional professional development to prepare providers of international education.

  13. 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.

  14. Continuing Education in Nursing Comes to Mississippi

    Science.gov (United States)

    Rabin, Avis B.

    1971-01-01

    Discusses the growth and development of the Continuing Education in Nursing Department, a part of the School of Nursing at the University of Southern Mississippi. Curriculum development inservice programs, workshops, conferences. (RB)

  15. The Federal Role in Nursing Education.

    Science.gov (United States)

    Abdellah, Faye G.

    1987-01-01

    The author discusses the history of federal support for nursing education since the 1930s, including the recent establishment of the National Center for Nursing Research. She covers the future likelihood of funding cuts and strategies for retrenchment. (CH)

  16. Innovation in Nursing and Midwifery Education and Research

    African Journals Online (AJOL)

    Keywords: nursing education, technology, simulation, nursing research, chronic disease. Introduction ... to promote innovations in teaching and learning at higher educational ... various teaching strategies during the educational process.

  17. Holistic health promotion: putting the art into nurse education.

    Science.gov (United States)

    Robinson, Sally

    2007-05-01

    The role of the arts in health care and health promotion is enjoying belated attention as a way of promoting people's mental health and well-being. Canterbury Christ Church University offers a course which examines how nurses can use the arts to enhance the health care experience for both staff and patients. The Holistic Health Promotion course is compulsory for all final year pre-registration Bachelor degree students in Adult and Child Nursing. The content and process of the course are described, and the findings from the evaluation data are discussed. Through the use of autobiographical literature, active learning in the classroom, visiting speakers and visits within the local community, the course provides a positive learning experience for many students and broadens their perceptions of how to carry out mental, emotional and spiritual health promotion.

  18. Closing the gap in nursing education: Comparing nursing registration systems in Australia and China

    Directory of Open Access Journals (Sweden)

    Carol Chunfeng Wang

    2016-03-01

    Implications for nursing management: The implications of globalization of nursing education, research, and clinical practice, coupled with the nursing shortage on a global scale, have demanded increasing attention on the development of a high standard for nursing education that supports a safe and effective nursing workforce. This paper argues that there is value in nursing authorities, educators, and legislators working together in a network of collaborative engagement to support nursing education, thereby alleviating the nursing shortage on a global scale.

  19. Nursing Educational Programs

    Science.gov (United States)

    California Community Colleges, Chancellor's Office, 2014

    2014-01-01

    The California Community Colleges serve more than 2.1 million students each year and is the largest system of higher education in the nation. The state's 112 community colleges are charged with providing workforce training, basic skills education, and preparing students to transfer to four-year universities. Seventy-six California community…

  20. 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…

  1. Developing future nurse educators through peer mentoring

    OpenAIRE

    Rosenau PA; Lisella RF; Clancy TL; Nowell LS

    2015-01-01

    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 developme...

  2. 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...... 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...... interviews and questionnaires. The students’ evaluations of poster based presentations were extremely positive. Key words: Problem Based Learning, pedagogical posters, Bologna process, best practice guidelines...

  3. Abortion care training framework for nurses within the context of higher education in the Western Cape

    Directory of Open Access Journals (Sweden)

    I. Smit

    2009-09-01

    Full Text Available The high morbidity and mortality rate due to illegal abortions in South Africa necessitated the implementation of abortion legislation in February 1997. Abortion legislation stipulates that registered nurses who had undergone the proposed abortion care training — certified nurses — may carry out abortions within the first 12 weeks of pregnancy. Currently it seems that an inadequate number of nurses are being trained in the Western Cape to provide pregnant women with counselling, to perform abortions and/or refer problem cases. No real attempts have since been made by higher education institutions in the Western Cape to offer abortion care training for nurses. This case study explores the situation of certified nurses and the context in which they provide abortion care in different regions of the Western Cape. The sampling included a random, stratified (non-proportional number of designated state health care facilities in the Western Cape, a non-probability purposive sampling of nurses who provided abortion care, a non-probability convenience sample of women who had received abortion care, and a non-probability purposive sampling of final-year pre-registration nursing students. Data was generated by means of questionnaires, a checklist and semi-structured interviews. The main findings of this study indicate that the necessary infrastructure required for legal abortion is in place. However, the ongoing shortage of trained health care practitioners hampers abortion care services. Deficiencies were identified in the existing provincial protocol as some of the guidelines were either not in use or had become obsolete. Certified midwives who had been trained by the regional offices of the Department of Health: Western Cape were skilled in carrying out the abortion procedure, but other aspects of abortion care mainly carried out by other categories of nurses required more attention. This article suggests a training framework that should provide

  4. 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.

  5. Nursing education and the nuclear age

    Energy Technology Data Exchange (ETDEWEB)

    McKay, S.

    1989-05-01

    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.

  6. Ethical issues occurring within nursing education.

    Science.gov (United States)

    Fowler, Marsha D; Davis, Anne J

    2013-03-01

    The large body of literature labeled "ethics in nursing education" is entirely devoted to curricular matters of ethics education in nursing schools, that is, to what ought to be the ethics content that is taught and what theory or issues ought to be included in all nursing curricula. Where the nursing literature actually focuses on particular ethical issues, it addresses only single topics. Absent from the literature, however, is any systematic analysis and explication of ethical issues or dilemmas that occur within the context of nursing education. The objective of this article is to identify the spectrum of ethical issues in nursing education to the end of prompting a systematic and thorough study of such issues, and to lay the groundwork for research by identifying and provisionally typologizing the ethical issues that occur within the context of academic nursing.

  7. Using hypertext to facilitate nurse education.

    Science.gov (United States)

    Gillham, D

    1998-01-01

    The increased use of both multimedia and the World Wide Web for nurse education necessitates critical examination of the use of hypertext in nursing education. The use of hypertext and multimedia have the potential to revolutionize teaching and learning generally, and have a significant impact on nursing specifically. This article discusses hypertext use in nurse education and incorporates an examination of cognitive theories to identify specific hypertext design strategies customized for nursing user groups. Particular attention is directed to the application of cognitive flexibility theory to hypertext design for nurse education, highlighting the representation of both complex clinical situations and human physiology. The article concludes with a discussion of the potential uses of hypertext as a means of accessing information by nurses in clinical practice.

  8. Implementing a system of structured clinical supervision with a group of DipHE(nursing) RMN students.

    Science.gov (United States)

    Markham, V; Turner, P

    1998-01-01

    Clinical supervision is to become an integral part of mental health nursing, and the United Kingdom Central Council for Nursing, Midwifery & Health Visiting has recommended that it be incorporated in pre-registration education. This paper describes teachers' experiences of delivering a programme of clinical supervision education within the mental health branch of a diploma in nursing course. It outlines the implementation and evaluation of the programme, including discussion of the process and difficulties encountered. The programme appears to have provided a positive first experience for the students and to have given them the enthusiasm to adopt clinical supervision as part of their future roles as qualified practitioners.

  9. Strategy Planning in Continuing Nursing Education.

    Science.gov (United States)

    Aiken, Eula

    Corporate strategies that can be used in continuing nursing education programs are discussed, based on the Regional Action for Continuing Education in Nursing Education project. Attention is focused on strategies employed at Southern State University (SSU). A practical planning method was used to guide the process of corporate strategy formulation…

  10. 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.

  11. Healthcare employers' policies on nurse education.

    Science.gov (United States)

    Pittman, Patricia; Herrera, Carolina-Nicole S; Horton, Katherine; Thompson, Pamela A; Ware, Jamie M; Terry, Margaret

    2013-01-01

    The 2010 recommendation that the proportion of registered nurses with BSN (bachelor of science in nursing) degrees in the nursing workforce should increase from the current 40% to 80% by the year 2020 has shifted the focus on nurses educational progression from state legislatures-where changes in entry-level requirements were debated for decades-to the executive suites of large healthcare providers. The recommendation, contained in the report titled The Future of Nursing: Leading Change, Advancing Health, by the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine, suggests that human resources policies for nurses have the potential to double the rates of college degree completions (IOM, 2010). We surveyed 447 nurse executives in hospitals, nurse-led clinics, and home and hospice companies to explore the current practices of healthcare employers with regard to this recommendation. Almost 80% of respondents reported that their institution either preferred or required newly hired nurses to have a bachelor's degree, and 94% of the facilities offered some level of tuition reimbursement. Only 25%, however, required their nurses to earn a BSN or offered salary differentials on the basis of educational attainment (9%). We conclude that if employers are serious about wanting a more highly educated nurse workforce, they need to adopt requirements for degree completion and wage differentials in the coming years. The likelihood that such policies will be widely adopted, however, is dramatically affected by the dynamics of nursing supply and demand.

  12. Fairness and respect in nurse educators' work- nursing students' perceptions.

    Science.gov (United States)

    Salminen, Leena; Rinne, Jenni; Stolt, Minna; Leino-Kilpi, Helena

    2017-03-01

    This study describes how the ethical principles of fairness and respect come true in the work of nurse educators from the perspective of nursing students. Nurse educators' competence of professional ethics is important in providing an ethical role model to nursing students and to professionals in the field of health care. The descriptive cross-sectional study design was used. The data were collected from graduating nursing students (n = 202) in Finland with an internet-based questionnaire consisting of 22 structured questions with 5-point Likert scale. The data were analyzed by descriptive and inferential statistics. The findings revealed that educators' fairness and respect towards others (colleagues, superiors, mentors, nursing leaders) was good but towards students their fairness did not achieve as good a level. Also, according to the students' assessment, the educators did not respect the students' individual opinions in all cases. Educators' fairness and respect towards their colleagues was satisfactory. The appreciation of educators in the society was reasonably good, but in the opinion of the students the views of educators were not respected very much. As a conclusion, can be said that educators need to put more emphasis on their action. Copyright © 2017. Published by Elsevier Ltd.

  13. 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.

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

    African Journals Online (AJOL)

    2013-06-03

    Jun 3, 2013 ... perceptions of good interaction in the classroom setting. Authors: Friddah ... period of learning. In terms of nurse educator and student nurse neophyte relations, good .... According to Mahat (1996:165, 1998:18), poor interpersonal ..... students can master and understand was also recommended by Wedin ...

  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. Nursing education progression: associate degree nursing faculty perspective.

    Science.gov (United States)

    O'Neal, Dale; Zomorodi, Meg; Wagner, Jennie

    2015-01-01

    The purpose of this survey was to examine the attitudes, influences, and practices of associate degree nursing (ADN) faculty in relation to advising students about nursing education progression. The results indicated that ADN faculty have a sense of moral and personal role responsibility to encourage students to continue their education. Deficits in faculty knowledge of program details and multiple demands on their time are factors that influence advising practices.

  17. 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),…

  18. Gamification of Nursing Education With Digital Badges.

    Science.gov (United States)

    White, Meagan; Shellenbarger, Teresa

    2017-08-16

    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.

  19. Psychology in the education of nurses

    OpenAIRE

    Carolina Silva Bandeira de Melo; Rodrigo Miranda; Sérgio Dias Cirino; Regina Helena de Freitas Campos

    2014-01-01

    We analyze the teaching of psychology in the education of nurses in the first decades of the twentieth century in Brazil. We present aspects related to nursing schools from Rio de Janeiro and Belo Horizonte. Topics presented in the psychology courses in the education of nurses were connected to the psychological debates at that time. During this period, we can see the changing from a training based on working experiences to a new model based on the scientific knowledge. The Brazilian governme...

  20. Conceptualization of responsiveness of nursing education ...

    African Journals Online (AJOL)

    The purpose of the study was to explore the concept of responsive nursing education ... A qualitative approach and ethnography design, using purposive sampling ... of teaching strategies, assessment methods, and the nature of the educators, ...

  1. Infusing interprofessional education into the nursing curriculum.

    Science.gov (United States)

    Cranford, Joan Sistrunk; Bates, Teresa

    2015-01-01

    Education for interprofessional collaboration should begin early in the nursing program with a gradual infusion of interprofessional competencies into the curriculum. The faculty developed an interprofessional education program for students in nursing, physical therapy, nutrition, and respiratory care, which focused on sharing knowledge about each discipline, developing respect and value for each other's disciplines, and emphasizing techniques to improve communication and teamwork.

  2. Nursing and the Process of Continuing Education.

    Science.gov (United States)

    Popiel, Elda S., Ed.

    Thirty-two authors from a wide variety of backgrounds reflect trends concerning basic assumptions, theoretical concepts, goals, and processes in continuing education in nursing. The purpose of the book is to provide nurses and adult educators with a conventient reference to program designs, methods, methods of implementation, and learning aids.…

  3. Modelling district nurse expertise.

    Science.gov (United States)

    Burke, Michelle

    2014-12-01

    As changes in society and health provision mean that one in four people over the age of 75 will require nursing care at home, pre-registration adult nurse education increasingly prepares student nurses for a future career within the community. District nurses undertake complex, multidimensional health and social assessments and care in a non-clinical setting and work in partnership with patients and their significant others to promote practical and psychological coping mechanisms and self-care. The district nurse's first assessment visit is key to developing a therapeutic partnership and it is often during this visit that expertise in district nursing practice emerges. The holistic, contextual and dynamic aspects of nursing in the home setting can make district nursing expertise difficult to illustrate and demonstrate within the classroom setting. This article explores the ways in which an understanding of expertise development theory can enable the tacit expertise that occurs within the first assessment visit to be made visible to student nurses, using simulation and expert narrative as a pedagogical strategy.

  4. Talking with the experts: evaluation of an online discussion forum involving mental health service users in the education of mental health nursing students.

    Science.gov (United States)

    Simpson, Alan; Reynolds, Lisa; Light, Ian; Attenborough, Julie

    2008-07-01

    The Chief Nursing Officer's recent review of mental health nursing called for the widespread involvement of mental health service users in the education of mental health nurses. This paper describes an innovative project that involved mental health service users in the education of pre-registration mental health nursing students through an online discussion forum that blended e-learning with enquiry-based learning (EBL). The findings of an evaluation are presented, drawing on quantitative and qualitative methods. Overall, the project was a success with students and service users engaging in online discussions on a range of issues. EBL presentations demonstrated understanding of the service user experience and students reflected on implications for clinical practice. All participants would take part again and recommend the online forum to others. Analysis of activity data revealed different levels and styles of student involvement. Limitations in communication skills appeared to limit student participation, alongside logistical difficulties, whereas the service users eagerly utilised the forum. Potential implications for healthcare education are discussed and recommendations made for developments in user-led e-learning and further research.

  5. 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.

  6. Cultural competencies for graduate nursing education.

    Science.gov (United States)

    Clark, Lauren; Calvillo, Evelyn; Dela Cruz, Felicitas; Fongwa, Marie; Kools, Susan; Lowe, John; Mastel-Smith, Beth

    2011-01-01

    Nursing is challenged to meet the health needs of ethnic and socioculturally diverse populations. To this end, American Association of Colleges of Nursing (AACN) charged an expert nursing faculty advisory group to formulate competencies for graduate nursing education, expanding them to integrate leadership and scholarship. The Cultural Competency in Baccalaureate Nursing Education served as the springboard for the initiative. In formulating the graduate cultural competencies and the toolkit, the advisory group reviewed all AACN Essentials documents and the cultural competency literature, drew upon their collective experiences with cultural diversity, and used cultural humility as the supporting framework. Six core competencies were formulated and endorsed by the AACN board of directors and key professional nursing organizations. A companion toolkit was compiled to provide resources for the implementation of the competencies. A 1-day conference was held in California to launch the cultural competencies and toolkit. Dissemination to graduate nursing programs is in process, with emphasis on faculty readiness to undertake this graduate educational transformation. The AACN Cultural Competencies for Graduate Nursing Education set national standards to prepare culturally competent nurses at the graduate level who will contribute to the elimination of health disparities through education, clinical practice, research, scholarship, and policy.

  7. Studying the old masters of nursing: A critical student experience for developing nursing identity.

    Science.gov (United States)

    Kelly, Jacinta; Watson, Roger; Watson, James; Needham, Malachi; Driscoll, Laura O

    2017-09-01

    In the past professional identity in nursing was inculcated in students alongside institutional pride. A strong sense of professional identity is key to staff retention and recruitment and key to the delivery of quality nursing care. With the wholesale transfer of pre-registration nursing education to the third level sector, however, the reality is that students now divide their affiliations between university and healthcare institutions and professional identity development may be stymied. For this reason, there is need to explore alternative means of developing professional identity. Exposure to nursing history may counteract this tendency. Based on adult nursing students' reflections of a visit to the Florence Nightingale Museum, we discuss the potential of this activity in aiding development of critical professional identity. Copyright © 2017 Elsevier Ltd. All rights reserved.

  8. 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.

  9. [Nursing education research groups in Brazil].

    Science.gov (United States)

    Backes, Vânia Marli Schubert; do Prado, Marta Lenise; Lino, Mônica Motta; Ferraz, Fabiane; Reibnitz, Kenya Schmidt; Canever, Bruna Pedroso

    2012-04-01

    The aim of this study is to characterize the organization of nursing education research groups in Brazil. This is a quantitative, descriptive and documentary study. Census data for 2006 were collected from the CNPq database website. Brazil has 47 education research groups, comprised of 412 researchers, of whom 91% have masters, doctoral or postdoctoral degrees. There are 307 students, of whom 92% are nursing undergraduates. However, only 9% are recipients of young investigator grants. There are also 112 technicians, of whom 75% are nursing professionals; 46% have a masters or doctoral degree. In Brazil, there are a considerable number of nursing education research groups, which contribute significantly to scientific production of nursing knowledge in Latin America. In this scenario, there are many challenges to be overcome: poor interdisciplinary cooperation; limited integration between education and practice; low number of grants awarded to young investigators and significant inequalities between the country's geographic regions in terms of access to research development.

  10. Voluntary simulation workshops in nursing education

    DEFF Research Database (Denmark)

    Selberg, Hanne; Nielsen, Mette Elisabeth

    2012-01-01

    Voluntary simulation workshops in nursing education Hanne Selberg1, Mette Elisabeth Nielsen1, Mette Wenzel Horsted2, Karen Bertelsen2, Marianne Linnet Rasmussen2,Rikke Lohmann Panton3, Copenhagen, Mette Kjeldal Jensen4 Background Changes in nursing education in Denmark towards an academic approach...... 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...... the students’ decision to drop out (Jensen et al. 2008). Within the past year our faculty has conducted several projects with the aim of integrating simulation into the curriculum. Furthermore, voluntary simulation workshop has been carried out as an additional offer in the nursing education. The purpose has...

  11. Attitudes among nurse educators toward homosexuality.

    Science.gov (United States)

    Sirota, Theodora

    2013-04-01

    Homosexual populations have unique and specific cultures, psychosocial characteristics, health issues, and health care disparities that are currently ignored or insufficiently addressed in nursing education. To understand the reasons for these omissions, this descriptive study explores the attitudes of nurse educators (N = 1,282) toward homosexuality and the extent to which demographic, educational, and occupational factors are related to their attitudes. Responding to a direct online survey solicitation, self-selected participants completed the Attitudes Toward Lesbians and Gay Men Scale (ATLG) and a supplementary data questionnaire. Results indicate that the majority of participants have positive attitudes toward homosexuality, which is consistent with prior findings. Most participants believe it is important to teach nursing students about homosexuality, but they consider themselves unprepared to teach this content. Effects of various demographic and occupational factors on participants' ATLG scores and implications of the findings for nursing education and nursing health care policy are discussed.

  12. 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

  13. TRENDS TOWARDS DISTANCE EDUCATION OF NURSING EDUCATION IN TURKEY

    Directory of Open Access Journals (Sweden)

    Emine SENYUVA

    2011-10-01

    Full Text Available The contemporary world, developments, changes, transformations, globalization, information and communication technologies developments, diversification of the educational environment and life-long education to become compulsory in education, learning-teaching process efficiency and effectiveness in their discussion raises, while the educational technology, the concept was put forward. With the concept of educational technology and communication technologies bigi be used effectively in the field of education has become compulsory. Next to this case, the individual's formal education at any time and anywhere access to educational programs that allow participation distance education has led to the need to. In today’s world rapidly changing, evolving and increasingly complex area of a state health care services, nursing education from the issuing institution, advanced human and professional members of the advanced characteristics and has adopted the lifelong development of nurses are required to have graduated. Resources in this direction was examined, the distance education of nurses after graduation various vocational courses, certificate programs until completion and graduate degree (master and PhD education in maintaining the successful results to indicate. Therefore, distance education, nursing education to university level upgrade accelerated nursing education experienced in the quality-quantity to the solution of the problem, the continuity of nursing education and contribute to the professional will provide a large group of educational opportunities will be taken into consideration must be considered and appropriate studies, arrangements should be made.

  14. Massive open online courses in nursing education.

    Science.gov (United States)

    Goldschmidt, Karen; Greene-Ryan, Jane

    2014-01-01

    MOOCs are changing the face of higher education. Online programs provide nurses with access to technologies, networking with other professionals, and opportunities reflect on their practice. The changing climate of online, higher education provides access and flexibility to students balancing work, family, and financial responsibilities. Offering free courses may provide nursing students ambivalent about online learning the chance to experience otherwise unavailable educational opportunities including the chance to earn a BSN degree.

  15. 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.

  16. Nuclear education in public health and nursing

    Energy Technology Data Exchange (ETDEWEB)

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

    1988-08-01

    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.

  17. Modelling empathy in medical and nursing education.

    Science.gov (United States)

    Malpas, Phillipa J; Corbett, Andrea

    2012-03-30

    Medical and nursing student numbers are expected to increase significantly in NZ over the next few years. The ethical, and professional and clinical skills' training of trainee health practitioners is a central and crucial component in medical and nursing education and is underpinned by a strong commitment to improve patient health and well being. In this discussion we reflect on the virtue of empathy and the importance of role modelling in the education of nurses and doctors. We endorse the claim that as medical educators, how and what we teach matters.

  18. [Educational Mercosur in the Nursing career].

    Science.gov (United States)

    Schmoeller, Roseli; Schveitzer, Mariana Cabral; Arruda, Cecilia; Backes, Vânia Marli Schubert; Prado, Marta Lenise do; Martini, Jussara Gue

    2012-01-01

    The Mercosul, established with the objective of integrate economics, political, social and cultural differences among member countries, currently is highlighted by its strategies of educational framework. This article discusses the movement on the academic background of the Nursing career and the history of educational integration, presenting the accreditation system for university courses of Mercosul, the Arcu-Sul, and also the sectors responsible for this process and the prospects for Nursing in Mercosul. We believe that for the development of a critic, reflective and social-political committed professional is essential to invest in training and in the quality of education centers in Nursing.

  19. [Panorama of nursing distance education in Brazil].

    Science.gov (United States)

    Rojo, Priscila Tagliaferro; Vieira, Sheila de Souza; Zem-Mascarenhas, Silvia Helena; Sandor, Elisane Regina; Vieira, Carla Roberta Sola de Paula

    2011-12-01

    The development of distance education is associated with the popularization and democratization of the accessibility to information and communication technologies. Nursing has been using this modality of education in both undergraduate and graduate courses, which has provided knowledge about other technologies, an easier accessibility, flexibility of time and space, and reduced costs. The objective of this study is map the national higher education distance nursing courses. This exploratory, descriptive study was developed by visiting governmental, non-governmental and institutional websites. Two undergraduate and nine graduate courses in nursing were found, which is considered to be a low number, considering that distance education is an appropriate pedagogical tool that permits to prepare a large number of nurses who are geographically dispersed and who do not have access to the conventional educational processes.

  20. Psychology in the education of nurses

    Directory of Open Access Journals (Sweden)

    Carolina Silva Bandeira de Melo

    2014-04-01

    Full Text Available We analyze the teaching of psychology in the education of nurses in the first decades of the twentieth century in Brazil. We present aspects related to nursing schools from Rio de Janeiro and Belo Horizonte. Topics presented in the psychology courses in the education of nurses were connected to the psychological debates at that time. During this period, we can see the changing from a training based on working experiences to a new model based on the scientific knowledge. The Brazilian government sponsored this transformation, which was grounded in a broad context of the raising of the worth of sciences in the country. Psychological knowledge contributed for the establishment of a new theoretical and practical nursing training. Analyzing teaching of psychology in the education of nurses contributes to a better understanding of psychology as a discipline in Brazil.

  1. 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.

  2. Educating nurses for the knowledge economy.

    Science.gov (United States)

    Myrick, Florence

    2005-01-01

    When discussing the education of nurses for the knowledge economy it must be assumed that nursing is influenced by multiple factors reflective of the broader society in which it exists. These factors include civil society, social justice, and the public sector, all of which converge to shape nursing education and ultimately nursing practice. Over the past decade in particular, these factors have been greatly affected by what may be described as the hegemonic influences of the knowledge economy and the philosophical assumptions on which it is based, influences that are impacting directly on how the health system is evolving. The author posits, therefore, that it is incumbent on faculty to educate future nurses for the knowledge economy and to provide them with appropriate tools with which to meet the many challenges that confront them today and will invariably continue to confront them in the coming decades.

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

    African Journals Online (AJOL)

    Nursing informatics education and use: challenges and prospects in Nigeria. ... the crop of nurses who have the capabilities to fit into the current trend of nursing practice. ... Nigeria (National University Commission [NUC] and Nursing and Midwifery ... Nurse/Midwife educators to develop knowledge & skills required to teach ...

  4. Education and research on disaster nursing in Japan.

    Science.gov (United States)

    Yamamoto, Aiko

    2008-01-01

    The educational and research program "Disaster Nursing in a Ubiquitous Society in Japan" has facilitated the development of various networks for disaster nursing, disaster nursing care strategies, and disaster nursing education. Replication of these activities related to disaster nursing are encouraged globally to improve disaster outcomes.

  5. Continuing Education for Rural Hospital Nurses.

    Science.gov (United States)

    Burns, Nancy; Pickard, Myrna R.

    1979-01-01

    Describes a rural outreach program to provide continuing education in nursing practice to all levels of nursing personnel in rural hospitals. Covers difficulties in planning and implementing the programs and the steps taken to explain the program philosophy and gain the trust of hospital adminstration and staff. (MF)

  6. Using Video Ethnography in Clinical Nurse Education

    DEFF Research Database (Denmark)

    Kjær, Malene; Sørensen, Erik Elgaard; Raudaskoski, Pirkko Liisa

    2017-01-01

    Training to become a nurse involves education in the clinical practice in hospital wards. It is a multifaceted and complex arena in which the student nurses not only have to learn about medical encounters but also how to interact with colleagues as well as patients and their families. By using...

  7. 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…

  8. Issues in Nursing Education in Nepal.

    Science.gov (United States)

    Ogilvie, Linda

    1998-01-01

    Data from questionnaires and interviews indicated that nursing education in Nepal faces issues similar to those faced in Canada. These include changing student attitudes, getting men into the profession, maintaining standards, and coping with changed nurses' roles as economic changes transform health care. (SK)

  9. Ethics Education for Baccalaureate Nursing Students.

    Science.gov (United States)

    Ryden, Muriel B.; Duckett, Laura

    The final report of a 3-year project which involved the development, implementation, and evaluation of Multi-Course Sequential Learning, a model for integrating ethics education into the curriculum of the undergraduate programs in nursing at the University of Minnesota (UM) in Minneapolis is provided. The project focused on nursing students…

  10. Recommendations for Educating Nurses in Genetics.

    Science.gov (United States)

    Jenkins, Jean F.; Prows, Cynthia; Dimond, Eileen; Monsen, Rita; Williams, Janet

    2001-01-01

    Themes identified by genetics professionals (n=162) and suggestions of 45 nursing faculty participating in a genetics summer institute formed the basis of recommendations for genetics education in nursing. Expected clinical outcomes, curriculum strategies, content, and resources were identified. (Contains 42 references.) (SK)

  11. 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

    2017-08-14

    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.

  12. Use of Action Research in Nursing Education

    Science.gov (United States)

    Pehler, Shelley-Rae; Stombaugh, Angela

    2016-01-01

    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. PMID:28078138

  13. Perceptions of Liberal Education of Two Types of Nursing Graduates: The Essentials of Baccalaureate Education for Professional Nursing Practice

    Science.gov (United States)

    DeBrew, Jacqueline Kayler

    2010-01-01

    The American Association of Colleges of Nursing (AACN), which defines the expectations of a new baccalaureate-prepared nurse, includes a liberal education as a desired outcome for bachelor of science in nursing (BSN) graduates. A liberal education is thought to provide the professional nurse with the skills needed to practice nursing, including…

  14. Split Brain Theory: Implications for Nurse Educators.

    Science.gov (United States)

    de Meneses, Mary

    1980-01-01

    Discusses incorporating nontraditional concepts of learning in nursing education. Elements explored include the split brain theory, school design, teaching styles, teacher's role, teaching strategies, adding variety to the curriculum, and modular learning. (CT)

  15. Evolution of accreditation in continuing nursing education in America.

    Science.gov (United States)

    Whitehead, Tanya D; Lacey-Haun, Lora

    2008-11-01

    There is widespread agreement that nurses must acquire and maintain the specialized knowledge needed to provide highly skilled care and to demonstrate their competence to the public, their employers, their profession, and patients on an ongoing basis throughout their work lives. Nurses report that continuing nursing education is the third most vital component of nursing skill building. Nurses from states that mandate continuing nursing education, as well as those from states that do not, rank continuing nursing education just after their workplace experience and their basic nursing education in importance. A wide range of organizations create and disseminate continuing nursing education to nurses in states with and without mandated continuing nursing education requirements. Although there is no governmental standard for the field, nursing monitors education across work-life stages. The National Council of State Boards of Nursing monitors nursing licensure and continuing nursing education. The credentialing arm of the American Nurses Association, the American Nurses Credentialing Center, acting in synch with national organizations that call for accreditation standards in the health care professions, provides review and accreditation of providers and approvers of continuing nursing education on a national basis and is, itself, internationally certified by International Standards for a Sustainable World.

  16. Nursing students’ perspectives on clinical education

    Directory of Open Access Journals (Sweden)

    MOHAMMAD REZA HEIDARI

    2015-01-01

    Full Text Available Introduction: The importance of optimal clinical nursing education in professional skills development is undeniable. In clinical education, nursing students are often faced with problems. Recognizing nursing students’ perception on clinical education is the first step to remove the barriers of this challenge. Methods: This descriptive cross-sectional study was conducted to determine the nursing students’ perspectives on clinical education. 150 nursing students were selected randomly from nursing and midwifery schools (Tehran. Data collection instrument was a researcher made questionnaire consisting of five domains: objective and curricula, instructor, feedback to student in clinical field, clinical environment, supervision and evaluation. Mean and standard deviation were calculated for each item, using SPSS, ver. 14. Chi-square test was used to compare the nursing students’ perspectives on clinical education based on age, sex and the work experience. The significance level was considered 0.05. Results: Mean age of the students was 21.58±26.97 students (66% were male. 44 students (30.1% had work experience (3.58±6.48 month. Male and female students had different perceptions in domains of clinical education (p<0.05. Nursing student had different perceptions as to objectives and curricula (p=0.039, how to deal with students in the clinical environment (p=0.032, supervision, and evaluation (p<0.001 with respect to their work experience duration. The most positive responses were in clinical instructor (81.5% and the most negative ones were the clinical environment (33.66%, respectively. Conclusion: Providing an optimal clinical environment and improving the supervision and evaluation of student practice should prioritized in schools of nursing and midwifery.

  17. 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.

  18. Developing a center for nursing research: an influence on nursing education and research through mentorship.

    Science.gov (United States)

    Krause-Parello, Cheryl A; Sarcone, Annaruth; Samms, Kimika; Boyd, Zakiya N

    2013-03-01

    Nursing research, education, and mentoring are effective strategies to enhance and generate nursing knowledge. In order to explore new opportunities using an international and interdisciplinary approach, a Center for Nursing Research (CNR) was developed at Kean University a public institution for higher education in the United States. At the CNR, nursing professionals and students collaborate in all aspects of nursing education and the research process from a global perspective and across disciplines. The advancement of knowledge and understanding is of absolute importance to the field of nursing and other collaborative fields. The CNR functions to educate nursing faculty and students through scholarly activities with an ongoing commitment to nursing education and research. Mentorship in nursing education and research fosters professional, scholarly, and personal growth for both the mentor and mentee. The CNR serves as a model vehicle of applied, functional mentoring strategies and provides the venue to allow the mentor and mentee to collaborate in all aspects of nursing education and research.

  19. 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.

  20. The educational role of the nurse

    Directory of Open Access Journals (Sweden)

    Dimitrios Theofanidis

    2012-10-01

    Full Text Available In the present times when the concept of health is threatened by various dangers and medicine is characterized by rapid growth, nurses have the responsibility to inform the public, to apply preventative measures to practice, to provide education about new methods of treatment and rehabilitation and to support not only ill, but also health people. In the field of health education, nurses are regarded as important health care professionals who also play the role of instructor. Aim: the aim of this review is to present the educational role of the nurse and the basic principles that determinate the effectiveness of health education as they stem from motivation, counselling and behavioural change. Material and Method: Data was collected through selected articles and book chapters mainly for the period 2001-2010 as these were found in Greek (ΙΑΤRΟΤΕΚ and international databases (PubMed, CΙΝΑΗL using combinations of the following key-words: patient education, health education, role of nurses.Results: In order to provide health education, the nurses need to have general knowledge, special pedagogic skills of communication and high motivation. Health Education uses a variety of methods and techniques in order to achieve its goals e.g. lectures, individual teaching and the use of new technologies in the community, school or hospital. Conclusions: Despite the problems and existing deficiencies, nurses could provide health education in a systematic way. Nurses as health professionals have the ability to meet this goal, since the benefits for health and society are of vast importance.

  1. The reticent student: implications for nurse educators.

    Science.gov (United States)

    Leonard, T C; Johnson, J Y

    1998-05-01

    Nursing education has recently begun to shift to a more emancipatory learning format. In accord with Freire, many nursing classrooms currently use dialogical teaching approaches as an integral part of the education process. There are many students unable to share in the process of dialogue because of reticence. Reticence is a personality quality in which a person is reluctant to speak. While dialogue appears to be a way to promote learning and is intended to result in emancipation for students, it may result in subjugation for the shy, reticent student. The literature does not provide information regarding the impact of reticence on the student in higher education, particularly the student in a professional program. This article discusses the impact of reticence on the learning experiences of nursing students and the effects of classroom dynamics and teaching methodologies used with nursing students.

  2. 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.

  3. Using poems to explore the meaning of compassion to undergraduate nursing students

    Directory of Open Access Journals (Sweden)

    Kirsten Jack

    2016-05-01

    Full Text Available Background: Compassionate care provision is an integral part of nursing practice, but the ways in which pre-registration nurses are enabled to explore the concept are less well understood. Aim: The aim of this work was to consider how student nurses experience and understand compassion in the context of their education and clinical practice, using reflective poetry as a source of data. Method: This study drew on reflective poetry writing, underpinned by an interpretive phenomenological approach. Poems authored by study participants were analysed to explore how compassion is understood and experienced by pre-registration nursing students. Findings: Compassion was described and experienced by the students in many ways. It was discussed as a challenging aspect of practice, on an emotional and on a practical level. Feelings of vulnerability emerged through the data, often linked to the novice status of the students. Reflective poetry writing enabled students to write in a meaningful way about their thoughts and feelings, and offers educators a rich insight into the lifeworld of the student nurse. Conclusion: Compassion is a complex and multifaceted phenomenon that can be difficult for student nurses to engage with in real world practice settings. Creative ways of working, including the use of poetry, can offer student nurses, and those who support them, valuable help in understanding the challenges they encounter and identifying working practices that can make a positive contribution to nursing practice and associated education programmes. Implications for practice: Educators need to understand the meaning of compassion as it is lived by student nurses, in order to support their development Educators are required to develop their teaching practice to enable the exploration of thoughts and feelings about compassionate care provision Creative ways of teaching and learning can lead to a more unpredictable learning environment and ways to manage this

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

    Science.gov (United States)

    Chaffee, Mary

    2000-01-01

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

  5. Anti-racist innovation and nurse education.

    Science.gov (United States)

    Cortis, J; Law, I G

    2005-04-01

    The focus on institutional racism within the Higher Education (HE) sector in the United Kingdom and nurse education, in particular, has so far been seriously lacking in investigation and scrutiny. The Race Relations (Amendment) Act (RRAA2000) has pushed institutional racism to the forefront of debates in public services, including both education and health services. This paper seeks to operationalise some key aspects of the debate over institutional racism and relates it to both these sectors. Based on empirical work funded by the Higher Education Funding Council for England and Wales (HEFCE) Innovations Project, this paper offers nurse education a framework to not only comply with the legal requirement of 'promoting racial harmony' (RRAA 2000) and the expectations from nursing as enshrined in the Code of Professional Conduct (NMC, 2000. The Code of Professional Conduct: Protecting the Public Through Professional Standards. NMC, London), but goes further to consider some key questions for anti-racist interventions.

  6. 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.

  7. Envy in a nurse education community.

    Science.gov (United States)

    Heikkinen, Eija; Latvala, Eila; Isola, Arja

    2003-03-01

    The definition of envy is based on views of anthropology, sociology, psychology and nursing science. According to these definitions, a nurse education community consists of shared values, customs and beliefs common in the nursing community. The purpose of this paper was to describe envy in the reciprocal relations between student nurses in a polytechnic of health and welfare in Finland. The sample consisted of 110 student nurses in one faculty of health and welfare in a Finnish polytechnic. They were selected from among the available (attending classes) students, who had been studying in the same group for 1-3 years in 1996. The response percentage was 85.5 (n=94). The data were processed by various statistical methods. The findings of envy in a nurse education community were defined through the student nurses' views of their sense of self, their relations with their fellow students, the objects of envy and also the influence of the lecturers. The ways of coping with envy were also identified. The most common object of envy was a fellow student who worked part-time while studying. Another object of envy consisted of fellow students successful in examinations and skills, such as listening, friendships and good ideas. The students coped with their envy by sharing their own success and by denying envy. These results highlight some essential points of envy in a nurse education community and underline the need for open discussion, as emotions and envy are important to understand as part of nurse education. If envy is not identified, it may cause learning problems and even problems in patient care.

  8. The Enigma of Graduate Nursing Education: Advanced Generalist? Specialist?

    Science.gov (United States)

    Reed, Suellen B.; Hoffman, Sharon E.

    1986-01-01

    To pin down the appropriate parameters for graduate nursing education, the authors say we must explore the meanings of advanced generalist and specialist. They discuss the focus, scope, and depth of the community health major, psychiatric mental health nursing, nursing care of children, maternity nursing, medical-surgical nursing, and nursing…

  9. The importance of marketing in nurse education.

    Science.gov (United States)

    Webster, R

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

  10. Spiritual care as perceived by Lithuanian student nurses and nurse educators: A national survey.

    Science.gov (United States)

    Riklikiene, Olga; Vozgirdiene, Inga; Karosas, Laima M; Lazenby, Mark

    2016-01-01

    Political restrictions during 50years of Soviet occupation discouraged expressions of spirituality among Lithuanians. The aim of this paper is to describe Lithuanian nursing educators' and students' perception of spiritual care in a post-Soviet context. This cross-sectional study was carried out among student nurses and nursing educators at three universities and six colleges in Lithuania. The questionnaire developed by Scott (1959) and supplemented by Martin Johnson (1983) was distributed to 316 nursing students in the 3rd and 4th years of studies and 92 nurse educators (N=408). Student nurses and their educators rated general and professional values of religiousness equally; although students tended to dislike atheistic behavior more than educators. Four main categories associated with perceptions of spirituality in nursing care emerged from the student nurses: attributes of spiritual care, advantages of spiritual care, religiousness in spiritual care, and nurse-patient collaboration and communication. Themes from nurse educators paralleled the same first three themes but not the last one. Student nurses and nurse educators acknowledged the importance of spiritual care for patients as well as for care providers - nurses. In many cases spiritual care was defined by nursing students and nurse educators as faith and religiousness. Being a religious person, both for students and educators, or having spiritual aspects in students' personal lives influenced the perception of religious reflection. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. Does ageism still exist in nurse education?

    Science.gov (United States)

    Coleman, Deborah

    2015-06-01

    Worldwide demographic changes mean that older people represent a significant group of patients for nurses everywhere. Ageism is increasingly recognised as an issue among healthcare professionals and evidence suggests that problems with quality of care remain. Nursing curricula have to address the needs of an ageing population in a variety of settings, reflect the importance of therapeutic care and explore nursing students' attitudes, in order to provide them with the appropriate skills to meet the needs of older people. This article debates the main factors influencing gerontological content in nursing curricula and suggests that ageism is still evident in nurse education. A variety of strategies are identified to assist in developing appropriate curriculum content.

  12. Public health nursing education in Russia.

    Science.gov (United States)

    Ivanov, L Louise; Paganpegara, Galina

    2003-07-01

    The collapse of the Soviet Union in 1990 brought many changes to Russia, including changes in nursing education. However, the changes did not include content in public health nursing. Most health care in Russia is provided at the tertiary level in hospitals. Health promotion and health education are new concepts in Russia and are not well understood. When health education does occur, it is at the individual level, taught by physicians, and in response to new diagnoses. Health promotion at the primary level and with aggregates is not often practiced. Russia currently is in a demographic crisis where health indicators continue to decline. Russian nurses trained in public health principles, such as health promotion, health education, and providing primary and secondary prevention services at the population and aggregate level, can positively affect the current demographic crisis.

  13. Self-reflection in nursing teacher education.

    Science.gov (United States)

    Leino-Kilpi, H

    1990-02-01

    The reality of health care is continuously changing. Therefore, nursing teachers have to encourage and promote a critical, inquiry-oriented approach to work. This demands self-reflection during the teacher education. Teaching training crystallizes the objectives of teacher education; the process of self-reflection should be seen especially there.

  14. 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

  15. 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...

  16. Long-Term Effects of a Nursing Home Education Project

    Science.gov (United States)

    Patterson, Robert D.; Gurian, Bennett S.

    1976-01-01

    A survey was conducted by a mental health center to evaluate the effects of a nursing home education project which attempted 1) to teach mental health professionals and nursing home staff how to set up in-service education programs in nursing homes, and 2) to teach nursing home staff mental health principles. (Author/EJT)

  17. Human Caring as Moral Context for Nursing Education.

    Science.gov (United States)

    Watson, Jean

    1988-01-01

    Argues for moral context in nursing education. Discusses steps taken at the University of Colorado School of Nursing to emphasize human caregiving in the curriculum. Also argues that the preferred future for nursing education is a postbaccalaureate program in human caring, health, and healing that leads to the nursing doctorate. (CH)

  18. Incivility as bullying in nursing education.

    Science.gov (United States)

    Condon, Barbara Backer

    2015-01-01

    Incivility as bullying in the workplace remains an important issue in need of attention. Nursing teaching-learning environments are no different. Acts of bullying can be disruptive and harmful to individuals and institutions. The author in this column discusses the prevalence of incivility as bullying within nursing communities with a focus on those in education. The humanbecoming ethical tenets, shame and betrayal are discussed as they relate to bullying. Suggested means of putting an end to this incivility are presented with a call for all nursing faculty to honor living quality as humanbecoming professionals. © The Author(s) 2014.

  19. What nurses say they do and need: implications for the educational preparation of nurses.

    Science.gov (United States)

    Cheek, Julianne; Jones, Jacqueline

    2003-01-01

    The scope of contemporary nursing is a critical factor in determining the appropriate educational preparation of nurses today and in the future. This qualitative study involved interviewing nurses throughout Australia in a variety of work and geographical settings to develop a snapshot of what nurses are doing, the skills needed and the challenges faced.The snapshot of contemporary practice that emerged is one of considerable diversity, which poses challenges for educators of nurses in terms of what constitutes appropriate or adequate educational preparation for nurses. Understandings of what constitutes clinical skills, and consequently clinical education, are explored as is what calls for 'more' clinical education may actually mean. Caution is raised about educating for present needs that are based on limited conceptions of what constitutes a nursing workplace. It is argued that education for nurses, both initial and on going, must be cognizant of educating for what might be, not simply somewhat short-term imperatives.

  20. Experimental Learning in Nursing Literature Education

    OpenAIRE

    Eskandar Fathiazar; Elnaz Asghari

    2015-01-01

    ​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 sh...

  1. Presentation skills for the nurse educator.

    Science.gov (United States)

    Longo, Anne; Tierney, Carol

    2012-01-01

    With the increase in interdisciplinary bedside rounds, shared governance, and other leadership opportunities, nurses find themselves in positions requiring the creation and delivery of oral presentations. This is not a skill that comes naturally to most nurses and is often noted as the one leadership skill that causes the most personal discomfort. Today educators are in a position to coach inexperienced staff in developing their presentation skills. This article presents recommendations for designing and delivering winning presentations.

  2. Legal issues in clinical nursing education.

    Science.gov (United States)

    Patton, Carla Wheeler; Lewallen, Lynne Porter

    2015-01-01

    Nurse educators are concerned about legal implications of teaching students in clinical settings. Although literature is available about legal issues in working with students in the classroom, there is little recent information on clinical nursing faculty's legal liability when working with students and ways to reduce the risk of becoming involved in a lawsuit. This article discusses the major issues in clinical settings that contribute to lawsuits against faculty and offers suggestions to reduce legal liability with students in clinical settings.

  3. 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.

  4. Does nursing education have a future?

    Science.gov (United States)

    Kitson, A L

    2001-02-01

    This paper analyses the relationship between government and nurse education policy using the current changes in England as a case study. It argues that there are times when ideologies of governments and professions coalesce, signifying the most opportune times for advancement. It also illustrates times when policy shifts are made because nursing is perceived as relatively insignificant in the order of health policies and politics. It goes on to argue that nursing leaders need to be aware of the political and policy context in order to select the most effective methods of moving the agenda forward. Using UK reforms, particularly the English strategy document Making a Difference (Department of Health 1999d) as a case study, the paper analyses recent events in nurse education to illustrate the key points. The paper concludes by suggesting that the nursing profession must recognize promoters and barriers for change and commit itself to the transformation of nursing practice through the realization of a new educational agenda that embraces the principles of new democracy. Namely, these are equality, mutual responsibility, autonomy, negotiated decision-making, inclusivity, collaboration and celebrating diversity.

  5. 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.

  6. 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.

  7. Reevaluating simulation in nursing education: beyond the human patient simulator.

    Science.gov (United States)

    Schiavenato, Martin

    2009-07-01

    The human patient simulator or high-fidelity mannequin has become synonymous with the word simulation in nursing education. Founded on a historical context and on an evaluation of the current application of simulation in nursing education, this article challenges that assumption as limited and restrictive. A definition of simulation and a broader conceptualization of its application in nursing education are presented. The need for an ideological basis for simulation in nursing education is highlighted. The call is made for theory to answer the question of why simulation is used in nursing to anchor its proper and effective application in nursing education.

  8. [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.

  9. Voice Simulation in Nursing Education.

    Science.gov (United States)

    Kepler, Britney B; Lee, Heeyoung; Kane, Irene; Mitchell, Ann M

    2016-01-01

    The goal of this study was to improve prelicensure nursing students' attitudes toward and self-efficacy related to delivering nursing care to patients with auditory hallucinations. Based on the Hearing Voices That Are Distressing curriculum, 87 participants were instructed to complete 3 tasks while wearing headphones delivering distressing voices. Comparing presimulation and postsimulation results, this study suggests that the simulation significantly improved attitudes toward patients with auditory hallucinations; however, self-efficacy related to caring for these patients remained largely unchanged.

  10. A conceptual framework for a mentoring model for nurse educators ...

    African Journals Online (AJOL)

    A conceptual framework for a mentoring model for nurse educators. ... recruiting and retaining nurse educators to meet the demands of teaching and learning ... approaches focusing on reasoning strategies, literature control and empirical data ...

  11. Thinking creatively: from nursing education to practice.

    Science.gov (United States)

    Kalischuk, Ruth Grant; Thorpe, Karran

    2002-01-01

    Creative thinking is a critical link in the teaching-learning process, one that enhances problem solving in nursing practice. This article describes a conceptualization of creativity based on focus groups with 12 post-RN students and two nurse educators. Inherent within the major theme, striving for balance, were three subthemes-enhancing self-esteem, working within structure, and making time for reflection (i.e., process). When participants achieved balance, both personally and professionally, they experienced increased creative energy that resulted in creative expression, subsequently displayed in educational endeavors and clinical practice (i.e., product). Strategies for fostering creativity and criteria for evaluating creativity are offered, and implications for nurse educators, managers, and practitioners are examined.

  12. 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.

  13. [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.

  14. Experiencing nursing education research: narrative inquiry and interpretive phenomenology.

    Science.gov (United States)

    Lindsay, Gail M

    2006-01-01

    Narrative inquiry is emerging from higher education curriculum studies into nursing, and interpretive phenomenology is established in nursing education research. These two research methods are compared by subject matter, agent, method, data and outcome, using examples from nursing education research. This comparison facilitates a researcher's choice of method by showing what is revealed by each type of inquiry and how they differ.

  15. Women Nurses and Male Physicians: Their Educational Relationships.

    Science.gov (United States)

    Bullough, Vern; Bullough, Bonnie

    The implications for nursing education of the fact that nursing started as a woman's occupation in a field dominated by the male physician are considered. Although in 1873 nursing represented a real educational opportunity for large numbers of women, none of the prestigious women's colleges were interested in educating women for careers. In the…

  16. Teaching the ESL Nursing Student: The Relationship between Nurse Educator Background Attributes, Beliefs Concerning the ESL Nursing Student and Instructional Strategies Used by Nurse Educators

    Science.gov (United States)

    Fuller, Bonnie L.

    2012-01-01

    As the U.S. population quickly moves toward linguistic diversity, it is essential that sufficient numbers of linguistically diverse nurses be available to provide care, and nurse educators play a significant role in the preparation of these nurses. Little information was found in the literature about factors that influence the practices of the…

  17. Developments in emergency nursing education in Ghana.

    Science.gov (United States)

    Bell, Sue Anne; Bam, Victoria; Acheampong, Emmanuel

    2015-12-01

    Providing effective emergency nursing is challenging in low- to middle-income countries because of limited resources and an inadequate infrastructure. The role of the emergency nurse is growing throughout sub-Saharan Africa and this will help decrease the burden of acute illness and trauma on both the people and the economies in the area. However, there is a gap in education for emergency nurses in this part of the world which needs to be addressed. This article describes an emergency nursing degree programme in Ghana which was developed in collaboration with a university in the United States and one in Ghana. It also outlines the development and content of the programme and discusses its success and challenges.

  18. 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...

  19. [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.

  20. Using enquiry in learning: from vision to reality in higher education.

    Science.gov (United States)

    Horne, Maria; Woodhead, Kath; Morgan, Liz; Smithies, Lynda; Megson, Denise; Lyte, Geraldine

    2007-02-01

    This paper reports on the contribution of six nurse educators to embed enquiry-led learning in a pre-registration nursing programme. Their focus was to evaluate student and facilitator perspectives of a hybrid model of problem-based learning, a form of enquiry-based learning and to focus on facilitators' perceptions of its longer-term utility with large student groups. Problem-based learning is an established learning strategy in healthcare internationally; however, insufficient evidence of its effectiveness with large groups of pre-registration students exists. Fourth Generation Evaluation was used, applying the Nominal Group Technique and Focus Group interviews, for data collection. In total, four groups representing different branches of pre-registration students (n = 121) and 15 facilitators participated. Students identified seven strengths and six areas for development related to problem-based learning. Equally, analysis of facilitators' discussions revealed several themes related to strengths and challenges. The consensus was that using enquiry aided the development of independent learning and encouraged deeper exploration of nursing and allied subject material. However, problems and frustrations were identified in relation to large numbers of groups, group dynamics, room and library resources and personal development. The implications of these findings for longer-term utility with large student groups are discussed.

  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 use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students.

    Science.gov (United States)

    Young, Nicki; Randall, Jayne

    2014-01-01

    Reforms in the way higher education is delivered in order to address the needs of learners in the 21st century are increasingly being considered by university departments. This has led academics to combine e-learning with more traditional classroom based methods of teaching when designing new modules of study, a method commonly called blended learning. This paper will describe the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. It is imperative that at the point of registration midwifery students possess the skills to identify deviations from normal, initiate immediate actions and make appropriate referrals. The health of women all over the world is of concern to health care professionals. Midwives are increasingly being upon to provide expert care. Midwives need a sound education to allow them to carry out their roles effectively. The International Confederation of Midwives global standards for midwifery education (2010) attempts to address the need for competent caring midwives to help women and families in every corner of the world. The paper will also cover the pedagogical issues considered when blending together the different elements of learning namely: traditional discursive lectures, small group work, e-learning, formative presentations and the use of simulation during a skills and drills day.

  4. 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.

  5. Models for Continuing Nursing Education in Gerontology.

    Science.gov (United States)

    Beckingham, Ann C.

    1995-01-01

    Gerontological faculty should extend teaching into the clinical field to provide continuing education for nurses. Two models are Train the Trainer and a workplace learning package consisting of videotape, self-study modules, and self-directed, problem-based group study. (SK)

  6. Curriculum Revolution: Reconceptualizing Clinical Nursing Education.

    Science.gov (United States)

    Lindeman, Carol A.

    1989-01-01

    While the clinical competence of the nurse is taking on greater importance, the clinical laboratory settings are changing in ways that detract from their suitability for use in entry-level programs. Initial consideration of the health care setting reveals several paradoxes that must be resolved if clinical education is to be affected. (JOW)

  7. Nursing continuing education in the united states

    OpenAIRE

    Robert, B.

    1981-01-01

    THE discussion of nursing continuing education in the United States is approached by a consideration of the following aspects: Definition and Background Evolution of the Concept Administration of the Process Teaching Techniques Range of Subjects Evaluation of the Program Issues and Problems: Mandatory vs. Voluntary Participation Control of the Accreditation Process Responsibility for Participation Program Cost/Availability

  8. Nursing continuing education in the united states

    Directory of Open Access Journals (Sweden)

    B Robert

    1981-09-01

    Full Text Available THE discussion of nursing continuing education in the United States is approached by a consideration of the following aspects: Definition and Background Evolution of the Concept Administration of the Process Teaching Techniques Range of Subjects Evaluation of the Program Issues and Problems: Mandatory vs. Voluntary Participation Control of the Accreditation Process Responsibility for Participation Program Cost/Availability

  9. Something has shifted: Nursing students' global perspective following international clinical placements.

    Science.gov (United States)

    Gower, Shelley; Duggan, Ravani; Dantas, Jaya A R; Boldy, Duncan

    2017-10-01

    To examine understandings of global health issues among nursing students following participation in an international clinical placement during their pre-registration university education. Universities use international clinical placements, especially in developing countries, to develop cultural awareness in students; however, little is known about the longer term influences on students' understandings of global nursing. A retrospective cross-sectional design was used, using an exploratory, descriptive qualitative approach. Individual semi-structured interviews were conducted in 2014 with a purposive sample of 25 pre-registration nursing students from four Western Australian universities who undertook clinical placements across five countries. Data were analysed using inductive thematic analysis. Findings highlight that students developed new understandings around health systems including fragility of resource access, differences in clinical practice and variances in nursing roles between settings. Students also experienced challenges but were able to appreciate alternative world viewpoints. International clinical placements can develop greater awareness and help students form realistic strategies for using their nursing skills globally. Pre-placement training in cultural awareness and health system realities, along with strong supervisory support, is critical to success. © 2017 John Wiley & Sons Ltd.

  10. 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…

  11. 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…

  12. A Sample CISNE [Computerized Information Service for Nursing Educators] Nursing Course.

    Science.gov (United States)

    Alvir, Howard P.

    The Computerized Information Service for Nursing Educators (CISNE) is a computerized information system designed to help nursing instructors exchange ideas in an attempt to improve teaching methods. The system, which is under development, will assist nursing educators by performing eight functions: (1) coding courses for instant input and…

  13. NISE (Nursing Inservice Education Group)

    Science.gov (United States)

    Clubine, Marilyn; And Others

    1973-01-01

    The purpose of the Toronto Inservice Education Group became to meet regularly in order to provide an opportunity to assist and guide those responsible for formulating and carrying out inservice education. Article outlines their objectives. (Author/RK)

  14. NISE (Nursing Inservice Education Group)

    Science.gov (United States)

    Clubine, Marilyn; And Others

    1973-01-01

    The purpose of the Toronto Inservice Education Group became to meet regularly in order to provide an opportunity to assist and guide those responsible for formulating and carrying out inservice education. Article outlines their objectives. (Author/RK)

  15. Community Health Nursing Curriculum. Components in Baccalaureate Nursing Education.

    Science.gov (United States)

    Catell, Grace Manion

    Community health nursing curriculum components in a sample of baccalaureate nursing programs were investigated. Questionnaires were sent to a sample of 12 National League of Nursing (NLN) accredited, generic, baccalaureate nursing programs representative of the four NLN regions in the United States. Community health nursing content in theory…

  16. Teams and team management in nurse education.

    Science.gov (United States)

    Richardson, M

    1992-04-01

    Nursing traditionally relied upon power-coercive and status-oriented management styles similar to those which have underpinned failing British industry but team work and team management styles underpin the success and excellence of organisations in industry and commerce. The author argues that such team work and team management can create the dynamic 'problem-solving' style required for the management of complex issues such as exist within nurse education today. The author presents an outline of teams, their characteristics and the models currently available for managing, building and maintaining teams.

  17. Designing authentic assessment: strategies for nurse educators.

    Science.gov (United States)

    Poindexter, Kathleen; Hagler, Debra; Lindell, Deborah

    2015-01-01

    Increased emphasis on health care safety requires renewed attention to teaching and learning processes for future health care professionals. When presented with problems situated in a clinical context, learners have rich opportunities to demonstrate integration of concepts. Authentic assessment is an approach to evaluation of learning through which students can demonstrate acquired knowledge, skills, and attitudes in the context of real-world or realistic nursing practice activities. This article describes features, approaches, and examples of authentic assessment processes in the context of classroom, clinical, and online nursing education.

  18. Analysis of a government policy to address nursing shortage and nursing education quality.

    Science.gov (United States)

    Abhicharttibutra, K; Kunaviktikul, W; Turale, S; Wichaikhum, O-A; Srisuphan, W

    2017-03-01

    A well-educated, sufficient nursing workforce improves population health and standards of nursing care. Analysing workforce policies assists nurses to learn from the past and develop better future policies. Describe policy-making processes in the first Thai government plan to increase nursing capacity and improve nursing education quality. A qualitative study employing Longest's model to examine policy-making processes. Data were obtained from 28 in-depth interviews with key informants, who had been committee members and former deans of nursing involved with the policy processes in the 1990s. Both qualitative and quantitative data were extracted from relevant documents, and content analysis employed with all data. Three policy phases were identified. Policy formulation, where three streams of problems, politics and policy resulted in identification of nursing shortage, changes of government incumbents and needing to increase nurse production; Policy implementation included creating methods of implementation, appointing responsible people and committees, creating operational plans, producing more nurses and faculty development projects and Policy modification which incorporated implementing the first Thai international doctoral degree in English, a collaborative programme between universities. Not all key informants could be accessed due to the passage of time. Findings are unique to Thailand but inform internationally of nurses' abilities and need to be involved in policy. Nurses were involved in all policy phases. While the policy produced positive developments in growing nursing capacity and education in the past, nursing shortages remained and are now acute in Thailand. Lessons learned from this policy analysis help explain why the nursing education and nursing shortage policy was legislated through the government agenda, and the active involvement of Thai nurses in this process. Nurses globally need to be at the policy-making table to try to reduce nursing

  19. 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.

  20. Ward management: education for senior staff nurses.

    Science.gov (United States)

    Reed, Sarah

    2008-04-01

    The key professional challenges for senior staff nurses relate to managerial rather than clinical issues, but there appears to be a lack of educational preparation for the managerial roles expected of them. An educational service was developed, implemented and evaluated in a specialist paediatric unit to address senior staff nurses' concerns related to managerial aspects of their role. An organisational development model was used to negotiate a work-based learning programme that incorporated practice competencies. This was undertaken at an Agenda for Change implementation site, which enabled the Knowledge and Skills Framework (KSF) to be trialled in practice. The educational programme was evaluated positively and practice competency evaluations highlighted how the KSF dimensions provided a usable and relevant breakdown of managerial and leadership issues. The framework provided a professional development tool for staff wishing to progress their managerial knowledge and skills while under supervision.

  1. Is graduate entry education a solution to increasing numbers of men in nursing?

    Science.gov (United States)

    McKenna, Lisa; Vanderheide, Rebecca; Brooks, Ingrid

    2016-03-01

    Males have traditionally constituted a very small proportion of the nursing workforce in many countries, including Australia. Together with a need to address the gender imbalance, nursing workforce shortages require strategies for recruiting new nurses, including males. This study examined characteristics of males entering one accelerated graduate entry masters pre-registration nursing program in Victoria, Australia. A quantitative survey gathered a variety of demographic data and factors relating to participants' decisions to undertake nursing. Data were analysed using descriptive statistics including frequencies and distributions. Forty-three male nursing students from four cohorts of the Master of Nursing Practice (MNP) course from 2009 to 2011 completed the survey. The proportion of males (30%) was considerably greater than traditional nursing courses and the profession generally. Participants demonstrated wide distributions in age ranges, professional backgrounds and previous years in the workforce. Graduate entry appears attractive to males of varying ages, personal and professional backgrounds. More research is needed to examine this phenomenon on a larger scale.

  2. 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.

  3. Technological competencies in cardiovascular nursing education

    Directory of Open Access Journals (Sweden)

    Rika Miyahara Kobayashi

    2015-12-01

    Full Text Available Abstract OBJECTIVE To identify the perception of the coordinators of the Specialization Courses in Cardiovascular Nursing about inserting content from Information and Communication Technology (ICT and analyze them in relation to the technological competencies and regarding its applicability, relevance and importance in assisting, teaching and management. METHOD Descriptive study with 10 coordinators of the Specialization course in Cardiologic Nursing, who replied to the questionnaire for the development of technological competency adapted from the Technology Initiative Guidelines Education Reforms (TIGER, and analyzed using the Delphi technique for obtaining consensus and scored according to the relevance, pertinence and applicability using Likert scale according to degree of agreement. RESULTS Six courses developed ICT content. The contents of the TIGER were considered relevant, pertinent and applicable. CONCLUSION The coordinators recognize the need for technological competencies of the Cardiovascular Nurse for healthcare applicability.

  4. [Technological competencies in cardiovascular nursing education].

    Science.gov (United States)

    Kobayashi, Rika Miyahara; Leite, Maria Madalena Januário

    2015-12-01

    To identify the perception of the coordinators of the Specialization Courses in Cardiovascular Nursing about inserting content from Information and Communication Technology (ICT) and analyze them in relation to the technological competencies and regarding its applicability, relevance and importance in assisting, teaching and management. Descriptive study with 10 coordinators of the Specialization course in Cardiologic Nursing, who replied to the questionnaire for the development of technological competency adapted from the Technology Initiative Guidelines Education Reforms (TIGER), and analyzed using the Delphi technique for obtaining consensus and scored according to the relevance, pertinence and applicability using Likert scale according to degree of agreement. Six courses developed ICT content. The contents of the TIGER were considered relevant, pertinent and applicable. The coordinators recognize the need for technological competencies of the Cardiovascular Nurse for healthcare applicability.

  5. Explaining the experiences of nurses about post-registration nursing education context: A qualitative study

    Directory of Open Access Journals (Sweden)

    A. A Vaezi

    2012-11-01

    Full Text Available Introduction: One of the ways that can improve scientifically the nursing care behaviors is Post-Registration Nursing Education and sttaf development process. To achieve this objective appropriate context Post-Registration Education must be provided for nurses. Currently, despite the legal requirement for continuing education for nurses, this goal has not been achieved as desired. To achieve this goal, the underlying cause should be investigated. Therefore, the aim of this study was to explore nurses' experiences of nursing continuing education context by a qualitative study.  Methods: The study with a qualitative approach was conducted in 2011, 23 people from the Educational Supervisors, nurse managers and nurses with a purposeful sampling participated in the study . The data collected by unstructured interviews and field notes and were analyzed using conventional content analysis .  Results: During the process of content analysis, participants explained three themes includeing: 1 insufficient attitude to the required training 2 inadequate support 3 Passive training monitoring and the main theme of the study was inadequate perception of their legal education.  Conclusion: Currently, due to lack of motivation, support and effective supervision of Post-Registration Nursing Education nurses involved inactively in the learning process and continuing education is limited to the statutory approvals and business benefits of training for nurses and their organizations. So To improve this situation is required attention and good infrastructure Includeing adequate support and effective supervision.

  6. Modernization of Nursing Education and Nurse' It Competence

    OpenAIRE

    Šakalytė, Danguolė

    2015-01-01

    The use of technology in nursing is not new; in fact, nurses have become proficient in utilizing and adapting complex technology into caring nursing practice. Since nurses are the largest group of health care providers, discipline-specific competencies in the use of ICT and other technologies are imperative. This realization has catalyzed the steady development of nursing informatics. Nursing schools demonstrate use of recognized approaches to teaching and learning in their programs, includin...

  7. Critical Thinking and the Standards of Nursing Education

    OpenAIRE

    Yang Heui Ahn

    2004-01-01

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

  8. Service-Learning in Community College Nursing Education.

    Science.gov (United States)

    Holloway, Anne Safran

    2002-01-01

    A community college nursing program in Hawaii partners with the American Red Cross in service learning projects that prepare nursing students as AIDS prevention educators. Flexibility and partner commitment eased the challenges of time constraints, funding gaps, and workloads. (SK)

  9. Critical care nursing practice and education in Rwanda

    African Journals Online (AJOL)

    1 School of Nursing and Midwifery, University of Rwanda, Kigali, Rwanda. 2 School of .... the Ministry of Disaster Management and Refugees Affairs[12] found that 100 .... The educational plan for nurses in some health facilities in Rwanda.

  10. 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)

  11. 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)

  12. 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.

  13. Closing the gap in nursing education:Comparing nursing registration systems in Australia and China

    Institute of Scientific and Technical Information of China (English)

    Carol Chunfeng Wang

    2016-01-01

    Aim: To provide a better understanding of how the nursing registration process in China compares to that of Australia and to identify common features and potential barriers that may affect or facilitate the development of China's ever-demanding need for healthcare and nursing education. Background: Chinese nursing graduates are increasingly being used to augment the shortage of nurses in other countries, including Australia. However, China is desperately in need of strategies to cope with its current challenges in healthcare and nursing education. There is little discussion concerning the differences in nursing registration systems between countries, such as China and Australia. It is unknown how the differences and potential similarities of nursing registration systems in these two countries contribute to or impede nurses' training in China; or the potential for these Australia trained Chinese nursing returnees to cope with the challenges China is facing. Evaluation: Using Bereday's four steps comparison method, this paper will describe, explain, compare, and contrast the nursing registration systems of Australia and China. Key issues: Differences were found in the qualification requirements for:(1) initial registration, (2) levels of registration, (3) continuing professional development, (4) requirements of the registration renewal process, and (5) whether each country has a national nursing registration system. These factors may affect nursing education and healthcare development in China. Conclusions: Although differences in the nursing registration process between Australia and China were identified, the insights gained from this study support the development of strategies to help with China's ever-demanding need for nursing education and healthcare development, thereby alleviating its nursing shortage. Implications for nursing management: The implications of globalization of nursing education, research, and clinical practice, coupled with the nursing shortage

  14. 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

  15. A family nursing educational intervention supports nurses and families in an adult intensive care unit.

    Science.gov (United States)

    Eggenberger, Sandra K; Sanders, Marita

    2016-11-01

    The family experience of critical illness is filled with distress that may have a lasting impact on family coping and family health. A nurse can become a source of comfort that helps the family endure. Yet, nurses often report a lack of confidence in communicating with families and families report troubling relationships with nurses. In spite of strong evidence supporting nursing practice focused on the family, family nursing interventions often not implemented in the critical care setting. This pilot study examined the influence of an educational intervention on nurses' attitudes towards and confidence in providing family care, as well as families' perceptions of support from nurses in an adult critical care setting. An academic-clinical practice partnership used digital storytelling as an educational strategy. A Knowledge to Action Process Framework guided this study. Results of pre-intervention data collection from families and nurses were used to inform the educational intervention. A convenience sample of family members completed the Iceland Family Perceived Support Questionnaire (ICE-FPSQ) to measure perception of support provided by nurses. Video, voice, and narrative stories of nurses describing their experiences caring for family members during a critical illness and family members' experiences with a critically ill family member also guided education plans. When comparing the pre and post results of the Family Nurse Practice Scale (FNPS), nurses reported increased confidence, knowledge, and skill following the educational intervention. Qualitative data from nurses reported satisfaction with the educational intervention. Findings suggest that engaging nurses in educational opportunities focused on families while using storytelling methods encourages empathic understandings. Academic-clinician teams that drive directions show promise in supporting families and nurses in critical care settings. Plans are moving forward to use this study design and methods in

  16. 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.

  17. Academic nurse leaders' role in fostering a culture of civility in nursing education.

    Science.gov (United States)

    Clark, Cynthia M; Springer, Pamela J

    2010-06-01

    Academic incivility is disruptive behavior that substantially or repeatedly interferes with teaching and learning. Incivility on college campuses jeopardizes the welfare of all members of the academy. Academic nurse leaders play a critical role in preventing and addressing academic incivility because these behaviors can negatively affect learning and harm faculty-student relationships. Although studies on student and faculty incivility have been conducted in nursing education, there are no known studies regarding the perceptions of academic nurse leaders about this problem. This is the first known study to investigate the perceptions of 126 academic nurse leaders (deans, directors, and chairpersons) from 128 associate degree in nursing and bachelor of science nursing programs in a large western state. Academic nurse leaders responded to five open-ended questions regarding their perceptions of stressors that affect nursing faculty and students, the uncivil behaviors exhibited by both groups, and the role of leadership in preventing and addressing incivility in nursing education.

  18. [Nursing competences and basic education: descriptive study on new-graduate nurses].

    Science.gov (United States)

    Mecugni, Daniela; Sforacchi, Federica; Amaducci, Giovanna; Iemmi, Marina; Finotto, Stefano

    2013-01-01

    The pressing need by the health organizations of new-graduate nurses immediately able to take full charge of the ward, together with the radical changes of nursing education, led the professional community to discuss the education of new-graduate nurses. To describe if new-graduate nurses at the Nursing Degree Course in Reggio Emilia, have the competences adequate to the demands of the health care organizations. Fifty ward Nursing Manager of a National health Service, where new-graduate nurses of the 2009-2010 academic year were emploied by at least one month were interviewed by phone. A list of 34 competences were identified and grouped into six skill areas (taking care, technical, managerial, communication, professional ethics, education and professional updating); for each, respondents had to rank the level of compentence on a Likert scale from 1 not able to 5 fully able. According to Nursing Managers new-graduate nurses are able to identify the patient care problems (mean score 4.1+0.8), to perform nursing techniques (mean score 4.4+0.7) and to meet the deadlines of the organizations (mean score 4.2+0.8). All Nursing Managers agree that new-graduate nurses have required skills and knowledge to work in their units. The level of expertise of by new-graduates in the areas investigated appears adequate to fulfill the role of nurse in health care organizations after a short period of coaching by a senior nurse.

  19. Integrating quality and safety education into clinical nursing education through a dedicated education unit.

    Science.gov (United States)

    Masters, Kelli

    2016-03-01

    The Institute of Medicine and American Association of Colleges of Nursing are calling for curriculum redesign that prepares nursing students with the requisite knowledge and skills to provide safe, high quality care. The purpose of this project was to improve nursing students' knowledge of quality and safety by integrating Quality and Safety Education for Nurses into clinical nursing education through development of a dedicated education unit. This model, which pairs nursing students with front-line nursing staff for clinical experiences, was implemented on a medical floor in an acute care hospital. Prior to implementation, nurses and students were educated about the dedicated education unit and quality and safety competencies. During each clinical rotation, students collaborated with their nurses on projects related to these competencies. Students' knowledge was assessed using questions related to quality and safety. Students who participated in the dedicated education unit had higher scores than those with traditional clinical rotations. Focus groups were held mid-semester to assess nurses' perceptions of the experience. Five themes emerged from the qualitative data including thirsting for knowledge, building teamwork and collaboration, establishing trust and decreasing anxiety, mirroring organization and time management skills, and evolving confidence in the nursing role. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. 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.

  1. Tripartite Assessment of Learners during Practice Placements in Midwifery Pre-Registration Programmes

    Science.gov (United States)

    Doughty, Rowena; Harris, Tina; McLean, Moira

    2007-01-01

    Purpose: The School of Nursing and Midwifery at De Montfort University has been consistently successful in producing student midwives who are, by the end of their chosen programme, fit for practice, purpose and award according to the DMU. This paper aims to investigate this claim. Design/methodology/approach: The paper looks at De Montfort…

  2. Flipping the statistics classroom in nursing education.

    Science.gov (United States)

    Schwartz, Todd A

    2014-04-01

    Flipped classrooms are so named because they substitute the traditional lecture that commonly encompasses the entire class period with active learning techniques, such as small-group work. The lectures are delivered instead by using an alternative mode--video recordings--that are made available for viewing online outside the class period. Due to this inverted approach, students are engaged with the course material during the class period, rather than participating only passively. This flipped approach is gaining popularity in many areas of education due to its enhancement of student learning and represents an opportunity for utilization by instructors of statistics courses in nursing education. This article presents the author's recent experiences with flipping a statistics course for nursing students in a PhD program, including practical considerations and student outcomes and reaction. This transformative experience deepened the level of student learning in a way that may not have occurred using a traditional format.

  3. A mandate for nursing education leadership: change.

    Science.gov (United States)

    Booth, R Z

    1994-01-01

    Changes occurring in both the internal and external environments are causing the role of the nurse education executive to undergo a major revolution. Health care reform, and numerous other events in society, are causing organizations, corporations, and states to experience an unprecedented rate of change to redesign administrative and work group structures and functions, and to realign decision making. Because of the complexity and magnitude of change, it is imperative that faculty and administration design the work of the organization to prevent duplication of effort and be active, innovative, and creative in their respective areas of responsibility. The nurse education executive's challenge is to be prepared to lead change and to manage rapid change in an ambiguous and flexible environment.

  4. Promoting cultures of thinking: transforming nursing education to transform nursing practice.

    Science.gov (United States)

    Freed, Patricia E; McLaughlin, Dorcas E

    2013-01-01

    Contemporary nursing education is highly invested in the development of the academic, critical, and empirical aspects of education that represent the science of nursing, and concomitantly less attentive to the development of the creative, interpersonal aspects of education typically associated with the art of nursing. This represents a reversal of historic patterns in nursing education, but the pendulum may have swung so far that there could be costs to nursing practice unless the creative, interpersonal aspects of education can be reclaimed and balanced. Ideas and suggestions regarding how nurse educators might foster the creation of cultures of thinking, which represent whole-brain, integrated teaching approaches that are based on emerging neurocognitive evidence, are discussed.

  5. Nursing education: Flipping the classroom.

    Science.gov (United States)

    Hessler, Karen L

    2016-02-18

    This article will introduce the innovative educational concept of the "flipped classroom." How to implement the flipped learning model will be addressed within the framework of The Intentional Instruction Environment Model.

  6. 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.

  7. Language proficiency and nursing registration.

    Science.gov (United States)

    Müller, Amanda

    2016-02-01

    This discussion paper focuses on English proficiency standards for nursing registration in Australia, how Australia has dealt with the issue of language proficiency, and the factors which have led to the establishment of the current language standards. Also, this paper will provide a comparison of the two language tests that are currently accepted in Australia (OET and IELTS), including the appropriateness of these tests and the minimum standards used. The paper will also examine the use of educational background as an indicator of language proficiency. Finally, communication-based complaints in the post-registration environment will be explored, and some discussion will be provided about why pre-registration measures might have failed to prevent such problematic situations from occurring.

  8. 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.

  9. 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

  10. Success for Students and Nurses With Disabilities: A Call to Action for Nurse Educators.

    Science.gov (United States)

    Marks, Beth; McCulloh, Karen

    2016-01-01

    This article presents a "call to action" for nurse educators to identify and implement best practices supporting the success of students with disabilities given recent federal legislative changes. Best practices for educating students with disabilities in nursing education are discussed. Increasing our understanding of disability from a variety of models--not just the medical model--will promote greater diversity and inclusivity within the nursing profession, which will enhance patient care.

  11. Family nursing practice and education: what is happening in Japan?

    Science.gov (United States)

    Moriyama, Michiko

    2008-11-01

    Significant developments in family nursing in Japan are described and analyzed beginning with the political and health care legislation in the country that stimulated a need for family nursing and the early adoption of family nursing theories and models by visionary leaders in nursing education. In 1994, Japan was the first country in the world to establish a national family nursing association, the Japanese Association for Research in Family Nursing, that provided the necessary infrastructure and leadership for family nursing in Japan to flourish. The strengths and challenges of family nursing in Japan are identified and a call is made for innovations in nursing curricula as well as global networking of family nurses around the world.

  12. 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.

  13. 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.

  14. MENTAL HEALTH AND PSYCHIATRIC NURSING IN PRACTICAL NURSE EDUCATION. FINAL REPORT.

    Science.gov (United States)

    CRAWFORD, ANNIE L.

    THIRTY-ONE PROFESSIONAL NURSE EDUCATORS IN SCHOOLS OF PRACTICAL NURSING IN THE SOUTHEAST ATTENDED A TWO-WEEK CLINICAL WORKSHOP ON PSYCHIATRIC NURSING AT WESTERN STATE HOSPITAL, STAUNTON, VIRGINIA, IN AUGUST 1966. THEY RECONVENED FOR A THREE-DAY FOLLOW-UP CONFERENCE AT ATLANTA, GEORGIA, IN JANUARY 1967. THE PROJECT WAS UNDERTAKEN TO UPDATE THE…

  15. 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.

  16. 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…

  17. 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…

  18. Deterrents to Nurses' Participation in Continuing Professional Education as Perceived by Licensed Nurses in Oklahoma

    Science.gov (United States)

    Fahnestock, Annetta Bethene

    2012-01-01

    Little is known about the deterrents to licensed nurses' participation in continuing professional education (CPE) in Oklahoma, the licensed nurses' preferred method for obtaining CPE, and the ways in which employers support participation in CPE. A random sample of 78 licensed nurses in Oklahoma completed a 20 item questionnaire and a 40 item…

  19. Evaluation of an educational intervention on breastfeeding for NICU nurses.

    Science.gov (United States)

    Siddell, Erica; Marinelli, Kathleen; Froman, Robin D; Burke, Georgine

    2003-08-01

    The effect of breastfeeding education on breastfeeding knowledge and attitudes of nurses in a neonatal intensive care unit (NICU) was evaluated. NICU nurses (intervention) and pediatric nurses (untreated control) working at a northeastern US children's hospital participated in the pretest/posttest design study. Both groups answered the same breastfeeding questionnaire on 2 occasions. NICU nurses completed the questionnaire the second time after attending the education session. Outcome measures evaluated by questionnaire items were (1) breastfeeding knowledge, (2) pro-breastfeeding attitudes, (3) baby-focused care attitudes, and (4) nurse-focused care attitudes. Comparison groups were similar at pretest on demographic variables and remained so despite attrition between pretesting and posttesting. A significant increase (P NICU nurses' breastfeeding knowledge after the education session. Findings suggest that an educational intervention has potential for improving NICU nurses' knowledge and certain attitudes about breastfeeding but may not alter other attitudes of interest in the desired direction.

  20. An Educational Panopticon? New Technology, Nurse Education and Surveillance.

    Science.gov (United States)

    Epling, Michael; Timmons, Stephen; Wharrad, Heather

    2003-01-01

    Web-based learning can be liberating and enhance autonomy and reflection. However, new forms of computer-based learning also have the potential for panoptic surveillance and control of students, practices that are inimical to the values and philosophy of nursing education. (Contains 37 references.) (SK)

  1. Patient education of children and their families: nurses' experiences.

    Science.gov (United States)

    Kelo, Marjatta; Martikainen, Marja; Eriksson, Elina

    2013-01-01

    The aims of this study were to describe significant patient education sessions, and to explore nurses' empowering and traditional behavior in the patient education process of children and their families. The qualitative critical incident technique was used by interviewing 45 nurses in pediatric units. Data were analyzed using content analysis. Each starting point for patient education, educational outcome, and professional aspects was the characteristic that made patient education sessions significant. Nurses using the empowering behavior conducted the education process with holistic and multi-method need assessment, adequate preparation and objectives, patient-oriented education, and interactive communication, as well as multi-method evaluation and promotion of patient participation. Traditional behavior was described as nurse-oriented or insufficient in every phase of the process. These findings indicate that more training for nurses and administrative measures are needed in hospitals to enhance the empowering education of children and their families.

  2. Analysis of nursing education in Ghana: Priorities for scaling-up the nursing workforce.

    Science.gov (United States)

    Bell, Sue Anne; Rominski, Sarah; Bam, Victoria; Donkor, Ernestina; Lori, Jody

    2013-06-01

    In this cross-sectional study, the strengths, challenges and current status of baccalaureate nursing education in Ghana were described using a descriptive design. The World Health Organization Global Standards for the Initial Education of Nurses and Midwives were used as the organizing framework, with baseline data on the status of nursing education from two state-funded universities in Ghana presented. A serious shortage of qualified faculty was identified, along with the need for significant upgrading to the existing infrastructure. Additionally, the number of qualified applicants far exceeds the available training slots. Faculty and infrastructure shortages are common issues in nursing education and workforce expansion; however, in low-resource countries, such as Ghana, these issues are compounded by high rates of preventable disease and injury. An understanding of the strengths and challenges of nursing education in Ghana can inform the development of strategies for nursing workforce expansion for other low-resource countries.

  3. American Nurses Association Nursing World

    Science.gov (United States)

    ... ANA Staff Nurses Advanced Practice Nurses Nurse Managers Nursing Research Student Nurses Educators What is Nursing? NursingWorld About ... Online Course Alert! The Ins and Outs of Nursing Research 11/09/16 ANA Ready to Work with ...

  4. [Transdisciplinarity in distance education: a new paradigm in Nursing education].

    Science.gov (United States)

    Martins, Thaís Yamasaki de Campos; Ribeiro, Rita de Cássia; Prado, Cláudia

    2011-01-01

    This article aimed to reflect on the need of applying transdisciplinarity in distance education, since it presumes a new model, transition, change, and transformation. The goal of distance education is the supportive use in virtual and interactive learning environments, allowing the integration of multiple media tools, in an organized manner, to the production, interaction and knowledge socialization elaboration. In Brazil, nursing education has several experiences in using distance education with promising results, demonstrating good acceptance on the part of students and improvements on teaching-learning process.

  5. 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.

  6. Higher education in nursing: nursing's perfect storm or perfect opportunity?

    Science.gov (United States)

    Brown, Sylvia T

    2012-01-01

    Many new nursing leaders who assume deanships, or assistant or interim deanships, have limited education, experience, and/or background to prepare them for the job. To assist new deans and those aspiring to be deans, the authors of this department, 2 deans, offer survival tips based on their personal experiences and insights. They address common issues, challenges, and opportunities that face academic executive teams, such as negotiating an executive contract, obtaining faculty lines, building effective work teams, managing difficult employees, and creating nimble organizational structure to respond to changing consumer, healthcare delivery, and community needs. The authors welcome counterpoint discussions with readers. This issue's article is by guest author Dr Sylvia Brown, dean, East Carolina University.

  7. Computer literacy in nursing: developing the information technology syllabus in nursing education.

    Science.gov (United States)

    Saranto, K; Leino-Kilpi, H

    1997-02-01

    This study has two main purposes: first, to identify and describe the computer skills required in nursing; and second, to find out what should be taught about information technology in nursing education. A three-round Delphi survey was carried out with a panel of experts representing nursing practice, nursing education, nurse students and consumers. The panel showed a consensus of opinion on 71% of the items included in the questionnaire designed for the study. The experts agreed that nurses must know how to use the computer for word-processing purposes, for accessing and using the hospital information system, and for e-mailing. Nurses must also be aware of system security and show a positive attitude towards computers. It is concluded that hospital information systems and nursing informatics should be integrated into laboratory and hospital training.

  8. Intellectual disability health content within nursing curriculum: An audit of what our future nurses are taught.

    Science.gov (United States)

    Trollor, Julian N; Eagleson, Claire; Turner, Beth; Salomon, Carmela; Cashin, Andrew; Iacono, Teresa; Goddard, Linda; Lennox, Nicholas

    2016-10-01

    Individuals with intellectual disability experience chronic and complex health issues, but face considerable barriers to healthcare. One such barrier is inadequate education of healthcare professionals. To establish the quantity and nature of intellectual disability content offered within Australian nursing degree curricula. A two-phase national audit of nursing curriculum content was conducted using an interview and online survey. Australian nursing schools offering pre-registration courses. Pre-registration course coordinators from 31 universities completed the Phase 1 interview on course structure. Unit coordinators and teaching staff from 15 universities in which intellectual disability content was identified completed the Phase 2 online survey. Quantity of compulsory and elective intellectual disability content offered (units and teaching time) and the nature of the content (broad categories, specific topics, and inclusive teaching) were audited using an online survey. Over half (52%) of the schools offered no intellectual disability content. For units of study that contained some auditable intellectual disability content, the area was taught on average for 3.6h per unit of study. Units were evenly distributed across the three years of study. Just three participating schools offered 50% of all units audited. Clinical assessment skills, and ethics and legal issues were most frequently taught, while human rights issues and preventative health were poorly represented. Only one nursing school involved a person with intellectual disability in content development or delivery. Despite significant unmet health needs of people with intellectual disability, there is considerable variability in the teaching of key intellectual disability content, with many gaps evident. Equipping nursing students with skills in this area is vital to building workforce capacity. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  9. [Insights about the challenge of nursing education administration].

    Science.gov (United States)

    Dias, Denise Costa; Murofuse, Neide Tiemi; Schneider, Jacó Fernando; Tonini, Nelsi Salete; de Oliveira, Beatriz Rosana Gonçalves

    2004-01-01

    This article aims to trigger ideas and to point elements to for leaders' development to nursing education administration. While assuming the administrative role is necessary to understand the dimension of the educational process as something that goes beyond the simple knowledge transference. We present issues related to the nursing education dimensions, about the building a political pedagogical guideline to actions of professional development, based in the policies for the nursing curriculum. We mention the role of faculty leaders in the courses external and internal evaluation. We also present the need to redirect nurses' education to prepare them to respond properly (technically, scientifically and politically) to the workforce demand.

  10. The Bellarmine Outreach Consortium: An Innovative Approach to Nursing Education.

    Science.gov (United States)

    Algren, Chris L.; Hockenberger, Susan

    The Bellarmine Outreach Consortium, which provides access to baccalaureate and masters education in nursing for registered nurses in Kentucky, West Virginia, and Tennessee, is described. The components of a marketing process for colleges are also considered, with attention to product, place, price, and promotion. The nursing department of…

  11. Can Educational Methods Influence the Popularity of Psychiatric Nursing?

    Science.gov (United States)

    Happell, Brenda; Rushworth, Louise

    2000-01-01

    Comparison of 30 nursing students given psychiatric nursing education and 27 controls showed that exposure to psychiatric nursing increased interest in this career option. Negative views of the specialty held by both experimental and control groups before the study remained unchanged only in the control group. (SK)

  12. 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'…

  13. Cancer Nursing Education: Literature Review and Documentary Analysis.

    Science.gov (United States)

    Langton, Helen; Blunden, Gillian; Hek, Gill

    The knowledge and skills needed by cancer nurses and the content and strategies of England's existing cancer nursing education programs were examined. The study included a comprehensive literature review and an analysis of course documents from selected English National Board-approved post-qualifying cancer nursing and palliative care courses…

  14. 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.…

  15. 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…

  16. 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.

  17. 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.

  18. Comparison of nurse educators' and nursing students' descriptions of teaching codes of ethics.

    Science.gov (United States)

    Numminen, Olivia; Leino-Kilpi, Helena; van der Arend, Arie; Katajisto, Jouko

    2011-09-01

    This study analysed teaching of nurses' codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses' codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students' perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the use of these methods were statistically significant. Students' knowledge of and their ability to apply the codes was mediocre. Most educators and students assessed educators' knowledge of the codes as adequate for teaching. These educators also taught the codes more extensively and these students perceived the teaching as more extensive. Otherwise educators' and students' socio-demographic variables had little association with the teaching. Research should focus on the organization and effectiveness of ethics education, and on educators' competence.

  19. Service and education share responsibility for nurses' value development.

    Science.gov (United States)

    Schank, M J; Weis, D

    2001-01-01

    This article examines professional values of senior baccalaureate nursing students and practicing nurses. An important finding was that practicing nurses rated behaviors reflecting values in the American Nurses Association (ANA) Code for Nurses as more important than did senior students, thereby supporting the notion that practice contributes to value formation. The ongoing development and internalization of the nursing professions' values requires active involvement by staff development educators. The phenomena of value formation and development of professional values appear to mirror the novice to expert model.

  20. [Nurse-teacher: a dialogue with pedagogical education].

    Science.gov (United States)

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

    2007-01-01

    College faculty presents itself as an important subject matter in a moment of transformation on nursing education characterized by syllabus and methodological changes. This assignment aimed to reflect upon the pedagogical education of the nurse-teacher in order to make this education appropriate to assist the new educational demands of society which are considered by the Syllabus Guidelines of Nursing Graduation. It is about a bibliographical study. The literature review permits to state that pedagogical education is necessary for the nurse-teacher to educate a nurse capable of acting in all care dimensions as a promoter for the health of the citizen, the family and the community. In this context, the reflecting practice is pointed out as guideline to the development of faculty education.

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

    Science.gov (United States)

    Larmon, Brandy H.

    2015-01-01

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

  2. 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…

  3. Integrating clinical guidelines into nursing education.

    Science.gov (United States)

    Higuchi, Kathryn A S; Cragg, C E; Diem, Elizabeth; Molnar, Jeanne; O'Donohue, Mary S

    2006-01-01

    A project planning group consisting of college and university representatives from a collaborative undergraduate nursing program developed an inclusive, process-oriented faculty development initiative to enhance the integration of clinical guidelines in clinical courses. In the first phase, results of a needs assessment were used to inform the development of a six-hour workshop for the third year clinical faculty in acute care, mental health, and community health. Pre-post surveys were conducted with students and clinical faculty during the first phase. Results from the workshop and surveys were used to develop a four-hour workshop for clinical faculty in all years of the program. The relatively short workshop process shows promise for initiating integration of clinical guidelines in undergraduate nursing education.

  4. From experience to integration: the arts in nursing education.

    Science.gov (United States)

    McCaffrey, Ruth; Purnell, Marguerite

    2007-01-01

    Exploring the expressive arts within nursing education promotes understanding of what it means to be human and allows students to communicate with patients in unique and meaningful ways. "Arts in Healing," a three-credit elective course designed to provide experiences in creating and appreciating different art forms and to illuminate the healing elements in each, was offered in both the graduate and undergraduate nursing programs. Students at all levels, including pre-nursing, participated together. The article provides a course description and objectives and discusses implications for nurse educators. Examples of how nurses integrated what they learned from the course into their own practice are provided.

  5. Nurses, Inc.: expansion and commercialization of nursing education in the Philippines.

    Science.gov (United States)

    Masselink, Leah E; Lee, Shoou-Yih Daniel

    2010-07-01

    Exporting nurses has been a long-standing economic strategy for the Philippine government, despite the fact that the Philippines' domestic health system is weak and existing supplies of health workers are poorly distributed. This study explores the role of nursing schools as "migrant institutions" in expanding and commercializing nursing education and perpetuating the link between nursing education and migration. Data were collected primarily via in-depth interviews of key informants (nursing school administrators and policymakers) in the Philippines. Results suggest that nursing schools have expanded migration opportunities by making nursing educational available to more students and more diverse student populations. Also, some nursing schools have acted to control the licensure and recruitment processes by establishing commercial relationships with licensure exam review centers and recruitment agencies. These activities perpetuate the culture of migration in the country's nursing profession and indirectly contribute to declining quality of nursing education, misuse of scarce resources, corruption in the nursing sector, and exacerbation of existing health workforce imbalances.

  6. Current trends, innovations and issues in nursing education to cater for the bottom billion nurses

    Directory of Open Access Journals (Sweden)

    Pek-Hong Lim

    2012-07-01

    Full Text Available Nurse education is undergoing a processof transition. Nurses worldwide are working towardsachievement of higher levels of education and trainingthrough an improved education system. Current trendsand innovations in nursing education are emerging toprepare more nurses and to deliver education to studentsacross geographical boundaries while taking intoconsideration their work and family responsibilities. Thecurrent trends and innovations in nursing educationrange from full time face-to-face interactions to distanceeducation programmes. Teaching approaches such asblended learning, online or e-Learning have providednurses with an avenue for continuing education fordevelopment and progression in their career pathways.Every nurse aspires to reach her highest potential. Whilethe current trends and innovations in nursing educationprovides the flexibility for nurses to continue learningand upgrade their professional qualifications, there areissues to be considered in catering to the needs of thebottom billion nurses. An exploration of related issueswill include views from different perspectives, such asthat of the institution/provider, instructor/facilitatorand student/learner involved in the development andimplementation of the related education programmes.

  7. 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.

  8. 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…

  9. Global migration of internationally educated nurses: Experiences of employment discrimination

    Directory of Open Access Journals (Sweden)

    Salimah R. Walani

    2015-01-01

    Discrimination and unequal treatment faced by migrant nurses is one of the most important issues related to international migration of nurses. This article present a discussion of the broad topics surrounding nurse migration followed by a synthesis of 15 published qualitative and quantitative research articles related to specifically to the subject of employment discrimination experiences of internationally educated nurses in Canada, United Kingdom and the United States. Evidence shows that international nurses often encounter covert and overt discrimination in the workplace. It is important for nurses to be aware of the extent and nature of employment discrimination encountered by migrant nurses. Nursing leaders and policy makers need to ensure that all nurses are treated equally in the workplace.

  10. Unit-Based Acute Confusion Resource Nurse: An Educational Program To Train Staff Nurses.

    Science.gov (United States)

    Rapp, Carla Gene; Onega, Lisa L.; Tripp-Reimer, Toni; Mobily, Paula; Wakefield, Bonnie; Kundrat, Mary; Akins, Jackie; Wadle, Karen; Mentes, Jan; Culp, Ken; Meyer, Jean; Waterman, James

    1998-01-01

    Describes the development and evaluation of an eight-hour educational program designed to prepare staff nurses to perform in a new role, the unit-based acute confusion Resource Nurse (ACRN). Tests showed that knowledge and confidence significantly increased for participants as a result of their participation in the educational program. (Author/GCP)

  11. [Reflections on fostering a gender friendly environment in nursing education].

    Science.gov (United States)

    Wu, Li-Chun; Wang, Hsiu-Hung

    2011-04-01

    Gender mainstreaming is a worldwide issue. The United Nations and World Health Organization have emphasized the importance of incorporating gender perspectives and gender equity into government policy decisions. In traditional nursing education, females and female nurses play increasingly important, albeit still silent, roles in traditionally patriarchal working places. Increasing attention is now paid to gender issues, and nursing has become an important field in which to discuss and address gender issues. Nurses should take into consideration patient privacy and prevalent cultural mores when working to accomplish gender equality as well as encourage mutual participation in an open-minded and equitable environment. This article describes how gender bias and insensitivity may result from nursing education and learning processes. In addition, this article reflects on how to leverage self-awareness, gender sensitivity, education strategies and role modeling to create a gender-friendly environment in nursing education.

  12. 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.

  13. Advanced practice geriatric nursing education. New options in Kansas.

    Science.gov (United States)

    Bonnel, W B

    1999-01-01

    Knowledgeable practitioners with the skills needed to serve in a variety of clinical settings are the primary objective of the Adult-Geriatric Advanced Nursing Program and the FNP elective, Advanced Practice Nursing Care of the Frail Elderly. The continued blending of long term and acute care settings will further cloud and challenge the school responsible for educating APNs in the care of older adults, particularly the frail elderly. Education needs to provide flexibility for students through new service designs such as interactive computer courses. Nurses with an orientation to the future should consider geriatric nursing education.

  14. Evaluating human, social and cultural capital in nurse education.

    Science.gov (United States)

    Royal, Jan

    2012-07-01

    Using the concepts of human, social and cultural capital this paper will review the literature on these theories and evaluate their application to nurse education in the United Kingdom (UK). Each concept will be explored before considering the impact and application within nurse education. Issues of sponsorship via mentoring and increased skills and contribution to the knowledge economy alongside the delivery of quality care by nursing students will be discussed with reference to theory and current policy drivers. As nursing education moves to a graduate profession in the UK this paper evaluates the drivers of human, social and cultural capital that affect this development.

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

    Directory of Open Access Journals (Sweden)

    Hanifi Nasrin

    2012-01-01

    Full Text Available 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.

  16. Veteran Competencies for Undergraduate Nursing Education.

    Science.gov (United States)

    Moss, Jacqueline A; Moore, Randy L; Selleck, Cynthia S

    2015-01-01

    Military Veterans comprise approximately 10% of the US population. Most Veterans do not receive their health care through Veterans Affairs facilities, are seen across the health care system, and their prior military service and associated health issues often go unrecognized. In this study, a modified Delphi design was used to develop a set of 10 Veteran Care Competencies and associated knowledge, skills, and attitudes for Undergraduate Nursing Education: Military and Veteran Culture, Post Traumatic Stress Disorder, Amputation and Assistive Devices, Environmental/Chemical Exposures, Substance Use Disorder, Military Sexual Trauma, Traumatic Brain Injury, Suicide, Homelessness, and Serious Illness Especially at the End of Life.

  17. Chemical Dependency and Nursing Students: A Complicated Process Calling for Nurse Educator Involvement.

    Science.gov (United States)

    Dittman, Patricia W

    2015-01-01

    Chemical use and dependency is a prevalent problem in society and among the members of the nursing profession. Nursing students, as the novice representatives of the profession, may be particularly vulnerable to chemical use. Nursing leaders in both educational institutions and practice settings must recognize highly vulnerable individuals, which nursing activities are most vulnerable, and interventions to assist and support the vulnerable individual while assuring a safe practice environment. As nurses, it is our responsibility, both ethically and legally, to provide a safe working environment not only for our patients but also for ourselves by reporting the behaviors of nurses who may be impaired through the proper channels according to your state's Nurse Practice Act. Through a united approach, nurse leaders from both the academic and practice environments should provide a safe and effective rehabilitation approach.

  18. 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.

  19. The Changing Educational Needs of Mental Health and Disability Nurses.

    Science.gov (United States)

    Norman, Ian J.; Redfern, Sally J.; Bodley, Denise; Holroyd, Sue; Smith, Clive; White, Edward

    A study identified and explored the changing educational needs of mental health and learning disability nurses in Britain following the 1990 National Health Service and Community Care Act. A literature review focused on service developments in mental health and learning disability nursing and changes in education. Interviews were conducted with…

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

    Science.gov (United States)

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

    2016-01-01

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

  1. Educating Nurse Administrators: One Program's Answer.

    Science.gov (United States)

    McCloskey, Joanne C.; And Others

    1986-01-01

    Describes the master's program in nursing at the University of Iowa, which uses experienced nurse administrators as adjunct faculty members. Discusses core course content, the two-course sequence in nursing administration, and problems with the present curriculum. (CT)

  2. 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.

  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.

  4. Human patient simulation evaluation rubrics for nursing education: measuring the Essentials of Baccalaureate Education for Professional Nursing Practice.

    Science.gov (United States)

    Davis, Alison H; Kimble, Laura P

    2011-11-01

    With the call for curriculum that meets the educational needs of nurses in the 21st century, the American Association of Colleges of Nursing provided nine essentials for baccalaureate nursing education in The Essentials of Baccalaureate Education for Professional Nursing Practice, which serves as a critical guide to inform and shape baccalaureate nursing program curricula. Nursing programs must demonstrate program outcomes that reflect all of the essentials. Human patient simulation was specifically acknowledged as an appropriate educational tool for meeting these needs. This article identifies and assesses six rubrics purported to measure outcomes of human patient simulation and evaluates how these rubrics measure outcomes reflecting the baccalaureate essentials. Psychometric data were limited for the majority of the rubrics, especially validity data. The rubrics consistently failed to measure Essentials V and VII. Suggestions for how these Essentials might be integrated into the existing rubrics are provided.

  5. Encompassing multiple moral paradigms: a challenge for nursing educators.

    Science.gov (United States)

    Caldwell, Elizabeth Shirin; Lu, Hongyan; Harding, Thomas

    2010-03-01

    Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.

  6. 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.

  7. Educating nurses in political process: a growing need.

    Science.gov (United States)

    Winter, K

    1991-01-01

    If we are to advance the profession of nursing, we must educate nurses to become key participants in the formulation of health policy. If we fail to do this, others will make decisions that affect our practice without our input. A growing number of nurses are recognizing the need to increase our power, and we understand that political participation provides a pathway to power. We must continue to increase the number of nurses who are politically astute and active in order to achieve our goal. The most effective way to accomplish this is to educate large numbers of staff nurses for this vital role. This article suggests educational strategies and methods that can be utilized in continuing education programs to begin the political education process.

  8. Using deconstruction to educate Generation Y nursing students.

    Science.gov (United States)

    Arhin, Afua O; Cormier, Eileen

    2007-12-01

    Nurse educators are obligated to use creative strategies to educate a post-modern generation of students who possess distinct characteristics, particularly related to teaching and learning. The complexity of today's health care system, related to changing sociological factors and the differences in this generation, gives reason to tap into the strengths of this generation and consider how a postmodern perspective can influence nursing and nursing education. Derrida, to whom deconstruction is attributed, approached postmodern philosophy as a form of textual criticism. Deconstruction denotes a particular practice of reading, criticism, and analytical inquiry, factors that are important to nursing education. This article describes how deconstruction can be used to enhance nursing education of Generation Y students, and its application to reading comprehension and writing skills is explored.

  9. 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

  10. Information-Seeking, Research Utilization, and Barriers to Research Utilization of Pediatric Nurse Educators.

    Science.gov (United States)

    Barta, Kathleen M.

    1995-01-01

    Responses from 52% of 409 pediatric nurse educators identified 3 top information sources for updating instruction: nursing journals, professional education activities, and texts. Level of research utilization measured by Nursing Practice Questionnaire-Education for eight nursing practices was the implementation stage. Those using nursing journals…

  11. Clinical practice models in nursing education: implication for students' mobility.

    Science.gov (United States)

    Dobrowolska, B; McGonagle, I; Jackson, C; Kane, R; Cabrera, E; Cooney-Miner, D; Di Cara, V; Pajnkihar, M; Prlić, N; Sigurdardottir, A K; Kekuš, D; Wells, J; Palese, A

    2015-03-01

    In accordance with the process of nursing globalization, issues related to the increasing national and international mobility of student and qualified nurses are currently being debated. Identifying international differences and comparing similarities for mutual understanding, development and better harmonization of clinical training of undergraduate nursing students is recommended. The aim of the study was to describe and compare the nature of the nursing clinical practice education models adopted in different countries. A qualitative approach involving an expert panel of nurses was adopted. The Nominal Group Technique was employed to develop the initial research instrument for data collection. Eleven members of the UDINE-C network, representing institutions engaged in the process of professional nursing education and research (universities, high schools and clinical institutes), participated. Three data collection rounds were implemented. An analysis of the findings was performed, assuring rigour. Differences and homogeneity are reported and discussed regarding: (a) the clinical learning requirements across countries; (b) the prerequisites and clinical learning process patterns; and (c) the progress and final evaluation of the competencies achieved. A wider discussion is needed regarding nursing student exchange and internalization of clinical education in placements across European and non-European countries. A clear strategy for nursing education accreditation and harmonization of patterns of organization of clinical training at placements, as well as strategies of student assessment during this training, are recommended. There is also a need to develop international ethical guidelines for undergraduate nursing students gaining international experience. © 2015 International Council of Nurses.

  12. Do nurses and other health professionals' in elderly care have education in family nursing?

    Science.gov (United States)

    Sunde, Olivia Sissil; Øyen, Karianne Røssummoen; Ytrehus, Siri

    2017-05-19

    Family caregivers are an important resource for providing care to elderly living at home. How nurses and other health professionals interact with family caregivers can have both a positive and a negative impact on the family caregivers' situation. We lack knowledge of Norwegian nurses' and other health professionals' participation in educational programmes about family caregivers' needs and situations. The purpose of this study was to investigate whether nurses and other health professionals working in home-care nursing had participated in educational programmes about family caregivers. Additionally, the study aimed to determine whether participation in educational programmes was associated with awareness of family caregivers' contributions to elder care. This is a quantitative study, and it was conducted as a cross-sectional study. The participants were required to be educated as nurses, nursing assistants or other health professionals with relevant health education and to be working with the elderly in home-care nursing settings. Descriptive statistics and trivariate table analysis using the Pearson Chi-square t-test were conducted using Statistical Package for the Social Sciences (SPSS). A total of 152 nurses and health professionals in home-care nursing in 23 municipalities have participated (in one county in Norway). The results showed that only half of the respondents had participated in educational programmes about family caregivers' needs and situations. The study did not provide a clear answer regarding the association between participation in educational programmes and awareness of family caregivers' contributions. The results indicate that nurses and other health professionals, to a small extent, have participated in educational programmes about family caregivers. Our findings indicate that participation in educational programmes may be particularly important for health professionals in leadership positions and for health professionals with vocational

  13. 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.

  14. Fostering significant learning in graduate nursing education.

    Science.gov (United States)

    Marrocco, Geraldine F

    2014-03-01

    Faculty who want to energize graduate students with creative classes that lead to long-lasting learning will benefit by designing course objectives, learning activities, and assessment tools using Fink's taxonomy of significant learning and Wiggins's insights on performance-based or educative assessments. Research shows that course designs relying on content-driven lectures and written examinations do not promote significant learning among adult learners. This article reviews six types of significant learning using Fink's taxonomy and examines Wiggins's "backward" approach to designing courses using performance-based assessments that gauge true learning and learning that promotes a lasting change. When designing courses, educators should ask: "What do I really want students to get out of this course?" The answers will direct the design of objectives, learning activities, and assessment tools. Designing graduate courses using Fink's taxonomy and Wiggins's backward approach can lead to significant learning to better prepare nurse practitioners for the future of health care. Copyright 2014, SLACK Incorporated.

  15. The cost of doing business in nursing education.

    Science.gov (United States)

    Starck, Patricia L

    2005-01-01

    The production cost of delivering education to health profession students, with a special emphasis on the Bachelor of Science in Nursing degree, is explored using a revenue-based approach. In spite of the national concern regarding the nursing shortage, there are surprisingly minimal data in the literature specific to analyzing the per nursing student cost that would be necessary to plan enrollment expansion. Models of cost analysis and findings for other health professions are discussed. Cost studies for baccalaureate nursing studies in the past are summarized. Existing data sets for nursing to consider using for the secondary purpose of evaluating per student/per year costs are available. The importance of understanding revenue generation is underscored, and an example is given for one school. Finally, costs of education are reframed as an economic investment with multiple benefits. In conclusion, recommendations are made to address the gap in information on costs to educate nursing students.

  16. 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.

  17. 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

  18. 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

  19. 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.

  20. Identifying information technology competencies needed in Singapore nursing education.

    Science.gov (United States)

    Yee, Chia Choon

    2002-01-01

    The purpose of the study was to identify Singapore's healthcare industry's minimum information technology (IT) performance standard expectations for nurses' competencies. A needs assessment was conducted with a panel representing nursing education, nursing management and nursing practice. The findings in this study would provide suggestions to improve the current diploma and advanced diploma nursing programs curricula to meet the present workforce demands. The experts agreed that information technology is necessary and there were two main categories of IT skills identified, basic IT skills and work-related IT skills.

  1. 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....

  2. An analysis of delegation styles among newly qualified nurses.

    Science.gov (United States)

    Magnusson, Carin; Allan, Helen; Horton, Khim; Johnson, Martin; Evans, Karen; Ball, Elaine

    2017-02-15

    Aim The aim of this research was to explore how newly qualified nurses learn to organise, delegate and supervise care in hospital wards when working with and supervising healthcare assistants. It was part of a wider UK research project to explore how newly qualified nurses recontextualise the knowledge they have gained during their pre-registration nurse education programmes for use in clinical practice. Method Ethnographic case studies were conducted in three hospital sites in England. Data collection methods included participant observations and semi-structured interviews with newly qualified nurses, healthcare assistants and ward managers. A thematic analysis was used to examine the data collected. Findings Five styles of how newly qualified nurses delegated care to healthcare assistants were identified: the do-it-all nurse, who completes most of the work themselves; the justifier, who over-explains the reasons for decisions and is sometimes defensive; the buddy, who wants to be everybody's friend and avoids assuming authority; the role model, who hopes that others will copy their best practice but has no way of ensuring how; and the inspector, who is acutely aware of their accountability and constantly checks the work of others. Conclusion Newly qualified nurses require educational and organisational support to develop safe and effective delegation skills, because suboptimal or no delegation can have negative effects on patient safety and care.

  3. "Nurses Eat Their Young": A Novel Bullying Educational Program for Student Nurses.

    Science.gov (United States)

    Gillespie, Gordon L; Grubb, Paula L; Brown, Kathryn; Boesch, Maura C; Ulrich, Deborah

    2017-01-01

    Bullying is a known and ongoing problem against nurses. Interventions are needed to prepare nursing students to prevent and mitigate the bullying they will experience in their nursing practice. The purpose of this article is to describe the development process and utility of one such intervention for use by nursing faculty with nursing students prior to their students' entry into the profession. The educational program was critiqued by an advisory board and deemed to be relevant, clear, simple, and non-ambiguous indicating the program to have adequate content validity. The program then was pilot tested on five university campuses. Faculty members who implemented the educational program discussed (1) the program having value to faculty members and students, (2) challenges to continued program adoption, and (3) recommendations for program delivery. The proposed multicomponent, multiyear bullying educational program has the potential to positively influence nursing education and ultimately nursing practice. Findings from the pilot implementation of the program indicate the need to incorporate the program into additional nursing courses beginning during the sophomore year of the nursing curricula.

  4. Cultural diversity in nursing education: perils, pitfalls, and pearls.

    Science.gov (United States)

    Bednarz, Hedi; Schim, Stephanie; Doorenbos, Ardith

    2010-05-01

    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.

  5. 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…

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

    Science.gov (United States)

    Jang, Haena; Lee, Nam-Ju

    2017-01-01

    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.

  7. Promoting critical perspectives in mental health nursing education.

    Science.gov (United States)

    McKie, A; Naysmith, S

    2014-03-01

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

  8. [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.

  9. Reviewing Tribunal cases and nurse behaviour: putting empathy back into nurse education with Bloom's taxonomy.

    Science.gov (United States)

    Doyle, Kerrie; Hungerford, Catherine; Cruickshank, Mary

    2014-07-01

    Recent events in the UK and Australia have shown how poor patient outcomes are achieved when the behaviour of nurses lacks empathy. The UK's Francis Inquiry and the Keogh Report both call for an increase in the 'caring and compassion' of health care workers. A review of cases presented to the nurses' disciplinary tribunal in New South Wales' (Australia) also suggests that the majority of complaints against nurses in this jurisdiction is the result of callousness or lack of empathy. Such events reinforce the need for nurse educators to support nursing students to develop the affective attributes of caring and empathy. This paper considers how to raise the awareness of undergraduate students as a first step to developing empathy by using Bloom's Taxonomy of Educational Objectives; and includes a description of how to facilitate interactions with undergraduate nursing students about caring with empathy. Enculturating empathy is an evidence-based method of increasing compassionate care in health organisations generally.

  10. "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.

  11. Factors Predicting Nurse Educators' Acceptance and Use of Educational Technology in Classroom Instruction

    Science.gov (United States)

    Cleveland, Sandra D.

    2014-01-01

    Nurse educators may express a willingness to use educational technology, but they may not have the belief or ability to carry out the technology use in the classroom. The following non-experimental, quantitative study examined factors that predict nurse educators' willingness to accept and use educational technology in the classroom. The sample…

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

    Science.gov (United States)

    Welsh, Marion

    2017-08-08

    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. Published by Elsevier Ltd.

  13. Analysis of University Postgraduate Nursing Education in Spain.

    Science.gov (United States)

    Estrada-Masllorens, Joan Maria; Guix-Comellas, Eva Maria; Cabrera-Jaime, Sandra; Galimany-Masclans, Jordi; Roldán-Merino, Juan; Lluch-Canut, Teresa

    2016-11-01

    The nursing education program framework in Spain has recently been adapted and modified. This study aimed to analyze university postgraduate master'slevel nursing education during the past 21 years in Spain in terms of educational supply and demand. A retrospective, longitudinal, descriptive, and observational design was used. The educational offerings at 15 university nursing schools in Spain were examined. The target population was 7,871 registered and licensed nurses who had completed postgraduate education. Among the 211 programs offered, public universities' educational offerings focused on two areas-public health and emergency care-whereas most courses in private universities were in surgery. Regarding demand, 1,235 nurses were enrolled. The most frequently requested educational areas were surgery, emergency and urgent care, and public health. Although the postgraduate nursing education situation has changed, supply and demand for this type of education in Spain are well balanced at both public and private universities. [J Nurs Educ. 2016;55(11):615-622.]. Copyright 2016, SLACK Incorporated.

  14. Enhancing patient education through clinical nurse specialist collaboration.

    Science.gov (United States)

    Chick, Katherine; Negley, Kristin; Sievers, Beth; Tammel, Karyl

    2012-01-01

    The purpose of this article was to describe a collaborative clinical nurse specialist (CNS) project to enhance the patient education provided by registered nurses across 7 medical nursing units in an acute care hospital. Electronic data reviews assisted the medical CNSs with identifying a deficit in using appropriate education plans and documentation of patient education. The interventions implemented included the creation of new patient education brochures, updating the electronic system to enhance nurses' ability to provide patient education materials and to simplify documentation, creating a video-on-demand education channel, and ensuring that patient education materials were easily accessible. Postassessment results showed that nurses' reported use of disease-specific education plan increased 33%. The staff's perception of the importance of documenting patient education provided also increased 9%. This project demonstrates CNSs' ability to design, develop, and implement a systematic and structured process to promote a consistent way for medical nurses to utilize the best disease-specific patient education resources. : With hospital stays being shorter and patients more acutely ill, partnering with the patients in learning how to manage their care as they transition from the hospital to home is key to help prevent hospital readmissions.

  15. Leadership redefined: educating the Doctorate of Nursing Practice nurse leader through innovation.

    Science.gov (United States)

    Montgomery, Kathryn Lothschuetz

    2011-01-01

    In today's society, health care systems are characterized by change, unpredictability, increasing speed of information and knowledge exchanges, redefined organizational boundaries and hierarchy, emphasis on value, teamwork, interdisciplinary collaboration, diversity, and interconnectedness. This new reality has forced nurse educators to redefine nursing leadership and prepare the Doctorate of Nursing Practice (DNP) leader through innovative courses offering experiential learning based on complex adaptive systems and quantum leadership theory. This article describes the experiential learning approach and integrated learning experience for DNP students.

  16. Realising the dream of becoming a nurse: Underrepresented BSc nursing students experiences.

    Science.gov (United States)

    O'Brien, Brid; Graham, Margaret M; O'Sullivan, Deirdre

    2017-07-01

    This paper describes the experiences of underrepresented BSc nursing students in realising the dream of becoming a nurse in one university. In the past ten years, pre-registration nurse education has become established within higher education in Ireland. This development includes promoting access and inclusion of students from traditionally underrepresented groups in higher education. A third of nursing students currently access places on programmes through routes specifically designed for underrepresented groups. A qualitative descriptive study design provided an opportunity for student voices to be heard. Ethical approval was sought and granted. Eleven students were interviewed nearing completion of a four year BSc Nursing programme. Data analysis followed a thematic approach, in generating themes. Three themes emerged from the data: taking the first steps; finding a way and getting through. Findings highlight participants' challenges in balancing study, clinical practice and family life in achieving and realising their dream of becoming a nurse. This study illustrates the nature and complexities of participants' experiences throughout the BSc Nursing programmes towards becoming university graduates, eligible for registration as a nurse. Students from underrepresented groups bring rich and diverse life experiences in preparation for and becoming caring practitioners. It highlights the individuality within participants' experiences and draws attention to the value of personalised support for students. An opportunity to encourage the development of emotional intelligence needs to be fostered within nurse education programmes. Creating positive learning environments is critical to supporting student understanding of compassionate patient centred care. Findings have relevance for global curriculum design and structures to support individual student centred engagement. Further research is required to consider how best to support students from underrepresented groups

  17. Selecting examinable nursing core competencies: a Delphi project.

    Science.gov (United States)

    Lock, L R

    2011-09-01

    To establish a set of core competencies that could be practically examined in a pre-registration practical examination for Indonesian candidates completing their pre-service education. Indonesia is planning to institute a register for nurses to ensure a minimum standard of safe practice for new nurses completing their pre-service education. A proposed route to registration includes the practical examination of a minimum set of core competencies. This Delphi project aimed to reduce 192 existing standard competencies to an examinable group of 12 core competences that all nurses registering in Indonesia must meet. A modified Delphi method was used by 12 expert Indonesian nurses and a facilitator to determine which standard competencies should be considered core. Five Delphi rounds were used. One hundred and ninety-two standard competencies were reduced to a core set of 12. Selected competencies are assessable in a practical examination and can be used to determine a minimum level of safe practice for all nurses seeking to register at the completion of their pre-service education. The expert panel met the project aim and provided a set of examinable competencies/activities that they consider will demonstrate the fundamental safety of new registered nurses. The subsequent responsibility for setting up a register for nurses in Indonesia now rests with the Indonesian Ministry of Health. The Indonesian National Nursing Association is working with the Ministry of Health to determine the route and criteria for registration in order to establish a common level of competence for nurses across the country exiting their pre-service education. © 2011 The Author. International Nursing Review © 2011 International Council of Nurses.

  18. [Nursing care systems and complex thought in nursing education: document analysis].

    Science.gov (United States)

    da Silva, Josilaine Porfírio; Garanhani, Mara Lucia; Guariente, Maria Helena Dantas de Menezes

    2014-06-01

    The aim of this study was to analyse the inclusion of the subject Nursing Care Systems (NCS) in nursing education. This study was based on qualitative desk research and it was conducted in a nursing programme in southern Brazil that offers an integrated curriculum with NCS as a cross-cutting theme. Data were collected from September to December 2012, by examining 15 planning and development workbooks on the cross-disciplinary modules of the programme. Analysis was divided into four stages: exploratory, selective, analytic and interpretive reading. The adopted theoretical framework was Complex Thought of Edgar Morin, according to the principles of relevant knowledge. Results were arranged into two categories: NCS as a crosscutting theme in nursing education: the context, the global and the multidimensional; and strategies for teaching, learning and assessment of NCS: the complex. The study contributes to the debate on the importance of teaching NCS as a crosscutting theme in nursing education.

  19. Enacting a Vision for a Master's Entry Clinical Nurse Leader Program: Rethinking Nursing Education.

    Science.gov (United States)

    Hicks, Frank D; Rosenberg, Lisa

    2016-01-01

    The need to educate nurses at the graduate level and provide them with a different skill set that broadens their view of health and nursing is clearly articulated by the American Association of Colleges of Nursing. Consequently, the role of the clinical nurse leader (CNL) was born. Responding to the need for providing a highly educated and credentialed professional at the bedside, Rush University College of Nursing made the bold move to phase out baccalaureate education and enact a prelicensure, master's entry CNL program. Although there is a clear need for this type of graduate, there is little in the literature to provide guidance to institutions that wish to develop this type of program. This paper describes the factors that came into play in making that decision, the process of curriculum development and implementation, the challenges encountered in implementing this type of program, and the outcomes that the program has evidenced since its inception. Copyright © 2016 Elsevier Inc. All rights reserved.

  20. Online biostatistics: evidence-based curriculum for master's nursing education.

    Science.gov (United States)

    Shillam, Casey R; Ho, Grace; Commodore-Mensah, Yvonne

    2014-04-01

    Rapid changes in health care delivery require nurses to attain advanced knowledge, skills, and attitudes in biostatistics to provide high-quality, safe patient care. Advances in educational technologies support the delivery of graduate nursing education in online formats. Given the diversity of learning styles among graduate nursing students and the specific challenges in delivering biostatistics content in traditional formats, it is vital to include different delivery formats to engage and meet the learning needs of graduate nursing students who take biostatistics courses online. This article describes the pioneering approach of one graduate nursing program to implementing best practices for delivering an online biostatistics course to help master's-prepared nurses attain both statistical literacy and statistical communication skills.

  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. Kenya and distance education: a model to advance graduate nursing.

    Science.gov (United States)

    Mutea, Naomi; Cullen, Deborah

    2012-08-01

    Africa is faced with a myriad of challenges, such as HIV/AIDS, malaria, tuberculosis, and a variety of political and historical complications that have affected the educational system for advanced nursing practice. In Kenya, the current situation in the higher education sector does not give nurses an opportunity to pursue graduate education after they have acquired the basic diploma in nursing due to limited government support and the type of education system existing in the country today. Although distance education has been available in Kenya for professionals such as teachers, in public universities, this kind of opportunity is unreachable for nurses who are working and need to further their education. Nurses desire to have access to advanced practice education to equip them with the relevant knowledge to cope and address the complex health issues arising in the management and care of patients. A collaborative model is presented as a potential solution for this need. Four major constituents are identified including hospitals and agencies, communities of interest, Kenyan universities and international education partners. Each has a part to play including contributions to information, communication of opinion and expertise, money and support, infrastructure and in-kind resources. Distance education is cost-effective and will help in building capacity at various levels of nursing including leadership in clinical practice, teaching, administration and research.

  3. A Study of Family Nurse Practitioners: Perceived Competencies and Some of Their Implications for Nursing Education.

    Science.gov (United States)

    Ward, Mary Jane Morrow

    This study was designed to determine the most common health needs and problems that family nurse practitioners (FNP) deal with, to determine how competent FNPs judge themselves to be, to determine what sources in nursing education FNPs judge to be most valuable, and to determine whether or not there were significant differences in the level of…

  4. 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…

  5. What Nurses Say They Do and Need: Implications for the Educational Preparation of Nurses.

    Science.gov (United States)

    Cheek, Julianne; Jones, Jacqueline

    2003-01-01

    In-depth descriptions of practice of 38 Australian nurses in 17 settings were derived from interviews. Cross-case comparisons yielded themes with implications for nursing education: flexibility and adaptability, competence in interacting with diverse people, assessment abilities, communication and leadership skills, and coping with challenges…

  6. [Meta-cognitive strategies: a possibility in nursing education].

    Science.gov (United States)

    Almeida, Miriam de Abreu

    2002-01-01

    This article is a theoretical reflection about the possibility of the application of metacognition strategies in nursing education. Metacognition is a reflective attitude of self-awareness and control of the mental processes. The metacognition area of cognitive psychology is analyzed, focusing on the problem solving process. The importance of metacognition in education is approached with emphasis on the teacher's role as a mediator in the student's learning process, in which "learning to learn" is emphasized. Some examples of its use in different situations of nursing education such as in text reading and nursing process, are reported.

  7. 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.

  8. Course development for web-based nursing education programs.

    Science.gov (United States)

    Schnetter, Vicki A; Lacy, Darlene; Jones, Melinda Mitchell; Bakrim, Khadija; Allen, Patricia E; O'Neal, Cynthia

    2014-11-01

    Developing and launching online programs requires nurse educators to reframe content and rethink traditional teaching methodologies. Creating a framework for course design and standardization of templates can result in online learning that is student centered while allowing the institution to scale up enrollment with quality education at the core. This article explores the considerations needed for effective, interactive online course delivery in nursing education. Working in conjunction with other university technology stakeholders, nurse educators can select the learning management system with the features that will work best for the program, develop the course structure and organization through adherence to template rules for both syllabi and course modules, and develop appropriate learning activities to assure student exposure to content identified in the course objectives. With these structure pieces in place process becomes the second focus for nurse educators in online programs. Process activities for active engagement are discussed.

  9. Nursing informatics: a challenge to current education

    Directory of Open Access Journals (Sweden)

    Abdul Hernández Cortina

    2012-02-01

    Full Text Available Nursing information systems brings together the nursing and informations systems disciplines. It is considered to be a fundamental skill for health professionals in general and for nurses in particular in the XXI century. Its function is to interpret data into information, and in turn, to interpret information into knowledge. Knowledge is then coupled with experience that leads to wisdom. The essence of nursing is to care for people, which requires for nurses to think critically, to be skillfull in using technologies without dehumanizing care. All of these skills should be acquired in the process of undergraduate training in nursing schools.

  10. Using Posters as a Pedagogical Tool in Nurse Education

    DEFF Research Database (Denmark)

    Bagger, Bettan; Taylor Kelly, Hélène

    2008-01-01

    Using Posters as a Pedagogical Tool in Nurse Education Bettan Bagger and Hélène Kelly Experiences from teaching 5th semester, nursing students at bachelor level with respect to prevention and health promotion have resulted in the introduction of poster presentations as a pedagogical tool. Poster...... reduced the number of lecturing hours and increased the number of independent study hours in the nursing education, while at the same time shifting the goal of nurse education away from one of formal qualifications towards the concept of developing nurse competencies. These changes have resulted...... knowledge. Students have learned to successfully present their ideas in an A4 poster format resembling the types of posters that one normally sees at professional conferences. The posters are produced on computers and as such the students learn to employ the computer as a creative tool. Students evaluate...

  11. 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

  12. Emotional competence and nursing education: a New Zealand study.

    Science.gov (United States)

    Wilson, Stacey C; Carryer, Jenny

    2008-03-01

    Effective nursing practice requires the ability to recognise emotions and handle responses in relationships with clients and their families. This emotional competence includes nurses managing their own emotional life along with the skill to relate effectively to the multiple colleagues and agencies that nurses work alongside. The research was designed to explore the views of nurse educators about the challenges they encounter when seeking to assess a student's development of emotional competence during the three year bachelor of nursing degree. Focus groups were used to obtain from educators evidence of feeling and opinion as to how theory and practice environments influence student nurses' development of emotional competence. The process of thematic analysis was utilised and three key themes arose as areas of importance to the participants. These were personal and social competence collectively comprises emotional competence in nursing; emotional competence is a key component of fitness to practise; and transforming caring into practice. The findings of the study indicate a need for definition of what emotional competence is in nursing. It is argued that educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and should themselves be able to role model emotionally competent communication.

  13. Discontinued students in nursing education - Who and why?

    Science.gov (United States)

    Kukkonen, Pia; Suhonen, Riitta; Salminen, Leena

    2016-03-01

    There has been increasing interest in student nurse attrition due to the high level of attrition rates in many countries. Studies about nursing education and attrition have been conducted internationally, but only a few have explored attrition from the perspective of the students' own experiences. The purpose of this study was to describe who is a discontinued student in nursing education and the students' own experiences of reasons for leaving a nursing school. A descriptive design and qualitative approach was used. 25 nursing students were interviewed at two different universities of applied sciences in Finland. Four different types of discontinued nursing students were identified: those who moved to another school, those who faced a life crisis, those who made the wrong career choice and those who lived 'busy years'. The results show that the nursing student population is diverse, which has an effect on the students' career intentions, their learning and their ability to cope with studies. In nursing education, it is important to identify students who are at risk of discontinue their studies and develop individual support systems to help nursing students complete their studies and enter into the workforce.

  14. Course experiences, satisfaction and career intent of final year pre-registration Australian pharmacy students.

    Science.gov (United States)

    Shen, Grace; Fois, Romano; Nissen, Lisa; Saini, Bandana

    2014-04-01

    students' satisfaction and perception of career. This may relate to challenges in the community pharmacy sector, job opportunities in hospital and limited understanding of the pharmaceutical industry. The results offer insight for the profession in terms of entry into various roles and also to pharmacy educators for their roles in shaping curricula and placement experiences that attract future graduates to defined career pathways in pharmacy.

  15. Course experiences, satisfaction and career intent of final year pre-registration Australian pharmacy students

    Directory of Open Access Journals (Sweden)

    Shen G

    2014-06-01

    pharmacy. Conclusion: Complex factors including university experiences are involved in shaping students’ satisfaction and perception of career. This may relate to challenges in the community pharmacy sector, job opportunities in hospital and limited understanding of the pharmaceutical industry. The results offer insight for the profession in terms of entry into various roles and also to pharmacy educators for their roles in shaping curricula and placement experiences that attract future graduates to defined career pathways in pharmacy.

  16. Are pedagogies used in nurse education research evident in practice?

    Science.gov (United States)

    Allan, H T; Smith, P

    2010-07-01

    This paper considers two questions: what pedagogies for teaching nursing are used in nurse education research? Are these pedagogies transferred to learning in the workplace? We argue that there are underpinning pedagogies identified in nurse education research in the area of workplace and work based learning which are broadly qualitative, action orientated and focused on knowledge generation. Such pedagogies are rooted in a philosophy of teaching and learning where learning is seen as active, reflective and socially constructed. We consider possible answers to these questions through an exploration of empirical work by Evans et al. (2009) which has focused on knowledge transfer in the workplace. Their work offers insights into how pedagogies can be applied to nurse education research which in turn may be transferred into the workplace. In particular, they argue that the concept of knowledge transfer is outdated and we should focus instead on how knowledge learnt in one context (the academy) is re-contextualised in another (the workplace). We also draw on Aranda and Law's (2007) paper on the debates concerning the use of sociology in nurse education to explore competing narratives. We conclude that the pedagogies identified in educational research are not transferred to nurse education and practice yet offer an alternative view of knowledge transfer as illustrated by Evans et al.'s work which explores how learning in the workplace may be facilitated more effectively. We conclude that the lack of transfer of nurse education research pedagogies to practice learning undermines the position of nurse teachers within the academy as nurse education becomes a practice or professional discipline without a discrete disciplinary base. Copyright 2009 Elsevier Ltd. All rights reserved.

  17. The Origins and Rise of Associate Degree Nursing Education.

    Science.gov (United States)

    Haase, Patricia T.

    This book offers an analytical history of the associate degree nursing (ADN) program and the role of associate degree nurses in the U.S. health care system. It covers the period from just after World War II to the middle of the 1980s. The support of the W. K. Kellogg Foundation and the Federal Government for ADN education is highlighted. Chapter…

  18. Continuing Education Needs of the Office Oncology Nurse.

    Science.gov (United States)

    Rogers, Miriam P.

    1999-01-01

    A study determined the learning needs of office oncology nurses (n=290)as a critical first step in planning education programs. Participants ranked cancer-care topics similarly, regardless of age, background, or experience. The highest-ranked needs were clustered in the areas of cancer nursing practice, major cancers, and cancer treatment.…

  19. Strengthening Nursing Education To Improve End-of-life Care.

    Science.gov (United States)

    Ferrell, Betty R.; Virani, Rose; Grant, Marcia

    1999-01-01

    As the members of the health care team who spend the most time with patients who are facing death, nurses are aware of the need for improved end-of-life (EOL) care and have identified resources to achieve that goal by improving education. A survey of 725 nursing faculty and state boards indicates an awareness of the need for improved EOL care and…

  20. Nursing Education in Universities--a Perspective from Biological Sciences.

    Science.gov (United States)

    Jervis, Loretta Mary

    1996-01-01

    Undergraduate nursing education in the United Kingdom is now at the university level, either through incorporation into universities or in semiautonomous colleges. This has required considerable cultural adjustment and created challenges, particularly with greater interaction of nursing with psychology, sociology, and biology. Changes are examined…

  1. The Community College Role in the Education of Professional Nurses.

    Science.gov (United States)

    Rubini, Susan

    A study was conducted to determine the effects of selected personal, work, and educational variables on student attitudes toward the nursing profession and the health care system. Specifically, the study sought to determine whether the variables of age, sex, race, marital status, licensed vocational nurse (LVN) status, the awarding of credit for…

  2. An exploration of the perceptions of caring held by students entering nursing programmes in the United Kingdom: A longitudinal qualitative study phase 1.

    Science.gov (United States)

    Phillips, Jill; Cooper, Karen; Rosser, Elizabeth; Scammell, Janet; Heaslip, Vanessa; White, Sara; Donaldson, Ian; Jack, Eleanor; Hemingway, Ann; Harding, Andrew

    2015-11-01

    In a climate of intense international scrutiny of healthcare and nursing in particular, there is an urgent need to identify, foster and support a caring disposition in student nurses worldwide. Yet relatively little is known about how core nursing values are shaped during education programmes and this warrants further investigation. This longitudinal study commencing in February 2013 examines the impact of an innovative nursing curriculum based on a humanising framework (Todres et al. 2009) and seeks to establish to what extent professional and core values are shaped over the duration of a three year nursing programme. This paper reports on Phase One which explores student nurses' personal values and beliefs around caring and nursing at the start of their programme. Undergraduate pre-registration nursing students from two discrete programmes (Advanced Diploma and BSc (Honours) Nursing with professional registration) were recruited to this study. Utilising individual semi-structured interviews, data collection commenced with February 2013 cohort (n = 12) and was repeated with February 2014 (n = 24) cohort. Findings from Phase One show that neophyte student nurses are enthusiastic about wanting to care and aspire to making a difference to patients and their families. This research promises to offer contributions to the debate around what caring means and in particular how it is understood by student nurses. Findings will benefit educators and students which will ultimately impact positively on those in receipt of healthcare.

  3. From Passive to Active Learners: The "Lived Experience" of Nurses in a Specialist Nephrology Nursing Education Programme

    Science.gov (United States)

    Bridger, Jane

    2007-01-01

    Purpose: This study aims to explore the lived experience of learning for a group of staff nurses in the Middle East, who undertook a post-registration nursing education programme in the speciality of nephrology nursing (the NNP) between 2001 and 2002. The broad-based curriculum seeks to develop the staff nurses into active learners, able to…

  4. A Guide to Inservice Education for Nursing Personnel in Nursing Homes.

    Science.gov (United States)

    Mayne, Marion S.

    A guide is presented for the purpose of providing a simple, basic outline for program development of inservice education for nursing personnel who care for the chronically ill and aged in extended care facilities. The following topics are included: (1) inservice education defined, (2) responsibility for inservice education, (3) educational…

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

    DEFF Research Database (Denmark)

    Larsen, Birte Hedegaard

    2010-01-01

    Abstract Aim.  This paper is a discussion of the similarities and differences in baccalaureate nursing education programme structures, content and pathways to postbaccalaureate education in the Scandinavian countries. Background.  For the last three decades nursing education internationally......, 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...... of the guiding principles, national directives and educational structures and content of Bachelor’s degree programmes from 1990 to 2008 and of further educational levels in the four Scandinavian countries. Discussion.  There are similarities as well as substantial differences in the educational structures...

  6. Problem based learning in mental health nursing: the students' experience.

    Science.gov (United States)

    Cooper, Carol; Carver, Neil

    2012-04-01

    Problem based learning (PBL) is well established within the field of health-care education for professionals worldwide, although little has been done to explore the experiences of students undertaking a PBL course in mental health nursing. Without firm evidence of the benefits of PBL, educationalists in mental health might be reluctant to view it as an option in curricula design. This U.K. study examined the experiences of pre-registration post-graduate mental health student nurses undertaking a 2-year educational course in which all teaching and assessment followed a PBL philosophy. Focus groups were used throughout the course to elicit in-depth qualitative data that was analysed by applying a constant comparative method. The analysis of the data uncovered the following broad themes: 'moves to autonomy, 'surviving the groups' and 'the impact of PBL'. The findings show that participants had mainly positive experiences and gained a range of study and interpersonal skills central to mental health nursing. Participants described initial anxieties resulting from engagement in PBL. However, they increasingly gained confidence in this approach, exercising increasing control over the PBL process. Despite this increased autonomy, participants continued to value the input of skilled facilitators. A recurring issue centred on the potential for interpersonal conflict within the student group and its impact on their learning. It is suggested that more research is needed examining the use of PBL in mental health nursing. © 2012 The Authors. International Journal of Mental Health Nursing © 2012 Australian College of Mental Health Nurses Inc.

  7. If You Give a Nurse a Cookie: Sharing Teaching Strategies for Nurse Educator Development.

    Science.gov (United States)

    Wingo, Nancy P

    2017-01-01

    Nurse educators often do not have time or a space to discuss ideas about effective teaching. To address this issue, an instructor at one school of nursing initiated Cookie Swap, a bimonthly, school-wide e-mail featuring stories about teaching strategies and tools used in face-to-face, online, and clinical courses. J Contin Educ Nurs. 2017;48(1):12-13.

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

    Directory of Open Access Journals (Sweden)

    Marie Muller

    2004-01-01

    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.

  9. 'New professionalism'-shifting relationships between nursing education and nursing practice.

    Science.gov (United States)

    Scott, Susan D

    2008-02-01

    New professionalism values egalitarian professional-client partnerships and considers competence integral. Within nursing competence has been accepted as the legitimate indicator of professional practice. There is a growing emphasis on instrumental competence and this has been accompanied by some erosion of relational care. In this paper I argue that new professionalism is problematic and nursing education faces particular challenges. These include negotiating service-education partnerships which reflect service user involvement and enable the integration of wider notions of competence.

  10. [Centennial retrospective on the evolution and development of nursing education in Taiwan].

    Science.gov (United States)

    Yeh, Mei Chang

    2014-08-01

    Nursing education in Taiwan has developed significantly over the past one hundred years. Throughout the first half of the 20th century, nursing education in Taiwan ended at the high school level. However, over the most recent 50 years, this level has been gradually raised, and nursing doctoral programs are now offered today. Changes in the nursing profession over the past century have been influenced by social and political factors, war, the health care policies, and national education policies. Areas of nursing education that have presented key challenges to change and innovation include the nursing faculty, curriculum, teaching materials, and quality of teaching. Today, key future goals for nursing education in Taiwan are: Raising the entry level of generic nursing education from junior high to the high-school level, improving the curricula for master's and doctoral students, cultivating advanced practice nurses, improving the quality of nursing faculties, and establishing a mechanism to ensure the consistent quality of nursing education.

  11. 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.

  12. 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.

  13. Tales of sociology and the nursing curriculum: revisiting the debates.

    Science.gov (United States)

    Aranda, Kay; Law, Kate

    2007-08-01

    . Sociology and the nursing curriculum; editorial. Nurse Education in Practice 4, 81-82; Mowforth, G., Harrison, J., Morris, M., 2005. An investigation into adult nursing students' experience of the relevance and application of behavioural sciences (biology, psychology and sociology) across two different curricula. Nurse Education Today 25, 41-48]. Much attention has been given to the role, utility and value of sociology mostly within pre-registration but also post-registration nursing curricula. Through an initial analysis of a series of letters appearing in The Nursing Times over a 12 week period in 2004, and using an analytical framework of four tales (realist, critical, deconstructive and reflexive) we revisit this relationship. Unlike previous debates our argument is that this relationship is more usefully viewed as emblematic of the legitimation crisis inherent in all modern projects. We argue that in order to move beyond the 'utility' discussion, an interrogation of the knowledge claims of both nursing and sociology is required.

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

    Science.gov (United States)

    Letcher, Deborah C; Yancey, Nan Russell

    2004-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    African Journals Online (AJOL)

    evolved into the integration of nursing education in public and private schools. ... A number of historical events and influences have impacted .... term strategy and implemented a plan to increase the quantity .... posal%20FINAL.pdf. Ministry of ...

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

    Science.gov (United States)

    Wasylko, Yolanda; Stickley, Theodore

    2003-01-01

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

  18. Wikis and blogs: consider the possibilities for continuing nursing education.

    Science.gov (United States)

    Billings, Diane M

    2009-12-01

    Wikis and blogs are software programs that promote communication and collaboration through the development of written documents. Nurse educators can use them to facilitate teaching and learning in a variety of health care settings.

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

    Science.gov (United States)

    Roberts, P M

    1998-10-01

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

  20. The Lived Experience of Masters-Prepared Academic Nurse Educators Decision-Making Process for Pursuing Doctoral Education

    Science.gov (United States)

    Williamson, Paul J.

    2013-01-01

    Nursing professionals represent one of the largest groups of healthcare professions in the United States. Nurses who educate in academic institutions across the states require higher education. Many nurse educators have completed master's level education and are considering obtaining doctoral education for various reasons. This study explored…

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

    Science.gov (United States)

    Simmonds, Anne H

    2015-03-01

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

  2. A qualitative study of the perceptions and experiences of Pre-Registration House Officers on teamwork and support

    Directory of Open Access Journals (Sweden)

    Cochrane Mac

    2005-03-01

    Full Text Available Abstract Background Following the implementation of a new final Year 5 curriculum in one medical school we carried out a study to explore the experience of the transition from final student year to Pre-Registration House Officer (PRHO. This study looks at the experiences of two successive cohorts of PRHOs in relation to team work, support and shared responsibility in their transition from final year students to qualified doctors. The involvement of PRHOs in teams is likely to change in the development of Foundation programmes. Methods A qualitative study with semi-structured interviews with 33 PRHOs, stratified by gender, ethnicity and maturity, from two study cohorts, qualifying in 2001 and 2002, from one medical school in the UK, in their first three months following medical graduation. Results Most PRHOs reported positive experiences for their inclusion as a full member of their first ward teams. This contributed to their increasing confidence and competence in this early period of career transition. However, a number of organisational barriers were identified, e.g. incomplete teams, shift work, which produced problems in their integration for one third of newly qualified doctors. Conclusion Recently introduced policies, intended to improve the working lives of newly qualified doctors have produced both benefits and unintended adverse impacts on PRHOs. The changes of the new PRHO Foundation programme will have further impact. Foundation doctors may need to relate to wider teams with more interaction and less protection. Such changes will need to be managed carefully to protect the PRHO at a vulnerable time.

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

    Science.gov (United States)

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

    2016-01-01

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

  4. Understanding dyslexia and nurse education in the clinical setting.

    Science.gov (United States)

    Sanderson-Mann, Jo; McCandless, Fiona

    2006-05-01

    Clinical practice and dyslexia is becoming an important topic with the introduction of disability legislation and changes in nursing school entrance requirements. This paper considers the issues surrounding nursing and dyslexia, drawing on the available evidence. Firstly, the strengths dyslexics can bring to nursing are considered, along with difficulties they can experience, although the evidence is limited, with papers being anecdotal or speculative at times. The attitudes of institutions and healthcare professionals towards dyslexia are also addressed, along with what they can do to support dyslexic nurses and student nurses. Strategies for individual students are also suggested, which nursing educators could encourage students to use. Finally, the issue of disclosure is discussed, and suggested reasons why some dyslexic students choose not to disclose.

  5. Empathy toward Patients with Mental Illness among Baccalaureate Nursing Students: Impact of a Psychiatric Nursing and Mental Health Educational Experience

    Science.gov (United States)

    Mousa, Marwa Abd El-Gawad Ahmed

    2015-01-01

    Empathy is an ability and skill that can be learned and developed through appropriate education and practice. While the importance of nurses' empathy is widely acknowledged, little is known about the impact of passing through the psychiatric nursing and mental health educational experience at the Faculty of Nursing, Alexandria University on…

  6. Art as a scaffolding teaching strategy in baccalaureate nursing education.

    Science.gov (United States)

    Hydo, Sharon K; Marcyjanik, Diane L; Zorn, CeCelia R; Hooper, Nicole M

    2007-01-01

    Although the use of art in nursing education is well highlighted, most of the literature is anecdotal or focuses on development of a reflective nursing practice with clients. In this study, art was used as a scaffold to infuse liberal nursing education by helping baccalaureate nursing students (n = 91) create a personal expression of nursing and move toward greater self-awareness. Scaffolding is a metaphor for supporting learners as they develop higher levels of thinking. Using naturalistic inquiry to analyze students' written responses in a course activity, four themes emerged from the data: art and creativity, teamwork, boundaries and horizons within self, and boundaries and horizons in the profession. Student's individual expressions of art served as the "calling forth" of processes that opened the door to each student's personal expression.

  7. Ethics education in advanced practice nursing: respect for human dignity.

    Science.gov (United States)

    Kalb, Kathleen A; O'Conner-Von, Susan

    2007-01-01

    Ethics education is an essential component of academic programs that prepare nurses for advanced practice; the concept of respect for human dignity is integral to this education. Sixty-three graduate students enrolled in their first course of a nurse practitioner program completed a researcher-developed Ethics Questionnaire that was designed to elicit their baseline ethics-related knowledge, including their understanding of the concept "respect for human dignity". Qualitative analysis of data yielded findings that validate the importance of using the American Nurses Association Code of Ethics for Nurses with Interpretive Statements as an essential foundation for ethics content and as a framework for understanding the meaning of human dignity in advanced practice nursing. Assessment and learning strategies are recommended.

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

    Science.gov (United States)

    Robinson, F Patrick

    2009-01-01

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

  9. Effectiveness of INROADS into pain management, a nursing educational intervention.

    Science.gov (United States)

    Salinas, Gregory D; Abdolrasulnia, Maziar

    2011-07-01

    Nurses play a critical role in managing a patient's pain, from initial evaluation to ongoing patient education. However, little information exists on current gaps in nurses' knowledge and their pain-related decision making. To this end, an educational intervention-the INROADS initiative-was designed to improve the knowledge of nurses involved in patient management as well as to guide them toward practices that are consistent with currently available evidence. The results from an evaluation of this intervention show that nurses participating in the INROADS program were 52% more likely to make evidence-based care choices for their patients, compared with a control group of demographically similar nurses. The effect of this program may reinforce it as a model for the design of future interventions for pain management. Copyright 2011, SLACK Incorporated.

  10. Introducing Computer Content in Nursing Education: One Experience

    Science.gov (United States)

    Newbern, Virginia B.

    1982-01-01

    The Continuing Education Program of the College of Nursing, The University of Akron, offered its first credit course on computer usage in nursing and health, The Computer As a Nursing Tool, in the summer of 1978. A second course, Computer Usage in Health Care: A National Survey, was offered in the summer of 1980. This paper describes how the need for content related to computer usage was initially identified and how the content for the first course, which focused heavily on learning the language, flow charting, and much interaction with the computer, evolved. It traces the evolution of the second course which brought together nurse computer experts from many areas to share their knowledge and experience with students in an intensive week-long two credit workshop. An outline of potential resources and “helpful hints” is included. The paper closes with a discussion of how knowledge concerning the computer and its uses can be integrated into nursing education and practice.

  11. Leadership Competence Educational Model for a Twenty-First Century Nursing Doctoral Education in Contemporary Turkey

    Science.gov (United States)

    Terzioglu, Fusun

    2011-01-01

    In this article, the author proposes a nursing education model about leadership that can be used to improve the leadership skills of nursing doctoral students. This model is developed at the University of Michigan School of Nursing. In developing this model, the author had the opportunity to observe the University of Michigan, School of Nursing…

  12. Leadership Competence Educational Model for a Twenty-First Century Nursing Doctoral Education in Contemporary Turkey

    Science.gov (United States)

    Terzioglu, Fusun

    2011-01-01

    In this article, the author proposes a nursing education model about leadership that can be used to improve the leadership skills of nursing doctoral students. This model is developed at the University of Michigan School of Nursing. In developing this model, the author had the opportunity to observe the University of Michigan, School of Nursing…

  13. Social networking in nursing education: integrative literature review

    Science.gov (United States)

    Kakushi, Luciana Emi; Évora, Yolanda Dora Martinez

    2016-01-01

    Abstract Objective: to identify the use of social networking in nursing education. Method: integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. Results: of the 489 articles found, only 14 met the inclusion and exclusion criteria. Most studies were published after 2013 (57%), originating from the United States and United Kingdom (77.8%). It was observed the use of social networking among nursing students, postgraduate students, mentors and nurses, in undergraduate programmes, hybrid education (blended-learning) and in interprofessional education. The social networking sites used in the teaching and learning process were Facebook (42.8%), Ning (28.5%), Twitter (21.4%) and MySpace (7.1%), by means of audios, videos, quizzes, animations, forums, guidance, support, discussions and research group. Conclusion: few experiences of the use of social networking in nursing education were found and their contributions show the numerous benefits and difficulties faced, providing resourses for the improvement and revaluation of their use in the teaching and learning process. PMID:27384465

  14. Social networking in nursing education: integrative literature review

    Directory of Open Access Journals (Sweden)

    Luciana Emi Kakushi

    Full Text Available Abstract Objective: to identify the use of social networking in nursing education. Method: integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. Results: of the 489 articles found, only 14 met the inclusion and exclusion criteria. Most studies were published after 2013 (57%, originating from the United States and United Kingdom (77.8%. It was observed the use of social networking among nursing students, postgraduate students, mentors and nurses, in undergraduate programmes, hybrid education (blended-learning and in interprofessional education. The social networking sites used in the teaching and learning process were Facebook (42.8%, Ning (28.5%, Twitter (21.4% and MySpace (7.1%, by means of audios, videos, quizzes, animations, forums, guidance, support, discussions and research group. Conclusion: few experiences of the use of social networking in nursing education were found and their contributions show the numerous benefits and difficulties faced, providing resourses for the improvement and revaluation of their use in the teaching and learning process.

  15. The quality of doctoral nursing education in South Africa

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    Siedine K. Coetzee

    2015-02-01

    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.

  16. Education for nurses working in cardiovascular care: a European survey.

    Science.gov (United States)

    2014-12-01

    Nurses represent the largest sector of the workforce caring for people with cardiovascular disease in Europe. Little is known about the post-registration education provided to nurses working within this specialty. The aim of this descriptive cross sectional survey was to describe the structure, content, teaching, learning, assessment and evaluation methods used in post-registration cardiovascular nurse education programmes in Europe. A 24-item researcher generated electronic questionnaire was sent to nurse representatives from 23 European countries. Items included questions about cardiovascular registered nurse education programmes. Forty-nine respondents from 17 European countries completed questionnaires. Respondents were typically female (74%) and educated at Masters (50%) or doctoral (39%) level. Fifty-one percent of the cardiovascular nursing education programmes were offered by universities either at bachelor or masters level. The most frequently reported programme content included cardiac arrhythmias (93%), heart failure (85%) and ischaemic heart disease (83%). The most common teaching mode was face-to-face lectures (85%) and/or seminars (77%). A variety of assessment methods were used with an exam or knowledge test being the most frequent. Programme evaluation was typically conducted through student feedback (95%). There is variability in the content, teaching, learning and evaluation methods in post-registration cardiovascular nurse education programmes in Europe. Cardiovascular nurse education would be strengthened with a stronger focus upon content that reflects current health challenges faced in Europe. A broader view of cardiovascular disease to include stroke and peripheral vascular disease is recommended with greater emphasis on prevention, rehabilitation and the impact of health inequalities. © The European Society of Cardiology 2013.

  17. 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

    2017-09-15

    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.

  18. A comparison of the learning styles among different nursing programs in Taiwan: implications for nursing education.

    Science.gov (United States)

    Li, Yuh-Shiow; Chen, Pei-Shih; Tsai, Su-Jen

    2008-01-01

    The purpose of this study was to explore the learning style of students in a two-year and a five-year associate degree nursing program, and a two-year baccalaureate degree of nursing program in Taiwan. The Chinese version of the Myers-Briggs Type Indicator (MBTI) form M is an instrument that measures individual preferences in four dichotomous dimensions of Jungian theory: extraversion/introversion; sensing/intuition; thinking/feeling; and judging/perceiving. The study sample included 425 nursing students: 94 students in a two-year associate degree of nursing (ADN) program, 235 students in a five-year ADN program, and 96 students in a two-year bachelor of science in nursing (BSN) program. Analyses of the data revealed that the most common learning styles were introversion, sensing, thinking, and judging (ISTJ) and introversion, sensing, feeling, and judging (ISFJ) among Taiwanese nursing students. The findings of the study indicated that the SJs comprised 41.3% of the participating nursing students. The SJ is a popular preference in nursing. A large sample is recommended for further research. This study can guide nursing educators in the design of classroom and clinical instructional strategies to respond to individual needs in order to enhance student success.

  19. COMPARATIVE EFFECTIVENESS RESEARCH AND ITS APPLICATION TO NURSING EDUCATION

    Directory of Open Access Journals (Sweden)

    Claire Su-Yeon Park

    2016-07-01

    Full Text Available This in-depth integrative literature review aimed to investigate comparative effectiveness research (CER methodologies applicable to nursing research and to propose a CER design relevant to nursing education. Integration and synthesis were conducted from August 20 to December 15, 2013 and from October 20 to December 05, 2015 using electronic databases and refereed published books. The key words were “comparative effectiveness research,” “education,” “patient outcomes,” “effectiveness,” “cost-effectiveness,” and “efficiency.” All selected literatures were initially scrutinized by the principal investigator in terms of scientific rigor and then synthesized on an ongoing basis. CER methodologies in nursing research were presented to be significant in terms of enabling the distinctiveness of the nursing profession to stand out. Three CER methodologies applicable to nursing research—a Pragmatic Clinical Trial, Observational Comparative Effectiveness Research and Cost Effectiveness Research—revealed each of their distinguishable strengths and weaknesses compared to the Randomized Controlled Trial. For ethical considerations, the importance of ensuring “equipoise” was identified. Lastly, in a head to head comparison of two nursing education programs, a single blind, randomized crossover study design was proposed as a type of Pragmatic Clinical Trial utilizing cost-utility analysis. A mixed method Analysis of Covariance and a Doubly Multivariate Repeated Analysis of Covariance were suggested as relevant statistical analyses. Considering that CER is still inchoate in nursing research and nurse scientists’ endeavors to address the gap are urgent, this study is compelling in that it proposed a rigorous CER design not only directly applicable to nursing education, but also to other disciplines in education.

  20. Development of nursing management competencies: guidelines for continuous education services

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    Priscila Meyenberg Cunha Sade

    2015-12-01

    Full Text Available Abstract OBJECTIVE Developing continuing education guidelines for the development of nursing management competencies along with the members of the Center of Nursing Continuing Education of Parana. METHOD A qualitative research outlined by the action research method, with a sample consisting of 16 nurses. Data collection was carried out in three stages and data were analyzed according to the thematic analysis technique. RESULTS It was possible to discuss the demands and difficulties in developing nursing management competencies in hospital organizations and to collectively design a guideline. CONCLUSION The action research contributed to the production of knowledge, confirming the need and the importance of changing the educational processes and evaluations, based on methodologies and instruments for professional development in accordance with human resource policies and contemporary organizational policies.

  1. Current Continuing Professional Education Practice among Malaysian Nurses.

    Science.gov (United States)

    Chong, Mei Chan; Francis, Karen; Cooper, Simon; Abdullah, Khatijah Lim

    2014-01-01

    Nurses need to participate in CPE to update their knowledge and increase their competencies. This research was carried out to explore their current practice and the future general needs for CPE. This cross-sectional descriptive study involved registered nurses from government hospitals and health clinics from Peninsular Malaysia. Multistage cluster sampling was used to recruit 1000 nurses from four states of Malaysia. Self-explanatory questionnaires were used to collect the data, which were analyzed using SPSS version 16. Seven hundred and ninety-two nurses participated in this survey. Only 80% (562) of the nurses had engaged in CPE activities during the past 12 months. All attendance for the various activities was below 50%. Workshops were the most popular CPE activity (345, 43.6%) and tertiary education was the most unpopular activity (10, 1.3%). The respondents did perceive the importance of future CPE activities for career development. Mandatory continuing professional education (MCPE) is a key measure to ensure that nurses upgrade their knowledge and skills; however, it is recommended that policy makers and nurse leaders in the continuing professional development unit of health service facilities plan CPE activities to meet registered nurses' (RNs) needs and not simply organizational requirements.

  2. Clinical Education In psychiatric mental health nursing: Overcoming current challenges.

    Science.gov (United States)

    Choi, Heeseung; Hwang, Boyoung; Kim, Sungjae; Ko, Heesung; Kim, Sumi; Kim, Chanhee

    2016-04-01

    In response to current challenges in psychiatric mental health nursing education, nursing schools have implemented new strategies in teaching undergraduate nursing students. The objectives of the study were to evaluate learning outcomes of a mental health nursing clinical practicum and to explore students' perceptions of the clinical practicum. This was a mixed-method study. Sixty-three undergraduate nursing students, who were undertaking their first mental health clinical practicum, completed a set of structured questionnaires and answered open-ended questions about the clinical practicum. Answers to open-ended questions were analyzed qualitatively, and learning outcomes (i.e., empathy, mental illness prejudice, simulation-related efficacy, and satisfaction) were measured at three time points: pre-clinical, post-simulation, and post-clinical. Students reported improvement in empathy and simulation-related self-efficacy after the clinical practicum, but no change was found in mental illness prejudice. Students' expectations for and evaluation of the clinical practicum are summarized. The observed improvement in learning outcomes of the clinical practicum may be attributed to the unique contribution of each component of the clinical practicum and the synergic effect of these diverse components. To manage emerging challenges in clinical settings and nursing education, it is critical to develop systematic and comprehensive mental health nursing clinical practicums for undergraduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. Nurse educators’ experiences of case-based education in a South African nursing programme

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    Felicity M. Daniels

    2015-07-01

    Full Text Available Background: A school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE approach was adopted for the delivery of the Bachelor of Nursing programme in 2005.Aim: The aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape.Methods: A participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data.Results: Three themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening.Conclusion: It was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.

  4. [Health for all--the development of community health nursing and public health nursing from the perspective of education].

    Science.gov (United States)

    Lin, Pay-Fan

    2014-06-01

    The purpose of this article was to examine the development of community health nursing and public health nursing in Taiwan from an educational perspective. Key issues addressed include: teaching strategies and scopes of practice used in community health nursing in Taiwan between 1910 and the 1950s; the philosophical foundations for the concepts of "health for all" and "social justice" in Taiwan's community health nursing; the five "P"s of community health nursing teaching and practice (population, prevention, promotion, policy, and partnership); the core competencies and scope of practice of community health nursing proposed by the TWNA Community Health Nursing Committee; and the core competencies and the tiers of classification proposed by the Quad Council of Public Health Nursing Organizations. This article helps to elucidate the inseparable relationship between community health nursing education and practice at both the micro and macro level and examines possible future directions for community health nursing in Taiwan. The author proposes the following recommendations for future community health nursing education development in Taiwan: 1) implement competence classifications appropriate to each nursing education preparation level, 2) promote multidisciplinary cooperation among education, practice, and policy, and 3) promote collaboration and consensus among community health nursing and public health related associations.

  5. Growing gratitude in undergraduate nursing students: Applying findings from social and psychological domains to nursing education.

    Science.gov (United States)

    Fournier, Ann; Sheehan, Caryn

    2015-12-01

    Millennial students are often characterized as technology focused multitaskers, yet young nursing students are expected to focus on and thoughtfully engage with the person at the center of their caring efforts. Developing gratitude practices requires quiet contemplation and focus. Cultivating an attitude of gratitude in millennial nursing students may be one avenue to address concerns surrounding the provision of relationship based person-centered care by young nurses. In other disciplines, gratitude work has been studied extensively and is associated with several positive outcomes. Assignments included in most nursing programs can easily be modified to include a gratitude focus. Examples of gratitude assignments and the student reflection of these assignments are included here as a call for nurse educators to further study this concept. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Comparison of methodologic quality and study/report characteristics between quantitative clinical nursing and nursing education research articles.

    Science.gov (United States)

    Schneider, Barbara St Pierre; Nicholas, Jennifer; Kurrus, Jeffrey E

    2013-01-01

    To compare the methodologic quality and study/report characteristics between quantitative clinical nursing and nursing education research articles. The methodologic quality of quantitative nursing education research needs to advance to a higher level. Clinical research can provide guidance for nursing education to reach this level. One hundred quantitative clinical research articles from-high impact journals published in 2007 and 37 education research articles from high impact journals published in 2006 to 2007 were chosen for analysis. Clinical articles had significantly higher quality scores than education articles in three domains: number of institutions studied, type of data, and outcomes. The findings indicate three ways in which nursing education researchers can strengthen the methodologic quality of their quantitative research. With this approach, greater funding may be secured for advancing the science of nursing education.

  7. Total educational costs of an integrated nursing curriculum.

    Science.gov (United States)

    Bobroff, Maria Cristina Cescatto; Gordan, Pedro A; Garanhani, Mara Lúcia

    2009-01-01

    Innovative changes in undergraduate Nursing programs have brought about new methodologies and the need for cost evaluation. This study aims to develop a model for cost estimation, and to estimate educational costs of an integrated Nursing curriculum at a public university. This is a case study conducted in stages: model development, data collection, analysis and interpretation. The cost-construction model consisted of six steps: data collection; educational and support activity costs; four-year course educational costs; educational support costs; joint product costs and total educational costs. Findings showed a total educational cost per student/year US$ 3,788.82. Course team faculty included 97 members. The cost analysis in faculty contact hours is the most appropriate cost unit as it most consistently reflects faculty time devoted to teaching. The knowledge about educational costs provided information that may be useful for a different approach to the integrated curriculum management, with a view to putting its educational objectives in practice.

  8. Foreign-Educated Graduate Nursing Students and Plagiarism.

    Science.gov (United States)

    Knowlton, Mary; Collins, Shawn Bryant

    2017-04-01

    Plagiarism is a concern related to students educated in countries other than the United States, where English is not the first language spoken. The authors' experience with plagiarism by a foreign-educated nursing student prompted an investigation into this topic. This article focuses on the occurrence of unintentional plagiarism, a common focus with foreign-educated students, addressing linguistic, as well as cultural, viewpoints. The findings from the literature on plagiarism among foreign-educated students are elicited and the article discusses strategies to help foreign-educated students learn about plagiarism and how to properly cite and reference sources. A variety of proactive strategies exist that can be used by both faculty and students to mitigate the occurrence of plagiarism by foreign-educated nursing students in higher education, starting with a clearer understanding of some of the antecedents to the problem of plagiarism. [J Nurs Educ. 2017;56(4):211-214.]. Copyright 2017, SLACK Incorporated.

  9. The education received by nursing students regarding nursing older people: a scoping literature review.

    Science.gov (United States)

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

    2015-03-01

    The situation of an ageing population is a priority for all levels of society globally, particularly related to the subsequent increased demand for care. Nurses are often the primary source of this care; therefore, research is required to develop the curricula of nursing education, to help them meet this demand. The primary aim was to analyse empirical studies that have tackled nursing students' education concerning nursing older people. This analysis was targeted at generating an overall picture of the research in this field in order to determine the areas that require further study. A scoping literature review was conducted through systematic searches in the following electronic databases: Medical Literature Analysis and Retrieval System (MEDLINE), Cumulative Index to Nursing and Allied Health Literature (CINAHL) and Education Resources Information Center (ERIC). These searches were limited to studies with an available abstract, in English, which were conducted between 1999 and 2012. Two researchers independently applied the same inclusion and exclusion criteria to select the studies for analysis. In total, 66 articles were included in the analyses. The results were validated by the research team. The primary research areas identified included both the learning outcomes and the implementation of nurses' education in caring for older people. Students' general attitudes towards older people and ageing dominated the studies regarding learning outcomes. There was a large variation in the description of the validity and trustworthiness of the studies, with most being only at a moderate level. A limited number of studies examining the specific learning outcomes and factors influencing the implementation of education exist. Vague reporting about the validity and trustworthiness of the studies limits the use of their findings. More well-designed studies are needed to guide educational strategies to improve students' competence in nursing older people and to promote this

  10. Ethics in Nursing Practice and Education.

    Science.gov (United States)

    Benoliel, Jeanne Quint

    1983-01-01

    The fact that ethics has become important to nurses is a reflection of two types of developments: (1) rapid expansion and application of biomedical technology, and (2) the human rights movement. Therefore, nursing involves an increasing number of activities with both moral and technical implications. (SSH)

  11. 75 FR 75689 - National Advisory Council on Nurse Education and Practice; Notice for Request for Nominations

    Science.gov (United States)

    2010-12-06

    ... administration of Title VIII, including the range of issues relating to the nurse workforce, nursing education... Secretary and Congress regarding programs administered by the Division of Nursing, Bureau of Health... nursing programs; expertise in the field (if applying as a nursing candidate) or understanding of...

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

    Science.gov (United States)

    Parfitt, Barbara; Nahar, Niru Shamsun

    2016-06-01

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

  13. Beginnings of nursing education and nurses’ contribution to nursing professional development in Serbia

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    Vlaisavljević Željko

    2014-01-01

    Full Text Available The oldest records of developmental beginnings of patients’ healthcare relate to the first hospital founded by St. Sava at the monastery Studenica in 1199. The profile of the Kosovian girl became the hallmark of nursing profession in Serbia. The first school for midwives was founded in 1899 at the Department of Gynecology and Obstetrics of the General State Hospital in Belgrade. However, there were no other schools for nurses in Serbia until the foundation of the School for Midwives of the Red Cross Society in 1021. Until then the healthcare of patients and the injured was carried out by self-taught volunteer nurses with completed short courses of patients’ healthcare. The first course for male and female nurses was organized by the Serbian Red Cross at the beginning of the First Serbian-Turkish War in 1876. During wars with Serbian participation in 19th and 20th centuries with Serbian participation, nurses gave a remarkable contribution being exposed to extreme efforts and often sacrificing their own lives. In war times great merit belongs to the members of the humanitarian society the Circle of Serbian Sisters founded in Belgrade in 1903, which was the resource of a great number of nurses who became the pride of nursing profession. Generations of nurses were educated on their example. In 2004 the annual award “Dušica Spasić” was established which is awarded to the best medical nurse in Serbia. Dušica Spasić was a medical nurse that died at her workplace, when aged 23 years, nursing the sick from variola.

  14. The role of the nurse teacher in clinical practice: an empirical study of Finnish student nurse experiences.

    Science.gov (United States)

    Saarikoski, Mikko; Warne, Tony; Kaila, Päivi; Leino-Kilpi, Helena

    2009-08-01

    This paper focuses on the role of the nurse teacher (NT) in supporting student nurse education in clinical practice. The paper draws on the outcomes of a study aimed at exploring student nurse experiences of the pedagogical relationship with NTs during their clinical placements. The participants (N=549) were student nurses studying on pre-registration nursing programmes in Finland. Data were analysed using descriptive statistics, cross-tabulation and ANOVA. The study showed that the core aspect of NTs work in clinical practice revolved around the relationship between student, mentor and NT. Higher levels of satisfaction were experienced in direct proportion to the number of meetings held between the student and NT. However, whilst the importance of this relationship has been reported elsewhere, an additional aspect of this relationship emerged in the data analysis. Those NT who facilitated good face to face contact also used other methods to enhance the relationship, particularly e-mail, virtual learning environment and texting. This outcome suggests that NT's interpersonal and communicative skills are as important as their clinical knowledge and skills in promoting effective learning in the clinical practice area. The paper argues for such approaches to be utilised within the emergent opportunities afforded by new communication and educational technologies.

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

    Science.gov (United States)

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

    2010-01-01

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

  16. Video streaming in nursing education: bringing life to online education.

    Science.gov (United States)

    Smith-Stoner, Marilyn; Willer, Ann

    2003-01-01

    Distance education is a standard form of instruction for many colleges of nursing. Web-based course and program content has been delivered primarily through text-based presentations such as PowerPoint slides and Web search activities. However, the rapid pace of technological innovation is making available more sophisticated forms of delivery such as video streaming. High-quality video streams, created at the instructor's desktop or in basic recording studios, can be produced that build on PowerPoint or create new media for use on the Web. The technology required to design, produce, and upload short video-streamed course content objects to the Internet is described. The preparation of materials, suggested production guidelines, and examples of information presented via desktop video methods are presented.

  17. Teaching the teacher program to assist nurse managers to educate nursing staff in Ecuadorian hospitals.

    Science.gov (United States)

    Palmer, Sheri P; Heaston, Sondra

    2009-03-01

    Continuing education for hospital staff nurses is a concern worldwide. Current research shows that continuing education among nurses can positively affect patient outcomes (O'Brien, T., Freemantle, N., Oxman, A, et al., 2002. Interactive continuing education workshops or conferences can improve professional practice and patient outcomes. Journal of Evidence Based Nursing. 26 (5)). Seeing a need for improved patient outcomes among hospitals in Ecuador, we conducted a teaching the teacher program to assist nurse managers to carry-out continuing education in their hospital system. This teaching the teacher program was established through the collaboration between one College of Nursing in Utah, USA and a large healthcare system in Guayaquil, Ecuador. The collaboration has been ongoing for five years, 2003 to present. Initial projects included classes for the nursing staff including technical skills, life-saving techniques, and nursing process and assessment. Collaborators from the US and Ecuador believed that in order to maximize the improvement of nursing care in the hospital system it was necessary to turn attention on the nurse managers and not just the staff nurses. This would allow for meaningful ongoing learning beyond the one-time classroom setting. Continuing education is not common in Ecuadorian hospitals as it is in the United States. The purpose of this paper is to describe the project and provide initial evaluative data on the response to the curriculum; including evidence of managers using the teaching principles they were taught. The underlying aim of the project was to achieve a sustainable impact by teaching the leaders of each unit how to be more effective teachers. In May 2007, a two-day "teaching the teacher" workshop was developed with the needs of the managers in mind. The participants in the course included the chief nursing officer and leaders of various units of the hospital. In May 2008 a follow-up class was taught, along with an evaluation by

  18. Factors influencing nursing students' acceptance of electronic health records for nursing education (EHRNE) software program.

    Science.gov (United States)

    Kowitlawakul, Yanika; Chan, Sally Wai Chi; Pulcini, Joyce; Wang, Wenru

    2015-01-01

    The Institute of Medicine (IOM) and the Health Information Technology Act (2009) in America had recommended that electronic health records (EHRs) should be fully adopted by 2014. This has urged educational institutions to prepare healthcare professionals to be competent in using electronic health records (EHRs) while they are in schools. To equip nursing students with competency in using EHRs, an electronic health record for nursing education (EHRNE) has been developed and integrated it into nursing curricula. The purposes of the study were to investigate the factors influencing nursing students' acceptance of the EHRs in nursing education using the extended Technology Acceptance Model with self-efficacy as a conceptual framework. The study is a descriptive study design using self-reported questionnaires with 212 student participants. The IBM SPSS and AMOS 22.0 were used to analyze the data. The results showed that attitude toward using the EHRNE was the most influential factor on students' acceptance. The preliminary findings suggested that to enhance the students' acceptance of the EHRNE, cultivation of a positive attitude toward using this EHR as well as increasing the perceived usefulness is very important. Also, the study's framework could be used in guiding learning health informatics and be applied to nursing students.

  19. Key influences identified by first year undergraduate nursing students as impacting on the quality of clinical placement: A qualitative study.

    Science.gov (United States)

    Cooper, John; Courtney-Pratt, Helen; Fitzgerald, Mary

    2015-09-01

    Despite the fact that high quality clinical placement is an integral component of pre-registration nursing education for the development of the future nursing workforce, the literature identifies an ongoing struggle to 'get it right'. To examine qualitative data gathered through the Quality Clinical Placements Evaluation project to identify what pre-registration nursing students deemed helpful and not helpful influences on their first year Professional Experience Placement. A total of 553 first year undergraduate nursing students from 2010 to 2012 were enrolled in the programme and all were invited to complete a validated survey to measure the quality of their first clinical placement. A total of 361 completed surveys were returned. This paper examines the data provided through open-ended questions within the survey related to most helpful and least helpful aspects of their clinical experience. An inductive analysis approach using NVIVO allowed inherent areas to emerge from the raw data forming three key themes that influenced the experience of students. Feeling welcomed, individual versus team attitudes, and student expectations of supervising ward nurses were the themes identified that were perceived by the student as important to the success of learning and the quality of the experience overall. The findings echo previous research into the student experience of clinical placement; however the focus regarding the need for students to have a quality relationship with the supervising nurse is an area that warrants further exploration. Furthermore, we argue that students should be purposely engaged in the tertiary sector and provided guidance and strategies related to forming and maintaining relationships with those that supervise their clinical placement, in order to ensure consistent positive experiences. The outcomes from this study suggest that a missing component is teaching undergraduates how to manage relationships in clinical settings. Copyright © 2015

  20. Matching purpose with practice: revolutionising nurse education with mita.

    Science.gov (United States)

    Denny, Margaret; Weber, Ellen F; Wells, John; Stokes, Olga Redmond; Lane, Paula; Denieffe, Suzanne

    2008-01-01

    Multiple intelligences have only recently entered the teaching dialogue in nurse education and research. It is argued that despite the rhetoric of a student centred approach nurse education remains wedded to conventional teaching approaches that fail to engage with the individual and unwittingly silence the student's voice. This paper will examine the concept of multiple intelligences (MI) and outline Gardner's contention that the brain functions using eight intelligences which can be employed to improve learning at an individual level. It will then outline the use of MI using a five phase model, developed by Weber, known as a multiple intelligence teaching approach (MITA). It is contended that MITA has great potential in nurse education, particularly in terms of reinforcing learning beyond the educational domain and into the individual's professional development and clinical practice.

  1. Being Dementia Smart (BDS): A Dementia Nurse Education Journey in Scotland.

    Science.gov (United States)

    Macaden, Leah

    2016-06-24

    There is a global demographic transition secondary to population ageing. The number of older people living with multimorbidities including dementia has been significantly rising both in developed and developing countries. It is estimated that there would be 74.7 million people living with dementia by 2030 that would escalate to 135.46 million by 2050. 62 % of people with dementia currently live in low and middle income countries that are very poorly resourced to cope with this epidemic. Dementia is now duly recognised as a national priority within the UK and a global priority at the 2013 G8 Summit. Management and care of an individual with dementia requires a multidisciplinary approach with expertise and a competent skill base. Nurses are central to the delivery of dementia care delivery in hospitals, community and residential care settings. It is against this background that this pre-registration integrated dementia curriculum was developed to build capacity and capability with dementia expertise among the future nursing workforce in Scotland in line with the National Dementia Strategy.

  2. Multimedia technology for diabetes education of school nurses

    Science.gov (United States)

    Children with type 1 diabetes (T1D) require school nurses (SN) with specific diabetes training. Multimedia learning can facilitate cost-effective, convenient education of SN by diabetes educators (DE). We conducted formative research to gather qualitative and quantitative data to inform the interven...

  3. How to Plan an Inservice Education for (Your) Nursing Home.

    Science.gov (United States)

    Dickman, Irving R., Ed.

    A guide to offer the nursing home administrator and his inservice education coordinator a source of information about the process of program planning in inservice education is presented. To plan a program, the following steps are necessary: (1) Know the problem; (2) Gather the facts; (3) Examine the facts; (4) Select the best solution; (5) Gain…

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

    Science.gov (United States)

    Pop, Marcel; Hollós, Sándor; Vingender, István; Mészáros, Judit

    2009-03-08

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

  5. Simulation as an educational tool in acute nursing care

    DEFF Research Database (Denmark)

    Larsen, Mona

    2016-01-01

    education consists of classroom lessons and clinical instruction, however learning acute nursing skills, use of simulation-based education may improve the students’ fundamental knowledge on acute nursing and increase self-efficacy. Furthermore, the students’ may experience the learning process more......1 Hospital of Southwest Jutland, Finsensgade 35, 6700 Esbjerg, Denmark 2 University College South Denmark, Degnevej 16, 6705 Esbjerg, Denmark 3 Institute of Regional Health Research, University of Southern Denmark /Centre Southwest Jutland, Finsensgade 35, 6700 Esbjerg, Denmark Objective: Nursing...... satisfying. The purpose of the study was to investigate if theory based lessons in combination with simulation-based lectures (FAM Camp) were superior to theory based lessons alone on above mentioned variables. Method: This was a controlled intervention study among nursing students at University College...

  6. Motivation in nurse education practice: a case study approach.

    Science.gov (United States)

    Murphy, Fiona

    "There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation" (Maehr and Meyer, 1997 p372). It is important to understand motivation and the reasons why nurses, including educators and clinicians, need to continually motivate their students both in the classroom and within clinical practice. Using relevant literature, the following case study explores the significant issues pertinent in motivating a student undertaking a Postgraduate Diploma in Specialist Nursing. A combination of motivational and learning theories are used in the process of assisting this student to learn from her recent assessment failure and to become re-motivated. There is a discussion of the significance of this case and the key issues drawn from it, which may assist nursing staff in supporting student nurses to remain motivated within the clinical area.

  7. Health 2.0 and implications for nursing education.

    Science.gov (United States)

    Nelson, Ramona

    2012-01-01

    Over the last 20 years the evolution of web browsers providing easy access to the Internet has initiated a revolution in access to healthcare related information for both healthcare providers and patients. This access has changed both the process used to deliver education and the content of the nursing education curriculum worldwide. Our amazing ability to access information around the world is referred as to Web 1.0. Web 2.0 moves beyond access to a world where users are interactively creating information. With the advent of Health 2.0 we are confronting a second revolution that is challenging all aspects of healthcare including all aspects of nursing. This paper explores the concept of Health 2.0, discusses a conceptual framework approach for integrating Health 2.0 content into the nursing curriculum, outlines examples of key concepts required in today's nursing curriculum and identifies selected issues arising from the impact of Health 2.0.

  8. [Narrative Pedagogy in Nursing Education: The Essence of Clinical Nursing Process Recording].

    Science.gov (United States)

    Chao, Yu-Mei Y; Chiang, Hsien-Hsien

    2017-02-01

    Clinical nursing process recording (CNPR) has been shown to be an effective tool for facilitating student-centered teaching and learning in nursing education. Yet, the essence and process of this tool have yet to be sufficiently explored and clarified. To explore the essence of CNPR in the contexts of clinical teaching and learning. Reflective analysis was used as the phenomenological approach to analyze the qualitative data, which were transcribed from the oral responses of the six participants who were attending the Clinical Nursing Education Forum. A total of five sessions of the Clinical Nursing Education Forums were conducted. The content of the Clinical Nursing Education Forums consisted of a series of 12 narrative writings of CNPR that were written by a senior student and read and commented on by the student's clinical instructor. Three groups of the essence and process of clinical teaching and learning were inductively identified as: (a) mobilizing autonomous, self-directed learning behavior from self-writing and re-storying; (b) establishing the student-instructor dialogical relationship from mutual localization; and (c) co-creating a learning environment in education and in clinical practice. When used as an interactive teaching and learning tool, CNPR promotes mutual understanding by re-locating the self in the coexisting roles of student nurse, instructor, and patient in a series of nursing care situations. This re-location facilitates students' self-directed learning, enhances the abilities of asking question, waiting for and accompany with the instructor; and promotes the self-care capabilities of patients.

  9. Nursing education in China: Meeting the global demand for quality healthcare

    Directory of Open Access Journals (Sweden)

    Carol Chunfeng Wang

    2016-03-01

    This paper argues that the standard of nursing education in China plays a crucial role in preparing graduates to meet the health demands of China's growing population and the role that China can play into the future in the global progression of nursing. Collaboration between nursing authorities, educators, and legislators is required to support the progression of nursing worldwide.

  10. Current Continuing Professional Education Practice among Malaysian Nurses

    Directory of Open Access Journals (Sweden)

    Mei Chan Chong

    2014-01-01

    Full Text Available Nurses need to participate in CPE to update their knowledge and increase their competencies. This research was carried out to explore their current practice and the future general needs for CPE. This cross-sectional descriptive study involved registered nurses from government hospitals and health clinics from Peninsular Malaysia. Multistage cluster sampling was used to recruit 1000 nurses from four states of Malaysia. Self-explanatory questionnaires were used to collect the data, which were analyzed using SPSS version 16. Seven hundred and ninety-two nurses participated in this survey. Only 80% (562 of the nurses had engaged in CPE activities during the past 12 months. All attendance for the various activities was below 50%. Workshops were the most popular CPE activity (345, 43.6% and tertiary education was the most unpopular activity (10, 1.3%. The respondents did perceive the importance of future CPE activities for career development. Mandatory continuing professional education (MCPE is a key measure to ensure that nurses upgrade their knowledge and skills; however, it is recommended that policy makers and nurse leaders in the continuing professional development unit of health service facilities plan CPE activities to meet registered nurses’ (RNs needs and not simply organizational requirements.

  11. Issues in Associate Degree Nursing. Bridge to Success. Education and Service: A Partnership for Associate Degree Nursing.

    Science.gov (United States)

    Southern Regional Education Board, Atlanta, GA.

    This publication is a compilation of highlights from papers presented at the Associate Degree Nursing (ADN) project's regional conferences during 1983-84. Papers address pertinent issues in ADN education and practice. "AD Education: Are the Parameters Real?" (Julia Perkins) examines the parameters of associate degree nursing education from a…

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

    NARCIS (Netherlands)

    Richardson, Janet; Heidenreich, Thomas; Álvarez-Nieto, Carmen; Fasseur, F; Grose, Jane; Huss, N; Huynen, Maud; López-Medina, IM; A, Schweizer

    2016-01-01

    INTRODUCTION: Education in sustainable development is a goal recognised by a large number of countries and a vital concept in healthcare. It is therefore important that nurse education incorporates elements of sustainable development into nursing education curricula. However, there is limited

  13. Creating a paperless documentation system for nursing continuing education activities.

    Science.gov (United States)

    Garvey, Paula

    2010-02-01

    This article describes the process used to convert the required communication, documentation, and peer review process required by the Ohio State Board of Nursing, as well as program evaluation documents, to a completely online "live document" system. Creation of the documentation and review system was accomplished with custom Microsoft Word templates created with Visual Basic for Applications. All templates were created according to nursing continuing education specifications by a constituent member association-approved provider unit within the American Nurses Credentialing Center Accreditation system. Examples of the templates, program review process, and documentation system are included.

  14. Human dignity: a cornerstone of doctoral education in nursing.

    Science.gov (United States)

    Condon, Barbara Backer; Hegge, Margaret

    2011-07-01

    Human dignity is foundational to nursing ethics in both the practice and educational arena. It is implicitly and explicitly woven throughout all ethical dialogue. This column offers insight into the ubiquitous nature of human dignity as it surfaced during a doctoral level ethics course. These examples are shared in light of the humanbecoming human dignity ethical tenets: reverence, awe, betrayal, and shame. The prevalence of dignity in ethical discussion serves as a reminder for nurses to carve out time for meaningful discussions regarding its importance to the nursing profession as a whole.

  15. Attitudes of registered nurses regarding their own undergraduate clinical education

    OpenAIRE

    Lewis, Leanne

    2017-01-01

    A descriptive survey style study was conducted in order to describe the attitudes of recently graduated registered nurses towards the structure and supervision of their own undergraduate clinical education. This thesis presents and explores the findings of the study. The sample was obtained from Grade 1 and Grade 2 Year 1 Registered Nurses working within two metropolitan teaching hospitals. One hundred and twenty four (124) subjects participated by returning the questionnaire. The data collec...

  16. Disaster Preparedness; Need for inclusion in undergraduate nursing education

    OpenAIRE

    Susan Achora; Kamanyire, Joy K.

    2016-01-01

    With the increasing global frequency of disasters, the call for disaster preparedness training needs to be reinforced. Nurses form the largest group of the healthcare workforce and are often on the frontline in disaster management. Therefore, nurses should be adequately equipped with the knowledge and skills to respond to disasters, starting from their pre-service training to their in-service professional training. However, the inclusion of disaster preparedness education in under...

  17. Teaching the millennial generation: considerations for nurse educators.

    Science.gov (United States)

    Johanson, Linda

    2012-01-01

    A particular challenge for nurse educators has always been to discover the most relevant ways to promote student learning. Each generation of students presents with unique circumstances. The predominant characteristics of the current generation of nursing students are presented in this article. Suggestions are given regarding strategies to strengthen and maintain the characteristics that will be beneficial to students when they become RNs, while at the same time modifying or diminishing those that will not.

  18. Key components of financial-analysis education for clinical nurses.

    Science.gov (United States)

    Lim, Ji Young; Noh, Wonjung

    2015-09-01

    In this study, we identified key components of financial-analysis education for clinical nurses. We used a literature review, focus group discussions, and a content validity index survey to develop key components of financial-analysis education. First, a wide range of references were reviewed, and 55 financial-analysis education components were gathered. Second, two focus group discussions were performed; the participants were 11 nurses who had worked for more than 3 years in a hospital, and nine components were agreed upon. Third, 12 professionals, including professors, nurse executive, nurse managers, and an accountant, participated in the content validity index. Finally, six key components of financial-analysis education were selected. These key components were as follows: understanding the need for financial analysis, introduction to financial analysis, reading and implementing balance sheets, reading and implementing income statements, understanding the concepts of financial ratios, and interpretation and practice of financial ratio analysis. The results of this study will be used to develop an education program to increase financial-management competency among clinical nurses.

  19. The acculturation, language and learning experiences of international nursing students: Implications for nursing education.

    Science.gov (United States)

    Mitchell, Creina; Del Fabbro, Letitia; Shaw, Julie

    2017-09-01

    International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. Undergraduate and postgraduate international nursing students were recruited from one campus of an Australian university to take part in semi-structured interviews. A purposive and theoretically saturated sample of 17 students was obtained. Interviews were audio-recorded and field notes and interview data were thematically analysed. Expressing myself and Finding my place were the two major themes identified from the international student data. International nursing students identified that it took them longer to study in comparison with domestic students and that stress negatively influenced communication, particularly in the clinical setting. Additionally international nursing students identified the need to find supportive opportunities to speak English to develop proficiency. Clinical placement presented the opportunity to speak English and raised the risk of being identified as lacking language proficiency or being clinically unsafe. Initially, international nursing students felt isolated and it was some time before they found their feet. In this time, they experienced otherness and discrimination. International nursing students need a safe place to learn so they can adjust and thrive in the university learning community. Faculty and clinical educators must be culturally competent; they need to understand international nursing students' needs and be willing and able to advocate for and create an equitable environment that is appropriate for international nursing

  20. Minorities in Nursing Education: Using Smartphones.

    Science.gov (United States)

    Day-Black, Crystal

    2015-01-01

    The use of Smartphones in teaching and learning is transforming academia and affords a shift in paradigm for Historically Black Universities and Colleges (HBCUs) nurse programs for the 21st century. Smartphone use in academic settings has gained popularity among college students. For minority and low-income students, this handheld device may be the only source to real-time Internet-accessible information, and in anchoring social, vocational, and academic habits. Nursing faculty acceptance of smartphones in the classroom assists in clinical and simulation learning experiences. These experiences are keys to integration of successful smartphone initiatives in HBCU nursing programs.

  1. The influence of technology in nursing education.

    Science.gov (United States)

    Krau, Stephen D

    2015-06-01

    The complexity of the relationship between nursing and technology is not new. The complexity has increased with the advent of new technology and technological devices. For faculty who are in the clinical area on a limited basis, and for nurses who are not involved in decisions related to the adoption of technology, terms and concepts related to technology can be misconstrued or misunderstood. An overview of some major terms used in reference to technology and technological approaches can only enhance the intricate relationship between nursing and technology.

  2. Enhancing nursing students' education by coaching mentors.

    Science.gov (United States)

    Huggins, David

    2016-04-01

    To address some of the recommendations of the Willis Commission ( Royal College of Nursing 2012 ), and in response to local evaluation of mentor and nursing student experiences, the University of East Anglia has implemented a project to teach mentors coaching skills. The aim is to enhance mentor support of nursing students during practice placements and improve student learning in practice. This article describes the project and discusses the similarities and differences between mentoring and coaching. It shows how coaching has reduced the 'burden' of mentoring by reducing mentors' workloads, and has helped students to take responsibility for identifying learning needs and delivering supervised patient care.

  3. Satisfaction with nursing education, job satisfaction, and work intentions of new graduate nurses.

    Science.gov (United States)

    Kenny, Patricia; Reeve, Rebecca; Hall, Jane

    2016-01-01

    In the context of predictions of future shortages of nurses, retaining new graduate nurses in the nursing workforce is essential to ensure sufficient nurses in the future. This paper investigates the links between satisfaction with nursing education and job satisfaction, and job dissatisfaction and intentions to leave a nursing job. It uses survey data from a cohort study of nursing students recruited through two Australian universities and followed after graduation and workforce entry. Structural equation modeling (SEM) was used to simultaneously estimate the impact of educational satisfaction (work preparation component) on job satisfaction and the impact of job satisfaction on the expectation of leaving the current job. Two job satisfaction sub-scales were identified: 1) work environment satisfaction and 2) work hours and wages satisfaction. Work preparation satisfaction was significantly and positively associated with both job satisfaction scales but only work environment satisfaction was significantly associated with the expectation to stay in the job; a one standard deviation increase in work environment satisfaction was associated with a 13.5 percentage point reduction in the probability of expecting to leave. The estimated effect of satisfaction with education on expecting to leave, occurring indirectly through job satisfaction, was small (reducing the probability by less than 3 percentage points for a 1 point increase in work preparation satisfaction). Participating in a graduate transition program had the largest effect, reducing the probability of expecting to leave by 26 percentage points, on average. The study results suggest policies which focus on improving satisfaction with the work environment would be more effective at retaining nurses early in their career than improvements to conditions such as work hours and wages. Investment in new graduate transition programs would potentially have the largest impact on retention. Copyright © 2015 Elsevier

  4. [Reflective writing in nursing education: background, experiences and methods].

    Science.gov (United States)

    Montagna, Licia; Benaglio, Carla; Zannini, Lucia

    2010-01-01

    In the nursing field, writing one's own educational/professional experience has been utilized for a long time, to develop reflection and therefore learning. Reflective writing has been fostered to sustain the development of nurses' clinical, relational and ethical competence, and to promote self knowledge. To de scribe reflective writing experiences published in the literature, focussing on the educational contexts and the writing strategies used in the nursing field. Method. Narrative analysis of the international literature, based on the MedLine and Cinahl data sources. Reflective writing is used in undergraduate, post-graduate and continuing nursing education, to develop clinical learning or a professional and/or personal growth. In the former, short written assignments (also starting from scenarios) are given, while diaries and journals, with prompts focalizing on specific aspects of the experience, support a more global growth of the student/professional. These prompts are useful with individuals not used to write. Critical incidents or meaningful episodes from the clinical practice are also used. Many papers underline the importance of sharing writings with peers and/or a teacher/facilitator. Nursing students/professionals can be effectively supported by reflective writing in their experiential learning. However, their attitude to reflective writing should be considered with care and a feedback by peers and/or a facilitator must be provided. Since giving feedback requires adequate human resources, the implementation of writing activities in the nursing training should be carefully evaluated.

  5. The Citizen Nurse: An Educational Innovation for Change.

    Science.gov (United States)

    Clark, Kathleen M; Miller, Joyce P; Leuning, Cheryl; Baumgartner, Katherine

    2017-04-01

    Nursing education needs to provide the necessary tools for students to develop leadership skills and to practice civic agency to create meaningful change in the shifting health care field. This article focuses on facilitating a student's role in becoming a citizen nurse through curricular modifications. Through an ongoing partnership, nursing faculty and community organizers implemented a year-long pilot project to discover the deeper insights into the role of a citizen nurse and to analyze the skills students need to be effective agents of change. Pilot lectures and workshops were held throughout the academic year, and curricular changes were implemented. Based on input from pilot class experiences, student reflections, and faculty workshop feedback, the decision to implement ongoing curricular changes was made by the department. The development of citizen nurses in nursing education will pave the way for praxis embedded in meaningful work with just solutions, enhancing the agency of all involved in promoting health and well-being. [J Nurs Educ. 2017;56(4):247-250.]. Copyright 2017, SLACK Incorporated.

  6. The socialization process of newly graduated nurses into a clinical setting: role of the clinical nurse educator.

    Science.gov (United States)

    Schipper, Lindsay M; Schipper, Linda M

    2011-01-01

    This article is a review and synthesis of the literature related to the socialization of newly graduated nurses. Personal experience and standards frame the clinical nurse educator role in facilitating learner development and socialization. Successful strategies to improve the socialization process of newly graduated nurses from the literature and recommendations for the future are presented.

  7. Applications of a Nursing Knowledge Based System for Nursing Practice: Inservice, Continuing Education, and Standards of Care

    OpenAIRE

    Ryan, Sheila A.

    1983-01-01

    A knowledge base of nursing theory supports computerized consultation to nursing service administrators and staff about patient care. Three scenarios portray different nurses utilizing the system for inservice development, continuing education, and development of standards of care or protocols for practice. The advantages of the system including cost savings are discussed.

  8. Exploration of Nursing Faculty Members' Lived Experiences of Objective Structured Clinical Examination (OSCE) in Undergraduate Nursing Education

    Science.gov (United States)

    Obizoba, Cordelia O.

    2014-01-01

    The purpose of this phenomenological study was to gain an understanding of nursing faculty members' lived experiences of Objective Structured Clinical Examination (OSCE) in undergraduate nursing education. As owners of their programs' curriculum, nursing faculties are charged with the responsibility of providing needed knowledge, skills, and…

  9. Wisdom: a goal of nursing education.

    Science.gov (United States)

    D'Antonio, Jocelyn

    2014-02-01

    The attainment of wisdom is a goal of intellectual development manifested in an individual by a solid knowledge base, effective critical thinking skills, creative problem solving, and a sense of duty and altruism to humankind. Promoting the achievement of wisdom as a focal point in a nursing program can provide a unifying perspective in the development of a curriculum. Teaching strategies such as case studies, small group discussions, mentoring, reflective writing, and professional networking are effective ways to promote wisdom in nursing students.

  10. 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

  11. Retention and Application of Information Technology Skills among Nursing and Midwifery Students

    Science.gov (United States)

    Ip, Barry; Jones, Steve; Jacobs, Gabriel

    2007-01-01

    Pre-registration nursing and midwifery students are under considerable pressure to acquire the necessary information technology (IT) skills by the time they embark on a professional nursing career. There is a multitude of research findings detailing the use of computer-based learning materials, IT training initiatives and how such materials are…

  12. Scoping the role and education needs of practice nurses in London.

    Science.gov (United States)

    Procter, Susan; Griffiths, Lauren; Fanning, Agnes; Wallman, Lizzie; Loveday, Heather P

    2017-03-27

    Aims To identify education priorities for practice nursing across eight London Clinical Commissioning Groups (CCGs); to identify the education, training, development and support needs of practice nurses in undertaking current and future roles.

  13. 78 FR 54255 - HRSA's Bureau of Health Professions Advanced Education Nursing Traineeship Program

    Science.gov (United States)

    2013-09-03

    ... HUMAN SERVICES Health Resources and Services Administration HRSA's Bureau of Health Professions Advanced Education Nursing Traineeship Program AGENCY: Health Resources and Services Administration (HRSA), HHS... Education Nursing Traineeship (AENT) program. Effective fiscal year (FY) 2014, AENT support for...

  14. Perceptions of distance education among nursing faculty members in North America.

    Science.gov (United States)

    Mancuso, Josephine M

    2009-06-01

    A strategy to increase access to nursing education, train nurses for practice, and prepare future nurse educators is distance education. Faculty member shortages are cited as the main reason for not accepting qualified applicants. Faculty members are the core of nursing education. In order to address nursing faculty members' concerns regarding distance education and to assist in faculty member recruitment, retention, growth, and development in order to improve and enhance the quality of distance education, one must answer the question: What are nursing faculty members' perceptions of distance education in nursing? Utilizing a number of databases to locate research specific to this topic, this article provides an integrative review of the nursing literature to ascertain the faculty members' perspective of distance education. The research was analyzed, findings summarized, and limitations mentioned. Utilizing a brief supplementary review of the literature, the implications, recommendations, and need for future research are discussed.

  15. Affective learning in end-of-life care education: the experience of nurse educators and students.

    Science.gov (United States)

    Brien, Louise-Andrée; Legault, Alain; Tremblay, Nicole

    2008-12-01

    Preparing future nurses to care for dying patients and their families represents a challenge for nursing education. Affective learning, essential to nurture a caring perspective in end-of-life care, can elicit strong emotional reactions in students, to which nurse educators must remain keenly sensitive. This article presents the experience of nurse educators and students with experiential and reflective activities addressing the affective domain of learning, within an intensive 4-week undergraduate course on end-of-life care, developed with a competency-based approach. It stressed the importance of strategic teaching for developing interpersonal competencies in end-of-life care, but revealed difficulties for both nurse educators and students in assessing outcomes derived from affective learning.

  16. Nursing students' perspectives and suggestions on patient safety--implications for developing the nursing education curriculum in Iran.

    Science.gov (United States)

    Vaismoradi, Mojtaba; Bondas, Terese; Jasper, Melanie; Turunen, Hannele

    2014-02-01

    Nursing students' close involvement in knowledge development about patient safety will enhance the integrity of the current content of nursing education and pave the way towards developing a nursing curriculum that facilitates achieving a safer health-care system. This study explores nursing students' perspectives and suggestions on developing patient safety aspects of the nursing curriculum in the context of Iranian culture. A qualitative methodology involving three focus groups with a purposive sample of 18 nursing students from a large Iranian nursing school, utilising directed semi-structured interviews generated data, which was analysed using the content analysis process. Two main themes emerged from content analysis: (1) "involving students fully in patient care" with subthemes 'building a trusting relationship between education and practice', and 'promoting inter-dependence between health-care providers', and (2) "structuring patient safety education" with subthemes 'transforming nursing routines to evidence-based care', and 'connecting care to patient safety issues'. The extent of students' involvement in clinical practice and clinical nurses' roles in student education in practice requires clarification. The curriculum needs to incorporate patient safety aspects throughout, and include interdisciplinary education to ensure compliance with patient safety policies. Moreover, successful implementation of such a curriculum necessitates cooperation from nursing practice and instructors to meet nursing students' expectations. Copyright © 2014 Elsevier Ltd. All rights reserved.

  17. Child and adolescent psychiatric nursing and the 'plastic man': reflections on the implementation of change drawing insights from Lewin's theory of planned change.

    Science.gov (United States)

    McGarry, Denise; Cashin, Andrew; Fowler, Cathrine

    2012-06-01

    Child and adolescent psychiatric nursing (CAPN) as a discipline has been remarkably slow in the uptake of high fidelity human patient simulation (HFHPS) as an education tool. Assuming HFHPS has potential use, and the issue is one of change management, this paper speculates about how Lewin's paradigm for Planned Change might provide guidance to the specialty discipline of CAPN in development of strategies to promote adoption of HFHPS to education of pre-registration nurses. Kurt Lewin (1890-1947) was a seminal theorist of change, whose pioneering work has had significant impact across many disciplines. His theory of Planned Change has four components - field theory, group dynamics, action research and the three-step model of change. Each component is considered briefly and then combined within an example of application.

  18. The evolution of educational information systems and nurse faculty roles.

    Science.gov (United States)

    Nelson, Ramona; Meyers, Linda; Rizzolo, Mary Anne; Rutar, Pamela; Proto, Marcia B; Newbold, Susan

    2006-01-01

    Institutions of higher education are purchasing and/or designing sophisticated administrative information systems to manage such functions as the application, admissions, and registration process, grants management, student records, and classroom scheduling. Although faculty also manage large amounts of data, few automated systems have been created to help faculty improve teaching and learning through the management of information related to individual students, the curriculum, educational programs, and program evaluation. This article highlights the potential benefits that comprehensive educational information systems offer nurse faculty.

  19. Using YouTube in perioperative nursing education.

    Science.gov (United States)

    Logan, Rebecca

    2012-04-01

    Educators today need innovative teaching strategies to meet the learning needs of the multigenerational population of perioperative nurses. Emerging technologies, such as YouTube, the world's largest video-sharing web site, can be used as a component of an active learning strategy that can appeal to a broad group of nurses along the novice-to-expert proficiency continuum. Using video clips can be a useful method to engage learners and promote critical thinking, decision making, and creativity. YouTube videos can be used to teach skills or as a platform for discussion. Learners also can create and upload their own videos to educate others. Increased engagement and active learning can lead the perioperative nurse to a deeper understanding of the educational material.

  20. Role Playing Game (RPG on nursing undergraduate course: educational potentials

    Directory of Open Access Journals (Sweden)

    Amanda Nathale Soares

    2016-12-01

    Full Text Available The objective of this study was to evaluate the potential of a Role Playing Game as an educational strategy in Undergraduate Nursing course, emphasizing its subjective implications in understanding aspects of the profession. This is a qualitative study, conducted through an evaluative research, of deployment analysis type. Nursing students of the 3rd period participated. The instrument to collection was Memories of Game, reports prepared by students after game sessions. The game is a non-traditional educational strategy that enabled approach to students through professional practice, active participation, self-reflection and reflection on professional practice. This strategy favored individualization processes, allowing students to experience situations similar to the nursing practice and exercise skills such as teamwork and creativity. The expansion of studies that address the subjective processes in higher education, through simulation games, can contribute to better design of health development processes.