WorldWideScience

Sample records for repeated nursing courses

  1. Applying constructivism to nursing education in cultural competence: a course that bears repeating.

    Science.gov (United States)

    Hunter, Jennifer L

    2008-10-01

    A graduate course on culture, diversity, and cultural competence was developed based on constructivist learning theory and Campinha-Bacote's constructs of cultural awareness, knowledge, skill, and encounters. The epistemology, structure, assignments, and activities used in both online and classroom courses were highly effective and well received by the students. Student course evaluations and outcome assessments of students' cultural competence levels, as compared to precourse levels, provided supportive evidence that the course design produced intended outcomes. Course resources are shared, making them available for use by others in cultural competence education.

  2. To Repeat or Not to Repeat a Course

    Science.gov (United States)

    Armstrong, Michael J.; Biktimirov, Ernest N.

    2013-01-01

    The difficult transition from high school to university means that many students need to repeat (retake) 1 or more of their university courses. The authors examine the performance of students repeating first-year core courses in an undergraduate business program. They used data from university records for 116 students who took a total of 232…

  3. Nursing I. A Course of Study.

    Science.gov (United States)

    Rogers, Helen V.; Benson, Ann

    Developed primarily as a beginning course of study for the practical nurse, this first of a two-part course can also be used to instruct nursing assistants and nursing students at other levels of practice. This curriculum guide is divided into the following three major areas of instruction: personal vocational relationships; basic nursing…

  4. 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.

  5. Course strategies for clinical nurse leader development.

    Science.gov (United States)

    Gerard, Sally; Grossman, Sheila; Godfrey, Marjorie

    2012-01-01

    The scope of the clinical nurse leader (CNL) is evolving in practice across the country. The preparation of this pivotal role in a complex healthcare environment has prompted the collaboration of nurse academics, nurse administrators, and clinicians to design unique educational experiences to maximize best practice. Knowledge attained regarding healthcare improvement and patient safety must not only be theoretical, but personal and application focused. Utilizing the American Association of Colleges of Nursing's CNL white paper and published resources faculty developed a clinical leadership course focused on active learning and reflection. Students explore concepts of improvement and quality related to business models of high functioning organizations including healthcare. Three key components of the course are described in detail; "quality is personal", executive interviews and the "5P" clinical microsystems assessment. Evaluation outcomes are discussed. Course content and innovative teaching/learning strategies for CNL are shared which may support the growth of CNL program development nationally.

  6. 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.

  7. Who Repeats Algebra, and How Does Initial Performance Relate to Improvement When the Course Is Repeated?

    Science.gov (United States)

    Fong, Anthony; Jaquet, Karina; Finkelstein, Neal

    2016-01-01

    The information provided in this report shows how students perform when they repeat algebra I and how the level of improvement varies depending on initial course performance and the academic measure (course grades or CST scores). This information can help inform decisions and policies regarding whether and under what circumstances students should…

  8. Nursing/LVN Course. Bilingual Vocational Instructional Materials.

    Science.gov (United States)

    Lopez-Cox, Guadalupe

    This course in licensed vocational nursing, one of a series of bilingual English-Spanish vocational education courses, is designed to teach basic nursing principles needed by nurses' aides to do nursing procedures and skills in the different health care institutions. It covers many areas, including the following: the health care system, personal…

  9. Postgraduates courses offered to nursing

    Directory of Open Access Journals (Sweden)

    Pedro Jorge Araujo

    2011-07-01

    Full Text Available Aim: To know the official masters that the Spanish Universities have offered during the academic course 2010/2011.Material and methods: Descriptive observational and transversal court study, in which it has analysed 170 university official masters and in which it has used a questionnaire with a total of 15 questions elaborated for this work.Results: 52 Spanish Universities of the 75 that there is have offered during the academic course 2010/2011 official masters that can realise for graduated in infirmary. By areas, the official masters more offered have been the ones of nutrition and alimentary security. 76,33% of the official masters have a length of 1 academic year. Almost the half of the official masters have an orientation researcher-professional and almost 40% researcher. 62,65% of the masters give of face-to-face way. In 52,1% of the official masters do not realise external practices and 86,2% has continuity with the doctorate.Conclusions: It has seen that it is necessary that expand the number of masters including other fields of study that contribute to a main specialisation of the professionals of the infirmary. An important percentage of official masters give in face-to-face modality, and there is very few offered on-line or to distance.

  10. Creation of a Spanish nephrological nursing accrediting course.

    Science.gov (United States)

    Gil, C; Andres, J; Rubio, M; Pujolar, N; Ventura, S; Fortuny, C; Freile, A; Rochera, A

    1993-02-01

    In 1989, the Spanish Association of Nephrological Nursing (Sociedad Espanola de Enfermeria Nefrologica--SEDEN) created a course directed to all graduates in nephrological nursing in Spain to answer a need for further training. This article details the objectives, methodology, and results of the Course for Accrediting Specialized Knowledge in Nephrological Nursing since it was created.

  11. Nursing Distance Learning Course Comparison of Assignments and Examination Scores

    Science.gov (United States)

    Mundine, Jennifer

    2016-01-01

    Nursing programs have embraced distance learning in their curricula, but discussion is ongoing about course assignments and grading criteria to increase examination scores in nursing distance learning courses. Because course examinations are a predictor of success on the postgraduate licensing examination (NCLEX-RN), the purpose of this study was…

  12. Nursing Distance Learning Course Comparison of Assignments and Examination Scores

    Science.gov (United States)

    Mundine, Jennifer

    2016-01-01

    Nursing programs have embraced distance learning in their curricula, but discussion is ongoing about course assignments and grading criteria to increase examination scores in nursing distance learning courses. Because course examinations are a predictor of success on the postgraduate licensing examination (NCLEX-RN), the purpose of this study was…

  13. Can nursing students' confidence levels increase with repeated simulation activities?

    Science.gov (United States)

    Cummings, Cynthia L; Connelly, Linda K

    2016-01-01

    In 2014, nursing faculty conducted a study with undergraduate nursing students on their satisfaction, confidence, and educational practice levels, as it related to simulation activities throughout the curriculum. The study was a voluntary survey conducted on junior and senior year nursing students. It consisted of 30 items based on the Student Satisfaction and Self-Confidence in Learning and the Educational Practices Questionnaire (Jeffries, 2012). Mean averages were obtained for each of the 30 items from both groups and were compared using T scores for unpaired means. The results showed that 8 of the items had a 95% confidence level and when combined the items were significant for p confidence and active learning. Based on these findings, it can be assumed that repeated simulation experiences can lead to an increase in student confidence and active learning.

  14. Course Choice and Career Support Needs of Nursing Students

    OpenAIRE

    福間, 美紀; 廣野, 祥子; 長田, 京子; 森山, 美香; 大森, 眞澄; 木村, 真司

    2011-01-01

    The purpose of this research was to clarify that nursing students course choice and career support needs. And it was to consider the way of our support. Using an anonymous self-administered questionnaire, we received answers from 43 nursing students (second grade; 12 people, third grade; 31 people)who had participated in a career seminar. As the course choice, being a nurse, public health nurse, and nurse midwife ranked high in descending order, both at the time of enrollment and the surve...

  15. Strategy When Faced with Failure: Persistence and Degree Attainment of Course Repeaters versus Non-Repeaters. AIR 2002 Forum Paper.

    Science.gov (United States)

    Fenton, Kathleen S.

    Graduation and persistence rates were compared for 184 students, 92 of whom had repeated multiple courses or at least 1 course 3 times. A control group of 92 nonrepeating students was drawn from the remaining 303 students of the entire 1996 cohort. There was no difference between the graduation rate of repeaters and nonrepeaters. The persistence…

  16. El portafolio como recurso de aprendizaje e instrumento de evaluación de estudiantes repetidores de enfermería The portfolio as a learning resource and evaluation tool for course repeating students of the nursing school

    Directory of Open Access Journals (Sweden)

    Manuel L. Vera Cortés

    2007-06-01

    Full Text Available El objetivo de la experiencia educativa descrita en este artículo, es la utilización del portafolios como recurso para impulsar la autodirección de los estudiantes en el proceso de aprender a aprender y potenciar la construcción personal del conocimiento. Material y métodos: La experiencia se desarrolló durante tres cursos académicos en la Escuela Universitaria de Enfermería La Paz (Universidad Autónoma. Madrid. El portafolios fue elaborado por 21 estudiantes matriculados en la asignatura Ecología Humana y Salud Comunitaria, que no la habían superado en el curso anterior. Se llevó a cabo en dos fases, una de diseño y otra de aplicación de este recurso. Resultados: A excepción de un alumno, todos progresaron, con diferentes grados de excelencia, en la construcción del conocimiento y en la capacidad de autodirigir su aprendizaje, destacando la utilidad del portafolios para comprender los conceptos fundamentales de la asignatura y adquirir competencias como aprendices autodirigidos. Conclusiones: Se han logrado los objetivos planteados al iniciar la experiencia y consideramos conveniente realizarla con estudiantes repetidores ya que la evaluación formativa y el aprendizaje a través del diálogo con el profesor y sus compañeros les facilita la progresiva construcción de nuevos conocimientos e incrementa sus destrezas metacognitivas. Para utilizar el portafolios con un número elevado de alumnos, sería necesario que lo elaboraran en pequeños grupos y que se implicaran varios tutores para el seguimiento del proceso de aprendizaje de los estudiantes.The goal of this educative experience is to use the portfolio as a tool to drive self-direction in the learning to learn process and to stimulate individual knowledge construction. Material and methods: The experience was undertaken throughout three academic years at the Nursing School of La Paz (Universidad Autónoma. Madrid. The portfolio was made for twenty one students enrolled in

  17. 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.

  18. Gerontology course in the nursing undergraduate curricula.

    Science.gov (United States)

    AlSenany, Samira; AlSaif, Amer A

    2014-12-01

    To explores nursing faculty members' attitudes towards older people, their thoughts about gerontological nursing education. Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25), and teachers' attitudes were higher than those of their nursing students (M=3.18, SD0.29). This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.

  19. Gerontology course in the nursing undergraduate curricula

    Directory of Open Access Journals (Sweden)

    Samira AlSenany

    2014-12-01

    Full Text Available Objective To explores nursing faculty members’ attitudes towards older people, their thoughts about gerontological nursing education. Method Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25, and teachers’ attitudes were higher than those of their nursing students (M=3.18, SD0.29. Results This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. Conclusion This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.

  20. 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…

  1. Learning and Study Strategies of Baccalaureate Nursing Students during First Semester Nursing Courses

    Science.gov (United States)

    Gatto, Susan L.

    2010-01-01

    Background. Attrition rates from nursing courses and programs are reported to range from 3 to 55 percent with 20 to 80 percent due to involuntary attrition (academic failure). While trying to address the nursing shortage, nursing programs increased enrollment, but did not produce enough graduates since involuntary attrition also increased. While…

  2. Nursing care at the end of life: a service learning course for undergraduate nursing students.

    Science.gov (United States)

    Jeffers, Stephanie; Ferry, Dawn

    2014-01-01

    An elective course titled "Nursing Care at the End of Life" was designed for fourth-year nursing students in a baccalaureate nursing program. This course, taught by the authors, was designed to teach students about caring for the dying patient. Students were required to complete service learning with patients in a hospice or hospital setting. Students reported having a positive learning experience and gaining new knowledge and a deeper understanding of the needs of dying patients and their families.

  3. A study of clinical performance of nurses who recently completed the comprehensive basic nursing course

    Directory of Open Access Journals (Sweden)

    B. B. Ntombela

    1996-05-01

    Full Text Available A study was conducted to assess clinical performance of registered nurses who had recently completed the new comprehensive basic nursing course. This regional project was undertaken because of controversy surrounding clinical competence of the graduates/diplomates of the new regulation course. Senior qualified nurses gave their views according to Likert Scale statements and open-ended questions. Findings were that the sample was of the opinion that clinical performance of the new graduates/diplomates falls short of expectations.

  4. The flipped classroom: strategies for an undergraduate nursing course.

    Science.gov (United States)

    Schlairet, Maura C; Green, Rebecca; Benton, Melissa J

    2014-01-01

    This article presents the authors' experience with flipping a fundamental concepts of nursing course for students in an undergraduate baccalaureate program. Authors describe implementing a flipped class, practical strategies to transform students' learning experience, and lessons learned. This article serves as a guide to faculty and programs seeking to develop and implement the flipped class model in nursing education.

  5. Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

    Science.gov (United States)

    Blissitt, Andrea Marie

    2016-04-01

    Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.

  6. Predictors of Improvement in Critical Thinking Skills among Nursing Students in an Online Graduate Nursing Research Course

    Science.gov (United States)

    Riccio, Patricia A.

    2015-01-01

    The purpose of this pilot study was to examine predictors of improvement in critical thinking skills among online graduate nursing students in a graduate nursing research course. Thirty-five students who had taken an online Nursing research course within the prior 12 months and who were currently enrolled in the online graduate Nursing program at…

  7. Who Is Repeating Anatomy? Trends in an Undergraduate Anatomy Course

    Science.gov (United States)

    Schutte, Audra F.

    2016-01-01

    Anatomy courses frequently serve as prerequisites or requirements for health sciences programs. Due to the challenging nature of anatomy, each semester there are students remediating the course (enrolled in the course for a second time), attempting to earn a grade competitive for admissions into a program of study. In this retrospective study,…

  8. Frequency of Repeated Courses Its Relation to Persistence and Performance in Lebanon's Higher Education

    Science.gov (United States)

    Nasser, Ramzi; Nauffal, Diane

    2012-01-01

    This study assesses the relationship between the frequency of repeating courses and students' performance in college. The study uses cohort data from academic years 2000/2001, 2001/2002, 2002/2003 and 2003/2004. We compared those who had repeated one, two and three courses on GPA and whether a relation exists of those who graduated/did not…

  9. Incorporating pedagogical principles in developing an online nursing research course.

    Science.gov (United States)

    Odom, Sue Ellen; Barnes, Katrina; Wicker, Martha

    2005-01-01

    Since 1998, developing online courses to accommodate nontraditional students has been a major focus at a public commuter university in the southeast. Concern about the quality of online instruction prompted a number of faculty members in different disciplines to explore pedagogically sound methods for improving and evaluating their teaching using instructional technology. In response to the impetus to have a framework for the development of online courses, a seminar series based on the Seven Principles of Undergraduate Education was developed. On the basis of the pedagogical principles presented during the seminar series, the online nursing research course was redesigned to be more learner-centered by increasing student-to-student and student-to-faculty interaction. Seven interactive modules were developed to address students' diverse learning styles. Using this approach for teaching an online nursing research course, students were able to learn the important concepts typically taught in a traditional, face-to-face course, while managing family and work responsibilities.

  10. DISTANCE EDUCATION IN NURSING GRADUATION COURSES: APPLICATION AND EFFECTIVENESS

    Directory of Open Access Journals (Sweden)

    Erika Zambrano Tanaka

    2017-10-01

    Full Text Available Distance education (EaD was first recognized in the Law of Guidelines and Bases of Education (LBD in 1996 and refers to a teaching-learning modality where students and tutors are separated yet connected through various technologies, like the internet. Distance Education has been growing steadily over the years, and its use has been constant in various modalities of courses, whether technical, undergraduate or postgraduate. Nursing courses, as well as other courses in the health area, have used it in order to facilitate access to learning, offering the student quality teaching and knowledge of new technologies. This study was developed with the purpose of analyzing Distance Education, as well as its application in the nursing courses. For that, a qualitative literature review was carried out. National databases published from 2002 to 2014 were withdrawn.

  11. An Interactive Diagnosis Approach for Supporting Clinical Nursing Courses

    Science.gov (United States)

    Wei, Chun-Wang; Lin, Yi-Chun; Lin, Yen-Ting

    2016-01-01

    Clinical resources in nursing schools are always insufficient for satisfying the practice requirements of each student at the same time during a formal course session. Although several studies have applied information and communication technology to develop computer-based learning tools for addressing this problem, most of these developments lack…

  12. An Interactive Diagnosis Approach for Supporting Clinical Nursing Courses

    Science.gov (United States)

    Wei, Chun-Wang; Lin, Yi-Chun; Lin, Yen-Ting

    2016-01-01

    Clinical resources in nursing schools are always insufficient for satisfying the practice requirements of each student at the same time during a formal course session. Although several studies have applied information and communication technology to develop computer-based learning tools for addressing this problem, most of these developments lack…

  13. "I Want to Be a Nurse!": A Qualitative Descriptive Study on the Impact of an "Introduction to Nursing" Course

    Science.gov (United States)

    Edmonds, Michelle

    2013-01-01

    Recruitment of nursing students is not the issue. Each year, nursing programs across the country turn away highly qualified applicants due to faculty shortage and limited clinical space. Therefore, it is imperative to retain those who secure one of these valuable spots as a nursing student. An "Introduction to Nursing" course was offered…

  14. Who Repeats Algebra I, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? REL 2015-059

    Science.gov (United States)

    Fong, Anthony B.; Jaquet, Karina; Finkelstein, Neal

    2014-01-01

    This REL West study explores the prevalence of students repeating Algebra I, who is most likely to repeat the course, and the level of improvement for students who repeat. Using six years of data from a cohort of 3,400 first-time seventh grade students in a California school district, authors found that 44 percent of students repeated algebra I.…

  15. A new hybrid model for exploring the adoption of online nursing courses.

    Science.gov (United States)

    Tung, Feng-Cheng; Chang, Su-Chao

    2008-04-01

    With the advancement in educational technology and internet access in recent years, nursing academia is searching for ways to widen nurses' educational opportunities. The online nursing courses are drawing more attention as well. The online nursing courses are very important e-learning tools for nursing students. The research combines the innovation diffusion theory and technology acceptance model, and adds two research variables, perceived financial cost and computer self-efficacy to propose a new hybrid technology acceptance model to study nursing students' behavioral intentions to use the online nursing courses. Based on 267 questionnaires collected from six universities in Taiwan, the research finds that studies strongly support this new hybrid technology acceptance model in predicting nursing students' behavioral intentions to use the online nursing courses. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived financial cost and computer self-efficacy are critical factors for nursing students' behavioral intentions to use the online nursing courses. By explaining nursing students' behavioral intentions from a user's perspective, the findings of this research help to develop more user friendly online nursing courses and also provide insight into the best way to promote new e-learning tools for nursing students. This research finds that compatibility is the most important research variable that affects the behavioral intention to use the online nursing courses.

  16. Teaching a Course in Abnormal Psychology and Behavior Intervention Skills for Nursing Home Aides.

    Science.gov (United States)

    Glenwick, David S.; Slutzsky, Mitchel R.; Garfinkel, Eric

    2001-01-01

    Describes an 11-week course given at a nursing home to nursing home aides that focused on abnormal psychology and behavior intervention skills. Discusses the course goals, class composition, and course description. Addresses the problems and issues encountered with teaching this course to a nontraditional population in an unconventional setting.…

  17. 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.

  18. Evaluation of the Community Health Nursing Course of First Year Proficiency Certificate Level Nursing in Nepal

    Directory of Open Access Journals (Sweden)

    Mandira Shahi

    2014-03-01

    Full Text Available INTRODUCTION: Community health is very much important in nursing education. It is essential because it maximizes the health status of individuals, families, groups and the community through direct approach with them. The main purpose of the study was to identify the gap in Community Health Nursing I course in Proficiency Certificate Level first year nursing program in Nepal. METHODS: Mix methods of research having qualitative and quantitative method were used in the study. Data were collected from 12 subject teachers, 35 nursing graduates and 61 Proficiency Certificate Level first year nursing students. The study used structured, five-point rating scale and open ended questions according to Strengths, Weaknesses, Opportunities and Threats analysis for the self-administered questionnaire. FINDINGS: Common view points of the three sector's respondents (student, nursing graduate and teachers regarding the strengths of curriculum are: curriculum is based on Primary Health Care approach and covers preventive and promotive aspects of health. Regarding weaknesses, they said that there is inadequate time for practice, there is lack of innovative methods and materials, the course didn't cover new trends of environmental pollution and changes, global warming, greenhouse effect, climate change and deforestation etc. Similarly, they added that curriculum is not revised regularly and there is insufficient supervision in field. Likewise, regarding opportunities, they said that there is job opportunity in social organization as Community Health Nursing/Public Health Nurse. Moreover, they said that there is lack of employment scope as threats point. CONCLUSION: The paper concludes that new issues and trends of community health nursing should be added, and curriculum should be revised regularly.

  19. Influence of Repeated Loading and Geosynthetic Reinforcement on Base Course Thickness over Soft Soil

    Directory of Open Access Journals (Sweden)

    Slamet Widodo

    2012-01-01

    Full Text Available Vehicle wheels at surface of pavement will pass through it many times. Pavement or base course over soft soil always needs a reinforcement.  Influence of repeated loading to thickness of base course and base course reinforced by geosynthetic is presented. Several existing methods as Giroud-Han, USA Corps of Engineers and DuPont Typar method respectively to calculate thickness of base course over soft soil using reinforcement material either geotextile or geogrid is presented and the influence of repeated loading will be compared. Results from calculation and analysis indicate that Giroud-Han method gives thickness of base course higher than other methods when CBR values of subgrade at least 2 %.

  20. Socialization in the Asynchronous Online Course Discussion of Graduate Nursing Administration Students: A Case Study

    Science.gov (United States)

    Moore-Cox, Annie

    2010-01-01

    Over the last several years there has been an increase in the amount of graduate education in nursing offered online in Web-based programs. There is a lack of research into the role played by online graduate nursing course discussion, an important component of many courses, in the process of socialization for advanced nursing roles. To understand…

  1. Concept maps as an assessment tool in a nursing course.

    Science.gov (United States)

    Hsu, Liling; Hsieh, Suh-Ing

    2005-01-01

    A concept map can be thought of as a scheme representing visual knowledge in the form of a hierarchical graphic network composed of nodes and links. In the complex health environment, it is very important for nursing educators to cultivate in nursing students thinking and judgment skills. Concept mapping is an instructional strategy that requires learners to identify, graphically display, and link key concepts by organizing and analyzing information. Concept maps can be successfully used to teach conceptual thinking, thus increasing students' competence in critical thinking in the modern paradigm. The purpose of this study was to implement concept mapping as a learning strategy in a nursing course and to evaluate students' learning progress through the construction of concept maps based on scenarios. Forty-three students, who had enrolled in a 2-year nursing program and took Nursing I in the fall semester of 2002, were invited to participate in this study, which was approved by the institutional research committee. Written informed consent was obtained from all the students. The class met for 4 hours, once a week, for 16 weeks. Participants were divided into seven groups, and during the course, they were required to complete six concept maps, five of which dealt with physical functions, including activity and rest, fluids and electrolytes, neuroendocrines, sensory-perception, and sexuality. The last map dealt with role functions. All the first drafts of the concept maps received low scores, but the third and following drafts made by all the teams showed improvement. The results of this study indicated that the students developed their concept maps from a linear sequence of concepts at the beginning into a highly integrated web of concepts in the final draft. In this study, despite complaints about the heavy workload and time consumption, the students acquired problem-solving and critical-thinking skills by organizing complex patient data, analyzing concept

  2. Using distance technology to learn across borders: a virtual travel course in nursing.

    Science.gov (United States)

    Gallagher-Lepak, Susan; Block, Derryl; Rojas, Yrene Esperanza Urbina; Birkholz, Lorri; Melgar Morán, Carlos Christian

    2011-08-01

    A 6-week online course was developed and delivered to nursing students and instructors at universities in two countries. The course exposed students and faculty to nursing and health concerns in both countries. All course communications were conducted in both English and Spanish, with support from online translation software as needed. Course content covered professional nursing, global health issues, and nursing interventions used with clinical problems. Although students were initially intimidated by the course language requirements, students valued the opportunity to learn about cultural and health issues. Faculty experienced a learning curve as well and enjoyed this international experience.

  3. Nursing Transition: An Individualized Course To Promote Mobility from the LVN to RN Role. Registered Nurse Shortage Project. Final Report.

    Science.gov (United States)

    Irwin, Marcia; Malague, Marianne

    To address a regional shortage of registered nurses (RN's), a special transition course was developed at the North Harris Montgomery Community College District in Houston, Texas, to allow licensed vocational nurses to articulate into the second year of a two-year Associate Degree Nursing (ADN) program. Students completing the ADN program are…

  4. The Determination of the Relationship between Academic Achievement in Nursing Courses and Success on the Registered Nurse Licensure Examination.

    Science.gov (United States)

    Millican, Julie E.

    The objective of a study was to determine if academic achievement in nursing courses could be used to predict success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). It investigated the relationship between NCLEX outcomes and academic achievement in theory and clinical courses and the relationship between NCLEX…

  5. Use of a blog in an undergraduate nursing leadership course.

    Science.gov (United States)

    Reed, Shelly J; Edmunds, Debra

    2015-11-01

    In this study, the use of a blog in a senior leadership clinical nursing course was analyzed qualitatively through two means; focus group interviews of those using the blog, and analysis of blog content. Initial feelings expressed by students were annoyance and intimidation concerning the blogging assignment. These feelings quickly dissipated, with students verbalizing many positive aspects related to the blog, including having a place to reflect, feeling connected as a group, valuing feedback provided by their peers, and learning from theirs and others' experiences. The mechanics of having to synthesize their thoughts in written form, in a shared venue was also identified by students to be helpful for their learning. Blog posts were primarily related to student experiences, with students identifying a "lesson learned" in most posts. Student comments were geared to providing support of fellow students, through words of encouragement or through sharing similar experiences. Instructors felt the blog, in addition to helping students to synthesize their thoughts, helped to monitor how students were learning and progressing throughout the semester, and helped them to transition from nursing student to practicing professional. The researchers concluded that blogging in a senior leadership clinical nursing course promotes reflection is an effective way to enhance student learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Visiting Again? Subjective Well-Being of Children in Elementary School and Repeated Visits to School Health Nurses

    Science.gov (United States)

    Leaver, Cynthia A.

    2014-01-01

    Background: Children with vague complaints are without chronic illness, and who repeatedly visit the school nurse may be at risk for limited academic success. This study compares student reports of subjective well-being between children who do and do not repeatedly visit the school nurse with vague complaints. Methods: Children in grades 4 through…

  7. Nursing Process. Nursing: Basic Needs I. Nursing: Basic Needs II. Nursing through the Life Span. Entry into Professional Nursing. A Basic Course Outline (College Freshmen) for Nursing. A Four Year "2+2" Articulated Curriculum for the Occupation of Nursing.

    Science.gov (United States)

    Maddox, Gaylon; And Others

    This course outline provides materials for third-year courses in a "2+2" curriculum for the occupation of registered nurse. It is part of a planned and articulated 4-year curriculum that spans the junior and senior years of high school and the freshman and sophomore years of the postsecondary institution. Introductory materials include:…

  8. No hearing loss after repeated courses of tobramycin in cystic fibrosis patients

    NARCIS (Netherlands)

    Scheenstra, Renske J; Heijerman, Harry G M; Zuur, Charlotte L; Touw, Daan J; Rijntjes, Evert

    2010-01-01

    CONCLUSION: Our results indicate that repeated treatment courses with tobramycin 10 mg/kg (twice daily for 3 weeks) may be safely applied in cystic fibrosis (CF) patients with respect to ototoxicity. The risk of hearing loss in this patient group is less than expected, which could be explained by ei

  9. Evaluation of undergraduate nursing students' attitudes towards statistics courses, before and after a course in applied statistics.

    Science.gov (United States)

    Hagen, Brad; Awosoga, Olu; Kellett, Peter; Dei, Samuel Ofori

    2013-09-01

    Undergraduate nursing students must often take a course in statistics, yet there is scant research to inform teaching pedagogy. The objectives of this study were to assess nursing students' overall attitudes towards statistics courses - including (among other things) overall fear and anxiety, preferred learning and teaching styles, and the perceived utility and benefit of taking a statistics course - before and after taking a mandatory course in applied statistics. The authors used a pre-experimental research design (a one-group pre-test/post-test research design), by administering a survey to nursing students at the beginning and end of the course. The study was conducted at a University in Western Canada that offers an undergraduate Bachelor of Nursing degree. Participants included 104 nursing students, in the third year of a four-year nursing program, taking a course in statistics. Although students only reported moderate anxiety towards statistics, student anxiety about statistics had dropped by approximately 40% by the end of the course. Students also reported a considerable and positive change in their attitudes towards learning in groups by the end of the course, a potential reflection of the team-based learning that was used. Students identified preferred learning and teaching approaches, including the use of real-life examples, visual teaching aids, clear explanations, timely feedback, and a well-paced course. Students also identified preferred instructor characteristics, such as patience, approachability, in-depth knowledge of statistics, and a sense of humor. Unfortunately, students only indicated moderate agreement with the idea that statistics would be useful and relevant to their careers, even by the end of the course. Our findings validate anecdotal reports on statistics teaching pedagogy, although more research is clearly needed, particularly on how to increase students' perceptions of the benefit and utility of statistics courses for their nursing

  10. The study of nursing students’ learning initiative in the course reform of aged caring

    Directory of Open Access Journals (Sweden)

    Sun Wenjing

    2017-01-01

    Full Text Available Purpose: Analyzing the influence of nursing students’ learning initiative in the course reform of aged caring. Discuss the way of the aged care reform. Method: To reform the course of aged care in our school level 2013 88 nursing undergraduate. The specific content: learning aged care theory, learning Japanese care technology basic knowledge, adding Japanese and Taiwan’s nursing concepts to the traditional aged care teaching, performing sitcoms about old people’s disease and nursing way , reporting the plan of aged care by PowerPoint, organizing student volunteers to visit the nursing home and so on. The specific content lasted four months. Adopting the learning initiative (ALS scale developed by Zang Yuli and others after course reform. Measure the students’ learning initiative before and after the teaching. Result: Nursing student’s self-study ability was in the middle and lower level before the course reform(59.26±7.38; After the course reform, nursing student gain higher score than before learning on the three aspects contain “Learning motivation”,“Learning goals” and “Solid study”. The difference has statistically significant.(P<0.05.Conclusion: Through the aged care course reform, nursing students strengthen the study enthusiasm and initiative; enhance nursing student’s self-study ability. It is conducive to improve the learning interest of aged care course for nursing students.

  11. Research and Development for a Course in Ethics in Nursing Practice for Community College Associate Degree Nursing Students. Final Report.

    Science.gov (United States)

    Roediger, Jeanette

    A project was undertaken to research and acquire the instructional sources needed for a course in ethics for community college associate degree nursing students and to develop such a course. Addressed in the individual units of the course were the following topics: bioethics and ethical decision making, basic ethical concepts and principles,…

  12. Time course of EEG oscillations during repeated listening of a well-known aria

    Directory of Open Access Journals (Sweden)

    Lutz eJäncke

    2015-07-01

    Full Text Available While previous studies have analyzed mean neurophysiological responses to musical stimuli, the current study aimed to identify specific time courses of EEG oscillations, which are associated with dynamic changes in the acoustic features of the musical stimulus. In addition, we were interested in whether these time courses change during a repeated presentation of the same musical piece. A total of 16 subjects repeatedly listened to the well-known aria Nessun dorma, sung by Paul Potts, while continuous 128-channel EEG and heart rate (HR, as well as electrodermal (EDA responses, were recorded. The time courses for the EEG oscillations were calculated using a time resolution of 1 second for several frequency bands, on the basis of individual alpha-peak frequencies (theta, low alpha-1, low alpha-2, upper alpha, and beta. For all frequency bands, we identified a more or less continuous increase in power relative to a baseline period, indicating strong event-related synchronization (ERS during music listening. The ERS time courses, however, did not correlate strongly with the time courses of the acoustic features of the aria. In addition, we did not observe changes in EEG oscillations after repeated presentation of the same musical piece. Aside from this distinctive feature, we identified a remarkable variability in EEG oscillations, both within and between the repeated presentations of the aria. We interpret the continuous increase in ERS observed in all frequency bands during music listening as an indicator of a particular neurophysiological and psychological state evoked by music listening. We suggest that this state is characterized by increased internal attention (accompanied by reduced external attention, increased inhibition of brain networks not involved in the generation of this internal state, the maintenance of a particular level of general alertness, and a type of brain state that can be described as mind wandering. The overall state can be

  13. Use of an online writing tutorial to improve writing skills in nursing courses.

    Science.gov (United States)

    Roberts, Susan T; Goss, Gay

    2009-01-01

    Nursing students often struggle with writing style and the presentation of a logical flow of ideas. To help students enhance their scholastic writing skills, nursing faculty implemented an online program to improve syntax, grammar, and presentation of thoughts. The authors discuss a descriptive study and its results, which did demonstrate the effectiveness of the writing tutorial in Web-based nursing courses.

  14. Beyond correspondence, video conferencing, and voice mail: Internet-based master's degree courses in nursing.

    Science.gov (United States)

    Wambach, K; Boyle, D; Hagemaster, J; Teel, C; Langner, B; Fazzone, P; Connors, H; Smith, C; Forbes, S

    1999-09-01

    The changing health care system and increasing demands for primary care providers have prompted an increase in nurse practitioner programs in the United States. Nurses in rural areas that are underserved by primary care practitioners often are faced with time and distance barriers to returning to school for advanced education. This article describes Internet-based courses as a unique distance learning platform for preparing primary care nurse practitioners at the University of Kansas (KU) School of Nursing. Discussion includes course development process, matching methods to course content, and other information on promoting interaction between students and faculty.

  15. Constructing a Collaborative, Emergent Syllabus of Communicative Performances in a Nursing English Course in Taiwan

    Science.gov (United States)

    Stocker, Joel F.; Reddad, Mohamed

    2013-01-01

    Curriculum development research on nursing English in Taiwan has tended to end at needs analysis, offering little guidance on how to design and implement a course. Our objective was to examine how a course on workplace communication in English for nursing students in Taiwan would emerge in the classroom if teachers and students collaboratively…

  16. Repeated Hospital Transfers and Associated Outcomes by Residency Time Among Nursing Home Residents in Taiwan.

    Science.gov (United States)

    Tsai, Hsiu-Hsin; Tsai, Yun-Fang; Liu, Chia-Yih

    2016-11-01

    Nursing home residents' repeated transfers to hospital are costly and can lead to in-hospital complications and high mortality for frail residents. However, no research has examined the trajectory of residents' symptoms over their nursing home residency and its relationship to hospital transfer. The purpose of this retrospective chart-review study was to examine associations between nursing home residents' characteristics, including length of residency, and repeated hospital transfers as well as the trajectory of transfers during residency. For this retrospective study, we reviewed 583 residents' charts in 6 randomly selected nursing homes from northern Taiwan. Data were analyzed by descriptive statistics, chi-squared tests, and 1-way analysis of variance. About half of nursing home residents who had been transferred to hospital (n = 320) were transferred more than twice during their residency (50.97%). Residents who had been transferred 1, 2, 3, or ≥4 times differed significantly in length of residency (F = 3.85, P = .01), physical status (F = 2.65, P = .05), medical history of pneumonia (χ(2) = 13.03, P = .01), and fractures (χ(2) = 8.52, P = .04). Residents with different numbers of transfers differed significantly in their reasons for transfer, that is, falls (χ(2) = 13.01, P = .01) and tube problems (χ(2) = 8.87, P = .03). Among 705 total transfers, fever was the top reason for transfer, and transfer prevalence increased with nursing home residency. To decrease the chance of residents' hospital transfer, nursing home staff should be educated about recognizing and managing fever symptoms, infection-control programs such as influenza vaccination should be initiated, and fall-prevention/education programs should be started when residents first relocate to nursing homes. Copyright © 2016 AMDA – The Society for Post-Acute and Long-Term Care Medicine. Published by Elsevier Inc. All rights reserved.

  17. Lessons learned from an accelerated post-master's nurse educator certificate program: teaching the practicum course.

    Science.gov (United States)

    Flood, Lisa Sue; Powers, Mary Ellen

    2012-01-01

    Nursing faces current and future shortages in the practice arena. The nurse educator shortage exacerbates the nursing shortage.This article describes an innovative and collaborative approach developed to increase the supply of nurse educators. An overview of the initial offering of this post-master's nurse educator certificate program, a grant-funded, cohort-based program, delivered online in an accelerated format, is provided. Particular attention is given to the nursing education practicum, a precepted teaching experience. This course is viewed as a culminating course, wherein the role transition from expert practitioner to novice educator occurs as students connect the experiential aspects of the practicum with knowledge gained in didactic courses and enter a new community of practice. Lessons learned and recommendations for future cohorts are discussed.

  18. [The nursing course of Universidade Federal de Juiz de Fora: 1977-1979].

    Science.gov (United States)

    Figueiredo, Mariangela Aparecida Gonçalves; Baptista, Suely de Souza

    2009-01-01

    Historic-social research aiming at: characterize the nursing superior teaching in Juiz de Fora city and to discuss the reason and motivations which determined the creation of Nursing Course of the Universidade Federal de Juiz de Fora. Primary source: written documents and oral testimony. The results discussion was guided by Pierre Bourdieu. In the 1970's, Education Ministry Department of University Subjects undertook efforts to create nursing courses in federal universities. As the process of negotiation meant to incorporate Hermantina Beraldo Nursing College to Universidade Federal de Juiz de Fora failed, in 1978 a Department of Nursing was bind to UFJF Medical College and, in 1970, the Nursing Course of this same university started functioning.

  19. 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 ...

  20. Qualitative assessment of a blended learning intervention in an undergraduate nursing course.

    Science.gov (United States)

    Hsu, Li-Ling

    2012-12-01

    Nurses are experiencing new ethical issues because of global developments and changes in the healthcare environment. Blended learning is one of the various methods used to deliver meaningful learning experiences. Well-designed, properly administered nursing ethics education is essential for nursing students to visualize the role of professional nurses. However, a literature review shows that only a few existing studies have touched on the subject of nursing student experiences with blended learning in a nursing ethics course. This study examines how undergraduate nursing students respond to a blended learning approach in a nursing ethics course and how blended learning affects the learning process. We used a qualitative research design with in-depth interviews. Participants included 28 female undergraduate nursing students who had completed the nursing ethics course. Each interview lasted 50-100 minutes. The researcher conducted all interviews in 2009. The researcher identified six major themes and 13 subthemes from the data. The six themes included (a) enhancing thinking ability, (b) improving problem-solving skills, (c) reflecting in and on practice, (d) perceiving added workload, (e) encouraging active learning, and (f) identifying the value of nursing. Participants felt that the blended learning experience was a generally positive experience. Most participants appreciated the opportunity to take a more active role in the learning process, think about issues profoundly and critically, and exercise metacognitive powers in the thinking and decision-making process. Study findings may suggest productive ideas for fine-tuning blended learning models.

  1. Student satisfaction with a Website designed for three nursing courses.

    Science.gov (United States)

    Zwolski, K

    2000-01-01

    . Creating and maintaining a web page is labor intensive, but it is, in my opinion, worth the effort. I strongly urge nurse educators to explore the possibilities of developing websites to accompany individual courses and to consider even more interactive web pages that include online discussion groups and provide space for posting student work. An active website needs frequent maintenance and updates. I recommend that academic administrators recognize web authoring as a valid and legitimate activity and provide nursing faculty with necessary support. This might include workshops on web authoring or Internet use, released time or credited time for initial website design, and credit allocation for site maintenance. The Internet is the most extensive collection of information available. As webmaster and pathophysiology expert, I am guiding my students; as a teacher, I am both assuming and recognizing a new role. As a teacher, I need to assume the responsibility for guiding students to worthwhile resources in the subject area. The website is a portal to the world, but a portal that I oversee.

  2. The incidence of technological stress among baccalaureate nurse educators using technology during course preparation and delivery.

    Science.gov (United States)

    Burke, Mary S

    2009-01-01

    The concept of technology-related stress was first introduced in the 1980s when computers became more prevalent in the business and academic world. Nurse educators have been impacted by the rapid changes in technology in recent years. A review of the literature revealed no research studies that have been conducted to investigate the incidence of technological stress among nurse educators. The purpose of this descriptive-correlational study was to describe the technological stressors that Louisiana baccalaureate nurse educators experienced while teaching nursing theory courses. A researcher-developed questionnaire, the nurse educator technostress scale (NETS) was administered to a census sample of 311 baccalaureate nurse educators in Louisiana. Findings revealed that Louisiana baccalaureate nurse educators are experiencing technological stress. The variable, perceived administrative support for use of technology in the classroom, was a significant predictor in a regression model predicting Louisiana baccalaureate nurse educators' technological stress (F=14.157, p<.001).

  3. Re-examining repeated testing and teacher effects in a remedial mathematics course.

    Science.gov (United States)

    Martinez, J G; Martinez, N C

    1992-11-01

    This study examined the impact of repeated testing and teachers' effects on student achievement in a remedial mathematics course. A 2 x 2 completely randomised factorial design was used, with final examination performance the dependent variable and testing attempts and the teacher factor the independent variables. The study found no main effects for teacher but a main effect for testing attempts and a teacher-factor/testing-attempt interaction. Post hoc findings qualified a direct interpretation of the main effect. The implications for further research and application are discussed, giving special attention to teacher effects, the needs of remedial mathematics instruction, and the claims of mastery-learning pedagogies.

  4. Construction of evaluation indicators of the learning process for a nursing course

    Directory of Open Access Journals (Sweden)

    Luzmarina Aparecida Doretto Braccialli

    2015-03-01

    Full Text Available The objective of this study was to build process assessment indicators for a nursing undergraduate course. The indicators were validated after three stages of a consensus conference, developed by experts based on an initial matrix with 209 indicators, in four areas of competence of the course. The analysis, performed with the mean and standard deviation of each indicator, led to the final matrix, comprising 87 indicators. The experts agreed that all indicators should be in the four stages of the nursing course program, considering the degree of autonomy of the undergraduate in each stage, and the fact that it is an integrated course, oriented by competences. The indicators may support local managers in the process assessment of the nursing course, as well as help other course managers in the health area use a program oriented by competences and active learning and teaching methodologies.

  5. Repeating Knowledge Application Practice to Improve Student Performance in a Large, Introductory Science Course

    Science.gov (United States)

    Fujinuma, Ryosuke; Wendling, Laura A.

    2015-11-01

    There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses.

  6. [Evidence-based practice in nursing curricula: the experience of nursing degree course of Reggio Emilia. A pilot study].

    Science.gov (United States)

    Finotto, Stefano; Chiesi, Ivens; Mecugni, Daniela; Casali, Patrizia; Doro, Lucia Maria Grazia; Lusetti, Simona

    2010-01-01

    Given the lack of evidence in literature concerning the presence of Evidence-Based Practice (EBP) in nursing curricula, but considering its importance in order to educate future nurses to use critical thinking and to base their practice on scientific evidence, tutors and nursing teachers of the Nursing Degree Course of Reggio Emilia (Università degli Studi di Modena e Reggio Emilia), have decided to introduce a three-year laboratory of EBP. The purposes of this project are: to describe the three-year EBP laboratory of Nursing Degree, its objectives, its structure, its integration with practical training and nursing subjects and its students evaluation strategies; to get students verify the perception of the usefulness of the three-year EBP laboratory regarding the elaboration of the graduation thesis, the search for appropriatem answers for patients met during clinical trainings and the usefulness of the EBP process in view of the development of their professional career. The design of research of this pilot study is correlation-descriptive. It has been selected a sample of convenience consisting of 56 nurses graduated in the autumn session of the academic year 2007-2008. For data collection we have used an electronic questionnaire (Microsoft Word with closed fields) structured for the purpose. The laboratory has been effective in learning to use the database to search for evidences and to use the database to search for evidences related to nursing problems met in training placements. Finally, graduated nurses consider the EBP process an essential element of professional nursing luggage. Although the sample is restricted the results indicates the good educational choice made by our Nursing Degree Course of integrating the EBP Laboratory in the curriculum.

  7. The predominant leadership style in a nurse group which frequent a post-graduation courses

    OpenAIRE

    Brandão Chaves, Enaura Helena; S. Souto De Moura, Gisela

    2008-01-01

    This study identify the leadership style is adopt for nurses which frequent Post-Graduation Courses offer by Schools of Nursing of Metropolitan region of Porto Alegre, Brazil. The data collection used an instrument proposed by David R. Frew was used in a sample of 184 nurses. The instrument classify the leadership in five styles: very autocratic, autocratic moderate mixed, democratic moderate and very democratic. The results shows the predominant utilization of the mixed style (83,15%) follow...

  8. Course of neuropsychiatric symptoms in residents with dementia in nursing homes over 2-year period

    NARCIS (Netherlands)

    Wetzels, Roland B; Zuidema, Sytse U; de Jonghe, Jos F M; Verhey, Frans R J; Koopmans, Raymond T C M

    2010-01-01

    OBJECTIVE: To determine the course of neuropsychiatric symptoms (NPSs) in nursing home residents with dementia and to determine their variability across diagnosis. DESIGN: Prospective cohort study over 2 years. SETTING: Fourteen dementia special care units in nine nursing homes in The Netherlands. P

  9. The Relationship between Grades Earned in Introductory Nursing Courses and Several Predictor Variables: An Exploratory Study.

    Science.gov (United States)

    Spahr, Anthony E.

    A study was conducted at Morton College (Illinois) to gain a better understanding of the factors which contribute to academic success in introductory nursing courses, and to investigate the relationship between the following variables: student grades in Fundamentals of Nursing I and II, Anatomy and Physiology I, and Rhetoric I; and their scores on…

  10. Analysis of Student Reflections of Experiential Learning in Nursing Health Policy Courses.

    Science.gov (United States)

    McGuire, Maureen; Goldstein, Carol; Claywell, Lora; Patton, Ryan

    This is a content analysis of the reflections of 187 nursing students after experiential learning opportunities in both master's and doctoral level health policy courses. Results show that experiential activities in a health policy class for nursing students increased their knowledge of the legislative process and motivated them to identify newfound intent to become more involved in the political process.

  11. The New Mexico School Nurse and Emergency Medical Services Emergency Preparedness Course: Program Description and Evaluation

    Science.gov (United States)

    Elgie, Robert; Sapien, Robert E.; Fullerton-Gleason, Lynne

    2005-01-01

    Illness and injuries are common among students and school staff. Therefore, school nurses must be prepared. In this study, a 16-hour scenario-based emergency preparedness course for school nurses was evaluated for its effectiveness. Effectiveness was measured by (a) traditional methods (written exams and confidence surveys) and (b) skills and…

  12. Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses

    Science.gov (United States)

    Johnson, Kelly Vowell

    2014-01-01

    Utilization of adjunct nursing instructors to teach clinical courses is a common occurrence in nursing programs. Adjunct clinical instructors are often expert clinicians, but they have limited experience in teaching and lack the expertise needed to be successful in the educator role, such as knowledge of student assessment. Faculty development…

  13. An "XL" endodontics intervention for dental students required to repeat the course: changing frustration to improved grades and attitudes.

    Science.gov (United States)

    Alcota, Marcela; Fuenzalida, Alejandra; Barrientos, Claudia; Garrido, Mauricio; Ruiz de Gauna, Pilar; González, Fermín E

    2015-04-01

    Given the psychological and financial costs involved with failing a clinical course, especially in developing countries, an alternative educational method was tested with students who had to repeat the year-long endodontic course at the University of Chile Faculty of Dentistry. The objectives of the intervention were to deepen theoretical knowledge and practical experiences, as well as to reinforce personal confidence in an endodontic clinical setting for students who failed the regular endodontic course. The aim of this study was to evaluate the success of this new model of educational intervention. In the study, 28 students who had failed the endodontic course repeated it with an alternative teaching method. The students attended patients immediately following practical competence exams, and they had access to simulated models that used rotary instruments and access cavities and had emergency care practice. Feedback sessions were held after each clinical session. Final grades were compared with those of other students who repeated the course without the intervention from 2007 to 2009. A survey was administered to understand the causes of initial failure and their opinions of the intervention. Students who participated in the alternative course did significantly better than their counterparts from previous years who did not receive the intervention (5.7±0.3 vs. 5.4±0.2; pendodontics, a contrasting perspective to the frustration students usually express after repeating the course. The results of this study support the introduction of similar interventions in endodontics and perhaps other courses.

  14. Planning a career as a children's nurse: the availability of career guidance during the nurse diploma course.

    Science.gov (United States)

    Cox, Susanne J; Robinson, Sarah; Murrells, Trevor

    2003-12-01

    The recruitment and retention of registered children's nurses is paramount to the implementation of the national service framework for children's services. In recent years there have been increased career opportunities for children's nurses and a diversity of career pathways. Career guidance has a potential contribution to make to the effective management of nurses' careers. This article presents findings on child health diplomates' experiences of career guidance during the nurse diploma course. Findings indicate a substantial unmet demand for career guidance. The implications of the findings for child health nurses' careers are discussed and considered in relation to two key questions: should efforts be directed towards ensuring greater provision of career guidance, and if so, by whom?

  15. Utilizing Human Patient Simulators (HPS) to Meet Learning Objectives across Concurrent Core Nursing Courses: A Pilot Study

    Science.gov (United States)

    Miller, Charman L.; Leadingham, Camille; Vance, Ronald

    2010-01-01

    Associate Degree Nursing (ADN) faculty are challenged by the monumental responsibility of preparing students to function as safe, professional nurses in a two year course of study. Advances in computer technology and emphasis on integrating technology and active learning strategies into existing course structures have prompted many nurse educators…

  16. Integrated Lecturing within Clerkship Course: A New Learning Method in Nurse Anesthesia Teaching

    Directory of Open Access Journals (Sweden)

    Mahmood Akhlaghi

    2015-01-01

    Full Text Available Background and purpose: The conventional lecture-based teaching method that has been used to transit theoretical knowledge to the participants is inadequate. Due to some issues with this didactic approach, it is believed that integration of this approach with an active method may be more valuable in nursing education. In this study, we hypothesized that integrating lecture-based teaching within clerkship course would enhance the knowledge of nurse-anesthesia students. Methods: This prospective randomized study was conducted on 24 students of second-year nurse-anesthesia course. All students received either didactic lectures or integrated lectures within the clerkship course during a 4-month semester of their educational curriculum. Their knowledge of anesthesia course was assessed at the end of the course using the Wilcoxon Rank test. Results: The adopted integrated method improved the students’ final scores at the end of the semester (p=0.004. Moreover, their scores were much improved in taxonomy-2 questions (p=0.001. Conclusions: Incorporating a didactic lecture approach within anesthesia clerkship course improves the knowledge of the participants in the anesthesia course. Keywords: ANESTHESIA, LECTURE, KNOWLEDGE, NURSE-ANESTHESIA COURSE, CLERKSHIP COURSE

  17. Evaluation of an interactive web-based nursing course with streaming videos for medication administration skills.

    Science.gov (United States)

    Sowan, Azizeh K; Idhail, Jamila Abu

    2014-08-01

    Nursing students should exhibit competence in nursing skills in order to provide safe and quality patient care. This study describes the design and students' response to an interactive web-based course using streaming video technology tailored to students' needs and the course objectives of the fundamentals of nursing skills clinical course. A mixed-methodology design was used to describe the experience of 102 first-year undergraduate nursing students at a school of nursing in Jordan who were enrolled in the course. A virtual course with streaming videos was designed to demonstrate medication administration fundamental skills. The videos recorded the ideal lab demonstration of the skills, and real-world practice performed by registered nurses for patients in a hospital setting. After course completion, students completed a 30-item satisfaction questionnaire, 8 self-efficacy scales, and a 4-item scale solicited their preferences of using the virtual course as a substitute or a replacement of the lab demonstration. Students' grades in the skill examination of the procedures were measured. Relationships between the main variables and predictors of satisfaction and self-efficacy were examined. Students were satisfied with the virtual course (3.9 ± 0.56, out of a 5-point scale) with a high-perceived overall self-efficacy (4.38 ± 0.42, out of a 5-point scale). Data showed a significant correlation between student satisfaction, self-efficacy and achievement in the virtual course (r = 0.45-0.49, p streaming videos for clinical courses is a complex process that should be carefully designed to positively influence the learning experience. However, the learning benefits gained from such pedagogical approach are worth faculty, institution and students' efforts. Published by Elsevier Ireland Ltd.

  18. Nursing graduates\\' views regarding the use of specialized courses in clinical training

    Directory of Open Access Journals (Sweden)

    Sh Mojahed

    2015-06-01

    Results: Principles and skills of nursing (97.0 ± 95.3, intensive care nursing (1.05 ± 3.80، medical and surgical nursing 3 and 4 gained the highest score and community health gained the lowest score. The highest mean scores in midwifery were related to obstetrics and maternal and child nutrition and Anesthetics gained the lowest score Conclusions: Coordination between theoretical learning and clinical nursing and midwifery services should be improved. Decision makers should consider these findings to improve the quality of low score courses.

  19. Revision of an undergraduate older adult health care nursing education course.

    Science.gov (United States)

    Tenhunen, Monica L; Fitzgerald, Anita

    2014-09-01

    As the number of older adults continues to increase worldwide, nursing education needs to focus on this population. A revision of an undergraduate nursing course focusing on the care of older adults was completed. Content for the revised course was based on the recommendations of major nursing education organizations. Seventeen topic areas were identified, and objectives for each topic were written. Based on the objectives, classroom and clinical assignments were developed. Assignments were varied to address multiple learning styles using evolving standards of education for nursing students. The revision was piloted with one group of approximately 45 second-semester nursing students. Survey results from the students showed an increase in their comfort level with older adults. Further studies could evaluate the activities after they have been implemented longer to make further adjustments as needed to ensure the best learning for students.

  20. Managing parental groups: personal impact of a group leadership course for child healthcare nurses.

    Science.gov (United States)

    Lefèvre, Åsa; Lundqvist, Pia; Drevenhorn, Eva; Hallström, Inger

    2017-02-01

    To investigate the experience and personal impact of a group leadership course for child healthcare nurses. During their child's first year, all parents in Sweden are invited to participate in parental groups within the child health service; however, only 49% choose to participate. Despite extensive experience, child healthcare nurses find managing parental groups challenging and express a need for training in group dynamics and group leadership. The study was designed as a controlled study with a pretest/post-test design where the participants form their own control group. A group leadership course was given to 56 child healthcare nurses and evaluated in a pre- and postintervention questionnaire, a course evaluation and an interview with the course leaders. The child healthcare nurses felt their group leadership skills were strengthened and the majority (96%) felt that the course had changed their way of leading parental groups. They felt that the group leader role had been clarified and that they had obtained several new tools to use in their groups. Clarifying the role of group leader and adding knowledge about group leadership and dynamics seems to have increased the self-confidence for child healthcare nurses in group leadership. Improved confidence in group management might motivate the child healthcare nurses to further develop parental groups to attract the parents who currently choose not to participate. © 2016 John Wiley & Sons Ltd.

  1. Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

    DEFF Research Database (Denmark)

    Mikkelsen, Thomas Raundahl

    2015-01-01

    Objective: The aim of this study was to explore nursing students’ experiences, perceptions and behavior during a course on kidney and urinary system anatomy and physiology designed according to the flipped-classroom approach. In flipped-classroom teaching, students prepare for class by engaging...... with teacher-produced learning material, typically videos. This frees up time in class, which can instead be spent on various student-centered, active-learning activities. Only very few studies on the use of flipped classroom in nursing education have been published. Methods: Videos and active......-learning activities were developed and used in a course with forty-eight first-year, first-semester nursing students at the School of Nursing, Campus Holstebro, VIA University College, Denmark. After completing the course, students were invited to participate in a survey. In addition, students’ use of videos...

  2. Learning experience of Chinese nursing students in an online clinical English course: qualitative study.

    Science.gov (United States)

    Tang, Anson C Y; Wong, Nick; Wong, Thomas K S

    2015-02-01

    The low English proficiency of Chinese nurse/nursing students affects their performance when they work in English-speaking countries. However, limited resources are available to help them improve their workplace English, i.e. English used in a clinical setting. To this end, it is essential to look for an appropriate and effective means to assist them in improving their clinical English. The objective of this study is to evaluate the learning experience of Chinese nursing students after they have completed an online clinical English course. Focus group interview was used to explore their learning experience. 100 students in nursing programs at Tung Wah College were recruited. The inclusion criteria were: (1) currently enrolled in a nursing program; and (2) having clinical experience. Eligible participants self-registered for the online English course, and were required to complete the course within 3 months. After that, semi-structured interviews were conducted on students whom completed the whole and less than half of the course. One of the researchers joined each of the interviews as a facilitator and an observer. Thematic analysis was used to analyze the data. Finally, 7 themes emerged from the interviews: technical issues, adequacy of support, time requirement, motivation, clarity of course instruction, course design, and relevancy of the course. Participants had varied opinions on the 2 themes: motivation and relevancy of the course. Overall, results of this study suggest that the online English course helped students improve their English. Factors which support their learning are interactive course design, no time constraint, and relevancy to their work/study. Factors which detracted from their learning are poor accessibility, poor technical and learning support and no peer support throughout the course.

  3. Intravenous Fluid Therapy Course for the Licensed Practical Nurse. Instructor Guide.

    Science.gov (United States)

    Missouri Univ., Columbia. Instructional Materials Lab.

    This curriculum guide provides materials for a 10-unit intravenous (IV) therapy course for licensed practical nurses. Units contain from one to nine lessons. The first unit provides an introduction and orientation to the course. Subsequent units concern documentation, anatomy and physiology as applied to IV therapy, fundamental aspects of fluid…

  4. Intravenous Fluid Therapy Course for the Licensed Practical Nurse. Instructor Guide.

    Science.gov (United States)

    Missouri Univ., Columbia. Instructional Materials Lab.

    This curriculum guide provides materials for a 10-unit intravenous (IV) therapy course for licensed practical nurses. Units contain from one to nine lessons. The first unit provides an introduction and orientation to the course. Subsequent units concern documentation, anatomy and physiology as applied to IV therapy, fundamental aspects of fluid…

  5. Learning from Experience: An Evaluation of an External Nursing Course in Regional Australia

    Science.gov (United States)

    Foster, Kim; Usher, Kim; Luck, Lauretta; Harvey, Nikki; Lindsay, David

    2008-01-01

    The delivery of pre-registration Bachelor of Nursing courses in Australia has primarily been through the traditional on-campus mode. The development and implementation of an external course mode necessitates pedagogical reflection on a number of delivery, design, implementation, and consequently evaluation, processes. This paper discusses one…

  6. Reinforcing Communication Skills While Registered Nurses Simultaneously Learn Course Content: A Response to Learning Needs.

    Science.gov (United States)

    De Simone, Barbara B.

    1994-01-01

    Fifteen nursing students participated in Integrated Skills Reinforcement, an approach that reinforces writing, reading, speaking, and listening skills while students learn course content. Pre-/postassessment of writing showed that 93% achieved writing improvement. All students agreed that the approach improved understanding of course content, a…

  7. Development of an online nursing management course: successful experience between Brazil and Portugal.

    Science.gov (United States)

    Tronchin, Daisy Maria Rizatto; Peres, Heloisa Helena Ciqueto; Lima, Antônio Fernandes Costa; Alavarce, Débora Cristina; Prata, Ana Paula; Santos, Margarida Reis; Aroldi, Juscilynne Barros da Costa

    2015-12-01

    Objective To describe the experience of planning and developing online refresher courses in nursing management for nurses in the contexts of Brazil and Portugal. Method The instructional design was based on meaningful learning theory, andragogy, and dialectical methodology, so it valued interaction between the actors, emphasizing the scenarios of practice and applying the concepts covered. The course structure is divided into nine theoretical units, four case studies, and an essay exam. Results The course was positively evaluated by the participants, who reported opportunities for acquisition of new knowledge, interaction and exchange of experiences, motivation to study the topics, and self-learning. Conclusion It is expected that description of this experience will stimulate proposals for new courses and programs in distance education modalities, improving the processes of teaching and learning so as to give support to future analyses of their impact on the development and enhancement of management skills in nursing.

  8. Mentor in Nursing {--} Evaluation and Innovation of the Course.

    OpenAIRE

    2010-01-01

    The Diploma thesis is focused on evaluation and innovation of a mentor course. Based on the analysis of 11 educational programmes in certificated courses we found out that the courses are not unified. We chose one of the analysed mentor courses called ``Supervisor of clinical practice`` at the Faculty of Health Care Studies of the University of West Bohemia in Pilsen. The main goals of our research were: 1. to find out the opinions of the mentor course gradutes on the course, 2. to identify p...

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

    Science.gov (United States)

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

    2015-01-01

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

  10. Integration of end-of-life education into a community health nursing course.

    Science.gov (United States)

    Pullis, Bridgette Crotwell

    2013-01-01

    Student nurses and novice nurses report that they received little in their nursing education to adequately prepare them for the death of a patient. The American Association of Colleges of Nursing's (AACN) competencies for end-of-life care assert the need for competent nursing care at the time of death. To prepare students to care for dying patients and their families, a hospice clinical experience in a community health nursing course was designed to facilitate the development of competence in caring for adults and children at the end of life. At the end of the semester, the students were able to demonstrate principles of pain and symptom management and to communicate the goals and philosophy of hospice care to dying patients and their families. The students also demonstrated the ability to advocate for individuals at the end of life through the provision of information about hospice care, especially the benefits for timely referral to hospice and palliative care. The incorporation of a clinical experience into a community health nursing course that focuses on end-of-life care is an effective approach to teaching both community health concepts and care of dying patients. Such an approach incorporates essential content without adding to already extensive nursing curricula.

  11. Peer-led team learning model in a graduate-level nursing course.

    Science.gov (United States)

    White, Pamela; Rowland, Amy Beth; Pesis-Katz, Irena

    2012-08-01

    The peer-led team learning (PLTL) model was introduced into a graduate-level course in health economics at our school of nursing. We believed this collaborative learning program, emphasizing peer-to-peer interaction to solve complex problems, would increase student engagement and mastery of course content. The course was redesigned to accommodate a weekly 1-hour workshop conducted by peer leaders. To gain better understanding of the effect of the PLTL model, focus groups were conducted at the end of the course. Evaluation of the focus group discussions showed that peer-led workshops helped students understand the subject matter. The opportunity to discuss concepts taught during lecture with their peers helped deepen students' understanding of the material and apply this knowledge in the classroom. These findings support continuation of the PLTL model in future health economics classes and suggest that this approach may be beneficial in other graduate level-nursing courses.

  12. Effects of a senior practicum course on nursing students' confidence in speaking up for patient safety.

    Science.gov (United States)

    Kent, Lauren; Anderson, Gabrielle; Ciocca, Rebecca; Shanks, Linda; Enlow, Michele

    2015-03-01

    As patient advocates, nurses are responsible for speaking up against unsafe practices. Nursing students must develop the confidence to speak up for patient safety so that they can hold themselves, as well as their peers and coworkers, accountable for patients' well-being. The purpose of this study was to examine the effects of a senior practicum course on confidence for speaking up for patient safety in nursing students. Confidence in speaking up for patient safety was measured with the Health Professional Education in Patient Safety Survey. The study showed a significant increase in nursing students' confidence after the senior practicum course, but there was no significant change in students' confidence in questioning someone of authority.

  13. Problematization strategy: experience report in the care process course in psyquiatric nursing

    Directory of Open Access Journals (Sweden)

    Claudinei José Gomes Campos

    2013-11-01

    Full Text Available One aimed to present an experience report about the use of the problematization strategy in the teaching of the course Care Process in Psychiatric Nursing offered in the undergraduate nursing course at the Universidade Estadual de Campinas. One adopted as the methodology of the study a non-systematic observation and assessment of the theoretical productions developed by the students in the first semester of 2012. One believes that the change in the education of nurses must follow a new paradigm that redirects the relationship between professionals and the community, and that directs health actions in order to meet the real needs of the population. Despite the difficulties identified, one concluded that the use of this learning strategy can bring advantages and contributions to the teaching of psychiatric nursing.

  14. Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course.

    Science.gov (United States)

    Aein, Fereshteh; Aliakbari, Fatemeh

    2017-01-01

    Concept map is a useful cognitive tool for enhancing a student's critical thinking (CT) by encouraging students to process information deeply for understanding. However, the evidence regarding its effectiveness on nursing students' CT is contradictory. This paper compares the effectiveness of concept mapping and traditional linear nursing care planning on students' CT. An experimental design was used to examine the CT of 60 baccalaureate students who participated in pediatric clinical nursing course in the Shahrekord University of Medical Sciences, Shahrekord, Iran in 2013. Participants were randomly divided into six equal groups of each 10 student, of which three groups were the control group, and the others were the experimental group. The control group completed nine traditional linear nursing care plans, whereas experimental group completed nine concept maps during the course. Both groups showed significant improvement in overall and all subscales of the California CT skill test from pretest to posttest (P < 0.001), but t-test demonstrated that improvement in students' CT skills in the experimental group was significantly greater than in the control group after the program (P < 0.001). Our findings support that concept mapping can be used as a clinical teaching-learning activity to promote CT in nursing students.

  15. The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course.

    Science.gov (United States)

    Roller, Maureen C; Zori, Susan

    2017-03-01

    POGIL, using small groups of students, who assume the roles of leader, manager, recorder, and reflector to complete problem based activities in science courses, has demonstrated significant improvement in students' grades and course satisfaction in science courses and a nursing Fundamentals course. Using POGIL with nursing students in fundamentals nursing courses could help to improve final grades and course satisfaction while promoting active learning, critical thinking, and teamwork. To examine differences in final course grades, Assessment Technologies Institute, LLC (ATi) scores and course satisfaction in 2 groups of fundamentals nursing students where one group experienced Process Oriented Guided Inquiry Learning (POGIL) as a teaching strategy and one group did not. Satisfaction with performing in the varied roles used during POGIL was also examined. This quantitative descriptive study used a comparative design, with one group of students who experienced POGIL while analyzing case scenarios in class and a control group who did not experience POGIL. A t-test was used to compare final grades, ATi scores, and satisfaction survey results. A mid-size, private university in the northeastern United States was the setting. A convenience sample of pre-licensure baccalaureate nursing students taking Fundamental in Nursing Courses during the junior semester. The experimental group (N=63) had higher final course grades (p=0.046), better understanding of the course material (p=0.005), and greater satisfaction with grades (p=0.008) than the control group (N=75). The results of this study revealed that Fundamental nursing students who experienced POGIL had significantly higher final grades and course satisfaction compared with students who did not experience POGIL. The active learning and teamwork experienced during POGIL, may be beneficial to students as they transition to practicing nurses. Additional research using POGIL with a variety of nursing courses could be

  16. A profile of students who followed a course in the didactics of psychiatric nursing at Unisa during 1994.

    Science.gov (United States)

    Ehlers, V J

    1996-03-01

    Students who followed the above course did so as part of the Nursing Education III course offered at UNISA. This research aims at establishing a profile of these students. Aspects covered include age, sex, marital status, professional and academic qualifications, professional posts held and current fields of occupation. Such knowledge will clarify who the psychiatric nurse educators of the future might be, and also what the target population for the above course could be. Students' personal perceptions of the above course are sought in the second part of the questionnaire. Such information should be valuable in improving future courses for educators of psychiatric nurses.

  17. Teaching Argumentation in a Philosophy Course for Baccalaureate Nursing Students

    Science.gov (United States)

    Gough, Jim

    2011-01-01

    In this paper I introduce the background situation that triggered the need for a particular project offered in a senior undergraduate course in health care ethics. Background information is provided to support the rationale of the project in the course. Then, the argument that opens the challenge to the students is outlined, followed by a…

  18. Cultural competence course for nursing students in Taiwan: A longitudinal study.

    Science.gov (United States)

    Lin, Chia-Jung; Chang, Pei-rong; Wang, Ling-Hua; Huang, Mei-Chih

    2015-12-01

    Culturally competent care is an essential ability for nursing students. However, little is known about the effects of educational intervention on attitudes or behavior changes with regard to cultural competence in Taiwan. This study evaluates the effects of a cultural competence course for nursing students. Using a longitudinal study design, 105 participants were assigned to an experiment group (51 participants) and control group (54 participants) based on the school they attended. Students in the experiment group received a two-credit course on cultural competence care. Using the Cultural Competence Assessment Instrument-Chinese Version (CCA-CV), data were collected between 2012 and 2013 at three points in time: before and after the course and again 6 to 8 months after the two groups (experiment and control) had completed the clinical practicum. The results of a generalized estimating equation (GEE) analysis indicate that the cultural competence of all participants had improved at the posttest assessment, with the experiment group showing a significantly better improvement over the control group. However, the overall effectiveness of the training diminished with time. This study supports that taking a cultural competence course effectively enhances the cultural competence of nursing students for a limited period of time immediately following the course. These results support that the benefits of incorporating a cultural competence course in clinical practice should be considered in the future. Furthermore, healthcare institutions should be encouraged to provide greater support and consideration to cultural competence issues in the nursing workplace in order to reinforce and extend the benefits of cultural competence courses provided at nursing schools. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. Charting the course for nurses' achievement of higher education levels.

    Science.gov (United States)

    Kovner, Christine T; Brewer, Carol; Katigbak, Carina; Djukic, Maja; Fatehi, Farida

    2012-01-01

    To improve patient outcomes and meet the challenges of the U.S. health care system, the Institute of Medicine recommends higher educational attainment for the nursing workforce. Characteristics of registered nurses (RNs) who pursue additional education are poorly understood, and this information is critical to planning long-term strategies for U.S. nursing education. To identify factors predicting enrollment and completion of an additional degree among those with an associate or bachelor's as their pre-RN licensure degree, we performed logistic regression analysis on data from an ongoing nationally representative panel study following the career trajectories of newly licensed RNs. For associate degree RNs, predictors of obtaining a bachelor's degree are the following: being Black, living in a rural area, nonnursing work experience, higher positive affectivity, higher work motivation, working in the intensive care unit, and working the day shift. For bachelor's RNs, predictors of completing a master's degree are the following: being Black, nonnursing work experience, holding more than one job, working the day shift, working voluntary overtime, lower intent to stay at current employer, and higher work motivation. Mobilizing the nurse workforce toward higher education requires integrated efforts from policy makers, philanthropists, employers, and educators to mitigate the barriers to continuing education.

  20. The Impact of Nursing Students' Prior Chemistry Experience on Academic Performance and Perception of Relevance in a Health Science Course

    Science.gov (United States)

    Boddey, Kerrie; de Berg, Kevin

    2015-01-01

    Nursing students have typically found the study of chemistry to be one of their major challenges in a nursing course. This mixed method study was designed to explore how prior experiences in chemistry might impact chemistry achievement during a health science unit. Nursing students (N = 101) studying chemistry as part of a health science unit were…

  1. Satisfaction of nurses with a training course for the operationalization of protocol on pressure ulcers

    Directory of Open Access Journals (Sweden)

    Mayara Vasconcelos Santos

    2016-09-01

    Full Text Available Objective: to identify the degree of satisfaction of nurses with a training course for operationalization of protocol on pressure ulcers. Methods: a descriptive exploratory study made in a philanthropic hospital in the northeast of Brazil. An instrument on satisfaction was applied to 21 participant nurses of the course on pressure ulcer based on care protocol. Results: young adults predominated (23-33 years old, female (87.5%, with significant participation in events, courses and research activities (81.0%, and 19.0% of research publication. The overall rate of satisfaction with the course made at the workplace was 84.34%. Conclusion: when the fundaments of practice based on evidence were cleared, the rate of satisfaction of the professionals who participate in Permanent Education activities is high, which makes clinical protocol operationalization possible.

  2. Implementing a leadership course and mentor model for students in the National Student Nurses' Association.

    Science.gov (United States)

    Gardner, Elaine A; Schmidt, Cheryl K

    2007-01-01

    To help student development as responsible and accountable leaders, a mentor model was incorporated into an established voluntary leadership course offered each semester. The student joins the National Student Nurses' Association, completes leadership projects, and contracts for the course grade. The mentor model is a leadership option that pairs senior students wanting to mentor with junior students wishing to be mentored. The authors describe the outcomes of the leadership-mentor experience.

  3. Designing, delivering and evaluating a distance learning nursing course responsive to students needs.

    Science.gov (United States)

    Sowan, Azizeh K; Jenkins, Louise S

    2013-06-01

    The majority of available studies in distance learning in nursing and health lack the sufficient details of course design and delivery processes which greatly affect the learning outcomes. Also, little is available about the fairness of this method of education to students with limited access to course resources. We describe the design and delivery processes and experience, in terms of satisfaction and achievement, of undergraduate nursing students in a distance course. The difference in achievement between the distance students and a comparable cohort of hybrid students is also examined. We also demonstrate the possibility of providing accessible education to students with limited technological resources. Participants included all undergraduate nursing students who were enrolled in a distance and a hybrid section of a communication skills course offered at a School of Nursing in Jordan. The distance course was created using Blackboard and Tegrity learning management systems. The design and delivery processes of the distance course incorporated three pedagogical principles that enhance: (a) course access and navigation; (b) communication and interaction; and (c) active and collaborative learning experiences. After course completion, distance students completed a 27-item satisfaction questionnaire. Achievement in the course and correlates of satisfaction were measured. The final sample included 25 students in the distance section and 35 in the hybrid section (N=60). The mean score of overall satisfaction in the distance section was 4.14 (0.32) out of a 5-point scale, indicating a high satisfaction. Results revealed significant associations between total satisfaction score and achievement in the distance course, grade expected in the course, and frequency of accessing the course materials (plearning, even for students with limited resources. Institutions have to make strategic decisions on how to optimize the use of technology to fit their individualized learning

  4. Assessing outcomes of a study abroad course for nursing students.

    Science.gov (United States)

    Carpenter, Linda J; Garcia, Alexandra A

    2012-01-01

    There is little debate about the importance of preparing nursing graduates to provide culturally sensitive care to an increasingly diverse society. However, it is difficult for nurse educators to fit learning experiences that help students develop cultural competence into already full programs and create mechanisms to evaluate the results. This article describes a study to assess the impact of a study abroad program on developing cultural competence, including cultural awareness, sensitivity, knowledge, and skills. Results from the Cultural Awareness Survey, reflective journals, and interviews illustrate how the study abroad experience influenced the development of components of cultural competence and might influence clinical practice. Results suggest effective teaching strategies to assist students in becoming culturally competent are experiential in nature and include role modeling, reflective activities, and group discussion.

  5. Journal writing: a teaching strategy for gerontology nursing courses.

    Science.gov (United States)

    Miller, Sally M

    2011-07-01

    Journal writing, recognized as a valuable method to augment and enrich learning, has been used in adult education, higher education, and in the health care professions. Journal writing promotes reflective thought and increases awareness. This article describes how journal writing was used in the gerontology rotation of an associate degree nursing program to engage students in the content, encourage examination of personal beliefs, recognize biases, and reflect on perceptions about older adults.

  6. Efficacy and Safety of Repeated Courses of rTMS Treatment in Patients with Chronic Subjective Tinnitus

    Science.gov (United States)

    Lehner, Astrid; Schecklmann, Martin; Poeppl, Timm B.; Kreuzer, Peter M.; Peytard, Juliette; Frank, Elmar; Langguth, Berthold

    2015-01-01

    Background. Repetitive transcranial magnetic stimulation (rTMS) has shown promising effects in the treatment of chronic subjective tinnitus. However, little is known about maintenance treatment in order to achieve long-lasting improvements. Objective. This study addresses the questions whether the repeated application of rTMS treatment can contribute to the maintenance or enhancement of treatment effects and if so in which cases repetitive treatment courses are beneficial. Methods. 55 patients with chronic tinnitus were treated with two rTMS treatment courses with ten treatment sessions each. The mean intertreatment interval was 20.65 ± 18.56 months. Tinnitus severity was assessed before and after each treatment course. Results. Both treatments were well tolerated and caused significant improvement of tinnitus severity. The main predictor for the outcome of the second treatment was the development of tinnitus distress in the phase between both treatment courses: the more patients worsened in this interval, the more they improved during the second treatment course. Conclusion. Repeated application of rTMS seems to be useful in tinnitus management and should preferentially be offered to patients who experience a worsening of their tinnitus during the intertreatment interval, irrespective of their response to the first treatment course. PMID:26583152

  7. Efficacy and Safety of Repeated Courses of rTMS Treatment in Patients with Chronic Subjective Tinnitus

    Directory of Open Access Journals (Sweden)

    Astrid Lehner

    2015-01-01

    Full Text Available Background. Repetitive transcranial magnetic stimulation (rTMS has shown promising effects in the treatment of chronic subjective tinnitus. However, little is known about maintenance treatment in order to achieve long-lasting improvements. Objective. This study addresses the questions whether the repeated application of rTMS treatment can contribute to the maintenance or enhancement of treatment effects and if so in which cases repetitive treatment courses are beneficial. Methods. 55 patients with chronic tinnitus were treated with two rTMS treatment courses with ten treatment sessions each. The mean intertreatment interval was 20.65 ± 18.56 months. Tinnitus severity was assessed before and after each treatment course. Results. Both treatments were well tolerated and caused significant improvement of tinnitus severity. The main predictor for the outcome of the second treatment was the development of tinnitus distress in the phase between both treatment courses: the more patients worsened in this interval, the more they improved during the second treatment course. Conclusion. Repeated application of rTMS seems to be useful in tinnitus management and should preferentially be offered to patients who experience a worsening of their tinnitus during the intertreatment interval, irrespective of their response to the first treatment course.

  8. The role of service-user feedback in undergraduate nursing courses.

    Science.gov (United States)

    Ward, Sue; Benbow, Judith

    2016-07-14

    There is an increasing expectation that service users should contribute in a meaningful way to student nurse education courses. This article describes how service-user feedback on undergraduate student nurses' performance during practice learning opportunities (PLOs) gives an insight into the qualities service users value in student nurses. At Cardiff University, the new Bachelor of Nursing course, launched in September 2012, took into account the Nursing and Midwifery (NMC) standards for preregistration, implementing a mechanism for service users to feed back on students' clinical performance. To facilitate this service, user/carer feedback pages were inserted into the students' bound clinical practice portfolio. A large sample of the clinical portfolios (n=100) from one cohort across adult, child and mental health nursing fields were examined at the end of year 1, year 2 and again at the end of year 3, and service users' comments collated. In considering the words used by service users, the authors propose that they reflected the six fundamental values-or 6Cs-of care, compassion, competence, communication, courage and commitment that underpin the delivery of excellent care. Conclusions drawn from the feedback were that students exhibited the caring and professional qualities that service users value, and indeed showed the dignity and respect for patients and people that the profession demands.

  9. Seven Years On: Distance Learning Courses for First Level Registered Nurses and Midwives.

    Science.gov (United States)

    Rogerson, Elizabeth C. B.; Harden, Ronald M.

    1999-01-01

    At the University of Dundee (Scotland), distance learning is used to provide inservice opportunities for nurses and midwives. The modular courses feature problem-based and work-based learning, text-based study guides, and strategies to provide continuous learner support. (SK)

  10. Evaluating a Web-based Graduate Level Nursing Ethics Course: Thumbs Up or Thumbs Down?

    Science.gov (United States)

    McAlpine, Heather; Lockerbie, Linda; Ramsay, Deyanne; Beaman, Sue

    2002-01-01

    Student and teacher opinions were obtained regarding a Web-based ethics course for nursing graduate students. Both groups had positive views of online discussions; critical and reflective thinking was enhanced; technical difficulties were overcome with the help of expert support services; compressed time frame was a drawback; and ways to enhance…

  11. Implementing the educational units of the nursing course of FAFEMA: an experience report

    Directory of Open Access Journals (Sweden)

    Kátia T. Alves Rezende

    2007-01-01

    Full Text Available The study aims at reporting the curriculum development along the four grades of the Nursing Course of Marília Medical School (FAMEMA in 2003. The method used was the reflection about the pedagogical practice, from the documental analysis of the teaching-learning programs in each grade. The results show some points to be worked in the political-pedagogical project, such as: redefinition of the professors' and the nurse's roles from the health services; different understanding about the reference of the methodology of problematization and competence; professors' insecurity working with uncertainty in the teaching-learning process. It's also possible to identify changes that contributed to the implementation of the project, which are: the strengthening of the partnership between teaching and service; the relation between the medical and nursing courses; the use of the principles of the meaningful learning; introduction of the continuous education process, enabling the evaluation of the curriculum processes and strategies.

  12. Expansion of undergraduate courses in nursing: dilemmas and contradictions facing the labor market

    Directory of Open Access Journals (Sweden)

    Kenia Lara Silva

    2013-10-01

    Full Text Available We sought to analyze, from the perspective of professors and students, the reasons and consequences of the expansion of undergraduate courses in nursing, discussing the dilemmas and the contradictions confronting the labor market. It was a qualitative study with data obtained from focus groups, conducted in 18 undergraduate nursing courses in the state of Minas Gerais, during the period of February to October of 2011. The narratives were submitted to critical discourse analysis. The results indicated that the education of the nurse was permeated by insecurity as to the future integration into the labor market. The insecurity translates into dilemmas that referred to employability and the precariousness of the working conditions. In this context, employment in the family health strategy emerges as a mirage. One glimpses the need for a political agenda with the purpose of discussion about education, the labor market and the determinants of these processes.

  13. One-day triage course for nurses, it is essential

    Directory of Open Access Journals (Sweden)

    Ramin Azhough

    2015-06-01

    Full Text Available Objective: Triage procedure is one of the most important aspects of emergency departments as it has an undeniable role on the management of patients. It includes 5 categories based on the Emergency Severity Index (ESI according to the condition of severity. For better decision making and management, it is important to have skillful and experienced nursing staff. In the current study, we aimed to investigate the effectiveness of a one-day workshop on participants in terms of their triage knowledge improvement. Methods: This is a pre- and post-test trial study. In this study all the nursing staff of Sina hospital participated. The workshop was conducted in a single day for 6 hours. During the one-day workshop, topics such as emergency triage and hospital triage were covered according to START and ESI. In order to evaluate triage knowledge, each participant completed a pre-test before the workshop, and a post-test after the workshop (15 questions. Data were analyzed with SPSS 15.0. Paired t test was applied for data analysis. Results: Fifty-five nurses with the mean age of 35.72 ± 7.35 participated in the workshop. The analysis of the data, using paired t test based on the pre-test and post-test results, did not show any significant differences (P > 0.05. Conclusion: This study suggests that a one-day workshop is not really effective and reliable for triage knowledge improvement. We propose longer planned workshops in order to train more skillful staff.

  14. Desperately seeking sociology: nursing student perceptions of sociology on nursing courses.

    Science.gov (United States)

    Edgley, Alison; Timmons, Stephen; Crosbie, Brian

    2009-01-01

    This paper will present the findings of a qualitative study exploring the perceptions of students confronted by a requirement to learn sociology within a nursing curriculum. Those teaching sociology have a variety of explanations (more or less desperate), seeking to justify its place on the nursing curriculum. While there may be no resolution to the debate, the dispute thus far, has largely been between sociology and nursing academics. Absent from this debate are the voices of students 'required' to learn both nursing and sociology. What do students make of this contested territory? When students are trying to learn their trade, and know how to practice safely and efficaciously what do they make of the sociological imagination? How realistic is it to expect students to grasp both the concrete and practical with the imaginative and critical? Findings from this qualitative, focus group study suggest that students do indeed find learning sociology within a nursing curriculum "unsettling". It would seem that students cope in a number of ways. They fragment and compartmentalise knowledge(s); they privilege the interception of experiential learning on the path between theory and practice; and yet they appear to employ sociological understanding to account for nursing's gendered and developing professional status.

  15. Reinforcing communication skills while registered nurses simultaneously learn course content: a response to learning needs.

    Science.gov (United States)

    DeSimone, B B

    1994-01-01

    This article describes the implementation and evaluation of Integrated Skills Reinforcement (ISR) in a baccalaureate nursing course entitled "Principles of Health Assessment" for 15 registered nurse students. ISR is a comprehensive teaching-learning approach that simultaneously reinforces student writing, reading, speaking, and listening skills while they learn course content. The purpose of this study was to assess the influence of ISR on writing skills and student satisfaction. A learner's guide and teacher's guide, created in advance by the teacher, described specific language activities and assignments that were implemented throughout the ISR course. During each class, the teacher promoted discussion, collaboration, and co-inquiry among students, using course content as the vehicle of exchange. Writing was assessed at the beginning and end of the course. The influence of ISR on the content, organization, sentence structure, tone, and strength of position of student writing was analyzed. Writing samples were scored by an independent evaluator trained in methods of holistic scoring. Ninety-three per cent (14 of 15 students) achieved writing growth from .5 to 1.5 points on a scale of 6 points. Student response to both the ISR approach and specific ISR activities was assessed by teacher-created surveys administered at the middle-end of the course. One hundred per cent of the students at the end of this project agreed that the ISR activities, specifically the writing and reading activities, helped them better understand the course content. These responses differed from evaluations written by the same students at the middle of the course. The ISR approach fostered analysis and communication through active collaboration, behaviors cited as critical for effective participation of nurses in today's complex health care environment.

  16. [Students awareness of health teaching: evaluation of "health education" course and the occupational health nursing practice].

    Science.gov (United States)

    Horikawa, Junko; Majima, Yukie; Ishihara, Itsuko

    2003-09-01

    The "health education" course is an important part of the baccalaureate curriculum in nursing. It is essential to teach students effective health education in a client oriented way. In order to improve the quality and content of this course, we extracted students descriptions from records of 44 students who had carried out group health education during nursing practice for the occupational health nursing course. We then analyzed students written sentences on their views concerning health teaching. After sentence analysis, we categorized these concepts into groups and titled them. The results of clarification of categories showed that the most common student awareness was in regard to technical and instructional skills, such as precise and suitable language selection for laymen, and utilization of teaching devices or mediums, during implementation of health teaching(43.6%). Secondly, assessment of health needs for a certain working population(10.3%), and effective teaching types such as instructional participant volunteers and full participation(9.2%) were deemed important. Thirdly, identification of the role of the occupational nurse(7.7%), and lastly the necessity of evaluation(2.3%) were considered necessary. Over all, in this study we found that students were most concerned about the instructional skills during the presentation of health education. Also, these results suggest that development of contents in the "health education" course to reinforce students assessment and evaluative abilities should be incorporated into the course. Furthermore, faculties who teach a "health education" course should provide a large variety of teaching materials and creative instructional methods for the students.

  17. A Partnership Approach to Genetic and Genomic Graduate Nursing Curriculum: Report of a New Course's Impact on Student Confidence.

    Science.gov (United States)

    Williams, Tamara; Dale, Rosemary

    2016-10-01

    Genetics and genomics have historically not been included in nursing curricula but are increasingly important in health care delivery. A course was developed through a collaboration between nursing and pathology faculty, combining nursing practice and genomics content expertise. Graduate nursing students enrolled in the course self-reported confidence in the 38 American Nurses Association essential genetic and genomic competencies prior to, immediately after, and 9 months after completing the course. Before the course, students reported low confidence across all competencies. Students indicated a significant improvement in confidence in all competencies with an average 2-point improvement on a 5-point Likert scale, both immediately and 9 months after course completion. A course rooted in basic science directly linked to nursing application can prepare nurses to develop a sustained confidence in core competencies. Cross-disciplinary collaborations with faculty who have expertise in genomics may be an effective strategy for nursing programs. [J Nurs Educ. 2016;55(10):574-578.]. Copyright 2016, SLACK Incorporated.

  18. Audio feedback for student writing in online nursing courses: exploring student and instructor reactions.

    Science.gov (United States)

    Wood, Kathryn A; Moskovitz, Cary; Valiga, Theresa M

    2011-09-01

    Because scientific writing is an essential skill for advanced practice nurses, it is an important component of graduate education. Faculty typically provide written feedback about student writing, but this may not be the most effective choice for the distance-learning environment. This exploratory pilot study's aim was to compare spoken, recorded feedback with written feedback in three areas: which approach do students perceive as providing more useful guidance; which approach helps students feel more connected to the course; and which approach do instructors prefer? Students enrolled in an evidence-based practice graduate-level course received asynchronous audio feedback on their written assignments instead of the written feedback they received in other courses. Results from a survey completed by 30 students at completion of the course suggest a strong preference for audio feedback. This pilot study suggests that audio feedback may be preferable to written comments for distance learning courses.

  19. The effect of an e-learning course on nursing staff's knowledge of delirium: a before-and-after study.

    Science.gov (United States)

    van de Steeg, Lotte; IJkema, Roelie; Wagner, Cordula; Langelaan, Maaike

    2015-02-05

    Delirium is a common condition in hospitalized patients, associated with adverse outcomes such as longer hospital stay, functional decline and higher mortality, as well as higher rates of nursing home placement. Nurses often fail to recognize delirium in hospitalized patients, which might be due to a lack of knowledge of delirium diagnosis and treatment. The objective of the study was to test the effectiveness of an e-learning course on nurses' delirium knowledge, describe nursing staff's baseline knowledge about delirium, and describe demographic factors associated with baseline delirium knowledge and the effectiveness of the e-learning course. A before-and-after study design, using an e-learning course on delirium. The course was introduced to all nursing staff of internal medicine and surgical wards of 17 Dutch hospitals. 1,196 invitations for the e-learning course were sent to nursing staff, which included nurses, nursing students and healthcare assistants. Test scores on the final knowledge test (mean 87.4, 95% CI 86.7 to 88.2) were significantly higher than those on baseline (mean 79.3, 95% CI 78.5 to 80.1). At baseline, nursing staff had the most difficulty with questions related to the definition of delirium: what are its symptoms, course, consequences and which patients are at risk. The mean score for this category was 74.3 (95% CI 73.1 to 75.5). The e-learning course significantly improved nursing staff's knowledge of delirium in all subgroups of participants and for all question categories. Contrary to other studies, the baseline knowledge assessment showed that, overall, nursing staff was relatively knowledgeable regarding delirium. The Netherlands National Trial Register (NTR). NTR 2885 , 19 April 2011.

  20. A survey of the teaching and learning of biological sciences on undergraduate nursing courses.

    Science.gov (United States)

    Wharrad, H J; Allcock, N; Chapple, M

    1994-12-01

    Curriculum planners developing degree courses in nursing have to decide how much time to allocate to each of the academic disciplines including biological sciences. There is no research-based evidence to suggest what depth and detail of knowledge of biological sciences is required to support nursing practice. There is also some debate about the teaching methods used and who should teach the biological sciences. This paper reports the results of a small survey investigating the teaching of biological sciences on 16 nursing degree courses in the UK. The survey uncovered great variation in the number of hours spent on biological sciences in the different universities and in the science entry requirements of the different universities. Most teachers of biological sciences had a first degree in the subject but few were nurses. The possible implications of these findings are discussed. Problems associated with shared learning and didactic teaching methods are also highlighted. Although the biological sciences input will largely be a matter of institutional preferences, nursing needs to develop a research-based framework to aid curriculum planning.

  1. [Aims and core contents of basic and post basic courses of nursing management].

    Science.gov (United States)

    Saiani, Luisa; Brugnolli, Anna

    2006-01-01

    The second part of the issue, dedicated to the nursing management offers a discussion on some of the relevant areas of debate for the organization of nursing care. A reflection on the core contents and main aims of basic and post basic (master, advanced level, specialistic degree) nursing courses is proposed in the first contribution. Then a selection of topics is presented, focusing on the main research contributions available in the literature and on the ongoing debate for the following areas: the role of communication at the inter-shift handover and the new model of bedside reporting; the problems and challenges of doctors nurses collaboration in the health care team; the problems and expectations of new nurses joining the health care team and the process of development of practical skills; the hot debate on nursing roles and level of practice and the difficulties in differentiating between elementary, specialist and advanced nursing practice; the new emerging roles: the characteristics and achievements of Nurse Consultant; the new challenges of coordinators of the health care teams with the management of the multigenerational nursing team. For each topic a definition of the problem is presented, an example of relevant study, a critical debate and suggestions for further studies and areas of research. A list of the main journals that deal with nursing management is proposed with comments on the main characteristics of each journal. A study protocol that aims at describing the outcomes of the different styles and models of organization of medical wards on patients and nurses is presented as an example of organizative research; an experience of, and a model for, participation of the nurses to health policy planning is proposed. Nurses were, asked to identify health care problems encountered in their daily practice, their causes and propose solutions at basic and policy level. The session of International Observatory explores the main problems and difficulties of

  2. Effectiveness of a Brief, Basic Evidence-Based Practice Course for Clinical Nurses.

    Science.gov (United States)

    Ramos-Morcillo, Antonio J; Fernández-Salazar, Serafín; Ruzafa-Martínez, María; Del-Pino-Casado, Rafael

    2015-08-01

    Barriers to the implementation of evidence-based practice (EBP) by nursing professionals include a lack of knowledge, inadequate skills in searching for and appraising evidence, and consulting research articles. However, few studies have addressed the effectiveness of educational interventions to improve their competence. To evaluate the effectiveness of a brief basic online and face-to-face educational intervention to promote EBP attitudes, knowledge and skills, and practice in clinical care nurses. This study was quasi-experimental, pretest-posttest design with a comparison group. The sample included registered nurses enrolled in the free continuing education courses offered in 2013 by the Nursing Council of Jaén (Spain). The study included 109 participants (54 in the intervention group and 55 in the comparison group). The intervention was a brief, basic EBP course with online and face-to-face learning. The comparison group received an educational intervention with different content. The evidence-based practice questionnaire (EBPQ) was used to evaluate EBP attitude, knowledge and skills, and practice before the intervention, and at 21 and 60 days following the intervention. Two-way mixed analysis of variance was conducted. There was a significant difference between intervention and comparison groups in the knowledge and skills dimension. The difference between groups was not significant in the EBP practice dimension. Both groups had high scores in the attitude dimension that did not change after the intervention. A brief basic educational intervention on EBP with online and face-to-face learning can produce improvements in the knowledge and skills of clinical nurses. © 2015 The Authors. Worldviews on Evidence-Based Nursing published by Wiley Periodicals, Inc. on behalf of Sigma Theta Tau International The Honor Society of Nursing.

  3. Preliminary evaluation of the learning outcome achieved by a nursing research seminar course for doctoral students.

    Science.gov (United States)

    Lou, Meei-Fang; Chen, Yueh-Chih

    2008-06-01

    Educational evaluation is a priority policy of the Ministry of Education and student learning outcome is an important criterion used in educational evaluation work. The purpose of this study was to evaluate the learning outcome of a newly developed course for doctoral students entitled, Nursing Research Seminar. The course was one semester in length and required students to attend 2 hours of class per week. Student learning outcome was evaluated based on the level of understanding students had of course objectives. The six objectives of this course were: evaluating and integrating research papers; enhancing critical thinking skills; gaining an in-depth understanding of the literature related to topics of interest; enhancing ability to construct research proposals; guiding student dissertation work; and refining critical research skills. Data were collected from the responses provided by 25 students on a 5-point Likert-type evaluation form based on course objectives filled out during the last class of the semester. Descriptive and non-parametric statistics were adopted. Results showed: (1) The average post-course score (24.76 +/- 2.89) was significantly higher than the pre-course score (18.40 +/- 5.52); (2) Students realized significant improvements in all six objectives at the end of the course; (3) There were statistically significant differences in improvement scores in all six objectives for students in different years of their doctoral program; (4) The lower the year in the program, the higher the improvement scores for each course objective; (5) The two objectives of the six that saw the most significant improvements were "gaining an in-depth understanding of the literature related to topics of interest", and "enhancing critical thinking skills". Because of the small sample size, conclusions drawn from this study should be treated as tentative. Findings provide preliminary information supporting the importance and necessity of offering the Nursing Research

  4. Using m-learning on nursing courses to improve learning.

    Science.gov (United States)

    de Marcos Ortega, Luis; Barchino Plata, Roberto; Jiménez Rodríguez, María Lourdes; Hilera González, José Ramón; Martínez Herráiz, José Javier; Gutiérrez de Mesa, José Antonio; Gutiérrez Martínez, José María; Otón Tortosa, Salvador

    2011-05-01

    Modern handheld devices and wireless communications foster new kinds of communication and interaction that can define new approaches to teaching and learning. Mobile learning (m-learning) seeks to use them extensively, exactly in the same way in which e-learning uses personal computers and wired communication technologies. In this new mobile environment, new applications and educational models need to be created and tested to confirm (or reject) their validity and usefulness. In this article, we present a mobile tool aimed at self-assessment, which allows students to test their knowledge at any place and at any time. The degree to which the students' achievement improved is also evaluated, and a survey on the students' opinion of the new tool was also conducted. An experimental group of 20- to 21-year-old nursing students was chosen to test the tool. Results show that this kind of tool improves students' achievement and does not make necessary to introduce substantial changes in current teaching activities and methodology.

  5. Integrating information literacy into an online undergraduate nursing informatics course: the librarian's role in the design and teaching of the course.

    Science.gov (United States)

    Schulte, Stephanie J

    2008-01-01

    Integration of information literacy as a core component into a new online undergraduate nursing course proved to be a learning experience in course design and teaching. This article describes the framework for the course design that combined cultural competency, informatics, and information literacy and was grounded in informatics competencies for nurses at the beginning level, an informatics textbook, and the Neurnan Systems Model. The librarian's role in this process and the information literacy unit's content and written assignment are detailed, and challenges in the collaboration are also addressed.

  6. Effects of a Web-based course on nursing skills and knowledge learning.

    Science.gov (United States)

    Lu, Der-Fa; Lin, Zu-Chun; Li, Yun-Ju

    2009-02-01

    The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

  7. Self-study program on HTML browser--application to Clinical Nursing General Remarks Course.

    Science.gov (United States)

    Ochiai, N; Sota, Y; Ezumi, H

    1997-01-01

    We created a self-study program using HTML browser on the Clinical Nursing General Remarks Course, Eighty-three students each selected a published book on a personal history (written personal reflections from individuals who had undergone medical treatment and hospitalization), read it and submitted reports of their impressions of the histories. Their reports were arranged from a nursing perspective and entered on the home page of our college using HTML browser. We intended that the students would become more interested in reading of the personal histories, and that they would acquire new self-study skills and increase their interest in Internet through use of our program. In addition, we hoped that this program would encourage positive communication and mutual sharing of information. The students were able to easily refer to a personal history according to their interest from a nursing perspective. Therefore this program realized the mutual learning among students and other users.

  8. Student adoption and perception of lecture podcasts in undergraduate bachelor of science in nursing courses.

    Science.gov (United States)

    Kardong-Edgren, Suzan; Emerson, Roberta

    2010-07-01

    The current study reports student use and perceptions of podcasted course lectures in an undergraduate Bachelor of Science in Nursing program. Prior to the current study, the majority of students were not familiar with the use of podcasts in education. Student use of the podcasts grew as they became familiar with the format. Students reported that podcasts helped them study and improved their grades. Faculty reported increased class absenteeism, although students reported no change in course attendance as a result of the availability of podcasts. Copyright 2010, SLACK Incorporated.

  9. Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students.

    Science.gov (United States)

    Johnston, A N B; Hamill, J; Barton, M J; Baldwin, S; Percival, J; Williams-Pritchard, G; Salvage-Jones, J; Todorovic, M

    2015-11-01

    Anatomy and Physiology is a core course in pre-registration nursing programs, yet many students have difficulty successfully negotiating the large volume of content and the complex concepts in these bioscience courses. Typically students perform poorly in these 'threshold' courses', despite multiple interventions to support student engagement. Investigation of the shortcomings in these courses, based on feedback from students indicated several key areas of difficulty in the course, especially focused around a relative lack of hands-on 'concrete' activities in laboratories and tutorials. To attempt to address this, academic and technical staff developed activities for students that promoted discussion and allowed students to interact easily and repetitively with content. Interactive tables and posters that needed to be labelled or 'filled-in' using pre-prepared Velcro dots, as well as pre-prepared flash cards to promote group work, were some examples of the activities used to enhance student experiences and promote hands-on learning. Over the academic year of 2013 these activities were introduced into the laboratory and tutorial classes for first year Bachelor of Nursing anatomy and physiology students. Staff and student participants positively rated implementation of these new activities on surveys, as they allowed them to explore the difficult aspects of anatomy and physiology, utilising various learning styles that may have been neglected in the past. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  10. Nursing students' attitudes toward statistics: Effect of a biostatistics course and association with examination performance.

    Science.gov (United States)

    Kiekkas, Panagiotis; Panagiotarou, Aliki; Malja, Alvaro; Tahirai, Daniela; Zykai, Rountina; Bakalis, Nick; Stefanopoulos, Nikolaos

    2015-12-01

    Although statistical knowledge and skills are necessary for promoting evidence-based practice, health sciences students have expressed anxiety about statistics courses, which may hinder their learning of statistical concepts. To evaluate the effects of a biostatistics course on nursing students' attitudes toward statistics and to explore the association between these attitudes and their performance in the course examination. One-group quasi-experimental pre-test/post-test design. Undergraduate nursing students of the fifth or higher semester of studies, who attended a biostatistics course. Participants were asked to complete the pre-test and post-test forms of The Survey of Attitudes Toward Statistics (SATS)-36 scale at the beginning and end of the course respectively. Pre-test and post-test scale scores were compared, while correlations between post-test scores and participants' examination performance were estimated. Among 156 participants, post-test scores of the overall SATS-36 scale and of the Affect, Cognitive Competence, Interest and Effort components were significantly higher than pre-test ones, indicating that the course was followed by more positive attitudes toward statistics. Among 104 students who participated in the examination, higher post-test scores of the overall SATS-36 scale and of the Affect, Difficulty, Interest and Effort components were significantly but weakly correlated with higher examination performance. Students' attitudes toward statistics can be improved through appropriate biostatistics courses, while positive attitudes contribute to higher course achievements and possibly to improved statistical skills in later professional life. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. A cognitive behavioral course for at-risk senior nursing students preparing to take the NCLEX.

    Science.gov (United States)

    Poorman, Susan G; Mastorovich, Melissa L; Liberto, Terri L; Gerwick, Michele

    2010-01-01

    For some nursing students, the stress of preparing for and taking the NCLEX can lead to maladaptive behaviors such as poor test performance and inadequate preparation. A different approach to NCLEX preparation for at-risk seniors is described. A 3-credit course that combines cognitive behavioral techniques, metacognitive strategies, test-taking strategies, and simulated NCLEX experience with practice questions is presented. Students also develop an individualized plan of preparation from graduation until they take the NCLEX.

  12. The design process of a multimodal module that synthesized knowledge across nursing courses.

    Science.gov (United States)

    Wolf, Linda; Rutar, Pamela; Delgado, Cheryl; Niederriter, Joan

    2017-05-01

    Nursing faculty are being challenged to increase the use of technology in the classroom. Use of technology addresses multiple learning styles, increases student engagement, encourages active learning and improves students' attention. Evaluate student satisfaction to a faculty designed multimedia teaching strategy. Cross sectional design with data collected over six semesters from six cohorts of nursing students. An urban university in the Midwest United States. 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing; Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20years to 30years in age. A multimedia teaching strategy developed by three faculty integrating narrated case study, questioning and animation of skills and pathophysiology was implemented during the class session on infection control. At the conclusion, questionnaires were distributed to collect evaluation data. 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone. When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, "I liked the visualization because it helped me further understand the material." 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; "I liked that different aspect[s] of nursing were brought together." Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process as well as facilitating the delivery of difficult course content. Overall, students voiced a preference for all instructional materials to be presented in an animated format

  13. Video-based self-assessment: implementation and evaluation in an undergraduate nursing course.

    Science.gov (United States)

    Yoo, M S; Son, Y J; Kim, Y S; Park, J H

    2009-08-01

    This research was performed to investigate the effects of video-based self-assessment on the ability of nursing students to accurately measure vital signs, their communication skills, and their satisfaction. This research was conducted between March 2007 and June 2007 as a quasi-experimental control-group, pretest-posttest design. The study population was composed of 40 second-year student nurses who enrolled in a fundamentals of nursing course of a college of nursing, Ajou University in Korea. Results of the research indicate that there was a statistically significant difference in exam scores for assessing long-term memory video-review group demonstrating higher scores. Student satisfaction was also significantly higher in the video-review group than in the control group. These results may suggest video-based self-assessment is a beneficial and effective instructional method of training undergraduate nursing students to develop awareness of their strengths and weaknesses, and to improve their clinical and communication skills.

  14. Development, implementation, and effects of an integrated web-based teaching model in a nursing ethics course.

    Science.gov (United States)

    Chao, S-Y; Chang, Y-C; Yang, S C; Clark, M J

    2017-08-01

    Ethical competence, which is reflected in the ability to detect ethical challenges in clinical situations and engage in deliberate thinking on ethical actions, is one of the core competencies of nursing practice. The purpose of this study was to develop and implement an interactive situational e-learning system, integrating nursing ethical decisions into a nursing ethics course, and to evaluate the effects of this course on student nurses' ethical decision-making competence. The project was designed to be carried out in two phases. In the first phase, an interactive situated e-learning system was developed and integrated into the nursing ethics course. The second phase involved implementing the course and evaluating its effects in a quasi-experimental study. The course intervention was designed for 2h per week over one semester (18weeks). A total of 100 two-year technical college nursing students in their second year of the program participated in the study, with 51 in the experimental group and 49 in the control group. After completing the course, the students in the experimental group showed significant improvement in nursing ethical decision-making competence, including skills in "raising questions," "recognizing differences," "comparing differences," "self-dialogue," "taking action," and "identifying the implications of decisions made," compared to their performance prior to the class. After controlling for factors influencing learning effects, students in the experimental group showed superiority to those in the control group in the competency of "recognizing differences." The students in the experimental group reported that the course pushed them to search for and collect information needed to resolve the ethical dilemma. The interactive situational e-learning system developed by our project was helpful in developing the students' competence in ethical reasoning. The e-learning system and the situational teaching materials used in this study may be applicable

  15. Joking Culture: The Role of Repeated Humorous Interactions on Group Processes during Challenge Course Experiences

    Science.gov (United States)

    Rothwell, Erin; Siharath, Kassidy; Bell, Steven; Nguyen, Kim; Baker, Carla

    2011-01-01

    When groups form, they develop their own culture from the shared meaning created from their interactions. Humor is part of every social group, and when repeatedly referenced, it forms a joking culture. The joking culture of small groups influences group processes by smoothing group interaction, forming a collective identity, separating the group…

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

    Science.gov (United States)

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

    2013-01-01

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

  17. Development of a multidisciplinary course in cultural competence for nursing and human service professions.

    Science.gov (United States)

    Munoz, Cora C; DoBroka, Cheryl Conrad; Mohammad, Saleem

    2009-09-01

    A multidisciplinary teaching model was used to develop a pilot course for students in the human service professions of nursing, education, and social work to gain additional knowledge and skills in providing diverse clients with culturally appropriate services during field and clinical experiences. This article focuses on the process of developing a multidisciplinary course in cultural competence that is consistent with a university mission to prepare students for leadership and service in an increasingly diverse society. Using the theoretical framework of Campinha-Bacote's process of cultural competence and the six developmental stages of intercultural competence in Bennett's developmental model of intercultural sensitivity, the course content covered the five components of cultural awareness, cultural knowledge, cultural skills, cultural encounters, and cultural desire. Students' written reflections indicated growth in acquisition of cultural knowledge, skills, and desire. Faculty collaboration across disciplines included the benefits of an enriched knowledge base and shared scholarship.

  18. Out of sight, out of mind: Do repeating students overlook online course components?

    Science.gov (United States)

    Holland, Jane; Clarke, Eric; Glynn, Mark

    2016-11-01

    E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists.

  19. Repeat Courses of Stereotactic Radiosurgery (SRS), Deferring Whole-Brain Irradiation, for New Brain Metastases After Initial SRS

    Energy Technology Data Exchange (ETDEWEB)

    Shultz, David B.; Modlin, Leslie A.; Jayachandran, Priya; Von Eyben, Rie; Gibbs, Iris C. [Department of Radiation Oncology, Stanford University School of Medicine, Stanford, California (United States); Choi, Clara Y.H. [Department of Radiation Oncology, Stanford University School of Medicine, Stanford, California (United States); Department of Radiation Oncology, Santa Clara Valley Medical Center, San Jose, California (United States); Chang, Steven D.; Harsh, Griffith R.; Li, Gordon; Adler, John R. [Department of Neurosurgery, Stanford University School of Medicine, Stanford, California (United States); Hancock, Steven L. [Department of Radiation Oncology, Stanford University School of Medicine, Stanford, California (United States); Soltys, Scott G., E-mail: sgsoltys@stanford.edu [Department of Radiation Oncology, Stanford University School of Medicine, Stanford, California (United States)

    2015-08-01

    Purpose: To report the outcomes of repeat stereotactic radiosurgery (SRS), deferring whole-brain radiation therapy (WBRT), for distant intracranial recurrences and identify factors associated with prolonged overall survival (OS). Patients and Methods: We retrospectively identified 652 metastases in 95 patients treated with 2 or more courses of SRS for brain metastases, deferring WBRT. Cox regression analyzed factors predictive for OS. Results: Patients had a median of 2 metastases (range, 1-14) treated per course, with a median of 2 courses (range, 2-14) of SRS per patient. With a median follow-up after first SRS of 15 months (range, 3-98 months), the median OS from the time of the first and second course of SRS was 18 (95% confidence interval [CI] 15-24) and 11 months (95% CI 6-17), respectively. On multivariate analysis, histology, graded prognostic assessment score, aggregate tumor volume (but not number of metastases), and performance status correlated with OS. The 1-year cumulative incidence, with death as a competing risk, of local failure was 5% (95% CI 4-8%). Eighteen (24%) of 75 deaths were from neurologic causes. Nineteen patients (20%) eventually received WBRT. Adverse radiation events developed in 2% of SRS sites. Conclusion: Multiple courses of SRS, deferring WBRT, for distant brain metastases after initial SRS, seem to be a safe and effective approach. The graded prognostic assessment score, updated at each course, and aggregate tumor volume may help select patients in whom the deferral of WBRT might be most beneficial.

  20. The effects of an online basic life support course on undergraduate nursing students' learning.

    Science.gov (United States)

    Tobase, Lucia; Peres, Heloisa H C; Gianotto-Oliveira, Renan; Smith, Nicole; Polastri, Thatiane F; Timerman, Sergio

    2017-08-25

    To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. A paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p < 0.001]. The increase in the average grade after taking the online course was significant (p<0.001). No learning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.

  1. How do nursing students perceive substance abusing nurses?

    Science.gov (United States)

    Boulton, Martha A; Nosek, Laura J

    2014-02-01

    Substance abuse among nurses was recognized by nurse leaders and professional nursing organizations as a growing threat to patient safety and to the health of the abusing nurse more than 30years ago. Although numerous studies on nurse impairment were published in the 1980s and 1990s, there was minimal focus on student nurses' perceptions about impaired nurses and less research has been published more recently, despite a growing rate of substance abuse. A quasi-experimental study to explore the perceptions of student nurses toward nurses who are chemically dependent was conducted using a two-group, pretest-posttest design. The Perception of Nurse Impairment Inventory (PNII) was completed by student nurses at the beginning of their junior course work, prior to formal education about substance abuse. The PNII was repeated after the students received substance abuse education. The PNII was also completed by a control group of sophomore student nurses who did not receive the formal substance abuse education. A repeated measures analysis of variance was used to measure the differences between the two groups of students. Students who received the education chose more compassionate responses on the PNII and were more likely to respond that an impaired nurse's supervisor is responsible for supporting and guiding the impaired nurse to access professional care. Discrepancies in study findings about the efficacy of education for effecting positive attitudes of student nurses toward impaired nurses may be related to the length and type of the education.

  2. Nursing: Registered Nurses

    Science.gov (United States)

    ... a diploma from an approved nursing program. Registered nurses also must be licensed. Education In all nursing education programs, students take courses in anatomy, physiology, microbiology, chemistry, nutrition, psychology, and other social and ...

  3. Impact of an Interprofessional Communication Course on Nursing, Medical, and Pharmacy Students’ Communication Skill Self-Efficacy Beliefs

    OpenAIRE

    2014-01-01

    Objective. To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura’s self-efficacy theory as a guiding framework.

  4. Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

    DEFF Research Database (Denmark)

    Mikkelsen, Thomas Raundahl

    2015-01-01

    Objective: The aim of this study was to explore nursing students’ experiences, perceptions and behavior during a course on kidney and urinary system anatomy and physiology designed according to the flipped-classroom approach. In flipped-classroom teaching, students prepare for class by engaging...... with teacher-produced learning material, typically videos. This frees up time in class, which can instead be spent on various student-centered, active-learning activities. Only very few studies on the use of flipped classroom in nursing education have been published. Methods: Videos and active...... believed that the videos were better than face-to-face lectures with regard to learning outcome, 56% felt they were of equal benefit, and only 18% benefited most from face-to-face lectures. Only a small minority (18%) preferred traditional teaching over flipped classroom teaching, 41% preferred flipped...

  5. The successful use of problem-based learning in an online nurse practitioner course.

    Science.gov (United States)

    Rounds, Linda R; Rappaport, Bethany A

    2008-01-01

    The development of technology and online education has opened the door to creative use of new and existing teaching methodologies. The authors describe how they used problem-based learning in an online course as a method for teaching clinical decision making to nurse practitioner students. The close match between problem-based learning and the characteristics of adult learners and successful distance learners is outlined as support for use of this methodology. In addition, the authors describe the challenges, rewards, and lessons learned in this innovative approach to online education.

  6. Effect of collaborative testing on learning and retention of course content in nursing students.

    Science.gov (United States)

    Rivaz, Mozhgan; Momennasab, Marzieh; Shokrollahi, Paymaneh

    2015-10-01

    Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.

  7. Effect of collaborative testing on learning and retention of course content in nursing students

    Directory of Open Access Journals (Sweden)

    MOZHGAN RIVAZ

    2015-10-01

    Full Text Available Introduction: Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods: This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. Results: The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001. Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001. Moreover, retention of course content improved in the collaborative group (p=0.001. Conclusion: The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problemsolving and critical thinking abilities at healthcare environments.

  8. Impact of a stand-alone course in gerontological nursing on undergraduate nursing students' perceptions of working with older adults: A Quasi-experimental study.

    Science.gov (United States)

    Koehler, Amy Reitmaier; Davies, Susan; Smith, Linda Reveling; Hooks, Tisha; Schanke, Hailee; Loeffler, April; Carr, Courtney; Ratzlaff, Nicole

    2016-11-01

    With an aging population, it is critical that nurses are educated and prepared to offer quality healthcare to this client group. Incorporating gerontology content into nursing curricula and addressing students' perceptions and career choices in relation to working with older adults are important faculty concerns. To examine the impact of a stand-alone course in gerontological nursing on undergraduate nursing students' perceptions of working with older adults and career intentions. Quasi-experimental, pre- and post-test design. Medium-sized state university in the Mid Western United States PARTICIPANTS: Data were collected from three student cohorts during the spring semesters of 2012 (n=98), 2013 (n=80) and 2014 (n=88) for a total of N=266 with an average response rate of 85%. A survey instrument was administered via Qualtrics and completed by students prior to, and following completion of the course. There was an overall significant increase (p=0.000) in positive perceptions of working with older adults among nursing students following completion of the course. The majority of participants (83.5%) reported having previous experience with older adults. Those with previous experience had higher perception scores at pre-test than those without (p=0.000). Post-test scores showed no significant difference between these two groups, with both groups having increased perception scores (p=0.120). Student preferences for working with different age groups suggested an overall increase in preference for working with older adults following the course. A course in gerontological nursing, incorporating learning partnerships with community dwelling older adults, promotes positive perceptions of working with older adults, independently of the quality of prior experience. There was some evidence that students changed their preferences of working with different age groups in favor of working with older adults. Further research should be conducted to determine the mechanisms through

  9. Validity, reliability and utility of the Irish Nursing Minimum Data Set for General Nursing in investigating the effectiveness of nursing interventions in a general nursing setting: A repeated measures design.

    LENUS (Irish Health Repository)

    Morris, Roisin

    2013-08-06

    Internationally, nursing professionals are coming under increasing pressure to highlight the contribution they make to health care and patient outcomes. Despite this, difficulties exist in the provision of quality information aimed at describing nursing work in sufficient detail. The Irish Minimum Data Set for General Nursing is a new nursing data collection system aimed at highlighting the contribution of nursing to patient care.

  10. Partnering to meet training needs: a communicable-disease continuing education course for public health nurses in North Carolina.

    Science.gov (United States)

    Alexander, Lorraine K; Dail, Kathy; Horney, Jennifer A; Davis, Mary V; Wallace, John W; Maillard, Jean-Marie; MacDonald, Pia

    2008-01-01

    In 2004, the General Communicable Disease Control Branch of the North Carolina Division of Public Health and the North Carolina Center for Public Health Preparedness partnered to create a free continuing education course in communicable-disease surveillance and outbreak investigations for public health nurses. The course was a competency-based curriculum with 14 weeks of Internet-based instruction, culminating in a two-day classroom-based skills demonstration. In spring 2006, the course became mandatory for all public health nurses who spend at least three-fourths of their time on tasks related to communicable diseases. As of December 2006, 177 nurses specializing in communicable diseases from 74 North Carolina counties had completed the course. Evaluations indicated that participants showed statistically significant improvements in self-perceived confidence to perform competencies addressed by the course. This course has become a successful model that combines academic expertise in curriculum development and teaching technologies with practical expertise in course content and audience needs. Through a combination of Internet and classroom instruction, this course has delivered competency-based training to the public health professionals who perform as frontline epidemiologists throughout North Carolina.

  11. Are There Linguistic Markers of Suicidal Writing That Can Predict the Course of Treatment? A Repeated Measures Longitudinal Analysis.

    Science.gov (United States)

    Brancu, Mira; Jobes, David; Wagner, Barry M; Greene, Jeffrey A; Fratto, Timothy A

    2016-07-02

    The purpose of this pilot study was to predict resolution of suicidal ideation and risk over the course of therapy among suicidal outpatients (N = 144) using a novel method for analyzing Self- verses Relationally oriented qualitative written responses to the Suicide Status Form (SSF). A content analysis software program was used to extract word counts and a repeated measures longitudinal design was implemented to assess improvement over time. Patients with primarily Relationally focused word counts were more likely to have a quicker suicide risk resolution than those with more Self-focused word counts (6-7 sessions versus 17-18 sessions). Implications of these data are discussed, including the potential for enhancing treatment outcomes using this method with individuals entering treatment.

  12. The comprehensive examination: a viable master's of science in nursing capstone course.

    Science.gov (United States)

    Oehrtman, Sandra Jean; Smolen, Dianne; Hoblet, Karen; Phillips, Kelly A

    2010-01-01

    The purpose of this article was to describe the process of how The University of Toledo College of Nursing developed the comprehensive examination as one capstone option to fulfill the requirements of a master's of science in nursing degree. Based on Keating's frame factors model, a review of existing literature, and an informal review of master's programs in nursing in the geographic area, an assessment was made of the viability of offering a comprehensive examination as a capstone experience. Increased student enrollment, need for flexible courses, faculty and student demographics, and institutional and national accreditation requirements were some of the factors that led to the decision to develop a comprehensive examination as a capstone option. The comprehensive examination has proven to be an educationally sound capstone option that was different from the traditional thesis or scholarly project. Benefits of the comprehensive examination have included increased faculty collegiality in writing and reading questions and answers, student satisfaction as evidenced by their evaluative written and verbal comments, and improved utilization of faculty related to workload and overall resources.

  13. Digital resources for nursing education: Open courseware and massive open online courses

    Directory of Open Access Journals (Sweden)

    Valerie Swigart

    2016-09-01

    Full Text Available Open Courseware (OCW and massive open online courses (MOOCs are teaching and learning resources that are easily accessible to anyone with an Internet connection. OCW is digitally published learning content including full and partial courses (syllabi, outlines, lectures in pdf or video, slides, reference lists, etc., simulations, animations, tutorials, drills and practices, modules, podcasts, case studies, and quizzes. This content is free and can be adopted or adapted to the user's needs. MOOCs are online learning experiences taught by university professors using conventional educational tools including video lectures, interactive modules, assignments, study materials, discussion boards, quizzes and tests. MOOCs are offered free or at low cost for personal and professional learning, and as a supplement to classroom teaching. Many MOOCs and OCW focus on topics of interest to nursing, particularly to nurse educators. This article provides the reader with a brief history of the development of OCW and MOOCs, conceptual descriptions, and guidance about how to access and use these new online resources.

  14. Nursing students' attendance at learning activities in relation to attainment and passing courses: A prospective quantitative study.

    Science.gov (United States)

    Rejnö, Åsa; Nordin, Per; Forsgren, Susanne; Sundell, Yvonne; Rudolfsson, Gudrun

    2017-03-01

    Students' motivation and ways of engaging in their schoolwork are important for their performance, including passing exams. Attendance at learning activities has also been argued to be of major importance, although no causal relationship with passing exams has been established in nursing education. The aim of this study was to describe the impact of attendance at nonmandatory learning activities on attainment, in terms of passing or failing of exams, in nursing education courses including both mandatory and non-mandatory activities. A prospective quantitative design. The nursing education programme at a Swedish university. Nursing students (n=361) from two courses and four classes within the nursing programme. Attendance was registered at every non-mandatory teaching activity by asking the students to note their attendance on a list. Data such as sex, age, and whether the students had passed the exam were also collected for each course and each semester separately. Increased participation was associated with an increasing proportion of students passing the exam. The chance of passing the exam increased by 13% for every additional learning occasion attended. Logistic regression showed an OR of 5.4 for an attendance of 100%. An increase in attendance gave a higher proportion of exam passes. Encouraging students to attend non-mandatory learning activities could be of value, and potentially contribute to an increased graduation rate for nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. Evaluating a nursing communication skills training course: The relationships between self-rated ability, satisfaction, and actual performance.

    Science.gov (United States)

    Mullan, Barbara A; Kothe, Emily J

    2010-11-01

    Effective communication is a vital component of nursing care, however, nurses often lack the skills to communicate with patients, carers and other health care professionals. Communication skills training programs are frequently used to develop these skills. However, there is a paucity of data on how best to evaluate such courses. The aim of the current study was to evaluate the relationship between student self rating of their own ability and their satisfaction with a nurse training course as compared with an objective measure of communication skills. 209 first year nursing students completed a communication skills program. Both qualitative and quantitative data were collected and associations between measures were investigated. Paired samples t-tests showed significant improvement in self-rated ability over the course of the program. Students generally were very satisfied with the course which was reflected in both qualitative and quantitative measures. However, neither self-rated ability nor satisfaction was significantly correlated with the objective measure of performance, but self-rated ability and satisfaction were highly correlated with one another. The importance of these findings is discussed and implications for nurse education are proposed.

  16. Class size as related to the use of technology, educational practices, and outcomes in Web-based nursing courses.

    Science.gov (United States)

    Burruss, Nancy M; Billings, Diane M; Brownrigg, Vicki; Skiba, Diane J; Connors, Helen R

    2009-01-01

    With the expanding numbers of nursing students enrolled in Web-based courses and the shortage of faculty, class sizes are increasing. This exploratory descriptive study examined class size in relation to the use of technology and to particular educational practices and outcomes. The sample consisted of undergraduate (n = 265) and graduate (n = 863) students enrolled in fully Web-based nursing courses. The Evaluating Educational Uses of Web-based Courses in Nursing survey (Billings, D., Connors, H., Skiba, D. (2001). Benchmarking best practices in Web-based nursing courses. Advances in Nursing Science, 23, 41--52) and the Social Presence Scale (Gunawardena, C. N., Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11, 9-26.) were used to gather data about the study variables. Class sizes were defined as very small (1 to 10 students), small (11 to 20 students), medium (21 to 30 students), large (31 to 40 students), and very large (41 students and above). Descriptive and inferential statistics were used to analyze the data. There were significant differences by class size in students' perceptions of active participation in learning, student-faculty interaction, peer interaction, and connectedness. Some differences by class size between undergraduate and graduate students were also found, and these require further study.

  17. The Impact of a Reflective Thinking Intervention on Nursing Students in a Child and Family Nursing Course

    Science.gov (United States)

    Becherer, Vicky H.

    2011-01-01

    With the ever-changing healthcare systems, nursing students need to think at a high level by applying their knowledge from theory to the clinical setting by prioritizing, delegating, and problem solving to provide safe, competent, quality nursing care. Using action research, nursing students participated in R.A.V.E. (Reflective Thinking Allows…

  18. The Impact of a Reflective Thinking Intervention on Nursing Students in a Child and Family Nursing Course

    Science.gov (United States)

    Becherer, Vicky H.

    2011-01-01

    With the ever-changing healthcare systems, nursing students need to think at a high level by applying their knowledge from theory to the clinical setting by prioritizing, delegating, and problem solving to provide safe, competent, quality nursing care. Using action research, nursing students participated in R.A.V.E. (Reflective Thinking Allows…

  19. Development and evaluation of a learner-centered training course on communication skills for baccalaureate nursing students.

    Science.gov (United States)

    Lau, Ying; Wang, Wenru

    2013-12-01

    There is no standardized or formal communication skills training in the current nursing curriculum in Macao, China. To develop and evaluate a learner-centered communication skills training course. Both qualitative and quantitative designs were used in two separate stages. A randomized sample and a convenience sample were taken from students on a four-year bachelor's degree program at a public institute in Macao. Stage I consisted of developing a learner-centered communication skills training course using four focus groups (n=32). Stage II evaluated the training's efficacy by comparing communication skills, clinical interaction, interpersonal dysfunction, and social problem-solving abilities using a quasi-experimental longitudinal pre-post design among 62 nursing students. A course evaluation form was also used. Content analysis was used to evaluate the essential themes in order to develop the specific content and teaching strategies of the course. Paired t-tests and Wilcoxon signed-rank tests showed significant improvement in all post-training scores for communication ability, content of communication, and handling of communication barriers. According to the mean scores of the course evaluation form, students were generally very satisfied with the course: 6.11 to 6.74 on a scale of 1 to 7. This study showed that the course was effective in improving communication skills, especially in terms of the content and the handling of communication barriers. The course filled an important gap in the training needs of nursing students in Macao. The importance of these findings and their implications for nursing education are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  20. Faculty teaching time: a comparison of web-based and face-to-face graduate nursing courses.

    Science.gov (United States)

    Andersen, Katherine M; Avery, Melissa D

    2008-01-01

    Web-based education brings a new dimension to the issue of measuring faculty workload. Current literature reflects instructor concerns related to the time required to teach web-based courses (McAlpine, Lockerbie, Ramsay & Beaman 2002; Sellani & Harrington, 2002; Smith, Ferguson & Caris, 2001). This descriptive, comparative study seeks to determine the time required to teach web-based graduate nursing courses and compare that to teaching similar courses in the face-to-face setting. Utilizing time records previously collected as part of a federally funded grant, data from 11 web-based and five face-to-face graduate level nursing courses were analyzed. Although a statistically significant difference in teaching time requirements was not demonstrated, several interesting trends did appear. Examples include differences related to preparation time and the division of teacher time while teaching web-based as opposed to face-to-face courses. Future research and continued data collection related to faculty workload and time usage will be needed as web-based courses become a growing part of graduate nursing education.

  1. Perceived stress and coping strategies among Jordanian nursing students during clinical practice in psychiatric/mental health courses.

    Science.gov (United States)

    Al-Zayyat, Abdulkarim Subhi; Al-Gamal, Ekhlas

    2014-08-01

    Clinical practice in the psychiatric/mental health nursing (PMHN) field is considered a highly-stressful experience for nursing students. The purpose of the present study was to identify the degrees of stress, the types of stressors, and coping strategies perceived by undergraduate nursing students during their clinical practice in PMHN courses. A descriptive, longitudinal design was used. Sixty-five students registered in PMHN clinical courses were recruited from five Jordanian universities using a systematic random-sampling method. Data collection was conducted in the second semester of the 2012-2013 academic year at two points of time: pre-PMHN clinical training and post-PMHN training. The Basic Information Questionnaire, Perceived Stress Scale, and Coping Behavior Inventory were administered. Students' ages ranged from 20 to 25 years. The findings illustrate that the highest reported types of stressors at both data-collection times were taking care of patients, stress related to teachers and nursing staff, and from assignments and workloads. The most utilized coping strategy at both data-collection times was problem solving. The findings of the present study are useful for clinical educators in identifying nursing students' stressors, easing their learning in the clinical setting, and establishing an efficient PMHN course programme.

  2. [Digital educational materials in nursing: assessment by professors from an undergraduate course].

    Science.gov (United States)

    Cogo, Ana Luísa Petersen; Pedro, Eva Néri Rubim; da Silva, Ana Paula Scheffer Schell; Schatkoski, Aline Modelski; Catalan, Vanessa Menezes; Alves, Rosa Helena Kreutz

    2009-06-01

    This study addresses the use of digital learning materials in the format of hypertext, educational games and simulations about oxygen therapy with professors of an Undergraduate Nursing Course. It is a cross-sectional exploratory study that was carried out at the Federal University of Rio Grande do Sul in 2006 with 10 intentionally selected professors. Data collection was performed by means of a questionnaire, using a Likert scale to assess the suitability of the content, visual presentation and use of learning materials. Descriptive statistics was used to organize and process the data. Results showed that the professors approved of the presentation of educational materials, they agreed with the suitability of the contents presented and with using the materials with the content regarding oxygen therapy. There was no significant relation between the professors' opinion and their age group, nor with their computer technology knowledge, their time in teaching and the addressed contents.

  3. Students in a nurse technician course and their motivation for working in the field

    Directory of Open Access Journals (Sweden)

    Maria José Sanches Marin

    2014-06-01

    Full Text Available The present study aims at analyzing the motivations of students in a nurse technician course for working in the health field. It is an exploratory study conducted with 18 students at a high school institution, through an open-ended questionnaire about their motivations for working in the field. The data were analyzed using the thematic analysis technique. The interviewees indicate that their motivation for such work is due to the feeling of accomplishment and professional responsibility, as well as external incentives. On the other hand, they point to the lack of options for reaching higher professional levels and the personal fatigue of being exposed to suffering. Thus, they experience both suffering and pleasure. Based on these findings, it is important to adopt measures to incentivize their professional development and improve working conditions. doi: 10.5216/ree.v16i2.20827.

  4. The use of portfólios in university pedagogy: a experience in nursing courses

    Directory of Open Access Journals (Sweden)

    Mara Regina Lemes de Sordi

    2010-01-01

    Full Text Available The experience of building a matrix for analysing portfolios in a course of study with a Bachelor's Degree in Nursing is described, highlighting multiple and mutual learnings of the process. One of the challenges is to potentiate the portfolios use, avoiding that it suffers from a subjectivism that hampers the existence of a dialogue between student and teacher which needs evidence, as without which the educational dimension of assessment is weakened. The study systematizes principles which guarantee a logic of innovative assessment constituting itself as an educational resource for both teachers and students involved in the process, thus contributing to the exercise of reflection upon the compiled and produced material in the portfolio.

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

    Directory of Open Access Journals (Sweden)

    NS Gwele

    2000-09-01

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

  6. The course of apraxia and ADL functioning in left hemisphere stroke patients treated in rehabilitation centres and nursing homes

    NARCIS (Netherlands)

    Donkervoort, Mireille; Dekker, Joost; Deelman, Bet-To

    2006-01-01

    Objective: To study the course of apraxia and daily life functioning ADL) in left hemisphere stroke patients with apraxia. Design: Prospective cohort study. Setting: Rehabilitation centres and nursing homes. Subjects: One hundred and eight left hemisphere stroke patients with apraxia, hospitalized i

  7. The course of apraxia and ADL functioning in left hemisphere stroke patients treated in rehabilitation centres and nursing homes.

    NARCIS (Netherlands)

    Donkervoort, M.; Dekker, J.; Deelman, B.

    2006-01-01

    OBJECTIVE: To study the course of apraxia and daily life functioning (ADL) in left hemisphere stroke patients with apraxia. DESIGN: Prospective cohort study. SETTING: Rehabilitation centres and nursing homes. SUBJECTS: One hundred and eight left hemisphere stroke patients with apraxia, hospitalized

  8. The effect of an e-learning course on nursing staff?s knowledge of delirium: a before-and-after study

    OpenAIRE

    Van de Steeg, Lotte; IJkema, Roelie; Wagner, Cordula; Langelaan, Maaike

    2015-01-01

    Background Delirium is a common condition in hospitalized patients, associated with adverse outcomes such as longer hospital stay, functional decline and higher mortality, as well as higher rates of nursing home placement. Nurses often fail to recognize delirium in hospitalized patients, which might be due to a lack of knowledge of delirium diagnosis and treatment. The objective of the study was to test the effectiveness of an e-learning course on nurses? delirium knowledge, describe nursing ...

  9. 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.

  10. Correlates of Stress and Coping among Jordanian Nursing Students during Clinical Practice in Psychiatric/Mental Health Course.

    Science.gov (United States)

    Alzayyat, Abdulkarim; Al-Gamal, Ekhlas

    2016-10-01

    Training in psychiatric settings is stressful for nursing students. The purpose of this study was to examine the correlations between the students' characteristics, their stress degrees, stressors and types of coping strategies they experience during training in psychiatric course. A descriptive, correlational, longitudinal design was used. Sixty-five undergraduate nursing students were recruited randomly from five Jordanian universities. Self-report questionnaires were administered at the second semester of the 2012-2013 academic year. The findings showed that students who utilized avoidance or transference strategies reported high stress degrees. Moreover, the results showed that those students who were in the fourth year, with a low family income, who avoid extracurricular activities, with a low academic grade or who registered in other clinical course(s) reported high stress degrees. These findings present a worthy data for the clinical instructors that facilitate students training in psychiatric settings and promote their psychosocial well-being. Copyright © 2014 John Wiley & Sons, Ltd.

  11. Child Psychiatric Nursing Option.

    Science.gov (United States)

    Koehler, Mary Frances

    1981-01-01

    Describes a course at the Indiana University School of Nursing which allows senior students in a baccalaureate nursing program to concentrate on emotionally disturbed children in an advanced nursing course. Discusses course philosophy, clinical experiences, and program results. (CT)

  12. Evaluation of self-regulatory online learning in a blended course for post-registration nursing students in Taiwan.

    Science.gov (United States)

    Chen, Shu-Wen; Stocker, Joel; Wang, Ruey-Hsia; Chung, Yueh-Chin; Chen, Mei-Fang

    2009-10-01

    Online learning has become a common means of enhancing face-to-face classroom learning and is at the center of most collaborative, multimedia educational environments. There is some evidence that students' self-regulatory (SR) learning can be facilitated in a web-based learning environment, but studies of the effectiveness of self-directed online courses for post-registration nursing students have been few, and the results have been inconclusive. This study qualitatively examined the ways in which adding an online, asynchronous learning component to a nursing course might facilitate post-registration nursing students' self-regulatory learning. Learners' asynchronous communication on an online bulletin board comprised the qualitative dataset. Content related to their e-learning activities and experiences was extracted and generalized in order to examine the possible effects of this online interaction on SR learning. The themes that emerged indicated that students practiced SR learning skills through their online peer interaction. We propose several strategies for facilitating a self-regulatory learning environment based on these results from a course for post-registration nursing students in Taiwan.

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

    Science.gov (United States)

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

    2014-05-01

    Undergraduate nursing programmes are responsible for providing teaching and learning that develops students' knowledge, skills and attitudes in alignment with contemporary nursing standards and healthcare demands. Problem-based learning (PBL) as a pedagogy uses authentic artefacts reflecting real-world situations for students to practice problem-solving skills through collaboration with their peers. PBL was introduced in a foundation nursing course delivered in a regional university in Queensland, Australia. This paper presents the findings of a study exploring the relationships between nursing students' individual characteristics and perceptions of learning environments, teaching in PBL mode, approaches to learning, and critical thinking skill readiness. The study was guided by an ecological perspective designed to examine nursing students' ecological environments and the influences of those environments on their approaches to learning, and on critical thinking skill readiness. The results, through hierarchical linear modelling, revealed that aspects of the PBL approach to teaching influenced the approaches to learning students adopt, and thus their critical thinking skill readiness. Implications for teaching in undergraduate nursing programmes are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. Setting a course: a critical review of the literature on nurse leadership in Australia.

    Science.gov (United States)

    Hurley, John; Hutchinson, Marie

    2013-02-01

    Nurse leadership capability that is constructed, nurtured and supported from pre-registration level into the mature career stages intuitively appears to offer benefit for all health stakeholders. Literature suggests such effective nurse leadership impacts positively on not only the quality of clinical care, but also the working environment in which nursing is conducted. Yet a coordinated strategic impetus to develop this leadership capability throughout the nursing profession in Australia remains elusive to quantify. Australia produces many outstanding nurse leaders despite this apparent lack of strategic direction, and yet perhaps due to this lack of cohesive direction nursing leadership is arguably not embedded within and across the culture of the profession; or within health organizations generally. This paper seeks to critically explore the recent literature on nursing leadership in Australia, and to highlight the necessity to strengthen leadership capability across the stratified layers of the nursing workforce.

  15. Capturing intergenerativity: the use of student reflective journals to identify learning within an undergraduate course in gerontological nursing.

    Science.gov (United States)

    Davies, Susan M; Reitmaier, Amy B; Smith, Linda Reveling; Mangan-Danckwart, Deborah

    2013-03-01

    The benefits of intergenerational contact between older and young adults have been demonstrated; yet, nursing programs have underexplored the potential of such relationships for enhancing student learning. This article presents an analysis of student reflective journals as part of an evaluation of an undergraduate gerontological nursing course. The course aims to create positive learning experiences by involving older adults as partners in student learning. Older adults are recruited to receive visits from a designated student to share aspects of their life and experiences. Students write reflective journals based on these visits as a method of evaluating their learning. A framework analysis of 80 journals completed by 59 students identified four major themes representing the impact of these visits on student learning: becoming aware, making connections, seeing the unique person, and valuing intergenerational relationships. The analysis suggests the relevance of the concept of intergenerativity in illuminating shared benefits of the practicum experience.

  16. [Learning vein puncture using digital educational material in a Nursing Undergraduate Course].

    Science.gov (United States)

    da Silva, Ana Paula Scheffer Schell; Cogo, Ana Luisa Petersen

    2007-06-01

    This exploratory descriptive study aimed at assessing the performance of undergraduate students in the fourth year of the Nursing course to carry out a vein puncture technique with the support of three digital educational materials--hypertext, educational games, and simulations. The sample consisted of 37 students, who had studied the digital material in an IT laboratory and had carried out the procedure of peripheral vein puncture in training laboratory. Ten stages considered essential for the accomplishment of the procedure were observed, and an assessment form of the educational materials was analyzed. Thirty three (89.19%) subjects had never done vein puncture, and 27 (72.97%) correctly performed five or more stages of the procedure. As to visualizing and saving the educational materials in the computer, 12 (32.44%) and 15 (40.54%) students, respectively, said to have had some kind of difficulty. According to 91.90% of the students, the material aided their learning process, which demonstrates this learning tool can be explored and more frequently used.

  17. Implementation of the essential elements of service learning in three nursing courses.

    Science.gov (United States)

    Bittle, Mary; Duggleby, Wendy; Ellison, Patty

    2002-03-01

    The students' creativity, enthusiasm, energy, and excellent planning skills made a tremendously positive impression on the community agencies that participated in this project. The students applied principles of: Epidemiology, including collecting meaningful descriptive data. Community and family intervention. Community partnerships. Leadership. Cultural competence. As students visited the homes of families of different ethnic and socioeconomic status than themselves, perhaps the most poignant outcome was the opportunity for students to experience cultural sensitivity, relativity, and accommodation-Implementing the essential elements of service learning provided the foundation for a successful service learning experience. It took the time, energy, and commitment of all involved, but the end result was an educational experience that benefited students, faculty, and the community. Service learning presents an effective, unique, and valuable means for nursing students to master the objectives of community health, leadership and management, and pediatrics courses, and to prepare to function in a health care environment that demands partnering with the community to use resources more effectively to promote public well-being.

  18. Between two roles - Experiences of newly trained nurse practitioners in surgical care in Sweden: A qualitative study using repeated interviews.

    Science.gov (United States)

    Jangland, Eva; Yngman Uhlin, Pia; Arakelian, Erebouni

    2016-11-01

    The position of Nurse Practitioner is a new role in Nordic countries. The transition from a registered nurse to the Nurse Practitioner role has been reported to be a personal challenge. This study, guided by the Nordic theoretical model for use in the education of advanced practice nurses, represents a unique opportunity to describe this transition for newly graduated Nurse Practitioners in an interprofessional surgical care team in Sweden. The aim was to explore how the first Nurse Practitioners in surgical care experienced the transition into a new role and what competences they used in the team. Eight new Nurse Practitioners with parallel work in clinical practice were interviewed twice around the time of their graduation. The qualitative analyses show that the participants integrated several central competences, but the focus in this early stage in their new role was on direct clinical praxis, consultation, cooperation, case management, and coaching. Transition from the role of clinical nurse specialist to nurse practitioner was a challenging process in which the positive response from patients was a driving force for the new Nurse Practitioners. The participants felt prepared for and determined to solve the challenging situations they approached working in the interprofessional team.

  19. A pilot study on conducting mobile learning activities for clinical nursing courses based on the repertory grid approach.

    Science.gov (United States)

    Wu, Po-Han; Hwang, Gwo-Jen; Tsai, Chin-Chung; Chen, Ya-Chun; Huang, Yueh-Min

    2011-11-01

    In clinical nursing courses, students are trained to identify the status of the target patients. The mastery of such ability and skills is very important since patients frequently need to be cared for immediately. In this pilot study, a repertory grid-oriented clinical mobile learning system is developed for a nursing training program. With the assistance of the mobile learning system, the nursing school students are able to learn in an authentic learning scenario, in which they can physically face the target patients, with the personal guidance and supplementary materials from the learning system to support them. To show the effectiveness of this innovative approach, an experiment has been conducted on the "respiratory system" unit of a nursing course. The experimental results show that the innovative approach is helpful to students in improving their learning achievements. Moreover, from the questionnaire surveys, it was found that most students showed favorable attitudes toward the usage of the mobile learning system and their participation in the training program. Copyright © 2010 Elsevier Ltd. All rights reserved.

  20. Study Weariness of Vocational College Students and Reform of the Teaching Mode in Nursing Basic Technology Course

    Institute of Scientific and Technical Information of China (English)

    Fei-Cheng Cai; Hai-Fang Xi

    2015-01-01

    Objective:As part of an investigation and analysis of the study weariness of nursing vocational college students,the authors attempted to reform the teaching mode of a Nursing Basic Technology course to solve the problem of study weariness in vocational college students.Methods:The authors designed student questionnaires to investigate study weariness in 128 nursing vocational college students.Results:Of the 128 students,58 were tired of study,accounting for 45.3%;40 students often had weariness,accounting for 31.3%;and 71 students had moderate or severe weariness,accounting for 55.5%.Seventy-five students played on their mobile phone when they were tired of studying.Conclusions:The study weariness of vocational college students is a common phenomenon that has been developing rapidly.There are many factors that cause study weariness of professional college students.The students believe that the traditional teaching method is the main reason for study weariness.Reform of the teaching mode in a Nursing Basic Technology course effectively solved the learning problems of vocational college students.Teaching experiments for reform may have marked effects,and they are worthy of promoting.

  1. 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.

  2. Effects of Discipline-based Career Course on Nursing Students' Career Search Self-efficacy, Career Preparation Behavior, and Perceptions of Career Barriers

    Directory of Open Access Journals (Sweden)

    Soonjoo Park, RN, PhD

    2015-09-01

    Conclusions: The discipline-based career course was effective in decreasing perceptions of career barriers and increasing career search self-efficacy and career preparation behavior among nursing students.

  3. Iodine kinetics and dosimetry in the salivary glands during repeated courses of radioiodine therapy for thyroid cancer

    Energy Technology Data Exchange (ETDEWEB)

    Liu, B.; Huang, R.; Kuang, A.; Zhao, Z.; Zeng, Y.; Wang, J.; Tian, R. [Department of Nuclear Medicine, West China Hospital, Sichuan University, Chengdu 610041 (China)

    2011-10-15

    Purpose: The present study was conducted to investigate salivary iodine kinetics and dosimetry during repeated courses of radioiodine ({sup 131}I) therapy for differentiated thyroid cancer (DTC). Such data could provide a better understanding of the mechanisms of {sup 131}I induced salivary toxicity and help to develop appropriate methods to reduce this injury. Methods: Seventy-eight consecutive DTC patients (mean age 45 {+-} 17 years, 60%, female) undergoing {sup 131}I therapy for remnant ablation or metastatic tumors were prospectively recruited. Planar quantitative scintigraphy of head-neck images was serially acquired after administration of 2.9-7.4 GBq of {sup 131}I to assess kinetics in the salivary glands of patients. Salivary absorbed doses were calculated based on the schema of Medical Internal Radiation Dosimetry. Results: The maximum uptakes in percentage of administered {sup 131}I activity per kilogram of gland tissue (%/kg) were 12.9% {+-} 6.5%/kg (range, 0.4%-37.3%/kg) and 12.3% {+-} 6.2%/kg (range, 0.4%-35.1%/kg) for the parotid and submandibular glands, respectively. Statistically significant correlations of maximum uptake versus cumulative activity (r = -0.74, P < 0.01, for the parotid glands; r = -0.71, P < 0.01, for the submandibular glands) and treatment cycle (P < 0.001, for both gland types) were found. The effective half-lives of {sup 131}I in the parotid and submandibular glands were 9.3 {+-} 3.5 h (range, 1.5-19.8 h) and 8.6 {+-} 3.2 h (range, 0.8-18.0 h), respectively. A statistically significant correlation was observed between effective half-life with cumulative activity (r = 0.37, P < 0.01) and treatment cycle (P = 0.03) only for the parotid glands. The calculated absorbed doses were 0.20 {+-} 0.10 mGy/MBq (range, 0.01-0.92 mGy/MBq) and 0.25 {+-} 0.09 mGy/MBq (range, 0.01-1.52 mGy/MBq) for the parotid and submandibular glands, respectively. The photon contribution to the salivary absorbed dose was minimal in relation to the beta dose

  4. Evaluation of NANDA nursing diagnoses of healthcare college final year students during the clinical application of the mental health and disease nursing course

    Directory of Open Access Journals (Sweden)

    Gülay Taşdemir

    2013-01-01

    Full Text Available The aim of this descriptive study was to evaluate the NANDA nursing diagnoses of Pamukkale University Denizli Healthcare College final year students for the patients they undertook the care of and to determine the aims and interventions relevant to these diagnoses.The study universe consisted of all Pamukkale University Denizli Healthcare College final year students who were continuing their education during the 2009-2010 educational year and took the Mental Health and Disease Nursing course (84. The universe was studied before selecting a sample. The internal medicine, surgery, cardiovascular surgery, chest disease, orthopedics-urology, and physical treatment and rehabilitation clinics were chosen for the consultation liaison psychiatry (CLP while the AMATEM Center of the Denizli State Hospital and the Pamukkale University Psychiatry clinics were chosen as the student clinical application areas. The data were collected by evaluating the 136 nursing care plans prepared by the students and the data collection forms the students had used for nursing care during the 2009-2010 autumn semester. The nursing care was evaluated according to the symptom, etiology and problem (SEP format, using the diagnostic list containing the NANDA diagnoses that had previously been provided to the students, and the number and percentage distributions were determined.The patients cared for at the CLP clinics by the students included in the study had been admitted for surgical interventions at a rate of 29.8% and cancer at 28.6% while those in the psychiatry clinics had been admitted for psychosis or alcohol-substance abuse at a rate of 16.7%. The students included in the study had determined 36 nursing diagnoses in 136 cases. The 6 most common diagnoses were infection risk at 34.5%, disturbance of sleep pattern at 33.3%, anxiety at 25.0%, activity intolerance at 20.2%, inadequate personal coping at 16.7% and trauma risk at 13.1% at the CLP clinics, and disturbed sleep

  5. [A Study on the Cognitive Learning Effectiveness of Scenario-Based Concept Mapping in a Neurological Nursing Course].

    Science.gov (United States)

    Pan, Hui-Ching; Hsieh, Suh-Ing; Hsu, Li-Ling

    2015-12-01

    The multiple levels of knowledge related to the neurological system deter many students from pursuing studies on this topic. Thus, in facing complicated and uncertain medical circumstances, nursing students have diffi-culty adjusting and using basic neurological-nursing knowledge and skills. Scenario-based concept-mapping teaching has been shown to promote the integration of complicated data, clarify related concepts, and increase the effectiveness of cognitive learning. To investigate the effect on the neurological-nursing cognition and learning attitude of nursing students of a scenario-based concept-mapping strategy that was integrated into the neurological nursing unit of a medical and surgical nursing course. This quasi-experimental study used experimental and control groups and a pre-test / post-test design. Sopho-more (2nd year) students in a four-year program at a university of science and technology in Taiwan were convenience sampled using cluster randomization that was run under SPSS 17.0. Concept-mapping lessons were used as the intervention for the experimental group. The control group followed traditional lesson plans only. The cognitive learning outcome was measured using the neurological nursing-learning examination. Both concept-mapping and traditional lessons significantly improved post-test neurological nursing learning scores (p anatomy, physiology, and pathology. These results indicate that this intervention strategy may help change the widespread fear and refusal of nursing students with regard to neurological lessons and may facilitate interest and positively affect learning in this important subject area. Integrating the concept-mapping strategy and traditional clinical-case lessons into neurological nursing lessons holds the potential to increase post-test scores significantly. Concept mapping helped those in the experimental group adopt views and attitudes toward learning the teaching material that were more positive than those held by

  6. The construction and validation of an instrument for the assessment of graduates of undergraduate nursing courses.

    Science.gov (United States)

    Vieira, Maria Aparecida; Ohara, Conceição Vieira da Silva; Domenico, Edvane Birelo Lopes de

    2016-06-14

    to construct an instrument for the assessment of graduates of undergraduate nursing courses and to validate this instrument through the consensus of specialists. methodological study. In order to elaborate the instrument, documental analysis and a literature review were undertaken. Validation took place through use of the Delphi Conference, between September 2012 and September 2013, in which 36 specialists from Brazilian Nursing participated. In order to analyze reliability, the Cronbach alpha coefficient, the item/total correlation, and the Pearson correlation coefficient were calculated. the instrument was constructed with the participation of specialist nurses representing all regions of Brazil, with experience in lecturing and research. The first Delphi round led to changes in the first instrument, which was restructured and submitted to another round, with a response rate of 94.44%. In the second round, the instrument was validated with a Cronbach alpha of 0.75. the final instrument possessed three dimensions related to the characterization of the graduate, insertion in the job market, and evaluation of the professional training process. This instrument may be used across the territory of Brazil as it is based on the curricular guidelines and contributes to the process of regulation of the quality of the undergraduate courses in Nursing. construir um instrumento para a avaliação de egressos de cursos de graduação em enfermagem e validar esse instrumento pelo consenso de especialistas. estudo metodológico. Para a elaboração do instrumento, realizou-se análise documental e revisão de literatura. A validação ocorreu por Conferência Delphi, entre setembro de 2012 e setembro de 2013, da qual participaram 36 especialistas da Enfermagem brasileira. Para a análise de confiabilidade, calculou-se o coeficiente alfa de Cronbach, a correlação item/total e o coeficiente de correlação de Pearson. o instrumento foi construído com a participação de

  7. Effects of high-fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self-efficacy.

    Science.gov (United States)

    Lee, JuHee; Lee, Yoonju; Lee, Senah; Bae, Juyeon

    2016-01-01

    To examine the effects of high-fidelity patient simulation (HFPS) led clinical reasoning course among undergraduate nursing students. A quasi-experimental study of non-equivalent control group pretest-post test design was applied. A total of 49 senior nursing students participated in this study. The experimental group consisted of the students who took the "clinical reasoning" course (n = 23) while the control group consisted of students who did not (n = 26). Self-administered scales including the nursing core competencies, problem solving, academic self-efficacy, and Kolb learning style inventory were analyzed quantitatively using SPSS version 20.0. Data analysis was conducted using one-way ancova due to a significant difference in nursing core competencies between the experimental group and control group. There was a significant improvement in nursing core competencies in the experimental group (F = 7.747, P = 0.008). The scores of problem solving and academic self-efficacy were higher in the experimental group after the HFPS led clinical reasoning course without statistical difference. There is a need for the development of effective instructional methods to improve learning outcomes in nursing education. Future research is needed related to simulation education as well as management strategies so that learning outcomes can be achieved within different students' learning style. © 2015 The Authors. Japan Journal of Nursing Science © 2015 Japan Academy of Nursing Science.

  8. Nursing students' preferences of strategies surrounding cinenurducation in a first year child growth and development courses: A mixed methods study.

    Science.gov (United States)

    Oh, Jina; Steefel, Lorraine

    2016-01-01

    Use of film in the classroom (cinenurducation) promotes nursing students' motivation and understanding of concepts about child growth and development; however, consensus has not been reached regarding students' preferred strategies and what they view as effective. To identify nursing students' preferences for pedagogical strategies surrounding film use in a Child Growth and Development course. A mixed methods study encompassing a concurrent triangulation strategy was undertaken. Eighty-three students attending the first year nursing class in the fall semester 2012 at a private University in South Korea participated. Films or film clips were shown either before or after pedagogical strategies including lecture, presentation, personal essay, group report, or group discussion, followed by a questionnaire to assess student preferences and their opinions on the impact of strategies on motivation and learning. A focus group with 10 participants provided their opinions. Although the preference for the time when films were watched showed no significant difference (t=.388, p=.699), participants preferred the following pedagogical methods: watching films with a group, saying this was more effective compared to watching films alone (t=5.488, pChild Growth and Development course. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. Factors Associated With Nursing Students' Resilience: Communication Skills Course, Use of Social Media and Satisfaction With Clinical Placement.

    Science.gov (United States)

    Sigalit, Warshawski; Sivia, Barnoy; Michal, Itzhaki

    The purpose of this study was to explore the (a) associations between students' personal and group resilience to their utilization of social networking platforms and formally taught communication skills, (b) students' personal and clinical characteristics that are related to personal and group resilience and the perceived helpfulness of communication course, and (c) factors that contribute to students' satisfaction with their clinical placement. Data were collected from 149 second year nursing students learning in a major university in the country of Israel with the use of a self-administered structured questionnaire. Students' satisfaction from their clinical placement was measured using 1 open-ended question, analyzed through qualitative methods. Results demonstrated positive correlations between students' use of social networking to their personal and group resilience (Pcommunication course (Pnetworking can and should be used as a learning tool to promote resilience among nursing students. Faculty and nurse managers should be aware of the central role of the clinical instructor and initiate collaborative and supporting initiatives. Copyright © 2016 Elsevier Inc. All rights reserved.

  10. 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.

  11. Can Genetics and Genomics Nursing Competencies Be Successfully Taught in a Prenursing Microbiology Course?

    Science.gov (United States)

    Shuster, Michele

    2011-01-01

    In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice…

  12. Can Genetics and Genomics Nursing Competencies Be Successfully Taught in a Prenursing Microbiology Course?

    Science.gov (United States)

    Shuster, Michele

    2011-01-01

    In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice…

  13. The Design and Implementation of Authentic Learning with Mobile Technology in Vocational Nursing Practice Course

    Science.gov (United States)

    Pu, Ying-Hung; Wu, Ting-Ting; Chiu, Po-Sheng; Huang, Yueh-Min

    2016-01-01

    In recent years, along with the development of mobile technology, vocational nursing education has improved greatly. In light of this emerging mobile technology, it brings the clinical practice of vocational nursing education closer to authentic learning than ever. In fact, some studies revealed that learners' learn states and learning outcomes…

  14. Teaching Physiologic Birth in Maternal–Newborn Courses in Undergraduate Nursing Programs: Current Challenges

    Science.gov (United States)

    Birkhead, Ana C. Sanchez; Callister, Lynn Clark; Fletcher, Nicole; Holt, Allison; Curtis, Samantha

    2012-01-01

    For low-risk childbearing women, fewer technological interventions are associated with better physical and psychosocial outcomes; yet, the number of unmedicated physiologic births is decreasing. As a result, fewer undergraduate nursing students experience caring for women who choose physiologic birth, which presents a challenge for nurse educators and implications for preparing students to provide appropriate care for all childbearing women after the students graduate. This exploratory descriptive qualitative study was conducted among 150 randomly selected undergraduate nursing programs in the United States to explore the challenges of educating nursing students about low-intervention birth. Four themes described current challenges: lack of placement opportunities, education versus clinical practice, evidence-based support of physiologic birth, and the need for more research on pedagogical strategies that effectively educate future nurses to advocate for minimal intervention birth options for all women. PMID:23730128

  15. DNA Fingerprint Analysis of Three Short Tandem Repeat (STR) Loci for Biochemistry and Forensic Science Laboratory Courses

    Science.gov (United States)

    McNamara-Schroeder, Kathleen; Olonan, Cheryl; Chu, Simon; Montoya, Maria C.; Alviri, Mahta; Ginty, Shannon; Love, John J.

    2006-01-01

    We have devised and implemented a DNA fingerprinting module for an upper division undergraduate laboratory based on the amplification and analysis of three of the 13 short tandem repeat loci that are required by the Federal Bureau of Investigation Combined DNA Index System (FBI CODIS) data base. Students first collect human epithelial (cheek)…

  16. DNA Fingerprint Analysis of Three Short Tandem Repeat (STR) Loci for Biochemistry and Forensic Science Laboratory Courses

    Science.gov (United States)

    McNamara-Schroeder, Kathleen; Olonan, Cheryl; Chu, Simon; Montoya, Maria C.; Alviri, Mahta; Ginty, Shannon; Love, John J.

    2006-01-01

    We have devised and implemented a DNA fingerprinting module for an upper division undergraduate laboratory based on the amplification and analysis of three of the 13 short tandem repeat loci that are required by the Federal Bureau of Investigation Combined DNA Index System (FBI CODIS) data base. Students first collect human epithelial (cheek)…

  17. Nursing expertise: a course of ambiguity and evolution in a concept.

    Science.gov (United States)

    Hutchinson, Marie; Higson, Mary; Cleary, Michelle; Jackson, Debra

    2016-12-01

    In this article, we clarify and describe the nature of nursing expertise and provide a framework to guide its identification and further development. To have utility and rigour, concept-driven research and theories of practice require underlying concepts that are robust, valid and reliable. Advancing understanding of a concept requires careful attention to explicating its knowledge, metaphors and conceptual meaning. Examining the concepts and metaphors of nursing expertise, and how they have been interpreted into the nursing discourse, we aimed to synthesise definitions and similarities between concepts and elicit the defining characteristics and properties of nursing expertise. In clarifying the concept, we sought to move beyond the ambiguity that currently surrounds expertise in nursing and unravel it to make explicit the characteristics of nursing expertise from published peer-reviewed studies and structured literature synthesis. Findings indicate a lack of clarity surrounding the use of the term expertise. Traditional reliance upon intuition as a way of explaining expert performance is slowly evolving. Emerging from the analysis is a picture of expertise as the relationship between networks of contextual reasoning, understanding and practice. Striking absences in the discourse include limited explication of ethical reasoning and theorising a broader interpretation of expertise reflective of contemporary forms of nursing.

  18. An evaluation of a structured learning program as a component of the clinical practicum in undergraduate nurse education: A repeated measures analysis.

    Science.gov (United States)

    Watt, Elizabeth; Murphy, Maria; MacDonald, Lee; Pascoe, Elizabeth; Storen, Heather; Scanlon, Andrew

    2016-01-01

    There is evidence that nursing students experience stress and anxiety and a reduction in self-efficacy when undertaking clinical placements. Previous reports have identified that a structured three-day program within the Bachelor of Nursing (BN) clinical practicum reduces the students self-report of anxiety and increases self-efficacy. However, it is unreported whether these improved outcomes are sustained for the duration of the clinical placement. The aim of this study was to evaluate the duration of the effect of a three-day structured learning program within the clinical placement on final year Bachelor of Nursing student's report of anxiety and self-efficacy pre- and post-program participation in this intervention and following completion of the clinical practicum. A repeated measures design. University-based Clinical School of Nursing, acute care clinical practicum. Final year Bachelor of Nursing students. The intervention comprised the three-day program on starting the clinical practicum. A questionnaire included the anxiety subscale of The Hospital Anxiety & Depression Scale (The HAD) and the General Self-Efficacy Scale (GSES-12). The questionnaire was completed on day one (time one), upon completion of the three-day program (time two) and upon completion of placement on day 18 (time three). The questionnaire response rate varied over time. There was a statistically significant effect in reducing anxiety over time: F(1.73,74.46)=25.20, plearning program and the benefit of the intervention is sustained for the clinical placement duration. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. Attrition and success rates of accelerated students in nursing courses: a systematic review

    OpenAIRE

    Doggrell, Sheila Anne; Schaffer, Sally

    2016-01-01

    Background There is a comprehensive literature on the academic outcomes (attrition and success) of students in traditional/baccalaureate nursing programs, but much less is known about the academic outcomes of students in accelerated nursing programs. The aim of this systematic review is to report on the attrition and success rates (either internal examination or NCLEX-RN) of accelerated students, compared to traditional students. Methods For the systematic review, the databases (Pubmed, Cinah...

  20. Nutrition for Nurses: Nursing 245.

    Science.gov (United States)

    Palermo, Karen R.

    A description is presented of "Nutrition for Nurses," a prerequisite course for students anticipating entrance into the junior level of a state university registered nursing program. Introductory material highlights the course focus (i.e., the basics of good nutrition; nutrition through the life cycle; nursing process in nutritional care; and…

  1. Impact of eLearning course on nurses' professional competence in seclusion and restraint practices: 9-month follow-up results of a randomized controlled study (ISRCTN32869544).

    Science.gov (United States)

    Kontio, R; Hätönen, H; Joffe, G; Pitkänen, A; Lahti, M; Välimäki, M

    2013-04-01

    eLearning may facilitate continuing vocational education, but data on the long-term effects of an eLearning course are lacking. The aim of this study was to explore the long-term impact of an eLearning course entitled ePsychNurse.Net on psychiatric nurses' professional competence in practicing seclusion and restraint and on their job satisfaction and general self-efficacy at 9-month follow-up. In a randomized controlled study, 12 wards were randomly assigned to the ePsychNurse.Net (intervention) or training as usual (control). Baseline and 9-month follow-up data on nurses' knowledge of coercion-related legislation, physical restraint and seclusion, their attitudes towards physical restraint and seclusion, job satisfaction and general self-efficacy were analysed for 137 completers (those who participated in the 9-month follow-up assessment). No between-group differences were found on any variable, with the exception of a change in attitude to seclusion in favour of the control group. The findings of the long-term effects did not differ from the immediate outcomes (3-month follow-up) and the improved level of knowledge acquired and further consolidation of that knowledge did not take place in the 6-month period after the 3-month ePsychNurse.Net course. The ePsychNurse.Net should be further developed and its future modifications will require additional studies, probably with some new outcome measures.

  2. Hand hygiene technique quality evaluation in nursing and medicine students of two academic courses 1

    Science.gov (United States)

    Škodová, Manuela; Gimeno-Benítez, Alfredo; Martínez-Redondo, Elena; Morán-Cortés, Juan Francisco; Jiménez-Romano, Ramona; Gimeno-Ortiz, Alfredo

    2015-01-01

    Abstract Objective: because they are health professionals, nursing and medical students' hands during internships can function as a transmission vehicle for hospital-acquired infections. Method: a descriptive study with nursing and medical degree students on the quality of the hand hygiene technique, which was assessed via a visual test using a hydroalcoholic solution marked with fluorescence and an ultraviolet lamp. Results: 546 students were assessed, 73.8% from medicine and 26.2% from nursing. The area of the hand with a proper antiseptic distribution was the palm (92.9%); areas not properly scrubbed were the thumbs (55.1%). 24.7% was very good in both hands, 29.8% was good, 25.1% was fair, and 20.3% was poor. The worst assessed were the male, nursing and first year students. There were no significant differences in the age groups. Conclusions: hand hygiene technique is not applied efficiently. Education plays a key role in setting a good practice base in hand hygiene, theoretical knowledge, and in skill development, as well as good practice reinforcement. PMID:26444174

  3. Faculty Integrity and Its Contribution to the Culture of Integrity in Online Nursing Courses

    Science.gov (United States)

    Smith, Michael J.

    2012-01-01

    In higher education there exists a growing concern about the potential for student cheating in online programs. At the same time, online nursing programs are increasing in number. While there is clarity about how educators perceive and experience a lack of student integrity, there is little clarity about how educators define and experience the…

  4. The NCLEX-RN examination: charting the course of nursing practice.

    Science.gov (United States)

    Wendt, Anne

    2003-01-01

    The author describes the changes in the 2004 NCLEX-RN(R) Test Plan and provides information about the alternate item formats that are being developed for the NCLEX examination. Nursing educators will learn details about the new test plan and review sample alternate items. Information from this article can be used for curriculum review and to prepare students to take the NCLEX examination.

  5. Can a Web-Based Course Improve Communicative Competence of Foreign-Born Nurses?

    Science.gov (United States)

    Van Schaik, Eileen; Lynch, Emily M.; Stoner, Susan A.; Sikorski, Lorna D.

    2014-01-01

    In the years since World War II, the United States has grown increasingly dependent on foreign-born healthcare personnel at all levels of the healthcare system. Foreign-born nurses report that while they may feel clinically competent, they often feel unprepared for the use of English in the healthcare setting (Davis & Nichols, 2002; Guttman,…

  6. Use of iPod™ technology in medical-surgical nursing courses: effect on grades.

    Science.gov (United States)

    Johnston, Robert; Hepworth, Joseph; Goldsmith, Melissa; Lacasse, Cheryl

    2010-01-01

    Advances in computer technology, such as the portable and affordable iPod™, allow students to view lectures anywhere at any time. iPods™ are of special interest for nurse educators who strive to meet demands posed by a critical nursing shortage. A mixed-methods pilot study was conducted to assess whether iPod™ could be an effective teaching tool for medical-surgical nursing lectures. In a randomized study with 35 participants, together with eight students having their own iPods™, grades of students given pre-recorded class lectures on iPods™ were compared with grades of those who attended lectures without iPods™. Learning styles, amount and use of students devoted to iPod™ lectures were considered as well as grades. Most results were not significant, but there was some evidence that the control groups who attended classroom lectures received better grades than iPod™ users, and individuals who used iPod™ more frequently before the final exam received lower grades. These somewhat surprising results suggest the need for further research in the use of this technology as a resource for nursing education delivery.

  7. Hand hygiene technique quality evaluation in nursing and medicine students of two academic courses

    Directory of Open Access Journals (Sweden)

    Manuela Škodová

    2015-08-01

    Full Text Available AbstractObjective: because they are health professionals, nursing and medical students' hands during internships can function as a transmission vehicle for hospital-acquired infections.Method: a descriptive study with nursing and medical degree students on the quality of the hand hygiene technique, which was assessed via a visual test using a hydroalcoholic solution marked with fluorescence and an ultraviolet lamp.Results: 546 students were assessed, 73.8% from medicine and 26.2% from nursing. The area of the hand with a proper antiseptic distribution was the palm (92.9%; areas not properly scrubbed were the thumbs (55.1%. 24.7% was very good in both hands, 29.8% was good, 25.1% was fair, and 20.3% was poor. The worst assessed were the male, nursing and first year students. There were no significant differences in the age groups.Conclusions: hand hygiene technique is not applied efficiently. Education plays a key role in setting a good practice base in hand hygiene, theoretical knowledge, and in skill development, as well as good practice reinforcement.

  8. 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.

  9. Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty.

    Science.gov (United States)

    Zani, Adriana Valongo; Nogueira, Maria Suely

    2006-01-01

    The teaching-learning process is complex and leaves many question marks, mainly when one thinks about quality. Therefore, this study aims at identifying factors that interfere positively or negatively in the teaching-learning process, through the perspective of students and faculty of the Nursing course at the Universidade Norte do Paraná- UNOPAR. This descriptive study with a qualitative approach was carried out through the critical incidents technique. Thirty-six faculty and 140 students participated. Data analysis revealed that the students mentioned 435 critical incidents related to the category faculty behavior, being 317 negative references and 118 positive. According to the faculty members' reports, the category interaction with the group produced 58 references, being 10 positive and 48 negative. An adequate teaching-learning process requires good faculty-student and student-student relationships, favoring good interaction and efficient learning.

  10. Effects of public health nursing participation in selected academic courses on self-reported functions and competencies: a collaborative pilot study.

    Science.gov (United States)

    Lundy, K S; Bender, K W; Powell, C

    1993-03-01

    A profile of the education levels of practicing public health nurses (PHNs) in Mississippi in 1988 indicated that 71% of those nurses were prepared in associate degree or diploma programs. Since these programs typically do not provide formal academic courses in community health nursing, nurses currently enter the workplace with insufficient preparation for this increasingly complex role. A collaborative pilot study between the agency and a state-supported school of nursing evaluated the impact of participating in selected components of an academic community health nursing program on the self-reported competencies and functions of beginning PHNs. Twelve PHNs who were employed during six months in the geographic area contiguous to the school were selected to attend 10 classroom sessions on basic topics applicable to the generic PHN role in a southern state. A control group of 12 PHNs hired during the same period of time was also selected. Both groups completed an instrument on functions and competencies before and after the course. A significant difference was seen in certain functions and competencies between attenders and nonattenders.

  11. Effectiveness of the Rural Trauma Team Development Course for Educating Nurses and Other Health Care Providers at Rural Community Hospitals.

    Science.gov (United States)

    Zhu, Thein Hlaing; Hollister, Lisa; Scheumann, Christopher; Konger, Jennifer; Opoku, Dazar

    2016-01-01

    The study evaluates (1) health care provider perception of the Rural Trauma Team Development Course (RTTDC); (2) improvement in acute trauma emergency care knowledge; and (3) early transfer of trauma patients from rural emergency departments (EDs) to a verified trauma center. A 1-day, 8-hour RTTDC was given to 101 nurses and other health care providers from nine rural community hospitals from 2011 to 2013. RTTDC participants completed questionnaires to address objectives (1) and (2). ED and trauma registry data were queried to achieve objective (3) for assessing reduction in ED time (EDT), from patient arrival to decision to transfer and ED length of stay (LOS). The RTTDC was positively perceived by health care providers (96.3% of them completed the program). Significant improvement in 13 of the 19 knowledge items was observed in nurses. Education intervention was an independent predictor in reducing EDT by 28 minutes and 95% confidence interval (CI) [-57, -0.1] at 6 months post-RTTDC, and 29 minutes and 95% CI [-53, -6] at 12 months post-RTTDC. Similar results were observed with ED LOS. The RTTDC is well-perceived as an education program. It improves acute trauma emergency care knowledge in rural health care providers. It promotes early transfer of severely injured patients to a higher level of care.

  12. Registered nurses' thoughts on blended learning in a postgraduate course in cancer care--content analyses of web surveys and a focus group interview.

    Science.gov (United States)

    Arving, Cecilia; Wadensten, Barbro; Johansson, Birgitta

    2014-06-01

    Purpose of the research was to describe registered nurses' (RNs) (n = 53) thoughts on the blended learning format in a 'specialist nursing programme in cancer care'. The study was conducted in autumn 2007 and 2008. A content analysis of answers to open-ended questions in a web-based questionnaire and a focus group interview were carried out. The analysis revealed that the RNs appreciated blended learning. The web lectures facilitated learning and gave RNs access to the education at any time. However, according to the RNs, knowledge is gained through interaction between RNs and teachers, and this aspect needed to be improved. The RNs also thought that the content of the seminars on campus should focus on evidence-based nursing knowledge and practical skills, not just taught as stable facts and procedures. The result from the present study could help to improve the design and content of advanced nursing courses using a blended learning format.

  13. An integral nursing education experience: outcomes from a BSN Reiki course.

    Science.gov (United States)

    Clark, Carey S

    2013-01-01

    Reiki is a hands-on healing modality that is practiced to support patients' healing process at more than 800 hospitals in the United States. This article explores the educational outcomes of an RN-BSN Reiki course as an aspect of an integral-holistic curriculum experience.

  14. Using VoiceThread to Promote Collaborative Learning in On-Line Clinical Nurse Leader Courses.

    Science.gov (United States)

    Fox, Ola H

    The movement to advance the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards continues with CNL programs offered on-line at colleges and universities nationwide. Collaborative learning activities offer the opportunity for CNL students to gain experience in working together in small groups to negotiate and solve care process problems. The challenge for nurse educators is to provide collaborative learning activities in an asynchronous learning environment that can be considered isolating by default. This article reports on the experiences of 17 CNL students who used VoiceThread, a cloud-based tool that allowed them to communicate asynchronously with one another through voice comments for collaboration and sharing knowledge. Participants identified benefits and drawbacks to using VoiceThread for collaboration as compared to text-based discussion boards. Students reported that the ability to hear the voice of their peers and the instructor helped them feel like they were in a classroom communicating with "real" instructor and peers. Students indicated a preference for on-line classes that used VoiceThread discussions to on-line classes that used only text-based discussion boards.

  15. The Impact of an Educational Intervention on Knowledge and Competency Levels for Students Enrolled in a Forensic Nursing Science Course

    Science.gov (United States)

    Drake, Stacy A.

    2014-01-01

    Forensic nursing is an emerging nursing specialty recognized by the American Nursing Association. However, nurses often do not have the basic knowledge or practical competence to provide the appropriate level of forensic care. The purpose of this study was to determine if differences in knowledge or practical competence existed between students…

  16. AANA journal course: update for nurse anesthetists--refrigerated anesthesia-related medications.

    Science.gov (United States)

    Lewis, B

    2000-06-01

    Medications have strength, expiration date, and storage conditions printed on the medication bottle or package. Some anesthesia medications require refrigeration to maintain the stated strength and safety until the expiration date. These medications may expire in days rather than years when left at room temperature in anesthesia carts or emergency boxes. The following AANA Journal course discusses anesthesia-related medications that require refrigeration and how long potency and safety is maintained out of the refrigerator and provides a chart for future referral.

  17. The effects of linguistic modification on ESL students' comprehension of nursing course test items.

    Science.gov (United States)

    Bosher, Susan; Bowles, Melissa

    2008-01-01

    Recent research has indicated that language may be a source of construct-irrelevant variance for non-native speakers of English, or English as a second language (ESL) students, when they take exams. As a result, exams may not accurately measure knowledge of nursing content. One accommodation often used to level the playing field for ESL students is linguistic modification, a process by which the reading load of test items is reduced while the content and integrity of the item are maintained. Research on the effects of linguistic modification has been conducted on examinees in the K-12 population, but is just beginning in other areas. This study describes the collaborative process by which items from a pathophysiology exam were linguistically modified and subsequently evaluated for comprehensibility by ESL students. Findings indicate that in a majority of cases, modification improved examinees' comprehension of test items. Implications for test item writing and future research are discussed.

  18. Textbooks on tap: using electronic books housed in handheld devices in nursing clinical courses.

    Science.gov (United States)

    Williams, Margaret G; Dittmer, Arlis

    2009-01-01

    Changing technology is creating new ways to approach nursing education and practice. Beginning in 2003, using a quasi-experimental design, this project introduced personal digital assistants (PDAs) as a clinical tool to five experimental and control groups of students and faculty. The handheld device, or PDA, was loaded with e-books for clinical practice. Differences in learning styles and preferences emerged during the different phases of the study. Students were quickly able to master the technology and use the device effectively, reporting that they liked the concise nature of the information obtained. No students expressed dissatisfaction or regret at being in the experimental group. Results and implications for clinical practice, education, and library resources are discussed.

  19. Effects of Discipline-based Career Course on Nursing Students' Career Search Self-efficacy, Career Preparation Behavior, and Perceptions of Career Barriers.

    Science.gov (United States)

    Park, Soonjoo

    2015-09-01

    The purpose of this study was to investigate the effectiveness of a discipline-based career course on perceptions of career barriers, career search self-efficacy, and career preparation behavior of nursing students. Differences in career search self-efficacy and career preparation behavior by the students' levels of career barriers were also examined. The study used a modified one-group, pretest-posttest design. The convenience sample consisted of 154 undergraduate nursing students in a university. The discipline-based career course consisted of eight sessions, and was implemented for 2 hours per session over 8 weeks. The data were collected from May to June in 2012 and 2013 using the following instruments: the Korean Career Indecision Inventory, the Career Search Efficacy Scale, and the Career Preparation Behavior Scale. Descriptive statistics, paired t test, and analysis of covariance were used to analyze the data. Upon the completion of the discipline-based career course, students' perceptions of career barriers decreased and career search self-efficacy and career preparation behavior increased. Career search self-efficacy and career preparation behavior increased in students with both low and high levels of career barriers. The difference between the low and high groups was significant for career search self-efficacy but not for career preparation behavior. The discipline-based career course was effective in decreasing perceptions of career barriers and increasing career search self-efficacy and career preparation behavior among nursing students. Copyright © 2015. Published by Elsevier B.V.

  20. Evaluation of skill achievement levels and practical experiences of public health nursing students before and after the introduction of the public health nursing course as an elective.

    Science.gov (United States)

    Suzuki, Yoshimi; Saito, Emiko; Sawai, Minako; Kishi, Emiko; Kakemoto, Satori; Nakada, Harumi; Igarashi, Chiyo; Asahara, Kiyomi

    2016-01-01

    Objective To equip public health nurses (PHNs) with higher qualifications, PHN education is shifting from an integrated curriculum for PHNs and registered nurses to a specific elective system of undergraduate or postgraduate programs. Most colleges in the special wards of Tokyo introduced the elective system in 2014 before the remaining areas. The outcomes of this must be evaluated. This study aimed to evaluate the achievement levels and practical experiences of PHN students at seven colleges in the special wards before and after introduction of the PHN course as an elective.Method Self-administered, anonymous questionnaires were completed by senior PHN students at seven colleges in the special wards who underwent training in 2013, the last year of an integrated curriculum, and in 2014, the first year of the elective system. The target numbers of participants were 663 in 2013 and 136 in 2014 with 20 students from each school exposed to the elective system. Our study focused on whether they achieved the 98 "technical items of PHN training and achievement levels at the time of graduation" required by the Ministry of Health, Labour and Welfare. The study also determined whether participants obtained practical experience in 15 items developed by the special wards based on the standards set for training.Results In 2013, there were 348 total responses (52.5%) and 310 valid responses. In 2014, there were 136 total responses (88.2%) and 120 valid responses. The average achievement rate at which the student answered, "I was able to arrive at it," at an arrival degree level for the 98 technical items was 72.6% in 2014, an increase compared to the 67.9% obtained in 2013. Moreover, the average practical experience rate at which the student answered, "I was able to have an experience," regarding the 15 items was 85.7% in 2014, which constituted an increase compared to 70.5% attained in 2013. However, the number of items with an achievement rate of more than 80% remained

  1. Failure of a repeat course of cyclooxygenase inhibitor to close a PDA is a risk factor for developing chronic lung disease in ELBW infants

    Directory of Open Access Journals (Sweden)

    Adrouche-Amrani Lynda

    2012-01-01

    Full Text Available Abstract Background The optimal treatment regimen or protocol for managing a persistent patent ductus arteriosus (PDA in extremely low birth weight (ELBW infants has not been well established. This study was aimed at evaluating the failure rate of a cyclooxygenase (COX inhibitor (COI for PDA closure and to determine the incidence of a PDA requiring ligation in ELBW infants. We examined the clinical characteristics and risk factors that may predict the clinical consequences of failure of PDA closure by COI. Methods Medical information on 138 infants with birth weight (BW 48 hours was retrieved. Clinical characteristics and outcomes of patients whose PDAs closed with COI were compared with those who did not close. Results Of the 138 patients, 112 survived to discharge. Eighty (71.4% of those who survived received 1-3 courses of COI treatment for a symptomatic PDA. A total of 32 (40% failed COI treatment and underwent PDA ligation. Multivariable logistic regression analysis suggests that the observed differences in the outcomes in infants with or without symptomatic PDA can be explained by the babies with symptomatic PDA being more immature and sicker. No significant difference was seen in the incidence of chronic lung disease (CLD in infants whose PDA was treated medically versus those who failed medical treatment and then underwent ligation. However, after adjusting for disease severity and other known risk factors, the odds ratio of developing CLD for surviving babies with a persistent PDA compared to those whose PDA was successfully closed with 1-2 courses of COI is 3.24 (1.07-9.81; p = 0.038. Conclusions When successfully treated, PDA in ELBW infants did not contribute significantly to the adverse outcomes such as CLD, retinopathy of prematurity (ROP and age at discharge. This suggests that it is beneficial for a hemodynamically significant PDA to be closed. The failure of a repeat course of COI to close a PDA is a major risk factor for

  2. Application of project courses of nursing skill competition in nursing skill teaching%护理技能大赛项目课程在护理技能教学中的应用

    Institute of Scientific and Technical Information of China (English)

    葛高连; 史玉华

    2016-01-01

    Objective:To discuss application effects of project courses of nursing skill competition in nursing skill teaching. Methods:Selected higher voca-tional nursing Class 4 Grade 2014 with 52 students as control class,and selected higher vocational nursing Class 3 Grade 2014 with 52 students as experi-mental class. Control class students were taught under traditional teaching mode with unified teaching materials,while experimental class students had project courses of nursing skill competition. Students between both groups were compared for relevant knowledge and operational skill test results. Results:Experi-mental class students got higher scores in relevant knowledge test and operational skill test than control class students( P < 0. 05). Conclusion:Applying project courses of nursing skill competition in nursing skill teaching can improve teaching quality,promote skill operational levels of students,improve their nursing ideas and raise their professional qualities.%目的:探讨护理技能大赛项目课程在护理技能教学中的应用效果。方法:选择2014级高职护理4班52名学生作为对照班,选择2014级高职护理3班52名学生作为试验班,对照班选用统编教材实施传统教学,试验班开展护理技能大赛项目课程教学,比较两组学生相关知识和操作技能考核成绩。结果:试验班学生相关知识考核和操作技能考核成绩均高于对照班(P <0.05)。结论:护理技能大赛项目课程运用于护理技能教学能提高教学质量,促进学生技能操作水平、护理理念和职业素养的提高。

  3. The Effects of a Course on Death and Grief on Nurses' Attitudes toward Dying Patients and Death.

    Science.gov (United States)

    Miles, Margaret Shandor

    1980-01-01

    Nurses who attended the program had a more positive attitude toward death and dying patients. Findings suggest that this kind of program might also be helpful to nurses who do not express a desire to attend such a program and to student nurses. (JAC)

  4. Impact of eLearning course on nurses' professional competence in seclusion and restraint practices: a randomized controlled study (ISRCTN32869544).

    Science.gov (United States)

    Kontio, R; Lahti, M; Pitkänen, A; Joffe, G; Putkonen, H; Hätönen, H; Katajisto, J; Välimäki, M

    2011-11-01

    Education on the care of aggressive and disturbed patients is fragmentary. eLearning could ensure the quality of such education, but data on its impact on professional competence in psychiatry are lacking. The aim of this study was to explore the impact of ePsychNurse.Net, an eLearning course, on psychiatric nurses' professional competence in seclusion and restraint and on their job satisfaction and general self-efficacy. In a randomized controlled study, 12 wards were randomly assigned to ePsychNurse.Net (intervention) or education as usual (control). Baseline and 3-month follow-up data on nurses' knowledge of coercion-related legislation, physical restraint and seclusion, their attitudes towards physical restraint and seclusion, job satisfaction and general self-efficacy were analysed for 158 completers. Knowledge (primary outcome) of coercion-related legislation improved in the intervention group, while knowledge of physical restraint improved and knowledge of seclusion remained unchanged in both groups. General self-efficacy improved in the intervention group also attitude to seclusion in the control group. In between-group comparison, attitudes to seclusion (one of secondary outcomes) favoured the control group. Although the ePsychNurse.Net demonstrated only slight advantages over conventional learning, it may be worth further development with, e.g. flexible time schedule and individualized content.

  5. Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.

    Science.gov (United States)

    Gholami, Mohammad; Moghadam, Parastou Kordestani; Mohammadipoor, Fatemeh; Tarahi, Mohammad Javad; Sak, Mandana; Toulabi, Tahereh; Pour, Amir Hossein Hossein

    2016-10-01

    Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. The present study was conducted with a quasi-experimental, single group, pretest-posttest design. A group of third-year nursing students (n=40) were recruited from Khorramabad School of Nursing and Midwifery in the west of Iran. The lecture method was used in one group over the first eight weeks of the first semester and PBL was adopted in the second eight weeks. Standardized self-report questionnaires including The California Critical Thinking Skills Test-B (CCTST-B) and the Metacognitive Awareness Inventory (MAI) were administered before and after the use of each of the instruction methods. Data were analyzed in SPSS using the paired t-test. No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (P<0.01) and its sub-scales of evaluation and deduction (P<0.05) and in the overall metacognitive awareness score (P<0.001) after performing the PBL method. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. Relationship between Course Experience and Learning Style of Nursing Undergraduates in Medical Nursing%护理本科生《内科护理学》课程体验与学习方式的关系研究

    Institute of Scientific and Technical Information of China (English)

    嵇艳; 林征

    2014-01-01

    Objective To explore the relationship between course experience and learning style of nursing undergraduate in Medical Nursing. Methods Adapted course experience questionnaire and learning process questionnaire were applied to investigate 126 nursing undergraduates and the relationship between course experience and learning style was analyzed with Pearson correlation. Results There was negative relationship between course experience and surface and mechanical approach to learning (P<0.01, P <0.05) while positive relationship between course experience and deep learning motivation (P<0.05). Conclusion Course experience is positively correlated with deep learning style while negatively with surface learning style and it is important to promote nursing undergraduates’ course experience and their deep learning style.%目的:探讨护理本科生在《内科护理学》课程中的课程体验与学习方式的关系。方法采用改编的课程体验问卷和修订的学习过程问卷,对126名护理本科生进行问卷调查,并运用 Pearson 相关性分析探讨课程体验与学习方式的关系。结果良好的教学技能与表层学习负相关(r=-0.188,P<0.05),课程具有较大负担、对记忆的强调与表层学习正相关(r=0.258、r=0.386,P<0.01);课程对一般能力的发展、良好的实践课程体验与学习兴趣和积极性正相关(r=0.218,r=0.218,P<0.05),课程具有较大的负担与学习兴趣和积极性负相关(r=-0.214,P<0.05)。结论护理本科生在《内科护理学》课程中的课程体验与学习方式相关,护理教育者应注重提升学生的课程体验,并促进学生采用深层学习方式。

  7. 在护理学研究生教育中开设循证护理课程的实践和反思%Developing evidence-based nursing course in postgraduate nursing program: practice and reflection

    Institute of Scientific and Technical Information of China (English)

    胡雁; 矫海莲; 徐建鸣; 曹育玲; 张博恒

    2010-01-01

    Objective To explore the experience of developing evidence-based nursing (EBN) course in postgraduate nursing program in order to improve the quality of course.Methods A comprehensive project on developing EBN course for postgraduate nursing students was initiated in School of Nursing Fudan University.59 postgraduate nursing students in school of nursing, Fudan University were conveniently classified into EBN teaching group (n = 33) and control group (n = 26).The students in the EBN teaching group received 54 credit hours evidence-based nursing education.The teaching and learning experience were reflected through faculty interview and student interview. The teaching and learning outcome were evaluated by self-designed questionnaires.Results Students considered EBN course as a challenge.They experienced both positive and negative feelings during learning EBN.The critical appraisal, data extraction, Meta analysis and evidences utilization were seen as bigger challenges. However, they valued the experience of learning EBN as the opportunity for them to integrate knowledge and skill of literature searching, clinical epidemiology, health statistics, and nursing research into the learning of EBN course. Students in EBN teaching group had significantly higher score on evidence-based nursing knowledge than control group (z = 3.582, P < 0.01).Students in EBN teaching group had significantly higher scores on critical appraisal at post-course than at pre-course(t = 3.674,P < 0.01).Most of the students in EBN teaching group were satisfied with course content, teaching materials and teaching methods.In addition, they proposed constructive suggestions on credit hours and teaching arrangement for further implementing of evidence-based nursing course.Conclusions It is suggested that EBN can be developed as a course in postgraduate nursing program.The knowledge and skills on critical appraisal of literature and conducting systematic review can be improved by learning a

  8. Investigation and analysis of course setting requirement about adult nursing%成人护理教学课程设置需求的调查与分析

    Institute of Scientific and Technical Information of China (English)

    孙晓莉; 陶荣; 姜元方; 代亚丽

    2012-01-01

    for head nurses was intensive care. The needs of the involved students were higher than the head nurses in the abilities of clinical management, communication, clinical teaching and health education, Traditional Chinese Medicine ( TCM ) nursing skills,TCM nursing knowledge and modern nursing knowledge (P <0.01 or P <0.05). The needs of the students were higher than the head nurses in the abilities of intensive care and psychiatric nursing skills (P < 0. 01 or P < 0. 05 ). Conclusion Adult nursing education still have the problem of teaching contents repeating, and teaching methods and evaluation methods should also be further adjusted.

  9. 高职外科护理学课程的整体教学设计%The overall class design of the Surgical Nursing course in vocational nursing program

    Institute of Scientific and Technical Information of China (English)

    高国丽; 车光昇; 熊瑛; 张丽雁; 孙亚男; 刘鸿慧

    2012-01-01

    Objective To reform the class design of the Surgical Nursing course, to improve the teaching quality of the course, and to improve student nurses' clinical competency. Methods A total of 97 student nurses on higher vocational nursing program enrolled in 2008 were treated as the control group, and were taught Surgical Nursing with conventional methods. Totally, 95 student nurses admitted in 2009 were assigned into the observation group. Teachers processed the class design of Surgical Nursing, set up job-oriented contents, then implemented teaching according to the design. Results The practice performance score of the observation group was significantly higher than the control group(P<0. 01). Totally, 89. 66% clinical mentors believed that teaching based on the class design consolidated student nurses theoretical knowledge; 72. 41% thought the teaching method improved their nursing skills; 81. 03% deemed that the teaching could adapt student nurses to clinical work quickly. Conclusion The overall class design of the Surgical Nursing course significantly improves the quality of teaching and students clinical competency.%目的 改革高职外科护理学课程的整体设计,提高外科护理学的教学质量和护生临床工作能力.方法 选取2008级高职护理专业(英语班)97名护生作为对照组,采用传统的教学方法;2009级高职护理专业(英语班)95名护生为观察组,由教师对外科护理学课程进行整体设计,即以职业岗位需求确定课程整体目标,以职业活动为导向设计课程内容,之后按照设计方案实施教学.结果 观察组实践成绩显著高于对照组(P<0.01).89.66%临床带教教师认为按照外科护理学的整体设计方案实施教学,使实习护生的专业理论知识增强;72.41%认为提高他们的技能操作,81.03%认为能使护生快速适应临床工作.结论 外科护理学的整体教学设计,显著提高了教学质量和护生临床工作能力.

  10. Attitudes of student nurses enrolled in e-learning course towards academic dishonesty: a descriptive-exploratory study.

    Science.gov (United States)

    Tayaben, Jude L

    2014-01-01

    The author investigated attitudes of nursing students enrolled in e-Learning towards academic dishonesty. The descriptive-exploratory design was used in the conduct of the study. Respondents were randomly selected 36 junior and senior nursing students. It revealed that nursing students perceived as neutral (mean = 2.77, mean = 3.17) in taking responsibility for promoting academic integrity in e-learning. The paraphrasing a sentence from internet source without referencing it (38.89%) got the most form of cheating. Female and level four (4) nursing students revealed as the most cheaters. The reasons not to cheat, nursing students considered punishment, and education or learning (91.67%) got the highest in ranks, and simply wrong (75%) got the lowest rank. Hence, there is a need to look on how to maintain academic honesty among nursing students in and out of the university with respect to e-learning as a means of teaching-learning method.

  11. Nursing 436A: Pediatric Oncology for Nurses.

    Science.gov (United States)

    Jackman, Cynthia L.

    A description is provided of "Pediatric Oncology for Nurses," the first in a series of three courses offered to fourth-year nursing students in pediatric oncology. The first section provides a course overview, discusses time assignments, and describes the target student population. Next, a glossary of terms, and lists of course goals, long-range…

  12. 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)

  13. Determining nursing student knowledge, behavior and beliefs for breast cancer and breast self-examination receiving courses with two different approaches.

    Science.gov (United States)

    Karadag, Mevlude; Iseri, Ozge; Etikan, Ilker

    2014-01-01

    This study aimed to determine nursing student knowledge, behavior and beliefs for breast cancer and breast self-examination receiving courses with a traditional lecturing method (TLM) and the Six Thinking Hats method (STHM). The population of the study included a total of 69 second year nursing students, 34 of whom received courses with traditional lecturing and 35 of whom received training with the STHM, an active learning approach. The data of the study were collected pre-training and 15 days and 3 months post-training. The data collection tools were a questionnaire form questioning socio-demographic features, and breast cancer and breast self-examination (BSE) knowledge and the Champion's Health Belief Model Scale. The tests used in data analysis were chi-square, independent samples t-test and paired t-test. The mean knowledge score following traditional lecturing method increased from 9.32 ± 1.82 to 14.41 ± 1.94 (Pstudents trained according to STHM (pstudents trained according to TLM. In both training groups, the knowledge of breast cancer and BSE, and the perception of confidence increased similarly. In order to raise nursing student awareness in breast cancer, either of the traditional lecturing method or the Six Thinking Hats Method can be chosen according to the suitability of the teaching material and resources.

  14. Perceived sense of community, cognitive engagement, and learning outcomes among undergraduate nursing students enrolled in an internet-based learning course.

    Science.gov (United States)

    Seckman, Charlotte A

    2014-10-01

    Internet-based learning environments are a popular instructional delivery method that provides flexibility, easy access, convenience, and self-directed learning. There is concern that Internet-based learning creates a loss of community and lacks the power to fully engage the student, leading to negative learning outcomes. This descriptive, correlational study evaluated the relationship among a perceived sense of community, cognitive engagement, and learner outcomes among undergraduate nursing students enrolled in an Internet-based learning course. A convenience sample of 96 undergraduate nursing students enrolled in an online health informatics course participated in this study. Findings indicated a moderate sense of community and a positive relationship between student engagement and learning outcomes. A variety of group activities such as wikis, blogs, and discussion board were helpful in promoting a sense of community, but students emphasized a desire for more faculty feedback and interaction. Nursing is a collaborative profession where community building is a critical skill; therefore, innovative teaching/learning techniques that promote a sense of belonging and community are needed to improve learning outcomes, prepare students to provide quality patient care, and interact with an interprofessional team.

  15. Depletion and time-course of recovery of brain serotonin after repeated subcutaneous dexfenfluramine in the mouse. A comparison with the rat.

    Science.gov (United States)

    Fracasso, C; Guiso, G; Confalonieri, S; Bergami, A; Garattini, S; Caccia, S

    1995-12-01

    The indole-depleting effects of repeated subcutaneous doses of dexfenfluramine (D-F) (2.5, 5, 10, 20 and 40 mg/kg/day, for four days) in mice were examined with regard to the initial response and time-course of recovery and related to the pharmacokinetics of D-F and its active metabolite dexnorfenfluramine (D-NF). Steady-state plasma and brain concentrations of D-F rose dose-dependently with a metabolite-to-drug ratio averaging 0.4 in brain. This confirmed that in mice D-NF contributes less than in other species to the effects of D-F. Regional serotonin (5-HT) and 5-hydroxyindoleacetic acid (5-HIAA) contents were decreased dose-dependently 4 hr after the last injection of D-F. However, two weeks after D-F (2.5-10 mg/kg/day) brain indoles had almost totally recovered, and the long-term effects of the 20 mg/kg/day dose were completely reversed by six weeks, when significant effects are still observable in rats. Although substantial recovery was evident even at 40 mg/kg/day, 5-HT but not 5-HIAA was still slightly reduced nine weeks later. Comparative studies in rats given 2.5-20 mg/kg/day D-F indicated much more severe initial indole depletions than in mice. Brain levels of D-F and D-NF were much higher in rats than in mice. The total active drug brain concentration (D-F + D-NF) was significantly correlated with 5-HT content in both species, with approx 20 nmol/g of total drug causing 50% reduction. These findings point to species differences in D-F kinetics as a main reason for differences in the neurochemical response, supporting the view that the recovery of indoles over time is related to the extent of initial depletion, which in turn depends on critical drug brain concentrations. In view of the qualitative and quantitative species differences in the pharmacodynamics and pharmacokinetics of D-F neither of these rodent species is a suitable model for predicting potential drug toxicity in humans.

  16. Changes in Knowledge, Attitudes, and Work Preferences Following Courses in Gerontology among Medical, Nursing, and Social Work Students.

    Science.gov (United States)

    Carmel, Sara; And Others

    1992-01-01

    Completion of Palmore's Facts on Aging Quiz by 127 medical, 52 nursing, and 45 social work students in Israel revealed that nursing and social work students increased knowledge of aging and that no correlation was found among knowledge, attitudes, and work preferences among any group, implying that increased knowledge about aging does not…

  17. The effect of an e-learning course on nursing staff's knowledge of delirium: A before-and-after study

    NARCIS (Netherlands)

    L. Van De Steeg (Lotte); R.I. Jkema (Roelie I); C. Wagner (Cordula); M. Langelaan (Maaike)

    2015-01-01

    textabstractBackground: Delirium is a common condition in hospitalized patients, associated with adverse outcomes such as longer hospital stay, functional decline and higher mortality, as well as higher rates of nursing home placement. Nurses often fail to recognize delirium in hospitalized

  18. The effect of an e-learning course on nursing staff's knowledge of delirium: A before-and-after study

    NARCIS (Netherlands)

    L. Van De Steeg (Lotte); R.I. Jkema (Roelie I); C. Wagner (Cordula); M. Langelaan (Maaike)

    2015-01-01

    textabstractBackground: Delirium is a common condition in hospitalized patients, associated with adverse outcomes such as longer hospital stay, functional decline and higher mortality, as well as higher rates of nursing home placement. Nurses often fail to recognize delirium in hospitalized patients

  19. Knowledge attainment, perceptions, and professionalism in participants completing the didactic phase of an Army reserve critical care nursing residency program.

    Science.gov (United States)

    Wynd, C A; Gotschall, W

    2000-04-01

    Combat hospitals in today's Army demand nurses with critical care nursing "8A" additional skills identifiers. The intensity of future wars and operations other than war, together with highly technological weapons, forecast a large number of casualties evacuated rapidly from combat with wounds that require skillful and intensive nursing care. Many of the critical care nurses providing future care are positioned in the reserve components and require creative approaches to education and training concentrated into one weekend per month. An Army Reserve critical care nursing residency program was designed in one midwestern combat support hospital. The didactic course, phase I, was evaluated for effectiveness in achieving outcomes of increased knowledge attainment, enhanced perceptions of critical care nursing, and higher degrees of professionalism. Twenty-seven registered nurses completed the course, and 30 nurses from the same hospital served as controls. A repeated-measures analysis examined outcomes before intervention (time 1), at course completion (time 2), and at a 6-month follow-up (time 3). The course was effective at increasing scores on knowledge attainment and perceptions of critical care nursing; however; professionalism scores were initially high and remained so throughout the study. This research extends information about critical care nursing education and evaluates a training mechanism for meeting the unique requirements and time constraints of nurses in the reserve components who need to provide a high level of skill to soldiers in combat.

  20. Curriculum design and application of nursing safety management course%护理安全管理课程设置及应用

    Institute of Scientific and Technical Information of China (English)

    魏容容; 谢建飞; 钟竹青; 易琦峰; 秦春香; 丁四清

    2013-01-01

    目的 探讨护理安全管理课程的设置及应用,以提高临床护理人员的安全意识,降低护理人员在临床工作中由于安全意识不足等原因导致的医疗纠纷.方法 以美国护理人员质量安全教育(QSEN)的护理安全培训内容为基本框架,查阅国内外文献,采用专家咨询等方法设置护理安全管理课程,并予以实施.结果 应用安全管理课程对护理人员进行培训后护理人员的安全意识:不良事件上报、患者安全文化感知、护士安全态度3部分均较培训前有显著的改善,差异有统计学意义(P<0.05).结论 系统的安全管理课程设置及培训有助于提高临床护理人员安全意识,为临床护理安全管理提供参考.%Objective To design a safety management course,in order to improve nurses' safety awareness and reduce medical disputes due to lack of safety awareness.Methods Based on the basic framework of nursing safety training in America and in reference of international literatures and expert consultation,a nursing safety management course was formulated and implemented.Results After training by the safety management course,nurses' safety awareness,reporting of adverse events and patient safety culture perception attitudes increased significantly(P<0.05).Conclusion Systematic safety management curriculum and training can improve nurses' safety awareness.

  1. Saúde e educação: cursos alternativos para desenvolvimento do pessoal de enfermagem Health and education: alternative courses for the development of nursing personnel

    Directory of Open Access Journals (Sweden)

    Creusa Guimarães Madeira

    1996-08-01

    Full Text Available Promover atividades educacionais terapêuticas para o pessoal de enfermagem visando a diminuição do stress, a melhoria do relacionamento interpessoal e a busca do auto-conhecimento, são objetivos dos cursos promovidos pelo Departamento de Enfermagem da FCM e Serviço de Enfermagem em Educação Continuada do Hospital das Clínicas da UNICAMP. Através dos cursos: O Hospital e o Relacionamento Humano; Dança e Criatividade; Yoga e Relaxamento Mental, foram ministradas técnicas de respiração, relaxamento, sensibilização e conscientização corporal e de interpretação teatral. A estratégia empregada foi a "vivência grupal", com participação de atendentes, auxiliares e técnicos de enfermagem e enfermeiras, durante o horário de trabalho, em 15 a 20 encontros por curso. Como instrumento desta pesquisa foram utilizados os "depoimentos individuais", escritos pelos participantes, tendo como metodologia a análise de conteúdo. A avaliação demonstrou que a "Vivência" facilitou o relacionamento entre os membros da equipe de trabalho; abriu, espaço para comunicação efetiva; favoreceu o auto-conhecimento; e ajudou na solução de problemas. Ficou evidente a importância da continuidade de cursos alternativos para auxiliar o funcionário na melhoria da relação consigo mesmo, com o outro, com o trabalho e valorizar a sua saúde/aprendizagem.To promote therapeutic educational activities for nursing personnel in order to decrease stress, to improve interpersonal relations and the search for self-knowledge are the objectives of the courses promoted by the Departament of Nursing of FCM and by The Continued Education Nursing Service of the University Hospital of UNICAMP. Respiration, relaxation, body sensibilization and awareness, and theater interpretation techniques were taught in the following courses: The Hospital and Human Relations, Dance and Creativity, Yoga and Mental Relaxation. The estrategy employed was "group experience", with

  2. [The effect of a scenario-based simulation communication course on improving the communication skills of nurses].

    Science.gov (United States)

    Huang, Ya-Hsuan; Hsieh, Suh-Ing; Hsu, Li-Ling

    2014-04-01

    Limited disease knowledge is frequently the cause of disease-related anxiety in myocardial infarction patients. The ability to communicate effectively serves multiple purposes in the professional nursing practice. By communicating effectively with myocardial infarction patients, nurses may help reduce their anxiety by keeping them well informed about their disease and teaching them self-care strategies. This research evaluates the communication skills of nurses following scenario-based simulation education in the context of communication with myocardial infarction patients. This study used an experimental design and an educational intervention. The target population comprised nurses of medicine (clinical qualified level N to N2 for nursing) working at a municipal hospital in Taipei City, Taiwan. A total 122 participants were enrolled. Stratified block randomization divided participants into an experimental group and a control group. The experimental group received clinical scenario-based simulation education for communication. The control group received traditional class-based education for communication. Both groups received a pre-test and a Communication Skills Checklist post-test assessment. Results were analyzed using SPSS 17.0 for Windows software. A t-test showed significant increases in communication skills (p communication skills following the education intervention. The results indicate that clinical scenario-based simulation education for communication is significantly more effective than traditional class-based education in enhancing the ability of nurses to communicate effectively with myocardial infarction patients.

  3. NURSING INTO CLIENT CARE

    African Journals Online (AJOL)

    for people to benefit from widespread genetic/genomic discoveries, nurses must be competent to obtain .... specific diseases, or the thousands of basic biochemical processes that .... all nursing courses; Create a curriculum thread focused on ...

  4. 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.

  5. Survey compare team based learning and lecture teaching method, on learning-teaching process nursing student\\'s, in Surgical and Internal Diseases course

    Directory of Open Access Journals (Sweden)

    AA Vaezi

    2015-12-01

    Full Text Available Introduction: The effect of teaching methods on learning process of students will help teachers to improve the quality of teaching by selecting an appropriate method. This study aimed to compare the team- based learning and lecture teaching method on learning-teaching process of nursing students in surgical and internal diseases courses. Method: This quasi-experimental study was carried on the nursing students in the School of Nursing and Midwifery in Yazd and Meybod cities. Studied sample was all of the students in the sixth term in the Faculty of Nursing in Yazd (48 persons and the Faculty of Nursing in Meybod (28 persons. The rate of students' learning through lecture was measured using MCQ tests and teaching based on team-based learning (TBL method was run using MCQ tests (IRAT, GRAT, Appeals and Task group. Therefore, in order to examine the students' satisfaction about the TBL method, a 5-point Likert scale (translated questionnaire (1=completely disagree, 2= disagree, 3=not effective, 4=agree, and 5=completely agree consisted of 22 items was utilized. The reliability and validity of this translated questionnaire was measured. The collected data were analyzed through SPSS 17.0 using descriptive and analytical statistic. Result: The results showed that the mean scores in team-based learning were meaningful in individual assessment (17±84 and assessment group (17.2±1.17. The mean of overall scores in TBL method (17.84±0.98% was higher compared with the lecture teaching method (16±2.31. Most of the students believed that TBL method has improved their interpersonal and group interaction skills (100%. Among them, 97.7% of students mentioned that this method (TBL helped them to understand the course content better. The lowest levels of the satisfaction have related to the continuous learning during lifelong (51.2%. Conclusion: The results of the present study showed that the TBL method led to improving the communication skills, understanding

  6. Effectiveness of asthma principles and practice course in increasing nurse practitioner knowledge and confidence in the use of asthma clinical guidelines.

    Science.gov (United States)

    Taylor-Fishwick, Judith C; Okafor, Maureen; Fletcher, Monica

    2015-04-01

    The Asthma Principle and Practice (APP) course, an evidence-based blended distance-learning educational encounter, was designed to aid in the dissemination of the 2007 asthma clinical guidelines (EPR-3) and priority messages, increase knowledge of content of the guidelines as well as create an environment to enable participants to apply knowledge and skills into clinical practice. Students received a self-study binder 6-week period prior to attendance at an interactive study day. The APP is grounded in adult education principle and practices. A questionnaire was completed before reading the study binder and post study day to measure demographic variables as well as awareness of and changes in knowledge and confidence in key attributes of the clinical guidelines including patient education. The results showed that by taking the APP course confidence levels related to knowledge of asthma and its management increased with specific reference to the asthma clinical guidelines. Confidence in the use of patient education/communication strategies improved as well as the use of pulmonary function tests and the interpretation of test results. Nurse practitioners are an important audience to target in the dissemination of clinical guidelines and benefit from educational materials based on adult education strategies. ©2014 American Association of Nurse Practitioners.

  7. Safety of Repeated Open-Label Treatment Courses of Intravenous Ofatumumab, a Human Anti-CD20 Monoclonal Antibody, in Rheumatoid Arthritis

    DEFF Research Database (Denmark)

    Quattrocchi, Emilia; Ostergaard, Mikkel; Taylor, Peter C.

    2016-01-01

    OBJECTIVES: To investigate the safety of ofatumumab retreatment in rheumatoid arthritis. METHODS: Patients with active rheumatoid arthritis participating in two phase III trials (OFA110635 and OFA110634) and a phase II extension trial (OFA111752) received individualised open-label ofatumumab...... retreatment (700 mg X 2 intravenous infusions two weeks apart) ≥24 weeks following the first course and ≥16 weeks following further courses. Retreatment required evidence of clinical response followed by disease relapse. These studies were prematurely terminated by the sponsor to refocus development...... was 463, 182 and 175 patient-years, respectively. Mean time between courses was 17-47 weeks. Ofatumumab induced a profound depletion of peripheral B-lymphocytes. Retreated patients derived benefit based on improvement in DAS28. Adverse events were reported for 93% (226/243), 91% (134/148) and 76% (70...

  8. Use of photovoice to integrate a community-engaged scholarship model of research into an undergraduate clinical nursing course.

    Science.gov (United States)

    Kronk, Rebecca; Weideman, Yvonne

    2014-09-01

    For undergraduate nursing students to appreciate the underpinnings of research, it is essential to bring research to real-life clinical practice. This article reports on an innovative educational experience integrating qualitative research into the sophomore-level clinical setting. The elements of this pedagogical approach within the context of faculty-mentored and student-led community-based participatory research are described.

  9. The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education

    Science.gov (United States)

    Salyers, Vince; Carter, Lorraine; Cairns, Steve; Durrer, Luke

    2014-01-01

    This paper reviews the foundational literature of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners--in particular, nurse-learners. The first case study describes the use of a scaffolding model…

  10. The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education

    Science.gov (United States)

    Salyers, Vince; Carter, Lorraine; Cairns, Steve; Durrer, Luke

    2014-01-01

    This paper reviews the foundational literature of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners--in particular, nurse-learners. The first case study describes the use of a scaffolding model…

  11. A multicenter, open-label study of repeat courses of intramuscular alefacept in combination with other psoriasis therapies in patients with chronic plaque psoriasis.

    NARCIS (Netherlands)

    Krueger, G.G.; Gottlieb, A.B.; Sterry, W.; Korman, N.; Kerkhof, P Van De

    2008-01-01

    OBJECTIVE: To evaluate the safety and efficacy of multiple courses of alefacept in combination with traditional psoriasis therapy for the treatment of chronic plaque psoriasis (CPP). METHODS: Patients with CPP requiring systemic therapy were eligible for this study. Patients received up to three cou

  12. Evaluating the effect of a clicker in an information literacy course for college nursing students in Taiwan.

    Science.gov (United States)

    Lin, Kai-Yin

    2015-03-01

    In this technology era, information literacy is a global imperative. This is true for nursing students as well because they will have to help patients through operating computerized equipment. The key foundation of learning is concentration. The primary objectiveof this research was to explore the effect of clickers on nursing college students' concentration. The research involved 51 student volunteers and was quasi-experimental, with both a pretest and a posttest design. Student concentration was measured by using Student Concentration Scale in a Classroom-Learning Environment. The results showed that students' learning concentration improved, an outcome that could support integrating clickers into classroom teaching activities, and students' concentration level was better after clickers were used in the teaching process as a whole. Items under the "Concentration Capacity and Concentration Consciousness" category reached a significant level. Based on the analysis of the results, suggestions have been made for teaching and future research.

  13. Practice and Reflection on the Development of Physiology Course with Nursing Specialty of College Level%对专科层次护理专业生理学课程开发的实践与思考

    Institute of Scientific and Technical Information of China (English)

    石波; 杨友谊; 杨蓉

    2012-01-01

    According to demand for talent in nursing jobs, physiology course on the nursing specialty of junior college in this school was designed and developed by the course group of this school, take the work requirement of nursing post as the main line, selected course content, the school textbook was edited by the course group of this school. The original content of physiology course was deconstructed and Reconstructed,the learning tasks were merged with some other learning tasks, these learning tasks contain some work content of quite high relativity with the nurse. On the teaching mode of problem-centric, the learning tasks were guided by the case or the question inducted, flexible teaching methods and a variety of practical means were taken. Usability of the physiology was enhanced greatly for follow-up courses and demand of nurse job.%根据护理岗位对人才的需求,课程组对本校专科层次的护理专业生理学课程重新进行课程设计和开发,以岗位工作要求为主线,精选课程内容,自编校本教材。对原有生理学课程内容进行解构与重构,把与护士某一工作内容相关程度比较高的学习任务合并在一起。在教学模式上以问题为中心,通过案例或者问题导入引导学习任务,采取灵活多样的教学方法和多种实践手段,大大增强了生理学对后续课和护士岗位需求的实用性。

  14. County level socioeconomic position, work organization and depression disorder: a repeated measures cross-classified multilevel analysis of low-income nursing home workers.

    Science.gov (United States)

    Muntaner, Carles; Li, Yong; Xue, Xiaonan; Thompson, Theresa; O'Campo, Patricia; Chung, Haejoo; Eaton, William W

    2006-12-01

    This study simultaneously tests the effect of county, organizational, workplace, and individual level variables on depressive disorders among low-income nursing assistants employed in US nursing homes. A total of 482 observations are used from two waves of survey data collection, with an average two-year interval between initial and follow-up surveys. The overall response rate was 62 percent. The hierarchically structured data was analyzed using multilevel modeling to account for cross-classifications across levels of data. Nursing assistants working in nursing homes covered by a single union in three states were asked about aspects of their working conditions, job stress, physical and mental health status, individual and family health-care needs, household economics and household strain. The 241 nursing assistants who participated in this study were employed in 34 nursing homes and lived in 49 counties of West Virginia, Ohio and Kentucky. The study finds that emotional strain, related to providing direct care to elderly and disabled clients, is associated with depressive disorder, as is nursing home ownership type (for-profit versus not-for-profit). However, when controlling for county level socioeconomic variables (Gini index and proportion of African Americans living in the county), neither workplace nor organizational level variables were found to be statistically significant associated with depressive disorder. This study supports previous findings that emotional demand in health-care environments is an important correlate of mental health. It also adds empirical evidence to support a link between financial strain and depression in US women. While this study does not find that lack of a seniority wage benefits--a factor that can conceivably exacerbate financial strain over time--is associated with depressive disorder among low-income health-care workers, it does find county level measures of poverty to be statistically significant predictors of depressive

  15. Nursing Home

    OpenAIRE

    Allocca Hernandez, Giacomo Antonio

    2016-01-01

    Getting old involves a lot of changes in life. Family and social relations change and mobility can decrease. These variations require new settings, and of course special care. A nursing home is a place dedicated to help with this situation. Sometimes nursing homes can be perceived as mere institutions by society, and even by future residents. Inside, senior citizens are suppose to spend the rest of their lives doing the same activities day after day. How can we improve these days? Archite...

  16. Introducing a Primary Health Care nurse training course at the University of Limpopo: Experiences and views of trainees

    Directory of Open Access Journals (Sweden)

    Peter A. Delobelle

    2011-02-01

    Full Text Available Background: A new post-basic Primary Health Care (PHC nurse training was piloted at the University of Limpopo in rural South Africa in order to reinforce PHC services and to address the backlog of trained PHC nurses. The training comprised residential and decentralised training modules based on the principles of problem based learning and community based education, and a patient-centred care approach developed in the field of family medicine was applied for acquiring consultation skills. Clinical reasoning was improved through on-site supervision by individual preceptors. Objective: The aim of the study was to describe the satisfaction, experiences and views of trainees in the first year of implementing the new PHC nurse training programme.Method: The study had a descriptive, exploratory and cross-sectional design, and used quantitative and qualitative methods for data collection that included a semi-structured survey questionnaire and focus group discussion. A purposive sample of trainees enrolled in the pilot programme (n = 15 was recruited for this study. Results were analysed quantitatively for the survey questionnaire and content analysis was used for qualitative data.Results: Results revealed trainee satisfaction with the quality of community based visits and classroom lectures and dissatisfaction with on-site supervision and training material. Qualitative findings indicated a need to improve information and communication of supervisors and preceptors, and to provide more training material. Factors related to the work environment were identified as barriers to implement learning, but the use of tools developed in family medicine curricula was perceived as beneficial. Lessons learnt included the need for strong programme coordination and stakeholder commitment, as well as the need to develop a competence framework for PHC nursing.Conclusion: The implementation of a pilot programme for PHC nurse training had the outcomes of trainee

  17. 男护生护理学基础实验兴趣教学%Talking about the interest teaching for the male nursing students in basic nursing's experiment course

    Institute of Scientific and Technical Information of China (English)

    蔡宏亚; 廖少玲

    2012-01-01

      针对男护生在护理学基础实验课学习中出现的厌学情绪,从专业思想教育和灵活多样的教学方法两方面入手,运用兴趣教学的方法激发他们的求知欲,使男护生在愉悦中接受知识,教学效果较好。%  In view of the male nursing students' weariness appearing in basic nursing's experiment course, we teaching them through two aspects of the professional ideological education and flexible teaching method, using the interest teaching method to arouse their curiosity, so the male nursing students accept the knowledge in pleasure, and the teaching effect is much better.

  18. Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects.

    Science.gov (United States)

    Hallam, Karen T; Livesay, Karen; Morda, Romana; Sharples, Jenny; Jones, Andi; de Courten, Maximilian

    2016-03-03

    Interprofessional education (IPE) requires health students to learn with, from and about each other in order to develop a modern workforce with client-centred care at its core. Despite the client centred focus of IPE, training programs often utilize standard approaches across student cohorts without consideration of discipline, sociodemographic and personality variability that attract students to different health disciplines. Knowing the students who engage in IPE to tailor training may prove as beneficial as knowing the client to delivered individualized client centred care in interprofessional practice (IPP). This research investigates whether students commencing undergraduate nursing and paramedicine degrees ener training with existing demographic and personality differences and, if these are associated with different attitudes towards health care teams and interprofessional education. This online study recruited 160 nursing and 50 paramedicine students in their first week of their undergraduate course. Students completed questionnaires regarding their background, personality (General Perceived Self Esteem Scale, International Mini Markers) and the attitudes towards health care teams scale (ATHCTS) and interprofessional education perception scale (IEPS). Results show that commencing nursing and paramedicine students are demographically different on education, gender, speaking a language other than English at home (LOTE) and their own experience with healthcare. The results further demonstrate that LOTE, discipline being studied and personality factors play a role in perceptions regarding interprofessional training whilst discipline being studied impacted on attitudes towards health care teams in the workforce. These results highlight a number of existing personal and psychological differences between individuals who choose to train in these selected professions. This suggests a need for tertiary education IPE programs to move towards tailoring their education to

  19. Analysis of stress-causing factors in the final undergraduate year of the nursing course - doi 10.4025/actascihealthsci.v34i2.9209

    Directory of Open Access Journals (Sweden)

    Marcos Hirata Soares

    2012-09-01

    Full Text Available An exploratory and descriptive study that analyzed the intensity of stress caused by different situations is provided. The sample consisted of 47 final-year nursing students at the State University of Londrina and was carried out between July and September 2009. Data, obtained by a seven-item visual analogue scale and by a single open question on the perception of other stress sources, were analyzed through rating scores and resulted in a data table. Most students were rated at intensity 3 (38.3% and 4 (36.2%, or rather, maximum overload stress for academic studies. Lack of leisure time and fear of unemployment after graduation were regarded as stress-causing situations, coupled to a feeling of being unprepared to exercise one’s profession. Financial difficulties led to lower intensity but medium-significance factors for stress development. Interpersonal relationships received the lowest intensity scores. Results indicated future changes in the curriculum of the nursing course to minimize the suffering and harm to the students’ mental health and to provide the full development of their emotional maturity.  

  20. The Development, Field Testing and Evaluation of Three Hierarchies of Behaviorally Stated Objectives for the Chemistry Content of a Course of Instruction in Physical Science for Pre-Service Nursing Students.

    Science.gov (United States)

    Love, Robert Alden

    The purpose of this research was to develop hierarchies of behavioral objectives for the chemistry content of a one-semester course in physical science for preservice associate degree nursing students. Each of three content objectives was expressed by a series of behaviorally stated objectives which included a terminal objective for a unit of…

  1. Safety of Repeated Open-Label Treatment Courses of Intravenous Ofatumumab, a Human Anti-CD20 Monoclonal Antibody, in Rheumatoid Arthritis

    DEFF Research Database (Denmark)

    Quattrocchi, Emilia; Ostergaard, Mikkel; Taylor, Peter C.

    2016-01-01

    Objectives To investigate the safety of ofatumumab retreatment in rheumatoid arthritis. Methods Patients with active rheumatoid arthritis participating in two phase III trials (OFA110635 and OFA110634) and a phase II extension trial (OFA111752) received individualised open-label ofatumumab...... was 463, 182 and 175 patient-years, respectively. Mean time between courses was 17–47 weeks. Ofatumumab induced a profound depletion of peripheral B-lymphocytes. Retreated patients derived benefit based on improvement in DAS28. Adverse events were reported for 93% (226/243), 91% (134/148) and 76% (70...

  2. Competências gerenciais do enfermeiro nas perspectivas de um curso de graduação de enfermagem e do mercado de trabalho Nurse managerial competencies from the perspectives of an undergraduate nursing course and of the work market

    Directory of Open Access Journals (Sweden)

    Aida Maris Peres

    2007-11-01

    Full Text Available A formação de competências gerenciais do enfermeiro e conteúdos de disciplinas de Administração em Enfermagem motivaram reflexões sobre as relações entre o projeto político-pedagógico de um curso de graduação e o perfil do egresso proposto nas Diretrizes Curriculares Nacionais com o mercado de trabalho de enfermeiros em Curitiba, no Paraná. Na pesquisa descritivo-exploratória e qualitativa, objetivou-se apontar convergências e divergências entre as expectativas identificadas no projeto político-pedagógico e as de gerentes que contratam enfermeiros. As políticas de educação e de saúde no Brasil foram apresentadas como determinantes de modelos de formação e de ensino de Administração, na área de enfermagem. A análise hermenêutico-dialética das competências gerenciais esperadas nos âmbitos do ensino e do mercado de trabalho norteou-se pelos eixos dos determinantes: da dimensão estrutural, que abrangem essas políticas; da dimensão particular, representada pelo mercado de trabalho local e pela instituição de ensino; e da dimensão singular, pertinentes ao âmbito do ensino de Administração em Enfermagem. Os resultados mostram a necessidade de o ensino estreitar relações com o mercado de trabalho, no sentido de ampliar a valorização de competências gerenciais do enfermeiro para além da dimensão técnica, contemplando as dimensões: comunicativas, ética, política e de desenvolvimento da cidadania.Developing nurse managerial competencies and Nursing Administration syllabuses led to reflections on the relationship between a political and pedagogical project for a graduate course and the profile of those who graduate from it, as proposed in the National Curricular Guidelines, and the nurse work market in Curitiba, in the Brazilian state of Paraná. The purpose of the descriptive-exploratory and qualitative survey was to identify convergences and divergences between the expectations identified in the

  3. Cardiovascular nursing in Israel.

    Science.gov (United States)

    Blaer, Yosef; Rosenberg, Orit; Reisin, Leonardo

    2003-01-01

    Cardiovascular (CV) nursing as an entity in Israel dates back to 1952, when the nurses in Tel-Hashomer hospital took care of postoperative heart surgery patients. The first intensive cardiac care units (ICCUs) were established in 1971. In 1982, the first ICCU course was established in Tel-Hashomer hospital nursing school. Today, most of the nursing staff in Israels ICCUs are graduates of ICCU courses. The nurses professional society, the Society for Nursing of Israel, was established in 1947. In 1989 the Society for Advancement of Cardiac Nursing in Israel (SACN) was established. The main goals of the society were: the exchange of CV nursing knowledge, CV nursing research, CV nursing education in nursing schools, education of nurses in other departments in the care of the cardiac patient, and CV nursing education in the community. The CV nurse takes a large role in the total care of the cardiac patient, which includes rehabilitation within the hospital and in the ambulatory setting and coordination of nursing in national and international multicenter clinical trials. In collaboration with the Ministry of Health Nursing Division, Israeli CV nurses participate in national and international projects to: develop and upgrade nursing education; train new CV nurses; develop, review, and revise nursing protocols and guidelines; and establish new, more advanced ICCUs in underdeveloped areas within Israel and around the world. Our vision for the future development of CV nursing in Israel includes coordination and management roles in the hospital setting, and the establishment and management of home-care programs. Copyright 2003 CHF, Inc.

  4. [The use of a Nursing Model (NM) for nursing administration offers direct and indirect benefits for patients as for nurses. Depending the chosen NM, the concepts of person, health, nursing and environment are very different. Each NM has its special vision of the practice of nursing. The study investigated whether the Chief Nursing Officers (CNO) of the bilingual and French speaking Belgian hospitals integrate Nursing Models in the politics of their department. A quantitative descriptive and correlational survey was conducted. 97.5 % of the concerned CNO (78/80) participated to the research. It appears that a Nursing Model underlies the action of the nursing department in only 38 % of the departments (30/78). Where a Nursing Model is used, it is explicitly communicated to staff (26/30). Among the Models used, that of Virginia Henderson dominates (26/30). The seniority of the CNO in its function as well as variables related to educational courses and clinical context appear to influence the results. The Nursing Models of the paradigm of transformation remain rarely used. A qualitative research would be relevant to deepen the understanding of the experience of CNO related to Nursing Models.

    Science.gov (United States)

    Lecocq, Dan; Lefebvre, Hélène; Bachelet, Lucie; Berrabah, Ouassinia; Dyikpanu, David; Martin, Daniel; Siddu, Damien; Mengal, Yves; Pirson, Magali

    2017-08-17

    The use of a Nursing Model (NM) for nursing administration offers direct and indirect benefits for patients as for nurses. Depending the chosen NM, the concepts of person, health, nursing and environment are very different. Each NM has its special vision of the practice of nursing. The study investigated whether the Chief Nursing Officers (CNO) of the bilingual and French speaking Belgian hospitals integrate Nursing Models in the politics of their department. A quantitative descriptive and correlational survey was conducted. 97.5 % of the concerned CNO (78/80) participated to the research. It appears that a Nursing Model underlies the action of the nursing department in only 38 % of the departments (30/78). Where a Nursing Model is used, it is explicitly communicated to staff (26/30). Among the Models used, that of Virginia Henderson dominates (26/30). The seniority of the CNO in its function as well as variables related to educational courses and clinical context appear to influence the results. The Nursing Models of the paradigm of transformation remain rarely used. A qualitative research would be relevant to deepen the understanding of the experience of CNO related to Nursing Models.

  5. Patient safety in healthcare preregistration educational curricula: multiple case study-based investigations of eight medicine, nursing, pharmacy and physiotherapy university courses.

    Science.gov (United States)

    Cresswell, Kathrin; Howe, Amanda; Steven, Alison; Smith, Pam; Ashcroft, Darren; Fairhurst, Karen; Bradley, Fay; Magnusson, Carin; McArthur, Maggie; Pearson, Pauline; Sheikh, Aziz

    2013-10-01

    We sought to investigate the formal and informal ways preregistration students from medicine, nursing, pharmacy and the allied healthcare professions learn about patient safety. We drew on Eraut's framework on formal and informal acquisition of professional knowledge to undertake a series of phased theoretically informed, in-depth comparative qualitative case studies of eight university courses. We collected policy and course documentation; interviews and focus groups with educators, students, health service staff, patients and policy makers; and course and work placement observations. Data were analysed thematically extracting emerging themes from different phases of data collection within cases, and then comparing these across cases. We conducted 38 focus groups with a total of 162 participants, undertook 82 observations of practice placements/learning activities and 33 semistructured interviews, and analysed 44 key documents. Patient safety tended to be either implicit in curricula or explicitly identified in a limited number of discrete topic areas. Students were predominantly taught about safety-related issues in isolation, with the consequence of only limited opportunities for interprofessional learning and bridging the gaps between educational, practice and policy contexts. Although patient safety role models were key to student learning in helping to develop and maintain a consistent safety ethos, their numbers were limited. Consideration needs to be given to the appointment of curriculum leads for patient safety who should be encouraged to work strategically across disciplines and topic areas; development of stronger links with organisational systems to promote student engagement with organisation-based patient safety practice; and role models should help students to make connections between theoretical considerations and routine clinical care.

  6. [Reading nursing Literature in English: new inputs for practicing nurses].

    Science.gov (United States)

    von Klitzing, Waltraut; Stoll, Hansruedi; Trachsel, Edith; Aldorf, Kurt; Bernhard, Annelis; Eze, Germaine; Spirig, Rebecca

    2007-02-01

    A prerequisite to providing evidence-based care is the ability to comprehend the nursing research literature, most of which is published in English. To facilitate this understanding, a course on "reading the research literature for evidence-based practice in English" was developed by an interdisciplinary team for staff nurses at the University Hospital Basel. The pilot course was offered to nurses who specialized in cancer care. It was led by the oncology Advanced Practice Nurse (APN) from the Department of Medicine. Research articles focusing on the management of chronic illness and cancer pain management were assigned and read. The course consisted of ten 90 minute lessons. The evaluation was designed to address the following questions: 1. Did participation in the course improve the oncology related knowledge of the nurses? 2. Did participation in the course improve the nurses' English language skills? 3. At what level of difficulty did the nurse participants perceive the course to be? 4. Were course participants able to use their newly acquired knowledge to teach their nursing colleagues on the ward? The course evaluation demonstrated that the 15 participants significantly improved their oncology knowledge through this process but that their English skills did not improve. The participants were able to present lectures on their wards based on the course literature, which were positively evaluated by their colleagues and the APN course leader. The participants perceived the course as being sophisticated but also effective at demonstrating the use of English-language research literature for one's own nursing practice.

  7. 本科护生学习《涉外护理概况》课程的体验研究%Study on the learning experience of undergraduate nursing students participating in the course of the general situation of foreign nursing

    Institute of Scientific and Technical Information of China (English)

    张艳; 段艳丹; 张建阁; 韩二环

    2015-01-01

    目的 了解本科护生参与《涉外护理概况》选修课课程学习后的真实感受,以期为进一步的护理高等教育改革提供参考依据.方法 采用质性研究中的现象学研究法,对选修《涉外护理概况》课程的10名二年级和6名三年级本科护生就学习本课程后的真实感受进行面对面深度访谈,对访谈资料进行整理、分析提炼.结果 《涉外护理概况》课程激起了护生对跨国护理的向往,深化了护生对护理专业的认知,并促进了护生感悟人文精神.结论 教师的"叙事教育"提高了护生的职业认同感;情景式案例剖析增强了护生的文化敏感性;"反思报告+小组合作"作业促进护生反思专业信念.%Objective To understand the true feelings of the undergraduate nursing students after taking the elective course of the general situation of foreign nursing and provide reference for nursing higher education reform further.Methods The phenomenological qualitative research method was used and face to face in-depth interview was taken on 10 sophomore and 6 junior undergraduates about their feelings after taking the course of the general situation of foreign nursing.The interview data were sorted, analyzed and refined.Results The general situation of foreign nursing had aroused the yearning of nursing students on multinational nursing, deepen the cognition of nursing students on nursing specialty and also promoted the nursing students' perception of humanistic spirit.Conclusions The narrative educational which the teachers used in this course improves the professional cognition of nursing students.Situational case analysis is helpful to cultivate cultural sensitivity of students.The assessment method, "personal reflection report & group cooperation", helps strengthen nursing students to rethink their own professional faith.

  8. 全程健康教育模式在糖尿病护理管理中的作用%Effect of whole course health education model in the nursing management of diabetes

    Institute of Scientific and Technical Information of China (English)

    邓贵香

    2016-01-01

    Objective:To explore the effect of whole course health education model in the nursing management of diabetes. Methods:84 patients with diabetes were selected,they were randomly divided into the observation group and the control group,the control group was given conventional health education,the observation group was given whole course health education model,we compared the nursing effect of two groups.Results:In the observation group,the overall effect of nursing management was significantly better than the control group(P<0.05).Conclusion:The effect of whole course health education model in the nursing management of diabetes was significant.%目的:探讨全程健康教育模式在糖尿病护理管理中的作用。方法:收治糖尿病患者84例,随机分为观察组和对照组,对照组采用常规健康教育,观察组采用全程健康教育模式,比较两组护理效果。结果:观察组护理管理的整体效果明显优于对照组(P<0.05)。结论:全程健康教育模式在糖尿病护理管理中的作用显著。

  9. Dissociation between the time courses of femoral artery blood flow and pulmonary VO2 during repeated bouts of heavy knee extension exercise in humans.

    Science.gov (United States)

    Fukuba, Yoshiyuki; Ohe, Yukie; Miura, Akira; Kitano, Asami; Endo, Masako; Sato, Hironori; Miyachi, Motohiko; Koga, Shunsaku; Fukuda, Osamu

    2004-05-01

    It has frequently been demonstrated that prior heavy cycling exercise facilitates pulmonary O(2) kinetics at the onset of subsequent heavy exercise. This might be due to improved muscle perfusion via acidosis-induced vasodilating effects. However, it is difficult to measure the blood flow (BF) to the working muscles (via the femoral artery) during cycling exercise. We therefore selected supine knee extension (KE) exercise as an alternative, and investigated whether the faster O(2) kinetics in the 2nd bout was matched by proportionally faster BF kinetics to the exercising muscle. Nine healthy subjects (aged 21-44 years) volunteered to participate in this study. The protocol consisted of two consecutive 6-min KE exercise bouts in a supine position (work rate: 70-75% of peak power) separated by a 6-min baseline rest (EX1 to EX2). During the protocol, a pulsed Doppler ultrasound technique was utilized to continuously measure the BF in the right femoral artery. The protocol was repeated at least 6 times to characterize the precise kinetics. In agreement with previous studies using cycling exercise, the O(2) kinetics in the 2nd bout were facilitated compared with that in the 1st bout [mean +/-s.d. of the 'effective' time constant (tau): EX1, 68.6 +/- 15.9, versus EX2, 58.0 +/- 14.4 s. Phase II-tau: EX1, 48.7 +/- 9.0, versus EX2, 41.2 +/- 13.3 s. Empirical index of the slow component (Delta O(2(6-3))): EX1, 78 +/- 44, versus EX2, 57 +/- 36 ml min(-1) (P 0.05)]. It was concluded that the faster pulmonary O(2) kinetics during heavy KE exercise following prior heavy exercise was not associated with a similar modulation in the BF to the working muscles.

  10. 《护理人际沟通》课程教学及评价研究进展%Research progress on teaching and evaluation on "nursing interpersonal communication"course

    Institute of Scientific and Technical Information of China (English)

    潘红; 袁晓玲

    2012-01-01

    介绍了《护理人际沟通》课程设置及教学形式,从调查评价量表、客观标准化临床考试及图片、视频、录音方面对护生沟通能力评价研究进展进行了综述.%It introduced the course setting and teaching form of "Nursing interpersonal communication",and reviewed the research progress on communication ability evaluation of nursing students from the aspects of the investigation evaluation scale,objective standardized clinical examination,pictures, video and sound.

  11. Protestant ethics in ER nurses and doctors' training. Some acquisitions and considerations before and after a training course

    Directory of Open Access Journals (Sweden)

    Massimo Pesenti Campagnoni

    2007-12-01

    Full Text Available The article explores some of the preliminary reasons for and effectsof a training course on “Institutional, organisational and professionalidentification processes”, carried out at Aosta local HealthAuthority Accident and Emergency Dept. The article is based onthe analysis of a number of critical points that emerged ex ante,in itinere ed ex post regarding a complex and rarely examined topic,focusing on how training makes it possible to explore latentaspects of the organisation. The use of an appropriate methodologyhas revealed explicit requests for greater attention to typicallyorganisational aspects, which are typically neglected in the PublicServices. The hypothesis put forward is that the same dimensionscould provide a focus for research and productive application. Thearticle suggests that methodologies and instruments developed inthe public sector achieved an adequate degree of managerial knowledge to be “translated” into a National Health Service Accidentand Emergency Department setting.

  12. Deployment Repeatability

    Science.gov (United States)

    2016-04-01

    controlled to great precision, but in a Cubesat , there may be no attitude determination at all. Such a Cubesat might treat sun angle and tumbling rates as...could be sensitive to small differences in motor controller timing. In these cases, the analyst might choose to model the entire deployment path, with...knowledge of the material damage model or motor controller timing precision. On the other hand, if many repeated and environmentally representative

  13. Content Analysis of Student Essays after Attending a Problem-Based Learning Course: Facilitating the Development of Critical Thinking and Communication Skills in Japanese Nursing Students.

    Science.gov (United States)

    Itatani, Tomoya; Nagata, Kyoko; Yanagihara, Kiyoko; Tabuchi, Noriko

    2017-08-22

    The importance of active learning has continued to increase in Japan. The authors conducted classes for first-year students who entered the nursing program using the problem-based learning method which is a kind of active learning. Students discussed social topics in classes. The purposes of this study were to analyze the post-class essay, describe logical and critical thinking after attended a Problem-Based Learning (PBL) course. The authors used Mayring's methodology for qualitative content analysis and text mining. In the description about the skills required to resolve social issues, seven categories were extracted: (recognition of diverse social issues), (attitudes about resolving social issues), (discerning the root cause), (multi-lateral information processing skills), (making a path to resolve issues), (processivity in dealing with issues), and (reflecting). In the description about communication, five categories were extracted: (simple statement), (robust theories), (respecting the opponent), (communication skills), and (attractive presentations). As the result of text mining, the words extracted more than 100 times included "issue," "society," "resolve," "myself," "ability," "opinion," and "information." Education using PBL could be an effective means of improving skills that students described, and communication in general. Some students felt difficulty of communication resulting from characteristics of Japanese.

  14. Investigation of knowledge structure and knowledge requirement of udergraduate course nursing teachers in Heilongjiang Province%黑龙江省本科教育护理教师知识结构与知识需求的调查

    Institute of Scientific and Technical Information of China (English)

    代秀红; 赵秋利; 李敏

    2008-01-01

    Objective To identify knowledge structure and knowledge requirement of undergradu-ate course nursing teachers in our province, and offer corresponding training suggestions to construct teaching staff with reasonable knowledge structure. Methods The author adopted investigation method by giving questionnaire to 181 nursing teachers that assumed undergraduate course nursing education, the main content included general circumstance, knowledge structure and knowledge requirement of un-dergraduate course nursing teachers in Heilongjiang province. Results Nursing teachers in the fields of knowledge all had low score items, they most lacked foreign languages and expertise knowledge, the ur-gent need was to improve teaching theory and practice of teaching ability. Conclusions Nursing teach-ers possess some weak links in all areas of knowledge to different' extent, and the knowledge structure needs to be further improved. The college leaders should provide targeted training combined with nursing teachers' knowledge needs.%目的 明确我省护理本科教育护理教师的知识结构及知识需求,为构建知识结构合理的教师队伍提出合理化建议.方法 采用问卷调查法对我省承担护理本科教育的181名护理教师进行调查,调查的主要内容包括黑龙江省本科教育护理教师的一般状况、知识结构和知识需求.结果 护理教师在各知识领域都有得分偏低的项目,最缺少的是外语知识和专业知识,急需提高的是教学理论和教学实践能力.结论 护理教师在各知识领域不同程度地存在着某些薄弱的环节,知识结构需进一步完善.各院校领导应结合护理教师的知识需求,为其提供有针对性的培训.

  15. Does nursing assistant certification increase nursing student's confidence level of basic nursing care when entering a nursing program?

    Science.gov (United States)

    Stombaugh, Angie; Judd, Andrea

    2014-01-01

    The purpose of this study was to explore nursing student's confidence level with basic nursing care when entering the nursing program after implementation of required nursing assistant certification for program admission. In addition, the relationship between being employed as a nursing assistant and confidence level with basic nursing care when entering the nursing program was explored. A Likert-scale survey assessing confidence levels of basic nursing care was sent to 156 nursing students admitted to a nursing program prior to their first nursing course. Confidence level with nursing skills, nursing assistant employment, and length of nursing assistant employment were assessed. Students were most confident in hand washing (M = 5.87, SD = 0.36), gloving and gowning (M =5.46, SD = 0.75), making an unoccupied bed (M = 5.38, SD = 0.88), and oral temperature (M = 5.30, SD = 0.87). Students were least confident in the fitting for cane (M = 1.74, SD = 1.16) and ambulation with crutches on steps (M =1.81, SD = 1.27). Nursing assistant employment increased student confidence with basic nursing care. Nursing programs cannot assume that students are prepared in basic nursing care based on a nursing assistant certification. © 2014.

  16. EXPECTATIONS OF THE NURSING STUDENTS CONCERNING THE DISCIPLINE NURSING IN ATTENTION TO THE WOMAN'S HEALTH

    OpenAIRE

    Dulce Maria Mafra Oliveira; Eliane Fonseca Linhares; Rosália Teixeira de Araújo; Zulmerinda Meira de Oliveira

    2006-01-01

    With the reform of the curriculum happened in the Nursing Course, the discipline Maternal Infantile Nursing was dismembered in: Nursing in Attention to the Child's Health and of the Adolescent and Nursing in Attention to the Woman's Health. In this study aimed to know the expectations of the nursing students concerning the discipline Nursing in Attention to the Woman's Health. It is an exploratory qualitative study. We had as informers nursing students that would study th...

  17. A consistent course of events or a series of coincidences: nursing in Poland from the 19(th) to the 21(st) century.

    Science.gov (United States)

    Majda, Anna; Ziarko, Ewa; Zalewska-Puchała, Joanna

    2015-12-01

    The development of nursing began in Poland much later than it did elsewhere, for instance in the United Kingdom, the United States, or Germany, and it came up against difficult conditions. After a brief twenty-year period of development between 1918 and 1939, it almost stalled during the war (1939-45), only to be followed by nearly twenty years of chaos. Nursing started to come out of this difficult period at the beginning of the 1960s. The turn of the 21st century saw the emergence of extensive professional development and training opportunities for nurses. This change was brought about as much by political, social and economic issues, health care requirements, and the advancement of science, medicine, the birth of humanitarism, the growth of the feminist movement, the European Agreement on the Instruction and Education of Nurses, the WHO European Strategy for Nursing and Midwifery Education, the Bologna declaration, as well as the activities undertaken by the European Union, the International Council of Nurses, the American and Polish Red Cross, the Rockefeller Foundation, the Polish Association of Nurses, and the professional self-governing body. The transformation of nursing into an independent profession was further boosted by physicians deeply involved in the issue and female pioneers of nursing.

  18. [Planning and application of a valutation methodology in UNI EN ISO 9001:2000 quality system, for the analysis satisfaction level of third-year student University of Bologna, Bachelor of Nursing Course, CRI School of Nursing formative section].

    Science.gov (United States)

    Bernardi, M G; Scalorbi, Sandra; Burrai, Francesco

    2007-01-01

    The quality of nursing assistance is closely related to the quality of training. In the certification UNI EN ISO 9001:2000 in 2004 of the Bologna nursing school regarding Planning and performance of theoretical-practical nursing training a continual improvement of the product/service is implicit. A method was therefore devised to evaluate the degree of satisfaction in third-year nursing students in Bologna which demonstrated a medium/high level of satisfaction regarding all teaching-related procedures. By monitoring satisfaction levels , it is possible to identify any critical areas and to implement improvement where needed.

  19. Emergency Nurses Association

    Science.gov (United States)

    ... TNCC TNCC 1-Day Renewal ENPC CEN Online Review Course ADVANTICE Free CE Emergency Nursing 2017 CNE Application and Approval Process Partner Products Government Relations Public Policy Agenda Federal News EN411 Practice Resources Resource ...

  20. Design for the course of nursing English based on the investigation of needs for nursing English in high-end medical institutions in China%高端医疗机构护理英语需求的调查与课程设计

    Institute of Scientific and Technical Information of China (English)

    雷慧; 郭奕嫱; 杨坤宝; 杨玉香; 马桂云

    2013-01-01

    Objective To analyze and consider the design for nursing English course through the investigation of demands for nursing English in 6 domestic high-end medical institutions.Methods Firstly,a face-to-face discussion was held with 10 experts in nursing management from above-mentioned institutions,field notes were made and themes were refined afterwards.Then,111 nurses were investigated in the 6 hospitals using purposive sampling method by filling questionnaire.Results In the teaching content,77 kinds of diseases were involved,including 27 most common ones; on the aspect of teaching methods and skills,90.1% of the nurses recommended "situational dialogue",72.1% in favor of "case teaching",92.8% believed that nursing English course should cultivate students' "communication skills"; Its teaching emphasis in turn included "vocabulary","communication capability","nursing knowledge" (89.2%,88.3%,73.0%).Conclusions The objective of nursing English course should focus on cultivating nurse students' applied capability including listening,reading,speaking and written English.The textbook of nursing English should be written based on the characteristics of common diseases in the hospital stressing on nursing knowledge,vocabulary and communication skills.Teaching method of nursing English should consider the situational teaching model in hospital nursing English.%目的 通过调查国内6家高端医疗机构的护士对护理英语的需求情况,分析和思考护理英语的课程设计.方法 首先采用座谈法,与10名上述医院的护理管理专家进行面对面的座谈,现场笔录,会后提炼主题.然后采用目的抽样法对上述6家医疗机构的111名护士进行问卷调查.结果 在教学内容上,问卷涉及的77种疾病中,其中27种临床最常见;在教学方法和能力培养方面,90.1%的护士推荐“情境对话练习”,72.1%赞成“案例教学法”,92.8%认为护理英语课程应培养学生的“交流沟通能

  1. Mapping nursing program activities to nursing informatics competencies.

    Science.gov (United States)

    Jones, Kamas; Kapsandoy, Seraphine; Macintosh, Christopher; Wyckoff, Anastasis

    2008-11-06

    In order to facilitate the incorporation of Informatics competencies into nursing curricula, this group analyzed the course content of three BSN level nursing classes and correlated appropriate competencies to the course content. The two main areas of focus were competencies already used and competencies easily incorporated.

  2. nursing.standard.com.

    Science.gov (United States)

    2016-08-10

    1 Nurses who have taken part in Widening Access Training scheme courses may be eligible for national insurance and tax rebates. One nurse received a rebate of £6,000, according to Moneysavingexpert.com . Read more: rcni.com/tax-rebate.

  3. A community-wide RN refresher course: a collaborative success.

    Science.gov (United States)

    White, J; Poirrier, G P

    1995-01-01

    By combining forces, nurse educators and practitioners developed a unique RN refresher course that provided a supportive environment for successful reentry into professional nursing practice. Nursing faculty and administrators from a baccalaureate nursing program collaborated with nursing clinicians from seven acute care hospitals to meet the assessed needs of community nurses for reentry programs. The collaborative effort provided accessible courses at lower costs with qualified faculty and a variety of clinical practice experiences for nurses areawide. This article describes the planning, development, implementation, and analysis of this successful areawide RN refresher course.

  4. 全程护理对骨质疏松性腰背痛患者ODI值及预后的影响%Effect of the whole course nursing care on ODI value and prognosis of patients with osteoporotic backache

    Institute of Scientific and Technical Information of China (English)

    王宁

    2012-01-01

    目的:探讨全程护理对骨质疏松性腰背痛患者ODI值及预后的影响.方法:将110例骨质疏松性腰背痛患者随机分为观察组和对照组各55例,观察组采取抗骨质疏松治疗、系统腰背肌锻炼和健康教育等长期全程护理,对照组采取基础护理干预,并定期随访.结果:观察组在Oswestry功能障碍指数(ODI值)、腰背肌力、疼痛加重次数等方面均优于对照组(P<0.05).结论:对骨质疏松性腰背痛患者进行长期全程护理干预可以缓解腰背疼痛,改善其生活质量.%Objective: To explore the effect of the whole course nursing care on ODI value and prognosis of patients with osteoporotic backache. Methods: 110 patients with osteoporotic backache were randomly divided into an observation group and a control group ( 55 cases in each group ). The patients in the observation group received anti osteoporosis treatment and systematic long - term whole course nursing care including low back muscle exercise and health education and the patients in the control group received basic nursing intervention and the regular follow - up was conducted. Results: Oswestry disability index ( ODI ) ,low back muscle strength and frequency of aggravation of pain were better and fewer in the observation group than the control group ( P <0. 05 ). Conclusion: The long - term nursing intervention can alleviate the pain of patients with osteoporotic backache and improve their quality of life.

  5. Influence of airway management strategy on "no-flow-time" during an "Advanced life support course" for intensive care nurses – A single rescuer resuscitation manikin study

    Directory of Open Access Journals (Sweden)

    Bahr Jan

    2008-04-01

    Full Text Available Abstract Background In 1999, the laryngeal tube (VBM Medizintechnik, Sulz, Germany was introduced as a new supraglottic airway. It was designed to allow either spontaneous breathing or controlled ventilation during anaesthesia; additionally it may serve as an alternative to endotracheal intubation, or bag-mask ventilation during resuscitation. Several variations of this supraglottic airway exist. In our study, we compared ventilation with the laryngeal tube suction for single use (LTS-D and a bag-mask device. One of the main points of the revised ERC 2005 guidelines is a low no-flow-time (NFT. The NFT is defined as the time during which no chest compression occurs. Traditionally during the first few minutes of resuscitation NFT is very high. We evaluated the hypothesis that utilization of the LTS-D could reduce the NFT compared to bag-mask ventilation (BMV during simulated cardiac arrest in a single rescuer manikin study. Methods Participants were studied during a one day advanced life support (ALS course. Two scenarios of arrhythmias requiring defibrillation were simulated in a manikin. One scenario required subjects to establish the airway with a LTS-D; alternatively, the second scenario required them to use BMV. The scenario duration was 430 seconds for the LTS-D scenario, and 420 seconds for the BMV scenario, respectively. Experienced ICU nurses were recruited as study subjects. Participants were randomly assigned to one of the two groups first (LTS-D and BMV to establish the airway. Endpoints were the total NFT during the scenario, the successful airway management using the respective device, and participants' preference of one of the two strategies for airway management. Results Utilization of the LTS-D reduced NFT significantly (p Conclusion In our manikin study, NFT was reduced significantly when using LTS-D compared to BMV. During cardiac arrest, the LTS-D might be a good alternative to BMV for providing and maintaining a patent airway

  6. 建构主义视野下《护理学基础》精品课程的建设与效果%Establishment of the excellent course Fundamental of Nursing under constructivist perspective theory

    Institute of Scientific and Technical Information of China (English)

    杨晓; 刘成凤; 高鹏; 杨瑞贞; 顾琳琳; 赵光远

    2012-01-01

    Objective To explore the effects of the excellent course Fundamental of Nursing under constructivist perspective theory. Methods The excellent course Fundamental of Nursing was established based on constructivist perspective theory and implemented in the experimental group, and compared with the control group received traditional teaching. Results Among the experimental group,more lhan 85.00% of students believed that the new leaching methods under constructivist perspective could enhance their interest in the course,promote their willingness to participate actively in class activities,deepen their understanding and memory of the contents, strengthen their team spirit and improve their overall capability. The theory and skills scores in the experimental group were higher than those in the control group ( P <0. 01). Conclusion The establishment of excellent course Fundamental of Nursing under constructivist perspective theory can promote the quality of teaching and enhance the training of nursing students.%目的 探讨建构主义理论指导《护理学基础》精品课程建设的实践与效果.方法 实验组在建构主义理论指导下进行《护理学基础》精品课程建设并实施教学,与采用传统方法教学的对照组进行比较.结果 85.00%以上的学生认为建构主义理论指导下的教学方法能提高学生学习的主动性和积极性、激发学习兴趣、加深对知识的理解和记忆、提高各方面的能力、增强团队合作精神;实验组学生的理论成绩、操作考核成绩均高于对照组(P<0.01).结论 建构主义理论指导下的《护理学基础》精品课程建设促进了《护理学基础》教学质量的提高和护理人才的培养.

  7. Relationship of academic courses and clinical internships to performance on the National Qualified Examination for Registered Professional Nurses (NQEX-RPN

    Directory of Open Access Journals (Sweden)

    Huimin Xiao

    2014-12-01

    Conclusion: Surgical-medicine nursing, Community health care, Computer basics and clinical internships are beneficial in assisting students and educators to identify the risk of students' performance in the NQEX-RPN.

  8. Good nurse, bad nurse....

    Science.gov (United States)

    Alavi, C; Cattoni, J

    1995-02-01

    The construction of the nursing subject is discussed. The paper takes a historical perspective, arguing that the range of speaking positions available to the nurse is limited by gender, class and education. It evaluates the position of nursing in the university, showing how this also has propensity to limit the development of the nursing profession.

  9. Nursing Instructors Must Also Teach Reading and Study Skills

    Science.gov (United States)

    White, Hazel L.

    2004-01-01

    To be successful in nursing courses, students must be able to read and comprehend a large volume of information. This requires different types of reading and study skills from other courses to which they have been exposed. The formal teaching of these skills in a nursing course takes second place to the teaching of required nursing skills. Because…

  10. Training the trainer: An educational course for training pain nursing specialists supported by the International Association for the Study of Pain (IASP).

    Science.gov (United States)

    Cui, Jing; Zhou, Lingjun; Zhang, Lingjuan; Li, Li; Zhao, Jijun

    2013-12-01

    To train pain nursing specialists through a pain education program, 20 nurses from six hospitals in Shanghai Province and seven in six provinces of China received the training of 2-month pain education and 4-month clinical practice. This nonrandomized pilot study examined the results of tests before and after the program, case report evaluations, future plan evaluations, clinical practice, and satisfaction questionnaire. After the program, the score of the test increased significantly compared with that before the program (44.1 ± 3.19; paired-sample t = 10.363; p < .0001). All of the participants thought that the program had broadened their vision, 19 (95%) thought that the program had raised the level of their theoretical knowledge in pain management, 17 (85%) thought that the program had improved their skills in clinical practice, and 15 (75%) thought that the program had played a role in enhancing their research abilities. Considering the whole program, most students (n = 17; 85%) were quite satisfied, and 3 (15%) were simply satisfied. By content analysis of the opening questions, we found that the participants had deeper and broader ideas about nurses' role and pain nursing specialists' responsibilities in pain management. The program improved nurses' attitudes, knowledge, and skills in pain management. The participants recognized pain nursing specialists' responsibilities in pain management more clearly.

  11. Teaching Design of Cultivating Nursing Students' Creative Thinking

    Science.gov (United States)

    Xi-wen, Liu; Chun-ping, Ni; Rui, Yang; Xiu-chuan, Li; Cheng, Cheng

    2007-01-01

    Chinese nursing education levels have developed fast over the past few years. Many nursing educators are devoted to the research of nursing teaching. How to cultivate nursing students, creative thinking is one of the principle researches and has received increasing attention. In the course of nursing teaching, we renewed the teaching design based…

  12. Nurses as Technical Writers: What They Need to Know.

    Science.gov (United States)

    Spears, Lee A.

    1995-01-01

    Suggests that acquaintance with nurses' writing would help instructors design assignments for nursing students in basic technical writing courses. Investigates the importance of writing tasks for nurses and describes the most common documents nurses generate, since good writing skills for nurses improve health care delivery and promote…

  13. Understanding massively open online courses.

    Science.gov (United States)

    Billings, Diane M

    2014-02-01

    Massively open online courses (MOOCs) are an innovative delivery system for educational offerings. MOOCs have been hailed with optimism for making education accessible to many, but at the same time, they have been criticized for poor participant completion rates. Nurse educators are considering whether and how to use MOOCs; this column explains MOOCs and their advantages and disadvantages for nurse educators.

  14. Design and Implementation of Higher Vocational Foreign Nursing Professional English Courses Based on Work Situation%基于工作情境的高职涉外护理专业英语课程设计与实施

    Institute of Scientific and Technical Information of China (English)

    余丽霞

    2014-01-01

    Higher vocational foreign nursing professional English curriculum goal is the application of cultivating the students' ability of workplace English. Design and implementation of the work situation of foreign nursing English course based on, is the key of design close to the workplace situation communicative activities, through the simulation of the hospital work environment, the doctor-patient dialogue tasks stimulate students actively participate in the care of English learning, improve the ability of language expression and nursing skills.%高职涉外护理专业英语课程的目标是培养学生职场英语的应用能力。基于工作情境的涉外护理英语课程设计与实施,其关键是设计贴近职场情境的交际活动,通过模拟医院的工作环境、医患对话等任务激发学生积极参与护理英语的学习,有效提高语言表达能力和护理技能。

  15. O ensino de história da enfermagem nos cursos de graduação de Santa Catarina Nursing history education on graduation courses in Santa Catarina

    Directory of Open Access Journals (Sweden)

    Maria Itayra C. de S. Padilha

    2006-09-01

    Full Text Available Partindo da idéia de que o ensino da história da enfermagem é fundamental para a formação dos alunos do curso de graduação e de que a forma como se ministra o seu conteúdo proporciona ou não a aderência a este conhecimento, esta pesquisa pretende estabelecer uma rede de contatos com todas as escolas de enfermagem de Santa Catarina para traçar um diagnóstico do ensino de história da enfermagem. Este poderá subsidiar a criação de uma política para nortear a reformulação curricular da disciplina, face às necessidades do Estado. A metodologia é qualitativa e a coleta de dados inicial identificou, a partir de 15 escolas de enfermagem do Estado, o modus operandi do desenvolvimento da disciplina ao longo do curso. Uma análise inicial indica que as estratégias educacionais e curriculares são variadas, havendo interfaces entre elas. Percebe-se um avanço relativo à carga horária e às estratégias de ensino-aprendizagem, porém a inserção do conteúdo em questão ainda carece de reflexão coletiva sobre a sua importância no currículo dos cursos.Concerning to the idea that the nursing history education is fundamental to the development of students of graduation course and that the way this instruction is given determines if its content provides or not the adherence to this information, this research aims to establish a network with all Nursing Schools of Santa Catarina to determine a education diagnosis of nursing history education. This may be a subsidy for a policy creation to guide the curricular reformulation of this subject, in view of the State needs. The methodology is qualitative and the initial data collection identified, from 15 nursing schools of the State, the modus operandi of the subject development along the course. An initial analysis indicates that the educational and curricular strategies are varied, and there are interfaces between them. We note an advance related to the grade hours and to learning

  16. 护理主干课程教学渗透职业伦理教育模式的实践性研究%Embedding ethics in the main nursing courses

    Institute of Scientific and Technical Information of China (English)

    曾冬阳; 张彩虹; 曹卫洁; 姜芬; 袁曦

    2015-01-01

    目的:探讨护理主干课程教学渗透职业伦理教育在教学实践中的效果.方法:采用自行设计问卷对182名护生进行专业教学前后2次职业伦理道德对照调查.结果:实验组与对照组学生职业伦理自评结果有差异( P<0. 05);其影响因素为教学方法使用、教师榜样作用、教学环境影响及教学形式安排.结论:护理主干课程教学中渗透职业伦理教育是一种值得推广的教学模式.%Objective:To find out the effectiveness of embedding ethics in the main nursing courses. Methods:182 nursing students an-swered self-designed questionnaires. Results:results of experimental group were different with those of control group(P<0. 05). The influencing factors include teaching method,teacher role,teaching environment,and teaching format and arrangement. Conclusions:embedding ethics in main courses is a teaching approach worthy of promotion.

  17. 基于综合护理技能培训课程探讨本科护生元认知学习策略和社会技能的培养%Probe into meta cognition learning strategies and social skills training for undergraduate nursing students based on“comprehensive nursing skills training”course

    Institute of Scientific and Technical Information of China (English)

    陶巍巍; 沙丽艳; 陈正女

    2016-01-01

    Objective:To probe into meta cognition learning strategies and social skills training for undergradu-ate nursing students based on “comprehensive nursing skills training”course.Methods:A total of 7 9 undergrad-uate nursing students in three classes in grade 2012 in Dalian Medical University were selected as observation group from March 2015 to July 2015,and 57 undergraduate nursing students in two classes in grade 2012 were selected as control group from March 2014 to July 2014.“comprehensive training of nursing skills”course was set up in observation group in the sixth semester,and the meta cognition strategy training was assimilated into the teaching method.The students in control group used the traditional teaching plan and lecture teaching meth-od.The usage of meta cognition strategy and social skills in nursing students was evaluated respectively before school and at the end of the semester.Results:There was statistically significant difference in total average score of meta cognition strategies,planning strategies,selective attention strategies and evaluation strategies at the end of the sixth semester between both groups(P<0.05).There was statistically significant difference in total average score of social skills,collaborative attitude display skills and the promotion of expression skills(P<0.05). Conclusion:“Comprehensive nursing skills training”course for nursing undergraduate and the meta cognition strategy teaching into teaching methals were helpful to cultivate nursing students’learning strategies and im-prove their social skills.%[目的]基于综合护理技能培训查找全文删书名号课程探讨护理本科生元认知学习策略和社会技能的培养。[方法]选取2015年3月—2015年7月大连医科大学2012级护理学专业本科3个班79人为观察组,2014年3月—2014年7月2011级2个班57人为对照组,观察组在第六学期增设《护理技能综合培训》课程,在授课方法中融入元认知学习策

  18. Bringing nursing to the public.

    Science.gov (United States)

    Kazis, Cornelia; Schwendimann, René

    2009-11-01

    For the past 5 years, an unusual program has been evolving in the University of Basel's Institute of Nursing Science master's program in Basel, Switzerland. A special course designed to help nurses master public communication skills requires students to play the roles of journalist, exhibition curator, conference organizer, radio reporter, and news producer. Two faculty members, an experienced radio and newspaper journalist and a nurse scientist, teach and support the students. By developing their competence in media relations, participants prepare themselves to tackle the course's long-term goal of bringing the nursing profession into the public eye. Copyright 2009, SLACK Incorporated.

  19. Transcultural Nursing in Turkey's Bachelor's of Science Nursing Curricula

    Directory of Open Access Journals (Sweden)

    Gülbu Tanrıverdi

    2009-01-01

    Full Text Available Aim: The aims of this manuscript are to examine the presence of transcultural Nursing concept and foundations in Turkey's Bachelor's Of Science In Nursing curricula.Methods: Tis study was planned as a descriptive study during the 2004-2005 academic year in Turkey's Bachelor's of Science in Nursing Curricula. The manuscript data were collected by internet, mail, fax and telephone calls. Percentage was used in the statistical evaluation.Results: According to findings none of the 66 Bachelor's of Science in Nursing curriculum programs had "transcultural Nursing" as a required course. There was only one nursing school that did have the course as an elective. However, There was courses like Socio-Anthropology, Medical Anthropology, Health Sociology and Anthropology which has the elements of transcultural nursing concept are included in BSN programs.Conclusions: Based on the findings it is recommended that Turkey's university curriculum programs in Nursing College and Health Colleges to be reevaluated for the inclusion of a transcultural Nursing Course.

  20. Evaluating the Use of Streaming Video To Support Student Learning in a First-Year Life Sciences Course for Student Nurses.

    Science.gov (United States)

    Green, Sue M.; Voegeli, David; Harrison, Maureen; Phillips, Jackie; Knowles, Jess; Weaver, Mike; Shepard, Kerry

    2003-01-01

    Nursing students (n=656) used streaming videos on immune, endocrine, and neurological systems using Blackboard software. Of students who viewed all three, 32% found access easy, 59% enjoyed them, and 25% felt very confident in their learning. Results were consistent across three different types and embedding methods. Technical and access problems…

  1. Effect of application of the whole course nursing service in emergency treatment of critically ill patients%急诊危重患者抢救中应用全程护理服务的效果探析

    Institute of Scientific and Technical Information of China (English)

    罗美香

    2016-01-01

    Objective To study and discuss the effect of the whole course nursing service in emergency treatment of critically ill patients in emergency department. Methods From January2013 to December 2015, selected 100 cases of emergency rescue of critically ill patients in emergency department as the research object, the patients were divided into control group and observation group, 50 cases in each group. The control group was given routine emergency treatment, and the observation group was given the whole course nursing. Compared the two groups of patients with the success rate of rescue, rescue time, and then on the family of the two groups of nursing satisfaction, anxiety score and uncertainty of illness scores were compared. Results The success rate of the observation group was 92%, compared with 76% in the control group was significantly higher( P<0.05) , and the observation group was significantly shorter than the control group ( P<0. 05 ) . The scores of anxiety and uncertainty of illness in the family of the observation group were significantly lower than those in the control group ( P<0.05) . The nursing satisfaction rate of the observation group was 94%, which was significantly higher than that of the control group ( P<0.05) . Conclusions The implementation of the whole course nursing in the rescue process of emergency patients, can effectively ensure the smooth of patients in emergency, and improve the success rate of rescue, meanwhile, can effectively alleviate the negative emotions of the family members of patients, and improve satisfaction of family members of patients to nursing service.%目的:研究并探讨急诊危重患者抢救中应用全程护理服务的效果。方法选取2013年1月至2015年12月实施急诊抢救的急诊危重患者100例作为研究的对象,采取随机数字表法将患者分为对照组和观察组,每组50例。对照组实施常规急诊抢救护理,观察组实施全程护理。比较两组患者的抢救成

  2. Gilligan: a voice for nursing?

    Science.gov (United States)

    Harbison, J

    1992-12-01

    The current reform of nursing education is resulting in major changes in the curricula of colleges of nursing. For the first time, ethical and moral issues are being seen as an important theme underpinning the entire course. The moral theorist with whose work most nurse teachers are acquainted is Kohlberg. In this paper, it is suggested that his work, and the conventions of morality which he exemplifies, may not be the most appropriate from which to address the moral issues facing the nurse. The author suggests that the work of Carol Gilligan of Harvard university is of great significance, not only for nurses involved in the teaching of ethics, but for all nurses. Gilligan's emphasis on caring and relationships accords with the common experience of the nurse, and echoes the current revival of interest within nursing in examining, and valuing, the phenomenon of caring.

  3. Repeat-until-success quantum repeaters

    Science.gov (United States)

    Bruschi, David Edward; Barlow, Thomas M.; Razavi, Mohsen; Beige, Almut

    2014-09-01

    We propose a repeat-until-success protocol to improve the performance of probabilistic quantum repeaters. Conventionally, these rely on passive static linear-optics elements and photodetectors to perform Bell-state measurements (BSMs) with a maximum success rate of 50%. This is a strong impediment for entanglement swapping between distant quantum memories. Every time a BSM fails, entanglement needs to be redistributed between the corresponding memories in the repeater link. The key ingredients of our scheme are repeatable BSMs. Under ideal conditions, these turn probabilistic quantum repeaters into deterministic ones. Under realistic conditions, our protocol too might fail. However, using additional threshold detectors now allows us to improve the entanglement generation rate by almost orders of magnitude, at a nominal distance of 1000 km, compared to schemes that rely on conventional BSMs. This improvement is sufficient to make the performance of our scheme comparable to the expected performance of some deterministic quantum repeaters.

  4. Statistics used in current nursing research.

    Science.gov (United States)

    Zellner, Kathleen; Boerst, Connie J; Tabb, Wil

    2007-02-01

    Undergraduate nursing research courses should emphasize the statistics most commonly used in the nursing literature to strengthen students' and beginning researchers' understanding of them. To determine the most commonly used statistics, we reviewed all quantitative research articles published in 13 nursing journals in 2000. The findings supported Beitz's categorization of kinds of statistics. Ten primary statistics used in 80% of nursing research published in 2000 were identified. We recommend that the appropriate use of those top 10 statistics be emphasized in undergraduate nursing education and that the nursing profession continue to advocate for the use of methods (e.g., power analysis, odds ratio) that may contribute to the advancement of nursing research.

  5. Nursing Supplies

    Science.gov (United States)

    ... Stages Listen Español Text Size Email Print Share Nursing Supplies Page Content Article Body Throughout most of ... budget. (Nursing equipment also makes wonderful baby gifts.) Nursing Bras A well-made nursing bra that comfortably ...

  6. Effects of nurse home-visiting on maternal life course and child development: age 6 follow-up results of a randomized trial.

    Science.gov (United States)

    Olds, David L; Kitzman, Harriet; Cole, Robert; Robinson, JoAnn; Sidora, Kimberly; Luckey, Dennis W; Henderson, Charles R; Hanks, Carole; Bondy, Jessica; Holmberg, John

    2004-12-01

    To test, with an urban, primarily black sample, the effects of prenatal and infancy home visits by nurses on mothers' fertility and economic self-sufficiency and the academic and behavioral adjustment of their children as the children finished kindergarten, near their sixth birthday. We conducted a randomized, controlled trial of a program of prenatal and infancy home-visiting in a public system of obstetric and pediatric care in Memphis, Tennessee. A total of 743 primarily black women at or =2 sociodemographic risk characteristics (unmarried, violence, current partner's educational level, or behavioral problems attributable to the use of alcohol or drugs. This program of prenatal and infancy home-visiting by nurses continued to improve the lives of women and children at child age 6 years, 4 years after the program ended.

  7. Why the history of nursing ethics matters.

    Science.gov (United States)

    Fowler, Marsha D

    2017-05-01

    Modern American nursing has an extensive ethical heritage literature that extends from the 1870s to 1965 when the American Nurses Association issued a policy paper that called for moving nursing education out of hospital diploma programs and into colleges and universities. One consequence of this move was the dispersion of nursing libraries and the loss of nursing ethics textbooks, as they were largely not brought over into the college libraries. In addition to approximately 100 nursing ethics textbooks, the nursing ethics heritage literature also includes hundreds of journal articles that are often made less accessible in modern databases that concentrate on the past 20 or 30 years. A second consequence of nursing's movement into colleges and universities is that ethics was no longer taught by nursing faculty, but becomes separated and placed as a discrete ethics (later bioethics) course in departments of philosophy or theology. These courses were medically identified and rarely incorporated authentic nursing content. This shift in nursing education occurs contemporaneously with the rise of the field of bioethics. Bioethics is rapidly embraced by nursing, and as it develops within nursing, it fails to incorporate the rich ethical heritage, history, and literature of nursing prior to the development of the field of bioethics. This creates a radical disjunction in nursing's ethics; a failure to more adequately explore the moral identity of nursing; the development of an ethics with a lack of fit with nursing's ethical history, literature, and theory; a neglect of nursing's ideal of service; a diminution of the scope and richness of nursing ethics as social ethics; and a loss of nursing ethical heritage of social justice activism and education. We must reclaim nursing's rich and capacious ethics heritage literature; the history of nursing ethics matters profoundly.

  8. 全程专业化个案管理模式在乳腺癌患者护理中的作用%Effects of Whole Course Professional Case Management in Breast Cancer Nursing

    Institute of Scientific and Technical Information of China (English)

    方琼; 裴艳; 刘佳琳; 张男; 秦嫣雯; 董晓晶; 吴蓓雯

    2013-01-01

    Objective To explore the methods and effects of whole course case management in breast cancer patients, so as to make efficient use of the medical resources and provide the reference for specialist nursing development. Methods Based on fully prepared health education materials, case management was practiced on breast cancer patients for 6 months by specialist breast nurses,including providing specialist information for patients and their families,taking psychological support,practicing clinical nursing and coordination among different disciplinaries. Results From January to June 2011,379 breast cancer cases were managed. The specialist breast nurses provided professional consultation for more than 800 times, telephone consultation for 4186 minutes,message consultation 1236 times and internet consultation 52 times. Compared with the same period in 2010, the average number of hospitalization days of breast cancer patients was reduced by 27% ,the numbers of patients selection for reserving breast and breast-reconstruction surgery,the number of PICC catheter,and outpatient dressing cases were significantly increased. The satisfactory rate was increased from 95. 6% to 97. 8%. Conclusion Case management for breast cancer patients serves as a nursing mode for multidisciplinary tumor treatments, which may fully embody the whole course,individualized and specialized nursing connotation for breast cancer patients.%目的 探索乳腺癌患者全程专业化个案管理模式的实施方法及效果,为有效利用医疗资源、促进专科护理发展提供参考.方法 2011年1-6月,在完善宣教材料和准备工作的基础上,由接受过专业培训的乳腺专科护士对在瑞金医院住院的乳腺癌患者379例,实施为期6个月的个案化管理,内容涉及为患者及家属提供专业的信息、心理支持、直接护理以及多学科间协调等高级护理服务.结果 2011年1-6月共接收乳腺癌个案379例,完成专业咨询近800

  9. Application of self-directed exploration in teaching of nursing skills course%自主探究法在护理技能实训教学中的应用

    Institute of Scientific and Technical Information of China (English)

    詹文娴

    2011-01-01

    目的 评价自主探究法在护理技能实训教学中的应用效果. 方法 将2009级高职护理大专班学生118人分为实验班(60人)与对照班(58人).对照班采用常规教学方法,即先由教师操作示范并详细讲解操作细节,然后由学生进行操作练习,教师巡回指导并最后总结;实验班采用自主探究法教学,即每次课前将学生分组,采取个人自学预习相关实训项目、小组边模拟操作边讨论交流、全班讨论、教师总结规范操作相结合方法进行教学. 结果 实验班学生的技能考试成绩显著优于对照班(均P<0.01),实训室出勤人次高于对照班. 结论 在护理技能实训教学中引进自主探究教学法,能充分体现学生的学习主体地位,激发学习兴趣和热情,提高护理实训教学效果.%Objective To assess the effect of applying self-directed exploration in teaching of nursing skills course.Methods Totally,118 students admitted to a junior nursing college in 2009 were randomized into an experimental class (n= 60) and a control class (n=58).The control class adopted conventional teaching method: firstly,teachers demonstrated the nursing procedures step by step and explained the key points, then students practised the procedures themselves and teachers provided guidance and made final evaluation.The experimental class adopted self-directed exploration methods: firstly students were divided into several smaller groups; then each group studied the procedures; thirdly, they performed procedures simulatively and all of them convened to have a discussion about the performance of the procedures; finally, the teacher made a summery and demonstrade standard procedures.Results The experimental class had higher scores in nursing skill tests than the control class(P<0.01 for all), and the attendance rates of experimental class were higher than that of the control class.Conclusion Application of self-directed exploration in the teaching of nursing

  10. Úlcera venosa e terapia compressiva para enfermeiros: desenvolvimento de curso online Úlcera venosa y terapia compresiva para enfermeros: desarrollo de un curso online Venous ulcer and compression therapy for nurses: development of online course

    Directory of Open Access Journals (Sweden)

    Fernanda Mateus Queiroz

    2012-01-01

    Full Text Available OBJETIVO: Descrever a elaboração de um curso on-line sobre úlcera venosa, com enfoque em terapia compressiva, para capacitação de enfermeiros. MÉTODOS: O desenvolvimento do curso on-line seguiu as fases de análise, design, desenvolvimento, implementação e avaliação, baseadas no design instrucional contextualizado. RESULTADOS: O curso dividiu-se em dez módulos estruturados no ambiente virtual de aprendizagem Moodle. Caracterizou-se por uma proposta construtivista, visando ampliar a participação do aluno, disponibilizar as principais referências, revisões e consensos, bem como utilizar objetos multimídia e recursos didáticos interativos. CONCLUSÃO: O curso possibilita a capacitação profissional do enfermeiro em terapia compressiva de maneira inovadora, flexível, interativa em diversos ambientes de cuidado.OBJETIVO: Describir la elaboración de un curso online sobre úlcera venosa, con enfoque en terapia compresiva, para la capacitación de enfermeros. MÉTODOS: El curso online se desarrolló siguiendo las fases de análisis, diseño, desarrollo, implementación y evaluación, basadas en el diseño instruccional contextualizado. RESULTADOS: El curso se dividió en diez módulos estructurados en el ambiente virtual de aprendizaje Moodle. Se caracterizó por una propuesta constructivista, pretendiendo ampliar la participación del alumno, poner a disposición las principales referencias, revisiones y consensos, así como utilizar objetos multimedia y recursos didácticos interactivos. CONCLUSIÓN: El curso permite la capacitación profesional del enfermero en terapia compresiva de manera innovadora, flexible, interactiva en diversos ambientes de cuidado.OBJECTIVE: To describe the development of an online course about venous ulcer, with a focus on compression therapy, for the educating of nurses. METHODS: The development of an online course followed the phases of analysis, design, development, implementation and evaluation, based

  11. Prevention of medical disputes during labor course from the point of maternity nurses%从助产士角度探讨产程中医疗纠纷的防范

    Institute of Scientific and Technical Information of China (English)

    陈慕刁

    2008-01-01

    目的 从助产士角度探讨产程中医疗纠纷的防范.方法 对近4年来的助产过程的不良事件进行归类、分析,并提出管理对策. 结果 助产士在产程的观察和处理中容易导致医疗纠纷的原因有:工作责任心不强、违反操作常规、技术不过关、护患沟通不到位、语言欠规范等. 结论 加强助产士的职业道德教育和从业风险教育、规范服务行为,同时加强规范化管理、把好环节质量关、加大质控力度是做好产程中医疗纠纷防范的主要措施.%Objective To explore prevention of medical disputes during labor course from the point of maternity nurses. Methods Adverse events during labor course in delivery rooms of our hos-pital in recent 4 years were classified,analyzed and coping methods were raised. Results Factors that led to medical disputes during the observation and handling of labor course included poor working re-sponsibility, violation of routine operation,low-level technology,non smooth communication and non standardized language. Conclusions The main measures for prevention of medical disputes during labor course include reinforcement of professional ethics education and professional risk education, nor-malization of service behavior and management,to strengthen quality of each process and increase quali-ty control degree.

  12. Study on the improvement of job competency among nursing students from the aspect of reforming the Fundamental Nursing courses%以基础护理学课程改革为切入点探讨提高护生职业胜任力的培养

    Institute of Scientific and Technical Information of China (English)

    陶巍巍; 丁淑贞; 孙雪洁; 李丹; 付馨瑶

    2015-01-01

    Objective To explore the effect on job competency by reforming Fundamental Nursing courses among undergraduate nursing students.Methods 86 nursing undergraduates in Grade 2011 were recruited as the control group receiving conventional teaching method,while 119 students in Grade 2012 were recruited as the experimental group receiving reform of fundamental nursing courses.The teaching outcomes were evaluated by using Job Competence of Nursing Students Evaluation Form and Medical education environment measurement table.Results The reform of fundamental nursing courses had significantly elevated all the aspects of professional competency among nursing undergraduates (P<0.01),including personal traits,clinical ability,communication,critical thinking,specialty construction[(35.71 ± 3.82) vs.(33.41 ± 4.77),(55.29 ± 8.29) vs.(43.93 ± 8.68),(22.19 ± 2.71) vs.(19.88 ± 2.96),(16.83 ± 2.85) vs.(14.37 ± 2.71),(37.78 ± 6.31) vs.(32.42 ± 5.72)].Meanwhile,three dimensions of medical education environment for nursing students were also improved,including the student's perception of the teacher,self academic perception,self social perception [(35.23 ±5.72) vs.(31.28 6..22),(21.42 ±4.19) vs.(23.42 ±3.53),(19.44 ± 3.86) vs.(18.19 ± 3.47),t=-4.523、-3.503、-2.308,P<0.01 or 0.05)].However,there was no significant differences in the aspects of learning perception,environment perception,and the total score of medical education environment (t=-1.866、0.725、-1.705,P>0.05).Conclusions The professional competence and parts of the teaching environment around the nursing students have been elevated through the reform of Fundamental Nursing course.The reform also laid a solid foundation for the employment of nursing students.%目的 通过对护理本科基础护理学课程进行改革,探讨提高护理学专业本科生毕业前的职业胜任力.方法 以2011级护理学专业本科生3个班86人作为对照组,采取传统教学方式;以2012级本科生4

  13. Effects of Teaching Critical Thinking within an Integrated Nursing Curriculum

    Science.gov (United States)

    Brown Basone', Lauren

    2014-01-01

    Nursing students need to think critically in order to pass their nursing courses and the critical thinking portion of the national licensure exam. To improve students' critical thinking skills, a nursing program in the southern United States recently required that 4th semester students take a 1-credit critical thinking course. This study evaluated…

  14. Trajetória e tendências dos cursos de enfermagem no Brasil Trayectoria y tendencias de los cursos de graduación en enfermería en Brasil Trajectory and trends of Brazilian nursing diploma courses

    Directory of Open Access Journals (Sweden)

    Elizabeth Teixeira

    2006-08-01

    Full Text Available O texto analisa a trajetória da educação em enfermagem no Brasil; analisa as tendências dos cursos de graduação (1991-2004 e traça um perfil do estudante de graduação de enfermagem que participou do Exame Nacional de Cursos (ENADE, em 2004. Para traçar o referido perfil são utilizados 18 indicadores sócio-familiares e acadêmicos dos respondentes do questionário do aluno. Apontam-se algumas perspectivas e desafios à educação em enfermagem no país, com vistas a subsidiar educadores e educandos na sua prática acadêmica.El texto analiza el camino de la educación de enfermeria en Brasil y las tendencias de los cursos del grado (1991-2004 y polilla un perfil del estudiante graduación en enfermeria han participado en el Examen Nacional de Cursos (ENADE, en 2004. Para dibujar el referido 18 indicadores del compañero-familia y los respondentes al perfil de los académicos de la encuesta del estudiante ellos se usan. Se apuntan un poco de perspectivas y desafíos a la educación em enfermería en el país, con las vistas para subvencionar a educadores y estudiantes en el his/her la práctica académica.The text analyzes the path of the education in nursing in Brazil and analyzes the trends of the diploma courses (1991-2004 and describes a profile of the nursing graduation students that participated in the National Exam of Courses (ENADE, in 2004. To draw the referred profile 18 partner-family indicators and the respondents of the student's questionnaire academics they used. Some perspectives and challenges are pointed to the education in nursing in the country, with views to subsidize educators and students in his/her academic practice.

  15. Graduate entry nurses' initial perspectives on nursing: Content analysis of open-ended survey questions.

    Science.gov (United States)

    McKenna, Lisa; Brooks, Ingrid; Vanderheide, Rebecca

    2017-02-01

    Graduate entry nursing courses offer individuals with prior degrees the opportunity to gain nursing qualifications and facilitate career change. While it is known that accelerated graduate entry courses are increasingly popular, the perceptions of nursing held by such individuals and the influence this has on those seeking to enter the profession are less clearly understood. To explore graduate entry nursing students' perceptions of nursing on entering their pre-registration course. A descriptive design utilising cross-section survey with two open-ended questions: What do you believe the role of the nurse is? What things have influenced that view? were asked. Demographic data were analysed using descriptive frequencies, while the two open-ended questions were analysed using summative content analysis. One university-based postgraduate graduate entry nursing course in Australia PARTICIPANTS: Eight cohorts (n=286) commencing students with prior degrees other than nursing. The course attracts students from diverse backgrounds. Exposure to nursing and nurses, either as a consumer of health care or other health care role, plays a primary role in influencing career change. However, similar to those found with school leavers, there remains much misinformation about nurses' roles for students in these courses. Most identify the role of caring in nursing. For some, media representations are the only information sources. Graduate entry courses offer opportunities to attract new nurses and contribute to addressing workforce shortages. However, there is still a lack of knowledge of nursing roles among students on entry. More work is required by the profession to ensure nursing is accurately and positively represented to the community. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  16. The use of genetically marked infection cohorts to study changes in establishment rates during the time course of a repeated Ascaridia galli infection in chickens

    DEFF Research Database (Denmark)

    Ferdushy, Tania; Luna Olivares, Luz Adilia; Nejsum, Peter

    2015-01-01

    This study investigated the changes in establishment rates during the time course of a 6week trickle infection of chickens with Ascaridia galli at two different dose levels, using a molecular marker. To differentiate early and late infection, two different egg cohorts (haplotype a and haplotype b...

  17. 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.

  18. Awareness and attitudes of Turkish nursing students towards research and development in nursing.

    Science.gov (United States)

    Gerçek, Emine; Okursoy, Algın; Dal, Nursel Alp

    2016-11-01

    The research course in nursing is included in almost all nursing curricula in national and international scales. To compare awareness and attitudes of Turkish nursing students towards research and development in nursing. This study had descriptive and cross-sectional research design. The research sampling is consisted of 390 senior students studying during the 2013-2014 academic year in six schools of health in six different geographical regions in Turkey. The Personal Identification Form and Nursing Students' Attitudes to and Awareness of Research and Development within Nursing Scale were utilized in data collection. It was determined that there is difference between awareness and attitude scores of nursing students from six different schools towards research and development in nursing according to their schools and background. It can be suggested that initiatives to increase awareness of students at nursing schools towards research course must be planned. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. 护理学本科综合实验课程的构建与实施%Construction and practice of the comprehensive experimental course for undergraduate nursing students

    Institute of Scientific and Technical Information of China (English)

    朱宁宁; 谢晖; 孙婷; 李娜

    2015-01-01

    目的:探讨护理学本科综合实验课程的构建方法与实施效果。方法构建了一门以临床路径为主线,以任务驱动法、情境教学法、小组合作学习为主要教学方法,以形成性评价为主要考核方法的护理学本科综合实验课程并实施,通过对学习该课程的60名2010级护理本科生进行焦点小组访谈,评价教学效果。结果学生对课程的教学方法、学生参与方式和考核评价给予肯定的同时,也指出教学中存在的问题。结论该课程能够达到学科融合和培养学生胜任力的作用,今后在教学计划和小组评价方式上进一步完善,以更好实现培养目标。%Objective To explore the construction methods and implementation results of a comprehensive exper-imental course for undergraduate nursing students. Methods A comprehensive experimental course was built which using clinical pathways as the construction pattern,task-driving,situational teaching and team cooperation as main teaching methods,formative evaluation as assessment method. The teaching outcomes were evaluated by focus group interviews among 60 nursing students in Grade 2010. Results The students showed acceptance on the teaching and assessment methods. Meanwhile,they proposed some problems in teaching. Conclusion This course can achieve the role of subject amalgamation and competency-based education. It is suggested to further improve the teaching plan and group evaluation method to achieve educational objectives better.

  20. What's funny about nursing?

    Science.gov (United States)

    Pierlot, D; Warelow, P J

    1999-12-01

    The authors examine the topic of humour and argue that humour is needed as one of many skills within the nurse patient relationship. We advance the view that humour has been well researched as an agent of therapeutic value and as a communication tool which helps to relieve stress, but, to date is not used to its fullest potential and tends therefore to be underestimated in both general and psychiatric nursing areas. Humour has benefits for both the nurse and the patient having psychological benefits and a vast array of physiological advantages and is regarded by those who use it as a social lubricant acting as a positive in nurse patient relationships. We also argue that it is essential that nurses know when to use humour as timing and appropriateness is imperative in order for it to be most effective. Humour can be used in all areas of clinical nursing practice and may prove useful in being a reliable predictor over the course of a patient's illness. The use of humour can help improve the nurse-patient relationship by initially breaking the ice between nurse and patient. This alternative mode of delivery can then be foundational to other areas of the nurse patient relationship such as self-disclosure, the enhancement of learning and relieving stress. Furthermore, it helps to facilitate and promote mutual health and well being for both the patient and the nurse. The usage of humour in psychiatric nurse settings is discussed and the benefits to both the patients and their staff are outlined as being of immense therapeutic value. The literature perhaps tends to skirt around these benefits somewhat, as psychiatry and laughter in partnership are not really considered important discursive topics.

  1. 抛锚式教学法在本科生《护理研究》教学中的应用效果%The application of anchored instruction in the course ofNursing Research for undergraduate nursing students

    Institute of Scientific and Technical Information of China (English)

    王轶; 王志稳; 吴雪; 武杰; 王艳

    2016-01-01

    目的:从学生的角度评价抛锚式教学法在本科生《护理研究》教学中的应用效果。方法:对24名护理本科生在《护理研究》部分章节中实施抛锚式教学法,选取17名学生进行半结构式访谈,了解学生对该教学法的评价。结果:学生反映抛锚式教学法有助于调动学生的自主性和积极性,扎实掌握科研知识,开拓思维形成科研思路,提高综合能力;但在实施中也存在小组学习时间难以保障,学习交流不够充分,知识运用不够熟练等问题,并提出相应建议。结论:与传统教学法相比,抛锚式教学法在提高学习效果和学生综合能力方面具有一定优势,但实施过程中也存在一些问题,须进一步优化抛锚式教学法的实施,改善其应用效果。%Objective: To evaluate the effect of anchored instruction in the course ofNursing Research for undergraduate nursing students. Methods: Anchored instruction was applied in the course ofNursing Research among 24 nursing undergraduates. The outcomes were evaluated by semi-structured interviews of 17 students. Results: Students reported that anchored instruction could improve their autonomous and active learning, facilitate their study of knowledge about research, guide their research ideas, and improve their comprehensive abilities. However, students also proposed some problems and suggestions in the implementation of anchored instruction, such as time pressure, insufifcient communication among group members and different groups, unskilled application of knowledge. Conclusion: Compared with traditional instruction, anchored instruction has advantages in improving learning outcomes and students' comprehensive abilities, but also exists some problems. It is suggested to further optimize the implementation of anchored instruction.

  2. Enhancing assertiveness in district nurse specialist practice

    OpenAIRE

    Green, J.

    2016-01-01

    District nurse (DN) care delivery has undergone substantial change in recent years due to changing demographics and service delivery demands that have called for a move of care delivery from secondary to primary care. The title District Nurse is recorded with the Nursing and Midwifery Council (NMC) on completion of the Specialist Practice Qualification in District Nursing (SPQ DN), which purports to be a 'transformational' course that prepares future caseload holders to manage their team and ...

  3. Changing negative stereotypes regarding aging in undergraduate nursing students.

    Science.gov (United States)

    Sarabia-Cobo, C M; Castanedo Pfeiffer, C

    2015-09-01

    The aim of this study was to explore the modification of stereotypes and myths regarding aging among third-year nursing students before and after undergoing an Aging Nursing course. A within-subject repeated-measures descriptive study was conducted. The Negative Stereotypes Questionnaire about Aging (CENVE) was used. The overall prevalence of negative stereotypes was 62.0% pre-intervention (P1) and 12.3% post-intervention (P2) measured; these values were 63.5% (P1) and 9.2% (P2) for the health factor, 43.1% (P1) and 4.9% (P2) for the motivation and social factors and 58.3% (P1) and 3.8% (P2) for the character-personality factor. Paired Student's t tests confirmed that the differences were statistically significant. There was a high prevalence of negative stereotypes toward aging among the nursing students, even though they had conducted clinical practice and were in their third year. The course was demonstrated to be effective in modifying these stereotypes. The proper training of future professionals markedly contributes the dispensation of proper care and the eradication of ageism, which remains prevalent in the healthcare system. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Final Narrative Report on Nursing Ethics at Delta College.

    Science.gov (United States)

    Pfeiffer, Raymond S.

    This four-part report describes a project undertaken by Delta College to implement two required bioethics courses for nursing students: an introductory course in ethical theories and an advanced course in applications of these theories in nursing. After Part I relates how funding for the project was secured and used, Part II delineates the…

  5. 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…

  6. Supporting staff nurses to train as community specialist district nurse practitioners.

    Science.gov (United States)

    Elliott, Lorraine

    The removal of district nurses from the Nursing and Midwifery Council's recognised specialist practitioner list has resulted in many employers not commissioning district nurse courses and a lack of clarity about the skills required to be a team leader. This article discusses a practice development initiative to support learning through a practice based competency programme, to develop skills of local staff members.

  7. Seguimento dos enfermeiros egressos dos cursos de especialização em enfermagem em cuidados intensivos Seguimiento de los enfermeros egresos de los cursos de especialización en enfermería en cuidados intensivos Following up nurses that finished the specialization course on nursing in intensive care

    Directory of Open Access Journals (Sweden)

    Verlaine Andrade

    1998-07-01

    Full Text Available O presente estudo busca analisar a contribuição trazida pelos Cursos de Especialização em Cuidados Intensivos realizados na Escola de Enfermagem da USP, cujos objetivos foram: 1 caracterizar a trajetória dos enfermeiros quanto à continuidade do trabalho em UTI; 2 avaliar a contribuição oferecida pelo curso. A população foi composta por 38 enfermeiros egressos, sendo que, destes, 60,5% não mais atuavam na UTI, devido ao fato de assumirem outro cargo na instituição e apresentarem problemas pessoais diversos. Quanto à contribuição oferecida pelo curso, a principal avaliação recaiu na aquisição de conhecimentos (91,7%. No entanto, 74,2% dos enfermeiros afirmaram que o curso não contribuiu para o aumento salarial, o que não os têm impedido de investir no seu aperfeiçoamento profissional.Este estudio busca analizar la contribución de los Cursos de Especialización en Cuidados Intensivos ofrecidos por la Escuela de Enfermería de la Universidad de São Paulo. Los objetivos fueron: 1 caracterizar la trayectoria de los enfermeros en cuanto a la continuidad del trabajo en Unidade de Tratamiento Intensivo (UTI; 2 evaluar la contribución ofrecida por el Curso. La población fue de 38 enfermeros egresados de los Cursos, el 60,5% no estaban trabajando en UTI por estar ejerciendo otro cargo y también por problemas personales. En cuanto a la contribución ofrecida por el Curso, el principal resultado de la evaluación apunta para la aquisición de conocimientos (91,7%, el 74,2% de los enfermeros dijeron que el Curso no contribuyó para la mejoría de la remuneración; sin embargo, eso no constituyó motivo para que esos enfermeros dejaran de invertir en el progreso profesional.The purpose of this study was to analyse the contribution of the Extension Courses in the Intensive Care held at the Nursing School from USP, with the aim to: 1 Follow up nurses in their work at the ICU. 2 Evaluate the contribution offered by the course. The

  8. Discussion on the construction of MOOC course in obstetric and gynecological nursing teach-ing%妇产科护理学课程慕课建设探讨

    Institute of Scientific and Technical Information of China (English)

    廖碧珍

    2015-01-01

    重庆医科大学为适应信息化教学新要求,以培养具有良好评判思维能力及岗位胜任力的新型护理人才为目标,以课程建设为突破口,探索妇产科护理学课程慕课建设与应用。通过慕课网络平台为学生提供丰富教学资源,让学生课前完成自主学习、互动讨论、试题出错率检测与反馈,为教师设计翻转课堂教学提供依据。利用慕课实施混合教学,逐步培养学生自主学习能力。%To meet the new requirements of modern information education, and to achieve the goal of developing a new type of nursing talents with good judgment thinking ability and post compe-tency, Chongqing Medical University explored the construction and application of nursing courses in obstetrics and Gynecology. By means of MOOC network platform, we provided students with rich teach-ing resources, so that students could complete their own learning, interactive discussion, examination questions and feedback, to provide the basis for teachers designing the teaching of flipped classroom. We also used the MOOC class to implement the mixed teaching, and gradually develop students' au-tonomous learning ability.

  9. Professional communication competences of nurses.

    Science.gov (United States)

    Włoszczak-Szubzda, Anna; Jarosz, Mirosław Jerzy

    2012-01-01

    Dissonance between the high 'technical' professionalism of nurses and the relatively low level of patient satisfaction with care received is a phenomenon observed in many countries. Many studies show that it occurs in the case of an inadequate interpersonal communication between nurses and patients. Three basic scopes of communication competences were involved in the research process: a) motivation, b) knowledge, c) skills, and the following three methods were used: 1) documentation analysis (standards, plans and educational programmes); 2) diagnostic survey concerning professional communication competences of nurses in nursing care--a questionnaire form designed by the authors; 3) self-reported communication skills in nursing care--adjective check list. The study group covered a total number of 108 respondents in the following subgroups: 1) professional nurses who, as a rule, were not trained in interpersonal communication (42 respondents); students of nursing covered by a standard educational programme (46 respondents); 3) students of nursing who, in addition to a standard educational programme, attended extra courses in professional interpersonal communications nursing (20 respondents). The data obtained were subjected to statistical analysis with the use of descriptive statistics and hypothesis testing. The results of studies indicate poor efficacy of shaping communication competences of nurses based on education in the area of general psychology and general interpersonal communication. Communication competences acquired during undergraduate nursing education, are subject to regression during occupational activity. Methods of evaluating communication competences are useful in constructing group and individual programmes focused on specific communication competences rather than on general communication skills.

  10. [Nursing: idealism and realism. Perspectives of nursing students on the nursing profession].

    Science.gov (United States)

    Oguisso, T; Seki, L K; de Araujo, G L; Shibuya, C A; Speciale, C; Trovó, M M

    2001-09-01

    Exploratory and descriptive study with the following objectives: to identify the nursing students' feelings related to the undergraduate course and their perception towards the nursing profession. After the four-year course, 57.4% of students perceived nursing in a positive way as a profession for the future, valued, recognised, compensating even with some limitations. However, 25% of students still perceived nursing as a mechanical, manual and sacrificed profession, with a limited scientific vision and with a gap between theory and practice and as a consequence a lower recognition by the society. If current trends are maintained, the nurse's value would be much greater in the next decades within the Brazilian society according to 61% of respondents.

  11. Practicing Self-Care for Nurses: A Nursing Program Initiative.

    Science.gov (United States)

    Blum, Cynthia A

    2014-09-01

    Self-care is imperative to personal health, sustenance to continue to care for others, and professional growth. This article briefly reviews stressors common to students and nurses and the importance of practicing self-care to combat stress and promote health in practice. Florida Atlantic University offers a course for all levels of undergraduate nursing students called Caring for Self. The course, supported by principles of Adult Learning Theory, focuses on guiding the nurse to practice and model self-care. The author describes the evolution of this self-care initiative by discussing the needs assessment, course description and strategies, examples of course activities, and an exemplar of student impact. The conclusion offers discussion of challenges and lessons noted by faculty and students.

  12. Academic Master's courses in the field of Nursing: an analysis of course load Cursos de maestría académica en el área de enfermería: análisis de la carga horaria Cursos de mestrado acadêmico na área de enfermagem: análise da carga horária

    Directory of Open Access Journals (Sweden)

    Maria Lúcia do Carmo Cruz Robazzi

    2012-12-01

    Full Text Available OBJECTIVE: to identify, among the Academic Master's courses, run by Brazilian post-graduate nursing programs, analyzed in the three-yearly evaluation (2007-2009 of the Coordination for the Improvement of Higher Education Personnel (CAPES, the course load stated by the programs for training Master's degree students. METHOD: a descriptive, quantitative, documental study, with data collected in July 2010, through consulting the above-mentioned Coordination's reports in the item "Programs' Proposals", in the Table of Indicators, available on the Internet. RESULTS: discrepancies were found between the course loads of the 32 Academic Master's courses in the different regions of Brazil, with the smallest having a course load of 315 hours and the largest, 1530 hours. CONCLUSIONS: greater discussion is needed about the course load necessary for training the competencies and skills for the profile desired for the students on graduating from the course. The study provides advances in nursing knowledge, as previous investigations on the same issue were not identified. It is hoped that Academic Master's courses in nursing may see themselves in this process and may review their pedagogical decisions in the light of the new models of training/qualification of nursing professionals, centered in science, technology and innovation in the area.OBJETIVO: identificar, entre los cursos de Maestría Académico de los programas de posgrado brasileños en enfermería, analizados por ocasión de la evaluación trienal (2007-2009 de la Coordinación de Perfeccionamiento de Personal de Nivel Superior, la carga horaria informada por los programas para la formación del maestro. MÉTODO: estudio descriptivo, cuantitativo, documental, con datos colectados en julio de 2010, mediante consulta a los informes de la citada Coordinación, en el ítem "Propuestas de los Programas", de los Cuadernos de Indicadores, disponibles en la Web. RESULTADOS: fueron encontradas discrepancias

  13. 小组式案例教学法在护理伦理课程中的应用探索%The Application of Group Case Teaching Method in the Course of Nursing Ethics

    Institute of Scientific and Technical Information of China (English)

    王明丽

    2015-01-01

    目的 探索小组式案例教学法在护理伦理学课程中的应用. 方法 选取该校2013级79人为对照组,2014级护理专升本57名学生为实验组.实验组采用小组式案例教学法和传统教学方法相结合的方式,对照组采用传统教学法.教学结束后进行理论考核.结果 数据结果显示,实验组成绩优异者即高于90分的学生比例明显提高,P=0.044,P<0.05,差异具有统计学意义. 实验组成绩良好者即80~90分比例提高,P=0.006,P<0.01,差异具有统计学意义. 结论 小组式案例教学法激发了学生的学习兴趣,提高了学生的自学能力、多媒体运用能力及团结协作能力,适用于护理伦理学的教学,教学效果优于传统教学模式.%Objective Explore the application of case teaching method in the course of nursing ethics. Methods 2013 grade 79 students in our school were selected as the control group, and 2014 grade nursing students were selected as the experi-mental group. In the experimental group, the combination of group case teaching method and traditional teaching method, the control group used the traditional teaching method. After the teaching, the theoretical assessment. Results According to results proprtion of students higher than 90 points in the experimental group increased obviously,P=0.044,P<0.05,there was statistical significance. The experimental compositon of good performance 80~90 points percentage increased P=0.006,P<0.01,the difference was signifcant with tatistical significance. ConclusionNew teaching method can stimulate students' inter-est in learning, improve students' self-learning ability, the ability of multimedia application and unity and cooperation abili-ty. It can be applied to the teaching of nursing ethics. The teaching effect is better than the traditional teaching model.

  14. 护理临床课程高仿真情景模拟教学实施过程的质性研究%Performing high-fidelity simulation teaching on nursing clinical courses:a qualitative study

    Institute of Scientific and Technical Information of China (English)

    肖树芹; 许亚红; 王艳玲

    2016-01-01

    目的:从教师视角下探讨护理临床课程高仿真情景模拟教学实施的过程。方法采用半结构访谈的方法对10名授课教师针对仿真情景教学过程中的问题和感受进行访谈,采用内容分析法进行资料分析。结果仿真教学对学生解决临床问题的能力、动手能力、批判性思维等能力有较好的培养,教师付出时间精力较多,教学中的各个环节仍存在改善的空间,尤其是病情观察的仿真环境设置、健康教育的形式、教师的引导性反馈需要进一步改善提高,教学组织过程的细节需要进一步规范。结论高仿真情景模拟教学有助于学生能力的培养,但实施的过程仍需进一步精益求精。%Objective To explore the implementation process of high-fidelity simulation teaching on nursing clinical courses at teachers′perspectives.Methods A total of 1 0 teachers were interviewed on the problems and feelings of the high-fidelity simulation teaching via semi-structured interviews.The data was analyzed by content analysis.Results The high-fidelity simulation teaching was effective on ability of clinical problem resolving,manipulative skills,critical thinking for nursing students.Teachers spended much time on the classes and different processes needed improvement.More time and attentions needed to be paid for teachers to enhance the quality of high-fidelity simulation teaching through improving settings of clinical observation, health education and directed debriefing.Standard teaching process of high-fidelity simulation teaching should be established.Conclusions The high-fidelity simulation is effective in improving the ability of nursing students, but teaching processes need to be standardized and improved.

  15. Assistência de enfermagem perioperatória: ensino em cursos de enfermagem Enseñanza de enfermería perioperatoria en los cursos de Pre grado en enfermería The teaching of the perioperatory nursing assistance in undergraduate courses in Nursing

    Directory of Open Access Journals (Sweden)

    Maria do Carmo Querido Avelar

    2005-03-01

    Full Text Available Buscou-se no presente estudo, retratar a realidade do ensino da assistência de enfermagem perioperatória, analisando e delineando suas tendências entre docentes de cursos de graduação em enfermagem que ministram esse conteúdo. A assistência de enfermagem perioperatória como processo realizado por profissionais de enfermagem, em uma fase específica de atenção ao paciente, frente ao procedimento anestésico-cirúrgico, envolve estratégias e orientações expressas na práxis do enfermeiro. Aqui o ensino da assistência de enfermagem perioperatória, como atividade dinâmica das ações dos docentes de Enfermagem em Centro Cirúrgico, desenvolvida num processo coletivo, emerge como práxis ritual no mundo do sistema, da razão técnica instrumental, distanciando-se do entendimento consensual, da razão comunicativa e do fomento às alternativas voltadas à práxis social/emancipatória.En el presente estudio se buscó retratar la realidad de la enseñanza de la asistencia de enfermería perioperatoria, analizando y delineando sus tendencias entre los docentes de enfermería perioperatoria. Como proceso realizado por los profesionales de enfermería en una fase específica de atención al paciente frente al procedimiento anestésico-quirúrgico, involucra estrategias y orientaciones expresadas en la praxis del enfermero. Se puede concluir que la enseñanza de la asistencia de enfermería perioperatoria, como actividad dinámica de las acciones de los docentes de Enfermería en Centro Quirúrgico, desarrollada en un proceso colectivo, emerge como praxis ritual en el mundo del sistema, de la razón técnica instrumental, distanciándose del entendimiento consensual de la razón comunicativa y de fomento de alternativas relativas a la praxis social/emancipadora.In the present study, the authors describe the reality of the perioperatory nursing assistance, analyzing and outlining its trends among professors of undergraduate courses in

  16. 说课在内科护理学教学中的应用研究%Application of teacher's presenting a teaching plan in front of peers to the course of Medical Nursing

    Institute of Scientific and Technical Information of China (English)

    丁燕; 罗永富; 刘杰; 曾慧; 唐凤萍; 李欣

    2012-01-01

    目的 探讨说课在大专内科护理学教学中的应用效果.方法 以2009级64名学生为实验组,2008级65名学生为对照组.实验组于每次内科护理学理论授课前进行以教研室为单位组织的说课,每次约20 min;对照组采用传统教学法.结果 实验组理论、实践成绩及学生对教学效果的评价显著优于对照组(均P<0.01).结论 说课考查了教师教学理念和课程开发的设计与实施能力,对于优化内科护理课堂教学,提高教学效果,提高教师的素质具有十分重要的意义.%Objective To explore the effects of teacher s presenting a teaching plan in front of peers prior to each lecture in teaching of the course of Medical Nursing. Methods Sixty-four students of Grade 2009 were treated as the experimental group and 65 students of Grade 2008 as the controls. For the experimental group, teachers present a teaching plan to peers for 20 minutes prior to lectures, and then teaching was provided. The controls received conventional teaching. Results The test scores of theory and skills, and students' evaluation of teaching effect in the experimental group were significantly higher than those in the control group (P< 0. 01 for all). Conclusion Teacher s presnetation of a teaching plan before each lecture evaluates teachers teaching concept, and skills of curriculum development and teaching practice. It can optimize teaching of the course of Medical Nursing, and improve teaching effect and teachers' quality.

  17. Quantum repeated games revisited

    CERN Document Server

    Frackiewicz, Piotr

    2011-01-01

    We present a scheme for playing quantum repeated 2x2 games based on the Marinatto and Weber's approach to quantum games. As a potential application, we study twice repeated Prisoner's Dilemma game. We show that results not available in classical game can be obtained when the game is played in the quantum way. Before we present our idea, we comment on the previous scheme of playing quantum repeated games.

  18. 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.

  19. Nursing students' attitudes toward science in the nursing curricula

    Science.gov (United States)

    Maroo, Jill Deanne

    The nursing profession combines the art of caregiving with scientific concepts. Nursing students need to learn science in order to start in a nursing program. However, previous research showed that students left the nursing program, stating it included too much science (Andrew et al., 2008). Research has shown a correlation between students' attitudes and their performance in a subject (Osborne, Simon, & Collins, 2003). However, little research exists on the overall attitude of nursing students toward science. At the time of my study there existed no large scale quantitative study on my topic. The purpose of my study was to identify potential obstacles nursing students face, specifically, attitude and motivation toward learning science. According to research the nation will soon face a nursing shortage and students cite the science content as a reason for not completing the nursing program. My study explored nursing students' attitudes toward science and reasons these students are motivated to learn science. I ran a nationwide mixed methods approach with 1,402 participants for the quantitative portion and 4 participants for the qualitative portion. I validated a questionnaire in order to explore nursing students' attitudes toward science, discovered five different attitude scales in that questionnaire and determined what demographic factors provided a statistically significant prediction of a student's score. In addition, I discovered no statistical difference in attitude exists between students who have the option of taking nursing specific courses and those who do not have that option. I discovered in the qualitative interviews that students feel science is necessary in nursing but do not feel nurses are scientists. My study gives a baseline of the current attitude of nursing students toward science and why these students feel the need to learn the science.

  20. AANA journal course. Update for nurse anesthetists--part 4--life in the balance: the role of serpins in disease genesis and prevention.

    Science.gov (United States)

    Aker, John; Biddle, Chuck

    2007-10-01

    Complex biological systems are often shaped and maintained by opposing forces. A relevant biological example is the delicate balance between proteases and their inhibitors. Serine proteases contain a serine residue in the active site of the molecule that is essential to the activity of the enzyme. Protease inhibitors limit the activity of proteases in the body. As examples, aprotinin (Trasylol), a serine protease inhibitor, and aminocaproic acid (Amicar), a lysine protease inhibitor, are used to decrease the rate of fibrinolysis and have recently been the subject of considerable controversy in the literature regarding safety and efficacy. This AANA journal course reviews 2 common examples of protease inhibitor disorders, angioedema and a form of emphysema, that are of particular anesthetic relevance.

  1. 全程健康教育用于糖尿病护理中的效果分析%The Effect of Whole Course Health Education on Diabetes Nursing

    Institute of Scientific and Technical Information of China (English)

    禹媛华

    2016-01-01

    Objective Tto analyze the clinical effect of the whole course health education for patients with diabetes mellitus. Methods 120 cases of patients with diabetes in our hospital in February -2015 were selected as the survey members, ac-cording to the number of hospital admission after the implementation of different nursing measures, and statistical interven-tion effect. Results The degree of disease knowledge, treatment compliance of the intervention group were higher than that of the control group, the difference was statistically significant, P<0.05. Conclusion The clinical effect of the whole course health education for patients with diabetes can be improved, which can improve knowledge mastery, treatment compliance, improve blood sugar, it is worth learning.%目的:分析糖尿病患者实施全程健康教育的临床效果。方法于2013年5月-2015年2月该院内分泌科收治糖尿病患者中挑选120例作为调查成员,按入院编号分组后实施不同护理措施,并统计干预效果。结果干预组的疾病知识掌握度、治疗依从性高于对照组,差异有统计学意义,P<0.05。结论临床针对糖尿病患者实施全程健康教育作用突出,可提高知识掌握度、治疗依从性,改善血糖,值得学习。

  2. 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.

  3. 38 CFR 21.4275 - Practical training courses; measurement.

    Science.gov (United States)

    2010-07-01

    ... VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Assessment and Pursuit of Courses § 21.4275 Practical training courses; measurement. (a....C. 3688(b); Pub. L. 99-576) (b) Nursing courses. (1) Courses for the objective of registered...

  4. 双语教学在护理学专业课程中应用效果的 Meta 分析%Meta analysis of application effect of bilingual teaching in course of nursing science

    Institute of Scientific and Technical Information of China (English)

    王燕; 张春梅; 蔡春连; 岳萌; 熊丽娜; 金燕飞; 金昌德

    2016-01-01

    [目的]系统评价双语教学与传统教学在护理学专业课程中应用的效果。[方法]计算机检索中国知网(CNKI)、中国科技期刊数据库(VIP)、万方、中国生物医学文献数据库(CBM),收集所有关于双语教学对护理学专业课程影响的研究。由2名评价者独立检索、筛选文献并提取资料、采用 Cochrane Handbook(5.1.0)的质量评价标准对纳入文献质量进行评价并交叉核对,使用 RevMan 5.3软件行 Meta 分析。[结果]共纳入18篇文献,共4205名研究对象。Meta 分析结果显示:双语教学组护理学专业英语成绩[MD=4.65,95%CI(0.79,8.51),P 0.05]。[结论]双语教学有利于提高护理学专业英语成绩、大学英语成绩及 METS 通过率,但在专业成绩方面的效果仍不确定,有待于大样本、高质量研究来证实。%Objective:To systematically evaluate the application effect of bilingual teaching and traditional teach-ing in nursing curriculum.Methods:It collected all the researches on Bilingual Teaching of nursing specialty course by using computer retrieval of CNKI,VIP,Wanfang,CBM.Independent retrieval,screening literature and data extraction were carried out by 2 reviewers,crossly checked and evaluated the quality of the included litera-tures was crossly cheacked and evaluated using the quality criteria of the Cochrane Handbook 5.1.0,the Rev-Man5.3 software was used for meta analysis.A total of were included in the study,and 4 205 subjects were in-cluded in the study.Results:A total of 4 205 subjects from 18 articles were included in the study.Meta analysis results showed that the English achievement of nursing professional in bilingual teaching group [MD = 4.65, 95%CI (0.79,8.5 1),P 0.05 ]in professional achievement between immersion bilingual teaching group and traditional teaching group.Conclusion:Bilingual teaching was beneficial to improve the English scores of nursing,College English a-chievement and METS pass rate,but the effect for

  5. 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.

  6. AANA journal course: update for nurse anesthetists--Part3--Tobacco smoking using a waterpipe (hookah): what you need to know.

    Science.gov (United States)

    Eissenberg, Thomas

    2013-08-01

    Smoking tobacco using a waterpipe (hookah) is increasing worldwide and is remarkably common among adolescents and young adults in the United States. Contrary to misperceptions that waterpipe tobacco smoking presents fewer health risks than cigarette smoking, recent data demonstrate clearly that the smoke from a waterpipe contains many of the same toxicants that are in cigarettes, including the dependence-producing drug nicotine, cancer-causing polycyclic aromatic hydrocarbons, pulmonary disease-causing volatile aldehydes, and cardiovascular disease-causing carbon monoxide that can also lead to acute intoxication in waterpipe users. Because many anesthesia providers are likely treating waterpipe tobacco smokers, the goal of this AANA Journal Course is to describe a waterpipe, who uses a waterpipe to smoke tobacco, and the toxicants found in waterpipe smoke and waterpipe smokers. Based on available evidence, there is no indication that waterpipe tobacco smoking is any less risky to patient health than cigarette smoking. Anesthesia providers should begin to assess patients for this form of tobacco use explicitly and should consider addressing it as they do cigarette smoking, with the additional precaution of presurgery carboxyhemoglobin measurement.

  7. Nurse anesthesia and multiculturalism.

    Science.gov (United States)

    Horton, B J; Waugaman, W R

    1996-01-01

    Program directors from 90 accredited nurse anesthesia programs in the United States and Puerto Rico were surveyed concerning multicultural issues. This article summarizes the identified needs of clients and student nurse anesthetists from culturally diverse backgrounds. Noteworthy findings include the perception that clients were more disadvantaged than students because of differences in socioeconomic status; the fact that about half of the programs provided students with instruction on cultural differences; and the observation that specific units of instruction within courses were the most frequent way of giving instruction in this subject area.

  8. Nationwide peritoneal dialysis nurse training in Thailand: 3-year experience.

    Science.gov (United States)

    Thaiyuenwong, Jutiporn; Mahatanan, Nanta; Jiravaranun, Somsong; Boonyakarn, Achara; Rodpai, Somrak; Eiam-Ong, Somchai; Tungsanga, Kriang; Dhanakijcharoen, Prateep; Kanjanabuch, Talerngsak

    2011-09-01

    Peritoneal dialysis (PD) center is not possible to operate if there is no availability of dedicated PD nurse. Generally, the nurse has to play many roles, including educator coordinator, and sometimes leader. As professionalism, the PD nurses need to have both theoretical and practical skills. With the tremendous leap of PD population after the launch of "PD First" policy in Thailand, the shortage of skillful PD nurse is concerned. Hence, the nationwide PD nurse training course was established with the collaborations of many organizations and institutes. Until now, 3 generations of 225 PD nurses are the productions of the course. This number represents 80 percent of PD nurses distributed throughout the whole nation. The survey operated in the year 2010 demonstrated that the output of the course was acceptable in terms of quality since most of the trained PD nurses had a confidence in taking care of PD patients. The quality of patient care is good as indicated by KPIs.

  9. Reconfigurable multiport EPON repeater

    Science.gov (United States)

    Oishi, Masayuki; Inohara, Ryo; Agata, Akira; Horiuchi, Yukio

    2009-11-01

    An extended reach EPON repeater is one of the solutions to effectively expand FTTH service areas. In this paper, we propose a reconfigurable multi-port EPON repeater for effective accommodation of multiple ODNs with a single OLT line card. The proposed repeater, which has multi-ports in both OLT and ODN sides, consists of TRs, BTRs with the CDR function and a reconfigurable electrical matrix switch, can accommodate multiple ODNs to a single OLT line card by controlling the connection of the matrix switch. Although conventional EPON repeaters require full OLT line cards to accommodate subscribers from the initial installation stage, the proposed repeater can dramatically reduce the number of required line cards especially when the number of subscribers is less than a half of the maximum registerable users per OLT. Numerical calculation results show that the extended reach EPON system with the proposed EPON repeater can save 17.5% of the initial installation cost compared with a conventional repeater, and can be less expensive than conventional systems up to the maximum subscribers especially when the percentage of ODNs in lightly-populated areas is higher.

  10. Revisiting the TALE repeat.

    Science.gov (United States)

    Deng, Dong; Yan, Chuangye; Wu, Jianping; Pan, Xiaojing; Yan, Nieng

    2014-04-01

    Transcription activator-like (TAL) effectors specifically bind to double stranded (ds) DNA through a central domain of tandem repeats. Each TAL effector (TALE) repeat comprises 33-35 amino acids and recognizes one specific DNA base through a highly variable residue at a fixed position in the repeat. Structural studies have revealed the molecular basis of DNA recognition by TALE repeats. Examination of the overall structure reveals that the basic building block of TALE protein, namely a helical hairpin, is one-helix shifted from the previously defined TALE motif. Here we wish to suggest a structure-based re-demarcation of the TALE repeat which starts with the residues that bind to the DNA backbone phosphate and concludes with the base-recognition hyper-variable residue. This new numbering system is consistent with the α-solenoid superfamily to which TALE belongs, and reflects the structural integrity of TAL effectors. In addition, it confers integral number of TALE repeats that matches the number of bound DNA bases. We then present fifteen crystal structures of engineered dHax3 variants in complex with target DNA molecules, which elucidate the structural basis for the recognition of bases adenine (A) and guanine (G) by reported or uncharacterized TALE codes. Finally, we analyzed the sequence-structure correlation of the amino acid residues within a TALE repeat. The structural analyses reported here may advance the mechanistic understanding of TALE proteins and facilitate the design of TALEN with improved affinity and specificity.

  11. What an ambulance nurse needs to know: a content analysis of curricula in the specialist nursing programme in prehospital emergency care.

    Science.gov (United States)

    Sjölin, Helena; Lindström, Veronica; Hult, Håkan; Ringsted, Charlotte; Kurland, Lisa

    2015-04-01

    In Sweden, ambulances must be staffed by at least one registered nurse. Twelve universities offer education in ambulance nursing. There is no national curriculum for detailed course content and there is a lack of knowledge about the educational content that deals with the ambulance nurse practical professional work. The aim of this study was to describe the content in course curricula for ambulance nurses. A descriptive qualitative research design with summative content analysis was used. Data were generated from 49 courses in nursing and medical science. The result shows that the course content can be described as medical, nursing and contextual knowledge with a certain imbalance with largest focus on medical knowledge. There is least focus on nursing, the registered nurses' main profession. This study clarifies how the content in the education for ambulance nurses in Sweden looks today but there are reasons to discuss the content distribution. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. Does occupational health nursing exist in India?

    Directory of Open Access Journals (Sweden)

    Rajnarayan R Tiwari

    2014-01-01

    Full Text Available Background: Occupational health services are important to develop healthy and productive work forces, which should be delivered through occupational health team. Occupational health nurse (OHN is an important member of this team and is required to apply nursing principles in conserving the health of workers in occupational settings. Purpose: This article attempts to map the occupational health nursing courses in India and design competencies and curriculum for such a course. Materials and Methods: Information through the Internet, printed journals, and perspectives of the key stakeholders were the principal sources of data. Discussion: In India, there is a need to initiate a course on occupational health nursing to provide occupational health services for the organized and unorganized sector workforce. A certificate course for occupational health nursing for 3-4 months duration offered through contact session mode can be an opportune beginning. However, to cater employed nurses an online course can be another effective alternative. The theoretical part should essentially include modules on occupational diseases, industrial hygiene, and occupational health legislation, whereas the modules on practical aspects can include visits to industries. Taking into account the existing norms of Indian Factories Act for hazardous units of organized sector an estimated 1,34,640 OHNs are required. Conclusion: There is a need-supply gap in the number of occupational health nursing manpower in India, which can be attributed to the absence of any course to train such manpower.

  13. Recursive quantum repeater networks

    CERN Document Server

    Van Meter, Rodney; Horsman, Clare

    2011-01-01

    Internet-scale quantum repeater networks will be heterogeneous in physical technology, repeater functionality, and management. The classical control necessary to use the network will therefore face similar issues as Internet data transmission. Many scalability and management problems that arose during the development of the Internet might have been solved in a more uniform fashion, improving flexibility and reducing redundant engineering effort. Quantum repeater network development is currently at the stage where we risk similar duplication when separate systems are combined. We propose a unifying framework that can be used with all existing repeater designs. We introduce the notion of a Quantum Recursive Network Architecture, developed from the emerging classical concept of 'recursive networks', extending recursive mechanisms from a focus on data forwarding to a more general distributed computing request framework. Recursion abstracts independent transit networks as single relay nodes, unifies software layer...

  14. Effect of interactive teaching in the course of Nursing Research on research ability and critical thinking ability in nursing students%《护理研究》课程互动式教学对护生科研能力及批判性思维能力的影响

    Institute of Scientific and Technical Information of China (English)

    林雁; 肖惠敏; 张旋

    2013-01-01

    Objective To explore the effect of interactive teaching in the course of Nursing Research on research ability and critical thinking ability in nursing students .Methods Sixty-eight nursing undergraduates received the interactive teaching in the course of Nursing Research , and the self-report scale of research ability and the critical thinking disposition inventory Chinese version were used for evaluation before and after the intervention .Results The scores of running software , writing papers , basic knowledge and statistics knowledge were respectively (14.35 ±5.85), (8.22 ±5.00), (13.89 ±7.37), (9.42 ±4.32), (45.87 ±19.79) after the intervention, and were significantly higher than (9.32 ±5.46), (3.62 ±3.79), (9.25 ±6.14), (4.12 ± 4.74), (26.31 ±17.43) before the intervention, and the differences were statistically significant (t=5.06, 5.95, 3.91, 6.64, 5.99, respectively;P<0.01).No difference were found in the scores of seeking the truth , open mind, analysis ability, systematic ability, self-confidence of critical thinking ability, curiosity, cognitive maturity and the total score of critical thinking ability before and after the intervention .Conclusions The interactive teaching in the course of Nursing Research is helpful in improving the research ability in nursing undergraduates .%目的:探讨《护理研究》课程互动式教学对护生科研能力及批判性思维能力的影响。方法选择68例专升本护生作为研究对象,实施《护理研究》课程互动式教学,在干预前后分别采用科研能力自评量表和批判性思维能力量表进行评价。结果开展互动式教学课程后,护生软件操作、论文写作、基础知识及统计学知识等科研能力得分分别为(14.35±5.85),(8.22±5.00),(13.89±7.37),(9.42±4.32),(45.87±19.79)分,明显高于开展前(9.32±5.46),(3.62±3.79),(9.25±6.14),(4.12±4.74

  15. Writing requirements across nursing programs in Canada.

    Science.gov (United States)

    Andre, Jo-Anne D; Graves, Roger

    2013-02-01

    The emphasis on scholarship in nursing, demands for evidence-based practice, and attention to writing have raised the profile of academic writing within nursing curricula. This article provides a comprehensive review of English and writing course requirements across 81 English-language baccalaureate nursing programs in Canada. The data were gathered from a review of nursing programs and curriculum information from university and college Web sites. Of the 81 programs, 39 (48.1%) require neither an English literature course nor a writing course, 15 (18.5%) require an English literature course, and 32 (39.5%) require a writing course, including five programs that require a discipline-specific writing course. Discipline-specific writing courses appear to be useful adjuncts to writing-across-the-curriculum initiatives in nursing and will help students to develop the research and writing skills needed to succeed both academically and in a career in which nursing scholarship and evidence-informed practice are increasingly valued and expected.

  16. Motivations to nurse: an exploration of what motivates students in Pacific Island countries to enter nursing.

    Science.gov (United States)

    Usher, Kim; West, Caryn; Macmanus, Mary; Waqa, Silina; Stewart, Lee; Henry, Renee; Lindsay, David; Conaglen, Jo; Hall, Julianne; McAuliffe, Marie; Redman-MacLaren, Michelle

    2013-10-01

    The aim of this study was to explore the motivations of student nurses enrolled in nursing courses across a variety of Pacific Island countries. The image of nursing, the desire to help others, family and friends in the profession, personal experience, security, travel opportunities and flexibility have all been identified as motivators for people to enter nursing. To date, what motivates students in Pacific Island countries to enrol in a nursing course has not been investigated. An exploratory qualitative approach using focus group interviews with 152 nursing students was undertaken. Data were analysed using thematic content analysis, revealing four themes: (i) helping others; (ii) 'making a difference for my people'; (iii) following in the footsteps of others; and (iv) financial and professional gain. In a time of health and nursing workforce shortages, developing a deeper understanding of what drives people can be used to improve recruitment strategies in the future. © 2013 Wiley Publishing Asia Pty Ltd.

  17. The future of nursing: career choices in potential student nurses.

    Science.gov (United States)

    Whitehead, Elizabeth; Mason, Tom; Ellis, Jackie

    Young people leaving schools and sixth-form colleges have the opportunity to choose a career path from an increasing number of courses in colleges of further and higher education. Nursing studies are now competing with a range of health-related disciplines such as health studies, psychology and complementary therapy. Compared with nursing studies, many of these courses appear more exciting and appealing to students who are in the process of choosing a career or programme of study. While the increased choice is a positive move for students, it may contribute to the shortage of students currently entering some areas of nursing. Indeed, some specialties in nursing, including mental health and learning disabilities, are so depleted in students that they are reaching a point of crisis. There is also concern that recruitment into nursing remains predominately female and white British. Given the diversity of the UK population and the reliance on school leavers as a potential source of supply, it is important to understand why male students and those from multiracial and multicultural environments choose, or do not choose, nursing studies. This research study involved a sample of 106 16-year-old students from three secondary schools in the north-west and south-east of England. The questionnaire results, collected in schools, revealed that students held traditional views or knew very little about the nursing profession.

  18. 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.

  19. [Nurse practitioners as counselors].

    Science.gov (United States)

    Hulskers, H; Niederer-Frei, I

    1997-04-01

    Giving advice is among the most important tasks of the clinical nurse specialist. In this article, the authors examine various aspects of counselling in order to contribute to the further analysis and development of the specialist's professional agenda. Starting out with a brief discussion of recent changes in nursing, the authors analyse the main activities of the clinical nurse specialist on the basis of their respective areas of expertise. The actual process of counselling is examined against the background of the acquired level of professional counselling skills. The article sums up a thesis completed at the end of a course on organizational development, team counselling, supervision, and coaching under the auspices of the Swiss Association for Applied Psychology (SAAP).

  20. [Research competencies in nursing specialties].

    Science.gov (United States)

    Oltra-Rodríguez, Enrique; Rich-Ruiz, Manuel; Orts-Cortés, María Isabel; Sánchez-López, Dolores; González-Carrión, Pilar

    2013-01-01

    Since nursing became an university degree in 1977, there have been several regulations to develop specialties, all of them agreeing on the need to include skills in research. Indeed, the relevance of acquiring these skills in all current disciplines has led to Royal Decree 99/2011, which regulates the official PhD courses, and recognises specialist nurses as qualified to access PhD studies. Nowadays, students from six of the seven specialties included in the Royal Decree 450/2005 on nursing specialties, are performing their training. The acquisition of research skills is seen as an opportunity and a challenge. However, the organizational structure of training facilities (multiprofessional teaching units) and the incorporation of nurses as clinical tutors, who initiated this teaching activity, deserve special attention to ensure the correct acquisition of research skills in the training of specialist nurses. Copyright © 2013 Elsevier España, S.L. All rights reserved.

  1. Whole course nursing intervention in the treatment of 162 patients with protrusion of the lumbar intervertebral disc by overhang massage therapy%倒悬推拿疗法治疗腰椎间盘突出症162例全程护理干预

    Institute of Scientific and Technical Information of China (English)

    吴丽春

    2012-01-01

    目的:探讨倒悬推拿疗法治疗腰椎间盘突出症患者的全程护理干预方法.方法:对162例腰椎间盘突出症患者采用倒悬推拿疗法,并给予全程护理干预.结果:本组治愈98例,好转62例,未愈2例,治愈率为60.5%,有效率为98.8%.162例患者均顺利完成治疗,未发生不良反应.结论:对倒悬推拿疗法治疗腰椎间盘突出症患者行全程护理干预,可降低疾病复发率,减轻患者痛苦,融洽护患关系.%To explore the method of whole course nursing intervention in the treatment of patients with protrusion of lumbar intervertebral disc by overhang massage therapy. Methods: 162 patients with protrusion of lumbar intervertebral disc were treated with overhang massage therapy and given the whole course nursing intervention. Results:98 patients were cured,62 patients improved and 2 patients failed. The cure rate was 60. 5% and effective rate was 98. 8%. 162 patients successfully completed treatment, without adverse reactions. Conclusion:The whole course nursing intervention in the treatment of patients with protrusion of lumbar intervertebral disc can reduce the recurrence rate and suffering of patients,thus the nurse --patient relationship will become more harmonious.

  2. 关节镜下前交叉韧带重建术30例全程护理%Whole course nursing care of 30 patients in the reconstruction of anterior cruciate ligaments under arthroscope

    Institute of Scientific and Technical Information of China (English)

    真启云; 谢军; 肖黎; 张云飞

    2012-01-01

    To investigate: the: methods of whole: e-omse: musing e-are: and the: e:Se:e-t in the: reconstruction of anterior e-rue-iate: ligame:nts uneie:r arthroscope:. Methods:30 patie:nts who wre:re: tre:ate:d writh RIGiDfix and Intrafix for the: reconstruction of ante:rior cruciate: lig-ame:nts unde:r arthrose-ope: wre:re: give:n wrhole: course: nursing care:, including the: systematic guidance: on functional e:xe:rcise: and rehabilitation and its e:ffe:et was e:valuate:d. Re:sults: .411 patie:nts we:re: followed up. The: motion range: of kne:e: joint afte:r operation was more: than 120 and no extension re:strietion, Lysholm se-ore: ine-re:ase:d obviously(P<0.0l ). Cone-lusion: The: imple:me:ntation of whole: course: nursing e-are: and syste:matie' guidane'e: on fune'tional e:xe:re'ise: and rehabilitation is of signifie'ane'e: in the: patie:nt re:e'ove:ry of motion range: of kne:e: joint,we:ight - be:aring of the:affe:ete:d limb, balane'ingability and re:e'onstruetion of kne:e: proprioe'e:ption.%目的:探讨关节镜下前交叉韧带重建术的全程护理方法及效果.方法:对30例采用双枚股骨横穿钉(RIGIDfix)固定股骨端和带鞘锥形膨胀挤压螺钉(Intrafix)固定胫骨端关节镜下前交叉韧带重建术的患者实施全程护理,进行系统的康复功能锻炼指导,并对其效果进行客观评价.结果:本组30例患者均获得随访,术后膝关节活动范围均超过120°,无伸膝受限,Lysholm评分明显提高(P<0.01).结论:实施全程护理,进行系统的康复功能锻炼指导,对恢复膝关节活动度、患肢负重、平衡能力及重建患膝本体感觉具有十分重要的意义.

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

    Science.gov (United States)

    DeSanto-Madeya, Susan

    2007-10-01

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

  4. Nursing curriculums may hinder a career in gerontological nursing: An integrative review.

    Science.gov (United States)

    Garbrah, William; Välimäki, Tarja; Palovaara, Marjo; Kankkunen, Päivi

    2017-09-01

    knowledgeable and enthusiastic about issues related to older people must teach gerontological nursing courses. © 2017 John Wiley & Sons Ltd.

  5. Application and Observation on Health Education in the Whole Course of Nursing%护理全程健康宣教在健康体检中的应用观察

    Institute of Scientific and Technical Information of China (English)

    吕丹

    2016-01-01

    目的:评价护理全程健康宣教在健康体检中的应用。方法从我院2014年~2015年的健康体检者中随机抽取200例,并随机分为对照组和观察组各100例,对照组体检者体检过程中予以全程护理,观察组在全程护理的基础上予以健康宣教,评价两组体检者的体检效果。结果观察组体检时间、健康知识了解度及体检满意度均优于对照组,P<0.05。结论健康体检过程中予以护理全程健康宣教可以提高体检效率和体检质量,增加体检者对健康知识的了解。%ObjectiveTo evaluate nursing of whole course health education in health examination application.Methods In our hospital,200 cases of healthy physical examination were randomly selected from 2014 to 2015,and randomly divided into a control group and the observation group with 100 cases in each. Control group in physical examination process not be used health education,observation group in the health examination process to use health education,evaluation on two groups of physical examination physical examination.Results The examination time of the observation group,health knowledge and health satisfaction were superior to the control group,P<0.05. Conclusion Health examination use whole course health education can improve the efficiency of physical examination and physical examination quality,increase physical examination of the health knowledge.

  6. Nursing Reclaims its Role.

    Science.gov (United States)

    Diers, Donna

    1982-01-01

    An attempt is made to explain the nurses' role: what the nurse is, what the nurse does, how the nurse is viewed by society, why nurses suffer burnout, nursing costs, and health care system reform. (CT)

  7. Using Popular Culture To Teach Nursing Leadership.

    Science.gov (United States)

    Kirkpatrick, Mary; Brown, Sylvia T.; Atkins, Anthony; Vance, Anna

    2001-01-01

    A nursing leadership course used analysis of films depicting cultural diversity, leadership and management styles, power, and teamwork. The experience promoted critical and reflective thinking and provided relevant and engaging examples of leadership. (SK)

  8. Development of leadership behaviors in undergraduate nursing students: a service-learning approach.

    Science.gov (United States)

    Foli, Karen J; Braswell, Melanie; Kirkpatrick, Jane; Lim, Eunjung

    2014-01-01

    The purpose of this study was to determine leadership behaviors developed by nursing students and peers before and after a service-learning experience. Nurses have been called to fill growing needs in the health care setting, rendering care to vulnerable and diverse populations in a wide range of organizations. Leadership behaviors are therefore essential. Baccalaureate students (N = 65) completed the Student Leadership Practices Inventory-Self at the beginning and end of the semester. The students also rated peers using the Leadership Practices Inventory-Observer and answered six questions about service-learning. Repeated measures of analysis of variance for pre- and posttests revealed that leadership behaviors improved (p learning into a leadership course is an effective approach to the development of leadership behaviors.

  9. 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...

  10. 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…

  11. Nursing diagnosis

    OpenAIRE

    Ščavničar, Ema

    2015-01-01

    Nursing diagnosis is an integral part of nursing process approach. There are many definitions, which have one common theme: it's a stth status of a client.A nursing diagnostic statement has two or three parts. The article includes section on making of nursing diagnosis and a section on classification. Negovalna diagnoza je sestavni del v procesnem pristopu zdravstvene nege. Predstavljene so definicije, katere temeljijo na varovančevem stanju zdravja. Negovalna diagnoza ima dva ali tri dele...

  12. 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…

  13. Becoming a nurse: role formation among accelerated baccalaureate students.

    Science.gov (United States)

    Ostrogorsky, Tanya L; Raber, Anjanette M; McKinley Yoder, Claire; Nielsen, Ann E; Lutz, Kristin F; Wros, Peggy L

    2015-01-01

    To understand nursing role formation for students enrolled in an accelerated baccalaureate nursing program, end-of-term narrative reflections from 34 students were analyzed over the course of the 15-month program. Using thematic analysis, 4 major themes were identified: evolving role perception, extending nursing student-patient interaction, engaging with health care team and systems of care, and expanding clinical thinking.

  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. Nursing Homes

    Science.gov (United States)

    ... newsletter! Aging & Health A to Z Nursing Homes Basic Facts & Information Nursing homes have changed dramatically over the past several ... how accessible are they? How close is the nursing home to family members? How close ... much do basic services cost? What services are covered? What additional ...

  16. The Pentapeptide Repeat Proteins

    Energy Technology Data Exchange (ETDEWEB)

    Vetting,M.; Hegde, S.; Fajardo, J.; Fiser, A.; Roderick, S.; Takiff, H.; Blanchard, J.

    2006-01-01

    The Pentapeptide Repeat Protein (PRP) family has over 500 members in the prokaryotic and eukaryotic kingdoms. These proteins are composed of, or contain domains composed of, tandemly repeated amino acid sequences with a consensus sequence of [S, T,A, V][D, N][L, F]-[S, T,R][G]. The biochemical function of the vast majority of PRP family members is unknown. The three-dimensional structure of the first member of the PRP family was determined for the fluoroquinolone resistance protein (MfpA) from Mycobacterium tuberculosis. The structure revealed that the pentapeptide repeats encode the folding of a novel right-handed quadrilateral {beta}-helix. MfpA binds to DNA gyrase and inhibits its activity. The rod-shaped, dimeric protein exhibits remarkable size, shape and electrostatic similarity to DNA.

  17. 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.

  18. Nursing Informatics Competencies Among Nursing Students and Their Relationship to Patient Safety Competencies: Knowledge, Attitude, and Skills.

    Science.gov (United States)

    Abdrbo, Amany Ahmed

    2015-11-01

    With implementation of information technology in healthcare settings to promote safety and evidence-based nursing care, a growing emphasis on the importance of nursing informatics competencies has emerged. This study assessed the relationship between nursing informatics and patient safety competencies among nursing students and nursing interns. A descriptive, cross-sectional correlational design with a convenience sample of 154 participants (99 nursing students and 55 interns) completed the Self-assessment of Nursing Informatics Competencies and Patient Safety Competencies. The nursing students and interns were similar in age and years of computer experience, and more than half of the participants in both groups had taken a nursing informatics course. There were no significant differences between competencies in nursing informatics and patient safety except for clinical informatics role and applied computer skills in the two groups of participants. Nursing informatics competencies and patient safety competencies were significantly correlated except for clinical informatics role both with patient safety knowledge and attitude. These results provided feedback to adjust and incorporate informatics competencies in the baccalaureate program and to recommend embracing the nursing informatics course as one of the core courses, not as an elective course, in the curriculum.

  19. Repeating the Past

    Science.gov (United States)

    Moore, John W.

    1998-05-01

    As part of the celebration of the Journal 's 75th year, we are scanning each Journal issue from 25, 50, and 74 years ago. Many of the ideas and practices described are so similar to present-day "innovations" that George Santayana's adage (1) "Those who cannot remember the past are condemned to repeat it" comes to mind. But perhaps "condemned" is too strong - sometimes it may be valuable to repeat something that was done long ago. One example comes from the earliest days of the Division of Chemical Education and of the Journal.

  20. [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.

  1. Nursing: What's a Nurse Practitioner?

    Science.gov (United States)

    ... is a big part of the pediatric NP's role. Pediatric and family practice NPs can treat acute ( ... Nurse Practitioners (NAPNAP) and through local hospitals or nursing schools. Also, many doctors share office space with ...

  2. Development of a blended model of teaching and learning for nursing students on rostered placement to ensure competence in information and communication technology for professional practice in Ireland.

    Science.gov (United States)

    Creedon, Sile A; Cummins, Ann Maria

    2012-05-01

    Experiences gained from delivering a Health Informatics for Nurses course in a school of nursing and midwifery in a university teaching hospital in Ireland suggest that Web-based courses may facilitate an enhanced understanding of course content. Nursing education must recognize the importance of information and communication technology in nursing to prepare the nursing and midwifery profession to embrace current advances in information and communication technology in healthcare in Ireland, and ultimately to benefit patient care.

  3. Disaster preparedness for nurses: a teaching guide.

    Science.gov (United States)

    Tillman, Paula

    2011-09-01

    As one of the largest groups of health care providers in the United States, nurses are trained to attend to the physical, psychological, and spiritual needs of their patients, making them highly qualified to influence the outcomes of victims of an emergency situation. Unfortunately, nursing programs offer limited content on delivering care under extreme conditions, and few continuing education programs are available to practicing nurses. This article provides a brief educational presentation that can be used without an extensive time commitment or in-depth instructor knowledge of the subject. The course content has been presented to nurses at the American Red Cross, at local chapter meetings of professional nursing organizations, and to both graduate and undergraduate nursing students. This presentation is not designed to be a comprehensive study of disaster nursing, but serves as a starting point that might lead to further study and encourage active participation in preparedness education and planning.

  4. Nursing: What's a Nurse Practitioner?

    Science.gov (United States)

    ... such as family practice or pediatrics. Pediatric and family practice NPs can provide regular health care for kids. Nurse practitioners (also referred to as advanced practice nurses, or APNs) have a master's degree in nursing (MS or MSN) and board certification in their ...

  5. Nursing Doctorates in Brazil: research formation and theses production

    OpenAIRE

    Carmen Gracinda Silvan Scochi; Francine Lima Gelbcke; Márcia de Assunção Ferreira; Maria Alice Dias da Silva Lima; Katia Grillo Padilha; Nátali Artal Padovani; Denize Bouttelet Munari

    2015-01-01

    OBJECTIVE: to analyze the formation of nursing doctorates in Brazil, from theses production, disciplines and other strategies focusing on research offered by courses. METHOD: a descriptive and analytical study of the performance of 18 doctoral courses in nursing, running from 1982 to 2010, and defended their theses between 2010-2012. RESULTS: 502 theses were defended in this period, most linked to the online research process of health and nursing care. There are gaps in the knowledge of theor...

  6. Thoughts About Health Policy Content in Baccalaureate Nursing Programs.

    Science.gov (United States)

    Waddell, Ashley; Adams, Jeffrey M; Fawcett, Jacqueline

    2016-10-01

    We describe a framework used to analyze health policy content in baccalaureate nursing program courses that combines the conceptual model for nursing and health policy and the Adams influence model to account for knowledge and skills needed for health policy work. Our analysis of health policy content in courses in one baccalaureate nursing program focused on what policies were emphasized and how educational content supported the development of personal influence. The analysis revealed course content focused on public sources of health policies and lack of overt course content about policies from organizational and professional sources. Additionally, we identified little course content about the development of personal influence skills except for communication and message articulation components. As the nursing profession continues to build influence in the policy arena, educators must continue to prepare future nurses for such work. © The Author(s) 2016.

  7. All-optical repeater.

    Science.gov (United States)

    Silberberg, Y

    1986-06-01

    An all-optical device containing saturable gain, saturable loss, and unsaturable loss is shown to transform weak, distorted optical pulses into uniform standard-shape pulses. The proposed device performs thresholding, amplification, and pulse shaping as required from an optical repeater. It is shown that such a device could be realized by existing semiconductor technology.

  8. Bidirectional Manchester repeater

    Science.gov (United States)

    Ferguson, J.

    1980-01-01

    Bidirectional Manchester repeater is inserted at periodic intervals along single bidirectional twisted pair transmission line to detect, amplify, and transmit bidirectional Manchester 11 code signals. Requiring only 18 TTL 7400 series IC's, some line receivers and drivers, and handful of passive components, circuit is simple and relatively inexpensive to build.

  9. Transformation of admission interview to documentation for nursing practice

    DEFF Research Database (Denmark)

    Højskov, Ida E; Glasdam, Stinne

    2014-01-01

    by Ricoeur was conducted and consisted of five taped admission interviews, along with the written patient documentation subsequently worked out by the nurse. The findings were presented in four constructed themes: Admission interviews are the nurse's room rather than the patient's; Information on a surgical......The admission interview is usually the first structured meeting between patient and nurse. The interview serves as the basis for personalised nursing and care planning and is the starting point for the clinic's documentation of the patient and his course of treatment. In this way, admission...... interviews constitute a basis for reporting by each nurse on the patient to nursing colleagues. This study examined how, by means of the admission interview, nurses constructed written documentation of the patient and his course of treatment for use by fellow nurses. A qualitative case study inspired...

  10. Predictors of Success on the NCLEX-RN among Baccalaureate Nursing Students.

    Science.gov (United States)

    Barkley, Thomas W., Jr.; Dufour, Charles A.; Rhodes, Rosemary S.

    1998-01-01

    A study of 81 bachelor of science in nursing students found a strong correlation between performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN)and achievement on standardized National League for Nursing Achievement Tests. There was a significant relationship between NCLEX scores and grades in nursing courses.…

  11. Developing a course to teach Spanish for health care professionals.

    Science.gov (United States)

    Bloom, Melanie; Timmerman, Gayle M; Sands, Dolores

    2006-07-01

    To make the baccalaureate nursing curriculum more responsive to changing U.S. demographics, the School of Nursing at The University of Texas at Austin instituted a required course, titled Spanish for Health Care Professionals. This course, developed in collaboration with the University's Department of Spanish and Portuguese, focuses on conversational Spanish using the communicative language teaching approach, rather than grammar and medical terminology instruction. Class activities, along with course materials, are linked to nursing practice. Course assignments are designed to develop authentic communication in reading, writing, listening, speaking, and understanding culture, and students demonstrated oral and written linguistic gains in relation to their Spanish fluency and accuracy. Because the Hispanic population is now the largest minority group in the United States, this course will help nurses communicate with Spanish-speaking patients.

  12. Knowledge transfer from an e-learning course to clinical practice.

    Science.gov (United States)

    Lahti, Mari; Kontio, Raija; Pitkänen, Anneli; Välimäki, Maritta

    2014-05-01

    Continuing education is essential in improving practical psychiatric nursing skills. However, little is known about how knowledge gained in continuing education is transferred to nurses' daily work. To describe the transfer of knowledge gained from an e-learning course to daily practice. Qualitative study design. One hospital district in Southern Finland with three specialized psychiatric wards (acute, rehabilitation, geriatric wards). Nursing staff (N=53) were recruited and 35 participated voluntarily in the e-learning continuing education course in spring 2009. The data comprised nurses' reflective writing during the e-learning course and course evaluation forms completed after the course. We used qualitative design with inductive content analysis to analyze nurses' writings. The nurses were willing and able to transfer what they learned to their daily practice including the course themes, communication and co-operation among staff members, understanding of preventive and alternative treatment methods and critical thinking regarding one's own work. After the e-learning course the nurses were able to identify development areas such as issues related to staff members' daily work, the patient's role on the ward, alternative methods to avoid coercion, issues pertaining to the care environment on the ward, psychiatric nurses' education, and making an action plan for aggressive situations. All nurses would recommend the course to other nurses. New knowledge is easily adopted and transferred to daily practice. © 2013.

  13. Changes in stress and nurse self-concept among baccalaureate nursing students.

    Science.gov (United States)

    Hensel, Desiree; Stoelting-Gettelfinger, Wendy

    2011-05-01

    This pilot study's purpose was to investigate the relationship between stress and nurse self-concept. Specifically, it examined whether enrollment in a wellness course affected stress levels and self-concept acquisition among sophomore baccalaureate nursing students (N = 52). The findings showed that early in the curriculum these students had a fairly well developed sense of professional self-concept but made gains in facets of leadership and communication over the course of the semester. Students demonstrated high levels of stress that remained unchanged over the semester, regardless of self-concept acquisition. This study concluded that enrollment in a wellness course was insufficient to prepare nursing students to manage stress as they transition to professional roles, and it was possible that undergraduate education perpetuated the internalization of stress as part of a nurse's professional identity. Future studies are needed to determine effective ways to teach stress management and best design nursing curricula to reduce stressors.

  14. The good nurse: descriptions from the People's Republic of China.

    Science.gov (United States)

    Davis, A J; Hershberger, A; Ghan, L C; Lin, J Y

    1990-07-01

    This study is based on questionnaire data gathered from 33 students in the first class of the first BSN programme in the People's Republic of China. They were asked to describe the characteristics of a good nurse and characteristics of a bad nurse. These students had just completed their pre-nursing courses and were entering the nursing part of their education. They identified personal qualities, behaviour and knowledge areas as the overall categories for these characteristics.

  15. Advancing Information and Communication Technology Knowledge for Undergraduate Nursing Students

    OpenAIRE

    Procter, Paula M.

    2012-01-01

    Nursing is a dynamic profession; for registered nurses their role is increasingly requiring greater information process understanding and the effective management of information to ensure high quality safe patient care. This paper outlines the design and implementation of Systems of eCare. This is a course which advances information and communication technology knowledge for undergraduate nursing students within a Faculty of Health and Wellbeing appropriately preparing nurses for their profes...

  16. [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.

  17. Study on the problems and countermeasures in the ethical teaching of " clinical nursing" course%“临床护理”伦理课程教学中的问题及决策

    Institute of Scientific and Technical Information of China (English)

    周丹; 尹安春; 张新宇

    2012-01-01

    指出我国高等护理伦理教育的现状及出现的问题,并针对问题提出“临床护理”课程教学中的决策.护理学的概念已经逐渐过渡到“以人的健康为中心阶段”,通过现代护理伦理学的学习,适应护理学的概念阶段,提高护生个人素质与职业道德修养,培养护生独立解决问题的能力,为使她们成为实用型护理人才奠定基础.%The current situation of the advanced education on nursing ethics and problems in China were showed,and the countermeasures were made in the teaching of clinical nursing.The concept of nursing was transitioned to the stage of making the human health as the central gradually.Through the study of modern nursing ethics,adapting to the stage of the nursing concept,the personal qualities and professional ethics of the probationer nurses were improved,the ability of solving problems independently were raised and laying foundations were established to become practical nursing talents.

  18. Investigation and analysis of the current cognition status of nursing staff who attended a training course on qualitative research in Zhejiang Province%浙江省某学习班护理人员质性研究认知现状调查与分析

    Institute of Scientific and Technical Information of China (English)

    阮佳音; 周云仙

    2015-01-01

    目的:了解护理人员质性研究认知现状,为相关培训提供依据。方法采用自制问卷对2014年浙江省护理质性研究学习班111名学员进行调查。结果100名护理人员中有60%的护理人员对质性研究不了解,仅15%的护理人员做过质性研究。有所接触的质性研究方法以现象学(4%)和描述性质性研究(10%)为主。获取质性研究知识主要途径为文献期刊(51%)。护理人员对10道质性研究认知单选题正确率均低于80%。结论护理人员质性研究认知水平亟待提高,需给予切实的针对性培训。%Objective To investigate the current cognition status of nursing staff on qualitative research, so as to provide information for related training courses. Methods A self-designed questionnaire was used to survey 111 members who attended the nursing qualitative research training course in Zhejiang Province in 2014. Results Among 100 respondents,60% knew little about qualitative research, only 15% respondents had done qualitative research before. The main qualitative research methods that respondents had heard of were phenomenology (4%) and descriptive qualitative method(10%). Literatures (51%) was the main way to get knowledge on qualitative research. Conclusions The cognition level of nursing staff on qualitative research needs to be improved urgently by offering more targeted training courses.

  19. Presentation Skills Workshops for Nurses.

    Science.gov (United States)

    Kinn, S.; Kenyon, M.

    2002-01-01

    Workshops were held to prepare nurses (n=87) to present results of professional activities. One year after the course, 20 had made oral and 30 written presentations. The workshops increased their confidence and were considered practical, informal, and nonthreatening. (Contains 31 references.) (SK)

  20. Designing and implementing the Army Nursing Leader Academy.

    Science.gov (United States)

    Dunemn, Kathleen; Hopkins-Chadwick, Denise L; Connally, Tina; Bramley, Kelly

    2011-01-01

    In 2008, the Chief of the Army Nurse Corps directed a thorough review of existing training programs available to and provided for Army Nursing personnel for the development of full-spectrum leaders for Army Nursing. The review provided the gap analysis necessary to restructure courses provided by the Department of Nursing Science at the Army Medical Department Center and School. This new grouping of courses is referred to as the Army Nursing Leader Academy. The Army Nursing Leader Academy is the first of its kind in that it addresses career-long learning of all Army Nursing by focusing on building skills, knowledge, and behaviors to produce sustainable, full-spectrum leaders. The Nursing Leader Academy consists of a series of sequential nurse leader development courses combined with a web based resource center. Grounded in the Patient CaringTouch System, guided by nurse competencies, and gauged by the Leader Capabilities Map, the Nursing Leader Academy provides learning that is relevant and timely designed to reinforce enterprise values and culture to ensure readiness for successive roles and positions. Full implementation of the Nursing Leader Academy will include the evidence-based elements of formal schooling, coaching, self-development, functional/technical (competency attainment), and professional experiences.

  1. Teaching Reform and Practice of Nursing Specialty Courses Based on Cultivation of Humanistic Caring Ability%以人文关怀能力培养为本位的护理专业课教学改革与实践

    Institute of Scientific and Technical Information of China (English)

    贾娟娟; 汪洪杰; 黄弋冰

    2013-01-01

    目的探讨以人文关怀能力培养为本位的护理专业课教学改革的效果。方法采用随机整群抽样,从某校二年级专科护生中抽取8个班作为研究对象,按随机数字表法分为观察组和对照组。对照组在护理专业课教学中遵循传统教学,观察组以人文关怀能力培养为本位对护理专业课的教学内容、教学方法及考核方式进行改革。临床实习中期分别对两组学生及其临床带教老师应用护生人文关怀能力量表和自行设计的调查问卷进行调查,评价实施效果。结果学期结束后护生自评及临床带教老师评价均显示观察组人文关怀能力高于对照组(P<0.05)。结论以人文关怀能力培养为本位的护理专业课教学改革有助于提高护生的人文关怀能力。%Objective To evaluate the effect of teaching reform of nursing specialty courses based on the cultivation of humanistic caring ability. Methods By cluster sampling, eight classes of sophomore nursing students were randomly divided into control group and experiment group. Traditional teaching method was applied in control group while in experiment group, based on the cultivation of humanistic caring ability, a new teaching method including reformed teaching content, teaching method and evaluation mode was used. In mid-term of clinical practice, nursing student humanistic caring ability scale and a self-designed questionnaire were used to evaluate the effect. Results Both nursing students’ self-evaluation and the evaluation on clinical teachers showed students in experiment group presented higher humanistic caring ability (P<0.05). Conclusion Nursing specialty courses based on the cultivation of humanistic caring ability help to enhance nursing students ’ humanistic caring ability.

  2. 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.

  3. French Courses

    CERN Multimedia

    2012-01-01

    General and Professional French Courses These courses are open to all persons working on the CERN site, and to their spouses. The next session will take place from 28 January to 5 April 2013. Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 28 January to 5 April 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 28 January to 5 April 2013. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.

  4. Duct Leakage Repeatability Testing

    Energy Technology Data Exchange (ETDEWEB)

    Walker, Iain [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Sherman, Max [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

    2014-01-01

    Duct leakage often needs to be measured to demonstrate compliance with requirements or to determine energy or Indoor Air Quality (IAQ) impacts. Testing is often done using standards such as ASTM E1554 (ASTM 2013) or California Title 24 (California Energy Commission 2013 & 2013b), but there are several choices of methods available within the accepted standards. Determining which method to use or not use requires an evaluation of those methods in the context of the particular needs. Three factors that are important considerations are the cost of the measurement, the accuracy of the measurement and the repeatability of the measurement. The purpose of this report is to evaluate the repeatability of the three most significant measurement techniques using data from the literature and recently obtained field data. We will also briefly discuss the first two factors. The main question to be answered by this study is to determine if differences in the repeatability of these tests methods is sufficient to indicate that any of these methods is so poor that it should be excluded from consideration as an allowed procedure in codes and standards.

  5. Goals and expectations of nurse students on nursing profession

    Directory of Open Access Journals (Sweden)

    Stelios Parissopoulos

    2012-01-01

    Full Text Available Students' incentives when choosing what studies to follow relate to the prospects that a degree course may offer. Aim of this study was to investigate the goals and expectations of nursing students from entering the nursing profession. Method: This synchronic study is quantitative and qualitative in design. The sample consisted of 146 students from 1st and the 7th semester of the Nursing Department, TEI of Athens. Data collection was conducted via a questionnaire that was based on the theoretical framework of Ford's Taxonomy of Human Goals. These goals identity internal or cognitive goals and include experiences, social behavior, self-efficacy and task goals. Results: 45,5% and 58,75% of students from 1st semester and 7th respectively chose to study nursing because they believed that it would offer them a secured employment in the future. The largest percentage of students from both semesters (1st=33%, 7th=27,5% was affected in their choice by social environment. Their responses at an open question indicated that 57,14% of the 1st semester chose nursing as their profession because they wished to "offer help", and 80% of the 7th semester indicated that "they liked looking after other people". They found the content of their studies curriculum very interesting (1st=80,30%, 7th=53,75%. The provision of care to patients was found to be responsible for feelings of satisfaction of both semesters (1st=95,35%, 7th=98,75%. Conclusions: Nursing students seem to choose the profession of nursing because they want to offer. Their participation in patient care creates feelings of satisfaction in the majority of the students. Nurse educators should emphasize on all areas of nursing work, as well as a more realistic view of nursing.

  6. Enhancing assertiveness in district nurse specialist practice.

    Science.gov (United States)

    Green, Julie

    2016-08-02

    District nurse (DN) care delivery has undergone substantial change in recent years due to changing demographics and service delivery demands that have called for a move of care delivery from secondary to primary care. The title District Nurse is recorded with the Nursing and Midwifery Council (NMC) on completion of the Specialist Practice Qualification in District Nursing (SPQ DN), which purports to be a 'transformational' course that prepares future caseload holders to manage their team and prioritise care delivery effectively. This article explores the need for assertiveness skills in this role in response to Australian research, and outlines the pedagogic interventions implemented during the SPQ DN course to enhance this skill. Assertiveness scores were monitored for the duration of the course and demonstrated a significant increase-a topic that is now the subject of a future, funded study.

  7. [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.

  8. El significado de la especialización en enfermería obstétrica desde la perspectiva de algunas egresadas del curso: relato de una experiencia The meaning of specialization in obstetrics nursing from the point of view of some course graduates: report of an experience

    Directory of Open Access Journals (Sweden)

    María Aparecida Vieira

    2005-09-01

    Full Text Available Se relata la experiencia de las alumnas del curso de especialización en enfermería obstétrica, ofrecido por el Departamento de Asistencia en Enfermería de la Universidad Estatal de Montes Claros (UNIMONTES, conjuntamente con el Hospital Sofia Feldman de Belo Horizonte, Minas Gerais, Brasil. El presente estudio pretende conocer el significado del curso para las alumnas utilizando la técnica de análisis del discurso. A partir de los datos analizados encontramos tanto significados como crecimiento técnico-científico, tanto seguridad y ascensión funcional como inquietudes sobre el desempeño profesional. Se enfoca la importancia de dicha especialización en la vida de las estudiantes y en qué medida el aprendizaje contribuye al crecimiento personal y profesional para transformar la realidad social. Se concluye que la formación de las enfer-meras obstétricas es una estrategia para rescatar su competencia profesional, potenciando su contri-bución a la calidad de la atención a la salud de la mujer durante el embarazo, el puerperio y al recién nacido. Se recomienda ofrecer más cursos de capacitación de enfermeras obstétricas, otra forma de contribuir a la calidad de la atención que reciben la mujer y su hijo.This is an account of the experience of the students of the Specialization Course in Obstetrics Nursing of the Department of Nursing Care of the State University of Montes Claros (UNIMONTES, together with the Sofia Feldman Hospital in Belo Horizonte, State of Minas Gerais, Brazil. This study intends to get to know the meaning of the course for the students, using the discourse analysis technique. The data which was analyzed provide meanings such as technical and scientific growth, safety, career advancement and some difficulties of professional performance. It focuses on the importance of this specialization course in the life of the students, in so far as their learning contributes to personal and professional growth to transform

  9. 品管圈活动对减少住院患儿家属反复询问病情及改善护士烦躁、倦怠情绪的影响%The practicing effect of quality control circle activity in reducing repeated inquiry for hospitalized children's symptoms by their families and improving the nurses' ir-ritability and emotional burnout

    Institute of Scientific and Technical Information of China (English)

    陈琼; 卢贤秀; 黎艳超; 李亚洁

    2016-01-01

    Objective To explore the clinical application value of quality control circle activity in reducing the frequency of inquiring symptoms by families of hospitalized children and improving the nurses' irritability and emotional burnout. Methods A total of 126 cases of hospitalized children and a lineal accompanying family members of each hos-pitalized children were selected as the research objects who were divided into the research group (group A, n=66) and the control group (group B, n=60) according to the implementation time of quality control circle activity (July 2014) in inpatient ward of department of pediatrics. The children in group B were given routine nursing and group A adopted the quality control circle activity intervention measures. The frequency of repeated inquiry for symptoms by families of hospitalized children and unhealthy mood score were compared between the two groups. The scores of nursing quality and anxiety of the nurses during the children's hospitalization were recorded. The differences in terms of nursing satisfactory degree, nursing complaint rate and the incidence rate of job burnout syndrome ( Burnout syndrome ) were analyzed. Results ①The frequency of repeated inquiry for children ' s symptoms by families of hospitalized children of group A was significantly lower than that of group B (P<0. 05) . The scores of HAMD, HAMA and other unhealthy emotions of families of hospitalized children of group B were significantly higher than that of group A ( P<0. 05 ); ②After the im-plementation of quality control circle activity, the nursing quality scores of 18 tested nurses were significantly higher than that before the implementation, while MSSNS score and the incidence rate of Burnout syndrome were significantly lower than that before the implementation ( P<0. 05 ); ③After the implementation of the quality control circle activity, the nursing satisfactory degree was 90. 9% , which was significantly higher than 81. 7% before the

  10. Nursing the Nursing Shortage Back to Health.

    Science.gov (United States)

    Weisbord, Anne

    1992-01-01

    Discusses shortage of nurses, improved compensation, and other benefits for nurses. Discusses effects of institutional reputation. Describes move to retention programs by nurse recruiters. Concludes image of nursing has developed into professional status. (ABL)

  11. Nursing the Nursing Shortage Back to Health.

    Science.gov (United States)

    Weisbord, Anne

    1992-01-01

    Discusses shortage of nurses, improved compensation, and other benefits for nurses. Discusses effects of institutional reputation. Describes move to retention programs by nurse recruiters. Concludes image of nursing has developed into professional status. (ABL)

  12. Nursing Revalidation

    OpenAIRE

    F. Cannon; McCutcheon, K.

    2016-01-01

    This article details the Nursing and Midwifery Council revalidation requirements essential for all registered nurses and midwives in the United Kingdom. Nursing revalidation is effective from April 2016 and is built on the pre-existing Post-registration education and practice. Unlike the previous process, revalidation provides a more robust system which is clearly linked to the Code and should assist towards the delivery of quality and safe effective care

  13. Nurses stand by, on standby

    DEFF Research Database (Denmark)

    Kjær, Malene; Raudaskoski, Pirkko Liisa

    configurations (Goodwin, 2000) and more overall activities (that are, of course, also accomplished locally). In the professional literature, this alertness is often ‘hidden’ in the definition of nursing as a symbiosis of communication, ethics for the patient and technical skills. With this study we want to fill......Nursing profession consists of never-ending diagnostic work and she has to treat smells, visual cues and noises from people and machines as being potentially relevant next attention and action spaces A nurse needs to have a broad perspective on the daily routines: which patient is next in line...... for surgery, does any colleague need assistance, and so on. To do this diagnostic work, nurses move within and between different hospital spaces and, at the same time, their level of attention (Norris, 2004) shifts between local, often occasioned, sites of engagement (Scollon & Scollon, 2004) or contextual...

  14. Nursing students’ evaluation of the introduction of nursing diagnosis focused tutorials in a university degree programme

    Directory of Open Access Journals (Sweden)

    P. Brysiewicz

    2009-09-01

    Full Text Available The School of Nursing at the University of KwaZulu-Natal has recently introduced the concept of nursing diagnosis within the Bachelor of Nursing Problem Based Learning (PBL acute care nursing course. A descriptive survey was designed to evaluate a teaching strategy the researchers developed for Year III Bachelor of Nursing students in an acute care clinical practice course. All students in Year III PBL tutorials in 2006 were included in the study.The students were satisfied with their learning and felt competent in assessing, making and prioritizing nursing diagnoses, formulating hypotheses and using the nursing process in their care in real life nursing situations. With regard to the structured nine step process students generally were enthusiastic about this process and felt that it helped them perform better.This paper describes how the researchers introduced nursing diagnosis and how it was received by the students. Because these students are Year III students their perceptions of this change in focus is especially enlightening and provides useful feedback to further modify the course.

  15. Innovativeness of nurse leaders.

    Science.gov (United States)

    Clement-O'Brien, Karen; Polit, Denise F; Fitzpatrick, Joyce J

    2011-05-01

    The purpose of the present study was to describe the innovativeness and the rate of adoption of change among chief nursing officers (CNOs) of acute care hospitals, and explore the difference in the innovativeness of CNOs of Magnet hospitals vs. non-Magnet hospitals. There is little evidence to guide the description of innovativeness for nurse leaders, crucial to the implementation of evidence-based practice standards. CNOs of acute care hospitals of New York State participated in a mailed survey which incorporated the Scale for the Measurement of Innovativeness. The response rate was 41% (106/261). The majority of the sample was prepared at the master's level with 5-10 years of experience in the CNO role. A significant relationship was found between the innovativeness scale scores and the innovativeness diversity index. The CNOs who completed more leadership courses had implemented significantly more types of innovations and had higher innovativeness scale scores.   Graduate level education, years of CNO experience and leadership course completion were identified as significantly influencing innovativeness of CNOs. The characteristics of innovativeness for nurse leaders presented in the present study may assist organizations, CNOs and the Magnet recognition programme to describe innovativeness that supports organizations to continuously improve the quality of patient care. © 2011 The Authors. Journal compilation © 2011 Blackwell Publishing Ltd.

  16. English courses

    CERN Multimedia

    HR Department

    2010-01-01

    New courses University of Cambridge ESOL examination course We will be starting two new courses in October leading to the Cambridge First Certificate in English (level B2 of the European Framework) and the Cambridge Advanced English (level C1) examinations. These courses will consist of two semesters of 15 weeks with two two-hourly classes per week. There will be an average of eight students per class. Normally the examination will be taken in June 2011 but strong participants could take it earlier. People wishing to take these courses should enrol: http://cta.cern.ch/cta2/f?p=110:9:1927376177842004::NO::X_COURSE_ID,X_STATUS:4133%2CD and they will then be required to take a placement test to check that their level of English is of an appropriate level. Please note that we need a minimum of seven students enrolled to open a session. For further information please contact Tessa Osborne 72957. General and Professional English Courses The next session will take place: From 4th October 2010 to 5th Feb...

  17. Fostering nursing ethics for practical nursing

    OpenAIRE

    森田, 敏子; モリタ, トシコ; Morita, Toshiko

    2014-01-01

    Higher nursing ethics can raise nursing quality. The author attempts to define theproblem from the seedling of sensibility in practical nursing and focuses on the clinical environment surrounding nursing ethics from its pedagogical and historicalaspects. On the basis of these standpoints, the author discusses issues on the practical nursing as a practitioner of nursing ethics.

  18. [Occupational nursing specialization: proposed change of paradigm].

    Science.gov (United States)

    Mauro, M Y

    1998-01-01

    The course of Labour Nursing aimed at preparing nurses for companies security and workers health. It started in 1974 as a result of the efforts of DESP/EEAN/UFRJ and ABEn close to the Ministry of Labour in Rio de Janeiro and based on the Resolution 112/59--OMS/OIT. Later, this course was spread out to other Universities and Brazil's regions and 13 courses have been provided until 1985. In the beginning, the courses follwed the orientation and control of FUNDACENTRO, until 1996 and were directed to the industry. From this time on, these courses register was sent to CORENs and accomplished independently at Nursing Schools, based on Resolution 12/86--MEC, Rec. 161/93--OIT. Instructions from the Ministry of Labour and Ministry of Health. At the EEAN, up to 1995, 11 Specialisation Courses have been accomplished, based on ANENT orientations and fundamental by the subjects: Scientific Investigation Methodology, Methodology of Nursing Teaching and Education for Health; Worker's Health Politics; Labour Organisational and Social Sciences; Environment Sanitation; Work Safety and Hygiene and Human Ecology; Ergonomy; Labour Process; Occupational Risks; Labour Accidents and Illnesses; Labour Legislation; Labour Nursing; Technical Visits and Practice in Workers Health Services at Companies Programmes and Public Health. The course enables nurses of essential, educative, managing and investigative activities and their formation culminates with a dissertation that has as a study object, emerging problems of nursing practice for workers. This programme has been studied by the author herself aiming at a better adjustment for these professionals insertion into the work market.

  19. Nursing informatics and nursing ethics

    DEFF Research Database (Denmark)

    Kaltoft, Mette Kjer

    2013-01-01

    All healthcare visions, including that of The TIGER (Technology-Informatics-Guiding-Educational-Reform) Initiative envisage a crucial role for nursing. However, its 7 descriptive pillars do not address the disconnect between Nursing Informatics and Nursing Ethics and their distinct communities......-of-(care)-decision. Increased pressure for translating 'evidence-based' research findings into 'ethically-sound', 'value-based' and 'patient-centered' practice requires rethinking the model implicit in conventional knowledge translation and informatics practice in all disciplines, including nursing. The aim is to aid 'how...... nurses and other health care scientists more clearly identify clinical and other relevant data that can be captured to inform future comparative effectiveness research. 'A prescriptive, theory-based discipline of '(Nursing) Decisionics' expands the Grid for Volunteer Development of TIGER's newly launched...

  20. Using portfolios to evaluate achievement of population-based public health nursing competencies in baccalaureate nursing students.

    Science.gov (United States)

    Schaffer, Marjorie A; Nelson, Pamela; Litt, Emily

    2005-01-01

    Public health nurses from 13 local public health agencies and nurse educators from five schools of nursing developed population-based public health nursing competencies for new graduates and novice public health nurses. Educators in one nursing program used a portfolio assignment to measure achievement of the competencies by traditional and RN to BSN students in a community health nursing course. Data were collected from surveys and focus groups to determine students' responses to the portfolio and their use of population-based public health nursing concepts. The assignment enhanced students' critical thinking skills; however, concerns about the structure and evaluation of the portfolio decreased student satisfaction. Recommendations are made for improving the portfolio format, increasing students' valuing of the portfolio, managing the tension between assessment and learning, and orienting clinical agency staff and nursing instructors.

  1. Integrating YouTube into the nursing curriculum.

    Science.gov (United States)

    Sharoff, Leighsa

    2011-08-17

    Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today's nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

  2. 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.

  3. Repeatability of Cryogenic Multilayer Insulation

    Science.gov (United States)

    Johnson, W. L.; Vanderlaan, M.; Wood, J. J.; Rhys, N. O.; Guo, W.; Van Sciver, S.; Chato, D. J.

    2017-01-01

    Due to the variety of requirements across aerospace platforms, and one off projects, the repeatability of cryogenic multilayer insulation has never been fully established. The objective of this test program is to provide a more basic understanding of the thermal performance repeatability of MLI systems that are applicable to large scale tanks. There are several different types of repeatability that can be accounted for: these include repeatability between multiple identical blankets, repeatability of installation of the same blanket, and repeatability of a test apparatus. The focus of the work in this report is on the first two types of repeatability. Statistically, repeatability can mean many different things. In simplest form, it refers to the range of performance that a population exhibits and the average of the population. However, as more and more identical components are made (i.e. the population of concern grows), the simple range morphs into a standard deviation from an average performance. Initial repeatability testing on MLI blankets has been completed at Florida State University. Repeatability of five GRC provided coupons with 25 layers was shown to be +/- 8.4 whereas repeatability of repeatedly installing a single coupon was shown to be +/- 8.0. A second group of 10 coupons have been fabricated by Yetispace and tested by Florida State University, through the first 4 tests, the repeatability has been shown to be +/- 16. Based on detailed statistical analysis, the data has been shown to be statistically significant.

  4. Using fourth-generation evaluation in nursing.

    Science.gov (United States)

    Swenson, M M

    1991-03-01

    Evaluation is disciplined inquiry undertaken to determine the value, including merit and worth, of some entity: a curriculum program, a clinical intervention, an academic course, a care plan. An evaluation is conducted to improve or refine the thing being evaluated (evaluand) or to assess its impact and effectiveness. Evaluation in nursing has been designed using various positivistic and post-positivistic models in the first three "generations" in the evolution of evaluation practice. This article describes a new model of nursing evaluation more consistent with a nursing paradigm than with a traditional, scientific, medical paradigm. Responsive nursing evaluation informs and empowers all those involved in its outcomes (the stakeholders) when framed within the research stance called naturalistic or constructivist inquiry. The fourth-generation-evaluation approach of Guba and Lincoln (1989) is consistent with a nursing paradigm and a constructivist approach. Fourth-generation evaluation is presented with specific application to nursing evaluation.

  5. Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

    Science.gov (United States)

    Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L

    2015-01-01

    Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum.

  6. A writing intensive introductory course for RN to BSN students.

    Science.gov (United States)

    Tesh, Anita S; Hyde, Yolanda M; Kautz, Donald D

    2014-01-01

    This article describes learning strategies used with RN to BSN students in their 1st nursing course to successfully learn how to write formal papers using the American Psychological Association (APA) format. This 1st nursing course, a writing intensive, requires 4 short papers with self, peer, and teacher critiques and opportunities to rewrite. Students learn the style of professional nursing discourse, mastery of APA format, and development of additional skills in following directions and in critiquing their own work. An additional benefit is to enhance learning about professional nursing topics. By mastering writing skills in this initial course, students are able to successfully complete writing assignments in future courses and, in some cases, move on to publication.

  7. Analysis of repeated outcome measures from longitudinal studies

    Institute of Scientific and Technical Information of China (English)

    Yuanjia WANG; Naihua DUAN

    2011-01-01

    @@ In many clinical studies repeated measurements of an outcome are collected over time.For example,in an 8-week study of treatment for obsessive compulsive disorder,the severity of the disorder may be measured weekly using the Yale-Brown-Obsessive-Compulsive-Disorder-Scale (YBOCS).For each study participant who completes the study,there will be nine repeated measures of YBOCS (a baseline assessment plus eight assessments during the course of treatment).Such a study in which participants are followed and measured repeatedly over time is called a longitudinal study and the resulting data are called longitudinal data.

  8. A team approach to an undergraduate interprofessional communication course.

    Science.gov (United States)

    Doucet, Shelley; Buchanan, Judy; Cole, Tricia; McCoy, Carolyn

    2013-05-01

    Interprofessional communication is a team-taught upper-level undergraduate course for Nursing and Health Sciences students. In addition to teaching fundamental communication skills, this course weaves interprofessional competencies into weekly learning activities and assignments. The utilization of the principles and practices of team-based learning in the classroom enhances the attainment and practice of communication and interprofessional collaboration skills. Lessons learned from conducting informal course evaluations and delivering the course multiple times are presented.

  9. [A Study of the Evidence-Based Nursing Practice Competence of Nurses and Its Clinical Applications].

    Science.gov (United States)

    Hsu, Li-Ling; Hsieh, Suh-Ing; Huang, Ya-Hsuan

    2015-10-01

    Nurses must develop competence in evidence-based nursing in order to provide the best practice medical care to patients. Evidence-based nursing uses issue identification, data mining, and information consolidation from the related medical literature to help nurses find the best evidence. Therefore, for medical institutions to provide quality clinical care, it is necessary for nurses to develop competence in evidence-based nursing. This study aims to explore the effect of a fundamental evidence-based nursing course, as a form of educational intervention, on the development of evidence-based nursing knowledge, self-efficacy in evidence-based practice activities, and outcome expectations of evidence-based practice in nurse participants. Further the competence of these nurses in overcoming obstacles in evidence-based nursing practice. This quasi-experimental study used a pre-post test design with a single group of participants. A convenience sample of 34 nurses from a municipal hospital in northern Taiwan received 8 hours of a fundamental evidence-based nursing course over a two-week period. Participants were asked to complete four questionnaires before and after the intervention. The questionnaires measured the participants' basic demographics, experience in mining the medical literature, evidence-based nursing knowledge, self-efficacy in evidence-based practice activities, outcome expectations of evidence-based practice, competence in overcoming obstacles in evidence-based nursing practice, and learning satisfaction. Collected data was analyzed using paired t, Wilcoxon Signed Rank, and McNemar tests to measure the differences among participants' evidence-based nursing knowledge and practice activities before and after the workshop. The nurses demonstrated significantly higher scores from pre-test to post-test in evidence-based nursing knowledge II, self-efficacy in evidence-based nursing practice activities, and outcome expectations of evidence-based practice

  10. Research and Discussion on Nursing Professional Computer Course Teaching Content Reformation in Higher Vocational Colleges%高职高专护理专业计算机课程教学内容改革的研究与探讨*

    Institute of Scientific and Technical Information of China (English)

    白雪峰

    2013-01-01

      With the development and application of computer technology in medical field, it is particularly necessary that nursing staff master computer knowledge and application. Analyzes the current teaching situation of Higher Vocational College about computer course,discusses the reforma-tion of teaching content of computer course combined with the application of computer in the medical industry,and puts forward specific ideas of nursing professional computer curriculum reformation in Higher Vocational Colleges.%  随着计算机技术在医学领域的应用和发展,护理人员掌握计算机知识及其在医学领域的应用,显得尤为必要。分析当前高职高专护理专业计算机课程的教学情况,结合计算机在医疗行业的应用,对计算机课程教学内容改革进行探讨,提出高职高专护理专业计算机课程内容改革的具体思路。

  11. 压力源量表对本科护理实习生的指导意义及对策%The Countermeasure and Guiding Signiifcande of Undergraduate Course Nurse Intern by Pressure Source Scale

    Institute of Scientific and Technical Information of China (English)

    金瑞阳; 欧伟伟

    2016-01-01

    Objective To explore the stress source and coping style of the undergraduate nursing students, and the methods of psychological stress reduction for the nursing students to keep their physical and mental health. Methods The pressure source and coping style of 160 male and female, undergraduate nursing interns were investigated by using the psychological pressure source scale and questionnaire.Results 32.84% of the nursing students have high level of stress, the main source of the pressure of nursing work is too hard, income and pay no matching, employment and high risk of nursing career. In terms of stress response, nursing students mostly adopt positive coping style, the most used is to talk with people, talk heart troubles, sports.Conclusion There are many kinds of psychological stress sources in undergraduate nursing students. The nursing educators should take the method of consolidating the professional thought, giving psychological support and so on.%目的:了解护理本科业实习生的压力源和应对方式,了解护理实习生的压力总体水平和主要压力源,探讨积极应对实习压力的措施,缓解护理实习生压力,保持身心健康。方法采用心理压力源量表和问卷调查,对160例男、女本科护理专业实习生的压力源和应对方式进行调查。结果32.84%的护生具有较高水平的压力,其压力主要来源于就业、自身知识和能力、护理工作过于辛劳、收入与付出不匹配、护理职业的高风险等方面。在压力应对方面,护生大多采取积极的应对方式,采用最多的是运动、寻求支持倾诉内心烦恼等方式。结论护理本科实习生在临床实习过程中面临多种心理压力源,护理教育者应采取正确引导,巩固专业思想、给予心理支持等方法减轻其压力。

  12. Principles and practices of social entrepreneurship for nursing.

    Science.gov (United States)

    Gilmartin, Mattia J

    2013-11-01

    Although social justice and action for change are among the nursing profession's core values, curricular content on social entrepreneurship for nurses is not as well developed as it is in the educational programs for students in business, engineering, or public policy. This article describes an undergraduate honors elective course in social entrepreneurship offered at New York University College of Nursing. The course uses a seminar format and incorporates content from the humanities, business, and service-learning, with the goal of promoting participants' understanding of the sources of inequality in the United States and providing the requisite skills to promote effective nursing action for social change.

  13. A profile of European ICU nursing.

    Science.gov (United States)

    Depasse, B; Pauwels, D; Somers, Y; Vincent, J L

    1998-09-01

    To evaluate major similarities and major differences between Western European countries in intensive care unit (ICU) nurse staffing, education, training, responsibilities, and initiative. A questionnaire was sent to Western European doctor members of the European Society of Intensive Care Medicine, to be passed on to the nurse-in-charge of their ICU. 156 completed questionnaires were analyzed: 49% were from university hospitals, 26% from university-affiliated hospitals, and 25% from community hospitals; 42% of the hospitals had more than 700 beds, 67% of the ICUs had between 6 and 12 beds, and 54% were mixed medical-surgical units. Among British units, 79% had more than three full-time nursing equivalents (FTE) per ICU bed, while in Sweden 75% of units had less than two FTE/ICU bed. University hospitals had more nursing staff per bed than community hospitals. As regards training, 33% of nurses followed a training course before starting work on the ICU and 64% after starting on the unit, and 85% had easy access to continuing education, particularly in the university hospitals. In an emergency, more than 70% of nurses regularly initiated oxygen administration, mask ventilation, or cardiac massage. In Sweden 100% of nurses and in Switzerland 91% of nurses regularly inserted peripheral intravenous catheters, but only 7% of German nurses did. No German nurses and only 12% of British nurses regularly performed arterial puncture, but in Sweden 75% of nurses regularly did. Even though the number of participants were limited, our questionnaire revealed variations in nurse staffing patterns among European countries and in their systems of training and education. Nurse autonomy also varies widely between countries.

  14. Aderência dos Cursos de Graduação em Enfermagem às Diretrizes Curriculares Nacionais Adherencia de los Cursos de Pregrado en Enfermería a las Pautas Curriculares Nacionales Adherece of Nursing Graduation Courses to the National Curricular Guidelines

    Directory of Open Access Journals (Sweden)

    David Lopes Neto

    2007-12-01

    una mejor vinculación entre las bases epistemológicas presentes en las DCN/ENF y las propuestas en los PPC/ENF.The objective of this study was to evaluate the adherence of the Pedagogic Projects of Nursing Graduation Courses (PPC/ENF to the National Guidelines for the Curriculum of Nursing Graduation Courses (DCN/ENF. It was a descriptive study that compared the information obtained from the reports of the PPC/ENF and the proposals of DCN/ENF, using data collected by INEP/MEC and made available for this study. The data base consisted of all reports from 110 nursing graduation courses that were seeking accreditation or renewal between 2002 and 2006. Sixty aspects of the evaluation were selected and 10. The study reports that the rate of adherence of the nursing courses to the DCN/ENF guidelines was low, 72%. These findings indicate there is a need for nursing courses/schools to adjust the epistemological bases of the DCN/ENF to the proposals of PPC/ENF.

  15. Effects of the Emergency Trauma Training Course on the confidence of final-year medical students dealing with trauma patients.

    Science.gov (United States)

    Lin, Hsing-Lin; Chen, Chao-Wen; Lee, Wei-Che; Kuo, Liang-Chi; Cheng, Yuan-Chia; Lin, Yen-Ko; Lin, Jiun-Nong; Chan, Hon-Man

    2009-01-01

    Trauma is an important issue that has been neglected in the training of medical students. This study evaluated the effects of the Emergency Trauma Training Course (ETTC), after completion of standard medical training, on seventh-year medical students. The ETTC was designed in Taiwan by the Taiwan Society of Emergency Medicine to train physicians and registered nurses who care for trauma patients in the emergency department (ED). We implemented the course for our medical students' internship. One hundred and fifty-one participants were divided into three groups: Group A included 36 medical students before they entered their internship in hospital; Group B included 41 medical students who had received 6 months of internship training in hospital; and Group C included 74 ED nurses. Group C was used to test Cronbach's alpha coefficient of the questionnaire. After the training course, the participants had a final examination and filled out a questionnaire about the training course and their levels of self-confidence. There were no differences in scores between the medical students in Groups A and B (p = 0.064). Using repeated measures analysis of variance, we found that confidence before training was low, with no difference between Groups A and B. Confidence improved after training, but there was still no significant difference between the groups (p = 0.875). However, there were significant differences between confidence levels before and after the training course (p confidence, the confidence of final year medical students after completion of their training was improved by the ETTC. This indicates that the ETTC could increase the confidence of participants. This is the first evaluation of the implementation of the ETTC for final-year medical students in Taiwan. Based on our results, we highly recommend that this training course be taught to final-year medical students before they practice in hospital.

  16. Language Courses

    CERN Document Server

    HR Department

    2010-01-01

    General and Professional English Courses The next session will take place: from 1st March to end of June 2010 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) More details Writing Professional Documents in English The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is designed for people with a good le...

  17. NEW COURSES

    CERN Multimedia

    Technical Training; Tel. 74924

    2001-01-01

    Hands-on Training Support for the Windows 2000 Migration Please note that the set of hands-on courses listed below has been added to the Technical Training Programme to support the labwide migration to Windows 2000. If there is enough demand it is planned to organise sessions throughout the summer period. Anyone interested is asked to register for the course(s) of their choice by accessing the web course description from : http://training.web.cern.ch/Training/Welcome.html As soon as a minimum number of applications have been received dates will be fixed and published in the weekly bulletin and on the web. Please note that in order to get maximum benefit from these courses it is important to have Windows 2000 installed on your computer either before or immediately after you attend the session. People who do not have access to a Windows 2000 PC are strongly recommended to plan their training to coincide with the migration of their PC. A migration plan has been prepared in agreement with the NICE 2000 divisiona...

  18. French courses

    CERN Multimedia

    HR Department

    2012-01-01

    General and Professional French Courses The next session will take place from 2nd May to 6th July 2012. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.   Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to 6th July 2012.   Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to ...

  19. Language courses

    CERN Multimedia

    2014-01-01

    General and Professional French Courses The next session will take place from 5 May to 11 July 2014. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://hr-training.web.cern.ch/hr-training/ or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 5 May to 11 July 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session...

  20. French courses

    CERN Multimedia

    2013-01-01

    General and Professional French Courses The next session will take place from 29 April to 5 July 2013. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July...

  1. English course

    CERN Multimedia

    HR Department

    2011-01-01

    General and Professional English Courses The next sessions will take place: From 3rd October 2011 to beginning of February 2012 (break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Oral Expression The next sessions will take place from 3rd October 2011 to beginning of February 2012 (break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Writing Professional Documents in English - Administrative Wr...

  2. Nursing Home Checklist

    Science.gov (United States)

    ... nursing home: ____________________________________________________ Address: ________________________________________________________________ Phone number: __________________________________________________________ Date of visit: _____________________________________________________________ Basic information Yes No Notes Is the nursing home Medicare certified? Is the nursing home Medicaid ...

  3. Nursing students' perception of class size and its impact on test performance: a pilot study.

    Science.gov (United States)

    Lee, Shirleatha; Dapremont, Jill; Sasser, Jason

    2011-12-01

    The combination of increasing student enrollment in baccalaureate nursing programs and the faculty shortage has contributed to larger class sizes that may affect both student satisfaction and learning. The purpose of this study was to identify baccalaureate nursing students' satisfaction with enrollment in small and large nursing courses. The authors also sought to determine whether a significant difference existed between test scores of students enrolled in small and large nursing courses. A survey was completed by 110 students, and test scores were compared between students in a small and a large nursing class using analysis of variance. The findings indicated that perceived satisfaction of students was significantly higher for those enrolled in the small nursing course versus the large course; however, no significant difference was found between test scores. To improve student satisfaction that can positively affect student retention, further research is needed on class size in the nursing discipline.

  4. Entrepreneurship Course

    CERN Multimedia

    2003-01-01

    +++++++ Turn your idea into a company +++++++ Starting date: Thursday 23 October 2003 Timing: Every Thursday from 5 p.m. to 9 p.m. Venue: University of Geneva, Sciences II Duration: 1 semester Registration: http://www.startupcafe.ch/learn More Information: info@createswitzerland.ch Deadline to submit the application: 10 October 2003. Check the CREATE website for alternative dates and venues. The course is restricted to 30 pre-selected participants. The course covers important aspects of launching a business from initial idea to growth and international expansion and addresses two kind of skills requested to start a high tech company which are divided into personal skills (entrepreneur skills) and those to start a company (Start-up tools). The 14 week course is free of charge. For any question, please, contact Ilias.Goulas@cern.ch from the Technology Transfer Group (http://cern.ch/ttdb).

  5. 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

  6. Naturalistic nursing.

    Science.gov (United States)

    Hussey, Trevor

    2011-01-01

    Where nurse education aims to provide an overarching intellectual framework, this paper argues that it should be the framework of naturalism. After an exposition of the chief features of naturalism and its relationship to science and morality, the paper describes naturalistic nursing, contrasting it with some other perspectives. There follows a defence of naturalism and naturalistic nursing against several objections, including those concerning spirituality, religion, meaning, morality, and alternative sources of knowledge. The paper ends with some of the advantages of the naturalistic approach.

  7. Online courses do not help us to interpret non-verbal cues.

    Science.gov (United States)

    Gibbons, Karen

    Daniel Allen's 'Learning in a virtual world' (Careers December 18) pondered the future of nursing education as massive open online courses (MOOCs) gain popularity and expand their content and offerings. Could MOOCs eventually replace face-to-face courses in a nursing degree programme?

  8. Columbia University's Competency and Evidence-based Acute Care Nurse Practitioner Program.

    Science.gov (United States)

    Curran, Christine R.; Roberts, W. Dan

    2002-01-01

    Columbia University's acute care nurse practitioner curriculum incorporates evaluation strategies and standards to assess clinical competence and foster evidence-based practice. The curriculum consists of four core courses, supporting sciences, and specialty courses. (Contains 17 references.) (SK)

  9. Mentoring disadvantaged nursing students through technical writing workshops.

    Science.gov (United States)

    Johnson, Molly K; Symes, Lene; Bernard, Lillian; Landson, Margie J; Carroll, Theresa L

    2007-01-01

    Recent studies have identified a problematic gap for nursing students between terse clinical writing and formal academic writing. This gap can create a potential barrier to academic and workplace success, especially for disadvantaged nursing students who have not acquired the disciplinary conventions and sophisticated writing required in upper-level nursing courses. The authors demonstrate the need for writing-in-the-discipline activities to enhance the writing skills of nursing students, describe the technical writing workshops they developed to mentor minority and disadvantaged nursing students, and provide recommendations to stimulate educator dialogue across disciplines and institutions.

  10. Teaching statistics to nursing students: an expert panel consensus.

    Science.gov (United States)

    Hayat, Matthew J; Eckardt, Patricia; Higgins, Melinda; Kim, MyoungJin; Schmiege, Sarah J

    2013-06-01

    Statistics education is a necessary element of nursing education, and its inclusion is recommended in the American Association of Colleges of Nursing guidelines for nurse training at all levels. This article presents a cohesive summary of an expert panel discussion, "Teaching Statistics to Nursing Students," held at the 2012 Joint Statistical Meetings. All panelists were statistics experts, had extensive teaching and consulting experience, and held faculty appointments in a U.S.-based nursing college or school. The panel discussed degree-specific curriculum requirements, course content, how to ensure nursing students understand the relevance of statistics, approaches to integrating statistics consulting knowledge, experience with classroom instruction, use of knowledge from the statistics education research field to make improvements in statistics education for nursing students, and classroom pedagogy and instruction on the use of statistical software. Panelists also discussed the need for evidence to make data-informed decisions about statistics education and training for nurses.

  11. Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical.

    Science.gov (United States)

    Gore, Teresa N; Johnson, Tanya Looney; Wang, Chih-hsuan

    2015-04-30

    Nurse educators claim accountability to ensure their students are prepared to assume leadership responsibilities upon graduation. Although front-line nurse leaders and nurse executives feel new graduates are not adequately prepared to take on basic leadership roles, professional nursing organizations such as the American Nurses Association (ANA) and the Association of Colleges of Nursing (AACN) deem leadership skills are core competencies of new graduate nurses. This study includes comparison of a leadership-focused multi-patient simulation and the traditional leadership clinical experiences in a baccalaureate nursing leadership course. The results of this research show both environments contribute to student learning. There was no statistical difference in the overall score. Students perceived a statistically significant difference in communication with patients in the traditional inpatient environment. However, the students perceived a statistical significant difference in teaching-learning dyad toward simulation.

  12. Prospective Teachers' Understanding of Decimals with Single Repeating Digits

    Science.gov (United States)

    Burroughs, Elizabeth A.; Yopp, David

    2010-01-01

    This article investigates prospective elementary teachers' conceptions of the repeating decimal 0.999... Five students from a first-semester undergraduate course "Mathematics for Elementary School Teachers" were interviewed to ascertain their conceptions about the mathematical statement 0.999... = 1. All of the students indicated they do not…

  13. Mapping the future of environmental health and nursing: strategies for integrating national competencies into nursing practice.

    Science.gov (United States)

    Larsson, Laura S; Butterfield, Patricia

    2002-01-01

    :Nurses are increasingly the primary contact for clients concerned about health problems related to their environment. In response to the need for nursing expertise in the field of environmental health, the Institute of Medicine (IOM), Agency for Toxic Substances and Disease Registry (ATSDR), and National Institute of Nursing Research (NINR) have designed core competencies for the nursing profession. The IOM competencies focus on four areas: (1) knowledge and concepts; (2) assessment and referral; advocacy, ethics, and risk communication; and (4) legislation and regulation. The competencies establish a baseline of knowledge and awareness in order for nurses to prevent and minimize health problems associated with exposure to environmental agents. To address the known difficulties of incorporating new priorities into established practice, nurses attending an environmental health short course participated in a nominal group process focusing on the question, "What specific actions can we take to bring environmental health into the mainstream of nursing practice?" This exercise was designed to bring the concepts of the national initiatives (IOM, NINR, ATSDR) to the awareness of individual nurses involved in the direct delivery of care. Results include 38 action items nurses identified as improving awareness and utilization of environmental health principles. The top five ideas were: (1) get environmental health listed as a requirement or competency in undergraduate nursing education; (2) improve working relationships with interdepartmental persons-a team approach; (3) strategically place students in essential organizations such as NIOSH, ATSDR, or CDC; (4) educate nurse educators; and (5) create environmental health awards in nursing. The 38 original ideas were also reorganized into a five-tiered conceptual model. The concepts of this model include: (1) developing partnerships; (2) strengthening publications; (3) enhancing continuing education; (4) updating nursing

  14. Aplicación de los lenguajes estandarizados NANDA, NOC y NIC en la asignatura de Enfermería Geriátrica Application of the NANDA, NOC and NIC standardised languages to a Geriatric Nursing undergraduate course

    Directory of Open Access Journals (Sweden)

    Montserrat Bros i Serra

    2006-09-01

    Full Text Available La adaptación al Espacio Europeo de Formación Superior y la utilización de los lenguajes estandarizados en Enfermería, en el nuevo plan de estudios de la Escuela de Enfermería de la Universidad de Andorra nos ha permitido en cada asignatura actualizar la metodología del proceso enseñanza-aprendizaje, centrándonos en los objetivos de aprendizaje de los estudiantes, las competencias y las capacidades que han de adquirir, así como elaborar planes de cuidados individualizados para personas mayores, en el caso de Enfermería Geriátrica, siguiendo la nueva metodología que incluye la aplicación de los tres lenguajes enfermeros, para los diagnósticos NANDA, para los resultados NOC y para las intervenciones NIC.The adaptation of Higher Education towards the European territory and the use of standardised language in Nursing, as part of the new study plan for the School of Nursing at the University of Andorra, has allowed us update the methodology involved in the teaching-learning process for each subject, focusing on the students' learning objectives, the abilities and competencies they must acquire, while also learning how to develop personalised care plans for elderly people, in the case of Geriatric Nursing, and following the new methodology which includes the application of the three nursing languages, NANDA for diagnostics, NOC for results and NIC for interventions.

  15. Attaching More Importance on Clinical Ethical Practice Teaching in the Nursing Ethics Course%护理伦理学课程注重临床伦理实践教学的探析

    Institute of Scientific and Technical Information of China (English)

    王建华

    2012-01-01

    By using various teaching methods and means in full time teachers and part -time teachers, and guiding the nursing students to carry out clinical ethics practice activities, can improve the positive enthusiasm of nursing students to involve in the teaching of ethical practice. Therefore, the measures, such as solving the ethical practice of clinical leaching faculty, implementing clinical teaching funding and focus on mobilization of students involved in the practice of education, are conducive to the practice of clinical nurse ethics teaching, not only ensure the quality of teaching but also enhance the professional ethics of nursing students.%通过专兼职教师综合运用多种方法与手段授课、指导护生开展临床伦理实践活动,提高了护生参与伦理实践教学的主动性.认为解决好临床伦理实践的带教师资、落实临床带教经费和注重做好学生参与实践的动员教育等问题,有利于开展临床伦理实践的护理伦理学课程教学;其不仅保证了课程教学质量,而且提升了护生的职业道德素养.

  16. Analysis of Issues and Measures in the Teaching Course of Nursing Stan-dardized Training Students%刍议在护理规培生带教过程中的问题及措施

    Institute of Scientific and Technical Information of China (English)

    蔡春艳; 张艳红

    2016-01-01

    随着医学的飞速发展,对护理规培生的规范化的培训也越来越关注,护理规培生规范化培训是医学生成长为合格护士的一条很好的途径。该文对护理规培生在培训过程的问题进行了深刻的分析,并对此提出了一些解决的措施。%With the rapid development of medicine, people pay more and more attention to the standardized training for nursing standardized training students, and the standardized training of nursing standardized training students is a good way for medical students to become a qualified nurse. The paper deeply analyzes the issues of nursing standardized training stu-dents in the training process and puts forwards some measurements.

  17. Primeira década do curso de enfermagem na Universidade Federal de Juiz de Fora: 1979 -1989 Primera década del curso de enfermería en la Universidad Federal de Juiz de Fora: 1979-1989 First decade of the nursing course at Federal University of Juiz de Fora: 1979-1989

    Directory of Open Access Journals (Sweden)

    Maria Cristina Pinto de Jesus

    2012-06-01

    course was established at the Federal University of Juiz de Fora in 1979 with the incorporation of the social delegation at the School of Nursing Hermantina Beraldo. This study of social-historical approach aimed to discuss nursing formation in the first decade (1979 a 1989 after the creation of the nursing graduation course at Federal University of Juiz de Fora. The primary sources were composed by archived documents and testimonies from teachers who went through this historic moment. The data were collected in 2009, organized and classified in accordance with the historical method to light of Pierre Bourdieu's theory. The data analysis allowed evidence the strategically actions by the nursing teachers interested in preserving the characteristics of the Nursing School teaching Hermantina Beraldo in the first decade of course establishment at the Federal University of Juiz de Fora.

  18. Curso de Enfermagem da Universidade Federal de Juiz de Fora: 1977-1979 Curso de Enfermería de la Universidade Federal de Juiz de Fora: 1977-1979 The Nursing Course of Universidade Federal de Juiz de Fora: 1977-1979

    Directory of Open Access Journals (Sweden)

    Mariangela Aparecida Gonçalves Figueiredo

    2009-08-01

    which determined the creation of Nursing Course of the Universidade Federal de Juiz de Fora. Primary source: written documents and oral testimony. The results discussion was guided by Pierre Bourdieu. In the 1970's, Education Ministry Department of University Subjects undertook efforts to create nursing courses in federal universities. As the process of negotiation meant to incorporate Hermantina Beraldo Nursing College to Universidade Federal de Juiz de Fora failed, in 1978 a Department of Nursing was bind to UFJF Medical College and, in 1970, the Nursing Course of this same university started functioning.

  19. Language courses

    CERN Multimedia

    2013-01-01

    General and Professional French Courses: The next session will take place from 7 October to 13 December 2013. These courses are open to all persons working on the CERN site, and to their spouses. Oral Expression: This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 7 October to 13 December 2013. Writing professional documents in French: These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 7 October to 13 December 2013. Cours d'anglais général et professionnel: La prochaine session se déroulera du 7 octobre 2013 au 31 janvier 2014 (interruption à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Oral Expression: F...

  20. Language courses

    CERN Multimedia

    2006-01-01

    General and Professional English Courses The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.16 23 40. Oral Expression The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next...

  1. Language Courses

    CERN Multimedia

    2007-01-01

    General and Professional English Courses The next session will be held from 26 February or 5 March to end of June 2007 (1/2 week's break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Françoise Benz, tel. 73127. Oral Expression The next session will be held from 26 February or 5 March to end of June 2007 (1/2 week's break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-play, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will be held from 26 February or 5 March to e...

  2. Course Layout

    OpenAIRE

    2005-01-01

    This is an interactive diagram of a MATLAB course layout covering 16 topics in 4 different main areas: Basics of MATLAB, Numerical Methods in MATLAB, Symbolic Manipulations in MATLAB, Mathematical Modeling in MATLAB and Simulink AE2440 Introduction to Digital Computation

  3. Memória da implantação da graduação em enfermagem na Unicamp Memoria de la implantación del curso de graduación en enfermería en la Universidad de Campinas Creation memory of the nursing undergraduate course at the University of Campinas

    Directory of Open Access Journals (Sweden)

    Débora Martins Zulske

    2006-08-01

    Full Text Available Objetivou-se reconstituir a história de implantação da Graduação em Enfermagem na Faculdade de Ciências Médicas, Universidade Estadual de Campinas, ocorrida em 1978, através de história oral, pela insuficiência de fontes documentais pertinentes. Enfermeiros que participaram direta e ativamente nesse processo foram os sujeitos de pesquisa. A faculdade de enfermagem, legalmente prevista desde 1966, nunca foi efetivada. Para responder à mínima organização necessária, instituiu-se apenas um Departamento de Enfermagem, quatro anos após o início do curso. O interesse e a iniciativa de instalação do curso partiu de um enfermeiro titulado, externo à universidade, contratado especificamente para esse fim. Este fato explica a marca pessoal, pouco institucional, que caracterizou, de forma predominante, o momento de instalação e a continuidade desse curso.El objetivo de este artículo es reconstituir la implantación de la graduación en enferemería de la Facultad de Ciencias Médicas, de la Universidad Estadual de Campinas, que ocurrió en 1978, por medio de la historia hablada, por no haber fuentes documentales pertinentes. Los enfermeros que participaron directa y activamente en ese proceso fueron los sujetos de la pesquisa. La Facultad de Enfermería, legalmente prevista desde 1966, nunca fue efectivada. Para responder a la mínima organización necesaria, solamente se instituyó un Departamento de Enfermería, cuatro años después del inicio del curso. El interés y la iniciativa de la instalación del curso ocurrió por un enfermero graduado, externo a la faculdad, contratado especialmente para este trabajo. Este facto explica la marca personal y no institucional, que caracterizó de manera predominante el momento de la instalación y de la continuidad de este curso.The objective of this study was to reconstitute the history of the creation of the Nursing Undergraduate Course at the Medical Sciences School, University of

  4. Tangled ruptures: discursive changes in Danish psychiatric nursing 1965-75

    DEFF Research Database (Denmark)

    Buus, N

    2001-01-01

    Psychiatric nursing and psychiatric nurses have been referred to in various ways over the course of history. These articulations reflect and constitute the ways in which nursing is comprehended during specific periods. A rupture in these descriptions and conceptions of Danish psychiatric nursing...... over the period 1965--75 is identified using a discourse analytical framework, inspired primarily by Foucault. This rupture influenced all aspects of psychiatric nursing: the perception of the psychiatric patient, the expertise and knowledge of the nurse and the care given by the nurse. The study...

  5. Differentiating nursing leadership and management competencies.

    Science.gov (United States)

    Jennings, Bonnie Mowinski; Scalzi, Cynthia C; Rodgers, James D; Keane, Anne

    2007-01-01

    As the foundation of evaluating content for nursing leadership and administration courses, leadership and management competencies were identified from a literature review of 140 articles published between 2000-2004. Similarities and differences among the competencies were assessed. A large intersection of common competencies was discovered, indicating a lack of discrimination between leadership and management competencies. Arguably, this fusion ignores the different purposes served by leadership and management. Alternately, the convergence of leadership and management competencies might reflect that traditional distinctions have narrowed. Nevertheless, ambiguity persists regarding essential leadership and management competencies and the way they are reflected in nursing curricula. If concerns about the work environment are to be remedied for patients and staff, nurse educators are urged to act quickly to identify requisite competencies and better align course content with them. This will better prepare nurse administrators to succeed in their arduous work.

  6. Using high-fidelity simulation as a learning strategy in an undergraduate intensive care course.

    Science.gov (United States)

    Badir, Aysel; Zeybekoğlu, Zuhal; Karacay, Pelin; Göktepe, Nilgün; Topcu, Serpil; Yalcin, Begüm; Kebapci, Ayda; Oban, Gül

    2015-01-01

    Using high-fidelity simulations to facilitate student learning is an uncommon practice in Turkish nursing programs. The aim of the present study was to understand students' perceptions of the use of simulation in nursing courses. Subjects included 36 senior nursing students taking an intensive care course. This study revealed that high-fidelity simulation is an ideal method of promoting learning by helping students transfer theory into practice, build confidence and teamwork, and raise professional awareness.

  7. Moral sensitivity and critical thinking disposition of nursing students in Korea.

    Science.gov (United States)

    Ahn, Sung-Hee; Yeom, Hye-A

    2014-10-01

    This study aimed to examine the level of moral sensitivity and critical thinking disposition among baccalaureate nursing students in Korea. A convenience sample of 142 undergraduate nursing students was surveyed on moral sensitivity using the Korean version of the Moral Sensitivity Questionnaire (K-MSQ) and on critical thinking disposition using the Critical Thinking Disposition Questionnaire (CTDQ). Data were collected from June 2009 to July 2010. Mean score was 2.83 out of 7 on the K-MSQ (relatively low) and 3.70 out of 5 on the CTDQ (relatively high), indicating the need for nursing educators to continue to develop and incorporate strategies that enhance moral sensitivity into ethics courses in undergraduate nursing programs in Korea. Nursing students who regarded nursing as a lifelong career exhibited stronger critical thinking disposition than did students who considered nursing to be a temporary or premarital job. Moral sensitivity should be further emphasized in nursing ethics courses in undergraduate nursing programs in Korea.

  8. Effects of a blended learning module on self-reported learning performances in baccalaureate nursing students.

    Science.gov (United States)

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2011-11-01

    This article is a report of a quasi-experimental study of the effects of blended modules on nursing students' learning of ethics course content. There is yet to be an empirically supported mix of strategies on which a working blended learning model can be built for nursing education. This was a two-group pretest and post-test quasi-experimental study in 2008 involving a total of 233 students. Two of the five clusters were designated the experimental group to experience a blended learning model, and the rest were designated the control group to be given classroom lectures only. The Case Analysis Attitude Scale, Case Analysis Self-Evaluation Scale, Blended Learning Satisfaction Scale, and Metacognition Scale were used in pretests and post-tests for the students to rate their own performance. In this study, the experimental group did not register significantly higher mean scores on the Case Analysis Attitude Scale at post-test and higher mean ranks on the Case Analysis Self-Evaluation Scale, the Blended Learning Satisfaction Scale, and the Metacognition Scale at post-test than the control group. Moreover, the experimental group registered significant progress in the mean ranks on the Case Analysis Self-Evaluation Scale and the Metacognition Scale from pretest to post-test. No between-subjects effects of four scales at post-test were found. Newly developed course modules, be it blended learning or a combination of traditional and innovative components, should be tested repeatedly for effectiveness and popularity for the purpose of facilitating the ultimate creation of a most effective course module for nursing education. © 2011 Blackwell Publishing Ltd.

  9. The nurse manager: job satisfaction, the nursing shortage and retention.

    Science.gov (United States)

    Andrews, Diane Randall; Dziegielewski, Sophia F

    2005-07-01

    A critical shortage of registered nurses exists in the United States and this shortage is expected to worsen. It is predicted that unless this issue is resolved, the demand for nursing services will exceed the supply by nearly 30% in 2020. Extensive analysis of this pending crisis has resulted in numerous recommendations to improve both recruitment and retention. The purpose of this article is to clearly outline the issues contributing to this problem, and to provide the nurse manager with information regarding specific influences on job satisfaction as it relates to job turnover and employee retention. To accomplish this, an analysis of the literature using both national and international sources is used to formulate the lessons learned as well as strategies and future courses of action designed to address this shortage.

  10. 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.

  11. [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.

  12. Expansion of protein domain repeats.

    Directory of Open Access Journals (Sweden)

    Asa K Björklund

    2006-08-01

    Full Text Available Many proteins, especially in eukaryotes, contain tandem repeats of several domains from the same family. These repeats have a variety of binding properties and are involved in protein-protein interactions as well as binding to other ligands such as DNA and RNA. The rapid expansion of protein domain repeats is assumed to have evolved through internal tandem duplications. However, the exact mechanisms behind these tandem duplications are not well-understood. Here, we have studied the evolution, function, protein structure, gene structure, and phylogenetic distribution of domain repeats. For this purpose we have assigned Pfam-A domain families to 24 proteomes with more sensitive domain assignments in the repeat regions. These assignments confirmed previous findings that eukaryotes, and in particular vertebrates, contain a much higher fraction of proteins with repeats compared with prokaryotes. The internal sequence similarity in each protein revealed that the domain repeats are often expanded through duplications of several domains at a time, while the duplication of one domain is less common. Many of the repeats appear to have been duplicated in the middle of the repeat region. This is in strong contrast to the evolution of other proteins that mainly works through additions of single domains at either terminus. Further, we found that some domain families show distinct duplication patterns, e.g., nebulin domains have mainly been expanded with a unit of seven domains at a time, while duplications of other domain families involve varying numbers of domains. Finally, no common mechanism for the expansion of all repeats could be detected. We found that the duplication patterns show no dependence on the size of the domains. Further, repeat expansion in some families can possibly be explained by shuffling of exons. However, exon shuffling could not have created all repeats.

  13. A precepted leadership course based on Bandura's social learning theory.

    Science.gov (United States)

    Haddock, K S

    1994-01-01

    Transition from student to registered nurse (RN) has long been cited as a difficult time for new graduates entering health care. Bandura's (1977) theory of social learning guided a revision of a nursing leadership course required of baccalaureate student nurses (BSNs) in their final semester. The preceptorship allowed students to work closely with and to practice modeled behaviors of RNs and then receive feedback and reinforcement from both the preceptor and the supervising faculty member. Students were thus prepared to function better in the reality of the practice setting. Positive outcomes were experienced by students, BSN preceptors, faculty, and nurse administrators.

  14. An exploration of student experiences of using biology podcasts in nursing training

    Directory of Open Access Journals (Sweden)

    Mostyn Alison

    2013-01-01

    Full Text Available Abstract Background Students regard biological science as one of the most difficult components of the nursing curriculum. However, a good understanding of this area is essential for effective nursing practice. The aim of this study was to explore nursing students’ perceptions of the usefulness of supplementary biology podcasts for their learning. Methods Biological science podcasts (n = 9 were made available to first-year nursing students (n = 189 as supplementary learning tools. On completion of their first year, students were asked to complete a survey which investigated the frequency of their podcast use, reasons for use and their perception of the usefulness of podcasts as a learning tool. 153 of these students participated in the survey study (80.9%. Two focus groups were conducted with students (n = 6 to gain a detailed understanding of student experiences of the usefulness of the podcasts for their learning. Results Survey data demonstrated that most students (71% accessed at least one podcast. The majority of students who reported accessing podcasts agreed that they were useful as learning tools (83%, revision aids (83% and that they helped promote understanding of course materials (72%. Focus group participants discussed how they found podcasts especially useful in terms of revision. Students valued being able to repeatedly access the lecture materials, and appreciated having access to podcasts from a range of lecturers. Focus group members discussed the benefits of live recordings, in terms of valuing the information gleaned from questions asked during the lecture sessions, although there were concerns about the level of background noise in live recordings. Lack of awareness of the availability of podcasts was an issue raised by participants in both the survey component and the focus groups and this negatively impacted on podcast use. Conclusions Nursing students found the availability of biology podcasts helpful for

  15. 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.

  16. Course Programme

    DEFF Research Database (Denmark)

    Tvedebrink, Tenna Doktor Olsen

    2015-01-01

    Welcome to your first DESIGN course: ‘Mapping Meals and their Spaces’. I hope you are ready to learn about the emerging discipline of Food Design and the so‐called “Design Thinking” perspective, as well as how to implement the interdisciplinary knowledge characterizing your new education Integrat...... Food Studies into more detailed considerations on how to investigate and evaluate public meal spaces and create public meal experiences.......Welcome to your first DESIGN course: ‘Mapping Meals and their Spaces’. I hope you are ready to learn about the emerging discipline of Food Design and the so‐called “Design Thinking” perspective, as well as how to implement the interdisciplinary knowledge characterizing your new education Integrated...

  17. DWI Repeaters and Non-Repeaters: A Comparison.

    Science.gov (United States)

    Weeber, Stan

    1981-01-01

    Discussed how driving-while-intoxicated (DWI) repeaters differed signigicantly from nonrepeaters on 4 of 23 variables tested. Repeaters were more likely to have zero or two dependent children, attend church frequently, drink occasionally and have one or more arrests for public intoxication. (Author)

  18. 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.

  19. 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.

  20. 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.

  1. Ethical decision making in intrapartum nursing.

    Science.gov (United States)

    Simmonds, Anne H

    2012-01-01

    Nurses are confronted daily with making ethical decisions in practice, in which the "right" or best course of action must be determined. However, for intrapartum nurses, the seemingly ordinary nature of ethical issues means that these concerns may be viewed merely as clinical or logistical problems to be solved, leaving the ethical dimensions obscured. This has consequences not only for women and the provision of safe, family-centered maternity care but also for the quality of nurses' work environments and degree of moral distress experienced. This article explores ethical aspects of intrapartum nursing by applying ethical principles and moral reasoning to an "everyday" situation encountered by intrapartum nurses in practice. Implications for practice and the development of healthy moral communities are considered.

  2. Project Management: Essential Skill of Nurse Informaticists.

    Science.gov (United States)

    Sipes, Carolyn

    2016-01-01

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

  3. Nurses' political involvement: responsibility versus privilege.

    Science.gov (United States)

    Boswell, Carol; Cannon, Sharon; Miller, Joyce

    2005-01-01

    Nursing apathy toward participation in the political process is pandemic. Never more so than today has the profession needed a strong united stand within the political arena. Political involvement encompasses being knowledgeable about issues, laws, and health policy. Barriers to political activism are thought to encompass several spectra including heavy workloads, feelings of powerlessness, time constraints, sex issues, and lack of understanding of a complex political process. The implementation of a political role for a nurse is based on three levels of commitment including survival, success, and significance. Survival includes individual involvement within communities. Success accepts challenges in addressing injustices especially within the health-care arena. Significant involvement uses visionary nurses toward the betterment of the nurse profession. Strategies for involvement include political awareness, incorporation of course/program expectations on both undergraduate and graduate levels and teamwork. As patient advocates, nurses cannot continue to be spectators in the political arena.

  4. Nursing theory: the 21st century.

    Science.gov (United States)

    Randell, B P

    1992-01-01

    On September 21, 1990, at the University of California, Los Angeles, Neuropsychiatric Institute and Hospital, six nurse theorists participated in a panel discussion on theory development for the 21st century. The theorists included Dorothy Johnson, Betty Neuman, Dorothea E. Orem, Rosemarie Rizzo Parse, Martha E. Rogers and Callista Roy. The panel provided the participants the opportunity to speculate on the course for future development of nursing knowledge. Three questions were posed to the panel relating to the development of their models, the direction nursing theory will take in the 21st century, and current research emerging from the extant theories. The panel also addressed questions from the audience.

  5. [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.

  6. Vocational Nursing Curriculum Practical Sports Overall Design Based on Project Course Theory%基于项目课程理论的高职护理专业实用性体育课程整体设计

    Institute of Scientific and Technical Information of China (English)

    赵庆涛; 徐建超

    2014-01-01

    This paper, using research methods of literature and empirical studies , on the basis of curriculum theory, taking Liaocheng Vocational and Technical College sports curriculum reform as an example , explains the design of the nursing professional practical sports curriculum idea and thinking , puts forward the nursing professional sports curriculum modules and contents of the design of the basic ideas and suggestions .%文章采用文献资料和实证研究等研究方法,在项目课程理论的基础上,以聊城职业技术学院体育课程改革为例,阐述了护理专业实用性体育课程的设计理念和思路,提出了护理专业的体育课程模块和内容设计的基本思路和建议。

  7. Where is family in the family nurse practitioner program? Results of a U.S. family nurse practitioner program survey.

    Science.gov (United States)

    Nyirati, Christina M; Denham, Sharon A; Raffle, Holly; Ware, Lezlee

    2012-08-01

    Though recent progress in family nursing science can serve the family nurse practitioner (FNP) to intervene in the regulation of family health, whether those advances are taught to FNP students has been unclear. All 266 FNP programs in the United States were invited to participate in a survey to assess the content and clinical application of family nursing theories in the curriculum. The majority of FNP programs frame family as the context of care for the individual. Though FNP students receive a foundation in family nursing theory in core courses, they are not usually expected to use family assessment methods in clinical practicum courses or to plan interventions for the family as the unit of care. The authors challenge educators to consider family nursing science as an essential component of the FNP program as the Doctor of Nursing Practice (DNP) evolves and becomes requisite for entry into advanced practice.

  8. [Education in operating room nursing: transformation of the discipline at University of São Paulo School of Nursing (Brazil)].

    Science.gov (United States)

    Turrini, Ruth Natalia Teresa; Costa, Ana Lucia Siqueira; Peniche, Aparecida de Cassia Giani; Bianchi, Estela Regina Ferraz; Cianciarullo, Tâmara Iwanow

    2012-10-01

    The objectives of this paper are to present a summary of the evolution of the content of perioperative nursing at the University of São Paulo School of Nursing (EEUSP) and reflect on the National Curriculum Directives (NCD) for the nursing course. The study was developed from a brief history of the practice of perioperative nursing and the inclusion of this topic in the nursing curriculum at EEUSP. The National Curriculum Directives are important because they permit undergraduate schools to determine the amount of teaching time for each course that will comprise their curriculum, but the competencies and skills proposed are nonspecific. We believe that the general nurse should have theoretical and practical learning opportunities to work in every area and level of healthcare.

  9. 急危重症护理学实验教学改革的探讨%Reform in the experimental teaching of Emergency and Critical Care Nursing course

    Institute of Scientific and Technical Information of China (English)

    徐建宁; 许虹; 汪国建; 蔡华娟; 叶红芳

    2009-01-01

    目的 培养学生整体急救和监护能力.方法 在护理专业本科生的急危重症护理学实验教学中采用综合训练法教学模式,用场景、角色扮演完成事发现场救护→急诊科救护→ICU救护→普通病房治疗的综合训练教学方法.结果 学生的实践应急、团队合作及沟通交流和自主学习能力均得到了明显提高.取得了满意的教学效果.结论 综合训练法教学模式为学生较好地掌握院前急救、急诊科急救和ICU救护流程.较快地适应临床实习打下了良好的基础.%Objective To cultivate the nursing students' first aid ability and monitoring technique. Methods In the experi-mental teaching of Emergency and Critical Care Nursing for nursing undergraduates,we adopted the comprehensive training teaching model. Students designed and performed role plays and simulation excercises,including pre-hospital first aid,emergency treatment,surveillance and care in ICU and nursing in the ward. Results The students' abilities of emergency reaction,team-work and communication,self study were improved. Conclusions The reform in the experimental teaching is benefit for the students grasping the prehospital care,care procedure of the emergency section and intensive care unit.

  10. The Effect of Concept Mapping on the Learning Levels of Students in Taking the Course of "Nursing Care of Patients With Glandular Diseases Subject" in Urmia University of Medical Sciences, Iran

    Directory of Open Access Journals (Sweden)

    Aghakhani

    2015-04-01

    Full Text Available Background Studies show that traditional teaching methods, such as lecturing, do not lead to in-depth learning. Concept maps have been used for a long time by researchers and teachers to facilitate learning. Objectives The present study aimed to investigate the effect of concept mapping on the learning levels of students in nursing care of patients with glandular diseases subject in Urmia University of Medical Sciences. Materials and Methods In a quasi-experimental study with a pre-test/post-test design, 28 nursing students were selected and divided into two groups: the experimental and the control groups. After administration of pre-test, the students in the experimental group participated in classes on designing concept maps. Next, lessons on glands and nursing were presented to the students in the experimental and control groups through concept maps and lectures, respectively. At the end of the semester, the learning levels of the students in both groups were evaluated by the post-test. Results The means of the scores of the students as determined by results of the pre-test revealed insignificant statistical difference between the two groups. However, the learning level of the students in the experimental group was significantly higher (P < 0.05. As a metacognitive intervention, concept mapping can contribute to in-depth learning of nursing students. Conclusions According to the findings, it is recommended that concept mapping should be used for teaching and evaluation. Further studies are needed to compare the effect of concept mapping with those of other metacognition approaches on different types of learners.

  11. Markerless modification of trinucleotide repeat loci in BACs.

    Science.gov (United States)

    Benzow, Kellie A; Koob, Michael D

    2013-01-01

    Transcription and splicing of human genes are regulated by nucleotide sequences encoded across large segments of our genome, and trinucleotide repeat expansion mutations can have both profound and subtle effects on these processes. In the course of our work to understand the impact of the Spinocerebellar Ataxia type 8 (SCA8) CTG repeat expansion on the transcription and splicing of the RNAs encoded near the SCA8 locus, we have developed a set of reagents and protocols for modifying large genomic BAC clones of this region. We describe the two-step procedure that allows us to precisely replace unexpanded trinucleotide repeats with expanded variants of these repeat sequences without leaving any exogenous sequences in the final constructs, and we discuss how this approach can be adapted to make other desired sequence changes to these genomic clones.

  12. Sculpting a nurse-midwifery philosophy. Ernestine Wiedenbach's influence.

    Science.gov (United States)

    VandeVusse, L

    1997-01-01

    An educational project used in a professional-issues course for student nurse-midwives is described. The class project involved nurse-midwives portraying (in clay), and subsequently discussing, their individual practice philosophies. Background information on the importance of philosophy statements is provided. Included is the historic influence of a certified nurse-midwife foremother, Ernestine Wiedenbach, on the professional importance of articulating a guiding philosophy.

  13. Nursing procedures during continuous renal replacement therapies: a national survey

    OpenAIRE

    Ricci, Zaccaria; Benelli, Sonia; Barbarigo, Fabio; Cocozza, Giulia; Pettinelli, Noemi; Di Luca, Emanuela; Mettifogo, Mariangela; Toniolo, Andrea; Ronco, Claudio

    2015-01-01

    Introduction The current role of nurses in the management of critically ill patients needing continuous renal replacement therapies is clearly fundamental. The care of these complex patients is typically shared by critical care and dialysis nurses: their precise duties may vary from country to country. Methods To clarify this issue we conducted a national-level survey at a recent Italian course on nursing practices during continuous renal replacement therapies. Results A total of 119 question...

  14. Influence of whole-course individualized nursing intervention on treatment compliance among intractable epilepsy children with ketogenic diet therapy%全程个性化护理干预对难治性癫痫患儿生酮饮食治疗依从性的影响

    Institute of Scientific and Technical Information of China (English)

    肖志田; 李素芳; 王海霞; 付勤; 叶敬花; 廖建湘

    2013-01-01

    Objective To explore the influence of whole-course individualized nursing intervention on treatment compliance among intractable epilepsy children with ketogenic diet therapy.Methods 80 intractable epilepsy patients with ketogenic diet therapy were divided into the control group and the experimental group with 40 cases in each group.The routine nursing was given to the control group.On basis of routine nursing,whole-course individualized nursing intervention was given to the experimental group.The investigation was carried out before and after intervention in two groups by using self-designed questionnaire.The treatment compliance and therapeutic effect were compared between two groups.Results The treatment compliance and therapeutic effect were significantly alleviated in the experimental group compared with the control group in the third,sixth and twelfth months.Conclusions The whole-course individualized nursing intervention can improve the parental awareness of the disease,enhance their confidence and determination to adhere to the treatment,improve their treatment compliance,thereby improve the effect of treatment.%目的 探讨全程个性化护理干预对难治性癫痫患儿生酮饮食治疗依从性的影响.方法 采用自行设计调查表对2010年1月至2011年5月在神经内科住院进行生酮饮食治疗的80例难治性癫痫患儿家长进行回顾性调查分析.将80例患儿依接受治疗的时间顺序,随机分为实验组和对照组各40例.对照组40例给予常规护理干预,实验组40例给予住院前、住院期间、出院后的护理干预,包括疾病健康教育、饮食的配制与管理、病情记录与不良反应的观察与处理、心理干预、家庭护理指导、电话随访等.2组患儿随访1年,比较2组患儿生酮饮食治疗依从性及治疗效果.结果 3,6,12个月后实验组患儿治疗依从性及治疗效果均明显高于同期对照组水平,差异有统计学意义.结论 全程个性化护理

  15. School nursing.

    Science.gov (United States)

    Igoe, J B

    1994-09-01

    School nursing has been in a process of transition since its inception. This role evolution parallels the growing complexity of the health, education, and social needs of America's youth. The workplace within which school nurses practice is equally complicated because health and education administrators often hold differing philosophies of management, and school health programs are ill-defined. Fortunately, there is growing support for an integrated services approach and the development of school health systems with nurses joining an interdisciplinary team rather than continuing to function as "boundary dwellers." The roles of the school nurse as primary care provider, school health coordinator, case manager, and epidemiologist are emerging and replacing outdated nursing functions. As the role of the school nurse shifts and expands, it produces a cascade effect. The role of the school health assistant to aid the nurse surfaces as the next logical step in planning. Numerous model school health programs exist today. The emphasis, and rightfully so, is preventive in nature and should be targeted at the preparation of a new generation of health consumers who are more self-reliant than their predecessors. Unfortunately, all these programs are plagued with financing problems that could be alleviated with the right plan for health care reform, such as an expansion of maternal and child health funds (Title V) to health departments and the introduction of school nursing leadership into the DASH office at the Centers for Disease Control and Prevention, a health education unit largely run by health educators, to reallocate some of these resources to the clinical preventive services needed in schools to reduce health risk behaviors. Finally, total quality management is the next issue on the horizon for this nursing specialty; benchmarking would be the place to start. In summary, systems development in the school health field is now underway, and it will not be easy, but this

  16. Nursing Education in Indian Country: Salish Kootenai College Offers a Growing Nursing Program for the Flathead Reservation.

    Science.gov (United States)

    Dolberry, Jacque

    1992-01-01

    Describes the nursing program at Salish Kootenai College, focusing on recruitment, retention, individual curriculum plans, remedial/refresher courses in math and science, staffing, clinical practica, student responses, and funding. (DMM)

  17. Nursing Leadership.

    Science.gov (United States)

    Crisp, Carol

    2016-01-01

    Nurse transformational leaders can serve in academic settings and at local, national, international professional nursing organizations and community-based groups. As a transformational leader, nurses can lead in any workplace. According to a study by Stanley (2012), clinical leaders are not sought for their capacity to outline a vision, but for their values and beliefs on display that are easily recognized in their actions. This encompasses the moral component of transformational leadership. It is the APRNs duty to continue to strive towards a better vision for the well-being of all nurses, patients, and colleagues. Autonomous APRNs are happier, healthier, and better prepared to provide the best patient care to their patients. We should not be happy to sit back and let others fight this fight. APRNs need to be on the frontline, leading the way. This is only an insight that I have gained after many frustrating years of cheering our profession and then being made to feel inferior at the same time. Only nurses, who have that nurturing spirit, would hold back if they felt it might hurt others. Don't back off or hold back! It might hurt those that follow!

  18. Apheresis training for nurses and physicians around the World.

    Science.gov (United States)

    Neyrinck, Marleen; Vrielink, Hans

    2015-02-01

    A training program for apheresis nurses in leukocyte collection and therapeutic apheresis was developed by the Joint Task Force for Apheresis Education and Certification. This is a modular program with theoretical and practical information and knowledge. On request of the Indonesian authorities, in the capital of Indonesia Jakarta, a certification course for apheresis nurses/operators based on the training program described above was organized in December 2013. The course existed of themes related to apheresis, such as hematology, anatomy, physiology, calculations, adverse events, basics of apheresis, nursing aspects, quality, collection of cells for cellular therapies, pediatrics, and therapeutic collections (cell reductions and exchange procedures). A pretest and post-test regarding the knowledge and judgment in the themes described was taken in Bahasa Indonesia or in English. In total, 38 apheresis nurses and 32 physicians participated in the course. In the post-test, the nurses scored in a mean 72/100 and the physicians 77/100 (nurses vs. physicians: P = 0.005), which was significantly better than the results of the pretest (54/100 and 53/100, respectively (P nurses/operators proved a significant increase of knowledge in the theory behind apheresis. This educational program provides an approach to educate and certificate apheresis nurses. It is also shown that also for physicians working in the field of apheresis, this course is of use increasing their knowledge regarding apheresis.

  19. An Analysis of Academic Programs Preparing Nursing Administrators.

    Science.gov (United States)

    Stepura, Barbara A.; Tilbury, Mary S.

    Key elements of the master's level programs offering majors and/or minors in nursing administration and accredited by the National League for Nursing were assessed. The focus was admission and graduation stipulations and curriculum content. Courses were classified according to content and categorized as either administration, research,…

  20. Knowledge and Practice of Nursing Staff towards Infection Control Measures in the Palestinian Hospitals

    Science.gov (United States)

    Fashafsheh, Imad; Ayed, Ahmad; Eqtait, Faeda; Harazneh, Lubna

    2015-01-01

    Health care professionals are constantly exposed to microorganisms. Many of which can cause serious or even lethal infections. Nurses in particular are often exposed to various infections during the course of carrying out their nursing activities. Therefore nurses should have sound knowledge and strict adherence to infection control practice. Aim…