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Sample records for swedish nursing education

  1. Ideologies and Research in Nursing Care. Nursing Education. Swedish Research on Higher Education.

    Science.gov (United States)

    Wallen, Goran

    Trends in nursing research in Sweden are first discussed in relation to nursing education. Beyond the university, two "roots" of nursing research are investigated: (1) The first studies included analysis of the working conditions of nursing care; and (2) Later research topics covered nurse-patient relations and patients' needs. The…

  2. Internationalisation in the Swedish Nurse Education from the Perspective of Teachers Involved: An Interview Study

    Science.gov (United States)

    Svensson, Lennart; Wihlborg, Monne

    2007-01-01

    This paper presents results from an interview investigation with teachers in Swedish nurse education especially interested in internationalising the education. The aim has been to study teachers' understandings and experiences of internationalisation against the backdrop of the strong concern for internationalisation expressed in policy documents.…

  3. International Education and Reflection: Transition of Swedish and American Nursing Students to Authenticity.

    Science.gov (United States)

    Lepp, Margret; Zorn, CeCelia R.; Duffy, Patricia R.; Dickson, Rana J.

    2003-01-01

    A nursing course connected U.S. and Swedish sites via interactive videoconferencing and used reflective methods (journaling, drama, photo language) and off-air group discussion. Evaluation by five Swedish and seven U.S. students suggested how reflection moved students toward greater authenticity and professionalism in nursing practice. (Contains…

  4. Changing essay writing in undergraduate nursing education through action research: a Swedish example.

    Science.gov (United States)

    Friberg, Febe; Lyckhage, Elisabeth Dahlborg

    2013-01-01

    This article describes the development of literature-based models for bachelor degree essays in Swedish undergraduate nursing education. Students' experiences in a course with literature-based models for bachelor degree essays are discussed. The ever-growing body of nursing research and specialized and complex health care practices make great demands on nursing education in terms of preparing students to be both skilled practitioners and users of research. Teaching to help students understand evidence-based practice is a challenge for nursing education. Action research was used to generate knowledge of and practical solutions to problems in everyday locations. Six models were developed: concept analysis, contributing to evidence-based nursing by means of quantitative research, contributing to evidence-based nursing by means of qualitative research, discourse analysis, analysis of narratives, and literature review. Action research was found to be a relevant procedure for changing ways of working with literature-based, bachelor degree essays. The models that were developed increased students' confidence in writing essays and preparedness for the nursing role.

  5. Ethnic Swedish parents' experiences of minority ethnic nurses' cultural competence in Swedish paediatric care.

    Science.gov (United States)

    Tavallali, Azar G; Kabir, Zarina Nahar; Jirwe, Maria

    2014-06-01

    Sweden has a population of a little more than 9.4 million. The rapid growth of immigration in Sweden has resulted in an increased number of minority ethnic patients and minority ethnic nurses in the Swedish healthcare system. This also applies to paediatric care. The purpose of this study was to explore how parents with ethnic Swedish backgrounds experience minority ethnic nurses' cultural competence and the care the nurses provide in a Swedish paediatric care context. This exploratory qualitative study is of 14 parents with an ethnic Swedish background whose child was in a ward at a children's hospital in Stockholm County Council. Data were collected using semi-structured interviews to identify parents' perceptions and experiences of minority ethnic nurses' cultural competence. The interviews were analysed by qualitative content analysis. The analyses of the interviews led to four main categories: influence of nurses' ethnicity; significance of cross-cultural communication; cross-cultural skills; and the importance of nursing education. Nurses' ethnicity did not have much impact on parents' satisfaction with their child's care. The parents attached importance to nurses' language skills and to their adaptation and awareness of Swedish culture. They also attached weight to nurses' professional knowledge and personal attributes. The role of nursing education to increase nurses' cultural awareness was highlighted too. © 2013 Nordic College of Caring Science.

  6. Swedish Nursing Students' Perceptions of the Concept of Health: A Phenomenographic Study

    Science.gov (United States)

    Skär, Lisa; Söderberg, Siv

    2016-01-01

    Objectives: Health is a central and important concept in nursing and nursing education, and has been theorised about in both positive and negative terms. The purpose of this study was to explore Swedish nursing students' perceptions of the concept of health. Design: A phenomenographic research approach was used to understand how nursing students…

  7. Nurses Contribution to Swedish eHealth Strategy.

    Science.gov (United States)

    Törnvall, Eva

    2012-01-01

    In 2005 the Swedish government identified the need of common development of information and communication technology in health and social care. The purpose of this paper is to describe nurses' contribution to the establishment of a national cooperation concerning eHealth development in health and social care. The Swedish strategy of eHealth have six actions areas eServices for accessibility and empowerment, Usable and accessible information (for staff), Knowledge management, innovation and learning, Creating a common technical infrastructure, Creating a common information structure and Bringing laws and regulations into line with extended use of ICT. Nurses are involved in all action areas and emphasize the empowerment and safety of the patient and account of ethical values. Patients' possibility to take part of the information and adding information in their own patient health record, nurses' education and safe IT support in medication are areas that need further development.

  8. New Swedish environmental and sustainable education research

    Directory of Open Access Journals (Sweden)

    Johan Öhman

    2011-01-01

    Full Text Available This special issue of Education & Democracy presents examples froma new generation of Swedish research on environmental and sustainability education and thereby complement the picture of the current Swedish environmental and sustainability education research outlined in the recent Danish-Swedish special issue of Environmental EducationResearch (Vol 16, No 1 and the anthology Democracy and Values inEducation for Sustainable Development – Contributions from Swedish Research (Öhman 2008. All the contributors to this issue are associatedwith the Graduate School in Education and Sustainable Development (GRESD, either as PhD students or as supervisors.

  9. Change in depressive symptoms over higher education and professional establishment - a longitudinal investigation in a national cohort of Swedish nursing students.

    Science.gov (United States)

    Christensson, Anna; Runeson, Bo; Dickman, Paul W; Vaez, Marjan

    2010-06-15

    There are indications of a high prevalence of psychological distress among students in higher education and also that distress increases over the course of study. However, not all studies on student distress controlled for sociodemographic differences and few followed development of distress over an extended period through professional establishment. We investigated if there is an independent effect of time in education and the first two years in the profession on depressive symptoms and mapped change over the period in a national cohort of students. Data came from LANE, a nation-wide longitudinal panel survey of Swedish nursing students (N = 1700) who responded to annual questionnaires over five years from 2002 to 2007. Depressive symptoms were measured by the Major Depression Inventory and change over time analysed in a linear mixed effects model for repeated measures. There was a significant change in level of depressive symptoms over time: an increase from the first to later years in education and a decrease to levels similar to baseline after graduation and a year in the profession. The change in symptoms remained significant after adjustment for sociodemographic factors (p education and professional establishment on depressive symptoms. We think heightened distress over education abates as the graduate accommodates to the profession. Nevertheless, within education, the differences in depressive symptoms associated to demographic factors can help identify student groups more vulnerable to distress. Also, as individual differences in distress seem to persist over time, perhaps students highly distressed in the beginning of education can be helped by awareness among educators of the elevated levels of distress in late education.

  10. Conceptions of learning research: variations amongst French and Swedish nurses. A phenomenographic study.

    Science.gov (United States)

    Dupin, Cécile Marie; Larsson, Maria; Dariel, Odessa; Debout, Christophe; Rothan-Tondeur, Monique

    2015-01-01

    The development of nursing research capacity and interactions with cultural and structural issues is at various stages throughout Europe. This process appears to be remarkably similar irrespective of the country. Sweden has developed this capacity since the 1990s, whereas France is experiencing a transition. Nevertheless, knowledge about how nurses conceive their learning about nursing research and transitioning toward being researchers is scarce. The aim of this study was to explore French and Swedish RNs' conceptions of research education and educational passage toward research and to describe how learning research contributes to the understanding of their norms and practices. A phenomenographic approach was used to understand and describe the qualitatively different ways in which French and Swedish RNs conceive research and its apprenticeship. A purposive maximum variation sampling of five French and five Swedish Nurse Researchers with PhDs. Individual in-depth interviews conducted in France and Sweden between November 2012 and March 2013 were analysed using phenomenography. The analysis revealed one main category, "Organisational factors to sustain individual apprenticeship". Three descriptive categories have emerged from the data and its variations amongst French and Swedish nurses: (1) entrance into research--modes of commitment; (2) nurses' engagement--the need for dedicated support; and (3) research as the means to resolve nursing situations. This study demonstrates how registered nurses have integrated nursing and researcher roles following different efficient paths. Education in nursing research is part of the strategy needed for the development of nursing research and is supported by the integration of research and practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

  11. Attitudes towards organ donor advocacy among Swedish intensive care nurses.

    Science.gov (United States)

    Forsberg, Anna; Lennerling, Annette; Fridh, Isabell; Rizell, Magnus; Lovén, Charlotte; Flodén, Anne

    2015-05-01

    To explore the attitudes of Swedish intensive care nurses towards organ donor advocacy. The concept of organ donor advocacy is critical to nurses who care for potential donors in order to facilitate organ donation (OD). A retrospective cross-sectional study was employed. Inclusion criteria in this survey were to be a registered nurse and to work in a Swedish intensive care unit (ICU). Participants were identified by the Swedish association of health professionals. A number of 502 Swedish ICU nurses answered the 32-item questionnaire Attitudes Towards Organ Donor Advocacy Scale (ATODAS), covering the five dimensions of organ donor advocacy: attitudes towards championing organ donation at a structural hospital level, or at a political and research level, attitudes towards actively and personally safeguarding the will and wishes of the potential organ donor, or by using a more professional approach and finally to safeguard the will and wishes of the relatives. Data were analysed with the SPSS version 18·0 and the results were assessed by using Student's t-test and post hoc test, analysis of variance (ANOVA), χ(2) , Pearson's correlation and regression analysis. The most favoured advocacy action was safeguarding the POD's will and wishes by a professional approach, closely followed by actively and personally safeguarding the POD's will and wishes. Nurses at local hospitals reported a more positive attitude towards organ donor advocacy overall compared with nurses at larger regional or university hospitals. Important factors leading to positive attitudes were seniority, working experience, participating in conversations with relatives, caring for brain-dead persons and private experiences from OD or organ transplantation. Intensive and critical care nurses with short working experience in university hospitals showed the least positive attitude towards organ donor advocacy. This is problematic because many ODs and all transplantations are performed in university

  12. Caring for dying people: attitudes among Iranian and Swedish nursing students.

    Science.gov (United States)

    Iranmanesh, Sedigheh; Axelsson, Karin; Häggström, Terttu; Sävenstedt, Stefan

    2010-09-01

    To compare the attitudes of Iranian and Swedish nursing students toward caring for dying persons. Their attitudes were measured with the Frommelt's Attitude Toward Caring of the Dying and the Death Attitude Profile Revised. The results indicated that the participating Iranian students were more afraid of death and less likely to give care to dying persons than the Swedish participants. It is suggested that theoretical education should be individualized and culturally sensitive in order to positively influence the students' attitudes, and promote professional development.

  13. Caring for dying people: Attitudes among Iranian and Swedish nursing students

    Directory of Open Access Journals (Sweden)

    Sedigheh Iranmanesh

    2010-01-01

    Full Text Available Aim: To compare the attitudes of Iranian and Swedish nursing students toward caring for dying persons. Materials and Methods: Their attitudes were measured with the Frommelt′s Attitude Toward Caring of the Dying and the Death Attitude Profile Revised. Results: The results indicated that the participating Iranian students were more afraid of death and less likely to give care to dying persons than the Swedish participants. Conclusion: It is suggested that theoretical education should be individualized and culturally sensitive in order to positively influence the students′ attitudes, and promote professional development.

  14. Is the competence of Swedish Registered Nurses working in municipal care of older people merely a question of age and postgraduate education?

    Science.gov (United States)

    Karlstedt, Michaela; Wadensten, Barbro; Fagerberg, Ingegerd; Pöder, Ulrika

    2015-06-01

    Previous studies suggest that not only education but also personal aspects such as experience of working as a registered nurse (RN) and age can influence competence. The objective was to explore the educational and self-rated competence of RNs and their duties within the care of older people. A cross-sectional descriptive design was used. All RNs in two counties in Sweden were asked to complete a written questionnaire: a study specific questionnaire with educational and work related questions using the Nurse Competence Scale. The response rate was 61% (n 344). Higher self-rated satisfaction with own professional competence was related to older age, more years after nursing education and possessing at least one postgraduate education in specialist nursing. Educational needs were related to younger age and fewer years since nursing graduation. Education within elder care, including education about drugs was rated the most urgently needed area of education. The most frequently reported tasks were found in the domain helping role, whereas ensuring quality was less present in their daily work. Educational level, age and years of experience had an impact on RNs' self-perceived competence, which is in accordance with previous descriptions of the concept competence. It seems imperative that RNs working in care of the old and with the demands placed on them are given the opportunity to take a postgraduate specialist education in order to gain a competence level in their desired area of work. It is also important that RNs working in care of the old get tailored education in line with the requirements the organisation places on them. © 2014 Nordic College of Caring Science.

  15. The Swedish version of the Frommelt Attitude Toward Care of the Dying scale: aspects of validity and factors influencing nurses' and nursing students' attitudes.

    Science.gov (United States)

    Henoch, Ingela; Browall, Maria; Melin-Johansson, Christina; Danielson, Ella; Udo, Camilla; Johansson Sundler, Annelie; Björk, Maria; Ek, Kristina; Hammarlund, Kina; Bergh, Ingrid; Strang, Susann

    2014-01-01

    Nurses' attitudes toward caring for dying persons need to be explored. The Frommelt Attitude Toward Care of the Dying (FATCOD) scale has not previously been used in Swedish language. The objectives of this study were to compare FATCOD scores among Swedish nurses and nursing students with those from other languages, to explore the existence of 2 subscales, and to evaluate influences of experiences on attitudes toward care of dying patients. A descriptive, cross-sectional, and predictive design was used. The FATCOD scores of Swedish nurses from hospice, oncology, surgery clinics, and palliative home care and nursing students were compared with published scores from the United States, Israel, and Japan. Descriptive statistics, t tests, and factor and regression analyses were used. The sample consisted of 213 persons: 71 registered nurses, 42 enrolled nurses, and 100 nursing students. Swedish FATCOD mean scores did not differ from published means from the United States and Israel, but were significantly more positive than Japanese means. In line with Japanese studies, factor analyses yielded a 2-factor solution. Total FATCOD and subscales had low Cronbach α's. Hospice and palliative team nurses were more positive than oncology and surgery nurses to care for dying patients. Although our results suggest that the Swedish FATCOD may comprise 2 distinct scales, the total scale may be the most adequate and applicable for use in Sweden. Professional experience was associated with nurses' attitudes toward caring for dying patients. Care culture might influence nurses' attitudes toward caring for dying patients; the benefits of education need to be explored.

  16. Global health education in Swedish medical schools.

    Science.gov (United States)

    Ehn, S; Agardh, A; Holmer, H; Krantz, G; Hagander, L

    2015-11-01

    Global health education is increasingly acknowledged as an opportunity for medical schools to prepare future practitioners for the broad health challenges of our time. The purpose of this study was to describe the evolution of global health education in Swedish medical schools and to assess students' perceived needs for such education. Data on global health education were collected from all medical faculties in Sweden for the years 2000-2013. In addition, 76% (439/577) of all Swedish medical students in their final semester answered a structured questionnaire. Global health education is offered at four of Sweden's seven medical schools, and most medical students have had no global health education. Medical students in their final semester consider themselves to lack knowledge and skills in areas such as the global burden of disease (51%), social determinants of health (52%), culture and health (60%), climate and health (62%), health promotion and disease prevention (66%), strategies for equal access to health care (69%) and global health care systems (72%). A significant association was found between self-assessed competence and the amount of global health education received (pmedical students (83%) wished to have more global health education added to the curriculum. Most Swedish medical students have had no global health education as part of their medical school curriculum. Expanded education in global health is sought after by medical students and could strengthen the professional development of future medical doctors in a wide range of topics important for practitioners in the global world of the twenty-first century. © 2015 the Nordic Societies of Public Health.

  17. Swedish nursing students' experience of stress during clinical practice in relation to clinical setting characteristics and the organisation of the clinical education.

    Science.gov (United States)

    Blomberg, Karin; Bisholt, Birgitta; Kullén Engström, Agneta; Ohlsson, Ulla; Sundler Johansson, Annelie; Gustafsson, Margareta

    2014-08-01

    To describe nursing students' experience of stress during clinical practice and evaluate the risk of stress in relation to the clinical setting characteristics and the organisation of the clinical education. Stress during clinical practice is well documented, but there is a lack of knowledge concerning whether the clinical setting characteristics and the organisation of the education make a difference. A cross-sectional study with evaluative design. Data were collected by means of a numerical rating scale for the assessment of stress and questions about the clinical setting characteristics and the organisation of the education. One hundred and eighty-four students who had completed their final year on the nursing programme at three universities in Sweden were included. Nearly half of the students (43%) experienced high level of stress during clinical practice. Measured by decision in the tree analysis, the absolute risk of stress was 57% in students with placements in hospital departments, as compared to 13% in students with placements in other clinical settings. The risk of stress increased to 71% if the students with placement in a hospital took the national clinical final examination. Performance of practice in a hospital department overcrowded with patients was also associated with increased risk of stress. The organisation of supervision and number of students at the clinical placement had an effect on the experience of stress, but did not prove to be risk factors in the analysis. The risk of stress in nursing students during their clinical practice differs depending on clinical setting characteristics. The taking of the national clinical final examination could be a source of stress, but this requires further investigation. It is important that supervisors are aware that students in hospital departments overcrowded with patients are at risk of stress and may have increased need of support. © 2014 John Wiley & Sons Ltd.

  18. From Vocational Training to Academic Education: The Situation of the Schools of Nursing in Sweden.

    Science.gov (United States)

    Andersson, Ewa Pilhammar

    1999-01-01

    The success of the change from vocational training to academic education for nurses in Sweden depends on faculty competence. Observations at three Swedish nursing schools and interviews with 59 nurse educators identified strategies educators used to maintain teaching competence: being "real" nurses, being prepared in different subjects,…

  19. Swedish version of measuring cultural awareness in nursing students: validity and reliability test.

    Science.gov (United States)

    Hadziabdic, Emina; Safipour, Jalal; Bachrach-Lindström, Margareta; Hultsjö, Sally

    2016-01-01

    Nearly 20 % of the Swedish population is foreign-born. Increased exposure of patients from diverse cultures means there is an urgent need to address their unique requirements and provide optimal health care to a diverse population. Nursing schools thus have an important goal of educating nurses to ensure they are culturally competent. Culturally competent care improves safety and equity for patients. To measure cultural awareness among nursing students in Sweden, the aim of this study was to translate, adapt and test the validity and reliability of the Swedish version of a cultural awareness scale which has not previously been tested. A total of 158 nursing students from three universities in Sweden completed the 36-item questionnaire on cultural awareness. Verification of face and content validity and a translation/reverse translation process were first carried out. The results indicate that one item (no 13) caused weak reliability and validity, and therefore it was removed. The reliability test result (with 35 items) showed Cronbach's Alpha ranged from 0.60 to 0.87. The Model ChiSq group fit for five factors was 50.44 (31.27-77.06; Df = 5; p cultural settings.

  20. Swedish and Chinese nurses' conceptions of ethical problems: a comparative study.

    Science.gov (United States)

    Silén, Marit; Tang, Ping Fen; Ahlström, Gerd

    2009-05-01

    To investigate Swedish and Chinese nurses' conceptions of ethical problems and workplace stress and ascertain whether there are differences between the nurses in the two countries and between types of clinics. Nursing can be regarded as an ethical practice and ethical problems are one type of problems nurses have to deal with. The research design was comparative and quantitative. A questionnaire was used. The study was carried out at one hospital in China and two hospitals in Sweden. One hundred and thirty-six Chinese nurses and 137 Swedish nurses participated. There was a statistical difference between nurses working in the different countries regarding commonest stated ethical problem. The Swedish nurses indicated a greater number of ethical problems than the Chinese nurses. The latter felt irritated, dissatisfied or sad at work or after work more often than the Swedish nurses. Forty-one per cent of the nurses in both countries thought there was a modest or rather big difference between the current and the desired quality of nursing. The findings were partially the same in the two countries and this underlines the importance of looking at ethical problems from an organisational perspective. The findings also show the need for a reduction of nurses' workload as well as the importance of assuring that nurses have the knowledge they need to carry out their work. The communication between nurses and other members of the health-care team, patients and relatives also needs to be improved.

  1. Preschool Education and Day Care for Swedish Children.

    Science.gov (United States)

    Mueller, Jeanne

    A comprehensive study of the types of care provided for Swedish children is presented. The point is made that the three major frameworks which support the Swedish philosophy of early childhood education are those of Arnold Gesell, Jean Piaget, and Erik H. Erikson. From all three sources, preschool teachers learn the concept of epigenesis, the…

  2. The Staff Nurse Clinical Leader at the Bedside: Swedish Registered Nurses' Perceptions.

    Science.gov (United States)

    Larsson, Inga E; Sahlsten, Monika J M

    2016-01-01

    Registered nurses at the bedside are accountable for and oversee completion of patient care as well as directly leading and managing the provision of safe patient care. These nurses have an informal leadership role that is not associated with any given position. Leadership is a complex and multifaceted concept and its meaning is unclear, especially in the staff nurse context. The aim was to describe registered nurses' perceptions of what it entails to be the leader at the bedside in inpatient physical care. A phenomenographic approach was employed. Interviews were performed with Swedish registered nurses (n = 15). Five descriptive categories were identified: demonstrating clinical knowledge, establishing a good atmosphere of collaboration, consciously structuring the work in order to ensure patients' best possible nursing care, customized presence in the practical work with patients according to predetermined prerequisites, and monitoring coworkers' professional practice. Registered nurses informal role as leader necessitates a social process of deliberate effort to attain and maintain leader status and authority. Participants used deliberate communicative approaches and interactive procedures. Leader principles grounded in the core values of the nursing profession that ensure nursing values and person-centered attributes were a key aspect.

  3. Swedish nurses encounter barriers when promoting healthy habits in children.

    Science.gov (United States)

    Ljungkrona-Falk, Lena; Brekke, Hilde; Nyholm, Maria

    2014-12-01

    To increase the understanding of difficulties in promoting healthy habits to parents, we explore barriers in health-care provision. The aim of this study is to describe nurses' perceived barriers when discussing with parents regarding healthy food habits, physical activity and their child's body weight. A mixed method approach was chosen. Nurses (n = 76) working at 29 different Child Health Care Centers' in an area in west Sweden were included in the study. Three focus group interviews were conducted and 17 nurses were selected according to maximum variation. Data were categorized and qualitative content analysis was the chosen analysis method. In the second method, data were obtained from a questionnaire distributed to all 76 nurses. The latent content was formulated into a theme: even with encouragement and support, the nurses perceive barriers of both an external and internal nature. The results identified four main barriers: experienced barriers in the workplace-internal and external; the nurse's own fear and uncertainty; perceived obstacles in nurse-parent interactions and modern society impedes parents' ability to promote healthy habits. The nurses' perceived barriers were confirmed by the results from 62 of the nurses who completed the questionnaire. Despite education and professional support, the health professionals perceived both external and internal barriers in promoting healthy habits to parents when implementing a new method of health promotion in primary care. Further qualitative studies are needed to gain deeper understanding of the perceived barriers when promoting healthy habits to parents. © The Author (2013). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  4. Translation and psychometric evaluation of the Swedish version of the Interdisciplinary Education Perception Scale.

    Science.gov (United States)

    Williams, Brett; Lynch, Marty; Olaussen, Alex; Lachmann, Hanna; Kalén, Susanne; Ponzer, Sari

    2017-10-23

    Interprofessional education (IPE) is widely accepted worldwide, as a key part of training for health professionals and critical to an effective, patient-centred healthcare system. Several tools have been developed to evaluate IPE programmes and interventions globally. Many of the widely-used tools have been successfully adapted to suit specific cohorts and different languages; the Interdisciplinary Education Perception Scale (IEPS), however, has not yet been translated and validated for use in Sweden. The aim of this study was to translate the IEPS into Swedish and validate the psychometric properties of this new version. The 12-item IEPS underwent translation into Swedish and back-translation into English by suitable independent translators to ensure items retained their meaning. The new Swedish version was completed by 164 medical and nursing, occupational therapy and physiotherapy students on clinical placements in Stockholm. Principal Axis Factoring (PAF) and Oblique Oblimin Rotation confirmed a three-factor structure, that explained 77.4% of variance. The new 10-item Swedish version IEPS displayed good internal consistency with an overall Cronbach's alpha of a = .88 and subscale values of .89, .88 and .66. The exclusion of two-items limits the transferability of this scale; however, the factor makeup was very similar to the original 12-item English version. It is suspected that minor differences were due to unavoidable deviations in meaning following translation (i.e. certain English words have no equivalent in Swedish). Nevertheless, the results imply that the Swedish version of the IEPS is a valid and reliable tool for assessing students' perceptions and attitudes towards IPE within the Swedish health education system.

  5. Breaking bad habits by education - smoking dynamics among Swedish women.

    Science.gov (United States)

    Kjellsson, Gustav; Gerdtham, Ulf-G; Lyttkens, Carl Hampus

    2011-07-01

    In a dynamic Two-Part Model (2 PM), we find the effect of previous smoking on the participation decision to be decreasing with education among Swedish women, i.e. more educated are less state dependent. However, we do not find an analogous effect of education on the conditional intensity of consumption. Copyright © 2010 John Wiley & Sons, Ltd.

  6. Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses

    Science.gov (United States)

    Hemmi, Kirsti; Ryve, Andreas

    2015-01-01

    This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…

  7. Virtually Nursing: Emerging Technologies in Nursing Education.

    Science.gov (United States)

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

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

  8. Nurses' experiences of caring encounters with older people living in Swedish nursing homes.

    Science.gov (United States)

    Westin, Lars; Danielson, Ella

    2006-03-01

    Aim.  The aim of the study was to describe and interpret the meaning of nurses' experiences of caring encounters with residents in nursing homes. Background.  Life for residents in nursing homes can be characterized as a process of decreased physical and psychological resources. Therefore, encounters with nurses are important activities for providing meaning and security for the residents. Research in this field has previously focused on communication, attitudes and job satisfaction, but gives limited knowledge about what the human encounters in this context mean for the nurses. Method.  A hermeneutic method was used in this study. Interviews were conducted with 14 nurses from two nursing homes about their experiences of caring encounters. The transcribed interview texts were interpreted as a whole. Results.  In the interpretation of the text concerning the meaning of nurses' experiences of encounters with resident's four themes and 11 subthemes emerged. The comprehensive interpretation mainly showed possible ways available being present, being significant and being aware of opportunities for the nurse to find meaning in the encounter with the resident, but impossible ways as being inadequately were also revealed. Conclusion.  This study shows the importance of caring encounters between nurses and residents in nursing homes. The good encounters provide various possible ways for nurses to find meaning and a sense of communion with residents. However, bad encounters, described as being inadequate, were found to inhibit nurses from finding meaning in their encounters with residents. Relevance to clinical practice.  Meeting the needs of older people in nursing homes requires special knowledge about the importance of the caring encounter. Therefore, nurses in this care context need supervision and continuous education in order to gain relevant knowledge about the meaning of caring encounters for themselves and residents.

  9. 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…

  10. Nursing education and learning

    DEFF Research Database (Denmark)

    Sangild Stølen, Karen Marie

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

  11. The nurse-patient relationship in pre-hospital emergency care--from the perspective of Swedish specialist ambulance nursing students.

    Science.gov (United States)

    Berntsson, Tommy; Hildingh, Cathrine

    2013-10-01

    The development of the Swedish ambulance service has resulted in three different competence levels in Swedish ambulance teams: specialist ambulance nurses, registered nurses and emergency medical technicians. A nursing scientific model developed by Peplau (Peplau, H., 1991. Interpersonal Relations in Nursing. Springer Publishing Company, New York.) breaks down the nurse-patient relationship into a number of phases: an orientation, an identification, an exploitation and a resolution phase. This model has then been adapted to the pre-hospital emergency care by Suserud (Dahlberg, K., Segesten, K., Nyström, M., Suserud, B.-O., Fagerberg, I., 2003. Att förstå vårdvetenskap [To Understand Caring Science]. Studentlitteratur, Lund.). The purpose of this study was to explore, by direct content analysis, how the phases of the pre-hospital nurse-patient relationship described by Suserud (Dahlberg et al., 2003), emerge in 17 specialist ambulance nursing students descriptions of ambulance missions. The results show that the four phases of the pre-hospital nurse-patient relationship could be identified and each phase includes several different parts. Furthermore, the results show that the parts of each phase can vary depending on the patient's condition and the environmental circumstances of the ambulance mission. This improved understanding of the four phases of the pre-hospital nurse-patient relationship, and their parts, could be used by ambulance team members as a support during the pre-hospital caring process in ambulance missions. This new knowledge could also be used in education. Copyright © 2012 Elsevier Ltd. All rights reserved.

  12. Experiencing a nurse identity: the meaning of identity to Swedish registered nurses 2 years after graduation.

    Science.gov (United States)

    Fagerberg, I; Kihlgren, M

    2001-04-01

    The professional identity and experiences of nurses have been focused upon in different studies This is a longitudinal study whose aim was to understand how nurses experience the meaning of their identity as nurses, when they are students and nurses 2 years after graduation. Data were collected through interviews once a year during education and two years after graduation, and were analysed using a phenomenological hermeneutic method, inspired by the philosophy of Paul Ricoeur. The analyses of the narratives resulted in four perspectives: 'Having the patient in focus', 'Being a team leader', 'Preceptorship' and 'Task orientation'. The nurses did not change perspectives but the perspective showed a transition over time. The nurses' not changing perspective over time is understood as being a life paradigm, remaining throughout the years.

  13. Films and nursing education

    Directory of Open Access Journals (Sweden)

    María GABRIELA FELIPPA

    2016-01-01

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

  14. Patterns of Authority in Swedish Higher Education and Research.

    Science.gov (United States)

    Andren, Carl-Gustaf

    1983-01-01

    The current structure of governance and decision making in Swedish higher education and the effects of recent national reform on perceived and actual autonomy at the central, regional, and local levels are discussed. An initial desire for more decentralized decision making has turned to increasing demand for more guidance by central organizations.…

  15. Swedish nurses' perception of nursing research and its implementation in clinical practice: a focus group study.

    Science.gov (United States)

    Bohman, Doris M; Ericsson, Terese; Borglin, Gunilla

    2013-09-01

    Nowadays, nursing research is seen as an integral part of professional nursing although implementing knowledge derived from nursing research into the practice setting is still problematic. Current research, conducted mainly with a descriptive quantitative design, highlights the struggle experienced by Registered Nurses (RNs) to use and implement research findings in clinical practice. Therefore, the aim of this naturalistic inquiry was to explore nurses' perception of nursing research and its implementation in a clinical context. A qualitative approach was chosen, and four focus group discussions were conducted. The groups comprised a total of 16 RNs (three men and 13 women) working in a secondary care setting. The transcribed texts were analysed, inspired by Burnard's description of content analysis. The texts were interpreted as representing three predominant themes: scholastic, individual and contextual influences highlighted as influential components impacting on the RNs' views on research and its implementation as well as on their readiness to accept and support it. However, the most influential aspect permeating our themes was their educational background--the type of qualification they held. In general, the RNs with a Bachelor of Science in Nursing viewed research and the implementation of knowledge in practice more favourably than those RNs with a diploma. Our findings, although based on a small qualitative study, are congruent with others, indicating that further research is warranted concerning the impact of education on RNs' views of nursing research and its implementation. Hence, it might well be that the RNs' educational point of departure needs to be stressed more than what so far have been anticipated. In the meanwhile, it is possible that a number of strategies could be tested to promote a more favourable view in these issues and where the nursing education has the possibility to influence this endeavour. © 2012 The Authors. Scandinavian Journal of

  16. Men student nurses: the nursing education experience.

    Science.gov (United States)

    Meadus, Robert J; Twomey, J Creina

    2011-01-01

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

  17. Clinical decision-making described by Swedish prehospital emergency care nurse students - An exploratory study.

    Science.gov (United States)

    Nilsson, Tomas; Lindström, Veronica

    2016-07-01

    The purpose of this study was to explore the PECN students' clinical decision-making during a seven-week clinical rotation in the ambulance services. Developing expertise in prehospital emergency care practices requires both theoretical and empirical learning. A prehospital emergency care nurse (PECN) is a Registered Nurse (RN) with one year of additional training in emergency care. There has been little investigation of how PECN students describe their decision-making during a clinical rotation. A qualitative study design was used, and 12 logbooks written by the Swedish PECN students were analysed using content analysis. The students wrote about 997 patient encounters - ambulance assignments during their clinical rotation. Four themes emerged as crucial for the students' decision-making: knowing the patient, the context-situation awareness in the ambulance service, collaboration, and evaluation. Based on the themes, students made decisions on how to respond to patients' illnesses. The PECN students used several variables in their decision-making. The decision- making was an on-going process during the whole ambulance assignment. The university has the responsibility to guide the students during their transition from an RN to a PECN. The findings of the study can support the educators and clinical supervisors in developing the programme of study for becoming a PECN. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Swedish registered nurses' and nurse managers' attitudes towards patient advocacy in community care of older patients.

    Science.gov (United States)

    Josse-Eklund, Anna; Petzäll, Kerstin; Sandin-Bojö, Ann-Kristin; Wilde-Larsson, Bodil

    2013-07-01

    To describe and compare registered nurses' (RNs) and nurse managers' (NMs) attitudes towards patient advocacy in the community care of older patients. RNs may act as patients' advocates in the care of older patients. NMs should support patient advocacy in order to make the best care available to patients. A modified Attitudes towards Patient Advocacy Scale was used to collect data from 207 RNs and 23 NMs in the Swedish community care of older patients. The response rate was 52%. Descriptive and inferential statistics were used. Both RNs and NMs showed positive attitudes towards patient advocacy. They were more positive towards patient advocacy for patients unable to help themselves than for competent patients. This study showed that RNs and NMs did not differ in their attitudes towards patient advocacy. This result is consistent with the idea of giving the neediest and vulnerable patients greater care. It is important for NMs to clarify their own and RNs attitudes towards patient advocacy as disparities may affect cooperation between the groups. Any effects on cooperation may, by extension, affect the quality of care. © 2012 John Wiley & Sons Ltd.

  19. 4-Nonylphenol and bisphenol A in Swedish food and exposure in Swedish nursing women.

    Science.gov (United States)

    Gyllenhammar, Irina; Glynn, Anders; Darnerud, Per Ola; Lignell, Sanna; van Delft, Rob; Aune, Marie

    2012-08-01

    4-Nonylphenol (NP) and bisphenol A (BPA) are phenolic substances used in high volumes by the industry. Studies on cells and in experimental animals have shown that both these compounds can be classified as estrogenic hormone disrupters. Information about the exposure of humans to NP and BPA is still scarce, especially regarding levels in human blood. The first aim of this study was to investigate possible sources of NP and BPA exposure from food, by analyzing the levels of NP and BPA from a Swedish food market basket, based on the Swedish per capita food consumption. A second aim was to investigate blood serum levels of NP and BPA, as well as NP-ethoxylates, among young women in Sweden (n=100). Moreover, associations between food consumption and blood NP and BPA levels were studied. In food, NP was to some extent found at levels above limit of quantification (LOQ 20 ng/g fresh weight) in fruits, cereal products, vegetables, and potatoes. BPA levels above LOQ (2 ng/g fresh weight) were found in fish, meats, potatoes, and dairy products. The estimated mean intakes per capita were (medium bound) 27 μg NP/day and 3.9 μg BPA/day, showing that food is a source of BPA and NP in the general Swedish population. In blood serum, free NP above limit of detection (LOD 0.5 ng/g) was detected in 46% of the study participants while detectable levels of total NP (LOD 0.8 ng/g) were observed in 43%. The corresponding percentages for BPA were 25% and 22%, respectively. The results indicate that there is a continuous source of exposure to NP and BPA that is high enough for free NP and BPA to be detected in some consumers. Among the participants with quantifiable levels of free and total NP (n=38), 85% (median, range: 38-112%) of the NP was present as free NP. For BPA 76% (49-109%) was detected as free BPA (n=15). All women had levels of ethoxylates of NP below LOD (0.1-0.7 ng/g). A significantly higher total consumption of fruits and vegetables was reported in questionnaires by

  20. The role of ICT in nursing practice: an integrative literature review of the Swedish context.

    Science.gov (United States)

    Fagerström, Cecilia; Tuvesson, Hanna; Axelsson, Lisa; Nilsson, Lina

    2017-09-01

    The Swedish healthcare system employs information and communication technologies (ICT) in nursing practice to meet quality-, security- and efficiency-related demands. Although ICT is integrated with nursing practices, nurses do not always feel that they are convenient to use it. We need to improve our knowledge of the role of ICT in healthcare environments and so we decided to complement existing experience of how ICT influences nursing practice. This study aimed to review and synthesise the available literature on the role of ICT in nursing practice in Swedish healthcare settings. To consolidate previous studies based on diverse methodologies, an integrative literature review was carried out. Three databases were used to search for literature, 20 articles met the inclusion criteria. The literature review indicates that ICT integration into nursing practice is a complex process that impacts nurses' communication and relationships in patient care, working conditions, and professional identities and development. Nurses are found to express ambiguous views on ICT as a usable service in their everyday practice since it impacts both positively and negatively. Although ICT cannot replace physical presence, it can be considered a complementary service that gives rise to improved patient care. However, nonverbal communication cues may be missed when ICT is used as mediating tool and ICT can be limiting because it is not always designed to meet nurse and patient needs. The meaning of an encounter appears to change when ICT is used in nursing practice, not only for patient relationships but also for interpersonal communication. © 2016 Nordic College of Caring Science.

  1. A literature review of the results from nursing and psychosocial research within Swedish pediatric oncology

    OpenAIRE

    Enskär, Karin; Knutsson, Susanne; Huus, Karina; Granlund, Mats; Darcy, Laura; Björk, Maria

    2014-01-01

    The body of research-based knowledge in paediatric caring science has been increasing leading to dramaticimprovements in treatment. The purpose of this manuscript was to analyze results as stated by the researchers', inrecently published articles on nursing and psychosocial research, within Swedish pediatric oncology setting. Thiswas done through a review of 137 published articles about paediatric oncology related to caring science in Sweden.The result shows that the illness has affected, in ...

  2. Successful images of successful ageing? Representations of vigorous elderly people in a Swedish educational television programme

    National Research Council Canada - National Science Library

    Wallander, Kristina

    2013-01-01

    ..., conceptualized as successful ageing. The present article demonstrates how representations of vigorous elderly people are construed in the programme VeteranTV, produced by UR, Swedish educational television...

  3. Swedish nurses' perceptions of influencers on patient advocacy: a phenomenographic study.

    Science.gov (United States)

    Josse-Eklund, Anna; Jossebo, Marie; Sandin-Bojö, Ann-Kristin; Wilde-Larsson, Bodil; Petzäll, Kerstin

    2014-09-01

    A limited number of studies have shown that patient advocacy can be influenced by both facilitators and barriers which can encourage and discourage nurses to act as patient advocates. This study's aim was to describe Swedish nurses' perceptions of influencers on patient advocacy. Interviews with 18 registered nurses from different Swedish clinical contexts were analysed using the phenomenographic method. Ethical revisions were made in accordance with national legislation and guidelines by committees for research ethics at Karlstad University. Three levels of hierarchically related influencers on patient advocacy were found in the descriptive categories. The fundamental influencer, the nurse's character traits, was described in the perceptions that advocacy is influenced by nurse's having a moral compass, having control over the care situation, being protective and feeling secure as a nurse. The second most vital influencer, the nurse's bond with the patient, was expressed in the perceptions of knowing the patient and feeling empathy for the patient. The third level of influencers, the organisational conditions, was described in the perceptions that the organisational structures and organisational culture influence patient advocacy. The results correspond with findings from earlier research but add an understanding that influencers on patient advocacy exist at three hierarchically related levels. The nurse's character traits are the fundamental influencer to patient advocacy, but in order to be comfortable and secure when advocating for patients, nurses also need to be familiar with both the patient and the situation. A supposition could be that all influencers interact, which needs to be further addressed in future studies. © The Author(s) 2014.

  4. Swedish Nurse Anesthetists' Experiences of the WHO Surgical Safety Checklist.

    Science.gov (United States)

    Rönnberg, Linda; Nilsson, Ulrica

    2015-12-01

    The World Health Organization (WHO) surgical safety checklist aims to increase communication, build teamwork, and standardize routines in clinical practice in an effort to reduce complications and improve patient safety. The checklist has been implemented in surgical departments both nationally and internationally. The purpose of this study was to describe the registered nurse anesthetists' (RNA) experience with the use of the WHO surgical safety checklist. This was a cross-sectional study with a descriptive mixed methods design, involving nurse anesthetists from two different hospitals in Sweden. Data were collected using a study-specific questionnaire. Forty-seven RNAs answered the questionnaire. There was a statistically significant lower compliance to "Sign-in" compared with the other two parts, "Timeout" and "Sign-out." The RNAs expressed that the checklist was very important for anesthetic and perioperative care. They also expressed that by confirming their own area of expertise, they achieved an increased sense of being a team member. Thirty-four percent believed that the surgeon was responsible for the checklist, yet this was not the reality in clinical practice. Although 23% reported that they initiated use of the checklist, only one RNA believed that it was the responsibility of the RNA. Forty-three percent had received training about the checklist and its use. The WHO surgical checklist facilitates the nurse anesthetist's anesthetic and perioperative care. It allows the nurse anesthetist to better identify each patient's specific concerns and have an increased sense of being a team member. Copyright © 2015 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

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

    2007-12-01

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

  6. The Staff Nurse Clinical Leader at the Bedside: Swedish Registered Nurses’ Perceptions

    Directory of Open Access Journals (Sweden)

    Inga E. Larsson

    2016-01-01

    Full Text Available Registered nurses at the bedside are accountable for and oversee completion of patient care as well as directly leading and managing the provision of safe patient care. These nurses have an informal leadership role that is not associated with any given position. Leadership is a complex and multifaceted concept and its meaning is unclear, especially in the staff nurse context. The aim was to describe registered nurses’ perceptions of what it entails to be the leader at the bedside in inpatient physical care. A phenomenographic approach was employed. Interviews were performed with Swedish registered nurses (n=15. Five descriptive categories were identified: demonstrating clinical knowledge, establishing a good atmosphere of collaboration, consciously structuring the work in order to ensure patients’ best possible nursing care, customized presence in the practical work with patients according to predetermined prerequisites, and monitoring coworkers’ professional practice. Registered nurses informal role as leader necessitates a social process of deliberate effort to attain and maintain leader status and authority. Participants used deliberate communicative approaches and interactive procedures. Leader principles grounded in the core values of the nursing profession that ensure nursing values and person-centered attributes were a key aspect.

  7. A goal for nursing education.

    Science.gov (United States)

    Marcinkiw, Karen L

    2003-04-01

    Current trends of an increasingly multicultural society emphasize the need for nursing education programs that effectively address cultural issues. To understand the diverse cultural backgrounds of clients, nurses must strive to be culturally competent. Cultural competence requires the building of cultural awareness, knowledge, skill, encounters, and desire in the nurse. Clients will feel respected, valued, and have a greater desire to achieve mutually agreed upon health care goals if the nurse is culturally competent. Nurse educators can assist nursing students in acquiring cultural competence using a model created by Campinha-Bacote (1999) entitled "The Process of Cultural Competence in the Delivery of Healthcare Services: A Culturally Competent Model of Care". The model contributes to the development of cultural competence in the nursing profession by providing a concrete guide that is useful for teaching and implementing cultural competence in nursing education.

  8. Job satisfaction among Swedish mental health nursing personnel: Revisiting the two-factor theory.

    Science.gov (United States)

    Holmberg, Christopher; Caro, Jino; Sobis, Iwona

    2017-04-10

    Swedish mental health-care services are experiencing a critical shortage of nursing personnel. Researchers suggest that this shortage is due to low levels of job satisfaction. Job satisfaction is frequently studied with the assistance of Herzberg's two-factor theory, and this theory has foremost been explored with studies using quantitative methods. The purpose of the present study was to provide a better understanding of Herzberg's theory in relation to job satisfaction among Swedish mental health nursing personnel within inpatient psychiatric care while using qualitative methodology. This explorative study was based on semistructured interviews with 25 nursing personnel. Qualitative content analysis of interview transcripts identified three main categories: (i) respondents' perception of their work duties, which was perceived as important, meaningful, and demanding; (ii) respondents' relations with colleagues and supervisors, which provided valuable support in everyday work; and (iii) the way the respondents experienced their professional role as mental health nurses, which was described as unclear and vague. Job satisfaction primarily stemmed from working for patients and with other professionals, but their perceived limited progression of responsibilities discouraged a career in the profession. Herzberg's theory proved useful in exploring job satisfaction in this setting, but the findings partly contradict the basic tenets of the theory. Career advancements and incentives, such as salary and compensation, were perceived as lacking, which negatively influenced job satisfaction. Ward managers should establish clinical ladder programmes to recognize and motivate the continuing professional development of nurses. This needs to be coupled with monetary incentives, and linked with increased clinical authority. © 2017 Australian College of Mental Health Nurses Inc.

  9. Swedish Child Health Care nurses conceptions of overweight in children: a qualitative study.

    Science.gov (United States)

    Isma, Gabriella E; Bramhagen, Ann-Cathrine; Ahlstrom, Gerd; Ostman, Margareta; Dykes, Anna-Karin

    2012-06-14

    Registered Sick Children's Nurses and District Nurses employed at Child Health Care centres are in a position to help prevent childhood overweight and obesity. Prevention of this challenging public health threat could be improved through having a better understanding of how this group of nurses perceives childhood obesity. The aim of this study was to elucidate the conceptions of childhood overweight, including obesity, among nurses working in Child Health Care. A qualitative study using a phenomenographic approach, based on open-ended interviews with 18 Child Health Care nurses (CHC-nurses) strategically selected from 17 Child Health Care Centres in the southern part of Sweden. Four categories of description emerged from the data: Perception of childhood overweight changes, Overweight in younger children a neglected concern, Overweight a delicate issue and Importance of family lifestyle. The participating CHC-nurses conceived overweight in children, primarily obesity in children to be an extensive and serious problem which affects children, families and the surrounding society. Overweight in children was further perceived as a consequence of their parent's lifestyle and their awareness of the problem, which was considered by the CHC-nurses as a sensitive and a provoking issue. It was also perceived that overweight in children is not taken seriously during the pre-school period and that concerns regarding overweight in younger children were mainly about the appearance and not the health of the child. The CHC-nurses perceived that the proportion of overweight children has increased, which Swedish society and the CHC-nurses have adapted to. This adaptation makes it difficult for CHC-nurses to define those children who are overweight. CHC-nurses provide a comprehensive and complex picture of childhood overweight, which includes several difficulties dealing with this issue. Attention to CHC-nurse's conceptions of overweight in children is important since it can affect

  10. A Peace Education Pioneer: A Swedish Professor in Pedagogy Dedicated to Peace Education--Ake Bjerstedt

    Science.gov (United States)

    Andersson, Irene; Johansson, Roger

    2010-01-01

    This article profiles Swedish professor Ake Bjerstedt and discusses his contributions to the field of peace education. Bjerstedt helped history researchers a great deal by writing bibliographies like "Educating towards a culture of peace. A select bibliography focusing on the last 25 years", 2001, and by keeping a well organized archive…

  11. Nurse Education Consultancy: A New Role.

    Science.gov (United States)

    Jenkins, David A.

    1996-01-01

    A nurse education consultant can help a college enhance the educational process and market effectively and ethically. Nurses considering consultancy should examine their personal qualities, skill and knowledge base, and personal values and beliefs about education and nursing. (SK)

  12. Peer education: the nursing experience.

    Science.gov (United States)

    Parkin, Vera

    2006-01-01

    The two-fold purpose of this study was to explore the peer education experiences of registered nurses and solutions for developing peer education as an effective method of adult learning. Eleven designated peer nurse teachers and 13 peer nurse learners were asked to complete a questionnaire. Three peer nurse teachers and three peer nurse learners were further interviewed in focus groups. The metathemes of peer role conflict, organizational stress, and the timing of new role integration were identified. The study found nurses believed that to have a successful peer education program, the scope of the peer education program and the peer roles should be clarified, peer time should be available and accessible, positive motivational techniques (including a just peer selection process) should be present, and other resources should be provided.

  13. Assessing Nursing Students’ Need to Improve Nursing Education

    OpenAIRE

    F Sharif; M Fooladi

    2009-01-01

    Background and purpose: Undergraduate education presents a period of transition and growth and requires the ability to adapt to many life changes. Many applicants admitted to a nursing program, but high rates of attrition have been experienced. This study is an attempt to assess the nursing students’ need on their nursing education.Methods: Focus groups were used to investigate nursing student’s perceptions and views on nursing education. The sample consisted of 120 nursing students selected ...

  14. Role clarity and role conflict among Swedish diabetes specialist nurses.

    Science.gov (United States)

    Boström, Eva; Hörnsten, Asa; Lundman, Berit; Stenlund, Hans; Isaksson, Ulf

    2013-10-01

    To explore diabetes specialist nurses (DSNs)' perceptions of their role in terms of clarity, conflict and other psychosocial work aspects. A cross-sectional study was conducted among DSNs in a county in northern Sweden. The DSNs answered the Nordic Questionnaire of Psychological and Social Factors at Work (QPS Nordic) about psychosocial aspects of their work. Statistical analysis compared DSNs with a reference group of different health professionals. Correlations between role clarity, role conflict, and other variables were analysed. The DSNs perceived more, and higher, job demands, including quantitative, decision-making and learning demands, but also more positive challenges at work compared with the reference group. Role clarity correlated with experiences of health promotion, perception of mastery, co-worker support, and empowering leadership, while role conflict correlated with quantitative and learning demands. The DSNs perceived high demands but also positive challenges in their work. Their role expectations correlated with several psychosocial work aspects. It is important that DSNs should be presented with positive challenges as meaningful incentives for further role development and enhanced mastery of their work. Copyright © 2013 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.

  15. Teachers' Understanding of Internationalization as an Essential Part of Nursing Education in Sweden

    Science.gov (United States)

    Wihlborg, Monne

    2004-01-01

    This study investigated how 60 teachers' in Swedish nurse education, in higher education, understood and taught internationalization. The teachers answered a self-administered questionnaire. A phenomenographic, contextual and content analysis approach was used. The results show that teachers were found to experience and understand…

  16. Family focused nursing education

    Directory of Open Access Journals (Sweden)

    R. A. E. Thompson

    1993-05-01

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

  17. Microbiology Education in Nursing Practice.

    Science.gov (United States)

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

    2017-01-01

    Nurses must have sufficient education and training in microbiology to perform many roles within clinical nursing practice (e.g., administering antibiotics, collecting specimens, preparing specimens for transport and delivery, educating patients and families, communicating results to the healthcare team, and developing care plans based on results of microbiology studies and patient immunological status). It is unclear whether the current microbiology courses required of nursing students in the United States focus on the topics that are most relevant to nursing practice. To gauge the relevance of current microbiology education to nursing practice, we created a confidential, web-based survey that asked nurses about their past microbiology education, the types of microbiology specimens they collect, their duties that require knowledge of microbiology, and how frequently they encounter infectious diseases in practice. We used the survey responses to develop data-driven recommendations for educators who teach microbiology to pre-nursing and nursing students. Two hundred ninety-six Registered Nurses (RNs) completed the survey. The topics they deemed most relevant to current practice were infection control, hospital-acquired infections, disease transmission, and collection and handling of patient specimens. Topics deemed least relevant were the Gram stain procedure and microscope use. In addition, RNs expressed little interest in molecular testing methods. This may reflect a gap in their understanding of the uses of these tests, which could be bridged in a microbiology course. We now have data in support of anecdotal evidence that nurses are most engaged when learning about microbiology topics that have the greatest impact on patient care. Information from this survey will be used to shift the focus of microbiology courses at our university to topics more relevant to nursing practice. Further, these findings may also support an effort to evolve national recommendations for

  18. The perceived meaning of a (wholistic view among general practitioners and district nurses in Swedish primary care: a qualitative study

    Directory of Open Access Journals (Sweden)

    Borgquist Lars

    2007-03-01

    Full Text Available Abstract Background The definition of primary care varies between countries. Swedish primary care has developed from a philosophic viewpoint based on quality, accessibility, continuity, co-operation and a holistic view. The meaning of holism in international literature differs between medicine and nursing. The question is, if the difference is due to different educational traditions. Due to the uncertainties in defining holism and a holistic view we wished to study, in depth, how holism is perceived by doctors and nurses in their clinical work. Thus, the aim was to explore the perceived meaning of a holistic view among general practitioners (GPs and district nurses (DNs. Methods Seven focus group interviews with a purposive sample of 22 GPs and 20 nurses working in primary care in two Swedish county councils were conducted. The interviews were transcribed verbatim and analysed using qualitative content analysis. Results The analysis resulted in three categories, attitude, knowledge, and circumstances, with two, two and four subcategories respectively. A professional attitude involves recognising the whole person; not only fragments of a person with a disease. Factual knowledge is acquired through special training and long professional experience. Tacit knowledge is about feelings and social competence. Circumstances can either be barriers or facilitators. A holistic view is a strong motivator and as such it is a facilitator. The way primary care is organised can be either a barrier or a facilitator and could influence the use of a holistic approach. Defined geographical districts and care teams facilitate a holistic view with house calls being essential, particularly for nurses. In preventive work and palliative care, a holistic view was stated to be specifically important. Consultations and communication with the patient were seen as important tools. Conclusion 'Holistic view' is multidimensional, well implemented and very much alive among both

  19. 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.

  20. Neonatal death and parents' grief. Experience, behaviour and attitudes of Swedish nurses.

    Science.gov (United States)

    Lundqvist, A; Nilstun, T

    1998-01-01

    The aim of the present study was to survey the experience, behaviour and attitudes of nurses in Swedish neonatal wards towards parents who refuse or are reluctant to see, touch or hold their dying or dead baby. A questionnaire was distributed to 173 nurses, of whom 144 responded. The questionnaire contained questions about the nurses' own experience of such situations, their behaviour, and their attitude towards influencing the parents. Seventy-four percent answered that they had experience of such situations, 59% that they often tried to persuade or in other ways influence the parents to change their mind, and 60% were of the opinion that the parents mourning-process is always facilitated when they touch or hold their dead baby. Most nurses (83%) were of the opinion that the conflict between beneficence and autonomy was difficult but not impossible to solve. A majority of the nurses were inclined to give priority to the principle of beneficence. But is this inclination ethically justified? A well-founded answer to this question requires more knowledge about the experiences of parents who have lived through such traumatic situations.

  1. Metaphorical expressions used in Swedish news media narratives to portray the shortage of nurses and their working conditions.

    Science.gov (United States)

    Blomberg, Helena; Stier, Jonas

    2016-02-01

    The aim of the study is to uncover and reveal how nurses as a profession and their working conditions are dramatized and portrayed in Swedish media narratives about the shortage of nurses. The media is an arena where stakeholders can air their views of the healthcare sector in general and the situation for nurses in particular. The focus in this study is the debate in Sweden on the shortage of nurses. Qualitative discursive study. A discourse analysis of media narratives about nurses and their working conditions published in several Swedish newspapers from 2009-2014. 1779 articles were included in the study. A selection (113 articles) of these articles was further analysed using a qualitative discursive psychological approach. Nurses are portrayed as being good, concerned about and critical of healthcare managers and politicians for not taking action. The accused actors justify their actions by partially accepting or displacing responsibility. The shortage of nurses is framed as a social problem - a threat to patients' safety. Seven different types of metaphorical expression frame the problem as inevitable, beyond control, abstract, an individual and collegial problem and nurses as replaceable. In addition, nurses and patients are dehumanized and no-one is held responsible. This study analyses the role of the media in emphasizing the seriousness or obscurity of the problem and possible solutions to it. Alternative narratives are needed to re-frame the nursing shortage and to find sustainable solutions. © 2015 John Wiley & Sons Ltd.

  2. Evaluation of dental hygiene education for nursing home staff.

    Science.gov (United States)

    Sjögren, Petteri; Kullberg, Erika; Hoogstraate, Janet; Johansson, Olle; Herbst, Bertil; Forsell, Marianne

    2010-02-01

    This paper is a report of a study evaluating the long-term effects on the oral hygiene status of older nursing home residents one and a half years after dental hygiene education was given to the staff. A strong relationship exists between oral infections and general health complications (especially aspiration pneumonia) among nursing home residents and hospitalized older people. It is therefore important to educate nursing home staff in oral hygiene measures and to follow up the effects of the education over time. Dental plaque measurements were conducted at a Swedish nursing home in 2006-2008. Forty-one residents (12 men, 31 women, aged 69-99 years) fulfilled the inclusion criteria and participated in a dental hygiene evaluation 1.5 years after dental hygiene education was given to the staff at the nursing home. Plaque index scores (year 2008) were compared to those soon after the education (year 2006). After the dental hygiene education in 2006, 60 nursing home residents (14 men, 46 women) were available for plaque index measurements, whereas 41 residents (12 men, 29 women) were available 1.5 years later. The median plaque index scores were 17.0 (n = 60) in 2006, and 18.0 (n = 41) in 2008 (Mann-Whitney U-test, P > 0.05). Dental hygiene education for nursing home staff is important to maintain an adequate level of oral hygiene among older nursing home residents over time. Follow-up of dental hygiene education for nursing home staff is recommended to maintain a sufficient level of oral hygiene among the residents.

  3. Depression and use of antidepressants in Swedish nursing homes: a 12-month follow-up study.

    Science.gov (United States)

    Midlöv, Patrik; Andersson, Martin; Ostgren, Carl Johan; Mölstad, Sigvard

    2014-04-01

    The prescription of antidepressants in nursing homes has increased markedly since the introduction of SSRIs, while at the same time depressive symptoms often go unrecognized and untreated. The aim of this study was to examine whether depression among residents in nursing homes is treated adequately. A sample of 429 participants from 11 Swedish nursing homes was selected and was assessed with the Cornell Scale for Depression in Dementia (CSDD) and using medical records and drug prescription data. For 256 participants a follow-up assessment was performed after 12 months. The prevalence of depression, according to medical records, was 9.1%, and the prevalence of CSDD score of ≥8 was 7.5%. Depression persisted in more than 50% of cases at the 12-month follow-up. Antidepressants were prescribed to 33% of the participants without a depression diagnosis or with a CSDD score of depression diagnosis or with a CSDD score of nursing homes, paying special attention to the subjects which are on antidepressants.

  4. Enabling nursing students to become culturally competent--a documentary analysis of curricula in all Swedish nursing programs.

    Science.gov (United States)

    Momeni, Pardis; Jirwe, Maria; Emami, Azita

    2008-12-01

    Research has shown that majority of nurses feel that they lack relevant knowledge about immigrant's cultural backgrounds, and therefore, feel incompetent in providing these patients with good care. Last year alone, 4520 nursing students graduated from nursing schools throughout Sweden. Later on, they will meet and treat people from diverse cultural backgrounds and consequently, it is crucial that their educational training prepares them for their future work in a multiethnic society. The aim of this study was to investigate whether the nursing curricula in Sweden's nursing schools provide students with the necessary tools for becoming culturally competent. The present study was based on two main questions: (i) Do the present educational plans and courses provide nursing students with the opportunity to become culturally competent? (ii) How do the contents of the educational plans match the contents of the course plans? The study was conducted using a quantitative documentary analysis, where the authors analysed the curricula of 26 nursing schools in Sweden and then compared them to the theoretical frame of reference 'The Process of Cultural Competence in the Delivery of Healthcare Services', a model written by Campinha-Bacote. The results showed that 69% (18/26) had included the concept of culture in their educational plans, whereas 77% (20/26) had included this in their courses. In all, 15% (78) from a total of 504 curricula had included the concept of culture in some way or another. However, the analysis found that only three schools provided students with specific training on the topic. Conclusively, the results showed that nursing students were not prepared for their work in a multiethnic society and nursing education in Sweden has failed to implement existing research into the nursing curricula.

  5. Interaction in Distance Nursing Education

    Science.gov (United States)

    Boz Yuksekdag, Belgin

    2012-01-01

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

  6. Virtual leadership in nursing education.

    Science.gov (United States)

    Levesque, Pamela

    2012-01-01

    The transition to online education with faculty teaching at a distance has created "virtual departments" of nursing that necessitates a new way of leading. The author discusses leadership theory and team-building methods to support leaders engaged in virtual departments of nursing.

  7. Goals of telephone nursing work--the managers' perspectives: a qualitative study on Swedish Healthcare Direct.

    Science.gov (United States)

    Kaminsky, Elenor; Carlsson, Marianne; Holmström, Inger K; Larsson, Jan; Fredriksson, Mio

    2014-04-24

    Swedish Healthcare Direct (SHD) receives 6 million calls yearly and aims at increased public sense of security and healthcare efficiency. Little is known about what SHD managers perceive as the primary goals of telephone nursing (TN) work and how the organisation matches goals of health promotion and equitable healthcare, so important in Swedish healthcare legislation. The aim of the study was to explore and describe what the SHD managers perceive as the goals of TN work and how the managers view health promotion and implementation of equitable healthcare with gender as example at SHD. The study was qualitative using an exploratory and descriptive design. All 23 managers employed at SHD were interviewed and data analysis used deductive directed content analysis. The findings reveal four themes describing the goals of TN work as recommended by the SHD managers. These are: 'create feelings of trust', 'achieve patient safety', 'assess, refer and give advice', and 'teach the caller'. Most of the managers stated that health promotion should not be included in the goals, whereas equitable healthcare was viewed as an important issue. Varying suggestions for implementing equitable healthcare were given. The interviewed managers mainly echoed the organisational goals of TN work. The managers' expressed goal of teaching lacked the caller learning components highlighted by telenurses in previous research. The fact that health promotion was not seen as important indicates a need for SHD to clarify its goals as the organisation is part of the Swedish healthcare system, where health promotion should always permeate work. Time used for health promotion and dialogues in a gender equitable manner at SHD is well invested as it will save time elsewhere in the health care system, thereby facing one of the challenges of European health systems.

  8. Motivation to lifelong education of nurses

    OpenAIRE

    Lavičková, Ivana

    2008-01-01

    This paper discusses problem of nurse{\\crq}s lifelong learning. It describes current nurses education system, individual forms of lifelong learning and the current legislation in health service. Furthermore, it deals with motivation of nurses for education and surveys the motivation factors, which influence nurses in the access to education. It determinates forms of lifelong learning, which nurses prefer. At the same time it shows deficits in motivations of nurses for further learning.

  9. Clinical nursing leaders' perceptions of nutrition quality indicators in Swedish stroke wards: a national survey.

    Science.gov (United States)

    Persenius, Mona; Hall-Lord, Marie-Louise; Wilde-Larsson, Bodil; Carlsson, Eva

    2015-09-01

    To describe nursing leaders' perceptions of nutrition quality in Swedish stroke wards. A high risk of undernutrition places great demand on nutritional care in stroke wards. Evidence-based guidelines exist, but healthcare professionals have reported low interest in nutritional care. The Donabedian framework of structure, process and outcome is recommended to monitor and improve nutrition quality. Using a descriptive cross-sectional design, a web-based questionnaire regarding nutritional care quality was delivered to eligible participants. Most clinical nursing leaders reported structure indicators, e.g. access to dieticians. Among process indicators, regular assessment of patients' swallowing was most frequently reported in comprehensive stroke wards compared with other stroke wards. Use of outcomes to monitor nutrition quality was not routine. Wards using standard care plans showed significantly better results. Using the structure, process and outcome framework to examine nutrition quality, quality-improvement needs became visible. To provide high-quality nutrition, all three structure, process and outcome components must be addressed. The use of care pathways, standard care plans, the Senior Alert registry, as well as systematic use of outcome measures could improve nutrition quality. To assist clinical nursing leaders in managing all aspects of quality, structure, process and outcome can be a valuable framework. © 2013 John Wiley & Sons Ltd.

  10. Patient safety subcultures among registered nurses and nurse assistants in Swedish hospital care: a qualitative study.

    Science.gov (United States)

    Danielsson, Marita; Nilsen, Per; Ohrn, Annica; Rutberg, Hans; Fock, Jenni; Carlfjord, Siw

    2014-01-01

    Patient safety culture emerges from the shared assumptions, values and norms of members of a health care organization, unit, team or other group with regard to practices that directly or indirectly influence patient safety. It has been argued that organizational culture is an amalgamation of many cultures, and that subcultures should be studied to develop a deeper understanding of an organization's culture. The aim of this study was to explore subcultures among registered nurses and nurse assistants in Sweden in terms of their assumptions, values and norms with regard to practices associated with patient safety. The study employed an exploratory design using a qualitative method, and was conducted at two hospitals in southeast Sweden. Seven focus group interviews and two individual interviews were conducted with registered nurses and seven focus group interviews and one individual interview were conducted with nurse assistants. Manifest content analysis was used for the analysis. Seven patient safety culture domains (i.e. categories of assumptions, values and norms) that included practices associated with patient safety were found: responsibility, competence, cooperation, communication, work environment, management and routines. The domains corresponded with three system levels: individual, interpersonal and organizational levels. The seven domains consisted of 16 subcategories that expressed different aspects of the registered nurses and assistants nurses' patient safety culture. Half of these subcategories were shared. Registered nurses and nurse assistants in Sweden differ considerably with regard to patient safety subcultures. The results imply that, in order to improve patient safety culture, efforts must be tailored to both registered nurses' and nurse assistants' patient safety-related assumptions, values and norms. Such efforts must also take into account different system levels. The results of the present study could be useful to facilitate discussions

  11. Standards for Continuing Education in Nursing.

    Science.gov (United States)

    American Nurses' Association, New York, NY.

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

  12. Swedish primary healthcare nurses' perceptions of using digital eHealth services in support of patient self-management.

    Science.gov (United States)

    Öberg, Ulrika; Orre, Carl Johan; Isaksson, Ulf; Schimmer, Robyn; Larsson, Håkan; Hörnsten, Åsa

    2017-09-28

    Nurses have expressed doubts about the ongoing digitalisation of Swedish primary health care. Given the potential role of eHealth in primary health care, including supporting interactive self-management for people with chronic conditions, it is important to highlight nurses' experiences. This study is part of a larger project aimed at implementing person-centred interactive self-management support (iSMS) in primary health care. The aim of this study was to describe Swedish primary healthcare nurses' perceptions of using digital eHealth systems and services to support patient self-management. Focus group interviews were conducted with primary healthcare nurses (n = 20). The interview transcriptions were analysed using qualitative content analysis. Three themes emerged from the content analysis: caregiving in the midst of digital chaos; a lack of overview and control in daily work; and mixed feelings towards digitalisation. Each theme was subdivided into three subthemes. The results of this study provide insight into a number of concerns that stand in the way of success when it comes to the implementation and use of digital technology. If nurses are to adapt to the new policies and practices that accompany the current digitalised development in Swedish primary health care, the concept of a nurse's traditional work role needs to be amended in terms of the scope of work tasks and established views of traditional nursing. The study also highlights the need for more research to enable eHealth systems/services to be designed to fulfil multiple requirements. The digitised systems should be a tool for achieving good quality self-management support as well as giving the primary healthcare nurses adequate resources to support patients' self-management while still maintaining the values associated with person-centred care. © 2017 Nordic College of Caring Science.

  13. Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives

    Directory of Open Access Journals (Sweden)

    Ingela Andersson

    2015-04-01

    Full Text Available The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reformmaking process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO, and the Confederation of Swedish Enterprise (SN construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET collide in the formation of Upper Secondary Apprenticeship – a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.

  14. Nurse education in Jordan: history and development.

    Science.gov (United States)

    Zahran, Z

    2012-09-01

    This paper provides a comprehensive analysis of the development of nurse education and practice in Jordan. Several types and levels of nurse education have been established influenced, in particular, by Northern American and British models of nurse education and practice. New colleges with new programmes are being introduced at all levels, with a continuing growth in the number of students graduating from nursing programmes, demonstrating the extent to which the status of nursing is changing in Jordan. However, the development of nurse education in Jordan is not wholly congruent with the development of nursing practice. The majority of nursing activities are embedded within a medical model of care or relate to carrying out medical orders, giving rise to task-oriented care delivery. Jordanian nurses are faced with many challenges in terms of their education and practice. There are few published papers that provide a description of this development. The extant literature on nursing history in Jordan comprises descriptions by university academics, official websites of nursing's regularity body, in addition to anecdotal accounts and conference presentations. Nurse education in Jordan has evolved over a relatively short period of time. Collaboration between academics and healthcare providers is vital in order to shape the role of nurses and nursing in the future. Insights gained from this development may benefit nurses globally who are working towards restructuring their nurse education and practice. © 2011 The Author. International Nursing Review © 2011 International Council of Nurses.

  15. [The nursing field in education].

    Science.gov (United States)

    Miró Bonet, Margalida; Gallego Caminero, Gloria; Miró Bonet, Rosa

    2004-05-01

    "Campus Extens" is a new correspondence course/open university educational project which makes use of new technologies in communication such as the Internet or videoconferences for the diffusion of its course content. This program commenced in 1997 as a provisional experimental program at the University of the Balearic Islands; at present, after six years up and running, this program is an established program. Classes in nursing were introduced as part of this program, due to a request by the Nursing Department, in an experimental provisional format since the academic year 2001-02 hoping to integrate new educational technologies and bring these closer to students in the Balearic Isles who find it difficult to attend traditional classes which are taught on the Palma campus and at the same time to make future correspondence courses possible. Taking the pedagogical materials which correspond to the Nursing Fundamentals course as an example, the authors describe the characteristics of this system, the educational model implemented, the didactic strategies which are used in this virtual classroom environment, as well as the methodological arrangement and the didactic materials which have been developed for this program. Finally, the authors want to point out that the participation of Nursing in this program has enabled the Nursing Department to respond to the educational and professional demands of the University of the Balearic Islands, to reflect critically about teaching methodology, to bring the School of Nursing and Physiotherapy closer to our university community and to design new projects for future correspondence/open university courses.

  16. Integrating nursing science in the education process.

    Science.gov (United States)

    Felicilda, Rhea Faye

    2011-01-01

    With the present shortage of nursing faculty and the imminent retirement of current faculty, clinical nurses are encouraged to step into academia, bringing their enthusiasm, knowledge, and clinical experience. As nurses enter the world of nursing education, they will face two challenges: the paradigm shift from clinical nursing to learning process, and the vast diversity of students. Turning to the foundations of nursing, a young nurse educator generated teaching-learning strategies through integration of nursing sciences as a guide to becoming an effective educator.

  17. Bullying in undergraduate clinical nursing education.

    Science.gov (United States)

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

    2012-05-01

    Although a limited number of studies have focused on bullying in nursing education to date, all of those studies demonstrate the existence of bullying in clinical settings, where nursing students undertake a significant amount of their nursing education. The purpose of this study was to examine the state of bullying in clinical nursing education among Canadian undergraduate nursing students (N = 674) in all 4 years of their nursing program. Results suggest that nursing students experience and witness bullying behaviors at various frequencies, most notably by clinical instructors and staff nurses. Third-year and fourth-year students experience more bullying behaviors than first-year and second-year students. Implications for practice include ensuring that clinical instructors are well prepared for their role as educators. Policies must be developed that address the issue of bullying within nursing programs and within health care facilities where nursing students undertake their clinical nursing education. Copyright 2012, SLACK Incorporated.

  18. THE IMPORTANCE OF DISTANCE EDUCATION IN NURSING

    OpenAIRE

    YUKSEKDAG, Belgin BOZ

    2015-01-01

    Nursing that the reason of its essence arises from social requirements is a practical discipline. It requires knowledge and skills. This knowledge and skills must be updated with developments in the health field. However, because of their living conditions, nurses cannot continue the formal education. Distance nursing programs provide flexibility to them. In this study will be handed the importance of distance education for nursing and the attitudes of nurses towards distance nursing programs.

  19. Educational innovation: nursing's leadership challenge.

    Science.gov (United States)

    Coonan, Patrick R

    2008-01-01

    Hospitals are increasingly looking for the best graduates, but as this competitive environment increases, little focus is on collaboration and innovation in changing the education system so there will be more "best nurses." In universities today we find numerous barriers to investment in innovation and risk, which hampers the ability to address national workforce needs and compete in a global marketplace. Academic institutions need to become more creative, and begin to look at nursing as a partnership between those who essentially purchase our product and those who develop the product. Nursing leadership needs to collaborate quickly with integration and innovation in developing, improving, and maintaining the skill set of the nursing workforce and assuring competent practitioners from our educational system going forward. We need to share our valuable resources and move out of our silos and begin to look at the big picture, and we need to reach inside and find that creative child that works within us.

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

    Science.gov (United States)

    Riklikiene, Olga; Karosas, Laima; Kaseliene, Snieguole

    2018-03-01

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

  1. Nurse Educators' Leadership Styles and Nurse Graduates' Licensure Passage Rates

    Science.gov (United States)

    Miller, Dianna Bailey

    2009-01-01

    The purpose of this quantitative correlational research study was to examine the relationship between leadership styles of community college nurse educators in Texas and licensure passage rates of nursing community college graduates in Texas. Surveys were conducted to obtain the nurse educators' demographic data. The Multifactor Leadership…

  2. School Nurse Intention to Pursue Higher Education

    Science.gov (United States)

    Broussard, Lisa; White, Debra

    2014-01-01

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

  3. Knowledge creation in nursing education.

    Science.gov (United States)

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

    2014-09-28

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

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

    Science.gov (United States)

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

    2011-12-01

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

  5. The role of nurse educators in grooming future nurse leaders.

    Science.gov (United States)

    Sherman, Rose O; Bishop, Mary

    2007-07-01

    The authors have found in their research that too often our current nurse leaders have "fallen into" their positions, rather than choosing nursing leadership as a career path. With the impending retirements of so many nurse leaders, there is a need for a more proactive approach to ensure the next generation of nurse leaders is ready to assume the leadership of our profession. Guiding the development of a leadership mindset and promoting nursing leadership as a career choice are two important strategies. Nurse educators are in a key position to influence students and start grooming our future nurse leaders. There is no time to waste.

  6. Assessing Nursing Students’ Need to Improve Nursing Education

    Directory of Open Access Journals (Sweden)

    Sharif F

    2007-07-01

    Full Text Available Background and purpose: Undergraduate education presents a period of transition and growth and requires the ability to adapt to many life changes. Many applicants admitted to a nursing program, but high rates of attrition have been experienced. This study is an attempt to assess the nursing students’ need on their nursing education. Methods: Focus groups were used to investigate nursing student’s perceptions and views on nursing education. The sample consisted of 120 nursing students selected randomly. They were arranged in 12 groups of 10 students. The data analysis of recorded and observed data reached five major themes. Results: Five major themes emerged from data. The quality of clinical nursing instruction, confidence development in nursing practice and training, Iranian social perception of nursing profession, professional socialization through role development and improved clinical expectation and improved study skills. Conclusion: The result of this study helped to identify nursing students’ perception and determined their educational needs. Key words: NURSING EDUCATION, CLINICAL NURSING, NURSING PROFESSION, SOCIAL PERCEPTION

  7. 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.

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

    Science.gov (United States)

    Duarte, Carla Godinho; Lunardi, Valéria Lerch; Silveira, Rosemary Silva da; Barlem, Edson Luiz Devos; Dalmolin, Graziele de Lima

    2017-04-01

    to understand situations of moral suffering experienced at work by nurse educators of technical courses in nursing. 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. 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. 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.

  9. Preventing the 'professional cleansing' of nurse educators.

    Science.gov (United States)

    Calpin-Davies, P J

    2001-09-01

    The purpose of this paper is to argue that contrary to perceived wisdom nursing education ought to abandon the lecturer practitioner role on the grounds that it is a flawed concept predicated on a false assumption. In addition, and more seriously, it is in effect a significant hidden subsidy to service at the expense of education. It is suggested that by restructuring the nurse educator's role using the concepts of primary nursing as a method of organizing nurse educator's core activities, the perception and reality of teaching practice could be transformed. Calpin-Davies suggests that such a strategy enables nurse educators to be considered as practising nurses. It also has the added advantage that it is consistent with the form of organizing nursing expected of clinical colleagues. In addition it provides a basis for partnership with clinical nurses and with students, it responds to the imagined theory--practice gap, and affords nurse educators the means of becoming a credible role model.

  10. Future-Proofing Nursing Education

    Directory of Open Access Journals (Sweden)

    Nicholas Ralph

    2014-11-01

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

  11. Nursing students' views of nursing education quality: a qualitative study.

    Science.gov (United States)

    Kermansaravi, Fatihe; Navidian, Ali; Yaghoubinia, Fariba

    2015-01-13

    Nursing education is currently facing challenges related to the application of nursing knowledge in clinical environments and inability of students in application of nursing procedures in clinical settings. Nursing students themselves represent the best means of identifying these challenges. This study was conducted aimed to understand the nursing students' viewpoints and experiences concerning the challenges and deficiencies of the nursing education system. This qualitative study that has been carried out adopting conventional qualitative content analysis approach, 40 senior nursing students with sufficient experience of educational situations participated through purposive sampling. Eight focus group discussions were done with volunteer nursing students from School of Nursing and Midwifery in Zahedan (Iran). All of the interviews and discussions were recorded and then analyzed using the conventional content analysis approach. Three themes were emerged from data analysis including theoretical education, clinical skills, and the gap between theoretical education and clinical skills. The students' views and experiences of nursing education quality (theoretical, clinical, and the gap between theoretical education and clinical skills) demonstrated a need to pay careful attention to the selection and recruitment of clinical teachers, and the assessment and control of their educational performance and clinical skills, as well as to determination of standards and validation of education quality.

  12. [Community health nursing: essential education elements].

    Science.gov (United States)

    Chen, Ching-Min

    2013-06-01

    Community health nursing has undergone significant reform over recent decades in response to ongoing advances in medical technology and increasing national living standards. Taiwan's nursing manpower projections indicate a strong and growing demand for nurses working in primary and tertiary settings. Can our nurses address social trends and face the new challenges of the 21st century? The baccalaureate nursing degree is the minimum preparation for entry-level professionals working in community health nursing in most advanced countries. Significant improvements are necessary in this degree track to improve the quality and quantity of community health nurses. This article introduces the Essentials of Baccalaureate Nursing Education for Entry Level Community / Public Health Nursing proposed by the Association of Community Health Nursing Educators (ACHNE). It is hoped that nursing schools and community health nurses responsible for professional training in Taiwan will reference the ACHNE proposal and develop appropriate domestic curricula that will form an effective professional development consensus and further advance community care.

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

    Directory of Open Access Journals (Sweden)

    T.R. Makhuvha

    2007-09-01

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

  14. Geography: research and teaching in nurse education.

    Science.gov (United States)

    Andrews, Gavin J

    2006-10-01

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

  15. Exchange Studies as Actor-Networks: Following Korean Exchange Students in Swedish Higher Education

    Science.gov (United States)

    Ahn, Song-ee

    2011-01-01

    This article explores how Korean exchange students organized their studies during exchange programs in Swedish higher education. For most students, the programs became a disordered period in relation to their education. The value of exchange studies seems mainly to be extra-curricular. Drawing upon actor network theory, the article argues that the…

  16. Dilemmas in the Implementation of Children's Right to Equity in Education in the Swedish Compulsory School

    Science.gov (United States)

    Francia, Guadalupe

    2011-01-01

    In order to illustrate and discuss the impacts of neo-liberal educational policies on equity, this article analyses the effects of different kinds of decentralisation strategies on the implementation of children's right to an equitable education in Sweden. It begins with a comprehensive overview of the changes implemented in the Swedish compulsory…

  17. Who Takes the Second Chance? Implementing Educational Equality in Adult Basic Education in a Swedish Context.

    Science.gov (United States)

    Fransson, Anders; Larsson, Staffan

    This paper presents an overview of adult basic education in Sweden, focusing on what types of adults take advantage of basic educational opportunities and when they do so. It includes two case studies, one of auxiliary nurses and one of factory workers, that describe what motivates these employees to take literacy education or further education…

  18. A gap between the intention of the Swedish law and interactions between nurses and children of patients in the field of palliative oncology - The perspective of nurses.

    Science.gov (United States)

    Karidar, Hakima; Åkesson, Helene; Glasdam, Stinne

    2016-06-01

    Children who have a parent with incurable cancer are in a vulnerable situation and the Swedish law tries to protect them. This article aims to explore the interactions between nurses and children of patients with incurable cancer from the nurses' perspective. Semi-structured interviews with nine nurses in palliative oncology in Southern Sweden. Latent content analysis was carried out, inspired by Lundmann and Graneheim. Parents are gatekeepers to the children's involvement and meetings with the healthcare professionals. Therefore the nurses were dependent on the parents for contact with their children. Additionally, nurses were subject to the structural frame of their working environment in terms of time, economy, resources and the medical logic ruling the priorities for nursing during their daily working day. The opportunities to pay attention to the children of patients were limited, despite good intentions, willingness and a favourable legal framework. Teenagers were regarded as a challenge, and per se they challenged the nurses' opportunities to gain control of the meetings and situations around the families. Often nurses did not see and acknowledge the children of the palliative patient. They knew that the children were there and that it was important that they were there, but they challenged the order in the working environment in relation to time-allocated tasks and working flow. In the working environment patients were prioritised over relatives. From the perspective of nurses, there is a gap between the intentions of the Swedish law and the interactions between nurses and children. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Family nursing education and family nursing practice in Nigeria.

    Science.gov (United States)

    Irinoye, Omolola; Ogunfowokan, Adesola; Olaogun, Adenike

    2006-11-01

    A survey of six Nigerian nursing program curricula was conducted to determine the extent to which family nursing theory was used as a reference for conceptualizing nursing care in Nigeria. In addition, 25 nurse clinicians were purposely selected from three levels of primary, secondary, and tertiary health care units in Ile-Ife, Nigeria, and were interviewed to determine the extent to which nurses in practice reported using family assessment tools in their practice. The survey of the postgraduate curricula showed that master's and doctorally prepared nurses specializing in community health nursing have a theoretical base in family nursing theory. The limited focus on family nursing theory in basic, postbasic, and first-degree nursing curricula was deemed inadequate to develop the knowledge and skills necessary for all practicing nurses to embrace family-focused care in Nigeria. In nursing practice, families were seen to be involved in nursing care only to the extent of meeting financial and physical care needs of their family members. Findings from this study point to the need for a reorientation of the nursing curricula in Nigeria to include more family nursing theory. Specialized education of family nurse practitioners who would function at all levels of care also is a desirable goal to provide holistic health care to Nigerian families.

  20. DISTANCE NURSE EDUCATION (UZAKTAN HEMSIRELIK EGITIMI

    Directory of Open Access Journals (Sweden)

    Gulsun KURUBACAK

    2011-10-01

    Full Text Available Distance Nurse Education is the first book in the Turkish literature. The main purpose of this book is to introduce and discuss the dimensions, components and characteristics of Distance Nurse Education. The unique approach of this publication brings together 1 Distance Education, 2 Nurse Education, and 3 ALINE (Active Learning in Nursing Education Model (Fay, Selz, and Johnson, 2005 together at the same time. This book focuses on the learning activities, learner-centered approach, interactions, nursing competency oriented skills and feedback of distance nurse education and its applications. Besides, this book considers on how planning, designing, delivering and managing distance resources to bring about the successful completion of the goals and objectives of distance nurse education; and also discusses the design and its models from a progressive and transformative viewpoint in the area. Thus, the publication attempts to build a better understanding on how distance educators, designers, tutors and learners in nurse education can talk about the methodical approaches to planning and guiding processes to design distance nurse education from start to finish. This is also important to scrutinize the distance nurse education model how to bring a global and multicultural partnership of faculty, administrators, professionals, teachers, community activists and researchers in distance education as well as nurse education.

  1. [Care and nursing education].

    Science.gov (United States)

    Favetta, Véronique; Feuillebois-Martinez, Brigitte

    2011-12-01

    The notion of care is the main thread of the nurses' initial training. What are the theoretical references on which these teachings on care and caring are based in order to guide the learning and its implementation during the interview with the patient? Each professional exercises his profession with a personal vision, but the history of the profession reflects the evolution of the society to which it belongs. Thus the care theories shed a new light on the framework of thinking related to caring and care today. For the implementation of the training engineering related to the new curriculum, the trainers at ISFI (Institution for the nursing care training) of Pontoise wanted to question the concepts and theories on which the teaching of clinical reasoning can be based and thus work on the links existing between their own experiences of caring and their missions of accompaniment and transmission based on the respect of the potentialities presented by the students.

  2. Marketing Continuing Education for Nurses.

    Science.gov (United States)

    Southern Regional Education Board, Atlanta, GA.

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

  3. In Praise of the Present: The Pupil at Centre in Swedish Educational Politics in the Post-War Period

    Science.gov (United States)

    Wedin, Tomas

    2017-01-01

    According to an influential narrative in Swedish educational historiography, the Swedish educational system underwent a drastic change during the 1990s, moving towards a more individualistic and marketised system. Without denying the relevance of this perspective, this article argues that we can trace antecedents to the reforms undertaken in the…

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

    African Journals Online (AJOL)

    Nurse educators and student nurse neophytes' perceptions of good interaction in the classroom setting. ... The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female ...

  5. Education for entrepreneurship in nursing.

    Science.gov (United States)

    Boore, Jennifer; Porter, Sharon

    2011-02-01

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

  6. [Nursing education in Latin America].

    Science.gov (United States)

    Manfredi, M; Souza, A

    1986-01-01

    The article identifies health trends that must be taken into account in nursing and nursing education in Latin America if the goal of health for all by the year 2000 is to be achieved: population growth, the aging of the population, the rise of chronic diseases in groups at risk, the emergence of new pathological entities, the higher awareness of users of health services, and changes in the composition of the family and in the urban-rural composition of the population. The influence of these tendencies on nursing practice and training is examined. In the examination of practice, critical areas stand out: the numbers, distribution and use of nursing personnel; the quality of practice; the definition of functions for personnel categories; participation in decision-making; and preparation to assume new functions. On the education side, the article examines the situation, envisages the needed activities, and outlines a model study plan guided by the following principles: a comprehensive view of man in society; an epidemiologic and "dialectic" conception of the health/disease process; adherence to the scientific method; attention to priority health problems; a scientific understanding of the object of study; integration of theory and practice; and a multisector and multiprofession approach to nursing.

  7. School nurse intention to pursue higher education.

    Science.gov (United States)

    Broussard, Lisa; White, Debra

    2014-10-01

    In 2011, the Institute of Medicine recommended that 80% of the nurses possess a minimum of a bachelor of science in nursing by 2020 and double the number of doctorally prepared nurses. This has prompted a significant number of registered nurses to advance their educational level. School nurses in Louisiana are not required to have a bachelor's degree. In many states, the bachelor's degree is required for all school nurses, and many school nurses are prepared at the masters' and doctoral levels. The purpose of this study was to examine the intention of Louisiana school nurses to pursue higher education in nursing. A survey was distributed to all members of the Louisiana School Nurses Organization, and results indicated that 65% of the participants were motivated to return to school. Incentives and barriers to pursuing higher education were identified, and strategies for overcoming these barriers were proposed. © The Author(s) 2013.

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

    Directory of Open Access Journals (Sweden)

    J.P. Samson

    1978-09-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  10. A Swedish perspective on nursing and psychosocial research in paediatric oncology: A literature review.

    Science.gov (United States)

    Enskär, Karin; Björk, Maria; Knutsson, Susanne; Granlund, Mats; Darcy, Laura; Huus, Karina

    2015-06-01

    A dramatic improvement in outcomes of survival rates of childhood cancer has been seen. Caring science research is central in providing skills and knowledge to the health care sector, but few overviews of the content of published research have been carried out. The aim of this review was to investigate the content and methodology of published studies in paediatric oncology relevant to caring science, and also to compare possible differences in content and method of the published studies from the nursing and psychosocial perspectives. A systematic literature review was performed of 137 published articles on paediatric oncology relevant to caring science in Sweden. The results show that most of the studies were descriptive or comparative ones with a quantitative design. Most of them focused on parents (43%) or children (28%). Most of the studies investigated wellbeing (88%), using questionnaires (54%) or interviews (38%). Several different measurement instruments had been used. While the results were often clearly presented, the clinical implications were more diffuse. The most acknowledged research fund was the Swedish Childhood Foundation (75%). To reflect the children' perspectives in paediatric oncology require that future researchers take on the challenge of including children (even young ones) in research. The use of a limited number of agreed measurement instruments is desirable. The biggest challenge for the future is to make a shift from explorative to intervention studies. There is an urgent need to transform research results into clinical practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    Wenda, Skip

    2012-01-01

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

  12. Integrating Systems Thinking Into Nursing Education.

    Science.gov (United States)

    Phillips, Janet M; Stalter, Ann M

    2016-09-01

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

  13. Cross-cultural comparison of motivation to learn in physical education: Japanese vs Swedish schoolchildren.

    Science.gov (United States)

    Nishida, Tamotsu; Isogai, Hirohisa; Aström, Peter; Karp, Staffan; Johansson, Martin

    2007-10-01

    The present study compared differences between Japanese and Swedish schoolchildren in learning motivation-related variables in physical education. The subjects were 1,562 Japanese fifth and sixth graders (776 boys and 786 girls) ranging in age from 10 to 12 years and 573 Swedish fifth graders (306 boys and 267 girls) from 10 to 13 years (M = 11.4, SD = 0.5). They completed three questionnaires to evaluate the children's learning motivation, factors supporting motivation to learn, and preferences of learning behavior. The questionnaires were taken from Nishida's Diagnosis of Learning Motivation in Physical Education Test, a multidimensional and comprehensive test that measures learning motivation. A 2 x 2 (country by sex) multivariate analysis of variance indicated both Swedish boys and girls scored significantly higher than the Japanese children on most subscales. Results were discussed in relation to differences in the sports environment and culture of the two countries.

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

    Science.gov (United States)

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

    2016-09-01

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

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

    Science.gov (United States)

    Rajalahti, Elina; Heinonen, Jarmo; Saranto, Kaija

    2014-01-01

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

  16. Nursing Educational Programs

    Science.gov (United States)

    California Community Colleges, Chancellor's Office, 2014

    2014-01-01

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

  17. Pedagogical Posters in Nurse Education

    DEFF Research Database (Denmark)

    Kelly, Hélène; Bagger, Bettan

    2009-01-01

    education away from focusing upon formal qualifications towards the concept of developing nurse competences. These recommendations have resulted in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning....... The posters are produced on computers and as such the students learn to employ the computer as a creative tool. Students evaluate the use of posters as a concrete and useful tool of value to their forthcoming professional work as purveyors of health promotion knowledge. The poster as a pedagogical tool......Experiences from teaching nursing students at bachelor level with respect to prevention and health promotion have resulted in the introduction of poster presentations as a pedagogical tool. Poster presentations were introduced as a result of Bologna recommendations shifting the goal of nurse...

  18. Group Empowerment in Nursing Education.

    Science.gov (United States)

    Friend, Mary Louanne

    2015-12-01

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

  19. Working With Arts in Danish Nurse Education

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2011-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  1. Education of advanced practice nurses in Canada.

    Science.gov (United States)

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

    2010-12-01

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

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

    Science.gov (United States)

    Stokes, Pamela

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

  3. The Construction of Under-Representation in UK and Swedish Higher Education: Implications for Disabled Students

    Science.gov (United States)

    Weedon, Elisabet

    2017-01-01

    This article examines the inclusion of disabled students in the UK and Swedish higher education systems. In the United Kingdom, performance indicators focus on the participation rate of disabled students in comparison with those of non-disabled students, while in Sweden there are no specific performance indicators relating to disabled students.…

  4. Straight Roads and Winding Tracks: Swedish Educational Policy from a Gender Equality Perspective.

    Science.gov (United States)

    Elgqvist-Saltzman, Inga

    1992-01-01

    Discusses Swedish educational reforms, policies, and research. Considers whether Sweden's gender-equality goal supports research that develops more gender-sensitive methodologies and concepts to upgrade women's knowledge, experiences, and values. Sweden's goal of giving men and women the same responsibilities for work, parenthood, and civil duties…

  5. The School's Democratic Mission and Conflict Resolution: Voices of Swedish Educators

    Science.gov (United States)

    Hakvoort, Ilse; Olsson, Elizabeth

    2014-01-01

    Swedish educational policy mandates have given schools a double mission: the development of content-based knowledge as well as the promotion of democratic values and competencies. While detailed learning outcomes are specified for content domains, the democratic mission is imprecisely described and unsupported by practical measures. This leaves…

  6. Graduate education in oncology nursing for minorities.

    Science.gov (United States)

    Houldin, Arlene D; Reville, Barbara; Boland, Barbara A; Jacobs, Linda A; Hayes, Sandra L

    2002-01-01

    Cancer statistics reveal disturbing morbidity and mortality rates among minorities, especially African Americans. A program to recruit and train minority nurses as Oncology Advanced Practice Nurses was developed at the University of Pennsylvania School of Nursing. Since 1992, 30 African American, five Asian/Pacific Islander, and five Hispanic nurses have been supported during advanced oncology nursing study. Graduates have assumed positions of clinical and academic leadership in oncology nursing. This project strengthened the ability of a graduate program in oncology nursing to respond to needs related to the education of minority students and to the care of minority populations with cancer.

  7. Quality of Clinical Education--A Three-Year Follow-Up among Undergraduate Nursing Students in Finland and Sweden

    Science.gov (United States)

    Melender, Hanna-Leena; Jonsén, Elisabeth; Hilli, Yvonne

    2014-01-01

    The purpose of this study was to compare the experiences of a group of Swedish and two Finnish groups of student nurses (n = 86) on the quality of clinical education over time. The data was collected using an instrument including four factors. In the comparison of the years 2009, 2010 and 2011/2012 (n = 86), there were no statistically significant…

  8. Trends In Coloured Nursing Education

    Directory of Open Access Journals (Sweden)

    A.M. Venter

    1978-09-01

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

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

    Science.gov (United States)

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

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

  10. Who wants to work with older people? Swedish student nurses' willingness to work in elderly care--a questionnaire study.

    Science.gov (United States)

    Carlson, Elisabeth; Idvall, Ewa

    2015-07-01

    The aging population is a globally recognized challenge for the health care service. The growing number of older people will probably lead to increased demands for nurses working in elderly care. Clinical practice has been shown to have an impact on how student nurses perceive a particular field of nursing. To compare perceptions of the clinical learning environment in nursing homes among students considering a career in aged care or not, and to examine the difference in age, gender and previous working experience as health care assistants in elderly care between the two groups. This was a cross-sectional study using the Swedish version of the Clinical Learning Environment and Nurse Teacher evaluation scale. Consecutive sampling was performed over three semesters from September 2011 to December 2012. The survey was conducted with 183 student nurses. Mann-Whitney U-test was used to examine differences in relation to two groups namely student nurses who did or did not consider to work in elderly care. A chi-square test of independence was performed to examine the difference in age, gender and previous working experience between the two groups. The analysis leaned towards an overall positive evaluation of the clinical learning environment with more positive values for students considering a career. There were no significant differences between younger students (18-23) and older students (24-50) regarding willingness to work in elderly care or not. Neither was any significant difference displayed between students, based on gender nor for previous work experience. Age, gender and previous work experiences as health care assistants did not impact on students' willingness to work in elderly care. Future studies need to acknowledge the complexity of why student nurses choose a particular pathway in nursing by longitudinal studies following cohorts of students during the course of the nursing programme. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. Teaching Minority Students within Minority Schools: Teachers' Conceptions of Multicultural Education in Swedish-Speaking Schools in Finland

    Science.gov (United States)

    Mansikka, Jan-Erik; Holm, Gunilla

    2011-01-01

    Finland is experiencing increased cultural diversity due to immigration and is facing challenges in developing multicultural education (ME) in schools. There is a Swedish-speaking minority in Finland, and immigrant students entering Swedish-speaking schools hence become a minority within a minority. In this study, using open-ended interviews, we…

  12. The evolution of midwifery education at the master's level: a study of Swedish midwifery education programmes after the implementation of the Bologna process.

    Science.gov (United States)

    Hermansson, Evelyn; Mårtensson, Lena B

    2013-08-01

    In Europe, midwifery education has undergone a number of reforms in the past few decades. In several countries, it has shifted from vocational training to academic education. The higher education reform, known as the "Bologna process" aimed to create convergence in higher education among a number of European countries and enhance opportunities for mobility, employment and collaborative research. It also indicated a transparent and easily compared system of academic degrees, generating a new educational system in three cycles. This study explores the implementation of the process in Sweden when the midwifery education was transferred from diploma to postgraduate or master's level. The aim of this study was to analyse how the implementation of the Bologna process in the Swedish higher education system has impacted midwifery education programmes in the country. Descriptive statistics and content analysis were employed to analyse 32 questionnaire responses from teachers and the 2009-2010 curricula and syllabi of 11 postgraduate midwifery education programmes at Swedish universities and university colleges. The results revealed variations among the universities at the major subject into the three disciplines; midwifery, nursing and caring with different conceptualisations, even when the content was identical in the curricula to that of the midwifery professional knowledge base. Implementation of the new reform not only has accelerated the academisation process, but also puts higher demand on the students and requires higher competencies among teachers to involve more evidence-based knowledge, seminars, independent studies and a postgraduate degree project in the major subject. Thus the students earn not only a diploma in midwifery, but also a master's degree in the major subject, which affords the opportunity for an academic career. But still there is a tension between professional and academic education. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. Nurse Education and the Assessment of Nurse Competence

    Directory of Open Access Journals (Sweden)

    Olga Takahashi

    2006-04-01

    Full Text Available The issue in which I am interested is the assessment of nurse knowledge, skills and competence, and ways in which formative assessment can promote more effective learning. In this critical review of the relevant literature I consider some of the changes in nurse education, first in the UK in general, and then in the particular context of the University of Londrina, Parana, Brazil. I will then relate these changes to broader issues of professional education, and in particular developments in assessment in higher education. Finally, I will consider some of the challenges faced by nurses in the current time and how the new curriculum for nurse education and models of assessment within it can enhance the learning and development of newly qualified nurses.

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

    Science.gov (United States)

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

    2015-01-01

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

  15. The internet and nurse education.

    Science.gov (United States)

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

    2017-09-01

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

  16. Effective educator student relationships in nursing education to strengthen nursing students' resilience : original research

    National Research Council Canada - National Science Library

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

    2016-01-01

    Background: Little research has been conducted in private nursing schools with regard to the educator student relationship to strengthen the resilience of nursing students and to improve the educator-student relationship...

  17. 10 March 2008 - Swedish Minister for Higher Education and Research L. Leijonborg signing the guest book with CERN Chef Scientific Officer J. Engelen, followed by the signature of the Swedish Computing Memorandum of Understanding by the Director General of the Swedish Research Council P. Ömling.

    CERN Multimedia

    Maximilien Brice

    2008-01-01

    10 March 2008 - Swedish Minister for Higher Education and Research L. Leijonborg signing the guest book with CERN Chef Scientific Officer J. Engelen, followed by the signature of the Swedish Computing Memorandum of Understanding by the Director General of the Swedish Research Council P. Ömling.

  18. Ethical issues occurring within nursing education.

    Science.gov (United States)

    Fowler, Marsha D; Davis, Anne J

    2013-03-01

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

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

    Science.gov (United States)

    Xiao, Lily Dongxia

    2008-09-01

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

  20. Power's Presence in Nurse Education.

    Science.gov (United States)

    Condon, Barbara Backer

    2016-07-01

    The notion of power has long been discussed in literature. There continues to exist a vast number of ideas as to what power really is and means. The author here discusses some early notions of power from the philosophical literature where there is debate as to whether power is innate or earned and bestowed upon persons. The potential for power as well as powers need for support from others is then examined in light of the nursing educational arena. Parse's humanbecoming school of thought also enlightens beliefs on power through the teaching-learning model as well as within the third principle of humanbecoming. These humanbecoming aspects are discussed regarding their presence or role in nursing academia. The column concludes with the notion that possibly the most important power possessed by all is the power to choose. © The Author(s) 2016.

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

    Science.gov (United States)

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

    2014-01-01

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

  2. Advances in graduate nursing education: beyond the advanced practice nurse.

    Science.gov (United States)

    Radzyminski, Sharon

    2005-01-01

    Historically, graduate education in nursing has been primarily concerned with the clinical role. In recent years it has been suggested that graduate education needs to consider alternate programs of study that prepare nurses for clinical leadership that are distinct from management and advanced practice roles. Graduate education is needed that focuses on the skills required to coordinate care and implement outcome-based practice and quality improvement strategies. Two models are currently being proposed that meet these objectives. The first is the population health nurse expert that functions on the macrosystems approach and the second is the clinical nurse leader which is based on a microsystems framework. The two models are compared and a combined model where the clinical nurse leader is based on the population health framework is proposed.

  3. Healthcare employers' policies on nurse education.

    Science.gov (United States)

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

    2013-01-01

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

  4. Service-Learning Initiatives in Nursing Education

    Science.gov (United States)

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

    2013-01-01

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

  5. Educational preparation to strengthen nursing leadership.

    Science.gov (United States)

    Scott, Elaine S

    2011-01-01

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

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

    Science.gov (United States)

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

    2017-03-01

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

  7. Challenges facing internationalisation of nursing practice, nurse education and nursing workforce in Australia.

    Science.gov (United States)

    Parker, Vicki; McMillan, Margaret

    2007-04-01

    This paper examines factors that have lead to increasing internationalisation in nursing workforce and nursing education and contends that education and support for nurse managers and nurse academics is required in order to better prepare them for the challenges they will face. There are many benefits to be gained from internationalisation of nursing, the most significant being greater cross-cultural understanding and improved practices in workplaces across countries. However, the way in which nursing and nurses contribute to the international agenda is crucial to maintaining standards of education and nursing care in Australia and in countries with whom Australians collaborate. Internationalisation poses numerous challenges that need to be carefully thought through. This paper seeks to unravel and scrutinize some of the issues central to internationalisation in nursing, particularly in the Australian context.

  8. Gaming in Nursing Education: A Literature Review.

    Science.gov (United States)

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

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

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

    African Journals Online (AJOL)

    2013-06-03

    Jun 3, 2013 ... Creative Commons. Attribution License. The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to.

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

    African Journals Online (AJOL)

    2013-06-03

    Jun 3, 2013 ... nurse educators responsible for teaching first-year student nurses in this programme. The study used .... relationships in the classroom are sources of stress between ... social stress experienced by college freshmen contributed to negative .... developed coping mechanisms with regard to the negative.

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

    Science.gov (United States)

    Goldenberg, Dolly; Dietrich, Pamela

    2002-01-01

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

  12. Who cares about the democratic mandate of education? A text analysis of the Swedish secondary education reform of 2009

    OpenAIRE

    Adman, Per

    2014-01-01

    For several decades after WWII, Swedish education reforms were justified extensively based on democratic and equality arguments. The Social Democrats, the party in governing power during this era, considered a uniform education system crucial to their endeavors towards a greater democracy and greater equality. According to current research, arguments of this kind are being used increasingly rarely to justify general reforms to public primary and secondary education. It is however unknown whet...

  13. Nursing leadership education: an innovative executive solution.

    Science.gov (United States)

    Brooks, Beth A; Crawford, Lynda H; Nicklas, Gervaise E; Soldwisch, Sandie

    2014-12-01

    As nursing leaders retire from the nursing workforce, too few nurses are preparing to replace them. The barriers to obtaining the educational credentials necessary to take this important step in a leadership career can appear insurmountable because of cost and time restraints. The authors present an executive format master of science program whose delivery method and content align with the professional and personal needs of emerging nurse leaders.

  14. Academic Incivility in Nursing Education

    Science.gov (United States)

    Marlow, Sherri

    2013-01-01

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

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

    OpenAIRE

    Mkhize, Sipho Wellington

    2009-01-01

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

  16. Gamification of Nursing Education With Digital Badges.

    Science.gov (United States)

    White, Meagan; Shellenbarger, Teresa

    2017-08-16

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

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

    Science.gov (United States)

    Ruby, Jane

    1999-01-01

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

  18. [Hospice palliative care education for nursing students, nurses, and advanced nursing practitioners].

    Science.gov (United States)

    Lai, Wei-Shu; Ying, Wan-Ping; Chao, Co-Shi Chantal

    2009-02-01

    The aim of hospice palliative education care is to train nurses in hospice philosophy, terminal care skills, nursing care competencies, and professional reliability. Student nurses, staff nurses, and advanced practice nurses must be taught through a proper sequence, from novice to expert. Working together with patients and their families, nurses can educate and care for the physical, social and spiritual needs of terminally ill patients. Currently, problems faced in hospice palliative care education include: 1. The lack of a systematic plan focusing on hospice palliative care and terminal care in nursing schools; 2. The absence of comfort care, communications, ethics, and other relevant issues in extant education and training; 3. The limited number of institutes that currently provide in-service training; 4. The shortage of teachers proficient in both hospice care knowledge and practice; and 5. The current overdependence on traditional nursing education models, which hinders student nurse originality and delays staff nurse growth. Faced with the present issues, self-reflection, localization, and multiple teaching strategies should be the critical developmental directions of hospice palliative education. In order to improve terminal care quality, it is also important to integrate practice, education, and research in order to train more hospice palliative nurses.

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

    Science.gov (United States)

    Kyle, Richard G; Atherton, Iain M

    2016-09-01

    Insights from the social sciences, including geography, sociology, and anthropology, have long been incorporated into pre-registration nursing programmes. However, scholars have suggested that their inclusion has been sporadic and lacks clear theoretical rationale. In this paper we argue anew that the social sciences - and particularly, human geography - could be central to nurse education. Specifically, we recast the concept of 'biogeography' drawn from human geography that emphasises the interplay between life (bio) and place (geo) to propose pedagogy that theoretically justifies and practically enables the inclusion of the social sciences in nurse education. Biogeography can breathe new life into nursing curricula by animating our students through the cultivation of three 'spirits of nursing'. First, a 'spirit of empathy' that can shatter patient-professional dualisms by facilitating person-centred and place-sensitive care. Second, a 'spirit of engagement' that situates practice in social structures awakening a desire to effect change by fomenting an acute sense of social justice. Third, a 'spirit of enquiry' that holds in critical tension the theory-practice gap by fostering continual questioning and pursuit of evidence. In so doing, biogeographical pedagogy releases the latent potential of the social sciences to revitalise nurse education, reinvigorate our students, and renew ourselves as nurse educators. Copyright © 2016 Elsevier Ltd. All rights reserved.

  20. Simulation Technology in Nursing Education: Student Perceptions

    Science.gov (United States)

    Panunto, Karen L.

    2009-01-01

    Nursing education programs are faced with the challenge of providing students with the necessary skills to function in a fast paced, high technological environment. To address this challenge, the current trend in nursing education is to integrate the use of high-fidelity simulation technology into the curricula although there has been limited…

  1. Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education.

    Science.gov (United States)

    Dyck, Jeff M; Oliffe, John; Phinney, Alison; Garrett, Bernie

    2009-08-01

    Attrition rates of male nursing students exceed those of females yet the experiences of male students in nursing school are poorly understood. This interpretive ethnographic study explored the experiences of male nursing students and female nursing instructors in the context of classroom education. Data collection consisted of participant observation of classroom teaching sessions followed by interviews with six male nursing students who were participants in the classes and six female nursing instructors who taught the classes. Themes resulting from data analysis addressed men's roles in the nursing classroom and the culture of nursing education. The theme of "nursing like a real man" was characterized by men's reliance on roles and behaviours associated with traditional masculinities including leadership, assertiveness and risk-taking. The theme of "masculinities in a feminine place" captured the gendered culture of nursing education which manifested in stereotypes and a sexualized identity, where men saw themselves as accommodated but not integrated. "Diversity between masculine and feminine" communicated the incongruity between men's educational preferences and the techniques that predominate in nursing education. These findings suggest that nursing instructors need to consider gender in their teaching practice, avoid parody or stereotypes of masculinities, and reject assumptions that male students are homogeneous.

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

    OpenAIRE

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

    2014-01-01

    Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice?theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n?=?86) and...

  3. Developing the role of Swedish advanced practice nurse (APN) through a blended learning master's program: Consequences of knowledge organisation.

    Science.gov (United States)

    Bergström, Peter; Lindh, Viveca

    2017-11-07

    This paper reports on a research study conducted with a group of nurses in Sweden enrolled in a newly developed blended learning master's programme to become advanced practice nurses (APNs). As background, the paper presents the regional needs the programme is intended to address and describes how the programme was designed. The aim was to understand how, from students' perspective, the nurse master's programme structured knowledge for their future position as APNs. The research question focuses on how the master's programme prepares students by meeting their diverse needs for knowledge. Empirical material was collected at two times during the students' first and second years of study through semi-structured qualitative interviews. The findings highlight the process in which these master's students gained a more advanced identity of becoming APNs. This process demonstrates how students perceive their current position as nurses based on a discourse of knowledge in relation to the practical and theoretical knowledge they encounter in the master's programme. This article concludes by recommending that attention should be paid to developing APN role models in the current Swedish healthcare system. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Project-Based Vocational Education and Training: Opportunities for Teacher Guidance in a Swedish Upper Secondary School

    Science.gov (United States)

    Fjellström, Magnus

    2015-01-01

    Project-based vocational education and training (PBVET) is a way to conduct vocational education in Swedish construction programmes. The educational settings used include projects ranging from minor construction to advanced houses. Due to limited research on this kind of educational setting, it is important to further develop knowledge on…

  5. Immigrants with dementia in Swedish residential care: an exploratory study of the experiences of their family members and Nursing staff.

    Science.gov (United States)

    Rosendahl, Sirpa Pietilä; Söderman, Mirkka; Mazaheri, Monir

    2016-01-16

    Worldwide, there is a growing population of older people who develop dementia in a country other than that of their origin. When their dementia has reached an advanced stage, residential care is most often needed. People with dementia in Sweden are often cared for in group homes. For immigrants, this may mean a linguistically challenging care environment for both healthcare staff and the patients' family members. The aim of this study was to explore and describe the experiences of family members and professional caregivers regarding the care provided to immigrants with dementia in group homes in Sweden. An exploratory, descriptive study with a qualitative approach was chosen. In-depth semi-structured interviews were conducted with nine professional caregivers and five family members of people with dementia with Finnish, Estonian, Hungarian and Ingrian backgrounds; all were chosen purposefully. All people with dementia had lost their Swedish language skills as their second language. The data was analysed using qualitative content analysis. Three main categories and seven subcategories were identified. The first main category: A new living situation comprised the subcategories: adjusting to new living arrangements and expectations regarding activities and traditional food at the group home, the second main category: Challenges in communication with the subcategories: limited communication between the immigrant with dementia and the Swedish-speaking nursing staff and the consequences of linguistic misunderstandings and nuanced communication in a common language and the third main category: The role of the family member at the group home with the subcategories: a link to the healthy life story of the family member with dementia and an expert and interpreter for the nursing staff. The family member played a crucial role in the lives of immigrants with dementia living in a group home by facilitating communication between the nursing staff and the PWD and also by making

  6. Internal marketisation and teachers defending their educational setting – Accounting and mobilisation in Swedish upper secondary education

    OpenAIRE

    Henning Loeb, Ingrid; Lumsden Wass, Karin

    2011-01-01

    The article shows how, today, internal marketisation processes are intrinsic to Swedish educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, colle...

  7. The future of Turkish nursing 2050: perceptions of nurses and nurse educators.

    Science.gov (United States)

    Bodur, G; Kaya, H

    2017-02-23

    To explore the perceptions of nurses and nurse educators regarding the future of nursing by the year 2050 in Turkey. Social changes, rapid population growth, globalization and worldwide environmental problems will cause greater changes in the field of health and health care in the near future than they have in the past. Undoubtedly, these changes will directly affect nursing. It is important that nurses and nurse educators forecast and direct the future and nursing to benefit from the effects of the changes that will occur in the future. A qualitative descriptive study which employed the use of individual in-depth interviews. The study's sample participants were 21 hospital nurses and 16 nurse educators from universities in Istanbul, Turkey. They undertook individual in-depth interviews during July 2013-July 2014. Thematic analysis was used to analyse the qualitative data. The study revealed that the participants' perceptions were based on the ideas that the future of nursing will be shaped in accordance with changes in humanity, environment and healthcare system, as well as worldwide future trends. Results indicated that participants were aware of the factors that will affect future of nursing and nursing education. Research showed that participants had focused on the near future; they were not forecasting distance future. Also research found that not only future scenarios are needed for nurses, but also three kinds of scenarios are required related to factor such as humanity, environment and healthcare system those effect nurses. Futurists, health policymakers and nurse educators should work collaboratively with each other. © 2017 International Council of Nurses.

  8. Swedish adolescents' experiences of educational sessions at Youth Clinics.

    Science.gov (United States)

    Kånåhols, Anna Frida; Magnusson, Hanna; Alehagen, Siw

    2011-08-01

    Planning sex and relationship health education suitable for adolescents is a pedagogical challenge. To describe how secondary school pupils in Sweden experience health educational sessions at Youth Clinics. Data were collected from six focus groups within 2 weeks of an educational session. The groups consisted of pupils aged 14-16 years from three cities. The participants were 29 adolescents divided into groups of girls (n=15) and boys (n=14) and the interviews were audio taped. Data were analysed using qualitative content analysis. Five categories were identified: Impact of the educational session, The desirable educator, Didactic setup, Gender inequalities and Suitable age for the educational session. The adolescents were satisfied with the content of the education and the session was evaluated as a complement to school education. The educators were seen as competent with an ability to create a comfortable atmosphere which made it easier for participants to discuss the subject and ask questions. The session was experienced as secure which was appropriate for the intimate and personal subject and gender aspects were seen as influencing the conversation. This study can give an understanding of the needs and demands of adolescents which can be useful when planning and conducting sex and relationship health education. Copyright © 2011 Elsevier B.V. All rights reserved.

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

    Science.gov (United States)

    American Association of Colleges of Nursing, Washington, DC.

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

  10. Podcasting: An emerging technology in nursing education.

    Science.gov (United States)

    Maag, Margaret

    2006-01-01

    Appropriately used ubiquitous mobile technologies are becoming more important in nursing education because of the scarcity of educators and the increase in the number of first- and second-degree students enrolling in schools of nursing. Podcasting, based on MP3 audio file and Rich Site Summary/Extensible Markup Language technology, is an innovative educational tool that provides experiential learning and network-creation opportunities. Lecture podcasts provide students opportunities to access face-to-face or distance audio presentations/feedback in a convenient manner. Nursing students enrolled in a medical-surgical didactic theory course report high satisfaction with this up-and-coming mobile educational opportunity.

  11. Swedish Projects

    National Research Council Canada - National Science Library

    Borgvall, Jonathan; Lif, Patrik

    2005-01-01

    .... The military research work presented here includes the three military administrations, FOI -- Swedish Defence Research Agency, FMV -- Swedish Defence Materiel Administration, and SNDC -- Swedish...

  12. The continuing quest for parity: HBCU nursing students' perspectives on nursing and nursing education.

    Science.gov (United States)

    Talley, Costellia; Talley, Henry; Collins-McNeil, Janice

    2016-08-01

    The benefits of a diverse nursing workforce are well-recognized, yet, the attainment of a sustainable, competent and diverse nursing workforce continues to be a global challenge. In this qualitative study, we describe nursing students' perceptions on nursing and nursing education at a Historically Black College/University (HBCU). Focus groups were conducted with 16 graduate and undergraduate nursing students. Four themes emerged: communication, lack of resources, support systems and professional socialization. Mentoring and civility were identified as factors important to enhance a diverse workforce. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. Nursing students' perspectives on clinical education.

    Science.gov (United States)

    Heidari, Mohammad Reza; Norouzadeh, Reza

    2015-01-01

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

  14. Rural school nurses' asthma education needs.

    Science.gov (United States)

    Huss, K; Winkelstein, M; Calabrese, B; Nanda, J; Quartey, R; Butz, A; Resto, M; Huss, R; Rand, C S

    2001-05-01

    School nurses play an important role in identifying children with asthma and providing care during school hours. Educational programs designed to improve nurses' asthma knowledge and practices have concentrated on urban settings. The purpose of this investigation was to determine asthma-related practices and educational needs of rural school nurses. A survey about asthma was mailed to school nurses in all counties of the state of Maryland and in Washington, D.C. Responses were compared between rural Maryland counties and counties from the remainder of Maryland and Washington, D.C. The survey addressed attitudes and beliefs, function and roles, medication administration, and educational needs about asthma. We found that rural nurses used peak flow meters less often to assess and monitor asthma, requested fewer referrals for asthma, had fewer interactions with health room assistants, and had reduced access to asthma educational resources. Also, they provided less asthma education in the schools than other school nurses. These results suggest a need for comprehensive asthma educational programs in rural areas that are based on national guidelines, and that address the unique needs of rural school nurses. These programs should also emphasize the need for open communication between rural school nurses, health room assistants, primary care providers, and parents/caregivers.

  15. Attitudes among nurse educators toward homosexuality.

    Science.gov (United States)

    Sirota, Theodora

    2013-04-01

    Homosexual populations have unique and specific cultures, psychosocial characteristics, health issues, and health care disparities that are currently ignored or insufficiently addressed in nursing education. To understand the reasons for these omissions, this descriptive study explores the attitudes of nurse educators (N = 1,282) toward homosexuality and the extent to which demographic, educational, and occupational factors are related to their attitudes. Responding to a direct online survey solicitation, self-selected participants completed the Attitudes Toward Lesbians and Gay Men Scale (ATLG) and a supplementary data questionnaire. Results indicate that the majority of participants have positive attitudes toward homosexuality, which is consistent with prior findings. Most participants believe it is important to teach nursing students about homosexuality, but they consider themselves unprepared to teach this content. Effects of various demographic and occupational factors on participants' ATLG scores and implications of the findings for nursing education and nursing health care policy are discussed. Copyright 2013, SLACK Incorporated.

  16. Advanced Practice Nursing Education: Challenges and Strategies

    Directory of Open Access Journals (Sweden)

    Cynthia Fitzgerald

    2012-01-01

    Full Text Available Nursing education programs may face significant difficulty as they struggle to prepare sufficient numbers of advanced practice registered nurses to fulfill the vision of helping to design an improved US healthcare system as described in the Institute of Medicine's “Future of nursing” report. This paper describes specific challenges and provides strategies to improve advanced practice nursing clinical education in order to ensure that a sufficient number of APRNs are available to work in educational, practice, and research settings. Best practices are identified through a review of classic and current nursing literature. Strategies include intensive interprofessional collaborations and radical curriculum revisions such as increased use of simulation and domestic and international service work. Nurse educators must work with all stakeholders to create effective and lasting change.

  17. TRENDS TOWARDS DISTANCE EDUCATION OF NURSING EDUCATION IN TURKEY

    Directory of Open Access Journals (Sweden)

    Emine SENYUVA

    2011-10-01

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

  18. Art Images in Holistic Nursing Education

    Directory of Open Access Journals (Sweden)

    Cheryl V. Elhammoumi

    2017-05-01

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

  19. 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

  20. The caring moment and the green-thumb phenomenon among Swedish nurses

    DEFF Research Database (Denmark)

    Jensen, Kirsten Pryds; Bäck-Pettersson, Siv; Segesten, K

    1993-01-01

    People who have a special gift for gardening are sometimes described as having a green thumb. Likewise, some nurses have a green thumb for nursing. The aims of this study were to identify and describe the characteristics of green-thumb nurses and of caring situations. A descriptive......-exploratory design was used, and 16 nurses, recruited by their superiors, participated in semi-structured interviews. The findings revealed that the green-thumb nurse is competent, compassionate, and courageous. The essence of the caring moment was identified as the green-thumb nurse's ability to act on the spur...

  1. Future-proofing nursing education.

    Science.gov (United States)

    Keighley, Tom

    2014-12-01

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

  2. Educating nursing students in clinical leadership.

    Science.gov (United States)

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

    2015-02-01

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

  3. Nurses' knowledge and educational needs regarding genetics.

    Science.gov (United States)

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

    2015-03-01

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

  4. Nursing leadership: interprofessional education and practice.

    Science.gov (United States)

    Clarke, Pamela N; Hassmiller, Susan

    2013-10-01

    The column presents a scholarly dialogue about nursing's role in interprofessional education, practice, and collaboration. Susan Hassmiller, PhD, RN, FAAN, is the Robert Wood Johnson Foundation (RWJF) senior adviser for nursing. In this role, she shapes and leads the foundation's strategies to address nurse and nurse faculty shortages and ensures that RWJF's commitments in nursing have a broad and lasting national impact. In partnership with AARP, Hassmiller directs the foundation's Future of Nursing: Campaign for Action. This effort, active in 50 states plus the District of Columbia, strives to implement the recommendations of the Institute of Medicine's 2011 report, The Future of Nursing: Leading Change, Advancing Health, for which Hassmiller served as the study director.

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

    Science.gov (United States)

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

    2013-07-17

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

  6. Women in Swedish Higher Education - A statistical overview

    OpenAIRE

    Schenk, Anett

    2002-01-01

    The European Research Training Network ”Women in European Universities” investigates women’s career opportunities in higher education. In seven European countries (Austria, France, Germany, Poland, Spain, Sweden and the United Kingdom) women’s position and career perspectives within the systems of higher education are analyzed. Main focus of the project is the ”glass ceiling” that women encounter when they strive for top rank positions such as professorships. This report is a result of the...

  7. Human rights education for nursing students.

    Science.gov (United States)

    Chamberlain, M

    2001-05-01

    This article is based largely on a research study undertaken by the author into the teaching of human rights in nursing courses in the UK on behalf of the national section of the human rights organization Amnesty International. It attempts to provide a baseline estimate of human rights education in nursing curricula in the UK while making suggestions on how the teaching of human rights issues could be more clearly incorporated into nursing curricula, ending with some recommendations for further research.

  8. [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.

  9. Exploring clinical wisdom in nursing education.

    Science.gov (United States)

    McKie, Andrew; Baguley, Fiona; Guthrie, Caitrian; Jackson, Carol; Kirkpatrick, Pamela; Laing, Adele; O'Brien, Stephen; Taylor, Ruth; Wimpenny, Peter

    2012-03-01

    The recent interest in wisdom in professional health care practice is explored in this article. Key features of wisdom are identified via consideration of certain classical, ancient and modern sources. Common themes are discussed in terms of their contribution to 'clinical wisdom' itself and this is reviewed against the nature of contemporary nursing education. The distinctive features of wisdom (recognition of contextual factors, the place of the person and timeliness) may enable their significance for practice to be promoted in more coherent ways in nursing education. Wisdom as practical knowledge (phronesis) is offered as a complementary perspective within the educational preparation and practice of students of nursing. Certain limitations within contemporary UK nursing education are identified that may inhibit development of clinical wisdom. These are: the modularization of programmes in higher education institutions, the division of pastoral and academic support and the relationship between theory and practice.

  10. [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.

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

    African Journals Online (AJOL)

    This article reviewed the development of the education of nurses and midwives in Rwanda. Nursing and midwifery education started with missionaries providing general nursing education and later evolved into the integration of nursing education in public and private schools. The establishment of the Kigali Health Institute ...

  12. Educating nurses for the knowledge economy.

    Science.gov (United States)

    Myrick, Florence

    2005-01-01

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

  13. A review of empathy education in nursing.

    Science.gov (United States)

    Brunero, Scott; Lamont, Scott; Coates, Melissa

    2010-03-01

    The ability for nurse educators to improve the empathy skill set of nurses has been the subject of several studies with varied outcomes. The aim of this paper is to review the evidence for empathy education programmes in nursing and make recommendations for future nurse education. A review of CINAHL, Medline, Psych Info and Google Scholar was undertaken using the keywords empathy, person centredness, patient centredness, client centredness, education and nursing. The studies included were required to have measured the effectiveness of empathy training in postgraduate and or undergraduate nurses. The included studies incorporated both qualitative and quantitative methods and were published in peer-reviewed journals. Studies were ranked for level of evidence according to The Joanna Briggs Institute criteria. Seventeen studies from the literature review were found that met the inclusion criteria. Of the 17 studies, 11 reported statistically significant improvements in empathy scores versus six studies that did not. Several variables may affect empathy education that need to be accounted in future studies such as; gender, cultural values and clinical speciality experience. Models of education that show most promise are those that use experiential styles of learning. The studies reviewed demonstrated that it is possible to increase nurses' empathic ability.

  14. "Friluftsliv": A Contribution to Equity and Democracy in Swedish Physical Education? An Analysis of Codes in Swedish Physical Education Curricula

    Science.gov (United States)

    Backman, Erik

    2011-01-01

    During the last decade, expanding research investigating the school subject Physical Education (PE) indicates a promotion of inequalities regarding which children benefit from PE teaching. Outdoor education and its Scandinavian equivalent "friluftsliv," is a part of the PE curriculum in many countries, and these practices have been…

  15. Swedish Government Minister at CERN

    CERN Multimedia

    2008-01-01

    The Swedish Minister for Higher Education and Research recently visited CERN. The Swedish Minister was greeted by Swedish scientists working at CERN. Signing of the Swedish Computing Memorandum of Understanding. Pär Omling, Director-General of the Swedish Research Council (left), and Jos Engelen, CERN’s Chief Scientific Officer. Lars Leijonborg, the Swedish Minister for Higher Education and Research, was welcomed to CERN by Director-General Robert Aymar on 10 March. After an introduction to the Laboratory’s activities, the Minister was given guided tours of the control room, the ATLAS surface hall and experiment cavern and the adjoining LHC tunnel. Mr Leijonborg was then greeted by Swedish scientists and given an overview of the Swedish research programme at CERN. Five Swedish university groups are taking part in LHC research. Swedish universities are notably involved in the manufacture of parts for the sub-detectors of AT...

  16. Dental hygiene education for nursing staff.

    Science.gov (United States)

    Kullberg, Erika; Forsell, Marianne; Wedel, Peter; Sjögren, Petteri; Johansson, Olle; Herbst, Bertil; Hoogstraate, Janet

    2009-01-01

    The aim of this study was to describe a new dental hygiene education program for nursing staff and to report experiences from the program at a nursing home in Stockholm, Sweden (2006). This strategy comprises 3 steps. The first is individual instruction for nursing staff about oral care for patients and hands-on training in toothbrushing technique using an electric toothbrush. The second step was small discussion groups of 4 to 8 nursing staff, led by a dental hygienist and a psychologist. The third step was a theoretical lecture focusing on the associations among dental hygiene, oral health, and general health among the elderly. During the dental hygiene education program, a negative attitude toward oral care was noted among members of the nursing staff, although they did consider oral care important for their patients. Increased self-confidence of staff in providing oral care was noted after completing the dental hygiene education program. Nursing staff members stated that they had received more detailed knowledge about oral care during the program. This dental hygiene education program appears to result in increased knowledge and interest in oral hygiene tasks among the nursing staff and may lead to improved dental hygiene among nursing home residents.

  17. Conceptualization of responsiveness of nursing education ...

    African Journals Online (AJOL)

    The purpose of the study was to explore the concept of responsive nursing education programme by stakeholders at a Nursing College to the health needs of the Eastern Cape community. A qualitative approach and ethnography design, using purposive sampling methods guided the study. Focus group interviews were ...

  18. Recommendations for Educating Nurses in Genetics.

    Science.gov (United States)

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

    2001-01-01

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

  19. Improving Academic Writing in Nursing Education

    Science.gov (United States)

    Mattsson, Janet

    2016-01-01

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

  20. Use of Action Research in Nursing Education.

    Science.gov (United States)

    Moch, Susan D; Vandenbark, R Todd; Pehler, Shelley-Rae; Stombaugh, Angela

    2016-01-01

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

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

    Science.gov (United States)

    White, Donna M; Hand, Mikel

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

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

    Science.gov (United States)

    Buck-McFadyen, Ellen; MacDonnell, Judith

    2017-07-27

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

  3. Continuing Education for Nurses that Incorporates Genetics.

    Science.gov (United States)

    Monsen, Rita Black; Anderson, Gwen

    1999-01-01

    Responses from 43 of 68 nursing specialty organizations surveyed showed only 30% intended to offer genetics programs in continuing-education offerings. None planned programming on consumer perspectives of genetic illnesses or gene mapping. (SK)

  4. Split Brain Theory: Implications for Nurse Educators.

    Science.gov (United States)

    de Meneses, Mary

    1980-01-01

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

  5. Voluntary simulation workshops in nursing education

    DEFF Research Database (Denmark)

    Selberg, Hanne; Nielsen, Mette Elisabeth

    2012-01-01

    the students’ decision to drop out (Jensen et al. 2008). Within the past year our faculty has conducted several projects with the aim of integrating simulation into the curriculum. Furthermore, voluntary simulation workshop has been carried out as an additional offer in the nursing education. The purpose has...... were conducted with participation of 118 students in total from different levels of the nursing education. The workshops focused on both hands-on skills, communicative and teamwork skills and attention was continuously put on combining theory and practice. A questionnaire using a 10 point scale (1......Voluntary simulation workshops in nursing education Hanne Selberg1, Mette Elisabeth Nielsen1, Mette Wenzel Horsted2, Karen Bertelsen2, Marianne Linnet Rasmussen2,Rikke Lohmann Panton3, Copenhagen, Mette Kjeldal Jensen4 Background Changes in nursing education in Denmark towards an academic approach...

  6. Educating Advanced Practice Nurses for Practice Reality.

    Science.gov (United States)

    Hamric, Ann B.; Hanson, Charlene M.

    2003-01-01

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

  7. Providing Continuing Education for International Nurses.

    Science.gov (United States)

    Case, Debra L

    2015-10-01

    In an increasingly globalized world, providing continuing education (CE) for nurses is becoming a more common opportunity for U.S. educators. It is important for educators to provide CE programs in a culturally competent and sensitive environment. The challenges involved include effective communication, appropriate teaching methodologies, contextually appropriate content, and awareness of cultural-specific needs and customs. Copyright 2015, SLACK Incorporated.

  8. Tension Between Visions of Science Education. The Case of Energy Quality in Swedish Secondary Science Curricula

    Science.gov (United States)

    Haglund, Jesper; Hultén, Magnus

    2017-05-01

    The aim of this study is to contribute to an understanding of how curricular change is accomplished in practice, including the positions and conflicts of key stakeholders and participants, and their actions in the process. As a case, we study the treatment of energy in Swedish secondary curricula in the period 1962-2011 and, in particular, how the notion of energy quality was introduced in the curricula in an energy course at upper secondary school in 1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts' two competing visions of science education, Vision I in which school science subjects largely mirror their corresponding academic disciplines and Vision II that incorporates societal matters of science. In addition, a newly suggested Vision III represents a critical perspective on science education. Our analysis shows how Vision II and III aspects of science education have gained importance in curricula since the 1980s, but in competition with Vision I considerations. Energy quality played a central role in providing Vision II and III arguments in the curricular debate on energy teaching. Subsequent educational research has found that Swedish teachers and students struggle with how to relate to energy quality in physics teaching, which we explain as partly due to the tension between the competing visions.

  9. Nursing students’ perspectives on clinical education

    Directory of Open Access Journals (Sweden)

    MOHAMMAD REZA HEIDARI

    2015-01-01

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

  10. Working with Arts in Nurse Education

    Directory of Open Access Journals (Sweden)

    Julie Borup Jensen

    2011-09-01

    Full Text Available This article outlines ideas and some results of a design-for-learning experiment, involving nurse students working with arts in the nurse education in Denmark. The original purpose of the experiment was to investigate new ways of supporting personal knowledge building and building of professional judgement skills for nurse students, according to a phenomenological and aesthetic approach to learning. However, the results and learning outcome for the students surprisingly showed that working with arts had the effect that the nurse students began acting creatively in their building of personal and professional knowledge. The experiment suggests that working with arts can contribute to building nurse students’ building of ‘relational creativity’ as a basis for professional judgement. Relational creativity is not an established theoretical concept, but the article argues that the term might have significance not only to nurse students, but also to new ways of thinking about knowledge, professional judgement and learning perspectives in relational professions in general.

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

    Science.gov (United States)

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

    2017-11-01

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

  12. Social media use in nursing education.

    Science.gov (United States)

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

    2012-09-30

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

  13. Vitamin D deficiency was common among nursing home residents and associated with dementia: a cross sectional study of 545 Swedish nursing home residents.

    Science.gov (United States)

    Arnljots, Rebeka; Thorn, Jörgen; Elm, Marie; Moore, Michael; Sundvall, Pär-Daniel

    2017-10-10

    Residents of nursing homes may have low 25-hydroxyvitamin D (25OHD) concentrations. Associations between vitamin D and cognitive performance, dementia and susceptibility to infections are not clearly established. The aim of this study was to investigate the prevalence of vitamin D deficiency and to identify associated factors among residents of nursing homes for elderly. In this cross-sectional study blood samples for analysis of 25OHD were collected from all participating residents of Swedish nursing homes for the elderly from January to March 2012. dementia too severe to collect a blood test, terminally ill or refusing participation. Serum 25OHD concentrations. Logistic regression to evaluate factors associated with vitamin D deficiency (25OHD vitamin D supplementation 17%, dementia 55%, lack of appetite ≥3 months 45% and any antibiotic treatment during the last 6 months 30%. Serum 25OHD concentrations: mean 34 nmol/L (SD 21, median 27, range 4-125), 82% (448/545) had 25OHD vitamin D deficiency (25OHD vitamin D supplementation 0.075 (0.031-0.18; p Vitamin D deficiency was common among nursing home residents and strongly associated with dementia. Regardless of causality or not, it is important to be alert for vitamin D deficiency in nursing homes residents with dementia. As expected vitamin D supplementation was associated with less vitamin D deficiency, however lack of appetite, staying outdoors and skin phototype were not significant predictors. Antibiotic treatments during the last 6 months were associated with vitamin D deficiency, potentially supporting the hypothesis that vitamin D deficiency is associated with infections.

  14. Transforming Nursing Education With Apple Technology.

    Science.gov (United States)

    Clark, Angela; Glazer, Greer; Edwards, Christopher; Pryse, Yvette

    The widespread adoption of technology has the potential to redefine nursing education. Currently, there is limited knowledge of how to implement technological advancements in nursing curricula. This article describes 1 college's journey to transform nursing education through leadership, professional development, and innovative learning and teaching. The iPad opens the classroom experience to resources and learning opportunities for students. Facilitating the culture change required to adopt the iPad as a teaching and learning tool required a supportive vision, strong leadership, commitment to provide adequate technological support, early adopters, and planning.

  15. Experimental Learning in Nursing Literature Education

    Directory of Open Access Journals (Sweden)

    Eskandar Fathiazar

    2015-08-01

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

  16. Overweight and obesity in nurses, advanced practice nurses, and nurse educators.

    Science.gov (United States)

    Miller, Sally K; Alpert, Patricia T; Cross, Chad L

    2008-05-01

    To quantify the incidence of overweight and obesity in nursing professionals and assess nurses' knowledge of obesity and associated health risks. A mailed survey to 4980 randomly selected registered nurses from one state in each of six geographic regions. Response rate was 15.5% (n= 760). Descriptive statistics were calculated for continuous variables; categorical variables were summarized with frequency counts. The grand mean body mass index (BMI) of nurses surveyed was 27.2. Almost 54% were overweight or obese. Fifty-three percent of these nurses report that they are overweight but lack the motivation to make lifestyle changes. Forty percent are unable to lose weight despite healthy diet and exercise habits. Only 26% of respondents use BMI to make clinical judgments of overweight and obesity. Although 93% of nurses acknowledge that overweight and obesity are diagnoses requiring intervention, 76% do not pursue the topic with overweight and obese patients. Many nurses provide weight-related health information to the public. These data suggest that they may benefit from continuing education on obesity and its risks. Because 76% of nurses do not pursue the topic of obesity with patients, they may benefit from education on pursuing sensitive topics during a professional encounter. Nurse practitioners may play a key role in the education of both patients and registered nurses.

  17. Nursing education: in pursuit of cosmopolitanism.

    Science.gov (United States)

    Petit dit Dariel, Odessa

    2009-07-01

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

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

    Science.gov (United States)

    Kinderman, Kathy T.

    2012-01-01

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

  19. Transforming Insecurity into a Commodity: Using the Digital Tools Unikum and InfoMentor as an Example in Swedish Education

    Science.gov (United States)

    Andreasson, Ingela; Dovemark, Marianne

    2013-01-01

    New forms of activities now shape and govern the Swedish education system, based on governance through comparison. The focus on comparison can be regarded as soft governance and different types of (self-) evaluations and valuations are, at present, deeply embedded keystones in the decentralised education system. Recently this has, together with…

  20. Voluntary simulation workshops in nursing education

    DEFF Research Database (Denmark)

    Selberg, Hanne; Nielsen, Mette Elisabeth

    with more theory and less practical training have resulted in discussions regarding the lack of practical skills amongst novice nurses. A Danish study of students’ drop-out from the nursing education indicates that difficulties in combining theory and practice are one of the motivating factors behind...... the students’ decision to drop out (Jensen et al. 2008). Within the past year our faculty has conducted several projects with the aim of integrating simulation into the curriculum. Furthermore, voluntary simulation workshop has been carried out as an additional offer in the nursing education. The purpose has...... were conducted with participation of 118 students in total from different levels of the nursing education. The workshops focused on both hands-on skills, communicative and teamwork skills and attention was continuously put on combining theory and practice. A questionnaire using a 10 point scale (1...

  1. Exploring nurse education in Canada, Finland and the United States.

    Science.gov (United States)

    Thobaben, Marshelle; Roberts, Deborah; French, Susan E; Tallberg, Marianne

    2005-12-01

    A global registered nursing (RN) shortage has caused an increase in migration and international recruitment of nurses. There is growing interest among some countries of having common standards and competencies for entry-level registered nurses to guide future registered nurse agreements between countries or multi-country licensure programs. Nursing education in one country may not be accepted as equivalent for a nurse to become licensed in another country. An exploratory study was conducted to gain a better understanding of how nurses are educated in various countries. Nurse researchers sent a nursing education questionnaire to nurse educators in eleven countries inviting them to participate in the study. Nurse educators from six countries agreed to participate in the study. They provided information about their country's nursing history, types of nursing programs, use of national nursing licensing examination, and political influences on nursing education. The People's Republic of China, Japan and Turkey nurse educators' responses were the first to be analyzed and the results were published in the July/August 2005 issue of Contemporary Nurse (volume 19/1-2). This second article (in Contemporary Nurse volume 20/2) provides information about and a comparison of nursing programs in Canada, Finland and the United States.

  2. Whither nursing education? Possibilities, panaceas, and problems.

    Science.gov (United States)

    Hall, Wendy A

    2009-04-01

    The paper examines some potential problems, possibilities, and panaceas in a period where education is undergoing significant change. There are increasing class sizes and demands on clinical placements by educational institutions, and academic institutions are embracing information technology (IT) as a solution for multiple educational challenges. The paper presents possibilities and problems associated with new cohorts of nursing students entering nursing education. It also explores possibilities and problems associated with IT. Difficulties with regarding IT as a panacea for problems are considered. IT contributions to learning outcomes and reducing other systemic problems, as well as costs incurred with emphasizing IT as a teaching approach, are critically examined. The paper suggests traditional approaches to teaching (lecturing and small seminar discussions) do not preclude engagement, innovation, openness and creativity and new cohorts of students value traditional approaches. Finally, the implications for retention and recruitment of nursing educators associated with student cohort-based problems and possibilities, and costs associated with IT are considered.

  3. Anti-racist innovation and nurse education.

    Science.gov (United States)

    Cortis, J; Law, I G

    2005-04-01

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

  4. What Is Valued in "Friluftsliv" within PE Teacher Education?--Swedish PE Teacher Educators' Thoughts about "Friluftsliv" Analysed through the Perspective of Pierre Bourdieu

    Science.gov (United States)

    Backman, Erik

    2008-01-01

    The value assigned to "friluftsliv" (activities similar to outdoor education) in physical education teacher education (PETE) and in the physical education (PE) syllabus in Sweden does not seem to result in the implementation of "friluftsliv" in the practice of teaching in Swedish schools. This study investigates how the…

  5. Social networking policies in nursing education.

    Science.gov (United States)

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

    2014-03-01

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

  6. Confidence and authority through new knowledge: An evaluation of the national educational programme in paediatric oncology nursing in Sweden.

    Science.gov (United States)

    Pergert, Pernilla; Af Sandeberg, Margareta; Andersson, Nina; Márky, Ildikó; Enskär, Karin

    2016-03-01

    There is a lack of nurse specialists in many paediatric hospitals in Sweden. This lack of competence is devastating for childhood cancer care because it is a highly specialised area that demands specialist knowledge. Continuing education of nurses is important to develop nursing practice and also to retain them. The aim of this study was to evaluate a Swedish national educational programme in paediatric oncology nursing. The nurses who participated came from all of the six paediatric oncology centres as well as from general paediatric wards. At the time of the evaluation, three groups of registered nurses (n=66) had completed this 2year, part-time educational programme. A study specific questionnaire, including closed and open-ended questions was sent to the 66 nurses and 54 questionnaires were returned. Answers were analysed using descriptive statistics and qualitative content analysis. The results show that almost all the nurses (93%) stayed in paediatric care after the programme. Furthermore, 31% had a position in management or as a consultant nurse after the programme. The vast majority of the nurses (98%) stated that the programme had made them more secure in their work. The nurses were equipped, through education, for paediatric oncology care which included: knowledge generating new knowledge; confidence and authority; national networks and resources. They felt increased confidence in their roles as paediatric oncology nurses as well as authority in their encounters with families and in discussions with co-workers. New networks and resources were appreciated and used in their daily work in paediatric oncology. The programme was of importance to the career of the individual nurse and also to the quality of care given to families in paediatric oncology. The national educational programme for nurses in Paediatric Oncology Care meets the needs of the highly specialised care. Copyright © 2015 Elsevier Ltd. All rights reserved.

  7. Nurses Urged to Prepare for Sex Education.

    Science.gov (United States)

    2017-01-01

    Editors' note: From its first issue in 1900 through to the present day, AJN has unparalleled archives detailing nurses' work and lives over more than a century. These articles not only chronicle nursing's growth as a profession within the context of the events of the day, but they also reveal prevailing societal attitudes about women, health care, and human rights. Today's nursing school curricula rarely include nursing's history, but it's a history worth knowing. To this end, From the AJN Archives highlights articles selected to fit today's topics and times.This month we reprint a brief "Professional Practice" note from the June 1969 issue about what was described as the first family planning conference for nurse educators. Speakers emphasized the need to make this subject a routine part of nursing school curricula (despite debates over the nurse's role in family planning), "so that nurses can counsel out of wisdom and not from piety or ignorance." Speakers included James Lieberman, MD, who years later coauthored with his daughter a teen sex guide, and Alan Guttmacher, MD, then president of Planned Parenthood, whose Center for Family Planning Program Development within that organization was later renamed the Guttmacher Institute in his honor.Nurses today are deeply involved in sexual and reproductive health care. In this issue, public health specialist Diane Santa Maria and colleagues offer ways to advance sexual and reproductive health care for adolescents by devising more friendly, youth-oriented clinical settings.

  8. Envy in a nurse education community.

    Science.gov (United States)

    Heikkinen, Eija; Latvala, Eila; Isola, Arja

    2003-03-01

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

  9. Nurse Education and Training. Report of the Committee of Inquiry into Nurse Education and Training to the Tertiary Education Commission.

    Science.gov (United States)

    Australian Tertiary Education Commission, Canberra.

    A study of the education and training of nurses in Australia by the Tertiary Education Commission of Australia is presented. In September 1977 the Minister for Education appointed a committee to advise the Commission on possible developments and changes in nurse education and training. Data were collected from visits and consultations with…

  10. Educational History in the Nordic Region: Reflections from a Swedish Perspective

    Directory of Open Access Journals (Sweden)

    Daniel Lindmark

    2015-06-01

    Full Text Available In this selective overview, themes that have become prominent in recent research will be presented. I will summarize the infrastructural basis of the discipline and comment on the foundation and character of the community, including scholarly collaboration in the region. The present overview will take into account research presented at the Nordic Conferences in Educational History and articles published in the Nordic Journal of Educational History. Finally, special attention will be paid to selected large-scale projects attempting to challenge established national perspectives. How to reference this article Lindmark, D. (2015. Educational History in the Nordic Region: Reflections from a Swedish Perspective. Espacio, Tiempo y Educación, 2(2, 7-22. doi: http://dx.doi.org/10.14516/ete.2015.002.002.001

  11. Nurse staffing and education and hospital mortality in nine European countries: a retrospective observational study.

    Science.gov (United States)

    Aiken, Linda H; Sloane, Douglas M; Bruyneel, Luk; Van den Heede, Koen; Griffiths, Peter; Busse, Reinhard; Diomidous, Marianna; Kinnunen, Juha; Kózka, Maria; Lesaffre, Emmanuel; McHugh, Matthew D; Moreno-Casbas, M T; Rafferty, Anne Marie; Schwendimann, Rene; Scott, P Anne; Tishelman, Carol; van Achterberg, Theo; Sermeus, Walter

    2014-05-24

    for an average of eight patients. Nurse staffing cuts to save money might adversely affect patient outcomes. An increased emphasis on bachelor's education for nurses could reduce preventable hospital deaths. European Union's Seventh Framework Programme, National Institute of Nursing Research, National Institutes of Health, the Norwegian Nurses Organisation and the Norwegian Knowledge Centre for the Health Services, Swedish Association of Health Professionals, the regional agreement on medical training and clinical research between Stockholm County Council and Karolinska Institutet, Committee for Health and Caring Sciences and Strategic Research Program in Care Sciences at Karolinska Institutet, Spanish Ministry of Science and Innovation. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. Facebook: a tool for nursing education research.

    Science.gov (United States)

    Amerson, Roxanne

    2011-07-01

    Facebook is an online social networking Web site that allows users to connect with other users. Nurse educators can use this technology to advance nursing research. Social networks provide new opportunities for locating potential research participants and maintaining contact during the research process. The purpose of this article is to explain how the researcher used Facebook to locate previous nursing students to ask them to participate in a qualitative study. Between 2006 and 2008, 22 nursing students had participated in international trips over a 3-year period. Because the students had graduated and moved to other geographical areas, the researcher had little or no contact information to use to follow-up with them. The researcher used Facebook to locate 18 of the 22 nursing graduates and invite them to participate in a qualitative research study. A discussion of the process and the potential ethical issues are provided. Copyright 2011, SLACK Incorporated.

  13. Does ageism still exist in nurse education?

    Science.gov (United States)

    Coleman, Deborah

    2015-06-01

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

  14. Swedish environmental and sustainability education research in the era of post-politics?

    Directory of Open Access Journals (Sweden)

    Beniamin Knutsson

    2013-01-01

    Full Text Available The special issue New Swedish environmental and sustainability education research, published in Education & Democracy 20(1, introduced a novel generation of Swedish ESD research. With the intention to spur academic debate this rejoinder offers alternative interpretations of some of the findings in the special issue. The article contests the special issue’s proclaimed distinction between empirical studies and ideological debate in the field of ESD research, and points to the contradiction between the special issue’s promotion of ‘pluralism’ and the absence of critical interrogations of sustainable development. Theoretically informed by post-Marxist thought the concept post-politics is employed to shed new light on sustainable development and its companion ESD. It is argued that the contributions in the special issue are partly embedded in a post-political logic and that several findings are open for far more radical interpretations. This suggests, ultimately, that there is a need for alternative pathways that can challenge and complement mainstream ESD research.

  15. Prevalence and predictive importance of anemia in Swedish nursing home residents - a longitudinal study.

    Science.gov (United States)

    Westerlind, Björn; Östgren, Carl Johan; Mölstad, Sigvard; Midlöv, Patrik

    2016-12-02

    Anemia is common in elderly people and especially in nursing home residents. Few studies have been performed on the consequences of anemia in a nursing home population. This study explored the prevalence of anemia in nursing homes in Sweden, including risk factors and mortality associated with anemia or hemoglobin (Hb) decline. Three hundred ninety patients from 12 nursing homes were included during 2008-2011. Information about medication, blood samples, questionnaire responses and information about physical and social activities was recorded. The baseline characteristics of the patients were compared for subjects with and without anemia. Vital status was ascertained during the following 7 years from baseline to compare the survival. Hb levels 100 ng/L) and severely reduced eGFR ( 9 g/L) was compared with the highest (improvement > 6 g/L) the mortality was higher in the lowest quartile (p = 0.03). Anemia is common in nursing home residents in Sweden, especially among men for whom it is related to higher mortality. A rapid Hb drop is associated with higher mortality. Regardless of earlier Hb values, monitoring Hb regularly in a nursing home population seems important for catching rapid Hb decline correlated with higher mortality.

  16. Swedish District Nurses’ Attitudes to Implement Information and Communication Technology in Home Nursing

    Science.gov (United States)

    Nilsson, Carina; Skär, Lisa; Söderberg, Siv

    2008-01-01

    The use of information and communication technology has increased in the society, and can be useful in nursing care. The aim of this study was to describe district nurses’ attitudes regarding the implementation of information and communication technology in home nursing. The first and third authors performed five focus group discussions with 19 district nurses’ from five primary healthcare centres in northern Sweden. During the focus group discussions, the following topics were discussed: the current and future use of information and communication technology in home nursing; expectations, advantages, disadvantages and hindrances in the use of information and communication technology in home nursing; and the use of information and communication technology from an ethical perspective. The transcribed focus group discussions were analysed using qualitative content analysis. The results showed that district nurses’ attitudes were positive regarding the use of information and communication technology in their work. They also asked for possibilities to influence the design and its introduction. However, the use of information and communication technology in home nursing can be described as a complement to communication that could not replace human physical encounters. Improvements and risks, as well as the importance of physical presence in home nursing were considered vital. The results revealed that the use of information and communication technology requires changes in the district nurses’ work situation. PMID:19319223

  17. Community nurses' experiences of ethical dilemmas in palliative care: a Swedish study.

    Science.gov (United States)

    Karlsson, Margareta; Roxberg, Asa; da Silva, António Barbosa; Berggren, Ingela

    2010-05-01

    The aim of this study was to highlight community nurses' experiences of ethical dilemmas in palliative care. There are many studies on palliative care but research on how community nurses experience ethical dilemmas in palliative home care is lacking. The ethical dilemmas to which these nurses are exposed seriously challenge their ethical competence. Seven community nurses described their experiences of ethical dilemmas in palliative home care. The data was analysed by means of qualitative content analysis. The core themes that emerged were: powerlessness, frustration, and concern in relation to ethical dilemmas in palliative care. The nurses were motivated and felt responsibility for their patients' end of life, and their relatives, and took their duties seriously. They wanted to satisfy all parties; the patient, the relatives and other palliative care professionals. The study confirms the need for knowledge about how community nurses experience dilemmas in ethical decision-making. They have the freedom to act and the willingness to make decisions, but they lack competence and knowledge about how their colleagues' experience and deal with such issues.

  18. The Importance of Simulation in Nursing Education

    Science.gov (United States)

    Eyikara, Evrim; Baykara, Zehra Gocmen

    2017-01-01

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

  19. The Use of Phenomenology in Nursing Education: An Integrative Review.

    Science.gov (United States)

    Derico, Sherika P

    The purpose of this integrative review was to synthesize research to address two questions about phenomenology in nursing education: How has Husserlian phenomenology been used in nursing education? What is the importance of Husserlian phenomenology in nursing education? Phenomenology is utilized in nursing education to explore the experiences of faculty and students. Whittemore and Knafl's integrative method guided the analysis of the research. Nine articles meeting inclusion criteria were reviewed. Studies addressed faculty student experiences. The reviewed research revealed that phenomenology is used in nursing education to understand, identify, describe, and explore various phenomena. New knowledge gained from this integrative review about phenomenology is beneficial to nursing education.

  20. Plagiarism in nursing education: an integrative review.

    Science.gov (United States)

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

    2017-10-01

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

  1. Ethnographic nexus analysis in clinical nursing education

    DEFF Research Database (Denmark)

    Kjær, Malene

    2016-01-01

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

  2. Wireless devices in nursing education

    Directory of Open Access Journals (Sweden)

    Ana Belén Sánchez-García

    2013-03-01

    Full Text Available Objective. This article sought to explore the adoption of wireless devices in university nursing teaching and address their repercussion on future professionals. Methodology. This is a bibliographical study conducted in 2011, which analyzed international publications on the use, review, application, opinion, and experimentation of wireless devices in university nursing teaching of wireless technology in nursing teaching. The following databases were used: Medline and Science@Direct. Results. A total of 503 articles were extracted and 77 were selected, of which 40 investigated the Personal Digital Assistant (PDA, 13 the clicker (Student Response Wireless System, and six the smart phone. The use of mobile devices has experienced strong growth during the last five years, especially PDAs. Conclusion. Use of mobile devices in university nursing teaching has grown in recent years, especially PDAs

  3. The educational gradient of obesity increases among Swedish pregnant women: a register-based study.

    Science.gov (United States)

    Bjermo, Helena; Lind, Simon; Rasmussen, Finn

    2015-04-01

    Overweight or obesity is detrimental during pregnancy. We studied time trends in the educational gradient of overweight and obesity among pregnant women. Differences in overweight and obesity by area of residence and country of birth were also examined. The study was based on the Swedish Medical Birth Register between 1992 and 2010 and included 1,569,173 singleton pregnancies. Weight and height were registered during the first visit at the antenatal-care clinic. Data on education, country of birth, and area of residence were derived from registers with national coverage. In 2008-2010, 32% of Swedish nulliparous pregnant women were overweight or obese. The relative risk of obesity among lower educated women compared to women with higher education increased from 1.91 (95% confidence interval: 1.85-1.97) in 1992-1995 to 2.09 (95% confidence interval: 2.05-2.14) in 2008-2010. There was an inverse linear relationship between risks of overweight or obesity, and population density and type of residence municipality. An excessive gestational weight gain according to the American Institute of Medicine was observed among 57-63% of the overweight or obese women, but there were small differences by education. Pregnant women born in Africa, Middle East or Latin America had higher risks of being overweight or obese compared to women born in Sweden. The prevalence of obesity as well as the social inequalities in obesity during pregnancy increased in Sweden between 1992 and 2010. Further understanding of social inequalities and geographical differentials in health behaviours of pregnant women is needed when planning public health interventions.

  4. Incivility as bullying in nursing education.

    Science.gov (United States)

    Condon, Barbara Backer

    2015-01-01

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

  5. Legal issues in clinical nursing education.

    Science.gov (United States)

    Patton, Carla Wheeler; Lewallen, Lynne Porter

    2015-01-01

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

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

    African Journals Online (AJOL)

    Abstract. This article reviewed the development of the education of nurses and midwives in Rwanda. Nurs- ing and midwifery education started with missionaries providing general nursing education and later evolved into the integration of nursing education in public and private schools. The establishment of the Kigali ...

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

    Science.gov (United States)

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

    2016-01-01

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

  8. Special Educational Strategies for Nursing Staff

    Directory of Open Access Journals (Sweden)

    Evangelia Loukidou, Vassiliki Ioannidi, Athena Kalokerinou

    2010-01-01

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

  9. Academisation of Nursing Education in the Nordic Countries

    Science.gov (United States)

    Laiho, Anne

    2010-01-01

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

  10. Issues Influencing Success: Comparing the Perspectives of Nurse Educators and Diverse Nursing Students.

    Science.gov (United States)

    Fuller, Bonnie L; Mott-Smith, Jennifer A

    2017-07-01

    Research has shown that diverse nursing students report experiencing numerous issues that affect their progression through nursing programs. At the same time, research has also shown that nurse educators find it challenging to meet the needs of these students. What is missing is an analysis of how these two perspectives intersect. A mixed-methods parallel study compared the perceptions of diverse nursing students (n =13) and nurse educators (n = 22) regarding the learning environment in a baccalaureate nursing program. Important differences existed between the students' and nurse educators' perspectives on hindrances to the students' success. Nurse educators saw the biggest hindrance as language proficiency, whereas students saw it as lack of relationships with faculty and classmates. Nursing programs should encourage faculty to build relationships with diverse nursing students not only because students appreciate them, but also because such relationships play a role in helping students overcome hindrances to success. [J Nurs Educ. 2017;56(7):389-396.]. Copyright 2017, SLACK Incorporated.

  11. BoomTown Music Education and the Need for Authenticity--Informal Learning Put into Practice in Swedish Post-Compulsory Music Education

    Science.gov (United States)

    Karlsen, Sidsel

    2010-01-01

    The article reports on a 2-year higher education music programme for young rock musicians in Sweden called BoomTown Music Education. The pedagogical philosophy behind this programme is developed from the findings of two Swedish music education researchers, and the programme exemplifies how knowledge about popular musicians' learning strategies in…

  12. Thinking creatively: from nursing education to practice.

    Science.gov (United States)

    Kalischuk, Ruth Grant; Thorpe, Karran

    2002-01-01

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

  13. Swedish nursing students' experience of aspects important for their learning process and their ability to handle the complexity of the nursing degree program.

    Science.gov (United States)

    Andersson, Petra Lilja; Edberg, Anna-Karin

    2012-05-01

    The aim of the study was to explore nursing students' experiences of aspects important for their learning process and their ability to handle the complexity of the nursing degree program. The study was longitudinal and qualitative based on interviews with nursing students, six women and two men aged 20-36, during their three years of education. In all, seven patterns were found embracing aspects of importance for the students' learning: Having a clear goal, being able to re-evaluate one's ideas, being acknowledged, when the abstract becomes tangible, using one's own experiences as a tool for learning, hovering between closeness and distance regarding one's future profession and handling theory and practice in relation to one another. The results show the importance of providing clinical courses, strongly connected to the theoretical parts of the program and to use reflection and experience-based learning in the nursing program. Copyright © 2011 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    Chen, Jih-Yuan

    2009-12-01

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

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

    Science.gov (United States)

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

    2014-09-01

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

  16. A humanistic-educative approach to evaluation in nursing education.

    Science.gov (United States)

    Goldenberg, Dolly; Dietrich, Pamela

    2002-05-01

    A continuing challenge for nurse educators is to create a learning environment in which students receive fair and timely evaluations. Traditional or behavioural evaluation methods have been criticized as being too limited. A humanistic-educative evaluation method is offered with its emancipation of faculty and students and emphasis on collaboration, caring, creativity, critical thinking and self-assessment. A teacher-student shared home visit for a Family Nursing clinical assignment is provided to illustrate this approach. The potential benefit of the method for developing self-directed and competent professional nurses is proposed. Copyright 2002 Published by Elsevier Science Ltd.

  17. Surgical patient education: Turkish nursing students experiences.

    Science.gov (United States)

    Kaymakçi, Senay; Yavuz, Meryem; Orgun, Fatma

    2007-01-01

    Patient education has been widely used by medical schools and schools of nursing as a method for evaluating clinical performance. Training of patients provides a viable method for teaching and evaluating nurse practitioner students as they progress through their educational programs toward clinical competency. Evaluation of patient education experience provided objective and valid information regarding the students' delivery of didactic information and ability to apply knowledge in the clinical setting. The purpose of this article is to describe the preparation of materials for preoperative patient education and to evaluate patient education carried out by second-year students of the University Of Ege School Of Nursing. In this study, students, patients and lecturers evaluated patient education carried out by the nursing students. Criteria including relationships between people (listening, talking and communication ability), and behavior before education (prepare topic content, develop appropriate material for the topic, communicate which topic will be explained, etc.) and during education (attract listeners' attention to the topic, give information about the target, present the content and material of the subject well, etc.) were appraised. According to the results of evaluation, the education carried out by the students achieved the highest score from patients; the students gave the second-highest score. The lecturers gave scores that were lower than those of students and patients. At the end of this study, it has been found that patients were pleased with the education prepared according to their individual requirements and the students were pleased with giving education with the material they have prepared employing their own creativity.

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

    Science.gov (United States)

    Chang Yeh, Mei

    2017-02-01

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

  19. Ending One's Life in a Nursing Home: A Note on Swedish Findings.

    Science.gov (United States)

    Samuelsson, Gillis; Sundstrom, Gerdt

    1988-01-01

    Statistics on place of death, validated against longitudinal evidence on entrance into nursing homes, shows the "final" rate of institutionalization to have risen in Sweden between 1938 and 1975. Issues concerning who is institutionalized and why appear more important than precise measurement of rates of institutionalization. (Author/NB)

  20. Student unrest: a challenge for nurse educators.

    Science.gov (United States)

    Wong, J; Wong, S; Mensah, L L

    1985-05-01

    Nursing students, like their college counterparts, are beginning to revolt against hierarchical authority and to claim a more active part in their educational planning. Nurse educators can no longer assume that their students will never revolt; they must face up to the challenge of developing strategies for proper management of student unrest. The authors propose some ways to deal with the complex issue of student unrest. These suggestions are made with emphasis on faculty-student relationship and the curriculum. Improved faculty-student relationships, proper utilization of student peer influence and student involvement in curriculum planning are some of the strategies proposed in this paper.

  1. Practice Nurse Education Needs Analysis survey results.

    OpenAIRE

    Procter, Susan; Loveday, H; Nakisa, Mel; Nasir, L; Berry, Z; Chaggar, G; Wilson, JA

    2015-01-01

    This report describes the outcomes from a questionnaire completed by practice nurses in the CWHHE CCG collaborative and the outer NWL CCGs. Data from the CWHHE CCGs were collected by Bucks New University. Data from the outer NWL CCGs were collected by the University of West London, using a survey based on that used by Bucks. The Aims of the study were to: • identify the key education priorities for practice nursing across the 8 NW London CCGs; • explore future practice and education requireme...

  2. Different Moves, Similar Outcomes: A Comparison of Chinese and Swedish Preschool Teacher Education Programmes and the Revisions

    Science.gov (United States)

    Vong, Keang-ieng Peggy; Hu, Bi Ying; Xia, Yan-ping

    2015-01-01

    A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental…

  3. Universities Need Leadership, Academics Need Management: Discursive Tensions and Voids in the Deregulation of Swedish Higher Education Legislation

    Science.gov (United States)

    Ekman, Marianne; Lindgren, Monica; Packendorff, Johann

    2018-01-01

    In this article, we discuss how "managerialist" and "leaderist" discourses (O'Reilly and Reed "Public Administration" 88:960-978, 2010; "Organization Studies" 32:1079-1101, 2011) are drawn upon in the context of the deregulation of Swedish higher education. As of 2011, there has been new legislation that…

  4. Same but Different? An Examination of Swedish Upper Secondary School Teachers' and Students' Views and Use of ICT in Education

    Science.gov (United States)

    Lindberg, Ola J.; Olofsson, Anders D.; Fransson, Göran

    2017-01-01

    Purpose: The purpose of this paper is to examine Swedish upper secondary school teachers' and students' views and use of ICT in education. Design/methodology/approach: In total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in…

  5. Double Gestures of Inclusion and Exclusion. Notions of Learning Outcomes, Autonomy, and Informed Choices in Swedish Educational and Vocational Guidance

    Science.gov (United States)

    Hertzberg, Fredrik

    2015-01-01

    Taking as its vantage point a citation from the critical educationalist Thomas Popkewitz, "double gestures of inclusion and exclusion," the aim of this article is to describe and contextualize the project of inclusion in Swedish educational and vocational guidance, and to identify and to analyze the potentially excluding discourses that…

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

    Science.gov (United States)

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

    2013-06-01

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

  7. Development of entrepreneurial activity in nurse education.

    Science.gov (United States)

    Roberts, Paula; Bridgwood, Bernadeta; Jester, Rebecca

    The provision of health care and healthcare education in the UK is undergoing rapid change and development, and is subject to intense market forces. A reduction in the amount of money being spent on nurses' education and training, together with changes in working practices in health care, are affecting the provision of healthcare education significantly. This article gives an overview of the changes influencing providers of pre and post-registration healthcare education, and describes how education providers are generating income through enterprise activity.

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

    Science.gov (United States)

    Ironside, Pamela M

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

  9. 'There's something in their eyes' - Child Health Services nurses' experiences of identifying signs of postpartum depression in non-Swedish-speaking immigrant mothers.

    Science.gov (United States)

    Skoog, Malin; Hallström, Inger; Berggren, Vanja

    2017-01-25

    Due to the current world situation, Sweden has one of the highest asylum applications within the European Union. Immigrant mothers, specifically those who have immigrated during the last ten years and do not speak the language of the new country, are found to be at particular risk of being effected by postpartum depression. In this study, we elucidate Swedish Child Health Services nurses' experiences of identifying signs of postpartum depression in non-Swedish-speaking immigrant mothers. Latent content analysis was used when analysing data material from 13 research interviews. Being able to interpret a non-Swedish-speaking immigrant mother's mood required establishing and constant deepening of a transcultural caring relationship, the use of cultural knowledge to perceive signs of postpartum depression from observations and interactions and to rely on intuition. There are both challenges and key factors for success in interpreting the mood of non-Swedish-speaking immigrant mothers. This study provides information to healthcare professionals about challenges with adapting the screening with the Edinburgh Postnatal Depression Scale to immigrant mothers not speaking the language of residence. Tacit knowledge and cultural competence among healthcare personnel are invaluable assets when interpreting mental health in this vulnerable group of mothers. © 2017 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.

  10. Arts Analysis in the Danish Nurse Education

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2010-01-01

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

  11. Developments in emergency nursing education in Ghana.

    Science.gov (United States)

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

    2015-12-01

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

  12. Education of nursing students with special needs.

    Science.gov (United States)

    Magilvy, J K; Mitchell, A C

    1995-01-01

    Recent legislation such as the Americans with Disabilities Act will have a significant impact on higher education in nursing. A survey was conducted to describe the extent to which BSN and ADN nursing programs in the United States admit and graduate special needs and chronically ill students, and to identify the accommodations which have been successful in providing nursing education to these students. Responses received from 86 schools of nursing in 44 states indicated that most schools have had contact with students with special needs such as visual, hearing, or mobility impairments, learning disabilities, and mental or chronic illnesses. Learning disabilities and mental impairment were cited most frequently as having been present among the student population. Few programs have had experience with students with vision problems. While most programs responding had little experience with providing special accommodations to special needs students, most were aware of accessibility on their campuses. Recent legislation aimed at creating opportunities for disabled individuals to successfully enter the work force creates challenges for schools of nursing in education of students with special needs. Issues are raised that must be addressed to meet this important challenge.

  13. Nurses' perceptions of online continuing education

    Directory of Open Access Journals (Sweden)

    Karaman Selcuk

    2011-10-01

    Full Text Available Abstract Background There is increasing attention to online learning as a convenient way of getting professional training. The number and popularity of online nursing continuing education programs are increasing rapidly in many countries. Understanding these may contribute to designing these programs to maximize success. Also, knowing the perceptions and preferences in online learning aids development and orientation of online programs. The aims of this study are to show nurses' perceptions of online continuing education and to determine perceptions of various groups; area groups, working companies, frequency of computer usage and age. Methods The survey method was used in this quantitative study to reveal perception levels and relationship with related variables. Data were collected through an online instrument from a convenience sample of 1041 Registered Nurses (RNs at an online bachelor's degree program. Descriptive and inferential analysis techniques were performed. Results Nurses generally have positive perceptions about online learning (X = 3.86; SD = 0.48. A significant difference was seen between nurses who used computers least and those with the highest computer usage [F (3, 1033 = 3.040; P r = -.013; P > .05 and r = -.036; P > .05, respectively. Nurses' perceptions are significantly different depending on the settings where they work [F (3,989 = 3.193; P X = 3.82; SD = .51 and those living in rural areas (X = 3.88; SD = .47 was not significant [t (994 = -1.570, P > .05]. Conclusions We found that nurses regard online learning opportunities as suitable for their working conditions and needs. Nurses should be provided with continued training through online learning alternatives, regardless of age, working experience or area of residence.

  14. Preparing nursing students for education in the global village.

    Science.gov (United States)

    Nicholas, Patrice K; Corless, Inge B; Fulmer, Holly; Meedzan, Nancy

    2012-01-01

    Educating nurses for the 21st century requires a broad understanding of the health needs of local and global communities. With an increasingly diverse population, nursing students in the United States can gain a unique perspective on health disparities and challenges in providing healthcare for diverse populations. Nursing education has the opportunity to engage students in our global village by providing clinical and theory-based educational opportunities for undergraduate and graduate nursing students. Some nursing educational settings in schools of nursing provide global nursing opportunities to explore the social responsibility of nursing. This paper details a specific framework and opportunities for engaging undergraduate and graduate nursing students in caring for the underserved in our global village. Opportunities in the Fulbright Student Exchange Program and Fulbright Senior Scholar Award mechanisms are discussed, and partnerships with international nursing programs are explored.

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

    Fuller, Bonnie L.

    2012-01-01

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

  17. Working together: critical care nurses experiences of temporary staffing within Swedish health care: A qualitative study.

    Science.gov (United States)

    Berg Jansson, Anna; Engström, Åsa

    2017-08-01

    The aim of this study is to describe critical care nurses (CCN's) experiences of working with or as temporary agency staff. This explorative qualitative study is based on interviews with five agency CCNs and five regular CCNs, a total of ten interviews, focusing on the interviewees' experiences of daily work and temporary agency staffing. The interviews were analysed manually and thematically following an inductive approach. Four themes that illustrate both similarities and differences between regular and temporary agency CCNs emerged: "working close to patients versus being responsible for everything", "teamwork versus independence", "both groups needed" and "opportunities and challenges". The study findings illustrate the complexity of the working situation for agency and regular staff in terms of the organisation and management of the temporary agency nurses and the opportunities and challenges faced by both groups. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. Quality Management in Education: A Comparative Case Study in Swedish Municipalities

    Directory of Open Access Journals (Sweden)

    Per-Olof Hansson

    2016-12-01

    Full Text Available This paper focuses on the growing use of quality management in primary education and on processes at different levels, how processes can be supported either by professionals or/and technology to improve educational quality. The paper investigates quality in education by analysing data from Swedish public schools and the municipal administration. Case studies in five municipalities have been conducted, varying in size and by numbers of schools and structures of quality management. Based on this multi-case study we discuss implications. There is a need to clarify the roles and obligations of the different levels and actors in the education sectors. Further, there is a need to support and develop roles that can strengthen quality in public schools no matter of the size of the municipality administration. The support can be implemented by certain services as quality coordinators in a community of practice. Integration of new types of technology to support quality is another opportunity; people in a virtual community of practice collaborate online, share experiences and support each other in legislative matters, human resources etc. Finally, there is need to elaborate on the meanings of quality management in public settings, and open up the meanings of quality in relation to education in particular and public services in general.

  19. Patients' experience of a nurse-led lifestyle clinic at a Swedish health centre.

    Science.gov (United States)

    Nymberg, Peter; Drevenhorn, Eva

    2016-06-01

    In Sweden, 56% of the population aged 16-84 have an unhealthy lifestyle. The primary health care (PHC) has been instructed to offer citizens health promotion and disease-preventive actions. Very few studies have been conducted about how individuals experience interventions from the PHC intended to help them to change lifestyle. The purpose of the study was to explore patients' experiences of visiting a nurse-led lifestyle clinic. Patients (n = 137), who participated in a screening test at a lifestyle clinic, were invited to focus group interviews. Of these, 14 patients agreed to participate. The data were analysed using content analysis. The patients felt that the visit to the lifestyle clinic gave insight into their habits and diminished their fear of not being healthy. Primary health care was seen as a safe provider in this matter. Disappointment was occasioned by the unfulfilled expectations of blood tests, lack of follow-up visit and inconsistencies of approach during the visit to the lifestyle clinic. Personal chemistry was perceived to be crucial for how the encounter with the public health nurse evolved. Lifestyle clinics can give patients opportunity to change lifestyle and also to confirm the good habits. It may also be important to have follow-up visits to give the patients' support when changing lifestyle. Nurses counselling patients about lifestyle changes need to have recurrent training in Motivational Interviewing. © 2015 Nordic College of Caring Science.

  20. Professional development: Iranian and Swedish nurses' experiences of caring for dying people.

    Science.gov (United States)

    Iranmanesh, Sedigheh; Ghazanfari, Zahra; Sävenstedt, Stefan; Häggström, Terttu

    2011-01-01

    Our world is rapidly becoming a global community. This creates a need for us to further understand the universal phenomena of death and professional care for dying persons. A transcultural study was undertaken using a phenomenological approach to illuminate the meaning of nurses' experiences of professional development in the contexts of Iran and Sweden. Eight registered nurses working in oncology units in Tehran, Iran, and eight working in the context of a hospital and private homes in northern Sweden were interviewed. The interviews were analyzed using the principles of phenomenological hermeneutics inspired by Paul Ricoeur. A naive reading guided a structural analysis, which yielded four main themes: coping with existential, organizational, and cultural contexts; sharing knowledge, experiences, and responsibilities; using embodied knowledge; and developing personal competence. The interpreted comprehensive understanding revealed that the meaning of professional development is that it actualizes other-oriented values and self-oriented values. Caring professionally for dying people was a learning process that could help nurses to develop their personal and professional lives when they were supported by teamwork, reflective practice, and counselling.

  1. Caring for dying and meeting death: Experiences of Iranian and Swedish nurses

    Directory of Open Access Journals (Sweden)

    Sedigheh Iranmanesh

    2010-01-01

    Full Text Available Objective: Our world is rapidly becoming a global community, which creates a need to further understand the universal phenomena of death and professional caring for dying persons. This study thus was conducted to describe the meaning of nurses′ experiences of caring for dying people in the cultural contexts of Iran and Sweden. Materials and Methods: Using a phenomenological approach, phenomenon of caring for dying people was studied. Eight registered nurses who were working in oncology units in Tehran, Iran and eight registered nurses working in hospital and home care in North part of Sweden were interviewed. The interviews were analyzed using the principles of phenomenological hermeneutics. Results: The findings were formulated based on two themes included: (1 "Sharing space and time to be lost", and (2 "Caring is a learning process. Conclusions: The results showed that being with dying people raise an ethical demand that calls for personal and professional response, regardless of sex, culture or context. The physical and organizational context must be supportive and enable nurses to stand up to the demands of close relationships. Specific units and teamwork across various personnel seem to be a solution that is missing in Iran.

  2. [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.

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

    Science.gov (United States)

    Seekoe, Eunice

    2014-04-24

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

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

    Directory of Open Access Journals (Sweden)

    Eunice Seekoe

    2014-02-01

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

  5. Nursing Education Leaders' Perceived Leadership Practices

    Science.gov (United States)

    DeLong, Dianne

    2010-01-01

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

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

    African Journals Online (AJOL)

    The decrease in March has re-motivated the staff to continue to improve. Project limitations include that documentation audits only reflect what was written, and does not validate nursing actions. Cultural differences have led to the development and implementation of educational topics not reflected in the documentation ...

  7. Critical Thinking Dispositions in Online Nursing Education

    Science.gov (United States)

    Carter, Lorraine Mary

    2008-01-01

    As part of a doctoral study, the critical thinking dispositions of post-RN (post-diploma) nurses continuing their education at a mid-sized university were measured before and after the intervention of a three-credit online course. The tool used to measure the changes in critical thinking disposition was the California Critical Thinking…

  8. Burnout during nursing education predicts lower occupational preparedness and future clinical performance: a longitudinal study.

    Science.gov (United States)

    Rudman, Ann; Gustavsson, J Petter

    2012-08-01

    Early-career burnout among nurses can influence health and professional development, as well as quality of care. However, the prospective occupational consequences of study burnout have not previously been investigated in a national sample using a longitudinal design. To prospectively monitor study burnout for a national sample of nursing students during their years in higher education and at follow-up 1 year post graduation. Further, to relate the possible development of study burnout to prospective health and life outcomes, as well as student and occupational outcomes. A longitudinal cohort of Swedish nursing students (within the population-based LANE (Longitudinal Analysis of Nursing Education/Entry) study) from all sites of education in Sweden was surveyed annually. Data were collected at four points in time over 4 years: three times during higher education and 1 year post graduation. : A longitudinal sample of 1702 respondents was prospectively followed from late autumn 2002 to spring 2006. Mean level changes of study burnout (as measured by the Oldenburg Burnout Inventory, i.e. the Exhaustion and Disengagement subscales) across time, as well as prospective effects of baseline study burnout and changes in study burnout levels, were estimated using Latent Growth Curve Modeling. An increase in study burnout (from 30% to 41%) across 3 years in higher education was found, and levels of both Exhaustion and Disengagement increased significantly across the years in education (ppsychological well-being. Aspects related to work skills and intention to leave the profession were also affected. Thus, burnout development during higher education may be an important concern, and effective preventive measures to counteract burnout development may be necessary already at the outset of nursing education. Copyright © 2012 Elsevier Ltd. All rights reserved.

  9. Evaluation of a Nurse-Led Fall Prevention Education Program in Turkish Nursing Home Residents

    Science.gov (United States)

    Uymaz, Pelin E.; Nahcivan, Nursen O.

    2016-01-01

    Falls are a major cause of morbidity and mortality among the elderly living in nursing homes. There is a need to implement and evaluate fall prevention programs in nursing homes to reduce the number of falls. The purpose of this research was to examine the effect of a nurse-led fall prevention education program in a sample of nursing home…

  10. Second Year Associate Degree Nursing Students and Nursing Faculty Attitudes towards Clinical Educational Experiences

    Science.gov (United States)

    LaFauci, Frances F.

    2009-01-01

    Professional registered nursing is an essential part of the health care system and student nurses need experimental learning with actual patients to learn to practice as a nurse. The health care system has changed dramatically and nursing schools have decreasing access to the health care agencies. The clinical educational experience develops…

  11. Educational achievement and vocational career in twins - a Swedish national cohort study.

    Science.gov (United States)

    Hjern, Anders; Ekeus, Cecilia; Rasmussen, Finn; Lindblad, Frank

    2012-06-01

    To investigate how being born and raised as a twin is associated with IQ, educational achievement and vocational career. Register study in a national birth cohort, complemented with a siblings study. The study population included 13,368 individuals born and raised as twins and 837,752 singletons, including 3019 siblings of twins, in the Swedish birth cohorts of 1973-1981. Our outcome measures were mean grade points on a five point scale from ninth grade of primary school at 15-16 years, IQ tests on a nine grade point scale from male conscripts at 18-19 years, highest completed education, disability benefits, work income and employment at 27-35 years of age. Twins had slightly better mean grade point averages in ninth grade; +0.08 (95% CI 0.04-0.11) and more often had completed a university education in young adulthood; OR 1.16 (1.02-1.21) compared with singleton siblings, despite male twins having a slightly lower IQ at military conscription compared with male singletons. Employment rates, mean income and disability benefits were similar in twins and singletons. Twins have slightly better educational careers and similar vocational careers compared with those born as singletons. © 2012 The Author(s)/Acta Paediatrica © 2012 Foundation Acta Paediatrica.

  12. A Forgotten Moment in Education Policy A Hungarian-Swedish Case Study from the Early 1970s

    Directory of Open Access Journals (Sweden)

    Tamás Kozma

    2012-01-01

    Full Text Available After the brutal uprising of 1956, there was a decade of gradual reform in Hungary under the Kadar regime. As part of this decade of reform, Hungary received permission to join the IEA (International Association for the Evaluation of Educational Achievements, an organisation that had been established in the late 1950s by the well known Swedish educator and researcher Torsten Husén, who played an intermediary role in education policy between the West and the East. One step in fulfilling this role was his initiation a summer school under the umbrella of the IEA in the Swedish resort area of Graenna. The Hungarians were the only delegates from behind the Iron Curtain to participate. For them, it was a unique experience to view the centralised Swedish welfare state with contributions of American liberal democracy and education. This summer school of 1971 has since been forgotten, yet most of the initiatives of education policy after the political turn of 1989/90 have their roots there. This is especially true of the work and career of the well known Hungarian educator and a follower of Husén, the late Zoltán Bathory.

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

    African Journals Online (AJOL)

    Faculty members & Nurse/Midwife educators should acquire informatics training and advocate for curricular changes that incorporate informatics and collaborate with colleagues in the clinical settings to provide opportunities for nursing students to utilize informatics tools. KEY WORDS: Nursing informatics, Nursing ...

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

    Science.gov (United States)

    Boz Yuksekdag, Belgian; Unsal Barlas, Gul

    2015-01-01

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

  15. Governmentality, student autonomy and nurse education.

    Science.gov (United States)

    Darbyshire, Chris; Fleming, Valerie E M

    2008-04-01

    This paper is a report of a study to explore how governmental practices operated in nurse education. Background. Since the 1980s nurse education internationally has been strongly influenced by educational theories that aim to promote student autonomy by encouraging self-direction and critical thinking. Newer curriculum models advocate transformative approaches leading to greater emancipation, social equity and inclusion. Although these changes have been positively evaluated there had been limited critical research on how student behaviour is governed. A discourse analytic study was conducted from 2000 to 2004 using interviews (n = 30) with a purposive sample students and teachers in one United Kingdom university. Data were also collated from the course curriculum and student handbook for the students' programme. Data were analysed to identify how student behaviour is governed. Two governing practices are described: control and technologies of the self. These practices contribute to an overall system of governing student behaviour that creates tension between the avowed progressive empowerment discourse and taken for granted everyday educational practices. Students are subjected to a range of governmental and disciplinary strategies and, through a process of normalization, ultimately become their own supervisors within the system. The tensions between the demands of a professional outcome-based nursing programme and notions of empowerment and student autonomy have not been resolved. Instead, present educational practice is characterized by normalizing discursive practices that aim to produce a specific version of a student subject as autonomous learner. Thus, discourses of both empowerment and professional behaviour govern students.

  16. The importance of simulation in nursing education

    Directory of Open Access Journals (Sweden)

    Evrim Eyikara

    2017-01-01

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

  17. Comparison between heads of nursing and Nursing Administration students in the Sultanate of Oman regarding education for nurse administrators.

    Science.gov (United States)

    White, Gillian

    2012-08-01

    To explore the future of nursing administration in preparation for a major review of the current curriculum in the one-year diploma in nursing administration at the Oman Specialized Nursing Institute (OSNI). A two-part study explored 1) requisite roles, skills and competencies of the nurse administrator, 2) a leadership profile with two convenience samples: heads of nursing and nursing administration students. Each part was analysed separately; the two groups were then compared with the latter revealing similarities and differences. Heads of nursing were more likely to describe roles and be task-oriented, emphasising problem solving, whereas students focused on functions and processes. Both groups wanted nursing to be known for its code of professional conduct, and have an empowered nursing association. Leadership profile comparisons indicated heads of nursing were mature and practical whereas students were idealistic, with risk-taking tendencies. There was overall agreement that preparation for the nursing administration specialty should be at master's level; however, all nurses should undertake a leadership and management course during their progression to senior positions. The vision of those preparing to enter and those already in leadership positions is for empowerment of the nursing profession in Oman. Thus there is a need for highly educated nurse leaders and managers in nursing administration to provide the driving force for change and sustained motivation. The current Nursing Administration Programme (NAP) needs to be upgraded and delivered at the master's level for nurses specialising in nursing administration.

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Merriam, Deborah

    2013-01-01

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

  20. Individual and organisational factors influencing registered nurses' attitudes towards patient advocacy in Swedish community health care of elders.

    Science.gov (United States)

    Josse-Eklund, Anna; Wilde-Larsson, Bodil; Petzäll, Kerstin; Sandin-Bojö, Ann-Kristin

    2014-09-01

    The aim of this study was to describe and explore individual and organisational factors potentially influencing registered nurses' (RNs) attitudes towards patient advocacy. In a quantitative cross-sectional study, data were collected from 226 RNs in community health care of elders. A questionnaire was used to measure a number of factors including attitudes towards patient advocacy, nursing competence, personality traits, individual preferences regarding the quality of health care and working climate. A multiple regression analysis was performed. The results showed that individual factors of nursing competence and individual preferences of the quality of health care, as well as organisational factors of the working climate, explained 26.2% of the variance in the RNs' attitudes towards patient advocacy. Although the mentioned individual factors may be intertwined, the conclusion is that both individual and organisational factors influenced RNs' attitudes towards patient advocacy. The results do not verify that nursing experience, workplace experience, educational level or personality traits influence the RNs' attitudes towards patient advocacy. The proportion of explained variance indicates that additional factors also influence attitudes towards patient advocacy, and more research is needed to shed further light on these factors. © 2013 Nordic College of Caring Science.

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

    Science.gov (United States)

    Battié, Renae N

    2013-09-01

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

  2. Cultural competency among nurses with undergraduate and graduate degrees: implications for nursing education.

    Science.gov (United States)

    Mareno, Nicole; Hart, Patricia L

    2014-01-01

    To compare the level of cultural awareness, knowledge, skills, and comfort of nurses with undergraduate and graduate degrees when encountering patients from diverse populations. Cultural competency is a core curriculum standard in undergraduate and graduate nursing programs. Assessing cultural awareness, knowledge, skills, and comfort among nurses can help identify areas to strengthen in nursing curricula. A prospective, cross-sectional, descriptive study design was used. Two thousand surveys were sent to nurses in a southeastern state; 365 nurses participated. Undergraduate-degree nurses scored lower than graduate-degree nurses on cultural knowledge. Scores on cultural awareness, skills, and comfort with patient encounters did not vary between groups. Both groups of nurses reported little cultural diversity training in the workplace or in professional continuing education. The findings of this study indicate areas of need for undergraduate and graduate nursing education.

  3. Technological competencies in cardiovascular nursing education

    Directory of Open Access Journals (Sweden)

    Rika Miyahara Kobayashi

    2015-12-01

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

  4. Twitter, Millennials, and Nursing Education Research.

    Science.gov (United States)

    Stephens, Teresa M; Gunther, Mary E

    2016-01-01

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

  5. Living with grey: role understandings between clinical nurse educators and advanced practice nurses.

    Science.gov (United States)

    Wall, Sarah

    2006-12-01

    Professionalization efforts in nursing have opened up new opportunities for nurses to develop the roles in which they work. One of these roles is advanced nursing practice. However, the development of the advanced roles, with their aims of making an advanced contribution in education, administration, research and practice, results in role overlap and confusion. This paper presents the findings of a qualitative study that explored the ways in which nursing educators understand, value, utilize and interact with nurses in the advanced practice role. Data were collected among nurse educators and advanced nurse practitioners in an urban, acute care setting. The findings demonstrate how nurses in potentially conflicting roles differentiate themselves and define their job duties. Organizational supports for implementing clear advanced roles are suggested, adding to the knowledge upon which nursing administrators can base their strategic human resources decisions.

  6. Critical Thinking and the Standards of Nursing Education

    Directory of Open Access Journals (Sweden)

    Yang Heui Ahn

    2004-01-01

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

  7. Terms of Endurance: The Future of Nursing Education.

    Science.gov (United States)

    Maraldo, Pamela

    1984-01-01

    The demand for nurses in the years ahead, what kind of educational preparation will be required of them, and how such factors will affect schools of nursing are discussed. Trends toward higher education for nurses and the evolution of a true health care marketplace are examined. (Author/MLW)

  8. The Future of Nursing Education: 10 Trends To Watch.

    Science.gov (United States)

    Heller, Barbara R.; Oros, Marla T.; Durney-Crowley, Jane

    2000-01-01

    Ten trends affecting nursing are as follows: changing demographics, technology, globalization, educated consumers, population-based care, health care costs/managed care, health policy and regulation, need for interdisciplinary education and collaboration, nursing shortage, and advances in nursing science and research. (SK)

  9. Critical care nursing practice and education in Rwanda | Munyiginya ...

    African Journals Online (AJOL)

    Critical care nursing practice and education in Rwanda is a young specialty. There are very few critical care nurses practising in either hospital or academic settings, and typically nurses taking care of critically ill patients receive only a brief period of informal education prior to practising. Intensive care units are found ...

  10. The Essentials of Master's Education for Advanced Practice Nursing.

    Science.gov (United States)

    American Association of Colleges of Nursing, Washington, DC.

    The report describes the work of an American Association of Colleges of Nursing task force charged with defining the central elements of master's education for advanced practice nursing. The task force formed a consensus for two separate but related components: a statement of the essential core curriculum content for master's-educated nurses and a…

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

    Science.gov (United States)

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

    2017-03-01

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

  12. Nursing educators' recognition of ethical issues and its relationship to ethical education

    OpenAIRE

    中尾, 久子

    2007-01-01

    Enrichment of ethical education is a current issue for nursing educators. However, many of nursing educators in charge of such education received relevant training after ethical education ceased to be an independent course due to the revision of the specified regulations. Thus a study was conducted on the recognition of ethical issues, the current situation of ethical education, and previous ethical education of the nursing educators who participated in an educational seminar. The results ind...

  13. Strengthening healthcare delivery in Haiti through nursing continuing education.

    Science.gov (United States)

    Clark, M; Julmisse, M; Marcelin, N; Merry, L; Tuck, J; Gagnon, A J

    2015-03-01

    The aim of this paper was to (1) highlight nursing continuing education as a key initiative for strengthening healthcare delivery in low-resource settings, and (2) provide an example of a nursing continuing education programme in Haiti. Haiti and other low-resource settings face extreme challenges including severe shortages of healthcare workers, high rates of nurse out-migration and variations in nurse competency at entry-to-practice. Nursing continuing education has the potential to address these challenges and improve healthcare delivery through enhanced nurse performance and retention; however, it is underutilized in low-resource settings. A case study is presented from the Hôpital Universitaire de Mirebalais in Mirebalais, Haiti of a new nursing continuing education programme called the Beyond Expert Program. The case study highlights eight key dimensions of nursing continuing education in low-resource settings: (1) involving local stakeholders in planning process, (2) targeting programme to nurse participant level and area of care, (3) basing course content on local context, (4) including diverse range of nursing topics, (5) using participatory teaching methods, (6) addressing resource constraints in time and scheduling, (7) evaluating and monitoring outcomes, and (8) establishing partnerships. The case study provides guidance for others wishing to develop programmes in similar settings. Creating a nursing continuing education programme in a low-resource setting is possible when there is commitment and engagement for nursing continuing education at all levels of the organization. Our report suggests a need for policy-makers in resource-limited settings to make greater investments in nursing continuing education as a focus of human resources for health, as it is an important strategy for promoting nurse retention, building the knowledge and skill of the existing nursing workforce, and raising the image of nursing in low-resource settings. © 2015

  14. Educational level and use of osteoporosis drugs in elderly men and women: a Swedish nationwide register-based study.

    Science.gov (United States)

    Wastesson, J W; Ringbäck Weitoft, G; Parker, M G; Johnell, K

    2013-02-01

    We examined educational disparities in use of osteoporosis drugs in a nationwide population of Swedes aged 75-89 years old. Individuals with high education were more likely to receive osteoporosis drug treatment than lower educated individuals, particularly among women. This study aims to investigate whether educational level is associated with use of osteoporosis drugs in the general population of older men and women in Sweden, also after adjustment for fractures. By record linkage of The Swedish Prescribed Drug Register, The Swedish Patient Register, and The Swedish Education Register, we obtained information on filling of prescriptions for osteoporosis drugs (bisphosphonates, calcium/vitamin D combinations, and selective estrogen receptor modulators) from July to October 2005, osteoporotic fractures from 1998 to 2004, and educational level for 645,429 people aged 75-89 years. Multivariate logistic regression analysis was used to investigate whether education was associated with use of osteoporosis drug therapy. Higher education was associated with use of osteoporosis drugs for both men [odds ratio (OR)(high education vs low), 1.27; 95% confidence interval (CI), 1.19-1.35] and women (OR(high education vs low), 1.57; 95% CI, 1.52-1.61), after adjustment for age, osteoporotic fractures, and comorbidity (i.e., number of other drugs). Among those who had sustained a fracture (n = 57,613), the educational differences in osteoporosis drug treatment were more pronounced in women than men. Further, women were more likely to receive osteoporosis drug treatment after osteoporotic fracture. Uptake of osteoporosis drug therapy seems to be unequally distributed in the elderly population, even in a country with presumably equal access to health care.

  15. The Concept of Socialization in Nursing Education

    Directory of Open Access Journals (Sweden)

    Alexandra Dimitriadou

    2013-01-01

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

  16. The pivotal role of nurse managers, leaders and educators in enabling excellence in nursing care.

    Science.gov (United States)

    McSherry, Robert; Pearce, Paddy; Grimwood, Karen; McSherry, Wilfred

    2012-01-01

    The aims of this paper are to present the findings from a discursive analysis of key issues associated with providing excellence in nursing care; and to provide an exemplar framework to support excellence in nursing care and describe the potential benefits when excellence in nursing care occurs. The challenge facing the nursing profession is in ensuring that the core principles of dignity, respect, compassion and person (people) centered care become central to all aspects of nursing practice. To regain the public and professional confidence in nursing, nurse leaders, managers and educators play a pivotal role in improving the image of nursing. Excellence in nursing care will only happen by ensuring that nurse managers, leaders and educators are able to respond to the complexity of reform and change by leading, managing, enabling, empowering, encouraging and resourcing staff to be innovative and entrepreneurial in practice. Creating healthcare environments that enable excellence in nursing care will not occur without the development of genuine shared working partnerships and collaborations between nurse managers, leaders and educators and their associated organizations. The importance of adopting an authentic sustainable leadership approach to facilitating and supporting frontline staff to innovate and change is imperative in restoring and evidencing that nurses do care and are excellent at what they do. By focusing attention on what resources are required to create a healthcare environment that enables compassion, safety and excellence in nursing care and what this means would be a reasonable start on the journey to excellence in nursing. © 2012 Blackwell Publishing Ltd.

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

    OpenAIRE

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

    2014-01-01

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

  18. Critical Thinking and the Standards of Nursing Education

    OpenAIRE

    Yang Heui Ahn

    2004-01-01

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

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

    Directory of Open Access Journals (Sweden)

    A. A Vaezi

    2012-11-01

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

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

    Science.gov (United States)

    Stein, Alice M.

    1998-01-01

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

  1. Occupational health nursing education for the 21st century.

    Science.gov (United States)

    McCullagh, Marjorie C

    2012-04-01

    Occupational health nurses are the largest group of occupational health professionals, and are critical to the delivery of quality health care services to the nation's work force. Educational preparation of occupational health nurses has advanced in recent years, and the need for occupational health nurses with advanced degrees is expected to increase. Occupational health nurses use licensure, continuing education, certification, supervisor and peer assessment of job performance, formal education, and practice to maintain their professional competence and protect the public's health. New strategies must be developed to prepare nurses to promote a safe and healthful work force. Funding for programs to prepare occupational health nurses will be essential for meeting this demand. Continuing education programs for occupational health nurses must be developed that demonstrate effectiveness in developing occupational health nurses' skills while minimizing their time away from the workplace. Copyright 2012, SLACK Incorporated.

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

    Science.gov (United States)

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

    2016-06-10

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

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

    Science.gov (United States)

    Masters, Kelli

    2016-03-01

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

  4. Flipping the statistics classroom in nursing education.

    Science.gov (United States)

    Schwartz, Todd A

    2014-04-01

    Flipped classrooms are so named because they substitute the traditional lecture that commonly encompasses the entire class period with active learning techniques, such as small-group work. The lectures are delivered instead by using an alternative mode--video recordings--that are made available for viewing online outside the class period. Due to this inverted approach, students are engaged with the course material during the class period, rather than participating only passively. This flipped approach is gaining popularity in many areas of education due to its enhancement of student learning and represents an opportunity for utilization by instructors of statistics courses in nursing education. This article presents the author's recent experiences with flipping a statistics course for nursing students in a PhD program, including practical considerations and student outcomes and reaction. This transformative experience deepened the level of student learning in a way that may not have occurred using a traditional format. Copyright 2014, SLACK Incorporated.

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

    Science.gov (United States)

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

    2015-12-01

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

  6. Nurse educators and student nurse neophytes’ perceptions of good interaction in the classroom setting

    Directory of Open Access Journals (Sweden)

    Friddah R. Mathevula

    2013-06-01

    Full Text Available The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to respond positively during the learning process. The purpose of this study was to determine the nurse educators’ and student nurse neophytes’ perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: ‘What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?’ The accessible population in this study were all student nurse neophytes registered with the University of Venda for the Baccalaureus Curationis, and nurse educators responsible for teaching first-year student nurses in this programme. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted to arrive at 10 male and 15 female students. The sampling method relating to nurse educators was purposive sampling. Focus groups were used to interview students using individual in-depth interviews to gather data from nurse educators. Coding was used to organise the data collected during the interviews. The study revealed that nurse educators and student nurse neophytes concur that the ethical behaviours influencing good interaction are respect and support, good communication, honesty and openness. Age, gender and cultural background were also factors. The participants further indicated that good interaction has benefits such as improved co-operation levels, the enhancement of learning, the improvement of pass rates, and a reduction in dropout rates. In conclusion, there is a need for nurse educators and student nurses

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

    Science.gov (United States)

    Eggenberger, Sandra K; Sanders, Marita

    2016-11-01

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

  8. Information technologies and the transformation of nursing education.

    Science.gov (United States)

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

    2008-01-01

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

  9. The construction of under-representation in UK and Swedish higher education:Implications for disabled students

    OpenAIRE

    Weedon, Elisabet

    2017-01-01

    This article examines the inclusion of disabled students in the UK and Swedish higher education systems. In the UK, performance indicators focus on the participation rate of disabled students in comparison with those of non-disabled students, while in Sweden there are no specific performance indicators relating to disabled students. The paper notes that in both countries there is a dearth of inter-sectional data, recognising the heterogeneity of the disabled student population. It is argued t...

  10. Outcome analysis of a research-based didactic model for education to promote culturally competent nursing care in Sweden--a questionnaire study.

    Science.gov (United States)

    Gebru, Kerstin; Khalaf, Azzam; Willman, Ania

    2008-09-01

    To describe and analyse to what extent the goals of the education in promoting culturally competent nursing care have been achieved from a student perspective. As Sweden has transformed into a multicultural society over the past 50 years, there is a need to specify, at all levels of the nursing programme, transcultural concepts for the success of integration. A research-based didactic model was designed for the nursing programme at Malmö University and this was followed by investigations of its outcome. The study is a prospective cohort study with an outcome analysis. A descriptive research study with a longitudinal design was performed, with the focus on Swedish nursing students' experiences of transcultural nursing knowledge and their attitudes before and after implementation of the didactic model. The students evaluate highly their competence to meet demands of multicultural health and medical service. Additionally, their ability to recognise and understand the consequences of international migration on health also received a high mean. The study revealed the knowledge and experience acquired by Swedish students in transcultural nursing. The assumption was that a visible development of knowledge should occur during the three years of education. Interpreting the findings, such effectiveness can be found and hopefully the students will be able to give holistic nursing care based on a person's individual culture.

  11. [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.

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

    Science.gov (United States)

    Christodoulou, Eleni; Kalokairinou, Athina

    2015-01-01

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

  13. Efficacy of purposeful educational workshop on nursing care.

    Science.gov (United States)

    Aminoroaia, Mahin; Mashhadi, Mortaza; Maracy, Mohammad Reza; Attari, Abbas

    2014-01-01

    This study aimed to define the efficacy of a nursing care educational workshop on nurses' knowledge and attitude until 3 months after holding the workshop in psychiatric wards of educational hospitals in Isfahan. This is a quasi-experimental study. The study population comprised all nurses working in psychiatric wards of Nour and Farabi hospitals in Isfahan in 2012. An educational workshop was held through educational sessions in the form of lectures and group discussion in the two above-mentioned hospitals. Nurses' level of knowledge and attitude were investigated by a researcher-made questionnaire before, immediately after, and 3 months after intervention. Data were analyzed by descriptive statistical tests of repeated measures ANOVA and Bonferroni. A significant increase was observed in mean scores of nurses' knowledge immediately after and 3 months after education compared to before education. Nurses' knowledge mean scores increased from 59.2 ± 14.8 before education to 88.6 ± 8.4 immediately after and to 71 ± 9.8 3 months after (P ≤ 0.016). There was no significant difference in mean scores of nurses' attitude in the three above-mentioned time points. Educational sessions notably affected the promotion of nurses' knowledge. With regard to nurses' satisfaction with the workshop that was held, designing and organizing educational workshops based on constant needs assessment is suggested for promotion of nursing cares.

  14. Educating Nurses in the United States about Pressure Injuries.

    Science.gov (United States)

    Ayello, Elizabeth A; Zulkowski, Karen; Capezuti, Elizabeth; Jicman, Wendy Harris; Sibbald, R Gary

    2017-02-01

    To provide information about the current state of educating nurses about wound care and pressure injuries with recommendations for the future. This continuing education activity is intended for physicians, physician assistants, nurse practitioners, and nurses with an interest in skin and wound care. After participating in this educational activity, the participant should be better able to:1. Discuss the importance of pressure injury education and wound care for nurses and identify the current state of nursing education on the subject. 2. Identify strategies that can be used to put improved wound care and pressure injury education into practice. Wound care nursing requires knowledge and skill to operationalize clinical guidelines. Recent surveys and studies have revealed gaps in nurses' knowledge of wound care and pressure injuries and their desire for more education, both in their undergraduate programs and throughout their careers. Data from baccalaureate programs in the United States can pinpoint areas for improvement in nursing curriculum content. Lifelong learning about wound care and pressure injuries starts with undergraduate nursing education but continues through the novice-to-expert Benner categories that are facilitated by continuing professional development. This article introduces a pressure injury competency skills checklist and educational strategies based on Adult Learning principles to support knowledge acquisition (in school) and translation (into clinical settings). The responsibility for lifelong learning is part of every nurse's professional practice.

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

    Science.gov (United States)

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

    2017-09-01

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

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

    Science.gov (United States)

    Fischer, Shelly Ann

    2017-04-01

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

  17. Problem based learning: an opportunity for theatre nurse education.

    Science.gov (United States)

    Tanner, J

    1999-11-01

    In my experience theatre nurses are always saying that student nurses just don't know enough anatomy, even with compulsory regular teaching of the subject in pre-registration nurse education. Boud and Feletti (1997) say anatomy and other subjects are forgotten because when they are taught students do not perceive their relevance. Problem based learning (PBL) seeks to overcome this difficulty by integrating theory and practice. This article will describe problem based learning and give an example of a scenario used in this educational process. The benefits of a PBL theatre nursing course and the implications for theatre nurse education will be discussed.

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

    Science.gov (United States)

    Gillett, Karen

    2014-11-01

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

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

    Science.gov (United States)

    Epling, Michael; Timmons, Stephen; Wharrad, Heather

    2003-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

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

  2. A United States perspective on the challenges in nursing education.

    Science.gov (United States)

    Rich, Karen L; Nugent, Katherine E

    2010-04-01

    Nursing education in the US today is at crossroads. The profession has made great strides in gaining public respect and recognition for the work that nurses do. Nurses' voices are being heard in important political debates about revolutionary changes in the problematic US health care system. Advanced practice nurses are becoming valued providers of primary care to US citizens. It is innovative educational programs and educators that have provided the foundation to help nursing use its voice and to propel the profession forward. However, nurse educators are finding that they face major challenges in keeping nursing on track to be in the forefront of health care in the future. Some of these challenges include confronting nursing and faculty shortages, eliminating inconsistent and confusing educational choices, taking responsibility for mandates to stay on the cutting edge of quality initiatives, providing excellent clinical experiences for students and being willing to step out of old comfort zones to engage in designing imaginative and innovative ways to educate nurses in the future. Nurse educators must be successful in turning these challenges into opportunities if nursing is to command a key role in an evolving US health care system.

  3. Educating Nurses at The College of The Bahamas

    Directory of Open Access Journals (Sweden)

    Virginia C. Ballance

    2015-02-01

    Full Text Available In the first decade following Bahamian Independence in 1973, registered nurse education transformed from a professional training programme offered by the Ministry of Health’s Department of Nursing Education into an academic discipline offered at The College of The Bahamas. The College of The Bahamas began offering an Associate of Arts degree in Nursing in the early 80s, with its first class graduating at the 1986/87 commencement. The diploma and degree programmes operated in tandem, sharing a campus until the Ministry of Health nursing diploma programme was phased out. Its last graduation ceremony was held in 1993. The nursing programme offered by COB evolved from an Associate of Arts to an Associate of Science in Nursing degree and later, in the 2000s, to a Bachelor of Science in Nursing degree. This paper will trace the development of nurse education programmes in the Bahamas from their beginnings to date, highlighting the milestones and achievements.

  4. Integrating genomics into undergraduate nursing education.

    Science.gov (United States)

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

    2011-09-01

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

  5. Learning transitions-a descriptive study of nurses' experiences during advanced level nursing education.

    Science.gov (United States)

    Graue, Marit; Rasmussen, Bodil; Iversen, Anne S; Dunning, Trisha

    2015-01-01

    Building capacity in a changing health care system is a challenge for advanced nursing education programs. Master-level nursing education is increasingly becoming the required education level for specialist nurses, and additional studies are needed to learn more about students' experiences and learning transitions while undertaking such education. This study aimed to explore nursing students' experience of their learning transitions while undertaking advanced nursing education and to describe how they translated the new knowledge and competence they gained into clinical practice. We used a qualitative research design with narrative self-reported reflections. 34 nurses (95 % women) from both urban and rural areas working with children, with adults in outpatient and inpatient endocrinology clinics in hospitals or with adults, including older people, attending primary health care services participated in the study. We collected data at two time points 15 months apart. Time one was the first week of the advanced nursing education, and time two was the completion of the education program. We used Malterud's modification of Giorgi's phenomenological analysis, otherwise known as systematic text condensation, to analyze the data. Two core themes captured the participants' experiences. The first theme was "assessing the situation of people with diabetes from a different perspective", with the subthemes "an expanded perspective of practice and higher level of reflection", "applying critical thinking in practice" and "changing patient-nurse relationships in diabetes care". The second core theme was "a change in participants' perception of their professional position", with the subthemes "a greater knowledge base enhancing professional confidence" and "a more equal position within the professional team". The study provides in-depth information about transition into advanced nursing education and can inform curriculum developers, nurse educators, policy-makers and nursing

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

    Science.gov (United States)

    Moriyama, Michiko

    2008-11-01

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

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

    Science.gov (United States)

    Brown, Sylvia T

    2012-01-01

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

  8. Changing Challenges and Evolving Opportunities in Nursing Education.

    Science.gov (United States)

    Gennaro, Susan

    With more people having access to health care in the United States as a result of the Affordable Care Act, there is a greater need for nurses now than ever before. Generalist nurses will need to be educated, not just to care for people in hospitals, but also to promote health and help manage chronic conditions in a wide variety of health care settings. More advanced-practice nurses will be needed to provide primary care. Although the need for nurses educated at both the undergraduate and graduate levels in emerging health care systems is increasing, the number of nursing educators is decreasing. Nursing educators in the future will need to be nimble in addressing emerging health care needs while ensuring succession planning. © 2016 AWHONN, the Association of Women’s Health, Obstetric and Neonatal Nurses.

  9. [The truth value in nursing education: a phenomenological study].

    Science.gov (United States)

    Guimarães, Gilberto de Lima; Viana, Ligia de Oliveira; de Matos, Selme Silqueira; Carvalho, Daclé Vilma; Baroni, Fabíola Carvalho de Almeida Lima

    2013-03-01

    This article is based on the value theory. Nursing possesses a set of values that are used to develop a scale that directs and justifies professional action. To understand the act of educating of the nurse-professor, the truth value and discuss it in light of Max Scheler's assumptions. The methodology is qualitative,focusing on phenomenological approach. Study participants were seven nurses-teachers from three institutions of higher nursing education, located in the city of Rio de Janeiro. The study was conducted from May to June 2008. Data were collected through interviews and analyzed comprehensively. Truth emerged in the speech of the nurse-professor in the act of educating. FINAL THOUGHTS: It was through the act of educating that nurses presented the truth value to the student, ratifying it as the establishment of nursing assistance praxis.

  10. Beyond Needs Assessment to Marketing Continuing Education in Nursing.

    Science.gov (United States)

    Bond, Susan B.; Waltz, Carolyn F.

    The prevalence of the need for marketing in continuing education in nursing is justifiable considering the growing pressures for efficiency and economies of scale in this field of higher education. This paper critically analyzes the current utilization of needs assessment in continuing education programs in nursing. It is argued that the cost…

  11. Nursing students’ experiences of clinical education setting

    Directory of Open Access Journals (Sweden)

    Rahnama M

    2015-08-01

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

  12. Social networking in nursing education: integrative literature review

    OpenAIRE

    Luciana Emi Kakushi; Yolanda Dora Martinez Évora

    2016-01-01

    Abstract Objective: to identify the use of social networking in nursing education. Method: integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. Results: of the 489 articles found, only 14 met the inclusion and exclusion criteria. Mo...

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

    Science.gov (United States)

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

    2014-12-01

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

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

    Science.gov (United States)

    Newell, Mary E.

    2013-01-01

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

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

    Science.gov (United States)

    Loyd, Vanessa

    2015-01-01

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

  16. [The perspectives on palliative nursing education].

    Science.gov (United States)

    Hu, Wen-Yu; Yeh, Mei Chang

    2015-04-01

    The numbers of people who suffer from age-related and chronic diseases have been increased worldwide. This has lead to an increased emphasis in the medical community on end of life care. This paper references the processes followed overseas in developing palliative care education programs as well as the domestic experiences promoting the hospitalization, home care, and "share care" models of palliative care. Particular emphasis is given to considerations of cultural diversity in palliative care. The aim of this paper is to elaborate on the prevalent clinical end-of-life care issues that are faced in Taiwan, to cultivate core capabilities in end-of-life care, to elicit the current status and development of formal nursing education, and to promote continuing education in palliative care. Kern formulated a six-step approach to curriculum development in education and the details has been discussed . Finally, this paper reflects on the current bottlenecks, challenges, and expectations related to palliative care curriculum development in order to help medical professionals further put humanistic and social care into practice, increase ethical reflection in end of life care and nursing competency, and encourage the creation of localized textbooks / multimedia e-teaching materials. The fostering of "patient-centered, family unit and the social-cultural contexture" for palliative care professionals and the ability to respond to the needs of terminal patients and patients with chronic diseases are critical to increasing the quality of Taiwan healthcare.

  17. The emerging Doctor of Education (EdD) in instructional leadership for nurse educators.

    Science.gov (United States)

    Graves, Barbara A; Tomlinson, Stephen; Handley, Marilyn; Oliver, JoAnn S; Carter-Templeton, Heather; Gaskins, Susan; Adams, Marsha H; Wood, Felecia

    2013-08-31

    The nursing faculty shortage is directly related to the ongoing shortage of nurses. As a result of many nursing faculty retiring, the discipline of nursing is losing its most experienced educators. The need is great for programs that will increase access and prepare nurse educators. Doctorate degrees for nurses have evolved in myriad ways. Discussions over the nature of doctoral education for the preparation of nurse educators are at the forefront of debates in nursing education. In response to National League for Nursing (2007; Core competencies of nurse educators, http://www.nln.org/profdev/corecompletter.htm) and Institute of Medicine (2010; The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press, http://thefutureofnursing.org/IOM-Report) calls to increase the number of nursing faculty, the colleges of nursing and education at a major university have combined to establish a collaborative doctoral program. This article describes the historical evolution of the nursing doctorate degrees and the development and implementation of the EdD in Instructional Leadership for Nurse Educators.

  18. Current Status of Nursing Informatics Education in Korea.

    Science.gov (United States)

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

    2016-04-01

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

  19. Current Status of Nursing Informatics Education in Korea

    Science.gov (United States)

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

    2016-01-01

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

  20. Empathy: the effects of undergraduate nursing education in Turkey.

    Science.gov (United States)

    Ozcan, C T; Oflaz, F; Sutcu Cicek, H

    2010-12-01

    To evaluate the empathic skills and the empathetic tendency of nursing students throughout their years of undergraduate education. Empathy is a major component of the relationships between patients and nurses, and is an observable and teachable skill that nurses are claimed to possess. A cross-sectional study was designed to determine the differences in the empathic skills and tendency of nursing students in the successive years of undergraduate nursing education. A longitudinal study was also designed to evaluate the changes between the beginning and the end of the nursing education in the same group. All the registered students were asked to participate in the study. The total population was 466 nursing students of whom 438 participated (94%) in the cross-sectional study and 81 in the longitudinal study. The Empathic Communication Skills Scale (ECSS) and the Empathic Tendency Scale (ETS) were used to collect data. An increase in the ECSS and a decrease in the ETS were observed in both the cross-sectional and longitudinal studies. Comparing the years, fourth-year students have higher empathic skills level, whereas newly registered students have a higher empathic tendency score (Pskills developed during undergraduate nursing education. However, empathetic tendency has shown a decline during these educational years. The decrease in empathetic tendency during undergraduate education should be taken into account, and educators and researchers should consider possible reasons for this outcome. Further research is indicated. © 2010 The Authors. International Nursing Review © 2010 International Council of Nurses.

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

    Science.gov (United States)

    Salsali, Mahvash

    2005-01-01

    Background The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. Methods An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. Results While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. Conclusion Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators. PMID:16045808

  2. Baccalaureate-linked oncology nursing education: McMaster University's Paediatric and Adult Oncology Nursing Program.

    Science.gov (United States)

    Love, Barbara

    2005-01-01

    For new nursing graduates prepared as generalists, the transition from student to graduate and from new generalist graduate to experienced specialized nurse can be very anxiety-provoking. This paper discusses one program, the Oncology Nursing Program, McMaster University, designed for nurses working along the cancer continuum. Proposed by oncology nurses seeking baccalaureate-linked specialty education, the year-long program has now been in existence for 10 years. A cadre of nearly 200 graduates affirm that specialized education influences direct patient care, health care team membership, professional and personal development.

  3. Behind Closed Doors: School Nurses and Sexual Education

    Science.gov (United States)

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

    2014-01-01

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

  4. nursing informatics education and use: challenges and prospects in ...

    African Journals Online (AJOL)

    PROF. BARTH EKWEME

    highly technological environment. This calls for integration of Information Communication Technology. (ICT) into nursing education curricula at all levels. In line with this the Nursing and Midwifery Council of Nigeria revised the curriculum for General Nursing and. Midwifery in 2013. Information Communication. Technology ...

  5. 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.…

  6. 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…

  7. Does patient education facilitate diabetic patients' possibilities to reach national treatment targets? A national survey in Swedish primary healthcare.

    Science.gov (United States)

    Adolfsson, Eva Thors; Smide, Bibbi; Rosenblad, Andreas; Wikblad, Karin

    2009-01-01

    To describe how patient education is arranged in Swedish primary healthcare (PHC) and to assess whether the type of patient education and individual goal setting have an impact on diabetic patients' possibilities of reaching national treatment targets. A Swedish national survey. Swedish PHC. Data from 485 primary healthcare centres (PHCCs) and 91,637 diabetic patients reported by the PHCCs to the National Diabetes Register in 2006. Description of how patient education is arranged, HbA(1c), body mass index, cholesterol, blood pressure, and physical activity. Of the PHCCs that reported how they performed the individual counselling, 50% reported checklist-driven counselling and 8% individualized counselling based on patients' needs. A total of 105 PHCCs reported that they arranged group education. Of these, 67% used pre-planned programmes and 9% individualized the programme to the patients' needs. The majority of PHCCs (96%) reported that they set individual goals (HbA(1c), blood pressure, lipids, and lifestyle). A minority of the PHCCs (27%) reported that the patients were involved in the final decision concerning their goals. Individual goal-setting facilitated patients' possibilities of reaching treatment targets. Goal-setting, list size of PHCCs, and personnel resources explained a variance of 2.1-5.7%. Neither individual counselling (checklist-driven or individualized to patients' needs) nor group education had an impact on patients' possibilities of reaching the targets. The current study indicates that improvement is needed in patient education in PHC to facilitate diabetic patients' possibilities of reaching national treatment targets.

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

    Science.gov (United States)

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

    2010-12-01

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

  9. Humanistic Approach to Nursing Education: Lived Experiences of Iranian Nursing Students

    Science.gov (United States)

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

    2015-01-01

    The nurse teachers tried to have a complete understanding of the educational contents, to transfer knowledge to nursing students better, and to facilitate the process of education. The purpose of this study was to explore the lived experiences of Iranian nursing students regarding the characteristics of academic nurse teachers. In this hermeneutic phenomenological study, data were collected via in-depth, semi-structured interviews with 12 Iranian nursing students and the audio-taped and transcribed interviews analyzed according to Van Manen´s method. The main theme emerged during data analysis, was “humanistic approach to nursing education”. The theme was extracted from 2 sub-themes including ‘ethical necessities’ and ‘effective interaction’. The findings present greater understanding of humanistic approach to nursing education. PMID:25716394

  10. Internationalization of higher education: potentials and pitfalls for nursing education.

    Science.gov (United States)

    Allen, M; Ogilvie, L

    2004-06-01

    Internationalization, an integral part of strategic planning initiatives in universities around the world, is occurring within the context of globalization. As we move toward greater internationalization in nursing education, we must understand the ideologies that currently underpin globalization and their fit with the vision and mission of nursing. To outline the current debates surrounding internationalization and globalization and their potential consequences for universities. The historical and current interest in internationalization and globalization are reviewed briefly in order to set the context for this discussion. What emerges from an analysis of current internationalization directions is the complexity of the relationship between internationalization and the conflicting ideologies underpinning globalization. Nursing can play a key role within universities to ensure that varying viewpoints are debated and the implications of varying internationalization decisions are understood.

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

    Science.gov (United States)

    Altmann, Tanya K

    2012-01-01

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

  12. Developing leadership in nursing: the impact of education and training.

    Science.gov (United States)

    Curtis, Elizabeth A; Sheerin, Fintan K; Vries, Jan de

    This is the second of two articles on developing leadership in nursing; this article explores the role and impact of training and education on nursing leadership. Nursing leadership education has been identified as much needed, and can be provided by universities (at Masters, diploma and certificate levels), healthcare organizations or hospitals. Research demonstrates that where leadership has been effectively taught and integrated into nursing, it has a positive impact on nurses' leadership skills and practice. It is suggested that healthcare organizations continue to develop and support leadership training, while also seeking ways of maintaining and promoting leadership development in practice.

  13. The state of sexuality education in baccalaureate nursing programs.

    Science.gov (United States)

    Aaberg, Vicki

    2016-09-01

    There is a great deal of consensus about the need for sexuality education in nursing education programs, however the current state of sexuality education in the United States in terms of the content and amount of time dedicated to sexuality content has not been examined since 1976. The purpose of this study is to describe the amount and focus of sexuality content currently taught and to identify the barriers to the inclusion of sexuality education in baccalaureate nursing programs in the United States. This is an exploratory, descriptive study. Data was gathered from nurse educators across the United States. Nurse educators who teach in baccalaureate nursing programs in the United States. Online email survey with closed and open questions. Open responses were categorized and counted. The current state of sexuality education in nursing programs in the United States was examined and found to be lacking consistent and adequate information. Only 16% of nurse educator participants believe their students are prepared to deal with sexuality issues in the clients they work with and 27% report that sexuality content is not part of their curriculum. Some programs do not cover content such as LGBT sexual health, normal sexual function, and taking a sexual history. Barriers to sexuality education include lack of time, higher priority given to other content, and lack of comfort with the topic. Sexuality education in nursing programs is lacking and this oversight prevents the adequate education of nursing students. This lack of adequate sexuality content highlights the need for standardization of sexuality education in nursing curricula so that nursing students can learn to provide truly holistic care of clients. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. Educational Approaches to Entrepreneurship in Higher Education: A View from the Swedish Horizon

    Science.gov (United States)

    Hoppe, Magnus; Westerberg, Mats; Leffler, Eva

    2017-01-01

    Purpose: The purpose of this paper is to present and develop models of educational approaches to entrepreneurship that can provide complementary analytical structures to better study, enact and reflect upon the role of entrepreneurship in higher education. Design/methodology/approach A general framework for entrepreneurship education is developed…

  15. Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context

    Science.gov (United States)

    McHugh, Matthew D.; Lake, Eileen T.

    2010-01-01

    Clinical nursing expertise is central to quality patient care. Research on factors that contribute to expertise has focused largely on individual nurse characteristics to the exclusion of contextual factors. To address this, we examined effects of hospital contextual factors and individual nurse education and experience on clinical nursing expertise in a cross-sectional analysis of data from 8,611 registered nurses. In a generalized ordered logistic regression analysis, the composition of the hospital staff, particularly the proportion of nurses with at least a bachelor of science in nursing degree, was associated with significantly greater odds of a nurse reporting a more advanced expertise level. Our findings suggest that, controlling for individual characteristics, the hospital context significantly influences clinical nursing expertise. PMID:20645420

  16. Dental hygiene education for nursing staff in a nursing home for older people.

    Science.gov (United States)

    Kullberg, Erika; Sjögren, Petteri; Forsell, Marianne; Hoogstraate, Janet; Herbst, Bertil; Johansson, Olle

    2010-06-01

    This paper is a report of a study evaluating the effect of a repeated education programme for nursing staff in a home for older people. A strong relationship exists between oral infections and general health complications (especially aspiration pneumonia) among nursing home residents and hospitalized older people. Thus, nursing staff need to be educated in oral hygiene measures. Forty-three nursing home resident older people (12 men, 31 women, age range 69-99 years) were included in a dental hygiene and gingivitis evaluation using gingival bleeding scores and modified plaque scores. Evaluation was conducted before and 3 weeks after a repeated dental hygiene education for nursing staff at a nursing home in Sweden in 2008. Dental hygiene education had been given 1.5 years previously. Forty-one residents (12 men and 29 women) were available for evaluation after the repeated dental hygiene education (one died, one had had teeth extracted). There was a reduction in gingival bleeding scores (P hygiene education improves the dental hygiene among nursing home resident older people. In order to succeed it may be necessary to address attitudes and perceptions towards oral care in such a dental hygiene education programme for nursing staff. Improved oral hygiene contributes to reducing the incidence of healthcare-associated pneumonia among nursing home resident older people, and thus to reduced healthcare costs.

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

    Science.gov (United States)

    Post, Jerri L.

    2013-01-01

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

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

    Science.gov (United States)

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

    2013-06-01

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

  19. Prevalence of antibiotic-resistant bacteria in residents of nursing homes in a Swedish municipality: healthcare staff knowledge of and adherence to principles of basic infection prevention.

    Science.gov (United States)

    Andersson, Helene; Lindholm, Christina; Iversen, Aina; Giske, Christian G; Örtqvist, Åke; Kalin, Mats; Fossum, Bjöörn

    2012-09-01

    The aims of this study were to investigate the prevalence of methicillin-resistant Staphylococcus aureus (MRSA), vancomycin-resistant enterococci (VRE) and extended-spectrum β-lactamase (ESBL)-producing Enterobacteriaceae in residents living in Swedish nursing homes, and if carriage of resistant bacteria was related to antibiotic treatment, other risk factors, and/or staff's adherence to guidelines for infection control. Five hundred and sixty residents from 9 nursing homes on a total of 67 wards participated in the study and had microbiological cultures taken. Faecal samples were obtained from 495 residents (88.3%). ESBL-positive residents were followed for 2 y with repeated sampling. Two hundred and ninety-six [corrected] staff members were interviewed and observed regarding familiarity with and adherence to infection control guidelines. No resident was positive for MRSA or VRE. Fifteen of the residents were found to be ESBL-positive. Residents living on wards where ESBL-positive residents were identified had been treated more frequently with antibiotics (42%), compared to those on wards where no residents with ESBL were found (28%; p = 0.02). ESBL-positive Escherichia coli isolates from residents living in adjacent rooms were found to be closely genetically related when analysed by pulsed-field gel electrophoresis, indicating transmission between residents. Staff adherence to infection control guidelines sometimes revealed shortcomings, but no significant differences regarding compliance to the guidelines could be found. Carriage of resistant bacteria was uncommon and only ESBL-producing Enterobacteriaceae were identified in Swedish nursing homes. Usage of antibiotics was higher on wards where ESBL-positive residents were detected and there was an indication of transmission of ESBL between residents.

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

    Science.gov (United States)

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

    2014-06-01

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

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

    Science.gov (United States)

    Larmon, Brandy H.

    2015-01-01

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

  2. ETHICAL ISSUE AND NURSING STRATEGIES FOR ACHIEVING PROFESSIONAL STANDARDS IN NURSING EDUCATION

    OpenAIRE

    Idongesit I. Akpabio

    2011-01-01

    Background: This paper aimed at presenting in-depth information on strategies of implementing ethical decision making in nursing practice and education in the contemporary society. The complex issues in nursing education and practice have ethical implications for the attainment of professional standard. The ability of nurses to engage in ethical practice in everyday work and to deal with ethical situations, problems and concerns could be the result of decisions made at a variety of levels. So...

  3. Social accountability and nursing education in South Africa.

    Science.gov (United States)

    Armstrong, Susan J; Rispel, Laetitia C

    2015-01-01

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

  4. Social accountability and nursing education in South Africa

    Science.gov (United States)

    Armstrong, Susan J.; Rispel, Laetitia C.

    2015-01-01

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

  5. Comprehensive nursing education in Victoria: rhetoric or reality?

    Science.gov (United States)

    Happell, B

    2001-12-01

    Significant and widespread changes to the education of the psychiatric nursing workforce in Victoria, Australia are resulting in serious problems in the recruitment of new nursing staff. In reviewing the available literature, it is evident that undergraduate nursing students do not commence their educational program with a strong interest in pursuing a career in psychiatric nursing. In light of this knowledge, the role of education in providing a comprehensive view of the nursing profession becomes paramount. Research investigating the impact of education on the attitudes of students to psychiatric nursing as a career option has produced mixed and often inconclusive results. A longitudinal study was undertaken in Victoria, Australia. Students of the majority of universities in which undergraduate nursing programs were operating participated in this study. The participants were asked to rank nine areas of nursing specialty in order of preference at the commencement and immediately prior to the completion of the nursing program. Despite a significant improvement in the popularity of psychiatric nursing as a career choice, this area was ranked at number 8 at both pre- and post-program test. The analysis of open-ended questions demonstrated a marked change in the overall attitudes towards the mentally ill and psychiatric nursing.

  6. Pedagogy and Academic Success in Prelicensure Nursing Education.

    Science.gov (United States)

    Murray, Teri A

    2016-01-01

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

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

    Science.gov (United States)

    Wu, Li-Chun; Wang, Hsiu-Hung

    2011-04-01

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

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

    Science.gov (United States)

    Royal, Jan

    2012-07-01

    Using the concepts of human, social and cultural capital this paper will review the literature on these theories and evaluate their application to nurse education in the United Kingdom (UK). Each concept will be explored before considering the impact and application within nurse education. Issues of sponsorship via mentoring and increased skills and contribution to the knowledge economy alongside the delivery of quality care by nursing students will be discussed with reference to theory and current policy drivers. As nursing education moves to a graduate profession in the UK this paper evaluates the drivers of human, social and cultural capital that affect this development. Copyright © 2011 Elsevier Ltd. All rights reserved.

  9. Global gladiators: a model for international nursing education.

    Science.gov (United States)

    O'Toole, M T; Melli, S O; Moore, M N; Derstine, J B

    1996-01-01

    Vietnam is a beautiful country with many needs related to the achievement of optimal healthcare and the role of nurses in the country. The authors describe a U.S. Agency for International Development funded project sponsored by Health Volunteers Overseas. Nursing educators involved in the project share their experiences to help readers gain insight into the coordination necessary to make an international nursing education project successful.

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

    Science.gov (United States)

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

    2012-01-01

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

  11. Learning theories application in nursing education

    Science.gov (United States)

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

    2015-01-01

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

  12. Learning theories application in nursing education.

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Pilcher, Jobeth

    2013-01-01

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

  14. Promoting resilience among nursing students in clinical education.

    Science.gov (United States)

    Thomas, Lisa Jean; Asselin, Marilyn

    2018-01-01

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

  15. Baccalaureate education and American nursing homes: a survey of nursing schools.

    Science.gov (United States)

    Chen, Shu-li; Brown, Janet W; Groves, Marni L; Spezia, Alicia M

    2007-11-01

    Approximately one-third of the people in the United States will pass through a long-term care facility before they die. However, the learning opportunities in this unique setting for baccalaureate nursing education remain unclear. This regional survey examined the use of nursing homes within baccalaureate nursing programs in nine southeastern states of the United States of America. A descriptive exploratory method and mailed questionnaires were used for data collection. Fifty-three nursing schools were included in the study. According to the survey, 83% of the nursing schools have used nursing homes as clinical sites to teach fundamental psychomotor skills, communication skills and physical assessment. Identified advantages of using nursing homes in baccalaureate education include: learning basic nursing skills, working with willing and helpful nursing home residents and staff, and developing positive attitude toward aging. On the other hand, the major problem encountered was lack of appropriate role models in nursing home staff. As the world population continues to age rapidly, nurse educators need to consider the advantages of clinical experiences for students in long-term care facilities.

  16. Contradictory views of nursing care among students at the end of their nursing education.

    Science.gov (United States)

    Arreciado Marañón, Antonia; Isla Pera, Mª Pilar

    2017-02-01

    To understand how nursing students at the end of their nursing education view nursing care. Although care is understood as the essence of nursing, it is often difficult for nurses to provide care, which demonstrates a contradiction between theory and practice. Moreover, it is unknown to what extent this contradiction is transmitted to future nursing professionals or how they view nursing care and its practice. Qualitative ethnographic research. The fieldwork was conducted between December 2010 - May 2012 in a university nursing school in Barcelona and two centres where students carry out most of their practical education. The data collection techniques were participant observation and focus groups. A thematic analysis was used. The students demonstrated contradictory views of nursing care. On one hand, they voiced a more theoretical, official definition where care is considered the core of the profession. On the other hand, they also expressed a view where the provision of care is not nurses' principal daily activity, a fact that did not surprise them. Students interpreted caring as an activity that has low value and that can be transferred unproblematically to other professionals. The contradictory views of care reveal a problem in the transmission of the definition of nursing to new generations of professionals and reflect a problematic professional reality where there is dissonance between how nursing is defined and how it is carried out in practice. © 2016 John Wiley & Sons Ltd.

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

    Science.gov (United States)

    Sturgeon, David

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

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

    Science.gov (United States)

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

    2017-11-01

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

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

    Science.gov (United States)

    Carey, Philip

    2012-01-01

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

  20. Fostering significant learning in graduate nursing education.

    Science.gov (United States)

    Marrocco, Geraldine F

    2014-03-01

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

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

    Directory of Open Access Journals (Sweden)

    M Khodayarian

    2012-09-01

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

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

    Science.gov (United States)

    Ward, Linda D

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

  3. Disaster nursing skills, knowledge and attitudes required in earthquake relief: Implications for nursing education.

    Science.gov (United States)

    Yan, Y E; Turale, S; Stone, T; Petrini, M

    2015-09-01

    Globally, nurses becoming more aware of getting better prepared for disaster relief, but in China, disaster nursing knowledge, courses and research are still limited. China has long been prone to disasters, but disaster nursing education and training is in its infancy. This study explored the skills, knowledge and attitudes required by registered nurses from across China who worked in the aftermath of three large earthquakes to try to determine future disaster nursing education requirements. The Questionnaire of Nurses' Disaster Nursing Skills at Earthquake Sites, assessing nursing skills, knowledge and attitudes, was distributed to 139 registered nurses in 38 hospitals in 13 provinces across China who had worked in one or more earthquake disaster zones. Descriptive statistics were used for quantitative data, and content analysis for qualitative data. Eighty-nine questionnaires were returned, a response rate of 68.3%. No respondent had ever received specific disaster nursing training prior to their post-earthquake nursing. Skills most often used by respondents were haemostasis bandaging, fixation, manual handling, observation and monitoring, debridement and dressing, and mass casualty transportation. Respondents identified that the most important groups of skills required were cardiopulmonary resuscitation; haemostasis, bandaging, fixation, and manual handling; and emergency management. They emphasized the need for psychological care of victims as well as that of fellow health workers. No respondent had ever received disaster nursing training prior to engagement at the earthquake disaster sites. All believed that there were important gaps in their knowledge and skills, and supported disaster nursing courses in the future. China urgently needs to develop disaster nursing courses, with the support of nurse leaders, educationalists and government, to implement training using an all hazards approach in accordance with international best practice and trainees

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

    Science.gov (United States)

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

    2016-09-01

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

  5. Using deconstruction to educate Generation Y nursing students.

    Science.gov (United States)

    Arhin, Afua O; Cormier, Eileen

    2007-12-01

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

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

    Science.gov (United States)

    Yazdannik, Ahmadreza; Yousefy, Alireza; Mohammadi, Sepideh

    2017-01-01

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

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

    Science.gov (United States)

    Morrall, Peter; Goodman, Benny

    2013-09-01

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

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

    Science.gov (United States)

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

    2015-03-01

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

  9. Children's nursing education: 'the future characterised by paradoxes'.

    Science.gov (United States)

    Corkin, Doris; Clarke, Sonya

    2007-10-01

    According to Healthcare Futures 2010 (Warner et al 1998) the future for the nursing and midwifery professions will be characterised by a series of paradoxes. There will be 'a growing emphasis on prevention, yet a great demand for cure and palliation; public reliance upon professionalism within the workforce, yet greater lay assertiveness; a greater demand for technical competence and scientific rationality among nurses and midwives, yet a continuing need for traditional nursing qualities and the time to express them' (Warner et al 1998). If these projections hold true there are significant implications for nursing and midwifery education. This article provides a summary of the development of nurse education and uses the three paradoxes identified to reflect on the past and the present and explore the future of children's nursing education.

  10. The cost of doing business in nursing education.

    Science.gov (United States)

    Starck, Patricia L

    2005-01-01

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

  11. National minorities in history teaching : images of Roma in programs produced by the Swedish Educational Broadcasting Company, 1975-2013

    OpenAIRE

    Indzic Dujso, Aleksandra

    2015-01-01

    In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to...

  12. The Challenges of Online Nursing Education

    Science.gov (United States)

    Smith, Glenn Gordon; Passmore, Denise; Faught, Timber

    2009-01-01

    To meet the current critical need for qualified nurses, many colleges have initiated online programs, primarily aimed towards registered nurse (RN) to BS students. Despite the growing number of online nursing programs, there is little research on instructor views of online learning. This study used interviews to investigate nursing instructor…

  13. Transcultural Nursing Education: A Worldwide Imperative.

    Science.gov (United States)

    Leininger, Madeleine

    1994-01-01

    The nursing profession must make changes in all aspects of nursing as it shifts from a largely unicultural to multicultural focus to prepare thousands of nurses in the growing and imperative area of transcultural nursing in curriculum development, research, teaching, clinical practice, and consultation. (JOW)

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

    Science.gov (United States)

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

    2015-09-01

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

  15. Becoming a Place-Responsive Practitioner: Exploration of an Alternative Conception of "Friluftsliv" in the Swedish Physical Education and Health Curriculum

    Science.gov (United States)

    Mikaels, Jonas

    2018-01-01

    This study explores the educational potential of a place-responsive pedagogy to teaching and learning in "friluftsliv" within the Swedish physical education and health (PEH) curriculum. The study draws on qualitative empirical materials from a yearlong research project, together with a group of high school PEH teachers working in seventh…

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

    Science.gov (United States)

    Barta, Kathleen M.

    1995-01-01

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

  17. Pediatric nurse educator shortage: implications for the nursing care of children.

    Science.gov (United States)

    Leonard, Barbara J; Fulkerson, Jayne A; Rose, Diane; Christy, Andrea

    2008-01-01

    Maternal and child health (MCH) nurses are vital to caring for the nation's infants, children, and adolescents. A shortage of pediatric nursing educators has important consequences for the preparation of the next generation of MCH nurses. A Web-based survey of administrators and pediatric nursing faculty from U.S. schools of nursing with baccalaureate and advanced degree programs was conducted to assess perceptions of a pediatric nursing faculty shortage, and implications and solutions to such a shortage. Deans (n = 191) and pediatric faculty (n = 237) from schools of nursing responded to the survey. Institutions are representative of the 660 schools of nursing across the United States. Fifty percent of deans and 70% of pediatric nursing faculty members reported a shortage of pediatric nursing faculty. Large, public institutions (total school student enrollment over 15,000) expressed the most concern. The educational impact of the reported shortage included increased faculty workload, difficulty getting appropriate clinical practice settings, elimination of acute care clinical experiences, and reduction in pediatric content in curricula. Expected retirements of the current workforce (76% were over 45 years of age) without an increase in replacements will deepen the shortage in the coming decade. Pediatric faculty members focused on the need for competitive salaries (particularly compared to clinical salaries) and active mentoring programs as important factors in recruitment and retention of new faculty. Recommendations for stemming the decline in availability of pediatric nursing faculty are provided.

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

    Science.gov (United States)

    Bednarz, Hedi; Schim, Stephanie; Doorenbos, Ardith

    2010-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  20. The Effects of Nurse Staffing and Nurse Education on Patient Deaths in Hospitals With Different Nurse Work Environments

    Science.gov (United States)

    Aiken, Linda H.; Cimiotti, Jeannie P.; Sloane, Douglas M.; Smith, Herbert L.; Flynn, Linda; Neff, Donna F.

    2011-01-01

    Context Better hospital nurse staffing, more educated nurses, and improved nurse work environments have been shown to be associated with lower hospital mortality. Little is known about whether and under what conditions each type of investment works better to improve outcomes. Objective To determine the conditions under which the impact of hospital nurse staffing, nurse education, and work environment are associated with patient outcomes. Design, Setting, and Participants Outcomes of 665 hospitals in four large states were studied through linked data from hospital discharge abstracts for 1,262,120 general, orthopedic, and vascular surgery patients, a random sample of 39,038 hospital staff nurses, and American Hospital Association data. Main outcome measures 30-day inpatient mortality and failure-to-rescue. Results The effect of decreasing workloads by one patient/nurse on deaths and failure-to-rescue is virtually nil in hospitals with poor work environments, but decreases the odds on both deaths and failures in hospitals with average environments by 4%, and in hospitals with the best environments by 9 and 10% respectively. The effect of 10% more BSN nurses decreases the odds on both outcomes in all hospitals, regardless of their work environment, by roughly 4%. Conclusions While the positive effect of increasing percentages of BSN nurses is consistent across all hospitals, lowering the patient-to-nurse ratios markedly improves patient outcomes in hospitals with good work environments, slightly improves them in hospitals with average environments, and has no effect in hospitals with poor environments. PMID:21945978

  1. Nurses Eat Their Young”: A Novel Bullying Educational Program for Student Nurses

    Science.gov (United States)

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

    2017-01-01

    Bullying is a known and ongoing problem against nurses. Interventions are needed to prepare nursing students to prevent and mitigate the bullying they will experience in their nursing practice. The purpose of this article is to describe the development process and utility of one such intervention for use by nursing faculty with nursing students prior to their students’ entry into the profession. The educational program was critiqued by an advisory board and deemed to be relevant, clear, simple, and non-ambiguous indicating the program to have adequate content validity. The program then was pilot tested on five university campuses. Faculty members who implemented the educational program discussed (1) the program having value to faculty members and students, (2) challenges to continued program adoption, and (3) recommendations for program delivery. The proposed multicomponent, multiyear bullying educational program has the potential to positively influence nursing education and ultimately nursing practice. Findings from the pilot implementation of the program indicate the need to incorporate the program into additional nursing courses beginning during the sophomore year of the nursing curricula. PMID:28781715

  2. Multiculturalism Swedish Style: Shifts and Sediments in Educational Policies and Textbooks

    Science.gov (United States)

    Gruber, Sabine; Rabo, Annika

    2014-01-01

    In the almost two decades that have passed since the Swedish parliament declared that Sweden is a multicultural society, debates about immigrants, about multiculturalism and about different ways of being a citizen have raged. So far there has been no stepping away from the declaration. In the rhetorical arena multiculturalism is still a word with…

  3. The University as an Organisation: System and Environment. Swedish Research on Higher Education, 1983:2.

    Science.gov (United States)

    Back, Par-Erik; Lane, Jan-Erik

    To analyze organizational development of Swedish universities and colleges, decision theory and implementation theory were examined. Attention was directed to the following models of decision-making: the demographic model, the incremental model, the garbage-can model, and the political model. The focus was on system decision-making, and empirical…

  4. Mediation skills for conflict resolution in nursing education.

    Science.gov (United States)

    Cheng, Fung Kei

    2015-07-01

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

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

    Science.gov (United States)

    Jang, Haena; Lee, Nam-Ju

    2017-01-01

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

  6. Continuing education of paediatric nurses in Vojvodina, Serbia.

    Science.gov (United States)

    Brestovacki, Branislava; Milutinovic, Dragana

    2011-07-01

    The purpose of this study was to identify the need and degree of interest for continuing education of paediatric nurses at the Institute for Child and Youth Health Care of Vojvodina. Descriptive study with prospective approach, which involved the use of surveys to elicit data collection. Data were collected during January and May of 2008. In this study 94% of paediatric nurses who participated in the study have secondary education in nursing, and 80% have not attended any forms of continuing education thus far, and 8% had presented papers at national seminars. No forms of continuing education were found dominant, while nurses with less years of work experience, showed statistically much greater interest in continuing education. Paediatric nurses in this study show the need for moral, ethical, and financial support from their supervisors and employers to realize their interest in continuing education, in accordance with their individual abilities. Information about the specific educational needs of paediatric nurses in terms of content and methods provide a valuable guide for planning the effective continuing education programs, seminars, and professional conferences for improving clinical practice and providing exemplary nursing care to children. Copyright © 2010 Elsevier Ltd. All rights reserved.

  7. Promoting critical perspectives in mental health nursing education.

    Science.gov (United States)

    McKie, A; Naysmith, S

    2014-03-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  9. Preceptorship in undergraduate nursing education: an integrative review.

    Science.gov (United States)

    Udlis, Kimberly A

    2008-01-01

    The traditional clinical component of undergraduate nursing education has been reputed to inadequately prepare students for professional nursing. Preceptorship programs have become prevalent in nursing education as an alternative clinical teaching method, yet few empirical studies have been performed to support its benefits or advantages over the traditional clinical experience. Sixteen research studies examining measurable changes in students as a result of preceptorship were reviewed. Overall, 56% of the studies reviewed supported the use of preceptored clinical experiences in undergraduate nursing education, whereas the remaining 44% found no significant differences in students after a preceptorship experience. Specifically, preceptorship failed to demonstrate significant benefits over traditional clinicals in the areas of critical thinking, clinical competence, and NCLEX-RN pass rates. Further empirical studies are warranted to elucidate the role of preceptorship in undergraduate nursing education.

  10. Psychiatric nursing education in Nebraska: 1989-1990.

    Science.gov (United States)

    Moller, M D; Pierce, A; Roach, R; Shanahan, C; Loch, E

    1991-01-01

    The academic and clinical content of psychiatric nursing curricula in the registered nurse basic educational programs in Nebraska for academic year 1989-1990 was explored by the Nebraska Sub-group of the Nursing Curriculum and Training Task Force of the National Alliance for the Mentally Ill. The review includes literature regarding the history, development, and future trends of psychiatric nursing; factors affecting nursing student attitudes toward psychiatric patients; basic content included in psychiatric and psychosocial nursing curricula; and concepts essential in working with the seriously, persistently mentally ill. Contrary to current trends in the United States, all Nebraska schools of nursing have a generic psychiatric nursing course taught by clinical specialists in psychiatric-mental health nursing. Hands-on clinical time spent with patients with psychiatric diagnoses as well as those with psychosocial needs varies from 84 to 200 hr per semester. Not all students are exposed to patients with severe and persistent mental illness. Fewer than 5% of Nebraska graduates choose psychiatric nursing as their area of practice. The authors express grave concern for the future of psychiatric nursing education. Implications for curriculum revision and replication studies are suggested.

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

    Science.gov (United States)

    Cleveland, Sandra D.

    2014-01-01

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

  12. Analysis of University Postgraduate Nursing Education in Spain.

    Science.gov (United States)

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

    2016-11-01

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

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

    Science.gov (United States)

    Welsh, Marion

    2017-11-01

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

  14. Cognitive and emotional outcomes after prolonged education: a quasi-experiment on 320 182 Swedish boys.

    Science.gov (United States)

    Lager, Anton; Seblova, Dominika; Falkstedt, Daniel; Lövdén, Martin

    2017-02-01

    Cognitive and socio-emotional abilities are powerful predictors of death and disease as well as of social and economic outcomes. Education is societies' main way of promoting these abilities, ideally so that inequalities by socioeconomic background are reduced. However, the extent to which education serves these cognitive, social-emotional and equality objectives is relatively unknown and intensively debated. Drawing on a Swedish school reform that was explicitly designed as a massive quasi-experiment, we assessed differential impact of education on intelligence and emotional control across childhood socioeconomic position. We also assessed initial differences in abilities by childhood socioeconomic position and how well childhood socioeconomic position and abilities predict all-cause mortality. The Swedish comprehensive school reform, rolled out during the 1950s, extended compulsory education from 8 to 9 years in some municipalities whereas others were kept as controls for the sake of evaluation. We followed eight full cohorts of Swedish boys born between 1951 and 1958, who lived in 1017 municipalities with known experimental status (344 336 boys) and whose childhood socioeconomic position was known (320 182 boys). At conscription, intelligence was measured by four subtests and emotional control (calm and efficient responses in various situations) was rated by a military psychologist. Both measures were standardized to have a mean of 100 and standard deviation of 15. All-cause mortality was recorded until 49-56 years of age. The reform had an average positive impact on intelligence of 0.75 IQ units (95% confidence interval (CI): 0.54, 0.97; P emotional control was negative; -0.50 units (95% CI: -0.72, -0.28; P emotional control was reduced from 6.50 to 5.63 units. All-cause mortality was predicted by low childhood socioeconomic position [hazard ratio (HR) = 1.15 [95% CI: 1.11, 1.20], P emotional control [HR = 1.61 (95% CI: 1.55, 1.67), P education promoted

  15. [Learning by doing? The restructuring of nursing education after 1945].

    Science.gov (United States)

    Kreutzer, Susanne

    2007-01-01

    This study deals with the reform of nursing education on a day-to-day level and exemplifies the dramatic change in the image of nursing in the 1960s, when the erstwhile religious calling was transformed into a modern-day female profession. The analysis is based on interviews with two different groups of nurses who were educated between the 1930s and 1960s. The first group is composed of the deaconesses of a Protestant mother-house in Hannover (Henriettenstiftung). The second group is formed by nurses who were noted for their important role in the professionalisation of nursing in West Germany. The methodology of this study draws on the experiences of the practice of oral history which reflects the actual context of the narratives, the problem of commemoration and the relationship between individual and collective memory. Nursing education, as late as the 1950s, was based on practical experience. The nursing students were responsible for a certain number of patients from the very first day of their training. Comparison of the different narratives shows that such an experience-based training principle was bound to a specific, family-like concept of nursing which was supported by the sisterhoods. This traditional system of nursing education changed essentially in the 1960s when knowledge based on experience lost a great deal of its meaning, while a theory-based training took preference. Furthermore, the regulation and fragmentation of nursing education increased significantly. The outcome was that continuity in caring for patients decreased dramatically in the 1960s and it became much more difficult to learn how to observe the sick and to demand confidence in dealing with patients. The reform of nursing education also had far-reaching consequences for the construction of everyday life in the wards as the students had previously undertaken a major part of the work.

  16. 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.

  17. Education of children's nurses in Ireland: an update.

    Science.gov (United States)

    Doyle, Carmel; Murphy, Maryanne; Begley, Thelma; King, Carole B

    2008-10-01

    The first teaching hospital for sick children in Great Britain and Ireland opened in Dublin in 1821. From then, the development of sick children's nursing in Ireland followed a similar path to that in many other countries until a national report in 2000 recognised that post-registration pathways alone were unlikely to meet future health service needs for suitably qualified and flexible children's nurses. In 2006, a four-and-a-half-year integrated children's and general nursing pre-registration degree programme started on four sites. At the same time, the existing 18-month post-registration course was replaced with an accelerated one-year diploma programme. The full integration of children's nursing into third level at both pre- and post-registration level was a welcome development in Ireland. Further work is under way to address the remaining educational challenges: post-graduate and doctoral programmes, preparation of advanced nurse practitioners and continuing professional education for qualified children's nurses.

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

    Science.gov (United States)

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

    2017-09-01

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

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

    Science.gov (United States)

    Mutea, Naomi; Cullen, Deborah

    2012-08-01

    Africa is faced with a myriad of challenges, such as HIV/AIDS, malaria, tuberculosis, and a variety of political and historical complications that have affected the educational system for advanced nursing practice. In Kenya, the current situation in the higher education sector does not give nurses an opportunity to pursue graduate education after they have acquired the basic diploma in nursing due to limited government support and the type of education system existing in the country today. Although distance education has been available in Kenya for professionals such as teachers, in public universities, this kind of opportunity is unreachable for nurses who are working and need to further their education. Nurses desire to have access to advanced practice education to equip them with the relevant knowledge to cope and address the complex health issues arising in the management and care of patients. A collaborative model is presented as a potential solution for this need. Four major constituents are identified including hospitals and agencies, communities of interest, Kenyan universities and international education partners. Each has a part to play including contributions to information, communication of opinion and expertise, money and support, infrastructure and in-kind resources. Distance education is cost-effective and will help in building capacity at various levels of nursing including leadership in clinical practice, teaching, administration and research. © 2012 Blackwell Publishing Asia Pty Ltd.

  20. Nursing care systems and complex thought in nursing education: document analysis

    Directory of Open Access Journals (Sweden)

    Josilaine Porfírio da Silva

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

  1. Digital story telling in social justice nursing education.

    Science.gov (United States)

    LeBlanc, Raeann G

    2017-07-01

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

  2. Exploring Nurses', Preschool Teachers' and Parents' Perspectives on Information Sharing Using SDQ in a Swedish Setting - A Qualitative Study Using Grounded Theory.

    Science.gov (United States)

    Fält, Elisabet; Sarkadi, Anna; Fabian, Helena

    2017-01-01

    Evidence-based methods to identify behavioural problems among children are not regularly used within the Swedish Child healthcare. A new procedure was therefore introduced to assess children through parent- and preschool teacher reports using the Strengths and Difficulties Questionnaire (SDQ). This study aims to explore nurses', preschool teachers' and parents' perspectives of this new information sharing model. Using the grounded theory methodology, semi-structured interviews with nurses (n = 10) at child health clinics, preschool teachers (n = 13) and parents (n = 11) of 3-, 4- and 5-year-old children were collected and analysed between March 2014 and June 2014. The analysis was conducted using constant comparative method. The participants were sampled purposively within a larger trial in Sweden. Results indicate that all stakeholders shared a desire to have a complete picture of the child's health. The perceptions that explain why the stakeholders were in favour of the new procedure-the 'causal conditions' in a grounded theory model-included: (1) Nurses thought that visits after 18-months were unsatisfactory, (2) Preschool teachers wanted to identify children with difficulties and (3) Parents viewed preschool teachers as being qualified to assess children. However, all stakeholders had doubts as to whether there was a reliable way to assess children's behaviour. Although nurses found the SDQ to be useful for their clinical evaluation, they noticed that not all parents chose to participate. Both teachers and parents acknowledged benefits of information sharing. However, the former had concerns about parental reactions to their assessments and the latter about how personal information was handled. The theoretical model developed describes that the causal conditions and current context of child healthcare in many respects endorse the introduction of information sharing. However, successful implementation requires considerable work to address barriers: the tension

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

    Science.gov (United States)

    2017-01-01

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

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

    Science.gov (United States)

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

    2015-11-01

    In an increasing technologised and cost-constrained healthcare environment, the role of pre-registration nursing education in nurturing and developing the professional caring disposition of students is becoming far more critical than before. In view of this growing demand, the aim of this study was to evaluate the impact of Singapore's pre-registration nursing programmes on students' concept of caring. A descriptive quantitative cross-sectional survey collected data using the Caring Behaviour Inventory from first and final year student nurses, nurse lecturers and nurses in practice. The findings based on student surveys indicated a statistically significant reduction in the overall level of caring behaviour in first to final year students. When compared with the findings of lecturers and nurses, less variance to lecturers than to nurses was found amongst the first years' score, and the lowest variance to nurses was demonstrated amongst the final year. A greater reduction was evidenced amongst Singaporean students, which was exaggerated with exposure to pre-enrolled nursing education and magnified with caring job experience. This study indicates more effort is necessary to harness student caring attributes in students' entire educational journey so that expressive caring is not subsumed in the teaching of students to meet demands of complicated contemporary care. Copyright © 2015 Elsevier Ltd. All rights reserved.

  5. The impact of nurse education on the caring behaviours of nursing students.

    Science.gov (United States)

    Murphy, Fiona; Jones, Steve; Edwards, Mark; James, Jane; Mayer, Alan

    2009-02-01

    This study aimed to ascertain whether nursing students' perceptions of caring behaviours as part of nursing practice change over a three-year, pre-registration, undergraduate nursing course. Students are expected to have a predisposition to care with nurse education nurturing and developing this into professional caring behaviour. However, there is some evidence that this process inures rather than develops these behaviours. This was a quantitative, single cross section survey of two nursing student cohorts from one Higher Education Institution (HEI) in Wales, United Kingdom (UK). There were two sample groups; sample group A were 80 first year students and sample group B were 94 third year students. Students completed a questionnaire incorporating the caring behaviors inventory (CBI) [Wolf, Z.R., Colahan, M., Costello, A., Warwick, F., Ambrose, M.S., Giardino, E.R., 1994. Dimensions of nurse caring. Journal of Nursing Scholarship 26 (2), 107-111]. The key finding was a statistically significant difference in the means in caring behaviours between first years and third years with third years scoring lower than first years. This was exaggerated for those under 26 and increased further for those under 26 with no previous experience of caring. Caring is a core nursing value and a desirable attribute in nursing students, but the educational process seemed to reduce their caring behaviours.

  6. Role-player expectations regarding the education of nursing research

    OpenAIRE

    SCD Zeelie

    2003-01-01

    This article reports on role player expectations regarding the education of nursing research. The importance of the role player expectations are two-fold: firstly as a factor in the external environment influencing and guiding the formulation phase of the development of standards and secondly, due to the clear indications of problems regarding nursing research in the nursing profession in literature. The role player expectations were elicited using a qualitative, exploratory and contextual de...

  7. Barriers and facilitators to evidence-based nursing in Colombia: perspectives of nurse educators, nurse researchers and graduate students.

    Science.gov (United States)

    DeBruyn, Rebecca R; Ochoa-Marín, Sandra Catalina; Semenic, Sonia

    2014-01-01

    To identify and describe the perceptions of nursing researchers, educators, and graduate students regarding the barriers to, and facilitators for, EBN in Medellín, Colombia. Using a qualitative descriptive design, in-depth semi-structured interviews were conducted with 12 participants associated with a large university faculty of nursing in Medellín, and one member of the National Association of Nurses. Qualitative content analysis was used to analyze the interview transcripts. Several barriers to EBN were reported, including: lack of recognition of nursing as an autonomous profession; a lack of incentives for nurses to pursue advanced education or engage in research; limited availability and utility of nursing evidence; and a lack of communication between academic and clinical practice environments. Perceived facilitators included an increase in nurses pursuing advanced education opportunities; the current healthcare accreditation process; access to international research and research collaborations; and clinical and research partnerships between universities and clinical institutions. Effective implementation of evidence-based nursing practices is a necessity to translate the vast amount of health-related research, knowledge, and experience into positive changes in healthcare quality.

  8. Barriers and Facilitators to Evidence-Based Nursing in Colombia: Perspectives of Nurse Educators, Nurse Researchers and Graduate Students

    Directory of Open Access Journals (Sweden)

    Rebecca R. DeBruyn

    2014-04-01

    Full Text Available Objective. To identify and describe the perceptions of nursing researchers, educators, and graduate students regarding the barriers to, and facilitators for, EBN in Medellín, Colombia. Methodology. Using a qualitative descriptive design, in-depth semi-structured interviews were conducted with 12 participants associated with a large university faculty of nursing in Medellín, and one member of the National Association of Nurses. Qualitative content analysis was used to analyze the interview transcripts. Results. Several barriers to EBN were reported, including: lack of recognition of nursing as an autonomous profession; a lack of incentives for nurses to pursue advanced education or engage in research; limited availability and utility of nursing evidence; and a lack of communication between academic and clinical practice environments. Perceived facilitators included an increase in nurses pursuing advanced education opportunities; the current healthcare accreditation process; access to international research and research collaborations; and clinical and research partnerships between universities and clinical institutions. Conclusion. Effective implementation of evidence-based nursing practices is a necessity to translate the vast amount of health-related research, knowledge, and experience into positive changes in healthcare quality.

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

    Science.gov (United States)

    Ward, Mary Jane Morrow

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

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

    Science.gov (United States)

    Levey, Janet A

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

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

    Science.gov (United States)

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

    2017-09-01

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

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

    Science.gov (United States)

    Zerr, Daria M; Pulcher, Karen L

    2008-02-01

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

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

    Directory of Open Access Journals (Sweden)

    Joseph ML

    2015-07-01

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

  14. Role modeling in undergraduate nursing education: an integrative literature review.

    Science.gov (United States)

    Baldwin, Adele; Mills, Jane; Birks, Melanie; Budden, Lea

    2014-06-01

    The transition of nursing education from the hospital setting to the university sector over recent decades has opened dialog about who is guiding the development of nursing students' professional identity. In addition, there is ongoing debate over real or perceived gaps between nursing student learning in the university and the clinical area, how this translates into professional behaviors and how well students make the transition between the two settings. This paper presents the findings of an integrative literature review into the topic of role modeling in undergraduate nursing education. This review was conducted to identify and appraise research findings about role modeling of professional behaviors for undergraduate nursing students. Literature reviewed from 2000 onwards assesses what is currently known about role modeling of undergraduate nursing students. A systematic search of the databases of CINAHL, Scopus and PubMed from 2000 onwards resulted in the selection of 33 articles for deeper analysis. Two clear themes emerged from the literature, the first relating to nurse clinicians as role models for students during clinical placements and the second relating to nurse academics as role models in the academic setting. Findings from this integrative literature review show an imbalance in the recognition of the role modeling of professional behaviors in the clinical versus the academic setting. Nurses in academic settings have more contact with the students over their period of study and as such, the significance of nurse academics as student role models requires further investigation. Copyright © 2013 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    Kukkonen, Pia; Suhonen, Riitta; Salminen, Leena

    2016-03-01

    There has been increasing interest in student nurse attrition due to the high level of attrition rates in many countries. Studies about nursing education and attrition have been conducted internationally, but only a few have explored attrition from the perspective of the students' own experiences. The purpose of this study was to describe who is a discontinued student in nursing education and the students' own experiences of reasons for leaving a nursing school. A descriptive design and qualitative approach was used. 25 nursing students were interviewed at two different universities of applied sciences in Finland. Four different types of discontinued nursing students were identified: those who moved to another school, those who faced a life crisis, those who made the wrong career choice and those who lived 'busy years'. The results show that the nursing student population is diverse, which has an effect on the students' career intentions, their learning and their ability to cope with studies. In nursing education, it is important to identify students who are at risk of discontinue their studies and develop individual support systems to help nursing students complete their studies and enter into the workforce. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

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

    2017-01-01

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

  17. Paediatric oncology nurse education: the development of a national framework.

    Science.gov (United States)

    Tomlinson, Deborah

    2004-07-01

    It is recognized that there is a need for specialist nursing courses in a range of paediatric nursing specialities. Paediatric oncology nurses are facing challenges with clinical advances and the need for specialized care. At present there are no available courses in Scotland offering preparation for nurses working in a paediatric oncology setting. This project, supported by Macmillan Cancer Relief, addresses this deficit by developing a comprehensive framework for a small and widely dispersed speciality. Information on the needs and expectations of nurses and service managers in this field was obtained through postal questionnaires and focus groups. Due to the need for collaboration between higher educational institutions and service colleagues the views of educators were also established through questionnaires and semi-structured interviews. Problematic practice issues were cited and these issues were further discussed and recognized as the main educational needs. Availability and accessibility of education were of great importance. The framework developed aims to provide ongoing opportunities for continuing professional development within this speciality. Development of the educational framework is required to provide a course accessible to a wide geographical area of nurses. A National Framework for Paediatric Oncology Nurse Education was developed in response to views of experts working in the field, to the views of other stakeholders and to what is known about needs and preferences of children with cancer and their families.

  18. Barriers Identified by Swedish School Nurses in Giving Information about Testicular Cancer and Testicular Self-Examination to Adolescent Males

    Science.gov (United States)

    Rudberg, Lennart; Nilsson, Sten; Wikblad, Karin; Carlsson, Marianne

    2005-01-01

    The purpose of this study was to investigate to what extent school nurses in Sweden inform adolescent men about testicular cancer (TC) and testicular self-examination (TSE). A questionnaire was completed by 129 school nurses from 29 randomly selected municipalities. All respondents were women, with a mean age of 42 years. The results showed that…

  19. Issues and challenges in international doctoral education in nursing.

    Science.gov (United States)

    Ketefian, Shaké; Davidson, Patricia; Daly, John; Chang, Esther; Srisuphan, Wichit

    2005-09-01

    Education is a driving force in improving the health and welfare of communities globally. Doctoral education of nurses has been identified as a critical factor for provision of leadership in practice, scholarship, research, policy and education. Since the genesis of doctoral education in nursing in the USA in the 1930s, this movement has burgeoned to over 273 doctoral programs in over 30 countries globally. The present article seeks to identify the issues and challenges in nursing doctoral education globally, and those encountered by doctoral program graduates in meeting the challenges of contemporary health care systems. Information was derived from a comprehensive literature review. Electronic databases and the Internet, using the Google search engine, were searched using the key words "doctoral education"; "nursing"; "International Network for Doctoral Education in Nursing"; "global health"; "international research collaboration". Doctoral education has been a critical force in developing nurse leaders in education, management, policy and research domains. An absence of consensus in terminology and of accurate minimum data sets precludes comparison and debate across programs. The complexity and dynamism of contemporary globalized communities render significant challenges in the conduct of doctoral programs. Addressing funding issues and faculty shortages are key issues for doctoral programs, especially those in developing countries, to achieve an identity uniquely their own. These challenges can also afford considerable opportunities for discussion, debate and the formulation of innovative and collaborative solutions to advance nursing knowledge and scholarship. In spite of discrete differences between countries and regions, the similarities in the issues facing the development of doctoral programs internationally are more striking than the differences. The harnessing of a global collective to address these issues will likely serve to not only forge the future

  20. Telecommunications: A Vision for Nursing Education in the South.

    Science.gov (United States)

    Kelley, Jean A.

    This paper attempts to put telecommunications into a realistic perspective, provide an overview of selected telecommunication technologies, and examine the impact of telecommunication technologies on nursing education and the preparation of graduates for the 21st century. Trends in nursing practice are outlined in terms of their impact on nursing…

  1. Disciplinary knowledge in nursing education: going beyond the blueprints.

    Science.gov (United States)

    Smith, Marlaine; McCarthy, M Patrice

    2010-01-01

    Several formative documents have been developed recently under the auspices of the American Association of Colleges of Nursing (AACN) and are being used by colleges of nursing throughout the country to guide the curricula for educational programs preparing future nurses at or beyond the baccalaureate degree. The purpose of this paper is to report on an analysis of the degree to which nursing's disciplinary knowledge is reflected within these documents and to suggest ways to strengthen the focus on the discipline in our educational programs. We include an overview of nursing education in the United States, a summary of the current discourse in the literature explicating the focus of the discipline, and an analysis of the AACN documents in light of this discourse. There is insufficient emphasis in the formative documents on the disciplinary knowledge of nursing, and we encourage faculty to go beyond these blueprints to educate generalist, advanced generalist, and advanced specialty nurses who are grounded in the philosophies, theories, research, and practice models within the discipline of nursing. Copyright 2010 Mosby, Inc. All rights reserved.

  2. School Nurse Case Management: Achieving Health and Educational Outcomes

    Science.gov (United States)

    Bonaiuto, Maria M.

    2007-01-01

    Educators and health care professionals alike understand that healthy students are likely to be successful learners. The goal of school nurse case management is to support students so that they are ready to learn. This article describes the outcomes of a 4-year process improvement project designed to show the impact of school nurse case management…

  3. Race, Class, and Gender Considerations in Nursing Education.

    Science.gov (United States)

    Sims, Glenda P.; Baldwin, Dee

    1995-01-01

    The curriculum revolution in nursing education is a direct result of outdated modes of teaching and learning that fail to prepare students for nursing in a diverse society. Little dialog is occurring on the topic of the inclusion of multiculturalism into the curriculum. (Author)

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

    African Journals Online (AJOL)

    82. Rwanda Journal Series F: Medicine and Health Sciences Vol. 2 No. 2, 2015. Innovations in Nursing and Midwifery Education and Practice: New York. University College of Nursing Working with Rwandan Colleagues. Melissa T. Martelly1, Lydie Mukashyaka1, Glorieuse Uwizeye1, Deborah A. Chyun2, Robin T. Klar2.

  5. Continuing Education: A National Imperative for School Nursing Practice

    Science.gov (United States)

    Vought-O'Sullivan, Victoria; Meehan, Nancy K.; Havice, Pamela A.; Pruitt, Rosanne H.

    2006-01-01

    Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner's theory…

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

    African Journals Online (AJOL)

    Results: Successful faculty recruitment and retention: Since the program's inception NYU has had 33 nursing and midwifery faculty in Rwanda.Three annual in-country visits for direct supervision with this last visit participating in the Global Innovations in Nursing and Midwifery Education, Research and Practice Conference ...

  7. Nursing Education for Critical Thinking: An Integrative Review.

    Science.gov (United States)

    Adams, Barbara L.

    1999-01-01

    Analysis of 20 research studies of critical thinking in nursing, 1977-1995, found that the Watson Glaser Critical Thinking Appraisal was used in 18. There was no consistent evidence that nursing education increases critical thinking. Research design flaws, inconsistent definition of critical thinking, and lack of an appropriate measurement tool…

  8. THE ACQUISITION OF E-BOOKS IN THE LIBRARIES OF THE SWEDISH HIGHER EDUCATION INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Franciso Javier Martínez Méndez

    2015-03-01

    Full Text Available Our aim is to compare the advantages and problems of e-book acquisition identified in research literature to those experienced by two Swedish university libraries. A literature review was used to identify the main issues related to acquisition of e-books by academic libraries. The data for comparison were collected through case studies in two Swedish universities. Document analysis, interviews and personal experience were used for data collection. The main drivers of e-book acquisition by Swedish academic libraries are the perceived needs of the users. E-books are regarded as potentially useful for solving some of the problems of library service. A number of challenges and problems identified by the participants in the case studies coincide with those that were derived from the literature review. The problems of e-book acquisition in academic libraries seem to be common to the economically strong Western countries. University librarians see certain advantages of e-books for their users and libraries. Publishers and academic librarians expect that e-books would not lose the advantages that printed books offered to them. Hence, publishers restrict the usage of e-books to ensure revenues as if from selling individual copies. Librarians try to regain the same level of control over e-book collections as for printed materials.

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

    Science.gov (United States)

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

    2011-04-01

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

  10. Evaluating moral reasoning in nursing education.

    Science.gov (United States)

    McLeod-Sordjan, Renee

    2014-06-01

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

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

    DEFF Research Database (Denmark)

    Larsen, Birte Hedegaard

    2010-01-01

    Abstract Aim.  This paper is a discussion of the similarities and differences in baccalaureate nursing education programme structures, content and pathways to postbaccalaureate education in the Scandinavian countries. Background.  For the last three decades nursing education internationally......, as well as in the Scandinavian countries, has experienced ongoing reforms. The driving forces behind these reforms have been efforts for professional development within nursing and to harmonize higher education in several European countries. Data sources.  The data were collected by a critical review...... of the guiding principles, national directives and educational structures and content of Bachelor’s degree programmes from 1990 to 2008 and of further educational levels in the four Scandinavian countries. Discussion.  There are similarities as well as substantial differences in the educational structures...

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

    Science.gov (United States)

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

    2015-03-01

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

  13. Promoting recovery-oriented mental health nursing practice through consumer participation in mental health nursing education.

    Science.gov (United States)

    Happell, Brenda; Bennetts, Wanda; Tohotoa, Jenny; Wynaden, Dianne; Platania-Phung, Chris

    2017-03-14

    Developing recovery-oriented services, and ensuring genuine consumer participation in all aspects of services are central components of contemporary Australian mental health policy. However, attitudes of mental health professionals present a significant barrier. Given the positive impact of education on health professionals' attitudes, particularly when consumers are involved, further exploration of consumer involvement in education is required. To enhance understanding of the role consumers can play within mental health nursing education. A qualitative exploratory project was undertaken involving individual interviews with mental health nurse academics and consumer educators. Two main themes emerged from nurse participants: Recovery in action, consumer educators were able to demonstrate and describe their own recovery journey; and not representative, some participants believed consumer educators did not necessary reflect views and opinions of consumers more broadly. Two main themes for consumers were: the truth about recovery, consumer educators demonstrated recovery as an achievable goal; and not a real consumer, where health professionals to dismiss the consumer experience as unrepresentative and therefore not credible. Consumer participation can contribute positively to nurse education, however representativeness presents a major barrier, potentially enabling nurses to dismiss experiences of consumer academics and educators as exceptional rather than typical.

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

    Directory of Open Access Journals (Sweden)

    Mary Chabeli

    2004-11-01

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

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

    Science.gov (United States)

    Wingo, Nancy P

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Marie Muller

    2004-01-01

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

  17. Is nurse education sexist? An exploratory study.

    Science.gov (United States)

    Kermode, Stephen

    2006-07-01

    A cross-sectional population survey of students enrolled at an Australian university was undertaken using a web-based survey, to examine the perceived prevalence of sexism and gender discrimination in each of their programs, with the aim of determining how nursing student perceptions compare to those of non-nursing students. A total of 221 students participated in the study. Results indicated that there was a perception of sexism involved in a range of programs, as well as perceived gender discrimination. Male students in general felt significantly more affected by this perceived discrimination than did female students. Moreover, students in the nursing program felt significantly more affected by both sexism and discrimination than non-nursing students, and this was particularly the case for male nursing students. These findings may have implications for the recruitment and retention of males in nursing, in a context where shortages of nurses is a problem internationally.

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

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-03-01

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

  19. Becoming a nurse faculty leader: practices of leading illuminated through advancing reform in nursing education.

    Science.gov (United States)

    Stiles, Kim; Pardue, Karen T; Young, Patricia; Morales, Mary Lou

    2011-01-01

    The purpose of this study was to explore the lived experience of becoming a nurse faculty leader. In a recent study of 24 nurse faculty leaders across the United States about their experience of becoming a leader, many of the participants hesitated to call themselves leaders. This interpretive phenomenological study explored the meaning and significance of nurse faculty leadership. Exemplars of participant leadership development experiences are provided to assist readers in determining how the findings relate to their own practice. The data revealed that leadership emerges as an embodied practice when nurse educators become involved in advancing reform. Practical leadership strategies for advancing reform in nursing education are presented. Leadership is learned through three everyday practices of advancing reform in nursing education: being involved with others; struggling to serve as a symbol and preserve authenticity; and creating an environment for change. This study offers new insight on leadership development, with practical implications for how leadership is taught in nursing curriculum and how nurses can more effectively own leadership roles. © 2011 Wiley Periodicals, Inc.

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

    Science.gov (United States)

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

    2006-01-01

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

  1. Education, leadership and partnerships: nursing potential for Universal Health Coverage

    Directory of Open Access Journals (Sweden)

    Isabel Amélia Costa Mendes

    2016-01-01

    Full Text Available Objective: to discuss possibilities of nursing contribution for universal health coverage. Method: a qualitative study, performed by means of document analysis of the World Health Organization publications highlighting Nursing and Midwifery within universal health coverage. Results: documents published by nursing and midwifery leaders point to the need for coordinated and integrated actions in education, leadership and partnership development. Final Considerations: this article represents a call for nurses, in order to foster reflection and understanding of the relevance of their work on the consolidation of the principles of universal health coverage.

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Bridger, Jane

    2007-01-01

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

  4. Health and safety strategy in Swedish agriculture.

    Science.gov (United States)

    Lundqvist, Peter; Svennefelt, Catharina Alwall

    2012-01-01

    In Sweden there is a joint focus on injury prevention in agriculture and this is coordinated through the Swedish Committee on Working Environment (LAMK). LAMK is a network working for a good, healthy and safe working environment in Swedish agriculture from the view of the enterprise with the humans in focus. It is a committee consisting of representatives of authorities, institutions, companies, research & education institutions and organisations referring to the green sector. Examples of on-going initiatives & partners are presented which are included in this mission against injuries in agriculture. It involves the Swedish Work Environment Authority,, the Federation of Swedish Farmers (LRF), the Swedish Institute of Agricultural and Environmental Engineering, Swedish University of Agricultural Sciences (SLU, the Federation of Swedish Forestry and Agricultural Employers (SLA) and the Swedish Municipal Worker's Union.

  5. Exploring Educational Issues: International Nursing Students Enrolled in Professional Nursing Programs in South Texas and Their Perceptions of Educational Barriers

    Science.gov (United States)

    Sparks, Wanda R.

    2009-01-01

    This qualitative study explores educational challenges as manifested in the experiences of the English language learner (ELL) nursing students enrolled in a professional nursing program in San Antonio, Texas. Eleven participants were interviewed for this study using 7 open-ended questions. The research methodology applied in this study was…

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

    Science.gov (United States)

    Letcher, Deborah C; Yancey, Nan Russell

    2004-01-01

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

  7. Food choice, socio-economic characteristics and health in 4-year olds in a well-educated urban Swedish community.

    Science.gov (United States)

    Garemo, Malin; Arvidsson Lenner, Ragnhild; Nilsson, Ellen Karlge; Borres, Magnus P; Strandvik, Birgitta

    2007-02-01

    Dietary habits founded early in life might influence development of welfare diseases. The aim was to analyse food choice, socio-economic characteristics and health by questionnaires in healthy 4-year olds. Two hundred and thirty children were invited and 79% completed all questionnaires. Anthropometry was measured in 131 subjects. The sample was characteristic for Swedish children except that more parents had university education. Most children attended pre-school; 52% >30 h/week. Almost all had been breast-fed until a mean age of 5 months. Fifteen per cent were overweight and 2% obese according to the IOTF cut-offs. A, D vitamin supplementation was not given to a third. Full fat dairy products, minced meat and sausages predominated, and only a fourth was served fat fish. Olive or rape seed oil was consumed regularly by 40% and a third consumed "junk food" regularly. Maternal immigrant status influenced the food choice. In a Swedish urban community of 4-year olds, 17% were overweight or obese. The intake of vegetables, oils and "junk food" seemed to have increased, while the intake of dairy products, fruit, meat and fish seemed to be similar to earlier studies. Food choice was influenced by maternal origin.

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

    Science.gov (United States)

    Simmonds, Anne H

    2015-03-01

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

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

    Science.gov (United States)

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

    2009-10-01

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

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

    Science.gov (United States)

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

    2016-03-01

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

  11. Workplace continuing education for nurses caring for hospitalised older people.

    Science.gov (United States)

    Baumbusch, Jennifer; Shaw, Maureen; Leblanc, Marie-Eve; Kjorven, Mary; Kwon, Jae-Yung; Blackburn, Lorraine; Lawrie, Barb; Shamatutu, Marilyn; Wolff, Angela C

    2017-12-01

    To develop, implement and evaluate a workplace continuing education programme about nursing care of hospitalised older people. The healthcare system cannot rely solely upon nurses' prelicensure education to prepare them to meet the evolving needs of hospitalised older patients. Over the past decade, there has been a dramatic rise in the proportion of older people in hospitals, yet many nurses do not have specialised knowledge about the unique care needs of this population. A multimethod pre-to post-design was employed. Between September 2013 and April 2014, data were collected via surveys, focus groups and interviews. Thirty-two Registered Nurses initially enrolled in the programme of which 22 completed all data points. Three managers also participated in interviews. One-way repeated-measures ANOVAs were conducted to evaluate the effect of the programme and change over time. Qualitative data were analysed using thematic analysis. Survey results indicated improvements in perceptions about nursing care of older people but no changes in knowledge. Themes generated from the qualitative data focused on participants' experiences of taking part in the programme and included: (i) relevance of content and delivery mode, (ii) value of participating in the programme and (iii) continuing education in the context of acute care. This study illustrated the potential role of workplace continuing education in improving care for hospitalised older people, particularly the potential to change nurses' perceptions about this population. Nurses prefer learning opportunities that are varied in delivery of educational elder-focused content and accessible at work. Organisational leaders need to consider strategies that minimise potential barriers to workplace continuing education. Workplace continuing education can play a key role in improving quality of care for hospitalized older adults and ought to be a priority for employers planning education for nurses. © 2017 John Wiley & Sons Ltd.

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

    Science.gov (United States)

    Jack, Kirsten; Hamshire, Claire; Chambers, Alison

    2017-03-23

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

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

    Science.gov (United States)

    Yeh, Mei Chang

    2014-08-01

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

  14. Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

    Science.gov (United States)

    Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

    2014-01-01

    This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…

  15. A Good Learning Opportunity, but Is It for Me? A Study of Swedish Students' Attitudes towards Exchange Studies in Higher Education

    Science.gov (United States)

    Ahn, Song-ee

    2014-01-01

    This article describes students' involvement and interest in exchange programmes in Swedish higher education. Law and Engineering bachelor's programmes were chosen to exemplify an over-represented and under-represented group respectively in terms of international mobility in this context. The study combines interview and survey data. The author…

  16. Scientists, Engineers and the Society of Free Choice: Enrollment as Policy and Practice in Swedish Science and Technology Education 1960-1990

    Science.gov (United States)

    Lövheim, Daniel

    2014-01-01

    This article portrays the formation of a new problem area within Swedish educational policy in the 1960s, namely the need of scientific manpower and the demands to entice more individuals into studies in science and technology. As a consequence school science was given the mission to be interesting, fun and to change young people's attitudes…

  17. How critical care nurses' roles and education affect organ donation.

    Science.gov (United States)

    Jawoniyi, Oluwafunmilayo Ololade; Gormley, Kevin

    Organ and tissue dysfunction and failure cause high mortality rates around the world. Tissue and organs transplantation is an established, cost-effective, life-saving treatment for patients with organ failure. However, there is a large gap between the need for and the supply of donor organs. Acute and critical care nurses have a central role in the organ donation process, from identifying and assessing potential donors and supporting their families to involvement in logistics. Nurses with an in-depth knowledge of donation understand its clinical and technical aspects as well as the moral and legal considerations. Nurses have a major role to play in tackling organ and tissue shortages. Such a role cannot be adequately performed if nurses are not fully educated about donation and transplant. Such education could be incorporated into mandatory training and completed by all nurses.

  18. Malaysian nurses' evaluation of transnational higher education courses.

    Science.gov (United States)

    Arunasalam, Nirmala

    The internationalisation of higher education has led some UK and Australian universities to deliver transnational higher education (TNHE) post-registration top-up nursing degree courses in Malaysia. These are bridging courses that allow registered nurses to upgrade their diploma qualifications to degree level. What is not sufficiently explored in the literature is nurses' evaluation of these courses and the impact of TNHE qualifications. A hermeneutic phenomenology approach was used to explore the views of 18 Malaysian nurses from one Australian and two UK TNHE universities. Semi-structured interviews were conducted to enable the Malaysian nurses to evaluate the courses. Data were analysed by thematic analysis. Findings showed a gap between Malaysian and Western teaching and learning outlook, professional values and clinical practices. The data give important insights at a time when the aim of Malaysia's investment in TNHE courses is to attain a graduate workforce with changed mindsets and enhanced patient care.

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

    Science.gov (United States)

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

    2007-01-01

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

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

    Science.gov (United States)

    Terzioglu, Fusun

    2011-01-01

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