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Sample records for teaching standardized nursing

  1. [case Study As A Strategy For Teaching The Nursing Process And The Use Of Standardized Language].

    Freitas, Maria Isabel Pedreira de; Carmona, Elenice Valentim

    2015-01-01

    The Nursing education is still strongly related to the biomedical model, although there were efforts to structure a Nursing perspective in this context. This paper aims to describe an experience of teaching, which used the case study to discuss Nursing process, care and use of standardized language. This experience was developed with 35 students at the fifth semester of nursing undergraduate at a public university in São Paulo, Brazil. This teaching strategy had limitations and challenges rel...

  2. Electronic implementation of national nursing standards--NANDA, NOC and NIC as an effective teaching tool.

    Allred, Sharon K; Smith, Kevin F; Flowers, Laura

    2004-01-01

    With the increased interest in evidence-based medicine, Internet access and the growing emphasis on national standards, there is an increased challenge for teaching institutions and nursing services to teach and implement standards. At the same time, electronic clinical documentation tools have started to become a common format for recording nursing notes. The major aim of this paper is to ascertain and assess the availability of clinical nursing tools based on the NANDA, NOC and NIC standards. Faculty at 20 large nursing schools and directors of nursing at 20 hospitals were interviewed regarding the use of nursing standards in clinical documentation packages, not only for teaching purposes but also for use in hospital-based systems to ensure patient safety. A survey tool was utilized that covered questions regarding what nursing standards are being taught in the nursing schools, what standards are encouraged by the hospitals, and teaching initiatives that include clinical documentation tools. Information was collected on how utilizing these standards in a clinical or hospital setting can improve the overall quality of care. Analysis included univariate and bivariate analysis. The consensus between both groups was that the NANDA, NOC and NIC national standards are the most widely taught and utilized. In addition, a training initiative was identified within a large university where a clinical documentation system based on these standards was developed utilizing handheld devices.

  3. Nurse Educator’s Affective Teaching Strategies

    Myra C. Britiller

    2014-02-01

    Full Text Available Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010. Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators’ affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University – Batangas. 190 student nurses were chosen through stratified random sampling while 10 clinical instructors were chosen based on the number of times they handled the students both in lecture and clinical area. The instruments were selfmade and standardized questionnaire and interview guide to obtain the data needed for the study. The data gathered are compiled, organized and tabulated for statistical treatment. Weighted mean was utilized to compute the quantitative data whereas the interview was used to form the qualitative analysis. Role modelling is the most common strategy of nurse educators to enhance the affective domain of student nurses. Their actions consciously and unconsciously affecting the attitude of the students. Hence, confidence among the students needs most attention in developing affective domain as it produce change in other values presented in the study. The proposed teaching strategies aim to enhance the affective domain of nursing students in line with the

  4. Overview of teaching strategies for cultural competence in nursing students.

    Long, Tracey B

    2012-01-01

    Multiple curricular approaches are being used to teach cultural competency to nursing students in the United States in accordance with accrediting board standards. As nurse educators are searching for evidence based teaching practices, this article reviews the most commonly current teaching methods being used. Although a variety of methods are being implemented, little empirical evidence exists to suggest any one methodology for teaching cultural competency for nursing students produces significantly better outcomes. The use of clinical experiences, standardized patients and immersion experiences have produced the most favorable results which increase student awareness, knowledge and confidence in working with ethnically diverse patients.

  5. nursing.standard.com.

    2016-08-10

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

  6. Nursing Faculty Perceptions on Teaching Critical Thinking

    Clark, Doris A.

    2010-01-01

    The perceptions of nursing faculty teaching critical thinking (CT) affective attributes and cognitive skills are described in this quantitative, descriptive study. The study sample consisted of nurse educators from the National League of Nursing database. The purpose of the study was to gain nursing faculty perception of which teaching strategies…

  7. Standardized Nursing Languages. Position Statement. Revised

    Duff, Carolyn; Endsley, Patricia; Chau, Elizabeth; Morgitan, Judith

    2012-01-01

    It is the position of the National Association of School Nurses (NASN) that standardized nursing languages (SNL) are essential communication tools for registered professional school nurses (hereinafter, school nurses) to assist in planning, delivery, and evaluation of quality nursing care. SNL help identify, clarify and document the nature and…

  8. Standardized Nursing Documentation Supports Evidence-Based Nursing Management.

    Mykkänen, Minna; Miettinen, Merja; Saranto, Kaija

    2016-01-01

    Nursing documentation is crucial to high quality, effective and safe nursing care. According to earlier studies nursing documentation practices vary and nursing classifications used in electronic patient records (EPR) are not yet standardized internationally nor nationally. A unified national model for documenting patient care improves information flow in nursing practice, management, research and development toward evidence-based nursing care. Nursing documentation quality, accuracy and development requires follow-up and evaluation. An audit instrument is used in the Kuopio University Hospital (KUH) when evaluating nursing documentation. The results of the auditing process suggest that the national nursing documentation model fulfills nurses' expectations of electronic tools, facilitating their important documentation duty. This paper discusses the importance of using information about nursing documentation and how we can take advantage of structural information in evidence-based nursing management.

  9. Creative classroom strategies for teaching nursing research.

    Phillips, Regina Miecznikoski

    2014-01-01

    Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom.

  10. Toolbox of teaching strategies in nurse education

    Jie-hui Xu

    2016-01-01

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

  11. Nursing Homes as Teaching Institutions: Legal Issues.

    Kapp, Marshall B.

    1984-01-01

    Discusses the trend toward affiliation of nursing homes with educational programs as clinical teaching institutions for medical, nursing, and allied health students. Reviews potential ethical and legal issues for the nursing home administrator, professional staff member, educator, and student, including informed consent, supervisory…

  12. The nurse in the management of materials in teaching hospitals

    Priscila Conde Bogo

    2015-08-01

    Full Text Available OBJECTIVETo present the nurse's integration within materials management of six teaching hospitals of Paraná - Brazil, and to describe the activities performed by nurses within this process.METHODA study of a qualitative approach and descriptive nature, conducted in teaching hospitals in Paraná, between June and August of 2013. The data collection was conducted through semi-structured interviews with eight nurses who worked in materials management; data were analyzed using content analysis.RESULTSThese showed that nurses perform ten categories of activities, distributed into four of the five steps of the materials management process.CONCLUSIONThe nurse, in performing of these activities, in addition to favoring the development of participative management, contributes to the organization, planning, and the standardization of the hospital supply process, giving greater credibility to the work with professionals who use the materials, and to the suppliers.

  13. Gerontological nursing. Faculty preparation for teaching.

    Yurchuck, E R; Kee, C C

    1991-10-01

    1. As the number of older adults in the US increases, nurse educators must be prepared to teach gerontological nursing to their students. A 3-year project addresses the need for faculty development in gerontological nursing. 2. A major objective of the project is to provide basic knowledge of gerontological nursing to regional nursing faculty through a series of 1-week workshops that include didactic content and clinical observation experiences. 3. All 1990 workshops were filled to capacity, with participants exhibiting wide variation in their gerontological knowledge base.

  14. [Nursing personnel downsizing in a teaching hospital].

    Fakih, Flávio Trevisan; Carmagnani, Maria Isabel Sampaio; Cunha, Isabel Cristina Kowal Olm

    2006-01-01

    The objective of this study was to adjust the downsizing of nursing personnel in a teaching hospital to the resolution of Federal Nursing Council no. 293/2004. The classification of patients in levels of complexity care was done and the required time for the nurse care also was verified. The present number of employees was compared to the measured one. The outcomes showed the levels of patients'care complexity is on intermediate care (42%), and the required time to the nurse care was greater on intensive care patients (42%). The present staff has a deficit of 205 nurses and an exceding of 284 professionals of techinical college level.

  15. Teaching Nursing Research Using Large Data Sets.

    Brosnan, Christine A.; Eriksen, Lillian R.; Lin, Yu-Feng

    2002-01-01

    Describes a process for teaching nursing research via secondary analysis of data sets from the National Center for Health Statistics. Addresses advantages, potential problems and limitations, guidelines for students, and evaluation methods. (Contains 32 references.) (SK)

  16. [AHNA Standards of Holistic Nursing Practice].

    Burrai, Francesco; Cenerelli, Danilo; Calamandrei, Carlo

    2009-01-01

    Gli AHNA Standards of Holistic Nursing Practice produced by the American Holistic Nurses Association are acknowledged as the most advanced holistic document governing nursing care. The result is a document that isn ot only scientifically and culturally important for world nursing, but also represents a scientific attempt to return to the true, historically holistic, nature of nursing. The AHNA standards reject the mechanical-reductive model in favor of a holistic, multidisciplinary model and an anthropological view of man as an entire being and not separate anatomical parts, with a body-mind-spirit axis connected to the surrounding environment in a circular exchange. The results of holistic nursing and multidisciplinary research coupled with a new vision of man, are extremely important.

  17. The effect of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses about safety standards with cytotoxic drugs in Shiraz University of Medical Sciences

    Abbasi, Khadijeh; Hazrati, Maryam; Mohamadi, Nasrin Pourali; Rajaeefard, Abdolreza

    2013-01-01

    Background: Several studies have established that all nurses need continuing education, especially those who are working in oncology wards. In the current programs, there are just two general patterns for teaching: Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared. Materials and Methods: This research was a quasi-experimental study with two intervention groups (module and lecture) and a control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The module group used a self-directed module, the lecture group was taught by an experienced lecturer in the classroom and the control group did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA analysis were used. Results: Knowledge and practice scores increased significantly from baseline in both intervention groups, but there was no significant difference between the scores of the two groups. No considerable changes were observed in the control group. Conclusions: Both module and lecture methods have similar effects on improving the knowledge and practice of nurses in oncology wards. Therefore, considering the advantages of student-centered educational methods, the work load of nurses and the sensitivity of their jobs, we suggest using module. PMID:24554947

  18. Nursing care plan standardized breastfeeding

    Susana de la Flor Picado

    2013-01-01

    Full Text Available The superiority of human milk in feeding the human infant is incontestable. Breastmilk is a living food can´t be copied and is supported by numerous arguments in support of excellence, both biological and anthropometric or economic. Despite it, has been a significant decline in this practice. Scientific advances, sociological changes and the lack f health personnel have contributed to this expense. Currently, both the WHO and UNICEF cone try relaunching excusive breastfeeding as feeding the infant until 6 months of life. Initiatives whit the Baby Friendly Hospital or the Strategic Plan for the Protection, Promotion and Support of Breastfeeding trying to promote the recognition of breastfeeding as irrefutable cornerstone for optimal growth and development of our children.Goal: Unify care criteria and actions to promote breastfeeding initiation and maintenance of the same, improving communication between professionals and between them and patients.Methodology: Care Development Plan following the NANDA taxonomies, NOC, NIC.Conclusions: Standardized work promotes decision making and performance of nursing staff to develop a happy breastfeeding.

  19. Introducing Information Literacy Competency Standards for Nursing.

    Phelps, Sue F; Hyde, Loree; Planchon Wolf, Julie

    2015-01-01

    The Association for College and Research Libraries published the Information Literacy Competency Standards for Nursing (ILCSN) in January 2014, written by a task force of the Health Sciences Interest Group of the American Library Association. The ILCSN describes skills ranging from basic to advanced information research competencies for students enrolled in nursing programs at all levels and for professional nurses. This article guides administrators and faculty in use of the standards to design programs and coursework in information skills to support evidence-based practice.

  20. Teaching Spiritual Care to Nurses.

    Ross, Linda A.

    1996-01-01

    Spiritual care that enhances patient well-being should be taught to nurses, but it is unclear how or if it is being taught, according to a survey of 685 Scottish nurses. Nurses should be aware of the spiritual dimension of their own lives, have experience and learning from crises, and collaborate with clergy in meeting patients' spiritual needs.…

  1. 非标准化病人在护理学基础操作教学中的应用%The application of the non-standardized patients method in the teaching of Fundamental Nursing Skills

    赵小平; 张莉芳; 何兰燕; 黄玉兰; 李柳茵

    2010-01-01

    目的 探讨非标准化病人教学法在护理学基础操作教学中的应用价值.方法 分别对2组学生采用非标准化病人教学法和传统教学法进行实验教学.结果 2组人文沟通、仪表、评估病人单项目及总成绩得分差异有统计学意义(P技术操作教学中的应用,可促进学生操作技能水平的提高并有效地增强了学生人文关怀与沟通能力.%Objective To study the value of non-standardized patients (NSP) method in the teaching of Fundamental Nursing Skills. Methods Two groups were respectively experimentized with Traditional and NSP method. Results Two groups were statistical differences (P < 0. 05) in the humanistic communication, appearance, evaluating patients and the overall achievement of nursing skills, furthermore, the experimental group was higer than the control group. Conclusions The NSP method which is applied in the teaching of fundamental nursing skills can improve the students' level of technical operating and enhance the ability of humanistic communication.

  2. SBAR标准沟通模式在规培护士带教中的应用%Application of SBAR standard communication model in teaching for nurses training

    张萍; 廖瑞雪

    2016-01-01

    目的:探讨SBAR标准沟通模式在规培护士带教中的应用效果。方法:将40例规培护士分为两组,试验组给予SBAR标准沟通模式带教,对照组给予常规模式带教,比较两组理论知识考核成绩、操作技能考核成绩和满意度。结果:试验组理论知识考核成绩、操作技能考核成绩明显高于对照组,差异具有统计学意义(P<0.05)。试验组满意度高于对照组,差异具有统计学意义(P<0.05)。结论:SBAR 标准沟通模式带教能提高规培护士学习的积极主动性,促进带教老师与规培护士进行有效沟通。%Objective:To explore the application effect of SBAR standard communication model in teaching for nurses training. Methods:40 cases of nurses training were divided into two groups randomly.The experimental group was given SBAR standard communication mode of teaching.The control group was given conventional mode of teaching.The theoretical knowledge examination scores,operation skills assessment scores and satisfaction between groups were compared.Results:The theoretical knowledge examination scores,operation skills assessment scores of the experimental group were significantly higher than those of the control group,and the differences were statistically significant (P<0.05).The satisfaction of the experimental group was higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion:SBAR standard communication model of teaching could improve the learning initiative of nurses training,and promote the effective communication between teachers and nurses.

  3. Continuous ambulatory peritoneal dialysis: nurses' experiences of teaching patients.

    Shubayra, Amnah

    2015-03-01

    Nine nurses were interviewed to determine nurses' experiences of teaching patients to use continuous ambulatory peritoneal dialysis (CAPD). The material was analyzed using content analysis. Data were sorted into four themes and ten subthemes. The themes were presented as follows: Importance of language, individualized teaching, teaching needs and structure of care in teaching. The findings highlighted important insights into how nurses experience teaching patients to perform CAPD. The study revealed some barriers for the nurses during teaching. The major barrier was shortage of Arabic speaking nursing staff. Incidental findings involved two factors that played an important role in teaching, retraining and a special team to perform pre-assessments, including home visits. In conclusion, the findings of this study showed several factors that are considered as barriers for the nurses during teaching the CAPD patients and the need to improve the communication and teaching in the peritoneal dialysis units, including the importance of individualized teaching.

  4. Teaching civility to undergraduate nursing students using a virtue ethics-based curriculum.

    Russell, Martha Joan

    2014-06-01

    As professionals, nurses are expected to engage in respectful relationships with clients, other health care professionals, and each other. Regulatory bodies set standards and codes of ethics for professional behavior in nursing that clearly communicate expectations for civility. However, the wealth of literature on incivility in the profession indicates that nurses often fall short of meeting these standards in their interactions with other nurses. Currently, few effective strategies exist for nurse educators to teach civility to nursing students and prepare them to engage in healthy relationships with their colleagues. This article argues for the use of virtue ethics as a philosophical framework for teaching civility to undergraduate nursing students. The pedagogical strategies proposed may help students contribute to the development of healthy workplaces.

  5. Application of situational teaching approach in nursing skills training

    Feng ZHOU

    2014-11-01

    Full Text Available Objective: to improve the comprehensive ability of nursing students, to meet the need of clinical nursing. Methods: selected senior nursing students of two classes from grade 2012 , one class was taught by situational teaching method, the other class was in the traditional teaching method. By questionnaire with theory and skills examination, analyze the two groups of nursing students in the teaching effect. Results: the experimental group of situational teaching of nursing students generally agree that the experimental group nursing theory and skills examination scores were higher than control group (the value of T are 2.339, 2.339; P < 0.05 respectively difference is statistically significant. Conclusion: the application of situational teaching method in nursing skill training, improves the teaching effect and the comprehensive ability of nursing students, worth wide application.

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

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

    2009-03-08

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

  7. Developing voluntary standards for district nurse education and practice.

    Saunders, Mary

    2016-05-01

    This article charts the development of a project, funded by the Queen's Nursing Institute and Queen's Nursing Institute Scotland, to develop voluntary standards that reflect the contemporary and future practice of district nurses. The standards are designed to enhance, but not replace, the Nursing and Midwifery Council standards for district nurse specialist practice. The project encompassed the four UK countries and gathered data from a wide range of sources to inform the new standards that were launched in September 2015.

  8. Teaching Ethics to Nursing Students.

    Thompson, Joyce E.; Thompson, Henry O.

    1989-01-01

    The authors discuss the ethics content to be taught in nursing education and the goals of ethics education for both undergraduate and graduate students. Teacher qualifications and evaluation of learning are also considered. (CH)

  9. Nursing Instructors Must Also Teach Reading and Study Skills

    White, Hazel L.

    2004-01-01

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

  10. Critical Thinking and the Standards of Nursing Education

    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 ...

  11. Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program

    Yang Heui Ahn

    2005-06-01

    Full Text Available The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC standards, Commission on Collegiate Nursing Education (CCNE standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.

  12. The use of teaching portfolios to promote excellence and scholarship in nurse education.

    Corry, Margarita; Timmins, Fiona

    2009-11-01

    Achieving excellence in nurse education and demonstrating scholarship in teaching is a challenge for nurse educators who find themselves torn between maintaining high standards in nurse education and their own need for recognition and promotion in an environment that primarily favours research and publications over excellence in teaching. The use of a teaching portfolio is a way to display excellence in nurse education and to provide a public display of teaching scholarship. While not a new concept in nursing education, it has some originality in its application to practising nurse educators. However, the requirement for and guidelines on the development of a portfolio for nurse educators (other than those undertaking educational training) has been little explored. The aim of this paper is to explore the concept of a teaching portfolio as a vehicle to demonstrate excellence and scholarship among seasoned nurse educators. The process of developing a teaching portfolio at one university setting is outlined, so that other teachers are enlightened to the potential benefits of this activity.

  13. Defining and assessing the scholarship of teaching in nursing.

    Oermann, Marilyn H

    2014-01-01

    Scholarship of teaching is inquiry about learning and teaching-asking questions about what works best and why and seeking answers through a systematic approach. This article provides a broad view of the scholarship of teaching in nursing, which captures the richness and breadth of our scholarship as nurse educators. The article suggests strategies for transforming teaching into scholarship and products of the scholarship of teaching for performance assessment.

  14. Teaching transcultural nursing through literature.

    Halloran, Laurel

    2009-09-01

    One of the biggest challenges in nursing education is to develop culturally sensitive graduates. Although theory and lecture are appropriate to introduce cultural issues, the application of those skills is limited by the kinds of clinical experiences and patient populations students may treat. Literary works are a rich source of information for nursing. This assignment was created to sensitize the students to the influence of cultural diversity. Students were assigned to read one novel from an approved list and answer the questions posed on the Cultural Discovery worksheet. The only direction that was given regarding novel selection was that the novel had to represent a culture other than the student's own. The focus was to expose students to a different culture. Classroom discussion, based on worksheet answers, followed. The assignment's good, bad, and ugly outcomes are discussed. Suggestions for adaptation of this assignment to an online format are also provided.

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

    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.

  16. The teaching of nursing management in undergraduate: an integrative review

    Mara Solange Gomes Dellaroza

    2015-03-01

    Full Text Available The study aims to identify the dynamics of teaching management in nursing degree. It is an integrative literature review with research conducted in the following online database platforms: SciELO, Medline, Lilacs and BDENF. The keywords used in the study were: competency-based education, professional competence, education, nursing, organization and administration, management, nursing, educational assessment, organization of management services, management of professional practice and education. All articles published in the last 10 years which answered the question presented to approach the teaching of nursing management in Brazil, published in any language were included. Those that were not presented in full text were excluded. Of the 1432 studies identified after matching the keywords, only 8 were selected for answering objective of this review. From these results, three related themes emerged: the teaching plans, workload and program content; methodologies of teaching and learning in nursing management; challenges faced in developing the teaching of nursing management.

  17. Patients’ experiences of being nursed by student nurses at a teaching hospital

    Ferdinand C. Mukumbang

    2014-02-01

    Full Text Available Background: Teaching hospitals are medical institutes at which most nursing education institutions provide their students with practical nursing experience. Although the focus of care is the patient, attention is sometimes focused more on the nursing students rather than on the patients who are undergoing care at the hands of both the nursing professionals and students. However, proper nursing care should also take into account the experiences of patients during the care process in the health facility.Objectives: The study had three objectives: to describe the experiences of patients nursed by student nurses in a teaching hospital in the Western Cape; to identify patterns in the experiences of patients receiving patient care from student nurses; and to analyse aspects of the experiences that may need further attention for the training of student nurses.Method: A descriptive phenomenological approach was used to explore the experiences of patients nursed by student nurses. Participant selection took place purposively from different wards of the identified teaching hospital, and thematic saturation was achieved at 10 participants. The data were collected through in-depth interviews and analysed using thematic content analysis.Results: Three main themes were discovered after data analysis: methods of identification of student nurses by patients; positive perceptions of student nurses by patients; and negative perceptions of student nurses by patients.Conclusion: The findings will inform the clinical supervisors and educational institutions of aspects of the nursing training of student nurses that need improvement and those that require enforcement. 

  18. Common Core State Standards and Adaptive Teaching

    Kamil, Michael L.

    2016-01-01

    This article examines the issues of how Common Core State Standards (CCSS) will impact adaptive teaching. It focuses on 2 of the major differences between conventional standards and CCSS: the increased complexity of text and the addition of disciplinary literacy standards to reading instruction. The article argues that adaptive teaching under CCSS…

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

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

    2010-04-01

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

  20. A Method of Standardizing Teaching Administration

    2002-01-01

    This paper analyses two kinds of theories,the theory of objective of management and the theory of process management.On the basis of this,the paper points out the views and method of standardizing teaching administration.This paper also reviews the process of standardizing teaching administration,taking Wuhan University as a case.Finally,some methods for standardizing teaching administration are presented.

  1. Nursing and Theater: Teaching Ethics Through the Arts.

    Coleman, Jennifer J; Dick, Tracey K

    2016-01-01

    Prelicensure nursing education needs to prepare students for their future roles as professional nurses with ethical and moral decision-making skills. This article describes the use of theater as one approach to teaching nursing ethics at the prelicensure level. Students perform as actors, directors, and discussion leaders in a series of simulated ethical scenarios designed to encourage individual accountability and responsibility for action.

  2. Mentoring as a teaching-learning strategy in nursing.

    Riley, Marguerite; Fearing, Arleen D

    2009-01-01

    Current nursing and faculty shortages necessitate development of strategies that prepare all students to function in their roles immediately after graduation. This study used a practicum experience through which nurse educator students mentored nursing students to enhance the teaching and learning of both groups. Study methods, evaluation, and results are discussed.

  3. School Nursing Documentation: Knowledge, Attitude, and Barriers to Using Standardized Nursing Languages and Current Practices

    Yearous, Sharon Kay Guthrie

    2011-01-01

    The independent, complex role of a school nurse requires accurate documentation of assessments, interventions, and outcomes. Consistent documentation by all school nurses is crucial to study the impact of nursing interventions on children's health and success in school. While standardized nursing languages are available, the actual use of…

  4. Mobbing behaviors encountered by nurse teaching staff.

    Yildirim, Dilek; Yildirim, Aytolan; Timucin, Arzu

    2007-07-01

    The term 'mobbing' is defined as antagonistic behaviors with unethical communication directed systematically at one individual by one or more individuals in the workplace. This cross-sectional and descriptive study was conducted for the purpose of determining the mobbing behaviors encountered by nursing school teaching staff in Turkey, its effect on them, and their responses to them. A large percentage (91%) of the nursing school employees who participated in this study reported that they had encountered mobbing behaviors in the institution where they work and 17% that they had been directly exposed to mobbing in the workplace. The academic staff who had been exposed to mobbing behaviors experienced various physiological, emotional and social reactions. They frequently 'worked harder and [were] more organized and worked very carefully to avoid criticism' to escape from mobbing. In addition, 9% of the participants stated that they 'thought about suicide occasionally'.

  5. Teaching statistics to nursing students: an expert panel consensus.

    Hayat, Matthew J; Eckardt, Patricia; Higgins, Melinda; Kim, MyoungJin; Schmiege, Sarah J

    2013-06-01

    Statistics education is a necessary element of nursing education, and its inclusion is recommended in the American Association of Colleges of Nursing guidelines for nurse training at all levels. This article presents a cohesive summary of an expert panel discussion, "Teaching Statistics to Nursing Students," held at the 2012 Joint Statistical Meetings. All panelists were statistics experts, had extensive teaching and consulting experience, and held faculty appointments in a U.S.-based nursing college or school. The panel discussed degree-specific curriculum requirements, course content, how to ensure nursing students understand the relevance of statistics, approaches to integrating statistics consulting knowledge, experience with classroom instruction, use of knowledge from the statistics education research field to make improvements in statistics education for nursing students, and classroom pedagogy and instruction on the use of statistical software. Panelists also discussed the need for evidence to make data-informed decisions about statistics education and training for nurses.

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

    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.

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

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

    2011-09-01

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

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

    Robinson, F Patrick

    2009-01-01

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

  9. Preparing nurses to use standardized nursing language in the electronic health record.

    Müller-Staub, Maria

    2009-01-01

    Research demonstrated nurses' education needs to be able to document nursing diagnoses, interventions and patient outcomes in the EHR. The aim of this study is to investigate the effect of Guided Clinical Reasoning, a learning method to foster nurses' abilities in using standardized language. In a cluster randomized experimental study, nurses from 3 wards received Guided Clinical Reasoning (GCR), a learning method to foster nurses in stating nursing diagnoses, related interventions and outcomes. Three wards, receiving Classic Case Discussions, functioned as control group. The learning effect was measured by assessing the quality of 225 nursing documentations by applying 18 Likert-type items with a 0-4 scale of the measurement instrument "Quality of Nursing Diagnoses, Interventions and Outcomes" (Q-DIO). T-tests were applied to analyze pre-post intervention scores. GCR led to significantly higher quality of nursing diagnosis documentation; to etiology-specific nursing interventions and to enhanced nursing-sensitive patient outcomes. Before GCR, the pre-intervention mean in quality of nursing documentation was = 2.69 (post-intervention = 3.70; peffective nursing interventions and to reach enhanced patient outcomes. Nursing diagnoses (NANDA-I) with related interventions and patient outcomes provide a knowledgebase for nurses to use standardized language in the EHR.

  10. 评判性思维教学方法引导下规范化培训护士与实习护士评判性思维能力调查研究%A study on the evaluation of critical thinking ability of nurses with standardized training and student nurses under the guidance of critical thinking teaching method

    杨林; 邓小梅; 朱汝妃; 陈华

    2015-01-01

    Objective:To evaluate the critical thinKing ability of nurses with standardized training and student nurses under the guidance of critical thinKing teaching method. Methods:193 nurses who received standardized training in our hospital were divided into two groups, of them 92 nurses who had one - year training experience were taKen as the first stage group and the other 101 nurses who had two - year training experience were taKen as the second stage group;other 207 student nurses who had clinical practice in our hospital were selected, 92 nurses who had practice less than 3 months were taKen as the preparatory group and the other 115 nurses who already had one - year practice were taKen as the maturity group. The nurses in the four groups were respectively investigated by using critical thinKing attitude questionnaire(the Chinese version). Results:The scores of critical thinKing ability of the nurses were significantly higher in the maturity group than the preparatory group(P < 0. 05);the scores of critical thinKing ability of the nurses in the maturity group were significantly higher than those in the standardized training group(P < 0. 05);the scores of critical thinKing ability of the nurses in the maturity group were significantly higher than those in the first stage group and the second stage group(P < 0. 05). Conclusion:The critical thinKing ability of the student nurses and the nurses with standardized training significantly improved under the guidance of critical thinKing teaching meth-od,but the hospital mangers should focus on strengthening the critical thinKing ability of finding the truth and developing thirst.%目的:探讨评判性思维教学方法引导下规范化培训护士与实习护士评判性思维能力。方法:将于我院工作的193名规范化培训护士中满1年培训经历的92名护士设为一阶段组,将满两年培训经历的101名护士设为二阶段组;同期选取我院实习的207名护士,

  11. [A study on clinical teaching method in nursing education--focusing on teaching method of touching].

    Okazaki, M

    1997-06-01

    The purpose of this study is the development of effective clinical teaching methods of nursing education using touching in hospital nursing care. The clinical teaching-learning process was designed based on the Steinaker, N.W. & R. Bell's experiential learning model (1979), in which teaching-learning process was divided into five steps-exposure, participation, identification, internalization, and dissemination. Three hypotheses were postulated as follows: 1-1. Guidance given to nursing students to use touching in nursing care will make them conscious of the efficiency of touching. 1-2. Nursing students will grasp the efficiency of their nursing action by "cause and effect" relations. 2-0. Guidance given to nursing students to use touching in their nursing care will allay and soften their anxiety and tension toward such nursing practices. 3-0. Nursing intervention by touching will heighten the clinical judgement ability of nursing students. The teaching-learning plan was carried out in a nursing school in Kitakyushu-shi. Fifteen nursing students studied by this plan. The results was as follows: a. Hypotheses 1-1, 1-2, 2-0, were confirmed. b. Hypothesis 3-0, was not confirmed.

  12. Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students.

    Fernandez, Ritin S; Tran, Duong Thuy; Ramjan, Lucie; Ho, Carey; Gill, Betty

    2014-01-01

    The aim of this study was to compare four teaching methods on the evidence-based practice knowledge and skills of postgraduate nursing students. Students enrolled in the Evidence-based Nursing (EBN) unit in Australia and Hong Kong in 2010 and 2011 received education via either the standard distance teaching method, computer laboratory teaching method, Evidence-based Practice-Digital Video Disc (EBP-DVD) teaching method or the didactic classroom teaching method. Evidence-based Practice (EBP) knowledge and skills were evaluated using student assignments that comprised validated instruments. One-way analysis of covariance was implemented to assess group differences on outcomes after controlling for the effects of age and grade point average (GPA). Data were obtained from 187 students. The crude mean score among students receiving the standard+DVD method of instruction was higher for developing a precise clinical question (8.1±0.8) and identifying the level of evidence (4.6±0.7) compared to those receiving other teaching methods. These differences were statistically significant after controlling for age and grade point average. Significant improvement in cognitive and technical EBP skills can be achieved for postgraduate nursing students by integrating a DVD as part of the EBP teaching resources. The EBP-DVD is an easy teaching method to improve student learning outcomes and ensure that external students receive equivalent and quality learning experiences.

  13. Designing the Information Literacy Competency Standards for nursing.

    Phelps, Sue F

    2013-01-01

    This column documents the rationale for creating information literacy competency standards for nursing based on the Association of College and Research Libraries (ACRL) "Information Literacy Competency Standards for Higher Education" and the three documents from the American Association of Colleges of Nursing (AACN) on essential skills for nurses in baccalaureate, masters, and doctoral level education and practice. It chronicles the process of the task force which is designing the discipline specific skills and predicts the value of their use, once they are published.

  14. Effects of Using Multimedia Situational Teaching in Establish Nurse-Patient Relationship for New Nurses.

    Lin, Jing-Yi; Chen, Hui-Fen

    2016-01-01

    In recent years, endless stream of news for medical violence to make Nurse-Patient Relationship (NPR) was valued. This study is using Multimedia Situation Teaching (MST) to intervene in Nursing training process keep 6 months, probe the effects of new nurses to establish of NPR. Choose 11 new nurses in a medical ward for the study. Using Therapeutic Interpersonal substantive capacity questionnaire survey effects of new nurses establish NPR. After intervention, 94.45% of new nurses can use positive attitude to establish NPR, 90.90% of new nurses represent MST can effectively convey the right attitude in a clinical situation. Using MST can effectively improve new nurses established NPR, we can further enhance the quality of Nursing care, reduce the incidence of medical violence.

  15. Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical.

    Gore, Teresa N; Johnson, Tanya Looney; Wang, Chih-hsuan

    2015-04-30

    Nurse educators claim accountability to ensure their students are prepared to assume leadership responsibilities upon graduation. Although front-line nurse leaders and nurse executives feel new graduates are not adequately prepared to take on basic leadership roles, professional nursing organizations such as the American Nurses Association (ANA) and the Association of Colleges of Nursing (AACN) deem leadership skills are core competencies of new graduate nurses. This study includes comparison of a leadership-focused multi-patient simulation and the traditional leadership clinical experiences in a baccalaureate nursing leadership course. The results of this research show both environments contribute to student learning. There was no statistical difference in the overall score. Students perceived a statistically significant difference in communication with patients in the traditional inpatient environment. However, the students perceived a statistical significant difference in teaching-learning dyad toward simulation.

  16. National Standards for Quality Online Teaching

    North American Council for Online Learning, 2010

    2010-01-01

    The mission of the North American Council for Online Learning (NACOL) is to increase educational opportunities and enhance learning by providing collegial expertise and leadership in K-12 online teaching and learning. "National Standards for Quality Online Teaching" is designed to provide states, districts, online programs, and other organizations…

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

    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.

  18. The teaching of nursing management in undergraduate: an integrative review

    Mara Solange Gomes Dellaroza; Cristiane Nakaya Tada; Maria do Carmo Lourenço Haddad; Marli Terezinha Oliveira Vannuchi; Vanessa Gomes Maziero

    2015-01-01

    The study aims to identify the dynamics of teaching management in nursing degree. It is an integrative literature review with research conducted in the following online database platforms: SciELO, Medline, Lilacs and BDENF. The keywords used in the study were: competency-based education, professional competence, education, nursing, organization and administration, management, nursing, educational assessment, organization of management services, management of professional practice and educatio...

  19. Generational (age) differences in nursing students' preferences for teaching methods.

    Walker, Jean T; Martin, Tina; White, Jill; Elliott, Rowena; Norwood, Anne; Mangum, Carl; Haynie, Lisa

    2006-09-01

    A generational age transformation is occurring in nursing classrooms across the United States. Nurse educators need to prepare for the different values and expectations of students from Generation X and the newly emerging Generation Y in the educational environment. This quantitative, descriptive research begins to examine the preferences and expectations of these generations regarding teaching methods.

  20. Teaching Strategies to Increase Cultural Awareness in Nursing Students.

    Lonneman, William

    2015-01-01

    Cultural competence education is essential for all nurses to better prepare them to address the underlying social environment of patients, families, and communities. This article describes a study with second degree nursing students that tested 6 teaching strategies for their effectiveness in raising cultural awareness, a key aspect of cultural competence. The results demonstrated that the interventions had a positive effect.

  1. Analysis of Issues and Measures in the Teaching Course of Nursing Stan-dardized Training Students%刍议在护理规培生带教过程中的问题及措施

    蔡春艳; 张艳红

    2016-01-01

    随着医学的飞速发展,对护理规培生的规范化的培训也越来越关注,护理规培生规范化培训是医学生成长为合格护士的一条很好的途径。该文对护理规培生在培训过程的问题进行了深刻的分析,并对此提出了一些解决的措施。%With the rapid development of medicine, people pay more and more attention to the standardized training for nursing standardized training students, and the standardized training of nursing standardized training students is a good way for medical students to become a qualified nurse. The paper deeply analyzes the issues of nursing standardized training stu-dents in the training process and puts forwards some measurements.

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

    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.

  3. Ethical Dilemmas in Teaching and Nursing: The Israeli Case

    Shapira-Lishchinsky, Orly

    2010-01-01

    This article explores a cross-occupational approach for dealing with ethical dilemmas by comparing teaching and nursing. Findings indicate more shared patterns of ethical dilemmas (such as caring for needs for others versus following formal codes) than dilemmas specific to teaching (e.g., advancing universal values versus advancing knowledge) or…

  4. Construct Validation of Content Standards for Teaching

    van der Schaaf, Marieke F.; Stokking, Karel M.

    2011-01-01

    Current international demands to strengthen the teaching profession have led to an increased development and use of professional content standards. The study aims to provide insight in the construct validity of content standards by researching experts' underlying assumptions and preferences when participating in a delphi method. In three rounds 21…

  5. Teaching strategies to incorporate genomics education into academic nursing curricula.

    Quevedo Garcia, Sylvia P; Greco, Karen E; Loescher, Lois J

    2011-11-01

    The translation of genomic science into health care has expanded our ability to understand the effects of genomics on human health and disease. As genomic advances continue, nurses are expected to have the knowledge and skills to translate genomic information into improved patient care. This integrative review describes strategies used to teach genomics in academic nursing programs and their facilitators and barriers to inclusion in nursing curricula. The Learning Engagement Model and the Diffusion of Innovations Theory guided the interpretation of findings. CINAHL, Medline, and Web of Science were resources for articles published during the past decade that included strategies for teaching genomics in academic nursing programs. Of 135 articles, 13 met criteria for review. Examples of effective genomics teaching strategies included clinical application through case studies, storytelling, online genomics resources, student self-assessment, guest lecturers, and a genetics focus group. Most strategies were not evaluated for effectiveness.

  6. [Inside history: the teaching of administration in nursing].

    Formiga, Jacinta Maria Morais; Germano, Raimunda Medeiros

    2005-01-01

    This article traces some developments in the teaching of Administration in Nursing, from its origins to the present time. The role of Florence Nightingale and her modern ideas in Nursing, are emphasized, focusing on the administrative vision of work in nursing. The work presents the trajectory of this teaching in nursing education in Brazil. Therefore, the goal is to register its evolution and analyze the different phases and factors that determined the changes that have occurred. We can affirm that this teaching, up to the 70's, was marked by conservative authoritarian practices. Beginning in the 80's, there have been changes in this posture and this has been expressed in the more critical publications and through debate within the profession, in syntony, naturally, with the democratic opening that has taken place in the country.

  7. Teaching the Spiritual Dimension of Nursing Care: A Survey of U.S. Baccalaureate Nursing Programs.

    Lemmer, Corinne

    2002-01-01

    Responses from 132 baccalaureate nursing programs indicated that the majority include spiritual dimensions in program philosophy and curriculum, but few had definitions of spirituality and nursing care. Content typically addressed patients' spiritual needs, dying, and holism. Respondents were uncertain about faculty preparation to teach about…

  8. Baccalaureate Nursing Faculty Competencies and Teaching Strategies to Enhance the Care of the Veteran Population: Perspectives of Veteran Affairs Nursing Academy (VANA) Faculty.

    Carlson, Judy

    2016-01-01

    It is critical that faculty competencies, teaching strategies, and the essential knowledge relating to the care of our veterans be delineated and taught to health care professionals in order for our Veterans to receive optimal care. The purpose of this qualitative study was to ascertain from nursing faculty members who have worked extensively with veterans, the necessary faculty competencies, essential knowledge, and teaching strategies needed to prepare baccalaureate level nurses to provide individualized, quality, and holistic care to veterans. Six Veteran Affairs Nursing Academy faculty members participated in two 2-hour focus group sessions. There were a total of 12 multidimensional major concepts identified: 5 faculty competencies, 4 essential knowledge areas, and 3 teaching strategies specifically related to veteran care. The information generated can be used for faculty, staff, and or nurse development. Having a comprehensive understanding of veteran health care needs enable effective patient-centered care delivery to veterans, which is the gold standard in health care our veterans deserve.

  9. Developing a pedagogy for nursing teaching-learning.

    Horsfall, Jan; Cleary, Michelle; Hunt, Glenn E

    2012-11-01

    Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners.

  10. Teaching and practice for Position requirements-oriented training system of ICU training nurses in secondary hospital

    Hai-yan HUANG

    2014-09-01

    Full Text Available Objective: Establish position requirements-oriented training system of ICU training nurses in secondary hospital .To standardize the teaching management and improve the training effect for the training nurses in our ICU. Methods: Form the ICU training nurse teaching staff; Formulate training manual according to survey results of nurse training demand;Implement clinical teaching in stages according to the content of the training manual; Proceed comprehensive skills assessment in the different stages of training. Results: The pass rate of the 84 training nurses in 2013was 100%, the excellent rate was 25.72%,the good rate was 36.37%. 84 training nurses completed the training task perfectly according to the training manual, and during the training there was no nursing security incidents. Conclusion: To establish position requirements-oriented training system of ICU training nurses is the main method to solve the shortage of nursing professionals  in secondary hospital. This kind of training system is appropriate to the needs of the development of intensive care ,training requirement and clinical requirement. It should be extended in nurse training work in ICU.

  11. Teaching home care electronic documentation skills to undergraduate nursing students.

    Nokes, Kathleen M; Aponte, Judith; Nickitas, Donna M; Mahon, Pamela Y; Rodgers, Betsy; Reyes, Nancy; Chaya, Joan; Dornbaum, Martin

    2012-01-01

    Although there is general consensus that nursing students need knowledge and significant skill to document clinical findings electronically, nursing faculty face many barriers in ensuring that undergraduate students can practice on electronic health record systems (EHRS). External funding supported the development of an educational innovation through a partnership between a home care agency staff and nursing faculty. Modules were developed to teach EHRS skills using a case study of a homebound person requiring wound care and the Medicare-required OASIS documentation system. This article describes the development and implementation of the module for an upper-level baccalaureate nursing program located in New York City. Nursing faculty are being challenged to develop creative and economical solutions to expose nursing students to EHRSs in nonclinical settings.

  12. Teaching qualitative research as a means of socialization to nursing.

    Arieli, Daniella; Tamir, Batya; Man, Michal

    2015-06-01

    The aim of the present article is to present a model for teaching qualitative research as part of nursing education. The uniqueness of the course model is that it seeks to combine two objectives: (1) initial familiarization of the students with the clinical-nursing environment and the role of the nurse; and (2) understanding the qualitative research approach and inculcation of basic qualitative research skills. The article describes how teaching two central genres in qualitative research - ethnographic and narrative research - constitutes a way of teaching the important skills, concepts, and values of the nursing profession. The article presents the model's structure, details its principal stages, and explains the rationale of each stage. It also presents the central findings of an evaluation of the model's implementation in eight groups over a two-year period. In this way the article seeks to contribute to nursing education literature in general, and to those engaged in clinical training and teaching qualitative research in nursing education in particular.

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

    DeSanto-Madeya, Susan

    2007-10-01

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

  14. Disaster preparedness for nurses: a teaching guide.

    Tillman, Paula

    2011-09-01

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

  15. Another way to teach family: family nursing game

    Carla Sílvia Neves da Nova Fernandes

    2014-10-01

    Full Text Available Current paper describes the application of an innovative strategy to teach family, within a hospital context, by sensitizing nurses on the family subject through the use of a game. Given the hospitalization of a relative, the family faces changes in its dynamics caused by the crisis it is exposed to. It is the relevance for including the family within the care process. Since nurses are expected to assume a key role for which they need specific competence to intervene in families when experiencing an eventual crisis. The in-service education becomes a strategy of generating new skills and enhances human capital to improve the quality of nursing care. Considering the importance of including family in the care context, a playful tool called Family Nursing Game has been invented for teaching the family, especially by passing a model of family intervention. The strategy is based on the belief of the existence of relationship between game and learning.

  16. A conceptual framework for teaching research in nursing

    SCD Wright

    2005-09-01

    Full Text Available Though research is often referred to the lifeblood, hallmark or cornerstone in the development of a profession (Brink, 1996:2, teaching research in Nursing is a challenge. The challenge does not just lie in teaching the subject, but in resistance and unwillingness of students to engage in the subject. In the experience of the researcher, registered nurses identify themselves with being a nurse and a caregiver; the role of researcher has never been internalised. The challenge is to achieve the outcome envisaged, namely, nurses who are knowledgeable consumers of research as well as continuous productive scholars in their application of nursing. Research generates knowledge and knowledge is the basis of caring with excellence. Nursing is an art and a science and the science must produce the knowledge upon which the art is based. The purpose of this article is to propose a conceptual framework of how to teach research in order to achieve such a successful outcome. The conceptual framework proposed in this article is based on four pillars, theoretical knowledge of research, scientific writing, psychological support and experiential learning. The importance of the research facilitator, not just as a teacher but also as a positive role model, is also described.

  17. Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

    Delahoyde, Theresa

    Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

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

    Palmer, Sheri P; Heaston, Sondra

    2009-03-01

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

  19. Web-based simulation: a tool for teaching critical care nursing

    Barbosa, Sayonara de Fatima Faria; Marin,Heimar de Fatima

    2009-01-01

    The objectives of this study were to develop, to implement and to evaluate a web-based simulation for critical care nursing, as a tool for teaching nursing students at the undergraduate level. An adapted methodology was used to develop teaching material in a web-based learning environment, consisting of three evaluation phases (ergonomic, pedagogical and usability), carried out by web-designers/programmers, nursing teachers/nurses, and undergraduate nursing students. The research tools used w...

  20. [Evaluation of nursing care systematization through the phases of nursing process performance and registration in a teaching hospital].

    Reppetto, Maria Angela; de Souza, Mariana Fernandes

    2005-01-01

    This descriptive study was carried out in a teaching hospital at São Paulo city and had as objective to identify the phases performance and registration of nursing care systematization and the most frequent nursing diagnoses. Data were collected retrospectively from 135 patients records of three units: Cardiology, Adult Infectious Diseases and Neurosurgery, from January to July, 2002. The phases: history, nursing diagnoses, prescription, evolution and assessment were performed and registered in the three units, however, it was verified systematization gaps performance related to nursing diagnoses registered without the realization of nursing history and nursing prescriptions without evolution. The most frequent nursing diagnosis in the three units was risk for infection.

  1. Faculty Narratives: Teaching, Technology, and the Nursing Professoriate

    Miller, Ava S.

    2010-01-01

    The use of the Internet and its associated technology in education are necessities at the 21st century university. Nursing faculty has, and continues to be, influenced by changes in the manner in which education is delivered. The changes are superimposed upon the traditional scholarship roles involving teaching, research, and service. In order to…

  2. Using Popular Culture To Teach Nursing Leadership.

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

    2001-01-01

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

  3. Illinois Occupational Skill Standards: Nursing Cluster.

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

  4. Online teaching strategies to improve collaboration among nursing students.

    Posey, Laurie; Pintz, Christine

    2006-12-01

    Collaborative problem-solving is an essential competency for nurses and all health professionals. This paper compares the design characteristics and educational benefits of three online-teaching strategies that nurse educators can use to build the critical thinking and social skills needed for effective collaboration: computer supported collaborative learning, case-based facilitated discussion, and cognitive flexibility hypermedia. These strategies support a critical instructional outcome required for effective collaboration: the ability to examine, assess, and synthesize multiple perspectives to resolve illstructured problems (i.e., problems for which there is no clear-cut solution). Descriptions, examples, and guidelines for implementing each strategy are provided. By integrating these strategies into their online courses, nurse educators can prepare nurses to work effectively with others to solve complex problems in clinical practice and the broader health-care system.

  5. Teaching interprofessional teamwork in medical and nursing education in Norway

    Aase, Ingunn; Aase, Karina; Dieckmann, Peter

    2013-01-01

    The notions of interprofessional education and interprofessional teamwork have attained widespread acceptance, partly because lack of teamwork has been tentatively linked to adverse incidents in healthcare. By analyzing data from 32 educational institutions, this study identifies the status...... of interprofessional teamwork in all nursing and medical education in Norway. The study programs issued by the 32 educational institutions were subject to content analysis, distilling the ambitions and goals for teaching interprofessional teamwork. Study program coordinators were approached and asked to what degree...... interprofessional teamwork was actually introduced in lecturing and clinical training. Results indicate that the medical and nursing schools clearly aspire to teach interprofessional teamwork and that this has largely been achieved when it comes to theoretical teaching. Although three of the four medical programs...

  6. [Planning nursing teaching: educational purposes and clinical competence].

    Dell'Acqua, Magda Cristina Queiroz; Miyadahira, Ana Maria Kazue; Ide, Cilene Aparecida Costardi

    2009-06-01

    Thinking about nursing education implies articulating this issue with the expressions of theoretical frameworks, from the perspective of a pedagogical aspect that includes both constructivism and competencies. The objective was to characterize, from a longitudinal view, the construction of care competencies that exist in the teaching plans of nursing undergraduate programs. This exploratory-descriptive study used a qualitative approach. Documentary analysis was performed on the nine teaching plans of undergraduate care subjects. The ethical-legal aspects were guaranteed, so that data was collected only after the study had been approved by the Research Ethics Committee. The data evidenced a curriculum organization centered on subjects, maintaining internal rationales that seem to resist summative organizations. Signs emerge of hardly substantial links between any previous knowledge and the strengthening of critical judgment and clinical reasoning. As proposed, the study contributed with reconsiderations for the teaching-learning process and showed the influence of constructivism on the proposal of clinical competencies.

  7. Effect of Clinical Teaching Associate Model on Nursing Students' Clinical Skills and Nurses' Satisfaction.

    Rahnavard, Zahra; Eybpoosh, Sana; Alianmoghaddam, Narges

    2013-10-02

    Abstract Background and Objectives: The credit of the practice nurses in developing countries, due to gap between theory and practice in nursing education and health care delivery has been questioned by nursing professionals. Therefore, the aims of this study were to investigate the effectiveness of the application of the CTA model in nursing students' clinical skills and to assess the participants' (faculty members, staff nurses, and nursing students) level of satisfaction with the CTA model and with achieving the educational goals in Iran, as a developing country. Methods and Materials: In this experimental study, random sampling was used to assess 104 nursing students' clinical skills, and assess 6 faculty members and 6 staff nurses. After obtaining informed consent, the level of satisfaction was evaluated by a questionnaire and clinical skills were evaluated by standard checklists. Data were assessed and analyzed with SPSS version 15. Results: The results showed that the mean scores of all clinical skills of the students were significantly higher after intervention (pskills in nursing students in Iran as a developing country. Therefore, application of the method is recommended in clinical nursing education systems of such counties.

  8. The association between social capital and burnout in nurses of a trauma referral teaching hospital.

    Farahbod, Farzin; Goudarzvand Chegini, Mehrdad; Kouchakinejad Eramsadati, Leila; Mohtasham-Amiri, Zahra

    2015-01-01

    Social capital is a multi-faceted phenomenon in social sciences that massively affects many social fields. It can be a helpful factor in promoting health. Among the groups with high burnout, nurses have always shown higher levels of burnout. Studies have revealed that social capital can be an important factor affecting burnout. This study aimed to determine the extent of the effect of social capital on burnout in nurses of a trauma referral teaching hospital in Rasht. This was a descriptive correlational study conducted on 214 nurses of a trauma referral teaching hospital. Maslach standard questionnaire and the social capital questionnaire devised by Boyas and colleagues were used. Data were analyzed using descriptive statistics, Pearson correlation coefficient, and linear regression analysis to determine the extent of the effect of social capital on burnout. The study showed an inverse association between social capital and burnout. The intensity of the relationship was -0.451 (Pburnout variable showed that the regression coefficient of social capital equaled -0.34. The determination coefficient of this regression model indicated that social capital explained 20% of burnout changes. The results showed high burnout in emotional exhaustion dimension and an inverse association between social capital and burnout. Thus, attempts should be made to promote social capital dimensions among nurses. Given the inevitability of job stress in a nursing environment, and managers should plan on improving the working conditions and training techniques to deal with such stress.

  9. Teaching-learning in community: the metaphor of nurse as guest.

    Milton, Constance L

    2012-04-01

    Metaphors are creative learning devices that may illustrate novel and different meanings in teaching-learning situations. In this column, the author discusses possible meanings of the metaphor of nurse as guest in nurse-community relationships from a humanbecoming theoretical lens. Humanbecoming teaching-learning essences, paradoxes, and processes are used to illustrate potential ethical meanings and implications for nurse practice.

  10. Teaching and learning innovations for postgraduate education in nursing.

    Phillips, Diane; Forbes, Helen; Duke, Maxine

    2013-01-01

    This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including 'social presence', 'cognitive presence' and 'teaching presence', guides academics in the development and delivery of quality programs designed to enhance each student's experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.

  11. Nursing Program Success: Are We Using the Right "Gold" Standard?

    Bernier, Sharon L.; Helfert, Karen; Teich, Carolyn R.; Viterito, Arthur

    2005-01-01

    Community college administrators and state regulatory bodies assess associate degree nursing programs on a continual basis. In their quest to evaluate the programs, they rely heavily on the "first time pass rate" reports on the standard licensing test: NCLEX (National Council Licensure Examination). A closer look at the use of this…

  12. Teaching nurses how to teach: strategies to enhance the quality of patient education.

    Fidyk, Lisa; Ventura, Kate; Green, Katie

    2014-01-01

    This article describes the development of a training course for nurses that focused on teach-back as a key strategy for patient education. It describes evaluative methods used to collect feedback and determine effectiveness of education based on nurses' perception and self-assessment of their patient educational skills and improvements made for future courses. Professional Development Specialists can use the concepts in this article to create similar programs to improve the quality of patient education.

  13. Application of case analysis teaching method in nursing teaching in Department of Internal Medicine

    Zhang-xiu SHENG

    2014-04-01

    Full Text Available Objective:In order to adapt to the modern occupation education teaching idea, to stimulate students’ interest in learning, training students' comprehensive quality, improve the students' active participation, understanding, analysis and problem solving skills. Methods: I In the course of different stages using teaching methods of case analysis: case introduction before class teaching method, case analysis during and after class teaching method, and case analysis of the whole chapter after class teaching method.  Results and Conclusion: Through the course of different stages of using case analysis teaching method, we can launch the students’ active learning, stimulate the students' interest in learning, activate classroom atmosphere, train students' independent thinking, strengthen the problems solving ability, improve the self-learning ability of students, activate their participation and awareness, analysis, judgment, introduction, and strengthen students' exam ability, improve the test scores of students and the teaching effect of nursing in Department of internal medicine.

  14. Models of Teaching: Connecting Student Learning with Standards

    Dell'Olio, Jeanine M.; Donk, Tony

    2007-01-01

    "Models of Teaching: Connecting Student Learning with Standards" features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell'Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and…

  15. The Challenge of Writing for Publication: Implications for Teaching-Learning Nursing.

    Yancey, Nan Russell

    2016-10-01

    Disseminating new scientific knowledge through publication is critical for any discipline, including nursing. The challenge for nurse faculty is preparing emerging nurses with the skills, enthusiasm, and disposition to fully assume professional roles as nurse scientists and scholars, including that of author. Exploring how students learn to write for publication and barriers to writing for publication, recommendations are offered for teaching-learning as a guide to faculty in planning programs, developing curriculum, and identifying teaching-learning strategies.

  16. Teaching/learning strategies for the essentials of baccalaureate nursing education for entry-level community/public health nursing.

    Callen, Bonnie; Smith, Claudia M; Joyce, Barbara; Lutz, Jayne; Brown-Schott, Nancy; Block, Derryl

    2013-01-01

    The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations.

  17. Teaching Pain Management to Student Nurses: A Literature Review

    Ekatrina Wijayanti

    2014-04-01

    Full Text Available Purpose: To provide nursing students knowledge of pain prior, during, and post- surgery, recovery and rehabilitation. Methods: Review articles published during 2005 until 2012 that focused on pain assessment and pain management. The databases used in this study were Medline and CINAHL.Results: Postoperative pains need special approach and care. It needs teach patient how to adapt pain, control pain, monitor result of treatment. Conclusion: Nursing students need to learn how to assess pain using appropriate tools for each age level and in patients with special needs. The students also need to learn about pain management including pharmacology and non-pharmacology means and consider pain as the fifth vital sign. As student nurses learn pain assessment, they should be considerate about culture, and different languages that might happen during practical rotations.

  18. Framework for Teaching Psychomotor and Procedural Skills in Nursing.

    Oermann, Marilyn H; Muckler, Virginia C; Morgan, Brett

    2016-06-01

    The development of psychomotor and procedural skills requires opportunities for repetitive practice combined with specific, informational feedback from the teacher, another expert, or simulator to correct performance errors. Practice enables learners to refine skills and progress through the phases of motor learning: cognitive, associative, and autonomous. Practice should be spaced over time, can occur in dyads, and can rapidly cycle between practicing and receiving feedback and coaching until skills are mastered. The purpose of this article is to examine psychomotor skill learning in nursing and to suggest strategies for nurse educators in teaching motor and procedural skills in nursing programs, as well as in clinical settings. J Contin Educ Nurs. 2016;47(6):278-282.

  19. [Computer-mediated teaching of didactics in nursing: students evaluation].

    Peres, Heloisa Helena Ciqueto; Meira, Karina Cardoso; Leite, Maria Madalena Januário

    2007-06-01

    This exploratory descriptive study's purpose is to describe what students think regarding the form and content of an educational site and its application as an instructional resource for the discipline of Didactics in Nursing in the undergraduate course in Nursing at a school in the city of São Paulo. The study's subjects were students enrolled in that discipline during the first semester of the school year of 2003. The results show promptness regarding the use of computers on the part of the students, who are favorable to the adoption of new computer-mediated teaching methodologies in Nursing as a means to increase and diversify the forms of communication between instructors and students.

  20. Transformative teaching in nursing education: leading by example.

    McAllister, Margaret

    2005-04-01

    This is the second in a pair of articles exploring critical education, an illuminating philosophy relevant to practice development facilitators, clinical teachers, academics, clinicians and others involved in the rethinking of nursing practice. I argue that critical education and its practice equivalent-transformative teaching and learning, can restore optimism in those who feel that longstanding practice problems have become insoluble. It can provide clear direction to assist new nurses, students and lifelong learners to become strategic about change, aware of the rich and varied history of their profession, critical thinkers and creative solution generators. In this article, I move beyond the forming phase of the teacher-student relationship to the building, or working phase of learning. Two particular ways of encouraging critical thinking are emphasised: reflective practice and dialectical critique. In order to move beyond the purely abstract, I draw on my experiences teaching undergraduate and postgraduate students, and clinicians working in education, practice and research.

  1. Teaching strategies to promote critical thinking skills in nursing staff.

    Dobrzykowski, T M

    1994-01-01

    The promotion of critical thinking skills necessary for safe, effective, state-of-the-art nursing care is discussed in this article. Definitions of critical thinking and inductive and deductive reasoning are explored. Benner's (1986) research, based on Dreyfus and Dreyfus' (1980) model of skill acquisition, provides a basis for the various strategies mentioned to teach critical thinking. Implementation and evaluation of these strategies are addressed.

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

    Ryan, Sheila A.

    1983-01-01

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

  3. Cost of nursing turnover in a Teaching Hospital

    Paula Buck de Oliveira Ruiz

    2016-02-01

    Full Text Available Abstract OBJECTIVE To map the sub processes related to turnover of nursing staff and to investigate and measure the nursing turnover cost. METHOD This is a descriptive-exploratory study, classified as case study, conducted in a teaching hospital in the southeastern, Brazil, in the period from May to November 2013. The population was composed by the nursing staff, using Nursing Turnover Cost Calculation Methodology. RESULTS The total cost of turnover was R$314.605,62, and ranged from R$2.221,42 to R$3.073,23 per employee. The costs of pre-hire totaled R$101.004,60 (32,1%, and the hiring process consumed R$92.743,60 (91.8% The costs of post-hire totaled R$213.601,02 (67,9%, for the sub process decreased productivity, R$199.982,40 (93.6%. CONCLUSION The study identified the importance of managing the cost of staff turnover and the financial impact of the cost of the employee termination, which represented three times the average salary of the nursing staff.

  4. Teaching Non-Standard Varieties of Bahasa Indonesia.

    Lukmana, Iwa

    1997-01-01

    Considers the question of which variety of Indonesian to teach in Australia. Issues related to standardization, formality, and diglossia in Bahasa, Indonesia, the use of its many varieties across Indonesia, differences between the Jakarta dialect and the standard form, and pedagogical considerations in teaching non-standard varieties are…

  5. Self-Efficacy and Postpartum Depression Teaching Behaviors of Hospital-Based Perinatal Nurses

    Logsdon, M. Cynthia; Foltz, Melissa Pinto; Scheetz, James; Myers, John A.

    2010-01-01

    Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery...

  6. Assessing the Quality of Teaching Process Lamerd School of Nursing

    Hashemi SA

    2015-07-01

     Findings: From the viewpoint of students, teaching quality of teaching was not good in all studied elements. There were significant differences in “Technology selection” between the viewpoints of 2012 and 2014 entered students (p=0.001 and also in “assessment and evaluation” between the viewpoints of 2012 and 2013 entered students (p=0.03. There were also significant differences in classroom management (p=0.008, the dynamics of learning (p=0.02 and assessment and evaluation (p=0.01 between boys and girls. Conclusion: The quality of teaching is lower than average in targets selection, class management, learning strategy, content regulation, the dynamics of learning, technology selection and assessment and evaluation in Lamerd nursing faculty from the viewpoint of students.

  7. 综合实验在护理学基础实验教学中的应用%Comprehensive Experiment Teaching Model in Medical Nursing in Basic Nursing Experimental Teaching

    杨丽

    2016-01-01

    Objective To explore the effects of Comprehensive Experiment teaching model on Medical Nursing teaching in Basic nursing experimental teaching. Methods Ninety vocational nursing students enrolled in 2013 were randomly divided into experimental group (n=42)and control group (n=45). Comprehensive Experiment teaching model was used in the experimental group,the teaching methods included clinical case teaching with simple standardized patients,problem-based learning teaching and situational simulation teaching et al. The conventional teaching methods were conducted in the control group. The teaching effects were evaluated by exams,clinical skills performance evaluation,and a questionnaire survey. Results The average score of clinical skills performance evaluation)(=3.62,<0.01)of experimental group were better than those of control group. And the nursing students in the experimental group gave a high evaluation about the teaching effect with the teaching methods. Conclusion Application of Comprehensive Experiment teaching model in Medical Nursing can improve the exam scores and improve the learning satisfaction .%目的:探讨综合实验教学模式在护理学基础实验教学中的应用与效果。方法将2013级本科护理专业学生87名随机分为试验组42和对照组45,试验组采用综合实验教学模式,即将以病例教学法、以问题为导向的教学法、情境教学法等多种教学方法综合应用;对照组采用传统的教学方法。采用临床综合技能评价及问卷调查的方法分析教学效果。结果试验组临床综合技能评价(=3.62,<0.01)显著优于对照组,试验组学生对各项教学效果评价较好。结论运用综合实验教学模式进行护理学基础教学有利于提高学生的临床综合技能及学生对教学效果的满意度。

  8. The United Kingdom National Healthy School Standard: A Framework for Strengthening the School Nurse Role

    Wicklander, Molly K.

    2005-01-01

    The purpose of this review is to analyze the school nursing role within the National Healthy School Standard (NHSS) in the United Kingdom with a view toward clarifying and strengthening the role of school nurses globally. Within the National Healthy School Standard framework, school nurses serve an integral role in linking health and education…

  9. Knowledge Practice and Outcome of Quality Nursing Care among Nurses in University of Calabar Teaching Hospital (UCTH)

    Oyira, Emilia James; Ella, R. E.; Chukwudi, Usochukwu Easter; Paulina, Akpan Idiok

    2016-01-01

    Objectives: The main purpose of this study was to determine knowledge practice and outcome of quality nursing care among nurses in University of Calabar Teaching Hospital (UCTH). Three research questions and one hypothesis were formulated to guide this study. Literature related to the variables under study was reviewed according to the research…

  10. Nursing Faculty Roles in Teaching Racially and Ethnically Diverse Nursing Students in a Registered Nurse Program

    Beard, Kenya V.

    2009-01-01

    Racial and ethnic health care disparities continue to plague the United States, placing a tremendous personal and societal burden on individuals. A culturally diverse nursing work force can help eliminate these disparities and improve the quality of health care that is delivered. However, the nursing profession does not reflect the nation's…

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

    Sara Moghaddam

    2013-08-01

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

  12. Violence Education: An Analysis of Instructional Methods Used to Teach Nursing Students about Intimate Partner Violence

    Wallace, Cara L.

    2013-01-01

    Nurses in all areas of healthcare are exposed to patients who are suspected or actual victims of intimate partner violence. Many times nurses report a general lack of knowledge in regard to the topic. Therefore, it is paramount for nursing educators to identify effective methods to teach their students about intimate partner violence in an effort…

  13. A New Concept of Teaching-Learning Experience in Trauma Nursing

    Bell, Judy; Miller, Margaret

    1977-01-01

    An inservice course is described which was developed to teach selected emergency nursing personnel in Nebraska's six Emergency Health/Medical Services areas. The teaching approach was individualized so that the nurses could study only needed materials and work at their own pace as their schedules allowed. (MF)

  14. Re-introducing Skills Teaching to Nurse Education: An Action Research Project.

    Pfeil, Michael

    2001-01-01

    A small nursing school sought to improve teaching of skills in communication, observation, care planning, nursing, technology, and professional/personal development. Skills were identified in questionnaires and group interviews, and ways to implement teaching without the multidisciplinary resources of larger institutions were developed. (Contains…

  15. Organ procurement: should we teach undergraduate medical and nursing students?

    Korjian, Serge; Daaboul, Yazan; Stephan, Antoine; Aoun Bahous, Sola

    2015-04-01

    Organ procurement and transplant improve health outcomes among patients with organ failure. Although many strategies have been developed to overcome the organ shortage, the worldwide rates of organ donation remain suboptimal. The lack of commitment to the health care mission of organ donation and the limited expertise of health care professionals reflect 2 major barriers to organ procurement and raise the need to teach organ procurement to health care professionals early during their undergraduate education. To accommodate the various available curricular models and to develop a homogeneous and equitable teaching methodology irrespective of the adopted design, an early step is to set clear goals and objectives for an organ procurement program. Outcomes should be matched to different academic levels and tailored to the duration of each medical and nursing curriculum. In all cases, hands-on experience leads to a better understanding of the topic, especially with the advent of simulation techniques that may be useful for training as well as testing purposes. An effective program finally requires that attainment of objectives and outcomes are systematically tested using proper evaluation tools that adequately pair with the curricular design. In conclusion, organ procurement teaching should adopt a systematic evidence-based approach that simultaneously contributes to medical and nursing education and improves organ donation rates.

  16. Where is the evidence for teaching methods used in nursing education?

    McCartney, Patricia R; Morin, Karen H

    2005-01-01

    Twenty-first century maternal-child faculty members are now being encouraged to base their teaching practice on sound evidence. Finding that evidence, however, can be challenging. This article discusses not only the current state of research on teaching in nursing, but also how and where educators can access information about teaching that is based on research. It also describes strategies educators can use to develop an evidence-based approach to teaching. Topics included in this discussion include recommended literature resources in nursing and education, bibliographic database search techniques, guides for appraisal of quantitative and qualitative research, and relevant nursing education and general education professional organizations. In addition, an evidence hierarchy from the field of education is introduced to rank educational studies in nursing. If nurse educators are to apply the evidence-based process used in clinical practice to the practice of nursing education, more research is needed in this field.

  17. A survey of nursing documentation, terminologies and standards in European countries.

    Thoroddsen, Asta; Ehrenberg, Anna; Sermeus, Walter; Saranto, Kaija

    2012-01-01

    A survey was carried out to describe the current state of art in the use of nursing documentation, terminologies, standards and education. Key informants in European countries were targeted by the Association for Common European Nursing Diagnoses, Interventions and Outcomes (ACENDIO). Replies were received from key informants in 20 European countries. Results show that the nursing process was most often used to structure nursing documentation. Many standardized nursing terminologies were used in Europe with NANDA, NIC, NOC and ICF most frequently used. In 70% of the countries minimum requirements were available for electronic health records (EHR), but nursing not addressed specifically. Standards in use for nursing terminologies and information systems were lacking. The results should be a major concern to the nursing community in Europe. As a European platform, ACENDIO can play a role in enhancing standardization activities, and should develop its role accordingly.

  18. A survey of nursing documentation, terminologies and standards in European countries

    Thoroddsen, Asta; Ehrenberg, Anna; Sermeus, Walter; Saranto, Kaija

    2012-01-01

    A survey was carried out to describe the current state of art in the use of nursing documentation, terminologies, standards and education. Key informants in European countries were targeted by the Association for Common European Nursing Diagnoses, Interventions and Outcomes (ACENDIO). Replies were received from key informants in 20 European countries. Results show that the nursing process was most often used to structure nursing documentation. Many standardized nursing terminologies were used in Europe with NANDA, NIC, NOC and ICF most frequently used. In 70% of the countries minimum requirements were available for electronic health records (EHR), but nursing not addressed specifically. Standards in use for nursing terminologies and information systems were lacking. The results should be a major concern to the nursing community in Europe. As a European platform, ACENDIO can play a role in enhancing standardization activities, and should develop its role accordingly. PMID:24199130

  19. 浅谈护理实习生规范化管理%Discussion on standardized management of nursing interns

    王英; 陈晓

    2016-01-01

    AIM:To investigate the method and effect of stand⁃ardized management of nursing interns. METHODS: A total of 578 nursing interns in practice in the Armed Police Corps Hospital of Guangdong from July 2010 to July 2015 were selected as study object. Nursing interns were managed seriously according to con⁃crete measures for practicing normalized management for nursing interns made by nursing department. Strengthening the force of su⁃pervision to improve the quality of nursing teaching management. RESULTS: The rigor of nursing clinical teaching management and satisfaction of teaching were improved through the application of standardized management of nursing interns. CONCLUSION:The quality of clinical teaching management were improved through hospital⁃wide implementation of standardized management of nursing interns.%目的:探讨护理实习生规范化管理的方法及效果。方法:选取武警广东省总队医院2010-07/2015-07护理实习生578人,护理部制定护理实习生实习规范化管理措施,在护理实习生管理上认真落实,不断总结,加强对护理实习生的监管力度,不断提高护理教学管理质量。结果:运用规范化管理措施管理护理实习生,既提升了护理临床教学管理的严谨性,又提高了教学满意度。结论:通过对全院护理实习生实施规范化管理,提高了武警广东省总队医院临床教学管理质量。

  20. Possibilities and Challenges: The National Board for Professional Teaching Standards.

    Serafini, Frank

    2002-01-01

    Outlines possibilities and challenges for classroom teachers considering National Board for Professional Teaching Standards (NBPTS) certification and other concerned educators synthesized from the available research and educational publications, asserting that the tension between the normalizing effects of teaching standards and national…

  1. Lived experiences of nurse educators on teaching in a large class at a nursing college in Gauteng

    Maria G. Ndawo

    2016-02-01

    Full Text Available Background: The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators.Objectives: To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning.Method: A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness.Results: The themes that emerged from this study were that nurse educators experienced difficulty in recognising learners as individuals in a large class, using innovative pedagogical strategies, and managing a large class. These findings had a negative impact on meaningful teaching and learning as they interfered with an enabling learning environment.Recommendations: Nurse educators should be empowered with facilitative skills in order to effectively manage a large class and hence to achieve teaching and learning abilities.Conclusion: There is a need for nurse educators to finding alternative ways to overcome challenges associated with teaching in large classes and prepare learners to render individualised, caring and holistic nursing care to each unique patient in the healthcare setting.Keywords: Large class, Teaching, Learning; Hindrance

  2. Benefits of using undergraduate teaching assistants throughout a baccalaureate nursing curriculum.

    Herrman, Judith W; Waterhouse, Julie K

    2010-02-01

    The Residency Model of Nursing Education was put into practice at our institution to provide more active teaching-learning strategies, make use of innovative clinical approaches, and accommodate more students. A unique aspect of this creative curricular change is the use of undergraduate teaching assistants (UTAs) to provide mentor and mentee opportunities for nursing students and assist faculty with course logistics. This article describes the development, challenges, and benefits of implementing a UTA program in a baccalaureate school of nursing.

  3. Accelerated Nursing Degree Programs: Insights into Teaching and Learning Experiences. New Careers in Nursing. Research Report. ETS RR-15-29

    Millett, Catherine M.; Stickler, Leslie M.; Wang, Haijiang

    2015-01-01

    The Study of Teaching and Learning in Accelerated Nursing Degree Programs explores how nurse educators are adapting their teaching practices for accelerated, second-degree nursing program students. To provide findings on topics including instructional practices and the roles and attitudes of faculty, a web survey was administered to almost 100…

  4. [Teaching learning process on the nursing laboratory: students' points of view].

    Gomes, Cleide Oliveira; Germano, Raimunda Medeiros

    2007-09-01

    The study identifies nursing laboratory contributions to the teaching/learning process from graduate students' point of view, and analyzes its importance to developing abilities. As an investigation procedure, focal group meetings were undertaken, and students were identified by flower names to assure their anonymity. Analysis used the qualitative method, and its theoretical main source were essays from authors who study the teaching/learning process in the Nursing laboratory and emphasize humanization of the teaching practice. Results show the importance of the Nursing laboratory to facilitate the teaching/learning process, recognizing that the Laboratory is a place of excellence to develop abilities.

  5. [Nursing students' perception about the Nursing Laboratory as a teaching strategy].

    Felix, Carla Cristiane Paz; e Faro, Ana Cristina Mancussi; da Rocha Ferreira Dias, Cristiane

    2011-03-01

    The objective of this study is to get to know the nursing students' perception in terms of the physical, educational and human aspects of the nursing laboratory in the teaching-learning process. This is a quantitative, cross-sectional, non-experimental study. Participants were 85 students who answered to a questionnaire about the laboratory in regard to human resources, teaching resources, physical infrastructure, and accommodation and hours of operation. Regarding the physical infrastructure of the lab, the majority of students (58.8%) rated it as bad or average, and accommodation was rated between bad and extremely bad by 50.6% of the students. The lab working hours were rated from good to excellent by 63.5% of the students. The nursing specialists and monitors of the laboratory were positively rated by the students, with 87.0% and 84.9% rating them from good to excellent, respectively. According to the students, the best aspect of the laboratory was human resources.

  6. The Need for Higher Minimum Staffing Standards in U.S. Nursing Homes

    Harrington, Charlene; Schnelle, John F.; McGregor, Margaret; Simmons, Sandra F.

    2016-01-01

    Many U.S. nursing homes have serious quality problems, in part, because of inadequate levels of nurse staffing. This commentary focuses on two issues. First, there is a need for higher minimum nurse staffing standards for U.S. nursing homes based on multiple research studies showing a positive relationship between nursing home quality and staffing and the benefits of implementing higher minimum staffing standards. Studies have identified the minimum staffing levels necessary to provide care consistent with the federal regulations, but many U.S. facilities have dangerously low staffing. Second, the barriers to staffing reform are discussed. These include economic concerns about costs and a focus on financial incentives. The enforcement of existing staffing standards has been weak, and strong nursing home industry political opposition has limited efforts to establish higher standards. Researchers should study the ways to improve staffing standards and new payment, regulatory, and political strategies to improve nursing home staffing and quality. PMID:27103819

  7. Community-Centered Service Learning: A Transformative Lens for Teaching-Learning in Nursing.

    Yancey, Nan Russell

    2016-04-01

    Although service learning has been proposed as a teaching-learning modality in response to an ongoing challenge to transform nursing education, there is a risk to community and student when service learning is poorly conceived. A community-centered service learning approach founded on a nursing theoretical perspective and community model is explored as a way to honor the wisdom and perspective of the community in changing while illuminating a new way of being a nurse in community for the nursing student.

  8. Reflections on the Teaching of Surgical Nursing%对外科护理学教学的几点思考

    施海

    2014-01-01

    外科护理学是医学护理学教学中一门重要的临床课程,其教学效果直接影响了学生将来的临床护理外科工作。笔者认为在外科护理学教学过程中,要综合教师、学生、教材、临床需要等多方面因素,整合情景模式教育,融入标准化患者概念,注重外科病人的心理护理,并多使用多媒体教学,培养良好的外科技能和理念才能更好地传授好这门课程。%In the teaching of surgical nursing is an important clinical course of medical nursing teach-ing ,which directly affects the clinical nursing of surgical work of students in the future .The author thinks that in the teaching of surgical nursing process ,to teachers ,students ,teaching material ,clini-cal needs and other factors ,the integration of situational education mode ,into the standardized pa-tients concept ,pay attention to psychological nursing in surgical patients ,and the use of multimedia teaching ,the cultivation of good surgical skills and ideas to better teach this curriculum .

  9. Achieving IT-supported standardized nursing documentation through participatory design

    Rasmussen, Stine Loft; Lyng, Karen Marie; Jensen, Sanne

    2012-01-01

    In the Capital Region of Denmark a full-scale pilot project on IT-supported nursing documentation is - after running for two months at one full university hospital - showing promising results. In this paper we discuss participatory design as a method to design clinical documentation templates...... that support guideline-based highly structured standard documentation in a large organization with many stakeholders. Applying a participatory design (PD) approach at many organizational levels has involved the stakeholders actively in the design process. Developing a set of design principles has concurrently...

  10. Teaching on the spiritual dimension in care to undergraduate nursing students: the content and teaching methods.

    Baldacchino, Donia R

    2008-07-01

    The study unit on 'The spiritual dimension in care'had a Judeo-Christian orientation. It was introduced to the Diploma nursing curriculum at the University of Malta in the academic year 2002-2003. The aim was to increase students' awareness about the essence of spirituality in care so as to enable them to implement holistic care. Spirituality may or may not incorporate religiosity. Thus, believers may have spiritual needs which may include religious needs whilst the atheists and agnostics may still have spiritual needs. While considering secularisation, the Christian culture of Malta was addressed in this study unit. This article describes the content structure of the study unit based on the ASSET model (Narayanasamy, A., 1999. ASSET: a model for actioning spirituality and spiritual care education and training in nursing. Nurse Education Today 19, 274-285) and outlines the various teaching methods used. Following feedback from the first and second cohort groups in 2003 and 2004, respectively, the reviewed study unit was delivered to the third cohort group of students (n=65) in Semester 2 in the academic year 2004-2005. Apart from the use of traditional teaching methods, such as lessons and a seminar, other methods were used constantly throughout the study unit, for example, self-reflection exercises, case-studies and small group discussions to enhance learning. Recommendations are proposed to review the content of this study unit and to introduce other teaching methods for effective learning.

  11. Teaching during clinical practice: strategies and techniques used by preceptors in nursing education.

    Elisabeth, Carlson; Christine, Wann-Hansson; Ewa, Pilhammar

    2009-07-01

    The preceptor is a nurse who teaches and supports the student and is seen as pivotal to student learning within the clinical setting. Earlier studies have shown that preceptors' pedagogical competence is significant for facilitating learning during clinical practice. However, studies describing pedagogical competence, especially in terms of teaching strategies, seem to be scarce. The aim of this study was to describe which strategies and techniques preceptors use to teach undergraduate nursing students during clinical practice. The study had an ethnographic approach; methods used were participant observations and focus group interviews with nurses who were experienced in precepting undergraduate nursing students. Findings illustrated how preceptors used different strategies and techniques in a continuous process of adjusting, performing and evaluating precepting. Increased knowledge on how the preceptors actually teach student nurses during clinical practice will help facilitate educational programmes for preceptors, which will enhance their pedagogical skills and competences.

  12. Bilingual teaching in nursing education in China: evolution, status, and future directions.

    He, Wei; Xu, Yu; Zhu, Jianhua

    2011-09-01

    Based on Chinese published literature and personal observations, this article reviews the history of bilingual teaching in nursing education in China, describes its current status and challenges, and predicts its future directions. Bilingual teaching in nursing education enjoys increasing popularity in China. The major factors that affect bilingual teaching are bilingual educators, students' English-language levels, bilingual teaching materials, and teaching models. Based on surveys of nursing schools, the English-language proficiency of the nursing educators varies greatly. The main issues with the teaching methods lie in over-translation, cramming, and limited interaction between the students and the teachers. Despite relatively inadequate English-language proficiency among Chinese nursing students, their interest can be strengthened greatly if international exchanges are available and promoted. Bilingual textbooks are more suitable in China's national context because of pricing and relevance. Although immersive bilingual teaching is the ideal, it is more feasible to begin with infiltrative bilingual teaching and move progressively towards increased English-language penetration. Future directions for improving bilingual teaching include training teaching faculty members, strengthening international exchanges, providing better bilingual study atmospheres, and gradually implementing bilingual textbooks.

  13. The teaching about the care of the elderly in nursing training: the situation in Portugal

    Silvana Sidney Costa Santos

    2013-09-01

    Full Text Available This paper aims to look at the teaching situation of the nursing undergraduate degree’s courses about eldercare in Portugal. A documentary research on the teaching programs in 39 nursing schools, 26 schools presented syllabus units related to the topic ‘eldercare’ and in eight of these schools the contents of the units were identified. Using textual analysis and from the categories we concluded that the teaching regarding eldercare for the nurse training in Portugal is focused on hospital care; it is directed to the adult/elderly/family; it explores the definitions related to the aging process; it explores community issues, legislation and research. People responsible for the design/monitoring of teaching programs should include teaching regarding eldercare in the nurse training, considering that the elder population is increasing in Portugal.

  14. Recommending a minimum English proficiency standard for entry-level nursing.

    O'Neill, Thomas R; Marks, Casey; Wendt, Anne

    2005-01-01

    The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220.

  15. 改革护理伦理学教学模式完善教学效果%Study on Reformation of Teaching Mode of Nursing Ethics and Perfecting Teaching Effect

    滕晓洁

    2015-01-01

    护理伦理学是护理专业的主干课程。本文分析了当前高职护理伦理学教学中存在的师资配备、课程标准、教学手段和评价考核方面存在的问题,针对存在的问题提出解决相应对策,以增加教学的实效性。%Nursing Ethics is one of the main courses of nursing major. This study analyses problems during teaching of nursing ethics in higher vocational schools, including problems on teaching staff, curriculum standard, teaching methods, as well as evaluation system. This study also puts forward countermeasures according to these problems in order to increase effectiveness of teaching.

  16. Comprehensive Application of Various Teaching Modes in Nursing Teaching%分析护理教学中多种教学模式的综合运用

    王莹

    2015-01-01

    医疗卫生事业发展必须培养更多专业的医护人员。要想提升护理学的教学质量,不断的创新教学模式、采用多种教学模式的结合是十分必要的。因此,本文从多种教学模式的综合运用方式入手,分析了多种教学模式的应用效果,并探讨了提升多种教学模式应用效果的有效策略。%Along with our country economic development, improving people's living standard, more and more high to the require-ment of medical and health conditions. If you want to make our country's current medical level improved, meet people's growing demand, it is necessary to train more professional medical personnel, become one of the professional schools, nursing and to im-prove the teaching quality of nursing, innovation teaching mode, using a combination of various teaching modes is very necessary. Therefore, this article from the integrated use of methods of various teaching modes, analyzes the application effect of a variety of teaching mode, and probes into the effective strategy promote the application of many kinds of teaching modes.

  17. Setting the Standards for Sessional Staff: Quality Learning and Teaching

    Harvey, Marina

    2013-01-01

    Across the Australian Higher Education sector a focus on quality is driving a new paradigm for learning and teaching: quality standards. One challenge is to engage all academics with this progress towards systematic quality enhancement and assurance. Sessional staff, who provide most of the face-to-face teaching in Australian universities, remain…

  18. Nursing Students Perceptions about Traditional and Innovative Teaching Strategies– A Pilot Study

    Sailaxmi Gandhi

    2015-01-01

    Full Text Available Background: Nursing education is undergoing tremendous changes with the changing needs of the rapidly changing society. A sound education system is the prerequisite for the development of any nation. Aim and Objectives: One way to enhance nursing education was to evaluate the learning perceptions of various teaching strategies in nursing education programs. The study was aimed to evaluate the student learning perception about traditional and modern teaching strategies among under graduate nursing students (N=44. Material and Methods: Post test only design was used to compare the learning perception of students about traditional and innovative teaching strategies (brain storming, concept mapping & problem based learning. One group was exposed to traditional teaching strategy and the other group was exposed to innovative teaching strategy about mental health assessment and therapeutic communication. Results: Findings indicated a statistically significant increase (p<0.006 in the learning perception among students exposed to innovative teaching strategies than those exposed to the lecture method at the end of 4 weeks. Conclusion: The results of this study indicate that students perceive innovative teaching strategies in a better way compared to the traditional teaching method as it enhances their motivation for learning, learner control, and self - directed learning abilities. However further evaluation with larger sample size is needed before it can replace traditional teaching methods in nursing education.

  19. Capturing the Complex, Situated, and Active Nature of Teaching through Inquiry-Oriented Standards for Teaching

    Sinnema, Claire; Meyer, Frauke; Aitken, Graeme

    2017-01-01

    Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our…

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

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

    2015-01-01

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

  1. 手术室护理专业护生的带教体会%The teaching experiences for operating room nursing students

    李秀芬; 刘云凤

    2015-01-01

    ObjectiveTo improve the operating room nursing students nursing teaching quality.Methods Selection of qualified with a teacher, to develop a detailed lesson plans, unified standardized basic skills and theoretical assessment. With teaching for nursing students to implement one-way, nursing students follow their own with a teacher, the completion of the main teaching programs and a variety of quantitative indicators.ResultsThe nursing students working procedures for operating room nursing familiarity and proficiency with common surgery has increased significantly.Conclusion One with teaching methods, for nursing students in the operating room nursing teaching really works, to improve with the quality of teaching.%目的:提高手术室护生的护理带教质量。方法:选拔合格的带教老师,制订详细的教学计划。带教老师和护生实行一对一带教方法,让护生跟随自己的带教老师,完成主要的教学计划和各种量化指标。结果:护生对于手术室的护理工作程序的熟悉度,以及常见手术的配合熟练度有明显的增加。结论:一对一带教方法,对于护生在手术室护理带教是确实可行的,提高带教质量。

  2. Problematizing the multidisciplinary residency in oncology: a practical teaching protocol from the perspective of nurse residents

    Myllena Cândida de Melo

    2014-08-01

    Full Text Available Objective: To investigate practical teaching of nurse residents in a multidisciplinary residency in oncology. Method: A qualitative descriptive study grounded in the problematization methodology and its steps, represented by the Maguerez Arch. Data were analyzed using content analysis. Results: Potentiating and limiting elements of the residency guided the design of a practical teaching protocol from the perspective of residents, structured in three stages: Welcoming and ambience; Nursing care for problem situations; and, Evaluation process. Conclusion: Systematization of practical teaching promoted the autonomy of individuals and the approximation of teaching to reality, making residency less strenuous, stressful and distressing.

  3. Educational research methods for researching innovations in teaching, learning and assessment: The nursing lecturer as researcher.

    Marks-Maran, Diane

    2015-11-01

    The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching. This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years.

  4. [Systematization of high-risk pregnancy care: a strategy for teaching obstetric nursing].

    Praça, N de S

    1994-04-01

    The present study describes a teaching experience using high risk pregnancy nursing care systematization with patients of a maternity. It also shows the students opinion of the use of such methodology.

  5. An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga.

    Maunye, T J; Meyer, S M; van Velden, C E

    2009-09-01

    The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this study. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely:formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners, staff development regarding the utilization of various teaching strategies was highlighted as an important factor to be considered. Other findings revealed that lack of resources have a negative influence on the utilization of various teaching strategies.

  6. An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga

    T. J. Maunye

    2009-09-01

    Full Text Available The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this study. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely: formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners, staff development regarding the utilization of various teaching strategies was highlighted as an important factor to be considered. Other findings revealed that lack of resources have a negative influence on the utilization of various teaching strategies.

  7. 48 CFR 852.222-70 - Contract Work Hours and Safety Standards Act-nursing home care contract supplement.

    2010-10-01

    ... Safety Standards Act-nursing home care contract supplement. 852.222-70 Section 852.222-70 Federal...—nursing home care contract supplement. As prescribed in 822.305, for nursing home care requirements, insert the following clause: Contract Work Hours and Safety Standards Act—Nursing Home Care...

  8. Traffic control: nursing practice calendar.

    Rus, Linda; Cheesebro, Kathy; Nagra, Erica; Neff, Alaina

    2013-01-01

    Educating nurses on the multitude of new and updated best practices, changes in regulatory standards, new equipment, and enhanced technology creates an "information traffic jam." Multiple practice changes occurring simultaneously pose challenges for nurses to retain information to practice safely and effectively. An absence of coordination between various nursing and allied health teaching initiatives compounds this problem. A nursing practice calendar was developed to facilitate the prioritization, communication, and education of hospital-wide initiatives affecting nursing practice.

  9. Teaching methods and an outcome tool for measuring cultural sensitivity in undergraduate nursing students.

    Hughes, Kathleen H; Hood, Lucy J

    2007-01-01

    A major challenge facing the nursing profession is to educate and assist nurses to develop the skills to provide culturally relevant care. This article describes one school's multicultural curriculum for baccalaureate nursing students and a tool to measure changes in behaviors and attitudes. The article presents the psychometric properties of the Cross-Cultural Evaluation Tool that yields a cross-cultural interaction score. Successful teaching strategies are presented that are substantiated by increased student cross-cultural interaction score scores.

  10. Scholarship, teaching and calculative thinking: a critique of the audit culture in UK nurse education.

    Horrocks, Stephen

    2006-01-01

    We are only beginning to understand the significance and consequences of how the era of Quality Assurance Mechanisms is effecting nurse education. This paper argues that the later philosophy of Heidegger can teach us a lot regarding the underlying "calculative thinking" which informs the administrative mind-set which nurse education has taken on hook, line, and sinker.

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

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

    2001-01-01

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

  12. The Process of Teaching and Learning about Reflection: Research Insights from Professional Nurse Education

    Bulman, Chris; Lathlean, Judith; Gobbi, Mary

    2014-01-01

    The study aimed to investigate the process of reflection in professional nurse education and the part it played in a teaching and learning context. The research focused on the social construction of reflection within a post-registration, palliative care programme, accessed by nurses, in the United Kingdom (UK). Through an interpretive ethnographic…

  13. Using problem-based learning in staff development: strategies for teaching registered nurses and new graduate nurses.

    Chunta, Kristy S; Katrancha, Elizabeth D

    2010-12-01

    Problem-based learning, described as an active teaching strategy, provides a framework for the development of self-directed learning, self-evaluation, interpersonal communication, critical thinking, and access and retrieval of information. This teaching method can be modified to fit almost any situation. Problem-based learning provides an opportunity to actively engage staff members in learning situations, making it a great asset for teaching in staff development. This article describes the use of problem-based learning for teaching registered nurses and new graduate nurses. It provides a scenario and facilitator guide pertaining to a real patient situation on an inpatient telemetry unit and offers general tips for implementing problem-based learning in staff education.

  14. Clinical teaching of student nurses by unit managers of selected hospitals in Limpopo Province

    LA Murathi

    2005-09-01

    Full Text Available The comprehensive nature of nurse training needs the involvement of almost all health team personnel, including unit managers to gain practical experience and learn to correlate theory and practice. The overall aim of the study was to explore and describe the experiences of unit managers regarding teaching of student nurses in the clinical area and to develop recommendations that will enhance clinical teaching, for the production of competent future nurse practitioners who will render quality care to patients. A qualitative design, which is explorative, descriptive and contextual in nature, was employed, utilizing a phenomenological approach to capture the experiences of unit managers regarding teaching of student nurses at selected hospitals, where students are allocated for their clinical exposure. Ethical measures as well as measures to ensure trustworthiness were adhered to. In-depth phenomenological interviews were conducted with unit managers who shared their experiences regarding clinical teaching of student nurses. Data analysis was done according to Tesch’s (1990 open coding method. One major theme emerged, namely that unit managers experienced problems when doing clinical teaching of student nurses. Based on the findings the following recommendations were made: Colleges should open a two-way communication with unit managers, involvement of unit managers in the activities that take place at the college like courses, seminars and workshops on clinical teaching, learning contracts should be developed for the students and issues of clinical learning should be addressed and unit managers should be included in both summative and formative evaluations.

  15. Aligning Assessments with State Curriculum Standards and Teaching Strategies

    Pemberton, Jane B.; Rademacher, Joyce A.; Tyler-Wood, Tandra; Perez Cereijo, Maria Victoria

    2006-01-01

    This article describes the steps of moving from state curriculum standards for writing to selecting and teaching a writing strategy to designing curriculum-based assessments in writing. The relationship between assessment and instruction is strengthened as educators monitor student progress in the state curriculum standards, make sound…

  16. Effective pedagogies for teaching math to nursing students: a literature review.

    Hunter Revell, Susan M; McCurry, Mary K

    2013-11-01

    Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction.

  17. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

    2014-01-01

    Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students’ performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties’ expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students’ skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. PMID:25419165

  18. Teaching Undergraduate Nursing Research: A Narrative Review of Evaluation Studies and a Typology for Further Research.

    Porter, Eileen J.

    2001-01-01

    Review of eight studies evaluating strategies for teaching nursing research found they emphasized contextual rather than internal or external validity. A typology for research on teaching strategies was proposed using the categories of purpose, methodological assumptions, types of validity, and sample size. (Contains 45 references.) (SK)

  19. Generational Diversity in Associate Degree Nursing Students: Teaching Styles and Preferences in Pennsylvania

    Kitko, Jennifer V.

    2011-01-01

    Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods.…

  20. A model for preparing faculty to teach model C clinical nurse leader students.

    Webb, Sherry; McKeon, Leslie

    2014-07-01

    Model C clinical nurse leader (CNL) programs are complex because they must meet the The Essentials of Baccalaureate Education for Professional Nursing Practice and The Essentials of Master's Education in Nursing, as well as the graduate level competencies outlined in the white paper Competencies and Curricular Expectations for Clinical Nurse Leader Education and Practice. Faculty assigned to teach in these programs may be experts in education or areas of clinical specialty, but they may not have a clear understanding of the CNL role to teach and mentor CNL students. This article describes a faculty development model that includes an introduction to the CNL role, course mapping of the essentials, integration of CNL professional values into clinical evaluation, consultation with practicing model C graduates, and participation in a comprehensive CNL certification review course. The model was effective in preparing faculty to teach and mentor students in a model C CNL program.

  1. An innovative model of supportive clinical teaching and learning for undergraduate nursing students: the cluster model.

    Bourgeois, Sharon; Drayton, Nicola; Brown, Ann-Marie

    2011-03-01

    Students look forward to their clinical practicum to learn within the context of reality nursing. As educators we need to actively develop models of clinical practicum whereby students are supported to engage and learn in the clinical learning environment. The aim of this paper is to describe an innovative model of supportive clinical teaching and learning for undergraduate nursing students as implemented in a large teaching hospital in New South Wales, Australia. The model of supportive clinical teaching and learning situates eight students at a time, across a shift, on one ward, with an experienced registered nurse from the ward specialty, who is employed as the clinical teacher to support nursing students during their one to two week block practicum. Results from written evaluation statements inform the discussion component of the paper for a model that has proved to be successful in this large healthcare facility.

  2. Generational diversity in associate degree nursing students: Teaching styles and preferences in Pennsylvania

    Kitko, Jennifer V.

    2011-12-01

    Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of

  3. Web-based simulation: a tool for teaching critical care nursing.

    Barbosa, Sayonara de Fatima Faria; Marin, Heimar de Fatima

    2009-01-01

    The objectives of this study were to develop, to implement and to evaluate a web-based simulation for critical care nursing, as a tool for teaching nursing students at the undergraduate level. An adapted methodology was used to develop teaching material in a web-based learning environment, consisting of three evaluation phases (ergonomic, pedagogical and usability), carried out by web-designers/programmers, nursing teachers/nurses, and undergraduate nursing students. The research tools used were three different evaluation forms, based on a five-point Likert scale, which were applied after using the simulation. The results garnered from the forms show positive analyses in every evaluation, with special emphasis on the encouragement of learning in the pedagogical evaluation period. In the usability evaluation, the highlight was on the students' satisfaction in using the environment and how easy it was to navigate. This shows the feasibility of using this simulation to improve the learning process.

  4. Effective classroom teaching methods: a critical incident technique from millennial nursing students' perspective.

    Robb, Meigan

    2014-01-11

    Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students' perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.

  5. Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran

    Eshagh Ildarabadi

    2014-09-01

    Full Text Available Purpose: Healthcare staff educate nursing students during their clerkships at community health nursing programs. Their teaching methods play an important role in nursing students’ acquisition of competencies; however, these methods have not been studied thoroughly. Thus, this study aims to describe, interpret, and understand the experiences of healthcare staff’s teaching methods in clerkships at a community health nursing program. Methods: This study was conducted using purposeful sampling and semi-structured interviews with 13 members of the staff of three urban healthcare centers in Iran. The data were analyzed through qualitative content analysis and thematic analysis. Results: Multiplicity of teaching was identified as the main category of teaching method, and the five subcategories were teaching through lecture, demonstration, doing, visits and field trips, and readiness. The most common method used by the healthcare staff was lecturing. Conclusion: The healthcare staff used multiple methods to teach students in the nursing clerkship of the community health program, which was the strength of the course. However, they should be familiar with, and utilize additional methods, such as discussion rather than lecture.

  6. Clinical Nursing Instructor Perception of the Influence of Engagement in Bedside Nursing Practice on Clinical Teaching

    Berndt, Jodi L.

    2013-01-01

    Clinical experiences are an integral component of nursing education. Because the amount of time that a student spends in clinical experiences can be as many as twelve to sixteen hours per week, the clinical instructor plays a significant role in the nursing student's development of nursing knowledge. Many nurse educators attempt to balance dual…

  7. A Revised Admissions Standard for One Community College Nursing Program

    Lown, Maris A.

    2010-01-01

    Predicting success on the NCLEX-RN is of paramount importance to nursing programs as they are held accountable for this outcome by accrediting agencies and by boards of nursing. This action research study examined the relationship between the NET admission test, anatomy and physiology grades, grade point average (GPA) on admission to the program…

  8. Perception of nursing students toward integrated methods of teaching the ENT clinical examination in south India

    Sivaraman Ganesan

    2012-01-01

    Full Text Available Context: Assessment of integrated teaching methods are lacking in Indian setup of nursing education. AIM: To assess the perception of nursing students towards integrated methods of teaching ENT Clinical Examination. Materials and Methods: Large group teaching was carried out for teaching ENT examination in a theory class of nursing students. This large group teaching included facilitations such as dividing the one hour session into three short sessions of 20 minutes each, group activity, five minute evaluation, and usage of video. The impact was assessed by scoring the group generated checklist, individual response on a short answer question and obtaining a feedback on video teaching and group activity. Results: At the end of the class after three assessments, the overall mean group score was 85.4%. The students showed positive reaction when they were allowed to solve a specific task in groups as reflected by their feedbacks. Authors found that these factors promoted most of the aspects of the cognitive domain in the students, improved the clarity of the student for a complex topic and improved the attention span of the students. Conclusion: These integrated systems worked out well in our setup and can be used regularly in nursing students teaching.

  9. Knowledge and power necessary to reconstruct nursing after management changes at a teaching hospital.

    Bernardino, Elizabeth; Felli, Vanda Elisa Andres

    2008-01-01

    This study was carried out at a teaching hospital in Southern Brazil, which adopted a management model that provoked the dismantling of the nursing service and the disbandment of nursing professionals. Its general goal was to promote changes that would be implemented in the re-organization of nursing work. It is a case study with a historical-dialectic approach, whose data were collected in March and April 2005 through the focal group technique. The study subjects were eight nurses, two technicians and two nursing auxiliaries. Data were analyzed through thematic content analysis. Results evidenced that the greatest challenges nursing faced at this hospital were: to construct a new identity, carry out teamwork while maintaining its professional identity, acquire visibility in the institution, change care and expand management.

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

    Flood, Lisa Sue; Powers, Mary Ellen

    2012-01-01

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

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

    Brown Basone', Lauren

    2014-01-01

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

  12. Implementation of standardized nursing languages (NIC, NOC) in on-line care planning and documentation.

    Prophet, C M; Dorr, G G; Gibbs, T D; Porcella, A A

    1997-01-01

    At the University of Iowa Hospitals and Clinics (UIHC), the Standardized Nursing Languages (SNLs) of Nursing Interventions Classification (NIC) and Nursing-sensitive Outcomes Classification (NOC) are being implemented in on-line care planning and documentation. NIC and NOC are being integrated in the INFORMM NIS (Information Network For Retrieval & Medical Management Nursing Information System). The implementation process for SNLs includes six components: objectives, programming, database content, education, utilization, and evaluation. This process has been used successfully in NIC implementation and will be applied in NOC field testing.

  13. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    Abdallah B

    2014-11-01

    Full Text Available Bahia Abdallah,1 Jihad Irani,2 Silva Dakessian Sailian,1 Vicky George Gebran,1 Ursula Rizk1 1Nursing Program at the Faculty of Health Sciences, University of Balamand, 2Faculty of Medicine and Medical Sciences, University of Balamand, Beirut, Lebanon Abstract: Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in

  14. A Dialogic Construction of Ethical Standards for the Teaching Profession

    Smith, Deirdre Mary

    2013-01-01

    In Ontario, Canada, both the educational community and the public, which is understood to include parents, students and citizens of the province, participated in a multi-phased, longitudinal, dialogic inquiry to develop a set of ethical standards for the teaching profession. Collective discovery methods, syntheses, and validation of ethical…

  15. Framing a New Standard for Teaching in Alberta

    Hull, John E.

    2013-01-01

    A research panel asked to frame the discussion for a new Teaching Quality Standard in Alberta assumes this task requires a paradigm shift away from the status quo efficiency movement. As a member of the panel, the author provides an analysis of paradigm shifts in education and recounts important lessons to be learned. The author challenges the…

  16. Recommending a minimum English proficiency standard for entry-level nursing.

    O'Neill, Thomas R; Tannenbaum, Richard J; Tiffen, Jennifer

    2005-01-01

    When nurses who are educated internationally immigrate to the United States, they are expected to have English language proficiency in order to function as a competent nurse. The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures, the Simulated Minimally Competent Candidate (SMCC) procedure and the Examinee Paper Selection Method, were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220. Because the adoption of this standard rests entirely with the individual state, NCSBN has little more to do with implementing the standard, other than answering questions and providing documentation about the standard.

  17. Application of high-quality nursing melodrama performance in teaching and training of nursing etiquette%优质护理情景剧表演在护理礼仪教学培训中的应用

    张华; 陆皓; 李娟; 孙玉玲

    2012-01-01

    目的:探讨优质护理情景剧表演在护理礼仪教学培训中的应用效果.方法:选取我院120名护理人员作为研究对象,将其随机分为观察组和对照组各60名.对照组采用传统的护理礼仪教学模式进行培训;观察组融入优质护理情景剧表演相结合的形式进行护理礼仪教学培训并考核,同时发放培训模式效果调查问卷.结果:观察组护理礼仪教学培训考核成绩均优于对照组(P<0.05).结论:优质护理情景剧表演教学方法有利于规范护士工作行为,有效推动护士人文素质教育,保证了护理服务质量.%Objective:To explore the effect of high-quality nursing melodrama performance in teaching and training of nursing etiquette. Methods:Chose 120 hospital nurses as research subjects and randomly divided into observation group and control group with 60 cases in each group. Control group used the system of nursing ritual teaching mode,observation group teached and melodrama performances combining teaching training and evaluation of nursing eti-quette training mode effect issued 60 questionnaires. Results;The observation group care etiquette teaching training and examination results are better than the control group ( P <0. 05). Conclusion:Quality nursing melodrama performing teaching methods will help standardize the nurse work behavior .and effec-tively promote the improvement of the quality education of nurses humanities,to ensure the quality of nursing services.

  18. Adherence of Pain Assessment to the German National Standard for Pain Management in 12 Nursing Homes

    Jürgen Osterbrink

    2014-01-01

    Full Text Available BACKGROUND: Pain is very common among nursing home residents. The assessment of pain is a prerequisite for effective multiprofessional pain management. Within the framework of the German health services research project, ‘Action Alliance Pain-Free City Muenster’, the authors investigated pain assessment adherence according to the German national Expert Standard for Pain Management in Nursing, which is a general standard applicable to all chronic/acute pain-affected persons and highly recommended for practice.

  19. Using Standardized Patients in Nursing Education: Effects on Students' Psychomotor Skill Development.

    Sarmasoglu, Senay; Dinç, Leyla; Elçin, Melih

    2016-01-01

    The present study used a quasi-experimental design to examine the effects of using standardized patients for the psychomotor skills development of nursing students. The performance of the experimental group in blood pressure measurement was significantly higher than that of the control group; however, there was no significant difference between the groups with regard to their administration of subcutaneous injections. The results indicated that standardized patients can be integrated into nursing education for developing psychomotor skills of students.

  20. Perceptions of Teaching Effectiveness of Part-Time and Full-Time Clinical Nursing Faculty of BSN Education

    DeSantis, Kimberly L.

    2012-01-01

    The United States faces a critical shortage of full-time registered nurses, which is . directly affected by the shortage of nurse educators. Many schools of nursing are already seeing the impact as qualified program applicants are being turned away due to the lack of qualified educators available to teach them. The trend has become to employ…

  1. Teaching and Assessing ED Handoffs: A Qualitative Study Exploring Resident, Attending, and Nurse Perceptions

    Moira Flanigan

    2015-10-01

    Full Text Available Introduction: The Accreditation Council for Graduate Medical Education requires that residency programs ensure resident competency in performing safe, effective handoffs. Understanding resident, attending, and nurse perceptions of the key elements of a safe and effective emergency department (ED handoff is a crucial step to developing feasible, acceptable educational interventions to teach and assess this fundamental competency. The aim of our study was to identify the essential themes of ED-based handoffs and to explore the key cultural and interprofessional themes that may be barriers to developing and implementing successful ED-based educational handoff interventions. Methods: Using a grounded theory approach and constructivist/interpretivist research paradigm, we analyzed data from three primary and one confirmatory focus groups (FGs at an urban, academic ED. FG protocols were developed using open-ended questions that sought to understand what participants felt were the crucial elements of ED handoffs. ED residents, attendings, a physician assistant, and nurses participated in the FGs. FGs were observed, hand-transcribed, audiorecorded and subsequently transcribed. We analyzed data using an iterative process of theme and subtheme identification. Saturation was reached during the third FG, and the fourth confirmatory group reinforced the identified themes. Two team members analyzed the transcripts separately and identified the same major themes. Results: ED providers identified that crucial elements of ED handoff include the following: 1 Culture (provider buy-in, openness to change, shared expectations of sign-out goals; 2 Time (brevity, interruptions, waiting; 3 Environment (physical location, ED factors; 4 Process (standardization, information order, tools. Conclusion: Key participants in the ED handoff process perceive that the crucial elements of intershift handoffs involve the themes of culture, time, environment, and process. Attention

  2. Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

    Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L

    2015-01-01

    Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum.

  3. Strategies to teach alternative and complementary therapies in nursing: an integrative review

    Natália Chantal Magalhães da Silva

    2013-12-01

    Full Text Available The lack of discussions that clarify the teaching of alternative and complementary therapies in undergraduate nursing programs shows the need for developing research on this topic. The objective of this study was to identify, in scientific literature, the strategies for teaching alternative and complementary therapies in nursing undergraduate programs. The guiding methodology used was integrative review. The search was performed on SCIENCE DIRECT, LILACS and MEDLINE databases. According to the articles included in this study, the proposals for including these therapies in the program are by: lectures, theoretical courses and discussion groups. However, studies should be conducted to confirm the efficacy of these strategies so these therapeutic methods can be included in the Pedagogical Political Project of the nursing undergraduate program, thus allowing for the consolidation of those practices. Descriptors: Education, Nursing; Education, Higher; Complementary Therapies.

  4. Comparison of the effects of two teaching methods on the nursing students’ performance in measurement of blood pressure

    Eghbalibabadi, Maryam; Ashouri, Elaheh

    2014-01-01

    Background: New teaching methods are essential in the promotion of competence in nursing students. Measuring blood pressure, which is one of the most essential skills, is the foundation of nursing care and clinical decision-making, and students should be trained to master this skill. This study aimed to determine the impact of two teaching methods on students’ performance in blood pressure measurements. Materials and Methods: In this semi-experimental study, 36 first-term nursing students from Isfahan University of Medical Sciences, Iran, were divided into six groups of six people each. The type of training for each group was determined by random draw. Blood pressure measurement training was given to three groups on a simulator and to the other three groups on human samples. Pre- and post-test evaluation of knowledge of the methods of measuring blood pressure was conducted using a researcher-made checklist and by observation of the students’ actions. The knowledge and skill scores were compared using paired and independent t-tests. Results: The mean performance scores of students in simulator (19.14 ± 1.60) and human (19.64 ± 1.08) groups were not significantly different. In both methods, there was no significant difference between systolic and diastolic blood pressures measured by students and by teachers (standard). Mean knowledge scores of both groups increased significantly after training compared to before training. Conclusions: According to the results of the study, the two training methods (on human subjects and simulator) provide the students with the necessary ability to measure the systolic and diastolic blood pressures correctly. Therefore, to enrich the educational program of nursing students, using simulators is recommended as an effective teaching strategy to facilitate learning and for the development of students’ knowledge. PMID:25183979

  5. National Association of School Nurses ISSUE BRIEF: School Health Nurse's Role in Education: Privacy Standards for Student Health Records

    Pohlman, Katherine; Schwab, Nadine

    2003-01-01

    This article is a reprint of the National Association of School Nurses' "Issue Brief" on Privacy Standards for Student Health Records. It distinguishes between the Family Education Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HI-PAA), clarifies which of these laws governs the privacy of student health…

  6. A comparison of teaching strategies for integrating information technology into clinical nursing education.

    Elfrink, V L; Davis, L S; Fitzwater, E; Castleman, J; Burley, J; Gorney-Moreno, M J; Sullivan, J; Nichols, B; Hall, D; Queen, K; Johnson, S; Martin, A

    2000-01-01

    As health care becomes more information-intensive and diverse, there is a need to integrate information technology (IT) into clinical education. Little is known, however, about how to design instructional strategies for integrating information technology into clinical nursing education. This article outlines the instructional strategies used by faculty in five nursing programs who taught students to use a point-of-care information technology system. The article also reports students' computer acceptance and summarizes IT clinical teaching recommendations.

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

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

    1994-12-01

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

  8. Patient Experience of Nursing Quality in a Teaching Hospital in Saudi Arabia

    M Al Momani

    2012-08-01

    Full Text Available Background: Examining the quality of nursing care from the patient's perspective is an important element in quality evaluation. The extent to which patients' expectations are met will influence their perceptions and their satisfaction with the quality of care received.Methods: A cross- sectional survey was conducted among admitted patients at King Khalid Teaching Hospital, Riyadh, Saudi Arabia. Data were collected (from January 2011 to March 2011 from a convenience sample of 448 patients using a 42- items questionnaire assessing six dimensions of the nursing care provided to, during hospitalization.Results: On a four-point scale (4-higly agree,3-agree, 2-disagree, and 1-higly disagree. The individual items of nursing care showing the lowest means were the information received from the nurses about self-help (2.81, the information about the laboratory results (2.76 and the way the nurse shared the patient's feeling (2.72. A strong correlation existed between the overall perception level and the variables of gender (P=0.01, and the types of department (0.004.Conclusion: The findings of this study demonstrate negative experiences of patients with nursing care in dimensions of information, caring behavior, and nurse competency and technical care. Awareness of the importance of these dimensions of nursing care and ongoing support to investigate patients' perception periodically toward quality of nursing care are critical to success the philosophy of patient centered health care.

  9. Patient Experience of Nursing Quality in a Teaching Hospital in Saudi Arabia

    Al Momani, M; Al Korashy, H

    2012-01-01

    Background: Examining the quality of nursing care from the patient's perspective is an important element in quality evaluation. The extent to which patients’ expectations are met will influence their perceptions and their satisfaction with the quality of care received. Methods: A cross-sectional survey was conducted among admitted patients at King Khalid Teaching Hospital, Riyadh, Saudi Arabia. Data were collected (from January 2011 to March 2011) from a convenience sample of 448 patients using a 42-items questionnaire assessing six dimensions of the nursing care provided to, during hospitalization. Results: On a four–point scale (4-higly agree,3-agree, 2-disagree, and 1-higly disagree). The individual items of nursing care showing the lowest means were the information received from the nurses about self-help (2.81), the information about the laboratory results (2.76) and the way the nurse shared the patient's feeling (2.72). A strong correlation existed between the overall perception level and the variables of gender (P=0.01), and the types of department (0.004). Conclusion: The findings of this study demonstrate negative experiences of patients with nursing care in dimensions of information, caring behavior, and nurse competency and technical care. Awareness of the importance of these dimensions of nursing care and ongoing support to investigate patients’ perception periodically toward quality of nursing care are critical to success the philosophy of patient centered health care. PMID:23113223

  10. Time standards of nursing in Primary Health Care: an observational study

    Daiana Bonfim

    2016-02-01

    Full Text Available Abstract OBJECTIVE To determine time standards for interventions and activities conducted by nursing professionals in Family Health Units (FHU in Brazil to substantiate the calculation of work force. METHOD This was an observational study carried out in 27 FHU, in 12 municipalities in 10 states, in 2013. In each unit, nursing professionals were observed every 10 minutes, for eight work hours, on five consecutive days via the work sampling technique. RESULTS A total of 32,613 observations were made, involving 47 nurses and 93 nursing technicians/assistants. Appointments were the main intervention carried out by nurses, with a mean time of 25.3 minutes, followed by record-keeping, which corresponded to 9.7%. On average, nursing technicians/assistants spent 6.3% of their time keeping records and 30.6 intervention minutes on immunization/vaccination control. CONCLUSION The study resulted in standard times of interventions carried out by the FHU nursing team, which can underpin the determination of nursing staff size and human resource policies. Furthermore, the study showed the panorama of interventions currently employed, allowing for the work process to be reviewed and optimized.

  11. Communities of practice in nursing academia: a growing need to practice what we teach.

    Risling, Tracie; Ferguson, Linda

    2013-08-22

    Although the community of practice (CoP) concept has been heavily utilized in business literature since its inception in the 1990s, it has not been significantly featured in nursing research. With student-centered approaches increasingly infusing nursing classrooms, including opportunities for collaborative learning and the development of student learning communities, it may be time to ask: Do we practice what we teach? Nursing academia faces challenges related to recruitment and retention, scholarly productivity and engagement of new faculty, and increasing demands for collaborative research. Challenges, some would argue, that could be addressed through CoPs; a sentiment reflected in the recent expansion of nursing CoP literature. What is the current state of the application of this concept in nursing academia and what barriers present in the promotion and development of CoPs in the academy? This article addresses these questions and provides guidance for those in search of community.

  12. Using Simulation to Teach About Poverty in Nursing Education: A Review of Available Tools.

    Reid, Carol A; Evanson, Tracy A

    2016-01-01

    Poverty is one of the most significant social determinants of health, and as such, it is imperative that nurses have an understanding of the impact that living in poverty has upon one's life and health. A lack of such understanding will impede nurses from providing care that is patient centered, treats all patients fairly, and advocates for social justice. It is essential that nursing educators assure that poverty-related content and effective teaching strategies are used in nursing curricula in order to help students develop this understanding. Several poverty-simulation tools are available and may be able to assist with development of accurate knowledge, skills, and attitudes. Unfortunately, little evidence exists to evaluate most poverty simulation tools. This article will provide an introduction to several poverty-related simulation tools, discuss any related research that evaluates their effectiveness, and make recommendations for integration of such simulation tools into nursing curricula.

  13. 临床路径带教在心脏介入术护理带教中的应用%Application of Clinical Pathway Teaching in Nursing Teaching of Cardiac Interventional Therapy

    单丽莉

    2016-01-01

    teaching satisfaction of teachers and teaching methods were 94.29% and 85.71%, 91.43%) were significantly higher than those in control group, two groups of nursing students of the teaching content, teachers and teach_ing methods are compared, there is significant difference (P< 0.05), with statistical significance. Conclusion In cardiac in_tervention nursing teaching the teaching method of clinical pathway, through the selection of teaching contents scientifically, reasonable teaching plan, the gradual deepening of teaching, greatly enhances the effect of clinical teaching, improve the scientific and standardization of teaching and intern reacted well, high satisfaction the heart interventional nursing clinical teaching quality has been significantly improved.

  14. The effectiveness of teaching strategies for creativity in a nursing concepts teaching protocol on the creative thinking of two-year RN-BSN students.

    Ku, Ya-Lie; Kao Lo, Chi-Hui; Wang, Jing-Jy; Lee Hsieh, Jane; Chen, Kuei-Min

    2002-06-01

    Because of changes in the medical environment, nurses must maintain the ability of divergent thinking to solve the health problems of patients. However, many nurses whose work in clinical practice has become routine have lost the ability of creativity. To cultivate nurses creativity should be a goal of nursing education. The purpose of this study is to evaluate a nursing concepts teaching protocol by utilizing teaching strategies directed toward creativity to promote creativity in two-year RN-BSN students. This study design is a time series and one group experiment utilizing multiple instances of treatment. Teaching strategies for creativity were applied to a teaching unit and 52 two-year RN-BSN students were tested for creativity before the end of each semester. This study was conducted from March, 1999 to May, 2000, but only 30 students completed all tests and reached a 58% return rate. Torrance s (1974) definitions of creativity includ fluency, flexibility, and uniqueness were followed and the instrument, a questionnaire on Creativity in the application of the Nursing Process Tool (CNPT), was designed based on Emerson (1988). The content validity of Chinese-version CNPT was.79. The inter-coder reliability between two researchers was.84 following a coding guide that ten nursing education experts had established. The results indicated that 30 two-year RN-BSN students had improved fluency and flexibility. The improvements reached a significant level after the third semester. Only uniqueness declined. It is suggested that nursing faculty apply teaching strategies uniqueness more often in a teaching protocol of nursing concepts. By utilizing teaching strategies of creativity in a teaching protocol of nursing concepts, it is expected that two-year RN-BSN students can acquire characteristics of creativity for problem-solving skills in clinical settings.

  15. Envisioning the Changes in Teaching Framed by the National Science Education Standards-Teaching Standards

    Campbell, Todd; Smith, Emma

    2013-01-01

    The National Science Education Standards (NRC, 1996) have been one of the leading reformed documents in the U.S. since its release. It has served as a foundation for all state standards and has supported the development of the newest standards documents recently released in the U.S. (i.e., Achieve Inc., 2013; NRC 2012). One of the most important…

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

    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.

  17. Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa

    Zethu Nkosi

    2013-01-01

    Full Text Available Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via acase-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking.Objectives: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method.Method: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age,working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years.Results: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.Conclusion: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

  18. Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa

    Zethu Nkosi

    2013-11-01

    Full Text Available Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking.Objectives: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method.Method: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years.Results: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.Conclusion: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

  19. Great Expectations: The Impact of the National Board for Professional Teaching Standards

    Boyd, William Lowe; Reese, Jillian P.

    2006-01-01

    As the largest and most highly publicized initiative to improve teaching in American schools, the National Board for Professional Teaching Standards (NBPTS) has raised great expectations. It has created rigorous standards for teaching and a system to assess and certify teachers meeting these standards; it has promoted financial incentives to…

  20. Prosodic Transcription of Standard Chinese and its Use in Teaching

    Zuzana POSPĚCHOVÁ

    2016-06-01

    Full Text Available The present paper’s main aim is to introduce a method of prosodic transcription (PTR of Standard Chinese established by Oldřich Švarný in the background of the Czech Republic. It is used to describe suprasegmental features of Standard Chinese: stress prominence and linear segmentation of sentences. PTR is applied in teaching Chinese prosody in courses in the Czech Republic. This paper also contains a short sample text, students’ opinion on PTR and an outline of the use of PTR in academic research.

  1. Comparison the Effect of Teaching of SBAR Technique with Role Play and Lecturing on Communication Skill of Nurses

    Narges Toghian Chaharsoughi

    2014-06-01

    Full Text Available Introduction: Ineffective communication is a main factor in engender of unwanted hospital errors and impede suitable patient care. SBAR technique (Situation-Background- Assessment- Recommendation is a standard tool for building communication among healthcare professionals. While educating the SBAR technique requires appropriate educational methods, but this issue has been less investigated. So, the aim of present study was to compare the effect of educating the SBAR technique with role play and lecturing on communication skills of nurses in transferring patients to next shift. Methods: This quasi-experimental study conducted by participating 78 nurses who assigned to role play and lecturing groups randomly. SBAR technique was educated to each group separately. At the end of the learning session in each group, the skills of the participants in performing SBAR technique were investigated by the standard SBAR scale. Data analysis was performed by using SPSS statistical software version 11.5. Results: Comparison the total score of performing SBAR technique using independent samples t-test showed statistical differences between mean score of role play and lecturing groups. Similarly, comparison the scores of skill in performing each four parts of SBAR technique showed statistical differences between two groups.Conclusion: Role play is an effective educational method in teaching SBAR technique for nurses and it can be used as a tool for build effective communication between healthcare professionals.

  2. Persons with Disability: Their Experiences as Standardized Patients in an Undergraduate Nursing Program.

    Smeltzer, Suzanne C; Mariani, Bette; Gunberg Ross, Jennifer; de Mange, Elizabeth Petit; Meakim, Colleen H; Bruderle, Elizabeth; Nthenge, Serah

    2015-01-01

    This descriptive qualitative study examined experiences of standardized patients with disabilities (SPWDs) in an undergraduate nursing program through focus group and telephone interviews. Content analysis identified five themes: 1) desire to improve care for others, 2) opportunity to be productive again, 3) joy in seeing students learn, 4) desire for more feedback on performance, and 5) importance of having SPWDs assess accessibility of the facility. SPWDs participated to improve sensitivity of students to disability and appreciated having a voice in educating future nurses. They requested more feedback on their performance and identified accessibility issues in the state-of-the-art nursing school building.

  3. A comparison of problem-based learning and conventional teaching in nursing ethics education.

    Lin, Chiou-Fen; Lu, Meei-Shiow; Chung, Chun-Chih; Yang, Che-Ming

    2010-05-01

    The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.

  4. Codependency in nursing: using a simulation/gaming teaching method.

    Farnsworth, B J; Thomas, K J

    1993-01-01

    Practicing nurses can benefit by learning to differentiate their caretaking (potentially destructive) from their caregiving (constructive) behaviors, and by learning strategies to facilitate caregiving. A new simulation/game was developed to assist nurses to recognize codependent behaviors in themselves and others and to practice some alternative patterns of behavior. This team-based simulation/game, "The Climb," uses the metaphor of a mountain-climbing expedition. The experiences of the journey promote dynamic insights into the consequences of codependency in the professional and personal lives of the nurse.

  5. An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.

    Njie-Carr, Veronica P S; Ludeman, Emilie; Lee, Mei Ching; Dordunoo, Dzifa; Trocky, Nina M; Jenkins, Louise S

    Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches.

  6. New teaching methods for practical training in nursing within the project Tempus IV – CCNURCA

    Gabriela Kuriplachová

    2015-12-01

    Full Text Available The aim of this article is to present new teaching methods for practical training in nursing within the project Tempus IV – CCNURCA (Competency based Curriculum Reform in Nursing and Healthcare in Western Balkan Universities No. 544169-TEMPUS-1-2013-1-BE-TEMPUS-JPCR. Implementation of new practical teaching methods, such as learning with simulator mannequins, practical workshop, nursing process, mind mapping, case studies and problem-based learning (PBL in practical training could help to improve the quality of the educational process in nursing at Universities of Western Balkan countries that have been involved in this project. The realistic conditions in simulation laboratories are reflecting real hospital and patient´s care, communication with patient and hospital staff, discussion and analysis of all student´s activities. The methods of next nursing generation in practical training that can help nurses to get used to the recognition and management of patients by using of simulated real life situations.

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

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

    2016-01-01

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

  8. Reducing medication errors: Teaching strategies that increase nursing students' awareness of medication errors and their prevention.

    Latimer, Sharon; Hewitt, Jayne; Stanbrough, Rebecca; McAndrew, Ron

    2017-02-14

    Medication errors are a patient safety and quality of care issue. There is evidence to suggest many undergraduate nursing curricula do not adequately educate students about the factors that contribute to medication errors and possible strategies to prevent them. We designed and developed a suite of teaching strategies that raise students' awareness of medication error producing situations and their prevention.

  9. Communication Skills for End-of-Life Nursing Care: Teaching Strategies from the ELNEC Curriculum.

    Matzo, Marianne LaPorte; Sherman, Deborah Witt; Sheehan, Denice C.; Ferrell, Betty Rolling; Penn, Barbara

    2003-01-01

    Presents a key module in a 3-day train-the-trainer course in end-of-life nursing--competence in communicating with patients and families. Factors affecting communication, coping strategies for families, strategies for classroom and clinical teaching, and resources are described. (SK)

  10. Perceptions of Postbasic Nursing Students in the Use of Seminars as a Teaching Method

    M Chabeli

    1999-09-01

    Full Text Available With the transformation of education inthe country, and the outcomes-basededucation that is learner-centred fastgaining ground, nurse educators needto revisit the teaching methods and considerthose that will foster reflective thinkingthrough interactive constructingprocess. These methods, according toCropley and Dave (1978:196 preparelearners for lifelong learning and to challengeproblems in the working world.

  11. Psychological empowerment and use of empowering teaching behaviors among baccalaureate nursing faculty.

    Brancato, Vera C

    2007-12-01

    This descriptive correlational study surveyed baccalaureate nursing faculty members about their use of empowering teaching behaviors, their psychological empowerment (i.e., perception of self in relation to one's work role), and the relationships among their use of empowering teaching behaviors, their psychological empowerment, and selected demographic characteristics. The random national sample consisted of 531 full-time faculty members (response rate = 75%) who taught in baccalaureate nursing programs accredited by the National League for Nursing Accrediting Commission. Empowering teaching behaviors were measured using Part II of the Status and Promotion of Professional Nursing Practice Questionnaire. The average number of empowering teaching behaviors was 19.5 (of a possible 40), indicating limited use. Psychological empowerment was measured using the Psychological Empowerment Instrument. The mean score was 92.38 (of a possible 112), indicating that faculty perceived psychological empowerment in regard to their work role. However, nearly 25% of the faculty surveyed reported they had little influence over decision making processes within their department.

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

    Horikawa, Junko; Majima, Yukie; Ishihara, Itsuko

    2003-09-01

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

  13. New possibilities for the teaching of nursing in mental health: an experience in monitoring

    Karina Faine da Silva Freitas

    2014-12-01

    Full Text Available This study aimed at reflecting on the possibilities of applying new methodological strategies in the teaching and learning in nursing. The study is a report of an experiment conducted from a monitoring project of a syllabus activity of nursing in mental and psychiatry health. The methodology was developed by introducing the student/monitor in the contents of theoretical practical learning that were performed by means of Active Methodologies in three academic semesters in 2010 and 2011, in the Nursing School of the Universade Federal do Pará, Brazil. The monitor performed activities to support professors as the ‘Ciclo de Estudos Aprender Fazendo’ (Cycle of Studies Learning Experiencing. It was revealed as a strengthening factor the new pedagogical proposal of the course and shown that the monitoring experience is presented as a new possibility of teaching in mental health from the introduction of different ways to approach the topic in class.

  14. Unfolding case studies as a formative teaching methodology for novice nursing students.

    Kaylor, Sara K; Strickland, Haley P

    2015-02-01

    Nurse educators are challenged to incorporate evidence-based practice initiatives into content-laden curricula in a manner that supports learner-centered teaching environments. This article describes a technique for using unfolding case studies to include such initiatives in the teaching of novice nursing students, as opposed to summative evaluation of their knowledge. Modeled after Kolb's experiential learning theory, a framework for unfolding case studies is presented, which proposes that instead of faculty selecting scenarios for students, they should instead challenge students to directly and creatively develop their own. Small student groups used creative collaboration to create well-planned, complex case study scenarios that unfolded in surprising, realistic ways. This instructional method was met with positive student feedback; however, the authors suggest several recommendations for educators considering this approach. The authors found this framework to be a successful and effective strategy for undergraduate novice nursing students.

  15. Simply the best: teaching gerontological nursing students to teach evidence-based practice. Creating tip sheets can help achieve the goal of implementing EBP in clinical facilities.

    Schoenfelder, Deborah Perry

    2007-08-01

    This article describes a teaching strategy used in an undergraduate gerontological nursing clinical course to familiarize students with evidence-based practice. Students are required to read and summarize an assigned evidence-based practice guideline published by The University of Iowa Gerontological Nursing Interventions Research Center. They then develop a "tip sheet," based on the assigned guideline, to disseminate to health care staff at their practicum sites, which is either a long-term care facility or a hospital-based skilled nursing facility. Nursing students' reactions to the assignment and nursing staff's responses to the tip sheets are discussed.

  16. Developing standards using the language of teaching and learning

    Heidi Bolton

    2013-04-01

    Full Text Available A recent paper by the author argued that educational standards inhered at least partly in the competence levels of learners, and that these competences mirrored those of their teachers. In the paper, the development of standards through quality teaching and learning were addressed, attempting to show that certain teaching-and-learning features have been linked to learner success across a range of contexts, including secondary school arts and science classrooms and a vocational course across a variety of social class contexts. Evidence was presented for the argument that the explication of evaluation criteria was central in all the teaching-and-learning practices linked to high levels of learner competence in a number of studies, and that five additional features were present in these practices serving to make possible elaboration of the necessary criteria. The current paper presents an in-depth linguistic analysis of some of the ways in which teachers have elaborated evaluation criteria, examining the relationship between instructional and regulative discourse in the classroom and how particular configurations of the two serve to enable clarification of qualities to be assessed, for learners. The paper closes by pointing to some implications for policy and practice.

  17. A hospital survey on the utilization of the master file of the standardized nursing practice terminology in Japan.

    Tsuru, Satoko; Wako, Fumiko; Watanabe, Chitose; Uchiyama, Makiko; Okamine, Eiko; Inoue, Manami; Omori, Miho

    2013-01-01

    A common language in nursing facilitates better communication among nurses and other healthcare providers, assuring better nursing care, hence better patient outcomes. As we developed and disseminated the standardized terminology of nursing which provided nurses with a set of terms to describe nursing observations and nursing actions, we run a survey to see how much it was recognized and utilized in actual clinical settings. The result showed that approximately 60% of the respondents were cognizant of our terminology, and again 60% of them were either actually using the terminology or interested in using it in the future. For them, the main purposes of utilizing the terminology were nursing documentation and care planning. Sometimes it was used as an educational tool. This suggests that we should further develop a tool to assist nurses with their documentation and care planning alongside the revision of the terminology itself.

  18. Why clinical nurse educators adopt innovative teaching strategies: a pilot study.

    Phillips, Janet M; Vinten, Sharon A

    2010-01-01

    The purpose of this pilot study was to describe intentions to adopt innovative teaching strategies in clinical educators who have participated in an online course focusing on the role of clinical teaching (N = 71). Innovative teaching strategies were defined as those that embrace the tenets of sociocultural theory, a student-centered approach whereby the role of the nurse educator is to motivate and support the student and, in mutual process, to push students to reach toward their learning potential by using guiding techniques that can be erected or gradually reduced based on the individual student's learning needs. Participants stated that three factors proposed in the Rogers theory of diffusion of innovation (compatibility, trialability, and relative advantage) would be most influential in the adoption of innovative teaching strategies. Encouraging students to explore and apply new knowledge was described as the teaching strategy most likely to be adopted. Intent to adopt innovative teaching strategies may provide insight into the development of organizational climates in schools of nursing that could foster needed changes in clinical teaching.

  19. An investigation of predictors of NCLEX-RN outcomes among nursing content standardized tests.

    Yeom, Yei-Jin

    2013-12-01

    In order to meet increased demands for qualified registered nurses and prevent negative effects from graduates' failure on the National Council Licensure Examination-Registered Nurse, it is important to promote students' success in the exam. The purpose of this study was to investigate effective predictors of NCLEX-RN outcomes on the first attempt among nursing content standardized tests (adult medical-surgical, fundamentals for nursing, pharmacology, maternal-newborn, nursing care of children, mental health, community health, and leadership and management) conducted throughout the nursing program. NCLEX-RN outcomes and individual adjusted scores on the standardized tests of 151 graduates from the traditional baccalaureate nursing program of a public university located in the Midwest from May 2010 to December 2011 were analyzed by a t-test and logistic regression. The participants included 118 graduates who passed and 33 graduates who failed the NCLEX-RN on the first attempt. Significant statistical differences were found between the two groups with NCLEX-RN success and failure in the individual adjusted scores on all of the standardized tests except the fundamental for nursing (p=.62) and nursing care of children (p=.759) standardized tests. In addition, logistic regression indicated that the overall regression models were significant in predicting both NCLEX-RN success and failure. Adult medical-surgical, pharmacology, and community health standardized tests were central to the prediction of both NCLEX-RN success and failure; however, a much lower percentage of NCLEX-RN failure than success was classified. It can be concluded that the adult medical-surgical, pharmacology, and community health standardized tests were effective in predicting NCLEX-RN success and not effective in predicting NCLEX-RN failure on the first attempt. The NCLEX-RN success predictors can be utilized to identify students at risk and provide early remediation. After early remediation is

  20. Use of videos to support teaching and learning of clinical skills in nursing education: A review.

    Forbes, Helen; Oprescu, Florin I; Downer, Terri; Phillips, Nicole M; McTier, Lauren; Lord, Bill; Barr, Nigel; Alla, Kristel; Bright, Peter; Dayton, Jeanne; Simbag, Vilma; Visser, Irene

    2016-07-01

    Information and communications technology is influencing the delivery of education in tertiary institutions. In particular, the increased use of videos for teaching and learning clinical skills in nursing may be a promising direction to pursue, yet we need to better document the current research in this area of inquiry. The aim of this paper was to explore and document the current areas of research into the use of videos to support teaching and learning of clinical skills in nursing education. The four main areas of current and future research are effectiveness, efficiency, usage, and quality of videos as teaching and learning materials. While there is a clear need for additional research in the area, the use of videos seems to be a promising, relevant, and increasingly used instructional strategy that could enhance the quality of clinical skills education.

  1. Designing and Teaching to the Standards, and Beyond!

    Schultz, G.; Gould, A.; Erickson, J.; Chen, J. K.; Wierman, T.

    2008-06-01

    This professional development (PD) session brought together participants interested in space science curriculum and teacher PD, and fostered learning and discussion around EPO strategies for designing resources targeted at science standards and, when appropriate, teaching beyond such standards. We used the case example of the new GEMS Space Science Sequences (GEMS-SSS) for grades 3-5 and 6-8, and emphasized how others can adopt and adapt strategies for implementation with their own products and programs. The session presenters represent diverse backgrounds in astronomy research, curriculum development, teacher PD, NASA EPO, science writing, and planetarium/science center programs. We outlined the design process employed in the development of the GEMS-SSS, beginning with analysis of space science concepts and scientific inquiry strategies appearing in the national standards/benchmarks and dozens of state standards documents. Then a panel of ten NASA science/education advisors convened to make further recommendations for the GEMS-SSS. This panel strongly urged the inclusion in the 6-8 sequence of content related to objects and structure outside of our solar system, even though this content is rarely found earlier than high school in most standards documents. From the advisory panel's recommendation, and a desire to feature more current scientific discovery, a ``Beyond the Solar System'' unit was developed and field-tested in middle school classrooms. These results were shared with workshop participants. Our session included interactive activities illustrating teaching both to the standards and beyond them, and featured group discussion of the power of this approach in different contexts -- ours and participants'.

  2. Works of art: a complement to theoretical knowledge when teaching nursing care.

    Wikström, B M

    2001-01-01

    Visual art dialogues were used in student nurses' education as a teaching and learning complement to theoretical knowledge of nursing care. An intervention group as well as a control group discussed what was characteristic of good nursing care. The control group was used to control for the effects of visual art dialogues in the intervention group. The study was undertaken at two university colleges of health sciences in Sweden. Data were collected from student nurses (n = 267) during their first year of study. The Wheel Questionnaire was used in the intervention group and control group. It measured three aspects of student nurses' perception of nursing situations: structure, the extent of emotional involvement, and motivation. The results showed statistical differences (one way ANOVA) between the intervention group in which visual art dialogues were implemented and the control group. Students in the intervention group, compared to the control group, were more structured, motivated and emotionally balanced when they expressed the elements most typical of good nursing care. They showed personal readiness in caring situations.

  3. Discussion on the teaching mode of higher vocational nursing specialty based on CDIO model

    Xiu-fang CAI

    2013-11-01

    Full Text Available Discussion on the teaching mode of higher vocational nursing specialty based on CDIO model is the core of this study. CDIO is the latest achievement in the reform of the international higher education of engineering and has been thrived since 2000. There are some inevitable problems when domestic universities introduced and innovated the CDIO mode. Therefore the CDIO model is a bold attempt for the institutions of higher education, especially higher vocational college teachers. The CDIO mode drives teachers to reflect on the existed teaching philosophy, and therefore enables them to change teaching methods in the teaching process and improve their teaching capacity tremendously. Meanwhile, it also encourages students to learn automatically and cultivate their comprehensive abilities such as professional capability, development capability, interpersonal skills, innovation ability, etc.

  4. The level and influencing factors of nursing competence among junior nurses receiving standardized training%规范化培训的低年资护士护理能力现状及影响因素调查

    陈凤姣; 李继平; 马芳; 方进博; 刘素珍

    2012-01-01

    Objective To investigate the level and influencing factors of nursing competence among junior nurses receiving standardized training,and provide evidence for the training. Method Totally 299 junior nurses receiving standardized training were investigated using the Six-Dimension Scale of Nursing Performance(6-D scale). Results The junior nurses rated higher scores on the dimensions of professional development and interpersonal communication,while lower scores on the dimensions of planning and evaluation and teaching and collaboration. Vocational interest, educational background, satisfaction with income and satisfaction with working atmosphere were influencing factors of their self-rating nursing competence. Conclusion The standardized training should focus on the training of junior nurses' planning, evaluation, teaching and collaboration competence, and take educational background into account. In addition,the administrators should pay attention to junior nurses' vocational interest, create a good working atmosphere and implement reasonable salary allocation.%目的 了解低年资规范化培训护士护理能力现状和影响因素,为培训实践提供依据.方法 利用护理能力六维评价量表(6-D量表)对299名规范化培训护士进行横断面调查.结果 调查对象的专业发展和人际沟通维度得分最高,计划评估和教学协作维度相对较低.职业兴趣、学历、工资收入满意度和工作氛围满意度对护理能力有影响.结论 规范化培训应加强计划评估和教学协作能力的培养,同时应考虑护士的学历,注重培养职业兴趣,创造良好工作氛围,合理进行薪酬分配.

  5. Nursing Teaching Strategies by Encouraging Students’ Questioning, Argumentation and Explanation

    Dayse Neri de Souza

    2014-12-01

    Full Text Available Nursing students need to develop competences in the field of explanation, argumentation and questioning as they are pivotal to foster a relationship with their patients and achieve a greater humanisation of care. The objective of this paper is to analyse the perception of 1st-year nursing students with regard to the humanisation of care provided to patients by encouraging them to discuss real-life episodes. The study is qualitative and content analysis used the students’ questions, explanations and argumentation as core discourses. Among other conclusions, results point towards the importance of promoting activities that encourage the different nursing students’ discourses and the ability to understand the humanisation and dehumanisation patterns arising from the real-life episodes used as case study.

  6. Nursing teaching strategies by encouraging students' questioning, argumentation and explanation.

    Souza, Dayse Neri de; Souza, Francislê Neri de

    2014-12-01

    Nursing students need to develop competences in the field of explanation, argumentation and questioning as they are pivotal to foster a relationship with their patients and achieve a greater humanisation of care. The objective of this paper is to analyse the perception of 1st-year nursing students with regard to the humanisation of care provided to patients by encouraging them to discuss real-life episodes. The study is qualitative and content analysis used the students' questions, explanations and argumentation as core discourses. Among other conclusions, results point towards the importance of promoting activities that encourage the different nursing students' discourses and the ability to understand the humanisation and dehumanisation patterns arising from the real-life episodes used as case study.

  7. Using Standardized Patients to Teach Interprofessional Competencies to Dental Students.

    Anders, Patrick L; Scherer, Yvonne Krall; Hatton, Michael; Antonson, Donald; Austin-Ketch, Tammy; Campbell-Heider, Nancy

    2016-01-01

    The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral-systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members. To test the teamwork outcomes for both groups of students, a standardized patient (SP) scenario was designed to include multiple chronic medical diagnoses and an oral-systemic component. The exercise was filmed for later review. Outcomes measures included SP and student self-evaluations and faculty evaluation of student documentation. The primary outcome of interest from a dental standpoint was faculty evaluation of IPCP competencies derived from the Core Competencies of Interprofessional Collaborative Practice and were deemed to be observable by faculty when viewing the videotaped scenario. Eight teams of students participated with an SP trained in the scenario. Each team consisted of a DNP student, a fourth-year dental student, and a second-year dental student. All eligible students in the DNP class (n=20) and eight students from each dental class (approximately 110 each) participated. The results showed that the teams scored highest on the role/responsibilities subscale, indicating students were respectful of each other's roles and expertise and effectively engaged each other to develop strategies to meet the patient's needs. Scores on the three other subscales (values/ethics, interprofessional communication, and teams/teamwork) were also high. These findings appeared to support IPCP as a method to foster knowledge and respect for other roles and responsibilities, improve appreciation of teamwork, and encourage better communication among health

  8. [Teaching care in nursing graduation according to the perspective of complexity].

    da Silva, Ana Lúcia; de Freitas, Marlene Gomes

    2010-09-01

    This study highlights the teaching of care in Nursing Graduation according to the Complexity Theory, supported by Edgar Morin. This is a qualitative study using Thematic Content Analysis. Twelve individual semi-structured interviews were performed at a private university in the city of São Paulo, Brazil. Data collection was performed between 2004 and 2005, using a guiding question. Data analysis revealed categories, herein referred to as Complex Pedagogical Indicators, which assigned meanings to complex care. Results showed that the interviewees realized and expressed sensitive care in nursing, making relations and interrelations of the parts with the whole and the whole with the parts, thus approaching complex care.

  9. Implications of the situated learning model for teaching and learning nursing research.

    Gieselman, J A; Stark, N; Farruggia, M J

    2000-01-01

    Situated learning theory is gaining increased attention in the fields of human cognition and learning. The authors discuss the key researchers and basic assumptions of situated learning, and outline implications for the design and development of instruction. The authors describe how they applied the situated model to teaching and learning nursing research, an area identified as problematic for staff, administrators, and educators. They describe their personal observations and discuss feedback from participants at the workshop. The authors conclude that the situated model is useful for exposing nurses with little prior research experience to this domain of knowledge.

  10. Nurses' understanding of standard precautions at a public hospital in Goiania - GO, Brazil.

    Melo, Dulcelene de Sousa; Silva e Souza, Adenícia Custódia; Tipple, Anaclara Ferreira Veiga; das Neves, Zilah Cândida Pereira; Pereira, Milca Severino

    2006-01-01

    Standard Precautions (SP) are effective strategies to prevent and control nosocomial infections. This study aimed to verify nurses' understanding about standard precaution measures. Data were collected through interviews, followed by content analysis in accordance with Bardin. Eighty-two nurses took part in this study, 75.6% of whom understand SP as protective measures: for professionals (11.0%); for both professionals and patients (52.4%); for patient care independently of the diagnosis (7.3%); for patients with diagnosed infection (9.8%). Other nurses indicated SP as human care (4.9%) and only as Individual Protection Equipment (IPE) (11.0%). Most participants' understanding points to favorable cognitive adaptation to the daily implementation of SP. However, reductionist and even mistaken perceptions about their range persist, which makes the social function of these measures vulnerable.

  11. Using Multiple Technologies to Teach Nursing Students about Adoption

    Harrison, Sharonlyn; Henneman, Kris; Herrera, Maida Y.; Hockman, Elaine; Brooks, Evelyn; Darland, Nancy; Kulik, Noel; Sandy-Hanson, Anika E.

    2013-01-01

    Technology is becoming increasingly more important in the enhancement of educating university students. Very little research has been done regarding how the combination of educational technologies affects test scores, compared to the use of one technology alone. This research article examines whether the post-scores of nursing students increased…

  12. Teaching the Practice of Compassion to Nursing Students within an Online Learning Environment: A Qualitative Study Protocol

    Hofmeyer, Anne; Toffoli, Luisa; Vernon, Rachael; Taylor, Ruth; Fontaine, Dorrie; Klopper, Hester C.; Coetzee, Siedine Knobloch

    2016-01-01

    Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs "anywhere and anytime". In response to calls to teach compassion in nursing education, there is an abundance of literature…

  13. Attitudes of Jordanian Nursing Students towards Mental Illness: The Effect of Teaching and Contact on Attitudes Change

    Hamaideh, Shaher H.; Mudallal, Rola

    2009-01-01

    Purposes: Attitudes toward mental illness and patients with mental illness influence the treatment they receive and decisions of policy makers. The purposes of this study were to assess Jordanian nursing students' attitudes towards mental illness, and to assess the effectiveness of teaching and contact on changing nursing students' attitudes about…

  14. 临床护理教学缺陷分析及对策%Countermeasure and Defective Analysis of Teaching of Clinical Nursing

    翁秀珍

    2002-01-01

    To analyze the defect of teaching of clinical nursing, and sum up it, four factors: teacher, content of practice,probationer nurse, and the way of teaching. To put forward the way of lying in systematic theory, applying scientificmanagement, raising the quality of theachers, staudardizing syllabus, and make the four factors cooperate one another for theraising of teaching.

  15. Development of quality standards in inflammatory bowel disease management and design of an evaluation tool of nursing care

    Antonio Torrejón

    2013-06-01

    Full Text Available Background and aims: nursing management of inflammatory bowel disease (IBD is highly relevant for patient care and outcomes. However, there is evidence of substantial variability in clinical practices. The objectives of this study were to develop standards of healthcare quality for nursing management of IBD and elaborate the evaluation tool "Nursing Care Quality in IBD Assessment" (NCQ-IBD based on these standards. Methods: a 178-item healthcare quality questionnaire was developed based on a systematic review of IBD nursing management literature. The questionnaire was used to perform two 2-round Delphi studies: Delphi A included 27 IBD healthcare professionals and Delphi B involved 12 patients. The NCQ-IBD was developed from the list of items resulting from both Delphi studies combined with the Scientific Committee's expert opinion. Results: the final NCQ-IBD consists of 90 items, organized in 13 sections measuring the following aspects of nursing management of IBD: infrastructure, services, human resources, type of organization, nursing responsibilities, nurse-provided information to the patient, nurses training, annual audits of nursing activities, and nursing research in IBD. Using the NCQ-IBD to evaluate these components allows the rating of healthcare quality for nursing management of IBD into 4 categories: A (highest quality through D (lowest quality. Conclusions: the use of the NCQ-IBD tool to evaluate nursing management quality of IBD identifies areas in need of improvement and thus contribute to an enhancement of care quality and reduction in clinical practice variations.

  16. 在护理教学中培养护生软技能的探讨%On Development of Nurse Students' Nursing Soft Skill in Nursing Teaching

    陈萍; 刘岚; 戴玉

    2011-01-01

    护理软技能是指护理工作中促进专业知识和技术能得到更好应用的个人内在品质和人际间的交往技能、管理技能,即社会技能和个人技能。为了让护生能够尽早、尽快地适应未来的工作岗位,满足患者越来越高的服务需求,提高护生的护理软技能已经成为了护理教学的重要教学任务之一。%Nursing soft skills is the personal internal quality can promote the better application of professional knowledge and technology,interpersonal communication skills,manage skills,namely the social skills and personal skills.With the development of nursing science,in the new situation,in order to let the students adapt to the future job as soon as possible,as quickly as possible,meet patients' more and more high service demand,improve nursing students' nursing soft skills has become the important teaching tasks.

  17. Measuring patient satisfaction with postpartum teaching methods used by nurses within the interaction model of client health behavior.

    Wagner, Debra L; Bear, Mary; Davidson, Nangela S

    2011-01-01

    The purpose of this study was to determine the relationship between new mothers' interaction with nurses using different teaching methods to provide postpartum discharge teaching and their satisfaction with nursing care. Cox's Interaction Model of Client Health Behavior (IMCHB) provided the framework for this study. This study used a quasi-experimental posttest design with two groups to examine patient satisfaction with different teaching methods used by nurses to provide postpartum education. The Modified Client Satisfaction Tool measured satisfaction with discharge teaching. Data were analyzed with descriptive statistics, chi-square, Kendall's tau, and Mann-Whitney U tests. The data showed high satisfaction scores for new mothers receiving both methods of discharge teaching, indicating that new mothers who received the traditional method of discharge instruction provided by nurses were just as satisfied as those who received the demonstration/return demonstration method of discharge instructions provided by nurses. Providing individualized care, based on the expressed needs of the patient, was demonstrated in this study to result in high satisfaction with nursing care using both methods of providing postpartum discharge teaching.

  18. 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

    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…

  19. Using standardized patients to assess communication skills in medical and nursing Students

    Burgoyne Louise

    2010-03-01

    Full Text Available Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS. Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5 and sixty four nursing students (Year 2/3 of 4 were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33/46; 72% and 81% of nursing students (56/64 passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

  20. Using standardized patients to assess communication skills in medical and nursing students

    Ryan, C Anthony

    2010-03-17

    Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE\\'s) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE\\'s and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2\\/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE\\'s for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33\\/46; 72%) and 81% of nursing students (56\\/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

  1. Peer-supported review of teaching: making the grade in midwifery and nursing education.

    Murphy Tighe, Sylvia; Bradshaw, Carmel

    2013-11-01

    This paper outlines the value of peer-supported review of teaching for nurse and midwifery educators in an academic environment. Reflection and continuing professional development are important tenets of an educators' practice and can be addressed via peer observation. Definitions and models of peer observation are presented. The strengths and challenges associated with peer-supported review of teaching are discussed. The reasons why peer observation is underutilised are explored with some suggestions on how to overcome these challenges. Recent developments in relation to peer observation and peer-supported review are outlined. The need for tangible evidence of development and enhancement of existing teaching expertise is very pronounced in the current economic climate, it is concluded that peer-supported review of teaching can provide such evidence.

  2. Innovative teaching methods in the professional training of nurses – simulation education

    Michaela Miertová

    2013-12-01

    Full Text Available Introduction: The article is aimed to highlight usage of innovative teaching methods within simulation education in the professional training of nurses abroad and to present our experience based on passing intensive study programme at School of Nursing, Midwifery and Social Work, University of Salford (United Kingdom, UK within Intensive EU Lifelong Learning Programme (LPP Erasmus EU RADAR 2013. Methods: Implementation of simulation methods such as role-play, case studies, simulation scenarios, practical workshops and clinical skills workstation within structured ABCDE approach (AIM© Assessment and Management Tool was aimed to promote the development of theoretical knowledge and skills to recognize and manage acutely deteriorated patients. Structured SBAR approach (Acute SBAR Communication Tool was used for the training of communication and information sharing among the members of multidisciplinary health care team. OSCE approach (Objective Structured Clinical Examination was used for student’s individual formative assessment. Results: Simulation education is proved to have lots of benefits in the professional training of nurses. It is held in safe, controlled and realistic conditions (in simulation laboratories reflecting real hospital and community care environment with no risk of harming real patients accompanied by debriefing, discussion and analysis of all activities students have performed within simulated scenario. Such learning environment is supportive, challenging, constructive, motivated, engaging, skilled, flexible, inspiring and respectful. Thus the simulation education is effective, interactive, interesting, efficient and modern way of nursing education. Conclusion: Critical thinking and clinical competences of nurses are crucial for early recognition and appropriate response to acute deterioration of patient’s condition. These competences are important to ensure the provision of high quality nursing care. Methods of

  3. Taking on the National Board for Professional Teaching Standards: Alignment, Recognition and Representation

    Serafini, Frank

    2005-01-01

    The National Board for Professional Teaching Standards (NBPTS) was established in 1987 to develop and operate a system of advanced certification; including a set of high and rigorous standards of accomplished teaching and an assessment system designed to measure these standards. Utilizing a qualitative, case study framework, this research project…

  4. 手术室护理带教方法的探讨和学习%Discussion and Study on Teaching Methods of Nursing Teaching in Operation Room

    贺俭

    2016-01-01

    Objective To investigate the operating room nursing teaching method and effect. Methods Hospital from January 2015 to December 2015 30 cases of operating room nursing students as research subjects were randomly divided into two groups to take the way, each 15 nursing students were named as the observation group and the control group. For nursing students in the control group using traditional teaching methods with, for the observation group of nursing students use group learning with teaching. Results The nursing students theoretical test scores, test scores as well as the operation of teaching work satisfaction rate was higher nursing students. Conclusion The group learning with teaching applied operating room nursing teaching work significant effect can be widely promoted.%目的探讨手术室护理带教方法及效果。方法将我院2015年1月~12月30例手术室护生作为研究对象,采取随机分成两组的方式,每组15名护生,分别命名为观察组和对照组。对对照组护生采用传统带教法,对观察组护生采用小组学习带教法,对比两组护生带教的效果。结果观察组护生理论考试成绩、操作考试成绩以及对带教工作的满意率均高于对照组护生。结论将小组学习带教法应用于手术室护理带教工作中效果显著,可进行广泛推广。

  5. Effects of a Web-based teaching method on undergraduate nursing students' learning of electrocardiography.

    Jang, Keum S; Hwang, Seon Y; Park, Soon J; Kim, Yoon M; Kim, Mi J

    2005-01-01

    This study examined the effects of a Web-based teaching method (versus a traditional lecture method) on undergraduate nursing students' learning of electrocardiography (ECG). The Web-based learning program was developed by the authors and implemented for 4 weeks. The study used a pretest-posttest experimental design. A total of 105 senior nursing students were recruited at a university in Korea. Fifty-four students were assigned to an experimental group in 2002, and 51 were assigned to a control group in 2003. Knowledge about ECG among students in the Web-based group was significantly lower than that of students in the control group (p ECG recordings was significantly higher among students in the Web-based group (p learning. The self-directed, Web-based ECG learning program appears to be effective in helping nursing students to interpret ECG recordings.

  6. [Inter-organizational relationship in the integration teaching-nursing service at the primary health care].

    de Andrade, Selma Regina; Boehs, Astrid Eggert; Coelho, Bruna; Schmitt, Isabel Maria; Boehs, Carlos Gabriel Eggert

    2014-01-01

    This study aimed to characterize the stages of the inter-organizational relationships between educational and caring aspects of Nursing, operating in the context of primary health care in a municipality of Santa Catarina, Brazil. The qualitative approach of the case study was used by deliberately selecting the cooperation between two organizations. Eight teaching nurses and eight assistant nurses were interviewed. The data were submitted to content analysis, and the results demonstrated a number of elements in the phases of interaction (negotiation, commitment and execution of activities), as well as the variability of their content over time. It was concluded that the interaction, at an operational level, is characterized by dynamics that happen during relationship cycles, usually spanning through the school-semester, producing new negotiations and commitments for the following semester.

  7. Japanese graduate nursing students' perceptions of the teaching performance of an intercultural teacher.

    Cox, Kathleen; Yamaguchi, Satomi

    2010-01-01

    This paper reports the results of a survey conducted to explore the perceptions of Japanese graduate nursing students about the teaching performance of an American teacher. The impact of cultural differences on classroom behavior and communication between Japanese graduate nursing students and the American teacher are also explored. Students were enrolled in a nursing education course in the first semester of the graduate program. Data for the analysis were the student opinion surveys, which included Likert scale items and space for narrative responses. Results of the survey are reported as well as the results of a follow-up meeting that was held with the students. The students emphasized the importance of the quality of the interpretation.

  8. Older adult mental health: Teaching senior-level baccalaureate nursing students what they need to know.

    Puentes, William J; Bradway, Christine K; Aselage, Melissa

    2010-07-01

    Within the older adult population, certain idiosyncratic aspects of mental illness add to the challenges of helping clients manage these disorders. Older adults are more likely than younger populations to experience physiologically based comorbidities, a dynamic that further strains coping capacities. Barriers to the provision of comprehensive mental health nursing care for older adults include myths and stigmas about aging and mental health. Nurse educators are challenged to move students toward a more positive, empirically based approach to the care of older adults' mental health. In this article, background information supporting the importance of working to improve students' knowledge of and attitudes toward mental illness in older adults is provided. Specific teaching strategies in the areas of older adult mental health, dementia, and delirium are discussed. Resources to support the incorporation of these strategies into nursing curricula are described.

  9. Value analysis: a method for teaching nursing ethics and promoting the moral development of students.

    Frisch, N C

    1987-10-01

    In an investigation of junior-level baccalaureate nursing students, the value analysis teaching strategy was used to teach content related to nursing ethics. It was hypothesized that such a strategy, which emphasized the need for careful evaluation and weighing of facts preparatory to drawing conclusions, would impact on the student's level of cognitive moral development. Cognitive moral development was defined in accord with Kohlberg's theory of moral development. Control and experimental populations were derived from two groups of students sequentially enrolled in the same course. Pre- and post-testing using scores on Rest's Defining Issues Test (DIT) showed significant differences in gain between control and experimental subjects. There was a strong association between DIT score gains and self-report of peer discussion of ethical issues. The major implication of this study is that instructional intervention produces measurable change in some students' level of moral judgment.

  10. [Health didactics: undergraduates' nursing representations and the use of an innovative teaching strategy].

    de Domenico, Edvane Birelo Lopes; Matheus, Maria Clara Cassuli

    2009-09-01

    This study aimed at analyzing the representations regarding the relationships between Nursing and Education practices, to reveal expectations regarding the course Fundamentals, Methods and Techniques of Teaching and evaluate the use of the Projects Method. Method this is a qualitative evaluation research performed between April and June 2007 with first-year nursing students of a Baccalaureate Degree Program. The data were analyzed based on the Social Representations framework and the constructivist postulates. The students revealed that their learning expectations were related with the contents of didactics, human communication, and the teaching-learning process. The Projects Method was considered capable of providing dynamism, interest towards the content, and the ability to associate theory and practice, in addition to having favored the amplitude and appreciation of the educate/care binomial. In conclusion, health didactics contents are capable of generating students' interest, especially when an innovative methodology is used.

  11. Logbook: experience of teaching-learning management and management in nursing and health

    José Luís Guedes dos Santos

    2013-09-01

    Full Text Available The article aimed at reporting an experience of a group of post-graduate students in teaching on the stage of implementation active teaching-learning methodologies in the discipline of Management in Nursing and Health. The experience happened in three different admission units of a federal hospital in the southern region of the country, in the second semester of 2010. We used a logbook for students to register the journey to deepen the reflections on the experiences of the actions of management. At the end of the internship, the students were asked the logbook so that experiences, feelings, anxieties generated in the course of the journey to knowledge could be identified. The students report that the curricular internship of Management in Nursing and Health is a process of construction that gradually allows to have a sense of what awaits them when they are professionals, thus contributing to a critical and reflective formation.

  12. The SBAR communication technique: teaching nursing students professional communication skills.

    Thomas, Cynthia M; Bertram, Evelyn; Johnson, Doreen

    2009-01-01

    The Joint Commission and Institute for Healthcare Improvement have mandated healthcare organizations to improve professional communication. Nursing students lack experience in communicating with physicians. As a result, recent graduates may not be prepared to meet the demands of professional communication to ensure patient safety. The authors discuss the SBAR (situation, background, assessment, recommendations) communication technique implemented during a 2-day simulation exercise that provided an organized logical sequence and improved communication and prepared graduates for transition to clinical practice.

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

    Miller, Sally M

    2011-07-01

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

  14. Impact of a concept map teaching approach on nursing students' critical thinking skills.

    Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

    2016-09-01

    Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students.

  15. Teaching interprofessional teamwork in medical and nursing education in Norway: a content analysis.

    Aase, Ingunn; Aase, Karina; Dieckmann, Peter

    2013-05-01

    The notions of interprofessional education and interprofessional teamwork have attained widespread acceptance, partly because lack of teamwork has been tentatively linked to adverse incidents in healthcare. By analyzing data from 32 educational institutions, this study identifies the status of interprofessional teamwork in all nursing and medical education in Norway. The study programs issued by the 32 educational institutions were subject to content analysis, distilling the ambitions and goals for teaching interprofessional teamwork. Study program coordinators were approached and asked to what degree interprofessional teamwork was actually introduced in lecturing and clinical training. Results indicate that the medical and nursing schools clearly aspire to teach interprofessional teamwork and that this has largely been achieved when it comes to theoretical teaching. Although three of the four medical programs have integrated interprofessional teamwork into their clinical training, there is a gap in the nursing programs where introduction of interprofessional teamwork in clinical training has been limited. Current challenges are related to organizational issues (e.g. lack of institutional collaboration), practical difficulties (e.g. finding time to bring students of various professions together) and possibly managerial issues (e.g. lack of strategic perspective and change management).

  16. Multicultural or anti-racist teaching in nurse education: a critical appraisal.

    Nairn, Stuart; Hardy, Carolyn; Parumal, Logan; Williams, Glenn A

    2004-04-01

    There are many conceptual and practical difficulties in teaching culturally sensitive issues to student nurses. There is little clear evidence about the most effective way that the subject of racism can be explored in the classroom setting. This critical appraisal is a collation of the evidence as a means of identifying current practice and the theoretical difficulties and debates that characterise this area. The evidence is based on English language material, largely if not exclusively, from the United States of America and the United Kingdom. We used CINAHL 1982-2003 and MEDLINE 1993-2003 using the search terms 'curriculum', 'education', 'nursing', 'teaching', 'minority groups', 'race relations', 'prejudice', and 'ethnic groups'. The central tension lies between a multicultural and an anti-racist approach, which reflects philosophically diverse opinions about what should be included in the nursing curriculum. The outcome of this tension is reliant on providing evidence about the experiences of students and tutors and whether the problem is one of difficulties in cross-cultural communication or racism. Recommendations from the literature for the teaching of multiculturalism and/or anti-racism are synthesised and discussed in light of the tension existing between the two philosophies.

  17. Evoking the Moral Imagination: Using Stories to Teach Ethics and Professionalism to Nursing, Medical, and Law Students.

    Weisberg, Mark; Duffin, Jacalyn

    1995-01-01

    A program that brings together students entering demanding professions (law, medicine, and nursing) to explore issues of ethics and professionalism is described. The course uses thought-provoking stories, classroom discussion, student journals, and collaborative teaching. Lessons learned from teaching the course a number of times are also…

  18. Psychiatric nursing teaching at the Ana Nery School in the first half of the 20th century

    Monique da Silva Carvalho

    2015-03-01

    Full Text Available The aim of this study was to describe the teaching of psychiatric nursing at Ana Néri Nursing School (EAN, between 1925 and 1954. Methodology: Socio-historical research whose sources were written documents and the oral statement of an ex-professor. The documentary analysis technique was used for data treatment. Results: For 27 years, the EAN did not introduce students into the psychiatric field due to the mental illness stigma, offering only theoretical disciplines, which were taught by physicians. Later there were theoretical disciplines with practical training in the classroom, and then theoretical disciplines with practice in psychiatric hospitals, taught by nurses. In conclusion, the law 775/49 lead the EAN to qualify a professor and initiate the reformulation of the nursing care provided at the Institute of Psychiatry of the University of Brazil, so as to adjust it to serve as a practical field and a model for teaching psychiatric nursing in Brazil.

  19. Investigation and analysis of clinical trial research nurse to perform standard operating procedures

    Yan Lin; Yan-Yun Wu; Mei-Hua Wu; Xiu-Yu Yang; Ming Zhou

    2016-01-01

    Objective: The aim of this study was to investigate the situations and factors that cause nurses not to follow standard operating procedures (SOPs) during the clinical trial process. Methods: Five cases involving patients enrolled in a clinical trial were divided into two groups, pre-SOP training and post-SOP training, to compare and observe the process problems and whether nurses fol-lowed SOPs in clinical trials. The causes of problems were analyzed and corrective measures were proposed. Results: Our results indicate significant improvement in compliance with SOPs after training. There were three occurrences of irregular behavior after training compared with 21 occurrences of irregular behavior before training. Conclusions: The quality of clinical trials can be improved if nurses strictly follow SOPs.

  20. MANAGEMENT OF TEACHING AT A NURSING COLLEGE - PERCEPTIONS OF MANAGERS

    Leonara Raddai Gunther de Campos

    2013-09-01

    Full Text Available The objective of this research is to describe, from the perspective of managers, how the management of teaching happens. It’s a exploratory study, conducted in in a Public University in Midwest Region. Subjects were occupants of the positions of Director, Head of Department and Course coordinator. The collection and data analysis was held by documentary surveys, semi-structured interviews and thematic analysis, respectively. The project was approved by Ethical Committee No. 796/CEP/HUJM. As main results, we identified that the management acts were based on institutional goals and objectives, materialized in PDI. Teachers were organized into working groups and research groups and extension, by area of expertise. The college management is anchored in national and institutional regulations governing the teaching profession, but they enjoy autonomy in performing their duties. The managers believe that their main role is to articulate the administrative structures and academic faculty, in order to achieve planned results. Understanding how does the management of teaching happens, helped us to suggest strategies to overcome difficulties encountered in teaching and managerial work.

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

    Creedon, Sile A; Cummins, Ann Maria

    2012-05-01

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

  2. [Flipped Classroom: A New Teaching Strategy for Integrating Information Technology Into Nursing Education].

    Chiou, Shwu-Fen; Su, Hsiu-Chuan; Liu, Kuei-Fen; Hwang, Hei-Fen

    2015-06-01

    The traditional "teacher-centered" instruction model is still currently pervasive in nursing education. However, this model does not stimulate the critical thinking or foster the self-learning competence of students. In recent years, the rapid development of information technology and the changes in educational philosophy have encouraged the development of the "flipped classroom" concept. This concept completely subverts the traditional instruction model by allowing students to access and use related learning activities prior to class on their smartphones or tablet computers. Implementation of this concept has been demonstrated to facilitate greater classroom interaction between teachers and students, to stimulate student thinking, to guide problem solving, and to encourage cooperative learning and knowledge utilization in order to achieve the ideal of student-centered education. This student-centered model of instruction coincides with the philosophy of nursing education and may foster the professional competence of nursing students. The flipped classroom is already an international trend, and certain domestic education sectors have adopted and applied this concept as well. However, this concept has only just begun to make its mark on nursing education. This article describes the concept of the flipped classroom, the implementation myth, the current experience with implementing this concept in international healthcare education, and the challenging issues. We hope to provide a reference for future nursing education administrators who are responsible to implement flipped classroom teaching strategies in Taiwan.

  3. Relationship between nursing students' preference for types of teaching materials and learning effects of self-learning tool.

    Kitajima, Yasuko; Yamashita, Masako; Nakamura, Mitsuhiro; Maeda, Jukai; Aida, Kyouko; Kanai-Pak, Masako; Huang, Zhifeng; Nagata, Ayanori; Ogata, Taiki; Kuwahara, Noriaki; Ota, Jun

    2014-01-01

    The purpose of this study was to investigate the relationship between learning effects of the self-learning tool for nursing students and types of teaching materials. Ten nursing students were asked to perform transfer a patient from bed to wheelchair after watching the demo video and practicing 20 minutes. The students' performance was evaluated before and after practicing. The students were also asked to choose teaching materials that would be developed in the future. Out of nine teaching materials, the students chose seven of them. Correspondence analysis was conducted between the results of the evaluation of students' transfer technique and their preference of teaching materials. The results indicated that there was no relationship between the preference of teaching materials and the scores of transfer techniques. The authors concluded that the self-learning was not affected by the preference of teaching materials.

  4. Reflection of the Nurses on their Responsibilities and the Students’ Working System During Clinical Teaching

    Aygul Akyuz

    2007-12-01

    Full Text Available In this descriptive study, we aimed to determine the views of nurses on their responsibilities and the students’ working system during student clinical teaching. The study universe consisted of nurses working at the Gulhane Military Medical Faculty training hospital while the study sample consisted of 165 nurses working the day shift (08:00-17:00 on weekdays during December 2005 and willing to participate in the study. We used the survey form developed by the researchers following a literature survey to collect the data. This form contained items on the nurses’ own responsibilities during the clinical teaching of the students, the working system of the students, their views on being role models and the principles regarding the staff responsible for clinical teaching. Percentages and the chi-square test were used for the analysis of the data. Within the context of the research, 66,1% of the nurses have stated that the course instructor should possess the primary responsibility for the students during the clinical study while some 23,6% of the nurses expressed that the responsibility belonged to themselves. According to the 32,1% of the nurses, the presence of intern nurses in the clinic would increase patient care quality while 32,1% of them indicated an increase in job satisfaction; 49,1% of them expressed that it would not constitute a limitation of time allocated to the patient care and finally 44,8% of them stated that this presence of intern nurses would not increase their workload. 65,8% of the nurses have implied that students should conduct their studies as patient-centric, while 77,6% of them expressed that they would see themselves as the perfect role model for their students during the clinical teachings. [TAF Prev Med Bull 2007; 6(6.000: 459-464

  5. Nursing satisfaction after standardizing the chronic wounds care

    Francisco José García Sánchez

    2009-09-01

    Full Text Available The Management of Primary Attention of Ciudad Real and the Management of Area of Puertollano elaborated, jointly during year 2005, Manual in Prevention and a Treatment of Chronic Wounds with the objective to standardize and to protocol the welfare practice in this matter. During the month of February of 2006 an anonymous survey with 6 questions is elaborated to know the satisfaction the professionals after the implantation of this tool, presented/displayed a cross-sectional descriptive study that throws the following global results: The necessity to implant a manual is valued with 8,97 on 10. The format of pocket chosen for the manual is valued with 8,94 on 10. The presentation of the manual is valued with 8.88 on 10. Speakers are valued with 8,63 on 10. The contents of the manual obtain a score of 8.90 on 10. The utility of the manual is valued with 8.87 on 10.The results indicate that the professionals demanded a tool that standardized the clinical practice in the prevention and treatment of chronic wounds. It seems to be that it has been guessed right in the format of the same one (pocket and emphasizes the utility that they give the same one, although statistically significantly appear differences between both managements.

  6. Opportunity to Teach and Learn Standards: Colombian Teachers’ Perspectives

    Cárdenas Ramos Rosalba

    2012-10-01

    Full Text Available

    The aim of this article is to present the outcomes of an exploration of in-service teachers’ perspectives in relation to an opportunity to teach and learn standards in English. A workshop for English teachers from Cali (Colombia and the neighboring rural sectors was designed and carried out in order to collect the information. Teachers’ perspectives about the topic were explored in terms of three aspects: general considerations that underlie opportunities to learn; standards and conditions in educational institutions (work aspects and other institutional factors such as human and material resources.


    Este artículo tiene por objetivo presentar los resultados de una exploración acerca de las reflexiones de un grupo de docentes en ejercicio, respecto a estándares de oportunidad para la enseñanza y aprendizaje del inglés como lengua extranjera. Con este propósito se diseñó y ofreció un taller a profesores de Cali (Colombia y de la zona rural aledaña. Allí se estudiaron las perspectivas de los docentes en cuanto a tres aspectos: consideraciones generales que subyacen la oportunidad de aprender, estándares y condiciones en las instituciones educativas y otros factores tales como recursos materiales y humanos.

  7. Influence of Nursing Students' Communication Consciousness in Clinical Teaching on Nursing Professional Quality%临床教学中培养护生沟通意识对护理职业素养的影响

    付菊

    2015-01-01

    Objective To analyze the ef ect of nursing students'communication consciousness in clinical teaching.Methods Selection in dif erent grade hospital internship nursing students,using the same teaching plan,investigation communication in dif erent populations in tension,Occupational Literacy score analysis to the factors af ecting Occupational Literacy score.Results The nursing students and doctors to communicate the most tense,was significantly higher than that of patients and teachers,and fourth year undergraduate nursing students and doctors,patients,teacher communication,stress level was significantly lower than that of the three years of col ege nursing students,three years of col ege nursing students,the dif erence is statistical y significant ( <0.05);Four year undergraduate nursing students professionalism scores and professional value outlook,professional ethics and cognitive aspects,significantly higher than the three years of col ege nursing students,three years of col ege nursing students,the dif erence was statistical y significant ( <0.05);The professional values of nursing students,professional ethics,professional behavior and the teacher teaching methods,behavior training program,the sur ounding environmental impact was positively cor elated ( <0.05).Conclusion Nurse in work in communication with the doctor wil have obvious mental strain,by teachers to create a good teaching method,establish a standardized training program, to promote the cultivation of good professional quality.%目的:分析在临床教学中,培养护生的沟通意识,对其护理职业素养的影响。方法选择在我院实习的不同年级护生,采用相同的教学计划,加强沟通意识教育,调查其面对不同人群沟通时紧张状态、职业素养评分,分析影响职业素养评分的因素。结果护生与医生沟通时最紧张,明显高于患者及带教老师,且四年级本科护生在与医生、患者、带教老师沟通时

  8. Developing and Evaluating Clinical Written Assignment in Clinical Teaching for the Senior B.S. Nursing Students: An action research

    Leila Valizadeh

    2012-12-01

    Full Text Available Introduction: In a four-year undergraduate level , the nursing students have to get prepared in the patients education, designing care plans, applying nursing processes and exercise the clinical decisions, in addition to learning practical skills. Therefore, multiple clinical teaching strategies in nursing must be applied. In this study the sheets for the mentioned fields were designed and used. Methods: In this action research in Tabriz University of Medical Sciences, 64 nursing senior students and related instructors participated. Clinical written assignment included the patient’s health condition sheet, tables showing the used medicines and the precautions, the clinical and paraclinical tests and the results, identifying the patient problems, designing and implementing care plan and writing nursing reports with SOAPIE method. The instructors’ viewpoints were achieved through the group discussions and their notes taken. The perceived competency of the students was obtained through a questionnaire. The qualitative data was analyzed by the content analysis and quantitative using SPSS. Results: Both the students and the instructors agreed with the clinical written assignment. The desired care competency of the students before and after assignment was statistically significant (p<0.05. According to the instructors, intervention was useful for the senior students who have passed the courses needed for completing and using the different parts of these forms. Conclusion: Since a need is always felt in the trends of the nursing clinical teaching, the researchers recommend the clinical written assignment and their application along with other strategies for senior nursing students in clinical teaching.

  9. National Board for Professional Teaching Standards: 2008 Guide to National Board Certification

    National Board for Professional Teaching Standards, 2008

    2008-01-01

    The National Board for Professional Teaching Standards (NBPTS) is an independent, nonprofit, nonpartisan, and nongovernmental organization that develops professional standards for early childhood, elementary, and secondary school teaching. National Board Certification signifies that a teacher or school counselor is accomplished, having met…

  10. AACN's healthy work environment standards and an empowering nurse advancement system.

    Vollers, Dawn; Hill, Edie; Roberts, Cynthia; Dambaugh, Lori; Brenner, Zara R

    2009-12-01

    An empowering clinical nurse advancement system can facilitate institutional behaviors that embrace all of AACN's healthy work environment standards and thus serve as a building block for developing a flourishing health care environment. The results generate positive outcomes that are evident to health care professionals, patients, patients' families, and health care organizations. Patients benefit from highly satisfied employees who work in a culture of caring and excellence.

  11. The use of podcasts to enhance research-teaching linkages in undergraduate nursing students.

    Strickland, Karen; Gray, Colin; Hill, Gordon

    2012-07-01

    An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n=228 and n=233) were given access to a series of 5 "guest speaker" podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning.

  12. Teaching Emotional Intelligence to Intensive Care Unit Nurses and their General Health: A Randomized Clinical Trial

    S Ghadakpoor

    2013-07-01

    Full Text Available Background: Emotion and how people manage it is an important part of personality that would immensely affect their health. Investigations showed that emotional intelligence is significantly related to and can predict psychological health.Objective: To determine the effect of teaching emotional intelligence to intensive care unit nurses on their general health.Methods: This randomized clinical trial (registered as IRCT201208022812N9 was conducted on 52 of 200 in intensive care unit nurses affiliated to Shiraz University of Medical Sciences. They were recruited through purposeful convenience sampling and then randomly categorized into two groups. The intervention group members were trained in emotional intelligence. Bar-on emotional intelligence and Goldberg's general health questionnaires were administered to each participant before, immediately after, and one month after the intervention.Results: While the mean score of general health for the intervention group decreased from 25.4 before the intervention, to 18.1 immediately after the intervention and to 14.6 one month later, for the control group, it increased from 22.0, to 24.2 and to 26.5, respectively (pConclusion: Teaching emotional intelligence improved the general health of intensive care unit nurses.

  13. Comparison of Internet versus lecture instructional methods for teaching nursing research.

    Woo, M A; Kimmick, J V

    2000-01-01

    Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

  14. Refocusing acute psychiatry, performance management, standards and accountability, a new context for mental health nursing.

    Harnett, P J

    2009-06-01

    The term \\'performance management\\' has an aversive \\'managerial\\' aspect, is unappealing to many public sector staff and has an \\'image problem\\'. Perhaps as a consequence, it has failed to make a significant impact on Irish public sector workers, notably mental health nurses. In this paper, performance management is introduced and examined within an Irish healthcare context and with reference to its use in other countries. Some of the challenges faced by Irish mental health nurses and the potential benefits of working within a performance managed workplace are discussed. The paper concludes that performance management is likely to increasingly affect nurses, either as active agents or as passive recipients of a change that is thrust on them. The authors anticipate that the performance management \\'image problem\\' will give way to recognition that this is a fundamental change which has the potential to enable health services to change. This change will bring high standards of transparency, worker involvement in decision making, an explicit value base for health services and individual teams. It provides the potential for clear practice standards and high standards of transparency as well as worker welfare in all aspects, including supporting employment and career progression.

  15. Communication in palliative care: philosophy, teaching approaches, and evaluation of an educational program for nurses.

    Rønsen, Astrid; Hanssen, Ingrid

    2009-10-01

    In this article is presented a post-graduate program in palliative care nursing focusing communication. The teaching plan was inspired by action learning, and the students' discovery processes necessitated a variety of teaching methods. The program was based on a holistic view of the human being and of inter-human communication. Neuro-motoric stimulation exercises were used to improve the students' focus of attention, sensory reception, and awareness of their corporeal and intellectual selves. Stimulation of relational skills, the discussion of ethical and difficult questions, and narratives helped students discover relationships between theoretical knowledge and palliative practice, and were used to explain and illustrate topics, and as backgrounds for discussions. During the program the students examined, challenged, and continuously reflected upon their explicit and unconscious praxis theories and their communicative habits. Although very different from educational programs they previously had experienced, this teaching/learning plan and the outcome thereof was positively evaluated. At the end of the year the students found themselves to be more knowledgeable, discerning and self-confident nurses. Even so, some found that they needed more time to digest what they had learned and for new knowledge and philosophies to become internalised.

  16. Perceptions of student nurses regarding the use of a popular autobiography as a teaching tool.

    Mathibe, Lehlohonolo J

    2007-04-01

    Recent studies encourage educators in nursing to use innovative and non-traditional teaching methods, such as using popular movies, posters, portfolios and surfing the internet, to stimulate students' interest, participation and interaction to enhance academic performance as well as knowledge retention. In this, descriptive cross-sectional study, we used self-administered questionnaires with statements graded on 5-points Likert scale (quantitative measures) and open-ended questions (qualitative measures), to assess the feasibility and students' perceptions regarding the use of Lance Armstrong's autobiography of surviving against cancer as a teaching tool. At the beginning of the lecture copies of selected chapters from: "It's Not About the Bike; My Journey Back to Life" [Armstrong, L., Jenkins, S. 2001. It's Not About The Bike: My Journey Back To Life. Yellow Jersey Press, Random House (Pty) Limited, Great Britain], were given to students. Willing students were requested to read for the whole class while the lecturer interjected periodically to explain and expound on certain pharmacological concepts. Eighty percent (80%) of participants felt that the use of an autobiography stimulated their interesting in cancer drugs and 84% agreed/strongly agreed that it contributed to their knowledge of pharmacology. Using Lance Armstrong's autobiography of survival to teach cytotoxic drugs is a worthwhile and rewarding exercise from the student nurses' perspective.

  17. On Practical English Teaching in Universities of Technology under the New National Standards for English Major Teaching Quality

    张媛

    2015-01-01

    As an inheritance and a result of development of the English Teaching Syllabus for English Majors, the New National Standards for English Majors Teaching Quality lays a solid foundation for establishing a more effective English major teaching mode since it puts emphasis on cultivation of students' practical ability, comprehensive quality and individual development.Taking into account the current situation and problems of Practical English Teaching in Universities of Science and Technology, this paper attempts to put forward that to clarify the concept of “practical teaching”, to seek for corresponding solutions in the aspects of extracurricular teaching activity, multilevel practical activity, thesis writing and academic research may jointly be an effective way to improve practical English teaching.

  18. Using quality and safety education for nurses to guide clinical teaching on a new dedicated education unit.

    McKown, Terri; McKeon, Leslie; McKown, Leslie; Webb, Sherry

    2011-12-01

    Gaps exist in health professional education versus the demands of current practice. Leveraging front-line nurses to teach students exemplary practice in a Dedicated Education Unit (DEU) may narrow this gap. The DEU is an innovative model for experiential learning, capitalizing on the expertise of staff nurses as clinical teachers. This study evaluated the effectiveness of a new academic-practice DEU in facilitating quality and safety competency achievement among students. Six clinical teachers received education in clinical teaching and use of Quality and Safety Education for Nurses (QSEN) competencies to guide acquisition of essential knowledge, skills, and attitudes for continuous health care improvement. Twelve students assigned to the six teachers completed daily logs for the 10-week practicum. Findings suggest that DEU students achieved QSEN competencies through clinical teacher mentoring in interdisciplinary collaboration, using electronic information for best practice and patient teaching, patient/family decision making, quality improvement, and resolution of safety issues.

  19. Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing faculty.

    Fahrenwald, Nancy L; Taylor, Janette Y; Kneipp, Shawn M; Canales, Mary K

    2007-01-01

    Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy.

  20. The longitudinal effect of concept map teaching on critical thinking of nursing students.

    Lee, Weillie; Chiang, Chi-Hua; Liao, I-Chen; Lee, Mei-Li; Chen, Shiah-Lian; Liang, Tienli

    2013-10-01

    Concept map is a useful cognitive tool for enhancing a student's critical thinking by encouraging students to process information deeply for understanding. However, there is limited understanding of longitudinal effects of concept map teaching on students' critical thinking. The purpose of the study was to investigate the growth and the other factors influencing the development of critical thinking in response to concept map as an interventional strategy for nursing students in a two-year registered nurse baccalaureate program. The study was a quasi-experimental and longitudinal follow-up design. A convenience sample was drawn from a university in central Taiwan. Data were collected at different time points at the beginning of each semester using structured questionnaires including Critical Thinking Scale and Approaches to Learning and Studying. The intervention of concept map teaching was given at the second semester in the Medical-Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking.

  1. The effects of teaching stress management skills on the quality of life in ICU nurses

    FARIBA GHODSBIN

    2013-07-01

    Full Text Available Introduction: Job stress is one of the main factors in decreasing productivity in organizations and the leading cause of psychosomatic disorders in personnel. Since job stress of nurses working in Intensive Care Units (ICUs is considered as an important segment in health and medical systems, it significantly affects the quality of care and the nurse’s quality of life. To this end, the purpose of this research is to examine the effects of teaching stress management skills on the quality of life of the nurses working at ICU of the hospitals affiliated to Shiraz University of Medical Sciences. Methods: The subjects of the study consisted of 60 ICU nurses with the average stress score in Osipow job stress exam working at the hospitals affiliated to Shiraz University of Medical Sciences. The subjects were randomly assigned to two groups (30 in the case and 30 in the control group. The intervention was performed as a teaching stress management workshop for eight hours throughout two-days (four hours per day, and the nurses were followed up for two months. The data were collected through a two part questionnaire including demographic characteristics and WHO Quality of life BREF and were analyzed in SPSS software using paired t test, and t-test. Results: The findings showed that the nurses of both the case and control groups were homogeneous considering the demographic data such as age, sex, marital status, number of children, shift position, job satisfaction, number of working hours per week, work experience and the amount of income. Moreover, there was no significant difference between the mean score of the life quality before the intervention in both groups. But after the intervention, a significant increase was revealed in the mean score of the life quality of the case group as compared to that of the control group (P<0.0001. Conclusion: The findings revealed the efficacy of the stress management workshop in improving the life quality of ICU

  2. Multimethod teaching strategies to integrate selected QSEN competencies in a Doctor of Nursing Practice distance education program.

    Manning, Mary Lou; Frisby, Anthony J

    2011-01-01

    The Quality and Safety Education for Nurses (QSEN) initiative identified 6 competencies for the education of nurses (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics) and the related knowledge, skills, and attitudes (KSAs) for each competency. The initial QSEN focus was on competency development during prelicensure nursing education, with subsequent attention on adapting the KSAs for graduate programs that prepare advanced practice nurses for clinical roles. Description of successful QSEN competency integration in Doctor of Nursing Practice (DNP) programs is limited. Although the ultimate goal is executing DNP programs where quality and safety is thoroughly integrated throughout the curricula, the focus of this article is on multimethod teaching strategies to integrate selected QSEN KSAs into an existing online post-master's DNP quality and safety course.

  3. The experiences of faculty teaching in an innovative clinical immersion nursing curriculum.

    Paulson, Carole

    2011-01-01

    A lack of research exists regarding the impact of substantive curriculum reform on faculty teaching and attitudes. This report of an interpretive phenomenological study of one group of baccalaureate nursing faculty undergoing implementation of an innovative curriculum revealed that the curricular structure and program philosophy offered multiple new challenges. These included the integration of multiple concurrent learning activities, expansion of simulation, and a renewed focus on student assessment. The study design used Heideggerian hermeneutics, a reflexive approach to text analysis of interviews of seven full-time faculty who had worked in the school's traditional curriculum prior to the implementation of the clinical immersion model. The research offers insights into faculty adaptation to curriculum change and its effect on teaching and instruction. The results of this study may assist other schools contemplating or in the process of similar overarching program reforms.

  4. American Society of Clinical Oncology/Oncology Nursing Society chemotherapy administration safety standards.

    Jacobson, Joseph O; Polovich, Martha; McNiff, Kristen K; LeFebvre, Kristine B; Cummings, Charmaine; Galioto, Michele; Bonelli, Katherine R; McCorkle, Michele R

    2009-11-01

    Standardization of care can reduce the risk of errors, increase efficiency, and provide a framework for best practice. In 2008, the American Society of Clinical Oncology (ASCO) and the Oncology Nursing Society (ONS) invited a broad range of stakeholders to create a set of standards for the administration of chemotherapy to adult patients in the outpatient setting. At the close of a full-day structured workshop, 64 draft standards were proposed. After a formal process of electronic voting and conference calls, 29 draft standards were eliminated, resulting in a final list of 35 draft measures. The proposed set of standards was posted for 6 weeks of open public comment. Three hundred twenty-two comments were reviewed by the Steering Group and used as the basis for final editing to a final set of standards. The final list includes 31 standards encompassing seven domains, which include the following: review of clinical information and selection of a treatment regimen; treatment planning and informed consent; ordering of treatment; drug preparation; assessment of treatment compliance; administration and monitoring; assessment of response and toxicity monitoring. Adherence to ASCO and ONS standards for safe chemotherapy administration should be a goal of all providers of adult cancer care.

  5. Teaching nurses to focus on the health needs of populations: a Master's Degree Program in Population Health Nursing.

    Frisch, Noreen Cavan; George, Valerie; Govoni, Amy L; Jennings-Sanders, Andrea; McCahon, Cheryl P

    2003-01-01

    Responding to the mandate to prepare nurses for practice in population-based healthcare, the faculty at Cleveland State University (CSU) developed a unique Master of Science in Nursing program to prepare Population Health Nurse Experts. The program prepares nurses to examine the health status of populations and to design, implement, and evaluate nursing interventions accounting for the varied factors impacting on the health of a defined group. The speciality of population health nursing is practiced by nurses who can use population sciences (epidemiology, demography, population projections, and population behavioral theories) along with post-baccalaureate nursing competencies to work with defined populations across care environments. The authors discuss a curriculum that prepares nurses for this emerging speciality.

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

    潘红; 袁晓玲

    2012-01-01

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

  7. [Organizational structure of nursing services: reflections on the influence of the organizational power and culture].

    Jericó, Marli Carvalho; Peres, Aida Maris; Kurcgant, Paulina

    2008-09-01

    This study addresses the culture and power influencing the organizational structure of the nursing services at a teaching hospital. The Nursing Service organizational structure (organization chart) was outlined due to the need of the general management of the hospital to standardize the nursing procedures. Due to this situation, the nursing managers' interest has arisen to widen the power setting, strengthening nursing in an intra-institutional environment.

  8. [Influence of learning styles of nursing students on teaching strategies choice].

    Vacas Pérez, Juan Crisostomo; Mérida Serrano, Rosario; Molina Recio, Guillermo; Mesa Blanco, María del Pilar

    2012-12-01

    The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.

  9. 多种教学方法在妇产科护理教学中的应用%The application of a variety of teaching method in gynecology and obstetrics nursing teaching

    任秀如

    2015-01-01

    妇产科护理学是高职护理专业的重要临床课程之一。本文主要探讨以问题或案例为基础的教学法、多媒体教学法、启发式教学法、角色扮演教学法、学生试讲法等多种教学方法运用到高职护理专业妇产科护理学中的教学效果。%The gynecology and obstetrics nursing is one of the important clinical course of senior high vocational school nursing profession. This article mainly discusses on the basis of the problem or case teaching method, multimedia teaching method, heuristic teaching method, role playing, student teaching demonstration method and various teaching methods applied to higher vocational nursing in the gynecology and obstetrics nursing teaching effect.

  10. Quality of nursing care and satisfaction of patients attended at a teaching hospital

    Juliana Santana de Freitas

    2014-06-01

    Full Text Available OBJECTIVES: assess the quality of nursing care, the patients' satisfaction and the correlation between both.METHOD: cross-sectional study, involving 275 patients hospitalized at a teaching hospital in the Central-West of Brazil. The data were collected through the simultaneous application of three instruments. Next, they were included in an electronic database and analyzed in function of the positivity, median value and Spearman's correlation coefficients.RESULTS: among the nursing care assessed, only two were considered safe - hygiene and physical comfort; nutrition and hydration - while the remainder were classified as poor. Nevertheless, the patients were satisfied with the care received in the domains assessed: technical-professional, confidence and educational. This can be justified by the weak to moderate correlation that was observed among these variables.CONCLUSION: Despite the quality deficit, the patients' satisfaction level with the nursing care received was high. These results indicate that the institution needs to center its objectives on a continuing evaluation system of the care quality, aiming to attend to the patients' expectations.

  11. [Maurice Merleau-Ponty's phenomenology as a theoretical-philosophical framework in teaching research in nursing].

    Terra, Marlene Gomes; Gonçalves, Lucia Hisako Takase; dos Santos, Evangelia Kotzias Atherino; Erdmann, Alacoque Lorenzini

    2009-09-01

    This paper aims at describing the theoretical-philosophical appraoch used in the development of the qualitative research that constituted the thesis "Meanings of sensibility for being a nursing teacher-nurse in teaching and learning to be and do nursing in light of Maurice Merleau-Ponty's phenomenology. This approach made it possible to seek subsidies for the questions that result from life experience, since the philosopher recognizes the body inserted in the world as a constitution of the subjectivity and expression of speech. According to the Merleau-Pontyan thought, it is possible to comprehend the language as gesture and body expression in the perceptive experiences of the other when interviews are done with the participants. The results indicate the importance of phenomenology as it helped the researchers to figure out their own ways, know the feelings, behaviors, and the relations with the other in a dynamic world, which is in constant transformation and that develops a dialogue and makes connections with life.

  12. Breast cancer risk factor knowledge among nurses in teaching hospitals of Karachi, Pakistan: a cross-sectional study

    Hatcher Juanita

    2006-09-01

    Full Text Available Abstract Background Breast cancer is the most common cancer among women in both the developed and the developing world. The incidence of breast cancer in Karachi, Pakistan is 69.1 per 100,000 with breast cancer presentation in stages III and IV being common (≥ 50%. The most pragmatic solution to early detection lies in breast cancer education of women. Nurses constitute a special group having characteristics most suited for disseminating breast cancer information to the women. We assessed the level of knowledge of breast cancer risk factors among registered female nurses in teaching hospitals of Karachi. We also identified whether selected factors among nurses were associated with their knowledge of breast cancer risk factors, so that relevant measures to improve knowledge of nurses could be implemented. Methods A cross-sectional survey was conducted in seven teaching hospitals of Karachi using stratified random sampling with proportional allocation. A total of 609 registered female nurses were interviewed using a structured questionnaire adapted from the Stager's Comprehensive Breast Cancer Knowledge Test. Knowledge of breast cancer risk factors was categorized into good, fair and poor categories. Ordinal regression was used to identify factors associated with risk knowledge among nurses. Results Thirty five percent of nurses had good knowledge of risk factors. Graduates from private nursing schools (aOR = 4.23, 95% CI: 2.93, 6.10, nurses who had cared for breast cancer patients (aOR = 1.41, 95% CI: 1.00, 1.99, those having received a breast examination themselves (aOR = 1.56, 95% CI: 1.08, 2.26 or those who ever examined a patient's breast (aOR = 1.87, 95% CI: 1.34, 2.61 were more likely to have good knowledge. Conclusion A relatively small proportion of the nursing population had good level of knowledge of the breast cancer risk factors. This knowledge is associated with nursing school status, professional breast cancer exposure and self

  13. Using FTIR-ATR Spectroscopy to Teach the Internal Standard Method

    Bellamy, Michael K.

    2010-01-01

    The internal standard method is widely applied in quantitative analyses. However, most analytical chemistry textbooks either omit this topic or only provide examples of a single-point internal standardization. An experiment designed to teach students how to prepare an internal standard calibration curve is described. The experiment is a modified…

  14. Are Standards-Based Quality Systems a Threat to the Internationalization of Teaching and Learning?

    Thompson-Whiteside, Scott

    2013-01-01

    This paper explores the current shift in Australia's higher education system moving to a more explicit, standards-based quality system and its potential impact on international partnerships in teaching and learning, particularly in Asia. The new Tertiary Education Quality and Standards Agency and the underlying Higher Education Standards Framework…

  15. The management practice of problem oriented nurse standardized training%以问题为导向的护士规范化培训管理实践

    秦彦荣; 胡晓鸿; 范琍; 梁莹; 靳燕芬; 严婷婷

    2015-01-01

    护士规范化培训是护理人员培养的重要环节,因此受到各级管理者的广泛关注。本文通过对我院护士规范化培训工作面临的问题、针对问题采取的管理措施以及实施效果的讨论与分析,提出完善制度和流程、转变护理管理者认识水平、提升临床带教老师教学水平、加强过程管理是护士规范化培训工作推进的关键。%Nurse standardized training is an important part in the nursing staff cultivation , so the managers at all level pay more attention to the training. This article analyzes and discusses the potential challenges of nurse standardized training in our hospital, the possible solutions, and the implementing effects. We proposes the key factors of pushing on nurse standardized training:promoting the training system and procedure, transforming the cognitive level of nursing managers , improving the teaching level of clinical teachers, and strengthening the process management.

  16. The UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education

    Higher Education Academy, 2011

    2011-01-01

    The UK Professional Standards Framework aims to provide a general description of the main dimensions of the roles of teaching and support learning within the HE environment. The goal of the framework is to: (1) Support the initial and continuing professional development of staff engaged in teaching and supporting learning; (2) Foster dynamic…

  17. Nursing Education Interventions for Managing Acute Pain in Hospital Settings: A Systematic Review of Clinical Outcomes and Teaching Methods.

    Drake, Gareth; de C Williams, Amanda C

    2017-02-01

    The objective of this review was to examine the effects of nursing education interventions on clinical outcomes for acute pain management in hospital settings, relating interventions to health care behavior change theory. Three databases were searched for nursing education interventions from 2002 to 2015 in acute hospital settings with clinical outcomes reported. Methodological quality was rated as strong, moderate, or weak using the Effective Public Health Practice Project Quality Assessment Tool for quantitative studies. The 12 eligible studies used varied didactic and interactive teaching methods. Several studies had weaknesses attributable to selection biases, uncontrolled confounders, and lack of blinding of outcome assessors. No studies made reference to behavior change theory in their design. Eight of the 12 studies investigated nursing documentation of pain assessment as the main outcome, with the majority reporting positive effects of education interventions on nursing pain assessment. Of the remaining studies, two reported mixed findings on patient self-report of pain scores as the key measure, one reported improvements in patient satisfaction with pain management after a nursing intervention, and one study found an increase in nurses' delivery of a relaxation treatment following an intervention. Improvements in design and evaluation of nursing education interventions are suggested, drawing on behavior change theory and emphasizing the relational, contextual, and emotionally demanding nature of nursing pain management in hospital settings.

  18. On the Clinical Nursing Teaching Experience%浅谈临床护理带教的体会

    邵芳

    2013-01-01

    in the face of nursing students is facing a series of problems practice requirements, the pressure of employment, occupation risk. Analysis of the clinical ef ects of common factors of nursing students in clinical nursing teaching, summed up the experience of teaching, emphasizes the importance of correct nursing students' learning thought, pay at ention to teaching art, enhance exchanges and nursing students, establish harmonious relationship between teachers and students.%面对护生面临着实习要求、就业压力、职业风险等一系列问题。分析临床带教中影响护生实习的常见因素,总结临床护理带教体会,强调应端正护生学习思想,注意带教艺术,增强与护生的交流,建立和谐的师生关系。

  19. Simulation in Nursing Education: iPod As a Teaching Tool for Undergraduate Nurses.

    Evans, Jennifer; Webster, Sue; Gallagher, Susan; Brown, Peter; Sinclair, John

    2015-07-01

    Most people with psychosis and schizophrenia experience auditory hallucinations, particularly the hearing of voices. A common cause of frustration and alienation for consumers is the lack of understanding by therapists, family members and caregivers, who find it difficult to relate to the consumers' experiences. The purpose of this study is to examine and evaluate whether students' participation in a simulated auditory hallucination will increase their understanding and knowledge about psychosis and auditory hallucinations. The design method consisted of a lecture on psychosis and schizophrenia disorders, followed by a simulation of auditory hallucinations using iPods. Students' knowledge and perceptions of psychosis and hallucinations was assessed using quasi-experimental pre-post matched-design questionnaires. The questionnaire was divided into two parts, the first comprised closed questions to assess students' knowledge, and the second part consisted of open-ended questions to collect information about students' perceptions of auditory hallucinations. The results confirmed that students' knowledge of psychosis and hallucination increased following the teaching session and simulation is a useful tool to prepare students for clinical placements in mental health practice.

  20. ICU专科护士护理带教模式的探讨%Nursing Teaching Mode of ICU Professional Nurse

    程晓红

    2011-01-01

    ICU是现代化医院中收治急重症及多脏器衰竭病人的特殊专科,对专业护理人员的素质和经验要求更加严格.文章结合实际工作对ICU专科护士的培训带教模式进行简单探讨和分析.%ICU is the special specialist accepting the patients with critically ill and organ failure, so it has more stringent requirements for the quality and experience of professional nursing. In combination with the actual work, the paper discusses the nursing teaching mode of ICU professional nurse.

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

    Fei-Cheng Cai; Hai-Fang Xi

    2015-01-01

    Objective: As part of an investigation and analysis of the study weariness of nursing vocational college students, the authors attempted to reform the teaching mode of a Nursing Basic Technolo-gy course to solve the problem of study weariness in vocational college students. Methods: The authors designed student questionnaires to investigate study weariness in 128 nurs-ing vocational college students. Results: Of the 128 students, 58 were tired of study, accounting for 45. 3%; 40 students often had weariness, accounting for 31. 3%; and 71 students had moderate or severe weariness, accounting for 55. 5%. Seventy-five students played on their mobile phone when they were tired of studying. Conclusions: The study weariness of vocational college students is a common phenomenon that has been developing rapidly. There are many factors that cause study weariness of professional college students. The students believe that the traditional teaching method is the main reason for study weariness. Reform of the teaching mode in a Nursing Basic Technology course effectively solved the learning problems of vocational college students. Teaching experiments for reform may have marked effects, and they are worthy of promoting.

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

    Fei-Cheng Cai; Hai-Fang Xi

    2015-01-01

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

  3. Using Standardized Case Vignettes to Evaluate Nursing Home Staff Recognition of Delirium and Delirium Superimposed on Dementia

    Fick, Donna M.; Kolanowski, Ann M.; Hill, Nikki L.; Yevchak, Andrea; DiMeglio, Brittney; Mulhall, Paula M.

    2014-01-01

    The purpose of this study is to describe nursing home staff knowledge regarding delirium detection and the most common causes of delirium. Specific aims that guided this study include identifying the rate of nurse recognition of delirium and delirium superimposed on dementia (DSD), including different motoric subtypes of delirium, using standardized case vignettes, and exploring what nursing home staff describe as the potential causes of delirium. The study showed overall poor recognition of delirium and DSD, which did not improve over time. Interventions have the potential to increase the early detection of delirium and DSD by the staff and warrant development. PMID:25400513

  4. Study for the application of the standardized patient simulated by nurses in Otolaryngology nursing teachin%护士模拟标准化病人在耳鼻咽喉护理学教学中的应用研究

    李燕; 杨利; 廖娜

    2012-01-01

    Objective To improve the students concentrated and to prevent students from being absent-minded in class, and to cultivate the learning interest and thinking ability for students and to ensure the quality of teaching. Method Some professional nurses was trained was as standardized patient, then apply explaining method and the demonstrating of standardized patient simulated by nurses during teaching. Result Compared with traditional explaining method, demonstrating is more visually vivid and more helpful for students to understanding and remember the content of courses, concentrate on the classes and cultivate their thinking ability, as to the respect of preventing students from being absent-minded. T-test showed significant difference between the two group (P<0. 01). demonstrating method is more effective than explaining method. Conclusion Demonstrating method is more effective than explaining method by standardized patient simulated by nurses, the result of teaching is satisfying.%目的 提高学生课堂注意力,减少“隐性逃课”现象,培养学生学习兴趣和思辨能力,保证教学质量.方法 将护士培训为标准化病人(SP);运用讲授法和护士模拟标准化病人的演示法进行教学.结果 演示法与讲授法比较,在直观、形象、生动,有利于学生理解、记忆教学内容,提高课堂注意力,培养思辨能力,减少“隐性逃课”等方面,P<0.01,差异有显著意义.即演示法优于讲授法.结论 护士模拟标准化病人的演示法教学优于传统的讲授法,教学效果满意.

  5. Application of Team Teaching Method in Nursing Teaching in Operation Room%团队教学法在手术室护理教学的应用

    兰祥玉; 陈静

    2014-01-01

    Objective To find out the teaching method for practice nurses of operation room and improve the teaching quality of nursing students. Methods Through investigating results of al the practice nurses in traditional teaching and team teaching in three years ,and analyzed the results. Results The team teaching can strengthen Ideological education and the knowledge of practice nurses, can make practice nurses fast into the operation room work role. Conclusion The team teaching can improve the initiative and aviod defects of operation room teachers to improving the teaching quality of practice nurses of operation room.%目的:探讨手术室实习护生的带教方法,提高护生实习的教学质量。方法通过对手术室带教方法由传统教学法革新为团队教学法的前后各3年时间的全部实习护生进行调查,将实习护生出科成绩和带教人员情况进行对照分析。结果组成带教团队,加强对护生的思想教育与理论知识教学,从模拟训练过渡到实践操作,抓好师生之间的反思与总结工作,能使护生较快投入手术室的工作角色,进行正常的手术室护理工作,教学效果显著。结论团队教学法更能发挥手术室带教老师的积极性,规避带教老师的自身缺陷,形成取长补短的效应,对促进实习护生的教学质量有积极的作用。

  6. A picture of a work of art as an empathy teaching strategy in nurse education complementary to theoretical knowledge.

    Wikström, Britt-Maj

    2003-01-01

    A randomized study was performed to investigate whether a teaching intervention program using a reproduction of Edvard Munch's painting, "The Sick Girl," stimulated student nurses to engage in learning about empathy. A control group was used to control for effects of the visual art dialogues in the intervention group. The study was undertaken at a university college of health science in Sweden. Data were collected from student nurses (n = 144) during their first study year. The result showed a significant improvement in the visual art group compared with the matched control group. Students in the visual art group were more engaged in learning about empathy when measured with the Wheel Questionnaire parameters of structure, motivation, and emotional investment. The present study supported the idea that Edvard Munch's painting could be used in nurse education complementary to theoretical knowledge on empathy to stimulate student nurses to engage in empathy learning.

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

    Andersen, Katherine M; Avery, Melissa D

    2008-01-01

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

  8. Relationship of Using the Basic Skills of Teaching and Improvment of the Students’ Academic Performance Lamerd Nursing Faculty

    Hashemi SA

    2015-04-01

    Full Text Available Aims: Development of professional skills of teachers is a key factor in improving the professional performance of teachers and students educational turnover. The aim of this study was to investigate the relationship between the use of basic skills of teaching and improving students' academic performance in Lamerd School of Nursing. Instrument & Methods: In this descriptive correlational research, All 95 students who were studying at the School of Nursing, Lamerd State University, Iran, during 2013-14 academic year were entered the study by census method. The instrument was a questionnaire designed by the researchers that its validity and reliability were confirmed. Data were analyzed using descriptive statistics (frequency, percentage, and cumulative percentage charts and inferential statistics (Pearson correlation coefficient, independent T test and ANOVA. Findings: A significant relationship was observed between the use of basic skills of teaching and academic performance of nursing (p=0.001. There was also a significant correlation between the past, during and after teaching skills and students’ academic performance (p=0.001. The opinion of students from various semesters was significantly different about the use of basic skills of teaching by teachers (p=0.001. Conclusion: Academic performance of students improves by increasing of teachers’ basic skills of teaching.  

  9. Geography Standards for China: New Dimensions for Geography Teaching.

    Ya-nam, Zhang

    1996-01-01

    Briefly explains the 10 standard objective statements that characterize geography curriculum reform in China. The standards reflect a rigorous and scientific orientation incorporating mathematics, physics, geology, and demographics. No social education component is present. (MJP)

  10. The Relation of Work, Family Balance, and Life Quality of Nurses Working at Teaching Hospitals of Kerman-Iran

    Zeynab Sedoughi

    2016-08-01

    Full Text Available Background: Work and family are the source of tranquility and if the balance between these two is not provided, pleasure, happiness and peace of human being would be lost, which will cause unreturnable loss for him. Regarding the importance of nurses’ role in health system, the present study aimed to study the relation of work-family balance and quality of life of nurses working at selected Iranian teaching hospitals. Methods: Present study is a cross sectional, descriptive-analytical study which was carried out on 306 nurses working at three teaching hospitals of Iran. The sampling method was stratified sampling and questionnaire was the data collection instrument. Data analysis was carried out using inferential statistics through SPSS Ver18. Findings: nurses spent more time to work than family and they had more satisfaction of their family life than their work. This suggests the imbalance of nurses in two dimension of time balance and satisfaction balance, which has resulted a decrease in quality of life of studied nurses. Nurse’s involvement in work and life as the third component of work-life balance concept, was balanced and it did not indicate significant correlation with quality of life. Nurses experiencing less work-family conflict and more stress in their life, had higher level of quality of life. Conclusion: Nurses will be more exposed to the negative outcomes of work-life imbalance than other groups of employees, so paying attention to managing the demands of work and family aimed at improving the nurses’ quality of life, has specific importance. Hence, designing a plan which defines main components of work-family balance among various groups of hospital staff including nurses, should be put at the top agenda of Iran’s health system policy makers. 

  11. Teaching about Personal Finance: The National Standards for Financial Literacy

    Hill, Andrew T.; Suiter, Mary C.

    2014-01-01

    In "Proposed National Standards for Financial Literacy: What's In? What's Out?", Maier, Figart, and Nelson pose the question: "How should educators use the standards?" In answering that question, they suggest a number of issues and topics that they believe should be taught along with the "National Standards for…

  12. Setting the Standard for Challenge: Teaching English in Dimen, China

    Weick, Cynthia W.; Costigan, Samuel J.; Cunningham, Lindsey J.; Zeiser, Shelly R.; Camp-Bell, Jackson A.; Feliz, Michael C.; Iversen, Jennifer. M.; Kobayashi, Alison L.; Matej, Madelaine A.; Motoyasu, Colleen T.; Teague, Kathryn E.; Wong, Sarah A.

    2015-01-01

    Travelling from Hong Kong to Dimen, China, requires a full day. Creating and implementing an original course to teach English as a foreign language in rural China offered to some of the university's most talented undergraduates the opportunity to integrate hands-on learning with scholarship, cross-cultural understanding, and community service. At…

  13. 在护理实验教学中培养学生的语言沟通能力%Training Communication Skills of Students in Nursing Experimental Teaching

    毛智慧; 孙茜

    2011-01-01

    Objective: To improve the communication skills of the students in nursing major. Methods:Presenting the communication skills and behaviors training in the whole process of nursing skills and operations by the course curriculum, role playing and improving the examination standards of lab skills in the teaching of basic nursing experiment. Results: Improvement of communication skills of students.Conclusions: It benefits the communication skills of students in Nursing Major by enhence the training of communication skills in the nursing experimental teaching.%目的:提高护理专业学生的语言沟通能力.方法:在基础护理实验教学中,通过调整课程安排、运用角色扮演法、改进实验技能操作考核标准,将学生语言沟通技巧与习惯的培养贯穿护理技能操作的全过程.结果:学生语言沟通能力得到提高.结论:通过在护理实验教学中加强学生语言沟通能力培养,有利于提高护理专业学生的语言沟通能力.

  14. Occupation: nurse; occupational hazard: radiation

    Nickson, K.

    1984-03-01

    The work of the occupational health nurses at the Pickering Generating Station is described. A staff of two nurses teach first aid and safety, practice an emergency plan, and monitor personnel for minimum health standards for radiation workers. Special attention is paid to problems which might be aggravated by radiation, such as skin complaints, respiratory diseases, emotional stability, or phobias regarding heights, plastic suits, or radiation itself. Procedures used in treating contaminated personnel are outlined.

  15. Teaching Standards-Based Group Work Competencies to Social Work Students: An Empirical Examination

    Macgowan, Mark J.; Vakharia, Sheila P.

    2012-01-01

    Objectives: Accreditation standards and challenges in group work education require competency-based approaches in teaching social work with groups. The Association for the Advancement of Social Work with Groups developed Standards for Social Work Practice with Groups, which serve as foundation competencies for professional practice. However, there…

  16. Developing content standards for teaching research skills using a delphi method

    Schaaf, M.F. van der; Stokking, K.M.; Verloop, N.

    2008-01-01

    The increased attention for teacher assessment and current educational reforms ask for procedures to develop adequate content standards. For the development of content standards on teaching research skills, a Delphi method based on stakeholders’ judgments has been designed and tested. In three round

  17. National Board for Professional Teaching Standards' National Teacher Certification. ERIC Digest.

    Harman, Ann E.

    The National Board for Professional Teaching Standards (NBPTS) was founded in 1987 in response to recommendations regarding the central role of teachers in educational quality. NBPTS establishes rigorous standards for what accomplished teachers should know and be able to do; operates a national voluntary system to assess and certify teachers…

  18. To Teach Standard English or World Englishes? A Balanced Approach to Instruction

    Farrell, Thomas S. C.; Martin, Sonia

    2009-01-01

    This article suggests that English language teachers should consider all varieties of English, not just British Standard English or American Standard English. In order to better prepare students for the global world, and to show them that their own English is valued, teachers can implement a balanced approach that incorporates the teaching and…

  19. Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment

    Ormond, Barbara

    2011-01-01

    This article examines pedagogical shifts in art history teaching that have developed as a response to the implementation of a standards-based assessment regime. The specific characteristics of art history standards-based assessment in the context of New Zealand secondary schools are explained to demonstrate how an exacting form of assessment has…

  20. Exploration of clinical nursing teaching methods%临床护理带教方法的探讨

    崔奇玉

    2014-01-01

    目的:探讨培养具备综合素质、适应现代护理需要的适用性护理人才的带教方法。方法选派有责任心、带教能力、临床经验丰富、高素质的护理人员担任临床护理带教工作,在带教过程中注重师生沟通,因人施教,坚持理论和技能培养并行,在传授专业知识的同时重视护生的职业道德和法律意识教育,制定详细的带教计划,严格执行,并不断修正完善。结果激发了护生实习热情,增强自信心,综合素质显著提高,具备独立工作能力,为上岗奠定了基础。结论临床护理带教是学校教育的延续,是护生理论联系实际的必经之路,做好临床护理带教工作是培养“宽知识、厚基础、强能力、高素质”的护理人才的重要环节。%Objective To investigate the teaching methods of training applicable nursing talents who possess comprehensive quality and meet the needs of modern nursing. Methods The nurses who had responsibility,teaching ability,rich clinical experience and high quality were selected to undertake clinical nursing teaching work. During the teaching process,attention should be paid to teacher-student communication,differential treatment in education,simultaneous training of theory and skills,education of nursing students' professional ethics and legal consciousness at the same time of teaching professional knowledge,development of detailed teaching plan,strict implementation and continuous amendment and improvement. Results The nursing students had inspired practice enthusiasm,increased self confidence,significantly improved comprehensive quality and independent work ability,which laid foundation for their employment. Conclusion Clinical nursing teaching is the extension of school education and the unavoidable road for the nursing students to link theory with practice.Clinical nursing teaching work is an important link to train the nursing talents who have "broad knowledge

  1. Using simulation to teach nursing students and licensed clinicians obstetric emergencies.

    Alderman, Jennifer Taylor

    2012-01-01

    Improving patient safety in healthcare has reached critical mass both in the United States and worldwide. Effective communication between nurses and other members of the healthcare team is an essential component of patient safety. In obstetrics, poor communication and teamwork were causative factors in many of reviewed sentinel event cases. Simulation is a recommended teaching strategy used to improve communication and teamwork skills, and therefore patient safety, among interprofessional team members. This article offers a strategy in the form of a shoulder dystocia simulation that can be implemented in either academic or clinical settings. Simulations such as this one can be used to enhance teamwork and communication skills of healthcare professionals, both in educational institutions and in clinical practice settings, with a goal of improving patient safety.

  2. [Blood exposure accidents: Knowledge, attitudes and practices of nursing and midwifery students at the Bobo-Dioulasso teaching hospital (Burkina Faso)].

    Zoungrana, J; Yaméogo, T M; Kyelem, C G; Aba, Y T; Sawadogo, A; Millogo, A

    2014-01-01

    Blood exposure accidents are the source of major risks of contamination of healthcare personnel. The objective of this study was to describe the knowledge of standard precautions, and the attitudes and practices of nursing and midwifery students in relation to this accidental exposure. This cross-sectional survey, conducted in November 2011, was based on voluntary anonymous questionnaires completed by students working in the medical ward of the Bobo-Dioulasso teaching hospital. Of the 275 students asked to participate, 219 (92.8%) completed the questionnaire: 138 (63,0%) were student nurses and 81 (37.0%) student midwives. Their mean age was 27.9 ± 5 years. Among them, 64 (29.1%) acknowledged accidental exposure to blood during treatment performed as part of their hospital work. Only 30 of these 64 cases were reported at the time. The standard precautions for the prevention of these accidents were known to 131 students (59.8%); 58.4% always wore gloves for invasive procedures; 74.9% reported that the syringe container was "always" or "often" used. The needles used were "always" or "often" recapped before disposal in only 39.1% of cases. Only 11.0% were fully vaccinated against hepatitis B. Blood exposure accidents were not uncommon among these students and their knowledge of the standard precautions and actions to take in case of an accident is insufficient. These data show the need for further training and awareness campaigns to improve these hospital practices.

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

    NS Gwele

    2000-09-01

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

  4. Problem-based Teaching Method in Nursing Teaching%以问题为基础教学方法在护理教学中的应用

    刘少英

    2015-01-01

    Objective To analyze the problem-based learning teaching method was applied to nursing teaching value. Methods 90 students were randomly divided into two groups, the control group received the traditional teaching model, the observation group to take"issue-based"teaching mode. Results The evaluation of teaching effectiveness than the control group, the test results higher, critical thinking scale score was higher, with statistical significance (P<0.05). Conclusion In nursing teaching"issue-based"teaching methods, can improve the teaching level, it fostered critical thinking, practical ability has improved.%目的:分析以问题教学为基础的教学方法应用于护理教学中的价值。方法将90名学生随机分为两组,对照组采取传统教学模式,观察组采取“以问题为基础”的教学模式。结果观察组教学效果评价优于对照组,考核成绩高于对照组,评判思维能力量表评分高于对照组,具有统计学意义(P<0.05)。结论在护理教学中采用“以问题为基础”的教学方法,可提高教学水平,使其评判性思维得以培养,实践操作能力有所提升。

  5. [Development of a systemic teaching method of the family approach in nursing science: report of an educational situation].

    Charron, Danielle

    2007-06-01

    The purpose of this article is to describe a new educational practice that demonstrates new teaching strategies used to help nursing students better integrate a family systems approach in their clinical practice. This narration emerges from a qualitative study aiming to include the components of teaching practice, facilitating a change in family care approach toward a practice that considers the "person-family" as a unit of care. The methodological course of this qualitative research is guided by interrelationship of action research and introspective analysis globally supported by systemic constructivist perspectives towards the construction of an educational practice for teaching the family systems approach in nursing science, and the development of new knowledge concerning this practice. This article presents one of the six narratives from an educational situation. A partial description of the results demonstrates that the professor-researcher being present in a different manner creates and uses innovative strategies in her teaching, such as narratives, self dialogue and dramatization which helped nursing bachelor students in transforming their thoughts towards acting in a systemic way towards the family.

  6. The effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors

    Fen-Fen Zhu; Li-Rong Wu

    2016-01-01

    Objective: To investigate the effectiveness of a high-fidelity teaching simulation based on an NLN/Jef-fries simulation in the nursing education theoretical framework and its influencing factors. Methods: A high-fidelity teaching simulation on clinical nursing practices using intelligent human an-alogues was conducted with 200 students, and The Simulation Design Scale, and the Student Satisfaction and Self-Confidence in Learning Scale developed by the National League for Nursing were used to evaluate the training effectiveness and its influencing factors. Results: For the high-fidelity teaching simulation, students gave scores of 4.36 ± 0.54 points for satis-faction and 4.33 ± 0.46 points for Self-Confidence. The students highly rated the five dimensions of teaching design, i.e., teaching objectives/information, assistance/support for students, problem solving, guided feedback, and fidelity. The teaching design was closely correlated with the satisfaction of the high-fidelity teaching simulation and self-efficacy, and the dimensions of teaching objectives/informa-tion and assistance/support for students were particularly strong predictors of teaching effectiveness. Conclusions: A high-fidelity teaching simulation based on Jeffries' theoretical framework improved student satisfaction with the simulation and their Self-Confidence. In planning simulations, teachers should take into account five characteristics, i.e., teaching objectives/information on simulation educa-tion, assistance/support for students, problem solving, guided reflection, and fidelity, to achieve better teaching effectiveness.

  7. 护理教学中隐性技能的挖掘和研究%Exploration and Research of the Implicit Skills in Nursing Teaching

    张林; 任翔

    2012-01-01

    Nursing teaching is a teaching process that aims to cultivate skill-oriented nursing talents with high quality. In the teaching process, the nursing theory is the foundation and the nursing skill is the dominating points. The implicit knowledge of nursing, which is difficult to express through text and graphics, is peculiar to teachers. In order to improve the quality of the nursing teaching, the implicit skills in nursing teaching should be explored and studied.%护理教学是以培养高素质技能型护理人才为目的的教学过程。在教学过程中,护理理论知识是教学的基础,护理技能知识是教学的制高点,护理隐性知识是教师所特有,无法或很难通过文字、图形等方式表现出来的知识。为能更好的提高护理教学的质量,应对加强护理教学中的隐性技能的挖掘进行研究。

  8. 提高护理本科生临床教学质量的分析研究%Analysis of clinical teaching quality improvement of nursing undergraduates

    李丹

    2011-01-01

    Clinical nursing teaching is an important part of the education of nursing undergraduates, an important part ofclinical practice ability training and conversion of knowledge to practice for the nursing students, and the critical period ofnursing concepts formation. Solid theoretical basis, strong learning ability and strong self-awareness of nursing undergradu -ates put forward higher requirements to clinical nursing teaching. Combining teaching experience of clinical practice, weanalyzed the problems in clinical teaching of nursing undergraduates and proposed methods and measures to improve theclinical teaching quality of nursing undergraduates.%临床护理教学是护理本科生教育的重要组成部分,是培养护理学生临床实践能力,实现知识向实践转换的重要环节,是护理观念形成的关键时期.护理专业本科生理论基础扎实,学习能力和自我意识较强,给临床护理教学提出了更高的要求.笔者结合本科生临床实习带教的经验,对护理本科生临床教学中存在的问题进行了分析研究,提出了提高护理本科生临床教学质量的方法和措施.

  9. O ensino da administração em enfermagem: percepção diante da vivência profissional Teaching nursing administration: the nurse's comprehension

    Raquel Rapone Gaidzinski

    1998-04-01

    Full Text Available Este estudo teve por objetivo desvelar a compreensão de um grupo de enfermeiras egressas da Escola de Enfermagem da USP, quanto disciplina Administração aplicada à Enfermagem ministrada no Curso de Graduação em Enfermagem da Escola de Enfermagem da Universidade de São Paulo. Para tanto buscou-se como trajetória metodológica a fenomenologia, tendo MARTINS;BICUDO como autores básicos e eixo principal da pesquisa. Guiadas por este referencial, realizou-se o estudo junto a oito enfermeiras, fazendo a descrição e a compreensão dos seus discursos e buscando trazer o significado que foi percebido do fenômeno estudado. Da análise fenomenológica dos relatos das enfermeiras emergiram possibilidades e limites do ensino da referida disciplina.The purpose of this study was to disclose the nurses comprehension about the Nursing Administration discipline taught in the Nursing graduation course of the Nursing School of São Paulo University. We have followed the phenomenology as the methodological way, and MARTINS; BICUDO were taken as the basic authors and main axis of the research. Being guided by this referencial, we have done this study together with eight nurses and we could do a description and comprehension speeches trying to bring out the meaning of what was understood about their phenomenon studied. From the phenomenological analysis of the nurses'reports appeared the possibilities an limits of the teaching of this discipline.

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

    AA Vaezi

    2015-12-01

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

  11. 以教学检查为契机提高护理临床实习质量%Teaching inspection as an opportunity to improve quality of clinical nursing practice

    曾芬莲; 吴芳; 覃小龙; 陈凌云; 幸姝丹; 张咏梅

    2014-01-01

    为进一步加强对毕业实习的监控和管理,遵义医学院每年都要组织专家组对实习医院进行教学检查,压力和动力促使我院护理部将如何提高护理临床实习质量作为一项首要任务来抓,并针对临床实习过程中存在的问题采取了一系列有效的措施,包括规范护理教学管理制度、重视职业素质和护理核心能力培养、加强护生管理、严格出科考核程序及建立并完善多维教学管理评价体系等,获得了良好的教学效果,并顺利通过了教学检查。%To further strengthen the monitoring and management of gradu-ation practice,the experts group is organized and to inspect the internship teaching hospitals in Zunyi medical college in every year.Pressure and power led the nursing department in our hospital to take that how to im-prove the quality of nursing clinical practice as a primary task.A series of effective measures were taken aiming at the problems exiting in clinical practice,including standardizing nursing teaching management system, thinking highly of professional quality and care core competency training, strengthening the management of nursing students,stricting departmental rotation examination procedures and establishing and improving the multi dimensional teaching management and evaluation system.At the end,good teaching effect was gained and passed the teaching examination.

  12. Shifting the Emphasis from Teaching to Learning: Process-Based Assessment in Nurse Education

    Peter Bergstrom

    2011-06-01

    Full Text Available Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students’ role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content.Distance education; higher education; e-learning

  13. Examination of the teaching styles of nursing professional development specialists, part II: correlational study on teaching styles and use of adult learning theory.

    Curran, Mary K

    2014-08-01

    This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development.

  14. 基础护理实训教学中提高护生护患沟通能力教学方法的探讨%Discussion on the teaching methods to improve the nurse-patient communication skills of nursing students in basic nursing training teaching

    吴清爱

    2015-01-01

    目的:探讨基础护理实训教学中如何培养护生的沟通能力。方法:方便性抽样选择2012级护理学专业高职护生96人,随机分为实验组和对照组各48人,实验组采用案例分析讨论、情境角色扮演等教学方法,对照组采用传统教学法,实训前后使用护患沟通能力测评量表对两组护生进行评估、比较。结果:两组护生实训后沟通能力测评得分较实训前均有提高,差异有统计学意义(P均<0.05),但实验组护生沟通能力测评得分优于对照组,差异有统计学意义(P均<0.05)。结论:在基础护理实训教学中案例分析讨论、情境角色扮演等教学方法在提高护生的护患沟通能力方面优于传统教学法。%Objective: To explore the teaching of basic nursing training how to train nursing students communication skills.Methods: Convenience sample of 2012 nursing specialty choose vocational nursing students and 96 were randomly divided into experimental and control groups of 48 people each experimental group were discussed case studies, role-play situations, such as teaching methods, control group using traditional teaching methods before and after the use of nurse-patient communication skills training assessment scale for the two groups of nursing students to assess, compare.Results: The two groups of nursing students communication skills training than before training assessment scores were increased, the difference was statistically significant (P <0.05), but the experimental group of nursing students communication skills assessment scores than the control group, the difference was statistical significance (P <0.05).Conclusion: On the basis of analysis and discussion nursing training teaching cases, teaching methods, such as role-playing scenarios than traditional teaching nursing students in improving nurse-patient communication capabilities.

  15. Does it help teaching? Instructors’ perceptions of a technology enhanced standards-based educational program

    Hasan Çakır, Barbara A. Bichelmeyer, Thomas Duffy, Alan Dennis, JoAnne Bunnage

    2009-01-01

    Full Text Available Recent accountability movements in the education world gave rise to standards-based curriculum, which provides a teaching and learning environment with high quality instructional materials. An example to such learning environment is Cisco Certified Network Associate (CCNA program. This study investigates high school teachers’ perceptions and experiences of CCNA program in their classrooms. 357 high school teachers in the United States who teach in the CCNA program completed an online survey measuring their perceptions about standards-based curriculum and testing. The results show that teachers generally accept standards-based curriculum and testing as a teaching tool, spend less time on student feedback and would like to see some features of the curriculum applied to other regular high school subjects such as mathematics and science.

  16. Does it help teaching? Instructors’ perceptions of a technology enhanced standards-based educational program

    Hasan Çakır

    2009-12-01

    Full Text Available Recent accountability movements in the education world gave rise to standards-based curriculum, which provides a teaching and learning environment with high quality instructional materials. An example to such learning environment is Cisco Certified Network Associate (CCNA program. This study investigates high school teachers’ perceptions and experiences of CCNA program in their classrooms. 357 high school teachers in the United States who teach in the CCNA program completed an online survey measuring their perceptions about standards-based curriculum and testing. The results show that teachers generally accept standards-based curriculum and testing as a teaching tool, spend less time on student feedback and would like to see some features of the curriculum applied to other regular high school subjects such as mathematics and science.

  17. 泌尿外科护理实习带教体会%Urology Nursing Practice Teaching Experience

    张灵娟

    2015-01-01

    针对泌尿外科护理实习生临床带教工作中存在的问题,结合实习生的心理特点与专科护理带教要求,制订了一套具有针对性的带教计划。通过入科培训,帮助学生完成角色转换,尽快适应临床工作,根据学生性别、个性,在带教时做到系统化、专业化、个体化,最终实现带教质量同质化。%For urological surgical nursing problems of clinical teaching intern work, combined with the psychological characteristics of the interns and nurse teaching requirements, formulate a set of targeted teaching plan. Through the training, to help students complete the role transformation, as soon as possible to adapt to clinical work, according to the students' gender, personality, when teaching do systematic, professional and individualized, ifnally realizes the teaching quality homogeneity.

  18. Development, implementation and evaluation of a peer review of teaching (PRoT) initiative in nursing education.

    Mager, Diana R; Kazer, Meredith W; Conelius, Jaclyn; Shea, Joyce; Lippman, Doris T; Torosyan, Roben; Nantz, Kathryn

    2014-06-03

    For many years, an area of research in higher education has been emerging around the development and implementation of fair and effective peer evaluation programs. Recently, a new body of knowledge has developed regarding the development and implementation of fair and effective peer evaluation programs resulting in formative and summative evaluations. The purpose of this article is to describe the development, implementation, and evaluation of a peer review of teaching (PRoT) program for nursing faculty, initiated at one small comprehensive university in the northeastern United States. Pairs of nursing faculty evaluated each other's teaching, syllabi, and course materials after collaborating in a pre-evaluation conference to discuss goals of the classroom visit. Qualitative data gathered in post project focus groups revealed that faculty found their modified PRoT process to be a mutually beneficial experience that was more useful, flexible and collegial, and less stressful than their previous evaluation process.

  19. Teaching dual-process diagnostic reasoning to doctor of nursing practice students: problem-based learning and the illness script.

    Durham, Catherine O; Fowler, Terri; Kennedy, Sally

    2014-11-01

    Accelerating the development of diagnostic reasoning skills for nurse practitioner students is high on the wish list of many faculty. The purpose of this article is to describe how the teaching strategy of problem-based learning (PBL) that drills the hypothetico-deductive or analytic reasoning process when combined with an assignment that fosters pattern recognition (a nonanalytic process) teaches and reinforces the dual process of diagnostic reasoning. In an online Doctor of Nursing Practice program, four PBL cases that start with the same symptom unfold over 2 weeks. These four cases follow different paths as they unfold leading to different diagnoses. Culminating each PBL case, a unique assignment called an illness script was developed to foster the development of pattern recognition. When combined with hypothetico-deductive reasoning drilled during the PBL case, students experience the dual process approach to diagnostic reasoning used by clinicians.

  20. Application of Evidence-based Nursing Teaching in Clinical Nursing Teaching to Cultivate Nursing Students' Critical Thinking%在临床护理带教中应用循证护理带教对护生评判性思维的培养效果

    刘玲只

    2016-01-01

    ObjectiveTo analyze the effect of application of evidence-based nursing education for cultivation of nursing students' critical thinking in the clinical nursing teaching process.Methods From April 2015 to 2016, 224 interns in our hospital were selected, control group was treated with routine teaching mode, observation group received evidence-based nursing teaching pattern.Results The critical thinking ability evaluation score and each dimension scores of nursing students in observation group were significantly higher than those of nursing students in control group (P<0.05).Conclusion Using evidence-based nursing education can effectively improve the critical thinking ability of nursing students, the teaching method is suitable in clinical with taught history in a wide range of applications.%目的:分析在临床护理带教过程中应用循证护理带教对于护生评判性思维的培养效果。方法选取2015年4月~2016年4月在我院实习的护士224名,对照组采用常规带教模式,观察组采用循证护理带教模式。结果观察组护生在判断性思维能力评估总分及各个维度方面分数均高于对照组护生,P<0.05。结论采用循证护理带教能够有效提高护生的评判性思维能力,该带教方法适宜在临床带教过程中广泛应用。

  1. Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

    Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

    2011-01-01

    Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

  2. Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture

    Neda Mehrdad

    2011-05-01

    Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students

  3. [Standardization of activities in an oncology surgical center according to nursing intervention classification].

    Possari, João Francisco; Gaidzinski, Raquel Rapone; Fugulin, Fernanda Maria Togeiro; Lima, Antônio Fernandes Costa; Kurcgant, Paulina

    2013-06-01

    This study was undertaken in a surgical center specializing in oncology, and it aimed to identify nursing activities performed during the perioperative period and to classify and validate intervention activities according to the Nursing Interventions Classification (NIC). A survey of activities was conducted using records and by direct observation of nursing care across four shifts. Activities were classified as NIC nursing interventions using the cross-mapping technique. The list of interventions was validated by nursing professionals in workshops. Forty-nine interventions were identified: 34 of direct care and 15 of indirect care. Identifying nursing interventions facilitates measuring the time spent in their execution, which is a fundamental variable in the quantification and qualification of nurses' workloads.

  4. [Analysis of teaching of the discipline Nursing in Surgical Center in schools of São Paulo].

    Leite, Aline Suelem; Turrini, Ruth Natalia Teresa

    2014-01-01

    The study aimed to characterize the teaching of Nursing in Surgical Center in relation to work load, content and specific curriculum component; and to identify the perspectives and experiences of teachers in teaching this content. This is a descriptive study of quantitative and qualitative approach, that used a semi structured instrument for data collection, with questions related to teaching discipline, sent by email to the coordinators of the courses of Bachelor of Nursing from 219 schools in the state of São Paulo, registered in the website of the Brazilian Ministry of Education. Of the 52 respondents, 90.4% were from private schools, mostly located in the interior of the state (71.1%). From the total of courses, 53.8% ministered the content surgical center within another discipline. The median of content hours was of 64h (40-300h). The respondents commented on the extensive content for a small work load, both practical and theoretical, and its importance for the formation of the generalist nurse.

  5. 妇产科护理学教学中教学方法分析%Analysis of Teaching Obstetrics and Gynecology Nursing Method

    常燕

    2014-01-01

    The actual situation seize students teaching in obstetrics and gynecology nursing, to the design of classroom teaching, to improve the ef iciency of classroom teaching. In this paper, the teaching method in the teaching of Obstetrics and gynecology nursing has been discussed. Through nursing teaching on pregnancy hemorrhagic disease in women, try to use a variety of teaching methods, to improve teaching ef ect, and achieved certain results. To improve the students' ability to discover and solve problems, in order to achieve the correct application of scientific management of patients to nursing program.%妇产科护理学教学中要抓住学生的实际情况,来设计课堂教学,提高课堂教学效率。本文就在妇产科护理学教学中的教学方法作了一些探讨分析。通过对妊娠期出血性疾病妇女的护理教学,采用多种教学方法的尝试,对提高教学效果,取得了一定成效。提高学生发现问题、解决问题的能力,以达到正确应用护理程序科学管理患者的目的。

  6. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Education Program

    Kimbrough-Walls, Vickie J.

    2012-01-01

    Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental hygiene education programs require faculty to teach in both classroom and clinical environments. However, accreditation agencies for these programs mandate…

  7. Four (Algorithms) in One (Bag): An Integrative Framework of Knowledge for Teaching the Standard Algorithms of the Basic Arithmetic Operations

    Raveh, Ira; Koichu, Boris; Peled, Irit; Zaslavsky, Orit

    2016-01-01

    In this article we present an integrative framework of knowledge for teaching the standard algorithms of the four basic arithmetic operations. The framework is based on a mathematical analysis of the algorithms, a connectionist perspective on teaching mathematics and an analogy with previous frameworks of knowledge for teaching arithmetic…

  8. 应用护理讲课比赛提高护士带教能力的研究%Effect of nursing teaching competition to improve nurses' teaching ability

    杨大会; 陈琼

    2013-01-01

    Objective To study the effect of nursing teaching competition to improve nurses' teaching ability.Methods Totals of 120 clinical teaching nurses from department of internal medicine and department of surgery were randomly divided into the control group and the observation group,each with 60 cases.Both groups received regular teaching training and the observation group received teaching competition once a month in addition.Teaching effect was evaluated by both teaching nurses and student nurses at the end of internship.Results Student nurses' satisfaction rates of teachers' knowledge level,professional quality,teaching methods,communication ability and teaching attitude were respectively 92.7%,95.3%,94.0%,93.3% and 94.7%,all higher than 80.0%,86.7%,80.0%,84.0% and 78.7% in the control group,and the differences were statistically significant (x2 =10.198 7,6.878 3,12.997 4,6.501 5,16.615 4,respectively; P < 0.01).Charge nurses' evaluation of student nurses' communication ability,quality of carefulness while alone,health education ability,professional dedication and ability to handle emergency were higher in the observation group than in the control group,and the differences were statistically significant (x2 =5.555 6,16.770 2,27.272 7,0.724 6,12.000 0,respectively; P < 0.01).Conclusions Nursing teaching competition can greatly improve nurses' ability of clinical teaching,which plays a decisive role to improve student nurses' comprehensive quality.%目的 探讨护理讲课比赛对护士带教能力的影响.方法 将我院内科、外科临床带教护士120名采用随机数字法随机分为对照组和观察组各60名.护生进入临床前,对两组带教护士进行规范化带教培训,观察组在此基础上每月进行1次讲课比赛.实习结束时采用带教老师评价表和护生评价表对两组护士带教效果进行评价.结果 观察组护生对临床带教老师知识水平、职业素质、教学方法、沟通能力

  9. The outcome of interprofessional education: Integrating communication studies into a standardized patient experience for advanced practice nursing students.

    Defenbaugh, Nicole; Chikotas, Noreen E

    2016-01-01

    The purpose of this qualitative study was to examine the impact of standardized patient experiences (SPE) in the education of the Advanced Practice Nurse (APN). The education of the APN requires educators to make every attempt to promote competency in the areas of communication and clinical-decision making. SPE programs have been found to improve the interpersonal, problem solving, and critical thinking skills of nursing students. For this research twenty-nine APN students participated in SPEs over the course of two semesters. Fifteen student volunteers of those 29 participants were then interviewed three months after the experience. Results revealed that having an expert in the field of communication studies increased awareness of communication skills and how to improve nurse-patient encounters in the clinical setting. The interprofessional collaboration during the SPEs assisted in facilitating the application of learned communication skills into patient-centered care of the APN student.

  10. The Use of Synchronous Videoconferencing Teaching to Increase Access to Specialist Nurse Education in Rural KwaZulu-Natal, South Africa

    Jennifer Chipps

    2010-06-01

    Full Text Available In KwaZulu-Natal more than 50% of the population lives in the rural area but most of the health workers are based in urban centres where teaching hospitals and high incomes are common. Nursing provides the backbone of health care in the public sector. Specialist nurses such as advanced midwives or specialist HIV nurses are in short supply. Teaching via live synchronous videoconference (VC provides an opportunity to extend specialist education to nurses at rural hospitals. Aim: The aim of the study was to review and evaluate the current use of videoconference education for nurses in KwaZulu-Natal. Methodology: A review the literature on VC education in nursing using bibliometric review strategies was conducted and two nurses’ education courses conducted via videoconferencing was evaluated against a set of criteria developed and validated by the Department of TeleHealth at the University. Results: 81 publications addressing videoconference nurse education were found, most being published after 2000. Over half were descriptive studies, but were still valuable for informing this study. Based on the evaluation of the two courses against the set of criteria, the two courses were aligned sufficiently well with the measurement criteria. Additionally, the delivery of the courses via videoconferencing allowed for the identification of potential cost savings. Discussion: This evaluation indicates that these two courses have been successfully implemented using VC. In the light of the potential savings of time and money, VC can be used to teach specialist nursing courses to rural nurses. Recommendations to improve the VC courses included orientation training for presenters and encouraging more research regarding the effectiveness of VC as a teaching modality for clinical nurses in rural areas. Conclusion: More attention should be given to developing the infrastructure and skills to make this technology available and commonly used in health services in

  11. A Few Questions about Standardization and the Teaching of Bahasa Indonesia in Sekolah Dasar (Primary Schools).

    Rubin, Joan

    Two basic issues underlie problems associated with the teaching of Bahasa Indonesia in the Indonesian primary schools. The first involves language standardization and deciding what form of the language will be taught. The criteria of understanding and communication are involved and such features as pronunciation, vocabulary, spelling, punctuation,…

  12. Once Again SREB States Lead the Nation in National Board for Professional Teaching Standards Certification.

    Southern Regional Education Board, Atlanta, GA.

    North Carolina and Florida lead the nation in total number of teachers with National Board for Professional Teaching Standards (NBPTS) certification. About 71 percent of all NBPTS certificates were awarded to teachers in Southern Regional Education Board (SREB) states in 2000-01. Seven SREB states were among the top 10 states in number of teachers…

  13. Mathematics and Science Teachers' Preparation for National Board of Professional Teaching Standards Certification

    Pyke, Curtis L.; Lynch, Sharon

    2005-01-01

    This paper reports on the results of a survey of mathematics and science candidates for National Board for Professional Teaching Standards (NBPTS) certification. The goal of the survey was to investigate the efficacy of collaboration and group support in preparation for NBPTS. The results of the survey describe the nature of supported preparation,…

  14. Preliminary Analysis Report: Construct Validity Study of the National Board for Professional Teaching Standards.

    Bond, Lloyd; Smith, Tracy; Baker, Wanda K.

    This study examined (1) whether students taught by National Board for Professional Teaching Standards (NBPTS)-certified teachers would produce higher quality work than students of teachers who attempted NBPTS certification but were not certified; (2) whether the observed classroom behaviors of NBPTS-certified teachers would be demonstrably…

  15. Perspectives on Opportunities and Challenges for the National Board for Professional Teaching Standards and Certification.

    Kaye, Candace; Symcox, Linda; Whitney, Linda; Isbell, Lisa

    2003-01-01

    Introduces a theme issue concerning the National Board for Professional Teaching Standards (NBPTS) and certification, presenting a brief history of the NBPTS and reviewing the collection of articles, which highlight such issues as moving toward a research agenda, social and cultural contexts of NBPTS certification, NBPTS certification and special…

  16. Impact of National Board for the Professional Teaching Standards Certification on Student Achievement

    Belson, Sarah Irvine; Husted, Thomas A.

    2015-01-01

    A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This…

  17. National Board Certification: Setting High Standards for Teaching, Learning, and Schools--An Administrator's Perspective.

    Shakowski, Nancy J.

    1999-01-01

    Presents one administrator's perspective on the importance of the National Board for Professional Teaching Standards (NBPTS), describing the history of NBPTS certification in Colorado, discussing her experiences as a school administrator supporting teachers through NBPTS certification, examining the NBPTS's five core propositions, describing the…

  18. Effectiveness of Mind Mapping in English Teaching among VIII Standard Students

    Hallen, D.; Sangeetha, N.

    2015-01-01

    The aim of the study is to find out the effectiveness of mind mapping technique over conventional method in teaching English at high school level (VIII), in terms of Control and Experimental group. The sample of the study comprised, 60 VIII Standard students in Tiruchendur Taluk. Mind Maps and Achievement Test (Pretest & Posttest) were…

  19. Helping nurses use NANDA, NOC, and NIC: novice to expert.

    Lunney, Margaret

    2006-01-01

    The electronic health record (EHR) requires the use of standardized nursing languages such as NANDA, NOC, and NIC. Helping nurses use these languages for an EHR requires different educational strategies in 3 domains: intellectual, interpersonal, and technical. The author explains the rationale for changes in educational methods, expectations that educators and managers should set for students and nurses at various levels of expertise, and teaching strategies in each of the domains.

  20. 规范化护理查房在护理质量管理中的作用%Effect of standardized nursing ward round in the nursing quality management

    吴建芳

    2015-01-01

    Objective:To explore the effect of standardized nursing ward round in the nursing quality management.Methods:20 patients were given standardized nursing ward round.Results:After nursing ward round,19 cases(95% ) patients grasped the disease knowledge.19 patients were satisfied,the satisfaction was 95% .After the implementation of standardized nursing ward round,the emergency ability,doctor-patient communication ability,professional skill master degree,team cooperation ability and nursing documents writing standards degree of nursing staff were significantly higher than those before standardized nursing ward round(P<0.05).Conclusion:The implementation of standardized nursing ward round obviously improves the disease cognition and satisfaction of patients,and improves the comprehensive quality of nursing staff.%目的:探讨规范化护理查房在护理质量管理中的作用。方法:20例患者给予规范化护理查房。结果:经过护理查房,掌握疾病知识19例(95.0%),满意19例,满意度95.0%。实施规范化护理查房后,护理人员应急能力、医患沟通能力、专业技术熟练掌握程度、团队合作能力和护理文书书写规范程度明显高于规范化护理查房前(P<0.05)。结论:实施规范化护理查房明显提高了患者对疾病的认知程度和满意度,提高了护理人员的综合素质。

  1. Teaching communication and therapeutic relationship skills to baccalaureate nursing students: a peer mentorship simulation approach.

    Miles, Leslie W; Mabey, Linda; Leggett, Sarah; Stansfield, Katie

    2014-10-01

    The literature on techniques for improving student competency in therapeutic communication and interpersonal skills is limited. A simulation approach to enhance the learning of communication skills was developed to address these issues. Second-semester and senior nursing students participated in videorecorded standardized patient simulations, with senior students portraying the patient. Following simulated interactions, senior students provided feedback to junior students on their use of communication skills and other therapeutic factors. To integrate the learning experience, junior students completed a written assignment, in which they identified effective and noneffective communication; personal strengths and weaknesses; and use of genuineness, empathy, and positive regard. A videorecording of each student interaction gave faculty the opportunity to provide formative feedback to students. Student evaluations have been positive. Themes identified in student evaluations include the impact of seeing oneself, significance of practicing, getting below the surface in communication, and moving from insight to goal setting.

  2. Analyzing the teaching style of nursing faculty. Does it promote a student-centered or teacher-centered learning environment?

    Schaefer, Karen Moore; Zygmont, Dolores

    2003-01-01

    The purposes of this study were to a) describe the predominant teaching style of a group of nursing faculty members, either as teacher centered or student centered, and b) to compare teaching style to the instructional methods the faculty members used in the courses they taught and to their stated philosophies of teaching/learning. Findings indicate that the participants were more teacher centered than student centered; their written philosophies supported the teacher-centered approach. However, evidence that faculty used student-centered language, often in a teacher-centered context, indicates that participants in the study may recognize the need for a student-centered environment but may have difficulty with implementation. Recommendations for faculty members and administrators are offered.

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

    Zani, Adriana Valongo; Nogueira, Maria Suely

    2006-01-01

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

  4. Using the virtual reality world of second life to teach nursing faculty simulation management.

    Weiner, Elizabeth; McNew, Ryan; Trangenstein, Patricia; Gordon, Jeffry

    2010-01-01

    Healthcare faculty members have come to depend on the advantages of teaching with clinical simulation, but not all faculty are competent in their ability to manage students during the simulation experience. This federally funded proposal provided the opportunity for nursing faculty to participate in a synchronous learning event using the virtual reality world of Second Life (SL). Based on competencies, faculty participants were guided through the simulation process by a "Master Teacher." Participants then became the teacher and chose the settings, objectives, and clinical data to manage their own simulation using avatar role assignments. Feedback populated the participant informatics dashboard, so that progress towards their competencies was recorded. Another unique informatics application was the use of the Synthetic Derivative project to use de-identified patient data to promote better clinical realism. Additional evaluation activities regarding content, appropriate use of the technology, and design features were assessed. The development of the SL environment for this educational study provides the setting in which to pilot test the provision of actual clinical care that does not require "hands-on" interventions.

  5. Computer and laboratory simulation in the teaching of neonatal nursing: innovation and impact on learning 1

    Fonseca, Luciana Mara Monti; Aredes, Natália Del' Angelo; Fernandes, Ananda Maria; Batalha, Luís Manuel da Cunha; Apóstolo, Jorge Manuel Amado; Martins, José Carlos Amado; Rodrigues, Manuel Alves

    2016-01-01

    ABSTRACT Objectives: to evaluate the cognitive learning of nursing students in neonatal clinical evaluation from a blended course with the use of computer and laboratory simulation; to compare the cognitive learning of students in a control and experimental group testing the laboratory simulation; and to assess the extracurricular blended course offered on the clinical assessment of preterm infants, according to the students. Method: a quasi-experimental study with 14 Portuguese students, containing pretest, midterm test and post-test. The technologies offered in the course were serious game e-Baby, instructional software of semiology and semiotechnique, and laboratory simulation. Data collection tools developed for this study were used for the course evaluation and characterization of the students. Nonparametric statistics were used: Mann-Whitney and Wilcoxon. Results: the use of validated digital technologies and laboratory simulation demonstrated a statistically significant difference (p = 0.001) in the learning of the participants. The course was evaluated as very satisfactory for them. The laboratory simulation alone did not represent a significant difference in the learning. Conclusions: the cognitive learning of participants increased significantly. The use of technology can be partly responsible for the course success, showing it to be an important teaching tool for innovation and motivation of learning in healthcare. PMID:27737376

  6. Are Standards-based Quality Systems a Threat to the Internationalization of Teaching and Learning?

    Scott Thompson-Whiteside

    2013-05-01

    Full Text Available This paper explores the current shift in Australia’s higher education system moving to a more explicit, standards-based quality system and its potential impact on international partnerships in teaching and learning, particularly in Asia. The new Tertiary Education Quality and Standards Agency and the underlying Higher Education Standards Framework have the potential to threaten a large number of transnational or cross-border programs delivered outside of Australia. With over one hundred and fifty thousand tertiary students studying Australian programs in Asia, the impact could be significant. It would also be significant for countries that leverage of Australian Universities to build human capacity within their country. The paper highlights the current practice of assuring equivalent and comparable academic standards in transnational education and explores how shifting to a more precise standards framework will require more explicit demonstration of standards across teaching, learning and student outcomes. If equivalent or comparable standards were to be achieved across the whole standards framework, it is likely to constrain the opportunities for internationalization and the formation of new transnational partnerships.

  7. Application and effect of PBL teaching mode in clinical teaching for nursing students%PBL教学模式在护生临床带教中的应用与影响

    李中华

    2016-01-01

    In order to improve the quality of clinical nursing teaching,develop nursing students' clinical practice ability,and improve the comprehensive quality of nursing students,in 2014,we began to use the PBL teaching mode in our hospital,and reformed the traditional teaching mode of PBL.Through the early preparation of teaching,the preparation of teaching cases,the production of teaching DVD and other reforms,a complete set of PBL teaching mode is gradually formed and perfected.In clinical teaching,good results are achieved.At the same time,through the application of PBL teaching mode,we realize the effective complementary of theoretical teaching and clinical practice teaching,and better reflect the integrity and continuity of nursing teaching.%目的:为提高临床护理教学质量,发展护生临床实践能力,提升护生综合素质,我院在2014年开始应用PBL教学模式,并对传统的PBL教学模式进行了改革,通过教学的前期准备、教学案例的编制、教学DVD的制作等改革,逐渐完善,并形成了一套完整的PBL教学模式,在临床教学中取得很好成效。同时通过PBL教学模式的应用,实现了在校理论教学与临床实践教学的有效互补,更好地体现护理教学的整体性、连续性。

  8. Educating Nursing Students with Disabilities: Replacing Essential Functions with Technical Standards for Program Entry Criteria

    Matt, Susan B.; Maheady, Donna; Fleming, Susan E.

    2015-01-01

    Across the globe, students with disabilities have been increasing in prevalence in higher education settings. In the twenty-first century the struggle to include individuals with disabilities into nursing schools and workplaces continues in different parts of the world. Historically, entry criteria in nursing schools have been based on essential…

  9. Nurse endoscopists perform colonoscopies according to the international standard and with high patient satisfaction

    van Putten, P. G.; ter Borg, F.; Adang, R. P. R.; Koornstra, J. J.; Romberg-Camps, M. J. L.; Timmer, R.; Poen, A. C.; Kuipers, E. J.; Van Leerdam, M. E.

    2012-01-01

    Background and study aims: Colonoscopy is increasingly performed by nurse endoscopists. We aimed to assess the endoscopic quality and patient experience of these procedures. Patients and methods: This prospective multicenter study analyzed 100 consecutive colonoscopies each for 10 trained nurse endo

  10. Standardized Patients to Teaching Medical Students about Intimate Partner Violence

    Heron, Sheryl L

    2010-12-01

    Full Text Available Objective: To use 360-degree evaluations within an Observed Structured Clinical Examination (OSCE to assess medical student comfort level and communication skills with intimate partner violence (IPV patients.Methods: We assessed a cohort of fourth year medical students’ performance using an IPV standardized patient (SP encounter in an OSCE. Blinded pre- and post-tests determined the students’ knowledge and comfort level with core IPV assessment. Students, SPs and investigators completed a 360-degree evaluation that focused on each student’s communication and competency skills. We computed frequencies, means and correlations.Results: Forty-one students participated in the SP exercise during three separate evaluation periods. Results noted insignificant increase in students’ comfort level pre-test (2.7 and post-test (2.9. Although 88% of students screened for IPV and 98% asked about the injury, only 39% asked about verbal abuse, 17% asked if the patient had a safety plan, and 13% communicated to the patient that IPV is illegal. Using Likert scoring on the competency and overall evaluation (1, very poor and 5, very good, the mean score for each evaluator was 4.1 (competency and 3.7 (overall. The correlations between trainee comfort level and the specific competencies of patient care, communication skill and professionalism were positive and significant (p<0.05.Conclusion: Students felt somewhat comfortable caring for patients with IPV. OSCEs with SPs can be used to assess student competencies in caring for patients with IPV. [West J Emerg Med. 2010; 11(5:500-505.

  11. 行动导向教学法在实习护生护理技能培训中的应用%Action-oriented Teaching Method in Nursing Students in Nursing Skills Training

    付影

    2016-01-01

    培养实习护生优质护理技能是提高临床护理质量和患者生存质量的基础和保证,行动导向教学法在护理技能培训中的应用对于提高实习护生护理水平而言具有重要意义。将“行动导向”理念引入培训工作,通过案例教学、模拟演示等方法将其充分灵活的运用于实习护生护理培训过程是提高实习护生职业技能的有效方法。文章主要结合具体实例针对行动导向教学法在实习护生护理技能培训中的应用情况进行分析和探讨,为提升护理技能培训效果略尽绵力。%Training nursing students is to improve the quality of clinical nursing skills base and ensure quality of care and patient quality of life, action-oriented teaching method in nursing skills training for student nurses to improve the level of care in terms of importance. The "action-oriented" concept into training, through case teaching, simulation and other meth-ods to demonstrate sufficiently flexible to apply practice of nursing students training process is an effective method of nurs-ing students in vocational skills improve. The article with specific examples for the analysis and discussion of action-orient-ed teaching method in nursing students nursing skills training in the application, to enhance nursing skills training effect slightly effort.

  12. A standard operating protocol (SOP) and minimum data set (MDS) for nursing and medical handover: considerations for flexible standardization in developing electronic tools.

    Turner, Paul; Wong, Ming Chao; Yee, Kwang Chien

    2009-01-01

    As part of Australia's participation in the World Health Organization, the Australian Commission on Safety and Quality in Health Care (ACSQHC) is the leading federal government technical agency involved in the area of clinical handover improvement. The ACSQHC has funded a range of handover improvement projects in Australia including one at the Royal Hobart Hospital (RHH), Tasmania. The RHH project aims to investigate the potential for generalizable and transferable clinical handover solutions throughout the medical and nursing disciplines. More specifically, this project produced an over-arching minimum data set (MDS) and over-arching standardized operating protocol (SOP) based on research work on nursing and medical shift-to-shift clinical handover in general medicine, general surgery and emergency medicine. The over-arching MDS consists of five headings: situational awareness, patient identification, history and information, responsibility and tasks and accountability. The over-arching SOP has five phases: preparation; design; implementation; evaluation; and maintenance. This paper provides an overview of the project and the approach taken. It considers the implications of these standardized operating protocols and minimum data sets for developing electronic clinical handover support tools. Significantly, the paper highlights a human-centred design approach that actively involves medical and nursing staff in data collection, analysis, interpretation, and systems design. This approach reveals the dangers of info-centrism when considering electronic tools, as information emerges as the only factor amongst many others that influence the efficiency and effectiveness of clinical handover.

  13. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

    Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

    2015-01-01

    This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

  14. How Valid Are the National Board of Professional Teaching Standards Assessments for Predicting the Quality of Actual Classroom Teaching and Learning? Results of Six Mini Case Studies.

    Pool, Jonelle E.; Ellett, Chad D.; Schiavone, Salvatore; Carey-Lewis, Charmaine

    2001-01-01

    Conducted mini case studies of teachers certified by the National Board for Professional Teaching Standards (NBPTS) using classroom observations, teacher interviews, and focus group interviews. Findings show considerable variation in the quality of teaching and learning associated with these teachers. Discusses implications for the validity of…

  15. Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

    Larissa Bertacchini de Oliveira

    2016-04-01

    Full Text Available Abstract OBJECTIVE To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT in undergraduate nursing students. METHOD Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute . Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. RESULTS Twelve randomized clinical trials were included in the study. In the meta-analysis of the four studies included that evaluated the strategy of problem-based learning (PBL, compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434 for the development of CT in undergraduate nursing students, and the studies were homogeneous (chi-square = 6.10, p = 0.106. CONCLUSION The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

  16. Registered nurses' beliefs of the benefits of exercise, their exercise behaviour and their patient teaching regarding exercise.

    Esposito, Eileen M; Fitzpatrick, Joyce J

    2011-08-01

    Recommendations by experts have been in place for > 10 years encouraging every adult to participate in ≥ 30 min of daily moderate-intensity physical activity. Despite extensive research supporting the value of physical activity, only about one-third of all adults meet physical activity recommendations. Using Pender's Health Promotion Theory as the framework, this study was focused on the relationships between nurses' beliefs regarding the benefits of exercise, their exercise behaviour and their recommendation of exercise for health promotion or as part of a treatment plan. Results showed positive correlations between exercise benefits, physical activity and recommendation of exercise to patients. Nurses who believe in health promotion and embrace healthy behaviours are more likely to be positive role models and teach healthy behaviours to their patients. Recommendations for practice and future research are included.

  17. An intensive nurse-led, multi-interventional clinic is more successful in achieving vascular risk reduction targets than standard diabetes care.

    MacMahon Tone, J

    2009-06-01

    The aim of this research was to determine whether an intensive, nurse-led clinic could achieve recommended vascular risk reduction targets in patients with type 2 diabetes as compared to standard diabetes management.

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

    肖树芹; 许亚红; 王艳玲

    2016-01-01

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

  19. 国际化形势下中医护理专业护理英语课程教学策略探索%Explore of nursing Engl ish teaching strategies in TCM nursing under international situation

    高婧

    2014-01-01

    护理教育与学术交流国际化已成为未来趋势,中医护理博大精深但尚未走上国际护理舞台,高等中医护理院校应通过系统的专业英语课程培养学生适应未来国际化护理执业环境的能力,并使中医护理的精髓在更广阔学科领域内得以传承与发扬。现结合地区实际及中医专业特色,贯彻以学生为中心的教育理念,从师资配备、教材遴选、教学方法及实践机会等方面探索适用于中医护理本科专业的护理英语教学策略。%s Internationalization of nursing education and academic exchan-ges has become the future trend.TCM nursing is profound but not yet on the international care stage.Higher TCM nursing colleges should train students to adapt to future international nursing practice environment through systematic professional English courses,so as to make the es-sence of TCM nursing heritage and develop in the broader disciplines fields.Now combined with local reality and professional characteristics of traditional Chinese medicine,the student centered philosophy of educa-tion is implemented,and from teaching staff preparation,teaching materi-als selection,teaching methods and practice opportunity to explore nurs-ing English teaching strategies suitable for Chinese medicine nursing un-dergraduate.

  20. Teaching core competencies of reconstructive microsurgery with the use of standardized patients.

    Son, Ji; Zeidler, Kamakshi R; Echo, Anthony; Otake, Leo; Ahdoot, Michael; Lee, Gordon K

    2013-04-01

    The Accreditation Council of Graduate Medical Education has defined 6 core competencies that residents must master before completing their training. Objective structured clinical examinations (OSCEs) using standardized patients are effective educational tools to assess and teach core competencies. We developed an OSCE specific for microsurgical head and neck reconstruction. Fifteen plastic surgery residents participated in the OSCE simulating a typical new patient consultation, which involved a patient with oral cancer. Residents were scored in all 6 core competencies by the standardized patients and faculty experts. Analysis of participant performance showed that although residents performed well overall, many lacked proficiency in systems-based practice. Junior residents were also more likely to omit critical elements of the physical examination compared to senior residents. We have modified our educational curriculum to specifically address these deficiencies. Our study demonstrates that the OSCE is an effective assessment tool for teaching and assessing all core competencies in microsurgery.

  1. Changes of high school English teaching model under the directions of new English Curriculum Standard

    杨丽萍

    2014-01-01

    Communications around the world becomes common with the quickening of China’s reform and open door policies and widening of international communications, thus it is very pressing to modify the model of high school English class for students’concept of English use as a tool. This paper focuses on the change of English class teaching model in high schools under the direction of New English Curriculum Standard and its purposes and effects.

  2. Standard English and the Model for English Language Teaching in China

    秦志超

    2014-01-01

    From a national language to a world lingua franca, English is playing a more and more important role in the world. Great changes in English today have also raised peoples’ concerns about its mutual intelligibility in the global context as so many people speak different Englishes. The aim of this paper is to discuss the norm of Standard English and the paper elaborates further on the English Language Teaching issues in China today.

  3. The cognitive style of nursing students: educational implications for teaching and learning.

    Noble, Kim A; Miller, Susan M; Heckman, James

    2008-06-01

    As cognitive and kinesthetic demands on nursing students increase, so does the need for optimal learning environments. Witkin's empirically supported measure of field dependent/independent cognitive style assesses the manner in which students perceive and process information and classifies them along a continuum of field dependence to field independence. Witkin's Groups Embedded Figures Test (GEFT) was administered to 876 students enrolled in 10 health care programs. Statistically significant differences in the GEFT mean scores of students enrolled in the different programs were discovered. The effect size was moderate. Undergraduate nursing students scored higher on the GEFT than did graduate or RN-to-BSN nursing students. However, nursing students were classified as more field dependent than students in other health-related disciplines. Due to their cognitive processing requirements, field-dependent nursing students may be at risk for academic failure. Therefore, instructional strategies tailored to students' needs should be incorporated into the nursing curriculum.

  4. Nurses' career commitment and job performance: differences across hospitals.

    Mrayyan, Majd T; Al-Faouri, Ibrahim

    2008-01-01

    The interrelatedness of nurses' career commitment and job performance is debated. In nursing, few studies have focused on the relationship between the two concepts. A convenience sample of 640 registered nurses (RNs) from 24 hospitals was recruited. A comparative design was used to assess differences among governmental, teaching and private hospitals in regard to the concepts measured. In general, nurses were found to "agree" that they had a lifelong commitment to their careers, and that they were performing "well" their jobs in accordance with standards. Hospitals in the sample differed in most demographics except in gender, areas of work and decision-making styles. Based on the total scores of nurses' career commitment, there were no significant differences across hospitals. Based on the total scores of nurses' job performance, F-tests indicated some differences; the highest mean was at private hospitals. Using dimensional means of nurses' job performance uncovered no significant differences among hospitals. Individual items of nurses' job performance subscales differed, in some cases significantly, particularly for nurses working at private hospitals: nurses' career commitment was correlated positively and significantly with their job performance. Consistent with the current researchers' hypothesis, nurses' career commitment appears to influence job performance and is influenced by the nurses' characteristics and organizational factors in the workplace. Enhancing nurses' career commitment and their job performance should produce positive outcomes for nurses, patients and organizations.

  5. Preferences for teaching methods in a baccalaureate nursing program: how second-degree and traditional students differ.

    Walker, Jean T; Martin, Tina M; Haynie, Lisa; Norwood, Anne; White, Jill; Grant, LaVerne

    2007-01-01

    Accelerated baccalaureate nursing programs are in great demand in the United States. Currently there are 197 such programs, but little research has been conducted on student characteristics and program outcomes. This quantitative study explores preferences of second-degree students and traditional generic students with regard to teaching methods and relationships with faculty. The results indicate that statistically significant differences exist between the two groups of students. Three areas of significance are ability for self-directed learning, expectations of faculty and classroom structure, and obtaining a grade that really matters.

  6. Professional identity in nursing: UK students' explanations for poor standards of care.

    Traynor, Michael; Buus, Niels

    2016-10-01

    Research concludes that professional socialisation in nursing is deeply problematic because new recruits start out identifying with the profession's ideals but lose this idealism as they enter and continue to work in the profession. This study set out to examine the topic focussing on the development of professional identity. Six focus groups were held with a total of 49 2nd and 3rd year BSc nursing students studying at a university in London, UK and their transcripts were subject to discourse analysis. Participants' talk was strongly dualistic and inflected with anxiety. Participants identified with caring as an innate characteristic. They described some qualified nurses as either not possessing this characteristic or as having lost it. They explained strategies for not becoming corrupted in professional practice. Their talk enacted distancing from 'bad' qualified nurses and solidarity with other students. Their talk also featured cynicism. Neophyte nurses' talk of idealism and cynicism can be understood as identity work in the context of anxiety inherent in the work of nurses and in a relatively powerless position in the professional healthcare hierarchy.

  7. Analysis on the differences between teaching of nursing skills and clinical nursing practice%护理技能教学与护理临床实践差异性分析

    陆一春; 曾丽华

    2013-01-01

    Objective: To probe into the differences between teaching of nursing skills and clinical nursing practice in five - year vocational nursing education in order to put forward feasible strategies to promote teaching of nursing skills which is more close to clinical nursing practice. Methods: A self - designed questionnaire was used to conduct a cross - sectional survey on 250 five - year vocational nursing students of 3 advanced vocational &technical schools of health. Results: There were statistically significant differences in the comparison of 19 items of nursing skills such as implementation of doctors advice,bed - making,delivery care,etc. between teaching of nursing skills and clinical nursing practice(P<0. 05 );the differences were mainly manifested in the operating scene, materials preparation, nursing object, operation method and operation procedure. Conclusion:The differences between teaching of nursing skills and clinical practice are larger, the degree and aspect of the differences are different. The measures to promote teaching of nursing skills should be enhanced, including optimizing teaching body, reforming teaching methods, strengthening the construction of clinical teaching base and unifying criteria of assessment in nursing technical operation.%目的:探讨五年制高职护理专业护理技能教学与临床护理实践的差异,并进行分析,提出促进护理技能教学贴近临床实践的可行性策略.方法:采用自编调查问卷,对三所五年制高职护理专业学校的250名护生进行横断面调查.结果:护理技能教学与临床护理在医嘱处理、铺备用床、分娩护理等19项常用护理技术比较差异有统计学意义(P<0.05);差异主要表现在操作场景、用物准备、护理对象、操作方法、操作步骤5个方面,其中操作场景、用物准备和护理对象差异较大.结论:目前护理技能教学与临床实践的差异较大,各项操作差异程度和差异环节不同;建议采

  8. Examination of the teaching styles of nursing professional development specialists, part I: best practices in adult learning theory, curriculum development, and knowledge transfer.

    Curran, Mary K

    2014-05-01

    The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory. Limited exposure to adult learning theory may affect NPD educational practices, learning outcomes, organizational knowledge transfer, and subsequently, the professional development of the nurses they serve and quality of nursing care. An examination of current teaching practices may reveal opportunities for NPD specialists to enhance educational methods to promote learning, learning transfer, and organizational knowledge and excellence. This article, the first in a two-part series, examines best practices of adult learning theories, nursing professional development, curriculum design, and knowledge transfer. Part II details the results of a correlational study that examined the effects of four variables on the use of adult learning theory to guide curriculum development for NPD specialists in hospitals.

  9. Mapping the Association of College and Research Libraries information literacy framework and nursing professional standards onto an assessment rubric

    Willson, Gloria; Angell, Katelyn

    2017-01-01

    Objective The authors developed a rubric for assessing undergraduate nursing research papers for information literacy skills critical to their development as researchers and health professionals. Methods We developed a rubric mapping six American Nurses Association professional standards onto six related concepts of the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We used this rubric to evaluate fifty student research papers and assess inter-rater reliability. Results Students tended to score highest on the “Information Has Value” dimension and lowest on the “Scholarship as Conversation” dimension. However, we found a discrepancy between the grading patterns of the two investigators, with inter-rater reliability being “fair” or “poor” for all six rubric dimensions. Conclusions The development of a rubric that dually assesses information literacy skills and maps relevant disciplinary competencies holds potential. This study offers a template for a rubric inspired by the ACRL Framework and outside professional standards. However, the overall low inter-rater reliability demands further calibration of the rubric. Following additional norming, this rubric can be used to help students identify the key information literacy competencies that they need in order to succeed as college students and future nurses. These skills include developing an authoritative voice, determining the scope of their information needs, and understanding the ramifications of their information choices. PMID:28377678

  10. Effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students.

    Choi, Yeonja; Song, Eunju; Oh, Eunjung

    2015-04-01

    This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone. The study settings were the nursing departments of two universities in South Korea. This study was a quasi-experimental one using a nonequivalent control group pre-posttest design. The experimental and control groups consisted of second-year nursing students who had taken a communication course. The experimental group included 45 students, and the control group included 42 students. The experimental group improved more significantly than the control group in communication competence and emotional intelligence. Using a video clip on a smart phone is helpful for communication teaching method.

  11. Problem analysis and suggestion of teaching quality for job-hoping nurses%影响再入职护士带教质量的原因分析及对策

    黄皓莲; 李国宏

    2014-01-01

    针对转岗及离职后再入职护理人员的临床带教现状,分析带教现状对临床工作的影响,并从带教者和被带教者两方面分析引起带教缺陷的因素。建议从规范管理体系、教育以人为本及专科理论与实践相结合的教育方法入手,提高临床带教质量,帮助再入职护理人员更快地适应新工作环境,提高专科操作技能和理论水平,提高临床护理服务质量,满足岗位要求。%This paper discussed the clinical teaching condition for nurses who transfered their jobs or job-hopped. Also we analyzed the inlfuence of current teaching conditions on clinical work and the inlfuential factors of teaching weakness from the aspects of teachers and nurses. We proposed three suggestions, including standardization of management system, people-oriented education and combination of professional theory and practice. These suggestions could improve the teaching quality, help the job-hopping nurses adapt to the new working environment, improve their professional skills and theoretical level, improve the clinical service quality, and satisfy the need of their working positions.

  12. The inquiry continuum: Science teaching practices and student performance on standardized tests

    Jernnigan, Laura Jane

    Few research studies have been conducted related to inquiry-based scientific teaching methodologies and NCLB-required state testing. The purpose of this study was to examine the relationship between the strategies used by seventh-grade science teachers in Illinois and student scores on the Illinois Standards Achievement Test (ISAT) to aid in determining best practices/strategies for teaching middle school science. The literature review defines scientific inquiry by placing teaching strategies on a continuum of scientific inquiry methodologies from No Inquiry (Direct Instruction) through Authentic Inquiry. Five major divisions of scientific inquiry: structured inquiry, guided inquiry, learning cycle inquiry, open inquiry, and authentic inquiry, have been identified and described. These five divisions contain eight sub-categories: demonstrations; simple or hands-on activities; discovery learning; variations of learning cycles; problem-based, event-based, and project-based; and student inquiry, science partnerships, and Schwab's enquiry. Quantitative data were collected from pre- and posttests and surveys given to the participants: five seventh grade science teachers in four Academic Excellence Award and Spotlight Award schools and their 531 students. Findings revealed that teachers reported higher inquiry scores for themselves than for their students; the two greatest reported factors limiting teachers' use of inquiry were not enough time and concern about discipline and large class size. Although the correlation between total inquiry and mean difference of pre- and posttest scores was not statistically significant, the survey instrument indicated how often teachers used inquiry in their classes, not the type of inquiry used. Implications arose from the findings that increase the methodology debate between direction instruction and inquiry-based teaching strategies; teachers are very knowledgeable about the Illinois state standards, and various inquiry-based methods

  13. 微信在儿科护理带教中的应用%The application of the WeChat in pediatric nursing teaching

    丁玲

    2015-01-01

    目的:探讨微信在儿科护理带教中的应用。方法:在实习生进入医院实习,岗前培训时指导实习护士加入带教群,带教群由各个专科的带教老师和实习生共同组成。结果:和以往的带教方式相比,利用微信群进行辅助带教,加深了实习同学和带教老师之间联系的紧密性,提高了实习护士对带教的满意度,同时实习同学利用闲暇的碎片时间进行学习,了解了儿科护理的特点,学习了儿科护理沟通的技巧,提高了实习护士的沟通技能,减轻了对儿科学习的恐惧感,增加了处理问题的信心。结论:微信可以作为辅助工具应用与儿科护理的带教。%to study the WeChat application in pediatric nursing teaching. Methods: the interns in hospital internship, pre-service training to guide the practice nurse to join teaching roup, teaching by various specialist group of teaching teachers and interns. Results: compared with the previous way of teaching, using WeChat group of auxiliary teaching, deepening the internship tightness of communication between students and teaching teachers, improve the practice of teaching nurses satisfaction, at the same time the internship students using fragments of the leisure time to study, understand the characteristics of pediatric nursing, pediatric nursing communication skills learned, improved the practice nurses communication skills, reduce the fear of pediatric study, increased the confidence to deal with problems. Conclusion: WeChat can be used as auxiliary tool application and pediatric nursing teaching.

  14. Faculty Research Productivity and Standardized Student Learning Outcomes in a University Teaching Environment: A Bayesian Analysis of Relationships

    Galbraith, Craig S.; Merrill, Gregory B.

    2012-01-01

    This study examines whether faculty research productivity is associated with student learning. Unlike previous studies that define learning by student evaluations of teaching effectiveness, the authors specifically measure teaching effectiveness by a standardized student learning outcome measure developed by a School of Business at a US…

  15. Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers' Work and Collegial Relations

    Anagnostopoulos, Dorothea; Sykes, Gary; McCrory, Raven; Cannata, Marisa; Frank, Kenneth

    2010-01-01

    The National Board for Professional Teaching Standards (NBPTS) is the most prominent contemporary effort to professionalize teaching. Along with identifying exceptional teachers, the NBPTS seeks to alter teachers' work by establishing a cadre of expert teachers capable of and obligated to leading school improvement efforts. This article reports…

  16. Evaluating the quality of interaction between medical students and nurses in a large teaching hospital

    Cushing Herbert E

    2006-04-01

    Full Text Available Abstract Background Effective health care depends on multidisciplinary collaboration and teamwork, yet little is known about how well medical students and nurses interact in the hospital environment, where physicians-in-training acquire their first experiences as members of the health care team. The objective of this study was to evaluate the quality of interaction between third-year medical students and nurses during clinical rotations. Methods We surveyed 268 Indiana University medical students and 175 nurses who worked at Indiana University Hospital, the School's chief clinical training site. The students had just completed their third year of training. The survey instrument consisted of 7 items that measured "relational coordination" among members of the health care team, and 9 items that measured psychological distress. Results Sixty-eight medical students (25.4% and 99 nurses (56.6% completed the survey. The relational coordination score (ranked 1 to 5, low to high, which provides an overall measure of interaction quality, showed that medical students interacted with residents the best (4.16 and with nurses the worst (2.98; p Conclusion The quality of interaction between medical students and nurses during third-year clinical rotations is poor, which suggests that medical students are not receiving the sorts of educational experiences that promote optimal physician-nurse collaboration. Medical students and nurses experience different levels of psychological distress, which may adversely impact the quality of their interaction.

  17. An Approach to the Teaching of Psychiatric Nursing in Diploma and Associate Degree Programs: Workshop Report.

    National League for Nursing, New York, NY. Mental Health and Psychiatric Nursing Advisory Service.

    This workshop was the third and final phase of a project to determine what goals, methods, content, and learning experiences in psychiatric-mental health nursing should be included in diploma and associate degree education for nursing in light of present day trends in psychiatric care. The project indicates that the hospital is no longer the focal…

  18. Interactive Videoconference Supported Teaching in Undergraduate Nursing: A Case Study for ECG

    Celikkan, Ufuk; Senuzun, Fisun; Sari, Dilek; Sahin, Yasar Guneri

    2013-01-01

    This paper describes how interactive videoconference can benefit the Electrocardiography (ECG) skills of undergraduate nursing students. We have implemented a learning system that interactively transfers the visual and practical aspects of ECG from a nursing skills lab into a classroom where the theoretical part of the course is taught. The…

  19. Training effectiveness when teaching the International Standards for Neurological Classification of Spinal Cord Injury (ISNCSCI) to medical students

    Liu, N; Zhou, M-W; Krassioukov, A V;

    2013-01-01

    STUDY DESIGN: Interventional training sessions. OBJECTIVES: To examine the effectiveness of training medical students in the International Standards for Neurological Classification of Spinal Cord Injury (ISNCSCI). SETTING: A Peking University teaching hospital. METHODS: A total of 46 medical...

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

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

    2012-01-01

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

  1. Research on Nursing Practice Teaching Quality Management%对护理学实践教学质量管理研究

    赖薇

    2011-01-01

    护理学实践教学作为护理学教学过程中最为重要的一部分,是学生将理论知识在老师的指导下用于临床,提高分析和解决问题的能力,向护士转化的过程,也是培养学生临床思维,职业道德、初步科研能力等关键环节.把握好护理学实践教学质量关,培养高素质的护理人员是每一个护理学教育工作者的使命,本文根据多年实践教学经验,指出当前护理学实践教学普遍存在的问题,并对前期准备进行研究,提出可行建议.%Nursing practice teaching as a the most important part of nursing teaching, is the process applying the theory knowledge in clinical under the teacher's guidance, improving the ability to analyze and solve problems, realizing the transformation from student to nurse, and developing the students' clinical thinking, professional ethics, preliminary scientific research ability. Educators should control the nursing practice teaching quality and cultivate the high quality of the nursing staff. According to years of practice teaching experience, the thesis points out the common problems existing in current nursing practice teaching, and puts forward the feasible suggestions.

  2. 高职护理专业有机化学教学探讨%Exploration on Vocational Nursing Organic Chemistry Teaching

    张卫文

    2012-01-01

    For secondary school students of senior high vocational school nursing profession,there's certain difficulty in their study of organic chemistry,the teacher must according to actual condition,strengthen with the course teacher lectures emerges,clear teaching key points and difficulties,and to pay attention to the theory with practice,to improve the students' interest in study,and make full use of multimedia technology,arouses student's enthusiasm,the strengthening of teaching,to improve the theoretical knowledge understanding and so on aspect,efforts to achieve this course standards of teaching goal,the study of the course for the subsequent lay a good foundation%对于从初中入学的高职护理专业学生,在学习有机化学时存在着一定困难,老师要根据实际情况,加强同课程教师集体备课,明确教学重点、难点,在注重理论联系实际,提高学生学习兴趣,充分利用多媒体技术,调动学生的学习热情,加强实验教学,提高学生对理论知识的理解等方面下功夫,努力达到本课程标准规定的教学目标,为后续课程的学习打下良好的基础。

  3. 妇产科护理学教学模式改革对男护生的影响%Impaction of obstetrics and gynecology nursing teaching reform of male nursing students

    吴丹丹

    2012-01-01

    目的 探讨如何让男护生学好妇产科护理,提高其技术操作水平.方法 41名2004、2005级男护生采用传统教学模式,作为对照组;40名2006、2007级男护生采用"评、培、结、调、测"五环教学模式,作为观察组.对比分析两组男护生的妇产科护理学理论成绩、妇产科护理技能操作成绩、妇产科护理实习科室患者及老师对男护生的满意度、男护生对妇产科护理兴趣度.结果 观察组的妇产科护理学理论及技能操作成绩、妇产科护理实习科室患者及老师对男护生满意度、对妇产科护理的兴趣度明显优于对照组,差异均具有统计学意义(均P<0.05).结论五环教学模式可明显提高男护生妇产科护理学成绩和患者对男护生满意度,提高男护生对妇产科护理学学习的兴趣.%Objective To investigate how to make the male nursing students learn obstetrics and gynecology nursing well and improve their technical operation level. Methods 41 male nursing students of 2004 and 2005 received the traditional teaching model, as the control group; 40 male nursing students of 2006 and 2007 received the five-cycle teaching model of "assessment, training, results, adjustment and tests", as the observation group. The theoretical results of obstetrics and gynecology nursing, the skills operation results of obstetrics and gynecology nursing, the satisfaction degree with male nursing students of patients and teachers of the obstetrics and gynecology department, and the interest degree of male nursing stu -dents in obstetrics and gynecology nursing of the two groups of male nursing students were compared and analyzed. Results The observation group was significantly superior to the control group in the theoretical results and skills operation results of obstetrics and gynecology nursing, the satisfaction degree with male nursing students of patients and teachers of the obstet -rics and gynecology department, and the interest

  4. A correlation study involving a comparison of professional science teaching standards and student performance

    Schum, Paul A.

    If international report cards were issued today, to all industrialized nations world wide, the United States would receive a "C" at best in mathematics and science. This is not simply a temporary or simple cause and effect circumstance that can easily be addressed. The disappointing truth is that this downward trend in mathematics and science mastery by American students has been occurring steadily for at least the last eight years of international testing, and that there are numerous and varied bases for this reality. In response to this crisis, The National Science Teachers Association (NSTA), The American Association for the Advancement of Science (AAAS), and The National Research Council (NRC) each have proposed relatively consistent, but individual sets of professional science teaching standards, designed to improve science instruction in American schools. It is of extreme value to the scientific, educational community to know if any or all of these standards lead to improved student performance. This study investigates the correlation between six, specific teacher behaviors that are common to these national standards and which behaviors, if any, result in improved student performance, as demonstrated on the Science Reasoning sub-test of the ACT Assessment. These standards focus classroom science teachers on professional development, leading toward student mastery of scientific interpretation, concept development, and constructive relationship building. Because all individual teachers interpret roles, expectations, and guiding philosophies from different lenses, effective professional practice may reflect consistency in rationale and methodology yet will be best evidenced by an examination of specific teaching techniques. In this study, these teaching techniques are evidenced by self-reported teacher awareness and adherence to these consensual standards. Assessment instruments vary widely, and the results of student performance often reflect the congruency of

  5. Teaching evidence-based nursing practice in geriatric care settings: the geriatric nursing innovations through education institute.

    McConnell, Eleanor S; Lekan, Deborah; Bunn, Melanie; Egerton, Emily; Corazzini, Kirsten N; Hendrix, Cristina D; Bailey, Donald E

    2009-04-01

    Evidence-based practice holds tremendous potential to optimize care outcomes for older adults, yet many nurses are ill prepared to identify, interpret, and apply the best evidence to their practice. The Geriatric Nursing Innovations through Education (GNIE) Institute is a 39-contact-hour, hybrid distance learning continuing education model designed to strengthen RNs'clinical knowledge, leadership skills, and capacity for implementing evidence-based geriatric care. The GNIE Institute combines reflective, learner-centered instructional approaches with a practicum during which evidence-based guidelines are implemented.The experiences of 128 RNs suggest that the GNIE Institute supports the implementation of a variety of best practices, including management of acute pain, dehydration, delirium, oral hygiene, urinary incontinence, and falls prevention. Participant feedback has shown low initial awareness of practice guidelines but high satisfaction with their use. The GNIE Institute thus represents a viable model for building the capacity of practicing RNs to implement evidence-based approaches to the care of geriatric syndromes across the care continuum.

  6. "Working and Learning Alternation" Nursing Teaching Mode in Hospital%护理"工学交替"教学模式在医院的实践

    邱艳华

    2012-01-01

    Objective: To explore practical effects of reformed nursing teaching mode "working and learning alternation" performed by hospital and school together. Method: On the foundation of meeting the requirement of major courses, corresponding class featured in hospital and clinical practice teaching, which centered on nursing practice teaching and guided by employment, were administered to students by hospital. Result: Nursing teaching mode "working and learning mode" could effectively help students accumulate clinical work experience, enhance personal communication skills, fully improve comprehensive quality of students and also the scores of nursing licensed exam. Conclusion: Nursing teaching mode "working and learning alternation" demonstrates remarkable advantages in improving students' comprehensive quality, master and application of the knowledge compared with traditional teaching mode of school.%目的:探讨学校与医院联合进行"工学交替"护理教学模式改革的实践效果.方法:医院以护理实践教学为中心,以就业为导向,在满足学校本专业课程的基础上,对学生进行具有医院特色的课堂教学及临床实践教学.结果:"工学交替"的护理教学模式有效促进了学生实际工作经验的积累,增强了学生的人际沟通技巧,全面提高了学生的综合素质,学生护理执业考试成绩大幅提高.结论:"工学交替"的护理教学模式相较于学校传统教学模式在学生的综合素质提高、知识的掌握及运用上都有明显优势.

  7. Evaluation of Patient-Oriented Standards of Joint Commission International in Gilan and Mazandaran Teaching Hospitals

    Ghaseminejhad

    2016-08-01

    Full Text Available Background Medical tourism, a multi-million-dollar industry, has had a significant effect in economic flourishing, creating jobs, and preventing the outflow of currency. Objectives The aim of this study was to evaluate teaching hospitals affiliated to Gilan and Mazandaran University of Medical Sciences, according to joint commission international (JCI standards. Methods This was a descriptive cross sectional study conducted among teaching hospitals affiliated to Gilan and Mazandaran University of Medical Sciences during year 2015. To collect data and evaluate the hospitals, patient-oriented standards of JCI was applied. Results Amongst the eight standards, international patient safety goals (IPSG (with a score of 87.5% had the highest, and patient and family education (PFE (with a score of 53.75% had the lowest score. Hospital “4” with a score of 90.41%, had the highest, and hospital “7” with 58.90%, had the lowest rate of compliance to the standards. According to the Mann-Whitney test, the observed statistics considering a P value of ≤ 0.05 level, was not significant, therefore on a 95% certainty level, there was no significant difference between hospitals in Gilan and Mazandaran, regarding compliance with standards. Overall, the hospitals under study were relatively prepared for attracting medical tourists. Conclusions According to the results, it seems that more planning and implementation of projects is required to strengthen the axes of the joint commission regarding accreditation of hospitals and attraction of medical tourists to these centers, especially foreign tourists. Researchers are recommended to pay special attention to the university of medical sciences of two provinces for the establishment of standards and utilization of professional consultants.

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

    葛高连; 史玉华

    2016-01-01

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

  9. Using video-taped examples of standardized patient to teach medical students taking informed consent

    SHIRIN HABIBI KHORASANI

    2015-04-01

    Full Text Available Introduction: Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students’ ability in taking informed consent from patients. Methods: This semi-experimental study was carried out on fifty eight subjects from the 4th-year students of Shiraz University of Medical Sciences who attended in medical ethics course before their ‘clinical clerkship’training.Method of sampling was census and students were randomly allocated into two groups of control group (n=28 was trained in traditional lecture-based class and the case groupnamed as A1 (n=22 were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issues through the scenario based ethical examination before and after each training. Scenarios were related to the topics of informed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anova test. P-value less than 0.05 was considered as significant. Results: The mean scores results of A2, A1 and B group were found to be 7.21, 5.91 and 5.73 out of 8, respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001, followed by A1 group (p<0.05, while was the least in the B group (p=0.875. Conclusion: According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better. It should be considered that mixed methods of teaching should be used together for better result.

  10. Recommending a Nursing-Specific Passing Standard for the IELTS Examination

    O'Neill, Thomas R.; Buckendahl, Chad W.; Plake, Barbara S.; Taylor, Lynda

    2007-01-01

    Licensure testing programs in the United States (e.g., nursing) face an increasing challenge of measuring the competency of internationally trained candidates, both in relation to their clinical competence and their English language competence. To assist with the latter, professional licensing bodies often adopt well-established and widely…

  11. Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program.

    Rhodes, Mattie L; Curran, Cynthia

    2005-01-01

    Nurse educators are finding it increasingly more challenging to prepare undergraduate students for the ever-changing and more acute clinical environment. As an answer to this dilemma, the human patient simulator can provide students with the opportunity to enhance knowledge, to facilitate skill acquisition, to decrease anxiety, and to promote clinical judgment in a safe environment. These experiences assist the novice nursing student to progress to the advanced beginner stage of practice. This article describes how faculty used the human patient simulator in creating a case scenario that enhanced critical thinking in senior nursing students.

  12. The Cummins model: a framework for teaching nursing students for whom English is a second language.

    Abriam-Yago, K; Yoder, M; Kataoka-Yahiro, M

    1999-04-01

    The health care system requires nurses with the language ability and the cultural knowledge to meet the health care needs of ethnic minority immigrants. The recruitment, admission, retention, and graduation of English as a Second Language (ESL) students are essential to provide the workforce to meet the demands of the multicultural community. Yet, ESL students possess language difficulties that affect their academic achievement in nursing programs. The application of the Cummins Model of language proficiency is discussed. The Cummins Model provides a framework for nursing faculty to develop educational support that meets the learning needs of ESL students.

  13. Develop a Framework of Creative Thinking Teaching Mode for RN-BSN Students on the Basis of the Creative Process of Clinical Nurses in Taiwan

    Ku, Ya-Lie; Kuo, Chien-Lin

    2016-01-01

    The purpose of this study was to develop a framework of creative thinking teaching mode for RN-BSN students on the basis of the creative process of clinical nurses in Taiwan. Purposive samples have earned creativity awards recruited from the medical, surgical, maternity, paediatric, community and psychiatric departments in Taiwan. Semi-structured…

  14. Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform

    Suwarsih Madya

    2002-01-01

    Full Text Available Abstract: The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students' mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishment of standard of English to ensure the achievement of the ultimate goal of teaching English throughout the country. This paper suggests that the development of standards for English should involve as many parties concerned as possible, including EFL teachers, EFL teacher educators, and users of school graduates. Another suggestion made related to the aspects to be covered in the standards, namely (1 the qualification of EFL policy makers, EFL teacher educators, and EFL teachers; (2 class size, (3 facilities and equipment, and (4 assessment and evaluation.

  15. [Patients' preferences for nurses' nonverbal expressions of warmth during nursing rounds and administration of oral medication].

    Kim, H S; Kim, M S

    1990-12-01

    Nursing involves deep human interpersonal relationships between nurses and patients. But in modern Korea, the nurse-patient relationship tends to be ritualistic and mechanestic. Patients usually express the hope that nurses be more tender and kind. Patients expect nurses to express their warmth especially through nonverbal behaviour. This study was conducted to identify patients' preferences for nurse's nonverbal expressions of warmth. Through the confirmation of these preferences, nurses may learn how to enhance their interpersonal relationships with patients. Subjects for the study were 73 patients who had been admitted to a university teaching hospital for at least three days and agreed to be interviewed by the investigator. The interactions were studied nonverbal expressions of warmth during nursing rounds and administration of oral medication. The interview schedule was especially designed by the investigator to measure the nurse's posture, the distance between the nurse and the patient, the nurse's eye contact, facial expression, hand motion and head nodding. Data analysis included frequencies, percentages and X2-test. The results of this study may be summerized as follows: 1. Patient's preferences for nurse's nonverbal expressions of warmth during nursing rounds. Preferred nurse's posture was sitting (50.7%) or standing (49.3%) opposite the patient. Preferred distance between the nurse and the patient was close to the bed (93.2%), less than 1m. Preferred eye contact was directed to the patient's eyes or their affected part (41.1%). Preferred facial expression was a smile (97.3%). Preferred hand motions were light gestures (41.1%). Patients preferred head nodding which approved their own opinions (69.9%). 2. Patient's preferences for nurse's nonverbal expressions of warmth during administration of oral medication. Preferred nurse's posture was standing and waiting to confirm that the medication had been taken (58.9%). Preferred distance from the patient was

  16. Implications of the Situated Learning Model for Teaching and Learning Nursing Research.

    Gieselman, Janet A.; Stark, Nola; Farruggia, Michael J.

    2000-01-01

    A situated learning model was applied in a workshop on nursing research in order to provide a multifaceted, engaging learning experience. Techniques used included stories, reflection, cognitive apprenticeship, collaboration, coaching, multiple practice, articulation of learning skills, and technology. (SK)

  17. Differentiated Teaching – a programme for students and recent nursing graduates

    Lorentzen, Vibeke

    2013-01-01

    be regarded as a way of providing students and recent nursing graduates with professional and personal opportunities for development.In this symposium we will present the background to the model, its inception in 2008, and its structure and content. We will also present the experiences gained since the model......Presenters: Anita Lyngsø, associate professor, RN, DipN, MscN ; Helen Højgaard, assistant professor, RN, MscN ; Eva Nielsen, assistant professor, RN, MPed; Anne Garcia, assistant professor, RN, MscN ; Linda Lindholm, student; Kirsten Bjerg, Head of School of Nursing, RN, MPed.; Vibeke Lorentzen......, associate professor, RN, DipN, MscN, PhD. Nursing degree programmes are currently facing demands for elements such as promoting the links between theory and clinical practice; reducing student drop-out rates; and stimulating and meeting the needs of students and recent nursing graduates in relation...

  18. Using a clinical collaborative model for nursing education: application for clinical teaching.

    Maguire, Denise J; Zambroski, Cheryl H; Cadena, Sandra V

    2012-01-01

    The promise of a clinical collaborative model (CCM) is that it engages hospital partners in a mutually beneficial partnership by providing the entire student clinical experience in one institution. The CCM prepares students for the day-to-day reality of patient care through the use of individual staff nurse preceptors, enhancing the relationship between the student and hospital upon graduation. The authors describe a successful paradigm for student nurse clinical education across the baccalaureate program.

  19. [Utilization of classification in the practice and teaching of nursing. The Brazilian experience].

    Crossetti, Maria da Graça; Dias, Vera

    2002-01-01

    The authors describe the strategies used for the construction and implementation of a classification model computerized used in the nurses' of an academical hospital daily professional. The classification is structured in the theoretical reference of Benedet and Bub (1999) whose taxonomia has for base the theory of the basic needs of Horta (1979), Carpenito (1997) and NANDA (1999). The model constitute a reality in practice and a progress in the production of the knowledge of the Brazilian nursing.

  20. Placebo use in clinical practice by nurses in an Iranian teaching hospital.

    Baghcheghi, Nayereh; Koohestani, Hamid Reza

    2011-05-01

    The present study was carried out to explore Iranian nurses' use of placebos in clinical practice and their knowledge and attitude towards its use. A cross-sectional, descriptive study was conducted using self-report questionnaires. All nurses working in a university hospital in Arak (n=342) were invited to participate in the study. Among 295 respondents, 221 (75%) reported that they had used at least one placebo within the past year and 179 (81%) told patients they were receiving actual medication. The most common reason and symptom for placebo use were after unjustified demand for medication and pain, respectively. Only 60 (20.33%) of the nurses believed that placebos should never be used. Results showed that most nurses in our study had used placebos and probably will continue to use them. Placebo use is viewed as ethically permissible among nurses. Some patients benefit from the placebos, but their use raises ethical questions. The role of placebo treatment, its mechanisms, and its ethics issues should be taught to nurses.

  1. 内外科护理学跨专科教学初探%Primary Investigation of Interdisciplinary Teaching in Medical and Surgical Nursing Sciences

    陆萍静; 寇玲; 等

    2001-01-01

    In order to optimize the teaching content and build a new teaching system, part teaching contents of medical and surgical nursing sciences were taught interdisciplinarily. The results showed that the class hours of interdisciplinary teaching were shortened by 10 hours (12/22) as compared with those of conventional teaching method and the examination records were improved. 83.3% students were satisfactory with this interdisciplinary teaching. 93.3% students considered that their abilities of analyzing and expressing were improved. However, there were 20.0% students not adapting to the interdisciplinary teaching. It was suggested that interdisciplinary teaching of part teaching contents of nursing science was beneficial to the improvement of the students' comprehensive quality, could shorten the class hours and could be used as a complementary teaching method during the subject teaching.%为优化教学内容,构建新的教学体系,对内、外科护理学部分教学内容进行跨专科授课。结果课时较传统教学法缩短10学时(12/22);考试成绩有所提高;83.3%学生对本次教学满意,93.3%学生认为自己分析问题、表达问题的能力有所提高。尚有20.0%学生不太适应这种教学形式。由此认为,护理学科部分内容实行跨专科教学可缩短学时,有利于学生综合素质的提高,可作为分科教学的补充教学方式,互补共存,相得益彰。

  2. Using a phenomenological research technique to examine student nurses' understandings of experiential teaching and learning: a critical review of methodological issues.

    Green, A J; Holloway, D G

    1997-11-01

    This paper provides a report of the usage of a phenomenological research methodology to investigate the influence on clinical practice of pre- and post-registration nurse education which makes explicit use of experiential teaching and learning approaches. The primary aim of the research was to explore the use of a phenomenological research methodology to examine the students' understanding of experiential teaching and learning. The claims made for the use of experiential teaching and learning approaches in both pre- and post-registration nurse courses and how clinical practice is influenced by the experiential learning elements of pre- and post-registration nurse education were also examined. The first stage of the enquiry involved focused non-directive interviews with members of BSc Nursing Studies and MSc Mental Health Branch programmes. Both programmes claim to make use of experiential teaching and learning. The data were analysed using a technique developed by Giorgi. Previous experiences of experiential teaching and learning were probed, student interpretations differentiated, and the relationship between course-based learning using experiential approaches and the implications for it's influence on practice were examined. The second stage of the enquiry has followed up the initial findings, exploring the students' experience of experiential approaches on their courses both in the classroom and in work-based learning situations. The findings are presented and discussed in the context of other studies from both nurse and higher education. Throughout the paper methodological concerns arising are discussed. The paper concludes with the identification of methodological problems arising from the research strategy: the implications of the power nexus created when teachers research students, and issues relating to the use of a phenomenological methodology in a longitudinal study.

  3. Inquiry-based Teaching in the Nursing Ethics Teaching Reform%《护理伦理学》课程探究式教学改革探索∗

    张凤英; 李晓玲; 胡晓林; 王磊; 郑娥; 胡秀英

    2015-01-01

    Objective:To probe the implement of inquiry -based teaching in nursing ethics. Method:105 nursing students attended the innovation of inquiry-based teaching for Nursing Ethics. Results:88. 5% nursing students satisfied with innovation of teaching;82 . 9% nursing studentsethics awareness was enhanced largely in understanding for nursing ethics;68 . 6% nursing students considered that their ability for ethical thinking has been enhanced largely;93 . 3% nurs-ing students thought that nursing ethics was important. Different inquiry methods for nursing students led to different level of analysis ability for ethic cases(P﹤0. 001). Conclusions:It's necessary to perform the innovation of inquiry-based teaching, promoting the student's activity, focus on learning process and enhancing the students comprehensive ability.%目的:探讨探究式教学在《护理伦理学》课程中的运用。方法抽取某校2012级、2013级护理本科生共105人参加《护理伦理学》课程探究式教学改革,采用自行设计的调查问卷,分别调查学生课程评价、课程参与等内容。结果对本课程教学改革,88.5%的护生表示满意;82.9%的护生认为护理伦理认识提高明显;68.6%的护生认为伦理思维能力提高明显;93.3%护生认为护理伦理学重要。不同探究方法对护生伦理案例分析能力提高不同(P<0.001)。结论开展《护理伦理学》探究式教学,实施不同探究方法,可提高学生学习积极性,培养学生分析和解决护理伦理问题的能力。

  4. 妇产科护理学WebQuest教学模式的应用%The Application of Gynecology and Obstetrics Nursing WebQuest Teaching Mode

    邹小燕; 宋晓丽

    2015-01-01

    Based on the model of WebQuest in gynecology and obstetrics nursing teaching design, practice and teaching effect evaluation, discuss the construction of the gynecology and obstetrics nursing WebQuest teaching mode and application. Discusses the WebQuest in gynecology and obstetrics nursing teaching mode, the advantages of application and the corresponding strategy, this pattern to a certain extent, make up for the deficiency of the traditional teaching mode.%通过对WebQuest模式在妇产科护理学教学中的设计、实践及教学效果评价,探讨妇产科护理学WebQuest教学模式的构建与应用.论述了WebQuest在妇产科护理学教学模式中应用的优势及相应策略,此模式在一定程度上弥补了传统教学模式的不足.

  5. Research in Nursing and Nutrition: Is Randomized Clinical Trial the Actual Gold Standard?

    Baldi, Ileana; Soriani, Nicola; Lorenzoni, Giulia; Azzolina, Danila; Dal Lago, Elisa; De Bardi, Sara; Verduci, Elvira; Zanotti, Renzo; Gregori, Dario

    The aim of this study was to assess the quality of reporting of nurse-driven randomized controlled trials involving a direct nutritional intervention. A bibliometric search for randomized controlled trials involving a direct nutritional intervention from 1991 to 2011 in nursing research was conducted. Both quality of the study and design aspects were evaluated. The prevalent randomized controlled trial design used is 2-arm parallel, individual, and randomized with a continuous primary endpoint. Global numbers of randomized controlled trials and the proportion of good-quality randomized controlled trials began a steady and marked rise, more than doubling, from the 1990s to about 2001 and increased slowly thereafter. Studies are overall sufficiently well designed, although there is still room for quality improvement. Additionally, implementation of new randomized controlled trial designs exists and should be advocated.

  6. 带教老师性格对大批量新调入护士带教质量的影响%Influence of teacher's characters on the quality of clinical nursing teaching for large number of redeployed nurses

    杨丽

    2008-01-01

    0bjective To explore the influence of teacher's character on the teaching effect of newredeployed nurses,and then to improve the quality of clinical nursing teaching.Methods Eighty-six nurses who were redeployed during January to August in 2007 were randomly divided into the control group and the experiment group.All the teachers for the two groups had at least junior college diplomas.The nurses in the control group were supervised by teachers selected as usual,while the nurses in the experiment group were supervised by teachers with extroversion or middle characters.The nursing manipulation,first-aid technique, achievement of professional theory,the teaching time and the satisfactory grades were compared and analyzed. Results The achievement of nursing manipulation,first-aid technique.professional theory and the satisfactory grades in the experiment group were higher than those in the control group(P<0.01).Conclusions The teachers with extroversion or middle characters ale helpful in teaching the redeployed nurses.%目的 探讨性格对大批量临床新调入护士带教效果的影响,以提高临床带教质量.方法 选取2007年1-8月86名带教教员和科室新调入护士随机分成对照组和改进组,两组教员均为大专以上学历,对照组使用常规随机科室带教教员的方法,改进组选用性格外向型或中间型性格的带教教员进行带教,对两组带教对象在护理操作、急救技术、专科理论、带教时间、学员对教员的满意度等方面分别进行对比.结果 改进组新调入护士护理操作、急救技术、专科理论考核成绩及学员对教员的满意度均显著高于对照组,P<0.01.结论 性格外向型或中间型性格的带教教员有利于临床新调入护士的带教.

  7. Using Nursing Languages in School Nursing Practice. Second Edition

    Denehy, Janice

    2010-01-01

    The purpose of this updated manual is to define and describe standardized nursing languages, highlight how nursing languages are a part of the nursing process, and illustrate through case examples how nursing languages are used in school nursing practice. This manual also summarizes the history and development of three nursing classifications, the…

  8. 规范化护理继续教育管理效果评价%Evaluation and Analysis of the Effect of Standardized Nursing Continuing Education Management

    钱建锋

    2016-01-01

    Objective To discuss the effect of standardized nursing continuing education management on continuing education of nursing staffs. Methods 318 nursing staffs were selected as the research objects. Formulated and implemented a standardized nursing continuing education management plan and conducted a comparative analysis on the satisfaction of nursing staffs on this plan. Compared the assessment results and published academic papers of nursing staffs before and after the implementation of continuing education management plan.Results In the satisfaction survey regarding standardized nursing continuing education management on nursing staffs, in addition to 0.94% of nursing staffs dissatisfied on assessment times, the rest of the survey was satisfactory for nursing staffs with satisfaction rate between 73.27%~90.25%. After the implementation of standardized nursing continuing education, the scores of theoretical examination and operation examination for nursing staffs were significantly increased than before (P<0.05). Published papers after the implementation of standardized nursing continuing education management were significantly better than before (P<0.05).Conclusion The implementation of standardized nursing continuing education management is conducive to the growth of nurses at different levels in hospital and the cultivation of specialized nurses in hospital, which is worth of promoting.%目的探讨规范化护理继续教育管理对护理人员继续教育的效果。方法选择本院护理人员318例作为研究对象,制定并实施规范化护理继续教育管理计划,比较分析护理人员对该继续教育管理计划的满意情况、继续教育管理实施前后护理人员考核情况以及继续教育管理实施前后护理人员学术论文发表情况。结果护理人员对规范化护理继续教育管理满意度调查中,除了考核次数有0.94%护理人员不满意外,其余各项调查均无不满意,满意率在73

  9. A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students' Perceptions

    Loughland, Tony; Ellis, Neville

    2016-01-01

    There is a strong critique of the reductionist, technical and instrumentalist impacts of the Australian Professional Standards for Teachers from critical policy researchers in education. At the same time, advocates of the standards espouse their potential as providing a common language of teaching. We argue that both views are based on logical…

  10. Standardization and Whiteness: One and the Same? A Response to "There Is No Culturally Responsive Teaching Spoken Here"

    Weilbacher, Gary

    2012-01-01

    The article "There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective" by Cleveland Hayes and Brenda C. Juarez suggests that the current focus on meeting standards incorporates limited thoughtful discussions related to complex notions of diversity. Our response suggests a strong link between standardization and White…

  11. Starworld: Preparing Accountants for the Future: A Case-Based Approach to Teach International Financial Reporting Standards Using ERP Software

    Ragan, Joseph M.; Savino, Christopher J.; Parashac, Paul; Hosler, Jonathan C.

    2010-01-01

    International Financial Reporting Standards now constitute an important part of educating young professional accountants. This paper looks at a case based process to teach International Financial Reporting Standards using integrated Enterprise Resource Planning software. The case contained within the paper can be used within a variety of courses…

  12. The Relationship between Interchangeability Standards and Precision Design in Teaching a Course on Interchangeability and Measurement Techniques

    Ren Xiu

    2007-01-01

    This article discusses some views on the relationship between carrying out and applying standards and precision design and the teaching of a course on interchangeability and measurement techniques. It points out that while emphasizing precision design, we should not underrate the significance of interchangeability and standardization. Although there are presently many teaching models available for such courses, each course should be designed separately to preserve its systematic character and integrality. As well, the development of students' abilities in precision design and the application of standards should be strengthened in experimental lessons within each course.

  13. 护理学专业教育课堂教学与临床实践结合的教学策略%Teaching strategy of classroom teaching and clinical practice for nursing professional education.

    邱桂红

    2011-01-01

    Nowadays, nursing classroom teaching is not always consistent with clinical practice. The article discussed some possible strategies to deal with the problem , such as enforcing the reform of classroom teaching content and model, enforcing the innovation of experiment teaching model, strengthening the manage of noviciate and practice, realizing the deep link between medical school and hospital, and so on. Summqrized the teaching strategies of classroom teaching and clinical practice for nursing professional education, and to supply consultation for workres with nursing education.%针对目前护理专业教育与临床实践存在脱节的问题,本文从课堂教学内容和方式的改革、实验教学模式的改革、加强见习和实习管理、实现院校深度结合等方面进行探讨和实践,综述了护理学专业教育课堂教学与临床实践结合的教学策略,为广大护理教育工作者提供参考.

  14. Application of Nursing Interventions Classification (NIC) in a cardiovascular critical care unit.

    Robbins, B T

    1997-01-01

    The nursing profession is moving toward developing a standardized language. Benefits of such a language are outlined. Nursing Interventions Classification (NIC) (Iowa Intervention Project, 1992), a standardized language for nursing interventions, has been recently developed by the Iowa Intervention Project. This article describes how NIC was incorporated into a nursing care plan in a tertiary acute care facility. Teaching strategies, which include aspects of adult learning theory and motivational theory, are discussed. Utilization of creativity and variability in the planning and implementation of a unit based inservice program were the most beneficial strategies used.

  15. Application of PBL Combined with Multimedia Teaching Mode in Nursing English Teaching%PBL与多媒体结合的教学模式在护理英语教学中的应用

    杨琳; 李广伟; 朱莉莉

    2014-01-01

    Through the application investigation of PBL Combined with Multimedia Teaching Mode in Nursing English Teaching,it was found that the new teaching methods could help students not only master English fundamental knowledge and improve their language proficiency,but also enhance their studying enthusiasm, autonomous learning ability and work spirit.The teaching effect was evaluated by questionnaires.The mode of PBL combined with multimedia teaching was much better than LBL teaching way, and it was feasible and necessary in Nursing English teaching.%将 PBL 与多媒体结合教学模式应用于护理英语教学实践中,并使用问卷调查方式对教学效果进行评价。结果表明这种新型的教学模式,有助于学生掌握英语的基础知识,提高语言实际应用能力,同时还增强了学生的学习兴趣、自主学习能力以及合作意识,与传统LBL教学模式的对比差异明显,具有必要性和可行性。

  16. Teaching psychology to student nurses: the use of ‘Talking Head’ videos

    Sherrill Snelgrove

    2016-05-01

    Full Text Available Psychology is a central part of undergraduate nursing curricula in the UK. However, student nurses report difficulties recognising the relevance and value of psychology. We sought to strengthen first-year student nurses’ application of psychology by developing a set of digital stories based around ‘Talking Head’ video clips where authentic patients relate their experiences of illness and nursing care. The aim of this article is to discuss the technological, organisational and pedagogical challenges, student and staff evaluations and our recommendations for the future of Talking Heads. First-year student nurses were shown a video clip of a patient talking about their illness experiences followed by a group learning situation linking main themes to psychology and nursing. Students and staff valued the authenticity of patient's narrative, found the video clip easy to follow, reported a raised awareness of psychological concepts and improved empathetic understanding of chronic illness. Negative evaluations were related to a sanitised, untypical representation and limited internet access. This small-scale study highlighted how patient narrative may enhance students understanding of illness experience. It chronicles the development and evaluation of a Talking Head in a specific context but which may be useful across disciplines.

  17. Analysis of the Teaching Effect of Psychological Sitcom in Nursing Psychology Teaching%心理情景剧在护理心理学教学中的教学效果分析

    张昕妍

    2015-01-01

    Objective To explore the teaching effect of psychological sitcom in nursing psychology teaching process. Methods 2011 grade 166 undergraduate nursing students were divided into experimental group and control group, the control group students were taken traditional teaching, teaching application of psychological scene drama students in the experimental group on the basis of the traditional teaching. Results The scores of the overall teaching effect of the students in the experimental group was higher than that of control group (P<0.05). Conclusion The application of psychological sitcom in nursing psychology teaching process can signiifcantly improve the quality of teaching.%目的:对心理情景剧在护理心理学教学过程中的教学效果进行探讨。方法将2011级166名护理专业本科学生平均分为实验组和对照组,对照组学生采取传统教学,实验组学生在传统教学的基础上应用心理情景剧授课。结果实验组学生的整体教学效果评分均高于对照组(P<0.05)。结论在护理心理学教学过程中应用心理情景剧,能够明显提高教学质量,获得较好教学效果。

  18. 陶冶教学法在《护理专业英语》教学中的应用%Application of cultivating teaching method in the teaching of "professional English of nursing"

    刘燕南; 段功香

    2013-01-01

    目的:探讨陶冶教学法在教学中的应用及效果.方法:选取2009级涉外护理专业1班和2班护生60名,将1班30名作为观察组,应用陶冶教学法;将2班30名作为对照组,应用传统理论教学法.课程结束后,采用问卷调查和考试两种方法比较两组对教学效果评价和考试成绩.结果:观察组对教学效果评价和考试成绩明显优于对照组(P<0.05).结论:陶冶教学法可提高护生的护理英语实际运用能力、自主学习能力及团队合作能力.%Objective:To explore the application of cultivating teaching method in the teaching of "professional English of nursing" and the teaching effect. Methods:60 selected nursing students of 2 classes enrolled in 2009 were divided into the observation group and the control group ( 30 students in each group ). The cultivating teaching method was adopted in the observation group and the traditional theoretic teaching method was used in the control group. At the end of the course,the questionnaire survey and examination were conducted to compare the teaching effect and examination results of the students between the two groups. Results:The teaching effect and examination results of the students were significantly better in the observation group than the control group ( P < 0. 05 ). Conclusion: The cultivating teaching method can improve the practical ability of nursing students to use English,self -learning ability and teamwork ability.

  19. 日本护理临床实践教学中的伦理观分析及借鉴%Ethics Outlook in Japanese Nursing Clinical Teaching: Analysis and Reference

    杨石麟; 易淑明; 戴肖松

    2011-01-01

    This paper introduced Japanese clinical teaching methods, technical operation items, the evaluation standards of competence and medical safety management measures and the key to nursing clinical teaching in Japan was respecting patient's right and protecting student's right. As to nursing educators and clinical teachers in China, it is suggested to reform and improve the clinical management and teaching methods. The strengthening of the legal awareness and ethical values and showing respect to the right of patients and students would contribute to the improvement of teaching management of practice teachers and the safety of clinical practice.%通过对日本护理临床教学技术指导方法、技术操作项目及能力评价标准、医疗安全管理措施介绍,分析并总结其护理临床实践教学中的核心为:尊重患者权益、维护学生权利的二重伦理观.对于我国护理教育工作者和临床实习指导老师而言,应在临床实践教学中,改革和完善临床实践教学管理方法,进一步增强法律意识和伦理观念,尊重患者和学生双方的合法权益,提高临床实习指导老师的教学管理水平,确保医疗安全和临床实践教学效果.

  20. Development and test of a model for designing interactive CD-ROMs for teaching nursing skills.

    Jeffries, P R

    2000-01-01

    The use of interactive multimedia is well documented in the education literature as a medium for learning. Many schools of nursing and healthcare agencies purchase commercially-made CD-ROM products, and, in other cases, educators develop their own. Since nurses are increasingly designing CD-ROMs, they must be aware of the instructional design needed to develop comprehensive and effective CD-ROMs that do not compromise the quality of education. This article describes a process for developing and testing an interactive, multimedia CD-ROM on oral medication administration, using an instructional design model based on Chickering and Gamson's Principles of Good Practices in Education. Results from testing the model are reported. The findings can be used to guide the work of nurse educators who are interested in developing educational software.

  1. Nursing Care Hour Standards Study. Part 1. Section A. Patient Classification System Model Development

    1981-09-01

    Medication = 2103 (232) Suppository, Rectal/Vaginal = 2104 (233) Topical Medication = 2105 (234) Sublingual Medication = 2106 (235) Bone Marrow...2106 SUBLINGUAL : Place equipment at bedside, place medication under patient’s tongue; then remove equipment from area. DIAGNOSTIC TESTS: 2201 BONE MARROW...INSTRUCTION: 2301 TEACHING - MEDICATION ADMINISTRATION: Upon arrival at bedside, provide instruction on dosage, route , and specific drug related

  2. The relationship between the managerial skills and results of "performance evaluation "tool among nursing managers in teaching hospitals of Iran University of Medical Science.

    Isfahani, Haleh Mousavi; Aryankhesal, Aidin; Haghani, Hamid

    2014-09-25

    Performance of different organizations, such as hospitals is mainly influenced by their managers' performance. Nursing managers have an important role in hospital performance and their managerial skills can improve the quality of the services. Hence, the present study was conducted in order to assess the relationship between the managerial skills and the results of their performance evaluation in Teaching Hospitals of Iran University of Medical Science in 2013. The research used the cross sectional method in 2013. It was done by distributing a managerial skills assessment questionnaire, with close-ended questions in 5 choice Likert scale, among 181 managers and head nurses of hospitals of Iran university of Medical Sciences; among which 131 answered the questions. Another data collection tools was a forms to record evaluation marks from the personnel records. We used Pearson and Spearman correlation tests and SPSS for analysis and description (frequency, mean and standard deviation). Results showed that the managerial skills of the nursing mangers were fair (2.57 out of 5) and the results of the performance evaluation were in a good condition (98.44). The mangers' evaluation results and the managerial skills scores were not in a meaningful correlation (r=0.047 np=0.856). The research showed no correlation between different domains of managerial skills and the performance evaluation marks: decision making skills (r=0.074 and p=0.399), leadership (correlation coefficient 0.028 and p=0.654), motivation (correlation coefficient 0.118 and p=0.163), communication  (correlation coefficient 0.116 and p=0.122), systematic thinking  (correlation coefficient 0.028 and p=0.828), time management (correlation coefficient 0.077 and p=0.401) and strategic thinking  (correlation coefficient 0.041 and p=0.756). Lack of any correlation and relation between managers' managerial skills and their performance evaluation results shows need to a fundamental revision at managers

  3. Seminar教学法对本科护生临床能力的影响%The effect of seminar based teaching on competecy of undergraduate nursing students

    王辉; 孙红英; 张丽

    2011-01-01

    Objective: To explore new teaching methods for undergraduate nursing students during their clinical practice in order to improve their clinical competency.Methods:182 nursing undergraduate students were randomly allocated into experimental group which used seminar based teaching method , and control group which used the conventional teaching methods. The Six-D Scale was used to measure their performance after their clinical practice, analysis on terminal examination results was also performed to compare the two groups. Results: There were statistical significances between two groups in examination results and in their performance of nursing practice. Conclusion: This study indicates seminar based teaching method may enhance their clinical competency in interpersonal communication skills, nursing plans and assessment, therefore it could have the promise to a wider application in undergraduate nursing students' clinical practice.%目的:对护理实践教学方法进行探讨,为本科护生临床护理能力的培养提供参考.方法:选取2006级护理本科生182名,随机分成两组,对实验组见习进行Seminar教学法干预,见习后对两组分别采用护理表现六维量表进行调查,同时对期末考试成绩进行分析比较.结果:实验组学生的单科病例分析成绩,总成绩及护理专业表现方面与对照组学生比较有统计学差异.结论:新的实践教学方法能够提高护生的临床护理、人际沟通,计划与评估等能力.

  4. Evaluating the Effectiveness of Two Teaching Strategies to Improve Nursing Students' Knowledge, Skills, and Attitudes About Quality Improvement and Patient Safety.

    Maxwell, Karen L; Wright, Vivian H

    The purpose of this study was to evaluate two teaching strategies with regard to quality and safety education for nurses content on quality improvement and safety. Two groups (total of 64 students) participated in online learning or online learning in conjunction with a flipped classroom. A pretest/posttest control group design was used. The use of online modules in conjunction with the flipped classroom had a greater effect on increasing nursing students' knowledge of quality improvement than the use of online modules only. There was no statistically significant difference between the groups for safety.

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

    Schulte, Stephanie J

    2008-01-01

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

  6. Application of tacit knowledge in nursing clinical practice teaching%隐性知识在护理临床实习带教中的应用

    杨淑洁; 华卓君; 葛旭玲

    2011-01-01

    Objective To discuss the application of tacit knowledge in nursing clinical teaching.Methods To select the clinical teaching teacher strictly,nursing tacit knowledge was taught,developed and classified.To establish sharing mechanism of tacit knowledge in department; advocate all kinds of activities,provide communication opportunities to promote the transfer and sharing of tacit knowledge.Results The abilities of the nurse students to analyse and solve problems had been significantly improved,the performances of theories and operation were satisfactory; and the satisfaction degree of patients was improved,excellence rate of two -way assessment was raised year by year in teaching and learning.Conclusions The clinical practice is a main process to transfer and transform nursing tacit knowledge.In nursing teaching,nursing tacit knowledge education plays a important role.The spread of tacit knowledge has the vital significance to improve nursing clinical teaching quality.%目的 探讨护理隐性知识在临床带教工作中的应用.方法 严格选拔临床带教老师;护理隐性知识培训;护理隐性知识开发、整理归类,使其显性化,建立科内隐性知识的共享机制;组织各种活动,提供交流的机会,促使护理隐性知识的传递和共享.结果 护生临床分析问题和解决问题的能力有了明显的提高;理论考试和操作考核成绩令人满意;病人满意度提高;在教与学双向测评中优良率逐年提高.结论 临床实习是护理隐性知识传递和转化的主要过程,在护理教学中护理隐性知识教育占有相当重要的地位,隐性知识的传播对于提高护理临床教学质量具有重要的意义.

  7. The Teaching of Reading in Inclusive Classrooms: A Case Study of Regular Teachers Instructional Strategies in Teaching Reading Comprehension to Standard Four Learners in Malawi

    Chisamba, Chrissie Maggie

    2014-01-01

    Abstract The main aim of this study was to explore how regular teachers are teaching reading comprehension in inclusive classrooms in Malawi. The focus was on standard four teachers whose learners are on transit to an all English class (standard five). The recent years have seen the deteriorating in comprehension competencies in the English language amongst most learners in regular schools. With the introduction of inclusive education, regular classrooms now have learners with various needs w...

  8. Qualitative research of effective teaching behaviors in clinical nursing teachers%临床护理教师有效教学行为的质性研究

    赵杰刚; 陈士芳; 李转珍

    2011-01-01

    The researchers collected feedback of 364 nursing interns. Based on the written material of internship description, qualitative inductive analysis was applied to the collected data with reference to Grounded Theory Method. The results revealed that the effective teaching behavior in clinical nursing teachers was composed of three categories and thirteen conceptions, which were establishment of trust relationship (four conceptions), impartment of knowledge and skills (four conceptions) and presentation of nursing behavior (five conceptions). We believed effective teaching behaviors of clinical nursing teachers could render nursing interns a high quality internship environment, and lay solid foundation for nursing interns' knowledge learning, nursing skills acquirement and occupational enthusiasm cultivation.%收集364名实习护生的实习感想,以其实习感想中的描述为文字资料,参考扎根理论方法对收集的资料进行质性归纳式分析.荻取临床护理教师有效教学行为有信赖关系的建立(4个种概念)、知识技能的传授(4个种概念)、护理行为的展示(5个种概念)3个类概念和13个种概念.提出临床护理教师的有效教学行为可为护生提供一个高品质的实习环境,为护生学习护理知识、掌握护理技能、培养职业情感奠定基础.

  9. Nurses' perception and barriers to use of information communication technology in a teaching hospital in Nigeria.

    Irinoye, Omolola O; Ayandiran, Emmanuel Olufemi; Fakunle, Imoleayo; Mtshali, Ntombifikile

    2013-08-01

    The impact of information technology on nursing has been a subject of discourse for the latter half of the 20th century and the early part of the 21st. Despite its obvious benefits, adapting information technology to healthcare has been relatively difficult, and rates of use have been limited especially in many developing countries. This quantitative study has shown a generally low usage of information technology among nurses in the study setting. Many of the nurses adjudged themselves as novice in information technology, with 37.8% stating that they had never had formal training in information technology and many rating themselves as possessing little or no skill in the use of spreadsheet, databases, and so on. Many (55.6%) stated that they do not have access to information technology despite the fairly widespread satisfactory perception established among them. Results further showed that unreliable network connections, high work demand, inadequate number of computers, poor access to computers consequent on wrong locations, and poor system design with associated failure to fit work demands are some of the major barriers to the use of information technology in the study setting. These factors therefore need to be taken into consideration in any intervention that seeks to improve the nurses' use of information technology in clinical setting.

  10. Application of "Job experience" in the community nursing model of practice teaching%"岗位体验"实践教学法在社区护理学教学中的应用

    韩爱敏; 姚志翠; 纪敬敏; 李冬莉; 郝总谦

    2012-01-01

    目的:探讨社区护理学实践教学模式,培养社区实用型护理人才.方法:将2007级260名高职护生随机分为试验组159名和对照组101名,组织试验组同学假期开展"关爱社区人群健康"的社会实践活动.实施"岗位体验-任务引领-标准化评价"的实践教学方法.结果:100%的护生积极参与课堂教学,试验组同学综合素质评价优于对照组,差异有统计学意义(P<0.05).结论:学习社区护理课程前,护生到自己熟悉的社区观察人群健康状况,能促进护生对社区人群健康现状的早认识,同时认识到社区需要高素质的护理人员,提高其学习社区护理兴趣.%Objective:To investigate the practice teaching mode of community nursing and train practical community health care professionals. Methods:260 nursing students of the year 2007 were randomly divided into the experimental group ( n = 159 ) and the control group ( n = 101 ). Taking advantage of the holidays,the students of the experimental group has developed social practice,which called"Care for the community populations health". Implements practice educational model of the job experience - the task to lead - the standardized evaluation. Results: 100% of nursing students were actively involved role -playing scenario care in classroom. Quality assessment parameters of experimental group were better than those of control group and the difference was significant P <0.05 ). Conclusion:Before learning community nursing,nursing students return to their communities to observe the health status,nursing students should be aware of community care as early as possible, while recognizing that community need high - quality nurses, students interest in learning community care should be improved.

  11. 护理操作风险量化表在护生临床带教中的应用%Application of the quantization table of nursing practice risk in clinical teaching of nursing students

    蔡佩源; 郭前祝; 周月琴

    2012-01-01

    目的 探讨护理操作风险量化表在护生临床带教中应用的效果.方法 设计护理操作风险量化表,将2008年6月至2009年4月进入我院实习的106名护生作为对照组,实施原有护理操作风险管理办法;将2009年6月至2010年4月进入我院实习的105名护生作为观察组,应用量化表,对护理风险实施量化的管理办法.比较2组护生的风险意识、护理缺陷发生情况等指标.结果 观察组护生在风险意识、操作考核、护理缺陷及血源性暴露发生例数等方面显著优于对照组.结论 量化表的应用有利于提高护生的风险意识,提高教学质量,保障护理安全.%Objective To explore the application effect of the quantization table of nursing practice risk in clinical teaching of nursing students. Methods The quantization table of nursing practice risk was designed.106 intemships were selected as the control group in our hospital from June 2008 to April 2009,the original nursing practice risk management measures were implemented in the control group.105 internships from June 2009 to April 2010 were set as the observation group,the quantization table of nursing practice risk was applied in this group.The risk awareness,nursing defects and other indices were compared between the two groups. Results The risk awareness,operation assessment,percentage of nursing defects and blood- borne occupational exposure were significantly better than the control group. Conclusions Application of the quantization table can improve the risk awareness of nursing students and teaching quality,and safeguard nursing safety.

  12. Application of PBL Teaching Method to the Teaching of Internal Medicine Nursing%PBL 教学法在《内科护理学》教学中的应用

    王彦霞

    2014-01-01

    Objective:To Observe the application effect of PBL teaching method on teaching internal medicine nursing. Methods:80 nursing majors from Grade 2011 were randomly divided into the observation group(40 students)and the control group(40 students). The observation group was taught in PBL teaching method while the control group was taught in traditional teaching method. Results:The teaching effect evaluation of the observation group is better than that of the control group,with such abilities as problem - analyzing and solving ability,communication abili-ty,cooperation ability,self - learning ability,innovation ability and research ability remarkably better than those in the control group. Conclu-sion:PBL teaching method can improve the teaching quality of internal medicine nursing.%目的:观察 PBL 教学法在《内科护理学》教学中的应用效果。方法:随机将2011级护理专业专科学生80名分为实验班和对照班各40名,实验班采用 PBL 教学法进行教学,对照班采用传统式教学法。结果:实验班教学效果评价明显优于对照班,并且实验班分析解决问题能力、锻炼表达沟通能力、团结协作能力、自学能力、创新实践能力、研究能力均优于对照班。结论:PBL 教学法可提高《内科护理学》教学的质量。

  13. Improving and validating children's nurses communication skills with standardized patients in end of life care.

    Kenny, Gerard; Cargil, Jamie; Hamilton, Catherine; Sales, Rachel

    2016-06-01

    Children's nurse education is experiencing increases in recruitment targets at the same time that clinical placements are decreasing. With regard to end-of-life care, it is has become a challenge to ensure that all students come into contact with a satisfactory range of experience as part of the requirement for competency at the point of registration. The aim of our study was to find out if students at the end of their course were able to use communication skills acquired in their three years of training and adapt and transfer them to a specific palliative care context even if they had never worked in that area of care. Focus groups were conducted after the simulations which explored the students' experiences of being involved in the scenarios. Four themes emerged that students identified either inhibited or enabled their communication skills, which included anxiety and fear, the need for professional props, the experience of it being real and feeling empowered.

  14. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

  15. The practice of standardized management of liaison nurses committed to coordinating stomatologic nursing groups%口腔专科护理小组联络护士规范化管理的实践

    彭美娟; 梁宝卿; 黄静; 欧仲爱; 胡惠贤; 陈琳

    2013-01-01

    Objective To explore the effect of standardized management of liaison nurses who are committed to coordinating stomatologic nursing groups on their work quality. Methods In the self controlled study, we selected 56 liaison nurses who were committed to coordinating stomatological nursing groups as participants. We managed these nurses in the following standardized measures: we developed a liaison nurse workbook, formulated a tracking system to keep track of difficult-to-treat cases; also, we built up a communication platform for nurse specialists and provided assorted training programs. Results After the intervention, liaison nurse s work quality was significantly improved; among others, their clinical competency and their sense of job achievement as an liaison nurse were significantly higher than before the intervention; they applied for a consultation with a nursing specialist group more actively than before (P<0. 05, P<0. 01). Also, nursing specialist groups had higher appraisal on liaison nurses work(P<0. 01). The rate of successful consultation with oral nursing specialist groups amounted to 91. 30%. Conclusion The implementation of standardized management helps develop liaision nurses advantage, and improve their clinical competency as well as quality of work.%目的 探讨规范化管理对口腔专科护理小组联络护士工作质量的影响.方法 采取自身对照的方法,对56名口腔专科护理小组联络护士,采用设计联络护士工作手册、制定疑难护理个案跟踪管理制度、建立专科护理交流平台、开展形式多样专科护理培训等进行跟踪管理.结果 干预后联络护士的工作质量显著优于干预前,其中联络护士临床实践能力、主动请专科护理小组会诊、担任联络护士的工作成就感等显著优于干预前(P<0.05,P<0.01);干预后专科护理小组对联络护士工作评价显著提高(P<0.01),口腔专科护理小组护理会诊成功率达91.30%.结论 实

  16. Discussion on the teaching methods basic nursing in midwifery specialty%探讨助产专业特色的基础护理教学方法

    莫选荣; 罗心静

    2011-01-01

    目的 探索助产专业的教学方法,提高课堂教学效果.方法 通过培育专业认同感、进行专业化案例教学、差错事故分析、开辟专业知识拓展版块等教学方法,采用自制问卷和成绩考核对126名助产专业学生进行调查.结果 助产专业学生对教学方法和教学效果的满意度较高,考试成绩呈上升趋势.结论 针对助产专业学生开设具有专业化特色的基础护理教学法,有助于提高教学效果和培养助产专业学生的专业认同感.%Objective To explore the teaching methods of basic nursing suitable for midwifery students and to improve the effects of classroom education.Methods The methods included cultivating professional identity, case - based teaching, analysis of nursing errors and setting up columns for professional knowledge.A total of 126 midwifery students were investigated with a self - designed questionnaire and investigated after the implementation of these methods.Results Students were satisfied with the teaching methods and teaching effects and their test results were significantly improved.Conclusion The teaching methods of basic nursing designed for midwifery students can improve the teaching effects and cultivate the professional identity.

  17. A standards-based, peer-reviewed teaching award to enhance a medical school's teaching environment and inform the promotions process.

    Searle, Nancy S; Teal, Cayla R; Richards, Boyd F; Friedland, Joan A; Weigel, Nancy L; Hernandez, Rachael A; Lomax, James W; Coburn, Michael; Nelson, Elizabeth A

    2012-07-01

    The authors provide the rationale, design, and description of a unique teaching award that has enhanced Baylor College of Medicine's teaching environment and become highly valued by the promotions and tenure (P&T) committee in determining a faculty member's readiness for promotion. This award is self-nominating and standards based. The primary purpose for development of the award was to provide the Baylor community and the P&T committee a method to understand and value the scholarship of teaching to the same degree that they understand and value the scholarship of discovery.The authors also present results from an internal evaluation of the program that included a survey and interviews. Between the inception of the award in 2001 and the internal review conducted in 2010, the award could have had an influence on the promotion of 130 of the recipients. Of the 130, 88 (65.6%) received this award before gaining their current rank (χ (1) = 16.3, P promotion. Individual recipients stated that the award is good for the institution by encouraging reflection on teaching; increasing the recognition, importance, and value of teaching; encouraging the improvement of teaching skills; and providing a better understanding to others about what medical teachers really do. Of the 214 open-ended responses to survey questions of award recipients, more than half the comments were about the value of the award and its positive effect on promotion.

  18. 护理部主任对护生整体带教管理的探讨%Director of Nursing Department of nursing students to explore the teaching management of the overall band

    丁丹敏

    2014-01-01

    临床上,护理部对护理实习生实施整体带教管理,使广大护生能够将理论知识充分联系到临床护理实践中,将专业知识变为临床技能。通过整体带教管理,可以全面培养护生动手操作能力,为适应医院工作环境奠定基础。我院护理部自开展护生整体带教管理以来,不断在工作中完善计划和考核,做到发现问题及时解决,并逐步制定了一系列带教管理方案。通过积极有效干预措施,护生思维和眼界得到拓展,其专业能力、服务意识和职业道德均得到有效提升。%the clinical nursing department of nursing interns,the implementation of the whole teaching management,so that the majority of students will be able to fully contact with theoretical knowledge to clinical nursing practice,professional knowledge into clinical skills.Teaching management through the whole belt,can cultivate the students hands-on ability,to lay the foundation for adapting the hospital work environment.The nursing department of our hospital since the whole teaching management of nursing students self development,and constantly improve the program and assessment in the work,to solve the problems in time,and gradually developed a series of teaching management scheme.Through active and effective intervention measures,nursing students thinking and vision to be expanded,the professional ability,service consciousness and occupation morals have been effectively upgrade.

  19. COMFORT: evaluating a new communication curriculum with nurse leaders.

    Goldsmith, Joy; Wittenberg-Lyles, Elaine

    2013-01-01

    Nursing faculty face increasing instructional demands to keep pace with mounting knowledge and competency requirements for student nurses. In the context of nursing practice, tasks and time pressures detract from the high skill and aptitude expectation of communication. The communication, orientation and opportunity, mindful presence, family, openings, relating, and team (COMFORT) curriculum, an acronym that represents 7 basic nursing communication principles, has been introduced into the communication module of the End-of-Life Nursing Education Consortium, which currently provides the only standardized undergraduate and graduate nurse training in hospice and palliative care. This study examines the potential efficacy of the COMFORT curriculum for everyday communication challenges experienced by members of the Georgia Organization of Nurse Leaders. Participants were prompted to describe communication barriers and then apply an aspect of the COMFORT curriculum to this barrier. Responses revealed primary communication barriers with co-workers and patient/families. Nurses predominantly identified directly correlating components in the COMFORT framework (C-communication, F-family) as solutions to the topics described as barriers. Based on confirmation of extant literature addressing generalist nurse communication challenges, there is support for the inclusion of COMFORT across the nursing curriculum to efficiently and effectively teach communication strategies to nurses.

  20. A journal club as a teaching and learning strategy in nurse teacher education.

    Sheehan, J

    1994-03-01

    An account of the operation of a journal club in a Postgraduate Certificate in Education course for teachers of nursing is reported here. The paper is based on three issues: the background to journal clubs, the process involved in the operation of the club concerned, and the expected outcomes. The origins of journal clubs and the reading habits of nurses are considered in the background section through a review of some of the relevant literature. The negotiation involved, the frequency of meetings and the ethos in which they were conducted are discussed in the section on the processes involved. In the final section, both the tangible and personal outcomes are discussed and the conclusion reached is that a journal club is a worthwhile educational activity.

  1. Seeing is believing - reducing misconceptions about children's hospice care through effective teaching with undergraduate nursing students.

    Price, Jayne; Dornan, Jean; Quail, Lorraine

    2013-09-01

    Children's palliative care has evolved in recent years and is now recognised as a distinct area of health and social care practice. Whilst children's hospices are viewed as central to quality care for these children and families, lack of knowledge regarding the exact nature of care they provide exists. Education can go part way to changing attitudes and knowledge about the key contribution of hospices, thus improving future care. Alternative and innovative strategies to stimulate meaningful learning are pivotal to children's nurse education and this paper examines one such innovation adopted with 2nd year children's nursing students. Aiming to help students explore the ethos of children's hospice an educational visit was arranged, followed by an on line discussion. Although some practical challenges were encountered, the visit heightened student awareness moving them from the readily held perception that children's hospices were exclusively for dying children and was viewed by students as more effective than a traditional classroom session.

  2. Teaching children about mental health and illness: a school nurse health education program.

    Desocio, Janiece; Stember, Lisa; Schrinsky, Joanne

    2006-04-01

    A mental health education program designed by school nurses for children ages 10- 12 was developed in 2000-2001 and expanded with broader distribution in 2004-2005. Six classroom sessions, each 45 minutes in length, provided information and activities to increase children's awareness of mental health and illness. Education program content included facts about the brain's connection to mental health, information about healthy ways to manage stress, resources and activities to promote mental health, common mental health problems experienced by children, and how to seek help for mental health problems. Classes included a combination of didactic presentation and open discussion, encouraging students to ask questions and allowing the school nurse to correct misinformation. Analysis of pre- and posttests from 370 elementary and middle school students revealed statistically significant improvements in their knowledge of mental health and mental illness.

  3. [Construction of an educational technology for teaching about nursing on peripheral venipuncture].

    Frota, Natasha Marques; Barros, Lívia Moreira; de Araújo, Thiago Moura; Caldini, Luana Nunes; do Nascimento, Jennara Cândido; Caetano, Joselany Afio

    2013-06-01

    The aim of the study was to describe the construction of a course on peripheral venipuncture using the Information and Communication Technologies. This is a methodological research, developed at the Federal University of Ceara from January to March 2012. The construction phases are: the analysis, design and development according to the theoretical framework of Galvis-Panqueva. In the analysis, objectives, content target audience, the study environment and technology infrastructure were delimited. During the design phase the environment interface and navigation structure of the course were evaluated. The development consisted in the materialization of all that was designed in the previous phase Once all three phases of construction of the course were conducted it was available in the Virtual Learning Environment SOLAR. The finalproduct of the course is presented as support of nursing students and consequently the training of future nurses in their care practice on peripheral venipuncture.

  4. Breaking-in bodies: teaching, nursing, initiations or what's love got to do with it?

    Alavi, Christine

    2005-01-01

    Student nurses from universities are often ill-prepared for working with patients for whom they may feel disgust or discomfort. This paper discusses how students become able to work with those patients who are sick, dying and dead. It is a sustained engagement with the literature on abjection and disgust and is not the outcome of evaluation research. It considers the role of problem-based learning pedagogy in facilitating students' negotiation of their own discomfort and horror, and describes experiences which enable them to approach abject patients with more comfort and less disgust. The paper argues the importance of creating spaces where students can explore issues which are distressing and disturbing so that they will feel able to remain in nursing.

  5. Nurses’ Assessment and Teaching Behaviors Regarding Breast Self-Examination with Reasons for Actions.

    1984-01-01

    and Reading (1979) found that 86.6% of the women checked physicians as a useful source for obtaining additional information about breast or pelvic ...already listed and adds high dietary fat intake, chronic psycho- logical stress and the threesome of obesity , diabetes and hypertension. In an...insert it in the envelope marked "Questionnaire," seal it and return it to nursing service administration on the second floor by December 21, 1983

  6. Outcomes of tutorial teaching. Strategies for nursing training in the new pedagogical model.

    Zulema Bos Rodríguez

    2005-12-01

    Full Text Available Background: Educacation at work is the main form of the educative process in the clinical cycle of the medical higher educational system which the superior form is the tutorial one. Objective: To evaluate the strategy applied in the tutorial in the nursing new pedagogical model. Methods: A descriptive study of intervention and evaluation which started in the 1st academic year on September, 2004 collecting the application and evaluation of the strategy applied in the tutorial process of the nursing new pedagogical model. 163 students of the 2nd academic year of the Bachellor of Science in Nursing were the universe of this investigation. 50 % of them were taken as a randomized sample from 82 groups. Differente documents were reviewed and a survey was applied in order to evaluate the strategy according to the attention received by their tutors and the mark obtained in the practical final exam of 1st and 2nd academic year of their study. Results: Strategies were evaluated as Good taking into consideration the criterion of the managers of the hospital institution and the personnel in charge of the educative process. All the students passed the practical final exam and there was a predominium of the highest mark (5. The majority of the students consider the attention given by their tutors as Good. The results in the final exams in both courses behaved in a similar way with a slight augmentation in the highest category (5 in the academic course 2004-2005.

  7. A non-freaked out guide to teaching the common core using the 32 literacy anchor standards to develop college- and career-ready students

    Stuart, Dave

    2014-01-01

    Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)-teaching students the skills they need to be college and career ready. Each anchor standard is broken down into its key points, and a discussion of each anchor standard''s central purpose helps outline the context for each required skill. This easy-to-read guide gives educators the kind of clear explanations, examples, and strategies they need to feel comfortable teaching the CCSS, an

  8. The Effects of Achieved National Board for Professional Teaching Standards Certification on the Marginality of Physical Education Teachers

    Gaudreault, Karen Lux; Woods, Amelia Mays

    2012-01-01

    The purpose of the study was to examine the relationship between achieving The National Board for Professional Teaching Standards certification and feelings of marginality of physical education teachers. Data sources included a focus group interview with 6 National Board Certified Physical Education Teachers (NBCPETs) and individual phone…

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

    詹文娴

    2011-01-01

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

  10. Emergency Nursing Management Based on JCI Standard%基于JCI标准的急诊护理管理

    闵萍; 荚恒娅

    2012-01-01

    As the frontline of hospital work, the management of emergency department was the important reflection of hospital work quality. At present, the JCI appraisal standard provided a comprehensive quality improving method for medical institutions. The article made a summary on establishing emergency nursing management system based on JCI standard, so as to improve the emergency medical service quality.%急诊科作为医院工作的“前线”,其护理管理成为医院工作质量的重要反映,日益受到医院管理者的重视.目前,JCI评审标准的引入为医疗机构提供了一种全面的质量改进方法.总结构建以JCI标准为指导的急诊护理管理体系,可有效提高急诊医疗工作质量.

  11. Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course.

    Thomas, Valarie; Schuessler, Jenny B

    2016-01-01

    It is often difficult to engage nursing students and keep their interest when teaching pharmacology. This article reports on an effective change from a lecture-only approach to teaching with the use of games and case studies in a baccalaureate nursing education program. Improvements have been noted in standardized test scores and student evaluations, and students are more engaged in the learning process. Learning has been shifted from the instructor, as in the traditional classroom, and is now student focused.

  12. 护理教学中学生批判思维的培养措施%Training Measures of Nursing Students' Critical Thinking in Teaching

    刘少英

    2015-01-01

    Objective To investigate the nursing teaching effective measures to improve students' critical thinking skills. Methods To improve on traditional teaching methods, improved contrast before and after students' critical thinking skills. Results In the traditional teaching mode, only one dimension score positive, the improved teaching methods, a score of positive dimension to six, and the CTDI-CV total score was signiifcantly higher than the previous improve the overall score (P<0.05). Conclusion The nursing teaching, teaching ideas and timely change, to improve the traditional teaching methods, which can effectively improve students' critical thinking skills.%目的:探讨护理教学中提高学生批判思维能力的有效措施。方法对传统教学方法加以改进,对比改进前后学生的批判思维能力。结果传统教学模式下,仅有1个维度得分为正性;改进教学方法后,得分为正性的维度增至6个,且CTDI-CV总评分明显高于改进前总评分(P<0.05)。结论在护理教学中,及时转变教学观念,对传统教学方法加以改进,可有效提高学生的批判思维能力。

  13. PDCA循环管理在手术室护理带教中的应用%Application of PDCA Circulation Management in Nursing Teaching in Operation Room

    袁蕾

    2016-01-01

    目的:探讨分析PDCA循环管理在手术室护理带教中的应用。方法选取我院2014年1月~2014年12月实习的72名护生为研究对象,根据不同管理方法分为对照组与观察组,各组36名。对照组给予常规管理,观察组给予PDCA循环管理,对两组护生的带教成果进行观察对比。结果观察组护生的理论成绩、实践成绩、带教满意度均高于对照组,差异具有统计学意义(P<0.05)。结论在手术室护理带教中施行PDCA循环管理,可提高护生的综合成绩与满意度。%Objective To explore the application of PDCA circulation management in nursing teaching in operation room.Methods72 nursing students in our hospital from January 2014 to December 2014 were selected and divided into two groups according to different management methods, namely, the control group and the observation group, 36 students in each group. The control group was given routine management, the observation group was given PDCA cycle management, and the two groups of nursing students were observed and compared with the results of teaching.Results Nursing students' theory, practice and teaching satisfaction in the observation group were higher than the control group, the difference between the two groups was significant (P<0.05).Conclusion The implementation of PDCA cycle management in nursing teaching in operation room can signiifcantly improve the comprehensive performance and satisfaction of nursing students.

  14. A developmental teaching method applied to a select group of nursing students.

    James, R M

    1994-01-01

    This study investigates the relationships between Integrated Skills Reinforcement (ISR), an instructional method that reinforces basic skills, student reading comprehension and student attrition rates using a quasi-experimental method. Ninety-three junior level baccalaureate nursing students at a city university participated in the study. One class of 42 students taught by the ISR method was designated the treatment group. Another class of 51 students taught by the lecture method served as the comparison group. Reading comprehension data were collected by retest and posttest the second and twelfth weeks of the semester, respectively, using the Descriptive Test of Language Skills (DTLS). Differences between the comparison and treatment group mean scores on the DTLS were not statistically significant (p lecture method and the ISR method effectively improve reading comprehension levels. Comparison group experienced attrition at 22.5 percent (13 students). By contrast, all 42 students in the treatment group completed the course. Possibly, some elements of the ISR method viably reduce attrition in the school of nursing at this city university.

  15. Nursing leadership competencies: low-fidelity simulation as a teaching strategy.

    Pollard, Cheryl L; Wild, Carol

    2014-11-01

    Nurses must demonstrate leadership and followership competencies within complex adaptive team environments to ensure patient and staff safety, effective use of resources, and an adaptive health care system. These competencies are demonstrated through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational patterns of behavior, and the subsequent impact that these behaviors have on others. Students articulate situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning.

  16. 多媒体技术在护生心电图教学中的应用%Application of multimedia technology in nursing teaching of electrocardiogram

    陈莉萍; 余菊芬

    2012-01-01

    The purpose is to improve the effect of electrocardiogram teaching.The method is teaching 100 nursing students electrocardiogram by demonstration using CAI and compare their academic records to another 102 nursing students' records who are taught electrocardiogram by demonstration using traditional method.The result is there is notable difference in academic records between the two groups.The conclusion is teaching electrocardiogram by demonstration using CAI courseware can get good teaching method.%目的:提高护生心电图教学效果。方法:采用计算机辅助教育(CAI)对100名护生进行心电图示教,同时与采用传统心电图示教的102名护生学习成绩比较。结果:两类护生心电图考试成绩比较有显著性差异。结论:CAI课件进行心电图示教教学效果明显。

  17. 情景教学法在外科护理实训教学中对护生无菌观念的影响%Effect on Nursing Students' Sterile Concept by Using Scene Teaching Method in Surgical Nursing Practical Teaching

    周晶晶; 刘波

    2012-01-01

      Aseptic technique throughout the clinical nursing process, is an important and basic technology to prevent from hospital infection in medical care, is the important guarantee for nursing quality. Aseptic technique is also the focus of nursing teaching, raises the student strict aseptic concept is the top priority of the basic nursing teaching. With the scenario teaching method, we can strengthen the students have bacterium operation, sterile concept, further strengthening students' sterile idea, and lay a solid foundation for its future career.%  无菌技术贯穿于整个临床护理过程中,是医疗护理操作中预防感染的一项重要而基本的技术,是护理质量的重要保证,培养学生严格的无菌观念是护理基础教学的重中之重。采用情景教学方法,可增强学生的有菌操作、无菌观念的意识,进一步强化学生的无菌观念,为其今后的职业生涯打下坚实的基础

  18. 案例教学法在血液病临床护理教学中的应用%The Application of Cases Teaching Method in Clinical Nursing Teaching of Hematologic Diseases

    左丽宏; 王兵; 邹雅琴

    2012-01-01

    This paper discusses 1he application of cases teaching m eihod in nursing teaching of hem atobgic diseases. Cases teaching m eihod change 1he original teaching m ode w hich is beneficial to training students' abilities of learning and solution , hence it can im prove teaching quality . T he im plement steps of it are as follow ings: firstly theory know ledge learning and cases introduction , then theory know ledge review w ith questions and discussion , finallycomm ent and summary by teachers. It not only effectively strengthens 1he ability of students' analysis and solution and teachers' teaching activities, but also im proves nursing teaching quality of departm ent of hem atobgy .%探讨案例教学法在血液病护理教学中的应用.案例教学法改变原有的教学模式,有利于培养学生学习和解决问题的能力,从而提高教学质量.案例教学法的实施步骤是首先学习理论知识,然后引入案例,再带着问题复习理论知识和进行讨论,最后由教师进行点评和总结.案例教学法有效地加强了学生分析问题和解决问题的能力;增强了教师教学活动的能力;提高了血液科护理教学质量.

  19. 加强规范化护理科研管理的实践与成效%The effects of standard management of nursing research

    董薪

    2010-01-01

    Objective To explore the methods of standardization management in scientific research on operating room nursing in order to improve the quality of research papers. Methods Reinforce the management of nursing research papers in the operation room by setting up the management teams, improving the systems of management and intensifying rewards. Results From the year of 2005, performing the standardized management of nursing research in the operation room had greatly stimulated the nursing staff's awareness of innovation and research initiative. The nursing papers were increasing and until now there had four rewards. Conclusions The standardized management of nursing research in operation room is the important factor of improving the quality of nursing papers.It is a vital method of promoting the development of specialization in the nursing science.%目的 探讨规范手术室护理科研管理的方法,从而提高科研论文的质量.方法 加强科研论文的管理,成立手术室护理科研管理小组,建立健全护理科研管理制度,加大激励奖励力度.结果 我院手术室自2005年对护理科研工作进行规范化管理,极大的激发了护理人员的创新意识和科研积极性.论著发表数量逐年上升,先后有4项护理成果分别获得军队系统医疗成果奖、科技进步奖和教学成果奖.结论 手术室规范化的护理科研管理,是提升护理论文质量、推动护理学科手术室专业发展的重要手段.

  20. [Implementation of the nursing process in a patient with hepatic cirrhosis using the standardized terminologies NANDA, NIC and NOC].

    Vargas, Rosimeire da Silva; França, Fabiana Cláudia de Vasconcelos

    2007-01-01

    This case study aimed at describing the implementation the implementation of the Nursing Process to a patient with hepatic cirrhosis, and report the difficulties found on the implementation of the assistance. The conceptual model of Horfa was used, NANDA--Nursing Diagnosis, Nursing Interventions Classification (NIC) and Nursing Outcomes Classification (NOC) were also applied in care composition. The present study was developed in a public hospital of Distrito Federal, in September 2005, at the Emergency Unit. Among the identified nursing diagnosis was included: acute confusion, constipation and knowledge deficit. Among the pointed difficulties, it was detached: the disinterest of the nursing team and of the pacient, knowledge deficit and unpreparedness of the professionals, lack of human and material resources to deliver the care.

  1. Social media in nursing education: responsible integration for meaningful use.

    Peck, Jessica L

    2014-03-01

    The astonishing popularity of social media and its emergence into the academic arena has shown tremendous potential for innovations in teaching. The appeal of using social media in the learning environment is enhanced by accessibility and affordability. However, it has also broadened the scope of consideration for protecting student privacy. This article explores the legal impact of privacy concerns when social media is used as a teaching tool. Institutions of higher learning must formulate guidelines that will govern appropriate social media use so that novel teaching modalities can be safely explored. Students must be educated by faculty regarding the standards of conduct and privacy considerations related to social media. The National Council of State Boards of Nursing has issued the White Paper: A Nurse's Guide to the Use of Social Media, a must-read for nursing faculty in the current academic arena.

  2. Application of scene action in clinical obstetric nursing teaching%情景剧表演在产科临床护理教学中的应用

    嵇秀明; 夏珊敏

    2011-01-01

    Objective To explore the effect of scene action on clinical obstetric nursing teaching.Methods In our hospital 50 obstetric student nurses were selected to be taught by the way of scene action in clinical teaching.After activity,questionnaires were distributed to analyze and summarize the results.Results More than 90% of the student nurses thought thai scene action was helpful for their learning interests,communication skills,abilities of clinical treatment.Conclusions Scene action is fit for clinical teaching,student nurses can improve interpersonal communication skills,develop team spirits,humanistic quality and comprehensive analysis and skills of solving problem.%目的 探讨情景剧表演在产科临床护理教学中的效果.方法 选取在我院产科临床实习护生50名,在临床带教中采用情景剧表演教学,活动结束后发放调查表,进行统计分析总结.结果 90%以上的护生认为情景剧表演对自己的学习兴趣、沟通能力、临床处理能力等方面提高有较大帮助.结论 情景剧表演适合临床护理带教,可提高护生的沟通能力,培养护生的团队协作精神、提高人文素质和综合分析与解决问题的能力.

  3. Exploration of teaching mode and training of competent nursing personnel%拓展办学模式培养适用型护理人才

    居福美

    2012-01-01

    目的 探索培养高素质适用型护理人才新模式,提升医院医护人员专业素质,达到教学相长.方法 医院与学院联合举办高护班,学生在学院完成基础课程的学习,在医院完成临床理论课程和临床实习.结果 第一届驻地班学生30名于2010年5月参加全国护士执业资格考试,合格率100%,每门课平均成绩88分,平均成绩高于本校学生,与同期进院的其他院校护理人员相比,适应临床护理工作较快.结论 院校联合办学能充分发挥医院在临床护理教学中的优势.%Objective To explore new mode of training high -level competent nursing personnel,to improve paramedics′ professional quality and raise teachers′teaching experience.Methods An advanced nurses ′course was opened jointly by the hospital and the college,in which students learned fundamental courses,clinical theory courses and practice in the hospital.Results The first 30 graduates all passed the national nurse certification examination in May 2010 with an average of 88 for each course.The mean score was higher than that of students who did not participate into the program.They were more adaptive to work and quicker to learn compared with other nursing students.Conclusions The teaching mode of hospital - college joint venture can make the more advantages of hospital in clinical teaching.

  4. 社区护理教学实践基地与实践探讨%Practice base and exploration of community nursing teaching

    贾洪丽

    2014-01-01

    目的:分析并探究社区护理教学实践基地的选择与建设及其实践教学的应用效果。方法:选取300名护理专科学生为研究对象,随机分成对照组和观察组,平均每组150人。观察组学生在经过相关理论教学后进入社区的实践基地开展实习工作,对照组学生则接受传统的社区护理教学方式。结果:观察组学生大部分对社区实践教学的方式感到满意,且成绩明显优于对照组(P<0.05)。结论:开展社区实践基地的建设及实践教学工作能极大程度上促进护理专业学生的实践动手能力及综合能力的提高。%Objective:To analyze and explore the selection and construction of community nursing teaching practice base, and application effects of its practice teaching. Methods:300 nursing students were selected and randomly divided into control and obser-vation groups, with an average of 150 people in each group. After the relevant theory teaching, the observation group came into the community practice base for the practice, while the control group received traditional teaching mode of community nursing. Results:Most of the students in observation group were satisfied with the community practice teaching mode, and the result was better than that of control group (P<0. 05). Conclusions:To carry out the construction and practice of community practice base teaching can greatly promote the nursing students practice ability and comprehensive ability.

  5. 规范化专科培训在综合性医院中医科的应用%Standardized training nurse specialist training in deepening effect analysis of comprehensive hospital regions of high quality nursing service

    马倩; 李敏; 濮红萍; 张玉玲

    2016-01-01

    Objective: To evaluate the effect of standardized Traditional Chinese Medicine (TCM) training for newly qualiifed nurses, with a view to improving the quality of nursing service. Methods: Data was collected from June 2014 to June 2015 on 54 newly qualiifed nurses.TCM theory, clinical nursing skills, TCM specialty skills and patients'satisfaction were tested before and after 3 months TCM training. Result: After TCM training, TCM theory, clinical nursing skills, and TCM specialty skills were increased from 70.2 to 94.5 points, patients' satisfaction was increased from 88.5% to 96.8%. Conclusion: The standardized TCM training was positively evaluated and led to a standardized approach to training for newly qualiifed nurses, and also improved quality of nursing service.%目的:总结分析对规范化培训护士实施中医护理培训的方法,以达到深化综合性医院中医科优质护理服务内涵的效果。方法:主要针对2014年6月至2015年6月3年内54名新入中医科的规范化培训护士进行中医专科护理培训,在培训前及培训3个月后对所有护士进行中医理论及操作考核,比较培训前后规范化培训护士的中医专科理论知识、技术水平、中医辩证施护能力及患者对护理的满意度。结果:中医专科护理培训后,中医专科理论、专科技能及辩证施护能力均分由70.2分上升到94.5分,患者满意度由88.5%上升到96.8%。结论:在综合性医院中医科,对规范化培训护士进行规范、高效的中医护理培训效果十分显著,不仅可以快速提高护士的中医护理水平,同时显著提升优质护理服务效果。

  6. American Nurses Association Nursing World

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

  7. Teaching Theory of Science and Research Methodology to Nursing Students: A Practice-Developing Approach

    Sievert, Anne; Chaiklin, Seth

    2007-01-01

    , in a principled way, to select subject-matter content for a course for nursing students on theory of science and research methodology. At the same time, the practical organisation of the project was motivated by a practice-developing research perspective. The purpose of the presentation is to illustrate how...... in organising the project (e.g., attention to the motives of the participants, tasks that serve to develop consciousness about general needs, general structure that reflects the whole of the practice – both for teachers and students), together with a discussion of the main characteristics of how the project...... achieved. This specific problem reflects a more general problem for the cultural-historical tradition, namely, how to work with a focus on practice and change of practice from a theoretical perspective....

  8. The contribution of an academic league in undergraduate teaching in nursing

    Marislei Sanches Panobianco

    2013-05-01

    Full Text Available This quantitative, descriptive and cross study, which aimed to identify and assess the contribution of the Students’ League in the education undergraduate nursing. Data were collected from May to August 2010, using a semi-structured questionnaire, applied to graduate students on the premises of an institution of higher education and sent via electronic mail, to the graduates, a total of 22 respondents linked to a league preventing and combating cancer. The answers were structured in a database in Excel (Windows 2007, and after, the analysis performed by means of Epi Info software, using descriptive statistics. Respected the ethical rules. All respondents said that the league has contributed to academic learning. The League proved to be an important educational strategy, contributing to training to critical reflection on oncology and promoting humane care.

  9. The suitcase simulation: an effective and inexpensive psychiatric nursing teaching activity.

    Masters, Joan C; Kane, Mary Frances; Pike, Mary Ellen

    2014-08-01

    A tabletop simulation was developed as a patient safety activity that involved checking in a patient admitted to a psychiatric care unit. Students were second-degree (n = 79) and traditional (n = 53) BSN students. They were given suitcases or backpacks containing various items, and following a fictional hospital policy, they had to decide whether to give the items to the patient, place them in a secured area, or send them to the pharmacy or security personnel. The activity was evaluated using the Simulation Effectiveness Tool (SET) and two open-ended questions. Students reported that they found the simulation to be enjoyable and a good learning experience. Checking in a patient's belongings is not an activity students typically perform, but the simulation can help prepare them for situations they will experience in the workplace. This inexpensive activity can easily be adapted for staff orientation and competencies. [Journal of Psychosocial Nursing and Mental Health Services, 52(8), 39-44.].

  10. The application of JCI standards in nursing management of hemodialysis%JCI标准在血液净化护理管理中的实践

    王柠; 刘晓辉

    2013-01-01

    目的:探讨JCI标准对血液净化护理管理的促进作用.方法:采用“以人为本”的人力资源管理,加强“以患者为中心”的安全管理、医院感染管理,实施“以患者舒适”为目标的优质护理等,持续提高血液净化室的护理质量.结果:JCI标准的实施对血液净化室护理质量提升起到了良好的促进作用,保证了患者的安全,提高了患者满意度,有效控制了护理不良事件和医源性感染的发生.结论:JCI标准指导下的血液净化室护理管理有利于维护患者安全和提高护理质量,体现了以患者为中心的护理理念,值得进一步推广和应用.%Objective: To explore the effects of JCI standards on the nursing management of hemodialysis. Methods: We continuously improved the quality of care in hemodialysis center by using people-oriented human resource management, strengthening patient-centered safety management and infection control, and carrying out high quality nursing care with the goal of patient comfort. Results: The application of JCI standards could improve the quality of nursing care in hemodialysis center, ensure patient safety, increase patient satisfaction, and effectively reduce the incidences of nursing adverse events and hospital infection. Conclusion: Applying JCI standards in hemodialysis center may ensure patient safety, improve quality of nursing care, and embody the idea of patient-centered care.

  11. 行动导向教学法在中职内科护理教学中的应用%The application of Action-oriented Teaching in medical nursing in secondary health vocational college

    王燕燕

    2015-01-01

    目的:在中职内科护理教学中实施行动导向教学法,与传统教学模式进行比较,了解新的教学模式的效果.方法:通过分析和比较护生理论知识的掌握程度、内科护理实践操作能力、病例分析能力及护士执业资格模拟考试的分数来判断新的教学模式的效果.结论:行动导向教学法可以提高中职护生的内科护理实践操作能力、病例分析能力、沟通能力等护理综合职业能力,在某种程度上能够提高护生的护士执业资格考试应试能力.%Objective: To compare the effects of the Action-oriented Teaching in secondary vocational medical nursing teaching with the traditional teaching model. Methods: By analyzing and comparing the degree of nursing students to master the theoretical knowledge, medical nursing practice skills, case analysis and the nurse qualiifcation mock exam scores to determine the effects of the new teaching model. Results: Action-oriented Teaching method can improve the secondary vocational nursing students' practical operation ability, case analysis ability, communication ability and nursing comprehensive vocational ability. It can improve nursing students' skills in nurse qualiifcation examination to a certain extent.

  12. 本科内科护理学四位一体多元化教学模式研究%Teaching of Medical Nursing in an undergraduate program by using multiple teaching strategies: the 4- stage practice

    魏秀红; 李晓红; 毛晓红; 田敏; 卢国华

    2012-01-01

    Objective To create a teaching model for Medical Nursing that develops student nurses' comprehensive capacity. Methods One hundred and six undergraduates were divided into two classes, with 53 cases in each class. Students in the control class were subjected to a conventional teaching model that contained classroom lectures, experiments, clinical probation, and clinical practice. Their counterparts in the experimental class received a new teaching model: classroom lectures, experiments, clinical probation, and clinical practice were treated as a whole to establish teaching plans, and such teaching strategies as situational setup, role-play, question-oriented, and group discussion were employed. Results Compared with the control class, test scores of theory and skills in the experimental class were significantly higher (P<0. 01 for all) ;8 of 9 items that were used to evaluate teaching effect achieved higher appraisal in the experimental class (P<0. 01 for all). Conclusion Teaching effects and student nurses' comprehensive capability can be improved by using multiple teaching methods and 4-stage practice.%目的 构建有利于培养护生综合能力的内科护理学教学模式.方法 选择本科护生106人,分为实验班与普通班各53人.内科护理学教学过程中,普通班采用常规课堂讲授、实验、见习及实习的教学模式;实验班将4个阶段整体计划,采用情境设置、角色扮演、问题式、小组讨论式等多元化教学模式.结果 实验班理论考试、综合技能操作成绩显著优于普通班(均P<0.01);对教学效果的评价9项中有8项优于普通班(均P<0.01).结论 内科护理学教学过程中采取四位一体多元化教学模式有利于提高教学效果和护生的综合能力.

  13. Competence of newly qualified registered nurses from a nursing college

    BG Morolong

    2005-09-01

    :2.2.1 ethical standards of research. A descriptive statistical method of data analysis was used in this study. Findings revealed that newly qualified registered nurses were not competent. The highest score obtained was 51 % and the lowest score was 22% with an average score of 34.05%. The results concerning the implementation of the phases of the nursing process indicated that participants were fairly competent in terms of knowledge, skills, attitudes and values of assessment. Participants had very little knowledge of nursing diagnosis and were not competent on the skills of diagnosis. Participants lacked basic knowledge, skills, attitudes and values of the nursing process. They lacked critical thinking skills in their approach to providing quality patient care. The recommendations of the study relate to improving the system of clinical accompaniment, reviewing the clinical facilities where learners are allocated, reviewing the implementation of the curriculum, the methods of teaching and the quality assurance mechanisms that are in place. Further research is recommended on competence of newly qualified registered nurses at other nursing colleges or similar context.

  14. The Application of Unconventional Teaching Method on Physiology Teaching in Nursing Students in Vocational Schools%非常规教学法在中专护理专业生理学教学中的应用

    田艳丽

    2016-01-01

    目的:浅析非常规教学法在中专护理专业生理学教学中的应用效果。方法选取我校2013级240名护理专业学生为研究对象,将其平均分为实验组和对照组,分别给予非常规教学法和传统教学法,分析两组教学方法的教学效果。结果实验组学生的生理学实验成绩、理论成绩及问卷调查结果均优于对照组,差异具有统计学意义(P<0.05)。结论在中专护理专业生理学教学中运用非常规教学法有助于显著提高课堂教学效果,对提高学生运用知识能力和学习的自信心也具有积极作用。%Objective To discuss the effect of unconventional teaching method on physiology teaching in nursing students in vocational schools. Methods A total of 240 cases of nursing students in vocational schools were selected as research subjects and equally divided into study group and control group, 120 students in each group. Students in study group were taken unconventional teaching method while students in control group were given routine teaching method in physiology teaching, the teaching effect of two groups were compared.Results The experiment scores and theoretical score of physiology in study group were significantly higher than those in control group (P<0.05). The questionnaire inquisition about physiology teaching effect in study group was better than control group (P<0.05).Conclusion Unconventional teaching method used in physiology teaching is benefit to improve the teaching effectiveness, which has a positive promotion in improving the abilities of knowledge application and enhancing self-conifdence.

  15. 循证护理结合PBL教学法在五官科护理教学中对护生核心能力的影响%Effect of problem-based learning combined with evidence-based nursing on nursing students,core competencies in the ;teaching of nursing for ENT

    黄瑾; 高雯; 熊晖雯; 姚丽文

    2014-01-01

    Objective To explore the effect of problem‐based learning combined with evidence‐based nursing on nursing students ,core competencies in the teaching of nursing for ENT .Methods There are 40 cases of TCM nursing students(grade 2013)were selected and divided into the experimental group and 40 cases of TCM nursing students(grade 2012)were selected and divided into the control group .The control group applicate the traditional way of teaching and the experimental group applicate the teaching of problem‐based learning combined with evidence‐based nursing .Results The total score of theory examination in the experimental group were higher than those in the control group(P<0 .05) .There were significant differences in the self‐rating and teacher‐rating results between the two groups(P<0 .05 or P<0 .02 or P<0 .005 or P<0 .001) .Conclusion The teaching method of problem‐based learning combined with evidence‐based nursing can ensure the quality of teaching .It is better than traditional teaching in leadership ,team communication skills ,self‐study ability and thought ability .The teaching method of problem‐based learning combined with evidence‐based nursing can improve nursing students ,core competencies ,can help nursing students ,future career development .%目的:探讨在五官科护理教学中应用循证护理结合 PBL教学法对护生核心能力的影响。方法选取2013年上海中医药大学3年级护生40例实验组,以2012年40例为对照组。对照组采用传统授课法,试验组采用循证护理结合PBL教学法。结果实验组护生理论成绩高于对照组(P<0.05)。且两组核心能力自评及教师他评结果差异有统计学意义(P<0.05或 P<0.02或 P<0.005或 P<0.001)。结论循证护理结合PBL教学法能保证教学质量,较传统教学法在提高学生领导能力、团队沟通力、专业自学能力、批判性思维能力等方面有优势,有助于提高护生

  16. 内科护理学PBL教学案例编写质量评价的研究%Evaluation on the quality of PBL teaching case in medical nursing

    赵振娟; 林平; 高学琴

    2010-01-01

    目的 评价内科护理学PBL教学案例的编写质量,为PBL教学模式的推广提供理论基础.方法 自制内科护理学PBL教学案例编写质量评价问卷,选取10名护理专家,对10个PBL教学案例的质量作出评价.结果 内科护理学PBL教学案例的总体编写质量较高;专家对"医院中卖肾广告揪人心"案例评价最高,其趣味性最强,但真实性欠佳.结论 目前成熟的内科护理学PBL教学案例较少,护理教育者需要进一步总结国内外PBL教学经验,提高案例的编写质量.%Objective To evaluate the writing quality of PBL teaching case in medical nursing and to provide fundamental basis for the promotion of PBL teaching. Methods The evaluation questionnaire of preparation of quality of medical nursing PBL teaching case were used by ten nurse specialists to evaluate ten PBL teaching cases. Results The quality of medical nursing PBL teaching case was very high. The score of the case of the chilling advertisement on selling kidney in hospital was the highest, with highest interests but lower validity. Conclusions The mature medical nursing PBL teaching case are less now, so, the nurse educators should surn up domestic and foreign experiences on PBL teaching to improve the quality of cases.

  17. Reflective Prompts to Guide Termination of the Psychiatric Clinical Student Nursing Experience.

    Hubbard, Grace B

    2016-04-01

    The average length of stay on psychiatric inpatient units has decreased in the past 40 years from 24.9 to 7.2 days. Inpatient psychiatric nurses are challenged to meet the standards and scope of practice despite the changing circumstances of their work environment. The amount of time student nurses spend with a given patient has been affected by changes in acute psychiatric inpatient care and decreased length of stay; however, opportunities exist for effective termination of the nurse-client relationship. Facilitation of students' awareness and understanding of the dynamics inherent in the termination process is an important teaching task for psychiatric nursing clinical instructors. In the current article, a clinically focused learning activity using structured prompts to guide and promote psychiatric nursing students' experiences with the process of termination is described and teaching strategies are discussed.

  18. On Community Nursing Teaching Integration with Ethical Education%社区护理专业教学与伦理教育一体化探讨

    宋梅; 荆亚茹; 唐俐玲; 黄黎; 白燕

    2012-01-01

    Sixty community nursing students of 2008 were given the community nursing education integrated with ethics education by the methods of community case study and community scene teaching. The contents included the humanistic nursing philosophy, community responsibility training, self - supervision accomplishment, community team cooperation spirit training, showing respect to the people they served and so forth. These educations aimed to a-rouse students' interests in learning, improve the ability of students to community practice and innovation, and strengthen the professional quality of education, and provide an effective way to solve the problem of the deficiency in community nurses in our province.%采取社区案例思考与社区情景教学等方法,对西安医学院2008级60名社区方向护理大专学生讲授社区人性化护理理念教育、社区责任感培养、慎独修养、社区团队协作精神培养、尊重服务对象等社区护理伦理教育的基本内容.以期激发学生学习兴趣,提高学生社区实践能力和创新能力,强化专业素质教育,为解决本省社区护士人才缺乏提供有效途径.

  19. Challenges When Using a Standardized Approach for Assessing the Quality of College Teaching

    Cisneros-Cohernour, Edith J.

    2013-01-01

    This article develops around a qualitative research case study of an instructor teaching an introductory course about students with special needs. Data collection involved document analysis, observations and interviews with administrators, the faculty member, his peers, teaching assistants and students. The case is also a reflective piece on the…

  20. Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students.

    Vana, Kimberly D; Silva, Graciela E; Muzyka, Diann; Hirani, Lorraine M

    2011-06-01

    It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides.