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Sample records for teaching standardized nursing

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

    Science.gov (United States)

    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.

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

    OpenAIRE

    Fang-qin Wu; Yan-ling Wang; Ying Wu; Ming Guo

    2014-01-01

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

  3. Nurse Educator’s Affective Teaching Strategies

    Directory of Open Access Journals (Sweden)

    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. nursing.standard.com.

    Science.gov (United States)

    2016-07-27

    1 Nurses and other healthcare professionals must treat signs of sepsis with the same urgency as symptoms of a possible heart attack, the National Institute of Health and Care Excellence said in new guidance. Read more rcni.com/sepsis-guidance. PMID:27461293

  5. nursing.standard.com.

    Science.gov (United States)

    2016-08-01

    1 The first-ever publication of statistics on female genital mutilation (FGM) has revealed 5,700 new cases in England over the past year. Nurses, midwives, doctors and teachers are legally required to report cases of FGM involving girls aged under 18 to the police. Read more rcni.com/FGM-reporting. PMID:27484528

  6. Standardized Nursing Languages. Position Statement. Revised

    Science.gov (United States)

    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…

  7. Evaluation indicators in the nursing teaching.

    Directory of Open Access Journals (Sweden)

    Zaider Triviño

    2009-11-01

    Full Text Available The objective of this work is to carry out a critical and reflexive analysis about the evaluation indicators in the nursing learning-teaching, starting from the supposition that is considered, greater persistence of the pedagogical traditional model, repetitive methods of learning and a gap theoretical-practical, from the curriculum design to the process of evaluation. The problems perceived and observed are presented and some alternatives are proposed with indicators for them. First, the conceptual aspects of evaluation are, indicator and standard. Second, the purpose, pedagogical context and evaluation as well as the evaluation process in nursing and substantive functions are shown, with a proposal of indicators for the same, from the nursing program. What underlies through the article is the use of some indicators, to guide the productivity of the program and to indicate weak and strong points.

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

    Science.gov (United States)

    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. PMID:27332244

  9. Toolbox of teaching strategies in nurse education

    Institute of Scientific and Technical Information of China (English)

    Jie-hui Xu

    2016-01-01

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

  10. Teaching Medical-Surgical Nursing by Concepts

    Science.gov (United States)

    Kissinger, Jeanette F.; And Others

    1974-01-01

    A medical-surgical nursing course was reorganized using seven key concepts (chronicity, mobility, body image, rehabilitation, acuteness, invasiveness, and depression of function) as a teaching base. Emphasis was given to nursing roles, interventions, and learning transfer to varied nursing situations. (EA)

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

    Directory of Open Access Journals (Sweden)

    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.

  12. [Teaching in undergraduate nursing: the contribution of Brazilian Nursing Association].

    Science.gov (United States)

    Vale, Eucléa Gomes; Fernandes, Josicelia Dumêt

    2006-01-01

    The present study shows some of the most relevant actions of the Brazilian Association of Nursing in favor of the education process of the nursing professionals in Brazil, contextualizing those actions in the historical moment in which they occurred. In this manner, the study represents not only production of knowledge in the field, but also an element of record of the history of undergraduate nursing teaching in Brazil, offering instruments of analysis of the current situation of this teaching. The text highlights the contributions of the Brazilian Association of Nursing (ABEn) in the education process of the nursing professionals, and in the elaboration and sustainability of the National Curricular Guidelines of the Undergraduate Nursing Course. PMID:17165386

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

    OpenAIRE

    Huang, Hai-yan; Luo, Jian

    2014-01-01

    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 ...

  14. [AHNA Standards of Holistic Nursing Practice].

    Science.gov (United States)

    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.

  15. Teaching Spiritual Care to Nurses.

    Science.gov (United States)

    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.…

  16. Nursing care plan standardized breastfeeding

    Directory of Open Access Journals (Sweden)

    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.

  17. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  18. Illinois Occupational Skill Standards: Nursing Cluster.

    Science.gov (United States)

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards for the nursing cluster are intended to be a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. An introduction provides the Illinois perspective; Illinois Occupational Skill Standards and Credentialing…

  19. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  20. Nurse Educator’s Affective Teaching Strategies

    OpenAIRE

    Myra C. Britiller; Frances Margott C. Ramos; Darryl Marvin C. Reyes; Kimberlyn D. Salazar; Joyce Ann M. Sandoval; Lovelyn Q. Ramirez

    2014-01-01

    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 strate...

  1. The application research of standard management model in nursing clinic practice teaching%规范护理临床带教管理模式的应用研究

    Institute of Scientific and Technical Information of China (English)

    曾洁; 付方雪; 吴惠平

    2011-01-01

    Objective :To discuss the effect of application of standard management model in nursing clinic practice teaching.Methods :300 nursing practice students in our hospital during the period of July 2003 to May 2006 were selected as control group ,300 nursing practice students in our hospital during the period of July 2006 to May 2009 were selected as experiment group.Traditional modelwas used in the control group, standard management model in nursing clinic practice teaching was applied in the experimental group.All of them were tested at the end of study in our hospital, at the same time, the practice students were asked for questionnaire, and finally the scores of theory, practice, case history writing and lecture as well as the valuation and approval degree of the practice teachers by nursing students were contrasted and analyzed.Results:The nursing practice students in experimental group got obviously higher scores of theory, practice and case history writing as well as lecture than those of the students in contrast one, the valuation and approval degree of the practice teachers by nursing students in experimental group was also higher than in the contrast one,the contrast was remarkably different( P < 0.05 ).Conclusion: Standard management model in nursing clinic practice teaching was effective improving nursing students the theoretical knowledge, practical ability and professional quality of clinical teachers.%目的:探讨规范临床带教管理模式的应用效果.方法:我院从2006年开始改革并规范临床带教管理模式,随机抽取2003年7月~2006年5月我院实习护生300名为对照组,2006年7月~2009年5月我院实习护生300名为实验组,回顾性调查两组护生的实习考核成绩及对临床带教老师的评价.结果:实验组护生的理论、操作考核成绩、护理病历书写评分、护理查房、讲课评分及对临床带教老师专业素质的评价均高于对照组(P<0.05).结论:规范临床带教管理

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

    Science.gov (United States)

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

    2009-03-01

    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. PMID:19240013

  3. Evaluation of standardized teaching plans for hospitalized pediatric patients: a performance improvement project.

    Science.gov (United States)

    Blagojevic, Joanne; Stephens, Sigrid

    2008-01-01

    Discharge teaching in a pediatric hospital setting is difficult because the situation involves multiple learners, time constraints, and differing skill levels of nurse teachers. Shortened length of stay forces nurses to complete patient education efficiently. Unstructured education can lead to failed learning, as evidenced by readmissions and postdischarge feedback. A performance improvement project was conducted to evaluate the effectiveness of standardized teaching plans for diabetes mellitus and infant cardiopulmonary resuscitation. Preliminary data indicated a passing score of at least 90% on posttests by all learners, suggesting that standardized teaching plans may help nurses complete prescribed discharge teaching. PMID:18507236

  4. Nursing research: historical background and teaching information strategies.

    OpenAIRE

    Sarkis, J M; Conners, V L

    1986-01-01

    The expansion of research-based literature is one of the foremost goals of the nursing profession. Linked to this goal are the utilization and further development of nursing libraries. This paper discusses some historical factors that have influenced nursing literature. It presents a model for teaching graduate nursing students the relationship between research and library information skills.

  5. Critical Thinking and the Standards of Nursing Education

    OpenAIRE

    Yang Heui Ahn

    2004-01-01

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

  6. Teaching transcultural nursing through literature.

    Science.gov (United States)

    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. PMID:19645367

  7. Evaluation indicators in the nursing teaching.

    OpenAIRE

    Zaider Triviño; Jasna Stiepovich

    2009-01-01

    The objective of this work is to carry out a critical and reflexive analysis about the evaluation indicators in the nursing learning-teaching, starting from the supposition that is considered, greater persistence of the pedagogical traditional model, repetitive methods of learning and a gap theoretical-practical, from the curriculum design to the process of evaluation. The problems perceived and observed are presented and some alternatives are proposed with indicators for them. First, the con...

  8. Assessing Teaching Med-Nursing Physics Replacing Introductory Physics in Nursing College

    Science.gov (United States)

    Wang, Wen-Ruey; Lin, Y.; Chen, K.

    2006-12-01

    The introductory physics is taught by a physics teacher who integrated nursing technique with the text in the nursing format, in nursing language and demonstrating in class the operation of nursing instruments, with lecture support from a nursing teacher. This is teaching med-nursing physics. The null hypothesis is rejected under the alternative hypothesis that teaching med-nursing physics is superior than teaching traditional introductory physics in the nursing college of the study university, by a traditional trained physics teacher. The study design is a case group comparing with 6 groups of controls, who from 24and 5-year-discipline systems are taking or took the introductory physics. The superiority testing is relied on the accessment form that has 10 questions on the introductory physics, and 10 questions on nursing technique. The SAS procedure of GLM has been employed for the 1-way ANOVA on the 20 accessment questions, under scoring systems.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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. 

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

    Science.gov (United States)

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

    2010-04-01

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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  14. Mobbing behaviors encountered by nurse teaching staff.

    Science.gov (United States)

    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'. PMID:17562724

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

    Science.gov (United States)

    Pilcher, Jobeth

    2013-01-01

    One of our roles as nurse educators is to teach best practices related to patient care. However, have you ever stopped to think about what evidence supports your teaching strategies? Just as our patients deserve care that is based on the best available evidence, our learners also deserve education that is based on evidence.1-3 With so many advances in knowledge, technology, and even life itself, it is interesting that education has changed very little over the past 100 years. A study among 946 nurse educators documented that most teach the way they were taught.4 In addition, even after learning new strategies, educators often continue teaching in the manner they are most comfortable. However, this trend is beginning to change. Nurse educators are becoming increasingly aware of and willing to try new and innovative teaching strategies. Educators are also seeking out evidence-based teaching strategies and are becoming more involved in nursing education research. PMID:23835547

  16. Common Core State Standards and Adaptive Teaching

    Science.gov (United States)

    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…

  17. A Method of Standardizing Teaching Administration

    Institute of Scientific and Technical Information of China (English)

    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.

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

    Science.gov (United States)

    Robinson, F Patrick

    2009-01-01

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

  19. Educators' experience of teaching nursing research to undergraduates.

    Science.gov (United States)

    Mansour, Tamam B; Porter, Eileen J

    2008-11-01

    Most research pertaining to the teaching of nursing research has focused on learning outcomes and students' attitudes toward research. Few scholars have explored what it is like to teach nursing research. The purpose of this study was to describe the experience of teaching undergraduate nursing research. Data were obtained from 12 nurse educators through e-mail interviews and analyzed using Giorgi's method of descriptive phenomenology. Four meaning units describe the experience: marketing research content, introducing the research process, enhancing student abilities to learn about research, and enhancing personal abilities to teach research. The three meaning units that focus on faculty intentions toward students are somewhat consistent with prior research but include interesting new ideas. Concerning the last meaning unit, participants reported an interest in learning about teaching strategies, advanced statistics, and informational technology. Deans and directors should explore the learning needs of such faculty and offer appropriate ongoing education. PMID:18359922

  20. A Study on the Effectiveness of XMOOC Teaching in Improving Practical Nursing Teaching.

    Science.gov (United States)

    Zhou, Hongwei; Qiu, Wan; Zhu, Jiyin; Feng, Jing; Gong, Wenjing; Le, Wenwei

    2016-01-01

    This article studies the effectiveness of xMOOC teaching in the area of nursing education, by making a comparison between two study groups. Though observation, academic tests and interview, this study finds out that the application of xMOOC to teaching scheme practice could effectively increase teaching ability of teachers, learning ability of students and their test scores which had positive significance in improving clinical nursing teaching quality. PMID:27332192

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

    Science.gov (United States)

    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. PMID:27332277

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  4. 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

    Institute of Scientific and Technical Information of China (English)

    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,

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Letcher, Deborah C; Yancey, Nan Russell

    2004-01-01

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

  7. Use and development of teaching technologies presented in nursing research

    OpenAIRE

    Pétala Tuani Candido De Oliveira Salvador; Cláudia Cristiane Filgueira Martins Rodrigues; Kálya Yasmine Nunes de Lima; Kisna Yasmin Andrade Alves; Viviane Euzébia Pereira Santos

    2015-01-01

    Objective: characterizing teaching technologies used or developed in nursing dissertations and theses in Brazil. Methods: a documentary research that had data collection sourced from directories of theses and dissertations available on the website of the Brazilian Nursing Association, from Volumes Nineteen (XIX) (2001) to Twenty-one (XXI) (2013). Results: of 6346 studies, 18 (0.28%) used or developed teaching technologies, composed of the following categories: use of conceptual map; use of ga...

  8. Healthy Lifestyle Behaviors of Nursing and Classroom Teaching Students

    OpenAIRE

    Melahat Akgun Kostak; Seda Kurt; Necdet Sut; Ozlem Akarsu; Gizem Dilan Ergul

    2014-01-01

    AIM: The aim of this descriptive study is to assess the healthy lifestyle behaviors (HLSB) of nursing and classroom teaching students and to identify factors which affect these behaviors. METHODS: The sample of the study consisted of Faculty of Health Sciences nursing students (n=158); Faculty of Education of classroom teaching students (n=180). Data were collected with a and ldquo;Questionnaire Form and rdquo; developed by researchers and \\"The Healthy Lifestyle Behaviors Scale II\\". Da...

  9. Developing a framework for teaching nursing informatics internationally

    DEFF Research Database (Denmark)

    Madsen, Inge; Cummings, Elizabeth; Borycki, Elizabeth M;

    2016-01-01

    for common core content, teaching methodologies and program structures in the integration of nursing informatics in undergraduate programs. The workshop format will provide a forum for international discussion on this serious challenge faced by nursing schools everywhere. The outcome of this workshop...

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

    Science.gov (United States)

    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…

  11. National Standards for Quality Online Teaching

    Science.gov (United States)

    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…

  12. Developing a pedagogy for nursing teaching-learning.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    DeSanto-Madeya, Susan

    2007-10-01

    Nurse educators are continually challenged to develop teaching strategies that enhance students' critical thinking, problem-solving, and decision-making skills. Case studies are a creative learning strategy that fosters these skills through the use of in-depth descriptions of realistic clinical situations. Conceptual models of nursing provide a unique body of knowledge that can be used to guide construction of case studies and enhance application of didactic course content to nursing practice. In this column, the author discusses the use of case studies constructed within the context of the Roy adaptation model for a senior level medical-surgical nursing course. PMID:17911329

  16. Evaluation of clinical teaching models for nursing practice.

    Science.gov (United States)

    Croxon, Lyn; Maginnis, Cathy

    2009-07-01

    Clinical placements provide opportunities for student nurses to learn experientially. To create a constructive learning environment staff need to be friendly, approachable, available and willing to teach. There must be adequate opportunities for students to develop confidence and competence in clinical skills with a focus on student learning needs rather than service needs of facilities. A popular model for clinical teaching of nursing students is the preceptor model. This model involves a student working under the supervision of individual registered nurses who are part of the clinical staff. This model was failing to meet students' needs in acute nursing practice areas, largely due to Registered Nurse staff shortages and demanding workloads. The students' evaluations led to the trial of a 'cluster' or group model of eight students, with a clinical facilitator who is paid by the university, in each acute nursing ward. Evaluation of twenty nursing students' perceptions of their acute nursing practice clinical placements was conducted using a mixed method approach to evaluate the two models of student supervision. Results indicate that the students prefer small groups with the clinical facilitator in one area. Thus evaluation and feedback from students and the perceptions of their clinical placement is essential. PMID:18722161

  17. Construct Validation of Content Standards for Teaching

    Science.gov (United States)

    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…

  18. Another way to teach family: family nursing game

    Directory of Open Access Journals (Sweden)

    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.

  19. A conceptual framework for teaching research in nursing

    Directory of Open Access Journals (Sweden)

    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.

  20. [PROFAE teaching proposal in the perspective of tutor nurses].

    Science.gov (United States)

    da Silva, Vilma Ribeiro; da Silva, Maria da Graça; dos Santos, Lidiane Batista Oliveira

    2005-01-01

    This paper presents results of a research proceeded with the first group of nurses from the Pedagogical Training Course in Health Professional Education: Nursing, in Campo Grande-MS. It was intended to verify obtained knowledge expressed by the participants before and after course. Data were collected using structured forms with open questions, that were approached under metodological qualitative reference. It was observed that this course development as a movement, is considered an evolution and transforming moment in all levels of Nursing teaching. It is believed that the course's pedagogical training essence was assimilated by the students. PMID:16335179

  1. Transformative teaching in nursing education: preparing for the possible.

    Science.gov (United States)

    McAllister, Margaret

    2005-01-01

    In these fractured and unsettling times, it is tempting to see nursing as a profession in crumbles. Many nurses are vocalising to media and to each other that they are overworked, underpaid, undervalued and intending to leave the system. Now more than ever, leaders, thinkers and change agents must organise themselves to restore life and vitality to the profession. Nursing educators are cornerstones in this restoration work, yet we too can at times feel overwhelmed and helpless to find engaging approaches to teaching nursing. This is the first of two papers, which argue that critical education is an illuminating philosophy for nursing. It can restore optimism and provide clear directions to assist neophytes and lifelong learners in nursing to become more self-confident, self-determining, optimistic, resistant and change oriented. In this article, the context for learning is considered, exploring transformative teaching as one choice among several learning models. The article offers strategies nurses may use to prepare a fertile ground for learning wherever that may be located. PMID:16619899

  2. [Innovative initiative in nursing teaching in Latin America].

    Science.gov (United States)

    de Sena, R R; Brant, M J

    1999-01-01

    The study describes a set of nine projects which are initiatives in the innovation of the teaching twelve country of Nursing in Latin America. It discusses the purpose of these projects so as to incorporate pedagogical concepts which are critical and provoke reflection, and active methods of teaching and analysis of conceptual aspects, the management, strategies and models which are adopted. It describes the common features of the courses in the semi-present and distance forms and analyzes the teaching methods which focus on the teacher-student relation, as strengthening group and independent learning, as well as the use of adequate teaching materials. It also analyzes the communication system established by the projects, which seeks to strengthen horizontal relations, incorporating technology and distance education. It concludes by suggesting that this initiative is a suitable strategy to contribute to build new models for training nursing personnel. PMID:12138467

  3. Teaching Senior Nursing Students Leadership Core Competencies

    Science.gov (United States)

    Parmenter, Nancie L.

    2013-01-01

    Clinical placements for senior nursing students enrolled in leadership courses are vital to student learning and to the preparation of new graduates. Schools of nursing are struggling with issues of access and availability of adequate clinical experiences for student learning. The purpose of this study was to evaluate the quality and availability…

  4. Development of the Nurse Practitioner Standards for Practice Australia.

    Science.gov (United States)

    Cashin, Andrew; Buckley, Thomas; Donoghue, Judith; Heartfield, Marie; Bryce, Julianne; Cox, Darlene; Waters, Donna; Gosby, Helen; Kelly, John; Dunn, Sandra V

    2015-01-01

    This article describes the context and development of the new Nurse Practitioner Standards for Practice in Australia, which went into effect in January 2014. The researchers used a mixed-methods design to engage a broad range of stakeholders who brought both political and practice knowledge to the development of the new standards. Methods included interviews, focus groups, surveys, and work-based observation of nurse practitioner practice. Stakeholders varied in terms of their need for detail in the standards. Nonetheless, they invariably agreed that the standards should be clinically focussed attributes. The pillars common in many advanced practice nursing standards, such as practice, research, education, and leadership, were combined and expressed in a new and unique clinical attribute. PMID:26162455

  5. THE PRACTICE OF SELF-CARE BY TEACHING PROFESSIONAL NURSE

    Directory of Open Access Journals (Sweden)

    Mara Cristina Bicudo de Souza

    2014-05-01

    Full Text Available Introduction: Self-care is a process cognitive, affective and behavioral in which the individual takes responsibility for his own life, conquering integrity in relationships with themselves and the world in which it is inserted. The nurse is teaching who prepares specifically the nurse who, among other duties, is responsible for the care in health care. However it is important to safeguard your health, take care of yourself and then you can take care of the next expressively. Objective: To identify how teachers professional nursing care for their health. Method: This was a qualitative-descriptive research technique used as the focus group was held in an undergraduate degree in nursing from an institution of Vale do Paraíba Paulista, with nurses teachers who teach in vocational education. Data collection was conducted between July and August 2011. Results: Application of focus group technique enabled the development of a process in which the understanding of participants' experiences, their own point of view and feelings of each, thinking collectively about a topic of daily facilitated group discussion and observation controversies. And yet, the development of central ideas found in the reports and direct observation involved. Final considerations: The reports and observations with the group led to perceive the involvement of teachers nurses regarding care of their families. Self-care corresponds to the physical and spiritual.

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

    Science.gov (United States)

    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.

  7. Using Popular Culture To Teach Nursing Leadership.

    Science.gov (United States)

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

    2001-01-01

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

  8. Teaching International Nursing Students: Challenges and Strategies.

    Science.gov (United States)

    Carty, Rita M.; Hale, Janet F.; Carty, Gina; Williams, Joyce; Rigney, Dawn; Principato, Jerold J.

    1998-01-01

    George Mason University conducted a nursing education program for Saudi students. Cultural differences necessitated creative strategies to accommodate learning. Didactic and clinical methods of knowledge acquisition were used. Communication and flexibility were key elements. (SK)

  9. Development and use of digital educative objects in nursing teaching.

    Science.gov (United States)

    Cogo, Ana Luísa Petersen; Pedro, Eva Néri Rubim; Silveira, Denise Tolfo; da Silva, Ana Paula Scheffer Schell; Alves, Rosa Helena Kreutz; Catalan, Vanessa Menezes

    2007-01-01

    This paper describes a development project of digital learning objects in nursing, and the evaluation of their use by teachers and undergraduate nursing students. The strategies for their development were composed of the following stages: conceptual modeling, development of instructional materials, implementation in a virtual learning environment, and evaluation. This is an ongoing study and preliminary results demonstrate that teachers and students evaluated the design and the content of the nursing digital learning objects satisfactorily, but demonstrate difficulties in using them. The results point to the impact of innovation through the consolidation of the use of educational technologies integrated to the teaching of nursing, as well as a support program for teachers. PMID:17923991

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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. PMID:19655664

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

    DEFF Research Database (Denmark)

    Aase, Ingunn; Aase, Karina; Dieckmann, Peter

    2013-01-01

    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......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...... 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...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    OpenAIRE

    Campell, 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 contributions this document has made is in the area of teaching, as it puts forth explicit standards for teaching science grounded framed by constr...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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. PMID:24151692

  18. Nurses Exposure to Workplace Violence in a Large Teaching Hospital in Iran

    Directory of Open Access Journals (Sweden)

    Ehsan Teymourzadeh

    2014-11-01

    Full Text Available Background Workplace violence is one of the factors which can strongly reduce job satisfaction and the quality of working life of nurses. The aim of this study was to measure nurses’ exposure to workplace violence in one of the major teaching hospitals in Tehran in 2010. Methods We surveyed the nurses in a cross-sectional design in 2010. The questionnaire was adapted from a standardized questionnaire designed collaboratively by the International Labor Office (ILO, the International Health Organization (IHO, the International Council of Nurses (ICN, and the Public Services International (PSI. Finally, in order to analyze the relationships among different variables in the study, T-test and Chi-Square test were used. Results Three hundred and one nurses responded to the questionnaire (a response rate of 73%. Over 70% of the nurses felt worried about workplace violence. The participants reported exposure to verbal abuse (64% CI: 59-70%, bullying-mobbing (29% CI: 24-34% and physical violence (12% CI: 9-16% at least once during the previous year. Relatives of hospital patients were responsible for most of the violence. Nurses working in the emergency department and outpatient clinics were more likely to report having experienced violence. Nurses were unlikely to report violence to hospital managers, and 40% of nurses were unaware of any existing policies within the hospital for reducing violence. Conclusion We observed a considerable level of nurse exposure to workplace violence. The high rate of reported workplace violence demonstrates that the existing safeguards that aim to protect the staff from abusive patients and relatives are inadequate.

  19. Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study

    Science.gov (United States)

    Boström, Lena; Hallin, Karin

    2013-01-01

    The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and…

  20. Using continuous process improvement methodology to standardize nursing handoff communication.

    Science.gov (United States)

    Klee, Kristi; Latta, Linda; Davis-Kirsch, Sallie; Pecchia, Maria

    2012-04-01

    The purpose of this article was to describe the use of continuous performance improvement (CPI) methodology to standardize nurse shift-to-shift handoff communication. The goals of the process were to standardize the content and process of shift handoff, improve patient safety, increase patient and family involvement in the handoff process, and decrease end-of-shift overtime. This article will describe process changes made over a 4-year period as result of application of the plan-do-check-act procedure, which is an integral part of the CPI methodology, and discuss further work needed to continue to refine this critical nursing care process. PMID:21964442

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

    Directory of Open Access Journals (Sweden)

    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.

  2. Explanation of nurse standard of external exposure acute radiation sickness

    International Nuclear Information System (INIS)

    National occupational health standard-Nurse Standard of External Exposure Acute Radiation Sickness has been approved and issued by the Ministry of Health. Based on the extensive research of literature, collection of the previous nuclear and radiation accidents excessive exposed personnel data and specific situations in China, this standard was enacted according to the current national laws, regulations, and the opinions of peer experts. It is mainly used for care of patients with acute radiation sickness, and also has directive significance for care of patients with iatrogenic acute radiation sickness which due to the hematopoietic stem cell transplantation pretreatment. To correctly carry out this standard and to reasonably implement nursing measures for patients with acute radiation sickness, the contents of this standard were interpreted in this article. (authors)

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

    Science.gov (United States)

    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. PMID:27641275

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

    Science.gov (United States)

    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.

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

    OpenAIRE

    Eshagh Ildarabadi; Hossein Karimi-Moonaghi; Abbas Heydari; Ali Taghipour; Abdolghani Abdollahimohammad; Azizollah Arbabisarjou

    2014-01-01

    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 an...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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. PMID:27232227

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

  11. Models of Teaching: Connecting Student Learning with Standards

    Science.gov (United States)

    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…

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

    OpenAIRE

    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...

  13. Historical research in nursing: standards for research and evaluation.

    Science.gov (United States)

    Hewitt, L C

    1997-09-01

    Historical research, a method of inquiry that combines science and literature, often supports a common thesis that an informed understanding of nursing history provides insights that can contribute effective approaches to current professional issues. Historical research was formally recognized by the American Nurses Association (ANA) in 1965. A review of 11 recent historical research studies supports the concept that adherence to established standards of research and presentation contributes to the value of historical research. While relating an interesting story is an intrinsic element of historical research, the research gains purpose and meaning when the presentation of data includes a statement of purpose utilizing a research question, a review of literature establishing a relation to the greater nursing community, and a concluding analysis relating the research to current and future professional issues. PMID:9369656

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

    OpenAIRE

    Ryan, Sheila A.

    1983-01-01

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

  15. Community-based Nursing Education and Nursing Accreditation by the Commission on Collegiate Nursing Education.

    Science.gov (United States)

    Van Ort, Suzanne; Townsend, Julie

    2000-01-01

    Interprets the accreditation standards of the Commission on Collegiate Nursing Education (mission and governance, institutional commitment and resources, curriculum and teaching practices, student performance and faculty accomplishments) in terms of community-based nursing. (SK)

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    Sara Moghaddam

    2013-08-01

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

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    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

  20. Development and Psychometric Evaluation of the Nursing Instructors’ Clinical Teaching Performance Inventory

    OpenAIRE

    2014-01-01

    Evaluation of nursing instructors’ clinical teaching performance is a prerequisite to the quality assurance of nursing education. One of the most common procedures for this purpose is using student evaluations. This study was to develop and evaluate the psychometric properties of Nursing Instructors’ Clinical Teaching Performance Inventory (NICTPI). The primary items of the inventory were generated by reviewing the published literature and the existing questionnaires as well as consulting wit...

  1. NURSING PROCESS: A PROPOSAL OF TEACHING THROUGH THE PROBLEM-BASED LEARNING.

    OpenAIRE

    Adélia Yaeko Kiosen Nakatani

    2002-01-01

    The way that teaching has been organized at the schools can represent na obstacle for the acquisition of theabilities to think, to reflect and to make decisions, influencing the coping with practical problems during the NursingProcess. The goal of the present study is to analyze the implementation of a proposal of teaching Nursing Processthrough the Problematical method, particularly through the Arch Method. This is an action-research project,developed at the Nursing School of the Federal Uni...

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

    Science.gov (United States)

    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.

  3. 'Can you take a student this morning?' Maximising effective teaching by practice nurses

    OpenAIRE

    Smith, P; Cotton, P.; O'Neill, A.

    2009-01-01

    Objectives: Little is known about the contribution that nurses make to medical student learning. This study set out to explore the nature of practice nurse teaching during the general practice clerkship and to explore ways in which the teacher and learner (the practice nurse and the medical student) can be best supported to maximise learning. Method: Mixed focus groups were conducted with general practitioner educational supervisors and practice nurses. Further focus groups were con...

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

    Science.gov (United States)

    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…

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

    Institute of Scientific and Technical Information of China (English)

    施海

    2014-01-01

    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 .%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。

  6. Need of Knowledge in Nursing and Demand for Knowledge in Nursing Education.

    Science.gov (United States)

    Johansson, Britt

    An English summary of a study on nursing education which was written in Swedish is presented. Standards of medical and surgical knowledge required of student nurses were evaluated based on all written test items in medical and surgical nursing set during one year at Swedish schools of nursing. The views of teaching staff and student nurses on…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  9. A case study: the clinical application of quadrangular dialogue--a caring in nursing teaching model.

    Science.gov (United States)

    Sumner, Jane F

    2004-01-01

    Teaching caring in nursing is expected of nursing faculty, but the practical application is rarely explained. It has been regarded as the moral responsibility of faculty to teach in a caring way. This case study relates how one faculty applied the concepts to quadrangular dialogue a caring model of nursing education to the experience of baccalaureate student nurses in their first clinical rotation. The components of quadrangular dialogue will be described, and applied to a specific patient who was cared for by students in one semester. This model is developed from Habermas' (1995) Theory of Communicative Action and Moral Consciousness, Bishop and Scudder's (1990) Triadic Dialogue and a caring in nursing paradigm developed by this author. It explains how the patient, nursing student and nursing faculty are all first person in the interaction, while the illness is object. By acknowledging the humanness of participants, validation and fulfillment for each follow. PMID:16646898

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

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

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

    2015-01-01

    Serious games have "re-emerged" as innovative teaching-learning strategies that researchers have shown to be effective in improving student learning outcomes. "Serious games" refer to games that are driven by educational goals, not entertainment. The use of serious games as part of the teaching-learning experience in nursing education fits into the philosophy and strategies of active learning. The "digital" nursing student needs engagement, stimulation, realism, and entertainment not more readings and Powerpoint supplements in the classroom to support learning. Nursing faculty at a mid-Atlantic Historical Black College and University introduced "serious gaming" technology into a Community Health Nursing course by using two web-based gamed simulations, Outbreak at WatersEdge: A Public Health Discovery Game, and EnviroRisk. This innovation proved to be effective in reinforcing learning and improving student learning outcomes. PMID:26665503

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

    Science.gov (United States)

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

  20. Do Minimum Quality Standards Improve Quality? A Case Study of the Nursing Home Industry

    OpenAIRE

    Haizhen Lin

    2010-01-01

    This article estimates the impact of minimum staffing requirements on the nursing home market using a unique national panel over the 1996-2005 period. This study reveals that, given a half-hour increase in the minimum nursing hours per resident day for licensed nurses, quality of patient care increases by 25 percent. This quality-increasing effect is mainly driven by low-quality nursing homes increasing their quality of care to meet the new standards. By contrast, minimum staffing requirement...

  1. Oral health in nursing students at Kilimanjaro Christian Medical Centre teaching hospital in Moshi, Tanzania

    OpenAIRE

    Rwakatema, Deogratias Stanslaus; Ananduni, Kanankira Nnko; Katiti, Victor William; Msuya, Marycelina; Chugulu, Juliet; Kapanda, Gibson

    2015-01-01

    Background This study aimed to determine the prevalence and severity of dental caries, oral hygiene levels and assessment of the oral health knowledge and practices of nursing students at Kilimanjaro Christian Medical Centre teaching hospital in Moshi, Tanzania. Methods A cross-sectional survey was done on 217 student nurse population at Kilimanjaro Christian Medical Centre Teaching Hospital in Moshi, Tanzania in 2014. Ethical approval was obtained from the Kilimanjaro Christian Medical Unive...

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  4. Proposal of Comprehensive Model of Teaching Basic Nursing Skills Under Goal-Based Scenario Theory.

    Science.gov (United States)

    Sannomiya, Yuri; Muranaka, Yoko; Teraoka, Misako; Suzuki, Sayuri; Saito, Yukie; Yamato, Hiromi; Ishii, Mariko

    2016-01-01

    The purpose of this study is to design and develop a comprehensive model of teaching basic nursing skills on GBS theory and Four-Stage Performance Cycle. We designed a basic nursing skill program that consists of three courses: basic, application and multi-tasking. The program will be offered as blended study, utilizing e-learning. PMID:27332480

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

    Science.gov (United States)

    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…

  6. Occupational Health Teaching for Pre Registration Nursing Students.

    Science.gov (United States)

    Whitaker, Stuart; Wynn, Philip; Williams, Nerys

    2002-01-01

    Responses from 41 of 66 nursing schools showed that occupational health is taught in 88% of nursing diploma and 80% of nursing degree programs. However, the majority focus on nurses' own occupational safety and health, not how patients' health can be affected by work or can affect the ability to work. (SK)

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

    Science.gov (United States)

    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. Teaching Communication to Nursing Students: Contemporary Perspectives on Practice

    OpenAIRE

    McCabe, Catherine; TIMMINS, FIONA; GLEESON, MADELINE

    2014-01-01

    Client-centred communication is an integral part of nursing and is the foundation stone for the provision of high quality nursing care. The success and effectiveness of the nurse-client relationship lies in the words and body language that nurses choose to use when providing client care. Increasingly attention is being given to the therapeutic relationship between the nurse and the client, rather than a discrete set of communication skills for given situations, it is proposed that client-cent...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  13. Comprehensiveness in child healthcare teaching in Undergraduate Nursing: perspective of teachers

    Directory of Open Access Journals (Sweden)

    Emília Gallindo Cursino

    2014-02-01

    Full Text Available This qualitative study analyzed, from the teacher’s perspective, if the principle of comprehensiveness is included in child healthcare teaching in nursing education. The participants were 16 teachers involved in teaching child healthcare in eight undergraduate nursing programs. Data collection was performed through interviews that were submitted to thematic content analysis. The theory in teaching incorporates comprehensive care, as it is based on children’s epidemiological profile, child healthcare policies and programs, and included interventions for the promotion/prevention/rehabilitation in primary health care, hospitals, daycare centers and preschools. The comprehensive conception of health-disease process allows for understanding the child within his/her family and community. However, a contradiction exists between what is proposed and what is practiced, because the teaching is fragmented, without any integration among disciplines, with theory dissociated from practice, and isolated practical teaching that compromises the incorporation of the principle of comprehensiveness in child healthcare teaching.

  14. [Comprehensiveness in child healthcare teaching in Undergraduate Nursing: perspective of teachers].

    Science.gov (United States)

    Cursino, Emilia Gallindo; Fujimori, Elizabeth; Gaíva, Maria Aparecida Munhoz

    2014-02-01

    This qualitative study analyzed, from the teacher's perspective, if the principle of comprehensiveness is included in child healthcare teaching in nursing education. The participants were 16 teachers involved in teaching child healthcare in eight undergraduate nursing programs. Data collection was performed through interviews that were submitted to thematic content analysis. The theory in teaching incorporates comprehensive care, as it is based on children's epidemiological profile, child healthcare policies and programs, and included interventions for the promotion/prevention/rehabilitation in primary health care, hospitals, daycare centers and preschools. The comprehensive conception of health-disease process allows for understanding the child within his/her family and community. However, a contradiction exists between what is proposed and what is practiced, because the teaching is fragmented, without any integration among disciplines, with theory dissociated from practice, and isolated practical teaching that compromises the incorporation of the principle of comprehensiveness in child healthcare teaching. PMID:24676116

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

    Directory of Open Access Journals (Sweden)

    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.

  16. Aligning Assessments with State Curriculum Standards and Teaching Strategies

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

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    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.

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

    Science.gov (United States)

    Flood, Lisa Sue; Powers, Mary Ellen

    2012-01-01

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

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

    Science.gov (United States)

    Brown Basone', Lauren

    2014-01-01

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

  1. Admiral Nurse Standards: an overview and application of ‘values based practice’

    OpenAIRE

    Mcgonagle, Ian

    2013-01-01

    This short presentation will offer an introduction to Values Based Practice through the prism of the Admiral Nurse Standards. It is intended to demonstrate that an understanding of ‘values’ is critical to the delivery of excellent nursing care. In addition, the presentation intends to illustrate that working with values is not a theoretical and ‘airy’ idea, but rather a key practical skill that can be mastered by nurses at various levels. The presentation seeks to engage participants i...

  2. Being at peace as an important factor in acquiring teaching competency by Iranian nurse teachers: a qualitative study.

    Science.gov (United States)

    Emamzadeh Ghasemi, Hormat Sadat; Rafii, Forough; Farahani, Mansoureh A; Mohammadi, Nooreddin

    2014-05-01

    It is imperative to understand the factor that influence teaching competency. Therefore, it is necessary to study those that have an impact on the process of acquiring teaching competency. Competent nurse teachers have an important role in the achievement of nursing students and improving the quality of nursing education. However, few researches have focused specifically on the process of acquiring teaching competency in nurse teachers and its related factors. This study as a part of more extensive research aims to explore the factors influencing acquisition of teaching competency by Iranian nurse teachers. Grounded theory was chosen as the method. Eleven teachers from three nursing schools in Tehran were recruited. Data was generated by semi structured interviews during May 2011 to March 2013 and was analyzed through using constant comparison. Three main categories were emerged including "individual characteristics" (spirituality, professional interest, ethical conducts, knowledge expansion and reflective practice), "organizational factors" (management of educational systems, solidarity culture, student characteristics) and "socio-cultural factors" (social situations, and public definition of nursing). Nurse teachers who deal peacefully with the nursing profession and colleagues are responsible and committed to acquiring teaching competency. A suitable organization in nursing educational systems that is structured and ordered also encourages a peaceful approach by nurse teachers. PMID:24762353

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    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

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

    Science.gov (United States)

    Flanigan, Moira; Heilman, James A.; Johnson, Tom; Yarris, Lalena M.

    2015-01-01

    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, audio-recorded 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 to these

  9. Individual Potentials Related to Evidence-Based Nursing among Nurses in Teaching Hospitals Affiliated to Tabriz University of Medical Sciences, Tabriz, Iran

    Science.gov (United States)

    Seyyedrasooli, Alehe; Zamanzadeh, Vahid; Valizadeh, Leila; Tadaion, Farideh

    2012-01-01

    Introduction: Knowledge, attitude, and skills of nurses regarding evidence-based medicine are some of the important individual potentials in the implementation of these cares. There is no evidence indicating Iranian nurses to have these individual potentials. Therefore, the aim of this study was to determination the perceptions of nurses about individual potentials in evidence-based nursing and its related factors. Methods: In this descriptive correlational study, all nurses (n = 600) working in teaching hospitals affiliated to Tabriz University of Medical Sciences, Tabriz, Iran were included. Valid and reliable translated questionnaires were used to collect data. Descriptive and inferential statistics were employed in SPSS to analyze the data. Results: Based on our findings, moderate levels of knowledge, attitude, and skills were possessed by 274 (45.7%), 394 (65.7%), and 411 (68.5%) nurses, respectively. In addition, male nurses (p = 0.002) and those with a master's degree (p = 0.001) were more knowledgeable. Likewise, more positive attitudes were demonstrated by females (p = 0.004) and nurses with a master's degree (p = 0.04). A statistically significant difference was found between skills and employment status of nurses (p = 0.002). Conclusion: The moderate level of attitude among nurses can provide a good potential in promoting evidence-based nursing in teaching hospitals affiliated to Tabriz University of Medical Sciences. Therefore, more attention should be paid to enhance the awareness and skills of nurses toward evidence-based care. PMID:25276682

  10. [Teaching of obstetrical nursing in Brazil: successes and failures from 1972 to 1996].

    Science.gov (United States)

    Tyrrel, Maria Antonieta Rubio; dos Santos, Antonio Eduardo Vieira; Lucas, Eduardo Alexander Júlio César F

    2005-01-01

    Investigation with descriptive and qualitative approach. Political-social context of Nurse teaching are analyzed, with emphasis in policies formation. Teaching programs of Obstetrical Nursing from 1972 to 1996 utilized by five graduate teaching schools were described and analyzed according to geographical region, for dialetic analysis of thematic and contents. It was evidenced that disciplines has given priority for governmental purposes centered on pregnant-puerperal cycle, although it should had some political-social movements influence, mainly feminist and progressive sanitation, on which the PAISM is based. The emerging content of these movements were not exposed (family health, subjectivity, violence, gender, among others). Most of institutions were on curricular reformulation to attend the 314/94 statement which determines generalist nurse curriculum in Brazil. PMID:16689500

  11. The mental health of nurses in acute teaching hospital settings: a cross-sectional survey

    OpenAIRE

    Perry, Lin; Lamont, Scott; Brunero, Scott; Gallagher, Robyn; Duffield, Christine

    2015-01-01

    Background Nursing is an emotionally demanding profession and deficiencies in nurses’ mental wellbeing, characterised by low vitality and common mental disorders, have been linked to low productivity, absenteeism and presenteeism. Part of a larger study of nurses’ health, the aim of this paper was to describe the mental health status and related characteristics of nurses working in two acute metropolitan teaching hospitals. Methods A cross sectional survey design was used. The Registered and ...

  12. Questionnaire survey of working relationships between nurses and doctors in University Teaching Hospitals in Southern Nigeria

    OpenAIRE

    Adebamowo Clement A; Ogbimi Roseline I

    2006-01-01

    Abstract Background Smooth working relationships between nurses and doctors are necessary for efficient health care delivery. However, previous studies have shown that this is often absent with negative impact on the quality of health care delivery. In 2002, we studied factors that affect nurse-doctor working relationships in University Teaching Hospitals (UTH) in Southern Nigeria in order to characterize it and identify managerial and training needs that might be used to improve it. Method Q...

  13. [Clinical nursing research. New standards for quality assurance for nursing and patient].

    Science.gov (United States)

    Evers, G C

    2000-06-01

    Nursing as a health-service has a long tradition, nursing research however, a relatively short history. Florence Nightingale was the first to publish about nursing research in the year 1858. Since Nightingale, the need to study and improve the efficacy and efficiency of nursing has steadily increased. More than ever before, society needs nursing based on scientific knowledge and not just on unchallenged rituals and traditions. This scientific knowledge base can be acquired by clinical research. Within multidisciplinary clinical research it is necessary to focus on nursing's unique function. Virginia Henderson (1955) and Dorothea Orem (1959) have clearly explicated this function. Designs for clinical nursing research can be (quasi-) experimental, correlational or descriptive. Descriptive research can be qualitative or quantitative. Effects of nursing interventions on decrease of self-care problems and improvement of self-care capability and behaviors, should be investigated by experimental or quasi-experimental studies. Some examples of clinical nursing research are given. The first example demonstrates the effect of quantity and quality of nursing staff on patient's capabilities for hygiene self-care. The second example explicates the relation between self-care and quality of life with breast-cancer patients under chemotherapy treatment. The last example shows the effect of diabetes education on self-care behaviour and metabolic control. The examples given demonstrate the importance of clinical research focused on nursing's unique function. In order to accomplish this, programs of research are needed as well as close co-operation with nursing services, physicians and hospitals. Only when research findings are discussed and implemented in multidisciplinary teams, nursing will become more evidence-based. PMID:10969578

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  16. Framing a New Standard for Teaching in Alberta

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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. PMID:26102639

  18. Images of a 'good nurse' presented by teaching staff.

    Science.gov (United States)

    de Araujo Sartorio, Natalia; Pavone Zoboli, Elma Lourdes Campos

    2010-11-01

    Nursing is at the same time a vocation, a profession and a job. By nature, nursing is a moral endeavor, and being a 'good nurse' is an issue and an aspiration for professionals. The aim of our qualitative research project carried out with 18 nurse teachers at a university nursing school in Brazil was to identify the ethical image of nursing. In semistructured interviews the participants were asked to choose one of several pictures, to justify their choice and explain what they meant by an ethical nurse. Five different perspectives were revealed: good nurses fulfill their duties correctly; they are proactive patient advocates; they are prepared and available to welcome others as persons; they are talented, competent, and carry out professional duties excellently; and they combine authority with power sharing in patient care. The results point to a transition phase from a historical introjection of religious values of obedience and service to a new sense of a secular, proactive, scientific and professional identity. PMID:21097967

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

    Science.gov (United States)

    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…

  20. NURSING PROCESS: A PROPOSAL OF TEACHING THROUGH THE PROBLEM-BASED LEARNING.

    Directory of Open Access Journals (Sweden)

    Adélia Yaeko Kiosen Nakatani

    2002-12-01

    Full Text Available The way that teaching has been organized at the schools can represent na obstacle for the acquisition of theabilities to think, to reflect and to make decisions, influencing the coping with practical problems during the NursingProcess. The goal of the present study is to analyze the implementation of a proposal of teaching Nursing Processthrough the Problematical method, particularly through the Arch Method. This is an action-research project,developed at the Nursing School of the Federal University of Goiás, during 1998 and 1999. The subjects weresecond year students of Nursing, attending the course “Methodology of Nursing Assistence”. To collect the data weuse activity and self-evaluation reports from students, field data and instruments of cognitive, affective andpsychomotor evaluation. The evaluation of the reports was done following the established guidelines for teaching ineach phase, and most of the scores obtained were medium to high (3 to 5, with the exception of the nursingassistance phase evaluation, with scores between 1 and 2. In the affective evaluation the majority of the studentsmentioned that the implementation of the nursing process phases, does not happen as the literature suggests, andmanifested the importance of the Nursing Process to improve the quality of assistance and the desire of use itduring the professional practical. The psychomotor evaluation was performed through physical lunge exam and theimplementation of technical procedures. More than 50% of the students had scores between 4 and 5 in the items ofinspection and auscultation, presenting difficulties to perform the abilities of palpation and percussion. The scoreobtained in the evaluation of procedures implementation ranged from 4 to 5. The cognitive evaluation of theNursing Process phases was realized through a write test with mean grades between 33,4 and 51,4, with amaximum of 100 points. The differences between written evaluation and reports may be due to

  1. Improving Teaching Standards at Islamic Schools

    Directory of Open Access Journals (Sweden)

    Didin Syafruddin

    2005-12-01

    Full Text Available The main purpose of this research project is to examine the implementation of Islamic Primary Teacher Education (IPTE programs in Islamic higher education institutions in Indonesia (i.e. UIN/IAIN/STAIN. More specifically this study seeks to look more closely at such issues as poLicy development of IPTE; Orientation of academic and institutional development of IPTE UIN, IAIN, and STAIN; academic standards, the student selection system for IPTE (including the number of student enrollments and admissions, the gender ratio (of both students and teachers, and the educational and socio-economic background of the students' parents; levels of satisfaction amongst teachers.Copyright (c 2014 by SDI. All right reserved.DOI: 10.15408/sdi.v12i3.587

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

    OpenAIRE

    José Luís Guedes dos Santos; Aline Lima Pestana; Patrícia Guerrero; Patrícia Klock; Alacoque Lorenzini Erdmann

    2013-01-01

    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 manageme...

  3. Using a Mock Trial Method to Enhance Effectiveness of Teaching Evidence-Based Practice in Nursing.

    Science.gov (United States)

    White, Cindy T

    2015-01-01

    Traditional teaching methodologies may deter adult learning because of passive the exchange of knowledge. Teaching to the "evidence" substantiating best practice requires a systematic approach to transfer knowledge into clinical inquiry. A mock trial simulated role-play activity was selected to show the value of learning through active engagement. The nurse "defendant" was challenged to substantiate practice based on the evidence. Seminar participants (the jury) scrutinized testimony through deliberation before delivering the final verdict. PMID:26580469

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

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    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.

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

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    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.

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

    Science.gov (United States)

    Horikawa, Junko; Majima, Yukie; Ishihara, Itsuko

    2003-09-01

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

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

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    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.

  11. Nursing student anxiety as a context for teaching/learning.

    Science.gov (United States)

    Hutchinson, Terri L; Janiszewski Goodin, Heather

    2013-03-01

    Experiential learning in nursing programs includes role-play, simulation, and live clinical experiences. Anxiety levels can heighten during experiential learning as students attempt to gain psychomotor skills and transfer knowledge into critical thinking. Nursing students may experience anxiety that can interfere with learning and critical thinking. However, the presence of student anxiety can be used to initiate a purposeful caring transaction between nursing faculty and student. The caring transaction is a way for faculty to model both caring and presence, create experiential learning of caring by students, and lead students to initiate self-care interventions to manage anxiety through the nursing program and beyond. Multiple learning outcomes can be achieved as the students integrate faculty-modeled concepts of caring and presence into simulated or real clinical situations, reduce or manage their anxiety, and improve their clinical judgment and critical thinking skills. PMID:23065057

  12. 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.

    Science.gov (United States)

    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.

  13. Issues of teaching science to nurses in the tertiary sector

    Science.gov (United States)

    Strube, Paul

    1991-12-01

    The shift of nurse education from the hospitals to higher education institutions has resulted in a large pool of students within the Universities requiring basic science instruction. Most of these students are female, often mature age, with limited science backgrounds. This paper discusses the type of science education demanded by the nursing profession, the view of science as a subject held by these students, and the key role played by constructivist thinking in dealing with both of these.

  14. Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students

    OpenAIRE

    Martínez Riera, José Ramón; Cibanal Juan, Luis; Pérez Mora, María Jesús

    2010-01-01

    To assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave accor...

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

    Science.gov (United States)

    Robb, Meigan

    2013-01-01

    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. PMID:24429374

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

    Science.gov (United States)

    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. PMID:20882862

  17. Clinical Nursing Teaching and Experience%临床护理带教与体会

    Institute of Scientific and Technical Information of China (English)

    李素英

    2014-01-01

    通过对临床护理教学的规范、动态管理和实施,调动了学生的求知欲和老师的成就感,护生获得最佳的实习效果,老师提升了带教能力,提升了临床护理带教水平。%Based on the clinical nursing teaching norms, dynamic management and implementation, arouse the curiosity of the students and teachers a sense of achievement, students get the best ef ect of practice, teachers to enhance the teaching ability, improve the level of clinical nursing teaching.

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

    Science.gov (United States)

    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. PMID:27237353

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

    Science.gov (United States)

    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…

  20. Questionnaire survey of working relationships between nurses and doctors in University Teaching Hospitals in Southern Nigeria

    Directory of Open Access Journals (Sweden)

    Adebamowo Clement A

    2006-02-01

    Full Text Available Abstract Background Smooth working relationships between nurses and doctors are necessary for efficient health care delivery. However, previous studies have shown that this is often absent with negative impact on the quality of health care delivery. In 2002, we studied factors that affect nurse-doctor working relationships in University Teaching Hospitals (UTH in Southern Nigeria in order to characterize it and identify managerial and training needs that might be used to improve it. Method Questionnaire survey of doctors and nurses working in four UTH in Southern Nigeria was done in 2002. The setting and subjects were selected by random sampling procedures. Information on factors in domains of work, union activities, personnel and hospital management were studied using closed and open-ended questionnaires. Results Nurse-doctor working relationships were statistically significantly affected by poor after-work social interaction, staff shortages, activist unionism, disregard for one's profession, and hospital management and government policies. In general, nurses had better opinion of doctors' work than doctors had about nurses' work. Conclusion Working relationships between doctors and nurses need to be improved through improved training and better working conditions, creation of better working environment, use of alternative methods of conflict resolution and balanced hospital management and government policies. This will improve the retention of staff, job satisfaction and efficiency of health care delivery in Nigeria.

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

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    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.

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

    Science.gov (United States)

    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…

  3. Teaching Job Survival Skills in Nursing: A Look at Occupational Health Nursing.

    Science.gov (United States)

    Henderson, S. Lee

    1980-01-01

    Most nursing assistant programs place emphasis primarily on the cognitive and psychomotor aspects of the student's education. The school must focus on career exploration to meet fully its responsibility for helping students prepare for work. (JOW)

  4. The Evaluation of Teaching the Nursing Process Using Traditional Lecture, Campus Laboratory, Clinical, and the Addition of High Fidelity Human Simulation (HFHS) Unfolding Scenarios

    Science.gov (United States)

    Irwin, Ruth E.

    2013-01-01

    It is not sufficient to just make changes in a nursing curriculum without a plan to evaluate the impact on program outcomes. This study sought to determine the outcomes of teaching the nursing process to Foundation of Nursing students in an Associate Degree Nursing program using a factorial design study. Four groups of students were taught the…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  7. Perceptions of nursing students trained in a new model teaching ward in Malawi.

    Science.gov (United States)

    Bvumbwe, Thokozani

    2015-01-01

    This study aimed to investigate the perceptions of nursing students trained in a new model teaching ward in Malawi. A total of 90students from five nursing colleges were randomly assigned to one model ward and two ordinary wards in a single teaching hospital. The students were administered a revised version of the Student Evaluation of Clinical Education Environment questionnaire. Significant differences among the three wards were found in all items in the communication/feedback subscale, with the exception of the item "nursing staff provided constructive feedback" (P=0.162). Within the learning opportunities subscale all items showed significant differences among the three wards, whereas 50% of the items in the learning support/assistance subscale had significantly different responses among the three wards. Within the department atmosphere subscale, no significant differences were found in the items assessing whether an adequate number and variety of patients were present in the ward (P=0.978). The strategies that are being implemented to improve the educational environment showed positive results. Students scored the model teaching ward highly. Students who underwent precepting in the model teaching wards reported having more learning opportunities and a positive learning environment. PMID:26639604

  8. Developing standards using the language of teaching and learning

    Directory of Open Access Journals (Sweden)

    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.

  9. Skin and Musculoskeletal Disorders among Nursing Staff of a Referral-Teaching Hospital in Tehran-Iran

    OpenAIRE

    ALIREZA ABDOLLAHI; SHAHNAZ ADINEH

    2015-01-01

    OROGINAL ARTICLE Occupational diseases are any chronic ailment that occurs as a result of work or occupational activity. This study was conducted to examine the frequency and risk factors of some Skin and Musculoskeletal Disorders among nurses at a referral-teaching hospital. All 197 nurses in the hospital from different working shifts were engaged in the study. All nurses filled out a questionnaire containing demographic and occupational data. In the questionnaire, they specified the followi...

  10. Investigation of the teaching cognition and capabilities of clinical advisers for masters degree level nursing specialty graduate students

    Directory of Open Access Journals (Sweden)

    Xiao-Lei Zhao

    2014-03-01

    Conclusion: Clinical advisers for nursing specialty graduate students in our survey were generally inexperienced with regarding to training and culturing nursing graduate students. These advisers were prepared for core teaching competency, but were not qualified to conduct scientific research. Based on these results, it would be beneficial to provide the clinical advisers more training on teaching cognition for graduate students and improve their competency to perform scientific research.

  11. 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

    Institute of Scientific and Technical Information of China (English)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Fuller, Bonnie L.

    2012-01-01

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

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

    Science.gov (United States)

    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'.

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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

  18. Evaluation of clinical teaching and professional development in a problem and community-based nursing module

    Directory of Open Access Journals (Sweden)

    J.C de Villiers

    2004-09-01

    Full Text Available In South Africa the main focus is on primary health care. This affects the education and training of nurses, and training schools must respond by developing appropriate teaching modules. A school of nursing developed, implemented and revised a problem- and community- based learning module over a period of three years (1996-1998. This student-centered module focuses on students’ needs, active participation, collaboration, accountability, self-assessment, self-study, life-long learning and appropriate skills. In the formal clinical teaching environment PBL was the main approach. However, this approach was also supported by a variety of strategies, for example group discussions and scenarios. The knowledge, attitudes and professional development skills acquired in the PBL approach were then applied informally in the community setting (CBE. The purpose of the study was to evaluate a first year clinical teaching module as part of an extensive programme. A quantitative research method, a descriptive design, and a variety of data collection techniques were used. Conclusions were that clinical teaching was effective within the problem- (PBL and community-based (CBE approaches; 78% of respondents were positive about the clinical learning environment; 61 % stated that expectations were met; 81% preferred group activities, and 67% indicated that they had developed professional skills. Facilitators agreed that clinical teaching met the requirements of PBL & CBE. The pass rate also improved.

  19. [The use of active methodology in nursing care and teaching in national productions: an integrative review].

    Science.gov (United States)

    Sobral, Fernanda Ribeiro; Campos, Claudinei José Gomes

    2012-02-01

    The objective of this integrative review was to identify and analyze the scientific publications regarding the use of active methodologies in nursing care and teaching in Brazil. The survey included national publications, from 1999 to 2009, using the following databases: LILACS, BDENF, MEDLINE and SciELO. A total of 28 articles were selected. The results and analysis pointed to problematization as the primary active methodology used, the lack of theoretical frameworks to plan the pedagogical action, and the excessive use of teaching techniques that do not always characterize innovation. In conclusion, the implementation of innovative methodologies requires further studies and more investment in research and dissemination on the subject. PMID:22441286

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

    Science.gov (United States)

    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.

  1. [Pedagogical practices in nursing teaching: a study from the perspective of institutional analysis].

    Science.gov (United States)

    Pereira, Wilza Rocha; Tavares, Cláudia Mara Melo

    2010-12-01

    The general objective of this study was to learn about the pedagogical practices that are already in use in nursing teaching in order to identify and analyze those that have brought changes and innovation. This field study used a qualitative and comparative approach, and the subjects were nursing professors and students. The data was collected through individual interviews and focal groups. Data analysis was based on the Institutional Analysis method. Several pedagogical practices were recognized, from the most traditional to those considered innovative, and it was noticed that changes are already present and are part of a set of elements caused by the obsolescence of values that are now considered to be insufficient or inappropriate by professors themselves. The study revealed that the activity of teaching and the qualification of the pedagogical practices are always desired by professors. PMID:21337793

  2. Nursing Application of Oral Chemotherapy Safety Standards:An Informal Survey.

    Science.gov (United States)

    LeFebvre, Kristine B; Felice, Toni L

    2016-06-01

    As the use of oral chemotherapy continues to rise, new approaches are needed to ensure patient safety. To help address this issue, the American Society of Clinical Oncology/Oncology Nursing Society (ONS) Chemotherapy Administration Safety Standards were expanded in 2013 to include additional measures addressing oral anticancer drugs (OACs). Because minimal data assessing the application of these standards exist, ONS conducted an independent survey of oncology nurses to evaluate the application of these standards in practice as they relate to several areas of OAC use: assessment, consent, patient education, drug verification, and monitoring. The data revealed that, although the standards are followed in many settings, a large number of settings do not have processes in place to support safety standards and ensure patient safety when administering OACs. Information gained in this informal survey can be used to guide additional research and educational initiatives. PMID:27206292

  3. Measures that can be used to teach critical thinking skills in nurse prescribers

    OpenAIRE

    Banning, M.

    2006-01-01

    Critical thinking is a pervasive skill that involves scrutinizing, differentiating, and appraising information and reflecting on the information gained in order to make judgements and inform clinical decisions. Studies inform us of the need for agreement on the approaches used to teach and measure critical thinking. Nurse prescribers undertake an advanced role that encompass the need to be able to make clinically based decisions about the appropriateness of a specific medication. This require...

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

    OpenAIRE

    Xiu-fang CAI; Li, Na

    2013-01-01

    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 ...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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. PMID:26891960

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

    Directory of Open Access Journals (Sweden)

    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.

  8. Community nursing practice of undergraduate nursing students and its teaching evaluation%本科护生社区护理实践及教学评价

    Institute of Scientific and Technical Information of China (English)

    倪云霞; 刘素珍

    2016-01-01

    [目的]探讨护生社区护理实践及其对社区护理实践的评价,分析影响因素。[方法]采用自制社区护理实践经历和教学评价表对我校完成了3周社区护理实习本科护生327人的实践经历和教学评价进行调查。[结果]护生实习内容项数与满意度呈正相关(P <0.05),实习内容项数、内容满意度与实习总评价呈正相关(P <0.05)。影响社区护理实践评价的因素包括带教老师、去社区前在医院临床实习的时间、社区承担教学任务的时间、实习内容及实习内容满意度。[结论]社区护理实践教学质量有待提高,尤其是带教老师的培训、社区带教氛围及护生自身。%Objective:To probe into the community nursing practice of undergraduate nursing students and its teaching evaluation and analyze its influencing factors.Methods:A total of 327 undergraduate nursing students completed 3 weeks of community nursing were surveyed from practice experience and teaching evaluation by u-sing self made community nursing practice experience and teaching evaluation scale.Results:The number of nursing students’practice content items were positively correlated with satisfaction(P <0.05 ),the number of nursing students’practice content items,satisfaction were positively correlated with general practice evaluation (P <0.05).The influencing factors of community nursing practice evaluation included teachers,time in clinical practice before going to the community,time of undertaking the task of teaching in community,practice content and its satisfaction.Conclusion:Quality of community nursing practice teaching needed to be improved,especial-ly the teachers’training community,teaching atmosphere and community nursing students themselves.

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

    Directory of Open Access Journals (Sweden)

    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.

  10. The teaching/learning preferences of student nurses in the Republic of Ireland; background issues and a study.

    Science.gov (United States)

    Cowman, S

    1995-04-01

    Teaching and learning in all forms of education is being increasingly reviewed in a climate of educational accountability. The literature generally displays a certain irrationality about nurse education; on the one hand teachers are espousing student-centred ideologies while on the other hand, students are expressing preferences for teacher-structured approaches. The research on nurse education generally concludes that the roles of teacher and student operate around a mechanistic view of man with the teacher being viewed as the front of all knowledge and the students the passive recipients of that which was given. This paper reports on related background issues, and a study of the teaching/learning preferences of student nurses from general, psychiatric, sick children's and mental handicap nursing. Whilst students reflected preferences for more teacher-structured strategies, significant differences were identified between the preferences of the four groups of student nurses. It is concluded that any insistence on a doctrinaire approach to teaching and learning would be unnecessarily restrictive to the whole process of nurse education. Nurse tutors therefore need to reflect on what they do, particularly that which influences the relationship between the students and what they learn. It is then the responsibility of nurse tutors to act on what they have learned about that relationship and their part in it. PMID:7790153

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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. PMID:26073950

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

    Science.gov (United States)

    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.

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

    LENUS (Irish Health Repository)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  16. 循证护理在外科护理学教学中的实践%Practice of evidence based nursing in surgical nursing teaching

    Institute of Scientific and Technical Information of China (English)

    樊建楠

    2014-01-01

    Evidence based nursing theory was taken to change the tradi-tional teaching mode of surgical nursing.The evidence based nursing teaching philosophy was applied in the theoretical teaching and practical teaching,to narrow the gap between teaching and clinic,to train the students'evidence based thinking and evidence based practical capabili-ties,learn to use nursing research results to improve the quality of clinical care.%以循证护理理论为基础,改变外科护理学传统教学模式。在理论教学与实践教学中应用循证护理理念,缩小教学与临床的差距,培养学生的循证思维与循证实践能力,学会应用护理科研成果以提高临床护理质量。

  17. Step Up and Be Counted! Update: The National Standardized School Nurse Data Set.

    Science.gov (United States)

    Bergren, Martha Dewey; Maughan, Erin D; Wolfe, Linda C; Cole, Marjorie; Johnson, Kathleen H; Watts, H Estelle S

    2016-09-01

    There is a significant gap in meaningful school health data in the current national education and health data sets. Current data sets do not sufficiently capture the number and credentials of school health providers, the health of students who receive care at school, or the outcomes of school nurse interventions. Since 2014, school nurses across the United States have embraced Step Up and Be Counted!: A National Standardized School Nurse Data Set. The goal of Step Up is to collect school nurse data in a standardized, uniform format. Prior to the project, no data were recorded in a uniform manner across states and health services delivery models. Data have been reported for two years on who is delivering health care in school, selected student chronic conditions, and the disposition of students once they leave the school health office. Professional development sessions have been conducted at the national conferences of both the NASN and the NASSNC and at the state level. As the project matures, steps are being taken to increase the number of school nurses and states participating and to assure data accuracy and validity. PMID:27520986

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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: 459-464

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

    Directory of Open Access Journals (Sweden)

    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

  1. Factors influencing adherence to standard precautions among nursing professionals in psychiatric hospitals

    Directory of Open Access Journals (Sweden)

    Thaís Helena Piai-Morais

    2015-06-01

    Full Text Available OBJECTIVE Evaluate and correlate individual, work-related and organizational factors that influence adherence to standard precautions among nursing professionals of psychiatric hospitals in São Paulo. METHOD An exploratory cross-sectional study conducted with 35 nursing professionals, using the assessment tool for adherence to standard precautions through the Likert scale, ranging from 1 to 5. RESULTS Knowledge of the precautions received a high score (4.69; adherence received (3.86 and obstacles (3.78, while intermediaries and the scales of organizational factors received low scores (2.61. There was a strong correlation between the magnitude adherence scale and the personal protective equipment availability (r = 0.643; p = 0.000. The training scale for prevention of HIV exposure (p = 0.007 was statistically different between the nurses and nursing assistants. CONCLUSION The organizational factors negatively contributed to adherence to standard precautions, indicating that psychiatric institutions lack safe working conditions, ongoing training and management actions to control infections.

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

    Institute of Scientific and Technical Information of China (English)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  4. Application of Case Teaching Method in Nursing Profession Biochemistry Teaching%谈案例教学法在护理专业生化教学中的应用

    Institute of Scientific and Technical Information of China (English)

    黄春燕

    2012-01-01

    本文主要通过护理专业生化教学现状的分析,阐述了案例教学法在护理专业生化教学中的必要性,探讨了案例教学法在护理教育生化教学中的应用。%This paper mainly through biochemical analysis of the teaching situation of the nursing profession, on the ne- cessity of the case teaching method in the nursing profession in the biochemistry teaching, explore the application of the case teaching method in nursing education in biochemistry teaching.

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

    Directory of Open Access Journals (Sweden)

    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.

  6. 运用标准化护理深化优质护理服务%Application of standardization of nursing service on deepening the quality nursing care

    Institute of Scientific and Technical Information of China (English)

    霍春暖; 刘婧桓; 宋雁宾; 皮红英

    2013-01-01

    Objective Through the implementation of standardized nursing,to deepen quality nursing service. Method Eight standards were developed after experts'discuss, including fundamental nursing, nursing daily routine, patients'assessment, health education, informed consent, nurses'verbal behavior, environment maintainance, admission and discharge nursing. Results The qualified rates of fundamental nursing, patients'awareness rate, awareness rate of patients family members and patients satisfaction were all increased (P<0.01 orP<0.05). Conclusion The implementation of standardized nursing helps to improve the quality of nursing care and patients'satisfaction, thereby deepen the quality nursing service.%目的 通过实施标准化护理深化优质护理服务.方法 制订基础护理、护士日常工作内容、患者评估、健康教育、知情同意、护士语言行为、环境维护、出入院护理8项标准,经专家论证后实施.结果 提高了各项基础护理合格率、患者知晓率、家属知晓率及患者满意度(P<0.01或P<0.05).结论 开展标准化护理有利于提高护理工作质量及患者满意度,从而深化优质护理服务.

  7. Evaluation of the quality of the teaching-learning process in undergraduate courses in Nursing

    Directory of Open Access Journals (Sweden)

    Víctor Manuel González-Chordá

    2015-08-01

    Full Text Available AbstractObjective: to identify aspects of improvement of the quality of the teaching-learning process through the analysis of tools that evaluated the acquisition of skills by undergraduate students of Nursing.Method: prospective longitudinal study conducted in a population of 60 secondyear Nursing students based on registration data, from which quality indicators that evaluate the acquisition of skills were obtained, with descriptive and inferential analysis.Results: nine items were identified and nine learning activities included in the assessment tools that did not reach the established quality indicators (p<0.05. There are statistically significant differences depending on the hospital and clinical practices unit (p<0.05.Conclusion: the analysis of the evaluation tools used in the article "Nursing Care in Welfare Processes" of the analyzed university undergraduate course enabled the detection of the areas for improvement in the teachinglearning process. The challenge of education in nursing is to reach the best clinical research and educational results, in order to provide improvements to the quality of education and health care.

  8. The most successful method in teaching nursing students infection control - E-learning or lecture?

    Science.gov (United States)

    Reime, Marit Hegg; Harris, Anette; Aksnes, June; Mikkelsen, Jane

    2008-10-01

    Approximately 33% of all health care-associated infections are preventable. It is therefore important to provide training for nursing students about this topic. In collaboration with the local hospital, the Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students. The students received learning goals for the course and were divided into two groups: one group used the e-learning program, and the other group had 3-h-long lectures. After the course they took a multiple-choice test. In addition, three focus groups were established. The students were satisfied with both teaching approaches. The lectures provided a good introduction to the recommended reading. The e-learning program was rated as good on design, academic content, and the integrated tests were motivating for their learning. Specific learning goals were found to be useful. Gender and age, depending on the teaching approach used, were significant in determining the results of the test, the same were the number of sources used in preparing for the test. E-learning has to be viewed as a resource in the same way as a lecture. It is important that the students are competent in ICT, because they will need to use this tool in their clinical practice. In addition, a degree level course needs to use many different teaching methods to achieve goals related to in-depth and superficial learning. PMID:18442872

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  11. Teaching Theory of Science and Research Methodology to Nursing Students: A Practice-Developing Approach

    DEFF Research Database (Denmark)

    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...... the idea of practice-developing research was realised in this concrete project. A short introduction is first given to explain the practical situation that motivated the need and interest to select subject matter for teaching. Then, the main part of the presentation explains the considerations involved...

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

    LENUS (Irish Health Repository)

    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.

  13. 中医护理实习带教的思考%Thoughts on Clinical Teaching of TCM Nursing Practice

    Institute of Scientific and Technical Information of China (English)

    唐秀华

    2014-01-01

    中医护理虽然历史悠久,但起步较晚,没有现行经验可循。本文通过查阅文献和我院实际情况,对影响中医护理带教的因素进行阐述,并提出对策予以改进,达到培养合格的中医护理人才的目的。%Despite the long history of nursing in traditional Chinese medicine, there is no experience available due to the late start of the nurs-ing practice. Through literature reading and considering actual situation of clinical nursing pactice, the author elaborated the factors affecting the teaching of traditional Chinese medicine nursing and proposed countermeasures to improve the training of TCM nursing personnel.

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

    OpenAIRE

    Neda Mehrdad; Mitra Zolfaghari; Naser Bahrani; Sana Eybpoosh

    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 taug...

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

    Institute of Scientific and Technical Information of China (English)

    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.

  16. Information model for learning nursing terminology.

    Science.gov (United States)

    Nytun, Jan Pettersen; Fossum, Mariann

    2014-01-01

    Standardized terminologies are introduced in healthcare with the intention of improving information quality, which is important for enhancing the quality of healthcare itself. The International Classification for Nursing Practice (ICNP®) is a unified language system that presents an ontology for nursing terminology; it is meant for documentation of nursing diagnoses, nursing interventions and patient outcomes. This paper presents an information model and an application for teaching nursing students how to use ICNP to assist in the planning of nursing care. The model is an integration of ICNP and our catalog ontology, patient journal ontology, and ontology defining task sets. The application for learning nursing terminology offers descriptions of patient situations and then prompts the student to supply nursing statements for diagnoses, goals and interventions. The nursing statements may be selected from catalogues containing premade solutions based on ICNP, or they may be constructed directly by selecting terms from ICNP. PMID:25160170

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

    Science.gov (United States)

    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.

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

    Institute of Scientific and Technical Information of China (English)

    任秀如

    2015-01-01

    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.%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。

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

    Directory of Open Access Journals (Sweden)

    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

  20. Skin and Musculoskeletal Disorders among Nursing Staff of a Referral-Teaching Hospital in Tehran-Iran

    Directory of Open Access Journals (Sweden)

    ALIREZA ABDOLLAHI

    2015-11-01

    Full Text Available OROGINAL ARTICLE Occupational diseases are any chronic ailment that occurs as a result of work or occupational activity. This study was conducted to examine the frequency and risk factors of some Skin and Musculoskeletal Disorders among nurses at a referral-teaching hospital. All 197 nurses in the hospital from different working shifts were engaged in the study. All nurses filled out a questionnaire containing demographic and occupational data. In the questionnaire, they specified the following: sex, age, job experience, any history of respiratory, skeletal and muscular diseases over the past year, chemicals and physical conditions they have been exposed to, history of allergy. Thirty nine nurses had skin diseases. Those who did not regularly wear gloves were further susceptible to skin diseases. 68 nurses in this study had musculoskeletal, respiratory and allergic diseases. The skin and respiratory diseases had nothing to do with gender, but skeletal, muscular and allergic diseases were more in women. In 93% of the cases, skin diseases left lesions in the elbows, wrists, palms and fingers. In our study, it was demonstrated that 39 nurses had skin diseases. 68 nurses in this study had skeletal, muscular, respiratory and allergic diseases. Out of 93 percent of the cases, skin diseases were characterized by the appearance of lesions. The incidence of Skin and Musculoskeletal Disorders had no meaningful relationship with age, height, employment and matrimonial status of the nurses, but it did have with the number of working shifts and beds under their supervision.

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

    Science.gov (United States)

    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.

  2. Cultivation of the clinical ability of nursing students in internal nursing teaching%内科护理教学中护生临床能力的培养

    Institute of Scientific and Technical Information of China (English)

    刘亚

    2015-01-01

    目的:探讨内科护理教学中护生临床能力的培养方法.方法:收集护理专业学生 176 名,给予内科护理教学,增强学生内科护理的临床能力.结果:实施前后护生学习成绩比较,差异有统计学意义(P<0.05).结论:医学模拟教学法、个案引导教学法、病历讨论教学法、自学式教学法可以明显提高护生的临床能力.%Objective:To explore the cultivation method of the clinical ability of nursing students in internal nursing teaching. Methods:176 cases of nursing college students were selected.They were given internal nursing teaching to enhance the clinical ability of internal nursing.Results:The academic records of nursing students were compared before and after the implementation, and the difference was statistically significant(P<0.05).Conclusion:Medical simulation teaching method,case guided teaching method,medical history discussion teaching method,self taught teaching method can significantly improve the clinical ability of nursing students.

  3. An Interdisciplinary Focus Group Study on Students' Perceptions of Preparedness for Upper-Division Coursework in Teaching and Nursing

    Science.gov (United States)

    Dunlap, Karen; Anderson, Gina B.; Rademacher, Joyce; McMenamy, Nancy

    2011-01-01

    Many universities positively impact student retention rates by aligning state competencies and undergraduate coursework with specific learning outcomes known to contribute to success. Faculty from teaching and nursing conducted interdisciplinary focus group research to gather student perceptions concerning whether skills obtained through core…

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

    Institute of Scientific and Technical Information of China (English)

    Fei-Cheng Cai; Hai-Fang Xi

    2015-01-01

    Objective: As part of an investigation and analysis of the study weariness of nursing vocational college students, the authors attempted to reform the teaching mode of a Nursing Basic 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.

  5. Supervising Mentors' Lived Experience on Supervision in Teaching, Nursing and Social Care Education. A Participation-Oriented Phenomenological Study

    Science.gov (United States)

    Lofmark, Anna; Morberg, Asa; Ohlund, Lennart S.; Ilicki, Julian

    2009-01-01

    Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based, off-campus sections of the education in teaching, nursing, and social care. The study used a…

  6. On Case Teaching in "Nursing and Law"%“护理与法”案例教学探讨

    Institute of Scientific and Technical Information of China (English)

    张盈

    2012-01-01

      The article made a study to explore the teaching effect, influence factors and the existing problems for the application of case teaching method in "Nursing and Law", and make advice for the teaching reform. The study results showed that case teaching can play the role of the complement of teaching, not only improve the learning interest of the students, cultivate the students' critical thinking skills, at the same time it can improve teachers' professional level. But there are also some restricting factors such as it is hard to cover all the teaching content of "Nursing and Law", design time consuming, and the higher requirements of teaching condition.%  案例教学法在“护理与法”教学中能起到教学相长的作用,不仅提高了学生的学习兴趣,培养了学生评判性思维能力,同时有利于提升教师的业务水平,但也存在难以涵盖“护理与法”的所有教学内容,设计费时,对教学条件要求较高等制约因素

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

    OpenAIRE

    Van der Schaaf, M. F.; 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 rounds, 21 stakeholders judged and revised content standards. The support for the standards increased over the rounds. The method resulted in nine content standards with a high degree of support and con...

  8. 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

    Institute of Scientific and Technical Information of China (English)

    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.

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

    Science.gov (United States)

    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…

  10. Guidelines for Professional Development of Online Teachers: Based on the SREB "Standards for Quality Online Teaching"

    Science.gov (United States)

    Glowa, Elizabeth

    2009-01-01

    Working with member states, SREB developed the nation's first Standards for "Quality Online Teaching," which define the qualifications of a quality online teacher and the standards needed for academic preparation, content knowledge, online skills and delivery. Building on those standards, this report presents extensive guidelines that…

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

    Science.gov (United States)

    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…

  12. Using the Nursing Culture Assessment Tool (NCAT in Long-Term Care: An Update on Psychometrics and Scoring Standardization

    Directory of Open Access Journals (Sweden)

    Susan Kennerly

    2015-07-01

    Full Text Available An effective workforce performing within the context of a positive cultural environment is central to a healthcare organization’s ability to achieve quality outcomes. The Nursing Culture Assessment Tool (NCAT provides nurses with a valid and reliable tool that captures the general aspects of nursing culture. This study extends earlier work confirming the tool’s construct validity and dimensionality by standardizing the scoring approach and establishing norm-referenced scoring. Scoring standardization provides a reliable point of comparison for NCAT users. NCAT assessments support nursing’s ability to evaluate nursing culture, use results to shape the culture into one that supports change, and advance nursing’s best practices and care outcomes. Registered nurses, licensed practical nurses, and certified nursing assistants from 54 long-term care facilities in Kentucky, Nevada, North Carolina, and Oregon were surveyed. Confirmatory factor analysis yielded six first order factors forming the NCAT’s subscales (Expectations, Behaviors, Teamwork, Communication, Satisfaction, Commitment (Comparative Fit Index 0.93 and a second order factor—The Total Culture Score. Aggregated facility level comparisons of observed group variance with expected random variance using rwg(J statistics is presented. Normative scores and cumulative rank percentages and how the NCAT can be used in implementing planned change are provided.

  13. 实习护生与带教老师对岗前培训内容差异的比较分析%Nursing Students and Teachers Teaching Comparative Analysis of Differences on Pre-job Training Content

    Institute of Scientific and Technical Information of China (English)

    孙清华

    2014-01-01

    目的:了解实习护生与带教老师对岗前培训的认识,探索岗前培训的主要内容。方法随机选取50名实习护生(护生组)及50名临床带教老师(带教组)进行问卷调查岗前培训的认识和内容,结果采用 SPSS15.0软件进行统计分析。结果两组对岗前培训的认识比较,差异具有统计学意义(P0.05)。结论实习护生。%Objective To investigate the nursing students and teachers understanding of pre-job training,the main contents of pre-job training. Methods:50 nurses (nurses group) and 50 clinical teachers (Teaching Group)and contents of pre-job training questionnaire,the results were analyzed by SPSS15.0 software. Results Comparison oftwo groups of pre-service training,the dif erence was statistical y significant (P0.05). Conclusion Nursing students and teaching some dif erences with the teacher understanding of pre-job training, pre-job training of standardized, comprehensive, system help to improve the quality of training of nursing students.

  14. 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

    Institute of Scientific and Technical Information of China (English)

    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.

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

    Institute of Scientific and Technical Information of China (English)

    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

  16. Construction and Practice on Practical Teaching System of Nursing in Higher Vocational Colleges%高职护理专业实践教学体系的构建

    Institute of Scientific and Technical Information of China (English)

    万德年; 宋保兰

    2014-01-01

    Nursing in Higher Vocational Colleges should pay special attention to the problems existing in the practice teaching, establish practice teaching target system, construct practice teaching model, optimize construction practice conditions, formulate practical teaching standard, cultivate double quality teachers, strengthen the practice of teaching management and perfect practice evaluation system according to the principle of system, target and integration and take the occupation ability as the core to construct practice teaching system of nursing.%高职护理专业应重视本专业实践教学存在的问题,按照系统性、针对性和一体化的原则,确立实践教学目标体系,构建实践教学模式,优化实践条件建设,制订实践教学标准,培养双师素质教师,强化实践教学管理,完善实践考核评价体系,以职业能力为核心构建护理专业实践教学体系。

  17. Performance analysis of nursing students in teaching by skills and for understanding.

    Science.gov (United States)

    Paranhos, Wana Yeda; Chaves, Adriano Aparecido Bezerra; Frias, Marcos Antonio da Eira; Leite, Maria Madalena Januário

    2015-12-01

    Objective To analyze the performance of students of the course Supervised Curricular Internship based on skills (curriculum A) and teaching for understanding (curriculum B). Method Exploratory descriptive, quantitative and documentary study. The location of the research was a private university of the city of São Paulo and for data collection were used 312 performance assessment tools for students of the course being studied. Results The assessment of the performance of curriculum A students had no difference compared to the overall average of curriculum B students. The A students showed better performance in relation to B in the intensive care unit and in pedagogical practices, and B showed better performance in attitudinal bases topics and management. Students who are nursing technicians have better performance and, those working in the afternoon have better grades. Conclusion It was not proven that students of the course Supervised Curricular Internship of the understanding curriculum (B) had better performance than the students of the skills curriculum (A). The technical training of nursing and work shift were variables that interfered in student performance regardless of the type of curriculum. During the study there was the possibility of analyzing the performance assessment tools for students, as well as the filling by professors, noting that there is need for better structuring of the evaluation of student performance and, above all, a process of training of professors for the execution of this activity. PMID:26959162

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

    Directory of Open Access Journals (Sweden)

    NS Gwele

    2000-09-01

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

  19. Online teaching and learning in a graduate course in nursing education.

    Science.gov (United States)

    Gwele, N S

    2000-09-01

    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.

  20. Nursing Dynamics

    Directory of Open Access Journals (Sweden)

    Rosemarie Troskie

    1997-02-01

    Full Text Available Prof. Marie Muller is the Chairperson of the Department of Nursing at the Rand Afrikaans University where she has been teaching the subject Nursing Administration and Nursing Dynamics for more than fourteen years. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  1. Occupation: nurse; occupational hazard: radiation

    International Nuclear Information System (INIS)

    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

  2. Ent teaching nursing effect analysis and countermeasures%五官科带教护理实习生效果分析及对策

    Institute of Scientific and Technical Information of China (English)

    陈明月

    2014-01-01

    ENT nursing care for nursing teaching interns existing problems are described,rational choice approach,flexibility to adjust the teaching content,mobilize the enthusiasm of the interns and vig-orously carry out teaching,solve ENT care less hours,fewer opportunities to practice,teaching content and more contradictory in order to improve the quality of teaching nursing ENT,ENT Nursing re-solved when teaching content and teaching more than a smal number of contradictions in order to improve the quality of teaching ENT nursing.%分析五官科护理带教现存问题,针对性选择带教方式,灵活调整教学内容,调动实习生积极性及大力开展实践教学,对解决五官科护理学时少,实践机会少,教学内容多的矛盾有非常重要的意义。是提高五官科护理带教教学质量,增强实习生理论联系实际能力,更好的服务于临床的保障。

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

    Science.gov (United States)

    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.

  4. Effectiveness of Standardized Nursing Care Plans in Health Outcomes in Patients with Type 2 Diabetes Mellitus: A Two-Year Prospective Follow-Up Study

    OpenAIRE

    Cárdenas-Valladolid, Juan; Salinero-Fort, Miguel A; Gómez-Campelo, Paloma; de Burgos-Lunar, Carmen; Abánades-Herranz, Juan C.; Arnal-Selfa, Rosa; Andrés, Ana López-

    2012-01-01

    Background Implementation of a standardized language in Nursing Care Plans (SNCP) allows for increased efficiency in nursing data management. However, the potential relationship with patientś health outcomes remains uncertain. The aim of this study was to evaluate the effectiveness of SNCP implementation, based on North American Nursing Diagnosis Association (NANDA) and Nursing Interventions Classification (NIC), in the improvement of metabolic, weight, and blood pressure control of Type 2 Di...

  5. 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

    Institute of Scientific and Technical Information of China (English)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    AA Vaezi

    2015-12-01

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

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

    Directory of Open Access Journals (Sweden)

    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

  9. Managing quality of teaching and learning in the ophthalmic nursing course.

    Science.gov (United States)

    Law, M L

    2000-02-01

    With auditing of teaching and learning in earnest by the Quality Assurance Agency for the Higher Education Funding Council, the nature of quality in education is top on the agenda for educational stakeholders. However, the nature of quality is difficult to define and measure. This is because quality is essentially a subjective perception and can mean different things to different individuals. Therefore, attempt to quantify and measure quality is difficult and problematic but is necessary for personal, professional, bureaucratic, political and stakeholder demands for accountability, and demonstration of efficiency, effectiveness and value for money. Using a total quality management framework, the internal controls of quality in the ophthalmic nursing course and at the faculty level are considered. The wider contexts of quality control from the institutional, political and at the customer's levels are explored. This paper concludes that the various methods used to control and measure quality may provide useful information for service clarity and a basis for service development. However, such information needs to be treated with caution and interpreted in the context and environment in which this information is generated. Ultimately, the issues of quality in teaching and learning may be addressed by the teacher's commitment to be developed as a reflective practitioner. PMID:11148836

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    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.

  13. Application of Evidence-based Nursing in the Basic Nursing Teaching%循证护理在《护理学基础》教学中的应用

    Institute of Scientific and Technical Information of China (English)

    路雪燕

    2012-01-01

    Evidence-based nursing education model changes the traditional mode of teaching, changes the nursing students from passive acceptance into active designers and participants, stimulates learning motivation of nursing students, and is helpful to develop evidence-based thinking and critical thinking of nursing students.%循证护理教学模式,改变了传统教学模式,护生由被动接受变为学习的主动设计者与参与者,激发了护生的学习积极性,有利于培养护生循证思维与批判性思维.

  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

    Institute of Scientific and Technical Information of China (English)

    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. Standard instruction versus simulation: Educating registered nurses in the early recognition of patient deterioration in paediatric critical care.

    Science.gov (United States)

    O'Leary, Jessica; Nash, Robyn; Lewis, Peter

    2016-01-01

    Identifying and stabilising deterioration in a child with significant clinical compromise is both a challenging and necessary role of the paediatric critical care nurse. Within adult critical care research, high fidelity patient simulation (HFPS) has been shown to positively impact learner outcomes regarding identification and management of a deteriorating patient; however, there is a paucity of evidence examining the use of HFPS in paediatric nursing education. The aim of this study was to investigate the effect of HFPS on nurses' self-efficacy and knowledge for recognising and managing paediatric deterioration. Further, participants' perceptions of the learning experiences specific to the identification and management of a deteriorating child were also explored. Registered nurses working in a tertiary-referral paediatric critical care unit were recruited for this quasi-experimental study. Using a pre-test/post-test control-group design, participants were assigned to one of two learning experiences: HFPS or standard instruction. Following the learning experience, nurses were also invited to participate in semi-structured interviews. 30 nurses participated in the study (control n=15, experiment n=15). Participants in the HFPS intervention were most likely to demonstrate an increase in both perceived self-efficacy (p=experiment group compared to the control. HFPS also yielded higher follow-up knowledge scores (p=0.01) compared to standard instruction. Ten nurses participated in semi-structured interviews. Thematic analysis of the interview data identified four themes: self-awareness, hands-on learning, teamwork, and maximising learning. The results of this study suggest that HFPS can positively influence nurses' self-efficacy and knowledge test scores specific to the recognition and management of paediatric deterioration. PMID:26249644

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

    Science.gov (United States)

    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…

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

    NARCIS (Netherlands)

    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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    Science.gov (United States)

    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. PMID:25350904

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

    Science.gov (United States)

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

    2014-01-01

    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. PMID:24893326

  2. Discussion on the teaching-pattern of Nursing English teaching in overseas nursing%高职涉外护理专业《护理英语》教学模式探讨

    Institute of Scientific and Technical Information of China (English)

    秦博文; 吕瑞芳; 张爱东; 卢思英; 王海燕

    2012-01-01

    Objective:To explore the proper teaching model of Nursing English and write a perfect teaching book for the nursing students. Methods By the anal/zing of characteristic of CGFNS and OET tests,a new comprehensive teaching pattern was concluded. Results;By learning medical word -formation, students can guess strange words and create new words; by role - player in classroom, students can communicate freely with patient or other professional in clinical unit;by writing nursing process,students can take notes their nursing care planning;nursing english course was written and used to the teaching. Conclusion:The comprehensive simulating - clinical teaching pattern is a feasible teaching method for the overseas nursing student,nursing english course was combined CGFNS and OET. This book is to accomplish this comprehensive teaching model well. After learning that book, the students can pass the various tests for nursing.%目的:探讨涉外护理专业《护理英语》教学模式,提高《护理英语》教学效果.方法:分析出国护士考试美国护士资格考试(CGFNS)试题特点和澳洲护士职业英语考试(OET)试题特点,将出国护士考试精髓融入护理英语教学中(以CGFNS内容为教学主线,以OET考试形式为教学模板),归纳总结出一套综合性教学模式:掌握专业词汇的构词规律;将护患角色扮演用于课堂教学;模拟训练书写护理计划各个板块等为主线,找出护理英语教学的切入点,并编写出配套的教材.结果:构词规律的学习使学生达到了“猜词、造词”的能力,迅速扩增了词汇量;角色扮演进入课堂中解决了学生面对病人出现“哑巴”的状态;护理计划的书写使学生模拟临床护理从而能够学以致用;西方护理理念的学习可以让学生了解中西方护理的差异;配套的教材是以上教学模式的结晶.结论:这种综合性的教学模式和配套的教材既适应国内医护英语等级考试(METS考试),更适

  3. Standard commercial education robotic platform: intermediate solution to teaching robotics

    OpenAIRE

    Dias, André; Dias, Nuno; Ferreira, Hugo; Campos, Daniela

    2011-01-01

    Teaching robotics to students at the beginning of their studies has become a huge challenge. Simulation environments can be an effective solution to that challenge where students can interact with simulated robots and have the first contact with robotic constraints. From our previous experience with simulation environments it was possible to observe that students with lower background knowledge in robotics where able to deal with a limited number of constraints, implement a simulated robot...

  4. Proposals for teaching reading skills in standard 8 in Namibia

    OpenAIRE

    Aipanda, Shuuya I.

    1990-01-01

    Reading is central to all learning and should enjoy more attention than any skill associated with learning. Undoubtedly, reading difficulty has an adverse effect on learning and on acquiring of information in general. This dissertation is a proposal of teaching reading skills which enable students to read purposefully, to become self-reliant students and to have a beneficial effect on their command of the English language. Chapter One gives the historical background while Chapter Two identifi...

  5. Construction of families in Fangzhuang community nursing practice base standardized%方庄社区护理实践基地标准化家庭的构建

    Institute of Scientific and Technical Information of China (English)

    王俊星; 刘欣; 刘丽华; 赵红; 王丽

    2015-01-01

    Objective:To build the standardized families in the community,so as to provide the real family visit scene for students.Methods:The standardized families in community nursing practice base were built mainly through four steps including community standardized families recruitment,form of communities standardized family assessment questionnaire,assessment of community standardized families data and community standard-ized families training.Results:After 2 times of training,4 standardized families were established,and they can master the stated principle and coordination method in family visit.The community standardized family proces-ses were established,to establish a standardized teaching mode for families visit of community nursing teaching in the practice.Conclusion:Community standardized families can receive family visits at any time according to the needs of community nursing practice teaching.It can provide a stable content statement,in order to improve the communities practice teaching resources.%[目的]在社区构建标准化家庭,为学生提供真实的家庭访视场景。[方法]主要通过社区标准化家庭招募、社区标准化家庭评估问卷的形成、社区标准化家庭资料评估、社区标准化家庭培训4步骤进行社区护理实践基地标准化家庭的构建。[结果]经过2次培训,建立4个标准化家庭后能够掌握家庭访视陈述的原则和配合方法,确立了社区标准化家庭的流程,为社区护理教学实践中的家庭访视建立一个标准的教学模式。[结论]社区标准化家庭能够按社区护理实践教学的需要随时接受家庭访视,并提供稳定的陈述内容,以完善社区实践教学的资源。

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

    Science.gov (United States)

    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. PMID:21713747

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

    Directory of Open Access Journals (Sweden)

    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

  8. Effect of structured teaching programme on the knowledge and opinion of nursing students towards prevention of mental retardation.

    Science.gov (United States)

    Moharana, Kalyani

    2013-01-01

    Mental retardation is a condition of arrested or incomplete development of mind which is characterised by impairment of skills manifested during the developmental period that contribute to the level of intelligence that is cognitive, language, motor and social abilities (WHO). A quasi experimental study was conducted at College of Nursing, NIMHANS, Bangalore with the objective to assess the effectiveness of structured teaching programme on the level of knowledge & opinion of nursing students towards primary prevention of mental retardation. The 44, 3rd yr BSc nursing students were selected by purposive sampling design. Self administered knowledge questionnaire and opinion scale were used as tools. The knowledge questionnaire consisted of four domains: concept, prenatal, intranatal, postnatal causes and prevention of mental retardation. Opinion scale was prepared as statement. The scale was divided into two domains positive and negatively worded. The interpretation was: higher the score, higher the positive opinion. The score ranging from 30-75 were negative, 76-90 neutral and 91-150 as positive opinion. This study revealed that knowledge score of the subjects were significantly increased at p-value 0.001. Opinion score, analysed using McNamer's chi-square test, indicated that a significant change occurred after structured teaching programme. It is concluded that structured teaching programme seems to be highly effective in improving knowledge and opinion towards primary prevention of mental disorders. PMID:24683760

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

    Science.gov (United States)

    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…

  10. 临床护理路径式带教在手术室护理教学中的应用研究%Application of clinical nursing pathway in nursing teaching in operation room

    Institute of Scientific and Technical Information of China (English)

    喻茂华

    2016-01-01

    目的:探讨临床护理路径式带教在手术室护理教学中的应用效果。方法:选取手术室护理实习生64例,分两组,各32例,对照组护生采用常规带教,观察组护生在对照组的基础上采用临床护理路径式带教,对比两种带教方法的效果。结果:观察组护生的理论考核成绩及实践考核成绩均较对照组显著提高(P<0.05);观察组护生的护理带教满意度96.9%,高于对照组的78.1%(P<0.05)。结论:临床护理路径式带教应用于手术室护理教学具有良好效果。%Objective:To explore the application effect of clinical nursing pathway in nursing teaching in operation room. Methods:64 operating room nursing interns were selected.They were divided into two groups,32 cases in each.The control group of nursing students using conventional with teaching,while the observation group nursing students on the base of the control group with clinical nursing pathway in nursing teaching.Two kinds of teaching method of effect was compared. Results:The observation group of nursing students theory and practice assessment scores were signiifcantly improved than the control group(P<0.05);the observation group nursing students nursing care with 96.9% higher than the control group of 78.1%(P<0.05).Conclusion:The clinical nursing pathway teaching should be used in the operation room nursing teaching and the effect is good.

  11. 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

    Institute of Scientific and Technical Information of China (English)

    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

  12. [A Taiwan nursing perspective on current imbalances in educating, licensing and hiring new nurses].

    Science.gov (United States)

    Lee, Sheuan; Chang, Ting

    2012-10-01

    Level of development in the nursing profession affects healthcare quality and safety. The nursing profession in Taiwan today faces myriad external pressures such as the global financial crisis and rapidly changing national health insurance policies and social issues. For example, cutbacks in nursing manpower at medical institutions and increasingly difficult healthcare working conditions are increasing nurse workloads and turnover, conflict in the workplace, and difficulties in recruiting new nursing staff. Such negative developments directly and negatively impact professional development, healthcare quality, healthcare safety, and workplace morale. In terms of maintaining and enhancing the quality of new nurses entering the profession, rapid growth in numbers of technology schools and nursing students have severely strained insufficient resources and resulted in teaching quality and education outcomes below expectations. Poor passing rates on the national nursing license examination and increasingly high new nurse turnover are now significant negative factors influencing clinical manpower availability. Imbalances among education, licensing, and hiring clearly and negatively impact nursing professional development and social needs and cause the inefficient allocation of limited education resources. This article discusses and analyzes the causes underlying current imbalances in nurse hiring, licensing, and education. We provide the following suggestions: (1) Integrate education and licensing activities based on professional recruitment considerations to promote nursing competent and manpower stability; (2) revise the focus and content of the national license examination to resolve the current disconnect between license examination and hiring needs; (3) redesign curricula, update teaching material, and adjust teaching methods based on professional competencies in order to resolve key education and recruitment problems. All nursing schools should prepare their

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

    Directory of Open Access Journals (Sweden)

    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

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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. 安全护理理念在神经外科实习护生带教中的应用%Application of the safety nursing idea on teaching student nurse in neurosurgery

    Institute of Scientific and Technical Information of China (English)

    麻春英; 罗娟; 景荣

    2011-01-01

    目的 保证护生实施安全护理,防范护理风险.方法 加强带教管理;落实护生操作风险等级制度;认真执行各项制度,树立安全护理意识.结果 整组护生实习期间无差错、事故发生,我科带教老师的综合满意率均达98%以上.结论 选择优秀的带教老师,落实护生操作风险等级制度及树立护生安全护理意识,可促进护生安全护理.%Objective To ensure the student nurse implementing safety nursing,avoiding nursing risks.Methods To strengthen the guidance and teaching management,carry out the operational risk rating system for nursing students and establish safety nursing consciousness. Results There Were no mistake and the accident occurred for all student nurses with a comprehensive satisfaction rate of 98%during the internship.Conclusions Choosing excellent guide a teacher,carrying out the operation risk rating system and establishing nursing students safety nursing consciousness may promote student nurse safety nursing.

  17. Urban African-American middle school science students: Does standards-based teaching make a difference?

    Science.gov (United States)

    Butler Kahle, Jane; Meece, Judith; Scantlebury, Kathryn

    2000-11-01

    The current reform movement in science education promotes standards-based teaching, including the use of inquiry, problem solving, and open-ended questioning, to improve student achievement. This study examines the influence of standards-based teaching practices on the achievement of urban, African-American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with classes of teachers (n = 10) who had not participated. Data were gathered using group-administered questionnaires and achievement tests that were specifically designed for Ohio's SSI. Analyses indicate that teachers who frequently used standards-based teaching practices positively influenced urban, African-American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in the SSI's professional development was positively related to the reported use of standards-based teaching practices in the classroom. The findings support the efficacy of high-quality professional development to change teaching practices and to enhance student learning.

  18. What Elements of the 2013 American Nurses Association Safe Patient Handling and Mobility Standards are Reflected in State Legislation?

    OpenAIRE

    Powell-Cope, Gail; Rugs, Deborah

    2015-01-01

    Many professional organizations have endorsed and provided guidance on the implementation of safe patient handling and mobility (SPHM) programs. In 2013, the American Nurses Association published the interprofessional standards of SPHM. Eleven states have passed laws to implement statewide SPHM programs. This article describes the evaluation of the quality of SPHM legislation against the ANA standards. Information gleaned from this analysis could be used to strengthen existing legislation, cr...

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

    Science.gov (United States)

    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. PMID:25207556

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  2. Standardized handoff report form in clinical nursing education: An educational tool for patient safety and quality of care.

    Science.gov (United States)

    Lim, Fidelindo; Pajarillo, Edmund J Y

    2016-02-01

    Effective change-of-shift handoff communication is a core competency in the generalist education of nurses. The use of a standardized handoff tool that fosters higher order thinking and clinical reasoning is fundamental in clinical education and nursing practice (AACN, 2008). A checklist that prompts students to implement evidence-based safety alerts will increase students' confidence and autonomy, prevent errors, promote patient safety, and successfully transform theoretical learning into competent practice. High-quality handoffs and contextualized post-conference debriefing using key items in the handoff form will help increase students' feelings of precision, accuracy, improve their self-image, and enhance their sense of professional belonging. PMID:26573150

  3. Teaching Psychology to Student Nurses: The Use of "Talking Head" Videos

    Science.gov (United States)

    Snelgrove, Sherrill; Tait, Desiree J. R.; Tait, Michael

    2016-01-01

    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…

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

    Science.gov (United States)

    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…

  5. 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

    Institute of Scientific and Technical Information of China (English)

    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。

  6. Can Pre-Service Physical Education Majors Identify Learning Standards during Authentic Teaching Episodes?

    Science.gov (United States)

    Kniffin, Mike; Foley, John; MacDonald, Lynn Couturier; Howarth, Kath

    2014-01-01

    Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards…

  7. Communication as an Organizing Principle in the National Standards: Sociolinguistic Aspects of Spanish Language Teaching.

    Science.gov (United States)

    Klee, Carol A.

    1998-01-01

    The Standards for Foreign Language Learning present a definition of language teaching that includes the sociolinguistic and cultural aspects of language. The article analyzes the concept of communicative competence as used by sociolinguists and anthropologists and examines some of the components of communication (interpersonal, interpretive, and…

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

    Science.gov (United States)

    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…

  9. Insiders and Outsiders: Teaching Standards, National Certification Assessment, and Professional Development.

    Science.gov (United States)

    Petrosky, Anthony

    1998-01-01

    Presents information on the National Board for Professional Teaching Standards (NBPTS) and the Early Adolescence/English Language Arts (EA/ELA) assessment. Comments on "insiders and outsiders" as a guiding metaphor and on the differences in positioning of teachers as insiders to assessment development, administration, and evaluation and the…

  10. Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

    Directory of Open Access Journals (Sweden)

    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.

  11. Vocational ENT Nursing Teaching Experience%高职高专五官科护理教学体会

    Institute of Scientific and Technical Information of China (English)

    杨甜; 张卫玮; 徐颖颖

    2012-01-01

    五官科疾病复杂繁多,其解剖结构精细、临床操作多、涉及范围广,因此常采用特殊的教学方式。在高职学校教学中,教师应转变教育观念,突出专业特色,注重五官科护理的实践课程,提高学生实践操作能力。在教学中选择适宜的方法,加强学生专业知识,培养最适于当今临床发展需要的护理人才。%ENT disease is complex and various, its anatomical structure is fine, clinical operation much, involve range wide, is often adopted in special teaching mode. On the vocational high school in the teaching, teachers should change the educa- tional idea, outstanding professional characteristics, pay attention to facial features of nursing practice courses, to improve the students' practical ability. Choose the suitable method in teaching, strengthen students' professional knowledge, cultivate the most suitable for the need of the development of clinical nursing personnel.

  12. 浅谈临床护理教学质量的影响因素及对策%Influence of Clinic Nursing Teaching Quality and Measure

    Institute of Scientific and Technical Information of China (English)

    朱爱华

    2012-01-01

    临床实习是学校护理教育的深化和延续,要为护理队伍培养出品德高尚、心理素质好、业务精的接班人,就必须不断提高护理临床教学质量,去除不良影响因素。%Clinic practice is an integral part of college nursing education.To educate nurse with noble character,good mental quality and profession it is to improve the quality of nursing teaching with the method of improving clinic teaching,inspiring student nurse motivation to learn,improved teacher comprehensive quality.

  13. Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Issues & Answers. REL 2012-No. 122

    Science.gov (United States)

    Apthorp, Helen; Wang, Xin; Ryan, Susan; Cicchinelli, Louis F.

    2012-01-01

    This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement. Key…

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

    NARCIS (Netherlands)

    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

  15. A survey study on use of over the counter (OTC) drugs among medical students, nursing and clerical staff of a tertiary care teaching rural hospital

    OpenAIRE

    Devang Parikh; B. M. Sattigeri; Ashok Kumar; Shruti Brahmbhatt

    2013-01-01

    Aim: The study was conducted to evaluate use of over the counter (OTC) drugs among the medical students, nursing and clerical staff of tertiary care teaching rural hospital to determine the awareness and disadvantages on use of OTC. Methods: Responses to a feedback questionnaire covering various aspects on usage of OTC drugs were obtained from 100 medical students, 100 nursing and 100 clerical staff. Results: Among 300 respondents, 84% used OTC, commonly purchased by self. Majority of them st...

  16. A mobile hospice nurse teaching team’s experience: training care workers in spiritual and existential care for the dying - a qualitative study

    OpenAIRE

    Tornøe, Kirsten; Danbolt, Lars Johan; Kvigne, Kari; Sørlie, Venke

    2015-01-01

    Background Nursing home and home care nursing staff must increasingly deal with palliative care challenges, due to cost cutting in specialized health care. Research indicates that a significant number of dying patients long for adequate spiritual and existential care. Several studies show that this is often a source of anxiety for care workers. Teaching care workers to alleviate dying patients’ spiritual and existential suffering is therefore important. The aim of this study is to illumin...

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

    Directory of Open Access Journals (Sweden)

    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.

  18. 循证护理在肿瘤内科护理教学查房中的应用%Application of evidence-based nursing in ward rounds on nursing teaching in oncology department

    Institute of Scientific and Technical Information of China (English)

    林菊芳; 黄惠梅

    2014-01-01

    Objective To explore the effect of evidence-based nursing on ward rounds on nursing teaching.Methods Ten nursing students in the oncology department conducted their internship of word rounds on nursing teaching by evidence-based nursing. After the internship,the effect of internship was investigated.Results One hundred percent of the nursing students agreed that the evidence-based nursing could help them to master the methods for evidence-based nursing,promote them to actively participate in internship,learn how to get information and improve their ability in critical thinking ability. Besides,93.3% of them believed that it could arouse their interests in nursing scientific research.Conclusion Evidence-based nursing applied in ward rounds on nursing teaching in oncology department can improve the quality of care,explore the new mode of teaching ward rounds and improve the comprehensive ability of interns.%目的:探讨循证护理在护理教学查房中的应用效果。方法对在肿瘤内科实习的10名护生采用循证护理教学模式进行护理查房实践。实习结束后,了解教学效果。结果100.0%护生认为采用循证护理教学模式进行护理查房能帮助护生掌握循证护理方法,促进护生主动参与学习,学会获取信息能力及提高护生评判性思维能力,93.3%护生认为其能启发护理科研意识。结论应用循证护理方法进行肿瘤内科护理教学查房,能提高护生的综合能力及教学质量。

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

    Institute of Scientific and Technical Information of China (English)

    肖树芹; 许亚红; 王艳玲

    2016-01-01

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

  20. Application of workshop mode in clinical nursing teaching%工作坊在临床护理教学中的应用

    Institute of Scientific and Technical Information of China (English)

    张丹; 王瑜琨

    2015-01-01

    Objective To explore the effect of workshop mode in clinical nursing teaching .Methods Assessing the nursing teaching and the current situation of the nursing manpower , setting up teaching plan and teaching process , according to the methodabout group discussion , simulation skills learning , thematic explanationin workshop mode to implement the training .Results After the implementation of the workshop style nursing ward inspection activities , nurse's nursing professional knowledge level , multidisciplinary nursing knowledge , solve nursing ability , the use of nursing procedure ability , communication ability , teaching level , active learning , critical thinking ability scoreof eight dimension had different degrees of improvement .Conclusions Training in the form of workshop is a new way to improve the pertinence and effectiveness of nursing teaching . It can improve the comprehensive ability of the management and improve the management performance .%目的:探讨工作坊模式在临床护理教学中的效果。方法评估护理教学工作及护理人员现状,制订教学计划和教学流程,按工作坊模式中团体讨论、技巧模拟研习、专题讲解方法等实施培训。结果实施工作坊式护理查房活动后,护士的专业护理知识水平、多学科护理知识水平、解决护理问题能力、运用护理程序能力、沟通能力、授课水平、学习主动性、评判性思维能力8个维度评分均有不同程度的提高。结论工作坊形式的培训为提高护理教学工作中的针对性和实效性开辟了新的途径,能提高管理人员综合能力,从而提高管理绩效。

  1. Application of target teaching method in the practice teaching of ophthalmology nursing students%目标教学法在眼科护生实习带教中的应用

    Institute of Scientific and Technical Information of China (English)

    李金皊

    2015-01-01

    目的:分析目标教学法在眼科护生实习带教中的应用效果.方法:选取眼科护生56例,随机分为对照组和试验组.对照组给予传统经验方法带教,试验组给予目标教学法带教.对比两组护生的理论知识、实践技能考试成绩、护生对教学方式的满意度.结果:试验组护生理论知识、实践技能考试成绩、护生对教学方式的满意度均明显高于对照组(P<0.05).结论:目标教学法在眼科护生实习带教中可提高护生理论知识和实践技能的掌握程度.%Objective:To analyze the application effect of target teaching method in the practice teaching of ophthalmology nursing students.Methods:56 cases of ophthalmology nursing students were selected.They were randomly divided into the control group and the experimental group.The control group were given the traditional empirical method for teaching.The experimental group were given the target teaching method for teaching.The theoretical knowledges,practice skills test scores,nursing students satisfaction with teaching methods of nursing students were compared between the two groups.Results:The theoretical knowledge, practice skills test score,nursing students satisfaction with teaching methods of nursing students in the experimental group were significantly higher than those of the control group(P<0.05).Conclusion:The target teaching method in the practice teaching of ophthalmology nursing students can improve the mastery degrees of theoretical knowledge and practical skill of nursing students.

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

    Directory of Open Access Journals (Sweden)

    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.

  3. Examination of the teaching styles of nursing professional development specialists, part I: best practices in adult learning theory, curriculum development, and knowledge transfer.

    Science.gov (United States)

    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.

  4. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

    Science.gov (United States)

    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…

  5. 微信在儿科护理带教中的应用%The application of the WeChat in pediatric nursing teaching

    Institute of Scientific and Technical Information of China (English)

    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.

  6. The effect of Microteaching on improving nursing teachers' teaching ability in Medical and Nursing English%微格教学法在提高《医护英语》教师教学能力中的应用

    Institute of Scientific and Technical Information of China (English)

    刘燕南; 段功香; 周利容; 彭艾莉; 黄瑞瑞; 丁琳

    2014-01-01

    Objective:To explore the effect of microteaching on improving nursing teachers' teaching ability in Medical and Nursing English. Methods:We used Microteaching method in Medical and Nursing English for the foreign-related nursing students of Grade 2011 and evaluated the teaching effect by questionnaire investigation and in-depth interviews. Results:The ten teaching skills of the teachers improved statistically after the application of Microteaching method (P<0.05) . Conclusion:The microteaching method could improve teachers' teaching skills, and students' participation awareness and learning interests.%目的:研究微格教学法在提高《医护英语》教师教学能力中的应用效果。方法:在2011级涉外护理专业《医护英语》教学中采用微格教学法;教学结束后,采用问卷调查和访谈法对教师的教学能力进行评价。结果:采用微格教学法后,教师的10大教学技能得分明显提高(P<0.05)。结论:微格教学法可提升教师的教学技能,提高教学热情,增强教学效果。

  7. An intensive nurse-led, multi-interventional clinic is more successful in achieving vascular risk reduction targets than standard diabetes care.

    LENUS (Irish Health Repository)

    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.

  8. 任务型教学法与护理英语教学改革探析%Task-based approach in the Teaching of Nursing English

    Institute of Scientific and Technical Information of China (English)

    张国栋

    2014-01-01

    传统的护理英语教学方法滞后于时代的发展。任务型教学法以任务为教学核心,强调语言能力的培养,为当前职业技术学院护理英语的教学改革指明了方向。%The traditional teaching methods of nursing English have been lagging behind and failed to meet the require-ments. Task-based approach, a teaching method which holds that the organization of teaching activities should be centered around task, and emphasizes the development of language application abilities, sheds light on the direction in which the tea-ching of nursing English at vocational and technical colleges might follow.

  9. Interactive Videoconference Supported Teaching in Undergraduate Nursing: A Case Study for ECG

    Science.gov (United States)

    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…

  10. An Approach to the Teaching of Psychiatric Nursing in Diploma and Associate Degree Programs: Workshop Report.

    Science.gov (United States)

    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…

  11. Menarche in the Severely Disabled Adolescent: School Nurses' Attitudes, Perceptions, and Perceived Teaching Responsibilities.

    Science.gov (United States)

    Tse, Alice M.; Opie, Nancy D.

    1986-01-01

    This study examined perceptions of school nurses about their roles as teachers of sex education for children with physical disabilities. Responses to a stimulus story about a female adolescent sent to the school nurse for assistance and instruction on menarche were compared based on variations in the story. (Author/MT)

  12. The Development of Teaching Efficacy for Drug-Dosage Calculation Instruction: A Nursing Faculty Perspective

    Science.gov (United States)

    Vitale, Gail A.

    2011-01-01

    The purpose of this study was to examine how nursing efficacy for drug-dosage calculation instruction is determined. Medication administration is a critical function of nurses in healthcare settings. An essential component of safe medication administration is accurate drug-dosage calculation, but instruction in drug-dosage calculation methods…

  13. Optimizing Teaching Mode to Improve Teaching Quality of Pathology of Nursing Specialty%优化教学模式提高护理专业病理学教学质量

    Institute of Scientific and Technical Information of China (English)

    马光; 张玉华; 王宁

    2013-01-01

    At present, in the nursing profession pathology teaching still exist in the pathology and nursing practice become disjointed phenomenon. Combining with the practice of clinical nursing, from strengthening the pathology and the link between nursing, enhanced pathology theory to nursing practice, the improvement of examination method and other aspects, elaborated the nursing profession pathology teaching reform, in order to highlight the nursing professional training needs.%当前,在护理专业病理学教学中仍存在病理学与护理实践脱节的现象.文章结合临床护理实践,从强化病理学与护理学之间的联系、增强病理学理论对护理学实践的指导作用、改进考试方法等方面着手,阐述了护理专业病理学教学改革的思路,以突出护理专业的培养需求.

  14. 63名欠发达乡镇卫生院护士培训带教分析%Analysis on training and teaching to 63 nurses from health clinics in under-developed towns

    Institute of Scientific and Technical Information of China (English)

    刘仕娟; 林菊芳; 陈宝赟

    2013-01-01

    Objective To study the effect of clinical nursing training and teaching in health clinics in under-developed towns,to promote the township health center in clinical nursing work specification,improvement,in order to further improve township health center the basis for nursing training and teaching.Methods The regular following training teacher method was used by formulating practice target and plan,to implement,and evaluate with teaching measures and practice effect,in order to improve the teaching quality,we compared with assessment test results before and after training and teaching object.63 members of nursing staff from under-developed township health center clinic were analyzed with their training and teaching conditions.Results Through standardized and targeted training and teaching,nursing care skills of 63 township nurses had been improved greatly,their health laws and regulations congnition increased from 61.5% to 96.8%,nursing management knowledge increased from 44.6% to 93.3%,nursing specification awareness increased from 44.7% to 92.3%,nursing operation technology increased from 63.5% to 97.3%,the hospital infection control knowledge increased from 50.5% to 90.8%.Conclusion Underdeveloped township health center nursing staff really need to be standardized,and targeted training and teaching,relevant departments should attach importance to under-developed township health center nursing personnel training as a period of key projects,should be given funds with system security; Superior hospital should take the initiative to assume training and teaching responsibility,to contribute for the county to raise the level of nursing.%目的 探讨欠发达县级医院临床护理带教效果,促进乡镇卫生院临床护理工作规范开展及水平提高,为进一步完善乡镇卫生院护理带教提供依据.方法 采用跟班培训带教老师的方法,通过制定实习目标和计划,落实带教措施,评价带教和实习效果,以

  15. The application of teach - learning matching nursing practice rotary table%教-习匹配护理实习轮转表的应用

    Institute of Scientific and Technical Information of China (English)

    黎雪梅; 邓敏

    2013-01-01

    目的:探索与临床护理带习资源相匹配的实习护生轮转表的编制方法,以保证临床护理教学质量。方法将2011年~2012年在本院进行护理实习的学生组长及临床护理带教组长按照实习年份分成对照组及实验组,自行设计实习护生和带习老师护理教学安排满意度调查表,采取问卷调查的方式对2组实习组长及带教组长进行调查,采用SPSS统计软件进行两样本t检验。结果实验组学生及教师的教学安排满意度高于对照组,差异具有统计学意义(P<0.05)。结论教-习匹配护理实习轮转表既能够满足实习护生的实习需求,又能和临床护理带教负荷相匹配,保证了临床护理带教工作顺利开展。%Objective To explore teach-learning matching nursing practice rotary table to ensure the quality of clinical nursing teaching. Methods Select student leader and nursing teaching leader of 2011~2010 years divided into control group and experimental group, survey satisfaction degree by nursing teaching arrangement satisfaction questionnaire of nursing students and teachers that designed by myself, using SPSS statistical software for two samples t-test. Results The students and teachers' teaching arrangement satisfaction higher than those in the control group, with statistical significance(P<0.05). Conclusion Teach - learning matching nursing practice rotary table not only can satisfy the practice nurses' practice needs, but also ensure the clinical nursing teaching work with the smooth development.

  16. Teaching evidence-based nursing practice in geriatric care settings: the geriatric nursing innovations through education institute.

    Science.gov (United States)

    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.

  17. Professional identity in nursing: UK students' explanations for poor standards of care.

    Science.gov (United States)

    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.

  18. Professional identity in nursing: UK students' explanations for poor standards of care.

    Science.gov (United States)

    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. PMID:27567092

  19. 高职护理专业有机化学教学探讨%Exploration on Vocational Nursing Organic Chemistry Teaching

    Institute of Scientific and Technical Information of China (English)

    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。

  20. Teaching core competencies of reconstructive microsurgery with the use of standardized patients.

    Science.gov (United States)

    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. 高职高专护理管理学教学方法的探讨%Discussion of Teaching Methods of Vocational Nursing Management

    Institute of Scientific and Technical Information of China (English)

    丁肃

    2015-01-01

    在护理管理学教学中,传统讲授法是最常用的教学方法,提倡应用案例教学法和问题教学法以及情景教学法和临床见习法,不断提高护士的管理能力。同时,要不断提高学生的语言表达能力,教师要组织课堂讨论,讲究师生沟通并遵循教学的基本步骤,重视考核内容和考核方式的改革,培养学生的团队精神和创新精神,培养合格护理人才。%Teaching in nursing management, the traditional teaching method is the most commonly used teaching methods, promote the use of the case teaching method and teaching method problems and situational approach and clinical practice law, and constantly improve the management capacity of nurses. Meanwhile, we must continue to improve students' language skills, teachers should organize classroom discussion, teachers and students to communicate and pay attention to follow the teaching of basic steps, pay attention to the reform of assessment content and assessment methods, students and innovative spirit of teamwork, training qualified nursing personnel .

  2. Validity and reliability assessment of the Compliance with Standard Precautions Scale Arabic version in Saudi nursing students.

    Science.gov (United States)

    Cruz, Jonas P; Colet, Paolo C; Al-Otaibi, Jazi H; Soriano, Shiela S; Cacho, Gabby M; Cruz, Charlie P

    2016-01-01

    Strict compliance with standard precautions (SPs) is warranted to ensure the safety of patients in healthcare facilities. Nursing students (NSs), who are regarded as nurses in training, potentially play a role in cross-contamination in the hospital. NSs are also at high risk of acquiring infections in cases of ineffective compliance with SPs. Thus, an assessment of NSs' compliance with SPs should be conducted on a regular basis, which necessitates a valid and reliable tool. This study was conducted to assess the validity and reliability of the Compliance with Standard Precautions Scale Arabic version (CSPS-A) in Saudi NSs. A convenient sample of 230 respondents (158 NSs and 72 staff nurses) was included in this descriptive, cross-sectional study. The CSPS English version was translated into the Arabic language following a recommended guideline from cross-cultural adaptation and translation instruments. The Cronbach's alpha, the intraclass correlation coefficient (ICC) of the test-retest scores, and the item-total correlations (ITC) were computed to establish the reliability. Content validity and construct validity by the known-groups method and hypothesis testing method were performed. The CSPS-A exhibited good internal consistency and reliability (Cronbach's alpha, 0.89; ICC, 0.88; ITCs, 0.325-0.728). A satisfactory content and construct validity was also reported. The CSPS-A is a valid and reliable tool that can measure the compliance to SPs among NSs in Saudi Arabia. PMID:26947548

  3. "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

    Institute of Scientific and Technical Information of China (English)

    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.

  4. Changes of high school English teaching model under the directions of new English Curriculum Standard

    Institute of Scientific and Technical Information of China (English)

    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.

  5. Standard English and the Model for English Language Teaching in China

    Institute of Scientific and Technical Information of China (English)

    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.

  6. 谈循证护理在神经外科护理教学中的应用%Application of evidence-based nursing in teaching of neurosurgical nursing

    Institute of Scientific and Technical Information of China (English)

    杨黎; 常小利

    2012-01-01

    通过与传统护理教学方法比较,介绍了循证护理教学方法的内容、步骤及效果,并针对存在的问题,提出在临床护理教育中,应注重引入循证护理理念,以促进护理人员全面掌握护理基础理论知识,提高自我学习能力,促进循证护理思维,从而全面提高临床护理质量.%This paper introduces the content, steps and results of evidence-based nursing by comparing it with traditional nursing teaching method. It points out that the concept of evidence-based nursing should be introduced so as to help nursing staff fully master basic theoretical knowledge of nursing, improve their self-study ability and cultivate the thinking of evidence-based nursing, which will be useful for improving the overall quality of clinical nursing.

  7. 模拟面试方法在护理人文学教学中的应用%Application of simulating interview in nursing humanistic teaching

    Institute of Scientific and Technical Information of China (English)

    曹蕾; 陈双琴; 李爱夏; 郭玲玲

    2011-01-01

    目的 探讨模拟面试方法在护理人文学教学中的应用效果.方法 对宁波天一职业技术学院2009级专科护理专业162名学生实施模拟面试训练并考核,模拟面试训练前后分别对学生进行学习效果的问卷调查.结果 模拟面试训练后,学生各方面的表现明显优于训练前.结论 模拟面试方法有助于提高学生面试能力,增强护理人文学教学效果,是一种有效的教学方法.%Objective To explore the application effect of simulating interview in nursing humanistic teaching. Methods 162 junior college nursing students were selected to accept the training of simu lating interview, and the effect was investigated in questionnaire before and after the training. Results The scores of nursing students after training were higher than that before training in self-confidence, appearance, communicating skill, answering skill and etiquette in interview. Conclusions Simulating interview is a good teaching method that can improve the nursing students' interview ability and the teaching effect of nursing humanity.

  8. The Way to Improve Clinical Nurse Teaching Job%如何做好临床护理带教工作

    Institute of Scientific and Technical Information of China (English)

    周旭

    2014-01-01

    the clinical nursing teaching is an important part of nursing teaching is to cultivate students of nursing specialty, theory with practice, obtain the nursing skil s, cultivate the ability to work independently, must set up the learning stage of the spirit of dedication. How to train students to have good occupation morals, the combination of theory and practice, found in the clinical teaching of the problem and correct in time, which is to cultivate a qualified nurse is very important.%临床护理教学是护理教学的重要组成部分,是培养护理专业学生理论联系实践,获取护理技能,培养独立工作能力,树立爱岗敬业精神的必经学习阶段。如何把学生培养成具有良好的职业道德,使其理论与实际相结合,及时发现临床教学中存在的问题并及时纠正,这对培养一位合格的护士是非常重要的。

  9. The Cummins model: a framework for teaching nursing students for whom English is a second language.

    Science.gov (United States)

    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.

  10. Application of simulation teaching method combined with Seminar in the practical teaching of operation room nursing%模拟教学结合Seminar教学法在手术室护理教学中的应用

    Institute of Scientific and Technical Information of China (English)

    易淑明; 成建初; 郑晓妮; 李鹏; 刘丽波

    2013-01-01

    Objective To explore the application method and effect of simulation teaching combined with Seminar leaching method in nursing teaching in operation room.Methods 440 nursing students in 2010 singular class nursing grade 2 of Yiyang Medical College were selected as experimental group, 425 nursing students in 2010 even class nursing grade 2 of Yiyang Medical College were selected as control group.The experimental group was given simulation leaching combined with the Seminar teaching method, the control group was given the traditional teaching method.The theory, operation results of units and questionnaires were used to evaluate the teaching effect.Results The theory and operation results in experimental group [(88.13±9.48), (91.69±9.71) scores] were higher than those in control group [(82.77±10.63), (86.13±8.93) scores], the differences were statistically significant (P < 0.01); effect of simulation teaching combined with the Seminar teaching method was better than that of traditional teaching method, the interest of learning, cooperation ability, communication skills and the ability of clinical practice in simulation teaching combined with the Seminar teaching method were all better than those in traditional teaching method according to at ceast 71.82% nursing students.Conclusion Simulation teaching combined with Seminar teaching method in nursing teaching in operation room is feasible and effective in promoting the knowledge, ability of nursing students, which is superior to the traditional teaching method.%目的 探讨模拟教学结合Seminar教学法在手术室护理教学中的应用及效果.方法 选择益阳医学高等专科学校2010级护理二年级单数班440名护生为实验组,双数班425名护生为对照组.实验组实施模拟教学结合Seminar教学法,对照组应用传统教学法.以单元理论和操作成绩、问卷调查表评估教学效果.结果 实验组理论[(88.13±9.48)分]和操作成绩[(91.69±9.71)

  11. The inquiry continuum: Science teaching practices and student performance on standardized tests

    Science.gov (United States)

    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

  12. Develop a Framework of Creative Thinking Teaching Mode for RN-BSN Students on the Basis of the Creative Process of Clinical Nurses in Taiwan

    Science.gov (United States)

    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…

  13. Nursing Students' Integration of Theory and Practice: The Development and Implementation of a Practice and Theoretical Framework for Teaching--A Case Study.

    Science.gov (United States)

    Gassner, Lee-Anne; Wotton, Karen

    1998-01-01

    Use of the case study method to develop nursing students' skills in clinical decision making is discussed. The topic-development approach used in the course design included selection of appropriate cases, use of guidelines for analysis of cases, and development of interrelated formats for teaching. Students and lecturers reported satisfaction with…

  14. Leaders from Nursing's History.

    Science.gov (United States)

    Fondiller, Shirley H.; And Others

    1995-01-01

    Looks at the lives and accomplishments of four leaders in professional nursing: (1) Loretta Ford, who championed the cause of nurse practitioners; (2) Mable Staupers, a pioneer in community health and nursing; (3) Janet Geister, a leader in private nursing; and (4) Isabel Stewart, who led the movement to standardize nursing education. (JOW)

  15. Individual Potentials Related to Evidence-Based Nursing among Nurses in Teaching Hospitals Affiliated to Tabriz University of Medical Sciences, Tabriz, Iran

    OpenAIRE

    Seyyedrasooli, Alehe; Zamanzadeh, Vahid; Valizadeh, Leila; Tadaion, Farideh

    2012-01-01

    Introduction: Knowledge, attitude, and skills of nurses regarding evidence-based medicine are some of the important individual potentials in the implementation of these cares. There is no evidence indicating Iranian nurses to have these individual potentials. Therefore, the aim of this study was to determination the perceptions of nurses about individual potentials in evidence-based nursing and its related factors. Methods: In this descriptive correlational study, all nurses...

  16. Faculty Research Productivity and Standardized Student Learning Outcomes in a University Teaching Environment: A Bayesian Analysis of Relationships

    Science.gov (United States)

    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…

  17. [Patients' preferences for nurses' nonverbal expressions of warmth during nursing rounds and administration of oral medication].

    Science.gov (United States)

    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

  18. 眼科护理临床带教存在的问题与对策%The existing problems and countermeasures during clinical teaching of ophthalmology nursing

    Institute of Scientific and Technical Information of China (English)

    柴树洁

    2013-01-01

    Objective: To explore the existing problems and countermeasures during clinical teaching of ophthalmology nursing. Methods: A retrospective analysis of the existing problems during clinical teaching of ophthalmology nursing in recent years, and propose appropriate countermeasures. Results: Through the summary analysis of the existing problems during clinical teaching, propose appropriate countermeasures, improve the quality of nursing practice effectively. Conclusion: To ensure the ophthalmic nursing students complete practice tasks, we will strengthen the training of teaching staff, develop the detailed teaching plan, consolidate laws and regulations learning, strengthen the communication skills of nursing students and two-way assessment system.%目的:探讨眼科护理临床带教存在的问题及相应对策。方法回顾性分析我院近几年来眼科护理临床带教工作存在的问题,并提出相应的对策。结果通过对眼科护理临床带教存在的问题总结分析,提出相应的对策,有效提高了护理实习质量。结论加强带教人员的培训,制定周密的带教计划,强化法律法规知识学习,加强护生沟通交流能力及双向考核体系,确保眼科实习护生圆满完成实习任务。

  19. Using a phenomenological research technique to examine student nurses' understandings of experiential teaching and learning: a critical review of methodological issues.

    Science.gov (United States)

    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.

  20. Interactive Teaching Method in Outpatient Injection Room Nursing Internship Teaching of Application%互动教学法在门诊注射室护理实习生带教中的应用

    Institute of Scientific and Technical Information of China (English)

    郭秀红

    2014-01-01

    Objective To improve the quality of teaching, to explore the interactive teaching method in outpatient injection room nursing students in the teaching application.Methods The interactive method of teaching of nursing interns, clear training objectives and requirements, inspire enthusiasm, support student learning initiative practice, improve the ability to solve problems and actual observation. Results The implementation of interactive communication teaching method of theory, the scores of students in more than 80 points, operation of the examination scores more than 90 points, to achieve excel ent results, evaluation of teachers of higher nursing students. Conclusion The interactive teaching method to the general "indoctrination" "didactic" one-way teaching method can ef ectively improve the outpatient injection room nursing students practice ef ect practice.%目的:为提高教学质量,探讨互动教学法在门诊注射室护理实习生带教中的应用。方法对护理实习生实行互动方法带教,明确实习的目的和要求,激发实习护生学习的积极性、主动性,提高观察、解决问题及实际操作的能力。结果实行互动沟通教学法后,学生的出科理论考试成绩在80分以上,操作考试成绩90分以上,达到优良成绩,护生对带教老师的评价较高。结论互动教学法相对于一般"灌输式""说教式"等单向教学方法能有效提高门诊注射室实习护生的实习效果。

  1. 妇产科护理学WebQuest教学模式的应用%The Application of Gynecology and Obstetrics Nursing WebQuest Teaching Mode

    Institute of Scientific and Technical Information of China (English)

    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.

  2. A correlation study involving a comparison of professional science teaching standards and student performance

    Science.gov (United States)

    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

  3. 护理专业“护理学基础”实验教学改革的实践%Practice of Experimental Teaching Reform of Course Fundamentals of Nursing of Nursing Speciality

    Institute of Scientific and Technical Information of China (English)

    郑元梅

    2014-01-01

    围绕高职高专护理专业应用型人才培养目标,从高职高专护理专业“护理学基础”实验教学课程着手,将传统的实验教学模式改为“演示-练习-复习总结(写实验报告)-沟通反馈”教学模式,设计规范的《护理学基础实验报告册》并进行应用,对实验教学新模式及教学效果进行评估和评价,旨在为护理学基础实验改革与效能评估提供客观依据。%Aiming at the target of cultivating application -oriented talents for nursing speciality in high voca-tional and technical school, the experimental teaching mode was changed from the traditional one into the new one, demonstration -practice -review and summarization ( writing experimental report ) -feedback. The new Report of Basic Experiments of Nursing was designed and applied .The new experimental teaching mode and teaching effect were assessed and evaluated , which can provide the objective evidence for the basic experimental teaching reform and effective assessment of Nursing Speciality .

  4. Recommending a Nursing-Specific Passing Standard for the IELTS Examination

    Science.gov (United States)

    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…

  5. Influence of nursing students' personal factors on the teaching effect of nurse patient communica-tion experience%护生个人因素对护患沟通体验式教学效果的影响

    Institute of Scientific and Technical Information of China (English)

    沈莹; 牟绍玉; 唐文凤; 王显平

    2016-01-01

    Objective To explore the effect of nursing students' factors on the teaching effect of nurse patient communication experience . Methods A questionnaire survey was conducted among 208 nursing students who received nurse-patient communication experience teaching. Research content included nursing students' subjective factors and objective factors, and non-technical expertise. The "training effect factors affecting the personal factors questionnaire", self-made demographic characteristics questionnaire and"nursing soft skills assessment scale" were adopted to make evaluation and SPSS 17.0 was used to make correlation analysis to the obtained data. Result For respondents, the factors such as one-child in general demographic characteristics and social work experience had correlation with the teaching effect (r=0.270, 0.725; P=0.000, 0.010). Nursing students' non-professional and technical capacity, personal characteristics and the teaching effect were correlated with the teaching effect, among which the nursing students' interper-sonal relationship, organization and management skills, self-efficacy, learning power had the correlation coefficients with the teaching effect of 1.000, 0.725, 0.192 and 0.470, P<0.05, respectively. Conclusion In the teaching process, it has positive effect on the teaching effect to create the practice condition, increase the favorable factors, and guide the self awareness of nursing students.%目的:探讨护生个人因素对护患沟通体验式教学效果的影响。方法采取整群抽样方法对自愿参加研究项目的208名护理本科生进行问卷调查。对护生的主观因素、客观因素、非技术专业能力,采用“培训效果影响因素研究个人因素问卷”、自制人口学特征调查表和“护理软技能测评量表”进行评价。应用SPSS 17.0将所得数据进行相关性分析。结果调查对象一般人口学特征中,独生子女与社会工作经历因素与教

  6. Using Nursing Languages in School Nursing Practice. Second Edition

    Science.gov (United States)

    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…

  7. 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.

    Institute of Scientific and Technical Information of China (English)

    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.

  8. Determination of the number and qualification representation of nursing staff at standard departments of Nemocnice Písek, a.s.

    OpenAIRE

    MUŽÍKOVÁ, Eva

    2010-01-01

    As the title of the thesis indicates, I addressed the number of the staff and their qualification representation at the individual departments of the hospital in Písek. I cooperated with head nurses as well as other nursing staff in the hospital and acquired information from them. The first hypothesis was that the number of the nursing staff work load at standard surgical departments corresponds with the recommendations of Karla Pochylá{\\crq}s method. This hypothesis was not confirmed as the ...

  9. Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform

    Directory of Open Access Journals (Sweden)

    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.

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

    OpenAIRE

    NS Gwele

    2000-01-01

    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 h...

  11. [Setting up a new teaching proposal on the nursing course at the University of Londrina].

    Science.gov (United States)

    de Godoy, Christine Baccarat

    2002-01-01

    The article had as its main goal to outline the history of the Nursing Curriculum of the State University of Londrina since its begining in 1972 until the present Curriculum, started in January 2000. The studying is based on a bibliographic research and the result has enabled us to outline all the changing process of the curriculum considering the professors disquiet and the work market demands. The studying, after substantiating all the curriculum changes, has contributed to better understand the pedagogical proposal that form the present integrated Curriculum of the Nursing Course of the State University of Londrina. PMID:12592862

  12. The relationship between the managerial skills and results of "performance evaluation "tool among nursing managers in teaching hospitals of Iran University of Medical Science.

    Science.gov (United States)

    Isfahani, Haleh Mousavi; Aryankhesal, Aidin; Haghani, Hamid

    2015-01-01

    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

  13. The relationship between the managerial skills and results of "performance evaluation "tool among nursing managers in teaching hospitals of Iran University of Medical Science.

    Science.gov (United States)

    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

  14. Recognition of elder abuse by Italian nurses and nursing students: evaluation by the Caregiving Scenario Questionnaire.

    Science.gov (United States)

    Pelotti, Susi; D'Antone, Elisa; Ventrucci, Costanza; Mazzotti, Maria Carla; Salsi, Giancarlo; Dormi, Ada; Ingravallo, Francesca

    2013-12-01

    Elder abuse appears to be widely underestimated by health professionals. We aimed to evaluate the recognition of elder abuse among Italian nurses and nursing students related to their professional, personal experiences and socio-demographic characteristics. 193 nursing students and 76 nurses attending a post-graduate nursing management master's degree at the University of Bologna (Italy) completed the Caregiving Scenario Questionnaire measuring the ability to recognize elder abuse. Data on age, gender, previous professional and personal experiences as well as nursing school teaching were collected. Regarding abusive items, preventing elder's movements by putting a table over the elder's lap was identified by almost all participants, while locking someone at home was identified by half of them. Neglect was recognized by 25 % of nurses and 20 % of students, respectively. The majority of nurses and students correctly identified non-abusive strategies. Reporting being taught on elder abuse was inversely associated with a good performance in detecting neglect. Italian nurses' and nursing students' uncertainty in identifying abusive strategies, especially neglect, was consistent with results of previous studies in other countries. Standardized education in healthcare core curriculum, reference guidance and training are strongly needed to improve elder abuse recognition in Italy. PMID:23864427

  15. Cognitive survey of nursing quality control standards in surgical nurse-in-charge%对外科主管护师护理质量控制标准认知的调查

    Institute of Scientific and Technical Information of China (English)

    覃泽萍; 王非凡; 彭翠香; 崔莹

    2013-01-01

    Objective To investigate and analyze the cognition of nursing quality control standards in surgical nurse-in-charge,to provide information for nursing managers.Methods Self-designed questionnaire was used to investigate surgical nurse-in-charge,and chi-square test was used to analyze investigation results.Results There was no statistically significant difference on cognition of nursing quality control standards between surgical nurses-in-charge with different degrees (P > 0.05),while there was statistically significant difference between surgical nurses-in-charge with different training experience (x2 =4.40,P < 0.05),and those who had training had higher percent of pass.100.00% of nurses-in-charge had good knowledge of nursing safety management and document quality,which was the highest,and only 87.50% mastered quality management standards,which was the lowest.86.56% of nurses-in-charge believed that nursing quality control standards training were necessary,87.50% were willing to participate in training,and 81.25% hoped to join training by attending clinical nursing quality control.Conclusions Nursing managers should pay attention to nurses-in-charge training on management consciousness and methods,which can help them with nursing quality control standards and better clinical service.%目的 调查外科主管护师对现行临床护理质量控制标准的认知情况,为护理管理者提供资料.方法 采用自行设计的调查问卷对64名外科主管护师进行调查,采用x2检验对调查结果进行分析.结果 不同学历的主管护师对护理质量控制标准的掌握程度差异无统计学意义(P>0.05),不同培训经历主管护师对护理质量控制标准的考核合格率差异有统计学意义(x2 =4.40,P<0.05),其中参加过培训的主管护师合格率高;对护理安全管理质量标准及护理文书质量标准掌握程度最高,合格率为100.00%;对病区质量管理质量标准掌

  16. 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

    Institute of Scientific and Technical Information of China (English)

    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

  17. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  18. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  19. Teaching Pediatric Infectious Diseases to Medical, Pharmacy, and Nursing Students During Monthly Rotations.

    Science.gov (United States)

    Nahata, Milap C.; And Others

    1982-01-01

    Medical, pharmacy, and nursing students participated in a course on pathophysiology and pharmacotherapeutics of common pediatric bacterial and viral diseases during their rotation in infectious diseases. Student attitudes were highly positive, and substantial knowledge gain resulted. This interdisciplinary clinical approach is recommended to…

  20. WORKSHOP ON TEACHING IN ASSOCIATE DEGREE NURSING PROGRAMS (UNIVERSITY OF FLORIDA, JUNE 20-JULY 2, 1965).

    Science.gov (United States)

    Florida Univ., Gainesville. Coll. of Nursing.

    THIS WORKSHOP, WHICH WAS PLANNED FOR THE STUDY OF ASSOCIATE DEGREE NURSING PROGRAMS, INCLUDED DISCUSSION OF THE PHILOSOPHICAL BASIS FOR SUCH PROGRAMS, PRINCIPLES AND PRACTICES IN CURRICULUM DESIGN, SELECTION OF SPECIFIC CONTENT AND LEARNING EXPERIENCES, "PRE" AND "POST" CONFERENCES, ASSIGNMENT PATTERNS, TESTING AND EVALUATION, AND RECENT…

  1. Teaching Evidence-Based Practice to Undergraduate Nursing Students: Overcoming Obstacles

    Science.gov (United States)

    Martin, Sharon D.

    2007-01-01

    Evidence-based practice is highly valued in health care literature at this time. But research suggests that U.S. RNs face many obstacles when implementing evidence-based practice including a lack of value for research in practice (Pravikoff et al, 2005). Additional obstacles may exist for traditional U.S. BSN nursing students who may not value the…

  2. The influence of New Jersey policy, standards and assessment on elementary science teaching

    Science.gov (United States)

    Razze, Janet C. Stickle

    2001-10-01

    Problem. The purpose of this study was: (1) to describe the nature of science teaching in New Jersey and where teachers were located on the instructional continuum from didactic to inquiry-oriented teaching, and (2) to examine factors that were associated with teacher location on the instructional continuum. Methodology. Data came from two larger studies conducted by the Center for Policy Analysis of New Jersey at Rutgers University (CEPA-NJ) and supported by the National Science Foundation (NSF). It examined classroom interviews and observations of 54 fourth grade teachers throughout New Jersey from high, medium and low income schools. Findings. The majority of teachers in the study were located toward the didactic end of the instructional continuum. Although few inquiry-oriented teachers were found, they organized their classes quite differently from those taking a more didactic approach. Teacher attitudes and beliefs, knowledge and skills, professional development and professional community were associated with teacher location. Significance. This study provides educators with a better understanding of the variety of practice in elementary science teaching in a state undergoing standards-based reform efforts. Simultaneously, it contributes to the understanding of the factors that are associated with teacher location on the instructional continuum.

  3. Modernization of Nursing Education and Nurse' It Competence

    OpenAIRE

    Šakalytė, Danguolė

    2015-01-01

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

  4. Introduction to a Variety of Teaching Methods Combined Application in Ophthalmology Teaching of Nursing Students%浅谈多种教学法联合在眼科护生带教中的应用

    Institute of Scientific and Technical Information of China (English)

    李海霞; 张丽敏

    2015-01-01

    Objective To analyze a variety of teaching method effect of combined application in ophthalmology teaching of nursing students. Methods Choose 84 case 2011~2013ophthalmology practice nurses which came to our hospital, ophthalmology internship nurses were randomly divided into control group and research group(42 case each group), control group choose the traditional teaching method to carry on the teaching experience, the research group choose many kinds of teaching method combined with teaching, at the end of the internship for comparing two groups of nurse examination results. Results The research group were significantly better than the control group, the differences between the two groups have statistical signiifcance (P<0.05). Conclusion A variety of teaching methods in the practice nurse ophthalmology practice can only and teaching results have positive clinical use and popularization value.%目的:分析多种教学法联合在眼科护生带教中的应用效果。方法选取2011~2013级来我院眼科实习的护士84人选取2011~2013级来我院眼科实习的护士84人随机分为对照组和研究组,各42人,对照组选择传统经验教学法进行带教,研究组选择多种教学法联合带教,实习结束时对两组护士考试成绩进行比较。结果研究组实习护士各项成绩均优于对照组,两组间差异具有统计学意义(P<0.05)。结论多种教学法联合在提高实习护士眼科实践仅能以及教学成效方面具有积极的临床使用和推广价值。

  5. Starworld: Preparing Accountants for the Future: A Case-Based Approach to Teach International Financial Reporting Standards Using ERP Software

    Science.gov (United States)

    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…

  6. A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students' Perceptions

    Science.gov (United States)

    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…

  7. The Relationship between Interchangeability Standards and Precision Design in Teaching a Course on Interchangeability and Measurement Techniques

    Institute of Scientific and Technical Information of China (English)

    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.

  8. American College of Nurse-Midwives

    Science.gov (United States)

    ... Medical Education Caucus Midwives Teaching Midwives Midwives Teaching Nurses Preceptors Directors of Midwifery Education (DOME) Midwifery Business ... RSS Feeds | More News & Updates American College of Nurse-Midwives. 8403 Colesville Rd, Suite 1550 | Silver Spring ...

  9. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Science.gov (United States)

    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.

  10. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Science.gov (United States)

    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. PMID:25854950

  11. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  12. Seeing is believing - reducing misconceptions about children's hospice care through effective teaching with undergraduate nursing students.

    Science.gov (United States)

    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.

  13. [Construction of an educational technology for teaching about nursing on peripheral venipuncture].

    Science.gov (United States)

    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.

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

    OpenAIRE

    Zethu Nkosi; Padmini Pillay; Nokes, Kathleen M.

    2013-01-01

    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 meth...

  15. Computer and internet use by first year clinical and nursing students in a Nigerian teaching hospital

    OpenAIRE

    Ajuwon Grace

    2003-01-01

    Abstract Background The internet is an important source of up-to-date medical information. Although several studies in different countries have explored the extent to which health science students use the computer and the internet, few researches are available on this subject in Nigeria. The aim of this study was to assess the uptake of computer and internet by health science students studying in the country. Methods One hundred and eighty three first year medical and nursing students of the ...

  16. COMFORT: evaluating a new communication curriculum with nurse leaders.

    Science.gov (United States)

    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.

  17. 眼科护生带教模式改革创新初探%On the Innovation of Teaching Mode Reform of Nursing in Department of Ophthalmology

    Institute of Scientific and Technical Information of China (English)

    李海霞; 潘亚晓

    2015-01-01

    目的:研究分析眼科护生带教模式改革创新。方法选取2013年11月~2014年4月在我院临床实习的36名护士作为分析对象,对其实行临床带教的改革目标教育,充分发挥教与学的积极性以及主动性。结果通过在眼科病区的实习,在带教老师的言传身教以及结合临床的实践下,使学生的理论水平以及实际操作能够都有效提高,成为了较为合格的护士。结论对眼科护生实行带领模式,有助于提高其积极性与主动性。%Objective To study the analysis of ophthalmology teaching mode reform and innovation of nursing students.Methods Select in November 2013 to April 2014 clinical practice of 36 nurses as analysis object in our hospital, to implement the objectives of the reform of clinical teaching education, give full play to the enthusiasm and initiative of teaching and learning.Results Through the internship in ophthalmology ward, in the teaching of the teacher's precept, and combining with clinical practice, make the students' theoretical level and actual operation can effectively improve, become more qualiifed nurses.ConclusionThe leading mode in ophthalmic nursing students to help improve their enthusiasm and initiative, has higher application value.

  18. Berlin in Motion: Interprofessional teaching and learning for students in the fields of medicine, occupational therapy, physiotherapy and nursing (INTER-M-E-P-P)

    OpenAIRE

    Bohrer, Annerose; Heinze, Cornelia; Höppner, Heidi; Behrend, Ronja; Czakert, Judith; Hitzblech, Tanja; Kaufmann, Ina; Maaz, Asja; Räbiger, Jutta; Peters, Harm

    2016-01-01

    Aim: The Berlin project "Interprofessional teaching and learning in medicine, occupational therapy, physiotherapy and nursing" (INTER-M-E-P-P) pursues the goal of developing and testing interprofessional courses in an exemplary manner, and then implement these into their regular study programs. Method: Under the direction of a steering committee of the participating institutions, professions and status groups, interprofessional courses were designed, carried out and evaluated. Specific to thi...

  19. Application of "digital code" teaching method in training community nurses of cardiopulmonary resuscitation%"数字密码"教学法在社区护士心肺复苏技术培训中的应用

    Institute of Scientific and Technical Information of China (English)

    陶秀萍

    2015-01-01

    Objective To explore effect of "digital code" teaching method in training community nurses of cardiopulmonary resuscitation (CPR).Methods 157 nurses in community hospital who had received CPR training during May 2015 and July 2015 were recruited.All trainees were divided into control group and experimental group according to training process.The control group was taught by conventional teaching method,while the experimental group was taught by "digital code" teaching method.Took International Guidelines 2010 for CPR as the standard of teaching contents,and training effects of two groups were compared.Results Before training,there were high failure rates of both groups in 12 items of operation process; after training,except total operation time of control group (P=0.246),operation failure rates of the two groups were significantly lower than those before training (P<0.05).After training,operation examination scores of experimental group were better than that of control group (t=2.854,P<0.05); operation failure rates of experimental group were lower than those of control group,among which,operation failure rate of artificial ventilation in experimental group was significantly lower than that of control group,and the difference was statistically significant (χ2=6.992,P=0.008).Conclusions The teaching method of "digital code"can effectively improve CPR skills of community nurses as well as conventional teaching method,but "digital code" teaching is suitable for CPR training of community nurses because of its advantages of easy learning and giving prominence to emphasis.%目的 探讨"数字密码"教学法在社区护士心肺复苏(cardiopulmonary resuscitation,CPR)技术培训中的教学效果.方法 将2015年05-07月接受CPR培训的157名社区护士纳入研究.按照培训进程,将学员分为对照组和试验组.对照组采用常规教学法授课,试验组采用"数字密码"教学法授课.授课内容以2010版《国际心肺复苏指南》为标准,

  20. Improving and validating children's nurses communication skills with standardized patients in end of life care.

    Science.gov (United States)

    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.

  1. 后现代主义教育理念对临床护生带教管理的启示%Enlightenment of postmodern education idea on teaching management of clinical nursing students

    Institute of Scientific and Technical Information of China (English)

    潘莉; 张静平; 李丽花

    2011-01-01

    It induced the the characteristics and theoretical thinking of postmodernism educational idea, and its influence on nursing theory, nursing research and nursing practice. And it probed into the enlightenment postmodernism educational idea on teaching management of nursing students.%归纳了后现代主义教育理念的特征、理论思想以及对护理学理论、护理研究、护理实践的影响,探讨了后现代主义教育理念对护生带教管理的启示.

  2. 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

    Institute of Scientific and Technical Information of China (English)

    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。

  3. Exploration on teaching reform of physiology in secondary vocational school nursing department%中职护理专业生理教学改革初探

    Institute of Scientific and Technical Information of China (English)

    顾祖飞

    2016-01-01

    人体生理学是基础医学教学的难点所在。该文通过多年对中职护理专业人体生理学教学实践的探讨,分析其当前面临的困难和原因,针对存在的问题,从优化教学资源、改进课堂教学、借助教辅工具、提高动手能力的四个方面入手,积极探索人体生理学教学改革,灵活运用多种教学方法,因材施教,因势利导,充分激发学生的学习兴趣,培养学习热情,活跃课堂气氛,教学质量得到显著提高。%It is difficult to teach human physiology,is used to research into the laws of life activities.Through many years' exploration of human physiology teaching practice and analysis of its current difficulties and reasons,in view of the existing problems in secondary vocational nursing teaching,the author of this paper has been actively exploring the reform of human physiology teaching in four aspects,namely,optimizing the teaching resources,improving the classroom teaching,making good use of the teaching assistant tools and improving the hands-on abilities.The author has greatly improved the teaching quality by means of using various teaching methods flexibly,teaching students in accordance of their aptitude, making the best use of the circumstances,fully stimulating students' interest in learning,cultivating the learning enthusiasm and making classroom atmosphere active.

  4. 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

    Institute of Scientific and Technical Information of China (English)

    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。

  5. 本科护理专业毕业论文写作教学策略%Teaching strategies of dissertation writing for nursing undergraduates

    Institute of Scientific and Technical Information of China (English)

    杨江林; 刘巧艳; 余志玲

    2012-01-01

    为了提高护理专业学生毕业论文撰写质量,将《护理研究》课程教学与临床实习相结合,实施课程讲授——情景体验——临床实习——课题研究一体化教学.以课题研究为主导、学生为主体、体验为主要途径,采用导师制全程指导,分阶段教学与评价,能有效提高学生的科研兴趣、参与热情和论文质量,95.78%的学生对该教学形式持赞成态度.%In order to improve the quality of nursing dissertations,we combined the teaching of nursing research with clinical internship to teach nursing dissertation writing,following the process of program input-situation experience-clinical internship-problem study-dissertation writing.Taking problem study as the leading role,students as subject,self experience as the main access and tutors as whole-process instructors,we taught and evaluated nursing dissertations at different stages.Students'interests in scientific research,enthusiasm for participation and quality of dissertations were improved effectively.95.78% of the students showed positive attitude to this teaching method.

  6. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  7. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  8. 社区护理教学实践基地与实践探讨%Practice base and exploration of community nursing teaching

    Institute of Scientific and Technical Information of China (English)

    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.

  9. 构建护理学实践教学综合平台促进学生综合素质提高%Construction of teaching comprehensive platform for nursing practice to enhance the nursing students' comprehensive quality

    Institute of Scientific and Technical Information of China (English)

    赵珊; 王春梅; 董丽萍; 刘纯艳; 冯固; 张清; 赵岳

    2010-01-01

    School of Nursing in Tianjin Medical University constantly strives to construct the teaching comprehensive platform for nursing practice to promote students' clinical practical techniques, professional care skills, clinical thinking abilities, creativity and clinical comprehensive qualities.The comprehensive platform includes professional experimental teaching platform, humanistic care teaching platform, and clinical practice base platform.The feedbacks from the students and faculties showed that this platform had positive impact on the students' learning outcomes and the improvement of students' comprehensive abilities, similar investigation results were gotten from the employers.%天津医科大学护理学院长期致力于护理学实践教学综合平台的建设.通过建设集专业实验教学平台、人文关怀精神培养实验教学平台和实践基地教学平台于一体的护理学实践教学综合平台,培养学生的临床基本操作技能、专科技能、临床思维能力、创新能力及综合索质,显著提高了学生的学习效果,对用人单位的调查结果 显示毕业生的质量逐年提高.

  10. Teaching about vulnerable populations: nursing students' experience in a homeless center.

    Science.gov (United States)

    Stanley, Mary Jo

    2013-10-01

    Cultural competence is not limited to ethnicity, religion, or race but is inclusive of vulnerable groups, such as the homeless. The complex health and social issues related to homelessness requires educational instruction that supports students' ability to address and care for the multidimensional elements that surround this group. Exposure to homeless populations provides nursing students with increased awareness of the issues related to health disparities, while promoting introspective reflection on one's values and beliefs. To increase student exposure to working with homeless clients, a service-learning project using a critical social theory (CST) lens was offered at a homeless center. The students' response that clients were "just like" them, coupled with ambiguity regarding the complex social-economic-political issues surrounding the homeless, may indicate a need for further education regarding cultural understanding, sensitivity, and vulnerability. This project demonstrates the need for learning experiences that support advocacy and social responsibility for vulnerable groups. PMID:24040771

  11. Social media in nursing education: responsible integration for meaningful use.

    Science.gov (United States)

    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. PMID:24530130

  12. Social media in nursing education: responsible integration for meaningful use.

    Science.gov (United States)

    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.

  13. A non-freaked out guide to teaching the common core using the 32 literacy anchor standards to develop college- and career-ready students

    CERN Document Server

    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

  14. Developing a Network To Support Candidates through the Process of Certification by the National Board for Professional Teaching Standards.

    Science.gov (United States)

    Wolfson, Rona

    This paper describes the development of a practicum designed to recruit and support teacher candidates from one district through the National Board for Professional Teaching Standards Certification. Potential candidates had been isolated in their pursuit of certification because there were no support groups, courses, or manuals specifically…

  15. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  16. Practice of the problem-based integrated teaching methods in nursing psychology teaching%问题指导下综合教学模式在护理心理学教学中的实践

    Institute of Scientific and Technical Information of China (English)

    汪涛; 冯正直; 李敏; 杨国愉; 张俐

    2011-01-01

    To study the effect of the problem-based manifold teaching methods in nursing psychology teaching. The results show that majority of the students believe the problem-based manifold teaching methods can improve their interests in study and ability of self-study, reinforce the relationship between teachers and students and enhance the skill of self- healthcare.%采用问题指导下综合教学模式对护理专业本科学生开展护理心理学教学实践,结果表明该模式可以有效提升学生学习兴趣和自主学习能力,增进师生交流互动,促进对知识的理解和运用,增强学生自我心理健康维护能力.

  17. Competence of newly qualified registered nurses from a nursing college

    Directory of Open Access Journals (Sweden)

    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.

  18. On the use of a standard spreadsheet to model physical systems in school teaching*

    Science.gov (United States)

    Quale, Andreas

    2012-05-01

    In the teaching of physics at upper secondary school level (K10-K12), the students are generally taught to solve problems analytically, i.e. using the dynamics describing a system (typically in the form of differential equations) to compute its evolution in time, e.g. the motion of a body along a straight line or in a plane. This reduces the scope of problems, i.e. the kind of problems that are within students' capabilities. To make the tasks mathematically solvable, one is restricted to very idealized situations; more realistic problems are too difficult (or even impossible) to handle analytically with the mathematical abilities that may be expected from students at this level. For instance, ordinary ballistic trajectories under the action of gravity, when air resistance is included, have been 'out of reach'; in school textbooks such trajectories are generally assumed to take place in a vacuum. Another example is that according to Newton's law of universal gravitation satellites will in general move around a large central body in elliptical orbits, but the students can only deal with the special case where the orbit is circular, thus precluding (for example) a verification and discussion of Kepler's laws. It is shown that standard spreadsheet software offers a tool that can handle many such realistic situations in a uniform way, and display the results both numerically and graphically on a computer screen, quite independently of whether the formal description of the physical system itself is 'mathematically tractable'. The method employed, which is readily accessible to high school students, is to perform a numerical integration of the equations of motion, exploiting the spreadsheet's capability of successive iterations. The software is used to model and study motion of bodies in external force fields; specifically, ballistic trajectories in a homogeneous gravity field with air resistance and satellite motion in a centrally symmetric gravitational field. The

  19. The Application of TBL and PBL in Nursing of Oral Teaching%TBL与PBL在护理口腔教学中的应用

    Institute of Scientific and Technical Information of China (English)

    黄小丽; 孙绪高

    2015-01-01

    Objective According to the requirements of clinical work and nursing personnel training goals and objectives, based on the team's teaching (TBL) with problem based learning (PBL) in nursing teaching application, provide scientific basis for improving teaching quality. Methods Selected the school class of 2013 nursing two classes all of 120 students as the research object, randomly divided into the experimental group and the control group, the experimental group applied TBL and PBL, the control group students basic teaching method (LBL) was adopted to improve the teaching, course after the analysis of two groups of students test scores.Results The experimental group and in terms of test scores to the evaluation of teaching effect was better than the control group,P<0.05, was difference had difference statistically.Conclusion TBL and the integration of PBL teaching mode in the ability to analyze and solve problems, doctor-patient communication, team cooperation has a bigger superiority.%目的 根据临床岗位需求和护理专业人才培养目标要求,探讨以团队为基础的教学(TBL)与问题为基础的学习(PBL)相结合在护理专业教学中应用,为提高教学效果提供科学依据.方法 选择本校2013级护理专业两个班的120名学生作为研究对象,随机分为试验组和对照组,试验组应用TBL与PBL,对照组学生采用LBL进行教学,课程结束后对两组学生考试成绩进行分析.结果 试验组对教学效果的评价及在考试成绩方面优于对照组,P<0.05,差异具有统计学意义.结论 TBL与PBL相融合的教学模式在分析问题及解决问题的能力、医患沟通、团队合作等有较大的优越性.

  20. Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Summary. Issues & Answers. REL 2012-No. 122

    Science.gov (United States)

    Apthorp, Helen; Wang, Xin; Ryan, Susan; Cicchinelli, Louis F.

    2012-01-01

    This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement. Key…

  1. Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing: An International Collaboration.

    Science.gov (United States)

    Gagnon, Johanne; Gagnon, Marie-Pierre; Buteau, Rose-Anne; Azizah, Ginette Mbourou; Jetté, Sylvie; Lampron, Amélie; Simonyan, David; Asua, José; Reviriego, Eva

    2015-07-01

    Healthcare professionals need to update their knowledge and acquire skills to continually inform their practice based on scientific evidence. This study was designed to evaluate online self-learning modules on critical appraisal skills to promote the use of research in clinical practice among nurses from Quebec (Canada) and the Basque Country (Spain). The teaching material was developed in Quebec and adapted to the Basque Country as part of an international collaboration project. A prospective pre-post study was conducted with 36 nurses from Quebec and 47 from the Basque Country. Assessment comprised the administration of questionnaires before and after the course in order to explore the main intervention outcomes: knowledge acquisition and self-learning readiness. Satisfaction was also measured at the end of the course. Two of the three research hypotheses were confirmed: (1) participants significantly improved their overall knowledge score after the educational intervention; and (2) they were, in general, satisfied with the course, giving it a rating of seven out of 10. Participants also reported a greater readiness for self-directed learning after the course, but this result was not significant in Quebec. The study provides unique knowledge on the cultural adaptation of online self-learning modules for teaching nurses about critical appraisal skills and evidence-based practice. PMID:25978538

  2. Construction and evaluation on standard module of nursing comprehensive training in vocational school%高职护理综合实训项目标准模块的构建与效果评价

    Institute of Scientific and Technical Information of China (English)

    张迪; 闻彩芬; 濮丽萍

    2015-01-01

    Objective:To explore the standard module construction and the effect evaluation of nursing comprehensive practice project based on the high simulation human. Methods:Using heart failure case as example, the standard module oriented with professional ability training was built. Then 48 students got trained with this module and the teaching effects were evaluated. Results:The scores of three dimensions named clinical decision, professional knowledge&skills and communication were the lowest according to students' self report. The teachers' records showed that the expected nursing measures were not implemented timely and correctly. Conclusion:Comprehensive training project is a good platform for occupational ability training of nursing students. Teachers should help students transform their knowledge and skills to the clinical execution, and strengthen students' communication ability training in the teaching process. The appropriate evaluation system for the project also needs to be set up.%目的:以心衰病例为例,探讨基于高仿真模拟人的护理综合实训项目标准模块构建与效果,为综合实训项目的开展提供参考与建议。方法:以职业能力培养为导向构建综合实训项目标准模块,对我院2013级48名护生进行综合训练并对教学效果进行评价分析。结果:护生自评结果显示“临床决策”“专业知识和技能”“沟通交流”3个维度的得分较低。教师评分显示护生普遍存在预期护理措施执行不及时、不正确的问题。结论:综合实训项目是培养护生职业能力的良好平台。教师应依托综合实训项目,帮助护生将所学知识和技能向临床执行力转化,内化为护生的职业能力;在实训过程中注重加强护生沟通交流能力的训练;突破传统评价体系的局限,打造适合综合实训项目的评价体系。

  3. [Implementation of the nursing process in a patient with hepatic cirrhosis using the standardized terminologies NANDA, NIC and NOC].

    Science.gov (United States)

    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.

  4. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  5. Knowledges of nurses about classified crisis intervention on the standard internal and surgery wards

    OpenAIRE

    SOCHOROVÁ, Alena

    2008-01-01

    Crisis intervention introduces professional help to a person in crisis. Every person experiences their crisis in specific way. Crisis intervention doesn`t only mean communication skills, which include verbal, nonverbal, and paraverbal areas. Even though crisis intervention is especially a domain of psychiatric units, knowledge of it is important even in departments not specifically conversant with illnesses of psyche. In health care within the Czech Republic exist standards for crisis interve...

  6. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  7. 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

    Institute of Scientific and Technical Information of China (English)

    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.

  8. 护士素质需求调查结果对临床教学的启示%Enlightenment of investigation on quality requirement of nurses on the clinical nursing teaching

    Institute of Scientific and Technical Information of China (English)

    赵婉文; 周天蓉; 李玲

    2009-01-01

    Objective To investigate quality requirement of nurses among different people,in order to provide direction for the clinical nursing teaching. Methods Totally 110 patients,114 patients' family members,119 working staff in hospital and 42 new nurses were selected by convenience sampling method. A questionnaire survey of nurses' quality requirement was con-ducted in them using opening questions,the data were collected and analyzed. Results The new nurses considered that skill-ful technique and good theoretical knowledge were the most important,while the patients,patients' family members and working staff considered that service attitudes,sense of responsibility,communication skills,teamwork and other humanistic qualities were the most important. Conclusions There were significant differences in terms of nursing quality between the new nurses and other groups. The teachers should reinforce the cultivation of a sense of service,humane care,communication skills and profes-sionalism training for students.%目的 调查不同人群对护士素质的需求,为临床教学提供方向.方法 用便利抽样法,采用开放式问题,对1lOg患者,114名患者家属,119名医院工作人员及42名新护士进行护士素质需求调查,并将所得资料进行整理,提炼相关素质项目和类别进行分析.结果 新护士认为技术精湛和理论知识丰富最重要,但患者、患者家属、医院工作人员则认为服务态度、责任心、沟通能力、团队精神等人文素质才是最重要的.结论 新护士对护士必需素质的认识与其他人群存在很大的差异.临床带教中带教老师应该加强对学生服务意识、人文关怀、沟通能力、敬业精神的培养.

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

    Science.gov (United States)

    Smith, Pam; Allan, T Helen

    2010-04-01

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

  10. The Application of Doctor-nurse Cooperation Teaching%医护合作教学病例讨论在外科护理实习教学中的应用

    Institute of Scientific and Technical Information of China (English)

    余珊; 陈国强; 王波

    2015-01-01

    观察医护合作教学病例讨论模式在外科护理实习教学中的效果。将在外科实习的护理专业专科学生分为医护合作教学实验组及护理教师主导的对照组,进行不同模式的教学病例分析。发现实验组出科考试成绩及对教学的满意度高于对照组。提出医护合作教学病例讨论模式能提高学生外科护理实习教学效果,促进学生对疾病知识的掌握及医护合作重要性的认识。%In order to observe the effect of nurse and doctor cooperation teaching case discussion mode in the surgical nursing practice, the nursing specialty surgical externs were divided into doctor-nurse cooperation teaching experimental group and nursing teacher leader control group to get different patterns of teaching case analysis.We found that the experimental group has completed the internship test with better score and satisfaction than that of control group.So we propose nurse and doctor cooperation teaching case discussion mode can improve the teaching effect of surgical nursing students,promoting students to understand disease knowledge and the importance of medical cooperation.

  11. 体验式教学法在《护理心理学》中的实践分析%Analysis of the Practice of Experiential Teaching Method in the Teaching of"Nursing Psychology"

    Institute of Scientific and Technical Information of China (English)

    黄莉

    2014-01-01

    Objective To explore the analysis of the experience type teaching method applied in the journal of nursing psychology application ef ect. Methods Select our hospital from 2010 grade nursing 130 5 years nursing col ege students as the research object, according to the teaching, it can be divided into the experimental group and control group, 65, in the control group students adopt traditional teaching method, the experimental group patients using the experience type teaching method, adopt the way of questionnaire on two groups of student's final grade point average and to evaluate the effect of classroom teaching. Results The experimental group average student test scores are significantly higher than control group ( < 0.05); In the experimental group students learning interest and communication skills, problem solving ability of experience, to promote knowledge and migration as wel as improve comprehension ability and ef ect of teaching evaluation were bet er than that in control group ( < 0.01). Conclusion In the process of the teaching of nursing psychology, using the experience type teaching method, can ef ectively improve the students' academic performance, improve the overall quality level, is worth application promotion in the nursing profession.%目的:探究分析在《护理心理学》中应用体验式教学法的应用效果。方法选取我院2010级护理专业130名5年制护理大专学生作为研究对象,根据授课方式将其分为实验组和对照组,各65名,对照组学生采取传统教学法,实验组患者运用体验式教学法,采用调查问卷的方式对两组学生的期末平均成绩与课堂教学效果进行评价。结果实验组学生的考试平均成绩明显高于对照组(<0.05);实验组学生在学习兴趣与沟通能力、分析解决问题能力体验能力、促进知识掌握与迁移以及提高感悟与自我认识能力等方面的教学评价效果均优于对照组(<0.01)。结论在《护

  12. 护理教学中基本矛盾和教学关系的分析与体会%Basic contradiction in nursing teaching and the teaching relations analysis and experience

    Institute of Scientific and Technical Information of China (English)

    冯爱华

    2014-01-01

    Understand the contradiction of senior high vocational school nursing profession of teachers and students, as the foundation of nursing teaching, quality education system provide a reference basis. Methods: after the author experience and other teaching teachers for 1208 students, discussion and investigation, analysis of senior high vocational school nursing profession contradiction in the teaching process teachers and students. Results analysis: through the discussion and investigation found that, in view of the teaching goal, the senior high vocational school nursing profession contradiction in the relationship between teachers and students, the students lack common professional learning method and the related knowledge learning important understanding insufficiency, the relative lack of subjective initiative; Teachers for students to understand and not enough attention, often takes the phenomenon of cramming teaching method. Discussion and experience: to find and solve the contradictions in the process of teaching, we must understand the relationship between teachers and students, to solve the contradictions in the process of teaching. The solution of the contradiction can maximum exert students' subjective initiative, enhance the quality of teaching, to the quality of clinical nursing ascension to lay a solid foundation.%了解高职护理专业教师与学生的关系矛盾,为护理基础教学、质量教育体系提供参考依据。方法:经过笔者亲历及对1208名学生、其他授课教师进行座谈及调查,分析高职护理专业教师与学生在教学过程中的关系矛盾。结果:通过座谈及调查发现,针对教学目标,高职护理专业教师与学生的关系矛盾突出,学生普遍存在专业学习方法欠缺,对相关知识学习重要性认识不足,主观能动性比较缺乏;教师存在对学生认识及关注度不够,多采取填鸭式教学方法的现象。讨论与体会:找到并解决好

  13. 护理创新性实验项目的创建与实践%Construction and practice of innovative teaching program for nursing experiment

    Institute of Scientific and Technical Information of China (English)

    肖国华; 李朝品; 张凤玲; 邢彩霞; 芮蓓; 沈学清; 吴向莉; 张贤萍; 奚卫珍

    2012-01-01

    目的:创建并实践护理创新性实验教学项目,激发护生创新思维,提高护生创新能力.方法:对2008 级护理专业五年制本科632名学生进行创新性实验项目教学,并采用问卷的方式进行调查.结果:99.6%的护生认可创新性实验教学方式,82.4%的护生认为改变了思维习惯,培养了创新能力.76.8%的护生认为激发了学习兴趣,提高了自主学习能力.75.0%的护生认为增强团队合作精神,发挥了团队或个人创造力.结论:护理实验学教学中开展创新性实验不仅有利于护生创新精神及能力的培养,而且可以提高护生综合能力.%Objective: To practise teaching nursing experiment by creating innovative strategies for cultivation of the intelligence of students and improvement of their nursing skills. Methods: We performed the innovative teaching program for nursing experiment in 632 five-year undergraduates enrolled in 2008, and conducted the questionnaire in them with their experience. Results: 99. 6% students approved of the innovative program, 82. 4% realized the remodeling of their thinking fashion and innovative ability ,76. 8% recognized it as a good way to motivate their learning interests and improve their self-learning ability, and 75. 0% thought that the new program had nurtured them with the importance of team work. Conclusion-. Teaching nursing experiment with innovative instruction can not only nurture the nursing students with new thinking and innovative capacity,but improve their comprehensive skills expected in clinical practice.

  14. PBL 教学法质量评价体系在中等职业护理教学中的进展%The progress of problem based learning teaching method quality evaluation system in secondary vocational nursing teaching

    Institute of Scientific and Technical Information of China (English)

    孙亚男; 王小菊; 谢林峰; 邓海龙; 贺生

    2016-01-01

    综述以问题为基础的学习(PBL)教学方法在中等职业护理教学中应用及其质量评价的研究进展,认为有关 PBL 教学质量的评价方法大多数还是采用传统的教学方法的结果性评价,加上学生的自我评价的方式,目前尚未见以专家访谈法、文献分析法和层次分析法从教师同行评价和学生对教师评价的角度构建中等职业护理 PBL 教学质量评价体系。%This paper reviewed the application and quality evaluation of research progress of problem based learning (PBL)teaching method in secondary vocational nursing teaching.It pointed that most of the evaluation methods of PBL are the traditional results based methods plus students'self evaluation.It has yet to see an expert interview,document analysis and Analytic Hierarchy Process (AHP)to build secondary vocational nurs-ing PBL Teaching Quality Evaluation System peer review from teacher to teacher evaluation and student per-spective.

  15. The opinions of Polish nurses and patients on nursing protests.

    Science.gov (United States)

    Binkowska-Bury, Monika; Marc, Malgorzata; Nagorska, Malgorzata; Januszewicz, Pawel; Ryzko, Jozef

    2013-09-01

    The aim of this study is to explore nurses' and patients' opinions about nurses in Poland going on strike. The study was carried out in Poland between January and June 2009, using 150 nurses and 150 hospitalized patients. The study was conducted using two questionnaire surveys. The main reasons why nursing strikes are organized, in the opinions of nurses, are: higher wages, the improvement of working conditions and the improvement of the image of the nursing profession. The main reasons why nursing strikes are organized, in the opinions of patients, are: higher wages, not abiding standards of employment by government and the improvement of the image of the nursing profession. The main reasons for a lack of active participation in strikes are holidays and occupational and economic matters. Patients and nurses support nursing strikes. Both nurses (53.3%) and patients (42%) said that organizing nursing strikes is right and might improve the occupational situation of nurses. PMID:24308205

  16. 外科护理学教学中教学做一体化教学模式的实践探究%Practice and Exploration of the Integrated Teaching Mode in the Teaching of Surgical Nursing

    Institute of Scientific and Technical Information of China (English)

    李瑞敏; 田克锋

    2016-01-01

    目的:探析外科护理学教学中教学做一体化教学模式的实践效果。方法采用随机平行对照方法,将80例外科护理学专业学生随机分成观察组与对照组,各40例。对照组给予传统教学模式,观察组给予教学做一体化教学模式,对比两组教学效果。结果观察组理论考核和技能考核成绩优于对照组。结论应用教学做一体化教学模式,可以充分调动学生学习的积极性,活跃课堂气氛,提高学生的理论成绩与技能水平。%Objective To probe into the practice effect of the integrated teaching mode in the teaching of surgical nursing. Methods 80 cases of surgical nursing students were randomly divided into the observation group and the control group based on random flat control method , 40 cases in each group. The control group was given the traditional teaching mode, while the observation group was given the teaching model, and compared the effect of the two groups.Results The theory and skill examination result of observation group were better than the control groupConclusion The application of the teaching model of integration can fully mobilize the enthusiasm of students learning, active classroom atmosphere, signiifcantly improve the students' academic achievement and skill level.

  17. Discuss of "MOOC" on the perfection and innovation of teaching system of higher nursing education%“慕课”对高等护理教育教学体系的完善与创新探讨

    Institute of Scientific and Technical Information of China (English)

    杨丽莎

    2016-01-01

    本文探讨了新形势下“慕课”教学方式对于高等护理教育改革的重要意义与深刻影响,对我国传统的高等护理教育的现状与所面临的问题做了简要分析。本人认为“慕课”教学比传统护理教学更加高效、方便、有效,更能适应新形势下的信息化、技术化教学时代,是今后高等护理教育教学的发展方向。在护理教育现状分析的基础上,提出了“慕课”教学对于完善高等护理教育教学体系的几点建议。%In this paper,the author discusses the important significance and profound influence of the teaching method of"MOOC" for the reform of higher nursing education under the new situation,and analyzes the present situation and the problems of the traditional higher nursing education in our country.We believe that "MOOC" teaching is more efficient,convenient and effective than the traditional nursing teaching.It can adapt to the era of information and technology teaching under the new situation,and it is the developing direction of higher nursing education in the future.On the basis of analyzing the current situation of nursing education,we put forward some suggestions of "MOOC" teaching for improving the teaching system of higher nursing education.

  18. Teaching mode efficiency and learning preferences of first year nursing students.

    Science.gov (United States)

    Meehan-Andrews, Terri A

    2009-01-01

    The student population in universities is very diverse: ranging ages, experiences, culture, level of preparedness and learning styles. This diversity presents academics with increasing challenges to motivate and promote student understanding. The aim of the current study was to develop knowledge of different learning styles among first year health science students and determine the benefits that students obtain from each teaching strategy. A questionnaire was designed for quantitative data collection, consisting of two sections. The first section sought student feedback on their experiences of lectures, tutorials and practical classes; the second section, consists of the 'VARK test', Visual, Aural, Read/write, Kinesthetic sensory modalities determines the different ways of receiving information [Fleming, N.D., 1995. I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In: Zelmer, A. (Ed.), Annual Conference of the Higher Education and Research Development Society of Australasia. J.]. The study identified that the majority of students found the lectures, tutorials and practical sessions to be beneficial to their learning and the combination reiterates and emphasises various life science concepts. The most favoured strategy was practical sessions, while tutorials were seen as least useful. The sensory mode the majority of students preferred to receive information was kinesthetic, the hands on approach to learning. Students are diverse creatures with differing abilities and mode for learning. There is no single right way to present material but by providing several different approaches the differing learning styles of students can be accommodated.

  19. Evaluation of nursing students on teaching effect of teachers at different levels%护生对不同层级带教老师教学效果的评价

    Institute of Scientific and Technical Information of China (English)

    黄丽萍; 曾秀群; 黄耀球; 黄赛花; 黄欣

    2012-01-01

    Objective To study the evaluation of nursing students on theaching effect of teachers of different levels. Methods 380 nursing students taking nursing practice in the department involved their assessments on their teachers of different levels from the perspective of morals, responsibility, theoretical knowledge and manipulative techniques. Results The nurses-in-charges as clinical nursing tutors were more prominent in observing symptoms, solving problems, writing nursing documents, taking responsibilities , making teaching plans and concerning students' humanities. The primary nurses as clinical nursing tutors were better in teaching theoretical knowledge, manipulative skills, planning teaching activities and taking responsibilities. The junior nurses as clinical nursing teachers were good at applying multimedia courseware in their teaching practice. Conclusion According to the characteristics of teachers at different levels, we are supposed to reasonably arrange our teaching and nursing to improve students' study comprehensively and strengthen the clinical practice effect.%目的 探讨护生对不同层级带教老师的带教效果评价.方法 选择2009年1月~2011年6月在本科室实习的380名护生为调查对象,了解护生对不同层级带教老师从思想品德、责任心、理论水平、操作技能等方面评价.结果 主管护师及以上层级带教老师在观察病情及解决问题能力,护理文书书写,思想品德、责任心,教学计划安排及方法,对学生的人文关怀方面较突出;护师层级带教老师在理论知识、操作技能水平,教学计划安排及方法,思想品德、责任心方面较突出;护士层级带教老师在多媒体课件制作,授课能力方面较突出.结论 根据不同层级带教老师的特点合理安排带教工作,能提高教学效果,从而提高护生临床实习效果.

  20. 护理技能教学中“实践对象”改革的研究进展%Research progress of the reform of object of practice in nursing skills teaching

    Institute of Scientific and Technical Information of China (English)

    侯大妮; 庞晓丽

    2014-01-01

    Objective To review the relevant literature,analyze development and application effect of the reform of object of practice in nursing skills teaching.Methods The literature was checked with the key word "nursing skills teaching " in Chinese journal full-text database from 1998 to 2013.Results In the nursing skills teaching,the reform of "object of practice" was helpful for nursing students to understand and master professional skills,to combine theoretical knowledge and skills; At the same time,it can enhance the communication ability of nursing students and active learning consciousness,cultivate the team cooperation spirit of nurses,improve the interest in nursing specialty courses,practical and comprehensive ability,effectively shorten the distance of classroom teaching and clinical practice.Conclusions Nursing educators should make reform of object of practice in nursing skills teaching,combine reform of object of practice with advanced teaching method,overcome the shortcomings of traditional technique teaching.%目的 通过回顾相关文献,分析护理技能教学中“实践对象”改革的发展及应用效果.方法 以“护理技能教学”为主题词,检索1998年至2013年中国期刊全文数据库中收录的文献,并对其效果进行分析.结果 在护理技能教学中,结合先进的教学方法对“实践对象”进行改革,有利于护生对专业技能的理解和掌握,有利于理论知识和技能相结合;与此同时,增强了护生沟通能力与主动学习意识,有利于培养护生团队合作精神,提高其对护理专业课的兴趣及动手能力,可以有效缩短课堂教学与临床实际的距离.结论 护理教育者对护理技能“实践对象”不断进行改革,将“实践对象”改革与先进的教学方法相结合,克服传统技能教学弊端,有利于培养护生综合能力.

  1. 反馈在基础护理学技能教学中的应用设计%Application Design in Basic Nursing Skills Teaching Based on Feedback

    Institute of Scientific and Technical Information of China (English)

    刘妍

    2015-01-01

    Nursing skills teaching plays an important role in basci nursing teaching. In order to improve the teaching quali-ty and students'learning efficiency, teacher plus peer feedback was used in nursing skills teaching. Reasonable selection of positive or negative feedback and grasps the feedback timing was designed to stimulate the learning motivation of nursing students, improve their reflection ability and promote peer cooperative learning, which will provide references for the educa-tion reform of basic nursing.%护理技能操作是基础护理学教学中的重要内容, 通过在基础护理学技能教学中加强教师反馈与同伴反馈,合理选择正负反馈,把握反馈时机,从而激发护生学习动机,提升其反思能力,促进同伴合作学习,提高护理技能操作学习效率和教学质量,为基础护理学教学改革提供理论依据.

  2. SWOT analysis and countermeasures of vocational surgical nursing practice course multimedia teaching%高职外科护理实训课多媒体教学的SWOT分析及对策

    Institute of Scientific and Technical Information of China (English)

    雷飞宇

    2013-01-01

    Objective:To explore the the higher vocational surgical nursing practice course in multimedia teaching strengths and weaknesses,countermeasures to improve the effect of practical teaching. Methods: Analysis of the strengths, weaknesses, opportunities and threats of vocational surgical nursing training in multimedia technology by SWOT analysis. Results:Multimedia teaching used in surgical nursing training teaching interesting, more in line with the cognitive rules, but to reduce the teachers' words and deeds of the opportunity. Conclusion;The school should improve teaching equipment,strengthen teacher training,deal with the relationship between multimedia teaching and other teaching methods,and make multimedia teaching techniques to better serve the teaching of surgical nursing training.%目的:探讨高职外科护理学实训课多媒体教学中的优势与劣势,思考对策,提高实训教学效果.方法:通过SWOT分析法,分析高职外科护理实训中多媒体技术的优势、劣势、机遇和威胁.结果:多媒体教学应用于外科护理实训教学生动有趣,更符合认知规律,但减少了教师言传身教的机会.结论:完善教学设备,加强师资培训,处理好多媒体教学和其他教学方法的关系,使多媒体教学技术更好地服务于外科护理学实训课教学.

  3. Do a good job in teaching method of clinical nursing students%做好临床护生的带教工作

    Institute of Scientific and Technical Information of China (English)

    李丽; 张立杰

    2015-01-01

    临床实习阶段是每个护生走上工作岗位的必经之路,是学校与医院相互连接的桥梁。在临床实习初期,实习护生离开原来熟悉的学习与生活环境而进入陌生的工作环境,会出现不同程度的心理压力。临床实习是学校教育的深化和延伸,而临床带教是护生理论与实践相结合的纽带。护生在临床实习中是否能灵活运用所学的理论指导实践,是出色完成实习任务的关键,也是带教老师的首要任务。%Clinical practice is the only way for each nursing students go to work.It is a bridge to schools and hospitals connected with each other.In the initial stage of clinical practice,clinical nursing students leave the familiar environment of learning and living.They are into unfamiliar work environment.They will appear different degree of psychological pressure.Clinical nursing students are the deepening and extension of school education.Clinical teaching is a bridge to combine theory with practice of clinical nursing students.In clinical practice,nursing students whether can flexibly apply the learned theory to guide practice.It is the key to good practice to complete the task,and it is also the primary task of the teachers.

  4. 互动达标理论在护理管理中的应用现状%Status quo of applying interactive up to the standard theory in nursing management

    Institute of Scientific and Technical Information of China (English)

    娄敏; 黄娟; 岳高杰

    2014-01-01

    It summarized the stutus quo of applying interactive up to the standard theory in nursing human resources management,nursing quality management and nursing management service mode both at home and a-broad.So as to provide some experiences and enlightenment for nursing man-agement in China.%综述了互动达标理论在国内外护理人力资源管理、护理质量管理及护理管理服务模式中的应用现状,为我国护理管理工作提供借鉴经验和启示。

  5. Application of personality complementary matching teaching model in nursing teaching of in-fectious department%性格互补型配对带教在传染科护理教学中的应用

    Institute of Scientific and Technical Information of China (English)

    周美芳

    2014-01-01

    目的:探讨性格互补型配对带教在临床传染科实习护生培养中的效果。方法随机选取2010年6月至2011年5月在无锡市第五人民医院传染科实习的164名护生为研究对象,随机分为对照组(37名)和实验组(127名),其中实验组又根据卡特尔编制的16种人格因素测验量表分为内向组和外向组,分别为60名和67名。对照组采取传统的护理教学方式进行带教;实验组采取性格互补型配对带教进行临床带教训练,共分为4组,即外向教师带内向学生,外向教师带外向学生,内向教师带内向学生,内向教师带外向学生。限定训练时间为2个月,训练均按照护生实习大纲要求项目展开,时间安排上尽量保持一致,训练结束后采取闭卷考核及学生评价评估教学效果。数据采用SPSS 19.0进行分析,计数资料采用χ²检验,计量资料采用单因素方差分析,检验水准α=0.05(双侧)。结果对照组及内向教师带内向学生组最后的考评成绩较其他组差异有统计学意义(P<0.05)。学生教学评价显示,内向教师带内向学生组得分要明显低于其他组,差异有统计学意义(P<0.05)。结论性格互补型配对带教较传统带教有优势,但是应避免内向教师与内向学生配对,应尽量发挥教师与学生的相互作用,提高实习护生带教质量。%Objective To investigate the effect of the complementary matching character teaching model in clinical infectious department nursing teaching and improve the effect of nursing teaching. Methods 164 student nurses in our hospital from June 2010 to May 2011 were selected and they were randomly divided into the experimental group(37 nurses) and the control group(127 nurses). Besides, the experimental group was divided into introverts (60 nurses) and extroverts (70 nurses) according to the 16 personality factor test scale. The traditional nursing teaching

  6. Challenges When Using a Standardized Approach for Assessing the Quality of College Teaching

    Science.gov (United States)

    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…

  7. 护理科研成果在促进外科护理教学质量持续改进中的应用%Application of nursing scientific research achievements in promoting the continuous improvement of the quality of surgical nursing teaching

    Institute of Scientific and Technical Information of China (English)

    吴赛芬; 芦雅琳; 邓洁英; 赵翠兰; 陈睿

    2013-01-01

    Objective: To investigate the method and effect of application of nursing scientific research achievements in promoting the continuous improvement of the quality of surgical nursing teaching. Methods: 107 nursing students who had clinical practice in the surgical department of our hospital were divided into the control group( n = 53 ) and the observation group( n = 54 ). The traditional teaching method was used in the control group; the supervision and implementation teams for surgical nursing teaching were set up in the 7 wards of surgical department in the observation group. The scientific research achievement of " Research on the practice of clinical path in nursing teaching in the department of neurosurgery" ( nursing scientific research project of Jiangmen Municipal Health Bureau in 2009 ) was recommended to be implemented. Results:The total mark of the students,the students'satisfaction with teachers and operation frequency was significantly superior in the observation group to the control group after the implementation of clinical path in nursing teaching( P 的研究成果.结果:观察组实施路径教学后在成绩总评、对带教老师满意度、操作频次等方面均明显优于对照组(P<0.05).结论:应用护理科研成果能促进外科护理教学质量的持续改进,并且护理科研成果需要在临床实践中积极推广和不断完善,以体现科研成果的真正价值.

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

    Science.gov (United States)

    Chaffee, Mary

    2000-01-01

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

  9. Psychiatric-Mental Health Nursing.

    Science.gov (United States)

    Reighley, Joan

    A description is provided of a course, "Psychiatric-Mental Health Nursing," designed to teach students at Level 3 of a two-year college nursing program about the role of the nurse in a psychiatric setting and about concepts of mental health and psychiatric disorders, using both classroom and clinical instruction. The first section of the course…

  10. Study of compliance of crash carts to standards in the emergency of a tertiary care teaching hospital

    OpenAIRE

    Namrata Makkar; Nirupam Madaan

    2016-01-01

    Background: The successful management of cardiopulmonary emergencies revolves around the optimum utilization of the golden hour, so that the patient gets the best possible advantage at survival. Aim of the study was to perform gap analysis of crash carts in the emergency of a tertiary care teaching hospital by comparing the salient parameters with standards listed by Resuscitation Council UK (for equipment) and National Accreditation Board of Hospitals and health care providers (for managemen...

  11. 高职护理专业教学做合一教材体系构建滞后的多视角分析%Multi-angle Analysis on Teaching Materials System Hysteresis of Nursing Specialty in Higher Vocational Colleges

    Institute of Scientific and Technical Information of China (English)

    徐利华; 沈爱平; 夏瑾燕; 周幺玲

    2013-01-01

    目的:为促进构建高职护理专业“教学做合一”教材体系,现探讨该类教材体系构建长期滞后的原因。方法采用多视角分析法,从历史、管理、改革、发展等多角度探讨该现象的原因,并由此提出改进措施。结果我国普通高等护理教育专科层次仍沿袭临床医学的教学模式,各管理部门间的执业证书互不认可,部分高职院校护理专业“教学做合一”教材改革仍出现一些似是而非的现象,在教学中片面追求技能训练而忽视对学生评判性思维能力的培养。结论构建高职护理专业“教学做合一”教材体系必须以护理程序为基础,以“必需、够用”的原则遴选医学基础知识,开发以临床护理案例为载体的系列教材;同时,落实护理工作任务分层管理,实现护理行业准入制度与国际接轨。%Objective:In order to promote the construction of nursing teaching material system, we discuss the causes of teach-ing material system hysteresis. Methods:use multi-angle analysis, to explore the causes of the phenomenon from the history, man-agement, reform, development, etc. , and thus put forward the improvement measures. Results:Our higher nursing education still follow the clinical medical teaching mode, the practicing certificates in different management departments are not recognized mutual-ly, the nursing specialty teaching materials reform in part of higher vocational colleges is doubtful, pursuing skill training and igno-ring the cultivation of students' critical thinking ability. Conclusion: The construction of nursing teaching material system must be based on nursing procedure, obey certain principles to select basic medical knowledge with clinical nursing case series as the carri-er;at the same time, implementing nursing work task hierarchy management, to realize nursing industry access system in line with international standards.

  12. 教学医院护士科研能力现状调查%Investigation on nurses' research competency in teaching hospitals

    Institute of Scientific and Technical Information of China (English)

    方汉萍; 袁宏艳

    2012-01-01

    目的 了解三级医院护士科研能力水平状况,为加强护士的科研培训提供资料及依据.方法 采用随机整群分层抽样法,运用护士科研能力自评量表对湖北省4所教学医院506名护士进行问卷调查.结果 506名护士科研能力自评能力高等水平14名,自评能力一般水平76名,自评能力低等水平416名.506名护士科研能力评价总分最低分为0分,最高分为111分,中位数为29.00分.不同职务、性别、学历的护士科研能力得分比较差异有统计学意义(P<0.01).结论 湖北省教学医院护士科研能力水平较低,需加强统计软件操作能力的培养,尤其是女性、普通护士、低学历护士科研能力的培养.%Objective To investigate the current situation of research ability level of clinical nursing personnel in Hubei Province teaching hospitals,and to provide scientific basis and references for taking the effective measures.Methods This study used the rating scale of nurses' scientific research ability to investigate 506 nurses from 4 teaching hospitals in Hubei Province.Samples were got by random stratified cluster sampling method.Results The level of scientific research ability of clinical nursing staff in total was high inl4 nurses,medium in 76 nurses and low in 461 nurses; the lowest score was zero,and the highest score was 111 score and the median was 29.Papers writing scores were at medium levels,while the rest of the dimension were in low levels.Relatively speaking,the scores of papers writing were highest while statistical software operating scored lowest.Besides,title,gender and education made the general score in scientific research ability and operating statistical software ability different significantly ( P < 0.01 ).Conclusions Overall level of research capacity was at low levels,so nurses need further improvement in statistical software operating,especially female,general nurse with low academic qualifications.

  13. Model construction of effective teaching behaviors of clinical nursing teachers%临床护理教师有效教学行为的模式构建

    Institute of Scientific and Technical Information of China (English)

    赵杰刚; 王宏运; 王祎; 陈士芳

    2011-01-01

    In this paper,368 nursing students conducted a qualitative impression practice inductive analysis in a provincial teaching hospital.To practice nursing students in the feelings described in the text information out of the nursing students to bring positive psychological impact of the teaching behaviors of clinical nursing teachers,a total concept for the three categories and 13 kinds of concepts was obtained.Qualitative research shows that teaching behaviors of clinical nursing teachers can stimulate the production of healthy psychology of learning and growth ; nursing teachers can consciously act of teaching in the implementation,in order to provide nursing students a high quality practice environment.%本文对1所省级教学医院368名护生的实习感想进行了质性归纳性分析.以实习护生在实习感想中的描述为文字资料,抽出了给护生心理带来良性影响的临床护理教师的教学行为,共获取了3个类概念和13个种概念.质性研究表明临床护理教师的教学行为可刺激护生产生利于学习、成长的良性心理;护理教师可有意识地实施带教行为,为护生提供一个高品质的实习环境.

  14. The implementation of dentist-nurse group didactics in four-handed dentistry teaching for stomatological nursing students%医护一体化教学在口腔护理专业教学中的应用

    Institute of Scientific and Technical Information of China (English)

    戴艳梅; 梁晓波; 赵娜娜

    2014-01-01

    Objective To evaluate the effect of dentist-nurse group didactics in four-handed dentistry teaching for stomatological nursing students. Methods The dentist-nurse group didactics mode was implemented in four-handed dentistry teaching for 56 stomatological nursing students. Results After training,students' performance in the comprehensive exam was improved significantly(P<0.05),especially in the aspects of mastery of treatment pro-cedures,correct preparation,handover and use of apparatus and instruments,accurate cooperation and communication with dentists,initiative cooperation and the dentist's satisfaction. Moreover,the students showed high satisfaction with learning interest(95.54%) and confidence(95.98%). Conclusion The dentist-nurse group didactics mode can improve nursing students' four-handed dentistry skills,facilitate them to adapt to clinical work and realize the integration of teaching and clinical work.%目的:探讨“医护一体化教学”方法在口腔护理专业学生实训教学中的应用,并评价其教学效果。方法对56名全日制护理专业口腔护理方向大专生进行四手操作实训改革,整合教学资源,医护同步进行四手操作教学。结果实训后学生对治疗流程的掌握、器械摆放合理传递及时、仪器使用正确、及时提供治疗用物并吸唾、配合熟练顺畅、及时准确与医生交流、沟通效果医生满意、积极主动配合治疗8个项目得分及总分均高于实训前(P<0.05);学生对教学效果的评价在提高学习兴趣、增加临床工作信心方面的满意率较高,分别为95.54%、95.98%。结论“医护一体化教学”可以提高口腔护理专业学生的四手操作配合能力,从而更快地适应临床工作的需求,真正实现教学与岗位工作需求的密切结合。

  15. The implementation of dentist-nurse group didactics in four-handed dentistry teaching for stomatological nursing students%医护一体化教学在口腔护理专业教学中的应用

    Institute of Scientific and Technical Information of China (English)

    戴艳梅; 梁晓波; 赵娜娜

    2014-01-01

    目的:探讨“医护一体化教学”方法在口腔护理专业学生实训教学中的应用,并评价其教学效果。方法对56名全日制护理专业口腔护理方向大专生进行四手操作实训改革,整合教学资源,医护同步进行四手操作教学。结果实训后学生对治疗流程的掌握、器械摆放合理传递及时、仪器使用正确、及时提供治疗用物并吸唾、配合熟练顺畅、及时准确与医生交流、沟通效果医生满意、积极主动配合治疗8个项目得分及总分均高于实训前(P<0.05);学生对教学效果的评价在提高学习兴趣、增加临床工作信心方面的满意率较高,分别为95.54%、95.98%。结论“医护一体化教学”可以提高口腔护理专业学生的四手操作配合能力,从而更快地适应临床工作的需求,真正实现教学与岗位工作需求的密切结合。%Objective To evaluate the effect of dentist-nurse group didactics in four-handed dentistry teaching for stomatological nursing students. Methods The dentist-nurse group didactics mode was implemented in four-handed dentistry teaching for 56 stomatological nursing students. Results After training,students' performance in the comprehensive exam was improved significantly(P<0.05),especially in the aspects of mastery of treatment pro-cedures,correct preparation,handover and use of apparatus and instruments,accurate cooperation and communication with dentists,initiative cooperation and the dentist's satisfaction. Moreover,the students showed high satisfaction with learning interest(95.54%) and confidence(95.98%). Conclusion The dentist-nurse group didactics mode can improve nursing students' four-handed dentistry skills,facilitate them to adapt to clinical work and realize the integration of teaching and clinical work.

  16. The nursing crisis.

    Science.gov (United States)

    McVEAGH, T C

    1949-06-01

    Three concrete proposals are made for the improvement of the present nursing situation:1. Make nursing education more easily available by holding the prerequisites to a minimum and concentrating upon the real essentials of nursing, granting the student the R.N. degree when she has completed this basic and essential training.2. Utilize more fully the principles of group nursing as applied to "specialing" whether in the home or in the hospital.3. Completely avoid the use of sub-standard nurses, while furnishing to the nurse such non-technical service (through the use of maid assistants or others) as shall make practicable the complete utilization of her skill and training.

  17. The effect of critical thinking in nursing teaching effect of ICU%评判性思维在ICU护生带教中的应用效果观察

    Institute of Scientific and Technical Information of China (English)

    张宗雪; 冯珊珊; 林晓君; 陈文婷; 龙莎妮

    2014-01-01

    目的:观察评判性思维在ICU护理带教中的效果。方法将80名护生随机分为对照组和观察组各40名,对照组按传统的带教方法进行教学;观察组通过以小组形式进行教学查房,反思性教学法,提出问题,深入讨论等措施,逐渐培养和提高护生的评判性思维能力。结果2组护生出科时的理论考核、操作考核均差异有统计学意义(P<0.05)。结论评判性思维可以提高护生的综合能力,提高临床实习效果。%Objective To observe the effect of critical thinking in nursing teaching effect of ICU. Methods 80 Nursing students with Machine is divided into control group and observation group 40, control group with traditional teaching method to teaching, the obser-vation group by group form of teaching, reflective teaching, put forward the question, discussed in depth and other measures, gradually cultivate and improve nursing students' critical thinking ability. Results The two groups of nursing students of the theory test, opera-tion check, all P<0.05, the difference was statistically significant. Conclusion Nursing students critical thinking can improve the com-prehensive ability of nursing students, improve clinical practice effect.

  18. Development of national standardized all-hazard disaster core competencies for acute care physicians, nurses, and EMS professionals.

    Science.gov (United States)

    Schultz, Carl H; Koenig, Kristi L; Whiteside, Mary; Murray, Rick

    2012-03-01

    The training of medical personnel to provide care for disaster victims is a priority for the physician community, the federal government, and society as a whole. Course development for such training guided by well-accepted standardized core competencies is lacking, however. This project identified a set of core competencies and performance objectives based on the knowledge, skills, and attitudes required by the specific target audience (emergency department nurses, emergency physicians, and out-of-hospital emergency medical services personnel) to ensure they can treat the injuries and illnesses experienced by victims of disasters regardless of cause. The core competencies provide a blueprint for the development or refinement of disaster training courses. This expert consensus project, supported by a grant from the Robert Wood Johnson Foundation, incorporated an all-hazard, comprehensive emergency management approach addressing every type of disaster to minimize the effect on the public's health. An instructional systems design process was used to guide the development of audience-appropriate competencies and performance objectives. Participants, representing multiple academic and provider organizations, used a modified Delphi approach to achieve consensus on recommendations. A framework of 19 content categories (domains), 19 core competencies, and more than 90 performance objectives was developed for acute medical care personnel to address the requirements of effective all-hazards disaster response. Creating disaster curricula and training based on the core competencies and performance objectives identified in this article will ensure that acute medical care personnel are prepared to treat patients and address associated ramifications/consequences during any catastrophic event.

  19. 标准化患者情景模拟在呼吸内科临床教学中的应用%Application of standardized patient scene simulation in clinical teaching of respiratory medicine

    Institute of Scientific and Technical Information of China (English)

    陈贵华; 甘秀妮; 李双玉; 严静; 李琴; 刘益群

    2015-01-01

    Objective To investigate the effect of standardized patient scene simulation teaching method in clinical teaching of respiratory medicine .Methods A total of 180 internship students in the respiratory medicine de‐partment from July 2012 to June 2014 were divided into two groups according to the time sequence .88 students from July 2012 to June 2013 control group were taken as the traditional teaching group and 92 students from July 2017 and June 2014 as the standardized patient scene simulation group .The two groups were tutored by the same teachers .The traditional teaching group adopted the traditional infilling teaching ,while the standardized patient scene simulation group applied the standardized patient simulation ,i .e .conducting the clinical teaching by writing case ,training the standardized patient ,scene simulation ,discussion and summary .Results The theory score and nursing operating score had statistical differences between the standardized patient scene simulation group and the traditional teaching group(P < 0 .05) .The questionnaire investigation showed that the standardized patient scene simulation could im‐prove the ability of students active learning ,stimulate the learning interest and increase the self professional sense of identity .Conclusion The standardized patient scene simulation can promote the formation of critical thinking and core competence ,and increase the clinical teaching quality .%目的:探讨标准化患者情景模拟教学法在呼吸内科临床带教中的效果。方法对2012年7月至2014年6月在呼吸内科实习的学生180名,按时间先后即2012年7月至2013年6月的学生88名为传统带教组,2013年7月至2014年6月的学生92名为标准化患者情景模拟组。2组学生均使用相同的带教老师,传统带教组采用传统灌输式带教,标准化患者情景模拟组运用标准化患者情景模拟即编写病例、培训标准化患者、情景模拟、讨论与总结的程序

  20. 多元化教学在临床护理英语带教中的应用及效果评价%Application of diversified teaching methods to the teaching of clinical nursing English

    Institute of Scientific and Technical Information of China (English)

    龚婷; 孙国珍

    2011-01-01

    Objective To discuss the effects of diversified teaching methods applied to the teaching of clinic nursing English. Methods A total of 48 undergraduate nursing interns were involved into 4-weeks' clinical English training program, during which, diversified teaching methods were employed. Teachers revised teaching plan according to students' level, instructed students to practice professional English during a hand-over, a ward-round, or a procedure through such methods as reciting medical terms, making dialogues, giving reports, and making communications. Teachers also organized situational simulation plays, clinical nursing rounds,lectures,etc. , to allow students to practice English. Results At completion of clinical practice, the results of English test and English practice among students were significantly improved(P<0. 05,P<0. 01). All the students expressed increased interests in English learning, 85. 0% of the students were more proficient in oral expression, conversation, writing, usage of medical terms; they also exhibited higher ability in self-directed learning. Conclusion Diversified teaching methods improve students' enthusiasm, and proficiency in professional English.%目的 探讨多元化教学方法在临床护理英语带教中的应用及效果.方法 运用多元化教学方法对48名护理本科实习生进行4周的临床英语带教,包括根据学生基本情况修订带教计划,在交接班、查房和操作过程中进行专业调汇、对话、报告及沟通的培训,组织情景模拟、英语查房或讲座等综合应用能力的培训等.结果 实习结束时学生英语理论及应用能力成绩显著提高((P<0.05,P<0.01));100%的学生表示对英语学习的兴趣明显提高,85.0%以上学生的英语口头表达、对话交流、英语书写、专科英语运用和自主学习能力都有明显提高.结论 使用多元化的教学方法进行护理英语教学,有助于提高学生英语专业理论水平和运用能力.

  1. Establishment and application of medication error classification standards in nursing care based on the International Classification of Patient Safety

    Directory of Open Access Journals (Sweden)

    Xiao-Ping Zhu

    2014-09-01

    Conclusion: Application of this classification system will help nursing administrators to accurately detect system- and process-related defects leading to medication errors, and enable the factors to be targeted to improve the level of patient safety management.

  2. Infiltration of intercultural communication in nursing English teaching%浅谈在护理英语教学中渗透跨文化交际学

    Institute of Scientific and Technical Information of China (English)

    时晨; 张淑玲; 高磊

    2010-01-01

    世界性的护理人才资源的短缺,为我国护理学生开辟了一条国际就业之路,也成为许多医护院校的一个目标,但许多医护院校注重培养学生的听、说、读、写的语言技能,忽视了对学生跨文化交际的培养.本文强调了跨文化交际的概念及重要性以及跨文化教育在护理英语教学中的具体培养方案.%The worldwide human resources shortage of nurses paves a way for Chinese nursing students to seek employment abroad.It was also a goal of medical colleges and universities. However, they simply focused on training students'listening, speaking, reading, writing abilities. The abilities of intercultural communication had been ignored. In this paper, the author emphasized the concept and importance of intercultural communication and the specific training plan of intercultural communication in nursing English teaching.

  3. 浅谈护理英语教学对师资的要求%Investigation of requirements in nursing English teaching for teachers

    Institute of Scientific and Technical Information of China (English)

    肖文莉

    2012-01-01

    Objective To explore requirements in nursing English teaching for teachers.Methods A self- designed questionnaire was used to survey 86 undergraduate nursing students.Results 96.51% of the involved students thought nursing English teachers should speak English exactly and fluently; 87.21% of them selected knowing professional nursing knowledge very well; 82.56% of them ehosed capacity of communication and clinical experience; 81.40% cases believed that teachers should be enthusiastic,humorous and appealing;32.56% students hoped that teachers had some knowledge of Chinese Medicine; and only 12.79% chosed capacity of making PowerPoint files.Conclusions Nursing English teachers should cultivate their own capacity continually so as to meet the needs of the course and to ensure the quality of teaching.%目的 探讨护理英语教师应具备的条件.方法 自行设计调查表,对86名护理本科学生进行教学内容的认同度调查.结果 96.51%的学生认为护理英语教师应具备准确、流利的英语口语能力;87.21%的学生选择熟知护理专业知识;82.56%的学生选择相当的交际及沟通能力与具备临床护理工作经验;81.40%的学生认为热情、幽默、有感染力是教师应具备的特征;32.56%的学生希望教师拥有一定的中医药学知识;只有12.79%的学生选择PPT制作方面的能力.结论 护理英语教师应不断加强自身素质培养,以满足教学需求,保证教学质量.

  4. Obstetric Care Specialist Nursing Experience and Experience of Clinical Teaching%产科护理专科临床带教的护理经验与体会

    Institute of Scientific and Technical Information of China (English)

    崔莹

    2015-01-01

    目的:探讨产科护理专科临床带教的护理经验与体会。方法针对《妇产科护理学》中的教材内容,按照整体护理的步骤对妇科产科进行护理教学;在授课过程中把妇科产科的护理和诊断、护理的措施、护理评估的方法作为重点;在实验课堂中,结合基础护理的操作技能和妇科产科的护理技能进行操作,达到了统一分类的目标。结果护理专业技能加强训练,从而妇科产科护理质量提高。给护理人员带来先进的护理理念,更好的提高服务质量。掌握产妇及家属的心理,适应和患者沟通。注重管理和考核,护士的产科护理技能要提高。因为产科护理的要求特殊,所以老师要认真教学和实际操作来传授技能。护士需要各方面能力的培养来符合现代护理的要求。老师带动护理人员熟悉她们的工作环境,消除压力。对于产科护理而言,尤为重要的是护理人员和孕产妇以及家属的沟通交流。带教老师要亲身示范表现奉献的精神,对护理人员的职业道德教育要加强。要教育护生既然选择了护士职业就应该全身投入。加强护生法律法规教育,提高护生法律意识。举事例,鸣警钟,在实习中自觉约束自己。结论护理学中最重要的环节就是临床实践,护理人员在临床实践中不仅要学会理论知识和技能,还要加强职业道德和人文素养,让实习护士能够更好的成为一名合格的护士。%Objective To investigate the obstetric nursing specialty nursing experience and experience of clinical teaching. Methods In the gynecology and obstetrics nursing teaching material content, according to the steps of general nursing for gynecology obstetrics nursing teaching; In the process of teaching the obstetric nursing diagnosis, nursing and measures of department of gynaecology, nursing assessment method as the key, In the experimental class

  5. 高职护理专业病理学教学方法及现状分析%Senior High Vocational School Nursing Profession Pathology Teaching Method and the Analysis of Status Quo

    Institute of Scientific and Technical Information of China (English)

    庞楠楠

    2015-01-01

    目前,教学条件差、学生素质较低、教师护理知识缺乏、教学方法不当、护理专业特色缺乏等是高职护理专业病理学教学的主要特点。为了进一步提高高职护理专业病理学的教学效果,本文就教学方法做了深入研究,目的在于提升教师的整体素质、优化教学大纲、激发学生对病理学的学习兴趣等,从而促进病理学教育的全面发展。%At present, the poor teaching conditions, students' quality is low, the lack of teachers care knowledge, improper teaching method, lack of nursing profession characteristic is the main characteristic of higher vocational nursing teaching of pathology. In order to further improve the effect of higher vocational nursing teaching of pathology, done in-depth research in this paper, the teaching method, the purpose is to improve the teachers' whole quality, optimizing the teaching outline, to inspire students' interest in learning the pathology, etc., so as to promote the comprehensive development of the pathology education.

  6. Standards-based teaching and educational digital libraries as innovations: Undergraduate science faculty in the adoption process

    Science.gov (United States)

    Ridgway, Judith Sulkes

    This study describes undergraduate science faculty in terms of their feelings of preparedness for and their use of standards-based teaching methods, their stages of concern related to Educational Digital Libraries (EDLs), and their adoption and diffusion of both innovations. These innovations may have a synergistic relationship that may result in enhanced adoption of both. The investigation began with a series of group meetings with life science, chemistry, physics, and geology faculty from a 2-year and a 4-year institution. Faculty were introduced to dimensions of standards-based teaching and examples of EDLs. Faculty completed the Demographics and Experience Questionnaire, the Standards-Based Teaching Instrument, and the Stages of Concern Questionnaire (SoCQ). Semi-structured interviews containing literature-based questions were conducted with one faculty member from each discipline from the 2-year and 4-year institutions. Document analyses were performed on mission/goal web-based statements for the institutions and their science departments. Triangulated data were used to construct individual faculty case studies based on four facets: background, standards-based teaching profile, EDLs profile, and rate of innovation diffusion. The individual case studies were used to perform cross-case analyses by type of institution, discipline, and locus of control. Individual case studies and cross-case analyses suggest the following conclusions: (a) faculty felt prepared to use and frequently used textbooks as a reference, (b) feelings of preparedness and frequency of use of standards-based teaching categories may be related to discipline, (c) all faculty had relatively high awareness and informational EDL concerns, and (d) faculty central to the locus of control were more likely to use methods to develop student conceptual understanding, use inquiry methods, and be agents of change. A grounded theoretical model connects study results with literature related to educational

  7. Implementing the Standards. Teaching Discrete Mathematics in Grades 7-12.

    Science.gov (United States)

    Hart, Eric W.; And Others

    1990-01-01

    Discrete mathematics are defined briefly. A course in discrete mathematics for high school students and teaching discrete mathematics in grades 7 and 8 including finite differences, recursion, and graph theory are discussed. (CW)

  8. Introduction the Education of the Relationship between the Nurse-patient to the Application of Nursing Teaching%浅谈护患沟通教育在护理人文教学中的应用

    Institute of Scientific and Technical Information of China (English)

    刘晶

    2016-01-01

    According to the situation of the doctor-patient relationship, the article emphasizes the importance of the doctor-patient communication. Combined with the daily medical teaching experience, this paper discusses the changes of the doctor-patient communication education in the nursing teaching mode and students training mode. It puts forward the doctor-patient communication education should be throughout the humanistic teaching. In the nursing education, it pays more attention to the cultivation of the humanistic care and humanistic spirit. We should improve the qualification of the students, and help them finish the change of the role from students to the nurse as soon as possible. They can master a better application in the medical work with the doctor-patient communication skills, so that they can improve the quality of care, to build a harmonious doctor-patient relationship and lay a solid foundation for the all-round development of the students.%文章根据医患关系现状,分析了医患沟通教育的重要性,结合日常内科教学的所见所思,探讨了医患沟通教育在护理教学中的教学模式及学生培养模式的转变,提出将医患沟通教育贯穿于整个人文教学中,注重人文关怀和人文精神的培养,全面提高学生的综合素质,帮助学生尽快完成从学生到护士的角色转变,并在医护工作中更好地应用医患沟通技能,提高护理质量,构建和谐的医患关系,为学生的全面发展奠定基础。

  9. Implications for incorporating simulation in nursing education.

    Science.gov (United States)

    Miller, Shelley

    2010-01-01

    The current intricately complex state of health care holds a multitude of challenges for the novice nurse in acquiring, developing, and maintaining standards of proficiency in clinical practice. This paper will explore the implications or reasons for incorporating simulation in nursing education for two primary reasons. First, simulation is an interactive teaching strategy designed for augmenting the learning process. Simulation is an example of active learning that engages the student to think through a situation then take action through the application of knowledge, and finally to self-reflect during the process of debriefing. Secondly, an increasing number of educational institutions have made the commitment to incorporate simulation technology into nursing curricula. PMID:21175101

  10. A survey study on use of over the counter (OTC drugs among medical students, nursing and clerical staff of a tertiary care teaching rural hospital

    Directory of Open Access Journals (Sweden)

    Devang Parikh

    2013-04-01

    Full Text Available Aim: The study was conducted to evaluate use of over the counter (OTC drugs among the medical students, nursing and clerical staff of tertiary care teaching rural hospital to determine the awareness and disadvantages on use of OTC. Methods: Responses to a feedback questionnaire covering various aspects on usage of OTC drugs were obtained from 100 medical students, 100 nursing and 100 clerical staff. Results: Among 300 respondents, 84% used OTC, commonly purchased by self. Majority of them started self medication within 2 days of their illness. The frequently reported illness that prompted self-medication included headache, cough and cold, fever, generalised weakness, acidity, dysmenorrhoea, and sleep disturbances. Majority of them obtained OTC by mentioning name of drug (81%, 35% by telling symptom and 15% by showing old prescription. We found that 87% people share OTC among relatives and friends. Conclusions: Usage of OTC was highest amongst medical students and nursing staff. Time consumption for consultation, the consultation fees and frequent visits were the commonly mentioned reasons for self medication. It was analysed that none of the clerical staff were aware of the drug, dose, frequency of administration and adverse reactions. While very little awareness of medication was found even among nursing staff and medical students. Therefore it is suggested that the public has to be educated on the type of illnesses to be self-diagnosed and medicated, dangers of OTC on misuse which would possibly lead to delay in detection of more serious underlying ailment and timely medication. [Int J Res Med Sci 2013; 1(2.000: 83-86

  11. A Survey of viewpoints of nurses employed in treatment and teaching centers of Kashan and suburb about continuing medical education (CME Priorities in 2010

    Directory of Open Access Journals (Sweden)

    S Behrouzifar

    2012-09-01

    Full Text Available Introduction: Needs’ assessment is the first stage in designing Continuing Medical Education (CME Programs. To obtain clients’ satisfaction with services of nurses as the largest group providing health and treatment services, designing and executing educational programs related to their needs is necessary. This study was conducted to determine CME priorities of nursing graduates employed in treatment and teaching centers of Kashan and suburb. Methods: A cross-sectional study was conducted on 238 nurses. Separate questionnaires were designed for different hospital wards. Every educational subject was scored on a Likert scale ranging from zero to ten. Data were extracted, classified and analyzed in SPSS using descriptive and inferential statistics. Results: In general (9.18±1.44, surgical (9.40±1.63 and emergency wards (9.32±1.79, the most important need identified was cardiopulmonary resuscitation. In intensive care units (ICU, dialysis units and pediatrics and neonatal ICU wards, identified items included deep vein thrombosis (DVT and pulmonary embolism (9.02±1.53, bone metabolic diseases (9.91±0.28, cardiopulmonary resuscitation (9.29±0.91 and asphyxia (9.78±0.41, respectively with the greatest mean scores. Conclusion: From viewpoint of studied nurses, the most important CME priorities were learning clinical skills about managing patients with unstable conditions and correct utilization of medical equipments which are related to their everyday practice. It is necessary that CME planners and policy makers to pay attention to nurses’ CME needs which are different across various wards.

  12. Research on critical thinking ability training for undergraduate nursing students in basic nursing teaching%基础护理教学中本科护生评判性思维能力的培养

    Institute of Scientific and Technical Information of China (English)

    江月英; 蒋红; 由淑萍

    2014-01-01

    目的:了解不同民族本科护生评判性思维现状,探讨如何在基础护理教学中培养本科护生的评判性思维能力,为教学改革提供依据。方法在《基础护理学》课程教学中分别采用传统教学法和案例教学法对少数民族和汉族护理本科生69名进行授课,用评判性思维能力测量表( CTDI-CV)进行测评并进行分析。结果91.3%以上的本科护生认同培养和提高批判性思维意识和能力的实践意义;实验前、后不同民族本科护生评判性思维总分分别为(251.21±22.94)分和(256.65±31.46)分,均<280分;各维度得分为正性(>40分)的是自信心和求知欲;实验前、后本科男护生的评判性思维能力总分分别为(254.28±34.20),(289.71±54.62)分,分别高于本科女护生(250.87±21.68),(252.91±25.89)分;男护生实验前、后得分为正性(>40分)的有:分析能力、评判性思维的自信心、求知欲和系统化能力;女护生实验前、后得分为正性(>40分)的均为评判性思维的自信心这一维度。结论本科护生对于培养批判性思维意识和能力的认同率均较高;少数民族和汉族本科护生评判性思维总体能力均为中等;男护生的整体评判性思维能力总分高于女护生,实验后男护生具有正性的评判性思维倾向,表明改革后的教学法对提高男护生的评判性思维能力效果显著,但对提高本科护生整体评判性思维能力效果不太明显,需在今后的教学中探讨多种方法的综合运用,将护生评判性思维的培养作为一项长期、系统的工程,努力提高护生的评判性思维能力。%Objective To study the critical thinking situation among different nationalities undergraduate nursing students and explore its training in basic nursing teaching , so as to provide the evidence for the teaching reform

  13. Application study of evidence-based nursing on experiment teaching of surgical dressing change%循证护理在外科换药术实验教学中的应用研究

    Institute of Scientific and Technical Information of China (English)

    祝水英; 洪剑英; 程志顺; 邵婷婷; 杨玉琴; 陈云风

    2015-01-01

    Objective To explore the application effect of evidence-based nursing on experimental teaching of surgical dressing change. Methods 150 junior college students of nursing specialty in grade 2011 and 2012 from September 2012 to January 2013 in our college were selected and randomly divided into the control group and the experimental group,75 cases in each group.The control group was given traditional teaching method,the experimental group was given teaching method guided by evidence-based nursing mode and nursing requirements.The rate of reaching the standard in students’learning enthusiasm and initiative,learning abilities,team-work spirit and cooperation ability of scientific re-search,the score of final exam performance in two groups was compared. Results The rate of reaching the standard in students’learning enthusiasm and initiative,learning abilities,team-work spirit and cooperation ability of scientific re-search in the experimental group was higher than that in the control group,with significant difference(P<0.05).The score of final exam performance in the experimental group was (85.1±5.1) points,which was higher than (76.2±4.4) points in the control gruop,with significant difference (P<0.05). Conclusion In the process of experimental teaching of surgical dressing change,teaching method guided by thought of evidence-based nursing not only can effectively improve the stu-dents’learning enthusiasm and initiative,but also promote the upgrading of its related learning abilities,strengthen team-work spirit and cooperation ability of scientific research,and improve the teaching quality of teachers and students’learning outcomes,which is worthy of expansion and application.%目的:探讨循证护理在外科换药术实验教学中的应用效果。方法选取2012年9月~2013年1月本校2011级和2012级护理专业的150名专科生作为研究对象,随机分为对照组和实验组,各75名。对照组采用传统教学方法,实验组以循

  14. Why nursing care is missed?

    OpenAIRE

    Wiwanitkit V

    2014-01-01

    Nursing care is an important part for success of clinical therapeutics and diagnosis. The problem of nursing care can be seen elsewhere. An important consideration is on missed nursing care. The common elements of missed nursing care usually lie on these scopes: “ambulation, turning, delayed or missed feedings, patient teaching, discharge planning, emotional support, hygiene, intake and output documentation, and surveillance.”

  15. 强化护生的职业道德教育在护理学基础实验室教学中的效果分析%Analysis the Result of Strengthening Professional Ethics Education of Nursing Students in Basic Nursing Lab Teaching

    Institute of Scientific and Technical Information of China (English)

    魏欢

    2015-01-01

    Objective To analysis the result of strengthening professional ethics education of nursing students in basic nursing lab results Teaching. Methods By "Fundamentals of Nursing" lab curriculum to strengthen professional ethics education of 217 college nursing students in grade 2012, we can evaluate their professional attitude through the nurse professional attitude scale before and after class.Results The lab teaching professional ethics education, made the nursing students' professional emotion signiifcantly improved, it had statistically signiifcant (χ2=41.26, P<0.05).Conclusion Strengthening the nursing students' professional ethics education in the teaching of basic nursing laboratory can change their professional attitudes and ideas, develop their proper professional attitude.%目的:探讨分析强化护生职业道德教育在护理学基础实验室教学中的应用效果。方法通过护生《护理学基础》实验室教学课程加强我校2012级中217名专科护生的职业道德教育,上课前后通过护士职业态度评分表评估她们的职业态度。结果通过基础实验室教学职业道德教育,使护生的职业情感明显提高,差异显著,具有统计学意义(χ2=41.26,P<0.05)。结论在护理学基础实验室教学中加强护生的职业道德教育能够改变她们专业态度和思想观点,并能培养她们正确的职业态度。

  16. The examination of the effect of nurse care to the quality of care and to the patient satisfaction which is given through the standards

    Directory of Open Access Journals (Sweden)

    Gül Ertem

    2007-12-01

    is considered statistically meaningful. (x2=30.600,  SD=2,P=0.000<0.05. Acording to the sesults of the examination it is precised that standard nurse care increases patient satisfaction in reaching targeted final criterias.It is proposed for the increase of the quality of care given to the patients and the improvement of the nursing standards for every age and for every patient for providing practical use  of these in the clinics and for providing studies examining the effect of the care quality.

  17. 浅议临床教学中护理学生健康教育意识与能力的培养%On the Clinical Teaching of Nursing Students Health Education Awareness and Ability

    Institute of Scientific and Technical Information of China (English)

    吴君; 刘方红

    2011-01-01

    Selected teachers with ability of the teaching of health education in clinical teaching, focusing on the words and deeds of nursing students; while leading nursing atudents continue to learn and broaden their knowledge; guide nursing students to acquire communication skills, establish good relations between nurses and patients to enhance nursing students' health education awareness and ability, implement effective care and health education in nurse to promote people's health.%通过在临床教学中选择健康教育能力强的教学老师,注重对护理学生言传身教;同时引导护理学生不断学习,拓宽知识面;指导护理学生掌握沟通技巧,建立良好护患关系等多种方法,加强护理学生健康教育意识与能力的培养,从而在护理工作中实施有效的健康教育,促进人民群众的健康.

  18. Furthering caring through nursing education

    Directory of Open Access Journals (Sweden)

    D van der Wal

    1999-09-01

    Full Text Available The nursing students’ main quest is for self actualization by attributing meaning to life through caring. To assist student nurses in this quest, the nurse educator needs to plan educational interventions according to an anthropological model that posits care and caring as innate human attributes. Further, the structural essence of what professional nursing caring entails should also be posited as a point of departure for curriculum planning. The author proposes such models. The main implications include that the nursing curriculum must increasingly attend to the emotional needs of nursing students. Curricular content and teaching strategies toward this goal are suggested.

  19. Survey on nurses' demand of online learning and favoured teaching patterns%护理人员对网络学习及教学模式的需求调查

    Institute of Scientific and Technical Information of China (English)

    田京京; 张立力; 纪翠红; 时光

    2011-01-01

    Objective To comprehend nurses' demand of online learning and the teaching patterns they favoured,and to establish optimal online teaching model for nurses. Methods A total of 474 students on adult nursing education program were surveyed by random sampling methods. Results Among 455 nurses who had been participating in the E-learning of nursing courses, 73.4% had been learning online regularly; 252 nurses (55.4%) were interested in online learning; 218 nurses (47.9%) studied more than an hour per day online;80.9% (368 nurses) admitted that online learning had good effect; 64.8% demanded of situational teaching model,which ranked in the first place, and 49.7% demanded of collaborative teaching model, which came in last. Conclusion Online teaching of nursing courses can basically meet the learning needs of nurses. Web-based scene teaching model is needed to be extended.Nurses' understanding of collaborative teaching model should be further improved so as to make the existing online teaching of nursing courses produce better effect.%目的 了解护理人员对护理课程网络学习及网络教学模式的需求情况,建立符合护理人员特点的最佳网络教学模式. 方法 采用随机抽样的方法对474名护理成教生进行问卷调查. 结果 参加过护理课程网络学习的455人中,73.4%的护士经常上网学习;对网络学习感兴趣者252人(55.4%);学习时间>1 h/d者218人(47.9%);80.9%(368人)的护士认可护理课程网络教学的效果;护士对情景式教学模式的需求排在第一位(64.8%),对协作式教学模式的需求排在最后一位(49.7%). 结论 已开设的护理课程网络教学基本能满足护理人员的学习需求.护理课程的网络教学需推广情景式教学模式,进一步提高护理人员对协作式教学模式的认识,可望有效改善现行护理课程的网络教学质量.

  20. 护理学基础实验教学中案例教学法对护生职业态度的影响%Research on the influence of case method on professional attitude of nursing students in basic nursing experiment teaching

    Institute of Scientific and Technical Information of China (English)

    刘航; 龙霖; 吴玉琼; 李泉清; 赵会芬

    2013-01-01

    目的:探讨在护理学基础实验教学中应用案例教学法对护生职业态度的影响.方法:将2010级308名本科护生随机分为实验组(156名)和对照组(152名).实验组在护理学基础实验教学中采用案例教学法;对照组仍采用传统教学法.分别在实验教学前后采用护士职业态度量表评价护生的职业态度.结果:实验教学后护生的职业态度显著高于实验教学前和对照组,差异有统计学意义(t=32.26,t=31.16;P<0.05).结论:在护理学基础实验教学中应用案例教学法,可提高学生学习兴趣,满足学生学习需求,提高护生的职业素质,对培养护生健康的职业态度效果较好.%Objective:To investigate the influence of case method on professional attitude of nursing students in basic nursing experiment teaching.Methods:Three hundred and eight undergraduate nursing students were randomly divided into the treatment group (156 syudents)and the control group (152 students).The case teaching was used in treatment group and traditional teaching method was used in control group.The professional attitude was evaluated before and after the experiment teaching respectively by using nurse professional attitude scale.Resuits:After the experiment teaching nurses'professional attitudes is significantly higher than before the experiment teaching and the control group,the difference was statistically significant (t=32.26,t=31.16;P<0.05).Conclusion:In basic nursing experimental teaching,the application of case teaching can improve the students'learning interest,meet the students' learning needs,improve the professional quality of the nursing students.

  1. Critically Reflexive Theory: A Proposal for Nursing Education

    Directory of Open Access Journals (Sweden)

    Jayne Josephsen

    2014-01-01

    Full Text Available Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.

  2. 思维导图案例教学法对护生评判性思维能力的影响%Influence of mind map case teaching method on critical thinking ability of nursing students

    Institute of Scientific and Technical Information of China (English)

    易红

    2015-01-01

    [目的]观察思维导图案例教学法对护生评判性思维能力的影响。[方法]对2011级护理大专班30名在读护生在《儿科护理学》教学中应用思维导图案例教学法,应用前后采用评判性思维能力测量表(CTDI CV)进行评分。[结果]应用后护生 CTDI CV量表评分除思想开放外其他各维度及总分均高于应用前,差异有统计学意义(P<0.05)。[结论]思维导图案例教学法有利于提高护生的评判性思维能力。%Objective:To observe the influence of mind map case teaching method on critical thinking ability of nursing students.Methods:The mind map case teaching method was applied in pediatric nursing teaching for 30 nursing students in nursing college class in grade 2011,and they were scored before and after intervention by u-sing critical thinking ability measurement scale.Results:After intervention,in addition to open mind in score CTDI CV rating scale of nursing students other various dimensions scores and total score were higher than that in control group,and the difference was statistically significant(P<0.05).Conclusion:the mind map case teaching method is beneficial to improve the critical thinking ability of nursing students.

  3. On the Teaching of Occupation Mental Quality of Nurses in Nursing Psychology%谈护理心理学中护士职业心理素质的教学

    Institute of Scientific and Technical Information of China (English)

    李力

    2012-01-01

    With social development,the mode of medical science is gradually transforming from biomedical science to the mode integrated with biology, psychology and society, so the current social need of nurses' comprehensive quality is higher, especially psychological quality.This paper discusses on how to stimulate students' love of nursing major in the teaching of occupation mental quality,as well as how to connect it with clinical practice, and how to guide students to independently cultivate their good occupation mental quality, so as help students make clear the modern images of nurses.%随着社会的进步,医学的模式逐步由生物医学模式转变为生物——心理——社会医学模式,现代社会对护士的整体素质尤其是职业心理素质提出了更高的要求。本文阐述了在护士职业心理素质教学中如何激发学生热爱护理专业,怎样联系临床实际,引导学生自觉地、有意识地培养自己良好职业心理素质的方法,即让学生明确护士角色人格的现代形象,以临床实例说明护士应有的职业心理素质等。

  4. 临床路径在消化内科护理带教中的应用效果%Clinical Pathway Application Effect in Teaching in Department of Internal Medicine Nursing

    Institute of Scientific and Technical Information of China (English)

    代春娣

    2014-01-01

    目的:探讨分析临床路径在消化内科护理带教中的应用效果。方法选取2012年9月~2013年9月于我院消化内科实习的80名护理实习生,根据随机化的原则分成观察组和对照组各40例,对照组采用传统护理带教方法带教,观察组采用临床路径式带教方法代教,教学结束后对比分析两组护理实习生的理论及实践能力、实习生对不同带教方式的满意程度。结果临床实习后出科考试中,观察组实习护生的理论知识成绩和实践技能成绩均显著高于对照组实习护生(P<0.05),观察组实习生对带教模式满意度显著高于对照组,(P<0.05)。结论临床路径式护理带教可丰富实习护生的理论知识,提升实践技能,提高实习护生对临床教学的满意程度,显著提高临床教学价值,值得在消化内科护理带教工作中借鉴应用。%Objective To investigate the clinical path analysis with application in teaching in Department of internal medicine nursing. Methods 80 nursing students from 2012 09 months~2013 years 09 months in the Department of internal medicine I Institute practice, according to the principles of randomized divided into observation group and control group with 40 cases in each group, the control group used traditional nursing teaching method with teaching, the observation group was treated with clinical pathway teaching method acting teachers, analysis of two groups of nursing interns theoretical and practical ability, interns to dif erent teaching satisfaction mode contrast after teaching. Results After the examination in clinical practice, the observation group of nursing students theoretical knowledge and practical skil s achievement scores were significantly higher than that of control group students ( <0.05), the observation group of the practice teaching mode of satisfaction was significantly higher than that of control group, ( <0.05). Conclusion Tthe clinical pathway

  5. THE ALIGNMENT OF ROMANIA UNIVERSITY TEACHING TO THE REQUIREMENTS OF THE QUALITY INSURING STANDARDS

    Directory of Open Access Journals (Sweden)

    Elena CONDREA

    2007-01-01

    Full Text Available Due to any institution in the national teaching system, indifferent of type, level and activity organization form, is to insure the quality teaching, learning and researching, from the necessity of making the bases of an institutional cultures of the education's quality, for contributing to the personal and professional development of the students, at the society's welfare. The quality insurance policies and strategies of the national teaching system of Romania have as marking the permanent correlation with the orientations and actions promoted at European and global level, in consense with the recommendations of the Superior Education Quality Insurance European Association, recommendations which have been taken by the Bergen Ministerial Conference (19-20 May 2005.

  6. Practice of Adult Nursing to train health education ability of nursing students in surgical nursing teaching%《成人护理》外科护理教学中培养护生健康教育能力的实践与体会

    Institute of Scientific and Technical Information of China (English)

    杨艺; 丛小玲; 许苏飞

    2011-01-01

    目的 探讨在外科疾病病人护理教学中,对健康教育内容的教学方法进行改革的效果.方法 选择4 个3 年制护理大专班中的1 个班48 名护生为实验组,采取病例教学、情境教学、合作学习等多种教学方法;其余3 个班共142 名护生为对照组,采用传统讲授法讲授.两组护生均选择中3 种外科疾病的健康教育部分,并比较两组护生的学习效果.结果 实验组护生对教学方法的评价在提高学习兴趣、增强学习主动性、加强对知识的理解和记忆、提高自学能力、锻炼沟通表达能力等方面均优于对照组(P<0.01 或P<0.05).实验组护生理论成绩高于对照组(P<0.05).结论 在外科护理健康教育的教学中,利用临床病例、采用情境教学及合作学习等方法,有利于促进护生健康教育能力的提高.%Objective To explore the effects of the reform of health education methods in surgical nursing teaching. Method Forty - eight nursing students in one class were enrolled as the experimental group,and the variety of teaching methods such as case teaching,situational teaching and cooperative learning were applied in the group. And atotal of 142 students in the other 3 classes were recruited as the control group,and the traditional teaching methods were used in it. The teaching contents for the two groups were about health education of 3 surgical diseases, and the effects were compared between the two groups. Results The evaluation results in improving learning interest,enhancing learning motivation,reinforcing understanding of knowledge and memory,improving self - learning and strengthening communication skills in the experimental group were better than the control group. The score of theoretical test in the experimental group was higher than the control group. The differences were statistically significant P < 0.01 or P < 0.05). Conclusion Application of variety teaching methods of case teaching, situational teaching and

  7. Building the capacity of nursing professionals in Cambodia: Insights from a bridging programme for faculty development.

    Science.gov (United States)

    Koto-Shimada, Kyoko; Yanagisawa, Satoko; Boonyanurak, Puangrat; Fujita, Noriko

    2016-04-01

    To upgrade nursing instruction capacity in Cambodia, two bridging programmes were opened for the Bachelor of Science in Nursing simultaneously in-country and out-of-country (Thailand). A descriptive qualitative study was conducted to assess effectiveness of both programmes jointly and to explore needs concerning the further development of nursing education. This study included interviews with 34 current or previous programme participants (nursing instructors or hospital preceptors) and 10 managers of collaborating institutions. New learning content, personal outcomes, challenges and obstacles and future needs were qualitatively coded to create categories and subcategories of data. Findings show that programme participants were most influenced by the new content areas (e.g. nursing theory and professionalism), active teaching-learning strategies and the full-time educational immersion afforded by the out-of-country programme. Programme participants who had returned to their workplaces also identified on-going needs for employing new active teaching-learning approaches, curriculum revision, national standardization of nursing curricula and improvements in the teaching-learning infrastructure. Another outcome of this study is the development of a theoretical model for Nursing Capacity Building in Developing Countries that describes the need for intermediate and long-term planning as well as using both Bottom-Up and Edge-Pulling strategies. PMID:27184699

  8. A Brief Discussion on the Clinical Teaching Method Using Nursing Process as the Framework among Five-Year Nursing Students in Advanced Vocational School%浅谈以护理程序为框架的五年制高职护生的临床带教

    Institute of Scientific and Technical Information of China (English)

    许仙英; 冷雪娟

    2016-01-01

    Nursing program is a scientific working method. It is a continuous, cyclic and dynamic process. The authors proposed that since nursing program is a scientific method, then it also can be applied to those five-year nursing students during clinical teaching period, so the clinical teaching will be a nursing stu-dent-centered, continuous, cyclic and dynamic teaching, at the same time, it can improve the quality of teaching.%护理程序是一种科学的工作方法,是一个持续的、循环的、动态的过程.笔者认为护理程序既然是一种科学的工作方法,那它同样可以被运用到五年制高职护生的临床带教中,这样就可以使我们的带教工作也能真正成为以护生为中心的,持续的、循环的、动态的带教,从而提高带教质量.

  9. Strategies to improve the performance of learners in a nursing college Part I: Issues pertaining to nursing education

    Directory of Open Access Journals (Sweden)

    E Waterson

    2006-09-01

    Full Text Available Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a fouryear comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156. Trustworthiness was ensured in accordance with Lincoln and Guba’s (1985:290-326 principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors’ lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors’ marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing education in a nursing college. Strategies to improve the learners’ performance were described. It is recommended that these strategies be incorporated in the staff development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners’ performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course.

  10. Strengthening Preceptors' Competency in Thai Clinical Nursing

    Science.gov (United States)

    Mingpun, Renu; Srisa-ard, Boonchom; Jumpamool, Apinya

    2015-01-01

    The problem of lack of nurses can be solved by employing student nurses. Obviously, nurse instructors and preceptors have to work extremely hard to train student nurses to meet the standard of nursing. The preceptorship model is yet to be explored as to what it means to have an effective program or the requisite skills to be an effective…

  11. 38 CFR 51.130 - Nursing services.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Nursing services. 51.130... FOR NURSING HOME CARE OF VETERANS IN STATE HOMES Standards § 51.130 Nursing services. The facility management must provide an organized nursing service with a sufficient number of qualified nursing...

  12. 现代医学模拟教学方法在社区护士技能培训中的应用%Application of modern medical simulation teaching method in community nurses ’ skill training

    Institute of Scientific and Technical Information of China (English)

    陆秀儿; 邵悦萍; 张利琴

    2014-01-01

    interest in learning (95.24%), increased confidence (90.48%), cultivating learner autonomy (88.10%) and operation standardization (83.33%) in the experimental group were higher than those in the control group which were respectively 33.33%,42.22%,31.11% and 42.22%, and the differences were statistically significant (χ2 =35.803, 35.803, 31.840, 11.408, respectively; P <0.01).Conclusions Clinical skill training with modern medical simulation teaching method cansignificantlyimprove the practice skills of community nurses , and is effective to stimulate nurses ’ interest and learning autonomy , increase self-confidence and improve their satisfaction with the teaching method .

  13. Teaching Writing in the Shadow of Standardized Writing Assessment: An Exploratory Study

    Science.gov (United States)

    Brimi, Hunter

    2012-01-01

    This exploratory study results from interviews with five high school English teachers regarding their writing instruction. The researcher sought to answer these questions: (1) How had the Tennessee Comprehensive Assessment Program's (TCAP) Writing Assessment affected their teaching as gauged by the teachers' statements regarding the assessment,…

  14. An Analysis of Strategies for Teaching Standards-Based Lesson Plan Alignment to Preservice Teachers

    Science.gov (United States)

    Drost, Bryan R.; Levine, Anita C.

    2015-01-01

    Research consistently shows that well-aligned lesson plans lead to better student learning outcomes. The development of these plans challenges both preservice teachers and the teacher educators who instruct them. This exploratory study examined strategies for teaching lesson plan alignment utilized by 87 teacher educators in the United States.…

  15. Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale

    Science.gov (United States)

    Pandya, Jessica Zacher

    2012-01-01

    In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills…

  16. Improved Teaching in Urban Classrooms: Applying More Precise and Demanding Standards.

    Science.gov (United States)

    Ghory, Ward J.; Cash, Kriner

    A study was conducted to determine whether the Stallings Effective Teaching Practices inservice training program contributed to improved teacher performance in the Cincinnati, Ohio, Public Schools. The study had two major objectives: (1) to assess the degree of improvement in selected teacher practices after training; and (2) to investigate the…

  17. 浅谈英国教学模式课业设计与评估在高职护理专业项目教学中的应用%On the British Design and Evaluation of Academic Te-aching in the Vocational Nursing Program Teaching

    Institute of Scientific and Technical Information of China (English)

    夏颖

    2011-01-01

    为了突出高职护理专业实用型人才培养的目标和特点,为了更好地把握职业教育工学结合一体化的课程内涵,我们在护理教学中探索推行项目教学法,并使用英国教学模式中的课业设计与评估来提高项目教学法在教学中的效果。%To highlight the vocational nursing practical training objectives and characteristics,in order to better grasp the integration of vocational education courses with engineering content,we explore the implementation of the nursing education project teaching methods and the use of English teaching in the academic to improve project design and evaluation of teaching effectiveness in teaching.

  18. 基层医院临床护理带教现状分析与策略%Status analysis and strategy of clinical nursing teaching in primary hospital

    Institute of Scientific and Technical Information of China (English)

    刘朝淑

    2014-01-01

    目的:全面评估护理临床教学效果,适应素质教育,提高临床教学质量。方法:对2012、2013两个学年的中专和大专护生42人实习期间采取问卷调查,制定“临床护理带教质量评价与意见调查表”,由学生出科后填写。结果:护理教学中主要存在的问题是教师专业知识和基础理论知识水平较低,教学能力欠缺;操作示范不正规;教学思维滞后,方式陈旧,教学模式单一,缺乏创新性;关心、爱护、尊重学生不够;带教时间和精力不足;护生学习兴趣不高;脱离带教老师的监督;理论与实际结合差。结论:分析临床护理教学中存在问题的原因并及时提出对策,以便提高临床教学质量和护理师资队伍的综合素质,增强护生的服务意识,加深对护理工作意义的认识。%Objective:To comprehensively evaluate the effect of clinical nursing teaching, adapt to the quality education,and improve the quality of clinical teaching.Methods:To adopt the questionnaire with 42 cases of secondary and junior college nursing students in 2012 and 2013 this two school years in internship period, formulate“clinical nursing teaching quality evaluation and opinion questionnaire”,which were filled by students after department.Results:The main existing problems in nursing teaching was that the professional knowledge and basic theory knowledge level of teachers are low,the lack of teaching ability; demonstration is not normal operation;teaching thought lag,the old methods,single teaching mode,lack of innovation;care,love, respect for the students are not enough;insufficient teaching time and energy;the learning interest of nursing students is not high; from the supervision of teachers;the combination of theory and practice is poor.Conclusion:Through analyzing the causes of problems existing in clinical nursing teaching and timely put forward countermeasures,to improve clinical teaching

  19. La enseñanza de la Historia de la Enfermería en España The teaching of Nursing`s History in Spain

    Directory of Open Access Journals (Sweden)

    Paloma Moral de Calatrava

    2004-03-01

    Full Text Available La convergencia europea obliga a reflexionar sobre el tipo de estudios y profesionales de la Enfermería que queremos para el futuro. En este contexto la situación de asignaturas humanísticas, como la Historia, es muy frágil. Este trabajo pretende mostrar la necesidad incluir esta asignatura en los Planes de Estudio como herramienta indispensable para adquirir conocimientos básicos sobre la profesión, habilidades en el manejo de fuentes diversas y la competencia suficiente para valorar la incidencia de los factores culturales en el estado de salud de los pacientes. Para ello se proponen una serie de categorías historiográficas que permitan elaborar una Historia de la Enfermería significativa.The European process of convergence should lead us to think about the kind of studies and professionals we want for the future. In this context, the situation of humanistic disciplines, like History, is very fragile. This article explores the need to include the History of Nursing in the academic curriculum to obtain not only a basic knowledge about the profession, but also some necessary skills to deal with different information sources, and help to assessing the patient's cultural environment. In this sense we outline some historiografical categories that should allow us building a meaningful History of Nursing.

  20. Authoritarian Science Curriculum Standards as Barriers to Teaching and Learning: An Interpretation of Personal Experience

    Science.gov (United States)

    Wallace, Carolyn S.

    2012-01-01

    This is a critical time for the science education community as we embark on the creation and implementation of new national science standards. The purpose of this essay is to offer insight into how the language of curriculum standards, including that found in state science standards in the United States over the past 15 years, has posed barriers…