scholarly journals Discovering presence as part of nurse educators’ role modelling at a public nursing college in the North West province

2021 ◽  
Vol 26 ◽  
Author(s):  
Tiisetso A. Mofokeng ◽  
Emmerentia Du Plessis ◽  
Kathleen Froneman
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Training ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Ethnographic Study ◽  
North West ◽  
Role Modelling ◽  
The North ◽  
Nursing College

Background: Nursing students learn the science and art of nursing, including presence, from classroom content, using skills in practice, or by watching an experienced nurse interact with a patient. Nursing education must be designed so that nursing students can construct the art and science of nursing practice. Nursing students must be educated to be sound practitioners in the ‘being’ of nursing practice. Nurse educators modelling presence to nursing students will improve the quality of patient care during clinical training and throughout their professional role.Aim: To explore and describe nurse educators’ role modelling of presence to nursing students.Setting: This study was conducted at a public nursing college in the North West province.Methods: A qualitative, ethnographic study was conducted. Purposive sampling was used. Four nurse educators participated in the study and data saturation was reached. Data were collected through shadowing and informal reflective conversations over a period of 8 days.Results: The following relationships emerged: nurse educators model ‘being professional’, ‘being facilitating, nurturing, caring and compassionate, encouraging, and motivating’, and ‘being purposeful in their nursing education approach’.Conclusion: Participants role modelled presence to nursing students despite daily challenges in their work.Contribution: Creating awareness of how nurse educators can model presence despite daily challenges in their work will influence and motivate nursing students to develop presence skills. This will have a positive impact on managing patients in practice. Recommendations can guide nursing education, policy development and future research to strengthen nurse educators modelling presence.

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

scholarly journals Effective educator–student relationships in nursing education to strengthen nursing students’ resilience

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Kathleen Froneman ◽  
Emmerentia Du Plessis ◽  
Magdelene P. Koen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Nursing Student ◽  
Education Institution ◽  
Learning Climate ◽  
Environment Interaction ◽  
North West ◽  
The North ◽  
Student Relationship

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

scholarly journals A model of collaboration between nursing education institutions in the North West Province of South Africa

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Kathleen K. Direko ◽  
Mashudu Davhana-Maselesele
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Nurse Educators ◽  
Bachelor's Degree ◽  
Nurse Training ◽  
North West ◽  
The North ◽  
Professional Nursing ◽  
Quantitative Results ◽  
Nursing Professionals

Background: Professional nursing in South Africa is obtained through a 4-year diploma offered at nursing colleges, or a 4-year degree in universities, and the South African Nursing Council (SANC) registered both for professional nursing. New SANC legislation now requires a bachelor’s degree for registration as professional nurse.Objectives: The aim of the study was to explore and describe perceptions of nurse educators and stakeholders to develop a model of collaboration for joint education and training of nursing professionals by colleges and universities through a bachelor’s degree.Method: A mixed methods approach was used to explore perceptions of nurse educators utilising a questionnaire, and perceptions of other nurse training stakeholders through interviews, about a model of collaboration between the college and the university.Results: Themes that emerged from the interviews included identifying collaboration goals, establishing a conducive environment, maximising exchange of resources, role clarification and perceived challenges. Quantitative results showed high agreement percentages (84.13%–100%) on most basic concepts and themes. A model of collaboration was developed indicating a framework, agents, recipients, procedure, dynamics, and terminus.Conclusion: A model of collaboration was acceptable to the majority of nurse education stakeholders. Other implications are that there was a need for the improvement of scholarship among nurse educators and clinical mentors, sharing rare skills, and addressing perceived challenges.

Professionalization of Nursing Care in Colonial India

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 986-996
Author(s):  
Sindhu Thomas ◽  
Dr. Y. Srinivasa Rao
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Shared Understanding ◽  
Educational Preparation ◽  
Colonial India ◽  
Descriptive Account ◽  
The Continuum

This paper provides a descriptive account of development nursing profession including how its past has shaped its present and how current times are influencing and delineating its future. Understanding the continuum of development in nursing education promotes an awareness of the diversity that exists within nursing education and common purposes that bind it together, encourages shared understanding of the various pathways that exists within nursing education, and promotes community among nursing students, nurse educators, and nurses regarding the complexities surrounding educational preparation for nursing practice.

scholarly journals Critical Thinking in Nursing Education and Nursing practice

2019 ◽  
Vol 7 (2) ◽  
pp. 72-77
Author(s):  
Anuja Kachapati ◽  
Sulochana Ghimire
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Nurse Educators ◽  
Literature Search ◽  
Nursing Practice ◽  
Student Nurses ◽  
Practical Training ◽  
Program Outcome

Critical thinking is an essential component to competent nursing practice. Although critical thinking has been widely studied among student nurses. Nursing education consists of the theoretical and practical training provided to nurses with the purpose to prepare them for their duties as nursing care professionals.  Nurse educators are under pressure to show critical thinking as a program outcome. Many different strategies have been suggested for developing critical thinking among nursing students. It is easy to believe these strategies increase critical thinking, but not all have actually been measured for reliability or validity. Based on an exhaustive literature search, the author attempted to identify teaching strategies that are being used to increase critical thinking and how effective those strategies have been.

scholarly journals A survey of electronic medication management technologies among nurse educators: Implications for practice

2020 ◽  
Vol 10 (9) ◽  
pp. 21
Author(s):  
Eileen Creel ◽  
Ann Carruth ◽  
Staci Taylor
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Training ◽  
Nurse Educators ◽  
Medication Management ◽  
Medication Administration ◽  
Cross Sectional Survey ◽  
Bar Code ◽  
Ensure Patient Safety ◽  
The Impact

Supervised clinical training is an essential component of nursing education programs. There has been little written about the impact of transitioning from the pre-digital healthcare environment to electronic medication management on the clinical education of nursing students. Even less is known about how nursing faculty and students incorporate technologies such a bar code medication administration into workflow to ensure correct medication administration. This article reports the results of a national descriptive cross-sectional survey of Associate and Bachelor of Science Nursing programs. Findings from this study confirm that despite the benefits of safety technologies, current practices in many clinical agencies create new challenges for nurse educators who supervise nursing students, potentially resulting in medication errors and false documentation. Nursing students in a clinical setting need to administer medications to become proficient and safe, and access to these technologies is essential. To ensure patient safety standards and legal compliance, clinical training site agencies need policies to define acceptable workflows while providing students with the practical experience needed to achieve skill competence.

scholarly journals THE STUDENTS’ PERCEPTION TOWARDS USING CONCEPT MAPPING AS A LEARNING TOOL

2018 ◽  
Vol 2 (3) ◽  
pp. 22-29
Author(s):  
Rusnani Ab Latif
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Concept Mapping ◽  
Curriculum Reform ◽  
Concept Maps ◽  
Nurse Educators ◽  
Teaching Method ◽  
Meaningful Learning ◽  
Nursing College

Introduction: Nurse Educators are the main driving force in promoting the interest of nursing students to learn. The nursing education system needs to be updated and carried out research in the field of curriculum reform. Concept mapping is an innovative teaching method and can be reflected in meaningful learning. Methodology: This study involved 109 nursing students from two nursing colleges in Kubang Kerian Nursing College (Kelantan) represent East Zone and Pulau Pinang Nursing College represent North Zone. The respondents were selected using simple random sampling. The descriptive values of items were expressed as means, standard deviations, frequencies and percentages. Results: The results of this analysis show that students receive good use of concept maps in teaching and learning. Overall mean their acceptance towards concept map is 3.44. The students’ perception towards concept mapping among nursing students shows that positive-medium. Conclusion: Concept mapping is one method that aims to improve the meaningful learning among students. For this reason, nurse educators must think and reexamine the best method to teach and to empower nursing students to learning. It is because nowadays nurses need high critical thinking skills and a critical thinking disposition because everyday nurses encounter with multiple patients with the same health care needs. However, each patient responds to these needs differently.

The Effectiveness of Using a Mobile Messenger as an Educational Supporting Tool among Nursing Students

2020 ◽  
Vol 4 (1) ◽  
pp. 67-77
Author(s):  
Rohimah Ismail ◽  
Chong Mei Chan ◽  
Wan Muhammad Azly W. Zulkafli ◽  
Hasnah Zani ◽  
Zainab Mohd Shafie
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Decision Making ◽  
Intervention Group ◽  
Great Influence ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Supporting Tool ◽  
Nursing College

                The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students.   Keywords: Mobile learning, WhatsApp messenger, Social Interaction

Building Scholarship Capacity and Transforming Nurse Educators' Practice through Institutional Ethnography

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Lynn Malinsky ◽  
Ruth DuBois ◽  
Diane Jacquest
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Institutional Ethnography ◽  
Ethnographic Study ◽  
Academic Scholarship ◽  
Canadian Association ◽  
Routine Work ◽  
Schools Of Nursing ◽  
Quality Of Nursing

Institutional ethnography can be viewed as a method of inquiry for nurse educators to build scholarship capacity and advance the quality of nursing practice. Within a framework of the Boyer (1990) model and the domains of academic scholarship in nursing described by the Canadian Association of Schools of Nursing (2006), we discuss how a team of nurse educators participated as co-researchers in an institutional ethnographic study to examine the routine work of evaluating nursing students and discovered a contradiction between what was actually happening and what we value as nurse educators. The discovery, teaching, application, and integration dimensions of scholarship are examined for links to our emerging insights from the research and ramifications for our teaching practices. The article illuminates the expertise that developed and the transformations that happened as results of a collaborative institutional ethnography.

scholarly journals Benchmarking school nursing practice: The North West Regional Benchmarking Group

2016 ◽  
Vol 11 (3) ◽  
pp. 131-134
Author(s):  
Nadine Littler ◽  
Margaret Mullen ◽  
Helen Beckett ◽  
Alice Freshney ◽  
Lynn Pinder
Keyword(s):  
Nursing Practice ◽  
School Nursing ◽  
North West ◽  
The North
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