Sleep as a topic in nursing education programs? A mixed method study of syllabuses and nursing students' perceptions

2019 ◽  
Vol 79 ◽  
pp. 168-174 ◽  
Author(s):  
Linda Gellerstedt ◽  
Jörgen Medin ◽  
Maria Kumlin ◽  
Monica Rydell Karlsson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Education Programs

scholarly journals Commitment to Positive Change: Structural Anti-racism Audit of Nursing Education Programs

2021 ◽  
Vol 3 (1) ◽  
pp. 4-6
Author(s):  
Andrea Kennedy ◽  
R. Lisa Bourque Bearskin ◽  
Kaija Freborg
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Education Reform ◽  
Positive Change ◽  
Nursing Program ◽  
Structural Level ◽  
Education Programs ◽  
Diversity And Inclusion ◽  
Concrete Action ◽  
Shared Commitment

Amidst many opportunities to create positive change and examine systemic anti-racist decolonial practices (Moorley et al., 2020), we are advocating for concrete action at the root of Nursing education programs by way of a structural anti-racism audit. Based on decolonial and antiracist theory (Garneau et al, 2018; Gaudry & Lorenz, 2018; Kendi, 2019; McGibbon & Etowa, 2009), we propose to engage in systems-level action (McGowan et al, 2020; Mulgan, 2006; van Wijk t al., 2018) and examine institutional structures through an anti-racist framework (Sutton, 2002) based on audit processes for equity, diversity, and inclusion (Chun & Evans, 2019; Olson, 2020; Skrla et al., 2004; Skrla et al., 2009; Zion, et al., 2020). Structures within and influencing curriculum, pedagogy, evaluation will be examined to advance systems-level anti-racist practices and policies (Moorley et al., 2020) with Nursing students, faculty, staff, leadership as a foundation for equitable Nursing education and care (National Collaborating Centre for the Determinants of Health, 2014). This anti-racist approach to Nursing education reform promises to address the pernicious harms of discrimination in the healthcare system, as noted in a recent report on Indigenous-specific racism (Turpel-Lafonde, 2020). We aim to conduct a strengths-based structural anti-racism audit that does not lose sight of disparities (Fogarty et al., 2018). We are currently conducting a literature review and audit framework development and will pilot the structural anti-racism audit in fall 2021. Rather than requesting endorsement of our project, and with respect for diverse approaches, we asked Nursing colleagues to sign this letter to demonstrate shared commitment to critically examine racist challenges and anti-racist opportunities in their Nursing program at a structural level (see this survey: https://forms.gle/tZPN2z1kUoARNPp1A

scholarly journals Burnout among nursing students: a mixed method study

2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Maria José Quina Galdino ◽  
Laio Preslis Brando Matos de Almeida ◽  
Luiza Ferreira Rigonatti da Silva ◽  
Edivaldo Cremer ◽  
Alessandro Rolim Scholze ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Maslach Burnout Inventory ◽  
Burnout Syndrome ◽  
Mixed Method Study ◽  
Student Survey ◽  
Academic Variables ◽  
School Year ◽  
The University

Objective. Investigate the burnout syndrome among undergraduate students in nursing. Methods. Explanatory sequential mixed method study conducted at a public university in Brazil. Of the 119 nursing students, 114 consented to participate and answered a questionnaire composed of sociodemographic, academic variables, and the Maslach Burnout Inventory - Student Survey, which were analyzed by multiple linear regression. The participants of the quantitative phase with the indicative / risk of burnout were interviewed individually (n=21) to provide an in-depth understanding of the students' experiences regarding the dimensions of the syndrome, whose statements were analyzed by the Collective Subject Discourse. Results. The prevalence of burnout syndrome was 10.5% among the surveyed. The more advanced the school year, the higher were the exhaustion (p=0.003), depersonalization (p<0.001) and low academic effectiveness (p=0.012) scores. Students with a higher workload of assignments also had higher scores of exhaustion (p=0.001), depersonalization (p<0.001) and academic (in)effectiveness (p=0.042). Dissatisfaction with the course was related to higher exhaustion (p=0.049) and depersonalization (p=0.001). The collective speeches showed the daily demands of the course, considered as intense, producing overload and exhaustion, which produced symptoms of physical and mental illness. Thus, there was the student's distancing from the course activities, as a defensive attitude, which culminated in feelings of incompetence and frustration. Conclusion. The occurrence of burnout syndrome dimensions among nursing students was related to the activities of academic daily life. It is urgent to invest in health promotion and prevention actions of these individuals in the university context.How to cite this article: Galdino MJQ, Almeida LPBM, Silva LFR, Cremer E, Scholze AR, Martins JT, et al. Burnout among nursing students: a mixed method study. Invest. Educ. Enferm. 2020; 38(1):e07.

scholarly journals Reading and writing in nursing education

2018 ◽  
Vol 8 (6) ◽  
pp. 56
Author(s):  
Ann M. Blakeslee ◽  
Sandra H. Hines ◽  
Sarah Primeau ◽  
Amy L. McBain ◽  
Joy Versluis ◽  
...  
Keyword(s):  
Nursing Education ◽  
Focus Groups ◽  
Mixed Method ◽  
Self Efficacy ◽  
Mixed Method Study ◽  
Reading And Writing ◽  
Self Sufficiency ◽  
Writing Course ◽  
Efficacy Measures ◽  
Nursing Courses

Background and objective: Faculty identified the need for a gateway writing course (GWC) to prepare nurses for the writing requirements in the RN-to-BSN Completion (RNC) curriculum. This article describes the rationale for and development of a discipline-specific GWC developed for a RNC curriculum and reports research of student perspectives about the course and its effectiveness in preparing them to write in their nursing courses.Methods: The mixed method study included pre- and post-course surveys of self-efficacy in reading, writing, and research skills.  Focus groups and interviews were used to identify readiness for and success in meeting curricular expectations for students who enrolled in the GWC and those who did not.Results: Statistically significant improvement occurred in all self-efficacy measures (reading: p ≤ .005, writing: p ≤ .01, accessing articles: p ≤ .005) from the beginning to the end of the GWC. Focus groups and interviews revealed five themes indicating improved readiness in students completing the GWC. Themes included perceptions of readiness, awareness, and preparedness for nursing courses; perceptions of confidence, mastery, efficiency, and self-sufficiency; enhanced knowledge of and ability to navigate academic processes and resourses; mastery of APA; and evidence of a reflective mindset and an evolving sense of professional identity.Conclusions: Students felt prepared for the RNC program after completing the GWC, and this sense of preparedness persisted throughout the program. The skills learned in the GWC allowed students to focus on understanding the professional concepts in nursing.

scholarly journals Adaptation Experiences of Male Students in Nursing Education Programs: A Meta-synthesis Study

2018 ◽  
Vol 24 (4) ◽  
pp. 391-405
Author(s):  
Haeng Mi Son ◽  
Seieun Oh ◽  
Hye Young Jang
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Meaning Making ◽  
Data Extraction ◽  
Male Students ◽  
Quality Data ◽  
Synthesis Process ◽  
Education Programs ◽  
And Gender ◽  
The Military

Purpose: The purpose of this study was to integrate and synthesize findings from qualitative studies exploring male students' experiences of adapting to nursing education programs so as to obtain further understanding of the phenomenon. Methods: The meta-synthesis process was primarily guided by Noblit and Hare's approach, which consists of four stages including searching, appraisal of an individual study's quality, data extraction for analysis, and meta-synthesizing the results. Results: Findings from the literature reviewed were synthesized into six themes: 1) extraordinary choice based on job stability and gender scarcity; 2) unexpected feeling of marginalization as minority far apart from the mainstream; 3) assimilation and negotiation for relational adaptation through perspective shift; 4) fortifying the vision and identity as nursing students by meaning making for adapting to the nursing major; 5) mutual support among colleague male students; and 6) serving in the military as way of hiding out and achieving maturation. Conclusion: The findings illustrate that nursing education programs need practical changes promoting male students' adaptation to the program itself as well as preparation to be a professional nurse in the future.

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