A theoretical model of nursing practice: Implications for a competence approach to nursing education

2019 ◽  
Vol 36 ◽  
pp. 58-63
Author(s):  
Seth Chaiklin ◽  
Anne Sievert
Keyword(s):  
Nursing Education ◽  
Theoretical Model ◽  
Nursing Practice

scholarly journals An Exploration of Empowerment and the Conditions that Empower Students in a Nursing Education Context

2021 ◽  
Author(s):  
◽  
Janet Ruth Pearson
Keyword(s):  
Nursing Education ◽  
Theoretical Model ◽  
Registered Nurses ◽  
Self Efficacy ◽  
Nursing Practice ◽  
Research Process ◽  
Positive Interactions ◽  
Learning Context ◽  
Context Analysis ◽  
Self Reflection

<p>Empowerment is a concept that has recently gained in popular usage and has been applied to many situations including nursing practice. Current nursing practice includes the expectation that registered nurses work with clients I patients and empower them so that they may take an active part in their own health care. Current curricula for the education of nurses in the USA, UK and New Zealand support this emancipatory intent. This study was conducted at Whitireia Community Polytechnic where the curriculum for the bachelor of Nursing Degree Programme is based on the Treaty of Waitangi and intends to empower students of nursing so that they may in turn empower clients. This research aimed to explore the phenomenon of empowerment from the perspective of the student nurse. Using grounded theory methodology, and emancipatory, feminist and action research philosophies, six year two student participants were interviewed and asked to define the term empowerment and give exemplars (all were from practice based clinical experience settings) of moments when they had been empowered in a teaching learning context. Analysis of data led to the discovery of a theory and development of a theoretical model describing conditions and consequences that led to empowerment. Analysis also uncovered the conditions that led to disempowerment for the participant group. Circumstances which enhanced empowerment included the attainment of year one competencies and knowledge, preparation for practice and sufficient self efficacy to enter the practice setting. The context or milieu influenced the process, and when the milieu provided appropriate responsibility, orientation and positive interactions with a nurse expert (preceptor, tutor or buddy) the student was enabled to engage in praxis. Praxis, followed by self reflection allowed feelings of empowerment which in turn led to raised self efficacy and a desire to engage in further practice experiences. If praxis was not possible a feeling of disempowerment followed student self reflection. Disengagement was a consequence of disempowerment if the intervention of assisted reflection did not occur. Assisted reflection following disempowerment was found to be essential to maintain or strengthen self efficacy to levels sufficient to allow further experiential learning. The research process was found to be emancipatory for both the participants and the researcher, and the theoretical model which was developed provided a descriptive cycle of empowerment that was considered to be relevant to nursing education and other practice based adult learning programmes. The value of this research was, that actors in the empowering process could identify influential conditions which enhanced the development of a greater sense of control over their learning in a manner that had the potential to result in personal empowerment. Major recommendations were: that adequate preparation in the Polytechnic setting, prior to clinical placement should be maintained; that preceptorial programmes which include historic-sociocultural and political content, are extended to all practice settings in which students gain learning experience; that registered nurses in Polytechnic and practice settings be encouraged to develop increased awareness of how their 'way of being' affects students; that teachers who hold personal philosophical congruence with emancipatory curricula be supported as educators, and; that processes that develop ongoing reflection be promoted in nursing education and practice contexts. Further research to test the theory in other settings was suggested.</p>

scholarly journals An Exploration of Empowerment and the Conditions that Empower Students in a Nursing Education Context

2021 ◽  
Author(s):  
◽  
Janet Ruth Pearson
Keyword(s):  
Nursing Education ◽  
Theoretical Model ◽  
Registered Nurses ◽  
Self Efficacy ◽  
Nursing Practice ◽  
Research Process ◽  
Positive Interactions ◽  
Learning Context ◽  
Context Analysis ◽  
Self Reflection

<p>Empowerment is a concept that has recently gained in popular usage and has been applied to many situations including nursing practice. Current nursing practice includes the expectation that registered nurses work with clients I patients and empower them so that they may take an active part in their own health care. Current curricula for the education of nurses in the USA, UK and New Zealand support this emancipatory intent. This study was conducted at Whitireia Community Polytechnic where the curriculum for the bachelor of Nursing Degree Programme is based on the Treaty of Waitangi and intends to empower students of nursing so that they may in turn empower clients. This research aimed to explore the phenomenon of empowerment from the perspective of the student nurse. Using grounded theory methodology, and emancipatory, feminist and action research philosophies, six year two student participants were interviewed and asked to define the term empowerment and give exemplars (all were from practice based clinical experience settings) of moments when they had been empowered in a teaching learning context. Analysis of data led to the discovery of a theory and development of a theoretical model describing conditions and consequences that led to empowerment. Analysis also uncovered the conditions that led to disempowerment for the participant group. Circumstances which enhanced empowerment included the attainment of year one competencies and knowledge, preparation for practice and sufficient self efficacy to enter the practice setting. The context or milieu influenced the process, and when the milieu provided appropriate responsibility, orientation and positive interactions with a nurse expert (preceptor, tutor or buddy) the student was enabled to engage in praxis. Praxis, followed by self reflection allowed feelings of empowerment which in turn led to raised self efficacy and a desire to engage in further practice experiences. If praxis was not possible a feeling of disempowerment followed student self reflection. Disengagement was a consequence of disempowerment if the intervention of assisted reflection did not occur. Assisted reflection following disempowerment was found to be essential to maintain or strengthen self efficacy to levels sufficient to allow further experiential learning. The research process was found to be emancipatory for both the participants and the researcher, and the theoretical model which was developed provided a descriptive cycle of empowerment that was considered to be relevant to nursing education and other practice based adult learning programmes. The value of this research was, that actors in the empowering process could identify influential conditions which enhanced the development of a greater sense of control over their learning in a manner that had the potential to result in personal empowerment. Major recommendations were: that adequate preparation in the Polytechnic setting, prior to clinical placement should be maintained; that preceptorial programmes which include historic-sociocultural and political content, are extended to all practice settings in which students gain learning experience; that registered nurses in Polytechnic and practice settings be encouraged to develop increased awareness of how their 'way of being' affects students; that teachers who hold personal philosophical congruence with emancipatory curricula be supported as educators, and; that processes that develop ongoing reflection be promoted in nursing education and practice contexts. Further research to test the theory in other settings was suggested.</p>

scholarly journals Remote practical training to gain professional skills and professional experience (nursing) at the medical faculty

2021 ◽  
Vol 21 (4) ◽  
pp. 460-466
Author(s):  
Aleksandr A. Tainkin ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Medical Faculty ◽  
Educational Institutions ◽  
Professional Activity ◽  
Practical Training ◽  
Practical Skills ◽  
Professional Skills ◽  
Pedagogical Analysis ◽  
New Form

Due to the transition of higher educational institutions to remote functioning in the spring of 2020 and the impossibility of conducting nursing practice on the basis of medical establishments it became necessary to create a new form of having classes that would allow students to master practical skills without contacting patients. The article presents the author's methodology of remote practical training in class to obtain professional skills and experience of professional activity (nursing) at the medical faculty. The author offers simple methods of making moulages for students to master practical skills and describes the methodology of organizing and conducting distance classes using these moulages. The pedagogical analysis of one of the classes is carried out. It is shown that the new form of conducting classes allows to individualize the work with students and help each student achieve perfection in mastering the methods of nursing manipulations. The method of giving remote classes described by the author can be used by teachers at practical training in the future, in classes on “nursing” at the medical faculty, in institutes of higher nursing education, and after the removal of epidemiological restrictions imposed due to the spread of a new coronavirus infection, for remote counseling of students undergoing nursing practice in medical establishments outside the Saratov region.

An exploratory account of the register of nursing textbooks

2019 ◽  
Vol 1 (1) ◽  
pp. 39-64 ◽  
Author(s):  
Alexandra I. García
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Evidence Based ◽  
Biomedical Knowledge ◽  
Manual Analysis ◽  
Nursing Textbooks ◽  
Context Of Situation ◽  
Evidence Based Nursing

Abstract Given the pressing issues that affect nursing education (e.g. higher attrition and plagiarism rates), this study aims to obtain initial insight on whether nursing textbooks meet the demands of their context of situation. These demands could be listed as: construing biomedical knowledge, establishing a pattern of evidence-based nursing practice and promoting the values of person-centred care. For this analysis, I draw on aspects of parameters of context developed by Hasan (2004), Butt (2004) and Matthiessen (2015), and relate them to their semantic and lexicogrammatical realisation across different metafunctions using corpus-based techniques and detailed manual analysis of short extracts. The results may suggest that nursing textbooks may be meeting the demands of nursing as a research-based discipline but failing to model empathetic communication.

scholarly journals The Invisibility of Spiritual Nursing Care in Clinical Practice

2019 ◽  
Vol 38 (1) ◽  
pp. 147-155 ◽  
Author(s):  
Dawn M. Hawthorne ◽  
Shirley C. Gordon
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Care ◽  
Health Care Professionals ◽  
Nursing Practice ◽  
Health Care Systems ◽  
Spiritual Needs ◽  
Central Component ◽  
Nursing Curricula ◽  
Care Systems

Background and Purpose: Spirituality has been identified as the essence of being human and is recognized, by many health care professionals, as a central component in health and healing. Scholars have identified spiritual nursing care as essential to nursing practice and include caring for the human spirit through the development of relationships and interconnectedness between the nurse and the patient. However, despite the recognition of spiritual practices as important to health, little attention has been given to spirituality in nursing practice and education in the literature. The purpose of this article is to explore factors contributing to the invisibility of spiritual nursing care practices (SNCP), recognition and offer strategies to enhance the visibility of SNCP. Two major factors that reduce visibility of SNCP are conceptual confusion differentiating between spirituality and religion and limited education in the area of spirituality including nursing curricula and organizations. Strategies to enhance visibility of SNCP include educational approaches in nursing curricula and health care organizations. to influence nurses’ perceptions about spirituality and creation of a culture of spiritual care. Conclusion: Holistic nursing includes assessing and responding to the spiritual needs of patients. Changes in nursing education and health care systems are needed to increase the visibility of SNCP.

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Barbara Sinclair ◽  
Karen Ferguson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

Grounded Theory in Nursing Education and Nursing Practice Research

1992 ◽  
Vol 12 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Sirpa Janhonen ◽  
Katri Vehviläinen-Julkunen
Keyword(s):  
Grounded Theory ◽  
Nursing Education ◽  
Nursing Practice ◽  
Practice Research
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