Preparing student nurses to be healthy role models: A qualitative study

Purpose: In Canada, few men are dietitians. Literature is sparse regarding why so few men are drawn to dietetics. This study, part of a larger qualitative study, explores the experiences of men who are dietitians throughout their training and careers using a phenomenology framework. The study examines the meanings participants make about dietetics in relation to recruitment.Methods: Semi-structured individual interviews with 6 men who are dietitians were completed, transcribed, and analyzed.Results: An overarching theme, “experiences and outcomes of a gendered profession”, was related to the participants’ perspectives concerning recruitment into the dietetic profession. Four sub-themes are reported: (i) societal gender division, (ii) gender division within the profession, (iii) isolation from men who are mentors and other men, and (iv) the need to deconstruct and change. The results provide insight into recruitment barriers and potential approaches for increasing the number of men within dietetics, including changing the perceptions of the profession, increasing role models for men, and dismantling gendered practices.Conclusion: Participants believed that increasing men within dietetics would be beneficial and would increase diversity. It is unlikely that recruitment of men will increase if the status quo and gender norms of the profession are not disrupted and challenged.

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Strategies to promote nurses’ health: A qualitative study with student nurses

Nurse Education in Practice ◽

10.1016/j.nepr.2020.102860 ◽

2020 ◽

Vol 48 ◽

pp. 102860

Author(s):

Marieke A.R. Bak ◽

Louise P. Hoyle ◽

Catherine Mahoney ◽

Richard G. Kyle

Keyword(s):

Qualitative Study ◽

Student Nurses

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Brazilian immigrant fathers’ perspectives on child’s eating and feeding practices: a qualitative study conducted in the United States

Public Health Nutrition ◽

10.1017/s1368980020001123 ◽

2020 ◽

Vol 23 (17) ◽

pp. 3211-3225

Author(s):

Ana Cristina Lindsay ◽

Gabriela Vasconcellos de Barros Vianna ◽

Carlos André Moura Arruda ◽

Amanda De Sá Melo Alves ◽

Maria Helena Hasselmann ◽

...

Keyword(s):

Qualitative Study ◽

Healthy Eating ◽

Role Models ◽

Immigrant Families ◽

Feeding Practices ◽

The United States ◽

Eating Behaviours ◽

Family Interventions ◽

Analytical Approaches ◽

Preschool Aged Children

AbstractObjectives:Brazilians comprise a rapidly growing immigrant Latino group in the USA, yet little research has focused on health issues affecting Brazilian children in immigrant families. As increasing evidence is documenting fathers’ influential role in their children’s eating behaviours and ultimately weight status, the current study sought to explore the Brazilian immigrant fathers’ perspectives and practices related to child’s feeding practices and their preschool-aged children’s eating.Design:Qualitative study using in-depth, semi-structured interviews. Interviews were conducted in Portuguese by native Brazilian research staff using a semi-structured interview guide. Interviews were audio-recorded and transcribed verbatim. Transcripts were analysed thematically using a hybrid approach that incorporated deductive and inductive analytical approaches.Setting:Massachusetts.Participants:Twenty-one Brazilian immigrant fathers who had at least one child aged 2–5 years.Results:Results revealed fathers’ awareness of the importance of healthy eating for their children, their influence as role models and their involvement in feeding routines of their preschool-aged children. Moreover, fathers were receptive to participating in family interventions to promote their children’s healthy eating. Nearly all fathers reported wanting to learn more and to do ‘what’s right’ for their children.Conclusions:The current study provides new information about Brazilian immigrant fathers’ views about factors influencing their children’s healthy eating behaviours and paternal feeding practices. Future research should quantify fathers’ feeding styles and practices and solicit fathers’ input in the design of culturally appropriate family interventions targeting the home environment of preschool-aged children of Brazilian immigrant families.

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Perceptions of student nurses on the writing of reflective journals as a means for personal, professional and clinical learning development

Health SA Gesondheid ◽

10.4102/hsag.v22i0.971 ◽

2017 ◽

Vol 22 ◽

Author(s):

Hazel T. Mahlanze ◽

Maureen N. Sibiya

Keyword(s):

Professional Development ◽

Role Models ◽

Professional Growth ◽

Journal Writing ◽

Student Nurses ◽

Sampling Strategy ◽

Clinical Learning ◽

Reflective Journal ◽

Reflective Journals ◽

Constructive Feedback

Background: Reflective journals are used by the students to voice their views on the daily activities during clinical placement. Reflective journals are aimed at helping the student to observe and record as many facts about daily practice as the student finds relevant. Reflective journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking place and what challenges students are experiencing which may influence their learning. Findings by Harris (2006:460–461) are encouraging that through journaling students will develop ability to identify and analyse their difficulties, make suggestions for solving problems and ask and pursue questions on their own. Some of the participants confirmed improved values clarification, self-valuing and personal growth. Bulman & Schutz (2008:172) recommends journal writing for recording processes the student observe, copy and internalize in her journey towards professional development.Objectives: This study aimed to determine student nurses' perceptions of reflective journal writing as a means for personal, professional development and clinical learning development.Method: A quantitative and descriptive survey was conducted in September 2013. Forty participants were recruited from second year student nurses of a University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience sampling strategy was used. A structured questionnaire was designed by the researcher from literature reviewed. The questionnaire was piloted and modified, then used after permission had been granted by the Ethics Committee of the university concerned. The Statistical Package for Social Sciences (SPSS 17) programme was used for data analysis.Results: Results indicated that the participants generally experienced writing of reflective journals to be a valuable tool enhancing personal development, professional growth and clinical learning. A significant number (n = 24/60%) confirmed that they improved in making proactive decisions and taking on the spot corrective actions; 52% (n = 21) of the participants were empowered to examine their attitudes and perspectives to a given situation and 55% (n = 22) participants increased in active involvement and ownership of their learning.Recommendations: It is recommended that clinical staff be reminded of their responsibility as role models for student nurses so as to enhance their personal, professional development and clinical development. The writing of reflective journals must be encouraged in nurse education and students given guidance and constructive feedback.

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An Exploratory Study of Factors Influencing Student Nurses’ Empathy

Journal of Nursing & Healthcare ◽

10.33140/jnh/03/02/00005 ◽

2018 ◽

Vol 3 (2) ◽

Keyword(s):

Nursing Students ◽

Role Models ◽

Healthcare Providers ◽

Student Nurses ◽

Self Awareness ◽

Tertiary Institution ◽

Positive Role ◽

Clinical Exposure ◽

Factors Affecting ◽

Factors Influencing

Background: Healthcare providers’ empathetic attitude towards patient care significantly plays a role in the success of patient-centered outcome. However, across the empathy literature, there have been numerous studies which indicate that there had been a significant change in the level of empathy among nursing students in line with the length of their clinical exposure. Considering these studies, little is known on the factors affecting empathy. Hence, this study has purported to explore the factors influencing nursing students’ level of empathy. Methods: A descriptive-correlational research design was utilized. This study employed factor analysis to explore the factors which influence student nurses’ level of empathy. Data was analyzed through SPSS Version 21. Inclusion criteria are regular nursing students with at least 18 years of age, on their 15th week of RLE and are currently enrolled in the academic year 2017-2018. A total of 255 nursing students were purposively selected from a tertiary institution in Manila. Results: Nine factor dimensions identified namely: Engaging, Efficiency, Emic, Erratic, Encumbering, Enduing, Emotive, Embracing, and Enervating Factors. Out of the nine variables that were identified, only four have been identified to have a direct effect on empathy which are: Engaging, Efficiency, Erratic and Encumbering Factors. Moreover, Engaging and Efficiency Factors positively affect empathy while Erratic and Encumbering Factors negatively affect empathy. Notably, Engaging factors had the most impact among the student nurses’ level of empathy. Conclusion: Several factors affecting the nursing students’ empathy are combination of personal, patient and environmental. Since it was revealed that some factors can cause decrease in empathy among the nursing students, selection of educators who will serve as positive role models should be considered. Likewise, empathy trainings may be conducted such as self-awareness and reflective listening among the nursing students before they face their patients.

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