TRANSITIONAL CHALLENGES IN A TWO-PLUS-TWO NURSING PROGRAM: PHENOMENOLOGY OF STUDENT EXPERIENCES

2021 ◽  
pp. 103139
Author(s):  
Amy B. Sweeney
Keyword(s):  
Nursing Program ◽  
Student Experiences ◽  
Transitional Challenges

Negotiating Power

2018 ◽  
Vol 11 (4) ◽  
pp. 394-412
Author(s):  
Karen Campbell ◽  
Corinne Hart
Keyword(s):  
Qualitative Research ◽  
Research Process ◽  
Nursing Program ◽  
Student Experiences ◽  
Research Experience ◽  
Power Structures ◽  
Critical Perspective ◽  
Qualitative Researcher ◽  
Critical Qualitative Research ◽  
Relational Factors

Learning to do qualitative research that is grounded in a critical perspective can be a turbulent time for graduate students and supervisors. The influence of power is omnipresent and can create significant problems for graduate student experiences. This article uses the graduate thesis research experience of one student and supervisor dyad to highlight the relational factors that we found to support learning: vulnerability, trust, and patience. For our dyad, negotiating the power structures surrounding us was one strategy that helped foster the development of a critical qualitative researcher. The relational factors that characterized our student-supervisor relationship, similar to those in the critical qualitative research process, provided a basis for discussion and growth through a graduate thesis in a nursing program.

Student Experiences of High-stakes Testing for Progression in One Undergraduate Nursing Program

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Tammy Lynn McClenny
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
Nursing Program ◽  
Student Experiences ◽  
Valuable Insight ◽  
High Stakes ◽  
High Stakes Tests ◽  
Undergraduate Nursing

AbstractEach year, thousands of students throughout the world are required to complete one or more high-stakes tests as a measure of competency in undergraduate nursing education. Currently, the trend in nursing education is to use high-stakes tests to establish program progression policies. However, use of these tests to block student progression is of serious concern. This article describes findings of a pilot study that used a phenomenographic approach to understand senior nursing students’ experiences of completing multiple high-stakes tests for successful progression within one undergraduate nursing program. Eighteen graduating senior nursing students participated in the study via individual interviews. Students described a multitude of experiences, organized into five main categories of descriptions: high-stakes tests as a value; high-stakes tests as a stressor; high-stakes tests as a high expectation; high-stakes tests as various inconsistencies; and high-stakes tests affecting the transfer of learning. Student perspectives with high-stakes testing contributed valuable insight lacking in the current nursing education literature. Findings suggested if high-stakes tests are to be used for program progression, it is imperative for nurse educators to convene and explore strategies to support student preparation and success with testing, and develop well-defined structures of teaching and learning for the delivery of course content.

scholarly journals Innovative Solutions for Clinical Education during a Global Health Crisis

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Melanie Logue ◽  
Cynthia Olson ◽  
Marylou Mercado ◽  
Carolyn McCormies
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Nursing Program ◽  
Student Experiences ◽  
Clinical Group ◽  
Clinical Experiences ◽  
Health Crisis ◽  
Innovative Solutions ◽  
Novel Coronavirus ◽  
The Impact

Lack of clinical experience availability has been a longstanding concern for academic programs in nursing. The continued decrease in clinical group size and the number of students that an organization will allow for clinical experiences has been a growing issue that requires innovation to create alternative clinical experiences to meet program, student, and governing agency requirements. When the novel coronavirus, SARS-CoV-2, or COVID-19, emerged in early 2020, resulting in a global pandemic, the impact included nursing education. Students were no longer allowed in clinical facilities due to attempts to contain the virus and lack of personal protective equipment. Many programs were underprepared and had to quickly adjust to meet clinical requirements for students to complete courses. This article discusses several impacts in the context of policymakers, regulators, and nursing practice, with specific examples from policy changes that occurred in the state of Arizona. We describe the nursing program response to pandemic challenges with examples of innovative solutions in practice and policy that informed the rapid shift to nontraditional student experiences.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

The Effect of Educational Guidelines Nursing Program regarding Sexually Transmitted Diseases among Male Nursing Students

2018 ◽  
Vol 9 (2) ◽  
pp. 129-140
Author(s):  
Violet Y. Abd EL- Malak ◽  
Ragaa A. Mohamed ◽  
Soad A. Ramadan ◽  
Amira R. Said
Keyword(s):  
Nursing Students ◽  
Sexually Transmitted Diseases ◽  
Nursing Program ◽  
Sexually Transmitted

The Kinney Three Paragraphs (and More) for Accounting Ph.D. Students

2019 ◽  
Vol 33 (4) ◽  
pp. 1-14 ◽  
Author(s):  
William R. Kinney
Keyword(s):  
Review Process ◽  
Student Experiences ◽  
Second Step ◽  
Practical Relevance ◽  
The Third ◽  
Validity Assessment ◽  
Essential Components ◽  
Potential Problems ◽  
Empirical Accounting Research

SYNOPSIS This Commentary is intended to help beginning Ph.D. students identify, evaluate, and communicate essential components of proposed empirical accounting research using a three-step process. The first step is a structured top-down approach of writing answers to three related questions—What, Why, How—that emphasize the central role of conceptual thinking in research design, as well as practical relevance. The second step is a predictive validity assessment that anticipates concerns likely to arise in the scholarly review process, and the third is consideration of the likely outcome and potential problems to be encountered if the proposal is implemented as planned. First-hand accounts of Ph.D. student experiences using the three paragraphs and three-step approach are presented, along with an exercise that beginners can use to help themselves identify, analyze, and anticipate problems to improve chances for research success ex ante.

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