Moral Intelligence, Clinical Placement Experience and Professional Behaviors among Iranian Undergraduate Nursing Students in a Baccalaureate Nursing Program: A Descriptive Correlational study

2021 ◽  
pp. 103146
Author(s):  
Sima Pourteimour ◽  
Monir Nobahar ◽  
Nayyereh Raiesdana
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Nursing Program ◽  
Clinical Placement ◽  
Correlational Study ◽  
Professional Behaviors ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Moral Intelligence ◽  
Baccalaureate Nursing Program

Examination of a therapeutic-recreation based clinical placement for undergraduate nursing students: A self-determined perspective

2018 ◽  
Vol 29 ◽  
pp. 15-20 ◽  
Author(s):  
Dana Perlman ◽  
Ellie Taylor ◽  
Lorna Moxham ◽  
Susan Sumskis ◽  
Christopher Patterson ◽  
...  
Keyword(s):  
Nursing Students ◽  
Therapeutic Recreation ◽  
Clinical Placement ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready?

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students. Methods A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis. Results The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”. Conclusion The nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

Persistence of SCII Scores and CPI Scores of Students Entering a Baccalaureate Nursing Program during a Seven-Year Period

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1362-1362
Author(s):  
Elaine D. Dyer ◽  
Edward J. Winward
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Career Planning ◽  
Nursing Program ◽  
California Psychological Inventory ◽  
Interest Inventory ◽  
Baccalaureate Nursing Program ◽  
Psychological Inventory

This study of 960 nursing students indicated scores on the Strong-Campbell Interest Inventory and the California Psychological Inventory could effectively assist in career planning.

Practicing Self-Care for Nurses: A Nursing Program Initiative

2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Cynthia Blum
Keyword(s):  
Nursing Students ◽  
Professional Growth ◽  
Adult Learning Theory ◽  
Self Care ◽  
Nursing Program ◽  
Personal Health ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Florida Atlantic University ◽  
Student Impact

Self-care is imperative to personal health, sustenance to continue to care for others, and professional growth. This article briefly reviews stressors common to students and nurses and the importance of practicing self-care to combat stress and promote health in practice. Florida Atlantic University offers a course for all levels of undergraduate nursing students called Caring for Self. The course, supported by principles of Adult Learning Theory, focuses on guiding the nurse to practice and model self-care. The author describes the evolution of this self-care initiative by discussing the needs assessment, course description and strategies, examples of course activities, and an exemplar of student impact. The conclusion offers discussion of challenges and lessons noted by faculty and students.

Undergraduate nursing students' experiences in a rural clinical placement

2010 ◽  
Vol 18 (5) ◽  
pp. 194-198 ◽  
Author(s):  
Sue Webster ◽  
Violeta Lopez ◽  
Jane Allnut ◽  
Liesa Clague ◽  
Deborah Jones ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Placement ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Using stories to understand clinical placement learning: a pilot study

2016 ◽  
Author(s):  
Kirsten Jack ◽  
Claire Hamshire
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Clinical Placement ◽  
Learning Needs ◽  
Additional Method ◽  
Undergraduate Nursing Students ◽  
Evaluation Questionnaire ◽  
Undergraduate Nursing ◽  
Story Writing ◽  
Placement Learning

This pilot study explored the value of story writing to understand the learning needs of undergraduate nursing students during their first clinical placement. Early findings suggest that story writing affords freedom to express ideas and feelings, and could be used as an additional method alongside the current placement evaluation questionnaire to understand students learning needs.

scholarly journals Sharing and Supporting the Hopes and Dreams of Students and Faculty in a Canadian BScN Program

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Sue Coffey ◽  
Hilde Zitzelsberger ◽  
Marianne Cochrane ◽  
Katherine Cummings
Keyword(s):  
New York ◽  
Nursing Education ◽  
Nursing Students ◽  
Nursing Practice ◽  
Nursing Program ◽  
Faculty Members ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Faculty Relationships ◽  
To Come

Healthcare educators are in a unique position to support students’ personal and professional development. The UOIT-DC Nursing Program curriculum is founded on caring values that assert a commitment to the primacy of relationships. According to humanistic nursing, caring involves the interrelated concepts of ‘being’ and ‘doing’ in which both require an active presence and willingness to come to know another person (Paterson  and  Zderad, 1976). A deeply held tenet of nursing practice is the notion that when a nurse knows or understands a person, he or she will be better able to care for that person. We believe that this notion also pertains to student and faculty relationships in nursing education, ultimately leading to more effective and meaningful learning opportunities and experiences.This poster will report on a qualitative study exploring undergraduate nursing students’ hopes and dreams when they begin their education and the ways these hopes and dreams may shift and evolve as they progress through the program. The intersections of students’ hopes and dreams for their education and faculty members’ hopes and dreams in teaching students will be presented. The impetus for the project arose from conversations among faculty members about the complex relational nature of nursing education and our hope to enhance relational awareness and practices through a deeper understanding of the aspirations and goals that students hold. Exploration of how the findings may contribute to deeper understandings of and responsiveness to students and the significance of nursing practice and education to them will be presented.ReferencesPaterson, J. G.,  and  Zderad, L. T. (1976). Humanistic nursing. New York: John Wiley and Sons.

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