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

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.

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

Psychological Reports ◽

10.2466/pr0.1995.76.3c.1362 ◽

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.

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Practicing Self-Care for Nurses: A Nursing Program Initiative

OJIN: The Online Journal of Issues in Nursing ◽

10.3912/ojin.vol19no03man03 ◽

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.

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Undergraduate nursing students' experiences in a rural clinical placement

Australian Journal of Rural Health ◽

10.1111/j.1440-1584.2010.01153.x ◽

2010 ◽

Vol 18 (5) ◽

pp. 194-198 ◽

Cited By ~ 21

Author(s):

Sue Webster ◽

Violeta Lopez ◽

Jane Allnut ◽

Liesa Clague ◽

Deborah Jones ◽

...

Keyword(s):

Nursing Students ◽

Clinical Placement ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing

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Using stories to understand clinical placement learning: a pilot study

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.v0i10.319 ◽

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.

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

International Journal of Whole Person Care ◽

10.26443/ijwpc.v1i1.32 ◽

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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