Ethics in Turkish Nursing Education Programs

2007 ◽  
Vol 14 (6) ◽  
pp. 741-752 ◽  
Author(s):  
Refia Selma Görgülü ◽  
Leyla Dinç
Keyword(s):  
Nursing Education ◽  
Group Discussion ◽  
Codes Of Ethics ◽  
Care Patient ◽  
Postal Questionnaire ◽  
Nursing Schools ◽  
Current Status ◽  
Education Programs ◽  
Ethics Instruction ◽  
Ethics Course

This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for nurses. More than half of the educators believed that students' theoretical knowledge of ethics is applied to their clinical experiences. The teaching methods used included discussion in class, lectures, case studies, small group discussion, dramatization and demonstration. Assessment was carried out by means of written essays and written examinations.

scholarly journals Current status of Complementary Therapies in Spain in nursing degree

2013 ◽  
Vol 21 (3) ◽  
pp. 679-686 ◽  
Author(s):  
Ana Belén Fernández-Cervilla ◽  
Ana Isabel Piris-Dorado ◽  
Maria Esperança Cabrer-Vives ◽  
Ana Barquero-González
Keyword(s):  
Nursing Education ◽  
Complementary Therapies ◽  
Descriptive Analysis ◽  
Nursing Schools ◽  
Current Status ◽  
Study Population ◽  
Care Training ◽  
The Subject ◽  
Location Type ◽  
The Impact

OBJECTIVE: Describe the current situation of complementary therapies in nursing education in schools and nursing schools in Spain. METHOD: Descriptive study. Study population all faculties andschools ascribed to Spain. Data collection through observation sheet. Analysis units Curricula. Variables (credits, course type, location, type of therapy). Descriptive analysis of relative and absolute data using Excel spreadsheet. RESULTS: Most of the faculties and schoolsofnursingscrutinized the subject of Complementary Therapies has disappeared and those that aparace is an optional subject. CONCLUSION: Complementary Therapies training in Spain is deficient because it is not collected as a core subject and / or obligatory. The absence of Complementary Therapies in the curriculum, questions such as their value in training, conceptualization which teachers, the impact on quality of care, training of teachers responsible for teaching the subject, as well as the number of credits and the course being in the degree of Grado.

Medical and Nursing Education and Training Opportunities to Improve Survivorship Care

2006 ◽  
Vol 24 (32) ◽  
pp. 5142-5148 ◽  
Author(s):  
Betty R. Ferrell ◽  
Rodger Winn
Keyword(s):  
Nursing Education ◽  
Cancer Survivors ◽  
Formal Education ◽  
Routine Care ◽  
Current Status ◽  
Survivorship Care ◽  
Education Programs ◽  
Complex Needs ◽  
Critical Competencies

Improving the quality of care for cancer survivors is contingent on having physicians, nurses, and other professionals with adequate training in survivorship care. Previous literature has documented the deficiencies in existing formal education programs regarding the complex needs of this growing population. Continuing education programs and basic curricula need to incorporate the expanding body of knowledge regarding the physiologic and psychosocial sequlae of survivorship. This article reviews the current status of survivorship education and provides direction for essential content in future education. Topics such as prevention of secondary cancers, long-term complications, rehabilitation services, quality-of-life issues, pain and symptom management, and treatment of recurrent cancer are critical competencies of education that should then become routine care for cancer survivors.

Simulations in undergraduate nursing programmes in New Zealand: current status and next steps

2016 ◽  
Vol 2 (4) ◽  
pp. 118-123
Author(s):  
Raewyn Lesa ◽  
Ben Daniel
Keyword(s):  
Nursing Education ◽  
New Zealand ◽  
Learning Outcomes ◽  
Online Survey ◽  
Nursing Schools ◽  
Current Status ◽  
Summary Statistics ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Theoretical Issues

IntroductionThere is an increasing global tendency to use simulations in nursing education. This research examined the current status of simulation programs in undergraduate nursing schools in New Zealand. The goal was to gain a better understanding of how simulations are currently implemented in nursing schools and to identify the associated opportunities and challenges.Methods16 nursing schools in New Zealand deliver undergraduate nursing education. 10 of these schools selected a nursing leader who was involved in the schools’ simulation program to complete an online survey. The survey questions were designed to explore the nature of simulations in nursing schools, and the opportunities and challenges experienced in the implementation of these programmes.Data analysisSurvey data were analysed and presented as summary statistics (frequencies and percentages). Responses to short questions were thematically analysed and common themes were identified. The analysis was divided into demographic characterises and main results.ResultsThe key outcomes of the study have shown the prevalence of various simulation modalities in nursing schools in New Zealand. The analysis also suggests that the current practices associated with the integration of simulations into nursing education in New Zealand are fragmented and sporadic. Challenges shared across all institutions include inadequate resourcing of simulation programs, poor curriculum integration and programme alignment; a lack of shared understanding of what constitutes simulation and the extent to which simulation modalities achieve learning outcomes.ConclusionsThe outcome of this study has contributed to a better understanding of the prevalence and nature of simulation programs in undergraduate nursing schools in New Zealand. It has also provided insights into the different opportunities and challenges associated with implementing these programmes in nursing schools. Furthermore, the research has identified important conceptual and theoretical issues related to the broad discourse on the use of simulations in undergraduate nursing education.

The importance and promise of integrating Indigenous knowledges in nursing education

2020 ◽  
Vol 2 (1) ◽  
pp. 11-24
Author(s):  
Vanessa Van Bewer ◽  
Roberta L. Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Nursing Education ◽  
Nursing Profession ◽  
Ethical Values ◽  
Education Programs ◽  
Indigenous Knowledges ◽  
Indigenous Learning ◽  
Schools Of Nursing ◽  
Indigenous Perspectives

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

scholarly journals Perception on Management of Nursing Education Institutes among Bachelors Students in Selected Nursing Colleges at Kathmandu

2020 ◽  
Vol 7 (1) ◽  
pp. 23-36
Author(s):  
Bhuwan Kumari Dangol ◽  
Narbada Thapa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Statistical Significance ◽  
Data Entry ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Current Status ◽  
P Value ◽  
Cross Sectional ◽  
Organizational Goals

Management is a process of planning, decision making, organizing, leading, motivating and controlling, and an effective utilization of the resources to reach the organizational goals efficiently and effectively. Management has a crucial role in quality of work and production in any institutions. Although a rapid increase of Nursing Education Institutions in Nepal since last decade which had been trained thousands of nursing cadres, the management aspects of these institutions are not studied adequately. Thus current study intended to explore the current status of Nursing Education Institution Management as experienced and perceived by the bachelors nursing students. A descriptive cross-sectional study was conducted among the nursing institutions in Kathmandu valley. Of the total 28 in the valley, 14 were selected purposively. From the selected institutions, all 377 eligible students currently in final year of study were selected. Among them, 208were from BSN and 169 were from B Sc program.  The data was collected through the self administered structured questioners after taking informed consent. Data entry and analysis was done in SPSS version 16 software. The findings of the study show that 70% students were satisfied in institutional management (mean59.62, SD ± 3.66). In academic management (78%), (mean139.82, SD ± 6.22), followed by human resources 67%, (mean43.54, SD ± 2.79) and were in physical resources management 75% students were satisfied (mean45.02, SD ± 3.08). Analysis of variations between group (administrators, faculties, students) found statistical significance (p value <0.05). So it is concluded the perception of students, faculties and administrator were different on managing the nursing education.

scholarly journals The Preceptions of students and Teachers about The Level of The Sanctions for academic Integrity Violans: An Explanatory Sequential Design Study in a Nursing Education Program

2017 ◽  
Vol 6 (2) ◽  
pp. 84
Author(s):  
Yogik Setia Anggreini ◽  
Yayi Suryo Prabandari ◽  
Titi Savitri Prihatiningsih
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Academic Integrity ◽  
Quantitative Research ◽  
Group Discussion ◽  
Regulatory Body ◽  
Research Survey ◽  
Level 3 ◽  
Explanatory Sequential Design ◽  
Level 2

Background: Professional Behavior is a reflection of the professionalism, which includes academic integrity. Some of student’s behavioral violations related to academic integrity are influenced by perception. However, students and lecturers tend to interpret these violations differently associated with severity of academic integrity, for example, the sanction against violations of academic integrity. Thus, these differences may contribute to the number of occurrences of academic integrity violations. This study aims to identify the perception of nursing students and lecturers about the level of sanctions for violations of academic integrity.Method: This study used a mixed method using a sequential explanatory design. This was also a quantitative research survey using a questioner to 101 nursing students, followed by focus group discussion done by the students and in-depth interviews to four lecturers.Results: The behavior deemed not to be in violation was 1% -5.9%. Most students chose sanction level 2 (21.8% - 66.35%), sanction level 3 (23.8% - 28.7%) and the highest sanction level or level 10 (19.8%)Conclusion: The perception of students to the sanction level out of 22 items, 15 items nursing students chose sanction level 2 “verbal warning” (21.8% - 66.35%), 2 items students chose sanction level 3 “written warning” (23.8% -28.7%). The highest sanction level chosen was level 10 “reported to the professional regulatory body” (19.8%). The lecturers assumed that mild sanction first given was in the form of verbal warning and the toughest was being suspended.

State of Research on Simulation in Nursing Education Programs

2017 ◽  
Vol 33 (6) ◽  
pp. 397-398 ◽  
Author(s):  
Mary K. Fey ◽  
Suzan "Susie" Kardong-Edgren
Keyword(s):  
Nursing Education ◽  
Education Programs ◽  
State Of Research
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