Educational content in nurse education in Japan: A Delphi study

2011 ◽  
Vol 18 (3) ◽  
pp. 441-454 ◽  
Author(s):  
Chiharu Ito ◽  
Katsumasa Ota ◽  
Masami Matsuda
Keyword(s):  
Nursing Education ◽  
Education Program ◽  
Delphi Study ◽  
Ethical Issues ◽  
Nurse Education ◽  
Faculty Members ◽  
Clinical Settings ◽  
Nursing Ethics ◽  
Educational Content ◽  
Ability To Act

The purpose of this study was to clarify the minimum necessary educational content in the area of nursing ethics in a basic nursing education program, and the level of students’ mastery of this content, based on a Delphi study in both educational and clinical settings. A Delphi study was conducted in three rounds with faculty members who teach nursing ethics at all 158 four-year nursing universities in Japan as targeted panelists. In this study the opinions on nursing ethics of nursing instructors responsible for hospital education at all 82 special functioning hospitals were reflected in the panelists’ opinions. Consensus was obtained on 41 items from a total of 63 items in 4 proposed frameworks. There were 20 items related to the Concept of nursing ethics, 7 items related to Ethical codes, 13 items related to Ethical issues and methods to resolve them, and 1 item related to Efforts and issues in practical and educational settings. Consensus as to desired level of mastery was reached on a total of 40 items. This agreed-upon level involved understanding of the concept for 22 items, the ability to explain the concept for 16 items, and the ability to act based on the concept for 2 items.

scholarly journals Will We Be Ready? Preparing Psychiatric-Mental Health Nurses for Future Practice

2019 ◽  
Vol 26 (1) ◽  
pp. 112-119
Author(s):  
Merrie J. Kaas
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Faculty Members ◽  
Clinical Settings ◽  
Review Of The Literature ◽  
Mobile Platforms ◽  
Mental Health Nurses ◽  
Content Development ◽  
Practice Methods ◽  
Future Practice

OBJECTIVE: To review the challenges and issues facing educators as they prepare the psychiatric-mental health (PMH) nursing workforce to meet the needs of future practice. METHODS: Based on the author’s 40-plus-year career as an educator, clinician, and researcher, combined with a review of the literature, this article analyzes the current educational milieu for undergraduate, graduate, postgraduate, and continuing education of PMH nurses, including urgent educational priorities. It also offers recommendations to meet the needs of PMH nurses both in education and in clinical practice. RESULTS: PMH nursing education must evolve to provide nursing experiences in nontraditional as well as traditional clinical settings, and incorporate simulation and telehealth/digital/mobile platforms for delivery of content. Development of qualified faculty members and preceptors who represent the diversity of the American population must be addressed to adequately train PMH nurses to meet the demands of their future roles. Methods must also be created to define, teach, and evaluate PMH nurses’ clinical competencies pre- and postclinical experiences. CONCLUSIONS: PMH nursing education must evolve and transform to attract, appropriately educate and prepare students for practice, and meet the growing need for qualified practitioners as well as faculty members and preceptors.

scholarly journals Nurse education today: Between teaching and publication focus

2021 ◽  
Vol 7 (4) ◽  
pp. 262-266
Author(s):  
Joko Gunawan ◽  
Yupin Aungsuroch ◽  
Mary L Fisher
Keyword(s):  
Nursing Education ◽  
Nurse Education ◽  
Faculty Members ◽  
Related Phenomenon ◽  
University Ranking ◽  
Publish Or Perish ◽  
Academic Reputation ◽  
Organizational Benefits ◽  
Pros And Cons ◽  
Education Today

“Publish or Perish” is no longer an imagination. On the contrary, it is considered a new reality in nursing education today. All nurse scholars, researchers, faculty members, and students are eager and compete with each other to publish their research works in academic journals. Success in this challenge brings personal benefits, especially for academic reputation and promotion, as well as organizational benefits, such as university ranking and sponsorship. However, despite the advantages of faculty publication, the pros and cons of this topic are on the rise. Therefore, this article aims to discuss the publication-related phenomenon in nursing education, followed by concerns and recommendations for consideration.

scholarly journals A Delphi Study Investigating Clinicians’ Views on Access to, Delivery of, and Adaptations of MBCT in the UK Clinical Settings

Mindfulness ◽  
2021 ◽  
Author(s):  
Kate Williams ◽  
Samantha Hartley ◽  
Peter Taylor
Keyword(s):  
Delphi Study ◽  
Good Practice ◽  
Evidence Base ◽  
Clinical Settings ◽  
Training Support ◽  
Decision Making Processes ◽  
Complex Decision Making ◽  
Complex Decision ◽  
The Uk ◽  
Clinical Populations

Abstract Objectives Mindfulness-based cognitive therapy (MBCT) is a well-evidenced relapse-prevention intervention for depression with a growing evidence-base for use in other clinical populations. The UK initiatives have outlined plans for increasing access to MBCT in clinical settings, although evidence suggests that access remains limited. Given the increased popularity and access to MBCT, there may be deviations from the evidence-base and potential risks of harm. We aimed to understand what clinicians believe should be best clinical practice regarding access to, delivery of, and adaptations to MBCT. Methods We employed a two-stage Delphi methodology. First, to develop statements around best practices, we consulted five mindfulness-based experts and reviewed the literature. Second, a total of 59 statements were taken forward into three survey rating rounds. Results Twenty-nine clinicians completed round one, with 25 subsequently completing both rounds two and three. Forty-four statements reached consensus; 15 statements did not. Clinicians agreed with statements regarding sufficient preparation for accessing MBCT, adherence to the evidence-base and good practice guidelines, consideration of risks, sufficient access to training, support, and resources within services, and carefully considered adaptations. The consensus was not reached on statements which reflected a lack of evidence-base for specific clinical populations or the complex decision-making processes involved in delivering and making adaptations to MBCT. Conclusions Our findings highlight the delicate balance of maintaining a client-centred and transparent approach whilst adhering to the evidence-base in clinical decisions around access to, delivery of, and adaptations in MBCT and have important wide-reaching implications.

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

scholarly journals Identifying Ethical Issues in Mental Health Research with Minors Adolescents: Results of a Delphi Study

2016 ◽  
Vol 13 (5) ◽  
pp. 489 ◽  
Author(s):  
Elisabeta Hiriscau ◽  
Nicola Stingelin-Giles ◽  
Danuta Wasserman ◽  
Stella Reiter-Theil
Keyword(s):  
Mental Health ◽  
Health Research ◽  
Delphi Study ◽  
Ethical Issues ◽  
Mental Health Research
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