Clinical group supervision for integrating ethical reasoning

2016 ◽  
Vol 23 (7) ◽  
pp. 761-769 ◽  
Author(s):  
Karin Blomberg ◽  
Birgitta Bisholt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Ethical Reasoning ◽  
Group Supervision ◽  
Ethical Review ◽  
First Year ◽  
Clinical Group ◽  
Healthcare Organizations ◽  
Moral Blindness ◽  
Qualitative Interview Study

Background: Clinical group supervision has existed for over 20 years in nursing. However, there is a lack of studies about the role of supervision in nursing students’ education and especially the focus on ethical reasoning. Aim: The aim of this study was to explore and describe nursing students’ ethical reasoning and their supervisors’ experiences related to participation in clinical group supervision. Research design: The study is a qualitative interview study with interpretative description as an analysis approach. Participants and research context: A total of 17 interviews were conducted with nursing students (n = 12) who had participated in clinical group supervision in their first year of nursing education, and with their supervisors (n = 5). Ethical considerations: The study was based on the ethical principles outlined in the Declaration of Helsinki, and permission was obtained from the Regional Ethical Review Board in Sweden. Findings: The analysis revealed that both the form and content of clinical group supervision stimulated reflection and discussion of handling of situations with ethical aspects. Unethical situations were identified, and the process uncovered underlying caring actions. Discussion and conclusion: Clinical group supervision is a model that can be used in nursing education to train ethical reflection and to develop an ethical competence among nursing students. Outcomes from the model could also improve nursing education itself, as well as healthcare organizations, in terms of reducing moral blindness and unethical nursing practice.

scholarly journals The relationship between empathy and altruistic motivations in nursing studies: a multi-method study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Messineo ◽  
Luciano Seta ◽  
Mario Allegra
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Health Professionals ◽  
Linear Models ◽  
Principal Component ◽  
Motivational Factors ◽  
Care Process ◽  
First Year ◽  
Young Males ◽  
Young Females

Abstract Background The efficient management of relational competences in healthcare professionals is crucial to ensuring that a patient’s treatment and care process is conducted positively. Empathy is a major component of the relational skills expected of health professionals. Knowledge of undergraduate healthcare students’ empathic abilities is important for educators in designing specific and efficient educational programmes aimed at supporting or enhancing such competences. In this study, we measured first-year undergraduate nursing students’ attitudes towards professional empathy in clinical encounters. The students’ motivations for entering nursing education were also evaluated. This study takes a multi-method approach based on the use of qualitative and quantitative tools to examine the association between students’ positive attitudes towards the value of empathy in health professionals and their prosocial and altruistic motivations in choosing to engage in nursing studies. Methods A multi-method study was performed with 77 first-year nursing students. The Jefferson Scale of Empathy (JSE) – Health Professions Student Version was administered. Students’ motivations for choosing nursing studies were detected through an open question and thematically analysed. Using explorative factor analysis and principal component analysis, a dimensional reduction was conducted to identify subjects with prosocial and altruistic motivations. Finally, linear models were tested to examine specific associations between motivation and empathy. Results Seven distinct themes distinguishing internal and external motivational factors were identified through a thematic analysis of students’ answers regarding their decision to enter a nursing degree course. Female students gained higher scores on the empathy scale than male ones. When students’ age was considered, this difference was only observed for younger students, with young females’ total scores being higher than young males'. High empathy scores were positively associated with altruistic motivational factors. A negative correlation was found between external motivational factors and the scores of the Compassionate Care subscale of the JSE. Conclusions Knowing the level of nursing students’ empathy and their motivational factors for entering nursing studies is important for educators to implement training paths that enhance students’ relational attitudes and skills and promote the positive motivational aspects that are central to this profession.

scholarly journals e-Learning readiness amongst nursing students at the Durban University of Technology

2017 ◽  
Vol 22 ◽  
pp. 300-306 ◽  
Author(s):  
Marilynne Coopasami ◽  
Stephen Knight ◽  
Mari Pete
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Traditional Learning ◽  
First Year ◽  
Technological Readiness ◽  
Technological Culture ◽  
University Of Technology ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

Prejudiced Attitudes of Nursing Students in Southern Spain Toward Migrant Patients

2020 ◽  
pp. 104365962097680
Author(s):  
Inmaculada Alemany-Arrebola ◽  
Fernando J. Plaza del Pino ◽  
María A. Sánchez-Ojeda
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Descriptive Study ◽  
Public Health Care ◽  
First Year ◽  
Migrant Population ◽  
Culturally Congruent ◽  
Ex Post ◽  
Ex Post Facto

Introduction The increase in the migrant population in Spain has transformed the cultural profile of public health care users. The purpose of this study is to recognize the subtle and blatant prejudices nursing students have toward migrant patients. Method An ex post facto descriptive study, using a transversal design ( N = 1,393). Results Males showed a higher degree of prejudice ( p < .05). Students in their first year have more subtle prejudices than those in their fourth year ( p < .005). Blatant prejudice increases from the first year to the fourth year of the degree program ( p < .05). Regarding context, there were differences found between subtle and blatant prejudice (both, p < .05), as students in areas with high migratory pressure showed more prejudiced attitudes toward migrant patients. Discussion Students display subtle prejudices, which is why education in culturally congruent health care must be integrated across all levels of nursing education, with the objective of diminishing prejudice against the migrant population.

scholarly journals Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

2017 ◽  
Vol 8 (1) ◽  
pp. 16 ◽  
Author(s):  
June M. Raymond ◽  
Kim Sheppard
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Perceived Stress ◽  
Baccalaureate Nursing ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Baccalaureate Nursing Students ◽  
First Year ◽  
College Level ◽  
Psychological Sense

Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted.  Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)–Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students’ perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

scholarly journals Nursing students' motivation regulation and its relationship with engagement and burnout

2017 ◽  
Vol 38 (3) ◽  
pp. 143-150 ◽  
Author(s):  
Kati Mäenpää ◽  
Kirsi Pyhältö ◽  
Hanna Järvenoja ◽  
Jouni Peltonen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Programs ◽  
Traditional Learning ◽  
First Year ◽  
Self Regulated Learning ◽  
Undergraduate Nursing ◽  
Critical Components ◽  
Traditional Learning Environments ◽  
Study Engagement

Motivation regulation, study engagement, and students' wellbeing are critical components of skillful self-regulated learning. However, few studies have focused on these factors and their relationship in nursing education and as there is an increased usage of blended learning in nursing education, measuring students' learning in this setting is increasingly important. This person-oriented, quantitative study explored first-year nursing students' ( N = 90) motivation regulation related to study engagement and study burnout in blended and traditional learning environments in two undergraduate nursing programs. Regardless of the learning environment, the majority of the nursing students (65.6%) had a highly developed motivation regulation profile. They performed highly on motivation regulation, showed strong engagement, and exibhited reduced exposure for study burnout compared to those with less-developed motivation regulation profiles. It is suggested that motivation regulation, study engagement, and experienced burnout influence nursing students' learning. These components should be emphasized in developing nursing education and facilitating nursing students' learning.

scholarly journals Developing mature empathy among first-year students: The learning potential of emotional experiences

2017 ◽  
Vol 38 (3) ◽  
pp. 128-134 ◽  
Author(s):  
Anne-Sophie Konow Lund ◽  
Anne Kari Tolo Heggestad ◽  
Per Nortvedt ◽  
Bjørg Christiansen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Role Models ◽  
Emotional Reactions ◽  
Learning Trajectory ◽  
First Year ◽  
Learning Potential ◽  
Next Of Kin ◽  
First Year Students ◽  
Emotional Work

Nursing students’ ability to develop mature empathy requires emotional work, usually associated with caring experiences in relation with patients and next of kin. This article is based on qualitative in-depth interviews with 11 first-year students, and the research questions were: What characterizes situations in a nursing home that evoke strong emotional reactions in first-year students? What is the learning potential of these experiences? Findings show that facing emotionally challenging situations during their first clinical placement in nursing education aroused strong feelings and commitment among the students. The students tried, however, to find ways to handle emotionally challenging situations both with support in scientific literature, as well as from experience. Nurses were important role models, but could also exemplify characteristics of less empathic behaviour. Developing ‘mature empathy’ requires emotional work so that the students learn to adapt themselves to what will be demanded of them as professional nurses. The findings of this and other studies should alert nurses as well as teachers to the importance of helping students develop empathy as part of their learning trajectory in nursing education.

Ethical Reasoning in Baccalaureate Nursing Students

2009 ◽  
Vol 16 (4) ◽  
pp. 499-510 ◽  
Author(s):  
Lynn Clark Callister ◽  
Karlen E Luthy ◽  
Pam Thompson ◽  
Rae Jeanne Memmott
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Ethical Reasoning ◽  
Thinking Skills ◽  
Baccalaureate Nursing Students ◽  
Qualitative Inquiry ◽  
Critical Thinking Skills ◽  
Ethics Course

Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process of becoming', which includes: practicing as a professional, lacking the confidence as a student nurse to take an ethical stand, advocating for patients, being just in the provision of care, identifying the spiritual dimensions of nursing practice, confronting the `real world' of health care, making a commitment to practice with integrity, and caring enough to care. The development of critical thinking and ethical reasoning within the framework of knowing and connecting is essential in nursing education.

scholarly journals Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model (Preprint)

2020 ◽  
Author(s):  
Ann-Kathrin Lange ◽  
Jana Koch ◽  
Anastasia Beck ◽  
Till Neugebauer ◽  
Frauke Watzema ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Social Influences ◽  
Good Practice ◽  
Digital Games ◽  
Qualitative Interview ◽  
Unified Theory ◽  
Use Of Technology ◽  
Qualitative Interview Study

BACKGROUND Digital games–based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter. The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. OBJECTIVE The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. METHODS With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. RESULTS Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant’s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity. Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. CONCLUSIONS The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies. As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.

scholarly journals Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model

JMIR Nursing ◽  
10.2196/20249 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. e20249
Author(s):  
Ann-Kathrin Lange ◽  
Jana Koch ◽  
Anastasia Beck ◽  
Till Neugebauer ◽  
Frauke Watzema ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Social Influences ◽  
Good Practice ◽  
Digital Games ◽  
Qualitative Interview ◽  
Unified Theory ◽  
Use Of Technology ◽  
Qualitative Interview Study

Background Digital games–based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter. The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. Objective The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. Methods With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. Results Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant’s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity. Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. Conclusions The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies. As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.

scholarly journals The relationship between empathy and altruistic motivations in nursing studies: A multi-method study

2020 ◽  
Author(s):  
Linda Messineo ◽  
Luciano Seta ◽  
Mario Allegra
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Health Professionals ◽  
Linear Models ◽  
Motivational Factors ◽  
Care Process ◽  
First Year ◽  
Young Males ◽  
Young Females ◽  
Students Attitudes

Abstract Background. The efficient management of relational competences in healthcare professionals is crucial to ensure that a patient’s treatment and care process is conducted positively. Empathy is a major component of the relational skills expected of health professionals. Knowledge of undergraduate healthcare students’ empathic abilities is important for educators in designing specific and efficient educational programmes aimed at supporting or enhancing students’ empathic competences. In this study, we measured first-year undergraduate nursing students’ attitudes towards professional empathy in clinical encounters. The students’ motivations for entering nursing education were also evaluated. This study takes a multi-method approach based on the use of qualitative and quantitative tools to examine the association between students’ positive attitudes towards the value of empathy in health professionals and their prosocial and altruistic motivations in choosing to engage in nursing studies.Methods. A multi-method study was performed with 77 first-year nursing students. The Jefferson Scale of Empathy (JSE) – Health Professions Student Version was administered. Students’ motivations for choosing nursing studies were detected through an open question and thematically analysed. Using explorative and confirmative factor analyses, a dimension reduction was conducted to identify subjects with prosocial and altruistic motivations. Finally, linear models were tested to examine specific associations between motivation and empathy.Results. Seven distinct themes distinguishing internal and external motivational factors were identified through the thematic analysis of students’ answers regarding their choice of entering the nursing degree course. Female students gained higher scores on the empathy scale than their male counterparts. When students’ age was considered, this difference was shown only for younger students, with young females’ total scores being higher than those of young males. High empathy scores were positively associated with altruistic motivational factors. A negative correlation was found between external motivational factors and the scores of the Compassionate Care subscale of the JSE.Conclusions. Knowing the level of nursing students’ empathy and their motivational factors for entering nursing studies is important for educators in order to implement training paths that enhance students’ relational attitudes and skills and promote positive motivational aspects that are central to this profession.

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