Cultivating Cultural Competence Through Academic Community Engagement and Clinical Reflection

2020 ◽  
pp. 104365962097169
Author(s):  
Linda James ◽  
Lilibeth Al-Kofahy
Keyword(s):  
Native American ◽  
Nursing Education ◽  
Nursing Students ◽  
Community Engagement ◽  
Cultural Sensitivity ◽  
Teaching Strategy ◽  
Academic Community ◽  
Self Awareness ◽  
Culturally Sensitive Care ◽  
Reflective Journals

Introduction Nursing curriculum must include unique ways to enhance students’ cultural sensitivity to ensure the provision of culturally competent care to our diverse populations. Academic community engagement (ACE) is a pedagogy used to teach course concepts through service. Methodology This was a qualitative study analyzing nursing students’ written reflective journals following their service at a Native American powwow using Lincoln and Guba’s model. The purpose was to examine if the ACE experience influenced their development of cultural sensitivity. Results Reflective journals of 34 first-semester nursing students, enrolled in a nursing specific culture course, were analyzed. Three themes were identified: (a) engagement, (b) cultural sensitivity, and (c) humility and altruism. Discussion The development of self-awareness and the revelation by students of the importance of culturally sensitive care was a key finding supporting the use of ACE as a reliable teaching strategy in nursing education.

scholarly journals Community Engagement Leads to Professional Identity Formation of Nursing Students

2020 ◽  
Vol 5 (3) ◽  
pp. 181-184
Author(s):  
Edna R. Magpantay-Monroe ◽  
Ofa-Helotu Koka ◽  
Kamaile Aipa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Community Engagement ◽  
Research Literature ◽  
Self Awareness ◽  
Clinical Learning ◽  
Professional Identity Formation ◽  
Nursing Leaders

Professional identity formation is essential to nursing education. Knowledge, skills, attitudes, and values help form nursing students’ identity. Professional identity is a process of becoming independent and having self-awareness of one’s educational journey (All Answers Ltd., 2018). Maranon and Pera (2015) described that the contrast between didactic and clinical learning may play a role in the ambiguity that initiates nursing students about professional identity. There is a gap in the current research literature and has been underexplored with no intentional plan to address new areas (Godfrey, 2020; Haghighat, Borhani, & Ranjbar, 2020). The goal of professional identity formation is to develop well-rounded students with moral competencies who will blossom into future nursing leaders (Haghighat et al., 2020). The benefit to the community of producing well-rounded nursing students is safety and quality in their actions. This descriptive paper will address examples of how professional identity may be achieved by nursing students’ participation in community engagement such as attendance to professional conferences and intentional mentoring.

Art as a Scaffolding Teaching Strategy in Baccalaureate Nursing Education

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sharon K. Hydo ◽  
Diane L. Marcyjanik ◽  
CeCelia R Zorn ◽  
Nicole M. Hooper
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Nursing Practice ◽  
Teaching Strategy ◽  
Baccalaureate Nursing Students ◽  
Self Awareness ◽  
Naturalistic Inquiry ◽  
Written Responses ◽  
Baccalaureate Nursing Education

Although the use of art in nursing education is well highlighted, most of the literature is anecdotal or focuses on development of a reflective nursing practice with clients. In this study, art was used as a scaffold to infuse liberal nursing education by helping baccalaureate nursing students (n = 91) create a personal expression of nursing and move toward greater self-awareness. Scaffolding is a metaphor for supporting learners as they develop higher levels of thinking. Using naturalistic inquiry to analyze students' written responses in a course activity, four themes emerged from the data: art and creativity, teamwork, boundaries and horizons within self, and boundaries and horizons in the profession. Student's individual expressions of art served as the "calling forth" of processes that opened the door to each student's personal expression.

scholarly journals (A46) Health Volunteers during the MT. MERAPI ERUPTION: What did Nursing Students Learn?

2011 ◽  
Vol 26 (S1) ◽  
pp. s13-s14
Author(s):  
E. Rochmawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Perceptions ◽  
Nursing Student ◽  
Descriptive Analysis ◽  
Good Health ◽  
Self Awareness ◽  
Undergraduate Nursing Students ◽  
Health Volunteer ◽  
Undergraduate Nursing

BackgroundUndergraduate nursing students are expected to be responsive and competency, particularly during a disaster. Working as health volunteers is one strategy to develop these skills. However, little research has investigated the experiences of nursing students working as health volunteers during a disaster.ObjectivesThis study aimed to investigate undergraduate nursing student perceptions and experiences of being health volunteer during the Mt. Merapi eruption.Methods: A non-experimental, descriptive design was used. A sampling of 25 undergraduate nurse students who worked as health volunteers during the Mt. Merapi eruption completed a self-administered questionnaire. The questionnaire consisted open- and closed-ended questions, and was used to measure students' self awareness and what they have learned. Additional questions were asked to prioritize attributes required to be health volunteers. Data were aggregated and analyzed using a simple, descriptive analysis.ResultsUndergraduate nursing students had internal motivation of being health volunteers during disaster. Findings of this study illustrated benefits, future impact of being health volunteer, and required attributes of being good health volunteers.ConclusionsStudents' perceptions and experiences during disasters underscores important factors in the promotion of disaster management competency in nursing education.

scholarly journals Factors affecting the performance of caring behaviors in Taiwanese nursing students: a qualitative study.

2015 ◽  
Vol 6 (2) ◽  
pp. 862-868
Author(s):  
Yi-Wen Lee
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Teaching Strategy ◽  
Junior College ◽  
Study Data ◽  
Nursing Program ◽  
Caring Behaviors ◽  
Factors Affecting ◽  
Learning By Imitation

Care is an important nursing concept. Nursing education should focus on cultivating students’ performance of caring behaviors to maintain the patient care that is a hallmark of this profession and guard the health of patients. Nursing teachers must understand the factors related to the performance of caring behaviors in students. This knowledge can serve as a reference for the development and teaching strategy of a nursing program. This qualitative study aimed at understanding the factors affecting the performance of caring behaviors by nursing students.This qualitative study was conducted at a science and technology university inNorthern Taiwan. Convenience sampling was used to collect 40 reflective journals from 20 nursing students at the five-year junior college as the study data. Content analysis was used to analyze the data.This study found two themes related to caring behaviors in nursing students: perception of nursing students and inter-subjectivity with patients.The beliefs and perceptions of students are closely linked to their performance of caring behaviors. Greater awareness in nursing students will improve their performance of caring behaviors (e.g., the concept of nursing care, ability to care, empowerment, learning by imitation and inter-subjectivity with patients). Results of this study could serve as a reference for program design and clinical practicum instruction for nursing education, to improve caring behaviors in students.

scholarly journals Approaches of Cooperative Learning across Ministry of Health Nursing Education Institutions in Bamenda-Cameroon: Perceptions of Students and Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 13-19
Author(s):  
Loh Stanley Yuh
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Teaching Strategy ◽  
Numerical Data ◽  
Peer Instruction ◽  
Sampled Data ◽  
Teachers Perceptions ◽  
Perceptions Of Students ◽  
Health Nursing

Cooperative learning is an effective teaching strategy that maximizes student’s learning. A descriptive study involving 219 nursing students and 27 teachers used a self-administered questionnaire to determine the approaches of cooperative learning and perceptions of nursing students and teachers in Bamenda. The study set to assess the use of cooperative learning in Bamenda-Cameroon, identify the techniques implemented, highlight its achievements, challenges and describe students’ and teachers’ perceptions. The table of random numbers was used to obtain a probability sample of students while teachers were conveniently sampled. Data were collected using a modified Cooperative Learning Implementation Questionnaire and analysed using SPSS version 20.0 at an alpha level of 0.05. Descriptive statistics was used to summarise numerical data, Correlation analysis through the Pearson Product Moment correlation test was used to test the relationship between cooperative learning and students’ achievement, while t-test was used to compare the perceptions of students and teachers on cooperative learning. The margin of error was set at P ≤ 0.05. Eventually, cooperative learning was noted to be occasionally used in Bamenda, with learning together, think-pair-share, group investigation and peer instruction identified as the methods often used.. The achievements of cooperative learning were affirmed with almost no disadvantage as the use of cooperative learning was observed to always improve students’ achievement. Both groups of respondents indicated their love for cooperative learning and willingness to implement it but did not really agree on how it was implemented. Within the perspectives of this study, it was observed that cooperative learning existed as an informal technique of education in Bamenda.

scholarly journals Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Mickaël Antoine Joseph ◽  
Erna Judith Roach ◽  
Jansirani Natarajan ◽  
Suja Karkada ◽  
Arcalyd Rose Ramos Cayaban
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Respiratory System ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Control Group ◽  
Final Examination ◽  
Traditional Lecture ◽  
Anatomy And Physiology ◽  
The Impact

Abstract Background Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students’ performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. Methods A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students’ performance on the final examination and students’ self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students’ academic performance. Results Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = − 2.789, p < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Conclusion Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students’ performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education.

scholarly journals The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

2019 ◽  
Vol 9 (7) ◽  
pp. 31 ◽  
Author(s):  
Debra R. Wallace ◽  
Jaya Mini Gill
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Setting ◽  
Clinical Performance ◽  
Teaching Strategy ◽  
Central Element ◽  
Essential Element ◽  
Nursing Educators ◽  
Self Confidence ◽  
Novel Approach

Background and objective: The development of self-confidence is an essential element of a nurse in the clinical setting. Nursing educators discuss the addition of simulation and debriefing into learning activities, which play a central role in identifying the fundamental elements of safety and clinical efficiency.Methods: Quality and Safety Education for Nurses (QSEN) competencies are used to examine the data supporting the effectiveness of simulation debriefing in nursing students registered in a fast-tracked baccalaureate program. This novel approach allows one to quantitatively measure the relationship between simulation debriefing, self-confidence and reduced anxiety.Results: Univariate Spearman Rho regression displays a significant positive correlation between reduced anxiety, self-confidence, and debriefing. The feedback received is encouraging, productive, and effective to learning. Logistic multivariate regression reveals debriefing mechanisms predict developing self-confidence and reducing anxiety, allowing the likeness on student’s clinical judgement and methodology to patient care (χ2 = 34.249, p = .011), sufficient time being provided to reflect and review clinical performance (χ2 = 0.68, p = .30) and identifying the justification for the actions and responses (χ2 = 119.365, p = .001).Conclusions: Debriefing is a central element that can be applied as a teaching strategy during simulation. This study offers further understanding of the role of debriefing in enhancing self-confidence and reducing anxiety in nursing students. This is a critical learning component and ought to be applicably focused in nursing education.

scholarly journals Mandala making to foster understanding of theoretical concepts in nursing education: Stress and coping

2017 ◽  
Vol 7 (7) ◽  
pp. 22 ◽  
Author(s):  
Jennifer L. Lapum ◽  
Karen Owusu ◽  
Andy N. Tan ◽  
Simran Rattan ◽  
Phung P.N. Nguyen ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Stress And Coping ◽  
Lessons Learned ◽  
Learning Activity ◽  
Self Awareness ◽  
Theoretical Understanding ◽  
Theoretical Concepts ◽  
Teaching Learning ◽  
And Coping

Opportunities for reflection upon theoretical concepts are a pedagogical necessity in nursing education. Arts-based teaching-learning methods, such as mandala making, can prompt narrative reflection and self-awareness. In this article, we discuss a teaching-learning activity that involved mandala making to facilitate nursing students’ theoretical understanding of health- and illness-related concepts specific to stress and coping. We begin by describing the activity followed by narrative reflections and mandalas from five students. We then share lessons learned in the context of the literature. We suggest that aesthetic narrative probes strengthen the mandala making process and foster deep reflection on theoretical concepts in nursing education.

Bring the Popcorn: Using Film to Teach Sexual and Reproductive Health

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Joyce D. Cappiello ◽  
Kerryellen Vroman
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Reproductive Health ◽  
Sexual And Reproductive Health ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Arts And Humanities ◽  
Science Theory ◽  
Teaching Modality ◽  
Teaching Pedagogies

The use of film as a teaching modality offers an opportunity for nursing students to explore the intersections of science, theory, and personal values prior to caring for clients with sexual and reproductive health (SRH) needs. Although the use of a broad range of arts and humanities modalities in the classroom is described in the literature, the use of film in relationship to teaching SRH has not been explored. Furthermore, there is a paucity of literature regarding the didactic or clinical teaching of SRH in nursing education. This article provides a framework for incorporating film as a teaching strategy into both case-based and problem-based teaching pedagogies. Reviews and discussion questions of films are provided.

scholarly journals Attitudes of Faculty and Students toward Open-book Examination as a Teaching Strategy in Nursing Education at Hawler Medical University

2020 ◽  
Vol 3 (2) ◽  
pp. 136-142
Author(s):  
Dlzar Anwer ◽  
◽  
Asma Mamhusseini ◽  
Yousif Omar ◽  
Murad Othman ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategy ◽  
Study Data ◽  
Teaching Staff ◽  
Open Book ◽  
Education Programs ◽  
Self Directed Learning ◽  
Student Centered ◽  
College Of Nursing

Background and objectives: Open-book examinations (OBEs) is a non-traditional teaching strategy increasingly offered today in nursing education programs. Open-book examina-tion is one in which students are allowed to use their notes, textbooks, and other ap-proved material (preferably not electronic) while answering examination questions. The purpose of this study was to evaluate the attitudes of faculty and students towards open-book examinations as a teaching strategy in nursing education. Methods: A descriptive study was carried out at College of Nursing in Hawler Medical Uni-versity. A self-administered questionnaire was used to collected data. The validity of the questionnaire was confirmed because it produced accurate results of the study. Also, the questionnaire was reliable because it gave a consistent result throughout the study. Total of 100 nursing students and 35 teaching staff were participated in the study. Data were analyzed by using frequency and percentage for students and teachers. Results: The majority of the students (45%) and faculties (45.7%) agreed that OBEs facili-tate thinking at higher cognitive levels. Most of the students (61%) and teachers (51.4%) agreed that OBEs decreases students’ test anxiety. Also, teachers (48.6%) and students (41%) agreed that OBEs promote critical thinking regarding the contents of the course. Teachers and students agreed that OBEs encourage self-directed learning, decrease mem-orizing contents, promote student-centered approach to education, encourage students to read textbooks and articles more, and help students to be long-life learners. Conclusion: This study confirmed that open-book examinations when used as a teaching strategy in nursing education programs played an important role in improving nursing cur-riculum. To decrease students’ anxiety regarding examinations, this study pointed out that OBEs can minimize the students’ anxiety during examinations.

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