Transcultural Nursing Practice Described by Registered Nurses and Baccalaureate Nursing Students

The population of the U.S. is aging, and the prevalence of chronic diseases is increasing. By 2030 the elderly population of the United States will be twice that of the current senior population, and the national demand for Registered Nurses (RNs) is expected to grow by approximately 21%. Nurses make up the single largest health profession in the United States. The nursing workforce is also aging. The average age of a registered nurse is 48.8 years old. Fifty percent of RNs are age 50 or older, and 12.4% are age 65 or older [1]. The problem is clear; unless more registered nurses enter the field, a critical nursing shortage will exist. The most distressing factor related to the predicted nursing shortage is the number of students who choose a career in nursing, enroll in a program, and fail to graduate, or graduate and fail to pass the NCLEX-RN on the first attempt. The purpose of this study was to determine whether there is a predictive relationship between academic success in baccalaureate nursing students and essential academic skills of reading, English, math, and science. Using a retrospective, correlational study design, the research revealed that there are indeed predictors of academic success.

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Helping Baccalaureate Nursing Students Care for the Wellbeing of Older Adults

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1131 ◽

2005 ◽

Vol 2 (1) ◽

Cited By ~ 3

Author(s):

Ti King

Keyword(s):

Older Adults ◽

Nursing Students ◽

Registered Nurses ◽

Baccalaureate Nursing ◽

Learning Experiences ◽

Baccalaureate Nursing Students ◽

Nursing Profession ◽

Opportunities To Learn ◽

Gerontological Nursing ◽

Potential Benefits

Because the world's population is aging there is a dire need for gerontologically prepared registered nurses. Baccalaureate nursing students, therefore, need experiences with older adults. However, due to constraints on their practice, students might have insufficient opportunities to learn about how to contribute to older adults' wellbeing. Students provided with a combination of learning experiences may understand how to contest constraints on their practice and create conditions that facilitate the provision of age-responsive care for older adults. In this paper gerontological-nursing content, constraints on practice, and learning experiences to help students come to understand their contributions to older adults' wellbeing are identified. Potential benefits of these learning experiences for students, older adults, and the nursing profession are discussed.

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Structural Empowerment and Professional Nursing Practice Behaviors of Baccalaureate Nursing Students in Clinical Learning Environments

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1665 ◽

2009 ◽

Vol 6 (1) ◽

Cited By ~ 14

Author(s):

Kae R Livsey

Keyword(s):

Nursing Students ◽

Learning Environments ◽

Baccalaureate Nursing ◽

Nursing Practice ◽

Baccalaureate Nursing Students ◽

Clinical Learning ◽

Structural Empowerment ◽

Practice Behaviors ◽

Professional Nursing ◽

Professional Nursing Practice

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Art as a Scaffolding Teaching Strategy in Baccalaureate Nursing Education

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1330 ◽

2007 ◽

Vol 4 (1) ◽

Cited By ~ 14

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.

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Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2020-0024 ◽

2020 ◽

Vol 17 (1) ◽

Author(s):

Quyen Phan ◽

Naomi Johnson ◽

JoAnna Hillman ◽

Daniel Geller ◽

Laura P. Kimble ◽

...

Keyword(s):

Nursing Students ◽

Social Determinants Of Health ◽

Health Equity ◽

Social Determinants ◽

Baccalaureate Nursing ◽

Baccalaureate Nursing Students ◽

Determinants Of Health ◽

Marginalized Populations ◽

Knowledge And Attitudes ◽

The Impact

AbstractObjectiveFor nursing students, competency in population health management involves acquiring knowledge and forming attitudes about the impact of the social determinants of health (SDoH) on health equity. The purpose of this pilot study was to assess nursing students’ knowledge and attitudes about the SDoH and health equity following a focused simulation activity.MethodBaccalaureate nursing students (N=182) participated in a ninety-minute health equity simulation and a post-simulation debrief. Forty-four students (23%) completed a 19-item post-simulation survey.ResultsSixty-four percent of participants reported positive attitude change in working with marginalized populations caused by the SDoH, and 89% reported being knowledgeable about the role of the registered nurse in addressing health equity. Seventy-five percent reported enhanced knowledge of the SDoH through the health equity simulation.ConclusionUsing health equity simulation may be effective in enhancing students’ knowledge, as well as their attitudes in caring for the health of marginalized populations by addressing the SDoH.

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Breastfeeding Experiences of Baccalaureate Nursing Students: A Qualitative Study

Journal of Human Lactation ◽

10.1177/0890334420979981 ◽

2020 ◽

pp. 089033442097998

Author(s):

Cheryl Langford ◽

Marcella Gowan ◽

Monica Haj

Keyword(s):

Nursing Students ◽

Health Care Providers ◽

Baccalaureate Nursing ◽

Community Support ◽

Baccalaureate Nursing Students ◽

Care Providers ◽

Structured Interviews ◽

Breastfeeding Support ◽

Cross Sectional

Background Students returning to school who are breastfeeding face unique challenges. There is limited literature on breastfeeding university students. Several researchers have studied breastfeeding employees in the workplace. Institutions of higher education closely mimic the employment environment. Breastfeeding college students who express their milk while at school share similar challenges to employed mothers. A baccalaureate nursing program is rigorous and little is known about the challenges facing breastfeeding student nurses returning to classes. Research aim To explore the breastfeeding experience of baccalaureate nursing students. Methods Our study was a cross-sectional descriptive qualitative design. Purposive sampling was used to enroll participants ( N = 12). In depth, semi-structured interviews were conducted. Qualitative thematic analysis was used to analyze the data both manually and using Dedoose QDA software. Results An overarching theme of pervasive conflict between the role of the breastfeeding mother and the role of the student nurse surfaced. Three interrelated organizing themes also emerged; challenging, vulnerability, and resilience. Time constraints, self-care versus role demands, and structural accommodations contributed to the challenges. Only one participant indicated a knowledge of her breastfeeding rights. All of the participants expressed gratitude for faculty and community support, regardless of conflicts. Conclusion Breastfeeding participants were both vulnerable and resilient. Faculty may improve experiences through providing specific areas of support. A breastfeeding support policy outlining student rights and faculty responsibilities is needed to educate, guide, and enforce protections. Health care providers may enhance breastfeeding students’ experiences through anticipatory guidance, education, and continued support.

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