Teaching Systems Thinking for Advanced Family Nursing Practice: A Theory-Based Tool

2019 ◽  
Vol 26 (1) ◽  
pp. 5-14
Author(s):  
Wendy S. Looman
Keyword(s):  
Nursing Students ◽  
Systems Thinking ◽  
Student Development ◽  
Family Systems ◽  
Nursing Practice ◽  
Clinical Skills ◽  
The United States ◽  
Nursing Assessment ◽  
Family Nursing ◽  
Assessment Of Competence

Systems thinking is essential for advanced family nursing practice, yet this skill is complex and not innate. The Family Nursing Assessment and Intervention Map (FN-AIM) was developed to support student development of systems thinking competencies for Family Systems Nursing practice (see Marigold Family Case Study). The FN-AIM is a pedagogical tool grounded in a family systems framework for nursing with a focus on core family processes as a foundation for interventions. The FN-AIM was implemented as an educational tool to support student skill development as part of a graduate family nursing course in the United States. Through a self-assessment of competence in family nursing practice, 30 students demonstrated an enhanced ability to articulate the distinction between family as context and family as system approaches to family nursing after using the FN-AIM mapping approach. The FN-AIM may be a useful strategy for supporting systems thinking in preparation for clinical skills development in graduate nursing students.

scholarly journals Exploring the Use of Clinical Laboratories in Undergraduate Nursing Programs in Regional Australia

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sally J Wellard ◽  
Rhonda Woolf ◽  
Lynne Gleeson
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Student Development ◽  
Clinical Laboratory ◽  
Clinical Skills ◽  
Undergraduate Nursing ◽  
Clinical Laboratories ◽  
Laboratory Learning ◽  
Regional Australia

Preparation for clinical practice is arguably a vital component of undergraduate nursing education with clinical laboratories widely adopted as a strategy to support student development of clinical skills. However, there is little empirical evidence about the role laboratories play in students' learning or how they assist in linking theory to practice. This study aimed to explore the current clinical laboratory practices in Schools of Nursing in regional Victoria, Australia through site visits, interviews and review of curricula. Findings revealed that approaches to laboratory learning are based on traditions rather than evidence, and have evolved in response to fiscal and environmental challenges. The predominance of teacher talk in the laboratory, has lead to acute care over other areas of practice. This study indicates a need for rigorous investigation of pedagogies that can support nursing students in preparation for clinical practice. It remains unclear if laboratory learning experiences assist students in the translation of theoretical knowledge to practice.

scholarly journals Determining Competency for Entry to Nursing Practice: A Grounded Theory Study

2021 ◽  
Author(s):  
◽  
Patrea Rose Andersen
Keyword(s):  
Grounded Theory ◽  
Comparative Analysis ◽  
Nursing Students ◽  
Competency Assessment ◽  
Theory Approach ◽  
Validity And Reliability ◽  
Nursing Assessment ◽  
Assessment Of Competence ◽  
Glaserian Grounded Theory ◽  
Constant Comparative Analysis

<p>Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency  assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented could further enhance the validity and reliability of assessment outcomes.</p>

The Effect of a Clinical Practicum on Undergraduate Nursing Students' Self-Efficacy for Community-Based Family Nursing Practice

1997 ◽  
Vol 36 (5) ◽  
pp. 212-219
Author(s):  
Marilyn Ford-Gilboe ◽  
Heather Spenec Laschinger ◽  
Yvette Laforet-Fliesser ◽  
Cathy Ward-Griffin ◽  
Sherry Foran
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Nursing Practice ◽  
Community Based ◽  
Clinical Practicum ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Family Nursing

Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato

2018 ◽  
Vol 24 (3) ◽  
pp. 307-344 ◽  
Author(s):  
Sonja J. Meiers ◽  
Sandra K. Eggenberger ◽  
Norma Krumwiede
Keyword(s):  
Learning Strategies ◽  
Nursing Practice ◽  
Learning Experiences ◽  
Family Care ◽  
Undergraduate Curriculum ◽  
The United States ◽  
State University ◽  
Family Nursing ◽  
Learning Practices ◽  
Teaching Learning

Nurse educators have the responsibility to create learning experiences centered on the scientific and praxis foci of the nursing discipline to advance nursing practice with families. Although the nursing profession has ample knowledge about the importance of family nursing and the value of family-focused actions, there is a lack of curricular and teaching models that address nursing practice with families in numerous courses and learning experiences. This article describes the development of a family-focused undergraduate curriculum and teaching–learning practices at Minnesota State University, Mankato in the United States. A vision and mission centered on the nursing of families, a family care teaching model, a framework of family constructs, and taxonomy of significant learning strategies guided faculty in creating learner-centered experiences. Course objectives, competencies, and teaching–learning practices in this curriculum are described. This manuscript may guide the development of innovative teaching–learning practices that integrate family nursing constructs and family nursing actions from a variety of family nursing models and theories. Initial evaluation suggests that this curriculum can increase students’ knowledge of family and instill a passion for family care in undergraduate programs.

Understanding clinical leadership behaviors in practice to inform baccalaureate nursing curriculum: a comparative study between the United States and Australia novice nurses

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sherylyn M. Watson ◽  
Heather Ferrillo ◽  
Susan A. Goncalves ◽  
Karen Clark-Burg
Keyword(s):  
United States ◽  
Nursing Education ◽  
Nursing Students ◽  
Student Development ◽  
Baccalaureate Nursing ◽  
Leadership Behaviors ◽  
The United States ◽  
Clinical Leadership ◽  
Significant Difference ◽  
Transition Into Practice

Abstract Objectives While the nursing profession recognizes the importance of leadership behaviors, limited evidence exists on essential clinical leadership behaviors that nursing students should exhibit upon graduation. The purpose of this study was to determine if there were common leadership behaviors exhibited by recently graduated baccalaureate clinical staff nurses in the United States and Australia. Methods A quantitative descriptive study with a comparative design was conducted using The Clinical Leadership Survey. Results Similar clinical leadership behaviors were reported by nurses from the two countries though there was a statistically significant difference in the overall frequency of behaviors between the two groups. Behaviors in the ‘challenging the process’ domain were less commonly practiced in both countries, identifying a clinical gap and opportunity for student development. Conclusions This study identifies the central behaviors that should be included in baccalaureate nursing education curriculum in order to prepare students for successful transition into practice.

scholarly journals Determining Competency for Entry to Nursing Practice: A Grounded Theory Study

2021 ◽  
Author(s):  
◽  
Patrea Rose Andersen
Keyword(s):  
Grounded Theory ◽  
Comparative Analysis ◽  
Nursing Students ◽  
Competency Assessment ◽  
Theory Approach ◽  
Validity And Reliability ◽  
Nursing Assessment ◽  
Assessment Of Competence ◽  
Glaserian Grounded Theory ◽  
Constant Comparative Analysis

<p>Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency  assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented could further enhance the validity and reliability of assessment outcomes.</p>

Cardiovascular system

2010 ◽  
Author(s):  
Michelle Green ◽  
Kirsten Huby
Keyword(s):  
Nursing Students ◽  
Cardiovascular System ◽  
Clinical Skills ◽  
Fluid Management ◽  
Signs And Symptoms ◽  
The Body ◽  
Body System ◽  
Nursing Assessment ◽  
Cardiovascular Failure ◽  
Anatomy And Physiology

This chapter will outline the anatomy and physiology of the cardiovascular system and the changes that occur during childhood as this body system matures. Signs and symptoms of cardiovascular failure and nursing assessment and monitoring of the child will also be discussed. This knowledge will enable the nurse to recognize cardiovascular failure as early as possible and commence appropriate interventions. A range of interventions and clinical skills required for cardiovascular support are also explained, utilizing evidence-based guidelines. All aspects of care will be discussed using a family centred and child-friendly approach. The Nursing and Midwifery Council (NMC) introduced the use of essential skills clusters (ESC) to help pre-registration nursing students meet the standards of proficiency required for registration (NMC, 2007b). They are written from the perspective of what the public can expect of a newly qualified nurse and are designed to improve safe and effective practice. The information contained within this chapter covers aspects of most of the skills clusters. In particular, the underpinning principles from: care, compassion, and communication (1); organizational aspects of care (9, 10); infection prevention and control (22, 25, and 26); and nutrition and fluid management (29, 32) which are integrated throughout the discussion. At the end of this chapter you will: ● Understand the anatomy and physiology of the cardiovascular system and the changes that occur during childhood as this body system matures. ● Learn to recognize signs and symptoms of cardiovascular failure. ● Be familiar with nursing assessment and cardiovascular monitoring of the child. ● Understand how the nurse recognizes cardiovascular failure as early as possible and commences appropriate interventions. ● Begin to develop an understanding of the range of interventions and clinical skills required for cardiovascular support. The cardiovascular system is vital for supplying the tissues of the body with blood. This blood supply enables the needs of individual cells for oxygen and nutrients and removal of waste products to be met (metabolic demands). The body is also able to achieve these functions under a variety of circumstances: at rest or sleeping; during exertion through exercise; and during the extra demands placed on the body as a result of illness.

scholarly journals Influence of an Experiential Education Session on Nursing Students’ Confidence Levels in Performing Selected Complementary Therapy Skills

2005 ◽  
Vol 10 (3) ◽  
pp. 189-201 ◽  
Author(s):  
Linda Chlan ◽  
Linda Halcon ◽  
Mary Jo Kreitzer ◽  
Barbara Leonard
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Skills ◽  
Complementary Therapy ◽  
The United States ◽  
University Of Minnesota ◽  
School Of Nursing ◽  
Confidence Levels ◽  
Skills Laboratory ◽  
Hand Massage

Efforts are under way in many nursing education programs across the United States to incorporate content into curricula on complementary/alternative therapies (CAT). Many of these efforts focus on didactic presentation of content. There is an absence of nursing programs that provide students with opportunities to actually experience and practice CAT skills; little is known about how these hands-on learning experiences affect confidence in applying selected CAT skills in beginning nursing practice. This article highlights efforts at the University of Minnesota School of Nursing to integrate practice and experience in selected CAT skills (music, hand massage, imagery, breathing/ mindfulness, reflexology) into an existing senior undergraduate clinical skills laboratory course. Students (n= 86) who participated in the class reported significant increases in their confidence levels after the experiential sessions for all of the CAT skills practiced. Directions for future curriculum integration efforts are discussed as well as opportunities for expansion of CAT skills experiences.

“Imagine a clinical world without family systems thinking."

2017 ◽  
Vol 35 (4) ◽  
pp. 395-398
Author(s):  
Colleen T. Fogarty ◽  
Larry B. Mauksch
Keyword(s):  
Systems Thinking ◽  
Family Systems
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