Dare to Care: A Qualitative Content Analysis Regarding Nursing Students’ View on HIV in Vietnam

2018 ◽  
Vol 30 (4) ◽  
pp. 187-194 ◽  
Author(s):  
Johanna Bernhed ◽  
Mimmi Mollstedt ◽  
Kristina Rosengren
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Hiv Positive ◽  
Evidence Based ◽  
Nursing Skills ◽  
Positive Population

In Vietnam, HIV-positive population, as well as the stigmatization of this disease, is increasing, which affects patients and staff, thus requiring improvement. Nurses have a central role in adopting UNAIDS 90-90-90 vision regarding knowledge and treatment without risk. The aim of this study is to describe nursing students’ experiences with HIV in Hanoi, Vietnam. Interviews with seven nursing students were performed. Data were analyzed using content analysis. The results formed one category, dare to care, and three subcategories: being careful, managing fear, and creating trust. This study highlighted the importance of awareness of values (visualize stigmatization) to develop guidelines (built on evidence-based knowledge) to transform knowledge (theoretical, practical) through nursing skills that are performed to manage fear and create trustful care for HIV-positive patients.

scholarly journals A Qualitative Inquiry into Nursing Students’ Experience of Facilitating Reflection in Clinical Setting

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Shahnaz Karimi ◽  
Fariba Haghani ◽  
Nikoo Yamani ◽  
Majid Najafi Kalyani
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Qualitative Inquiry ◽  
Clinical Settings ◽  
Nursing Educators ◽  
Reflective Process ◽  
Semistructured Interviews

Background and Aim. Reflection is known as a skill that is central to nursing students’ professional development. Due to the importance and the role of reflection in clinical areas of nursing, it is important to know how to achieve it. However, nursing trainers face the challenge of how to help their students to improve reflection in clinical settings. The aim of this study was to investigate the nursing students’ experiences of facilitating reflection during clinical practice. This qualitative study was conducted by qualitative content analysis approach. Twenty nursing students during the second to eighth semester of their educational program were selected for participation using purposive sampling. Data were collected through in-depth semistructured interviews. The interview was transcribed verbatim, and qualitative content analysis was used to analyze the data. From the data analysis, four main themes were extracted. Motivation to reflect, complex experiences, efficient trainer, and effective relations were four main themes obtained from study that, in interaction with each other, had facilitating roles in students’ reflective process on experiences. The findings revealed that the nursing students’ reflection in clinical settings is effective in personal and professional level. Reflection of nursing students depends on motivational and educational factors and these factors increase the quality of care in patients. Furthermore, nursing educators need to create nurturing climate as well as supporting reflective behaviors of nursing students.

scholarly journals Effective Characteristics of Iranian Nursing Students in Their Relationship with Clinical Nurses

2019 ◽  
Vol 8 (3) ◽  
pp. 173-179
Author(s):  
Ebrahim Aliafsari Mamaghani ◽  
Azad Rahmani ◽  
Hadi Hassankhani ◽  
Carla Saunders ◽  
Sue Dean ◽  
...  
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Effective Characteristics ◽  
Perceived Support ◽  
Psychological State ◽  
Undergraduate Nursing Students ◽  
Clinical Nurses ◽  
Undergraduate Nursing ◽  
Self Confidence

Introduction: The purpose of this study was to explore the characteristics of undergraduate nursing students, which may determine the nature of their relationship with clinical nurses. Relationships between nursing students and clinical nurses are critical to maximize student learning outcomes and produce skilled graduates for the future health workforce. Methods: This qualitative content analysis study was conducted from January to August 2016. Twenty nine semi-structured in-depth interviews were conducted with 20 undergraduate nursing students in Tabriz nursing and midwifery faculty. Interviews were recorded and transcribed verbatim (in Persian), and analyzed using conventional content analysis to identify themes. Results: Four key themes emerged: educational factors (cognitive knowledge and practical skills, and learning motivation); communication skills; perceived support (perceived support from nurses and educators); and psychological state (fear of the relationship and self-confidence). Self-confidence is an emphasized concept in nursing students' willingness and ability to relate with clinical nurses. Conclusion: The results of the study showed that educational, communicative and psychological factors are important determinants of student communication with nurses. However, self-confidence is the most important factor in establishing such relationship. Self-confidence could be further assessed to identify nursing students who need greater support or would benefit from greater educational interventions to achieve relational skills.

scholarly journals Nursing students’ experiences of faculty incivility: A qualitative exploratory study

2020 ◽  
Author(s):  
Zahra Hosseini Nodeh ◽  
Zahra Tayebi ◽  
Maryam Aghabarary ◽  
Razieh Tayebi
Keyword(s):  
Content Analysis ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Learning Climate ◽  
Structured Interviews ◽  
Faculty Interaction ◽  
Adequate Knowledge ◽  
Faculty Incivility ◽  
Academic Settings

Background & Aim: Academic incivility has a common problem in academic settings including nursing schools. The aim of the present study was to explore nursing students’ experiences of faculty incivility. Methods & Materials: This was a conventional qualitative content analysis approach. Fourteen bachelor’s nursing students were purposefully recruited from two faculty of nursing in, Karaj, Iran. Data were gathered through semi-structured interviews and analyzed via the conventional content analysis. Results: We derived two main categories from students’ experiences; “hidden faculty incivility” and “obvious faculty incivility”. Hidden incivility contained four subcategories, includes lack of mastery over the subject matter, inattentiveness to the learning climate of the class, inability to manage the class, and unfair evaluation. Obvious incivility also included the three subcategories of speech-behavior contradiction, authoritative behavior, and unconventional behavior. Conclusion: This study suggests that faculty incivility can have various aspects and beyond obvious offensive behaviors which mainly pertains to faculty interaction and teaching skills. Nursing faculties and nursing education authorities need to acquire adequate knowledge about the different aspects of faculty incivility and employ strategies for its prevention and alleviation.

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