scholarly journals Juggling to survive: Master of Science postgraduate nursing students’ experiences of studying far from home

2019 ◽  
Vol 24 (3-4) ◽  
pp. 250-262 ◽  
Author(s):  
Kathleen Markey ◽  
Brid O’Brien ◽  
Margaret M Graham ◽  
Claire O’Donnell
Keyword(s):  
Nursing Students ◽  
International Student ◽  
Postgraduate Education ◽  
Nurse Education ◽  
Student Experiences ◽  
Learning Needs ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Master Of Science ◽  
Ethical Approval

Background Globally, government and higher education institutions are expected to increase international student numbers. Programme development, marketing international collaboration and management has been the focus of strategy roll out. Aims This study aimed to explore international student experiences while undertaking Master of Science postgraduate education far from home. Methods A qualitative descriptive design was used. Following ethical approval, 11 students studying on a Master of Science Nursing postgraduate programme in one health education institute in Ireland volunteered to participate. Students were of Asian origin and mixed gender and the average age was 27. Data were collected using face-to-face semi-structured interviews and data analysis followed Burnard’s thematic framework. Results The data provide evidence of the complexities and challenges experienced when studying on a Master of Science postgraduate nursing programme. Students described a process of juggling to survive and succeed. Three overarching categories emerged: differing realities, working through, and learning new ways. Conclusions This study adds to international debate regarding structures and processes supporting international nurse education. In meeting ethnic and culturally-diverse student learning needs, consideration of learning and teaching approaches is warranted. For globalisation in nurse education to prosper, investment needs to move from focusing on recruitment towards structures and processes to nurture intercultural learning.

scholarly journals Socialising of nursing students into homecare practice in Denmark: a Berger and Luckmann-inspired interview study

2021 ◽  
pp. 205715852110527
Author(s):  
Stinne Glasdam ◽  
Jette Westenholz Jørgensen ◽  
Sigrid Stjernswärd
Keyword(s):  
Nursing Students ◽  
Thematic Analysis ◽  
Role Models ◽  
Nurse Education ◽  
Professional Roles ◽  
Structured Interviews ◽  
Clinical Supervisors ◽  
University College ◽  
Unprepared Students ◽  
Professional Socialisation

In 2016, Denmark's nurse education eliminated diagnoses, age and care settings from the curriculum. How students are trained for homecare is unknown. This article illuminates how students of non-Danish origin were socialised into homecare practice during nurse education in Denmark. Semi-structured interviews with eight students and a theoretical inspired latent thematic analysis of data were conducted. The SRQR checklist was used. The results are presented under three themes: Unprepared students stepped out from university college, Clinical supervisors as instructive and questioned role models, and Patients and relatives acted as co-supervisors. Theoretical highlights on homecare nursing were scarce from students’ perspectives. Clinical supervisors and encounters with patients and relatives in their homes socialised students into professional roles within homecare. The organisation of education in homecare pointed to a clinical, professional socialisation of nursing students in patients’ homes rather than a theoretical socialisation with an inherent formation at university college.

scholarly journals Lecturer Identities and Perceptions of CPD for Supporting Learning and Teaching in FE and HE in the UK

2020 ◽  
Vol 7 (4) ◽  
pp. 432-453
Author(s):  
Charles Buckley ◽  
Gary Husband
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Compulsory Education ◽  
Learning Needs ◽  
Longitudinal Impact ◽  
Initial Training ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
The Uk ◽  
Teaching Qualifications

This paper draws together the findings of two separate studies that were focused on the professional learning of lecturers working in the post compulsory education sector. The studies were conducted independently in separate locations and institutions in the United Kingdom and focused in different sectors of post compulsory education (further and higher). Each study aimed to discover the ongoing professional learning needs of lecturers some years after initial training had been completed. Through conducting semi structured interviews, each researcher gained a situational understanding from the perspective of the respondent lecturers through a lens of their experience and agency. This paper acts an extending study as the researchers bring together their independent results and findings in a further analysis. Focusing on understanding the similarities and differences in experiences, the paper reports several additional findings based on this cross analysis. Further to the pedagogical developments and support for undertaking teaching practice, this research reports that in both communities of further and higher education lecturers, their initial teaching qualifications and related experiences had a more profound and longitudinal impact on their professional identity and practices than they had previously considered. Organisationally, these finding prove to be interesting as it demonstrates that initial training and induction support networks and courses of study, have a longer lasting impact on individuals and consequently, the cultural and social aspects of associated organisations. By looking at the both combined studies, it was possible to broaden the sample size and ascertain whether observed phenomenon were present in a cross sectoral capacity.

scholarly journals Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

2020 ◽  
Vol 10 (2) ◽  
pp. 83
Author(s):  
Medusalem Hangula Joel ◽  
Daniel Opotamutale Ashipala ◽  
Esther Kamenye
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Interactive Video ◽  
Education Institution ◽  
Study Data ◽  
Student Experiences ◽  
Video Technology ◽  
Structured Interviews ◽  
School Of Nursing ◽  
North Eastern

Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.

Challenges and Opportunities of International Clinical Practica

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Judy E. Mill ◽  
Olive J Yonge ◽  
Brenda L. Cameron
Keyword(s):  
Nursing Students ◽  
International Student ◽  
Nursing Practice ◽  
Culturally Sensitive ◽  
Global Dimension ◽  
Student Experiences ◽  
Positive Experience ◽  
Nursing Curricula ◽  
Challenges And Opportunities ◽  
Clinical Practica

International clinical practica are a strategy to integrate a global dimension in nursing curricula and achieve culturally sensitive nursing practice. In this paper, a review of the history and development of international practica for nursing students is presented, and research evaluating the effectiveness and impact of international experiences is analyzed. A description of experiences working with Canadian nursing students is used to highlight the challenges and opportunities inherent to international clinical practica. International student experiences involving clinical practica pose challenges that are additional to, and often more complex than, those faced in traditional international, course-based exchanges. The significant opportunities, however, continue to make international student practica a desirable and positive experience for Canadian nursing students.

scholarly journals Student internship experiences during the Covid-19 pandemic

2021 ◽  
Vol 12 (4) ◽  
pp. 46
Author(s):  
Maarten van Garderen ◽  
René Van Leeuwen
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Student Experiences ◽  
Structured Interviews ◽  
Christian University ◽  
The Core ◽  
Personal Level ◽  
University Experience ◽  
The Impact ◽  
Student Internship

This paper reports about what nursing students from a Dutch Christian university experience in this corona period during their internship and how they cope with challenges that come on their way. The aim of this study is to explore insights in student experiences offering input for reflections for all those who are involved in guidance of (Christian) nursing students in stressful situations during internships. This qualitative study was conducted by online semi structured interviews. The data reveals an impact on a professional and personal level en gives insight in the way students cope with this impact. It becomes clear that the impact is significant. Giving personal care, one of the core values of nursing, is being impeded. In general students respond to these challenges with resilience. Support of fellow nurses and personal faith helps them to cope with the challenges they were confronted with.

Bio-statistical Learning Needs: A Qualitative Study on Perceptions of Post Graduate Nursing Students and Experts

2021 ◽  
Vol 15 (9) ◽  
pp. 2425-2428
Author(s):  
Farzana Iqbal ◽  
Kousar Perveen ◽  
Tahira Ashraf ◽  
Hajra Sarwar
Keyword(s):  
Nursing Students ◽  
Large Population ◽  
Sample Size Calculation ◽  
Small Sample ◽  
Organizational Level ◽  
Learning Needs ◽  
Structured Interviews ◽  
Post Graduate ◽  
Depth Analysis ◽  
Graduate Nursing

Background: Statistics refers to numerical data and it also deals with description and inferences from small sample for a large population. Statistics is widely used in almost every discipline. In the last few years, there is an increase in publishing evidence based researches in nursing journals. Therefore, it is essential for nurses to fully equip with the knowledge to understand biostatistics and its implementation into practice. Objectives: The study aims to explore biostatistical learning needs as perceived by post graduate nursing students and statistical experts. Methodology: A qualitative exploratory study design was used. Data was collected from eight graduate nursing students and two subject experts using purposive sampling through semi-structured interviews. The participants were recruited from both public and private nursing institutions in Punjab, Pakistan. Data were analyzed using the Creswell (2013) analysis approach. Findings: An in-depth analysis of the data was conducted from which three broad themes emerged including essential biostatistical learning needs, challenges in the subject, and way forward. The participants acknowledged command on Statistical software, knowledge of sample size calculation, analysis and interpretation of data as their basic learning needs. The major challenges perceived were inability to interpret test and lack of skills in using software effectively. Additionally, the participants believed that there is a need of practical sessions, help from peers, and need of feedback as a way forward. Conclusion: The study findings suggest the need to recruit more biostatistician and their direct involvement in student researches and learning. Also, there is need to develop Statistical Services Unit (SSU) at organizational level.

scholarly journals Clinical Supervisors’ Preparedness for Clinical Teaching of Undergraduate Nurses at a University in the Western Cape

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Margaret Hoffman ◽  
Felicity Daniels
Keyword(s):  
Nursing Students ◽  
Clinical Supervision ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Theory And Practice ◽  
Learning Needs ◽  
Western Cape ◽  
Structured Interviews ◽  
Clinical Supervisors ◽  
Skills Laboratory

Clinical supervision is crucial for the development of nursing students’ clinical competence; therefore, clinical supervisors need to be clinical experts. Inadequately prepared clinical supervisors can negatively affect clinical teaching, consequently resulting in poor clinical teaching and inadequate integration of theory and practice. This ultimately impacts patients’ health outcomes. The perceptions of clinical supervisors’ preparedness for clinical teaching were explored using a qualitative exploratory design. Semi-structured interviews were conducted with 12 clinical supervisors in an undergraduate programme. An inductive approach to data analysis generated four themes: 1) concrete experience centred on clinical supervisors’ positive experiences and challenges; 2) clinical supervisors’ application of the prescribed Skills Laboratory Methodology; 3) challenges that clinical supervisors face during clinical teaching; and 4) learning needs of clinical supervisors. The key findings highlight that although they are orientated, clinical supervisors need time to adapt and improve their knowledge and skills. The Skills Laboratory Methodology is appropriately followed. However, inadequate resources stifle the clinical teaching and learning process. Availability during teachable moments and attending to students’ clinical learning needs were regarded as important. It was highlighted that clinical supervisors require updates through attendance of workshops and in-service training. Recommendations include the need for induction and orientation programmes focusing on job expectations, roles and workload. Training sessions are required to ensure the standardisation of clinical teaching methods. There is also a need for regular meetings with stakeholders. Research is recommended to explore the coping mechanisms used to manage challenges in clinical teaching.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

scholarly journals An intervention to decrease burnout and increase retention of early career nurses: a mixed methods study of acceptability and feasibility

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Judy Brook ◽  
Leanne M. Aitken ◽  
Julie-Ann MacLaren ◽  
Debra Salmon
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Focus Groups ◽  
Academic Staff ◽  
Skills Training ◽  
Early Career ◽  
Mixed Methods Study ◽  
Healthcare Organisation ◽  
Structured Interviews ◽  
Over Time

Abstract Aims To understand the experiences of nursing students and academic staff of an intervention to decrease burnout and increase retention of early career nurses, in order to identify acceptability and feasibility in a single centre. Background Internationally, retention of nurses is a persistent challenge but there is a dearth of knowledge about the perspectives of stakeholders regarding the acceptability and feasibility of interventions to resolve the issue. This study reports an intervention comprising of mindfulness, psychological skills training and cognitive realignment to prepare participants for early careers as nurses. Methods This is an explanatory sequential mixed methods study, conducted by a UK university and healthcare organisation. Participants were final year pre-registration nursing students (n = 74) and academics (n = 7) involved in the implementation of the intervention. Pre and post measures of acceptability were taken using a questionnaire adapted from the Theoretical Framework of Acceptability. Wilcoxon Signed Ranks test was used to assess change in acceptability over time. Qualitative data from semi-structured interviews, focus groups and field notes were thematically analysed, adhering to COREQ guidelines. Data were collected February to December 2019. Results One hundred and five questionnaires, 12 interviews with students and 2 focus groups engaging 7 academic staff were completed. The intervention was perceived as generally acceptable with significant positive increases in acceptability scores over time. Student nurses perceived the intervention equipped them with skills and experience that offered enduring personal benefit. Challenges related to the practice environment and academic assessment pressures. Reported benefits align with known protective factors against burnout and leaving the profession. Conclusion Planning is needed to embed the intervention into curricula and maximise relationships with placement partners. Evaluating acceptability and feasibility offers new knowledge about the value of the intervention for increasing retention and decreasing burnout for early career nurses. Wider implementation is both feasible and recommended by participants.

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