scholarly journals A study for the evaluation of a safety education program me for nursing students: discussions using the QSEN safety competencies

2021 ◽  
Vol 26 (1-2) ◽  
pp. 97-115
Author(s):  
Yaeko Watanabe ◽  
Sachiko Claus ◽  
Taiya Nakagawa ◽  
Shigeko Yasunami ◽  
Megumi Teshima
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quality And Safety ◽  
Safety Education ◽  
Initial Attempt ◽  
Medical Safety ◽  
Content Analysis Method ◽  
The Future ◽  
Current Content ◽  
Group Interviews

Background To respond to calls for improvements in nursing education in Japan, a group of faculties of a baccalaureate nursing programme has made an initial attempt to incorporate quality and safety education for nurses safety competency into three related courses, two sophomore level courses and one senior level course. Aims To evaluate the learning experiences in a senior level course on medical safety in order to identify learning outcomes in terms of areas of strengths and areas for further improvements of the course and a system-wide implementation of quality and safety education for nurses competencies in the future. Methods Fourteen students who met the criteria had volunteered to participate in one of the two 40-minute focus group interviews. During the interviews, participants were asked questions as to what they have learned and how they may use that knowledge in the future. The sessions were tape recorded, the data were transcribed and analysed using the content analysis method according to Berelson. Results Eight categories of learning related to medical safety were identified, including awareness of own risks for errors and plans to reduce such risks. These categories of learning were thought to have achieved the level equal to 75% of quality and safety education for nurses knowledge, skills and attitudes items. Conclusions The current content and methods for this course identified strengths to be continued, with some areas of improvement for the future for further adoption of quality and safety education for nurses competencies into the entire curriculum.

Quality and Safety Education for Nurses Student Evaluation Survey: Adaptation and Psychometric Evaluation of the Brazilian Version

2021 ◽  
pp. JNM-D-20-00114
Author(s):  
Juliana S. Freitas ◽  
Maiana R. G. Sousa ◽  
Mary A. Dolansky ◽  
Ana Elisa B. C. Silva
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Evaluation ◽  
Psychometric Evaluation ◽  
Quality And Safety ◽  
Safety Education ◽  
Online Study ◽  
Undergraduate Nursing ◽  
Brazilian Version ◽  
Evaluation Survey

Background and PurposeThe development of quality and safety competencies is an important issue in nursing education globally. The purpose of this study was to crossculturally adapt the Quality and Safety Education for Nurses Student Evaluation Survey (QSEN SES) for use in Brazil and evaluate its psychometric properties.MethodsThe QSEN SES was adapted into Brazilian Portuguese. Reliability and structural validity were evaluated in an online study with 130 undergraduate nursing students.ResultsThe content validity index (CVI) of the instrument was 0.93. The reliability was strong. Confirmatory factor analysis was conducted, and the model fit was insufficient.ConclusionsThe Brazilian version of QSEN SES is reliable, but additional analyses are needed with a larger sample to confirm the construct validity of the instrument.

scholarly journals Experiences of Perception of Nursing Students' Rights in Clinical Practice

2019 ◽  
Vol 25 (4) ◽  
pp. 471-483
Author(s):  
Sunghee Park ◽  
Hyeyoung Cho
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
University Hospitals ◽  
Focus Group Interviews ◽  
Practice Experience ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Group Interviews ◽  
Practice Methods

Purpose: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice. Methods: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method. Results: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were 'deep disappointment as an alienated person in a clinical field', 'clinical practice experience that cannot be given up despite difficulties', 'need for a practice environment that takes care of nursing students', and 'hope for support, advocacy and respect'. Conclusion: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.

scholarly journals Nursing Students’ Experiences with Computer Simulation-Based Communication Education

2021 ◽  
Vol 18 (6) ◽  
pp. 3108
Author(s):  
Ujin Lee ◽  
Heeseung Choi ◽  
Yeseul Jeon
Keyword(s):  
Computer Simulation ◽  
Nursing Education ◽  
Nursing Students ◽  
Communication Patterns ◽  
Mixed Method Research ◽  
Communication Education ◽  
Therapeutic Communication ◽  
Clinical Practicum ◽  
Content Analysis Method ◽  
Simulation Based

Simulation-based communication education has improved nursing students’ communication knowledge and skills. However, communication patterns that students commonly exhibit in simulated situations and students’ responses to specific clinical situations have not been systematically examined. The specific aims of the present study were (1) to identify non-therapeutic communication patterns that nursing students exhibit in simulated situations in the computer simulation-based education (ComEd) program, and (2) explore students’ responses to challenging clinical situations. This study used a mixed-method research design and a convenience sampling method to recruit participants. Frequency analysis and a conventional content analysis method were used to analyze answers provided by participants. A total of 66 students from four Korean nursing schools participated in the study. “False reassurance” was found to be the most common non-therapeutic communication pattern used by nursing students. Nursing students had difficulty in clinical situations such as reporting a patient’s condition to a doctor, communicating with a patient and perform basic nursing skills at the same time, and managing conflicts between patients. Technology-based communication simulation programs, which reflect various clinical situations, are considered a new alternative that can supplement the limitations of clinical practicum and improve the quality of nursing education.

scholarly journals School Life Experience of Male Nursing Students Reinstated at School after Military Service

2018 ◽  
Vol 24 (4) ◽  
pp. 315-325
Author(s):  
Kyoung A Nam ◽  
Kyeong Hwa Kang ◽  
Seongmi Moon
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Military Service ◽  
Life Experience ◽  
School Life ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

The Future of Nursing Education: Multidisciplinary Community-Engaged Research for Undergraduate Nursing Students

2020 ◽  
Vol 59 (6) ◽  
pp. 341-344
Author(s):  
Jessica A. Devido ◽  
Cathleen J. Appelt ◽  
Andrew T. Simpson ◽  
Monica T. Gola ◽  
Nicole Szalla
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Community Engaged Research ◽  
Undergraduate Nursing ◽  
The Future ◽  
Future Of Nursing

scholarly journals A Discussion of Professional Identity Development in Nursing Students

2018 ◽  
Vol 6 (1) ◽  
pp. 91-97 ◽  
Author(s):  
Cathy Maginnis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Identity Development ◽  
Professional Identity ◽  
Role Models ◽  
Simple Explanation ◽  
Tertiary Sector ◽  
Clinical Placements ◽  
The Future ◽  
Professional Socialisation

Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI). A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions. An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

Leveraging Quality and Safety Education for Nurses to Enhance Graduate-Level Nursing Education and Practice

2015 ◽  
Vol 40 (6) ◽  
pp. 313-317 ◽  
Author(s):  
Jean Johnson ◽  
Karen Drenkard ◽  
Esther Emard ◽  
Kathy McGuinn
Keyword(s):  
Nursing Education ◽  
Quality And Safety ◽  
Safety Education ◽  
Graduate Level
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