scholarly journals Explaining the experiences of nursing administrators, educators, and students about education process in the COVID-19 pandemic: a qualitative study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Zahra Farsi ◽  
Seyedeh Azam Sajadi ◽  
Effat Afaghi ◽  
Andrew Fournier ◽  
Shahla Aliyari ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Human Life ◽  
Scientific Management ◽  
Structured Interviews ◽  
Data Saturation ◽  
Nursing Administrators ◽  
Guidelines And Recommendations ◽  
The Impact

Abstract Background The coronavirus disease 2019 (COVID-19) has severely influenced various aspects of human life, particularly education. This study aimed to explain the impact of the COVID-19 pandemic on nursing education from administrators, educators, and students’ perspectives. Methods This qualitative study with a conventional content analysis approach was conducted from June to October 2020 at a nursing school in Tehran. Thirteen participants were enrolled using purposive sampling. Data collection was through in-depth and semi-structured interviews and continued until reaching data saturation. Nursing administrators, educators, and students constructed interviews to understand nursing education changes during the pandemic. All interviews were recorded, transcribed, reviewed, coded, and analyzed using the Graneheim and Lundman methods. Results Interviewed respondents included administrators and professors (n = 6) and nursing students (n = 7). The respondents reported five main topic areas: (1) safe management in ambiguous situations; (2) perceived situations; (3) adaptive coping; (4) educational facilitators and challenges, and (5) continuing education in an uncertain context. The central theme was “close conflict of education with COVID-19”. Conclusions The current study noted instability and challenges placed on nursing education during the pandemic. Opportunities were addressed during the pandemic to improve the nursing training process using planning, scientific management, emerging technology, innovative educational opportunities, and comprehensive support from institutional stakeholders. Clear guidelines and recommendations are needed to ensure medical education safety during the pandemic.

scholarly journals Exploring the Reasons for the Inadequate Clinical Competency in the Newly Graduated Nurses: A Qualitative Study

2021 ◽  
Vol 12 (1) ◽  
pp. 102-108
Author(s):  
Reza Negarandeh ◽  
Hadi Ahmadi Chenari ◽  
Parvin Mahmoodi
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Qualitative Content Analysis ◽  
Clinical Competency ◽  
Structured Interviews ◽  
Clinical Nurses ◽  
Quality Patient Care ◽  
Newly Graduated Nurses ◽  
Data Saturation ◽  
Service Training

Aim: The most important mission of Healthcare systems is to deliver safe, efficient, and high-quality patient care. Manpower is the key pillar in achieving this goal. Studies show that newly graduated nurses do not have sufficient clinical competence to care for patients. This study aimed to explore the reasons for inadequate competence of newly graduated nurses. Method: The present study is a qualitative study. Participants in this study were 30 individuals, including nursing students, newly graduates nurses, nursing faculties, clinical nurses, nursing managers and deputies for the education of nursing schools who were selected by purposeful sampling method. Data were collected through semi-structured interviews. The data collection continued to data saturation. Data were analyzed using qualitative content analysis in MAXQDA 10 software. Results: Three main categories emerged as reasons for the inadequate clinical competency in the newly graduated nurses i.e. inefficient mechanism of student recruitment, ineffective education, and gloomy outlook for the nursing profession. Conclusion: Training qualified clinical nurses is a dynamic process that requires enrolling the appropriate individuals, preparing a suitable infrastructure to train, training them effectively, providing in-service training, and providing the necessary motivation for professional development in the health care settings.

scholarly journals Social Justice in Health System; a Neglected Component of Academic Nursing Education: A Qualitative Study

2020 ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background : In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the effective factors in teaching the concept of social justice in the nursing curriculum. Method : This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data. Results : Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main themes of the study and showed the negligence of social justice in academic nursing education. Conclusion : Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators.

scholarly journals Social Justice in Health System; a Neglected Component of Academic Nursing Education: A Qualitative Study

2020 ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background: In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the effective factors in teaching the concept of social justice in the nursing curriculum.Method: This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data.Results: Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main themes of the study and showed the negligence of social justice in academic nursing education.Conclusion: Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators.

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.

scholarly journals Social Justice in Health System; a Neglected Component of Academic Nursing Education: A Qualitative Study

2020 ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background: In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the effective factors in teaching the concept of social justice in the nursing curriculum.Method: This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data.Results: Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main sub-categories of the study and showed the negligence of social justice in academic nursing education.Conclusion: Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators.

scholarly journals Social Justice in Health System; a Neglected Component of Academic Nursing Education: A Qualitative Study

2020 ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background: In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the main factors for teaching the concept of social justice in the nursing curriculum.Method: This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data.Results: Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main sub-categories of the study and showed the negligence of social justice in academic nursing education.Conclusion: Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators, specially training in the area of ethical ideology and social justice.

scholarly journals Social justice in health system; a neglected component of academic nursing education: a qualitative study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the main factors for teaching the concept of social justice in the nursing curriculum. Method This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data. Results Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main sub-categories of the study and showed the negligence of social justice in academic nursing education. Conclusion Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators, specially training in the area of ethical ideology and social justice.

scholarly journals Lockdowns, lives and livelihoods: the impact of COVID-19 and public health responses to conflict affected populations - a remote qualitative study in Baidoa and Mogadishu, Somalia

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Dorien H. Braam ◽  
Sharath Srinivasan ◽  
Luke Church ◽  
Zakaria Sheikh ◽  
Freya L. Jephcott ◽  
...  
Keyword(s):  
Public Health ◽  
Qualitative Study ◽  
Narrative Analysis ◽  
Grey Literature ◽  
Age Groups ◽  
Research Approach ◽  
Structured Interviews ◽  
Or Education ◽  
Public Health Response ◽  
The Impact

Abstract Background Authorities in Somalia responded with drastic measures after the first confirmed COVID-19 case in mid-March 2020, closing borders, schools, limiting travel and prohibiting most group functions. However, the impact of the pandemic in Somalia thereafter remained unclear. This study employs a novel remote qualitative research method in a conflict-affected setting to look at how some of the most at-risk internally displaced and host populations were impacted by COVID-19, what determined their responses, and how this affected their health and socio-economic vulnerability. Methods We conducted a remote qualitative study, using Katikati, a 1-to-1 conversation management and analysis platform using short message service (SMS) developed by Lark Systems with Africa’s Voices Foundation (AVF), for semi-structured interviews over three months with participants in Mogadishu and Baidoa. We recruited a gender balanced cohort across age groups, and used an analytical framework on the social determinants of health for a narrative analysis on major themes discussed, triangulating data with existing peer-reviewed and grey literature. Results The remote research approach demonstrated efficacy in sustaining trusted and meaningful conversations for gathering qualitative data from hard-to-reach conflict-affected communities. The major themes discussed by the 35 participants included health, livelihoods and education. Two participants contracted the disease, while others reported family or community members affected by COVID-19. Almost all participants faced a loss of income and/or education, primarily as a result of the strict public health measures. Some of those who were heavily affected economically but did not directly experienced disease, denied the pandemic. Religion played an important role in participants’ beliefs in protection against and salvation from the disease. As lockdowns were lifted in August 2020, many believed the pandemic to be over. Conclusions While the official COVID-19 burden has remained relatively low in Somalia, the impact to people’s daily lives, income and livelihoods due to public health responses, has been significant. Participants describe those ‘secondary’ outcomes as the main impact of the pandemic, serving as a stark reminder of the need to broaden the public health response beyond disease prevention to include social and economic interventions to decrease people’s vulnerability to future shocks.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

scholarly journals Urban and rural children as environmental advocates : the impact of location on environmentally responsible behaviour

2021 ◽  
Author(s):  
Sylvie Suzanne Marie Godin
Keyword(s):  
Qualitative Study ◽  
Natural Environment ◽  
Environmental Awareness ◽  
Rural Children ◽  
Structured Interviews ◽  
Environmental Advocacy ◽  
Environmental Behaviour ◽  
Environmentally Responsible ◽  
Responsible Behaviour ◽  
The Impact

This research paper is a qualitative study of how urban and rural children (6-8 years) experience the natural environment. The literature exploring how place of residence can influence environmental awareness and pro-environmental behaviour among children has been contradictory. This study attempted to explore this question in order to establish any differences between the two sample groups. Semi-structured interviews and drawing analyses were used to examine the children's view of the natural environment and their knowledge of environmentally responsible behaviours. The results indicate that the urban children were more knowledgeable of environmentally responsible behaviours and displayed higher levels of environmental advocacy. These findings support the use of area-specific environmental teaching strategies that may serve to promote environmental awareness and advocacy among children residing in any location.

Sign in / Sign up

Export Citation Format

Share Document