Do registered nurses have the tools to appropriately assess student nurses in the taking and interpretation of electrocardiograms?

2021 ◽  
pp. 1-6
Author(s):  
Mary Kirk ◽  
Christine Wright
Keyword(s):  
Registered Nurses ◽  
Core Curriculum ◽  
Student Nurses ◽  
National Standard ◽  
Skills Acquisition ◽  
Knowledge And Skills ◽  
Published Evidence ◽  
Student Training ◽  
Workplace Setting ◽  
Routine Investigations

The Nursing and Midwifery Council highlights that, at the point of qualifying, registered nurses should be able to undertake routine investigations, interpret and share the findings, as appropriate. This includes electrocardiograms. Registered nurses who act as practice assessors for student nurses need to have the skills themselves to be able to appropriately assess the student. This article investigates whether practice assessors hold the appropriate knowledge and skills to be able to undertake assessments. The understanding of the terminology ‘interpreting findings’ can be seen in different ways and this could influence nurses' skills acquisition. At what point does a nurse not require supervision and is considered competent in the skill of taking an electrocardiogram and interpretation? There is no national standard in England to agree the level at which competence is achieved. Student training in practice may vary due to the placement experiences gained throughout their training. From reviewing the literature and standards, it is suggested that registered nurses have varying standards of skills when it comes to interpreting electrocardiograms, derived from their training both as a student and as a nurse. It may also be influenced by the Registered Nurses workplace setting and whether regular and specialist electrocardiogram analysis is required. There appears to be no published evidence/information into current training provision for electrocardiogram analysis within England within a student nurses core curriculum.

scholarly journals Summer Research Placements – State-of-the-Art Science by pre-University Students

MRS Advances ◽  
2016 ◽  
Vol 1 (56) ◽  
pp. 3715-3720 ◽  
Author(s):  
R. A. Sporea ◽  
S. Lygo-Baker
Keyword(s):  
University Students ◽  
State Of The Art ◽  
Group Learning ◽  
Student Interaction ◽  
Research Tool ◽  
Skills Acquisition ◽  
Advantages And Disadvantages ◽  
Effective Training ◽  
Training And Research ◽  
Student Training

ABSTRACTSummer research placements are an effective training and research tool. Over three years, our group has hosted nine pre-university students over periods of four to six weeks. Apart from student training and skills acquisition, the placements have produced several peer-reviewed technical publications. Our approach relies on careful pre-planning of activities, frequent student interaction, coupled with independent and group learning. We explore the advantages and disadvantages of this manner of running summer placements.

scholarly journals Pressure ulcer knowledge of registered nurses, assistant nurses and student nurses: a descriptive, comparative multicentre study in Sweden

2013 ◽  
Vol 12 (4) ◽  
pp. 462-468 ◽  
Author(s):  
Lena Gunningberg ◽  
Gunilla Mårtensson ◽  
Anna-Greta Mamhidir ◽  
Jan Florin ◽  
Åsa Muntlin Athlin ◽  
...  
Keyword(s):  
Multicentre Study ◽  
Registered Nurses ◽  
Pressure Ulcer ◽  
Student Nurses ◽  
Assistant Nurses

KNOWLEDGE AND SKILLS ACQUISITION INDEX AS AN INDICATOR OF STUDENTS' EDUCATIONAL LEVEL: A CASE OF STUDYING PHYSICS

2021 ◽  
Author(s):  
Tatiana Shaposhnikova ◽  
Alexander Gerashchenko ◽  
Vyacheslav Minenko ◽  
Kristina Khoroshun ◽  
Marina Romanova
Keyword(s):  
Educational Level ◽  
Skills Acquisition ◽  
Knowledge And Skills

scholarly journals FACTORS THAT INFLUENCE THE SELECTION OF LEARNING OPPORTUNITIES FOR STUDENT NURSES IN PRIMARY HEALTH CARE

2002 ◽  
Vol 7 (2) ◽  
pp. 11 ◽  
Author(s):  
H. Lita ◽  
U. Alberts ◽  
A. Van Dyk ◽  
L F Small
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Focus Group ◽  
Registered Nurses ◽  
Student Nurses ◽  
Learning Opportunities ◽  
Theory And Practice ◽  
Research Report ◽  
Primary Health ◽  
Selection Of

T he researcher, being a nursing lecturer, questioned the method of selection of learning opportunities for student nurses in two training hospitals in the Northern part of Namibia.The study therefore focused on the following objective: To identify the factors that influence the selection of learning opportunities for primary health care in hospital units. A qualitative research design utilising focus group discussions were used. The population consisted of conveniently selected lecturers, student nurses and registered nurses. The same initial question was asked in each focus group to initiate the discussions. The data were analysed according to Tesch's method.The results indicated that there is positive commitment from the lecturers and registered nurses to be involved in selecting appropriate learning opportunities. The student nurses also demonstrated a willingness to learn and to be exposed to learning opportunities in primary health care. There were however certain constraints that emerged as themes, namely: • Managerial constraints • Educational constraints Under the theme "managerial constraints" categories such as workload, nursing staff shortages and communication problems were identified. Under the theme "educational constraints" categories such as a lack of guidance, and the correlation of theory and practice emerged.Recommendations based on this research report include improvement of in-service education on managerial and educational aspects to facilitate the primary health care approach in hospitals.

scholarly journals Rekenaargesteunde onderwys in verpleegkunde

Curationis ◽  
1992 ◽  
Vol 15 (2) ◽  
Author(s):  
M. Naude ◽  
A. Basson
Keyword(s):  
Registered Nurses ◽  
Registered Nurse ◽  
Student Nurses ◽  
Advanced Technology ◽  
Computer Aided Instruction ◽  
Educational Standard ◽  
Comprehensive Service ◽  
Computer Aided ◽  
Growing Population

According to Kotzé (1987:5) the numbers of student nurses showed a constant drop of 10% from 1981 until 1986, It appears that the ratio between the registered nurse and the population will severely worsen. It is therefore necessary that the educational standard of student nurses must be as high as possible to render a comprehensive service to a growing population. Computer-aided instruction can also play a role in the training of student nurses but can also help to keep student nurses as well as registered nurses in touch with the latest developments and introduce them to advanced technology like the computer.

scholarly journals MON-134 Incorporating Transgender Competent Care into the Medical School Curriculum

2020 ◽  
Vol 4 (Supplement_1) ◽  
Author(s):  
Elizabeth M Lamos ◽  
Sandra Quezada ◽  
Rana Malek
Keyword(s):  
Medical Student ◽  
Medical School ◽  
School Curriculum ◽  
Comfort Level ◽  
Endocrine Treatment ◽  
Post Intervention ◽  
Endocrine Society ◽  
Knowledge And Skills ◽  
Interest Level ◽  
Student Training

Abstract BACKGROUND: According to recent estimates, the US transgender population has doubled in the last decade. Incorporating transgender competent care into medical education is a growing need, and a focus of the AAMC. Care of the transgender individual is multifaceted, and medical school curriculae on transgender care are limited and lack standardization. Similarly, strategies for measuring effectiveness and impact of these curriculae remain limited. Methods: Over 3 years, the use of a transgender clinical correlation in the endocrine section of the second-year medical student pre-clerkship curriculum progressed to the use of a triple modality intervention. This included (1) a self-directed written handout with terminology and the basic tenants of medical transition therapy with an optional podcast, (2) a traditional presentation covering social, ethical and multi-disciplinary transgender care, and (3) an interactive session with a transfemale and transmale patient. An anonymous 8 question pre-and post-intervention survey using an electronic clicker system was performed. Questions included interest level, comfort level with various aspects of transgender-competent care and resource awareness. Results: Prior to the intervention, 74% of students were interested in learning more about transgender competent care. After the learning intervention, in all questions focusing on knowledge and skills of transgender care, students reported a significant increase in their comfort level (Figure 1, p<0.5, all). This included reporting now higher comfort levels regarding goals of hormone therapy (8 to 63%), use of transgender affirming medications (19 to 44%), barriers to care (30 to 79%), and long term and multi-disciplinary care (8 to 63% and 13 to 71%, pre- and post-intervention respectively). At the end of the intervention, students felt they had more resources to access information about transgender-competent care (pre-23% to post-94% p= <0.05). Conclusion: Knowledge and skills in the care of transgender individuals is poor in the pre-clerkship medical school years. The interest to learn about transgender care is positive. This multi-modality intervention was successful in increasing medical student comfort and knowledge about comprehensive transgender care, and increased student awareness of available resources. Introduction of transgender care should be implemented early in medical student training. 1. Hembree WC et al. Endocrine Treatment of Gender-Dysphoric/ Gender-Incongruent Persons: An Endocrine Society Clinical Practice Guideline. Endocr Pract. 2017 Dec;23(12):1437. 2. Harris M, Johnson C. Only Human. Trans Kids Update: Dating, PMS, And, Yeah, Bathrooms. NYPR WNYC Studios, 2017. Figure 1. Change in student comfort across transgender competent care. * p < 0.05

Revisiting the Business English Courses to Meet the Stakeholers’ Demand

2019 ◽  
Vol 9 (2) ◽  
pp. 43
Author(s):  
Titien Indrianti
Keyword(s):  
Business Communication ◽  
Skills Acquisition ◽  
Business English ◽  
Global Business ◽  
Knowledge And Skills ◽  
Global Challenge ◽  
English Usage ◽  
The Subject ◽  
Communication Practices ◽  
Character Building

In the international business communication, English has become a medium of communication. To respond to such a global challenge, it is vital to equip students with Business English courses to prepare them to be more competitive worldwide. Nevertheless, studying Business English is quite problematic to many non-native learners since they have to focus both on the subject matter and the language. The present study is conducted to investigate the perspectives of the students and alumni on the Business English courses at the Business Administration Department, State Polytechnic of Malang. A survey on the second year students and the alumni was conducted. The questionnaires were distributed to elicit their views on the courses, as well as their recommendations. The existing English syllabuses and materials were collected to be overviewed. The findings indicate most students are in favor of the course. Their motivation and interest in the course are good that they make some attempts to support their Business English skills acquisition. The business English competences, like: business presentation, business meeting, business socializing, negotiation, business correspondence, and knowledge, like global business issues are of their benefits to prepare them to work and develop their career in the future. The alumni claim they apply the Business English knowledge and skills in their workplace. However, the level of the application is different following their job position in the workplace. The students’ proposals for the course are that it should be presented in a more fascinating way and business communication skills are more emphasized. Besides, global business materials and vocabulary in business are to be more inserted. The alumni recommend providing more business communication practices and vocabulary enrichment. Showing the formal and informal English usage is also necessary. Besides, character building related to business needs to be inserted.  The Business English syllabuses and materials were in line with the students’ and alumni’s expectation. The content and materials have already covered business knowledge and skills as expected by the stakeholder.

scholarly journals 422 Developing foundational courses to support undergraduate student success in animal science departmental core curriculum

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 179-180
Author(s):  
Kathrin Dunlap ◽  
Lonisa Early ◽  
Debra Fowler ◽  
Tryon Wickersham
Keyword(s):  
Core Curriculum ◽  
Production Systems ◽  
Curriculum Study ◽  
Background Knowledge ◽  
Animal Science ◽  
Student Centered ◽  
Knowledge And Skills ◽  
University Center ◽  
Novel Approach ◽  
Professional Aspirations

Abstract Today’s student population comes from highly diverse culture and socio-economic backgrounds, entering college with a range of life experiences and professional aspirations. The selection of and success upon entering a major is highly influenced by those factors. As society has progressed the principle purposes of the animal science discipline have remained intact but the industry scope has expanded as has the range of background knowledge and experience of students entering the major. To address these changes a data-driven, student-centered curriculum study was conducted. Amongst the study findings was that there exists a gap between existing student knowledge and skills, and faculty expectations upon entering disciplinary core courses, which were deemed necessary to gain proficiency in areas identified by industry stakeholders. In order to bridge this gap, it was a goal of the department to create foundational level courses that would support the department curriculum. Through the collaborative efforts between faculty within the animal science department and members of the university center for teaching excellence, as well as findings from the data generated as part of the curriculum redesign process, two new courses were identified for development: Farm Animal Biosystems and Livestock Production Systems. These courses illustrate a novel approach to addressing the disparity in student background knowledge and skills. Rather than assuming a level of proficiency with skills and addressing gaps in knowledge or vice versa, these key areas have been identified and separated so as to provide students with a solid foundation in both the scientific and applied components of the discipline, thus promoting success within the remainder of the curriculum. Successful completion of these courses will enable student to enter the specialized discipline core classes with a more uniform knowledge base.

scholarly journals Classroom Management Competencies for School Counselors: A Delphi Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983429
Author(s):  
Helen Runyan ◽  
Tim Grothaus ◽  
Rebecca E. Michel
Keyword(s):  
Classroom Management ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
Core Curriculum ◽  
Essential Element ◽  
Management Competencies ◽  
Knowledge And Skills ◽  
Comprehensive Program ◽  
Management Knowledge

The school counseling core curriculum is an essential element of a comprehensive program. School counselors need to be proficient in classroom management to successfully implement this intervention, yet few recent empirical investigations of school counselors’ classroom management knowledge and skills exist. We conducted a Delphi study with school counseling classroom management experts to create a consensus list of competencies associated with effective classroom management for school counselors. We provide implications for school counseling stakeholders.

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