Needs Assessment for Teaching/Learning Nursing Ethics for Master of Nursing Students

2016 ◽  
Vol 8 (2) ◽  
pp. 134-142
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Ramesh Sharma Poudel ◽  
Mamata Sharma
Keyword(s):  
Nursing Students ◽  
Needs Assessment ◽  
Nursing Ethics ◽  
Teaching Learning

Effectiveness of ethics education as perceived by nursing students

2014 ◽  
Vol 22 (3) ◽  
pp. 287-306 ◽  
Author(s):  
Tine Vynckier ◽  
Chris Gastmans ◽  
Nancy Cannaerts ◽  
Bernadette Dierckx de Casterlé
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Teaching Methods ◽  
Content Validity ◽  
Ethics Education ◽  
Nursing Ethics ◽  
User Friendliness ◽  
Instructional Dialogue ◽  
Quantitative Descriptive ◽  
Ethics Courses

Background: The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. Objectives: To develop a valid and reliable instrument, named the ‘Students’ Perceived Effectiveness of Ethics Education Scale’ (SPEEES), to measure students’ perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Research design: Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study. Participants and research context: 86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES. Ethical considerations: Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students. Findings: The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach’s alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived ‘case study’, ‘lecture’ and ‘instructional dialogue’ to be effective teaching methods and ‘general ethical concepts’ to contain effective content. ‘Reflecting critically on their own values’ was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students’ perceptions of the contribution of ethics education to other ethical competences. Discussion and conclusion: The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education.

scholarly journals Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Training ◽  
Public University ◽  
Metropolitan Region ◽  
Undergraduate Nursing Students ◽  
Construction Of Knowledge ◽  
Undergraduate Nursing ◽  
Teaching Learning ◽  
The University

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

scholarly journals Comparison between Brainstorming and Presentation Teaching-Learning Methods in School of Nursing Rajanpur Punjab Pakistan

2021 ◽  
Vol 2 (1) ◽  
pp. 32-39
Author(s):  
Asma Nazir
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Standard Deviation Score ◽  
Learning Method ◽  
Chi Square ◽  
School Of Nursing ◽  
Models Of Teaching ◽  
Significant Difference ◽  
Teaching Learning

Introduction: It is necessary to identify the students' diversities when we are going to perform our teaching in the classroom, it is also essential when we prepare our lecture to conduct in the classroom. Teachers used various methods to teach the students in the classroom. Several earlier studies are available on the effectiveness of different models of teaching approaches. This study intended the effect of using brainstorming and presentation teaching-learning strategies. Methods: Exploratory study design was used. 42 female nursing students of 2nd year class from 4-year diploma of general nursing and eight professional nursing instructors of School of Nursing Rajanpur. Descriptive statistics were used to identify the effectiveness of elected (brainstorming & presentation) teaching-learning strategies. Chi square was used to compare the academic performance (marks obtained) between students having different teaching-learning style. Results: The result showed that mean and standard deviation score for brainstorming and presentation teaching-learning strategies were 10.16±1.51 and 10.97±1.27. There is significant difference between group categories (<.05). Conclusion: The findings from this study show that presentation teaching-learning method plays a notable effect on students learning. This study as well exemplify that different teaching-learning method with advance technology is more useful than the conventional methods of teaching-learning.

scholarly journals PROMOTING MIND-MAPPING TECHNIQUE TO IMPROVE NURSING STUDENTS’ WRITING SKILL

2016 ◽  
Vol 1 (2) ◽  
pp. 14
Author(s):  
Yoyok Febrijanto
Keyword(s):  
Nursing Students ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Alternative Teaching ◽  
Successful Communication ◽  
Writing Skill ◽  
Good Writing ◽  
Teaching Learning ◽  
The Right ◽  
Writing Practice

A teacher can use many ways to make students easier to study writing. Mind-mapping is a way to solve problems in writing. This technique is chosen since it has many advantages. The main benefit is that it uses both halves of the brain which makes it easier to remember. Moreover, making mind-mapping is a creative process and a natural way to organize the thoughts and it is widely believed to ease a pathway towards successful communication. Nursing students mostly do not pay attention to their writing skill. There are some indications which show the students’ poor ability in writing, such as; the students do not organize their writing well, their ideas are not coherence, they do not use right tenses in the right context, they have lack of vocabulary and their understanding of mechanic is low. They also think that time for writing is limited. Because of these, they become unmotivated and have low interest in writing. Some students even give up and do not try to solve their problem. In this paper, the writer wants to describe the use of mind-mapping technique to build up a good writing practice as an alternative teaching learning process and to activate the students’ participation in the classroom.   Keywords: Mind-Mapping Technique, Writing Skill.

scholarly journals Tuberculosis: knowledge among nursing undergraduate students

2019 ◽  
Vol 72 (5) ◽  
pp. 1279-1287
Author(s):  
Cleina de Fátima Carvalho ◽  
Maria Amélia Zanon Ponce ◽  
Reinaldo Antonio da Silva-Sobrinho ◽  
Roberto Della Rosa Mendez ◽  
Mariana Alvina dos Santos ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Attitudes And Practices ◽  
Undergraduate Nursing ◽  
The Subject ◽  
Teaching Learning

ABSTRACT Objective: To analyze the knowledge about tuberculosis among nursing undergraduate students of a Federal Higher Education Institution. Method: Descriptive cross-sectional study, with quantitative approach. Data were collected through a questionnaire based on the WHO’s guide to developing evaluation instruments on knowledge, attitudes and practices related to TB. Students were classified as “with knowledge” and “with little knowledge” based on the mean percentage of correct responses to the variables analyzed. Descriptive statistics techniques were used. Results: 60 nursing students were interviewed. “with little knowledge” was observed among students who were studying at the university for less time and who had no previous contact with the subject, and “with knowledge” was observed among those whose knowledge about tuberculosis was acquired in the health services. Conclusion: Knowledge gaps among undergraduate nursing students were identified, suggesting the need to rethink teaching-learning strategies on the subject.

scholarly journals Using an “Escape Room” toolbox approach to enhance pharmacology education

2017 ◽  
Vol 8 (4) ◽  
pp. 89 ◽  
Author(s):  
Melinda Hermanns ◽  
Belinda Deal ◽  
Ann M. Campbell ◽  
Shawn Hillhouse ◽  
J. Brian Opella ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Learning Experience ◽  
Classroom Setting ◽  
Student Responses ◽  
First Semester ◽  
Cardiovascular Medications ◽  
Nursing Literature ◽  
Teaching Learning

Background: Faculty are encouraged to use a variety of teaching/learning strategies to engage nursing students. While simulation and games are now common, there were no reports in the nursing literature using an “escape room” concept. Escape rooms use an entertainment approach as teams engage in critical thinking to solve puzzles and find clues to escape a room. In the classroom setting, this concept is modified to solve a mystery by finding various objects through a series of puzzles to locate clues. Some of these games involve finding numerical clues to open locks on a box, such as a toolbox. The purpose of this study was to describe the use of a toolbox gaming strategy based on an escape room concept to help students learn about cardiovascular medications in a pharmacology course.Methods: This pilot study employed a descriptive qualitative method to investigate an approach to pharmacology education. The sample consisted of first semester nursing students.Results: Student responses to criteria-based questions resulted in three themes: engaging, teamwork, and frustration, related to using a toolbox scenario strategy as a pathway to learning.Conclusions: This descriptive study yielded mixed results from the students who were frustrated by time constraints but engaged in the learning experience. Lessons are offered for future improvements.

scholarly journals Students’ voices on spiritual care at a Higher Education Institution in the Western Cape

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Ntombizodwa S. Linda ◽  
Hester C. Klopper ◽  
Deliwe R. Phetlhu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Spiritual Care ◽  
Education Institution ◽  
Western Cape ◽  
Study Objective ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Contextual Design ◽  
Teaching Learning

Background: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme.Objectives: The study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme.Methods: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied.Results: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care.Conclusion: There is a need for formal education regarding spiritual care in nursing.

“Mutual Respect Would be a Good Starting Point:” Students’ Perspectives on Incivility in Nursing Education

2018 ◽  
Vol 51 (3) ◽  
pp. 133-144 ◽  
Author(s):  
Sandra P. Small ◽  
Denise English ◽  
Glenys Moran ◽  
Patricia Grainger ◽  
Geraldine Cashin
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Well Being ◽  
Cross Sectional ◽  
Starting Point ◽  
Good Starting Point ◽  
Academic Incivility ◽  
Cross Sectional Design ◽  
Teaching Learning

Background Studies indicate that incivility is common in nursing education and perpetuated by both students and faculty. Academic incivility negatively affects the well-being of those involved, interferes with the teaching–learning process, and is antithetical to nursing as a caring profession. An understanding of academic incivility is essential to establish best practices to address this problem. Purpose The purpose of this study was to examine incivility in nursing academia from the perspective of baccalaureate nursing students. Methods The study was conducted using a cross-sectional design, with a mixed method questionnaire administered to 380 students. The quantitative data were analyzed descriptively and qualitative data through content analysis. Results The majority of students thought incivility is a mild to moderate problem in nursing education. They thought that students contribute to incivility by not taking responsibility (being unprepared and being disinterested) for their education and by not being professional (being disrespectful and being uncaring) and faculty contribute by not being good teachers (being authoritarian, treating students unfairly, having ineffective teaching methods) and not being professional (being disrespectful, lacking compassion). Conclusion Until evidence is available for effective measures to address incivility, nursing schools should consider adopting strategies for solutions as suggested by the students in this study.

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