scholarly journals Reflective practice programme for registered nurses in training hospitals in Windhoek

2015 ◽  
Vol 4 (2) ◽  
pp. 94 ◽  
Author(s):  
Lucia N. Nelumbu
Keyword(s):  
Clinical Practice ◽  
Registered Nurses ◽  
Reflective Practice ◽  
Nursing Care ◽  
Educational Programme ◽  
Clinical Settings ◽  
Contextual Approach ◽  
Inadequate Knowledge ◽  
Practice Skills

<p>Problems or incidents occurring in clinical settings are often seen as indicators of poor nursing care and even indicators of a lack of reflective practice skills. A qualitative, explorative, phenomenological, descriptive and contextual approach was conducted to explore and describe how reflective practice is practised by registered nurses in training hospitals in Windhoek. The findings revealed inadequate knowledge of reflective practice among registered nurses. Based on these findings the educational programme was developed to facilitate learning and application of reflective practice in clinical practice. This paper presents the description of an educational programme that was developed to facilitate learning and practice of reflective practice by registered nurses to make a difference to their patients’ care.</p>

scholarly journals Implementation of reflective practice programme for registered nurses

2015 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Lucia N. Nelumbu
Keyword(s):  
Internal Medicine ◽  
Clinical Practice ◽  
Registered Nurses ◽  
Reflective Practice ◽  
Active Participation ◽  
Routine Activities ◽  
Daily Routine ◽  
Clinical Settings ◽  
Gynecology And Obstetrics

<p>The researcher was convinced that the development of a programme is the good idea that will enhance the proper application of reflective practice in clinical settings for nurses not simply to perform daily routine activities without paying attention to reflection. The developed programme was implemented through a two-day workshop.  Therefore, the researcher considered the workshop to be an ideal strategy for implementation, because reflection can only be facilitated and practiced through active participation. The participants were drawn from various disciplines such as: Paediatrics, Surgery, Gynecology and Obstetrics and Internal Medicine. The facilitator explained the purpose of the workshop and the rules to be followed during the workshop. The content of the programme was presented and discussed during the specific sessions as it was scheduled. After the sessions, the participants were informed that they have to go back and apply what they learned from the workshop during their clinical practice for three months. And after three months the facilitator together with the participants contacted the evaluation of the application of the content of the programme.</p>

scholarly journals The Human Cost of 'Caring' Care for Registered Nurses in Clinical Practice

2021 ◽  
Author(s):  
◽  
Sylvia Margaret Shona Blair
Keyword(s):  
Clinical Practice ◽  
Registered Nurses ◽  
Public Hospital ◽  
Elderly Population ◽  
Nursing Practice ◽  
Clinical Settings ◽  
Health Reforms ◽  
The Core ◽  
Human Cost ◽  
The Impact

<p>This research utilised a focus group methodology to discover what nurses in clinical practice considered 'caring' care meant for them. Six registered nurses volunteered to participate in the project. They practised over a variety of clinical settings within a public hospital, which provided both acute and elective surgical and medical services to the community, including an extensive elderly population.  Taking these important 'caring' care statements, I then explored with the group what factors in their work environment hindered or enhanced their identified 'caring' care. New Zealand nurses identified similar themes and concepts important to their 'caring' in clinical practice as did their overseas counterparts.  This study also highlighted the impact the health reforms had on individual clinical practice at this hospital. The effects of the institutional changes in response to the health reforms were far reaching at both a personal and professional level.  Caring is an important concept found in nursing practice. It has been widely documented by nurse scholars, researchers and nurse authors that care is at the core of nursing practice. Some have even referred to care as being the heart of nursing. The findings from the present research indicates the importance nurses place on caring in their day to day encounters with patients. It also demonstrates how nurses express their care and their perceptions of the importance care has in their clinical practice.</p>

scholarly journals The Human Cost of 'Caring' Care for Registered Nurses in Clinical Practice

2021 ◽  
Author(s):  
◽  
Sylvia Margaret Shona Blair
Keyword(s):  
Clinical Practice ◽  
Registered Nurses ◽  
Public Hospital ◽  
Elderly Population ◽  
Nursing Practice ◽  
Clinical Settings ◽  
Health Reforms ◽  
The Core ◽  
Human Cost ◽  
The Impact

<p>This research utilised a focus group methodology to discover what nurses in clinical practice considered 'caring' care meant for them. Six registered nurses volunteered to participate in the project. They practised over a variety of clinical settings within a public hospital, which provided both acute and elective surgical and medical services to the community, including an extensive elderly population.  Taking these important 'caring' care statements, I then explored with the group what factors in their work environment hindered or enhanced their identified 'caring' care. New Zealand nurses identified similar themes and concepts important to their 'caring' in clinical practice as did their overseas counterparts.  This study also highlighted the impact the health reforms had on individual clinical practice at this hospital. The effects of the institutional changes in response to the health reforms were far reaching at both a personal and professional level.  Caring is an important concept found in nursing practice. It has been widely documented by nurse scholars, researchers and nurse authors that care is at the core of nursing practice. Some have even referred to care as being the heart of nursing. The findings from the present research indicates the importance nurses place on caring in their day to day encounters with patients. It also demonstrates how nurses express their care and their perceptions of the importance care has in their clinical practice.</p>

scholarly journals Supervising students in a complex nursing practice- a focus group study in Norway

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Ann-Chatrin Leonardsen ◽  
Siri Brynhildsen ◽  
Mette Tindvik Hansen ◽  
Vigdis Abrahamsen Grøndahl
Keyword(s):  
Intellectual Disability ◽  
Clinical Practice ◽  
Registered Nurses ◽  
Nursing Student ◽  
Nursing Practice ◽  
Technical Skills ◽  
Healthcare Services ◽  
Clinical Settings ◽  
Focus Group Study ◽  
Group Interviews

Abstract Background The supervisory role of registered nurses and intellectual disability nurses will be even more essential in the future, to support the education of competent newly graduated candidates. To our knowledge few studies have explored nursing student supervisors’ perspectives on supervision across primary- and hospital healthcare services and also across nurse educational programs. The aim of the current study was to investigate supervisors’ perspectives on supervising from different clinical settings, and across registered nurses’ and intellectual disability nurses’ clinical practice. Methods The study had an exploratory and descriptive design. The study was conducted within one university college catchment area in Southeastern-Norway. Eight focous group interviews were conducted in primary healthcare (n = 4) and hospital (n = 4) wards. A total of 31 registered nurses and three intellectual disability nurses participated. Hsieh and Shannon’s conventional content analysis was used to analyze the data. Results Participants across primary- and hospital healthcare agreed that clinical practice was complex, and required that students gained competence in both technical and non-technical skills. Moreover, needed skills were described both as general and arena specific, and as both basic and advanced. Participants perceived that technical and non-technical skills together, ideally should lead to students being able to «see the person» behind the patient. Conclusions Supervisors emphasized the challenges of supervising students in a complex nursing practice. Students should gain both procedural competence and an ability to provide person-centred care, and this challenged the supervisors’ own competence. Our findings indicate a need to support supervisors, to enable them to meet these challenges.

scholarly journals Nurses' experiences working with nursing students in a hospital: a phenomenological enquiry

2016 ◽  
Vol 24 (0) ◽  
Author(s):  
Yolanda Raquel Lapeña-Moñux ◽  
Luis Cibanal-Juan ◽  
Mª Isabel Orts-Cortés ◽  
Mª Loreto Maciá-Soler ◽  
Domingo Palacios-Ceña
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Registered Nurses ◽  
Common Ground ◽  
Phenomenological Approach ◽  
Study Data ◽  
Clinical Settings ◽  
Structured Interviews ◽  
Qualitative Phenomenological ◽  
The University

Abstract Objective: this paper explores the experiences of registered nurses working with Spanish nursing students within the hospital. Methods: a qualitative phenomenological approach was followed. Purposeful sampling was employed. Twenty-one registered nurses, from a public hospital located in Spain, were included in the study. Data were collected by means of unstructured and semi-structured interviews and were analysed using Giorgi's proposal. The Consolidated Criteria for Reporting Qualitative Research were followed. Results: three main themes described the experience of registered nurses: "The nurse's relationship with nursing students"; most nurses emphasized the importance of the first contact with students and they considered students' attitude to be key. "Defining the role of the student in clinical practice"; it is necessary to unify the nurse's role and interventions to avoid misleading students and establish priorities in clinical practice. "Building bridges between clinical settings and the University"; the need to establish a common ground and connection between the university and hospital clinical settings was emphasized. Nurses felt that the training program should also be designed by the clinical settings themselves. Conclusions: understanding the meaning of nursing students with registered nurses might gain a deeper insight into their expectations.

Missed nursing care as experienced by undergraduate nursing students

Pflege ◽  
2021 ◽  
Author(s):  
Monika Habermann ◽  
Renate Stemmer ◽  
Riitta Suhonen
Keyword(s):  
Content Analysis ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Care ◽  
Clinical Settings ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Open Questions ◽  
Missed Nursing Care

Abstract. Background: In clinical settings where missed nursing care prevails, nursing students’ instructions, supervision and the joint reflection on clinical practice with mentors are also affected and nursing students become involved in dealing with missed nursing care. Aim: To explore the experience of missed nursing care in clinical placements, its meaning for nursing students, and actions they considered or took. Methods: Qualitative study based on a content analysis of nursing students’ written reports. Nursing students in three universities in Germany with experience of at least one clinical practice placement were invited to participate. Online, they answered three open questions concerning missed nursing care focusing on: (1) experiences of the phenomenon, (2) its meaning and (3) actions that had been considered or taken when dealing with missed nursing care. A content analysis was performed. Results: The recruitment criteria were met by 69 nursing students. Four main themes and 20 sub-themes were identified. The reports covered all forms of missed nursing care. Becoming involved led to intrapersonal conflicts and, feelings of powerlessness but also to learning opportunities. It challenged professional and ethical standards. Students identified a broad spectrum of actions to answer the challenge. Conclusion: Dealing with missed nursing care creates opportunities and challenges for nursing students. To build up a well-trained and sustainable nursing workforce, learning environments for nursing students must reflect the challenges and counteract deficits.

Current uses of intracranial vessel wall imaging for clinical practice: a high-resolution MR technique recently available

2020 ◽  
Vol 78 (10) ◽  
pp. 642-650
Author(s):  
Felipe Torres PACHECO ◽  
Luiz Celso Hygino da CRUZ JUNIOR ◽  
Igor Gomes PADILHA ◽  
Renato Hoffmann NUNES ◽  
Antônio Carlos Martins MAIA JUNIOR ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Vessel Wall ◽  
Vascular Diseases ◽  
Vascular Wall ◽  
Vessel Wall Imaging ◽  
Clinical Settings ◽  
Direct Evaluation ◽  
Intracranial Vessel ◽  
Indirect Evaluation ◽  
Wall Imaging

ABSTRACT Intracranial vessel wall imaging plays an increasing role in diagnosing intracranial vascular diseases. With the growing demand and subsequent increased use of this technique in clinical practice, radiologists and neurologists should be aware of the choices in imaging parameters and how they affect image quality, clinical indications, methods of assessment, and limitations in the interpretation of these images. Due to the improvement of the MRI techniques, the possibility of accurate and direct evaluation of the abnormalities in the arterial vascular wall (vessel wall imaging) has evolved, adding substantial data to diagnosis when compared to the indirect evaluation based on conventional flow analyses. Herein, the authors proposed a comprehensive approach of this technique reinforcing appropriated clinical settings to better use intracranial vessel wall imaging.

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

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