Navigating public health clinical placements for rural online RN-BSN students

2021 ◽  
Vol 21 (1) ◽  
pp. 118-130
Author(s):  
Jill C. Borgos
Keyword(s):  
Public Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Rural Areas ◽  
Learning Experience ◽  
State Health ◽  
Non Profit ◽  
Health Initiatives ◽  
One To One ◽  
Bsn Students

Purpose: In rural settings scare public health resources potentially limits the opportunities for nursing students living in these areas to participate in traditional one to one precepted experiences with public health agencies. To meet the revised Commission on Collegiate Nursing Education Standards related to direct clinical practice, creative strategies are needed for online degree seeking RN-BSN students who live in rural areas. This article explores an alternative learning experience by partnering students with a nonprofit healthcare institute to work on state health initiatives in the geographic region where the students reside. Process: In the absence of adequate opportunities for one to one precepted clinical experiences, student living in rural areas completing an online RN-BS program were partnered with a non-profit health organization. The students participate in an experiential learning experience to fulfill clinical hours in a public health setting as required by the Commission on Collegiate Nursing Education. In this case a cohort of students worked with a nonprofit healthcare institute on New York State’s T-21 campaign to further advance their knowledge on health initiatives driven by state health reform policy and actively participate community-based education. Conclusion: With a growing focus on population-based care and caring for vulnerable populations, particularly in rural areas, seeking clinical activities through partnerships with non-profit healthcare institute to improve health outcomes at the community level offers an alternative approach to engaging online degree seeking RN-BSN students in experiential clinical learning in communities with limited public health agency placements. Keywords: interprofessional learning, nursing accreditation, rural nursing students, service-learning pedagogy DOI:  https://doi.org/10.14574/ojrnhc.v21i1.664

scholarly journals Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

2020 ◽  
Vol 14 (01) ◽  
pp. 82
Author(s):  
Basma Salameh ◽  
Ahmad Ewais ◽  
Osama Salameh
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Control Group ◽  
Learning Materials ◽  
Academic Achievements ◽  
Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course.  On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p &lt; 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p&lt;0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

scholarly journals Stakeholders’ Perceptions of Challenges in the Public Health Nursing Practicum: A Qualitative Study

2021 ◽  
Vol 7 (4) ◽  
pp. 285-294
Author(s):  
Reza Negarandeh ◽  
◽  
Shahzad Pashaeypoor ◽  
Dimitrios Theofanidis ◽  
Heshmatolah Heydari ◽  
...  
Keyword(s):  
Public Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Community Health ◽  
Financial Burden ◽  
Health Centers ◽  
Public Health Nursing ◽  
The Public ◽  
Health Nursing

Background: Community health nurses have an important role to play in promoting public health. This study attempted to explore the stakeholders’ perceptions of challenges in the public health nursing practicum in Iran. Methods: This qualitative study was carried out in some schools of nursing and health centers in Iran from October 2015 to September 2017. Twenty-three participants, including faculty members of public health nursing, nursing students, home nurses, experts in health centers, and nursing education policymakers were selected by purposeful sampling. Data were collected using individual interviews and were analyzed by Lundman and Graneheim’s method of content analysis. Results: Three themes resulted from the data analysis, including organizational challenges (with sub-categories of “inappropriate implementation of the curriculum due to lack of authority”, “the treatment-centeredness of health care system”, and “limited fields for nursing practicum”), educational challenges (with sub-categories of “shortcomings of educational curricula” and “the duration and time of practicums”), and workforce challenges (with sub-categories of “the financial burden of public health nursing practicum”, “lack of job position for public health nurses”, and “factors related to the role of instructors”). Conclusion: Senior managers, community health center administrators, and educational planners can use the challenges and barriers raised in this study to make more appropriate planning for the training of nursing students in public health nursing practicum.

scholarly journals The Experience, Task Value and Self-Efficacy of Nursing Students in Attending Blended Learning in Basics Science in Nursing 2 Course in Faculty of Nursing Universitas Padjadjaran

2019 ◽  
Vol 3 (2) ◽  
pp. 94
Author(s):  
Ryan Hara Permana ◽  
Dian Adiningsih
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Blended Learning ◽  
Learning Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Skills Training ◽  
Learning Needs ◽  
Learning Material ◽  
Material Technology

Introduction: The implementation of blended learning in nursing education is needed to provide quality and efficient learning. There is a need for an investigation of students’ experience in following blended learning especially in the subject of basic science in nursing 2 including anatomy, physiology, biochemistry, pathophysiology and pharmacology in nursing topics. This study aims to provide an ideal picture for students of the Faculty of Medicine in Indonesia. Methods: This study occupied quantitative descriptive research method with simple random sampling technique. The respondents were 93-second years students of the Faculty of Nursing, UniversitasPadjadjaran. The Learning Experience Questionnaire (LEQ) instrument was used to measure students’ experience. The data were analysed using percentage analysis. Results: More than a half of total respondents had good experience in participating in mixed learning of IDK course. Conclusions: Students’good experience may be influenced by the availability of student access to the internet, and the instructional design of the blended learning. The main obstacle in implementing the course were a large learning credit burden and extensive coverage of the learning material. Technology skills training and habituation of blended learning needs to be given by the faculty before students take part in blended learning. 

scholarly journals Proposal for the Development and Addition of a Cybersecurity Assessment Section into Technology Involving Global Public Health

2020 ◽  
pp. 48-61
Author(s):  
Stanley Mierzwa ◽  
◽  
Saumya RamaRao ◽  
Jung Ah Yun ◽  
Bok Gyo Jeong ◽  
...  
Keyword(s):  
Public Health ◽  
Information Technologies ◽  
Digital Health ◽  
Public Health Research ◽  
Global Public Health ◽  
Security Risk ◽  
Healthcare Organizations ◽  
Non Profit ◽  
Health Initiatives ◽  
Security Risk Assessment

This paper discusses and proposes the inclusion of a cyber or security risk assessment section during the course of public health initiatives involving the use of information and communication computer technology. Over the last decade, many public health research efforts have included information technologies such as Mobile Health (mHealth), Electronic Health (eHealth), Telehealth, and Digital Health to assist with unmet global development health needs. This paper provides a background on the lack of documentation on cybersecurity risks or vulnerability assessments in global public health areas. This study suggests existing frameworks and policies be adopted for public health. We also propose to incorporate a simple assessment toolbox and a research paper section intended to help minimize cybersecurity and information security risks for public, non-profit, and healthcare organizations.

scholarly journals Bioscience Subjects Background and Nursing Education

2018 ◽  
Vol 5 (3) ◽  
pp. 163-169
Author(s):  
Rozia Malik ◽  
Muhammad Hussain ◽  
Hajra Sarwer ◽  
Muhammad Afzal ◽  
Syed Amir Gilani
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Sampling Technique ◽  
Individual Characteristics ◽  
Statistical Tool ◽  
Cross Sectional ◽  
Anatomy And Physiology ◽  
The Relationship ◽  
Bsn Students ◽  
Structured Questionnaire

Traditionally, Nursing students study human bioscience e.g. pathophysiology, microbiology, anatomy and physiology in their first and second year course. Nursing students are facing difficulties with bioscience learning. Hence, it’s essential for nursing students to keep in mind that bioscience understanding  is very important throughout the research, and clinical practice. The PURPOSE of this study was to assess BSN students’ experiences regarding bioscience subject’s background and nursing education. A cross-sectional analytic study was done among 183 BSN (Generic) students February 2018 to May 2018. Convenient sampling technique was used to collect the required sample size. Data on individual characteristics of Bioscience learning experiences was collected by distributing semi-structured questionnaire. Statistical tool SPSS 21.0 was used for the analysis of collected data. Person correlation test used to determine the relationship between variables. In this study majority of BSN (Generic) students were considered bioscience subjects more challenging and time consuming. About 45.36% participants were agreed with there is more content required for bioscience compared with nursing subjects. BSN students (59.56%) were reported that bioscience related to nursing practice to gain better understanding for assessment. Majority of participants were reported that bioscience subjects more difficult as compared to nursing subjects. Bioscience relationship with nursing practices significantly correlated with clinical-relevant employment. In this type of research the area of improvement have been reviewed further knowledge available for those who will conduct the research on this topic in future.Int. J. Soc. Sc. Manage. Vol. 5, Issue-3: 163-169 

Senior BSN students’ confidence, comfort, and perception of readiness for clinical practice: the impacts of COVID-19

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Eyad Musallam ◽  
Brooke A. Flinders
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
Clinical Confidence ◽  
Readiness For Practice ◽  
Nursing Career ◽  
The Impact ◽  
Bsn Students

Abstract Objectives The Coronavirus Disease 2019 (COVID-19) has impacted overall nursing education program requirements, classroom delivery of theory hours, as well as clinical and laboratory learning opportunities for students. The aims of this study were to explore the impacts of COVID 19 on the students’ perceptions of readiness for practice and their preparation for the NCLEX exam and initial clinical practice. Methods A cross-sectional descriptive design was used to investigate the impact of COVID-19 on senior BSN students’ preparation for NCLEX and future careers. The Casey-Fink Readiness for Practice Survey was used to investigate the perceptions of the BSN students’ clinical confidence and readiness for practice. Results Students reported substantial impacts of COVID-19 on their clinical experiences, their ability to practice skills and procedures, their preparations for NCLEX exam, and their nursing career. The most significant confidence concerns noted from this study seemed to center on handling multiple patient assignments, calling the physician, responding to a change in patient condition, and treating a dying patient. Conclusions Healthcare experts expect that the impact of COVID-19 may last until 2022. More research is needed to understand the impact of COVID-19 on nursing education and transition to nursing practice. While clinical confidence and readiness for practice are essential topics, more research is needed to investigate the psychological and physiological impacts of COVID-19 on nurses, nursing students, nursing preceptors, and faculty members.

scholarly journals Nursing Student Experiences in Clinical Education with Peer Learning Strategies

2019 ◽  
Vol 14 (1) ◽  
pp. 23
Author(s):  
Nuhla Nuhbah Hamzah ◽  
Suci Tuty Putri ◽  
Sri Sumartini
Keyword(s):  
Nursing Education ◽  
Data Analysis ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Learning Experience ◽  
Peer Learning ◽  
Clinical Learning

<p>Clinical learning greatly determines the quality of graduates in nursing education. In the clinical learning process students tend to be reluctant and afraid to ask questions and express opinions to lecturers and advisors, but students will be more courageous to ask and express opinions about the courses to other students. Peer learning is a learning strategy where students who have high absorption to become tutors for their friends who have not understood the material for a particular purpose and this method can be an alternative in clinical learning. The study aims to explore students experience on clinical nursing education with peer learning method. The research method which is utilized to develop the study was the qualitative method with phenomenology approach.  The 8 participants in the research students collage base goal of research have been administered. The data analysis of taking interview from participant use Thematic Content Analysis. The data analysis reported that The Learning Experience, Self-Esteem, Leadership and Development of clinical skills.  Peer learning can make students' knowledge grow, more independent, more initiative, more courageous, able to train leadership and improve clinical skills. To sum up, the development of strategy peer learning are able to enhance the skills of nursing students.</p>

scholarly journals Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education

2020 ◽  
Vol 12 (4) ◽  
pp. 393-410
Author(s):  
Reynold Culimay Padagas ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Structured Interview ◽  
The Philippines ◽  
Clinical Instructors ◽  
Teacher Student ◽  
Assessment Of Student Learning

Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.

scholarly journals Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
José Miguel Padilha ◽  
Paulo Puga Machado ◽  
Ana Ribeiro ◽  
José Ramos ◽  
Patrício Costa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Controlled Trial ◽  
Knowledge Retention ◽  
Virtual Simulation ◽  
Case Based Learning ◽  
Experimental Group

BACKGROUND In the field of health care, knowledge and clinical reasoning are key with regard to quality and confidence in decision making. The development of knowledge and clinical reasoning is influenced not only by students’ intrinsic factors but also by extrinsic factors such as satisfaction with taught content, pedagogic resources and pedagogic methods, and the nature of the objectives and challenges proposed. Nowadays, professors play the role of learning facilitators rather than simple “lecturers” and face students as active learners who are capable of attributing individual meanings to their personal goals, challenges, and experiences to build their own knowledge over time. Innovations in health simulation technologies have led to clinical virtual simulation. Clinical virtual simulation is the recreation of reality depicted on a computer screen and involves real people operating simulated systems. It is a type of simulation that places people in a central role through their exercising of motor control skills, decision skills, and communication skills using virtual patients in a variety of clinical settings. Clinical virtual simulation can provide a pedagogical strategy and can act as a facilitator of knowledge retention, clinical reasoning, improved satisfaction with learning, and finally, improved self-efficacy. However, little is known about its effectiveness with regard to satisfaction, self-efficacy, knowledge retention, and clinical reasoning. OBJECTIVE This study aimed to evaluate the effect of clinical virtual simulation with regard to knowledge retention, clinical reasoning, self-efficacy, and satisfaction with the learning experience among nursing students. METHODS A randomized controlled trial with a pretest and 2 posttests was carried out with Portuguese nursing students (N=42). The participants, split into 2 groups, had a lesson with the same objectives and timing. The experimental group (n=21) used a case-based learning approach, with clinical virtual simulator as a resource, whereas the control group (n=21) used the same case-based learning approach, with recourse to a low-fidelity simulator and a realistic environment. The classes were conducted by the usual course lecturers. We assessed knowledge and clinical reasoning before the intervention, after the intervention, and 2 months later, with a true or false and multiple-choice knowledge test. The students’ levels of learning satisfaction and self-efficacy were assessed with a Likert scale after the intervention. RESULTS The experimental group made more significant improvements in knowledge after the intervention (P=.001; d=1.13) and 2 months later (P=.02; d=0.75), and it also showed higher levels of learning satisfaction (P<.001; d=1.33). We did not find statistical differences in self-efficacy perceptions (P=.9; d=0.054). CONCLUSIONS The introduction of clinical virtual simulation in nursing education has the potential to improve knowledge retention and clinical reasoning in an initial stage and over time, and it increases the satisfaction with the learning experience among nursing students.

A Dictionary of Nursing

2021 ◽  
Author(s):  
Tanya A. McFerran
Keyword(s):  
Public Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Registered Nurses ◽  
Alcohol Intake ◽  
Nursing Practice ◽  
Theoretical Concepts ◽  
Recent Developments ◽  
Reference Tool ◽  
Comprehensive Coverage

Over 10,000 entries The new edition of this bestselling and trusted dictionary has been fully revised to take account of recent developments in nursing practice and related fields. Updates to this edition cover many areas, with a particular focus on radiography, public health and the NHS, theoretical concepts familiar in nursing education, and key vocabulary used in the 2018 Nursing & Midwifery Council (NMC) Standards of Proficiency for Registered Nurses. Written by medical and nursing specialists, the dictionary provides comprehensive coverage of the ever-expanding vocabulary of the nursing professions. As well as nursing-specific terms, there are also many entries in the fields of medicine, anatomy, physiology, ethics, psychiatry, nutrition, statistics, and pharmacology. Almost 100 helpful illustrations and tables, and 16 appendices covering the calculation of drug dosages, essential skill clusters, religion and nursing practice, recommended alcohol intake, and much more, help to make this an essential reference tool for all nursing students and professionals.

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