scholarly journals Teaching Basic Nursing Care: Nurse Preceptors’ Perceptions about Changing the Teaching Context from the Clinical Setting to a School Simulation Lab

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Daniela Lillekroken
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Qualitative Content Analysis ◽  
Participant Observation ◽  
Clinical Settings ◽  
Advantages And Disadvantages ◽  
Teaching Context ◽  
Positive Attitudes ◽  
Group Interviews

AbstractResearch demonstrates that basic nursing care receives less attention in clinical settings and has become visually less prominent in nursing education curriculums. While much is known about the importance of preceptorship in clinical settings, little is known about how preceptors teach basic nursing care to students in a school simulation lab. This study explores the preceptors’ perceptions of teaching basic nursing care to nursing students in the school simulation lab compared to clinical settings. Data were collected through focus group interviews and participant observation and analyzed by using qualitative content analysis. Three main categories emerged: (i) Perceived advantages and disadvantages, (ii) Positive attitudes – remembering being a student, and (iii) Knowing what to do and showing how to do it. Awareness of the importance of having knowledge about basic nursing care may contribute to counterbalancing the devaluation of basic nursing care among nursing students.

scholarly journals Facilitating positive attitudes towards an innovative programme for baccalaureate nursing education:

Curationis ◽  
2000 ◽  
Vol 23 (1) ◽  
Author(s):  
O. Adejumo ◽  
M. Ganga-Limando
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Education Programme ◽  
Nurse Leaders ◽  
Clinical Settings ◽  
Positive Attitudes ◽  
Knowledge And Practice ◽  
The University

A survey of nurse ward leaders understanding of, and their attitude to, community/ problem based learning (CPBL) approach adopted for the education of nursing students in the degree programme of the University of Natal in Durban (UND) was conducted. This was with a view to intervening, if necessary, to ensure positive understanding and attitude among the nurse leaders towards the non-traditional CPBL of UND nursing students. It was hypothesised that focused discussions, between facilitators and nurse ward leaders, aimed at providing information and explanation about the advantages of changing from traditional to non-traditional educational programmes in nursing would enhance positive attitude towards the students and their education programme. Using a questionnaire developed for this study, quantitative and qualitative data were twice collected at intervals of 5-6 months from 54 nurse ward leaders who interacted with the CPBL students in 27 wards of 2 provincial hospitals. The data, collected in the early part of the students’ deployment and at 5-6 months after included information about the participants understanding of CPBL; their rating of CPBL students in terms of expected knowledge and practice; and their attitude towards CPBL nursing students in clinical settings. Contact sessions were held with the participants in between the measures for a discussion about the CPBL programme and the expectations of the learners. Analysis of the pre and post measures showed more favourable attitude, improved understanding, and tolerance towards the students by the nurse ward leaders in the post-measures than in the pre-measures. The writers concluded that if students in this type of programme must experience satisfaction with less intimidation, implementers of CPBL programmes in nursing should relentlessly involve the qualified nurses and other professionals working with the students in informative discussions about the purpose and the process of learning in such programmes.

scholarly journals The Process and Implication of Inter-Professional Education: A Systematic Review

2018 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
Dewi Prabawati
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Professional Education ◽  
Focus Group Interview ◽  
Clinical Settings ◽  
Inclusion Criteria ◽  
Group Problem ◽  
Group Problem Solving ◽  
Social Networking Website

Background: The practice of inter-professional education (IPE) is expanding rapidly especially in the developing countries.  The goal of IPE is to develop knowledge, skills, and attitudes that result in effective Inter-professional (IP) team behaviors and competency. Therefore, it is essential to understand more about the activity, other professional’s involvement and its implications for nursing students and institutions.Purpose: This paper aimed to review the process and other professional’s involvement in IPE’s nursing education, and describe the implication after implementing IPE for nursing students and institution.Methods: A comprehensive multi-step search of the literature in IPE using ProQuest, EBSCO and Cengage databases was performed. Samples of 19 studies met the inclusion criteria and were used in this study.Results: None of the studies reported findings from developing country, while there were only two studies conducted in Asia. IPE programs utilize a variety of combinations of interactive learning methods, such as group problem solving, focus group interview, social networking (website), and simulated patient or simulated based training (SBT) which is becoming the most common methods employed.  IPE gives benefits for the students, such as improving communication skills, recognizing the role and responsibilities, understanding the value and ethics and also increasing teamwork and team-based care.Conclusion: Despite the limitations, this systematic review found a number of activities and other professionals that can be involved with nursing in the IPE implementation.  It also found out that IPE applied in a variety of clinical settings is well received by the students and enable them to learn the knowledge and skills for collaborative learning.

scholarly journals Nursing students' perceptions of knowledge: an international perspective

2015 ◽  
Vol 49 (1) ◽  
Author(s):  
Majda Pahor ◽  
Barbara Domajnko ◽  
Elisabeth Lindahl
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Bologna Process ◽  
International Perspective ◽  
Main Theme ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

scholarly journals School Life Experience of Male Nursing Students Reinstated at School after Military Service

2018 ◽  
Vol 24 (4) ◽  
pp. 315-325
Author(s):  
Kyoung A Nam ◽  
Kyeong Hwa Kang ◽  
Seongmi Moon
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Military Service ◽  
Life Experience ◽  
School Life ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

scholarly journals Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

2020 ◽  
Author(s):  
Tara Alden-Joyce ◽  
Elina Scheers-Andersson ◽  
Jane Rogathi ◽  
Paulo Kidayi ◽  
Jenny Cadstedt ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Low Income ◽  
Qualitative Content Analysis ◽  
Inductive Reasoning ◽  
Low Income Countries ◽  
Structured Interviews ◽  
Global Perspectives ◽  
Purposeful Sampling ◽  
Student Exchange

Abstract Background: Due to globalization and a shift in population demographics, needs within healthcare are changing and nurses require new skills and knowledge. Nursing education needs to facilitate these new demands and student exchange programmes provide an opportunity to develop necessary skills.Aim: The aim of this study was to explore Tanzanian nursing students' experiences of student exchange in Sweden. Method: A qualitative design was used for this empirical study. Semi-structured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasoning and qualitative content analysis were applied.Results: The findings revealed that the students experienced new approaches in Sweden, allowing them to develop skills and competences. Furthermore, they increased their global perspectives on nursing and interest in working with global health issues. However, they also experienced challenges in the new environment.Conclusion: The present study showed that the Tanzanian nursing students benefitted from their student exchange, both personally, as well as for their future careers as nurses. More research is needed examining nursing students from low-income countries participating in student exchange in high-income countries.

scholarly journals Clinical judgment in medication administration among nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 52
Author(s):  
Leona Konieczny
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Clinical Judgment ◽  
Prescription Medication ◽  
Medication Administration ◽  
Nontraditional Student ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Nursing Educators

Nursing education includes the area of pharmacological therapies. Nursing educators may benefit from having students think like a nurse related to medication administration. The increased use of prescription medication and the complexities of medication administration present the need for clinical judgment. Simulation is used as an educational strategy to provide the opportunity for students to practice safe interventions which require the use of judgment to notice changes and interpret and intervene correctly. The comparison of low-fidelity and high-fidelity simulation experience in a study sample (n = 126) is examined for the effect on clinical judgment. The Lasater Clinical Judgment Rubric (LCJR) is used to score students after the simulation related to medication administration. Two of the items in the LCJR, noticing deviations (p = .35) and self analysis (p = .32), are positively affected by the level of fidelity of the simulation. A diverse, nontraditional student study sample demonstrated consistency in LCJR scoring. The outcome of increased clinical judgment may improve safety and nursing care in medication administration among nursing students.

The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes

2019 ◽  
Vol 39 (3) ◽  
pp. 137-142 ◽  
Author(s):  
Ann Gardulf ◽  
Jan Florin ◽  
Marianne Carlsson ◽  
Janeth Leksell ◽  
Margret Lepp ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Professional Competence ◽  
Response Rate ◽  
Healthcare Systems ◽  
International Assessments ◽  
University Colleges ◽  
Nurse Professional

The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.

scholarly journals A Qualitative Inquiry into Nursing Students’ Experience of Facilitating Reflection in Clinical Setting

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Shahnaz Karimi ◽  
Fariba Haghani ◽  
Nikoo Yamani ◽  
Majid Najafi Kalyani
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Qualitative Inquiry ◽  
Clinical Settings ◽  
Nursing Educators ◽  
Reflective Process ◽  
Semistructured Interviews

Background and Aim. Reflection is known as a skill that is central to nursing students’ professional development. Due to the importance and the role of reflection in clinical areas of nursing, it is important to know how to achieve it. However, nursing trainers face the challenge of how to help their students to improve reflection in clinical settings. The aim of this study was to investigate the nursing students’ experiences of facilitating reflection during clinical practice. This qualitative study was conducted by qualitative content analysis approach. Twenty nursing students during the second to eighth semester of their educational program were selected for participation using purposive sampling. Data were collected through in-depth semistructured interviews. The interview was transcribed verbatim, and qualitative content analysis was used to analyze the data. From the data analysis, four main themes were extracted. Motivation to reflect, complex experiences, efficient trainer, and effective relations were four main themes obtained from study that, in interaction with each other, had facilitating roles in students’ reflective process on experiences. The findings revealed that the nursing students’ reflection in clinical settings is effective in personal and professional level. Reflection of nursing students depends on motivational and educational factors and these factors increase the quality of care in patients. Furthermore, nursing educators need to create nurturing climate as well as supporting reflective behaviors of nursing students.

scholarly journals Application of a Documentary about High-risk Newborns in Nursing Education: An Exploratory Study

2020 ◽  
Vol 26 (2) ◽  
pp. 173-180
Author(s):  
Hyun-Ju Kang ◽  
Juyoun Yu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
High Risk ◽  
Exploratory Study ◽  
Neonatal Intensive Care ◽  
Qualitative Content Analysis ◽  
Clinical Environment ◽  
Personal Essays ◽  
Nursing Knowledge ◽  
Neonatal Nursing

Purpose: The purpose of this study was to explore nursing students' recognition and understanding of the clinical environment of high-risk neonatal nursing care after watching a documentary about the neonatal intensive care unit (NICU), where high-risk newborns are treated. Methods: This study was a qualitative content analysis. In total, 151 nursing students’ personal essays describing their reactions to a documentary about the NICU were analyzed using the NVivo 12 program. Results: Nursing students’ experiences of engaging with a documentary about the NICU were structured into four thematic categories: ‘actual observations of the imagined NICU’, ‘observation and recognition of nursing knowledge’, ‘empathy with people related to the baby’, and ‘establishing attitudes and values as a nurse’. Conclusion: Based on the results of this study, it is suggested that documentaries can be applied in nursing education about high-risk newborns.

scholarly journals Peer-Mentoring Program ‘Pop-Up’ Model for Regional Nursing Students

2006 ◽  
Vol 3 (2) ◽  
pp. 65-78
Author(s):  
J. Penman ◽  
◽  
F. White ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Peer Mentoring ◽  
South Australia ◽  
Smooth Transition ◽  
Mentoring Program ◽  
Academic Experience ◽  
Advantages And Disadvantages ◽  
University Life ◽  
Regional Campus

In late 2003, the regional campus of the University of South Australia initiated a peer-mentoring program aimed at assisting the smooth transition of new students to university life. In particular, the Nursing and Rural Health unit envisaged a program that would be effective and rewarding for both student mentees and mentors. This paper presents an analysis of the peer-mentoring program initiated. It begins by discussing the concept of mentoring and the advantages and disadvantages of peermentoring programs in educational institutions. It then introduces the program, describes how it was conceptualised, implemented and strengthened and how the program developed into a unique ‘pop-up’ model of mentoring that fitted the needs of mentees and mentors. The paper evaluates the experiences of mentees and mentors and concludes with some suggestions for improving the program, which others may learn from. Key words: nursing education, first year academic experience, nursing students’ transition to university, peer-mentoring, mentee-mentor relationship.

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