scholarly journals Removing Ableist Barriers in Nursing Education: Clinical Essential Requirements

2021 ◽  
Vol 10 (3) ◽  
pp. 147-176
Author(s):  
Tracy Mack ◽  
Lindsay Stephens ◽  
Iris Epstein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Students With Disabilities ◽  
Current Approach ◽  
Nursing Programs ◽  
Clinical Placement ◽  
Collaborative Process ◽  
Step Model ◽  
Clinical Environments

The current approach to clinical placement training for nurses excludes students with disabilities. The purpose of this article is to introduce a four-step model for nursing programs to identify clinical essential requirements – specific skills and competencies students must gain during placement. Engaging this four-step model will allow educators to identify how essential requirements can be achieved in a variety of ways, and thus can involve accommodations. It will also allow for the identification of which essential requirements cannot be accommodated and must be demonstrated in a prescribed manner due to impacting the nature or integrity of the task. Analyzing clinical essential requirements using this framework will create a consistent and defensible method to determine the flexibility or inflexibility of clinical tasks. The framework provided requires a collaborative process including key experts, nursing students and nurses with disabilities to comprehensively address the challenges clinical environments pose to inclusiveness.

scholarly journals Nursing students' motivation regulation and its relationship with engagement and burnout

2017 ◽  
Vol 38 (3) ◽  
pp. 143-150 ◽  
Author(s):  
Kati Mäenpää ◽  
Kirsi Pyhältö ◽  
Hanna Järvenoja ◽  
Jouni Peltonen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Programs ◽  
Traditional Learning ◽  
First Year ◽  
Self Regulated Learning ◽  
Undergraduate Nursing ◽  
Critical Components ◽  
Traditional Learning Environments ◽  
Study Engagement

Motivation regulation, study engagement, and students' wellbeing are critical components of skillful self-regulated learning. However, few studies have focused on these factors and their relationship in nursing education and as there is an increased usage of blended learning in nursing education, measuring students' learning in this setting is increasingly important. This person-oriented, quantitative study explored first-year nursing students' ( N = 90) motivation regulation related to study engagement and study burnout in blended and traditional learning environments in two undergraduate nursing programs. Regardless of the learning environment, the majority of the nursing students (65.6%) had a highly developed motivation regulation profile. They performed highly on motivation regulation, showed strong engagement, and exibhited reduced exposure for study burnout compared to those with less-developed motivation regulation profiles. It is suggested that motivation regulation, study engagement, and experienced burnout influence nursing students' learning. These components should be emphasized in developing nursing education and facilitating nursing students' learning.

scholarly journals An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review

2016 ◽  
Vol 13 (1) ◽  
pp. 127-138 ◽  
Author(s):  
Lisa J. Hayden ◽  
Sarah Y. Jeong ◽  
Carol A. Norton
Keyword(s):  
Nursing Education ◽  
Academic Success ◽  
Nursing Students ◽  
Literature Review ◽  
Learning Style ◽  
Mode Of Delivery ◽  
Nursing Programs ◽  
Future Research ◽  
Extrinsic Factors ◽  
Intrinsic Factors

AbstractThe population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby’s Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

scholarly journals Art in debrief: a small-scale three-step narrative inquiry into the use of art to facilitate emotional debriefing for undergraduate nurses

2019 ◽  
Vol 24 (3-4) ◽  
pp. 197-209
Author(s):  
Carol Kinsella Frost
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Narrative Inquiry ◽  
Clinical Placement ◽  
Small Scale ◽  
Research Participants ◽  
Undergraduate Nursing ◽  
Art Intervention ◽  
Insight Into

Background The context of the research was in a setting where undergraduate nursing students spend 50% of their programme in clinical practice and 50% in a higher education institute. Research participants were undertaking the adult branch of nursing education. Aims • To explore emotional debriefing in relation to nursing practice. • To highlight the emotional concerns of the research participants regarding clinical placement. • To gain an insight into the use of art/creativity in emotional debriefing. Methods Narrative inquiry was used to gain an insight into, and a deeper understanding of, how undergraduate nurses feel about their clinical placement experiences. The research was carried out in three stages: the art intervention, a diary account of the art intervention, and a follow-up face-to-face discussion between each participant and the researcher. Results The findings suggest the intervention helped the participants to articulate and process their emotions. All participants acknowledged the importance of the three-step approach, with follow-up to the art intervention. Conclusions This research project has highlighted the potential value of a creative approach to emotional debriefing. A wider inclusion of the arts could be explored. Facilitation of emotional debriefing may help build resilience in undergraduate nurses. There is growing recognition for the need to foster resilience in undergraduate nursing student programmes.

The Effect of Social Contingencies on Nursing Students’ Reactions During a Rural Clinical Placement

2013 ◽  
Vol 10 (1) ◽  
pp. 81-90 ◽  
Author(s):  
Ron Kerr ◽  
Brian C. Hemmings ◽  
Russell Kay
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Geographic Location ◽  
Professional Organization ◽  
Clinical Placement ◽  
First Year ◽  
University Administrators ◽  
First Year Students ◽  
Social Contingencies ◽  
Practicum Experiences

AbstractStudents’ feedback of their practicum experiences are typically documented only in terms of established nursing competencies and learning objectives. How nursing students cope with social contingencies (e.g., personal health) while away on clinical placement is not commonly reported in the literature. A sample of Australian student nurses was surveyed as a way of contributing new knowledge about what and how social contingencies could impact on a practicum experience. An analysis of the survey data provided by 244 students revealed that of the 14 contingencies used, financial pressure, accommodation, and geographic location, were rated as having the most influence. All of these social contingencies were examined by a principal components analysis. Three factors were identified and interpreted as professional organization, home organization, and personal organization. Three subscales were then derived using these factors and other measures were also calculated. Bivariate and multivariate relationships were subsequently determined. One key finding was that the first year students, compared to their more senior counterparts, expressed less stress during their practicum. The first year students, as opposed to their more experienced peers, also attached less importance to the professional organizational contingencies. The implications of the study for university administrators, nursing education faculty, and managers of clinical facilities conclude the paper.

Educating Aboriginal Nursing Students: Responding to the Truth and Reconciliation Report

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Annette Lane ◽  
Kristin Petrovic
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Aboriginal People ◽  
Nursing Programs ◽  
Truth And Reconciliation Commission ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Aboriginal Students ◽  
Effective Health Care

AbstractA 2015 Canadian report from the Truth and Reconciliation Commission issued two calls for action that specifically challenge nursing education programs: a call to incorporate indigenous knowledge and learning, and a call to reduce health disparities between aboriginals and non-aboriginals. These calls to action raise questions for nurse educators regarding how best to recruit, retain, and educate aboriginal nursing students. A literature review was conducted to examine issues faced by aboriginal students in nursing programs, as well as cultural competence with nurse educators working with aboriginal students. While there is some literature that addresses the need for aboriginal students to successfully complete nursing programs and thus be able to provide effective health care to aboriginal people, the emphasis is largely upon strategies. Although there are some exceptions, these have largely been ineffective. We argue the need to think about thinking in order to improve the effectiveness of these strategies within Canadian programs, as well as nursing programs abroad.

scholarly journals The Experience of Doctoral Nursing Candidate in Writing Publication in Journal

2021 ◽  
Vol 5 (2) ◽  
pp. 241
Author(s):  
Amar Akbar ◽  
Tiraporn Junda
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Programs ◽  
Scholarly Writing ◽  
Undergraduate Level ◽  
Doctoral Candidate ◽  
Depth Interview ◽  
Wide Range ◽  
High Level

Graduates of PhD nursing programs are expected to produce complex genres of writing such as abstracts, research grants, manuscripts for publication, and dissertations.  Research evidence shows a wide range of variability in writing among doctoral nursing students, and these variations may become more profound when exposed to complex genres. the objective of this study to explore the experience of PhD candidate in writing publication in high indexed journal. This case study used depth interview, semi structured question, Interview conducting in English, recorded voice used for transcribing data in 2 respondents from doctoral nursing candidate in Bangkok Thailand comes from Mahidol university and Chulalongkorn university. Participants’ criteria for this study are: 1) Doctoral candidate with minimum 1 publication in high indexed journal (Scopus/ ISI Thompson) 2) Doctoral nursing students that study in Thailand 3) Pass Qualifying Exam. Data analysis used modification Benner’s methods use in this study. This study exposing three themes. Theme 1: Strategies for publish. Theme 2: Support for publishing journal. Theme 3: two ways Communication with journal editors and public. Introduce scholarly writing at the undergraduate level and reinforce across the nursing education continuum, provide students with examples of quality scholarly writing, encourage student to connect with writing mentors (peers, colleagues, family, editor, faculty) are main recommendation for postgraduate student for increasing high level publication of nursing students.      

Night Shift as a Clinical Placement Strategy: A Qualitative Analysis of Nursing Students’ Experiences in North-Eastern Namibia

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Vistolina Nuuyoma ◽  
Johannes N Aron
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Night Shift ◽  
Clinical Placement ◽  
Design Data ◽  
Negative Experiences ◽  
Clinical Placements ◽  
School Of Nursing ◽  
North Eastern ◽  
Principles Of Justice

Clinical placement strategies facilitate clinical learning, which students and nurse educators consider to be a foundation in nursing training; they gain the ability to develop expected competencies. Night shift is one of the clinical placements used in nursing education, yet many studies globally only focus on students’ experiences of clinical placement during the day shift. It is not explicitly known how the nursing students in north-eastern Namibia experience the night shift as part of their clinical placement strategies. The focus of this article is on exploring and describing how nursing students in north-eastern Namibia have experienced the night shift as part of their clinical placement. The study was conducted at the university campus located in north-eastern Namibia. A qualitative approach, with phenomenology, was used as research design. Data were collected via focus group discussions with 18 nursing students who were purposively selected until data saturation was reached. Data analysis followed content analysis. The trustworthiness of the study was ensured using the criteria of Lincoln and Guba. The ethical principles of justice, beneficence, confidentiality, anonymity, and non-maleficence were also considered. Three main themes emerged: nursing students experienced the night shift as a beneficial clinical placement; there were negative experiences for nursing students when the night shift was used as a clinical placement; and there are strategies to strengthen the night shift as a clinical placement strategy. Nursing students in north-eastern Namibia have both positive and negative experiences of night shift clinical placement. Therefore, the School of Nursing should continue to use night shift as a clinical placement strategy, provided interventions are put in place to strengthen it and to make the learning environment more conducive.

An Exploration of the Clinical Accommodation Process for Nursing Students with Physical Disabilities Using Grounded Theory

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Erin Horkey
Keyword(s):  
Grounded Theory ◽  
Nursing Education ◽  
Nursing Students ◽  
Students With Disabilities ◽  
Nursing Faculty ◽  
Implementation Process ◽  
Essential Elements ◽  
Clinical Environment ◽  
Bottom Line ◽  
Accommodation Process

AbstractAim: The purpose of this study was to uncover the process by which nursing faculty make reasonable academic accommodations in the clinical environment for nursing students with orthopedic impairments. Background: Accommodating students with disabilities is necessary in nursing education. Unfortunately, policies, procedures, and practices for accommodation in nursing education are lacking. Nursing faculty lack resources for accommodation implementation for students with disabilities. Method: Constructivist grounded theory methods according to Charmaz, K. (2014). Constructing grounded theory (2nd ed. ed.). Thousand Oaks, California: Sage guided data collection and analysis. Results: Two defined processes were uncovered. “Faculty Perceptions of Their Experience Navigating the Clinical Accommodation Process” discusses external factors that affected implementation. “Reaching the Bottom Line” describes the essential elements of the implementation process. Conclusion: Seven steps of the accommodation process were identified. Additional research is needed to determine the effectiveness of each step and explore possible ways to mitigate numerous barriers to the accommodation process which participants also described.

Leadership and intra-personal development: relevance to Chinese nursing students

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Zenobia C.Y. Chan
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
Clinical Setting ◽  
Personal Development ◽  
Cultural Influence ◽  
Nursing Leadership ◽  
Nursing Programs ◽  
Focus Group Interviews ◽  
Group Interviews

AbstractIt is well known that intra-personal attributes and leadership styles are crucial elements of nursing education and practice. However, little has been done in these aspects, particularly in terms of students’ perspectives regarding various cultural influences on intra-personal development and nursing leadership. Six focus group interviews were conducted in Hong Kong to explore the meanings of intra-personal development and nursing leadership in nursing education and the clinical setting, and to analyze Chinese culture relevant to intra-personal and leadership development. The results revealed three themes (intra-personal development, nursing leadership, and cultural influence) extracted from the focus group interviews. Regarding intra-personal development, the findings from participants’ experiences suggested that they agreed with the importance of self-awareness, self-reflection, emotional competence, resilience, morality, and self-identity in nursing students. In addition, social competence, communication, team building and self-leadership, as well as crisis, conflict, and stress management, are crucial to nursing leadership. Some participants were also concerned with the cultural influence on gender barriers and hierarchism in the clinical setting. As intra-personal characteristics, leadership competence, and cultural values are crucial and fundamental in education, nursing programs should enhance these aspects for the holistic development of nursing students. Further studies across regions and time, interviews with nursing educators, and cross-cultural collaboration for nursing leadership and intra-personal development in nursing programs are recommended.

Perceptions of Nursing Student Clinical Placement Experiences

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Debra Leners ◽  
Kathleen Sitzman ◽  
Karen L. Hessler
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
United States Of America ◽  
Nursing Student ◽  
The United States ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Schools Of Nursing ◽  
Definition Of ◽  
Strategies For Change

There is an unprecedented shortage of registered nurses (RNs) in the United States of America. Efforts to educate more RNs have been limited by a shortage of both clinical placements and preceptors for nursing students. The purpose of this study was to examine nursing education issues associated with student clinical placement as experienced by hospital personnel who coordinate the placements with various schools of nursing. A qualitative study involving 15 state-wide participants directly associated with clinical placement of nursing students was conducted. Emergent themes from the data included lack of consistent terminology and definition of student and preceptor roles, preference of clinical scholars, process of site placements, rewards for supervision of students, dis-satisfiers to the supervision of students and suggested strategies for change. Recommendations which developed from the research are summarized and discussed.

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