scholarly journals Nursing professional education: implications of education for transpersonal care

2011 ◽  
Vol 19 (2) ◽  
pp. 252-260 ◽  
Author(s):  
Emanuelle Caires Dias Araújo Nunes ◽  
Luzia Wilma Santana da Silva ◽  
Eulina Patricia Oliveira Ramos Pires
Keyword(s):  
Nursing Students ◽  
Professional Education ◽  
Public Universities ◽  
Structured Interviews ◽  
Undergraduate Nursing Students ◽  
Probabilistic Sampling ◽  
Undergraduate Nursing ◽  
Emotional Dimension ◽  
The Face ◽  
Nursing Professional

This study identifies the perceptions of undergraduate nursing students concerning their education to provide transpersonal care. This qualitative study was conducted in four public universities in Bahia, Brazil with 16 seniors (non-probabilistic sampling) through semi-structured interviews, analyzed through the Collective Subject Discourse. The results expressed the students’ feelings in the face of the challenge to provide transpersonal care; the psycho-cognitive competencies required by inter-subjective praxis; their perceptions concerning the curriculum in relation to the psycho-emotional dimension of being, untying critical knots; strategies suggested. The final reflections indicate the need to implement changes in the professional education of nurses in order to recover the humanistic view while preserving the scientific view. Undergraduate courses should develop an interactive methodology capable of supporting a more humane, sensitive and inter-subjective care praxis.

scholarly journals Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready?

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students. Methods A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis. Results The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”. Conclusion The nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Learning through research: from teaching science to the sphere of nursing care

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Ítalo Rodolfo Silva ◽  
Joséte Luzia Leite ◽  
Maria Auxiliadora Trevizan ◽  
Isabel Amélia Costa Mendes ◽  
Thiago Privado da Silva ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Nursing Students ◽  
Complexity Theory ◽  
Nursing Care ◽  
Scientific Practice ◽  
Care Delivery ◽  
Structured Interviews ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Abstract Objective: To understand the connections established between the teaching of research in undergraduate school and reflections on the context of nursing care based on the meanings assigned by nurses and undergraduate nursing students. Method: Qualitative research, the theoretical and methodological frameworks of which were Complexity Theory and Grounded Theory. Sixteen nurses and nine undergraduate nursing students participated. Data were collected through semi-structured interviews. Results: The study revealed that aspects that structure and maintain the scientific practice of nurses are connected with the teaching of nursing in undergraduate school. The transversality of teaching of research and strategies adopted by professors influence this process. Conclusion: In the nursing field, learning through research requires strategies that contextualize research within the context of care delivery, so that students perceive science as an element that structures their profession. For that, research should be a non-linear, transversal procedure that takes place over the course of the undergraduate program.

The Contribution of Death-Related Experiences to Health Care Providers' Attitudes toward Dying Patients: I. Graduate and Undergraduate Nursing Students

1991 ◽  
Vol 23 (4) ◽  
pp. 249-278 ◽  
Author(s):  
Sandor B. Brent ◽  
Mark W. Speece ◽  
Marie F. Gates ◽  
Darlene Mood ◽  
Manju Kaul
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Health Care Providers ◽  
Professional Education ◽  
Educational Experience ◽  
Measurement Model ◽  
Care Providers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Dying Patients

This is the first in a series of studies planned by the authors concerned with the contribution of different death-related experiences to health care providers' attitudes toward caring for dying patients. This study investigated the contributions of personal, professional, and educational experience to the aversive and attractive components of those attitudes among 420 undergraduate and graduate students at six university-based nursing schools. The results showed that aversiveness decreased, attractiveness increased, and overall attitude became more positive, as the number, extent, and specificity of a student's death-related experiences increased. However, the different types of experience differed in the degree to which they affected each component: aversiveness was most affected by professional experience, attractiveness by personal experience. Educational experience made a small but significant contribution to both. The psychological assumptions and the measurement model underlying the development of the questionnaire and the interpretation of the data are presented. The implications of these results for future professional education are discussed.

scholarly journals Clinical simulation in teaching Pediatric Nursing: students’ perception

2020 ◽  
Vol 73 (2) ◽  
Author(s):  
Mayara Gombrade Teles ◽  
Ana Márcia Chiaradia Mendes-Castillo ◽  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Nursing Students ◽  
Simulation Methods ◽  
Structured Interviews ◽  
Pediatric Nursing ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Simulation Practice

ABSTRACT Objectives: to comprehend the perception of undergraduate nursing students about learning to care for the child and family through clinical simulation. Methods: this is a qualitative research conducted with ten nursing students through semi-structured interviews. Data were analyzed through content analysis. Results: data were organized into two categories: “learning a new way to learn,” in which students describe their experiences during the simulation, and “learning a new way to care,” in which they reflect on learning through simulation. Final considerations: we believe that clinical simulation practice in teaching should be encouraged because of the benefits it can offer to the students, faculty, patients and their families. However, we recommend further studies to validate scenarios of child and family healthcare.

scholarly journals Clinical teaching of university-degree nursing students: Are the nurses in practice in Uganda ready?

2020 ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background: Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and are incompetent in moulding the clinical reasoning processes which is inherent within degree education. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.Methods: A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from ARRH who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.Results: The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”.Conclusion: The nurses in practice need support in the execution of the clinical teaching role of undergraduate nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Undergraduate Nursing Students’ Challenges when Writing Research Proposals at the University of Namibia

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Mr Daniel Opoamutale Ashipala ◽  
Rebecca Musore Livingi
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Problem Formulation ◽  
Structured Interviews ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Contextual Design ◽  
Daunting Task ◽  
Writing Research ◽  
The University

Research topic selection and problem formulation are prerequisites when preparing a proposal for conducting research. However, nursing students find this a daunting task when doing it for the first time, despite the research methodology module that introduces nursing students to research. Institutions of higher learning should, therefore, establish the challenges that undergraduate nursing students face when writing their research proposals to develop strategies in order to mitigate these challenges. In Namibia, students’ challenges when writing research proposals have not been extensively researched. This study aimed to explore and describe undergraduate nursing students’ challenges when writing research proposals at the University of Namibia (UNAM), with a view to describing the factors that affect this. Accordingly, a qualitative, explorative, descriptive and contextual design was applied and purposive sampling was used to select 20 undergraduate nursing students enrolled for the Bachelor of Nursing Science (Clinical) (Honours) at UNAM. Individual interviews were conducted, using semi-structured interviews in line with an interview guide. Data were analysed by means of qualitative thematic analysis, which identified the following themes: challenging experiences when writing the research proposal; influence of the supervisor; and recommendations for improvement. The findings of this study call for well-articulated plans and actions from the lecturers and supervisors involved to address the challenges highlighted in this study, as well as actions and plans that should inform the curriculum. A need was identified for a strong focus on library information literacy and English for academic writing to be taught simultaneously with the writing of research proposals from the third year.

scholarly journals Clinical teaching of undergraduate nursing students: Are the nurses in practice in Uganda ready?

2020 ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Teaching Role

Abstract Background: Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and are incompetent in moulding the clinical reasoning processes which is inherent within degree education. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of undergraduate nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.Methods: A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from ARRH who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.Results: The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “ Willingness to teach undergraduate students ” “ Perceived attributes of undergraduate students ”, and “ The clinical practice environment ”.Conclusion: The nurses in practice need support in the execution of the clinical teaching role of undergraduate nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Clinical teaching of university-degree nursing students: Are the nurses in practice in Uganda ready?

2021 ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background: Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and are incompetent in moulding the clinical reasoning processes which is inherent within degree education. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.Methods: A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from ARRH who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.Results: The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”.Conclusion: The nurses in practice need support in the execution of the clinical teaching role of undergraduate nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

Sign in / Sign up

Export Citation Format

Share Document