scholarly journals Quality of Clinical Evaluation from Viewpoint of Nurse Interns and Nursing Unit Clerks; Nursing Students of the School of Nursing and Midwifery

2016 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Zahra Riahi Roohi ◽  
Shayesteh Salehi
Keyword(s):  
Nursing Students ◽  
Clinical Evaluation ◽  
Demographic Data ◽  
Evaluation Process ◽  
Study Data ◽  
Nurse Training ◽  
Nursing Unit ◽  
School Of Nursing ◽  
Open Questions

Quality of nurse training programs requires clinical evaluation. The purpose of this study was to achieve a perspective of realities from viewpoint of nursing students during their internship and clerkship. This study was descriptive and quantitative; 180 nurse inters and nursing unit clerks were enrolled for the study. Data was collected using a researcher made questionnaire. Content validity of the questionnaire was confirmed by a group of faculty members and clinical professors; reliability of the questionnaire was confirmed by Cronbach's alpha (0.89). The questionnaire consisted of two parts; demographic data and data related to clinical evaluation in four areas including content of evaluation, the role of instructor in evaluation, evaluation process and outcome of evaluation. The questionnaire was scored on a five-point Likert scale from always to never. At the end, there were two open questions about suggestions on clinical evaluation. Data were analyzed by SPSS22, descriptive and analytic statistics. Results showed that nurse interns evaluated the instructor as good (4.05 ± 0.06), evaluation content as average (3.65 ± 0.06), evaluation process as average (2.77 ± 0.76) and outcome of evaluation as poor (2.41 ± 0.69). Nursing unit clerks evaluated the instructor as good (3.84 ± 0.59), evaluation content as average (3.51 ± 0.68), evaluation process as average (2.60 ± 0.78) and outcome of evaluation as poor (2.56 ± 0.63). According to the results, quality of clinical evaluation of nursing students requires a review in existing processes and tools, as well as revision in programs and clinical evaluations by planners and instructors.

scholarly journals Quality of Clinical Evaluation from Viewpoint of Nurse Interns and Nursing Unit Clerks; Nursing Students of the School of Nursing and Midwifery

2016 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Zahra Riahi Roohi ◽  
Shayesteh Salehi
Keyword(s):  
Nursing Students ◽  
Clinical Evaluation ◽  
Demographic Data ◽  
Evaluation Process ◽  
Study Data ◽  
Nurse Training ◽  
Nursing Unit ◽  
School Of Nursing ◽  
Open Questions

Quality of nurse training programs requires clinical evaluation. The purpose of this study was to achieve a perspective of realities from viewpoint of nursing students during their internship and clerkship. This study was descriptive and quantitative; 180 nurse inters and nursing unit clerks were enrolled for the study. Data was collected using a researcher made questionnaire. Content validity of the questionnaire was confirmed by a group of faculty members and clinical professors; reliability of the questionnaire was confirmed by Cronbach's alpha (0.89). The questionnaire consisted of two parts; demographic data and data related to clinical evaluation in four areas including content of evaluation, the role of instructor in evaluation, evaluation process and outcome of evaluation. The questionnaire was scored on a five-point Likert scale from always to never. At the end, there were two open questions about suggestions on clinical evaluation. Data were analyzed by SPSS22, descriptive and analytic statistics. Results showed that nurse interns evaluated the instructor as good (4.05 ± 0.06), evaluation content as average (3.65 ± 0.06), evaluation process as average (2.77 ± 0.76) and outcome of evaluation as poor (2.41 ± 0.69). Nursing unit clerks evaluated the instructor as good (3.84 ± 0.59), evaluation content as average (3.51 ± 0.68), evaluation process as average (2.60 ± 0.78) and outcome of evaluation as poor (2.56 ± 0.63). According to the results, quality of clinical evaluation of nursing students requires a review in existing processes and tools, as well as revision in programs and clinical evaluations by planners and instructors.

scholarly journals A study on quality of work life and turnover intention among academicians

2021 ◽  
Vol 11 (3) ◽  
pp. 21-30
Author(s):  
Azash S.M.D. ◽  
Sudheer Kumar M
Keyword(s):  
Turnover Intention ◽  
Demographic Data ◽  
Study Data ◽  
Work Life ◽  
Quality Of Work Life ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Quality Of Work ◽  
The Relationship

Background: This study was aimed to investigate the various dimensions of quality of work life of higher educational teachers working in engineering colleges affiliated to JNTUA, Anantapur. And the relationship among six-dimensional Quality of work life with job satisfaction, organizational commitments and turnover intention.Methods: A cross-sectional survey was used in this study. Data were collected using Brooks’ Quality of Work Life, the Anticipated Turnover Scale and demographic data questions. A total of 500 faculty working in private engineering colleges affiliated to JNTUA Anantapur in Rayalaseema region and Nellore district of Andhra Pradesh is selected base on stratified random sampling method is adopted. Descriptive statistics, t-test, ANOVA, correlation and multiple regression were applied for analysis using SPSS v 21 for Windows.Results: The findings suggest the importance of overall Quality of work life of engineering teachers in enhancing their commitment and retention. The present study concludes that employees’ perceptions on the relationship among Quality of work life, organizational commitment and turnover intention will improve, if organization approaches its employees’ management activities from the perspective of cultivating Quality of work life that should be reflected in the formal organizational policy and procedures.

scholarly journals Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

2020 ◽  
Vol 10 (2) ◽  
pp. 83
Author(s):  
Medusalem Hangula Joel ◽  
Daniel Opotamutale Ashipala ◽  
Esther Kamenye
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Interactive Video ◽  
Education Institution ◽  
Study Data ◽  
Student Experiences ◽  
Video Technology ◽  
Structured Interviews ◽  
School Of Nursing ◽  
North Eastern

Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.

scholarly journals Saúde do trabalhador: concepções de acadêmicos de enfermagem [Workers’ health: student nurses’ conceptions] [Salud del trabajador: concepciones de los estudiantes de enfermería]

2017 ◽  
Vol 25 ◽  
pp. e16143
Author(s):  
Rejane Silva Rocha ◽  
Rosangela Maria Greco ◽  
Denise Cristina Alves de Moura ◽  
Marluce Rodrigues Godinho
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Occupational Health ◽  
Student Nurses ◽  
Ethics Committee ◽  
Study Data ◽  
School Of Nursing ◽  
The Subject ◽  
Investigación Cualitativa ◽  
Predominantly Female

Objetivo: discutir as concepções dos acadêmicos da Faculdade de Enfermagem da Universidade Federal de Juiz de Fora sobre a temática saúde do trabalhador. Método: trata-se de uma pesquisa qualitativa, com análise de conteúdo, cujos dados foram coletados por meio de questionários preenchidos por escrito por 19 acadêmicos de enfermagem do 5º e 9º períodos em 2014. A pesquisa foi aprovada pelo Comitê de Ética em Pesquisa com número CAAE 33361214.2,0000.5147. Resultados: os participantes possuíam de 20 a 28 anos de idade, com predominância do sexo feminino. Apesar de observarmos que a temática vinha sendo trabalhada na graduação, essa necessitava de abordagem mais ampla, com inserção desse conteúdo nos períodos iniciais do curso para gerar a reflexão e compreensão dos acadêmicos sobre a saúde do trabalhador. Conclusão: os acadêmicos precisam ser estimulados a pensar criticamente sobre a própria saúde, a saúde dos integrantes da equipe de trabalho e dos trabalhadores sob seus cuidados.ABSTRACTObjective: to discuss conceptions of occupational health held by students at the School of Nursing, Juiz de Fora Federal University. Method: in this qualitative study, data were collected in 2014, by written questionnaires, from 19 5th and 9th term nursing students, and treated by content analysis. The study was approved by the research ethics committee (CAAE 33361214.2,0000.5147). Results: the participants were 20 to 28 years of age, and predominantly female. Although the subject was being studied on the undergraduate course, a broader approach was needed, with this content introduced early in the course so as to prompt students’ thinking about, and understanding of, workers’ health. Conclusion: students need to be encouraged to think critically about their own health, workforce health, and the health of workers in their care.RESUMENObjetivo: discutir las concepciones de los estudiantes de la Facultad de Enfermería de la Universidad Federal de Juiz de Fora sobre el tema Salud del Trabajador. Método: se trata de una investigación cualitativa, con análisis de contenido, cuyos datos se recolectaron por medio de cuestionarios llenados por escrito por 19 estudiantes de enfermería del 5º y 9º semestres, en 2014. La encuesta fue aprobada por el Comité de Ética en Investigación, No CAAE 33361214.2,0000.5147. Resultados: los participantes tenían de 20 a 28 años de edad y, en su mayoría, eran mujeres. A pesar de observar que el tema estaba siendo abordado en el curso de pregrado, se necesitaba un enfoque más amplio, insertando este contenido en los semestres iniciales del curso para provocarles, a los estudiantes, la reflexión y la comprensión sobre la salud del trabajador. Conclusión: los estudiantes necesitan ser estimulados a pensar críticamente sobre la propia salud, la salud de los integrantes del equipo de trabajo y los trabajadores bajo sus cuidados. DOI: http://dx.doi.org/10.12957/reuerj.2017.16143

Evaluation of Nursing Students’ Perspectives toward Objective Structured Clinical Examination

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Izzeddin A. Bdair
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Demographic Data ◽  
Assessment Method ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Innovative Method ◽  
Objective Structured Clinical Examinations

Nurses need to master the core nursing competencies to perform their professional duties effectively. The Objective Structured Clinical Examinations (OSCEs) have been integrated as an innovative method of evaluating clinical skills in the nursing curriculum over the years. The study that directed this article aimed to assess nursing students’ perception toward OSCEs. A cross-sectional descriptive design was used. A convenient sample of 429 undergraduate nursing students was enrolled. In addition to demographic data, the OSCEs’ evaluation questionnaire was used to gather data. The questionnaire assessed nursing students’ evaluation of the OSCEs’ attributes, the quality of OSCEs’ performance, and OSCEs’ scoring and objectivity. Seven questions about the evaluation of the OSCEs’ organisation were added. About two-thirds of the students were female (69.2%) and belonged to the age category of younger than 24 years (59.9%). The OSCEs were rated the most preferred assessment method for clinical competencies and fit for all student levels. Nursing students showed positive perspectives toward OSCEs’ attributes, quality of performance, scoring and objectivity, and organisation. OSCEs have been used as an innovative method of evaluating clinical nursing skills. OSCEs are accepted well by nursing students. The study recommends that academic institutions have to design OCSEs well in terms of preparation, planning, equipping labs, organisation, implementation, follow-up, and monitoring, and they should consider faculty and students’ feedback to make it more effective and valuable.

scholarly journals Nursing Students’ Knowledge Toward Genetic Topics: A Cross-Sectional Study in Central Java, Indonesia

2018 ◽  
Vol 3 (3) ◽  
Keyword(s):  
Nursing Students ◽  
Rna Structure ◽  
Demographic Data ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Trisomy 13 ◽  
Cross Sectional ◽  
Convenience Sample ◽  
School Of Nursing ◽  
Central Java

Purpose: To identify nursing students’ knowledge about genetics. Methods: A descriptive with a cross-sectional approach was used in this study. Eligible participants were recruited from a convenience sample at nine school of nursing in Central Java, Indonesia. Survey were distributed to 1691 nursing students attend the class. The modification of “The Genetic Needs Assessment Survey” was used. There were 43 questions divided in 3 sections/ domains. The questionnaire covers 3 domain, including perceive knowledge of human principles and disorders; comfort regarding genetics; and educational methods of teaching genetic topics. Also, there were 4 demographic data including age, gender, semester grade, and previous degree have been assessed. Descriptive statistics were used to explain results from data collected. Results: There were 1635 nursing students participated in this study. The response rate was 96.7%. More participants feel confident when they choose “minimal knowledge” in terms of genetic (e.g., DNA - RNA structure and function). However, they also choose “no knowledge of this topic) to pattern inheritance terms. The majority of students were not familiar to genetic disease, for example trisomy 13, trisomy 18, trisomy 21, and Huntington’s disease. Students also stated that they feel more comfortable to learn about genetics through lecture, small group discussion, and roleplay. Conclusion: Nursing students’ knowledge concerning genetics still low. This knowledge will affect quality of nursing care given to the patient. Thus, genetics topic should be included in nursing curriculum at any level of education.

scholarly journals Explaining the Status of Clinical Nursing Education: A Qualitative Research in Iran

2022 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mohammad Ali Montaseri ◽  
Mohsen Faseleh Jahromi ◽  
Zohreh Badiyepeymaie Jahromi ◽  
Mohsen Hojat ◽  
Shohreh Javadpour
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Evaluation Process ◽  
Medical Sciences ◽  
Clinical Nursing ◽  
The Status ◽  
Clinical Nursing Education ◽  
Quality Of Nursing

Background: Challenges and problems of clinical nursing education are the most important factor in determining the quality of nursing students' education. Frequent assessment of the quality of nursing education without considering the existing challenges is an ineffective activity in analyzing the situation of nursing education. Objectives: This study aimed to explain the status of clinical nursing education at Jahrom University of Medical Sciences in Iran. Methods: This qualitative study based on the conventional content analysis approach was conducted at Jahrom University of Medical Sciences in 2018 - 2019. Data were collected through holding 10 semi-structured face-to-face focus group discussions (FGDs) with 110 nurses, head nurses, instructors, and students. Purposeful sampling was used and the interviews were analyzed by Graneheim and Lundman method by MAXQDA Software. Results: We obtained 626 in-vivo codes, 46 primary codes, eight subcategories (lack of attention to the evaluation process, non-participative evaluation, low staff educational cooperation, ineffective instructors, non-educational clinical space, student educational deficits, students' confusion in the clinical setting, and non-participatory planning), and three main categories (planning challenges, implementing challenges, and evaluation challenges). Conclusions: Educational leaders are recommended to shift to three areas, including democratic planning, wise implementation with frequent monitoring, and the use of modern clinical evaluation methods based on the participation of learners and other stakeholders.

scholarly journals Peer tutoring in nursing: Quantitative evaluation of a formalized undergraduate tutoring program

2019 ◽  
Vol 10 (2) ◽  
pp. 55
Author(s):  
Kari Sand-Jecklin ◽  
Stacy Huber
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Peer Tutoring ◽  
At Risk Students ◽  
Evaluation Process ◽  
Program Improvement ◽  
Undergraduate Nursing Students ◽  
School Of Nursing ◽  
Undergraduate Nursing ◽  
Tutoring Program

Background and objective: Based on the limited literature, a formalized peer tutoring program was developed at the study institution’s School of Nursing to promote the success of academically at-risk students.  The evaluation process was designed to guide program improvement as well as to contribute to the available literature related to peer tutoring in programs of nursing. The purpose of this study was to formally evaluate a newly developed formalized peer tutoring program for undergraduate nursing students, to inform other undergraduate nursing programs considering implementing a peer tutoring program.Methods: The peer tutoring program was evaluated using parallel post-experience surveys for tutors and tutees. Participants also completed a Learning and Studying Strategies Questionnaire, to determine if strategy use differed between the two groups.Results: There were no statistically significant differences in learning/studying strategies used by tutors and tutees, with both being predominantly superficial strategies. Tutors and tutees evaluated the tutoring program overwhelmingly positively. A few students did make suggestions for improvements in the payment system and suggested making tutoring more widely available.Conclusions: The formalized peer tutoring program is a valuable asset in promoting the academic success of undergraduate nursing students.  Minor changes to the program have been made according to student suggestions.

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