scholarly journals Woman-Centered Maternity Nursing Education and Practice

2003 ◽  
Vol 12 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Gloria Giarratano
Keyword(s):  
Nursing Education ◽  
Maternity Care ◽  
Phenomenological Study ◽  
Nursing Program ◽  
Clinical Experiences ◽  
Education Data ◽  
Purposeful Sampling ◽  
Centered Care ◽  
Maternity Nursing ◽  
Baccalaureate Nursing Program

The purpose of this Heideggerian phenomenological study was to uncover the meanings of the clinical experiences of registered nurses working in maternity settings after they studied maternity nursing from a woman-centered, feminist perspective in a generic baccalaureate nursing program. Purposeful sampling was conducted to locate and recruit nurses who had graduated from this nursing program between the December 1996 and December 1998 semesters and were currently working in a maternal-newborn clinical setting. Each participant had taken the required woman-centered, maternity-nursing course during her/his undergraduate education. Data collection included an individual, open-ended interview that focused on the nurses’ descriptions of their everyday practices as maternity nurses. Nineteen maternal-newborn nurses between the ages of 23 and 43 years who had been in practice from six months to three years were interviewed. The constitutive patterns identified from the interviews were: “Otherness,” “Being and Becoming Woman-Centered,” and “Tensions in Practicing Woman-Centered Care.” Findings revealed that the nurses had a raised awareness of oppressive maternity care practices and applied ideology of woman-centeredness as a framework for providing more humanistic care. Creating woman-centered maternity care meant negotiating tensions and barriers in medically focused maternity settings and looking for opportunities for advocacy and woman-empowerment. The barriers the nurses faced in implementing woman-centered care exposed limitations to childbearing choices and nursing practices that remain problematic in maternity care.

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

Incorporating Cultural Diversity and Caring through Simulation in a Baccalaureate Nursing Program

2010 ◽  
Vol 14 (2) ◽  
pp. 50-51 ◽  
Author(s):  
Beth Haas
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Environment ◽  
Cultural Backgrounds ◽  
Baccalaureate Nursing Programs ◽  
Dietary Restrictions ◽  
Baccalaureate Nursing Program ◽  
Different Cultures

Cultural competency is a national healthcare goal for baccalaureate nursing programs. Students care for patients from diverse populations with varying cultural backgrounds. In recent years, simulation has enabled educators to impact students’ worldview by introducing them to different perspectives that exist within different cultures. Simulation provides opportunities that incorporate exposure to religious relics, dietary restrictions, language concerns, family dynamics, and communication skills in a clinical environment. These concepts are essential to nursing education and simulation technology allow students to become aware of humanistic components of caring.

The Contributing Individuals in Developing Caring Behaviors of Nursing Students: The Focus Group Finding

2018 ◽  
Vol 22 (4) ◽  
pp. 169-178 ◽  
Author(s):  
Kuntarti Kuntarti ◽  
Krisna Yetti ◽  
Enie Novieastari
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
Peer Group ◽  
Nursing Program ◽  
Mentoring Program ◽  
Caring Behaviors ◽  
Caring Behavior ◽  
Baccalaureate Nursing Program ◽  
Senior Students

Caring behavior as a core competence of nursing students should be developed during the educational period. This study aimed to explore nursing students’ experiences in developing their caring behavior during nursing education. The study employed focus group discussions involving seven nursing students enrolled in the 3rd, 5th, and 9th semesters, and recent graduates of the baccalaureate nursing program in Indonesian. Data were analyzed using concept analysis with Colaizzi’s model. The results showed that besides their parents, the peer group was the most significant contributor to the development of their caring behaviors, followed by lecturers, senior students, nurses, and their patients. This study recommended that the faculty engage peer groups, senior students, and lecturers in the mentoring program to cultivate a caring culture among nursing students and measure the effectiveness of the program to change nursing students’ caring behaviors.

It Takes a Community to Raise a Nurse: Educating for Culturally Safe Practice with Aboriginal Peoples

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
M. Star Mahara ◽  
Susan M Duncan ◽  
Nora Whyte ◽  
Joanne Brown
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Program ◽  
Cultural Safety ◽  
Aboriginal Peoples ◽  
School Of Nursing ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
Baccalaureate Nursing Program ◽  
Key Resources

Described, is a strategy session to identify how to integrate the Framework for Cultural Competence and Cultural Safety in Nursing Education (Aboriginal Nurses Association of Canada, Canadian Association of Schools of Nursing, Canadian Nurses Association) into a baccalaureate nursing program. Emphasis is placed on engaging a wider community building on faculty and institutional strengths and resources to gather a network of Elders, nurses, students, and faculty. Outlined, is the process to identify potential learning experiences, key resources for implementing the Framework, and developing an advocacy statement to influence School of Nursing (SON) and university level policy regarding commitment to the Framework, its values and principles. Written as a narrative, the information can be shared with other SONs as they move forward with their own work in cultural safety and Aboriginal nursing.

Immigrant New Mothers in Finnish Maternity Care: An Ethnographic Study of Caring

2014 ◽  
Vol 4 (2) ◽  
pp. 86-102 ◽  
Author(s):  
Anita Wikberg ◽  
Katie Eriksson ◽  
Terese Bondas
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Maternity Care ◽  
Well Being ◽  
Cultural Knowledge ◽  
Ethnographic Study ◽  
New Mothers ◽  
Centered Care ◽  
Field Notes ◽  
Care Culture

PURPOSE: To illuminate experiences and perceptions of caring in the maternity care culture of immigrant new mothers in Finland.DESIGN: This is a descriptive interpretive ethnography.PARTICIPANTS AND SETTING: Seventeen new mothers from different cultures on a maternity ward in a medium-sized hospital in Finland.METHODS: Focused ethnographic analysis and interpretation of interviews, observations, and field notes were used.FINDINGS: Caring was part of the positive experience of childbearing and beneficial for the health and well-being of the immigrant new mothers. Negative experiences of health care impaired their well-being. The resources of Finnish maternity care and cultural knowledge of the nurses facilitated the caring. The policy and attitude of Finnish society encouraged childbearing. The immigration regulations affected support during childbearing negatively and tended to caused loneliness. The Finnish maternity care was not fully adapted to the mothers’ wishes to understand the organization of Finnish maternity care, to communicate, to breastfeed, and to have family-centered care, a flexible length of stay in the hospital, and extended support after childbirth.CONCLUSION: Caring improves the childbearing experience and the well-being and health of new immigrant mothers; therefore, caring needs to be emphasized in maternity care, health care administration, and nursing education.

Crazy Making: The Institutional Relations of Undergraduate Nursing in the Reproduction of Biomedical Psychiatry

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Simon Adam
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Mental Health Nursing ◽  
Undergraduate Nursing ◽  
The Social ◽  
Baccalaureate Nursing Program ◽  
Health Nursing

AbstractUndergraduate mental health nursing education has been extensively discussed among nursing scholars, educators, and curriculum experts. While various perspectives have weighed in on mental health nursing education in Canada, little attention has been paid to understanding the relationship between biomedical psychiatry and undergraduate nursing education. Using institutional ethnography, this article examines the social and textual relations which characterize this relationship. Beginning in the everyday teaching and learning work of faculty members and nursing students in a collaborative baccalaureate nursing program, the social organization of mental health nursing education is explicated and the textual processes are outlined. Findings suggest the presence of an institutional and discursive dominance of mental health nursing education by biomedical psychiatry. Implications for nursing education and recommendations to better balance mental health nursing education are outlined.

scholarly journals Innovative Solutions for Clinical Education during a Global Health Crisis

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Melanie Logue ◽  
Cynthia Olson ◽  
Marylou Mercado ◽  
Carolyn McCormies
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Nursing Program ◽  
Student Experiences ◽  
Clinical Group ◽  
Clinical Experiences ◽  
Health Crisis ◽  
Innovative Solutions ◽  
Novel Coronavirus ◽  
The Impact

Lack of clinical experience availability has been a longstanding concern for academic programs in nursing. The continued decrease in clinical group size and the number of students that an organization will allow for clinical experiences has been a growing issue that requires innovation to create alternative clinical experiences to meet program, student, and governing agency requirements. When the novel coronavirus, SARS-CoV-2, or COVID-19, emerged in early 2020, resulting in a global pandemic, the impact included nursing education. Students were no longer allowed in clinical facilities due to attempts to contain the virus and lack of personal protective equipment. Many programs were underprepared and had to quickly adjust to meet clinical requirements for students to complete courses. This article discusses several impacts in the context of policymakers, regulators, and nursing practice, with specific examples from policy changes that occurred in the state of Arizona. We describe the nursing program response to pandemic challenges with examples of innovative solutions in practice and policy that informed the rapid shift to nontraditional student experiences.

The Theory Practices Gap among Nursing and Midwifery Students in Palestine

2018 ◽  
Vol 2 (11) ◽  
Author(s):  
Nawaf RN Amro ◽  
Ayat Al Sous, Shatha Shkherat, Haya Nahli, Rajeh Hassasneh, Ayham Slimi
Keyword(s):  
Clinical Practice ◽  
Baccalaureate Nursing ◽  
Clinical Training ◽  
Final Analysis ◽  
Cross Sectional Study ◽  
Nursing Program ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
Stratified Sample ◽  
Baccalaureate Nursing Program

Clinical experience is one of the most significant sources of stress and anxiety producing components of the nursing program. Clinical training, not only gives students the opportunity to transfer what they have learnt during theory into the unfamiliar and complex clinical practice environments. It also helps students learn a variety of skills, such as how to establish communication, make decisions and work as a member of a team. The purpose of this study was to identify nursing and midwifery students’ problems during clinical practice at the baccalaureate nursing program in Palestine. Descriptive cross-sectional study design was utilized. A stratified sample of 340 nursing and midwifery students was recruited. Data were collected on a self-administered questionnaire. The sample was derived from students who had experienced clinical practice among the students in the department of nursing and midwifery sciences in Al-Quds University in Palestine. The study started with 340 students, including 155 males and 185 females. The final analysis was conducted with 330 participants comprising 151 (45.8%) males and 179 (54.2%) females. The majority of respondents stated that they did perceive a difference between what they were taught in the classroom compared to what was used in their clinical experiences with 237 (71.8%) responding yes and 93 (28.2%) responding no. Approximately, half of the students perceived the extent of the gap between theoretical & practical side with 138 (41.8%) responding big. Therefore, nursing facilitators should train and make more researches to identifying more problems and working to enhancing these problems to have a professions nursing and midwifery in our life.

scholarly journals The meaning of caring for nursing students in a baccalaureate nursing program: An arts-based inquiry

2019 ◽  
Vol 9 (11) ◽  
pp. 35
Author(s):  
Karen Parsons ◽  
Caroline Porr ◽  
April Pike ◽  
Paula Kelly
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Care Delivery ◽  
Nursing Program ◽  
Interview Data ◽  
Phenomenological Method ◽  
Step Method ◽  
Advance Student ◽  
Baccalaureate Nursing Program

Objective: To determine the meaning of caring for nursing students in order to inform development of a caring curriculum for a four-year Bachelor of Nursing Program.Methods: A hermeneutic phenomenological method was employed to explore the meaning students ascribed to caring in nursing. Students drew from their own experiences within the context of nursing education. Arts-based inquiry was used as the medium to elicit students’ reflections of the meaning of caring. Seven nursing students participated in the study. Each student was asked to paint a picture capturing the meaning of caring in nursing, followed by one semi-structured audio-recorded interview. Data analysis followed the seven-step method of contextual analysis described by Diekelmann, Allan and Tanner (1989), and incorportated the methods of van Manen (1990).Results: Four themes emerged from the interview data: a) caring comes from within, b) caring is being the best you can be, c) caring is providing holistic care, and d) caring cannot be taught.Conclusions: Arts-based inquiry and the phenomenological method enabled in-depth exploration of the meaning of caring in nursing for seven nursing students. Arts-based inquiry can serve as an effective educational strategy for facilitating and fostering nurse caring among nursing students. The findings from this study have important implications for designing and implementing a caring curriculum in a baccalaureate nursing program including ensuring a caring learning environment is established for nursing students. A caring curriculum will advance student caring, and, ultimately, promote higher quality nursing care delivery.

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