scholarly journals Breastfeeding Attitudes and Knowledge in Bachelor of Science in Nursing Candidates

2014 ◽  
Vol 23 (3) ◽  
pp. 135-141 ◽  
Author(s):  
Aurora C. Vandewark
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Health Care Professionals ◽  
Attitude Scale ◽  
Undergraduate Nursing Students ◽  
Bachelor Of Science ◽  
Breastfeeding Knowledge ◽  
Undergraduate Nursing ◽  
Important Health

Breastfeeding is an important health topic worldwide, although lack of breastfeeding knowledge is noted among health-care professionals. The purpose of this study was to explore the relationship between breastfeeding knowledge and attitudes in undergraduate nursing students at the beginning and end of their clinical education. An electronic survey, based on the Iowa Infant Feeding Attitude Scale and the Breastfeeding Knowledge Questionnaire, was administered. Attitude scores did not differ significantly between groups. Total knowledge scores between groups differed modestly (p = .006). Correlations between total knowledge and total attitude scores were found (r[89] = .482, p < .000). Respondents reported that nursing education effectively teaches breastfeeding and that breastfeeding advocacy through patient education is a crucial nursing role.

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

scholarly journals Effect of community-based education on undergraduate nursing students’ skills: a systematic review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Arezoo Zeydani ◽  
Foroozan Atashzadeh-Shoorideh ◽  
Fatemeh Abdi ◽  
Meimanat Hosseini ◽  
Sima Zohari-Anboohi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Practical Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Community Based ◽  
Undergraduate Nursing Students ◽  
Community Based Education ◽  
Undergraduate Nursing

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

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.

The Future of Nursing Education: Multidisciplinary Community-Engaged Research for Undergraduate Nursing Students

2020 ◽  
Vol 59 (6) ◽  
pp. 341-344
Author(s):  
Jessica A. Devido ◽  
Cathleen J. Appelt ◽  
Andrew T. Simpson ◽  
Monica T. Gola ◽  
Nicole Szalla
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Community Engaged Research ◽  
Undergraduate Nursing ◽  
The Future ◽  
Future Of Nursing

scholarly journals The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Nursing Administration ◽  
Student Centered ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that  cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

scholarly journals The development of a European elearning cultural competence education project and the creation of it’s underpinning literature based theoretical and organising framework

2020 ◽  
Vol 10 (12) ◽  
pp. 49
Author(s):  
Edel McSharry ◽  
Carol Hall ◽  
Michelle Glacken ◽  
Mary Brown ◽  
Stathis Konstantinidis ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Health Care Professionals ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Strategic Partnership ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Creation ◽  
Media Learning

The EU have set standards in relation to cultural competence, and findings from previously funded EU commission projects have illuminated an extensively developed body of knowledge in this area in relation to healthcare. Evidence from contemporary literature shows that education interventions have a positive impact on the cultural competence of health care professionals. Nonetheless, short accessible resources that can be used flexibly to support teaching and learning around cultural competence are not available across many European countries. The aim of the TransCoCon (2017-2020) project has been to develop innovative accessible multi-media learning resources to enable undergraduate nursing students and registered nurses in five countries to develop their cultural self-efficacy and cultural competence for nursing. The purpose of this paper is to describe and discuss this European ERASMUS + funded strategic partnership project (TransCoCon 2017-2020) and the creation of its underpinning theoretical and organising framework. The rationale for this guiding framework will be discussed within the context of supporting literature.

Dedicated Education Units: A Unique Evaluation

2019 ◽  
Vol 12 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Stacy Fusner ◽  
Bernadette Mazurek Melnyk
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Experiences ◽  
Practice Change ◽  
Staff Nurse ◽  
Clinical Experiences ◽  
Educational Training ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Medical Institutions

BackgroundTraditional models of clinical nursing education do not deliver the most effective learning experiences to undergraduate nursing students. An innovative way to clinically prepare nursing students is the use of dedicated education units (DEUs). This model utilizes staff nurses to provide supervision and hands-on teaching to students.ObjectiveThe purpose of this project was to evaluate an evidence-based change from a traditional model of clinical instruction to a DEU.MethodsDEUs were implemented on three adult medical–surgical units. Two unpaired identical pre-DEU and post-DEU questionnaires were used to evaluate the practice change in both nursing students and staff nurse mentors.ResultsA total of 41 students and 22 nurses participated in the project. Students reported feeling comfortable, engaged, and satisfied in their clinical experiences on the DEU. Nurses' responses revealed the DEU to be a rewarding experience and found satisfaction in their role.ConclusionsThe paradigm shift from traditional to DEU models has enhanced the quality of learning experiences for students and improved the professional environment for nurses at large academic medical institutions located in central Ohio.Implications for NursingImplications for future inquiry include standardizing educational training/orientation programs for DEU staff nurse mentors.

An Integral Nursing Education: Exploration of the Wilber Quadrant Model

2006 ◽  
Vol 10 (3) ◽  
pp. 22-29 ◽  
Author(s):  
Carey S. Clark
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Educational Needs ◽  
Daily Basis ◽  
Transformative Experience ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Agents Of Change

This paper addresses the need for a transformative shift in undergraduate nursing curricula. By examining typical Bachelor of Science in Nursing (BSN) curriculum, via Ken Wilber’s integral quadrant model, it becomes apparent that nursing students are highly prepared to address the medical-technical needs of their patients. However, it is also evident that students are under-prepared to address the complex emotional, social, and spiritual challenges that their patients face on a daily basis. A proposed shift in nursing curricula would utilize Wilber’s model to address nursing students’ integral educational needs in an effort to create nurses who are capable of caring deeply for patients, acting as agents of change, and who experience the art of nursing as a potentially transformative experience.

Sign in / Sign up

Export Citation Format

Share Document