The Net Generation of Nursing: Keeping Empathetic Communication Alive

2013 ◽  
Vol 19 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Sharon Metcalfe ◽  
Amy Putnam
Keyword(s):  
Online Education ◽  
Communication Skills ◽  
Degree Completion ◽  
Electronic Communication ◽  
Nursing Profession ◽  
Net Generation ◽  
Clinical Settings ◽  
Nursing Educators ◽  
Profound Impact ◽  
Degree Completion Programs

Electronic communication has had a profound impact on generations, in the nursing profession as well as in society as a whole. Nursing educators struggle with facilitating verbal communication skills in didactic and clinical settings, particularly with the Net Generation. Online education is rapidly becoming the norm in degree-completion programs. Nursing educators must assure that empathetic communication with patients will not become a lost art.

Improving U.S. College Graduation Rates with Quality Online and Blended Degree Completion Programs

2017 ◽  
pp. 40-59
Author(s):  
Lisa Braverman
Keyword(s):  
Graduation Rates ◽  
Degree Completion ◽  
College Education ◽  
College Graduation ◽  
College Graduation Rates ◽  
Adult Degree Completion ◽  
Degree Completion Programs ◽  
Sufficient Degree ◽  
Economic Vitality ◽  
The U.S

The Lumina Foundation estimates the number of American adults possessing some college education, but no degree, to hover at about 47 million. CAEL approximates this number to be about 100 million when including adults without any previous college study. This chapter questions whether there are sufficient degree completion programs available in the U.S. to meet current demand. With the U.S. a dismal 19th in the 2015 OECD rankings of college graduation rates, this chapter makes the case that there is more work for American colleges and universities to do to address the gaping disparity between the number of Americans holding four-year degrees and those needed to provide the innovation required to maintain future American economic vitality. Finally, the chapter reviews the blended classroom approach as a highly effective model for serving the adult degree completion population and describes a successful program that was recently created at Long Island University.

scholarly journals Beyond the net generation debate: A comparison between digital learners in face-to-face and virtual universities

2012 ◽  
Vol 13 (4) ◽  
pp. 190 ◽  
Author(s):  
Begoña Gros ◽  
Iolanda Garcia ◽  
Anna Escofet
Keyword(s):  
Online Education ◽  
University Students ◽  
Empirical Studies ◽  
Net Generation ◽  
Teaching Methodology ◽  
Digital Native ◽  
Face To Face ◽  
Use Of Technology ◽  
Frequent Use ◽  
Digital Learners

<p>In the last decade, an important debate about the characteristics of today’s students has arisen due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies competent users able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the ‘digital native’ label does not provide evidence of a better use of technology to support learning. The debate has to beyond and focus on the implications of being a learner in a digitalised world. This research is based on the hypothesis that the use of technology to support learning is not related to the fact of belonging or not to the net generation, is mainly influenced by the teaching model.</p><p>The study compares the behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of university students from five universities with different characteristics (one of them offers online education and four offer face-to-face with LMS teaching-support).</p><p>Findings suggest although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes and universities. There is a clear relationship between the students’ perception of usefulness regarding certain ICT resources and the teachers’ suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. The study shows how the educational model (face-to-face or online) has a stronger influence on the students’ perception of usefulness regarding ICT support for learning than the fact of being a digital native.</p>

scholarly journals A Qualitative Inquiry into Nursing Students’ Experience of Facilitating Reflection in Clinical Setting

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Shahnaz Karimi ◽  
Fariba Haghani ◽  
Nikoo Yamani ◽  
Majid Najafi Kalyani
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Qualitative Inquiry ◽  
Clinical Settings ◽  
Nursing Educators ◽  
Reflective Process ◽  
Semistructured Interviews

Background and Aim. Reflection is known as a skill that is central to nursing students’ professional development. Due to the importance and the role of reflection in clinical areas of nursing, it is important to know how to achieve it. However, nursing trainers face the challenge of how to help their students to improve reflection in clinical settings. The aim of this study was to investigate the nursing students’ experiences of facilitating reflection during clinical practice. This qualitative study was conducted by qualitative content analysis approach. Twenty nursing students during the second to eighth semester of their educational program were selected for participation using purposive sampling. Data were collected through in-depth semistructured interviews. The interview was transcribed verbatim, and qualitative content analysis was used to analyze the data. From the data analysis, four main themes were extracted. Motivation to reflect, complex experiences, efficient trainer, and effective relations were four main themes obtained from study that, in interaction with each other, had facilitating roles in students’ reflective process on experiences. The findings revealed that the nursing students’ reflection in clinical settings is effective in personal and professional level. Reflection of nursing students depends on motivational and educational factors and these factors increase the quality of care in patients. Furthermore, nursing educators need to create nurturing climate as well as supporting reflective behaviors of nursing students.

scholarly journals Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Irene P Carvalho ◽  
Vanessa G Pais ◽  
Filipa R Silva ◽  
Raquel Martins ◽  
Margarida Figueiredo-Braga ◽  
...  
Keyword(s):  
Communication Skills ◽  
Clinical Settings ◽  
Comprehensive Program ◽  
Real Patients

Incorporating Electronic Mail into the Business Communication Course

1995 ◽  
Vol 58 (3) ◽  
pp. 45-51 ◽  
Author(s):  
Karen S. Nantz ◽  
Cynthia L. Drexel
Keyword(s):  
Communication Skills ◽  
Electronic Mail ◽  
Electronic Communication ◽  
Business Communication ◽  
Information Superhighway ◽  
Organizational Hierarchy ◽  
Communication Course ◽  
E Mail

E-mail is the primary communication vehicle for the information superhighway. Unfortunately, e-mail education is focusing on the hardware and software issues without regard for the requisite communication skills. To be effective electronic communicators, students need training in understanding the electronic organizational hierarchy and electronic communication volume and costs; selecting the appropriate media; and evaluating message permanence, security, ownership, and privacy. Including targeted exercises in the business communication class can enhance students' understanding of e-mail.

scholarly journals Online teaching Russian practical grammar at a Chinese university during the epidemic

2020 ◽  
Vol 18 (4) ◽  
pp. 383-408
Author(s):  
Wei Zhang ◽  
Liudmila E. Vesnina
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Communication Skills ◽  
Online Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Assessment System ◽  
Learning Abilities ◽  
Distance Learning Technologies ◽  
The Way

Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.

scholarly journals Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses

2016 ◽  
Vol 21 ◽  
pp. 422-430 ◽  
Author(s):  
Lizeth Roets ◽  
Yvonne Botma ◽  
Cecilna Grobler
Keyword(s):  
South Africa ◽  
Best Practice ◽  
Theory Development ◽  
Nursing Profession ◽  
Knowledge Generation ◽  
Cross Sectional ◽  
Nursing Educators ◽  
Quality Patient Care ◽  
Best Practice Guidelines ◽  
Managerial Positions

Background: The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses.Aim: The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses.Method: A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using aself-administrative questionnaire.Results: Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) andimplementing best practice guidelines (62,2% compared to 55,9%).Conclusion: The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.

scholarly journals Attitudes of Jordanian nursing students towards nursing research

2010 ◽  
Vol 17 (4) ◽  
pp. 363-373 ◽  
Author(s):  
Jehad O. Halabi ◽  
Ayman Hamdan-Mansour
Keyword(s):  
Nursing Students ◽  
Nursing Profession ◽  
Clinical Settings ◽  
Nursing Research ◽  
Research Activities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Positive Feelings ◽  
Interest In Research

Attitudes towards research are significant indictors that connect practice to research and enhance nursing evidence-based practice. This correlational study was conducted to assess the attitudes of Jordanian nursing students towards nursing research. A self-administered questionnaire received from 612 senior nursing students at one of the largest universities in Amman, Jordan, was carried out. The results showed that nursing students had positive attitudes towards research. The majority of them believed that research has a role in developing the nursing profession, and that nurses must learn how to read and utilise research findings in practice. The majority also realised the value of research in improving quality of care, expressed the need to learn about nursing research, appreciated the necessity of research for the development of the nursing profession and had a willingness to conduct nursing research in clinical settings. Four attitude domains were identified, including research abilities, usefulness of research, personal interest in research and using research in clinical practice. The highest scores were observed on items related to ‘usefulness of research’ and the lowest were related to ‘research abilities’. Providing students with information and strengthening their research abilities might enhance their positive feelings and increase their involvement in research activities after graduation.

scholarly journals Persistence of Women in Online Degree-Completion Programs

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Terry Müller
Keyword(s):  
Learning Community ◽  
Degree Completion ◽  
Online Courses ◽  
The United States ◽  
Postsecondary Institutions ◽  
Women Learners ◽  
Degree Completion Programs ◽  
Strong Motivation ◽  
Online Degree

Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

Real and Electronic Communication Skills Questionnaire

2019 ◽  
Author(s):  
Gregory Mantzouranis ◽  
Sophie Baudat ◽  
Grégoire Zimmermann
Keyword(s):  
Communication Skills ◽  
Electronic Communication
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