Teaching the Meaning of Culture in a Baccalaureate Nursing Curriculum

2018 ◽  
Vol 24 (1) ◽  
pp. 20-26
Author(s):  
Sandy Sánchez
Keyword(s):  
Nursing Students ◽  
Health Beliefs ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Curriculum ◽  
Critical Importance ◽  
The People

Because culture affects virtually every aspect of life, including health beliefs, customs, and practices, it is imperative that nursing students recognize and value its critical importance to the people whom they will care for as clients/patients. Hence, the notion of culture must be introduced early on in nursing programs and threaded throughout the entire curriculum.

Does the nursing curriculum influence feelings of gender-role conflict in a cohort of nursing degree male students?

2021 ◽  
Vol 30 (17) ◽  
pp. 1024-1030
Author(s):  
Martin Christensen ◽  
Nick Purkis ◽  
Raph Morgan ◽  
Chris Allen
Keyword(s):  
Nursing Students ◽  
Gender Role ◽  
Role Conflict ◽  
Gender Role Conflict ◽  
Nursing Programs ◽  
Male Students ◽  
Nursing Workforce ◽  
First Year ◽  
Nursing Curriculum ◽  
Over Time

It is estimated that more than 9% of the global nursing workforce is male and that this share will gradually rise over the next decade. Although there are some positive aspects of having a male nursing workforce, men in the profession still experience discriminatory behaviours and practices. Fortunately, this does not deter a number of men entering undergraduate degree programmes. The aim of this study was to understand the experiences of 14 male nursing students in their first year of the adult Bachelor of Nursing programme. Using the Inventory of Male Friendliness in Nursing Programs and the Gender Role Conflict Scale, this study found that the male students felt welcomed, supported and included into the nursing programme. In addition, they felt no overall gender-role conflict, although feelings of success and achievement caused some challenges. The results of this study suggest that the male students did not necessarily experience those inequitable behaviours and practices reported in the literature. It has been suggested that perhaps the reality of clinical practice may change the perception of nursing for male students. Therefore, implications for further research could include a longitudinal study to ascertain where the perceptions of the nursing programme change for the male nursing students over time.

scholarly journals Supporting Visual Literacy in Nursing

2021 ◽  
pp. 20-29
Author(s):  
Jacqueline Fleming ◽  
Amy Minix
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Visual Literacy ◽  
Clinical Skills ◽  
Nursing Curriculum ◽  
University Campus ◽  
Spring Semester ◽  
Research Libraries ◽  
Nursing Clinical

COVID-19 impacted in person learning, particularly for the health sciences. Nursing students learn valuable clinical skills in simulation labs on campus. When one university campus stopped in person instruction during the 2020 spring semester, two librarians worked together to identify resources to support a nursing course that quickly switched to remote learning. These resources ranged from library licensed content to free virtual reality simulations. In order to identify materials, the librarians first defined visual literacy within nursing, as well as met with various constituents to understand curriculum goals and needs. Making connections with both the faculty and the curriculum was the impetus for examining similarities between the Association of College and Research Libraries Visual Literacy Competency Standards and the American Association of Colleges of Nursing Clinical Resources Essentials for Baccalaureate Nursing Education. Both librarians are eager to continue working on strategically and systematically incorporating visual literacy library instruction into the nursing curriculum.

scholarly journals Teaching the Holocaust in Nursing Schools: The Perspective of the Victims and Survivors

2021 ◽  
Vol 18 (17) ◽  
pp. 8969
Author(s):  
Zvika Orr ◽  
Anat Romem
Keyword(s):  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Nursing Programs ◽  
Nursing Schools ◽  
Healthcare Personnel ◽  
Nursing Curriculum ◽  
Holocaust Studies ◽  
The Holocaust ◽  
Past Experiences ◽  
Graduate Nursing

In recent years, there has been increased recognition of the significance and relevance of Holocaust studies to nurses. However, these studies are rarely integrated in the nursing curriculum, and even when they are, the focus is usually on healthcare personnel who collaborated with the Nazi regime. This article aims to bridge this gap by analyzing a comprehensive requisite curriculum on the Holocaust for graduate nursing students. We emphasize the work of Jewish healthcare professionals during the Holocaust and the dilemmas they faced, as well as the trauma and resilience of Holocaust survivors, their treatment today, and implications for treating other patients. This article examines how studying these issues affected the graduate students. It analyzes the reflective accounts written by the students, using qualitative content analysis and Grounded Theory. The findings suggest that students received tools to act professionally and empathetically while demonstrating greater sensitivity to the patients’ identity, past experiences, trauma, and how the hospital as a “total institution” affects them. Many of the students developed conscious leadership. The program used a personalized pedagogical approach that contributed to experiential learning but was also emotionally challenging for the participants. We recommend including Holocaust studies as a requisite component in nursing programs worldwide.

Living With Ambiguity: A Gift and a Challenge for Teaching-Learning

2018 ◽  
Vol 31 (3) ◽  
pp. 226-229 ◽  
Author(s):  
Nan Russell Yancey
Keyword(s):  
Baccalaureate Nursing ◽  
Sacred Space ◽  
Nursing Programs ◽  
Nursing Curriculum ◽  
New Graduates ◽  
Baccalaureate Nursing Programs ◽  
Professional Nurses ◽  
Teaching Learning ◽  
Faculty Mentors ◽  
Coming To Know

In reflecting on the personal experience of moving beyond life as a nurse academician, the author explored the phenomenon of living with ambiguity in the teaching-learning endeavor. From the stories of new graduates of baccalaureate nursing programs, comfort-discomfort, sureness-unsureness, and confirming-not confirming arose as paradoxical rhythms of the experience of living with ambiguity. Acknowledging the challenge of creating sacred space in the contemporary nursing curriculum for living with ambiguity and not knowing, the author provided insights into the importance of creating a safe, sacred space with trusted faculty mentors to allow students to begin a journey where discovery and inquiry are valued in their process of becoming competent professional nurses on a never-ending journey of coming to know.

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