Nursing Students' Perception Regarding Community Health Nursing Practical Modules Experience, at the Faculty of Nursing, [Institution MASKED], Egypt

2021 ◽  
pp. JDNP-D-20-00048
Author(s):  
Manal Mohamed Moselhy
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Community Health ◽  
Clinical Education ◽  
Clinical Training ◽  
Convenience Sample ◽  
Community Health Nursing ◽  
Health Nursing ◽  
Experience Questionnaire

BackgroundLearning depends not only upon how teachers have designed and structured their subjects and courses but also upon how their students perceive and understand this design and structure. Understanding student's level of perception with their clinical education forms a basis of determining the quality of nursing education.ObjectiveAssess nursing students' perception of their learning experience with community health nursing practical modules.MethodsCross-sectional descriptive study, the convenience sample included 149 students studying a community health nursing practical course at the Faculty of Nursing affiliated to [Institution MASKED]. Three tools were used; (a) interviewing questionnaire regarding demographic characteristics. (b) Undergraduate modules experience questionnaire and (c) Student evaluation of clinical education environment inventory.ResultsStudents' total perception mean scores regarding the practical modules experience questionnaire was (79.82%), and different community clinical learning environment, family health centers (82.01%), schools (76. 83%), and geriatric homes (79. 29%) with statistical significance differences p ≤ .042. Furthermore, significant relationship was found between students' academic achievement and total perception of the Undergraduate Modules Experience Questionnaire (UMEQ) and its subscales, Good Teaching, Intellectual Motivation (p ≤ .01), Clear goals and standards and Generic Skills (p ≤ .04), Appropriate Assessment and Overall Satisfaction (p ≤ .05).ConclusionNursing students revealed a higher positive perception of community health nursing practical modules experiences. However, there was few areas are required for improving quality of the practical modules.Implications for nursing educationIncreasing period of students' clinical training exposure, teaching the skills of effective time management as well as increasing number of the academic staff in the community health nursing department are recommended strategies for improving quality of community health nursing practical modules.

scholarly journals Description of community health nursing education process during training and field training courses: A qualitative study

2020 ◽  
Author(s):  
Es-hagh Ildarabadi ◽  
Hossein Karimi Moonaghi ◽  
Abbas Heydari ◽  
Ali Taghipour ◽  
Mozhgan Rahnama
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Community Health ◽  
Theory Approach ◽  
Structured Interviews ◽  
Community Health Nursing ◽  
Field Training ◽  
Training Courses ◽  
Health Nursing

Introduction: The performance of community health nurses depends on a comprehensive collection of scientific and practical competencies that can be acquired through training courses in the nursing curriculum. Aim: The present study is an attempt to describe the process of community health nursing education during the training and field training courses. Material and methods: This study was conducted using a grounded theory approach. In total, 14 undergraduate nursing students, 13 employees in health centers and 10 faculty member instructors participated in this study. The population was sampled through purposeful and theoretical sampling. The data were collected through semi-structured interviews through January to December 2019. Data analysis was conducted using Strauss and Corbin (1998) approach and by the Maxqda software. Results and discussion: The theory of ‘dichotomy of motivation’ which includes four main concepts namely: professional identity, educational atmosphere, accountability and efficiency, was extracted from the data. Professional identity and educational atmosphere provided the ground for dichotomy of motivation in participants. These concepts were followed by a spectrum of accountabilities which led to a different spectrum of efficiency in the training courses. Conclusions: The theory of dichotomy of motivation, described the nursing training process in the training courses and the role of training in the field of community health. Professional identity, educational environment and accountability, are important concepts that affect this process. This study revealed the problems and obstacles in the health training courses for managers, instructors and employees so that the necessary measures may be taken to improve the efficiency of training courses.

Community Health Clinical Education in Canada: Part 1 - "State of the Art"

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Benita E Cohen ◽  
David Gregory
Keyword(s):  
Nursing Education ◽  
Community Health ◽  
Clinical Education ◽  
Student Evaluation ◽  
State Of The Art ◽  
Nursing Programs ◽  
Cross Sectional ◽  
Data Set ◽  
Baccalaureate Nursing Programs ◽  
Health Nursing

This paper presents the findings of a survey of community health clinical education in twenty-four Canadian pre-licensure baccalaureate nursing programs. A qualitative research design was used, involving a content analysis of Canadian course syllabi and supporting documents for community health courses. This study afforded a cross-sectional understanding of the "state of the art" of community health clinical education in Canadian schools of nursing. Clinical course conceptual approaches, course objectives, types of clinical sites, format and number of clinical hours, and methods of student evaluation are identified. The findings suggest the need for a national dialogue or consensus building exercise regarding curriculum content for community health nursing. Informing this dialogue are several strengths including the current focus on community health (as opposed to community-based) nursing education, and a solid socio-environmental perspective informing clinical learning and practice. The national data set generated by this study may have relevance to nursing programs globally.

An Innovative Exchange Model for Global and Community Health Nursing Education

2018 ◽  
Vol 43 (3) ◽  
pp. E1-E4 ◽  
Author(s):  
Débora Falleiros de Mello ◽  
Maria Helena Larcher Caliri ◽  
Fabiana Villela Mamede ◽  
Eliana Maria Fernandes de Aguiar Tonetto ◽  
Janet Resop Reilly
Keyword(s):  
Nursing Education ◽  
Community Health ◽  
Exchange Model ◽  
Community Health Nursing ◽  
Health Nursing

Moral distress of undergraduate nursing students in community health nursing

2018 ◽  
Vol 26 (7-8) ◽  
pp. 2340-2350
Author(s):  
Rowena L Escolar Chua ◽  
Jaclyn Charmaine J Magpantay
Keyword(s):  
Nursing Students ◽  
Community Health ◽  
Moral Distress ◽  
Community Setting ◽  
Senior Year ◽  
Community Health Nursing ◽  
Undergraduate Nursing ◽  
Institutional Review ◽  
The People ◽  
Health Nursing

Background: Nurses exposed to community health nursing commonly encounter situations that can be morally distressing. However, most research on moral distress has focused on acute care settings and very little research has explored moral distress in a community health nursing setting especially among nursing students. Aim: To explore the moral distress experiences encountered by undergraduate baccalaureate nursing students in community health nursing. Research design: A descriptive qualitative design was employed to explore the community health nursing experiences of the nursing students that led them to have moral distress. Participants and research context: The study included 14 senior nursing students who had their course in Community Health Nursing in their sophomore year and stayed in the partner communities in their junior year for 6 and 3 weeks during their senior year. Ethical considerations: Institutional review board approval was sought prior to the conduct of the study. Self-determination was assured and anonymity and confidentiality were guaranteed to all participants. Findings: Nursing students are vulnerable and likely to experience moral distress when faced with ethical dilemmas. They encounter numerous situations which make them question their own values and ideals and those of that around them. Findings of the study surfaced three central themes which included moral distress emanating from the unprofessional behavior of some healthcare workers, the resulting sense of powerlessness, and the differing values and mindsets of the people they serve in the community. Conclusion: This study provides educators a glimpse of the morally distressing situations that often occurs in the community setting. It suggests the importance of raising awareness and understanding of these situations to assist nursing students to prepare themselves to the “real world,” where the ideals they have will be constantly challenged and tested.

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