An Integral Nursing Education: A Stress Management and Life Balance Course

2011 ◽  
Vol 15 (1) ◽  
pp. 13-22 ◽  
Author(s):  
Carey S. Clark, ◽  
Gabrielle Pelicci,
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Stress Management ◽  
Nursing Faculty ◽  
Life Balance ◽  
Dysfunctional Family ◽  
Nursing Curricula ◽  
Need Support

Building upon a previously published article, this article examines how nursing faculty face the challenge of working with nursing students who are in stressful circumstances and who may have come from dysfunctional family backgrounds. It has been documented that nursing students need support in their personal transformative and selfcare processes in order to create sustainable caring-healing nursing practices. Hence, nursing faculty need experience in supporting students through these processes. As a proposed solution to addressing these ongoing issues in nursing curricula, outcomes from a class entitled, Stress Management and Life Balance, are examined and the challenges for implementing such an integral course within the nursing curricula are elucidated.

scholarly journals Gerontology course in the nursing undergraduate curricula

2014 ◽  
Vol 48 (6) ◽  
pp. 1077-1084 ◽  
Author(s):  
Samira AlSenany ◽  
Amer A. AlSaif
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Older People ◽  
Nursing Faculty ◽  
Faculty Members ◽  
Nursing Curricula ◽  
Study Results ◽  
Gerontological Nursing ◽  
Teachers Attitudes ◽  
Nursing Faculty Members

Objective To explores nursing faculty members’ attitudes towards older people, their thoughts about gerontological nursing education. Method Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25), and teachers’ attitudes were higher than those of their nursing students (M=3.18, SD0.29). Results This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. Conclusion This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.


scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

scholarly journals Program level of nursing students and the achievement of intercultural sensitivity after service learning experiences

2017 ◽  
Vol 6 (2) ◽  
pp. 73
Author(s):  
Catherine S. Thomas ◽  
Leona Konieczny
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Cultural Competence ◽  
Cultural Differences ◽  
Nursing Faculty ◽  
Cultural Sensitivity ◽  
Intercultural Sensitivity ◽  
Nursing Curricula ◽  
Paired Samples ◽  
Maximal Gain

Nursing students require education and experience to develop cultural competence. Cultural sensitivity is a step on the journey to cultural competence. Nursing curricula vary regarding when and how to promote cultural sensitivity. Service learning (SL), is an experiential pedagogical method, which provides the opportunity to communicate and interact with persons from various cultures. A descriptive pilot study was undertaken in order to examine whether the program level affects the intercultural sensitivity of nursing students exposed to SL. The original Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. In a paired samples t test, two statements in the ISS relating to Interaction Confidence (p = .006) and Respect for Cultural Differences (p = .002) demonstrated junior level students had increased intercultural sensitivity scores when compared with sophomore level students’ scores. This study may provide guidance to nursing faculty in determining at which level of students who will have maximal gain from SL.

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.

scholarly journals Encompassing multiple moral paradigms: A challenge for nursing educators

2010 ◽  
Vol 17 (2) ◽  
pp. 189-199 ◽  
Author(s):  
Elizabeth Shirin Caldwell ◽  
Hongyan Lu ◽  
Thomas Harding
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Values ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Chinese Students ◽  
Real Life ◽  
Chinese Student ◽  
Nursing Educators

Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.

Evaluation of nursing students’ training in medical law

2010 ◽  
Vol 17 (6) ◽  
pp. 759-768
Author(s):  
Nevin Kuzu Kurban ◽  
Halide Savaş ◽  
Bengü Çetinkaya ◽  
Türkan Turan ◽  
Asiye Kartal
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Great Majority ◽  
Criminal Code ◽  
Point Of View ◽  
Nursing Schools ◽  
Medical Interventions ◽  
Code Of Practice ◽  
Ethics Code

There is no co-ordinated focus on liabilities arising from nurses’ medical interventions in terms of occupational, administrative, civil legal and criminal activities. However, the Turkish Criminal Code, the Turkish Medical Ethics Code of Practice, and guidelines for patients’ rights offer some framework for the relevant ethical principles and responsibilities of nurses. The aim of this study was to investigate the evaluation of nursing students’ training in their legal liabilities. The sample consisted of 309 students who were taking a course entitled ‘Nurses’ legal liabilities under Turkish criminal and civil law arising from medical interventions’. Data were obtained by means of self-administered questionnaires and McNemar’s test was used to evaluate the answers. In conclusion, after their training, a great majority of the students demonstrated an improvement in terms of their percentage of correct answers relating to malpractice. This does not, however, mean that they will not face malpractice charges after graduating, but their increased awareness of the issue may encourage them to make more effort to reduce the risk of mistakes. It is recommended that nursing faculty carry out studies into medical malpractice, that they focus more on this subject in nursing education, and that all nursing schools review their curricula from the point of view of malpractice.

5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?

2013 ◽  
Vol 10 (1) ◽  
pp. 245-254 ◽  
Author(s):  
Ann H. Maradiegue ◽  
Quannetta T. Edwards ◽  
Diane Seibert
Keyword(s):  
Nursing Students ◽  
Nurse Practitioner ◽  
Nursing Faculty ◽  
Current Knowledge ◽  
Health Care Team ◽  
Medical Genetics ◽  
Comfort Level ◽  
Nursing Curricula ◽  
Education Gaps ◽  
Practitioner Faculty

AbstractMany genetic/genomic educational opportunities are available to assist nursing faculty in their knowledge and understanding of genetic/genomics. This study was conducted to assess advance practice nursing faculty members’ current knowledge of medical genetics/genomics, their integration of genetics/genomics content into advance practice nursing curricula, any prior formal training/education in genetics/genomics, and their comfort level in teaching genetics/genomic content. A secondary aim was to conduct a comparative analysis of the 2010 data to a previous study conducted in 2005, to determine changes that have taken place during that time period. During a national nurse practitioner faculty conference, 85 nurse practitioner faculty voluntarily completed surveys. Approximately 70% of the 2010 faculty felt comfortable teaching basic genetic/genomic concepts compared to 50% in 2005. However, there continue to be education gaps in the genetic/genomic content taught to advance practice nursing students. If nurses are going to be a crucial member of the health-care team, they must achieve the requisite competencies to deliver the increasingly complex care patients require.

Finding Meaning Through Kristen Swanson’s Caring Behaviors: A Cornerstone of Healing for Nursing Education

2018 ◽  
Vol 24 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Michele M. McKelvey
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Caring Behaviors ◽  
Teaching Pedagogy ◽  
Middle Range ◽  
Healing Relationships ◽  
Range Theory ◽  
The Relationship

Swanson’s (1991) middle range theory of caring has traditionally been used to define the care of patients and family members. Swanson’s caring theory outlines five caring processes: knowing, being with, doing for, enabling, and maintaining belief (p. 163). Nurse educators can utilize these caring processes to teach nursing students by cultivating meaningful, healing relationships. This article presents an example of a nursing faculty member’s application of this theory to her teaching pedagogy. This account serves to guide therapeutic teaching as well as to encourage further scholarly work examining the relationship between Swanson’s caring theory and nursing education.

scholarly journals “Nurses eat their young”: A novel bullying educational program for student nurses

2017 ◽  
Vol 7 (7) ◽  
pp. 11 ◽  
Author(s):  
Gordon Lee Gillespie ◽  
Paula L. Grubb ◽  
Kathryn Brown ◽  
Maura C. Boesch ◽  
Deborah L. Ulrich
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Educational Program ◽  
Nursing Practice ◽  
Student Nurses ◽  
Faculty Members ◽  
University Campuses ◽  
Nursing Curricula ◽  
Pilot Implementation ◽  
Nursing Courses

Bullying is a known and ongoing problem against nurses.  Interventions are needed to prepare nursing students to prevent and mitigate the bullying they will experience in their nursing practice. The purpose of this article is to describe the development process and utility of one such intervention for use by nursing faculty with nursing students prior to their students’ entry into the profession. The educational program was critiqued by an advisory board and deemed to be relevant, clear, simple, and non-ambiguous indicating the program to have adequate content validity. The program then was pilot tested on five university campuses. Faculty members who implemented the educational program discussed (1) the program having value to faculty members and students, (2) challenges to continued program adoption, and (3) recommendations for program delivery. The proposed multicomponent, multiyear bullying educational program has the potential to positively influence nursing education and ultimately nursing practice. Findings from the pilot implementation of the program indicate the need to incorporate the program into additional nursing courses beginning during the sophomore year of the nursing curricula.

scholarly journals Presence of the Reflective and Critical Thinking Capacity in Nursing Curricula in Iberian America

2020 ◽  
Vol 38 (3) ◽  
Author(s):  
Lucila Cárdenas Becerril ◽  
María Antonia Jiménez-Gómez ◽  
María Dolores Bardallo-Porras ◽  
Jesús López-Ortega ◽  
Araceli Monroy-Rojas ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Group Dynamics ◽  
Test Case ◽  
Exploratory Research ◽  
Learning Group ◽  
Nursing Curricula ◽  
Nursing Education Research

Objective. The objective was to identify the presence of the capacity for reflexive-critical thinking or similar, in Nursing Curricula in Iberian America. Methods. The article gathers the results of one of the objectives of the macro-project developed by the Iberian American Network on Nursing Education Research, titled Strategies to develop reflective and critical thinking in nursing students: Iberian America situation. To achieve this, a descriptive and exploratory research was conducted with qualitative approach. An instrument created for this project was used, along with some guiding questions to focus the information. Results. Eight countries participated (Bolivia, Brazil, Colombia, Ecuador, Spain, Mexico, Peru, and Venezuela), which contributed information from 189 curricular plans. The R&CT was found in the majority of the curricula, although with diverse denominations. The principal learning strategies used were problem-based learning, group dynamics, reflective reading, clinical practice, and simulation laboratories. The evaluation methods used are the knowledge test, case analysis, and practical exam. Conclusion. Significant stress exists in the discourse and curricular organization. Incongruences were found and a clear inclination toward the formation of professionals with broad technical skills under a traditional, memory, banking and knowledge accumulation education.

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