scholarly journals Using successful graduates to improve the quality of undergraduate nursing programs

2010 ◽  
Vol 1 (1) ◽  
pp. 26-44 ◽  
Author(s):  
Geoff Scott ◽  
Esther Chang ◽  
Leonid Grebennikov
Keyword(s):  
Nursing Students ◽  
Academic Staff ◽  
Early Career ◽  
Theory And Practice ◽  
Public Hospitals ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Case Based Learning ◽  
High Level

This paper outlines the context and focus of the late 2008 survey of 45 early career nursing graduates working in public hospitals in an outer-urban area of Sydney who were identified by their supervisors as performing successfully. It gives an overview of the key quantitative and qualitative results for 2008 compared with the results of earlier studies of successfully performing nurses and other professionals in the first 3-5 years of their career. Based on this analysis it makes a range of recommendations on how to optimise the quality and relevance of the learning design, support and assessment systems experienced by undergraduate nursing students. The study confirms that, in addition to possessing a high level of technical competence, it is a particular combination of personal, interpersonal and cognitive capabilities which characterises the most effective performers. The most productive approaches to developing these capabilities focus on: consistent two-way links between theory and practice; the availability of responsive, committed academic staff with current clinical experience; provision of clear direction and integration between different units of study; the systematic use of case-based learning, simulations, clinical placements and associated assessment tasks which are a "real world" focused, integrated and problem-based, and which concentrate on the key capabilities identified as counting most for successful early career practice in this and parallel studies.

A scoping review of safety management during clinical placements of undergraduate nursing students

2019 ◽  
Vol 67 (6) ◽  
pp. 765-775 ◽  
Author(s):  
Marina García-Gámez ◽  
Jose Miguel Morales-Asencio ◽  
Silvia García-Mayor ◽  
Shakira Kaknani-Uttumchandani ◽  
Celia Marti-Garcia ◽  
...  
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
Safety Management ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Undergraduate Nursing

Mask-Ed (KRS Simulation) an approach to deliver intimate care for neophyte nursing students: the creator's experience

2020 ◽  
Vol 29 (12) ◽  
pp. S8-S10
Author(s):  
Kerry Reid-Searl
Keyword(s):  
Nursing Students ◽  
Safety Net ◽  
Educational Institutions ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Healthcare Facilities ◽  
Undergraduate Nursing ◽  
Body Regions ◽  
Surgical Wounds ◽  
Fear And Anxiety

Nurses deliver intimate care to patients in a variety of ways, especially when attending to showering, bathing, toileting and managing chronic or surgical wounds located in body regions such as the genitalia or breasts. Neophyte undergraduate nursing students can experience fear and anxiety at the thought of carrying out this level of care; hence, there is a need for preparation prior to undertaking clinical placements when students encounter real patients. The preparation should begin in the laboratory context of their tertiary educational settings. Traditionally, task trainers and manikins have been used to demonstrate and practise this care in such environments. However, the realism of experiencing true human responses, by both the patient and student, can be lost through these modalities. In recent years, a simulation approach, Mask-Ed, has enabled intimate care to be taught to students in a university setting in Australia where the laboratory context provides a safety net. Mask-Ed involves the informed educator wearing highly realistic silicone props that include torsos, faces and hands. Having donned the props, the educator then transforms into another person. The newly created person has a backstory designed to enable the educator to become a platform for teaching and to coach students through the clinical experience. The following discussion explains the background to Mask-Ed and the underlying framework that is used to implement the technique to teach intimate care. Mask-Ed is considered one of the most realistic approaches to simulation and is used in healthcare facilities and tertiary educational institutions globally.

scholarly journals A conceptual framework to facilitate clinical judgement in nursing: A methodological perspective

2017 ◽  
Vol 22 ◽  
Author(s):  
Anna C. Van Graan ◽  
Martha J.S. Williams
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
South African ◽  
Action Plan ◽  
Theory And Practice ◽  
Clinical Judgement ◽  
Undergraduate Nursing Students ◽  
Strategic Objectives ◽  
Undergraduate Nursing ◽  
Teaching Learning

The South African health care and education systems are challenged to provide independent, critical thinking nurses who can cope with diversity in a creative way and define their role in a complex, uncertain, rapidly changing health care environment. Quality clinical judgement is an imperative characteristic that newly qualified professional nurses should possess. To accommodate these needs, SANC in line with the SAQA Act, advocated the development of teaching and learning strategies to balance theory and practice opportunities together with an outcome-based, student centred approach and appropriate clinical supervision. This resulted in a positive outcome to facilitate the integration/fusion of theory and practice. The purpose of this study was to synthesise a teaching–learning strategy for creating an enabling learning environment to facilitate clinical judgement in South African undergraduate nursing students. The proposed teaching–learning strategyis grounded in modern-day constructivist approach of learning. The conceptual or theoretical framework of this study aimed to link the central concepts that were identified from the conclusions of four (4) strategic objectives of the two preceding phases of the study into a new structure of meaning that served as a basis for the proposed strategy. The implementation of the proposed action plan to achieve the stated strategic objectives should empower the relevant role players to facilitate clinical judgement in undergraduate nursing students and thereby promote autonomous and accountable nursing care.

scholarly journals Implications of Stress and Study Habits on Academic Outcome of Undergraduate Nursing Students in Selected Universities in South-West, Nigeria

2020 ◽  
pp. 1-14
Author(s):  
Sinmileoluwa, Mustapha ◽  
Adenike Onibokun ◽  
Omolola Lydia Abiodun
Keyword(s):  
Nursing Students ◽  
Health Care Professionals ◽  
Emotional Reaction ◽  
Academic Program ◽  
P Value ◽  
Academic Outcome ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
High Level

Introduction: Stress is a physical and emotional reaction that individuals exhibit as a result of the threat from demanding circumstance(s). Excessive exposure to stress may result in mental and physical problems which may diminish a student's sense of worth and might affect his or her academic outcome. This high level of stress has been widely reported among undergraduate nursing students throughout their academic program. Aims: This study determined the implications of stress and study habit on the academic outcome of undergraduate nursing students. Study Design: A descriptive cross-sectional design was used for this study. Place and Duration of Study: Department of Nursing, Ladoke Akintola University of Technology, Osogbo Osun State and Babcock University, Ilishan-Remo Ogun State between April, 2018 and May, 2018. Methodology: A convenient sampling technique was used to select 156 participants from a target population of 762 undergraduate students (200 – 500 Level) in the selected institutions. Data were obtained using a self-developed questionnaire which consists of three sections that address the objectives of this study. Hypotheses were tested at 5% level of significance. Results: Findings from the study show that 20.1% of the respondents usually experience tiredness when they are about to study, 22% reported using stimulants to help them read for a longer period. Furthermore, 42.0% of the student engaged in personal studies and 41.4% used group discussions. 23.7% of the students claimed that proper preparation for tests and examinations improved their academic outcome. Overall, 57.7% of the respondents go through moderate level of stress while 9.6% go through high level stress.  The findings from the study show that there is no significant association between studying habits and academic outcome of the undergraduate nursing students (p. Value > 0.005). Conclusion: Nursing students (who are the future nurses), face considerable levels of physical, psychological and mental stress during the course of their training, which in turn affects their academic performance. There is also no significant association between studying habits and academic outcome of the undergraduate nursing students (p. Value > 0.005). It is therefore important to identify stressors among such students and equip them with and/or provide appropriate coping mechanisms that can help the students adjust to stressful situations, and in turn emerge as excellent health care professionals.

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