scholarly journals Social Justice in Health System; a Neglected Component of Academic Nursing Education: A Qualitative Study

2020 ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background: In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the main factors for teaching the concept of social justice in the nursing curriculum.Method: This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data.Results: Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main sub-categories of the study and showed the negligence of social justice in academic nursing education.Conclusion: Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators, specially training in the area of ethical ideology and social justice.

scholarly journals Social Justice in Health System; a Neglected Component of Academic Nursing Education: A Qualitative Study

2020 ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background : In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the effective factors in teaching the concept of social justice in the nursing curriculum. Method : This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data. Results : Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main themes of the study and showed the negligence of social justice in academic nursing education. Conclusion : Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators.

scholarly journals Social Justice in Health System; a Neglected Component of Academic Nursing Education: A Qualitative Study

2020 ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background: In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the effective factors in teaching the concept of social justice in the nursing curriculum.Method: This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data.Results: Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main themes of the study and showed the negligence of social justice in academic nursing education.Conclusion: Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators.

scholarly journals Social Justice in Health System; a Neglected Component of Academic Nursing Education: A Qualitative Study

2020 ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background: In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the effective factors in teaching the concept of social justice in the nursing curriculum.Method: This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data.Results: Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main sub-categories of the study and showed the negligence of social justice in academic nursing education.Conclusion: Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators.

scholarly journals Social justice in health system; a neglected component of academic nursing education: a qualitative study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Hosein Habibzadeh ◽  
Madineh Jasemi ◽  
Fariba Hosseinzadegan
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Role Models ◽  
Nursing Curriculum ◽  
Structured Interviews ◽  
Nursing Educators ◽  
System A ◽  
Research Findings

Abstract Background In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the main factors for teaching the concept of social justice in the nursing curriculum. Method This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data. Results Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main sub-categories of the study and showed the negligence of social justice in academic nursing education. Conclusion Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators, specially training in the area of ethical ideology and social justice.

Nursing instructors’ perception of students’ uncivil behaviors: A qualitative study

2015 ◽  
Vol 24 (4) ◽  
pp. 483-492 ◽  
Author(s):  
Anahita Masoumpoor ◽  
Fariba Borhani ◽  
Abbas Abbaszadeh ◽  
Maryam Rassouli
Keyword(s):  
Nursing Education ◽  
Qualitative Study ◽  
Disruptive Behavior ◽  
Ethical Climate ◽  
Research Process ◽  
Academic Community ◽  
Learning Climate ◽  
Structured Interviews ◽  
Nursing Educators ◽  
Uncivil Behavior

Background: Uncivil behavior is a serious issue in nursing education around the world, and is frequently faced by instructors and students. There is no study in relation to explain the concept and dimensions of uncivil behavior in nursing education of Iran. Aim: The aim of this study was to determine the perception of nursing educators about student incivility behavior. Methods: This was a qualitative study. Data from 11 semi-structured interviews were analyzed using conventional content analysis. Participants and research context: In all, 11 nursing educators of 5 various nursing schools in Tehran, capital of Iran, participated. Ethical considerations: Organizational approval by the Universities, and informed consent were ensured before conducting the research. The principles of voluntariness, confidentiality, and anonymity were respected during the research process. Results: Three themes were found: disruptive behavior affecting communication climate, disruptive behavior affecting ethical climate, and disruptive behavior affecting learning climate. Discussion and final considerations: The results of this study demonstrated that uncivil behavior affects every ethical, communicational, and learning climate and threaten peace of the instructors, students, and the academic community. With the consideration of mutuality in incivility behaviors, the authors propose to examine students’ perceptions and identify dimensions of uncivil behavior of instructors for formulating strategies to minimize such behaviors in nursing educational society.

“Spinning Their Wheels … ”—Influences That Shape How Nurse Educators Teach Social Justice

2019 ◽  
Vol 20 (4) ◽  
pp. 239-251 ◽  
Author(s):  
Claire P. Valderama-Wallace ◽  
Ester Carolina Apesoa-Varano
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Geographic Location ◽  
Educational Background ◽  
Institutional Factors ◽  
National Council ◽  
Structured Interviews ◽  
Nursing Educators ◽  
National Council Licensure Examination ◽  
Formative Experiences

Despite institutional claims that social justice is a core professional nursing value, efforts to fulfill this claim remain uneven. The purpose of this study was to examine the circumstances that shape nursing educators' approaches to social justice. In-depth semi-structured interviews with 28 educators teaching theory courses in baccalaureate nursing programs shed light upon the influences that shape how educators integrate social justice. These include formative experiences, institutional factors, and curricular opportunities. Formative experiences include upbringing, educational background, and preparation to teach. Institutional factors consist of the type of institution, geographic location, and the specter of retention, promotion, and tenure. Finally, curricular opportunities and fit include the positioning of Community Health Nursing, fragmentation and tension between “content and context,” and the “driving force” of the National Council Licensure Examination for Registered Nurses (NCLEX). Findings indicate that the capacity to uphold the value of social justice is shaped by experiences across the lifespan, institutional policies, and practices related to faculty hiring, development, career advancement, as well as curricular vision. This study calls for a concerted effort to enact social justice nursing education.

scholarly journals Explaining the experiences of nursing administrators, educators, and students about education process in the COVID-19 pandemic: a qualitative study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Zahra Farsi ◽  
Seyedeh Azam Sajadi ◽  
Effat Afaghi ◽  
Andrew Fournier ◽  
Shahla Aliyari ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Human Life ◽  
Scientific Management ◽  
Structured Interviews ◽  
Data Saturation ◽  
Nursing Administrators ◽  
Guidelines And Recommendations ◽  
The Impact

Abstract Background The coronavirus disease 2019 (COVID-19) has severely influenced various aspects of human life, particularly education. This study aimed to explain the impact of the COVID-19 pandemic on nursing education from administrators, educators, and students’ perspectives. Methods This qualitative study with a conventional content analysis approach was conducted from June to October 2020 at a nursing school in Tehran. Thirteen participants were enrolled using purposive sampling. Data collection was through in-depth and semi-structured interviews and continued until reaching data saturation. Nursing administrators, educators, and students constructed interviews to understand nursing education changes during the pandemic. All interviews were recorded, transcribed, reviewed, coded, and analyzed using the Graneheim and Lundman methods. Results Interviewed respondents included administrators and professors (n = 6) and nursing students (n = 7). The respondents reported five main topic areas: (1) safe management in ambiguous situations; (2) perceived situations; (3) adaptive coping; (4) educational facilitators and challenges, and (5) continuing education in an uncertain context. The central theme was “close conflict of education with COVID-19”. Conclusions The current study noted instability and challenges placed on nursing education during the pandemic. Opportunities were addressed during the pandemic to improve the nursing training process using planning, scientific management, emerging technology, innovative educational opportunities, and comprehensive support from institutional stakeholders. Clear guidelines and recommendations are needed to ensure medical education safety during the pandemic.

scholarly journals Doctors’ maintenance of professional competence: a qualitative study informed by the theory of planned behaviour

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anél Wiese ◽  
Emer Galvin ◽  
Janet O’Farrell ◽  
Jantze Cotter ◽  
Deirdre Bennett
Keyword(s):  
Qualitative Study ◽  
Theory Of Planned Behaviour ◽  
Professional Competence ◽  
Age Groups ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Planned Behaviour ◽  
Targeted Interventions ◽  
Research Findings ◽  
Meaningful Engagement

Abstract Background Medical regulators worldwide have implemented programmes of maintenance of professional competence (MPC) to ensure that doctors, throughout their careers, are up to date and fit to practice. The introduction of MPC required doctors to adopt a range of new behaviours. Despite high enrolment rates on these programmes, it remains uncertain whether doctors engage in the process because they perceive benefits like improvements in their practice and professional development or if they solely meet the requirements to retain medical registration. In this study, we aimed to explore the relationship between doctors’ beliefs, intention and behaviour regarding MPC through the lens of the Theory of Planned Behaviour (TPB) to make explicit the factors that drive meaningful engagement with the process. Methods We conducted a qualitative study using semi-structured interviews. From a pool of 1258 potential participants, we purposively selected doctors from multiple specialities, age groups, and locations across Ireland. We used thematic analysis, and the TPB informed the analytic coding process. Results Forty-one doctors participated in the study. The data analysis revealed doctors’ intention and behaviour and the factors that shape their engagement with MPC. We found that attitudes and beliefs about the benefits and impact of MPC mediated the nature of doctors’ engagement with the process. Some participants perceived positive changes in practice and other gains from participating in MPC, which facilitated committed engagement with the process. Others believed MPC was unfair, unnecessary, and lacking any benefit, which negatively influenced their intention and behaviour, and that was demonstrated by formalistic engagement with the process. Although participants with positive and negative attitudes shared perceptions about barriers to participation, such perceptions did not over-ride strongly positive beliefs about the benefits of MPC. While the requirements of the regulator strongly motivated doctors to participate in MPC, beliefs about patient expectations appear to have had less impact on intention and behaviour. Conclusions The findings of this study broaden our understanding of the determinants of doctors’ intention and behaviour regarding MPC, which offers a basis for designing targeted interventions. While the barriers to engagement with MPC resonate with previous research findings, our findings challenge critical assumptions about enhancing doctors’ engagement with the process. Overall, our results suggest that focused policy initiatives aimed at strengthening the factors that underpin the intention and behaviour related to committed engagement with MPC are warranted.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Carla Ginn ◽  
Karen Benzies ◽  
Cydnee Seneviratne
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Curriculum Development ◽  
Role Models ◽  
Nursing Student ◽  
Undergraduate Curriculum ◽  
Future Research ◽  
Curriculum Innovation ◽  
Or Education ◽  
Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

scholarly journals Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

2020 ◽  
Author(s):  
Tara Alden-Joyce ◽  
Elina Scheers-Andersson ◽  
Jane Rogathi ◽  
Paulo Kidayi ◽  
Jenny Cadstedt ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Low Income ◽  
Qualitative Content Analysis ◽  
Inductive Reasoning ◽  
Low Income Countries ◽  
Structured Interviews ◽  
Global Perspectives ◽  
Purposeful Sampling ◽  
Student Exchange

Abstract Background: Due to globalization and a shift in population demographics, needs within healthcare are changing and nurses require new skills and knowledge. Nursing education needs to facilitate these new demands and student exchange programmes provide an opportunity to develop necessary skills.Aim: The aim of this study was to explore Tanzanian nursing students' experiences of student exchange in Sweden. Method: A qualitative design was used for this empirical study. Semi-structured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasoning and qualitative content analysis were applied.Results: The findings revealed that the students experienced new approaches in Sweden, allowing them to develop skills and competences. Furthermore, they increased their global perspectives on nursing and interest in working with global health issues. However, they also experienced challenges in the new environment.Conclusion: The present study showed that the Tanzanian nursing students benefitted from their student exchange, both personally, as well as for their future careers as nurses. More research is needed examining nursing students from low-income countries participating in student exchange in high-income countries.

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