scholarly journals Undergraduate Nursing Student Perspectives About Challenges in Clinical Education in Jordan: A Cross-Sectional Descriptive Study

2021 ◽  
Vol 15 (1) ◽  
pp. 285-290
Author(s):  
Ghadeer Al-Dweik ◽  
Heba Khalil ◽  
Maha Atout ◽  
Abeer Al Zaghmouri ◽  
Mohannad Eid AbuRuz
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
Nursing Student ◽  
Essential Element ◽  
Nursing Program ◽  
Clinical Environment ◽  
Clinical Instruction ◽  
Cross Sectional ◽  
Undergraduate Nursing ◽  
Baccalaureate Nursing Program

Introduction: Clinical education is an essential element in a baccalaureate nursing program, providing nursing students with the required knowledge, skills, abilities, and attitudes that are required to deliver professional nursing care after graduation. Objective: The purpose of this study was to identify the student perceived challenges associated with nursing instruction in the clinical environment. Methods: A cross-sectional descriptive design was used to identify the challenges associated with clinical instruction from the nursing students’ perspective. Convenience sampling was used to recruit 187 nursing students from three universities in Jordan, including one public and two private. Results: The major challenges to clinical education were fear of committing mistakes; lack of facilities for students; lack of knowledge among community and patients about the nursing profession; fear of infection; lack of availability of equipment in the clinical setting; students’ lack of preparedness and skills in planning care; and lack of collaboration from clinical staff. Conclusion: Identifying the challenges is necessary to formulate strategies to address them, to improve curriculum designed and clinical education for nursing students accordingly.

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

scholarly journals Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready?

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students. Methods A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis. Results The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”. Conclusion The nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Perbedaan Kemampuan Empati Mahasiswa Keperawatan di Program Studi Ilmu Keperawatan Fakultas Kedokteran UGM

2013 ◽  
Vol 2 (2) ◽  
pp. 125
Author(s):  
Anisa Hidayah ◽  
Martina Sinta Kristanti ◽  
Mariyono Sedyowinarso
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Nursing Student ◽  
Average Score ◽  
Academic Education ◽  
Study Program ◽  
Cross Sectional ◽  
The Difference ◽  
Cross Sectional Design

Background: Nurses are supposed to be able to show empathy to patients. Empathy is capability to feel the emotion, thought, and condition of the patient without involving self emotion. Capability of showing empathy in nurses is builtsince the period of education. Every stage in nursing education at nursing study program has different learning activities and load of materials. The difference may be affected by capability of showing empathy in students. The objective of this study is to identify difference in empathy capability of nursing students of Faculty of Medicine UGMMethod: This was a quantitative study with cross sectional design. Samples were taken through purposive proportional sampling involving 88 nursing students at Faculty of Medicine Universitas Gadjah Mada undergoing academic education (batch 2009 to 2012) and clinical education (batch 2007 and 2008). Empathy capability was assessed using Jefferson Scale of Physician Empathy – Nursing Student Version R (JSPE-R).Results: Average score of empathy capability was 113.26 with standard deviation 10.45. There was difference in empathy capability of students of batch 2007 to 2012 (p=0.014). Average score of empathy capability of the students decreased along with the duration of education. There was no difference in empathy capability based on gender (p=0.516), age (p=0.668), ethnic group (p=0.167), and stage of education (p=0.541). There was difference in score of standing in the patient shoes between academic and clinical students (p=0.022).Conclusion: There is difference in empathy capability in nursing students from different batch at Faculty of Medicine UGM.

scholarly journals Stres, Stresor dan Koping Stres Pada Mahasiswa Keperawatan dan Kebidanan Di STIKES Harapan Bangsa Purwokerto

2018 ◽  
Vol 10 (1) ◽  
pp. 6-12
Author(s):  
Martyarini Budi Setyawati ◽  
Murniati Murniati
Keyword(s):  
Coping Strategies ◽  
Nursing Student ◽  
Univariate Analysis ◽  
Health Science ◽  
Psychomotor Skills ◽  
Adaptive Coping ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Social Responses ◽  
Undergraduate Nursing

     Abstract      Nursing and midwifery students during their education are often exposed to various stressors. The most common sources of stress experienced by students are assignments, exams, clinical practice workloads, and clinical/academic skills compliance. The presence of stress can affect their learning and performance. In addition, the excessive stress can be harmful to students academic performance, wellbeing, and can interfere with complex learning, psychomotor skills. The aim of this study to describe the level of stress, stressors and coping strategies of students who undergoing undergraduate nursing, nursing diploma and midwifery diploma.       This cross sectional study conducted on Institute of Health Science Harapan Bangsa Purwokerto on Juni 2016. A total of  95 students of undergraduate nursing, diploma nursing, and diploma midwifery students were taken by proportionate random sampling. Research data were collected utilizing Nursing Student Stress Scale, Physio-Psycho-Social Scale, and Simplified Coping Style Questionnaire. The data analyzed by univariate analysis and presented in frequency’s distribution.     Findings of this research indicated that nurse and midwifery students experienced moderate level of stress (71,5%) and moderate physio psycho social responses (54,7%). Stress from clinical environment was the most common stressor that identified (34,9%). In addition, nursing and midwifery students have an adaptive coping strategies (88,4%).     The results indicated that stress is common in nursing and midwifery education and it may have an impact on their physio psycho social responses. Therefore, knowledge about stress level  and its sources on nursing and midwifery students are important to identified the adaptive coping strategies.

scholarly journals Stress and quality of sleep in undergraduate nursing students

2020 ◽  
Vol 73 (suppl 1) ◽  
Author(s):  
Kézia Katiane Medeiros da Silva ◽  
Milva Maria Figueiredo de Martino ◽  
Clarissa Maria Bandeira Bezerra ◽  
Ângela Monic Lima de Souza ◽  
Danila Maria da Silva ◽  
...  
Keyword(s):  
Nursing Students ◽  
Sleep Quality ◽  
Education Institution ◽  
Nursing Program ◽  
Northeastern Brazil ◽  
Quality Of Sleep ◽  
Cross Sectional ◽  
Undergraduate Nursing ◽  
Significant Difference

ABSTRACT Objective: to analyze the level of stress and sleep quality in nursing students according to terms of the nursing program. Method: descriptive and cross-sectional research developed in a higher education institution in Northeastern Brazil on 167 students. We used data collection, sociodemographic information, and a scale for assessing stress and sleep quality in nursing students. Results: we identified a statistically significant difference between domains of the stress scale and the terms of the undergraduate program, and between the quality of sleep and such terms such as as in the fourth and sixth semesters. Conclusion: different stress scores show that the semester which concerns students the most is the fifth. Quality of sleep was deemed good for the first, third, fifth, seventh, and eighth semesters; and poor for the fourth and sixth terms.

scholarly journals Clinical teaching of university-degree nursing students: Are the nurses in practice in Uganda ready?

2020 ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background: Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and are incompetent in moulding the clinical reasoning processes which is inherent within degree education. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.Methods: A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from ARRH who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.Results: The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”.Conclusion: The nurses in practice need support in the execution of the clinical teaching role of undergraduate nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

Empowered by Cultural Identity and Catalyzed by Resilience: A Path to Support American Indian Nursing Student Success

2020 ◽  
Vol 26 (1) ◽  
pp. 43-47
Author(s):  
Misty Lynn Wilkie
Keyword(s):  
Nursing Students ◽  
Ethnic Minority ◽  
American Indians ◽  
Nursing Student ◽  
The United States ◽  
Nursing Program ◽  
Institute Of Medicine ◽  
State University ◽  
Baccalaureate Nursing Program ◽  
Nursing Workforce Diversity

Since the early 1990s, the Institute of Medicine has identified the need to increase the number of ethnic minority nurses to improve access to care and eliminate health disparities in these populations (Institute of Medicine, 1994, 2011). American Indians (AI) and Alaska Natives endure the highest rates of poverty, depression, addiction, suicide, domestic violence, and diabetes in the United States (Sarche & Spicer, 2008). With the disadvantages AIs face, nursing schools have difficulty recruiting, retaining, and graduating AI nursing students. Based on the guidance needed by AI nursing students, a program called Niganawenimaanaanig was specifically designed to provide holistic support for these students to improve their chances of successfully completing the baccalaureate nursing program. This program, funded through a Health Resource Services Administration Nursing Workforce Diversity grant, was begun at Bemidji State University in Minnesota, proximal to three of the largest Ojibwe reservations in the state. Once enrolled in Niganawenimaanaanig, students are provided comprehensive care within a unique cultural, academic, and social support framework. Tuition scholarships and monthly stipends provide crucial financial relief to students once they are accepted into the 4-year prelicensure or RN-to-BS nursing programs. In Niganawenimaanaanig's first 2 years, the number of AI students declaring nursing as a major increased by over 600%, and the program has retained 100% of their prenursing freshmen. At the heart of Niganawenimaanaanig is a grounding in AI culture that empowers and fosters resilience among nursing students, which is a relevant and recreatable concept for schools seeking to recruit and retain ethnic minority nursing students.

Crazy Making: The Institutional Relations of Undergraduate Nursing in the Reproduction of Biomedical Psychiatry

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Simon Adam
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Mental Health Nursing ◽  
Undergraduate Nursing ◽  
The Social ◽  
Baccalaureate Nursing Program ◽  
Health Nursing

AbstractUndergraduate mental health nursing education has been extensively discussed among nursing scholars, educators, and curriculum experts. While various perspectives have weighed in on mental health nursing education in Canada, little attention has been paid to understanding the relationship between biomedical psychiatry and undergraduate nursing education. Using institutional ethnography, this article examines the social and textual relations which characterize this relationship. Beginning in the everyday teaching and learning work of faculty members and nursing students in a collaborative baccalaureate nursing program, the social organization of mental health nursing education is explicated and the textual processes are outlined. Findings suggest the presence of an institutional and discursive dominance of mental health nursing education by biomedical psychiatry. Implications for nursing education and recommendations to better balance mental health nursing education are outlined.

Measuring Cultural Awareness Among Slovene Nursing Student: A Cross-Sectional Study

2020 ◽  
Vol 32 (1) ◽  
pp. 77-85
Author(s):  
Sabina Ličen ◽  
Igor Karnjuš ◽  
Mirko Prosen
Keyword(s):  
Nursing Students ◽  
Cultural Awareness ◽  
Nursing Student ◽  
Cross Sectional Study ◽  
Transcultural Nursing ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Cross Sectional Design ◽  
High Level

Background: Measurements of nursing students’ cultural awareness are needed to evaluate education that intends to improve nurses’ cultural competency skills. The purpose of this study was to assess the level of cultural awareness held by undergraduate nursing students. Method: A nonexperimental, cross-sectional design was applied to a purposive sample of 149 undergraduate nursing students. Data were collected based on the Cultural Awareness Scale (CAS). Results: The results show that the nursing students had a moderately high level of cultural awareness for all CAS subscales ( M = 194.0). However, no statistically significant differences were seen between the students’ demographic (gender and age) and other data (year of study and religion) related to the overall CAS score ( p > .05). Discussion: Building on the satisfactory results obtained from this study, in the future, both the transcultural nursing contents as well as various strategies for teaching cultural competencies should be carefully evaluated.

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