Building Communities of Scholars through a Hologogy for Online Graduate Nursing Education: Reconnecting with the Wisdom of Nursing

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Sharon Ann Cumbie ◽  
R. L. Wolverton
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Community Building ◽  
The Body ◽  
Health Care Needs ◽  
Nursing Theory ◽  
Care Needs ◽  
Nursing Knowledge ◽  
Student Responses ◽  
Graduate Nursing

Nursing must respond to complex health care needs, but the response will be ineffective without cohesiveness within the nursing community. Advance practice nursing students’ exploration of the historical, philosophical, and theoretical structures of nursing can provide an anchor for study of the discipline, promote a feeling of connection with the community of nursing, and foster an understanding of the wisdom that exists within the body of nursing knowledge. The authors have developed and refined a structure and approach for teaching an online nursing theory course to promote students’ identification with nursing knowledge and facilitate building a sense of community among the class members and with the discipline, as a whole. The purposes of this article are to describe this model for community building within a master’s-level online graduate nursing theory course and to demonstrate student responses to the course process.

Graduate Nursing Education: Developmental Disabilities and Special Health Care Needs

1993 ◽  
Vol 16 (4) ◽  
pp. 239-258 ◽  
Author(s):  
Patricia A. Tommet ◽  
Jennifer L. York ◽  
Patricia Short Tomlinson ◽  
Barbara J. Leonard
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Developmental Disabilities ◽  
Special Health Care Needs ◽  
Health Care Needs ◽  
Care Needs ◽  
Special Health Care ◽  
Graduate Nursing ◽  
Special Health

scholarly journals Budding nurses readiness for clinical practice: the future is now

2019 ◽  
Vol 8 (1) ◽  
pp. 215
Author(s):  
Vivanjeet Kaur ◽  
Varsha Dhama ◽  
Karamjeet Kaur ◽  
Malar Kodi S. ◽  
Rashmi Rawat
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Demographic Data ◽  
Clinical Settings ◽  
Care Needs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Healthcare Needs ◽  
Graduate Nursing

Background: Freshly registered nurses’ experience of conversion from student to skilled professionals calls for making significant adjustments to shifting personal and professional roles at the beginning of their career as a nurse. Nursing education is aimed to help students to become beginning practitioners in the field of nursing. This study was taken up to explore the perception of the outgoing nursing students about their readiness to work in the clinical settings after graduation. On completion of graduation, these budding practitioners are anticipated to adjust in the clinical settings rapidly and be proficient of providing innocuous care for patients with multifaceted care needs. It is expected from graduate nurses to be well equipped for clinical practice, but reality may be different and there could be numerous barriers associated with it.Methods: It was a descriptive cross-sectional survey. A total of 176 outgoing graduate nursing students were selected using total enumerative sampling from different colleges of state of Uttarakhand and were asked to complete a demographic data sheet and self- reported readiness to clinical practice questionnaire.Results: Results have shown that more than half of the outgoing graduate nursing students were not ready for clinical practice. Most of them recognized sleep disturbance, low salary, lack of time and documenting error as barrier for their readiness to clinical practice.Conclusions: The findings of the study show that 63.3% of outgoing graduate nursing students were not ready to work in clinical area which is a matter of concern with the rising healthcare needs and increasing demands of the consumers of health. The results call for a change in the working condition for the nursing staff and a raise in wages worth making them to opt for clinical practice.

scholarly journals Family focused nursing education

Curationis ◽  
1993 ◽  
Vol 16 (4) ◽  
Author(s):  
R. A. E. Thompson
Keyword(s):  
Nursing Education ◽  
Health Care Needs ◽  
Care Needs ◽  
Future Health ◽  
Profound Influence ◽  
Whole Person ◽  
The Family ◽  
Everyday World ◽  
Future Health Care ◽  
Person Centered Approach

At the present time the majority of nurse education programmes are firmly tied to the perspectives of curative medicine within hospitals - they are disease and hospital oriented. This model, which indicates a 'sickness’ concept of nursing is entirely inappropriate if contemporary and future health care needs are to be met. The shift in education should be towards a health, family and whole person centered approach. The family is the most fundamental and dynamic unit in society with a profound influence upon its members. Besides performing a variety of other functions, the family has a central role in promoting and maintaining the health of its members. Because the family unit is the microcosm of society and accurately reflects the needs of society at large it is appropriate that this should be a key area of experience. Family attachments during training provide opportunities for close and committed contact with people in their everyday world and for learning what is really important to them.

Caring from the Graduate Student Perspective

1997 ◽  
Vol 1 (3) ◽  
pp. 32-42 ◽  
Author(s):  
Elizabeth Arnold
Keyword(s):  
Nursing Students ◽  
Graduate Students ◽  
Turning Point ◽  
Theory Development ◽  
Student Perspective ◽  
Active Listening ◽  
Nursing Theory ◽  
Thinking Processes ◽  
Graduate Nursing ◽  
Underlying Dimension

This paper focuses on the nature of caring from the perspective of graduate nursing students enrolled in a graduate core nursing theory course. It describes student perspectives of caring derived from a two part learning exercise designed to introduce students to inductive thinking processes employed in nursing theory development. The graduate students identified the essence of caring as a special form of ‘being with’ a patient encompassing giving of self, involved presence, intuitive knowing, and support for the integrity of the patient. Nursing actions associated with caring include making time, active listening, touch, and advocacy with competence as an underlying dimension of caring actions. Attitudes deemed essential to the development of caring incorporate creativity, recognizing limitations, and respect for the uniqueness and humanity of a suffering individual. That caring has benefits for the caregiver as well as the patient finds voice in student descriptions of the effects of caring as a source of professional validation, and a transformational turning-point their perceptions of themselves as caregivers.

scholarly journals Application of a Documentary about High-risk Newborns in Nursing Education: An Exploratory Study

2020 ◽  
Vol 26 (2) ◽  
pp. 173-180
Author(s):  
Hyun-Ju Kang ◽  
Juyoun Yu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
High Risk ◽  
Exploratory Study ◽  
Neonatal Intensive Care ◽  
Qualitative Content Analysis ◽  
Clinical Environment ◽  
Personal Essays ◽  
Nursing Knowledge ◽  
Neonatal Nursing

Purpose: The purpose of this study was to explore nursing students' recognition and understanding of the clinical environment of high-risk neonatal nursing care after watching a documentary about the neonatal intensive care unit (NICU), where high-risk newborns are treated. Methods: This study was a qualitative content analysis. In total, 151 nursing students’ personal essays describing their reactions to a documentary about the NICU were analyzed using the NVivo 12 program. Results: Nursing students’ experiences of engaging with a documentary about the NICU were structured into four thematic categories: ‘actual observations of the imagined NICU’, ‘observation and recognition of nursing knowledge’, ‘empathy with people related to the baby’, and ‘establishing attitudes and values as a nurse’. Conclusion: Based on the results of this study, it is suggested that documentaries can be applied in nursing education about high-risk newborns.

National Clinical Graduate Nursing Faculty: Management of Multiple Chronic Conditions

2018 ◽  
Vol 11 (1) ◽  
pp. 79-87
Author(s):  
Kim Kuebler ◽  
Charles Champ ◽  
Dellarie Shilling
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Chronic Conditions ◽  
Pass Rate ◽  
Multiple Chronic Conditions ◽  
Care Needs ◽  
Perceived Knowledge ◽  
Actual Knowledge ◽  
Complex Care Needs ◽  
Graduate Nursing

The purpose of this project is to compare clinical graduate nursing faculty self-perceived knowledge with actual knowledge on the management of symptomatic multiple chronic conditions (MCCs) through a psychometrically reliable and valid 46-item objective examination. Methodology included three separate e-mail communications to more than 800 U.S.-based graduate nursing school or program chairs, deans, or directors encouraging faculty participation. One hundred and six respondents initiated the survey and over half of the participants withdrew from completing in its entirety, making it difficult to correlate self-perceived knowledge with actual knowledge. The results, however, show an overall mean score of below average pass rate. This study has been performed in undergraduate, graduate, and clinical graduate nursing faculty—suggesting a serious concern in clinical nursing education and clinical practice to meet the complex care needs of the largest, fastest-growing, and costliest U.S. patient population—those with MCCs.

Illumination of Parse’s Theory of Humanbecoming

2012 ◽  
Vol 25 (2) ◽  
pp. 144-146
Author(s):  
Pamela Coombs Delis
Keyword(s):  
Nursing Students ◽  
Popular Literature ◽  
Teaching Methodology ◽  
Nursing Theory ◽  
Educational Session ◽  
Parse's Theory ◽  
Graduate Nursing

The theory of humanbecoming can be illuminated through utilizing popular literature as a situation study. The living experience of Morrie Schwartz as related in Tuesdays with Morrie, serves as exemplar for lingering presence, the emerging now, and the three themes of meaning, rhythmicity, and transcendence. This exemplar formed the basis for an educational session for graduate nursing students in a nursing theory course. The response to this teaching methodology suggests popular literature can be used successfully in teaching nursing theory.

scholarly journals Elements Explaining Learning Clinical Reasoning Using Simulation Games

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Jaana-Maija Koivisto ◽  
Elina Haavisto ◽  
Hannele Niemi ◽  
Jouko Katajisto ◽  
Jari Multisilta
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Indirect Effect ◽  
Simulation Game ◽  
Simulation Games ◽  
Nursing Knowledge ◽  
Efficient Simulation ◽  
Game Mechanics ◽  
Virtual Simulations

This article presents the findings on which elements in a game-based simulation affect learning clinical reasoning in nursing education. By using engaging gaming elements in virtual simulations and integrating the clinical reasoning process into game mechanics, games can enhance learning clinical reasoning and offer meaningful learning experiences. The study was designed to explore how nursing students experience gaming and learning when playing a simulation game, as well as which gaming elements explain learning clinical reasoning. The data was collected by questionnaire from nursing students (N = 166) in autumn 2014 over thirteen gaming sessions. The findings showed that usability, application of nursing knowledge, and exploration have the most impact on learning clinical reasoning when playing simulation games. Findings also revealed that authentic patient-related experiences, feedback, and reflection have an indirect effect on learning clinical reasoning. Based on these results, more efficient simulation games to improve clinical reasoning may be developed.   

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