Pop the “maths anxiety” bubble : an approach to support nursing students to self-manage anxiety while studying drug calculations

2021 ◽  
Vol 5 (1) ◽  
pp. 1-12
Author(s):  
Hua Dai ◽  
Keyword(s):  
Action Research ◽  
Nursing Students ◽  
Human Development ◽  
Positive Feedback ◽  
Developmental Perspective ◽  
Daily Experience ◽  
Constructive Developmental ◽  
Support Students ◽  
Clear Solution

This is a report on an informal action research undertaken between 2013 to 2014 to find solutions to support tertiary nursing students experiencing anxiety while studying drug calculation. The literature identifies traditional “Maths Anxiety” and modern-day specific categorisations of “Dyslexia” and “Dyscalculia”, yet offers no clear solution on how to support students. Exploring the constructive-developmental perspective of human development, the conception of the triune brain and the Psychosynthesis conceptual map of body-feelings-mind enabled me to develop an approach to base on all this wisdom in order to help students navigate their daily experience on campus and consciously express their will to succeed. These techniques proved to be successful, evidenced in the overwhelmingly positive feedback from both students and maths tutors. This article invites colleagues within the broader ATLAANZ community to adapt and apply this approach in their practice to support students with anxiety to succeed while studying.

Helping Motives in Late Modern Society: values and attitudes among nursing students

2004 ◽  
Vol 11 (3) ◽  
pp. 227-239 ◽  
Author(s):  
May-Karin Rognstad ◽  
Per Nortvedt ◽  
Olaf Aasland
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Positive Feedback ◽  
Survey Design ◽  
Modern Society ◽  
Educational Programme ◽  
Follow Up Study ◽  
Human Contact ◽  
Patient Factor

This article reports a follow-up study of Norwegian nursing students entitled ‘The helping motive -an important goal for choosing nursing education’. It presents and discusses a significant ambiguity within the altruistic helping motive of 301 nursing students in the light of classical and modern virtue ethics. A quantitative longitudinal survey design was used to study socialization and building professional identity. The follow-up study began after respondents had completed more than two-and-a-half years of the three-year educational programme. Data were collected using a questionnaire with closed questions, supplemented by 18 semi-structured, in-depth, audiotaped interviews. A motive such as ‘desire for human contact/to help others’ appeared to be highly significant. The research questions employed were: What motivates nursing students at the end of their studies to help other people? What does helping others mean for nursing students? Factor analysis revealed two factors. Factor 1 can be expressed as an altruism factor and factor 2 can be interpreted as an ‘acknowledgement-from-the-patient factor’ that in fact indicates an ambiguity within the helping motive itself. Findings from the interviews also reveal ambiguous helping motives. On one hand the students want to be altruistic and on the other they wish to receive positive feedback from patients when giving help. The findings indicate that this positive feedback is essential to the students in order for them to provide altruistic care.

The Synergy/Integration between Intelligence & Capital in the light of the Qura’an & Sunnah from Sustainable Developmental Perspective: التكامل بين الذكاء ورأس المال في ضوء القرآن والسنة من منظور تنموي مستدام

2021 ◽  
Vol 5 (16) ◽  
pp. 32-1
Author(s):  
Mamoon Yousef Salem Mamoon Yousef Salem
Keyword(s):  
Human Development ◽  
Research Methodology ◽  
Role Models ◽  
The Other ◽  
Developmental Perspective ◽  
Islamic Perspective ◽  
Sustainable Human Development ◽  
The Subject ◽  
Ways Of Life

This research aims to clarify the synergy (bond/integration) between the Capital and the Intelligence in light of the Qura’an and Sunnah from sutainable developmental perspective, in the other way its attentively enlightens the meanings of versus of Quran and Sunnah in sustainable way; The research methodology was based ubon Tracking the Holy Quraan & Sunnah to reveal/explain the link/connection between capital and Intelligance mentioned in it, the researcher reaches that there is strong integration between the types (Capital& Intelligence) in examples (Role Models/leaders) from Quran and Sunnah in order to achieve peace, prosperity and sustainability to the community, and it reveals that Quran and true sunnah has a biggest influence in supporting this Coalition by setting such these examples and with the guidance of Allah and its prophet Mohammed (ppuh) reactions (sayings, doing and approval), taken in consideration not to twist the versus of Quran or hadith to comply/ match with the subject of the research; and the results of this study that there is a strong sustainable relationship between all types of capital and intelligence supported by Quran and reinforced by Sunnah, in fact there is a solid bond between intelligence and capital shown in Quran and Sunnah for the sake of humanity, also Quran and Sunnah encourages transparency and positivity in all ways of life (relationships, thoughts, communications,..) in sustainable moral frame to achieve Eternity in this life and at the judgment day; And the recommendations is that It’s Important for Islamic Institutes to support like these researches effectively to enhance the sustainable human development in the society, further more It’s crucial to implement the intelligence types by Institutes in Islamic perspective in all ways of life (educational, cultural, social,..) to build a generation proud of his Islam and ready to work for it.

Evaluating connectionism: A developmental perspective

2003 ◽  
Vol 26 (5) ◽  
pp. 614-615 ◽  
Author(s):  
Claire F. O'Loughlin ◽  
Annette Karmiloff-Smith
Keyword(s):  
Human Development ◽  
Developmental Perspective ◽  
Unified Theory

This commentary questions the applicability of the Newell Test for evaluating the utility of connectionism. Rather than being a specific theory of cognition (because connectionism can be used to model nativist, behaviorist, or constructivist theories), connectionism, we argue, offers researchers a collection of computational and conceptual tools that are particularly useful for investigating and rendering specific fundamental issues of human development. These benefits of connectionism are not well captured by evaluating it against Newell's criteria for a unified theory of cognition.

From Clinical Practice to Academic Student Instruction: Understanding the Clinical Instructor’s Perspective Using a Mixed-Methods Approach

2020 ◽  
pp. 084456212090416
Author(s):  
Ruth Swart ◽  
Marc Hall
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Descriptive Statistics ◽  
Quality Education ◽  
Clinical Instructors ◽  
Mixed Methods Approach ◽  
Individual Interviews ◽  
Instructor Role ◽  
Support Students

Background Clinical instructors (CIs) are important to the provision of real-world experiential learning because they teach, mentor, and support students in clinical practice settings in higher education programs. CIs experience tensions that influence their retention and impact the sustainability of consistent, quality education for students. Purpose The aim of this study was to examine the experiences of being a CI and how to better support them. Methods CIs in a nursing faculty at a Western Canadian university were approached to participate. Data collection included a survey ( n = 17) with questions asking about the importance of and their ability to prepare, teach, and mentor nursing students in practice. Individual interviews ( n = 6) and a focus group ( n = 3) were conducted that asked CIs about their experiences and challenges. Analysis included descriptive statistics and thematic analysis. Results Participants indicated feeling unprepared entering the instructor role. Key findings were the need to improve CI orientation so that it is more practical and meaningful, to increase peer support from other instructors, and to assist CIs’ transition into becoming educators. Conclusions Understanding CIs’ assessment of their needs can help institutions better support and retain them, promoting consistency and quality in practicum instruction.

Towards an Anti-Racist, Culturally Responsive, and LGBTQ+ Inclusive Education

2022 ◽  
pp. 150-175
Author(s):  
Artineh Samkian ◽  
John Pascarella ◽  
Julie Slayton
Keyword(s):  
Deep Learning ◽  
Action Research ◽  
Inclusive Education ◽  
Culturally Responsive ◽  
Change Agents ◽  
Educational Leaders ◽  
Program Of Study ◽  
Self Study ◽  
Instruction And Curriculum ◽  
Support Students

This chapter summarizes the ongoing efforts of faculty to develop a program of study embedded in an educational doctorate (EdD) program intended to develop critically conscious educational leaders and change agents. It discusses how courses were collaboratively developed as well as how faculty decided on and began to employ an experimental self-study action research Dissertation in Practice. This chapter then outlines what was learned as a team of collaborators about the best ways to establish coherence and cultivate deep learning to support students' ability to work with adults in the context of instruction and curriculum to address historically entrenched inequities that differentially disadvantage some students while granting privileges to others.

scholarly journals An alternative placement model for nursing students: discovering new horizons

2020 ◽  
Vol 26 (5) ◽  
pp. 138-143
Author(s):  
Belinda Humphries ◽  
Sarah Keeley ◽  
Lucy Stainer ◽  
Amanda Watson
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Healthcare Staff ◽  
Education Students ◽  
Related Services ◽  
New Horizons ◽  
Alternative Placement ◽  
Competing Demands ◽  
Support Students ◽  
And Training

This article explores the use of an alternative placement model in conjunction with the Nursing and Midwifery Council standards for education and training. Traditionally in nurse education, students were supported on placement on a one-to-one basis by a qualified nurse mentor. This could be a very intense relationship and could limit placement learning as students were only allocated to areas that have a qualified nurse mentor, exacerbating competing demands on placement capacity to support students. A higher education institute trialled an alternative placement model that used several healthcare-related services traditionally not used for nursing placements. Some of these placements were allocated by the higher education institute, but students were also responsible for securing a number of placements for themselves. The students were supported with their learning by appropriate healthcare staff in practice but were assessed by academic members of staff at the higher education institute acting as practice assessors. The project was evaluated positively overall by the vast majority of students and staff. Students found it to be an empowering experience, which encouraged autonomous practice.

scholarly journals Nursing Students’ Perceptions of the Dedicated Education Unit Model in 2 UAE Hospitals

2020 ◽  
Vol 3 (2) ◽  
pp. 61-69
Author(s):  
Rose Ann Hooper ◽  
Mohamad AlMekkawi ◽  
Gerald Williams ◽  
Belinda Thompson ◽  
Marlize Zeeman
Keyword(s):  
Nursing Students ◽  
Hospital Setting ◽  
Clinical Placement ◽  
Mixed Methods Design ◽  
Clinical Area ◽  
Dedicated Education Unit ◽  
Al Ain ◽  
Unit Model ◽  
Explanatory Mixed Methods ◽  
Support Students

Background: Initially developed in Australia, Dedicated Education Unit (DEU) is an innovative approach to support the growth and development of nursing students while on clinical placement in the hospital setting. With the increasing number of nursing students requiring clinical placement, nursing needed to explore further ways to support students and preceptors in the clinical area. Methods: The study followed a sequential explanatory mixed-methods design to investigate participants’ perceptions of the effectiveness of the DEU model in improving nursing students’ learning experiences. The DEU model was implemented in 2 Abu Dhabi Health Services Company (SEHA) hospitals in Al Ain City, and feedback was obtained from both students and their preceptors via survey and focus group sessions. Results: The study showed positive results with students feeling supported to learn new knowledge and skills by their preceptors. Preceptors reported that they were better able to facilitate student placements in an environment that supported learning. Conclusion: The introduction of the DEU model has supported increasing numbers of students in the clinical area and provided an improved environment for learning.

Using action research to build mentor capacity to improve orientation and quality of nursing students’ aged care placements: what to do when the phone rings

2017 ◽  
Vol 26 (13-14) ◽  
pp. 1893-1905 ◽  
Author(s):  
Emma J Lea ◽  
Sharon Andrews ◽  
Megan Stronach ◽  
Annette Marlow ◽  
Andrew L Robinson
Keyword(s):  
Action Research ◽  
Nursing Students ◽  
Aged Care ◽  
Quality Of Nursing
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