scholarly journals EVALUATION OF STUDENT`S OPINION ABOUT OSCE FOR GRADUATE NURSING STUDENT –SHENDI UNIVERSITY SUDAN2012

2015 ◽  
Vol 3 (7) ◽  
pp. 91-102
Author(s):  
Higazi Mohammed Ahmed Abdallah Awad
Keyword(s):  
Clinical Evaluation ◽  
Nursing Student ◽  
Poor Performance ◽  
Validity And Reliability ◽  
Clinical Exam ◽  
Undergraduate Nursing ◽  
Anonymous Questionnaire ◽  
Knowledge And Practice ◽  
Second Year ◽  
Graduate Nursing

This study was done in Sudan, NaherElneel state, shendi town, at shendi university faculty of nursing during September 2011. Seventy three second-year nurses students were asked to complete a brief anonymous questionnaire regarding their opinion as a new trend clinical exam strategy. The questionnaire was administered to all students post OSCE exam and required approximately ten minutes to complete it.68% of student agree that OSCE had covered wide area of knowledge and practice rather than ordinary exam.Few students were considered that OSCE is stressful and relatively intimidating. Majority of the student recommended that increasing time per station. The study aim to evaluate the student opinion about OSCE for undergraduate nursing student, so as to test the validity and reliability of the exam among them. The study concluded that, most of the student agreed that OSCE is better method of clinical evaluation because the matter of bias is minimum and it`s less stressful as compare with the ordinary exam.Also they were agreed that OSCE allow chance of compensation for poor performance. The study recommended that, OSCE should be integrated within the curriculum in conjunction with other relevant evaluation methods.

Translation and Psychometric Evaluation of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS)

2021 ◽  
pp. JNM-D-20-00068
Author(s):  
Pardis Rahmatpour ◽  
Hamid Sharif Nia ◽  
Mansoureh Ashghali Farahani ◽  
Kelly A. Allen
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Nursing Student ◽  
Validity And Reliability ◽  
Satisfaction Scale ◽  
Undergraduate Nursing Students ◽  
Academic Satisfaction ◽  
Persian Version ◽  
Undergraduate Nursing ◽  
Undergraduate Nursing Student

Background and PurposeMeasuring student satisfaction among nursing students is necessary for academic institute. This study aimed to validate and measure the reliability of the Persian version of the Undergraduate Nursing Student Academic Satisfaction Scale (UNSASS).MethodsThis study was conducted on 437 undergraduate nursing students from September to December 2019. Face, content, construct validity (exploratory and confirmatory factor analysis), and reliability of the UNSASS were assessed.ResultsThe results of exploratory factor analysis showed that the Persian version of the UNSASS was composed of three factors: university, clinical, and faculty, which explained 41.77% of the overall variance.ConclusionsThe research revealed that the Persian version of the UNSASS has acceptable validity and reliability, which can be used to measure the academic satisfaction of undergraduate nursing students.

scholarly journals Do nursing students know and practise the Universal Precautions to prevent transmission of infectious agents?

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Lindy S. Van der Berg ◽  
Felicity M. Daniels
Keyword(s):  
Social Sciences ◽  
Nursing Students ◽  
Nursing Student ◽  
Infectious Agents ◽  
Undergraduate Nursing Students ◽  
Universal Precautions ◽  
Bodily Fluids ◽  
Undergraduate Nursing ◽  
Educational Programmes ◽  
Knowledge And Practice

Background: Nursing students, like other healthcare students, are at high risk of occupational exposure to blood and bodily fluids. Studies have shown that use of the Universal Precautions(UPs) lowers this risk, but do students know and practise these precautions?Objectives: This study investigated the knowledge and practice of undergraduate nursing students regarding the UPs, and whether there was a correlation between knowledge of the UPs and their practice.Method: This was a descriptive quantitative study amongst undergraduate nursing students in years 2–4 (n = 253), who were selected by means of stratified random sampling. A questionnaire was administered to the participants by the researcher. The data collected were analysed through use of the Statistical Package for Social Sciences (SPSS 16.0) and content analysis.Results: It was established that there was indeed a lack of knowledge regarding the UPs,and that the students’ self-reported practice of the UPs was poor. There was no statistically significant correlation between knowledge and practice of the UPs.Conclusion: More structured educational programmes are needed to improve both knowledge and practice of the UPs. These programmes should be offered across all nursing student study years as continuous professional development.

scholarly journals Knowledge and Practice of Health Professionals in the Management of Dysphagia

2021 ◽  
Vol 18 (4) ◽  
pp. 2139
Author(s):  
Eduardo Sánchez-Sánchez ◽  
Ylenia Avellaneda-López ◽  
Esperanza García-Marín ◽  
Guillermo Ramírez-Vargas ◽  
Jara Díaz-Jimenez ◽  
...  
Keyword(s):  
Healthcare Providers ◽  
Cross Sectional Study ◽  
Clinical Settings ◽  
Sectional Study ◽  
Swallowing Disorder ◽  
Cross Sectional ◽  
Anonymous Questionnaire ◽  
Knowledge And Practice ◽  
Definition Of ◽  
Management Of Dysphagia

The aim of this study was to determine healthcare providers’ knowledge and practices about dysphagia. A descriptive cross-sectional study was carried out based on a self-administered and anonymous questionnaire addressed to healthcare providers in Spain. A total of 396 healthcare providers participated in the study. Of these, 62.3% knew the definition of dysphagia as a swallowing disorder. In addition, up to 39.2% of the participants reported that they did not know whether the EatingAssessmentTool (EAT-10) dysphagia screening test was usedin their own clinical settings. Similarly, up to 49.1% of them did not know the ClinicalExaminationVolume-Viscosity (MECV-V) method. Nearly all participants (98.8%) reported that thickeners must be used forall liquids administered to patients. A higher percentage of respondents based the choice of texture on patient’s tolerance (78.2%) rather than on the MECV-V result (17.3%). In addition,76.4% of the professionals had witnessed a bronchoaspiration; after it, 44.4% (n = 175) of them reported the appearance of pneumonia, and 14.5% (n = 57) the death of the patient (p = 0.005). The participants revealeda moderate/low knowledge ofthe definition, diagnosis, and clinical management of liquid dysphagia, which indicates some room for improvements.

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 From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

Socializing for Authentic Caring Engagement in Nursing Practice: Nursing Student Moral Development in Preceptorship

2018 ◽  
Vol 51 (2) ◽  
pp. 63-71 ◽  
Author(s):  
Jill Vihos ◽  
Florence Myrick ◽  
Olive Yonge
Keyword(s):  
Nursing Students ◽  
Moral Development ◽  
Nursing Student ◽  
Nursing Practice ◽  
Moral Identity ◽  
Theory Approach ◽  
Moral Issues ◽  
Undergraduate Nursing ◽  
Patient’S Experience ◽  
Authentic Caring

Background The purpose of this study was to explore the basic psychosocial process of undergraduate nursing student moral development in clinical preceptorship. Method A grounded theory approach was used to explore the process within the context of clinical practice and the student–preceptor–faculty member relationship. Results Socializing for authentic caring engagement in nursing practice emerged from the data as the basic psychosocial process of nursing student moral development in preceptorship. This process included four key categories: (a) distinguishing nursing and moral identity in practice, (b) learning to recognize the patient’s experience, (c) identifying moral issues in practice and creating meaning of practice encounters, and (d) becoming an advocate and reconciling moral issues in practice. Conclusion Findings emerging from this study illustrate the processes of how nursing students work through moral issues and the role of faculty and preceptors in engaging students with moral encounters in the context of preceptorship.

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