scholarly journals A student’s journey: Examining the efficacy of the academic preparation of BSN students and readiness to enter practice

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Academic Preparation ◽  
Hospitalized Patients ◽  
Nursing Profession ◽  
Clinical Practices ◽  
New Graduates ◽  
Generic Qualitative ◽  
Theory Practice Gap

Background: The nursing profession is under more pressure than ever to hire clinicians that exhibit critical thinking (CT) skills. A review of the literature has identified a divide between bedside clinicians and nursing faculty resulting in the separation of academic educators from current clinical practices [1]. New graduates enter the clinical setting inadequately prepared to meet the clinical needs and demands of today’s hospitalized patients [2]. Method: A generic qualitative approach sought to explore the lived experience of BSN graduate nurses transition into clinical practice and to gain insight into how successful the nursing profession is training nursing students to meet the clinical demands of today’s hospitalized patients. Results: The results identified four themes: clinical rotation; didactic content and academia; transition to practice; and simulation. Conclusion: A theory-practice gap continues to exist in nursing education.

Addressing Workplace Incivility: Facilitating Nursing Students' Transition to the Health-Care Setting

2019 ◽  
Vol 25 (4) ◽  
pp. 311-315
Author(s):  
Jessica Chisholm
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Care Setting ◽  
Workplace Incivility ◽  
New Members ◽  
New Graduates ◽  
Zero Tolerance Policy ◽  
Simulation Education ◽  
Detailed Instruction ◽  
Prelicensure Nursing

Workplace incivility is a known cause of anxiety in the workplace, leading to the loss of many new members of the nursing field. This perpetual cycle of hiring and losing nurses, especially new graduates, contributes to the increasing nursing shortage. This study investigated whether the inclusion of prelicensure nursing education on workplace incivility is achievable and capable of improving the outcome for nurses when it occurs. Review of the literature revealed that inclusion of prelicensure education on this topic is possible through utilization of a zero-tolerance policy, Cognitive Rehearsal Technique (CRT), and simulation. Education on workplace incivility and the aforementioned formats for prelicensure education were presented to faculty of a Southeastern U.S. college. Respondents demonstrated interest in detailed instruction on incorporating it into their teaching.

Moral Professional Personhood: ethical reflections during initial clinical encounters in nursing education

2004 ◽  
Vol 11 (2) ◽  
pp. 122-137 ◽  
Author(s):  
Chryssoula Lemonidou ◽  
Elizabeth Papathanassoglou ◽  
Margarita Giannakopoulou ◽  
Elisabeth Patiraki ◽  
Danai Papadatou
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Moral Agency ◽  
Personal Values ◽  
Moral Awareness ◽  
Written Narratives ◽  
Clinical Encounters ◽  
Ethical Conflicts ◽  
Ethical Reflections

Moral agency is an important constituent of the nursing role. We explored issues of ethical development in Greek nursing students during clinical practice at the beginning of their studies. Specifically, we aimed to explore students’ lived experience of ethics, and their perceptions and understanding of encountered ethical conflicts through phenomenological analysis of written narratives. The process of developing an awareness of personal values through empathizing with patients was identified as the core theme of the students’ experience. Six more common themes were identified. Development of the students’ moral awareness was conceptualized as a set of stages, commencing with empathizing with patients and nurses, moving on to taking a moral stand and, finally, concluding by becoming aware of their personal values and showing evidence of an emerging professional moral personhood. The notions of empathy, caring and emotion were in evidence throughout the students’ experience. Implications for practice and nurse education are discussed.

scholarly journals Factors Affecting Students’ Preference for Nursing Education and their Intent to Leave: A Cross-sectional Study

2021 ◽  
Vol 15 (1) ◽  
pp. 1-8
Author(s):  
Faten Kandil ◽  
Naglaa El Seesy ◽  
Maram Banakhar
Keyword(s):  
Saudi Arabia ◽  
Nursing Education ◽  
Nursing Students ◽  
Role Models ◽  
Intent To Leave ◽  
Cross Sectional Study ◽  
Nursing Profession ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Family Disagreement

Introduction:Insufficient research has been conducted into the factors that prompt young students to select nursing education as a profession in Saudi Arabia.Aim:The aim of the study is to identify factors affecting students' preference for nursing education and their intent to leave.Methods:This study follows a descriptive cross-sectional research design, with data collected by adapting the Tan-Kuick questionnaire to measure second-year nursing students’ (n=162) preference for nursing education and intent to leave one academic institution in Saudi Arabia.Results:Nursing image is identified as the major factor influencing the nursing students’ preference for nursing education in Saudi Arabia (69.89 ± 16.49), and parents' image of nursing is identified as the factor with the least amount of influence (34.52 ± 22.04). Additionally, more than half of the nursing students surveyed report intending to leave the nursing profession. Regarding the reasons for their intent to leave, a total of 70% of the surveyed nursing students report having no interest in the nursing profession. Family disagreement and societal image are also identified as common prompts to leave nursing.Conclusion:The study recommends the use of media to enhance the image of the nursing profession through the presentation of role models that talk to the students and encourage and motivate them to engage in the working life of a nurse. In addition, the study suggests replicating the longitudinal study for the same group in their third and fourth year of study to see if they leave the nursing profession.

scholarly journals The Perceived Stress Level of Nursing Students Regarding The Clinical Practices in the Covid-19 Pandemic

2021 ◽  
Vol 11 (3) ◽  
pp. 592-599
Author(s):  
ışın cantekin
Keyword(s):  
Nursing Students ◽  
Perceived Stress ◽  
Cross Sectional Study ◽  
Nursing Profession ◽  
Clinical Practices ◽  
Perceived Stress Scale ◽  
Cross Sectional ◽  
Stress Scale ◽  
Significant Difference ◽  
Stress Levels

This descriptive cross-sectional study was conducted to determine the perceived stress levels of nursing students regarding the clinical practice during the Covid-19 pandemic. The study was conducted between May 20 and June 20, 2020, with 252 students studying in all classes in the Nursing Departments of Necmettin Erbakan University. The data were collected using the Information Form and the Perceived Stress Scale for Nursing Students (PSSNS). 52.0% of the students felt uncomfortable thinking about Covid-19, and 62.2% stated that their anxiety increased when they thought they were infected with Covid-19. The study further revealed that 57.9% of the nursing students were afraid to provide care to the individuals diagnosed with Covid-19 and 82.1% stated that they did not have enough knowledge to provide care to those individuals. Our study revealed that there is a statistically significant difference between the mean scores of the Perceived Stress Scale for Nursing Students and the students’ gender (p<0.01), the status of willingly choosing the nursing profession (p<0.01), the interest in the nursing profession during the Covid-19 pandemic (p<0.01), having enough knowledge to provide care to individuals diagnosed with Covid-19 (p<0.01), being uncomfortable thinking about Covid-19 (p<0.01), being afraid to provide care to individuals diagnosed with Covid-19 (p<0.01), and the increased anxiety level thinking that they were infected with Covid-19 (p<0.01). In this study, female nurses and nurses who did not choose the nursing profession willingly, whose interests in the nursing profession were negatively affected during the pandemic period, who believe that they do not have the knowledge or who do not want to provide care to individuals diagnosed with Covid-19, who are afraid to provide care, and who are uncomfortable thinking about Covid-19 were found to have higher perceived stress levels. It is recommended to offer training and counseling to the nursing students with high perceived stress levels

Determination of Student Centered Effective Learning Strategies in Clinical Practices in Nursing Education

2017 ◽  
Vol 4 (2) ◽  
pp. 310-316
Author(s):  
Yeter Kurt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Clinical Education ◽  
Clinical Practices ◽  
Student Centered ◽  
Effective Learning ◽  
Professional Educators ◽  
Nurse Student ◽  
Keywords Education

Clinical experience process that follows clinical practices in nursing education gives students the chance of a transition fromtheory to practice as well as from being student to being a professional. Educators in particular, nurses and other health careworkers, universities and students bear important responsibilities in clinical education affected by physical setting andschool-hospital collaboration so that the nursing students can be educated in the best way. To this end; e and f articles of 9 thclause and an article of 5 th clause were enacted under Nursing Code dated 03.2010 and numbered 27515. However; thesearticles do not include an explicit and sufficient explanation about how clinical nurse, student nurse and hospitalmanagement should approach these responsibilities. The aim of the researchers is to point out that problems can be noticedmore easily and analyzed more appropriately by the experts in each law and code to be enacted by governments and thusmore systematic and effective results can be achieved.   Keywords: Education, clinical practice, learning strategies nursing policy 

scholarly journals Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ahmad Saifan ◽  
Briliya Devadas ◽  
Fares Daradkeh ◽  
Hadya Abdel-Fattah ◽  
Mohannad Aljabery ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Training ◽  
Theory And Practice ◽  
Theoretical Knowledge ◽  
Academic Field ◽  
College Staff ◽  
Clinical Culture ◽  
Practice Gap ◽  
Theory Practice Gap

Abstract Background The theoretical knowledge of nursing underpins the practice, while the practice environment determines the circumstances within which the theoretical knowledge is applied. The biggest challenge facing nursing as an academic field is the theory-practice gap, which is a universal issue in nursing. This study aimed to raise solutions to close the gap between theory and practice in nursing education through the eyes of nursing students in UAE. Methods A qualitative descriptive approach was followed; whereby 25 Emirati nursing students were interviewed. Results Two main themes are discussed in this study: ‘Clinical Culture Creation’ and ‘Curriculum Content Reformation’. The students suggested to decreased the loud and stress on their clinical educators. They also suggested creating synchronization between what is taught in classrooms and labs and what is offered in the clinical training. Moreover, some of the students expected to have more benefit if they get their clinical training in health institutions owned by their college. On the other side, many of the participants suggested to move from the integration system to the block system. Another interesting suggestion includes having the same college staff to teach the theory and the clinical. The final suggestion includes decreasing the paper work during clinical training. Conclusions This study explored the solutions to bridge the theory-practice gap in nursing education in the UAE. The study has implications for nursing education and practice within the UAE and is imperative for graduating workplace ready professional nurses within the country.

scholarly journals “I Internalize Islamic Values”: Bachelor Nursing Students’ Perception and Experience of Professional Identity in Indonesia

2021 ◽  
Vol 9 (T4) ◽  
pp. 158-166
Author(s):  
Wulan Noviani ◽  
Lisa Musharyanti ◽  
Rangga Putera Anugerah Pratama
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Career Choice ◽  
Professional Identity ◽  
Sense Of Belonging ◽  
Nursing Profession ◽  
Convenience Sample ◽  
Academic Hospitals ◽  
Islamic Values

BACKGROUND: Professional identity is the primary goal of nursing education institutions that shaped professional nurse’s identity. However, final-year bachelor nursing students’ perception and experience of professional identity remain limited to explore. AIM: This study aims to analyze final-year bachelor nursing students’ perception and experience toward professional identity in Indonesia. METHODS: A descriptive qualitative study with a drawing exercise was conducted with a convenience sample of final-year bachelor nursing students to explore how they viewed the nursing profession. Thirteen nursing students were recruited from four academic hospitals of Universitas Muhammadiyah Yogyakarta. Data were analyzed thematically using Colaizzi methods and NVivo 12 Plus. RESULTS: The analysis showed five themes identified, namely, “Islamic nurse is my identity,” “I follow Islamic sharia,” “I internalize Islamic values,” “I practice professional roles,” and “I obey professional regulation.” CONCLUSION: Nursing students perceived the identity of Islamic nurses into their identity. Developing a strong professional identity is essential for the students to enhance a sense of belonging and career choice in the nursing profession.

scholarly journals The DETERMINANTS AND DEVELOPMENTS IN CHOOSING NURSING PROFESSION AS CAREER, A QUALITATIVE ANALYSIS OF NURSING STUDENTS AT DISTRICT KHAIRPUR SINDH, PAKISTAN.

2018 ◽  
Vol 8 (1) ◽  
pp. 13-17
Author(s):  
Faheem Ahmed Mallah ◽  
Shahzad Ali Khan ◽  
Nazeer Ali Buriro ◽  
Muhammad Baqar Baloch ◽  
Mrs. Surriya Parveen
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Delivery System ◽  
Health Care Delivery ◽  
Care Delivery ◽  
Health Care Delivery System ◽  
Nursing Profession ◽  
Direct Care ◽  
First Choice

Background: Nursing is an important tier for the health care delivery system. Nurses are holding essential and largest part of health delivery system from direct care to management, performing many functions for the smooth operations of the health care delivery system. Nursing education ignored in Pakistan nowadays many nurses are being enrolled in nursing schools every year. Changes people to join nursing profession may vary from one another. Objectives: Our study's objectives were to explore motivating factors for the nursing profession, and to assess the motivational factors among student nurses. Methods: We conducted Focus Group Discussions with nursing students. Thematic content analysis was done after assigning codes, making sub categories and categories and then driving sub themes and themes. Results: Factors such as wish to become nurse, mostly an alternate as failure to get admission in medicine, to fulfill parents wish, financial support job either public or private and get a chance to settle abroad, and seeking stipend during training. Easy public, private or clinic set up and jobs abroad. According to our study findings most students chose nursing profession as alternate but not their first choice, many personal, professional and financial factors attract students to enroll into the nursing. Conclusion: We conclude that most of the nursing student's perceive nursing being more suitable for females supporting their financial health.

scholarly journals The importance of simulation in nursing education

2017 ◽  
Vol 9 (1) ◽  
pp. 02 ◽  
Author(s):  
Evrim Eyikara ◽  
Zehra Gocmen Baykara
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Decision Making ◽  
Teaching Method ◽  
Clinical Skills ◽  
Real Life ◽  
Simulation Method ◽  
Educational Process ◽  
Theoretical Knowledge ◽  
Clinical Practices

Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an innovative teaching method that stimulates a number of senses at the same time among learners. Simulation is a method which can be designed to reflect real-life conditions, and which provides the opportunity to work in contexts that are closer and more representative of real settings. Depending on the clinical situation or scenario; the simulation method will involve a student or a group of students performing a number of patient care activities on a manikin, player or standardized patient. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency; to learn at their own pace; and to freely make mistakes. Simulations is an educational process that can replicate clinical practices in a safe environment. Nursing students who take part in education programs involving simulations perform less medical mistakes in clinical settings, and are able to better develop their critical thinking and clinical decision-making skills. For these reasons, we recommend that simulations, which represent an interactive learning method, are rendered more common in institutions providing nursing education. Keywords: Simulation; nursing education; nursing students

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