scholarly journals The Impact of Nurse Educators on Nursing Education: The Need for Certification

2017 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Quality Care ◽  
Critical Role ◽  
Nurse Educator ◽  
Positive Message ◽  
The Impact

Nurse educators perform a critical role and function impacting thousands of nursing students each year in the delivery of safe, evidence-based, high quality care of patients. When evaluating the impact of the educational activities, it is also critical that nurse educators have the knowledge, skills, and abilities to identify and measure the outcomes of the instruction delivered. Nurse educators must also have in-depth knowledge of teaching and learning styles, technology such as simulation, and the diversity that is present in the nursing school classroom. All of these factors impact curriculum development and delivery. Obtaining certification as a nurse educator indicates that a standard of excellence as a nurse educator has been achieved that sends a positive message to the public about the quality of instruction nursing students receive in nursing education programs.

scholarly journals Descriptive Study of Nursing Students' Learning Styles. Case Study of the Professional Bachelor's Degree Cycle in Nursing of the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco

2020 ◽  
Vol 14 (1) ◽  
pp. 309-316
Author(s):  
Abderrahmane Lamiri ◽  
Rabia Qaisar ◽  
Driss Khoaja ◽  
Omar Abidi ◽  
Hind Bouzoubaa ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Quality Care ◽  
Teaching Style ◽  
Learning Difficulties ◽  
Teaching Staff ◽  
Educational Strategies ◽  
Nursing Educators

Background: Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients. Objective: The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford. Methods: Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument. Results: The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles. Conclusion: Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.

scholarly journals Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

2019 ◽  
Vol 11 (13) ◽  
pp. 13
Author(s):  
Adepeju M. Lateef ◽  
Euphemia M. Mhlongo
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Nursing Educators ◽  
South West ◽  
The Future

BACKGROUND: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria. METHODOLOGY: A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis. RESULTS: The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace. CONCLUSIONS: The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.

scholarly journals Responding in a Pandemic: Student Nurse Educator Mentorships, the Other Side of Blackboard

2021 ◽  
Vol 17 (30) ◽  
pp. 53
Author(s):  
Audrey Tolouian ◽  
Diane B. Monsivais ◽  
Melissa Wholeben
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Role Models ◽  
Online Teaching ◽  
Nurse Educators ◽  
Student Nurse ◽  
Nurse Educator ◽  
Online Environment ◽  
Undergraduate Nursing

Background: Nurse educators who are novice often express the need for improved preparation in the educator role. Problem: With the growth of online programs, one area of concern is the need for educators who are prepared to teach online. Approach: A mentorship for online teaching was developed to give student nurse educators the opportunity to develop educator competencies in the online environment. The process, benefits, challenges, and key points for the success of the mentorship are discussed. Outcomes: Since Spring 2016, 89 nurse educator graduate students have completed the mentorship. Their confidence related to the educator role in an online environment was enhanced, and they took great pride in serving as professional role models to the undergraduate nursing students. Conclusions: The mentorship option provides improved educator role preparation for nursing education graduate students who will teach online. It also provides informal mentorship as well as an unexpected perceived value in higher education to students in undergraduate nursing program.

See it, hear it, feel it: embodying a patient experience through immersive virtual reality

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jaime A. Hannans ◽  
Colleen M. Nevins ◽  
Kristin Jordan
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Pilot Study ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Immersive Virtual Reality ◽  
Learning Approaches ◽  
Convenience Sample ◽  
Content Type ◽  
The Impact

Purpose The aim of the study was to explore aspects of learning in terms of gain in knowledge, confidence and empathy with immersive virtual reality (VR) from the patient perspective in undergraduate nursing students. Design/methodology/approach A pilot study integrating immersive VR experiences during clinical courses was facilitated based on the INACSL (2016) standards for simulation practices with a convenience sample of 165 nursing students in three levels of cohorts, using two different VR scenario simulations. Quantitative and qualitative data were collected through pre- and post-surveys. Findings Student participants embodied patients with chronic disease using immersive VR. Findings showed substantial gains in most measures of knowledge, confidence and empathy, with slightly less difference seen in lower level nursing students particularly with empathy and understanding. Research limitations/implications Embodiment through immersive VR scenarios was shown to increase learner development. The positive findings from the pilot study justified continuance of integration of immersive VR in nursing education, recommending further use and research. Originality/value Simulated learning for nursing has known benefits on knowledge and understanding. Immersive VR is gaining recognition within nursing education as a method to enhance cognitive and affective knowledge. This paper hopes to add insights on the impact of immersive VR for student learning and encourage discussion about the future for innovative immersive teaching and learning approaches for experiential learning.

Nursing Students’ Perceptions and Expectations Regarding the Use of Technology in Nursing Education

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Alexis Harerimana ◽  
Ntombifikile Gloria Mtshali
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Postgraduate Students ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Perceptions And Expectations

Technological innovations are changing the face of nursing education, with teachers being expected to integrate best teaching practices in the classroom and to ensure that nursing students are motivated and engaged. Taking into consideration students’ needs is essential to provide successful integration of the technology in teaching and learning. This paper aims to explore nursing students’ perceptions and expectations regarding the use of technology in nursing education. A descriptive quantitative research design was used, and the study was conducted at a selected university in South Africa. A total of 150 nursing students completed the questionnaires, with the data being analysed descriptively using SPSS version 25. The nursing students reported that educators used technology to deliver course instructions (96.7%), and encouraged students to use it for creative or critical thinking tasks (95.3%). They were encouraged by their educators to use their own technology devices (94.7%) and online platforms (94.7%). More undergraduate students perceived that nurse educators used technology at school (15.63 ± 2.54) than postgraduate students (14.41 ± 3.07) (U =1341.00, p = .044). Overall, 77.3 per cent of the nursing students expected the use of technology in teaching, mainly Moodle (88.7%), search tools (75.3%), podcasts and videocasts (66.7%), EndNote (62.7%), and Turnitin (48.7%). The majority of the students (82.1%) from the lower academic levels (first and second year) had a high expectation of the use of technology compared to 71.2 per cent of the higher levels (third and fourth year). The use of technology in teaching requires nurse educators to have adequate skills to make it a powerful tool for teaching and learning. Much more effort should be put in motivating students to use various technological tools, and ensuring that they have adequate skills, particularly at the entry level.

scholarly journals A survey of electronic medication management technologies among nurse educators: Implications for practice

2020 ◽  
Vol 10 (9) ◽  
pp. 21
Author(s):  
Eileen Creel ◽  
Ann Carruth ◽  
Staci Taylor
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Training ◽  
Nurse Educators ◽  
Medication Management ◽  
Medication Administration ◽  
Cross Sectional Survey ◽  
Bar Code ◽  
Ensure Patient Safety ◽  
The Impact

Supervised clinical training is an essential component of nursing education programs. There has been little written about the impact of transitioning from the pre-digital healthcare environment to electronic medication management on the clinical education of nursing students. Even less is known about how nursing faculty and students incorporate technologies such a bar code medication administration into workflow to ensure correct medication administration. This article reports the results of a national descriptive cross-sectional survey of Associate and Bachelor of Science Nursing programs. Findings from this study confirm that despite the benefits of safety technologies, current practices in many clinical agencies create new challenges for nurse educators who supervise nursing students, potentially resulting in medication errors and false documentation. Nursing students in a clinical setting need to administer medications to become proficient and safe, and access to these technologies is essential. To ensure patient safety standards and legal compliance, clinical training site agencies need policies to define acceptable workflows while providing students with the practical experience needed to achieve skill competence.

scholarly journals Factors contributing to incivility amongst students at a South African nursing school

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Hildeguard Vink ◽  
Oluyinka Adejumo
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
South African ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Post Secondary ◽  
Face To Face ◽  
South African School ◽  
Qualitative Descriptive ◽  
Set Up

Background: This study determined the experiences of nurse educators of the factors contributing to the uncivil classroom behaviours of nursing students at a South African school of nursing.Objective: To describe what nurse educators consider to be factors contributing to incivility among nursing students in a South African nursing school.Method: A qualitative descriptive design was used. Eleven nurse educators were purposively sampled for their experiences on the factors contributing to incivility. Individual face-to-face interviews were conducted until data saturation.Results: The data analysed indicated that the educators had varying but often similar perspectives on which factors contribute to incivility among nursing students. The three themes that emerged from the data were academic, psycho-pathological and social factors.The themes were discussed on the basis of their reported impact on classroom behaviour and the implications for the teaching and learning environment.Conclusion: Conclusions were made that an educational screening system to identify committed students before admission into nursing education should be explored; that a support system should be explored for nurse educators to deal with incidents of uncivil behaviour, perhaps within policy frameworks in the nursing institution; that emotional support should be provided for students who may be experiencing difficulties adjusting to the rigours of post-secondary education; and that a forum should be set up for nurse educators to compare notes and share ideas on what works best in reducing the incidence of uncivil behaviours in the classroom setting.

scholarly journals Role of the Pharmacist in Managing Treatment-Resistant Depression: A Focus on Ketamine

Pharmacy ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 118
Author(s):  
Linda Xing Yu Liu ◽  
Marina Golts ◽  
Virginia Fernandes
Keyword(s):  
Current Practice ◽  
Quality Care ◽  
Treatment Options ◽  
Critical Role ◽  
Transitions Of Care ◽  
Treatment Resistant Depression ◽  
Treatment Resistant ◽  
Resistant Depression ◽  
Multiple Treatments ◽  
The Impact

The impact of depression is well described in the literature, and it is most prominent in patients who have trialed multiple treatments. Treatment-resistant depression (TRD) is particularly debilitating, and it is associated with significant morbidity and mortality. Despite this, there seems to be therapeutic inertia in adopting novel therapies in current practice. Ketamine is an N-methyl-D-aspartate receptor antagonist and anesthetic agent which has recently been shown to be effective in the management of TRD when administered intravenously or intranasally. The treatments, however, are not easily accessible due to restrictions in prescribing and dispensing, high costs, and the slow uptake of evidence-based practice involving ketamine within the Canadian healthcare system. Given the limited treatment options for TRD, novel approaches should be considered and adopted into practice, and facilitated by a multi-disciplinary approach. Pharmacists play a critical role in ensuring access to quality care. This includes dissemination of evidence supporting pharmacological treatments and facilitating translation into current practice. Pharmacists are uniquely positioned to collaborate with prescribers and assess novel treatment options, such as ketamine, address modifiable barriers to treatment, and triage access to medications during transitions of care. Extending the reach of these novel psychiatric treatments in both tertiary and primary care settings creates an emerging role for pharmacists in the collaborative effort to better manage treatment-resistant depression.

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

Sign in / Sign up

Export Citation Format

Share Document