I Want to Become a Registered Nurse as a Non-Traditional, Returning, Evening, and Adult Student in a Community College: A Study of Career-Changing Nursing Students

The current significant human resource and workforce shortages of registered nurses (RNs) are impacting urban, suburban, and rural hospitals and healthcare facilities all over the globe, regardless of the entities’ economic and financial backgrounds. The purpose of this research study is to understand why non-traditional, returning, evening, and adult (NTREA) students decided to enrol at the Associate Degree in Nursing programme during their mid-adulthood? 40 s-career nursing students who are pursuing their nursing programme were invited to individual interview sessions and focus group activities on sharing and expressing the motivations in the New England region in the United States. Based on the theoretical framework of Social Cognitive Career Theory, the researcher concluded that family consideration and higher social status were two of the major themes. The study provided a blueprint for human resource professionals, health and social caring leaders, government agencies, policymakers, and researchers to reform their current nursing curriculum and health workforce policy to attract potential second-career nursing joining the nursing profession.

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Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum

Healthcare ◽

10.3390/healthcare9030326 ◽

2021 ◽

Vol 9 (3) ◽

pp. 326

Author(s):

Luis M. Dos Santos

Keyword(s):

Nursing Students ◽

Foreign Language ◽

Language Learning ◽

Social Cognitive ◽

Research Question ◽

Foreign Language Learning ◽

Nursing Curriculum ◽

College Leaders ◽

Language Courses ◽

Foreign Language Courses

Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

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Motivations and Experiences in a Distance Learning-Based Degree Programme: A Case Study from a Community College

Academic Journal of Interdisciplinary Studies ◽

10.36941/ajis-2021-0036 ◽

2021 ◽

Vol 10 (2) ◽

pp. 35

Author(s):

Luis M. Dos Santos

Keyword(s):

Community College ◽

Distance Learning ◽

Associate Degree ◽

Teaching And Learning ◽

Social Cognitive ◽

Research Question ◽

The United States ◽

Learning Approaches ◽

Degree Programme ◽

Learning Behaviours

Due to the development of the technologically-assisted teaching and learning approaches and the change of learning behaviours of students, many students decided to start their education in a distance learning-based degree programme at a community college in the United States. Based on the lens of the Social Cognitive Career Theory, the researcher collected qualitative data from 46 traditional-aged students who are currently enrolled in a distance-learning degree programme at a community college. One research question was concerned, which was why would high school graduates (i.e. traditional-aged students) decide to enrol in a distance learning-based associate degree programme at a community college instead of a traditional senior university? The results indicated that financial considerations, and academic and career interests were the biggest concerns of these groups of participants. The outcomes of this study provided the human resources, curriculum development, and workforce plans for government agencies, policymakers, department heads, school leaders, and NGO leaders to reform their policy and regulation in order to absorb the advantages of these groups of future workforces. Received: 29 November 2020 / Accepted: 25 January 2021 / Published: 5 March 2021

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Screening, Intervention, and Referral in the Clinical Setting

OJIN: The Online Journal of Issues in Nursing ◽

10.3912/ojin.vol25no03man06 ◽

2020 ◽

Vol 25 (3) ◽

Author(s):

Jacklyn Beynor ◽

Waverley Stanfield ◽

Donna Zucker

Keyword(s):

United States ◽

Nursing Students ◽

Clinical Setting ◽

Clinical Care ◽

Daily Practice ◽

The United States ◽

System Level ◽

Background Information ◽

Nursing Curriculum ◽

Over 40 Years

The prevalence of substance use disorder in the United States is rapidly growing, particularly in adolescents. Screening, brief intervention, and referral to treatment (SBIRT) has been used in clinical care for over 40 years, yet providers still do not incorporate this into daily practice. This article offers background information and describes a project that considered SBIRT in the clinical setting using two student-led focus groups to discuss a gap between education and practice noted by nursing students trained in this technique. We present findings for each group and a discussion that synthesizes the results and includes implications for education and practice. Data were analyzed using the scissor and sort method, with themes emerging about SBIRT benefits, barriers, training, and individual and system level factors. Study recommendations included incorporating SBIRT content across the nursing curriculum with repeated smaller training and practice sessions. Also noted is the need for ongoing SBIRT education for practicing nurses.

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A Comparative Analysis of Cultural Competence in Beginning and Graduating Nursing Students

ISRN Nursing ◽

10.1155/2013/929764 ◽

2013 ◽

Vol 2013 ◽

pp. 1-5 ◽

Cited By ~ 14

Author(s):

Helen Reyes ◽

Lance Hadley ◽

Deborah Davenport

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Cultural Competence ◽

The United States ◽

Nursing Program ◽

Nursing Curriculum ◽

Minority Population ◽

Culturally Competent ◽

Continued Education ◽

Cultural Competence Assessment

The ethnic proportions of the population in the United States are rapidly changing, with the nation’s minority population at approximately 101 million. This is also true for the West Texas region, where locally in a city with 183,000 residents, 43 different languages are spoken suggesting that cultural education needs to be included in nursing program curricula. Therefore, a study was conducted during a period of curriculum revision to determine if the current nursing curriculum at a public university offers enough education and experience for graduating nurses to care for such a diverse population by comparing their perceptions of cultural competence with beginning sophomore nursing students' perceptions. Participants were asked to complete the Cultural Competence Assessment (CCA) tool in order to evaluate perceptions of cultural competence. Upon analysis of the data, perceptions of cultural competence among graduating nursing students were significantly higher () than the perceptions of cultural competence among beginning nursing students. These results support that nursing students perceive that they have become culturally competent during their nursing education, leading to implications of the need for continued education relating to this concept, beginning with the first course and continuing throughout the nursing curriculum.

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