scholarly journals Teaching the Holocaust in Nursing Schools: The Perspective of the Victims and Survivors

2021 ◽  
Vol 18 (17) ◽  
pp. 8969
Author(s):  
Zvika Orr ◽  
Anat Romem
Keyword(s):  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Nursing Programs ◽  
Nursing Schools ◽  
Healthcare Personnel ◽  
Nursing Curriculum ◽  
Holocaust Studies ◽  
The Holocaust ◽  
Past Experiences ◽  
Graduate Nursing

In recent years, there has been increased recognition of the significance and relevance of Holocaust studies to nurses. However, these studies are rarely integrated in the nursing curriculum, and even when they are, the focus is usually on healthcare personnel who collaborated with the Nazi regime. This article aims to bridge this gap by analyzing a comprehensive requisite curriculum on the Holocaust for graduate nursing students. We emphasize the work of Jewish healthcare professionals during the Holocaust and the dilemmas they faced, as well as the trauma and resilience of Holocaust survivors, their treatment today, and implications for treating other patients. This article examines how studying these issues affected the graduate students. It analyzes the reflective accounts written by the students, using qualitative content analysis and Grounded Theory. The findings suggest that students received tools to act professionally and empathetically while demonstrating greater sensitivity to the patients’ identity, past experiences, trauma, and how the hospital as a “total institution” affects them. Many of the students developed conscious leadership. The program used a personalized pedagogical approach that contributed to experiential learning but was also emotionally challenging for the participants. We recommend including Holocaust studies as a requisite component in nursing programs worldwide.

Does the nursing curriculum influence feelings of gender-role conflict in a cohort of nursing degree male students?

2021 ◽  
Vol 30 (17) ◽  
pp. 1024-1030
Author(s):  
Martin Christensen ◽  
Nick Purkis ◽  
Raph Morgan ◽  
Chris Allen
Keyword(s):  
Nursing Students ◽  
Gender Role ◽  
Role Conflict ◽  
Gender Role Conflict ◽  
Nursing Programs ◽  
Male Students ◽  
Nursing Workforce ◽  
First Year ◽  
Nursing Curriculum ◽  
Over Time

It is estimated that more than 9% of the global nursing workforce is male and that this share will gradually rise over the next decade. Although there are some positive aspects of having a male nursing workforce, men in the profession still experience discriminatory behaviours and practices. Fortunately, this does not deter a number of men entering undergraduate degree programmes. The aim of this study was to understand the experiences of 14 male nursing students in their first year of the adult Bachelor of Nursing programme. Using the Inventory of Male Friendliness in Nursing Programs and the Gender Role Conflict Scale, this study found that the male students felt welcomed, supported and included into the nursing programme. In addition, they felt no overall gender-role conflict, although feelings of success and achievement caused some challenges. The results of this study suggest that the male students did not necessarily experience those inequitable behaviours and practices reported in the literature. It has been suggested that perhaps the reality of clinical practice may change the perception of nursing for male students. Therefore, implications for further research could include a longitudinal study to ascertain where the perceptions of the nursing programme change for the male nursing students over time.

Teaching the Meaning of Culture in a Baccalaureate Nursing Curriculum

2018 ◽  
Vol 24 (1) ◽  
pp. 20-26
Author(s):  
Sandy Sánchez
Keyword(s):  
Nursing Students ◽  
Health Beliefs ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Curriculum ◽  
Critical Importance ◽  
The People

Because culture affects virtually every aspect of life, including health beliefs, customs, and practices, it is imperative that nursing students recognize and value its critical importance to the people whom they will care for as clients/patients. Hence, the notion of culture must be introduced early on in nursing programs and threaded throughout the entire curriculum.

scholarly journals What Should Be Considered in the Evidence-Based Practice Competency-Based Curriculum for Undergraduate Nursing Students? From the Student’s Point of View

2021 ◽  
Vol 18 (20) ◽  
pp. 10965
Author(s):  
Chieun Song ◽  
Weongyeong Kim ◽  
Jeongmin Park
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Qualitative Content Analysis ◽  
Nursing Curriculum ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Background: The nursing curriculum should be systematically developed to improve the evidence-based practice (EBP) competencies of undergraduate nursing students. We attempted to identify the factors important for developing or improving the EBP-integrated nursing curriculum. Methods: This study adopted the qualitative research design using qualitative content analysis. A total of 168 study participants were included in the study. The participants were third-year nursing students at a private university located in southeastern South Korea. An open-ended question was asked: “To improve students’ EBP competencies during theory classes, on-campus practicums, or clinical practicums, what do you think is necessary?” Result(s): The analysis presented thirty themes, which were grouped into 10 sub-categories and further into four categories, and finally into three main categories. The students responded that they needed to form their own attitudes toward EBP. Regarding educator-related needs, students responded that effective teaching and learning methods should be used in classes. The students also suggested that the EBP process should be applied during clinical practicum. Regarding school-related needs, students suggested that EBP education should be applied at the beginning of the curriculum. Furthermore, the students recommended that repeated teaching should be used for EBP, and that EBP education should be connected to the major courses. Conclusion: The development of EBP competencies among undergraduate students is an important factor that can impact the nursing quality and patient safety. Based on the findings of this study, multidimensional efforts are needed to improve the liberal arts education of students and strengthen the educators’ competencies of EBNP and EBTP. Furthermore, schools should strive to assess students’ educational needs regularly and integrate the subsequent EBP-integrated nursing curricula consistent with these needs.

scholarly journals The Learning Experience of Graduate Nursing Students: Content Analysis

2017 ◽  
Author(s):  
Parand Pourghane ◽  
Maryam Rajab pour Nikfam ◽  
Fazlollah Ahmadi
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Nursing Students ◽  
Learning Strategies ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Structured Interviews ◽  
Effective Learning ◽  
The Difference ◽  
Graduate Nursing

Learning is also considered as an important which can create changes in individuals’ knowledge, attitude, values, and feelings. As learning requires a new conceptual framework where one can take decisions in which change and innovation manifests, it is evident that this conceptual realization is only possible through a qualitative research. The present study aims to explore and justify graduate nursing students’ learning experience.The present study is a conventional qualitative content analysis research which was conducted in 27 graduate nursing students studying in Guilan university of Medical sciences in Iran. The study population was selected through purposive sampling, and the data was gathered through semi-structured interviews. Data analysis was performed as per the stages recommended by Graneheim & Lundman. Data strength and their scientific accuracy were evaluated, and ethical aspects of the research were also taken into consideration. Data analysis results were identified as three main themes and 10 subthemes which were named as per their nature:“effective learning,”: learning from a qualified instructor, accessible equipment and resources, awareness of teaching objectives / “Effective learning strategies”: pre-requisite knowledge before attending the class, participating educational workshops, joining group discussions, taking shorthand at home and in the class / “Decline in learning”: the difference in learners’ knowledge background, recurring lesson subjects, inappropriate time and place for learning. Graduate nursing students’ experience confirmed the necessity for provision of a proper educational framework as well as decreasing or removing the factors causing the decline in learning for the purpose of improving the quality of education at universities.

Understanding Educational Barriers and Needs of North Korean Defector Nursing Students: A Qualitative Descriptive Study

2018 ◽  
Vol 30 (2) ◽  
pp. 187-194
Author(s):  
Eun-Hi Kong ◽  
Kyung-Choon Lim ◽  
SuJeong Yu
Keyword(s):  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Nursing Schools ◽  
Culturally Competent ◽  
South Korean Government ◽  
Educational Barriers ◽  
South Korean ◽  
Culturally Congruent ◽  
Lack Of Information ◽  
Qualitative Descriptive

Introduction: A growing number of North Korean defector students enter nursing schools in South Korea. Many of them, however, quit nursing school and fail to obtain a nurse license. The purpose of this study was to describe the educational barriers and needs of North Korean defector nursing students. Method: A qualitative descriptive approach was employed. Convenience sampling was used, and 14 students participated. Qualitative content analysis was employed. Results: Five themes emerged: lack of preparation for higher education, multiple language barriers, differences in education and culture, lack of support and resources, and lack of information and understanding. Discussion: South Korean government needs to provide North Korean defector students with more practical supportive programs. South Korean nursing schools need to provide more transcultural education for South Korean students and supportive adaptation programs for North Korean defector students to produce culturally competent nurses who provide culturally congruent health care.

scholarly journals The stakeholders’ perceptions of the requirements of implementing innovative educational approaches in nursing: a qualitative content analysis study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Alireza Nikbakht Nasrabadi ◽  
Nooredin Mohammadi ◽  
Zahra Rooddehghan ◽  
Enayat A. Shabani ◽  
Fatemeh Bakhshi ◽  
...  
Keyword(s):  
Content Analysis ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Faculty Members ◽  
Nursing Schools ◽  
Face To Face ◽  
Purposeful Sampling ◽  
Qualitative Descriptive

Abstract Background Improving the competencies of nurses requires improving educational methods through the use of novel methods in teaching and learning. We aim to explore the perceptions of stakeholders (including nursing education directors, faculty members and nursing students) of the requirements of implementing innovative educational approaches in nursing. Methods In this qualitative descriptive study, 19 participants, including educational directors, faculty members, and undergraduate and graduate nursing students, were selected through the purposeful sampling method. Achieving the theoretical saturation in extracted categories was considered as a criterion for determining the sample size and the completion of sampling. The data were collected from December 2019 to May 2020 in nursing schools of Tehran, Iran, through in-depth semi-structured individual face-to-face interviews and were then analyzed based on the Graneheim and Lundman method. Results Using qualitative content analysis, eight sub-themes and three themes were extracted. The extracted themes were ‘novel educational policymaking’, ‘Innovative education-oriented platform’, and ‘managing barriers of innovative educational approaches’. Conclusions Developing and implementing innovative educational approaches entail providing appropriate context, structure, and required facilities by the policymaking system and educational authorities. In addition, developing capacity and related competencies of faculty members and students as the major stakeholders in employing these approaches is crucial.

Obecny stan badań nad Zagładą na Ukrainie

2014 ◽  
pp. 889-915
Author(s):  
Anna Abakunkova
Keyword(s):  
Future Development ◽  
The State ◽  
Significant Part ◽  
Educational Organizations ◽  
Major Research ◽  
Holocaust Studies ◽  
The Holocaust ◽  
The Future

The article examines the state of the Holocaust historiography in Ukraine for the period of 2010 – beginning of 2014. The review analyzes activities of major research and educational organizations in Ukraine which have significant part of projects devoted to the Holocaust; main publications and discussions on the Holocaust in Ukraine, including publications of Ukrainian authors in academic European and American journals. The article illustrates contemporary tendencies and conditions of the Holocaust Studies in Ukraine, defines major problems and shows perspectives of the future development of the Holocaust historiography in Ukraine.

scholarly journals Effects of a Web-Based Educational Program Regarding Physical Restraint Reduction in Long-Term Care Settings on Nursing Students: A Cluster Randomized Controlled Trial

2021 ◽  
Vol 18 (13) ◽  
pp. 6698
Author(s):  
Eun-Hi Kong ◽  
Myoungsuk Kim ◽  
Seonho Kim
Keyword(s):  
Nursing Students ◽  
Educational Program ◽  
Physical Restraint ◽  
Nursing Schools ◽  
Control Group ◽  
Term Care ◽  
Web Based ◽  
Restraint Reduction ◽  
Cluster Randomized ◽  
The Web

Physical restraint is still frequently used in many countries. However, a lack of education hinders physical restraint reduction in long-term care facilities. No study has yet to examine the effects of physical restraint reduction education on nursing students. This study aimed to evaluate the effects of a web-based educational program of physical restraint reduction on nursing students’ knowledge and perceptions. A cluster randomized controlled and single-blind design was used. This study was conducted at four nursing schools in South Korea. A total of 169 undergraduate nursing students completed this study. Using random allocation, two nursing schools (85 students) were allocated as the experimental group and the other two schools (84 students) as the control group. The experimental group received the web-based educational program, and the control group did not receive the educational program. Data were collected immediately before and after the web-based educational program. The experimental group’s knowledge and perceptions significantly improved between pre-test and post-test. The analysis of covariance showed statistically significant differences between groups in knowledge (p < 0.001) and perceptions (p < 0.001) over time, revealing positive effects of the web-based educational program. The web-based educational program regarding physical restraint reduction positively affected nursing students’ knowledge and perceptions. Future studies are required to examine the educational program’s longitudinal effects with more rigorous measurements and research methods.

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