scholarly journals Nurse Education and Mathematical Competency: Implementation of an Online, Self-Directed, Prerequisite Model

2021 ◽  
Vol 18 (24) ◽  
pp. 13106
Author(s):  
Daniel H. Jarvis ◽  
Karey D. McCullough ◽  
Tammie R. McParland
Keyword(s):  
Nursing Students ◽  
Nursing Program ◽  
Test Model ◽  
Structured Interviews ◽  
Critical Reasoning ◽  
Mathematical Competency ◽  
School Of Nursing ◽  
Individual Interviews ◽  
Dosage Calculation ◽  
Learning Types

Mathematical competency in the profession of nursing has increasingly become a central focus as more nursing students appear to struggle with basic concepts of arithmetic, mental estimation, and critical reasoning. This paper highlights how one School of Nursing in Ontario, Canada implemented a Dosage Calculation Competency Test model which involved an online, self-directed, prerequisite approach to improve student mathematical competency and confidence. The purpose of this research case study was to document, through shared participant perceptions, the creation, implementation, and subsequent modifications to a Dosage Calculation Competency Test model in light of student needs and advances in online learning and assessment. The research design combined a quantitative survey of Year 1–4 nursing students, followed by a series of qualitative, semi-structured interviews with nursing students and program instructors. The study took place within a School of Nursing undergraduate program in Ontario, Canada. Forty-four participants, including students from all four years of the nursing program, completed the survey, followed by individual interviews with nine students and six faculty instructors. Survey (the open-response items) and interview data were analyzed thematically using ATLAS.ti (ATLAS.ti, Berlin, Germany). The authors recount the new DCCT model’s development, implementation, and subsequent modifications and further discuss student/instructor perceptions of learning types, math confidence, and competency. The paper concludes with a series of seven key recommendations for nursing programs.

scholarly journals Creating a writing course to improve the writing self-efficacy of graduate nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 88 ◽  
Author(s):  
Lisa B. Robinson ◽  
Mary Bishop
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
Writing Skills ◽  
Nursing Program ◽  
First Semester ◽  
School Of Nursing ◽  
Writing Course ◽  
Writing Competence ◽  
Graduate Nursing

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

scholarly journals Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

2020 ◽  
Vol 10 (2) ◽  
pp. 83
Author(s):  
Medusalem Hangula Joel ◽  
Daniel Opotamutale Ashipala ◽  
Esther Kamenye
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Interactive Video ◽  
Education Institution ◽  
Study Data ◽  
Student Experiences ◽  
Video Technology ◽  
Structured Interviews ◽  
School Of Nursing ◽  
North Eastern

Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.

Retention of mathematics and drug dosage calculation knowledge among undergraduate nursing students of a private school of nursing in Pakistan

2021 ◽  
pp. 1-6
Author(s):  
Nishat Tabassum ◽  
Hussain Maqbool Ahmed Khuwaja
Keyword(s):  
Nursing Students ◽  
Private School ◽  
Dose Calculation ◽  
Drug Dosage ◽  
Undergraduate Nursing Students ◽  
School Of Nursing ◽  
Dosage Calculation ◽  
Undergraduate Nursing ◽  
Calculation Skills ◽  
Drug Dosage Calculation

Abstract This study aims to assess retention of drug dose calculation knowledge of undergraduate nursing students studying at a private school of nursing. This is a pre and post comparison design conducted at Aga Khan University, Pakistan from August, 2017 to September, 2019. All students enrolled in Bachelor of Science in Nursing (BScN) - Class of 2019 were enrolled. Mean test scores of 141 fourth year BScN students were compared with their own performance in second year. Mean scores on mathematics and drug dosage calculation test decreased significantly from 21 in 2nd year of studies to 17.97 in final year of studies. Modifications in assessments as well as curriculum are suggested to improve retention of dose calculation skills among undergraduate nursing students. Keywords: Nursing Education, Drug Calculation, Continuous...

scholarly journals Reported self-efficacy of nursing clinical instructors in a bachelor’s of science in nursing program

2020 ◽  
Vol 11 (3) ◽  
pp. 28
Author(s):  
Annette Ferguson ◽  
Natalie Perry
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Self Efficacy ◽  
Formal Education ◽  
Cost Effective ◽  
Nursing Program ◽  
Clinical Instructors ◽  
School Of Nursing ◽  
Before And After ◽  
Post Test

Clinical instructors play a significant role in the development of safe and competent nursing students. When nurses beginning their career as a clinical instructor, a substantial gap in knowledge can existence in the expectations of this new role. A deficiency of formal education in nursing education or orientation to this position can lead to a lack of self-efficacy and knowledge among clinical instructors. Research supports that a formal orientation and training increases feelings of self-efficacy among clinical instructors. The purpose of this study was to evaluate an online educational program on clinical instructor’s knowledge and self-efficacy towards teaching in a pre-licensure bachelors of science in nursing program. A pre-test/post-test design was utilized to assess changes in knowledge and self-efficacy immediately before and after the intervention for ten clinical instructors. Directly following the training, knowledge scores were measured with a statically significant result. In addition, immediately after the training and three months after the training, self-efficacy scores were measured and found to be statically significantly. In conclusion, the educational intervention was found to be statistically significant in improving the knowledge and self-efficacy scores among clinical instructors in the program as evidenced by the pre-test/post-tests results. This program was cost-effective to implement as there was no cost to the school of nursing or clinical instructors. The instructors could complete the online training from any location that had internet access and during any time of the day or night at their convenience.

scholarly journals Nursing students’ experiences of bullying in clinical practice

2019 ◽  
Vol 10 (3) ◽  
pp. 89
Author(s):  
Florence L. Luhanga ◽  
Vivian A. Puplampu ◽  
Sherry Arvidson ◽  
Adeyemi Ogunade
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Nursing Program ◽  
Clinical Practices ◽  
Tertiary Institution ◽  
Individual Interviews ◽  
Undergraduate Nursing ◽  
The Impact

Bullying is a major concern in the nursing profession because of its implications for patients’ safety, the health of nurses and nursing students, as well as on the workforce in the healthcare system. The purpose of the study was to explain the incidence and state of bullying experienced by nursing students in the undergraduate nursing program during clinical practice. Fifty-five undergraduate nursing students participated in the mixed methods research conducted in a tertiary institution in Western Canada. Participants completed an online survey and an individual interview. Survey data were analyzed using descriptive statistics while thematic analysis was employed for the open-ended questions on the survey and individual interviews. The findings from the study showed that a small number of students four (7.7%) frequently experienced bullying in the clinical setting with clinical instructors and practicing nurses being the main perpetrators. Students reported anxiety connected with going for clinical practice however a unique finding from this study was that the affected students continued to go for clinical practice and decided to remain in the program because of their goal to become registered nurses. Peers from the program were one of the key support systems for the students when they experienced the negative behavior. Irrespective of the low incidence of bullying at the research site, the impact of the behavior aligns with the literature. The findings from this study has the potential to inform clinical practices and policies in undergraduate nursing programs.

scholarly journals Nursing students and mental health education in primary care

2014 ◽  
Vol 35 (1) ◽  
pp. 94-101 ◽  
Author(s):  
Fernanda Tiemi MIYAI ◽  
Sônia BARROS ◽  
Jandro Moraes CORTES
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Structured Interviews ◽  
Mental Health Nursing ◽  
School Of Nursing ◽  
People With Mental Illness ◽  
Teaching Learning

The University of Sao Paulo School of Nursing (EEUSP) went through a period of transition from undergraduate syllabus between the years 2009 and 2010. This change was made to integrate basic and clinical cycles and to reduce fragmentation of the disciplines. The mental health nursing education was included in many modules including the primary care. This qualitative study aimed to identify how the service offered to people with mental illness was performed by 20 undergraduate students in the context of primary care and how they were prepared. Data collection was conducted through semi-structured interviews, in August 2012, in EEUSP. After thematic analysis, we separated in categories: Teaching-learning process, Basic Health Unit and Mental health-illness process. The socially constructed conception of madness added to the problems related to academic training may result in lack of preparation in nursing mental health care.

scholarly journals Integration of a community-based engagement model of service learning in a master’s entry nursing program

2019 ◽  
Vol 9 (10) ◽  
pp. 107 ◽  
Author(s):  
Kim Amer ◽  
Elizabeth Aquino ◽  
Jonathan Handrup ◽  
Karen Larimer ◽  
Young Me Lee ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Service Learning ◽  
Community Engagement ◽  
Nursing Program ◽  
Care Needs ◽  
Course Structure ◽  
School Of Nursing ◽  
Working Together ◽  
Future Of Nursing

The future of nursing will include a growing presence in communities with less focus on hospital health care. In response to the need for community health focused learning a five-course community engagement experience model was designed for the master’s entry to nursing practice students in a nursing program. Community Engagement, defined as the process of working together in a collaborative spirit with groups of persons who are affiliated by geographic, special interest, or health care needs (CDC/ASTDR, 2006), is an ideal way for nursing students to fully understand the assets and needs of communities and develop goals for the health care concerns of specific communities. The goals of community engagement are to establish trust between clients, agencies, and the School of Nursing, to then develop mutual goals, enlist needed resources and improve learning and health outcomes in the community. This article describes the leveled objectives and course structure for the implementation of the community engagement pedagogy and model.

scholarly journals Using a developmental evaluation approach to create a supportive curriculum for first year students

2020 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Christine S. Chauvet ◽  
Maya R. Kalogirou ◽  
Olive Yonge
Keyword(s):  
Nursing Students ◽  
Nursing Program ◽  
First Year ◽  
Developmental Evaluation ◽  
Structured Interviews ◽  
First Year Students ◽  
Undergraduate Nursing ◽  
Curriculum Redesign ◽  
Evaluation Approach ◽  
Many Sources

Background and objectives: First year students experience a significant transition when entering nursing school. The purpose of this research was to explore first year nursing students’ experiences to enhance and innovate the undergraduate nursing program at a large public Canadian university.Methods: The Faculty of Nursing approached their curriculum redesign process utilizing a Developmental Evaluation (DE) framework. Nineteen first year students participated in semi structured interviews and focus groups where they discussed their personal experiences as well as the perceived strengths and weaknesses of the program. After thematic analysis of the data, recommendations were provided to the faculty administration to guide changes made to the new curriculum.Results: Students appreciated opportunities where they could apply their knowledge to real-world situations. Students also expressed many sources of stress, such as inconsistency within and between courses, differing expectations, content, instruction style, and evaluation. They also voiced that there was a lack of communication and support from the Faculty and identified issues with grading systems.Conclusions: The findings from this study highlighted the need to revise the nursing curriculum to provide more student support and foster a positive student-faculty relationship. The current structure of nursing programs has created competition among students, causing a greater focus on obtaining higher grades than on meaningful learning. Integrated learning with authentic experiences was best received by first year students and provided for a collaborative environment. Finally, the findings from this study highlight the opportunities created by utilizing a DE approach to evaluate and innovate nursing curricula.

scholarly journals The Process of Knowledge Acquiring in Nursing Education: Grounded Theory

2018 ◽  
Vol 7 (2) ◽  
pp. 68-76
Author(s):  
Zahra Marzieh Hassanian ◽  
MohammadReza Ahanchian ◽  
Hossein Karimi-Moonaghi
Keyword(s):  
Grounded Theory ◽  
Nursing Education ◽  
Nursing Students ◽  
Knowledge Acquisition ◽  
Practical Knowledge ◽  
Faculty Members ◽  
Main Concern ◽  
Structured Interviews ◽  
Nursing Knowledge ◽  
School Of Nursing

Background: Knowledge acquisition, as a part of knowledge management, plays a valuable role in nursing education. Hence, the education system seeks strategies that allow nursing faculty members and students to acquire knowledge and build experiences. The present study explores the process of acquiring knowledge in nursing education. Methods: In this study, which was carried out in Mashhad School of Nursing and Midwifery,Iran, the grounded theory (GT) method proposed by Strauss and Corbin was used. Data were collected through 29 semi-structured interviews, including 17 interviews with faculty members and 12 interviews with nursing students using purposeful and theoretical sampling. Using Strauss and Corbin’s method, the data were compared partially, deeply, and persistently. Results: The main concern of this study was a knowledge deficit in clinic knowledge by nursing students, which seems to indicate a shortage in learning and acquiring knowledge. The core category was the relative acquisition of knowledge of nursing which is not advanced. Within a context of relative dynamism, factors that facilitate or constrain knowledge acquisition were examined within a process of the acquisition of theoretical knowledge and its application to clinical nursing knowledge along with nursing experience. The consequence is expected to bean improvement in nursing knowledge among nursing students in clinical practice Conclusion: Acquiring up-to-date and advanced nursing knowledge is essential in the development process. It is necessary to encourage the acquisition of knowledge, which primarily includes knowledge acquisition in the mission and strategic planning of nursing education.As a result, there should be operational planning for improvements in the gain of practical knowledge.

scholarly journals Exploring undergraduate nursing students’ experiences towards home-based learning as pedagogy during the COVID-19 pandemic: a descriptive qualitative exploration

BMC Nursing ◽  
2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Yanan Hu ◽  
Jenna Qing Yun Ow Yong ◽  
Mui-Lee Cecilia Chng ◽  
Ziqiang Li ◽  
Yong-Shian Goh
Keyword(s):  
Nursing Students ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Nursing Program ◽  
Full Time ◽  
Structured Interviews ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Home Based ◽  
Descriptive Qualitative

Abstract Background The global COVID-19 pandemic has led to the need for educators to explore online platforms in delivering lessons to students. Home-based learning is one of the most commonly-used teaching methods that allow learning to take place despite a physical separation between the students and the educators. Methods A descriptive qualitative approach was used to explore the experiences of nursing undergraduates when using home-based learning as a pedagogy during the COVID-19 pandemic. Data were collected from twenty-three nursing students (n = 14 in year one; n = 9 in year two) of their full-time pre-registration nursing program in a public-funded university in Singapore. Semi-structured interviews using an interview guide was conducted through Zoom-based video-conferencing from November 2020 to January 2021. The interview lasted between 45 and 65 min (median = 45 min). Data collection took place concurrently with thematic analysis through Braun and Clarke’s six-step approach. This study was reported according to the Consolidated Criteria for Reporting Qualitative Research. Results Three main themes identified during the data analysis were: (1) challenges of home-based learning, where students detailed their experiences and difficulties encountered during the process; (2) the effectiveness of home-based learning, which explored the pedagogy’s impact on the students’ learning experience; and (3) students’ motivation to learn, where the effects on student morale and motivation in partaking in learning tasks were discussed. Conclusions Results from this study suggested that universities should incorporate more home-based learning opportunities as home-based learning to continue playing a crucial role in the foreseeable future. Universities should continue to incorporate more home-based learning opportunities into the existing nursing curriculaa in order to test their capacities and address technical challenges in online learning. Future studies should also consider incorporating other pedagogical strategies when conducting lessons online.

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