CNE Quiz: Music Therapy Training for Undergraduate Nursing Students: A Modality to Foster Interest in Gerontological Nursing

2016 ◽  
Vol 42 (6) ◽  
pp. 32-33
Keyword(s):  
Nursing Students ◽  
Music Therapy ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Therapy Training ◽  
Gerontological Nursing

scholarly journals Revealing Fourth Year Nursing Students' Assumptions, Anticipations and Realizations of Long-Term Care: Learning Through Critical Reflection

2021 ◽  
Author(s):  
Alyssa Indar
Keyword(s):  
Nursing Students ◽  
Critical Reflection ◽  
Nursing Student ◽  
Term Care ◽  
Policy Makers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Gerontological Nursing ◽  
Qualitative Descriptive

This qualitative descriptive study explored the assumptions, anticipations and realizations of fourth year undergraduate nursing students regarding aging, gerontological nursing and LTC, as they engaged in critical reflection during their LTC placement. The use of skilled facilitation in guiding the critical reflection activities was theoretically underpinned by critical creativity (McCormack & Titchen, 2006). The key findings indicated that the nursing student understanding during their placement experience could be described by their experiences of relationships, contextual factors and feelings. These findings may inform researchers, educators and policy-makers in enhancing the nursing student experience in the LTC setting. Furthermore, the application of critical creativity (McCormack & Titchen, 2006) may be utilized in various contexts.

scholarly journals Revealing Fourth Year Nursing Students' Assumptions, Anticipations and Realizations of Long-Term Care: Learning Through Critical Reflection

2021 ◽  
Author(s):  
Alyssa Indar
Keyword(s):  
Nursing Students ◽  
Critical Reflection ◽  
Nursing Student ◽  
Term Care ◽  
Policy Makers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Gerontological Nursing ◽  
Qualitative Descriptive

This qualitative descriptive study explored the assumptions, anticipations and realizations of fourth year undergraduate nursing students regarding aging, gerontological nursing and LTC, as they engaged in critical reflection during their LTC placement. The use of skilled facilitation in guiding the critical reflection activities was theoretically underpinned by critical creativity (McCormack & Titchen, 2006). The key findings indicated that the nursing student understanding during their placement experience could be described by their experiences of relationships, contextual factors and feelings. These findings may inform researchers, educators and policy-makers in enhancing the nursing student experience in the LTC setting. Furthermore, the application of critical creativity (McCormack & Titchen, 2006) may be utilized in various contexts.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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