Racism and Professional Competence: Nursing Students in Interracial Evaluations

2022 ◽  
Vol 61 (1) ◽  
pp. 41-45
Author(s):  
Kristi Wilson ◽  
Carman Turkelson ◽  
Tyler Logan ◽  
Nancy Rhodes
Keyword(s):  
Nursing Students ◽  
Professional Competence

Nursing Students’ Professional Competence in Providing Spiritual Care in Iran

2021 ◽  
Author(s):  
Hassan Babamohamadi ◽  
Arezoo Tafreshi ◽  
Shokoufeh Khoshbakht ◽  
Raheb Ghorbani ◽  
Mohammad Reza Asgari
Keyword(s):  
Nursing Students ◽  
Spiritual Care ◽  
Professional Competence

scholarly journals The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence

2017 ◽  
Vol 8 (2) ◽  
pp. 8 ◽  
Author(s):  
Sandra Pennbrant ◽  
Håkan Nunstedt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Professional Competence ◽  
Integrated Learning ◽  
Pedagogical Tools ◽  
Pedagogical Strategy ◽  
Healthcare Needs ◽  
Reflection On Action ◽  
Work Integrated Learning

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

Attributes of a good nurse

2015 ◽  
Vol 24 (2) ◽  
pp. 238-250 ◽  
Author(s):  
Rahime Aydin Er ◽  
Mine Sehiralti ◽  
Aslihan Akpinar
Keyword(s):  
Nursing Students ◽  
Professional Education ◽  
Role Models ◽  
Professional Competence ◽  
Nursing Program ◽  
First Year ◽  
Training Methods ◽  
Survey Form ◽  
Good Nurse ◽  
Material Values

Background: The opinions of students regarding the attributes of a good nurse can make a major contribution to the planning and the conducting of professional education. There are few studies which aim at identifying the qualifications of a good nurse from the perspectives of nursing students. Objectives: To determine the opinions of first- and fourth-year nursing students concerning the ‘attributes of a good nurse’, and whether and how their views change depending on their year of study. Research design: Descriptive research. Participants and research context: This study was conducted in the nursing department of a vocational school of health in the 2010/2011 academic year. The study participants consisted of first-year and intern students. A survey form was used to identify characteristics of participants, and students were asked the following open-ended question about their opinions related to the attributes of a good nurse. Ethical considerations: The permission was taken from the school administration. Informed consent was obtained, and anonymity was ensured for participating students. Findings: A total of 120 students participated in this study. Most frequently expressed attributes were ‘professional competence’ in first-year and ‘responsibility’ in fourth-year students. While first-year students placed a greater emphasis on the attributes of ‘geniality’, ‘patience’, ‘calmness’, ‘love of nursing’, ‘loyalty to nursing’ and ‘not attaching importance to material values’, fourth-year students emphasized the attributes of ‘empathy’, ‘honesty’, ‘responsibility’ and ‘scientific curiosity’ significantly more. Discussion and conclusion: Fourth-year students placed a greater emphasis on the attributes which the students are expected to acquire through a nursing program and clinical experience. However, they mentioned the attributes related to a good nurse–patient relationship and communication significantly less. Appropriate ethical training methods and good role models can help students acquire attributes that are important for the nursing profession and combine them with the attributes they already have.

Attitudes of Portuguese nursing undergraduate students toward suicidal behaviour

2020 ◽  
Vol 9 (1) ◽  
pp. 41-49
Author(s):  
Kelly Graziani Giacchero Vedana ◽  
José Carlos dos Santos ◽  
Ana Carolina Guidorizzi Zanetti ◽  
Adriana Inocenti Miasso ◽  
Carla Aparecida Arena Ventura ◽  
...  
Keyword(s):  
Nursing Students ◽  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Suicidal Behaviour ◽  
Professional Competence ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Related Factors ◽  
Cross Sectional ◽  
Suicide Behaviour

Background/Aims The attitudes toward suicidal behaviour and related factors are still not understood and may influence the quality of assistance. The attitudes of nursing students regarding suicide and associated factors was investigated in this study. Methods A cross-sectional study was carried out with 351 nursing students in a Portuguese higher education institution. Data were collected in 2017–2018, using a self-administered sociodemographic questionnaire and the Suicide Behaviour Attitude Questionnaire. Statistical analyses included Mann–Whitney's U-test, Student's t-test and Spearman's correlation. Results The students had more educational exposure to suicide during the undergraduate course than in extracurricular activities or interpersonal contact. Students nearing the end of the course and older students had more positive attitudes and greater perception of their professional competence. Negative attitudes were associated with condemnatory attitudes and a lower self-perception of professional competence. Condemnatory attitudes were associated with participation in scientific events. Suicidal thoughts were associated with reading about suicide and not attending a class about this subject. Conclusions This study promotes knowledge that may support future investigations and interventions regarding provisional education and support to nursing students.

scholarly journals Analysis of graduating nursing students’ moral courage in six European countries

2020 ◽  
pp. 096973302095637
Author(s):  
Sanna Koskinen ◽  
Elina Pajakoski ◽  
Pilar Fuster ◽  
Brynja Ingadottir ◽  
Eliisa Löyttyniemi ◽  
...  
Keyword(s):  
Standard Deviation ◽  
Nursing Students ◽  
Ethics Education ◽  
Professional Competence ◽  
Moral Courage ◽  
National Standards ◽  
European Countries ◽  
Negative Consequences ◽  
Ethical Considerations ◽  
Cross Sectional

Background: Moral courage is defined as courage to act according to one’s own ethical values and principles even at the risk of negative consequences for the individual. In a complex nursing practice, ethical considerations are integral. Moral courage is needed throughout nurses’ career. Aim: To analyse graduating nursing students’ moral courage and the factors associated with it in six European countries. Research design: A cross-sectional design, using a structured questionnaire, as part of a larger international ProCompNurse study. In the questionnaire, moral courage was assessed with a single question (visual analogue scale 0–100), the questionnaire also covered several background variables. Participants and research context: The sample comprised graduating nursing students (n = 1796) from all participating countries. To get a comprehensive view about graduating nursing students’ moral courage, the views of nurse managers (n = 538) and patients (n = 1327) from the same units in which the graduating nursing students practised were also explored, with parallel questionnaires. Ethical considerations: Ethical approvals and research permissions were obtained according to national standards in every country and all participants gave their informed consent. Results: The mean of graduating nursing students’ self-assessed moral courage was 77.8 (standard deviation 17.0; on a 0–100 scale), with statistically significant differences between countries. Higher moral courage was associated with many factors, especially the level of professional competence. The managers assessed the graduating nursing students’ moral courage lower (66.5; standard deviation 18.4) and the patients slightly higher (80.6; standard deviation 19.4) than the graduating nursing students themselves. Discussion and conclusions: In all countries, the graduating nursing students’ moral courage was assessed as rather high, with differences between countries and populations. These differences and associations between moral courage and ethics education require further research.

The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes

2019 ◽  
Vol 39 (3) ◽  
pp. 137-142 ◽  
Author(s):  
Ann Gardulf ◽  
Jan Florin ◽  
Marianne Carlsson ◽  
Janeth Leksell ◽  
Margret Lepp ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Professional Competence ◽  
Response Rate ◽  
Healthcare Systems ◽  
International Assessments ◽  
University Colleges ◽  
Nurse Professional

The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.

scholarly journals Economising learning: How nurses maintain competence with limited resources. A grounded theory study exploring Registered Nurses’ use of mobile devices in postgraduate education

2020 ◽  
Author(s):  
Sharon Rees ◽  
Helen Farley ◽  
Clint Moloney
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Nursing Students ◽  
Registered Nurses ◽  
Professional Competence ◽  
Postgraduate Education ◽  
Mobile Technologies ◽  
Limited Resources ◽  
Personal Resources ◽  
Knowledge Deficits

Abstract BackgroundNurses have limited time outside of work for continuing professional development. Consequently, strategies need to be explored to enable them to better maintain their competence. This article describes recent research to ascertain how nurses used mobile technologies to determine if these behaviours could be leveraged for mobile learning. It addresses a gap in the existing literature around how nurses resource their own professional development in the absence of appropriate resourcing in the workplace.MethodsThe Theory of Economising Learning emerged from research employing a classic grounded theory methodology which was conducted with registered nurses from Queensland, Victoria, South Australia and the Northern Territory and postgraduate nursing students at the University of Southern Queensland.ResultsThe Theory of Economising Learning describes how nurses maintain competence with limited resources. Unfavourable staffing levels and a fast-paced workplace mean that nurses rarely prioritise their professional learning while at work. Instead, it requires the nurse to contribute personal resources including time and money.Though the research revealed that nurses were unconcerned about using mobile technologies, they were concerned about maintaining competence with limited resources. To counter this, nurses economised their learning by balancing personal resources against their motivation to maintain competence. The process of economising learning begins and ends with the development of the nurse’s personal curriculum in response to what they identify as being the most significant knowledge deficits at work that jeopardise their competence. A learning opportunity that addresses the knowledge deficit is sought. Nurses balance the opportunity to address the deficit against the cost of personal resources, to decide if they will engage with the opportunity and update their personal curriculum accordingly.ConclusionsIt is suggested that workplaces need to create reasonable expectations within nurses to address knowledge deficits and provide the resources, including time, to allow them to do so without personal cost. It is also necessary for workplaces to moderate the flow of learning opportunities so as not to overwhelm and demotivate the nurses. Currently, nurses use several strategies to optimise their learning using mobile technologies. These could be leveraged in the workplace to help nurses maintain professional competence.

scholarly journals Learning Nursing Ethics - Experience of Students of Dhaka Nursing College, Bangladesh

2019 ◽  
Vol 8 (1) ◽  
pp. 30-34
Author(s):  
Nurunnabi ASM
Keyword(s):  
Nursing Students ◽  
Professional Competence ◽  
Code Of Ethics ◽  
Personal Responsibility ◽  
Economic Status ◽  
Codes Of Ethics ◽  
Nursing Curriculum ◽  
Nursing Ethics ◽  
Nursing College ◽  
Nurse Students

Nursing ethics is taught in the subject 'Fundamentals of Nursing' in BSc Nursing curriculum in Bangladesh. The present study aims to examine nurse students' opinion regarding their learning nursing ethics. A total of 183 nursing students of Dhaka Nursing College, Bangladesh, from 1st year and 2nd year of BSc in Nursing course participated in this study, which was done between July and September, 2011. A semi-structured questionnaire was given to them. Besides mentioning their age, sex, socio-economic status, the students were asked to provide information about their acquisition and application of knowledge on codes of ethics and an evaluation on faculties (23 items). Most of the students were from low socio-economic condition (n=157, 85.79%). Nursing students perceived that their educators' teaching of the statements of the codes was fairly extensive (ranged from 3.32±0.365 to 3.59±0.923). The highest scores dealt with the nurse-patient relationship, and the mission of nurses. Single items with highest scores highlighted confidentiality, alleviation of suffering, impartiality, support to patients and patients' family members, personal responsibility of her/his work and the quality of care as well as respect to human dignity and autonomy. The least taught statements concerned nurses and society and nursing as a profession. Single items with lowest scores dealt with nurses' professional competence, nurses' participation in discussion and decision-making. Students regarded their own knowledge of the code of ethics (3.45±0.585) and their skills to apply in practice (3.51±0.573) as average. Two-thirds of students (n=122; 66.67%) assessed their educators' knowledge as fully or almost adequate to teach, 15.85% (n=29) of the students assessed the knowledge as less adequate, and 17.48% (n=32) could not assess it. Studying nursing students' opinions on learning nursing ethics would be a useful guide for the formation of their professional role as well as their education and training. CBMJ 2019 January: vol. 08 no. 01 P: 30-34

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