Nursing, Ethics, and Healthcare Policy

2011 ◽  
pp. 200-206
Author(s):  
Marilyn Jaffe-Ruiz ◽  
Sarah Matulis ◽  
Patricia Sayre
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Shortage ◽  
The United States ◽  
Healthcare Policy ◽  
Nursing Leadership ◽  
Economically Disadvantaged Students ◽  
Safe Patient Care ◽  
International Recruitment ◽  
The Impact

This chapter examines and analyzes ethical problems associated with the global nursing shortage, the international recruitment of nurses, and the strategies healthcare systems and governments use to minimize the impact of the nursing shortage within their borders. An argument is made that a more appropriate solution to the U.S. nursing shortage is not to pull from already burdened systems, but rather to recruit and provide financial aid to potential nursing students, especially underrepresented and economically disadvantaged students, from within the United States. Implications for migration, education, and healthcare policy are explored. Resulting challenges for nursing leadership and demands on nursing education are addressed, as well as approaches for addressing the issues of providing safe patient care, a satisfying work environment, and professional development.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

The Work of Preparing Canadian Nurses for A Licensure Exam Originating from the USA: A Nurse Educator’s Journey into the Institutional Organization of the NCLEX-RN

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Kristin Petrovic ◽  
Emily Doyle ◽  
Annette Lane ◽  
Lynn Corcoran
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Registered Nurses ◽  
The United States ◽  
National Council ◽  
National Council Licensure Examination ◽  
Institutional Organization ◽  
The Usa ◽  
Computer Based ◽  
Exam Result

AbstractThe licensing exam for registered nurses in Canada has recently been changed from a Canadian developed, owned and delivered exam to the National Council Licensure Examination for Registered Nurses (NCLEX-RN) which originates from the United States. Rationale for this exam change focused on transitioning to a computer-based exam that has increased writing dates, with increased security, validated psychometrics, increased exam result delivery, and an anticipated decrease in expense to students. Concerns have arisen around the acceptance, implementation and delivery of this exam to Canadian nursing students that reflects the broad Canadian landscape of education and nursing practice. The experience of a Canadian nurse educator in working to facilitate students’ transition to this exam is addressed using an institutional ethnographic lens. Finally, we come to conclusions about the importance of countries utilizing licensing exams that reflect their nursing education and practice

Immigration and Contract Problems Experienced by Foreign-Educated Nurses

2012 ◽  
Vol 69 (3) ◽  
pp. 351-365 ◽  
Author(s):  
Patricia Pittman ◽  
Carolina Herrera ◽  
Joanne Spetz ◽  
Catherine R. Davis
Keyword(s):  
United States ◽  
Health Care ◽  
Low Income ◽  
The United States ◽  
Low Income Countries ◽  
Labor Rights ◽  
Care Practice ◽  
Quality Health Care ◽  
International Recruitment ◽  
The Impact

More than 8% of employed RNs licensed since 2004 in the United States were educated overseas, yet little is known about the conditions of their recruitment or the impact of that experience on health care practice. This study assessed whether the labor rights of foreign-educated nurses were at risk during the latest period of high international recruitment: 2003 to 2007. Using consensus-based standards contained in the Voluntary Code of Ethical Conduct for the Recruitment of Foreign-Educated Health Professionals to the United States, this study found 50% of actively recruited foreign-educated nurses experienced a negative recruitment practice. The study also found that nurses educated in low-income countries and nurses with high contract breach fees, were significantly more likely to report such problems. If, as experts believe may occur, the nursing shortage in the United States returns around 2014, oversight of international recruitment will become critically important to delivering high-quality health care to Americans.

scholarly journals Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes

2021 ◽  
Author(s):  
◽  
Mary Anne Levine
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
International Education ◽  
Social Issues ◽  
Education Programme ◽  
International Immersion ◽  
Social Nature ◽  
And Gender ◽  
Many Sources ◽  
The Impact

<p><b>The focus of this study is the impact of an international education programme on baccalaureate nursing students taken by me, their teacher/professor, to become immersed in another culture. This is an unusual undertaking for a nursing education programme but it is one to which I have been passionately committed for more than 20 years. This study examines my life-work in a deeply reflective and narrative way. I have used many sources of data to assist in the creation of my story including the framework of Moustakas (1990) and Reflective Topical Autobiography as described by Johnstone (1999). My story is woven throughout this thesis as I gradually reveal more of myself as I feel that who I am should be a continuous thread that lends credence to multiple sections of this work. Several of my reflective stories about the immersion programme experiences, called here, vignettes are included, so that my reflections, thoughts, and feelings can be expressed. “I didn’t have to create the world I wrote about it. I realized that words could tell. [sic] That there was such a thing as an emotional sentence” (Lorde, 1984, p. 85). The genesis of the emotional sentence emerged through the use of interviews with student participants and my own introspective process. In this way I came to a new understanding of myself and my passion for this way of working.</b></p> <p>I found that these educational experiences had the ability to change the personal and professional lives of participants. Students’ world views expanded exponentially as the true-life experiences in which they actively participated nurtured a profound metamorphosis. It is important to recognise the critical social nature of this work. I have carefully considered the issues of class and gender, poverty and powerlessness, and the inherent dialectic as key elements in the reflective process. The awareness of these social issues coupled with profound personal changes that occurred when immersed in another culture frame the contribution of this work to the profession of nursing in general and to midwifery specifically. In addition, I have been changed. My “way of being” has become radically different. I realise that I facilitate life transformation for participants by providing the platform; I realise the connection, potency, and power of student-teacher relationships; and most of all I learned that I teach from the heart.</p>

scholarly journals Predictors of Academic Success in Baccalaureate Nursing Students: Is ATI TEAS Predictive

2019 ◽  
pp. 1-7
Author(s):  
Kathleen F. Tate
Keyword(s):  
United States ◽  
Academic Success ◽  
Nursing Students ◽  
Registered Nurses ◽  
Baccalaureate Nursing ◽  
Nursing Shortage ◽  
The Elderly ◽  
The United States ◽  
Baccalaureate Nursing Students ◽  
Predictors Of Academic Success

The population of the U.S. is aging, and the prevalence of chronic diseases is increasing. By 2030 the elderly population of the United States will be twice that of the current senior population, and the national demand for Registered Nurses (RNs) is expected to grow by approximately 21%. Nurses make up the single largest health profession in the United States. The nursing workforce is also aging. The average age of a registered nurse is 48.8 years old. Fifty percent of RNs are age 50 or older, and 12.4% are age 65 or older [1]. The problem is clear; unless more registered nurses enter the field, a critical nursing shortage will exist. The most distressing factor related to the predicted nursing shortage is the number of students who choose a career in nursing, enroll in a program, and fail to graduate, or graduate and fail to pass the NCLEX-RN on the first attempt. The purpose of this study was to determine whether there is a predictive relationship between academic success in baccalaureate nursing students and essential academic skills of reading, English, math, and science. Using a retrospective, correlational study design, the research revealed that there are indeed predictors of academic success.

scholarly journals Impact of Standardized Patients on First Semester Nursing Students Self-Confidence, Satisfaction, and Communication in a Simulated Clinical Case

2020 ◽  
Vol 6 ◽  
pp. 237796082093015
Author(s):  
Kelly V. Johnson ◽  
Allison L. Scott ◽  
Lisa Franks
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Nursing Student ◽  
Clinical Case ◽  
Standardized Patients ◽  
The United States ◽  
High Fidelity ◽  
First Semester ◽  
Self Confidence

Background Utilizing standardized patients (SPs) as a strategy to potentially improve beginning level nursing students’ confidence, satisfaction, and communication after simulated clinical cases is an innovative approach in nursing education. Aim The aim of this study was to examine to what extent an SP affected first semester nursing students’ self-confidence, satisfaction, and communication using a simulated clinical case. Methods First semester undergraduate students in a bachelors of nursing program at a large university in the South-Central region of the United States ( N =  100), were randomly assigned to one of the two groups. Each group was assigned the same case using either an SP or high-fidelity manikin. Students completed postsurveys immediately following completion of the simulation. Student’s self-confidence, satisfaction, and communication were measured using the National League for Nursing Student Satisfaction and Self-Confidence in Learning for Nursing Education Research and an SP/Faculty Communication Checklist. Results An independent sample t test comparing the two student groups on each of the outcome variables was conducted for each of the research questions. Students who completed the simulation with an SP, reported greater satisfaction, and improved communication. Student reflective comments were significantly more positive in the SP group. There was no statistical difference between the two groups in self-confidence. Conclusion Further research is needed to determine whether the use of SPs versus high-fidelity manikins in simulated cases results in increased self-confidence in beginning level nursing students. Student satisfaction and communication are key components for nursing student success. The impact of SPs and the effect on student outcomes could have long-term benefits for undergraduate nursing programs.

Lesson Learned During Covid-19 Pandemic: Impact, Challenges and Opportunities in Nursing Education – A Review

2021 ◽  
pp. 417-422
Author(s):  
Radha. K ◽  
Vijayanarayanan N. ◽  
Sri Devi. K ◽  
Sharat. V. Kondaguli
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Evaluation System ◽  
Team Work ◽  
Advanced Technology ◽  
World Health ◽  
Research Activities ◽  
Challenges And Opportunities ◽  
Class Room ◽  
The Impact

Nursing training is a combination of both theoretical and practical learning experiences that enable nursing students to acquire the cognitive, affective, and psychomotor components for providing nursing care. World Health Day, an annual event organized by WHO, stated that this year is focused on supporting nurses and midwives, many of whom are serving on the frontlines of the COVID-19 response. Globally, COVID-19 has huge impact on academic delivery and adds a further degree of complexity to nursing education due to temporary lock down because most countries have suspended face-to-face teaching/physical class room teaching. Thus, they had to find new alternatives to academic delivery, and virtual classes/on-line mode were the ways forward. In present search, it has attempted to explore the impact of covid-19, challenges and opportunities in nursing education which influences the different aspects of academic activity. It has accelerate the academic delivery by using variety of online platforms and learning management system such as Google class room, Google meet, Google hangout, Zoom meetings, Microsoft team, Cisco webex meeting, go to webinar, you tube streaming, Google duo, college website, social media platforms such as face book groups, whatsApp, telegram etc. Covid-19 has provided a lot challenges and opportunities to learner, educator, university, organization, and evaluation system and research activities. The lesson learned from covid-19 is converting those challenges into opportunities by learning and adopting with advanced technology in teaching-learning; blended learning; team work; promoting for trans/ inter/ multidisciplinary collaborative education; integrating innovative method of teaching, sharing and facilitating right kind of information, are enhancing ways of quality of education during crisis (lock down) situation and further new-normal situation.

scholarly journals Bridging Generations: Sharing stories from the past with the future

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
M Brisbois ◽  
H Silva ◽  
R Soares ◽  
L Cabral ◽  
H Canasta ◽  
...  
Keyword(s):  
Nursing Students ◽  
Narrative Inquiry ◽  
Textile Industry ◽  
Student Nurses ◽  
The United States ◽  
Vulnerable Groups ◽  
The Past ◽  
The Us ◽  
Valuable Method ◽  
The Impact

Abstract Background As the immigration population continues to grow; little is known about this phenomenon from the immigrants’ perspective. In recent years, nurses have embraced narrative inquiry to better understand the human experience. When relaying their stories, vulnerable groups legitimize their behavior, share their emotional experiences, and amplify their voices that may have otherwise remained silent. Objective Eight elderly Portuguese women who immigrated to the United States (US) were interviewed about their experience of immigration by nursing students from Portugal and U.S., as part of a student exchange. The objective of this project was to better understand the impact of immigration through narrative inquiry. Results On average, the women lived in the US for approximately fifty years; immigrating in their early twenties. Most women arrived alone or accompanied by spouse and/or children. Their first memories were related to snow, and solitude of being in a new country. The participants attended classes to obtain documents or learn English. All worked in the textile industry; their greatest accomplishment was buying their own house. Challenges faced were related to language and difficult jobs. Overall, they had no regrets except in leaving family members behind. Their message to the students was that love and family are most important in the world. Students were able to realize emigration and immigration from their respective countries. Conclusions Rich descriptions provided an in-depth understanding of the details of the women’s experience. Student nurses gained valuable skills and knowledge to understand the impact of immigration among Portuguese women using narrative inquiry. Key messages The use of narrative inquiry proved to be a valuable method to interview Portuguese immigrant women. Every immigrant has a unique narrative to share that allowed for nursing student’s appreciation of the experience across generations.

Advantages and Barriers to Use of HeartCode BLS with Voice Advisory Manikins for Teaching Nursing Students

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Marilyn H Oermann ◽  
Suzan E Kardong-Edgren ◽  
Jacqueline Keegan McColgan ◽  
Debbie A Hurd ◽  
Carol Haus ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
The United States ◽  
Nursing Program ◽  
Psychomotor Skills ◽  
Emergency Situations ◽  
Patients At Risk ◽  
Barriers To Use

Nursing students are expected to have competency in cardiopulmonary resuscitation (CPR): they may care for patients at risk for cardiac arrest and may encounter other emergency situations in their clinical practice. In the United States, students may take a basic life support (BLS) course prior to entering a nursing program or beginning their clinical experience. Extensive research has shown, however, that CPR knowledge and skills decline rapidly, within weeks of completing a course. The purpose of this paper is to describe advantages and barriers to the use of HeartCode™ BLS with voice advisory manikins for learning and practicing CPR psychomotor skills in a nursing education program.

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