Critical care experience for baccalaureate nursing students

1993 ◽  
Vol 13 (3) ◽  
pp. 111-117 ◽  
Author(s):  
A Reynolds ◽  
SG Wood ◽  
ML Gamero ◽  
J Castaneda
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Student Experiences ◽  
Unique Contribution ◽  
Critical Care Nursing ◽  
Care Experience ◽  
Community Agencies ◽  
New Graduates

The projected need for critical care nurses can be met through the collaborative efforts of nursing education and nursing service. An approach as implemented at our institution with the support of community agencies can be mutually beneficial. It is generally recognized that new graduates tend to seek employment where they had positive student experiences. Although few students may choose critical care as a career, the majority will have a positive memory, which is supportive of the unique contribution of critical care nursing within the scope of the health and care of patients and their families.

scholarly journals Clinical accompaniment: the critical care nursing students’ experiences in a private hospital

Curationis ◽  
2000 ◽  
Vol 23 (2) ◽  
Author(s):  
N. Tsele ◽  
Marie Muller
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Private Hospital ◽  
Education Institution ◽  
Critical Care Nursing ◽  
Nursing Science ◽  
Phenomenological Research Design ◽  
Care Nursing

The quality of clinical accompaniment of the student enrolled for the post-basic diploma in Medical and Surgical Nursing Science: Critical Care Nursing (General) is an important dimension of the educational/learning programme. The clinical accompanist/mentor is responsible for ensuring the student’s compliance with the clinical outcomes of the programme in accordance with the requirements laid down by the Nursing Education Institution and the South African Nursing Council. The purpose of this study was to explore and describe the experiences of the students enrolled for a post-basic diploma in Medical and Surgical Nursing Science: Critical Care Nursing (General), in relation to the clinical accompaniment in a private hospital in Gauteng. An exploratory, descriptive and phenomenological research design was utilised and individual interviews were conducted with the ten students in the research hospital. A content analysis was conducted and the results revealed both positive and negative experiences by the students in the internal and external worlds. The recommendations include the formulation of standards for clinical accompaniment of students. the evaluation of the quality of clinical accompaniment of students and empowerment of the organisation, clinical accompanists/mentors and clinicians.

Incorporating Best Practices Into Undergraduate Critical Care Nursing Education

2014 ◽  
Vol 34 (1) ◽  
pp. 61-65 ◽  
Author(s):  
Zara R. Brenner ◽  
Nancy S. Iafrati
Keyword(s):  
Critical Care ◽  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Best Practices ◽  
Near Miss ◽  
Critical Care Nursing ◽  
Safety Education ◽  
Clinical Practices ◽  
Care Nursing

Incorporation of best clinical practices into the baccalaureate critical care nursing curriculum is important. At The College at Brockport, best clinical practices are introduced early in the semester and are reinforced throughout the semester in both class and clinical settings. Among the best clinical practices included are those recommended by the American Association of Critical-Care Nurses, The Centers for Medicare and Medicaid Services, the Institute for Healthcare Improvement, The Joint Commission, Quality and Safety Education for Nurses, the Surviving Sepsis Campaign, and the Institute for Safe Medication Practices. The culminating assignment of the semester requires students to focus on patient safety. Students describe the use of the National Patient Safety Goals and other best practices in the critical care setting. The role of the nurse leader and exploration of near-miss and work-around events also are described. Nursing students need to provide safe competent nursing care by incorporating best practices into their clinical practice now and in the future when they become registered professional nurses.

Student Nurses' Perception on the Impact of Information Technology on Teaching and Learning

2018 ◽  
pp. 53-66
Author(s):  
Nahed Kandeel ◽  
Youssreya Ibrahim
Keyword(s):  
Information Technology ◽  
Critical Care ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Student Nurses ◽  
Critical Care Nursing ◽  
Nurses Perceptions ◽  
The Impact ◽  
Nursing Course ◽  
Care Nursing

This paper investigates student nurses' perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses' IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.

scholarly journals Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

2020 ◽  
Vol 14 (01) ◽  
pp. 82
Author(s):  
Basma Salameh ◽  
Ahmad Ewais ◽  
Osama Salameh
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Control Group ◽  
Learning Materials ◽  
Academic Achievements ◽  
Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course.  On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p &lt; 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p&lt;0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

Sign in / Sign up

Export Citation Format

Share Document