scholarly journals Integrated curriculum design: Outcomes of a two-week Spanish intensive course for nursing students

2020 ◽  
Vol 20 ◽  
Author(s):  
María E. Pérez
Keyword(s):  
Nursing Students ◽  
Curriculum Design ◽  
Data Gathering ◽  
Vital Signs ◽  
Course Development ◽  
Language Abilities ◽  
Nursing Assessment ◽  
Course Objectives ◽  
Intensive Course ◽  
Basic Communication Skills

This article analyzes the outcomes of an intensive Spanish course for nursing students of various Spanish language abilities. The course objectives were to enable the students to conduct a nursing assessment interview and data gathering in Spanish, as well as providing instructions and recording information for vital signs and a head-to-toe physical exam. Treating these interactions as standard communicative frames, utilizing Goffman’s (1974) schema, guided the course development. Vocabulary and grammar were restricted to the needs of the assigned tasks, and concentrated on speaking and receptive abilities, not on writing or reading. The course was successful in achieving the stated course objectives, and students demonstrated basic communication skills and the ability to perform the assigned tasks in Spanish at the end of the course.

Concept-based curriculum: design and implementation strategies

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Carmen V. Harrison
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Curriculum Design ◽  
Nurse Educators ◽  
Health And Safety ◽  
Implementation Strategies ◽  
Health Care Environment ◽  
Care Environment ◽  
Nursing Curricula ◽  
Novice Nurses

AbstractObjectivesNovice nurses are struggling to exercise the critical thinking skill set needed to make competent clinical decisions in today’s complex health care environment. This poses immense threats to the health and safety of patients. To address this alarming concern, many prominent organizations have called for a widespread overhaul of nursing curricula.MethodsA consistent theme among the recommendations for revising nursing curricula is the utilization of innovative curricula designs that focus on enhancing the critical thinking ability of nursing students, such as a concept-based curriculum.ResultsPlanning and implementing a curriculum revision is an overwhelming undertaking.ConclusionsProviding nurse educators with a guide on how to transition to a concept-based curriculum may help to facilitate a course revision.

The effect of hypnotherapy on exam anxiety among nursing students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Farrahdilla Hamzah ◽  
Khairi Che Mat ◽  
Safiya Amaran
Keyword(s):  
Nursing Students ◽  
Vital Signs ◽  
Serum Cortisol ◽  
Anxiety Score ◽  
Serum Cortisol Level ◽  
First Year ◽  
High Tendency ◽  
Mind And Body ◽  
Exam Anxiety ◽  
Clinical Measurements

Abstract Objectives This study examines the effect of hypnotherapy on exam anxiety among first-year nursing students. Nursing students have high tendency to experience stress and anxiety. Anxiety therapy which encompasses mind and body would be helpful for them. Methods Sixty first-year nursing students participated in this interventional study. The hypnotherapy sessions started eight weeks prior to second exam. Outcome of hypnotherapy were assessed by measuring the exam anxiety score using TAI and clinical measurements (serum cortisol and vital signs). The measurements were done twice, there are two exams, where first exam and measurement were 1 day before exam (without hypnotherapy) and the second exam and measurement were 1 day before exam (with hypnotherapy). Results The mean difference of exam anxiety score and serum cortisol level between pre and post hypnotherapy sessions was statistically significant. Conclusions This study found that hypnotherapy is an effective tool in the management of exam anxiety among the nursing students.

Teaching Systems Thinking for Advanced Family Nursing Practice: A Theory-Based Tool

2019 ◽  
Vol 26 (1) ◽  
pp. 5-14
Author(s):  
Wendy S. Looman
Keyword(s):  
Nursing Students ◽  
Systems Thinking ◽  
Student Development ◽  
Family Systems ◽  
Nursing Practice ◽  
Clinical Skills ◽  
The United States ◽  
Nursing Assessment ◽  
Family Nursing ◽  
Assessment Of Competence

Systems thinking is essential for advanced family nursing practice, yet this skill is complex and not innate. The Family Nursing Assessment and Intervention Map (FN-AIM) was developed to support student development of systems thinking competencies for Family Systems Nursing practice (see Marigold Family Case Study). The FN-AIM is a pedagogical tool grounded in a family systems framework for nursing with a focus on core family processes as a foundation for interventions. The FN-AIM was implemented as an educational tool to support student skill development as part of a graduate family nursing course in the United States. Through a self-assessment of competence in family nursing practice, 30 students demonstrated an enhanced ability to articulate the distinction between family as context and family as system approaches to family nursing after using the FN-AIM mapping approach. The FN-AIM may be a useful strategy for supporting systems thinking in preparation for clinical skills development in graduate nursing students.

scholarly journals “Yes, the type of student supervision matters, but what about the placement structure?” - A critical realist review of block and integrated practice learning models within pre-registration nursing programmes

2020 ◽  
Vol 11 (1) ◽  
pp. 39
Author(s):  
Phil Coleman
Keyword(s):  
Nursing Students ◽  
Curriculum Design ◽  
Realist Review ◽  
Extended Period ◽  
Clinical Experiences ◽  
Critical Realist ◽  
Body Of Knowledge ◽  
Integrated Placement ◽  
Student Supervision ◽  
Integrated Practice

This paper highlights the importance of effective clinical experiences for pre-registration nursing students and the wealth of published work associated with practice learning, particularly regarding approaches to student supervision during a practicum. It draws attention to frequent calls within nursing literature for longer placements; many of which fail to either identify the perceived benefits of such change or state whether a longer practicum should involve increased practice learning hours or redistribute existing hours over an extended period; key omissions given the resource-intensive nature of providing these educational opportunities. It also highlights a paucity of research regarding the effect of placement duration and intensity on clinical learning and that practicum design is commonly shaped by custom, practice, operational and financial considerations rather than a sound educational rationale. A Critical Realist review of studies associated with two fundamental placement structures, the block, and integrated models, is offered to consider their strengths and limitations. Moreover, work that evaluates initiatives offering students paid employment in caring roles undertaken alongside a pre-registration programme and therefore displaying similarities to the integrated practice learning model are examined. The review concludes that, as yet, there is insufficient empirical evidence to recommend the targeted application of either a block or integrated placement model within any specific part of a pre-registration nursing programme, calls for greater consistency in the language of placement structure and outlines the author’s own current work contributing to the extremely limited body of knowledge available regarding this aspect of curriculum design within nurse education.

Shared Teaching in Health Care Ethics: A Report on the Beginning of an Idea

1999 ◽  
Vol 6 (4) ◽  
pp. 299-307 ◽  
Author(s):  
Cecilia Edward ◽  
Paul E Preece
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Nursing Students ◽  
Curriculum Design ◽  
Health Care Professionals ◽  
Care Ethics ◽  
Health Care Ethics ◽  
Short Course ◽  
Enhance Patient Care ◽  
The University

In the majority of academic institutions nursing and medical students receive a traditional education, the content of which tends to be specific to their future roles as health care professionals. In essence, each curriculum design is independent of each course. Over the last decade, however, interest has been accumulating in relation to interprofessional and multiprofessional learning at student level. With the view that learning together during their student training would not only encourage and strengthen future collaboration in practice settings but also enhance patient care, the University of Dundee decided to run a pilot study to explore shared teaching in ethics between medical and nursing students. This article presents a report on the reasons for selecting health care ethics as a precursor for shared teaching, the educational tool used for the sessions, and the results of student and facilitator evaluation of the short course. Overall, despite problems such as poor attendance by some students, and facilitation and timetable difficulties, most of the feedback from students and facilitators has been positive. In essence the ‘idea’ has gone from strength to strength and there are now three levels of shared teaching in ethics between nursing and medical students, with plans to include further sessions with students from other disciplines. Within the text, ‘health care ethics’ will be referred to as ‘ethics’; nursing students/nurses encompasses midwifery students/midwives.

Enhancing nursing students’ skills in vital signs assessment by using multimedia computer-assisted learning with integrated content of anatomy and physiology

2009 ◽  
Vol 29 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Chularuk Kaveevivitchai ◽  
Benchaporn Chuengkriankrai ◽  
Yuwadee Luecha ◽  
Rujires Thanooruk ◽  
Bhinyo Panijpan ◽  
...  
Keyword(s):  
Nursing Students ◽  
Vital Signs ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Anatomy And Physiology

scholarly journals Determining Competency for Entry to Nursing Practice: A Grounded Theory Study

2021 ◽  
Author(s):  
◽  
Patrea Rose Andersen
Keyword(s):  
Grounded Theory ◽  
Comparative Analysis ◽  
Nursing Students ◽  
Competency Assessment ◽  
Theory Approach ◽  
Validity And Reliability ◽  
Nursing Assessment ◽  
Assessment Of Competence ◽  
Glaserian Grounded Theory ◽  
Constant Comparative Analysis

<p>Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency  assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented could further enhance the validity and reliability of assessment outcomes.</p>

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