scholarly journals Furthering caring through nursing education

Curationis ◽  
1999 ◽  
Vol 22 (2) ◽  
Author(s):  
D Van der Wal
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Nurses ◽  
Educational Interventions ◽  
Curriculum Planning ◽  
Nursing Curriculum ◽  
Emotional Needs ◽  
Self Actualization ◽  
Human Attributes ◽  
Point Of Departure

The nursing students’ main quest is for self actualization by attributing meaning to life through caring. To assist student nurses in this quest, the nurse educator needs to plan educational interventions according to an anthropological model that posits care and caring as innate human attributes. Further, the structural essence of what professional nursing caring entails should also be posited as a point of departure for curriculum planning. The author proposes such models. The main implications include that the nursing curriculum must increasingly attend to the emotional needs of nursing students. Curricular content and teaching strategies toward this goal are suggested.

scholarly journals Nursing Students' Perceptions, Knowledge, and Preventive Behaviors Toward COVID-19: A Multi-University Study

2020 ◽  
Vol 8 ◽  
Author(s):  
Hamdan Mohammad Albaqawi ◽  
Nahed Alquwez ◽  
Ejercito Balay-odao ◽  
Junel Bryan Bajet ◽  
Hawa Alabdulaziz ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Online Survey ◽  
Student Nurses ◽  
Educational Interventions ◽  
Average Score ◽  
Preventive Behavior ◽  
Cross Sectional ◽  
Convenience Sample ◽  
The Government

Background: Knowledge, perception, and preventive behavior should be considered in the planning of effective educational interventions for the coronavirus disease of 2019 (COVID-19) pandemic and in increasing awareness about the health risks brought about by this disease. This research aimed to assess knowledge, perceptions, and preventive behavior toward the COVID-19 infection among student nurses.Methods: The study has quantitative, descriptive, and cross-sectional design. A convenience sample of 1,226 student nurses from seven universities in Saudi Arabia was surveyed from March 22 to April 4, 2020. A four-part online survey on demographic characteristics, perceptions, knowledge, and preventive behavior of Saudi student nurses was carried out.Results: Nearly all students were aware of the outbreak (99.2%), and most of them received information on COVID-19 primarily from social media (71.0%). Over three-fourths of the students were confident that the government (89.1%) and Ministry of Health (MOH) (86.5%) were doing a good job responding to the COVID-19 outbreak in the country. The overall average score in the knowledge questionnaire was 9.85 (SD = 1.62, range = 0–12), which is equivalent to 82.1%. The majority of the students always performed most of the preventive behavior identified in the survey, except “washing hands with soap and water for at least 20 s after blowing my nose, coughing, or sneezing” (39.2%) and “daily cleaning and disinfecting frequently touched surfaces” (41.6%). Being female, being in the fourth year, and gaining good perceived knowledge were associated with high actual COVID-19 knowledge. University, gender, age, academic level, and perceived COVID-19 knowledge were the associated factors.Conclusions: The findings of this study have provided baseline information on the current state of Saudi nursing students' perceptions, knowledge, and preventive behavior toward COVID-19 as the crisis is happening. The findings revealed some areas that should be focused on by nursing education, as well as health agencies, to ensure that the students have adequate knowledge and correct preventive behavior.

scholarly journals Relationship Between The Student Nurses’ Critical Thinking Dispositions and Autonomy Levels

2020 ◽  
Author(s):  
Mehmet Günay Uyar ◽  
Şefika Dilek Güven
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Student Nurses ◽  
Middle Level ◽  
Critical Thinking Disposition ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition ◽  
Number Percentage

INTRODUCTION: The aim of this study was to determine the relationship between nursing students’ critical thinking disposition and autonomy levels. METHODS: The descriptive-relationship seeking study was conducted with 288 nursing students in the nursing department of a state university. Data were collected by using the Descriptive Characteristics Information Form, which included socio-demographic characteristics, California Critical Thinking Disposition Scale and Sociotropy-Autonomy Scale. Data were analyzed by number, percentage, mean, standard deviation and Pearson correlation tests. RESULTS: It was found that the students’ mean autonomy subscale of Sociotropy-Autonomy Scale score was 87.43±11.27 and the overall mean score of critical thinking disposition was 232.52±23.30. There was a statistically significant positive correlation between the students› overall mean scores of California Critical Thinking Disposition Scale and autonomy subscale scores of Sociotropy-Autonomy Scale (r = 0.526, p <0.010). DISCUSSION AND CONCLUSION: In the study, the autonomy levels of the students were above the middle level; critical thinking disposition levels were low; There was a positive relationship between critical thinking disposition and autonomy levels. The results of the study suggest that nursing education curricula should be revised and restructured in order to raise students’ critical thinking and autonomy levels in nursing education.

Integrating YouTube into the Nursing Curriculum

2011 ◽  
Vol 16 (3) ◽  
Author(s):  
Leighsa Sharoff
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Nurse Educators ◽  
Nursing Curriculum ◽  
Nursing Courses ◽  
User Friendly ◽  
Nursing Professionals ◽  
Theoretical Foundations

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today’s nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

scholarly journals Brain involvement in the use of games in nursing education

2017 ◽  
Vol 7 (6) ◽  
pp. 90 ◽  
Author(s):  
Sadaf S. Murad
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
High Speed ◽  
Educational Games ◽  
Learning Theories ◽  
Long Term Memory ◽  
Nursing Curriculum ◽  
Term Memory ◽  
Brain Involvement

In this high-speed world in which everything is technologically driven, higher education also needs to incorporate technology into the scope of teaching pedagogy. Aligning educational games with the nursing curriculum is one way to address the need for technologically knowledgeable learners. Learning occurs in gaming environment is experimental, and constructive. Albeit, threading them in the nursing curriculum required in-depth knowledge about understanding brain involvement in this process.  Nurse educators can thread gaming into the nursing content to ensure that learning occurs in a friendly environment. Learning games stimulates the release of dopamine in the midbrain, and the learning becomes part of long-term memory. The games must challenge and augment students’ interest so they get involved in the learning journey. The challenging environment, with clearly listed goals and ongoing feedback enhances learners’ interest and learning become part of their long-term memory. Gaming is an incomparable way of helping nursing students to learn actively and master learning skills. This literature review will discuss the phenomenon of gaming in education, the parts of brain that involved in educational games, scaffolding teaching and learning theories in designing educational games to improve and at last highlight the significance of gaming in nursing pedagogy. Use of games will open new horizon of possibilities to address various learning of different kinds of learners. This paper will act as a foundation to better comprehend the effective use of virtual world in academia.

scholarly journals Patients’ experiences of being nursed by student nurses at a teaching hospital

Curationis ◽  
2014 ◽  
Vol 37 (1) ◽  
Author(s):  
Ferdinand C. Mukumbang ◽  
Oluyinka Adejumo
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Hospital ◽  
Student Nurses ◽  
Phenomenological Approach ◽  
Care Process ◽  
Teaching Hospitals ◽  
Western Cape ◽  
Clinical Supervisors ◽  
Nursing Experience

Background: Teaching hospitals are medical institutes at which most nursing education institutions provide their students with practical nursing experience. Although the focus of care is the patient, attention is sometimes focused more on the nursing students rather than on the patients who are undergoing care at the hands of both the nursing professionals and students. However, proper nursing care should also take into account the experiences of patients during the care process in the health facility.Objectives: The study had three objectives: to describe the experiences of patients nursed by student nurses in a teaching hospital in the Western Cape; to identify patterns in the experiences of patients receiving patient care from student nurses; and to analyse aspects of the experiences that may need further attention for the training of student nurses.Method: A descriptive phenomenological approach was used to explore the experiences of patients nursed by student nurses. Participant selection took place purposively from different wards of the identified teaching hospital, and thematic saturation was achieved at 10 participants. The data were collected through in-depth interviews and analysed using thematic content analysis.Results: Three main themes were discovered after data analysis: methods of identification of student nurses by patients; positive perceptions of student nurses by patients; and negative perceptions of student nurses by patients.Conclusion: The findings will inform the clinical supervisors and educational institutions of aspects of the nursing training of student nurses that need improvement and those that require enforcement. 

scholarly journals Supporting Visual Literacy in Nursing

2021 ◽  
pp. 20-29
Author(s):  
Jacqueline Fleming ◽  
Amy Minix
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Visual Literacy ◽  
Clinical Skills ◽  
Nursing Curriculum ◽  
University Campus ◽  
Spring Semester ◽  
Research Libraries ◽  
Nursing Clinical

COVID-19 impacted in person learning, particularly for the health sciences. Nursing students learn valuable clinical skills in simulation labs on campus. When one university campus stopped in person instruction during the 2020 spring semester, two librarians worked together to identify resources to support a nursing course that quickly switched to remote learning. These resources ranged from library licensed content to free virtual reality simulations. In order to identify materials, the librarians first defined visual literacy within nursing, as well as met with various constituents to understand curriculum goals and needs. Making connections with both the faculty and the curriculum was the impetus for examining similarities between the Association of College and Research Libraries Visual Literacy Competency Standards and the American Association of Colleges of Nursing Clinical Resources Essentials for Baccalaureate Nursing Education. Both librarians are eager to continue working on strategically and systematically incorporating visual literacy library instruction into the nursing curriculum.

The development of moral sensitivity of nursing students: A scoping review

2020 ◽  
pp. 096973302097245
Author(s):  
Ankana Spekkink ◽  
Gaby Jacobs
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Scoping Review ◽  
Educational Interventions ◽  
Two Dimensions ◽  
The Other ◽  
Clear Understanding ◽  
Moral Awareness ◽  
Moral Sensitivity ◽  
Starting Point

Moral sensitivity is known to be the starting point for moral competence and even is a core concept in the curricula for bachelor’s-level nursing students in the Netherlands. While the development of moral sensitivity in nursing is commonly agreed to be important, there is no clear understanding of how to develop moral sensitivity through nursing education and what components of nursing education contribute to moral sensitivity. Studies on educational interventions could build knowledge about what works in developing moral sensitivity and how to achieve this outcome. Therefore, the aim of this study is to explore if and how educational interventions contribute to the development of moral sensitivity in nursing students. A scoping review was conducted. Four electronic databases were searched: CINAHL, PubMed, MEDLINE and SpringerLink. Articles that were not about formal or initial nursing education and that had no link to moral development or moral sensitivity were excluded. After the final selection on educational interventions, 10 articles out of the initial 964 resources were included in the review. Three different but related dimensions of moral sensitivity emerged from the literature: (1) raising moral awareness, (2) providing the ability to frame and name ethical issues and (3) improving moral reasoning ability. Half of the studies used quantitative measures to evaluate the educational intervention, in particular the Moral Sensitivity Questionnaire; the other half used diverse qualitative evaluation methods. None of the studies presented teaching methods that included all three dimensions of moral sensitivity. Moral awareness of self appears to be more loosely connected to the other two dimensions, which raises the question of whether it can be seen as a prerequisite for them. To encompass all dimensions of moral sensitivity, a mix of quantitative and qualitative measures seems most appropriate to study that topic.

Caring Behaviors Among Student Nurses Interacting in Scenario-Based High Fidelity Human Patient Simulation

2015 ◽  
Vol 19 (4) ◽  
pp. 44-49
Author(s):  
Reneé M. Dunnington, ◽  
Sandra R. Farmer,
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Low Frequency ◽  
Patient Simulation ◽  
Student Nurses ◽  
Human Patient Simulation ◽  
Human Patient ◽  
Caring Behaviors ◽  
Quality Healthcare ◽  
Patient Health

Important questions remain around the increased use of simulation in nursing education and the development of caring competencies. An observational study of 105 nursing students was conducted to explore the caring behaviors demonstrated during simulations and to examine the affordances and limitations of the simulation milieu to support development of caring competencies. The McDaniel (1990) instrument was adapted for scoring caring behaviors. A majority of participants exhibited passive caring behaviors. Self-initiated and transpersonal caring behaviors occurred in low frequency. Caring is important to patient health, satisfaction, and quality healthcare. Recommendations to support development of caring behaviors in simulation are offered.

Undertaking the Role of Patient Advocate: a longitudinal study of nursing students

2003 ◽  
Vol 10 (5) ◽  
pp. 462-471 ◽  
Author(s):  
Insaf Altun ◽  
Nermin Ersoy
Keyword(s):  
Nursing Education ◽  
Longitudinal Study ◽  
Nursing Students ◽  
Student Nurses ◽  
Codes Of Ethics ◽  
School Of Nursing ◽  
Patient Advocate ◽  
Patient Advocates ◽  
Right To Refuse Treatment ◽  
The Right

Patient advocacy has been claimed as a new role for professional nurses and many codes of ethics for nurses state that they act as patient advocates. Nursing education is faced with the challenge of preparing nurses for this role. In this article we describe the results of a study that considered the tendencies of a cohort of nursing students at the Kocaeli University School of Nursing to act as advocates and to respect patients’ rights, and how their capacities to do so changed (or not) as a result of their nursing education. This longitudinal study used a questionnaire consisting of 10 statements relating to patient care. It was performed both at the start (1998) and at the end (2002) of the nursing training. At the beginning of their course 77 students participated; in the study. After four years, only 55 students participated, the reason for this drop in number being unknown. The questions asked nurses if patients should have: the right to receive health care; the right to participate in the decision-making process about their treatment; the right always to be told the truth; and the right to have access to their own medical records. They were also asked: if quality of life should be a criterion for discontinuing treatment; if patients have the right to die and the right to refuse treatment; if patients should be assisted to die or helped to undergo active euthanasia; and if severely disabled newborn babies should be allowed to die. The student nurses demonstrated considerable insight into contemporary nursing issues and were ready to act as patient advocates. Professional responsibility demands that good nurses advocate strongly for patients’ choices.

scholarly journals “Nurses eat their young”: A novel bullying educational program for student nurses

2017 ◽  
Vol 7 (7) ◽  
pp. 11 ◽  
Author(s):  
Gordon Lee Gillespie ◽  
Paula L. Grubb ◽  
Kathryn Brown ◽  
Maura C. Boesch ◽  
Deborah L. Ulrich
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Educational Program ◽  
Nursing Practice ◽  
Student Nurses ◽  
Faculty Members ◽  
University Campuses ◽  
Nursing Curricula ◽  
Pilot Implementation ◽  
Nursing Courses

Bullying is a known and ongoing problem against nurses.  Interventions are needed to prepare nursing students to prevent and mitigate the bullying they will experience in their nursing practice. The purpose of this article is to describe the development process and utility of one such intervention for use by nursing faculty with nursing students prior to their students’ entry into the profession. The educational program was critiqued by an advisory board and deemed to be relevant, clear, simple, and non-ambiguous indicating the program to have adequate content validity. The program then was pilot tested on five university campuses. Faculty members who implemented the educational program discussed (1) the program having value to faculty members and students, (2) challenges to continued program adoption, and (3) recommendations for program delivery. The proposed multicomponent, multiyear bullying educational program has the potential to positively influence nursing education and ultimately nursing practice. Findings from the pilot implementation of the program indicate the need to incorporate the program into additional nursing courses beginning during the sophomore year of the nursing curricula.

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