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 Experiences of undergraduate nursing students during clinical practice at health facilities in Western Cape, South Africa

Curationis ◽  
2021 ◽  
Vol 44 (1) ◽  
Author(s):  
Fundiswa P. Fadana ◽  
Hilda F. Vember
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Student ◽  
Student Nurses ◽  
Western Cape ◽  
Undergraduate Nursing Students ◽  
Healthcare Facilities ◽  
Undergraduate Nursing

Background: This study explored the experiences of undergraduate nursing students during clinical practice at healthcare facilities in the Boland Overberg area in Western Cape, South Africa. Few studies have been done on experiences of nursing students during clinical practice. However, there are still inadequacies, which lead to the deterioration of clinical practice quality.Objectives: To explore and describe the experiences of undergraduate student nurses during clinical practice in healthcare facilities in Boland Overberg, in Western Cape, South Africa.Method: A qualitative, exploratory descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses’ experiences during clinical practice in healthcare facilities in the Boland Overberg area in Western Cape Region. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The sample size was based on data saturation. Colaizzi’s method of coding and thematic content analysis was used to interpret the data. Ethical principles were adhered to.Results: After data analysis, the following themes emerged: clinical learning environment, challenges and inability to reach objectives.Conclusion: During clinical practice in healthcare facilities, students were confronted with dilemmas which must be addressed with proper planning to decrease the challenges in clinical education of future nurses. The findings can be used in planning of nursing education, could provide help to develop effective clinical teaching strategies in nursing education and to support these undergraduate nursing students.

scholarly journals The relationship between empathy and altruistic motivations in nursing studies: a multi-method study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Messineo ◽  
Luciano Seta ◽  
Mario Allegra
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Health Professionals ◽  
Linear Models ◽  
Principal Component ◽  
Motivational Factors ◽  
Care Process ◽  
First Year ◽  
Young Males ◽  
Young Females

Abstract Background The efficient management of relational competences in healthcare professionals is crucial to ensuring that a patient’s treatment and care process is conducted positively. Empathy is a major component of the relational skills expected of health professionals. Knowledge of undergraduate healthcare students’ empathic abilities is important for educators in designing specific and efficient educational programmes aimed at supporting or enhancing such competences. In this study, we measured first-year undergraduate nursing students’ attitudes towards professional empathy in clinical encounters. The students’ motivations for entering nursing education were also evaluated. This study takes a multi-method approach based on the use of qualitative and quantitative tools to examine the association between students’ positive attitudes towards the value of empathy in health professionals and their prosocial and altruistic motivations in choosing to engage in nursing studies. Methods A multi-method study was performed with 77 first-year nursing students. The Jefferson Scale of Empathy (JSE) – Health Professions Student Version was administered. Students’ motivations for choosing nursing studies were detected through an open question and thematically analysed. Using explorative factor analysis and principal component analysis, a dimensional reduction was conducted to identify subjects with prosocial and altruistic motivations. Finally, linear models were tested to examine specific associations between motivation and empathy. Results Seven distinct themes distinguishing internal and external motivational factors were identified through a thematic analysis of students’ answers regarding their decision to enter a nursing degree course. Female students gained higher scores on the empathy scale than male ones. When students’ age was considered, this difference was only observed for younger students, with young females’ total scores being higher than young males'. High empathy scores were positively associated with altruistic motivational factors. A negative correlation was found between external motivational factors and the scores of the Compassionate Care subscale of the JSE. Conclusions Knowing the level of nursing students’ empathy and their motivational factors for entering nursing studies is important for educators to implement training paths that enhance students’ relational attitudes and skills and promote the positive motivational aspects that are central to this profession.

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.

scholarly journals Students’ voices on spiritual care at a Higher Education Institution in the Western Cape

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Ntombizodwa S. Linda ◽  
Hester C. Klopper ◽  
Deliwe R. Phetlhu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Spiritual Care ◽  
Education Institution ◽  
Western Cape ◽  
Study Objective ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Contextual Design ◽  
Teaching Learning

Background: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme.Objectives: The study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme.Methods: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied.Results: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care.Conclusion: There is a need for formal education regarding spiritual care in nursing.

scholarly journals The relationship between empathy and altruistic motivations in nursing studies: A multi-method study

2020 ◽  
Author(s):  
Linda Messineo ◽  
Luciano Seta ◽  
Mario Allegra
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Health Professionals ◽  
Linear Models ◽  
Motivational Factors ◽  
Care Process ◽  
First Year ◽  
Young Males ◽  
Young Females ◽  
Students Attitudes

Abstract Background. The efficient management of relational competences in healthcare professionals is crucial to ensure that a patient’s treatment and care process is conducted positively. Empathy is a major component of the relational skills expected of health professionals. Knowledge of undergraduate healthcare students’ empathic abilities is important for educators in designing specific and efficient educational programmes aimed at supporting or enhancing students’ empathic competences. In this study, we measured first-year undergraduate nursing students’ attitudes towards professional empathy in clinical encounters. The students’ motivations for entering nursing education were also evaluated. This study takes a multi-method approach based on the use of qualitative and quantitative tools to examine the association between students’ positive attitudes towards the value of empathy in health professionals and their prosocial and altruistic motivations in choosing to engage in nursing studies.Methods. A multi-method study was performed with 77 first-year nursing students. The Jefferson Scale of Empathy (JSE) – Health Professions Student Version was administered. Students’ motivations for choosing nursing studies were detected through an open question and thematically analysed. Using explorative and confirmative factor analyses, a dimension reduction was conducted to identify subjects with prosocial and altruistic motivations. Finally, linear models were tested to examine specific associations between motivation and empathy.Results. Seven distinct themes distinguishing internal and external motivational factors were identified through the thematic analysis of students’ answers regarding their choice of entering the nursing degree course. Female students gained higher scores on the empathy scale than their male counterparts. When students’ age was considered, this difference was shown only for younger students, with young females’ total scores being higher than those of young males. High empathy scores were positively associated with altruistic motivational factors. A negative correlation was found between external motivational factors and the scores of the Compassionate Care subscale of the JSE.Conclusions. Knowing the level of nursing students’ empathy and their motivational factors for entering nursing studies is important for educators in order to implement training paths that enhance students’ relational attitudes and skills and promote positive motivational aspects that are central to this profession.

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.

Ethics dilems care and die in intensive care units: vision nursing studentsConflitos éticos do cuidar e do morrer nas unidades de terapia intensiva: visão dos acadêmicos de enfermagem

2008 ◽  
Vol 2 (4) ◽  
pp. 338
Author(s):  
Júlio Cesar Santana ◽  
Ana Cristina de Sá ◽  
Vera Lúcia Zaher
Keyword(s):  
Intensive Care ◽  
Nursing Students ◽  
Intensive Care Units ◽  
Meaning Making ◽  
Phenomenological Approach ◽  
Family Influence ◽  
Care Process ◽  
Ethical Conflicts ◽  
Terapia Intensiva ◽  
Taking Care

ABSTRACTObjective: to understand the ethical conflicts meaning in the taking care process and perception of the nursing academics of dying in Intensive Care Units (ICUs). Method: research with phenomenological approach, according to the following scheming question: which had been the ethical conflicts lived deeply by you during the training period on ICUs. For such question, it was looked to refer the bioethical questions that contemplate the science of life. They had gotten the deposition of nine nursing academics, of which they had excited the units of meaning, making possible to investigate the citizens everyday and its expression in the world-life. Results: it had been attributed units of meanings in a perspective that emerged the ethical conflicts of academics nursing in the taking care and dying process:  holistic care  X  technique; care centered in the illness; family influence and the communication in taking care of; ICUs limits: until when investing? Conclusion: the reflections revealed that the nursing academics face complex situations, that go, since the routines techniques learning process to diverse situations that involves the human suffering and revealing ethical conflicts of our fragility, waking up its proper human being dimension, the existential direction, sensitizing them for a taking care reflection, becoming vulnerable to the suffering and questioning the limits where they are placed in. Descriptors: ethics; nursing; students; intensive care units; bioethics.RESUMOObjetivo: compreender o significado dos conflitos éticos no processo do cuidar e do morrer em Unidades de Terapia Intensiva (UTIs) na visão dos acadêmicos de enfermagem. Métodos: pesquisa com abordagem fenomenológica, direcionada pela seguinte questão norteadora: quais os conflitos éticos vivenciados por você durante o período de estágio em UTIs? Para tal, procurou-se referenciar as questões da bioética que contemplam a ciência da vida. Resultados: foram atribuídas unidades de significado na medida em que emergiam os conflitos éticos dos acadêmicos no processo do cuidar e morrer: cuidado holístico X tecnicismo; cuidado centrado na doença; limites na UTI: até quando investir? Conclusão: as reflexões desvelaram que os acadêmicos de enfermagem enfrentam situações complexas, que vão desde o processo de aprendizagem das rotinas técnicas a situações diversas que envolvem o sofrimento humano e conflitos éticos reveladores de nossa fragilidade, despertando a sua própria dimensão humana, o sentido existencial, sensibilizando-os para uma reflexão do cuidar, tornando-os vulneráveis ao sofrimento e questionando os limites em que são colocados. Descritores: ética; enfermagem; estudantes; unidades de terapia intensiva; bioética.RESUMENObjetivo: El  comprender el significado de los conflictos éticos en el proceso de cuidar y morir en Unidades de Terapia Intensiva (UTIs), dentro de la percepción de los académicos de enfermeria. Metodos: pesquisa con embasamiento  fenomenológico, direccionada por la siguiente cuestión norteadora: ¿cuales fueron los conflictos  éticos vivenciados por usted durante el periodo de estagio en UTIs?” Para tal, se buscó referenciar las cuestiones da bioética que contempla la ciencia de la vida. Resultados: el final de la pesquisa fueron atribuidas unidades de significados en una perspectiva que emergían los conflictos éticos de los académicos en el proceso de cuidar y morir: cuidado holístico X  tecnicismo; cuidado centrado en enfermedad; límites en UTI: ¿hasta cuando invertir? Conclusion: las reflexiones desvelaron que los académicos de enfermeria enfrentan situaciones complejas, que van, desde el proceso de aprendizaje de rutinas técnicas hasta situaciones diversas que envuelven el sufrimiento humano y conflictos éticos reveladores de nuestra fragilidad, despertando su propria dimensión humana, el sentido existencial, sensibilizándolos para una reflexión del cuidar, volviéndose vulnerables al sufrimiento y cuestionando los límites que son colocados. Descriptores: ética; enfermería; estudiantes; unidades de terapia intensiva; boética. 

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 The status of academic integrity amongst nursing students at a nursing education institution in the Western Cape

Curationis ◽  
2012 ◽  
Vol 35 (1) ◽  
Author(s):  
Cecilia J. Theart ◽  
Ilze Smit
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Perceptions ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Survey Design ◽  
Education Institution ◽  
Problem Area ◽  
Western Cape ◽  
The Status

Honesty is regarded as a basic ethical value in all educational programmes, and academic integrity is of undisputed importance in educational environments. The literature reviewed revealed that academic dishonesty is wide-ranging and also encountered in the nursing education environment. This phenomenon is of concern to the nursing fraternity because of the proven positive correlation between unethical academic practices and future unethical professional behaviour. Limited research data regarding academic dishonesty at nursing education institutions in South Africa and this correlation motivated the present study. The purpose was to examine the status of academic integrity amongst nursing students at a nursing education institution in the Western Cape. Formulated objectives guided investigation of several variables which impact upon academic integrity, for example the incidence of and student perceptions around academic dishonesty.A quantitative, descriptive survey design was used, with a self-reported questionnaire (based on literature review and study objectives) designed to obtain information about academic dishonesty. Provision was also made for qualitative input from the respondents by including three open-ended questions.It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating associated with plagiarism and assignments was identified as the main problem area. An unacceptably high level of dishonesty in completion of practical records was also an area of concern. The main recommendations are development and implementation of a code of honour and implementation of comprehensive academic integrity policies at the nursing education institution, with practical measures aimed at combating cheating in tests and examinations.

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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