scholarly journals Clinical teaching of nursing fundamentals in the community

2019 ◽  
Vol 13 (5) ◽  
pp. 1513
Author(s):  
Gylce Eloisa Cabreira Panitz CRUZ ◽  
Manuel Carlos Rodrigues Fernandes Chaves ◽  
João Luís Alves Apostolo
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Nursing Student ◽  
Clinical Teaching ◽  
Health Determinants ◽  
Scientific Quality ◽  
European Continent ◽  
Undergraduate Nursing ◽  
Community Skills ◽  
Qualitative Descriptive

ABSTRACT Objective: to describe the methodology and strategies of the educational plan of the clinical teaching of Nursing Fundamentals in the community that, through the study of health determinants with elderly people, has the goal of training the skills and abilities of undergraduate students in Nursing. Method: this is a qualitative, descriptive, experience-type study developed with Nursing students. The results are presented in figures. Results: the students were led to develop the competencies defined by the different capacities and criteria experienced by the students, in this clinical teaching, during the suggested learning experiences, as well as others that were implemented. Conclusion: the Nursing student was allowed to integrate nursing activities shared between teams and subteams, to build their own knowledge and to add technical and scientific quality to their training. It has become the study of health determinants with older people key to the training of students' undergraduate nursing course. Through this experience, it is possible to offer, based on the perspective of the European continent, a new dimension of learning in the clinical teaching of the Nursing Degree to other continents. Descriptors: Clinical Teaching; Fundamentals of Nursing; Community; Skills; Student; Elderly. RESUMOObjetivo: descrever a metodologia e as estratégias do plano educacional do ensino clínico de Fundamentos de Enfermagem na comunidade que, por meio do estudo de determinantes de saúde com pessoas idosas, tem como meta a formação de competências e capacidades dos estudantes do curso de Licenciatura em Enfermagem. Método: trata-se de um estudo qualitativo, descritivo, do tipo relato de experiência, desenvolvido com estudantes de Enfermagem. Apresentam-se os resultados em forma de figuras. Resultados: conduziu-se os estudantes a desenvolver as competências definidas pelas diferentes capacidades e critérios vivenciados pelos estudantes, neste ensino clínico, durante as experiências de aprendizagem sugeridas, assim como outras que foram implementadas. Conclusão: permitiu-se, ao estudante de Enfermagem, pela integração de atividades de Enfermagem compartilhadas entre equipes e subequipes, construir seu próprio conhecimento e acrescentar qualidade técnica e científica à sua formação. Tornou-se o estudo de determinantes de saúde com pessoas idosas fundamental para a formação de competências dos estudantes do curso de Licenciatura em Enfermagem. Pode-se disponibilizar, por esta experiência, com propostas baseadas no olhar do continente europeu, uma nova dimensão de aprendizagem no ensino clínico da Licenciatura de Enfermagem para outros continentes. Descritores: Ensino Clínico; Fundamentos de Enfermagem; Comunidade; Competências; Estudante; Idoso. RESUMEN Objetivo: describir la metodología y las estrategias del plan educativo de la enseñanza clínica de Fundamentos de Enfermería en la comunidad que, a través del estudio de determinantes de salud con personas mayores, tiene como meta la formación de competencias y capacidades de los estudiantes del curso de Licenciatura en Enfermería. Método: se trata de un estudio cualitativo, descriptivo, del tipo relato de experiencia, desarrollado con estudiantes de Enfermería. Se presentan los resultados en forma de figuras. Resultados: se llevó a los estudiantes a desarrollar las competencias definidas por las diferentes capacidades y criterios vivenciados por los estudiantes, en esta enseñanza clínica, durante las experiencias de aprendizaje sugeridas, así como otras que se implementaron. Conclusión: se permitió al estudiante de Enfermería, por la integración de actividades de Enfermería compartidas entre equipos y subequipos, construir su propio conocimiento y añadir calidad técnica y científica a su formación. Se ha convertido el estudio de determinantes de salud con personas de edad avanzada para la formación de competencias de los estudiantes del curso de Licenciatura en Enfermería. Se puede disponer, por esta experiencia, con propuestas basadas en la mirada del continente europeo, una nueva dimensión de aprendizaje en la enseñanza clínica de la Licenciatura de Enfermería para otros continentes. Descritores: Enseñanza Primaria; Fundamentos de Enfermeíra; Comunidad; Habilidades: Estudiante; Ancianos.

scholarly journals Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready?

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students. Methods A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis. Results The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”. Conclusion The nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Use of Research by Undergraduate Nursing Students: A Qualitative Descriptive Study

2017 ◽  
Author(s):  
Salima Meherali ◽  
Pauline Paul ◽  
Joanne Profetto-McGrath
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Research Utilization ◽  
Evaluation Criteria ◽  
Undergraduate Nursing ◽  
Baccalaureate Nursing Programs ◽  
Qualitative Descriptive ◽  
Research Findings ◽  
Theory Practice Gap ◽  
Use Of Research

Research utilization (RU) is crucial to preparing the next generation of registered nurses, since they are expected to stay abreast of research, read and use existing research to improve their ability to solve problems, and make decisions independently in clinical settings. Also, baccalaureate nursing programs often identify RU as an expected curricular outcome. The purpose of this study was to identify nursing students’ perceptions about RU. In this study, we used a sequential mixed methods approach. In this paper, only qualitative analysis related to RU is reported. A qualitative descriptive design was used to address the study questions. A purposive sample of 20 undergraduate students enrolled in their final year of study in BScN programs (four-year basic, honors, and accelerated programs) was recruited via e-mail to participate in the study. The study findings were categorized into the components of the Promoting Action on Research Implementation in Health Services (PARIHS) framework, which is comprised of evidence, context, and facilitation. Findings disclosed some key themes that nursing students perceive as facilitating or restricting their use of research. These themes include level of education preparedness, clinical experience and expertise, lack of time, theory practice gap, and clinical evaluation criteria, nursing faculty support for using research, and faculty’s’ competency in research. The majority of students stated that they did not utilize the research findings in clinical practice. Insufficient knowledge about RU was the most prominent reason. These results suggest that students should be encouraged and supported to utilize research findings in their practice settings.

scholarly journals Clinical teaching of university-degree nursing students: Are the nurses in practice in Uganda ready?

2020 ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background: Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and are incompetent in moulding the clinical reasoning processes which is inherent within degree education. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.Methods: A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from ARRH who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.Results: The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”.Conclusion: The nurses in practice need support in the execution of the clinical teaching role of undergraduate nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Clinical teaching of undergraduate nursing students: Are the nurses in practice in Uganda ready?

2020 ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Teaching Role

Abstract Background: Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and are incompetent in moulding the clinical reasoning processes which is inherent within degree education. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of undergraduate nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.Methods: A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from ARRH who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.Results: The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “ Willingness to teach undergraduate students ” “ Perceived attributes of undergraduate students ”, and “ The clinical practice environment ”.Conclusion: The nurses in practice need support in the execution of the clinical teaching role of undergraduate nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Clinical teaching of university-degree nursing students: Are the nurses in practice in Uganda ready?

2021 ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background: Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and are incompetent in moulding the clinical reasoning processes which is inherent within degree education. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.Methods: A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from ARRH who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.Results: The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”.Conclusion: The nurses in practice need support in the execution of the clinical teaching role of undergraduate nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Revealing Fourth Year Nursing Students' Assumptions, Anticipations and Realizations of Long-Term Care: Learning Through Critical Reflection

2021 ◽  
Author(s):  
Alyssa Indar
Keyword(s):  
Nursing Students ◽  
Critical Reflection ◽  
Nursing Student ◽  
Term Care ◽  
Policy Makers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Gerontological Nursing ◽  
Qualitative Descriptive

This qualitative descriptive study explored the assumptions, anticipations and realizations of fourth year undergraduate nursing students regarding aging, gerontological nursing and LTC, as they engaged in critical reflection during their LTC placement. The use of skilled facilitation in guiding the critical reflection activities was theoretically underpinned by critical creativity (McCormack & Titchen, 2006). The key findings indicated that the nursing student understanding during their placement experience could be described by their experiences of relationships, contextual factors and feelings. These findings may inform researchers, educators and policy-makers in enhancing the nursing student experience in the LTC setting. Furthermore, the application of critical creativity (McCormack & Titchen, 2006) may be utilized in various contexts.

scholarly journals Revealing Fourth Year Nursing Students' Assumptions, Anticipations and Realizations of Long-Term Care: Learning Through Critical Reflection

2021 ◽  
Author(s):  
Alyssa Indar
Keyword(s):  
Nursing Students ◽  
Critical Reflection ◽  
Nursing Student ◽  
Term Care ◽  
Policy Makers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Gerontological Nursing ◽  
Qualitative Descriptive

This qualitative descriptive study explored the assumptions, anticipations and realizations of fourth year undergraduate nursing students regarding aging, gerontological nursing and LTC, as they engaged in critical reflection during their LTC placement. The use of skilled facilitation in guiding the critical reflection activities was theoretically underpinned by critical creativity (McCormack & Titchen, 2006). The key findings indicated that the nursing student understanding during their placement experience could be described by their experiences of relationships, contextual factors and feelings. These findings may inform researchers, educators and policy-makers in enhancing the nursing student experience in the LTC setting. Furthermore, the application of critical creativity (McCormack & Titchen, 2006) may be utilized in various contexts.

Moral distress in undergraduate nursing students

2019 ◽  
Vol 26 (7-8) ◽  
pp. 2325-2339 ◽  
Author(s):  
Simoní Saraiva Bordignon ◽  
Valéria Lerch Lunardi ◽  
Edison Luiz Devos Barlem ◽  
Graziele de Lima Dalmolin ◽  
Rosemary Silva da Silveira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Moral Distress ◽  
Intensity Level ◽  
Linear Regression Models ◽  
Design Data ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Distress Scale

Background: Moral distress is considered to be the negative feelings that arise when one knows the morally correct response to a situation but cannot act because of institutional or hierarchal constraints. Objectives: To analyze moral distress and its relation with sociodemographic and academic variables in undergraduate students from different universities in Brazil. Method: Quantitative study with a cross-sectional design. Data were collected through the Moral Distress Scale for Nursing Students, with 499 nursing students from three universities in the extreme south of Brazil answering the scale. The data were analyzed in the statistical software SPSS version 22.0, through descriptive statistical analysis, association tests (t-test and analysis of variance), and linear regression models. Ethical considerations: Approval for the study was obtained from the Research Ethics Committee at Universidade Federal do Rio Grande. Findings: The mean intensity of moral distress in the constructs ranged from 1.60 to 2.55. As to the occurrence of situations leading to moral distress in the constructs, the frequencies ranged from 1.21 to 2.43. The intensity level of moral distress showed higher averages in the more advanced grades of the undergraduate nursing course, when compared to the early grades of this course (between 5 and 10 grade, average = 2.60–3.14, p = 0.000). Conclusion: The demographic and academic characteristics of the undergraduate nursing students who referred higher levels of moral distress were being enrolled in the final course semesters, were at a federal university, and had no prior degree as an auxiliary nurse/nursing technician.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Carla Ginn ◽  
Karen Benzies ◽  
Cydnee Seneviratne
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Curriculum Development ◽  
Role Models ◽  
Nursing Student ◽  
Undergraduate Curriculum ◽  
Future Research ◽  
Curriculum Innovation ◽  
Or Education ◽  
Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

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