scholarly journals Human anatomy and clinical nursing practice

2020 ◽  
Vol 10 (10) ◽  
pp. 13
Author(s):  
Lilian Rubinho Ratero ◽  
Júlio César André ◽  
Emerson Roberto dos Santos ◽  
Lilian Castiglioni ◽  
Nádia Antônia Aparecida Poletti ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Professional Training ◽  
Nursing Practice ◽  
Clinical Teaching ◽  
Human Anatomy ◽  
Care Process ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Introduction and Objective: Human anatomy is an essential component of the undergraduate nursing curriculum for learning the specific disciplines which deal with clinical practice. Anatomical knowledge provides assurance for the practice of clinical assessment and invasive procedures of legal competence of nurses.  The aim of the study was to analyze the correlation of the content taught in the discipline Human Anatomy with the clinical practice of undergraduate nursing students in the discipline Semiology and Semiotics in Nursing and The Care Process, as well as their assurance to start it.Methods: Quantitative descriptive study with the application of an online questionnaire to 66 undergraduate nursing students at a public education institution in the interior of São Paulo. Data analysis by number of occurrences and Chi-square test.Results: There was partial agreement about the interdisciplinarity between human anatomy and disciplines of clinical nursing practice. The students agreed to be partially assured about the procedures to start the semiological practice of different devices and to perform nursing procedures. The predominance of the superficial approach to content related to the clinical practice of the disciplines Semiology and Semiotics in Nursing and The Care Process was predominant.Conclusions: The teaching of human anatomy, along the lines offered, maintains an unsatisfactory correlation with clinical practice due to the students’ experience, interfering with learning, acting in clinical teaching and professional training.

The Experience of Nursing Students Who Make Mistakes in Clinical

2015 ◽  
Vol 12 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mark Pijl Zieber ◽  
Beverley Williams
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Practice ◽  
Theory Approach ◽  
Undergraduate Nursing Students ◽  
The Core ◽  
Undergraduate Nursing ◽  
Grounded Theory Approach ◽  
Core Variable

AbstractThe experience of nursing students who make mistakes during clinical practice is poorly understood. The literature identifies clinical practice mistakes as a significant issue in nursing practice and education but there is very little research on the topic. This study used a grounded theory approach to explore the experience of undergraduate nursing students who had made at least one mistake in their clinical practice. What emerged is a theory that illuminates the process of how students move through the positive and negative elements of the mistake experience the core variable that emerged from the study was “living through the mistake experience.” The mistake experience was clearly a traumatic process for nursing students and students reported feeling unprepared and lacking the capability to manage the mistake experience. A number of recommendations for nursing education are proposed.

scholarly journals The Perceived Usefulness of Digital Simulators in the Acquisition of Professional Competencies by Undergraduate Nursing Students

2020 ◽  
Vol 15 (22) ◽  
pp. 258
Author(s):  
Rabia Qaisar ◽  
Halima Lajane ◽  
Abderrahmane Lamiri ◽  
Hind Bouzoubaa ◽  
Omar Abidi ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Methods ◽  
Nursing Practice ◽  
Perceived Usefulness ◽  
Training Module ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Abstract— Digital virtual simulators are considered one of the most innovative teaching methods currently available for overcoming training difficulties in clinical nursing practice. This study aimed to measure the perceived usefulness of digital simulators in the acquisition of professional nursing skills among undergraduate nursing students. A group of 50 students participated in an online training module on a digital simulator over six sessions. They then responded to a survey about the training. The results indicated that 80% of the participants found learning with a digital simulator to be an enriching experience and 82% of the students felt that it could be beneficial to adopt this mode of teaching in other areas of nursing education. It is hoped that these findings will encourage teachers to adopt this approach to nursing education as a solution to the various constraints related to student placements. It may be especially useful in situations where there is a lack of supervisors or a large number of students.

scholarly journals Low Expectation of Employment Benefit Associated with Motivation in Clinical Nursing: Baseline Findings from an Interventional Study Among Nursing Students in Tanzania

2021 ◽  
Author(s):  
Patricia Herman ◽  
Stephen Kibusi
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Monitoring System ◽  
Nursing Profession ◽  
Clinical Learning ◽  
Extrinsic Factors ◽  
Web Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Abstract Background Nursing professional is an art of calling which requires unconditional devotion in caring for those who are in need. Motivation to join the nursing profession is a question that warrants further study. However, there is a dramatic increase in population who join the profession as an opportunity for stable employment and benefit. Intrinsic and extrinsic key elements of motivation are to be examined to determine the art of joining the nursing profession. This study intended to assess baseline motivation in clinical learning from a quasi-experimental study that aimed to design and test the effect of an interactive web-based clinical practice monitoring system toward improving clinical meta-competencies among nursing students in Tanzania Methods This is the analysis of baseline data from an interactive web-based clinical practice monitoring system of 589 randomly selected undergraduate nursing students in Tanzania. Baseline data were collected using a self-guided questionnaire on the Academic motivation Scale adopted from previous studies. Both descriptive and inferential statistics were adopted using Statistical Product for Service Solution version 23. The confidence interval was set at 95% with a significance level of 5%. Results Findings show that 65% of the nursing students were male while 79.6% of them were younger than 24 years. Baseline finding of motivation in clinical learning revealed that 80.6% of nursing students were not motivated in clinical learning of which 19.4% of motivated nursing students, 5.3% were intrinsically motivated against 14.1% were extrinsically motivated in clinical learning. Extrinsic factors such as opportunity to travel around the world, generous salary and employment benefits, and perceiving nursing as a secure profession were significantly associated with low motivation in clinical learning (p<0.05) Conclusion The problem of low motivation in clinical learning among nursing students seems to persist among undergraduate nursing students in Tanzania. Many enrolled nursing students are forced to join the profession by extrinsic factors than intrinsic ones. This study recommends innovative clinical nursing education pedagogical in enhancing motivation in clinical learning among nursing students in Tanzania.

A medical play experience: Preparing undergraduate nursing students for clinical practice

2021 ◽  
pp. 104821
Author(s):  
Kerry Reid-Searl ◽  
Kate Crowley ◽  
Carina Anderson ◽  
Nicole Blunt ◽  
Rachelle Cole ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Play Experience

scholarly journals Correlation of Students’ Academic Achievements at a Professional Course of Ethics and Pediatrics Clinical Practice at Mizan-Tepi University, South Nations, Nationalities and People’s Region, Ethiopia

2021 ◽  
Vol 8 ◽  
pp. 2333794X2110037
Author(s):  
Lalisa Chewaka Gamtessa
Keyword(s):  
Academic Achievement ◽  
Clinical Practice ◽  
Nursing Students ◽  
Professional Ethics ◽  
Nursing Practice ◽  
Coefficient Of Determination ◽  
Significant Positive Association ◽  
Cross Sectional ◽  
Academic Achievements ◽  
Clinical Nursing

Nursing is a respect for dignity and treating every person equally. Qualifying competent and ethical nurses requires the incorporation of a professional code of ethics with clinical nursing practice. However, no study was conducted on the relationship between professional ethics and clinical nursing practice. Therefore this study aimed to determine correlation between professional ethics and pediatrics clinical practice from an achievement perspective. Accordingly, cross-sectional study design was conducted at Mizan-Tepi University using nursing students’ academic achievements at professional ethics and pediatric practice. Collected data were entered into Epi info 7. SPSS version 21.0 was used to calculate spearman’s rho correlation ( rs) and coefficient of determination ( R2) at P  < .05. A total of 316 study participants comprising of 209 (66.14%) male and 107 (33.86%) female nursing students included in the current study. Nursing students’ academic achievements at professional ethics was significantly and positively associated with achievements at pediatrics clinical practice ( rs  = 0.4-0.6), P < .001. Linear regression results revealed 25% to 26.7% coefficient determination for regular students and 18% to 22.9% for summer nursing students. To sum up, there was a significant positive association between achievements of students at professional ethics and pediatrics clinical practice. Therefore increasing students’ academic achievement in professional ethics can further improve their achievements at pediatrics clinical practice. However, academic achievement in professional ethics explained 22.35% of the variability in achievements at pediatric clinical practice. 77.65% of the variability in pediatrics clinical practice was due to other factors that deserve another study.

scholarly journals Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Training ◽  
Public University ◽  
Metropolitan Region ◽  
Undergraduate Nursing Students ◽  
Construction Of Knowledge ◽  
Undergraduate Nursing ◽  
Teaching Learning ◽  
The University

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

scholarly journals Preceptorship and Affirmation in the Intergenerational World of Nursing Practice

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Vicki Foley ◽  
Florence Myrick ◽  
Olive Yonge
Keyword(s):  
Nursing Students ◽  
Generational Differences ◽  
Nursing Practice ◽  
Phenomenological Study ◽  
Nursing Program ◽  
Eastern Canada ◽  
Learning Space ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Research has shown that while preceptorship offers a reality-oriented learning environment and facilitates competence of students, there are inherent rewards and stressors associated with the experience. Students and preceptors can be from different generations, and as such, they may often come to the learning space with differing values and expectations. The nature of the preceptorship experience in this intergenerational context was explored in a recent phenomenological study with seven preceptors and seven nursing students in an undergraduate nursing program in Eastern Canada. Overall the experience was found to be inclusive of three main themes:being affirmed, being challenged, andbeing on a pedagogical journey. In this paper we explore the first of these themes,being affirmed. Highlighting the positive aspects of the preceptorship experience in the intergenerational context is necessary to promote a culture of openness and respect for generational differences within clinical nursing practice settings and to improving the overall quality of the educational experience.

Sign in / Sign up

Export Citation Format

Share Document