scholarly journals Faculty attitudes towards nursing students with disabilities in the clinical setting

2021 ◽  
Vol 11 (9) ◽  
pp. 52
Author(s):  
Susan B. Prude ◽  
Rhonda K. Pecoraro ◽  
Dari K. Calamia ◽  
Eileen L. Creel
Keyword(s):  
Data Analysis ◽  
Nursing Students ◽  
Students With Disabilities ◽  
Nursing Faculty ◽  
Clinical Setting ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Faculty Attitudes ◽  
Social Model ◽  
Snowball Sampling

Objective: The purpose of this phenomenological study was to explore nursing faculty attitudes towards students with disabilities enrolled in baccalaureate nursing programs. Additionally, we aimed to describe the types of accommodations provided to students with disabilities in the clinical setting.Methods: In two institutions of higher education in the southeastern United States, purposive and snowball sampling was used to recruit 14 nursing faculty with experience teaching in clinical courses. One-on-one interviews were conducted using a semi-structured interview guide. Data were transcribed and analyzed using Colaizzi’s process for phenomenological data analysis. The social model of disability served as the conceptual framework for the study.Results: Six themes emerged from the data analysis: ‘Math is a basic required skill,’ ‘You can’t just skip clinical,’ ‘It’s my job to help them learn,’ ‘I’m not prepared for this,’ ‘What type of job will they get,’ and ‘overcoming obstacles.’ Nursing faculty reported positive attitudes towards students with disabilities, but also voiced concerns about patient safety and the ability for a student with a disability to find success. Several barriers including disclosure, lack of accessibility in hospitals, nursing culture, and faculty workload were identified.Conclusions: A lack of clear policies and guidelines leaves nursing faculty unsure of what accommodations are appropriate for students with disabilities and how to implement accommodations in clinical courses. The study demonstrates a need for continuing education regarding teaching methodologies that are effective and meaningful for students with attention deficit hyperactivity disorder, diagnosed anxiety, and specific learning disabilities. Further research is warranted to identify appropriate accommodations for students with disabilities in the clinical setting.

scholarly journals Bullying in the clinical setting: Lived experiences of nursing students in the Central Region of Ghana

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257620
Author(s):  
Sara Ama Amoo ◽  
Awube Menlah ◽  
Isabella Garti ◽  
Evans Osei Appiah
Keyword(s):  
Nursing Students ◽  
Focus Groups ◽  
Sample Size ◽  
Central Region ◽  
Clinical Setting ◽  
Structured Interview ◽  
Clinical Placement ◽  
Learning Goals ◽  
Psychomotor Skills ◽  
Clinical Placements

Introduction Nursing students are confronted with bullies in the classroom and during clinical placement. Acquisition of the necessary psychomotor skills intended during clinical placements may be impeded when workplace bullies intimidate students. This study aimed to describe the various bullying behaviours experienced by nursing students and their effects during clinical placement in the Central Region of Ghana. Methods A qualitative phenomenological descriptive approach using a semi-structured interview guide was employed to collect data from nursing students in focus groups. Overall, six (6) focus groups were used, with five (5) students in each group comprising males and females. The sample size was based on data saturation and was saturated on the six focus group discussions giving a sample size of 30. Purposive sampling was used to select students who had been on the ward at least three clinical placements and had experienced bullying in the clinical setting. In-depth interviews were conducted, recorded, transcribed verbatim and analysed using content analysis. Results The study revealed that nursing students had experienced bullying practices such as shouting, isolation, humiliation and being assigned tasks below their competency level. In addition, findings showed that bullying led to a loss of confidence and caused stress and anxiety in nursing students. Conclusion Therefore, it is recommended that nursing students are mentored holistically in a caring and accepting environment where they will be supported to achieve their learning goals, build their confidence, and develop their personal and professional identity.

scholarly journals Exploring the reasons for novice nurse educators’ transition from practice to academia in Ghana

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258695
Author(s):  
Timothy Tienbia Laari ◽  
Felix Apiribu ◽  
Philemon Adoliwine Amooba ◽  
Adwoa Bemah Boamah Mensah ◽  
Timothy Gazari ◽  
...  
Keyword(s):  
Data Analysis ◽  
Clinical Setting ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Structured Interview ◽  
Teaching Staff ◽  
Flexible Work ◽  
Novice Nurse ◽  
Clinical Nurses ◽  
Clinical Nursing

Background There is an increasing transition rate of experienced clinical nurses from practice to academia. When nurses transition from practice to academia for the right reasons, it culminates in job satisfaction and retention. Thus, understanding what attracts clinical nurses to academia is an important consideration for employing and retaining competent nurse educators. Yet, there are gaps in research about what motivates nurses to transition from practice to academia within the Ghanaian context. This study aimed to explore the reasons for novice nurse educators’ transition from practice to academia in three Health Training Institutions in the Upper East Region of Ghana. Methods This qualitative descriptive phenomenology study used a purposive sampling method to select 12 novice nurse educators. Data were collected using a semi-structured interview guide through individual face-to-face in-depth interviews. Written informed consent was obtained and interviews were audio-taped and transcribed verbatim. Data analysis was done manually guided by Colaizzi’s method of data analysis. Results Novice nurse educators transitioned from practice to academia because they were dissatisfied with their clinical nursing practice, they wanted more flexible work, they wanted to work autonomously, and they previously taught their clients in the clinical setting. Four themes emerged namely: (1) dissatisfied with clinical nursing, (2) quest for flexible work role, (3) quest for work autonomy, and (4) previous clinical teaching. Conclusion The reasons for transitioning from practice to academia were mostly born out of novice nurse educators’ previous negative experiences in the clinical setting which ought to be considered in the recruitment and retention of teaching staff to train the future nurses. There is the need to revise and implement a tutor recruitment policy that takes into account, what attracts clinical nurses to the academic setting.

An Exploration of the Clinical Accommodation Process for Nursing Students with Physical Disabilities Using Grounded Theory

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Erin Horkey
Keyword(s):  
Grounded Theory ◽  
Nursing Education ◽  
Nursing Students ◽  
Students With Disabilities ◽  
Nursing Faculty ◽  
Implementation Process ◽  
Essential Elements ◽  
Clinical Environment ◽  
Bottom Line ◽  
Accommodation Process

AbstractAim: The purpose of this study was to uncover the process by which nursing faculty make reasonable academic accommodations in the clinical environment for nursing students with orthopedic impairments. Background: Accommodating students with disabilities is necessary in nursing education. Unfortunately, policies, procedures, and practices for accommodation in nursing education are lacking. Nursing faculty lack resources for accommodation implementation for students with disabilities. Method: Constructivist grounded theory methods according to Charmaz, K. (2014). Constructing grounded theory (2nd ed. ed.). Thousand Oaks, California: Sage guided data collection and analysis. Results: Two defined processes were uncovered. “Faculty Perceptions of Their Experience Navigating the Clinical Accommodation Process” discusses external factors that affected implementation. “Reaching the Bottom Line” describes the essential elements of the implementation process. Conclusion: Seven steps of the accommodation process were identified. Additional research is needed to determine the effectiveness of each step and explore possible ways to mitigate numerous barriers to the accommodation process which participants also described.

scholarly journals Nursing Students’ Perceptions of Smartphone Use in the Clinical Care and Safety of Hospitalised Patients

2021 ◽  
Vol 18 (3) ◽  
pp. 1307
Author(s):  
Vanesa Gutiérrez-Puertas ◽  
Lorena Gutiérrez-Puertas ◽  
Gabriel Aguilera-Manrique ◽  
Mᵃ Carmen Rodríguez-García ◽  
Verónica V. Márquez-Hernández
Keyword(s):  
Nursing Students ◽  
Patient Care ◽  
Clinical Setting ◽  
Phenomenological Study ◽  
Clinical Care ◽  
Clinical Decisions ◽  
Clinical Safety ◽  
Support Mechanism ◽  
Hospitalised Patients ◽  
Smartphone Use

Smartphones have become an indispensable item for nursing students. The use of these devices in the clinical setting could have various effects on the clinical work of nursing students. This study was to explore nursing students’ perceptions of their lived experiences of smartphone use in the clinical setting, in regard to patient safety. A descriptive phenomenological study was carried out. A total of 24 nursing students from a university in the southeast of Spain participated in this study. There were 10 in-depth interviews and two focal groups from January to May 2020. The data analysis was performed using ATLAS.TI software to identify the emergent topics. The COREQ Checklist was used to prepare the manuscript. Three principal topics were identified that illustrated the nursing students’ experiences and perceptions of smartphone use in the clinical setting (1): Using smartphones in the clinical setting as a personal resource, (2) smartphones as a support mechanism for making clinical decisions, (3) impact of smartphones on patient care. The nursing students perceived smartphones as a support mechanism for making clinical decisions and for patient care. Smartphone use during clinical practicums may influence the quality of patient-centred communication and threaten clinical safety. The results of this study provide knowledge on the use of smartphones by nursing students in the clinical setting, which could help to establish measures that guarantee adequate patient care and responsible use of these devices.

scholarly journals Lecturers’ Perspective on The Ethics of Student Verbal Communication at Islamic Religious Universities and Public Universities in East Java

2020 ◽  
Vol 15 (1) ◽  
pp. 183
Author(s):  
Ahmadi Ahmadi ◽  
Weni Tria Anugrah Putri
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Phenomenological Study ◽  
Secondary Data ◽  
Structured Interview ◽  
Verbal Communication ◽  
Primary Data ◽  
Snowball Sampling ◽  
Phone Calls ◽  
Data Collection Technique

Communication is a daily activity in academic or non-academic activities within the university. This study aims to explore the lecturer perspective on the ethics of verbal communication students. This study is a qualitative research with a phenomenological study method. To simplify the design of the research, the qualitative research stages chosen were Spradley's. This research data collection technique is through interviews conducted with lecturers who served in a number of universities in East Java Province. While the data collection instruments used are structured interview guidelines and unstructured interview guidelines. Sampling in this study was conducted using non-probability sampling techniques. More precisely by using the type of purposive and snowball sampling. The data generated is in the form of secondary primary data. Primary data in the form of conversations with appointed lecturers. Whereas secondary data is obtained when interviewing key informants. One of the results of this study is that it is known that the current use of telephones for communication between students and lecturers is declining. One reason is the reluctance of lecturers to receive phone calls from students who are sudden. With these findings it is hoped that there will be student attention to their ethics in communicating with lecturers.

scholarly journals Building Academic Communities to Support Nursing Students with Disabilities: An Integrative Review

2018 ◽  
Vol 2 (1) ◽  
pp. 60 ◽  
Author(s):  
Leslie Neal-Boylan ◽  
Michelle Miller ◽  
Jessica Bell
Keyword(s):  
Nursing Students ◽  
Students With Disabilities ◽  
Interdisciplinary Approach ◽  
Academic Community ◽  
Integrative Review ◽  
Social Model ◽  
Educational Models ◽  
Academic Communities ◽  
Information Center ◽  
The University

Background: Students with disabilities in higher education are increasing, yet discrimination against nurses and nursing students with disabilities persists.  A healthy academic community must include students with disabilities who are receiving accommodations per the ADAAA.Aim: To determine the extent, if any, of progress in accommodating nursing students with disabilities since the enactment of the Americans with Disabilities Act Amendment (ADAAA) of 2008. Methods: An integrative review of peer-reviewed literature written in English was conducted. The Cumulative Index to Nursing & Allied Health Literature (CINAHL), PubMed, and Educational Resources Information Center (ERIC) were searched. The date range spanned from 2008 to 2018. The type of peer-reviewed literature was not specified.Results: Accommodating students with disabilities depends on individual faculty who remain concerned about patient safety. Faculty tend to view students with disabilities using a medical rather than a social model and evaluate students on the ability to perform essential functions of the job instead of on student competencies.Conclusions: Faculty are more aware of the needs of nursing students with disabilities and the need to accommodate them, yet discrimination still occurs. Academic communities must not discriminate against students with disabilities and should structure an interdisciplinary approach that includes assistance from the university disability office, education of faculty about the ADAAA and the development of sustainable educational models that integrate the individualized needs of all learners.

scholarly journals The empirical-phenomenological research framework: Reflecting on its use

2017 ◽  
Vol 7 (12) ◽  
pp. 81 ◽  
Author(s):  
Martin Christensen
Keyword(s):  
Data Analysis ◽  
Nursing Students ◽  
Lived Experience ◽  
Phenomenological Study ◽  
Phenomenological Research ◽  
Research Process ◽  
Analysis Tool ◽  
Qualitative Researcher ◽  
Descriptive Phenomenology ◽  
Research Framework

Background and objective: Descriptive phenomenology when used within the tradition of Husserl offers the qualitative researcher a unique perspective into the lived experience of the phenomena in question. Methods of data analysis are often seen as the theoretical framework for which these studies are then focused. However, what is not realised is that the data analysis tool is merely that a tool for which to delineate the individual narratives. What is often missing is a research framework for which to structure the actual study.  Therefore, the aim of this paper is to offer a reflective account of how the empirical-phenomenological framework shaped and informed a descriptive phenomenological study looking at the lived experience of male nursing students as they journey though the under-graduate nursing programme.Methods: A reflective narrative was used to examine and explore how the empirical-phenomenological framework can be used to support method construction within a descriptive phenomenological study.Results and conclusions: The empirical-phenomenological research framework aims to provide a practical method for understanding and valuing the range and depth of descriptive phenomenology, in particular the lived experience. Used in combination with specific phenomenological data analysis models the empirical-phenomenological framework is structured to support the qualitative research process.

Lived Experience of Nursing Faculty who Received Caring From Nursing Students

2015 ◽  
Vol 19 (2) ◽  
pp. 29-34 ◽  
Author(s):  
Susan Welch,
Keyword(s):  
Nursing Students ◽  
Lived Experience ◽  
Nursing Faculty ◽  
Phenomenological Study ◽  
Faculty Members ◽  
Nursing Educators ◽  
Methodological Rigor ◽  
Phenomenological Methodology ◽  
Insight Into

This phenomenological study explored the lived experience of nursing faculty who received caring from nursing students. Seven faculty members participated. Interviews were analyzed using a phenomenological methodology by Colaizzi (1978). Methodological rigor was achieved adhering to trustworthiness criteria of Lincoln and Guba (1985). Three patterns emerged: Opening the Door, Stepping Through, and Keeping the Door Open. The pattern of Opening the Door incorporated the themes of Being in a Caring Group and Self-Disclosing. Stepping Through encompassed themes of Acknowledging Me as a Person and Giving. The themes Respecting, Sharing, Supporting, and Connecting were included in the pattern Keeping the Door Open. Findings related to the theory of nursing as caring (Boykin & Schoenhofer, 2001) and offered insight into relationships between nursing educators and nursing students and increased understanding of the reciprocal nature of caring.

Ethical Issues in Private Practice: A Phenomenological Investigation of Music Therapy Business Owners

2021 ◽  
Author(s):  
Kyle Wilhelm ◽  
Lindsey Wilhelm
Keyword(s):  
Music Therapy ◽  
Private Practice ◽  
Phenomenological Study ◽  
Ethical Issues ◽  
Ethical Dilemmas ◽  
The United States ◽  
Business Owners ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Music Therapists

Abstract As a music therapy private practice is both a business and a healthcare service, it should adhere to ethical standards from both disciplines. However, this topic has rarely been examined in the music therapy literature. The purpose of this phenomenological study was to explore ethical dilemmas experienced by music therapy business owners (MTBOs) in their private practice and how MTBOs avoid or address ethical dilemmas. Utilizing convenience and snowball sampling techniques, 21 MTBOs in the United States were interviewed using semi-structured interviews. To answer the two areas of inquiry, we identified three themes and 12 subthemes: (1) Ethical issues related to client welfare, (2) Ethical issues related to business relationships and operation, and (3) Strategies to address or avoid ethical dilemmas. MTBOs also shared how they ensure ethical behavior in themselves, with their employees or independent contractors, and when interacting with professionals outside the private practice. These findings provide a better understanding of MTBOs’ lived experiences of ethics in their private practice and may benefit other music therapists who are in private practice or are wanting to go into private practice. Limitations and recommendations for further research are provided.

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