scholarly journals Adding context to a simulation module for leadership and management baccalaureate nursing students

Author(s):  
Rachel V. Kilgore ◽  
Mary E. Goodwin ◽  
Rose A. Harding
2016 ◽  
Vol 22 (3) ◽  
pp. 176-180 ◽  
Author(s):  
Della Anderson

Baker University Bachelor of Science in Nursing students study servant leadership and emotional intelligence in a Leadership and Management in Professional Nursing course. The acquisition of these skills increases collaboration with clients and colleagues. Servant leadership improves care through encouragement and facilitation rather than power (Waterman, 2011). Emotional intelligence allows individuals to deal effectively with emotions and is associated with better health (Por, Barriball, Fitzpatrick, & Roberts, 2011). Knowledge of servant leadership, combined with emotional intelligence, creates a relationship with self; encourages relationships with others, clients, and providers; allows teamwork participation; and impacts the entire community.The very first element for having control over others, is, of course, to have control over oneself. If I cannot take charge of myself, I cannot take charge of others. The next, perhaps, is—not to try to ‘seem’ anything, but to be what we would seem. A person in charge must be felt more than she is heard—not heard more than she is felt. She must fulfill her charge without noisy disputes, by the silent power of a consistent life, in which there is no seeming, and no hiding, but plenty of discretion. She must exercise authority without appearing to exercise it. A person . . . in charge must have a quieter and more impartial mind than those under her, in order to influence them by the best part of them and not by the worst.—Nightingale, F., First Formal Letter to the Nurses, 1872(Attewell, 2012)


2012 ◽  
Vol 8 (8) ◽  
pp. e388-e389
Author(s):  
Mary Goodwin ◽  
Rachel V. Kilgore ◽  
Rose Harding ◽  
Keili Peterman ◽  
LeAnn Chisholm ◽  
...  

Author(s):  
Quyen Phan ◽  
Naomi Johnson ◽  
JoAnna Hillman ◽  
Daniel Geller ◽  
Laura P. Kimble ◽  
...  

AbstractObjectiveFor nursing students, competency in population health management involves acquiring knowledge and forming attitudes about the impact of the social determinants of health (SDoH) on health equity. The purpose of this pilot study was to assess nursing students’ knowledge and attitudes about the SDoH and health equity following a focused simulation activity.MethodBaccalaureate nursing students (N=182) participated in a ninety-minute health equity simulation and a post-simulation debrief. Forty-four students (23%) completed a 19-item post-simulation survey.ResultsSixty-four percent of participants reported positive attitude change in working with marginalized populations caused by the SDoH, and 89% reported being knowledgeable about the role of the registered nurse in addressing health equity. Seventy-five percent reported enhanced knowledge of the SDoH through the health equity simulation.ConclusionUsing health equity simulation may be effective in enhancing students’ knowledge, as well as their attitudes in caring for the health of marginalized populations by addressing the SDoH.


2020 ◽  
pp. 089033442097998
Author(s):  
Cheryl Langford ◽  
Marcella Gowan ◽  
Monica Haj

Background Students returning to school who are breastfeeding face unique challenges. There is limited literature on breastfeeding university students. Several researchers have studied breastfeeding employees in the workplace. Institutions of higher education closely mimic the employment environment. Breastfeeding college students who express their milk while at school share similar challenges to employed mothers. A baccalaureate nursing program is rigorous and little is known about the challenges facing breastfeeding student nurses returning to classes. Research aim To explore the breastfeeding experience of baccalaureate nursing students. Methods Our study was a cross-sectional descriptive qualitative design. Purposive sampling was used to enroll participants ( N = 12). In depth, semi-structured interviews were conducted. Qualitative thematic analysis was used to analyze the data both manually and using Dedoose QDA software. Results An overarching theme of pervasive conflict between the role of the breastfeeding mother and the role of the student nurse surfaced. Three interrelated organizing themes also emerged; challenging, vulnerability, and resilience. Time constraints, self-care versus role demands, and structural accommodations contributed to the challenges. Only one participant indicated a knowledge of her breastfeeding rights. All of the participants expressed gratitude for faculty and community support, regardless of conflicts. Conclusion Breastfeeding participants were both vulnerable and resilient. Faculty may improve experiences through providing specific areas of support. A breastfeeding support policy outlining student rights and faculty responsibilities is needed to educate, guide, and enforce protections. Health care providers may enhance breastfeeding students’ experiences through anticipatory guidance, education, and continued support.


2008 ◽  
Vol 8 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Frances Fothergill Bourbonnais ◽  
Stephanie Langford ◽  
Laura Giannantonio

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