scholarly journals Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

2017 ◽  
Vol 7 (12) ◽  
pp. 98
Author(s):  
Jan Gunnar Dale ◽  
Bjørg Dale
Keyword(s):  
Nursing Students ◽  
Real Life ◽  
Theory And Practice ◽  
Survey Study ◽  
Clinical Settings ◽  
Electronic Survey ◽  
Main Activity ◽  
Nursing Course ◽  
Study Plan ◽  
Case Based

Background: Inspired by the work of Benner and colleagues at Carnegie Foundation, a new course in nursing was implemented in the first study year’s curriculum in the bachelor program in nursing. The new nursing course included a shift from a lecture-only classroom based approach to a problem-based and case-based approach. Reflections and discussions in groups with fellow students and supervisors was the main activity. The aim of this study was to examine how the students experienced the new nursing course.Methods: The survey study was conducted at a university in southern Norwegian. The sample consisted of students in two subsequent classes (n = 126 and n = 118), who had followed the new study plan in the first study year and the traditional study plan in the second study year. An electronic survey, including questions concerning the extent, quality and usefulness of the study plans were examined.Results: The students were, in general, satisfied with the new nursing course regarding the content and quality. The teachers’ presence and ability to engage, challenge and facilitate reflection seemed to be decisive. Reflecting and discussing real-life patient cases in groups with fellow students and a supervisor was stimulating, motivating and useful for learning professional nursing.Conclusions: A problem based, case-based pedagogy might increase the students’ preparedness for solving patient problems that they encounter in clinical settings. Cooperation and reflection in small groups with fellow students and the supervisor enhance nursing students’ clinical reasoning skills, and might contribute to reduce the gap between theory and practice.

scholarly journals An exploratory survey of undergraduate nursing students’ experiences of group work within a Problem-Based Curriculum

Curationis ◽  
2002 ◽  
Vol 25 (4) ◽  
Author(s):  
P. Brysiewicz ◽  
R. Cassimjee ◽  
P. Mclnerney
Keyword(s):  
Nursing Students ◽  
Group Work ◽  
Real Life ◽  
Clinical Settings ◽  
Group Discussions ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Learner Centered ◽  
Life Problems ◽  
Small Group Discussions

Problem-based Learning is a learner-centered approach to education which encourages student participation and group work in the learning process. This method of selfdirected learning is facilitated by the use of small-group discussions. This being the case, it is important for groups to function effectively in order for this learning to occur. These small groups are guided by a facilitator and utilize real-life problems from the clinical settings.

Student nurses’ views of right to food of older adults in care homes

2019 ◽  
Vol 27 (3) ◽  
pp. 754-766
Author(s):  
Elisabeth Irene Karlsen Dogan ◽  
Anne Raustøl ◽  
Laura Terragni
Keyword(s):  
Human Rights ◽  
Nursing Home ◽  
Nursing Education ◽  
Nursing Students ◽  
Research Design ◽  
Real Life ◽  
Nursing Home Residents ◽  
Theory And Practice ◽  
Human Rights Education ◽  
Right To Food

Background: Human rights are an important part of nursing practice. Although there is increasing recognition regarding the importance of including human rights education in nursing education, few studies have focused on nursing students’ perspectives and experiences in relation to human rights in nursing, especially regarding older nursing home residents’ right to food. Objective: To explore nursing students’ perspectives and experiences in relation to the right to food. Research design: The study followed a qualitative interpretative research design. Data were collected from multistage focus groups before, during and after clinical placement in a nursing home and analysed through thematic analysis. Participants and research context: Participants were 18 first-year nursing students; the study was conducted in 2017. Ethical considerations: This study was approved by the Norwegian Centre for Research Data. Findings: Students’ understanding of older nursing home residents’ right to food was a dynamic process. Their perceptions evolved from a polarized perspective to a reality orientation and finally to retrospective reflection. Discussion: The article discusses how nursing students learn about and understand human rights within and throughout their placements. Conclusion: The study bridges human rights theory and practice. Findings suggest that the human right to food must be enacted in daily practice for students to learn in context. Human rights education, specifically pertaining to nutritional care, thus benefits from a practice-oriented approach preparing students to face ‘real life’ challenges and ethical dilemmas. Findings will help nurse educators tailor education in this field.

Ann's Story: An Authentic Learning Experience for Online Nursing Students

2019 ◽  
Vol 25 (2) ◽  
pp. 144-147 ◽  
Author(s):  
Kristy Baron ◽  
Ann Rocha ◽  
Pamela Anderson
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Learning Experience ◽  
Real Life ◽  
Authentic Learning ◽  
Learning Activity ◽  
Health Care Environment ◽  
Patients With Cancer ◽  
Daunting Task ◽  
Nursing Course

Preparing students for a complex and ever-changing health-care environment is a daunting task for nurse educators. One way to accomplish this task is by reducing the gap between what is learned in school and what is practiced upon graduation. Nurse educators are challenged to create online environments that engage students with real-life activities that resemble practice—authentic learning. One authentic learning activity created for an oncology nursing course that resonated with students was Ann's Story. Ann, a nursing professor, was diagnosed with cancer, and her story was used in a course about caring for patients with cancer. Ann's goal of making something good come of her cancer diagnosis was met through student comments reflecting newfound wisdom in sharing thoughts, feelings, and compassion with patients rather than concentrating only on the completion of tasks.

scholarly journals Theory – Practice Gap: Challenges Experienced by Nursing Students at the Satellite Campus of a Higher Education Institution in Namibia

2019 ◽  
Vol 8 (5) ◽  
pp. 21
Author(s):  
Hatupopi Saara Kertu ◽  
Vistolina Nuuyoma
Keyword(s):  
Nursing Students ◽  
Education Institution ◽  
Study Data ◽  
Theory And Practice ◽  
Clinical Settings ◽  
Satellite Campus ◽  
Background Theory ◽  
Total Care ◽  
Practice Gap ◽  
Theory Practice Gap

Background: Theory practice gap is the discrepancies found between what students learn in the formal classroom setting and what they experience in the clinical settings.  Observations reveal that nursing as practised is task-centred and students rarely get involved in anything approaching the total care of individual patients, thus leading to theory-practice gap.Objectives: The study explored and described the challenges faced by Bachelor of Nursing (clinical) honours students when integrating theory into practice in the clinical settings.Method: The study, which was granted ethical clearances from two institutions, drew on an exploratory phenomenology methodology to gather data from ten nursing students registered at a satellite campus. The participants were purposively selected with data collected via focus group interviews. Thereafter, data were transcribed verbatim and analysed using content analysis. The study data collection and analysis adhered to ethical principles and quality measures in order to ensure credibility, transferability, dependability and confirmability. Results: Nursing students experience challenges in integrating theory and practice. These challenges are grouped into four themes; theory verses practice, limited resources in clinical settings, discriminatory attitudes and communication barriers.Conclusion:  Nursing students appreciated accompaniment and supervision by nurse educators. However, the accompaniment’s impact on learning may be undermined through the students’ limited exposure to clinical cases. Therefore, long-term strategies are recommended for effective integration of theory with practice.

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

Fundamentals of Mental Health Nursing

2009 ◽  
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
Nursing Practice ◽  
Care Plan ◽  
Service Users ◽  
Self Awareness ◽  
Mental Health Nursing ◽  
Diverse Range ◽  
Health Nursing ◽  
Case Based

In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development

scholarly journals POS0733 REAL-LIFE PHYSICAL ACTIVITY IN SLE PATIENTS: ASSOCIATIONS WITH FATIGUE AND QUALITY OF SLEEP

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 617.1-617
Author(s):  
H. Wohland ◽  
N. Leuchten ◽  
M. Aringer
Keyword(s):  
Physical Activity ◽  
Sleep Quality ◽  
Disease Activity ◽  
Lupus Erythematosus ◽  
Real Life ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Fatigue Score ◽  
The Mean

Background:Fatigue is among the top complaints of patients with systemic lupus erythematosus (SLE), but only in part associated with SLE disease activity. Physical activity can help to reduce fatigue and should therefore be recommended to SLE patients. Vice versa, fatigue may arguably lead to reduced physical activity.Objectives:To investigate the extent of physical activity and the perception of fatigue and sleep quality in patients with SLE.Methods:Starting in February 2019, SLE patients were invited to participate in a cross-sectional survey study of fatigue and physical exercise during their routine outpatient clinic visits. Participants filled out a ten-page paper questionnaire focused on physical activity. To evaluate fatigue, we primarily used a 10 cm visual analogue scale (0-100 mm, with 100 meaning most fatigued), but also the FACIT fatigue score (range 0-52). Sleep quality was estimated using grades from 1 (excellent) to 6 (extremely poor).Results:93 SLE patients took part in the study. All patients fulfilled the European League Against Rheumatism/ American College of Rheumatology (EULAR/ACR) 2019 classification criteria for SLE. 91% of the patients were female. Their mean (SD) age was 45.5 (14.3) years and their mean disease duration 12.1 (9.4) years. The mean BMI was 25.2 (5.6). Of all patients, 7.5% had a diagnosis of (secondary) fibromyalgia. The mean fatigue VAS was 32 (27) mm and the mean FACIT fatigue score 35.7 (10.3). As expected, fatigue by VAS and FACIT was correlated (Spearman r=-0.61, p<0.0001). The mean SLEDAI was 1 (1) with a range of 0 to 6. Median glucocorticoid doses were 2 mg prednisolone equivalent, with a range from 0 to 10 mg.Out of 66 patients in payed jobs, 64 (97%) reported details on their working space. One person (2%) worked in a predominanty standing position, 37 (58%) worked in essentially sedentary jobs and 26 (40%) were in positions where they were mildly physically active in part. The mean fatigue VAS was 31 (24) mm for patients with partly active jobs and 27 (30) mm for those in sedentary jobs. Sleep was graded 2.9 (0.9) by those with active and 3.1 (1.3) by those with sedentary jobs.Half of the patients (51%) reported more than one physical recreational activity. 44 (47%) were walking and for five persons (5%) this was the only form of activity. Cycling was reported by 19 patients (20%), 18 of whom also practiced other activities. For transport, 52 (56%) in part chose active modes, such as walking and cycling. Patients who reported any of the above activities showed a mean fatigue VAS of 28 (25) mm, compared to 36 (28) mm in the patient group without a reported activity. Sleep quality was very similar: 3.1 (1.2) and 3.2 (1.1) for more active and more passive patients, respectively.65 (70%) patients regularly practiced sports. Of these, 39 (60%) practiced one kind of sport, 15 (23%) two, 7 (11%) three, and 2 (3%) each four and five kinds of sports. Fatigue VAS of patients practicing sports was 27 (25) mm versus 43 (28) in those who did not (p=0.0075). Sleep quality was 2.9 (1.1) in the sports cohort and 3.5 (1.1) in the no-sports cohort (p=0.0244).Conclusion:A majority of SLE patients in remission or low to moderate disease activity regularly practiced sports, and those doing so reported lesser fatigue and better sleep quality. The absolute values on the fatigue VAS were in a moderate range that made fatigue as the main cause of not performing sports rather unlikely for most patients.Disclosure of Interests:Helena Wohland: None declared, Nicolai Leuchten Speakers bureau: AbbVie, Janssen, Novartis, Roche, UCB, Consultant of: AbbVie, Janssen, Novartis, Roche, Martin Aringer Speakers bureau: AbbVie, Astra Zeneca, BMS, Boehringer Ingelheim, Chugai, Gilead, GSK, HEXAL, Lilly, MSD, Novartis, Pfizer, Roche, Sanofi, UCB, Consultant of: AbbVie, Astra Zeneca, BMS, Boehringer Ingelheim, GSK, Lilly, MSD, Roche, Sanofi, UCB

The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Derya Uzelli Yilmaz ◽  
Esra Akin Palandoken ◽  
Burcu Ceylan ◽  
Ayşe Akbiyik
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Intramuscular Injection ◽  
Skills Training ◽  
First Year ◽  
Safety Skills ◽  
Safety Behavior ◽  
Significant Difference ◽  
Academic Year ◽  
Nursing Course

AbstractThe aim of this study was to examine the effect of scenario-based learning (SBL) compared to traditional demonstration method on the development of patient safety behavior in first year nursing students. During the 2016–2017 academic year, the Fundamentals of Nursing course curriculum contained the teaching of demonstration method (n=168). In the academic year 2017–2018 was performed with SBL method in the same context (n=183). Objective Structured Clinical Examination (OSCE) that assesses the same three skills was implemented in both academic terms to provide standardization so that students could evaluated in terms of patient safety competency. It was found that students’ performance of some of the steps assessed were not consistently between the demonstration and SBL methods across the three skills. There was a statistically significant difference between demonstration method and SBL method for students’ performing the skill steps related to patient safety in intramuscular injection (p<0.05) Our results suggest that the integration of SBL into the nursing skills training may be used as a method of teaching in order to the development of patient safety skills.

A Community Pediatric Camp Escape Room: An Interactive Approach to Applying Real-Life Critical Thinking Skills

2020 ◽  
pp. 104687812097274
Author(s):  
Syretta Spears ◽  
Gabriel M. Díaz ◽  
Desiree A. Diaz
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Clinical Care ◽  
Real Life ◽  
Thinking Skills ◽  
Learning Activity ◽  
After School ◽  
Communication Policy ◽  
Interactive Approach ◽  
Legal Implications

Background. Escape rooms have been utilized to incorporate teamwork, communication, policy, and procedures reinforcement, as well as clinical care. Often themed, escape rooms challenge a team of players to discover clues and sequentially solve puzzles with the ultimate task of accomplishing a specific goal in a limited time frame, fostering critical thinking. Method. This learning activity incorporates legal implications for prelicensure nursing students in a pediatric community summer camp/after school care environment. Care and legal implications for a minor experiencing respiratory distress was the premise of this escape room. Outcomes. While this was not a research study, surveys were distributed for quality improvement and a deeper needs assessment related to the content and delivery of an escape room. Learners discussed the positive aspects of this activity through journal entries and a survey, noting the need for increased content related to legal implications for the medical team. This room engaged the learner in the forward-thinking that is needed related to emergency care, Good Samaritan Act, liability for cost, and permission to treat in a time-pressured environment. Future Plans. Testing the knowledge pre-post survey related to legal implications with implied care will be explored.

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