scholarly journals “They can crush you”: Nursing students’ experiences of bullying and the role of faculty

2018 ◽  
Vol 8 (6) ◽  
pp. 66 ◽  
Author(s):  
L. Michelle Seibel ◽  
Florriann Carissa Fehr
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Faculty Members ◽  
Faculty Role ◽  
Post Secondary ◽  
Giving Feedback ◽  
Resolution Processes ◽  
Difficult Situations

This paper will explore the faculty role when nursing students experience bullying, and what teaching practices best support student confidence and learning. Failure to address the issue of bullying in nursing education contributes to bullying in the profession, and creates an atmosphere of distrust between students and faculty. Nursing students have reported that faculty sometimes behave in bullying ways or are ill-prepared to address bullying as it occurs. Faculty may contribute to bullying unknowingly, as students may perceive teaching behaviours, such as giving feedback, as bullying. Giving feedback is a skill in itself, and faculty members should consider factors influencing a student’s perception of student/teacher interactions. Having a firm grasp on conflict resolution processes and reviewing related curriculum are responsibilities of post-secondary nurse educators. Faculty also have the responsibility to recognize and address conflict in a timely manner, and turn difficult situations into learning experiences or teachable moments. In order to prevent faculty bullying of students, faculty members should acknowledge the inherent vulnerability of learners, and also reflect on their own communication practices and their potential impact on learners.

Contested Practice: Political Activism in Nursing and Implications for Nursing Education

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Ellen Buck-McFadyen ◽  
Judith MacDonnell
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Political Action ◽  
Social Issues ◽  
Political Activism ◽  
Rational Approach ◽  
Purposeful Sampling ◽  
Life History Study

AbstractCanadian nurses have a social mandate to address health inequities for the populations they serve, as well as to speak out on professional and broader social issues. Although Canadian nursing education supports the role of nurses as advocates for social justice and leadership for health care reform, little is known about how nurse educators understand activism and how this translates in the classroom. A comparative life history study using purposeful sampling and a critical feminist lens was undertaken to explore political activism in nursing and how nurse educators foster political practice among their students. Findings from interviews and focus groups with 26 Ontario nurse educators and nursing students suggested that neoliberal dynamics in both the practice setting and in higher education have constrained nurses’ activist practice and favour a technical rational approach to nursing education. Implications and strategies to inspire political action in nursing education are discussed.

scholarly journals Factors contributing to incivility amongst students at a South African nursing school

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Hildeguard Vink ◽  
Oluyinka Adejumo
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
South African ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Post Secondary ◽  
Face To Face ◽  
South African School ◽  
Qualitative Descriptive ◽  
Set Up

Background: This study determined the experiences of nurse educators of the factors contributing to the uncivil classroom behaviours of nursing students at a South African school of nursing.Objective: To describe what nurse educators consider to be factors contributing to incivility among nursing students in a South African nursing school.Method: A qualitative descriptive design was used. Eleven nurse educators were purposively sampled for their experiences on the factors contributing to incivility. Individual face-to-face interviews were conducted until data saturation.Results: The data analysed indicated that the educators had varying but often similar perspectives on which factors contribute to incivility among nursing students. The three themes that emerged from the data were academic, psycho-pathological and social factors.The themes were discussed on the basis of their reported impact on classroom behaviour and the implications for the teaching and learning environment.Conclusion: Conclusions were made that an educational screening system to identify committed students before admission into nursing education should be explored; that a support system should be explored for nurse educators to deal with incidents of uncivil behaviour, perhaps within policy frameworks in the nursing institution; that emotional support should be provided for students who may be experiencing difficulties adjusting to the rigours of post-secondary education; and that a forum should be set up for nurse educators to compare notes and share ideas on what works best in reducing the incidence of uncivil behaviours in the classroom setting.

scholarly journals Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literature

2010 ◽  
Vol 15 (1) ◽  
Author(s):  
Mary Chabeli
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Concept Mapping ◽  
Nurse Educators ◽  
Short Term Memory ◽  
Teaching Method ◽  
Educational Process ◽  
Theoretical Frameworks ◽  
Reading Material

Nursing students are exposed to a vast amount of information and reading material that is very specific, technical, and new to the students. Unless nurse educators provide a learning environment that promotes understanding through interaction, students might only commit unassimilated information to their short-term memory through rote learning, and no meaningful learning will occur. Nursing students must be able to link learned facts, concepts and principles with new knowledge in order to make sound rational decisions in practice (All & Havens 1997:1210, 1213). The aim of this paper is to describe the utilisation of concept-mapping as a teaching method to facilitate critical thinking by students in nursing education. The description of the utilisation of concept-mapping is done from the theoretical framework of concept-mapping and critical thinking to provide the epistemological basis for concept-mapping (Facione 1990:6, 13). Based on the exploration and description of the theoretical frameworks, four steps to facilitate critical thinking were formulated through concept-mapping on the basis of the educational process: the identification, interactive constructing process, formulation and evaluation steps. It is concluded that the utilisation of these steps will assist nurse educators to implement conceptmapping as a teaching method to facilitate critical thinking by student nurses in nursing education. Recommendations are made.Opsomming Verpleegkundestudente word blootgestel aan ’n geweldige hoeveelheid inligting en leesmateriaal wat baie spesifiek, tegnies en nuut is vir die studente. Tensy verpleegkundeopvoeders ’n leeromgewing kan voorsien wat deur interaksie die bevordering van begrip bewerkstellig, kan studente inligting deur papegaaiwerk in hul korttermyngeheue stoor, eerder as om dit te assimileer – geen betekenisvolle leer sal dus plaasvind nie. Verpleegkundestudente moet die vermoë hê om die verband tussen aangeleerde feite, konsepte en beginsels en nuwe kennis te lê sodat hulle in die praktyk rasionale besluite kan maak (All & Havens 1997:1210, 1213). Hierdie artikel het ten doel om die aanwending van konsepkartering as 'n onderrigstrategie te beskryf, ten einde die kritiese denke van leerders in die verpleegkunde te fasiliteer. Die beskrywing van die aanwending van konsepkartering word vanuit die teoretiese raamwerke van konsepkartering en kritiese denke gedoen om die epistemologiese grondslag vir konsepkartering te voorsien (Facione 1990:6, 13). Gegrond op die verkenning en beskrywing van die teoretiese raamwerke, word vier fases vir die fasilitering van kritiese denke geformuleer deur middel van konsepkartering. Hierdie verkenning en beskrywing is gebaseer op die onderwysproses: die identifiseringsfase, die interaktiewe konstrueringsproses, die formuleringsfase en evalueringsfase. Die gevolgtrekking word gemaak dat die aanwending van hierdie fases verpleegopvoeders behulpsaam sal wees in die implementering van konsepkartering as 'n onderrigmetode om kritiese denke by leerling verpleërs te fasiliteer in verpleegkunde-onderwys. Aanbevelings word gemaak.

Integrating YouTube into the Nursing Curriculum

2011 ◽  
Vol 16 (3) ◽  
Author(s):  
Leighsa Sharoff
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Nurse Educators ◽  
Nursing Curriculum ◽  
Nursing Courses ◽  
User Friendly ◽  
Nursing Professionals ◽  
Theoretical Foundations

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today’s nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

scholarly journals Encompassing multiple moral paradigms: A challenge for nursing educators

2010 ◽  
Vol 17 (2) ◽  
pp. 189-199 ◽  
Author(s):  
Elizabeth Shirin Caldwell ◽  
Hongyan Lu ◽  
Thomas Harding
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Values ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Chinese Students ◽  
Real Life ◽  
Chinese Student ◽  
Nursing Educators

Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.

scholarly journals Predicted Influences of Artificial Intelligence on Nursing Education: Scoping Review

JMIR Nursing ◽  
10.2196/23933 ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. e23933
Author(s):  
Christine Buchanan ◽  
M Lyndsay Howitt ◽  
Rita Wilson ◽  
Richard G Booth ◽  
Tracie Risling ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Scoping Review ◽  
Nurse Educators ◽  
Clinical Care ◽  
Grey Literature ◽  
Academic Institutions ◽  
Health Technologies

Background It is predicted that artificial intelligence (AI) will transform nursing across all domains of nursing practice, including administration, clinical care, education, policy, and research. Increasingly, researchers are exploring the potential influences of AI health technologies (AIHTs) on nursing in general and on nursing education more specifically. However, little emphasis has been placed on synthesizing this body of literature. Objective A scoping review was conducted to summarize the current and predicted influences of AIHTs on nursing education over the next 10 years and beyond. Methods This scoping review followed a previously published protocol from April 2020. Using an established scoping review methodology, the databases of MEDLINE, Cumulative Index to Nursing and Allied Health Literature, Embase, PsycINFO, Cochrane Database of Systematic Reviews, Cochrane Central, Education Resources Information Centre, Scopus, Web of Science, and Proquest were searched. In addition to the use of these electronic databases, a targeted website search was performed to access relevant grey literature. Abstracts and full-text studies were independently screened by two reviewers using prespecified inclusion and exclusion criteria. Included literature focused on nursing education and digital health technologies that incorporate AI. Data were charted using a structured form and narratively summarized into categories. Results A total of 27 articles were identified (20 expository papers, six studies with quantitative or prototyping methods, and one qualitative study). The population included nurses, nurse educators, and nursing students at the entry-to-practice, undergraduate, graduate, and doctoral levels. A variety of AIHTs were discussed, including virtual avatar apps, smart homes, predictive analytics, virtual or augmented reality, and robots. The two key categories derived from the literature were (1) influences of AI on nursing education in academic institutions and (2) influences of AI on nursing education in clinical practice. Conclusions Curricular reform is urgently needed within nursing education programs in academic institutions and clinical practice settings to prepare nurses and nursing students to practice safely and efficiently in the age of AI. Additionally, nurse educators need to adopt new and evolving pedagogies that incorporate AI to better support students at all levels of education. Finally, nursing students and practicing nurses must be equipped with the requisite knowledge and skills to effectively assess AIHTs and safely integrate those deemed appropriate to support person-centered compassionate nursing care in practice settings. International Registered Report Identifier (IRRID) RR2-10.2196/17490

scholarly journals Evaluation of Self-Directed Learning in Nursing Students: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Mohammad Nazarianpirdosti ◽  
Maryam Janatolmakan ◽  
Bahareh Andayeshgar ◽  
Alireza Khatony
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Meta Analysis ◽  
Self Directed Learning ◽  
Positive Role ◽  
Directed Learning ◽  
Training Courses ◽  
The Mean

Background. Self-directed learning plays an important role in nursing education and is associated with academic achievement, communication self-efficacy, assertiveness, responsibility, and students’ clinical competencies. This study was conducted to analyze the existing research on the level of self-directed learning in nursing students. Methods. In this systematic review and meta-analysis, all studies that had examined the level of self-directed learning in nursing students until March 2, 2020, were searched in Science Direct, Ovid, Scopus, PubMed, ProQuest, Web of Science, and Google Scholar databases. In the meta-analysis section, I2 index and the random effects model were used. Comprehensive Meta-Analysis software (version 2) was used for data analysis. Results. The mean score of self-directed learning in 12 articles with 3830 samples was 156.73 ± 1.47 out of 200 (95% CI: 153.3–160.1). These scores were 153.50 ± 2.71 (95% CI: 148.18–158.82) and 154.67 ± 1.32 (95% CI: 157.50–159.32) in the male and female students, respectively. There was a significant relationship between self-directed learning and sample size, year of study, and semester ( p < 0.05 ). Conclusion. The mean self-directed learning in nursing students was at a moderate level, which does not seem to be sufficient. Given the positive role of self-directed learning in nursing education, it is essential that nursing professors teach self-directed learning skills to students via training courses.

Comparison of nurse educators’ and nursing students’ descriptions of teaching codes of ethics

2011 ◽  
Vol 18 (5) ◽  
pp. 710-724 ◽  
Author(s):  
Olivia Numminen ◽  
Helena Leino-Kilpi ◽  
Arie van der Arend ◽  
Jouko Katajisto
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Ethics Education ◽  
Codes Of Ethics ◽  
Evaluation Methods ◽  
Demographic Variables ◽  
Patient Relationship ◽  
Teaching Research ◽  
Structured Questionnaire

This study analysed teaching of nurses’ codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses’ codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students’ perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the use of these methods were statistically significant. Students’ knowledge of and their ability to apply the codes was mediocre. Most educators and students assessed educators’ knowledge of the codes as adequate for teaching. These educators also taught the codes more extensively and these students perceived the teaching as more extensive. Otherwise educators’ and students’ socio-demographic variables had little association with the teaching. Research should focus on the organization and effectiveness of ethics education, and on educators’ competence.

Rooting Out White Supremacy and Implementing Antiracism in Nursing Education

2021 ◽  
Vol 27 (1) ◽  
pp. 31-35
Author(s):  
Amie M. Koch
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Health Outcomes ◽  
Racial Discrimination ◽  
White Privilege ◽  
Nurse Educators ◽  
White Supremacy ◽  
Negative Health Outcomes ◽  
Care Nursing

Discussing racism is challenging for nurse educators and nursing students, because White privilege and racial inequities are deeply embedded and normalized in our societal structures. Avoiding the topic of racism in nursing education renders White supremacy invisible and serves to perpetuate racial discrimination and disparities in health care. Nursing education has the potential to train both faculty and students to recognize and dismantle oppressive attitudes, structures, and practices that have led to negative health outcomes for patients. Equipping nurse educators with the tools to understand and address White supremacy as well as to educate themselves and their students about antiracist language, self-care, and patient care is an important step toward promoting health and creating an antiracist society.

Precepted Experiences for Doctoral Student Nurses

2017 ◽  
Vol 23 (2) ◽  
pp. 124-128
Author(s):  
Brenna L. Quinn
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Doctoral Programs ◽  
Student Nurses ◽  
Nurse Faculty ◽  
Faculty Role ◽  
Board Of Governors ◽  
National League ◽  
Development Evaluation ◽  
Phd Programs

Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.

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