scholarly journals The meaning of caring for nursing students in a baccalaureate nursing program: An arts-based inquiry

2019 ◽  
Vol 9 (11) ◽  
pp. 35
Author(s):  
Karen Parsons ◽  
Caroline Porr ◽  
April Pike ◽  
Paula Kelly
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Care Delivery ◽  
Nursing Program ◽  
Interview Data ◽  
Phenomenological Method ◽  
Step Method ◽  
Advance Student ◽  
Baccalaureate Nursing Program

Objective: To determine the meaning of caring for nursing students in order to inform development of a caring curriculum for a four-year Bachelor of Nursing Program.Methods: A hermeneutic phenomenological method was employed to explore the meaning students ascribed to caring in nursing. Students drew from their own experiences within the context of nursing education. Arts-based inquiry was used as the medium to elicit students’ reflections of the meaning of caring. Seven nursing students participated in the study. Each student was asked to paint a picture capturing the meaning of caring in nursing, followed by one semi-structured audio-recorded interview. Data analysis followed the seven-step method of contextual analysis described by Diekelmann, Allan and Tanner (1989), and incorportated the methods of van Manen (1990).Results: Four themes emerged from the interview data: a) caring comes from within, b) caring is being the best you can be, c) caring is providing holistic care, and d) caring cannot be taught.Conclusions: Arts-based inquiry and the phenomenological method enabled in-depth exploration of the meaning of caring in nursing for seven nursing students. Arts-based inquiry can serve as an effective educational strategy for facilitating and fostering nurse caring among nursing students. The findings from this study have important implications for designing and implementing a caring curriculum in a baccalaureate nursing program including ensuring a caring learning environment is established for nursing students. A caring curriculum will advance student caring, and, ultimately, promote higher quality nursing care delivery.

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

Incorporating Cultural Diversity and Caring through Simulation in a Baccalaureate Nursing Program

2010 ◽  
Vol 14 (2) ◽  
pp. 50-51 ◽  
Author(s):  
Beth Haas
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Environment ◽  
Cultural Backgrounds ◽  
Baccalaureate Nursing Programs ◽  
Dietary Restrictions ◽  
Baccalaureate Nursing Program ◽  
Different Cultures

Cultural competency is a national healthcare goal for baccalaureate nursing programs. Students care for patients from diverse populations with varying cultural backgrounds. In recent years, simulation has enabled educators to impact students’ worldview by introducing them to different perspectives that exist within different cultures. Simulation provides opportunities that incorporate exposure to religious relics, dietary restrictions, language concerns, family dynamics, and communication skills in a clinical environment. These concepts are essential to nursing education and simulation technology allow students to become aware of humanistic components of caring.

The Contributing Individuals in Developing Caring Behaviors of Nursing Students: The Focus Group Finding

2018 ◽  
Vol 22 (4) ◽  
pp. 169-178 ◽  
Author(s):  
Kuntarti Kuntarti ◽  
Krisna Yetti ◽  
Enie Novieastari
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
Peer Group ◽  
Nursing Program ◽  
Mentoring Program ◽  
Caring Behaviors ◽  
Caring Behavior ◽  
Baccalaureate Nursing Program ◽  
Senior Students

Caring behavior as a core competence of nursing students should be developed during the educational period. This study aimed to explore nursing students’ experiences in developing their caring behavior during nursing education. The study employed focus group discussions involving seven nursing students enrolled in the 3rd, 5th, and 9th semesters, and recent graduates of the baccalaureate nursing program in Indonesian. Data were analyzed using concept analysis with Colaizzi’s model. The results showed that besides their parents, the peer group was the most significant contributor to the development of their caring behaviors, followed by lecturers, senior students, nurses, and their patients. This study recommended that the faculty engage peer groups, senior students, and lecturers in the mentoring program to cultivate a caring culture among nursing students and measure the effectiveness of the program to change nursing students’ caring behaviors.

It Takes a Community to Raise a Nurse: Educating for Culturally Safe Practice with Aboriginal Peoples

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
M. Star Mahara ◽  
Susan M Duncan ◽  
Nora Whyte ◽  
Joanne Brown
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Program ◽  
Cultural Safety ◽  
Aboriginal Peoples ◽  
School Of Nursing ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
Baccalaureate Nursing Program ◽  
Key Resources

Described, is a strategy session to identify how to integrate the Framework for Cultural Competence and Cultural Safety in Nursing Education (Aboriginal Nurses Association of Canada, Canadian Association of Schools of Nursing, Canadian Nurses Association) into a baccalaureate nursing program. Emphasis is placed on engaging a wider community building on faculty and institutional strengths and resources to gather a network of Elders, nurses, students, and faculty. Outlined, is the process to identify potential learning experiences, key resources for implementing the Framework, and developing an advocacy statement to influence School of Nursing (SON) and university level policy regarding commitment to the Framework, its values and principles. Written as a narrative, the information can be shared with other SONs as they move forward with their own work in cultural safety and Aboriginal nursing.

Persistence of SCII Scores and CPI Scores of Students Entering a Baccalaureate Nursing Program during a Seven-Year Period

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1362-1362
Author(s):  
Elaine D. Dyer ◽  
Edward J. Winward
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Career Planning ◽  
Nursing Program ◽  
California Psychological Inventory ◽  
Interest Inventory ◽  
Baccalaureate Nursing Program ◽  
Psychological Inventory

This study of 960 nursing students indicated scores on the Strong-Campbell Interest Inventory and the California Psychological Inventory could effectively assist in career planning.

Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS® training and simulation

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Debbie A. Greene ◽  
Josie L. Doss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Student Attitudes ◽  
Baccalaureate Nursing Students ◽  
Nursing Program ◽  
Student Knowledge ◽  
Post Test ◽  
Quasi Experimental ◽  
Baccalaureate Nursing Program ◽  
The Impact

Abstract Objectives Examine the impact of TeamSTEPPS® training and simulation experiences on student knowledge and teamwork attitudes in a baccalaureate-nursing program. Methods This study used a quasi-experimental, pre-test, post-test design. The intervention included a workshop followed by 2 days of simulation experiences. Participants included a total of 46 nursing students. Instruments included the TeamSTEPPS learning benchmark and the Teamwork Attitudes Questionnaire (T-TAQ). Results Scores on the learning benchmark increased following the intervention. In addition, changes in subscores of teamwork strategies, leadership, situation monitoring, and mutual support on the T-TAQ indicate an improvement in student attitudes toward teamwork. Conclusions Incorporating TeamSTEPPS® strategies into undergraduate education can be effective in increasing student knowledge and improving attitudes toward interdisciplinary teamwork.

Crazy Making: The Institutional Relations of Undergraduate Nursing in the Reproduction of Biomedical Psychiatry

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Simon Adam
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Mental Health Nursing ◽  
Undergraduate Nursing ◽  
The Social ◽  
Baccalaureate Nursing Program ◽  
Health Nursing

AbstractUndergraduate mental health nursing education has been extensively discussed among nursing scholars, educators, and curriculum experts. While various perspectives have weighed in on mental health nursing education in Canada, little attention has been paid to understanding the relationship between biomedical psychiatry and undergraduate nursing education. Using institutional ethnography, this article examines the social and textual relations which characterize this relationship. Beginning in the everyday teaching and learning work of faculty members and nursing students in a collaborative baccalaureate nursing program, the social organization of mental health nursing education is explicated and the textual processes are outlined. Findings suggest the presence of an institutional and discursive dominance of mental health nursing education by biomedical psychiatry. Implications for nursing education and recommendations to better balance mental health nursing education are outlined.

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