scholarly journals Comparative Study of the Undergraduate Nursing Curricula Among Nursing Schools of McMaster University of Canada, Hacettepe University of Turkey, and Tehran University of Iran

2019 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Fatemeh Bahramnezhad ◽  
Fatemeh Keshmiri ◽  
Bahareh Shahbazi ◽  
Parvaneh Asgari
Keyword(s):  
Comparative Study ◽  
Nursing Schools ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Mcmaster University

scholarly journals Infant and Young Child Feeding in Croatian Nursing Programs

2020 ◽  
Vol 4 (1) ◽  
pp. 127-133
Author(s):  
Ana Vidović Roguljić ◽  
Irena Zakarija-Grković
Keyword(s):  
Young Child ◽  
Infant Feeding ◽  
Professional Education ◽  
Nursing Programs ◽  
Allied Health Professionals ◽  
Child Feeding ◽  
Young Child Feeding ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Infant And Young Child

Introduction. Breastfeeding rates in Croatia are far from WHO recommendations, with only 8% of women exclusively breastfeeding at 6 months. Nurses play a key role in supporting optimal infant feeding; therefore, their undergraduate training should cover this topic. Aim. The aim of this study was to determine if infant feeding is part of undergraduate nursing programs in Croatia, and to analyse relevant textbooks. Methods. Between January and March 2019, all publicly available nursing undergraduate curricula (N=9) for the 2018/2019 academic year were assessed. Required textbooks were analysed by two independent assessors using the WHO Infant and Young Child Feeding: Model Chapter for textbooks for medical students and allied health professionals. Results. Infant feeding was included in all the curricula. The mean number of topics from the Model Chapter covered in the four evaluated textbooks was 30.4%, of which 2.7% were classified as correct and thorough, 21% as correct and brief, and 6.7% as incorrect. Fields most poorly covered were: ‘Policy, health system and community actions’ and ‘Appropriate feeding in exceptionally difficult circumstances’. Discussion. This is one of only a few published studies looking at nursing textbook content related to infant feeding. Less than a third of topics, considered mandatory for health professional education, were covered in the required textbooks. Conclusion. Even though infant feeding was part of all assessed nursing curricula in Croatia, the required textbooks were largely outdated, incomplete and at times incorrect.

scholarly journals Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam

2022 ◽  
Vol 19 (2) ◽  
pp. 888
Author(s):  
Trang-Thi-Thuy Ho ◽  
Jina Oh
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Field Experience ◽  
Control Group ◽  
Culturally Competent ◽  
Significant Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Diverse Backgrounds

Cultural competence is a crucial requirement of nursing to promote caring for patients with diverse backgrounds. The purpose of this study was to develop a cultural competence course and to evaluate the effects of the course on undergraduate nursing students in Vietnam. A concurrent triangulation mixed-methods study was adopted using quantitative and qualitative data sources. Sixty-six nursing students were recruited for the following groups: cultural competence course with field experience (n = 22), stand-alone cultural competence course (n = 22), and a control group (n = 22). The findings indicated that significant group by time interactions in total cultural competence score (F = 66.73, p < 0.001) were found. Participants’ perceptions reflected on three categories: (a) journey to cultural competence, (b) satisfaction of cultural competence course, and (c) suggestions for improvements. No statistically significant differences between the two experimental groups were revealed, but “obtaining cultural experiences” and “expanding understanding of cultural competence through field experience” were immersed from participants having field experience. It is vital to expand cultural competency education into nursing curricula to enhance nursing students’ perspective of culturally competent care.

Nursing the dying: A descriptive survey of Australian undergraduate nursing curricula

2009 ◽  
Vol 15 (5) ◽  
pp. 417-425 ◽  
Author(s):  
Amanda Johnson ◽  
Esther Chang ◽  
Louise O'Brien
Keyword(s):  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Descriptive Survey

Integrating Delegation Into the Undergraduate Curriculum

2014 ◽  
Vol 20 (2) ◽  
pp. 106-115 ◽  
Author(s):  
Scott J. Saccomano ◽  
Genevieve Pinto Zipp
Keyword(s):  
Registered Nurses ◽  
Nurse Educators ◽  
Undergraduate Curriculum ◽  
Educational Programs ◽  
Teachable Moments ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Practice Skills

One of the essential practice skills for registered nurses (RNs) is the delegation of tasks. However, few experiences in RN educational programs directly address the development of delegation skills. Many RNs report not feeling confident in their ability to delegate appropriately upon completing their educational programs. Nurse educators must respond to the need to address delegation in undergraduate nursing curricula. This article describes research evaluating levels of knowledge of and confidence in the delegation process among newly graduated RNs, and explores options for teachable moments about delegation.

An Integral Nursing Education: Exploration of the Wilber Quadrant Model

2006 ◽  
Vol 10 (3) ◽  
pp. 22-29 ◽  
Author(s):  
Carey S. Clark
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Educational Needs ◽  
Daily Basis ◽  
Transformative Experience ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Agents Of Change

This paper addresses the need for a transformative shift in undergraduate nursing curricula. By examining typical Bachelor of Science in Nursing (BSN) curriculum, via Ken Wilber’s integral quadrant model, it becomes apparent that nursing students are highly prepared to address the medical-technical needs of their patients. However, it is also evident that students are under-prepared to address the complex emotional, social, and spiritual challenges that their patients face on a daily basis. A proposed shift in nursing curricula would utilize Wilber’s model to address nursing students’ integral educational needs in an effort to create nurses who are capable of caring deeply for patients, acting as agents of change, and who experience the art of nursing as a potentially transformative experience.

Educating the Future eHealth Professional Nurse

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Richard G Booth
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Interdisciplinary Collaboration ◽  
Literacy Education ◽  
Nursing Informatics ◽  
New Paradigm ◽  
Care Nurse ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Client Care

Nursing is at the cusp of a truly revolutionary time in its history with the emergence of electronic health (eHealth) technologies to support client care. However, technology itself will not transform healthcare without skilled practitioners who have the informatics background to practice in this new paradigm of client care. Nurse educators have been slow to react to the matter of the necessary knowledge, skills, and practice competencies required for nurses to function as eHealth practitioners. Specifically, undergraduate nursing education must take a proactive stance towards curriculum development in the areas of eHealth and informatics. The purpose of this paper, therefore, is to propose recommendations about the review and redesign of nursing curricula in relation to nursing informatics. Recommendations include increased information literacy education, interdisciplinary collaboration, and client-centred technologies. Recommendations for faculty development in nursing informatics are also provided.

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