scholarly journals Transition-to-practice guidelines: Enhancing the quality of nursing education

2018 ◽  
Vol 10 (1) ◽  
pp. 66 ◽  
Author(s):  
T Bvumbwe ◽  
N Mtshali
Keyword(s):  
Nursing Education ◽  
Practice Guidelines ◽  
Transition To Practice ◽  
Quality Of Nursing

scholarly journals School Life Experience of Male Nursing Students Reinstated at School after Military Service

2018 ◽  
Vol 24 (4) ◽  
pp. 315-325
Author(s):  
Kyoung A Nam ◽  
Kyeong Hwa Kang ◽  
Seongmi Moon
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Military Service ◽  
Life Experience ◽  
School Life ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

scholarly journals Nursing education: mapping in the perspective of transformation

2020 ◽  
Vol 73 (3) ◽  
Author(s):  
Josicelia Dumêt Fernandes ◽  
Rosana Maria de Oliveira Silva ◽  
Giselle Alves da Silva Teixeira ◽  
Raíssa Millena Silva Florêncio ◽  
Lázaro Souza da Silva ◽  
...  
Keyword(s):  
Nursing Education ◽  
Public Education ◽  
Descriptive Study ◽  
The State ◽  
Economic Power ◽  
Education Policies ◽  
Analytical Instruments ◽  
Mixed Approach ◽  
Quality Of Nursing

ABSTRACT Objective: to construct a theoretical, field and analysis mapping of nursing education in the context of public education policies in Brazil. Method: a descriptive study with a mixed approach of investigation, having as theoretical-analytical instruments the studies on maps construction (theoretical, field and analytical), which allowed the distribution, imbalances, tendencies and contradictions verification of the phenomenon studied. Results: the disordered expansion of vacancies in nursing has been occurring in a disorganized, asymmetric way and directed to the distancing of the State in the assistance to the educational sector, as well as the consequent privatization of education and reaffirmation of social imbalance of regions with the lowest economic power. Final considerations: the study made technological, scientific and academic contributions possible and showed that public policies directed intense and disorderly expansion of courses/vacancies, indicating the need to establish strategies that can promote actions to strengthen the quality of nursing education.

scholarly journals Quality of Nursing Education in Philippines: Difference in Quality of Nursing Programme in relation to Profile of Faculty Members

2020 ◽  
Author(s):  
Stella Appiah
Keyword(s):  
Nursing Education ◽  
Teaching Experience ◽  
Education Programme ◽  
Faculty Members ◽  
Educational Institutions ◽  
P Value ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
Quality Of Nursing

Abstract Background The subject of continuous quality of nursing education programme is an extremely sensitive issue worldwide, particularly in Philippines where high number of their trained registered nurses are exported to both developed and developing countries. The assessment of quality of nursing education programmes are usually measured using passing rates in licensure examinations by several government organizations. However, few studies have associated quality of nursing education to the quality of nursing instructors, this study probed further and determined whether the quality of nursing education programmes differs according to profile of faculty members in Philippines colleges of higher education in higher educational institutions. Methods A cross-sectional survey study design was employed in this study. One hundred and eight-five (185) faculty members in fifteen (15) higher educational institutions were selected for the research using purposive sampling. The study was carried out with the period of January 1 – June 30, 2017. Close-ended structured questionnaires based on study objectives were used to collect data. Frequency and Percentages were used to analyse the profile of faculty members whereas weighted means from a four liker’s scale was used to interpret the extent of perceived quality of nursing education programme. Results Majority, 39% and 46% of faculty members had 1–5 years’ clinical experience and 6–10 years of teaching experience respectively. Study participants with a grand weighted mean of 3.84 out of 4.00 strongly agreed that quality of nursing education programme is synonyms with other universities in the world. Significant differences existed in the quality of mission/vision/goals/objectives (p-value = 0.008), curriculum and instruction (p-value = 0.038), administration of nursing programme (p-value = 0.025), faculty development programme (p-value = 0.003), physical structure and equipment (p-value = 0.016), student services (p-value = 0.017), admission of students (p-value = 0.010) and quality assurance system (p-value = 0.009) in relation to teaching experience of faculty members. Conclusion Faculty members strongly perceived nursing education programmes to be of good quality in this study. Teaching experience of instructors predicted significant differences in the quality of nursing education programme in all the quality matrix indicators. However, clinical experience and job category of faculty members rather showed that quality of nursing education is the same throughout all the higher educational institutions.

scholarly journals Blended teaching and learning methods in nursing and midwifery education: A scoping review of the literature

2021 ◽  
Vol 9 (1) ◽  
pp. 100-114
Author(s):  
J.P. Ndayisenga ◽  
Y. Babenko-Mould ◽  
Y. Kasine ◽  
A. Nkurunziza ◽  
D. Mukamana ◽  
...  
Keyword(s):  
Nursing Education ◽  
Blended Learning ◽  
Scoping Review ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Learning Approaches ◽  
Midwifery Education ◽  
Face To Face Learning ◽  
Quality Of Nursing

Background: Blended learning (BL) is defined as the combination of both traditional face-to-face learning and synchronous or asynchronous e-learning approaches. The aim of this scoping review was to explore the literature to obtain a broad understanding of the use of BLin nursing and midwifery education in general, in Sub-Saharan Africa (SSA), and in particular Rwanda.Methods: The literature published between 2010 and 2019 were reviewed from six electronic databases using keywords including blended learning, nursing education, midwifery education, higher education, SSA, and Rwanda. Arksey and O'Malley's framework was used in this review.Results: The initial search identified 1,283 records. Eleven articles were selected for this review after the application of predetermined inclusion criteria. Almost all reviewed articles indicated that the integration of BLmethods improved the quality of nursing and midwifery education in general, and in SSAcountries including Rwanda.Conclusions: Initial research in this area highlights that moving from traditional classroom-delivered programs to the BLapproach is feasible and can promote the quality of nursing and midwifery standards of education. This scoping review highlights a paucity of research on BL in nursing and midwifery education, particularly in SSAcountries. Keywords: Blended learning, nursing and midwifery education, SSA, Rwanda

scholarly journals The quality of doctoral nursing education in South Africa

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Siedine K. Coetzee ◽  
Hester C. Klopper ◽  
Mi J. Kim
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Doctoral Education ◽  
Survey Design ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Doctoral Graduates ◽  
Doctoral Programmes ◽  
Quality Of Nursing

Background: The number of doctoral programmes in nursing has multiplied rapidly throughout the world. This has led to widespread concern about nursing doctoral education, specifically with regard to the quality of curricula and faculty, as well as to the availability of appropriate institutional resources. In South Africa, no study of these issues has been conducted at a national level.Objective: To explore and describe the quality of nursing doctoral education in South Africa from the perspectives of deans, faculty, doctoral graduates and students.Method: A cross-sectional survey design was used. All deans (N = 15; n = 12), faculty (N = 50; n = 26), doctoral graduates (N = 43; n = 26) and students (N = 106; n = 63) at South African nursing schools that offer a nursing doctoral programme (N = 16; n = 15) were invited to participate. Data were collected by means of structured email-mediated Quality of Nursing Doctoral Education surveys.Results: Overall, the graduate participants scored their programme quality most positively of all the groups and faculty scored it most negatively. All of the groups rated the quality of their doctoral programmes as good, but certain problems related to the quality of resources, students and faculty were identified.Conclusion: These evaluations, by the people directly involved in the programmes, demonstrated significant differences amongst the groups and thus provide valuable baseline data for building strategies to improve the quality of doctoral nursing education in South Africa.

scholarly journals A novel in-service nursing education optimizing theory of technological competency as caring in nursing

2019 ◽  
Vol 9 (11) ◽  
pp. 85
Author(s):  
Youko Nakano ◽  
Tetsuya Tanioka ◽  
Rozzano Locsin ◽  
Misao Miyagawa ◽  
Tomoya Yokotani ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Care ◽  
Education Program ◽  
Staff Nurse ◽  
Nursing Process ◽  
Educational Plan ◽  
Care Outcomes ◽  
Technological Competency ◽  
Quality Of Nursing

Contemporary and future nursing practices are increasingly being designed with nursing theories as to its foundation. The aim of this article is to describe an in-service education program for nursing administrators centered on the theory of Technological Competency as Caring in Nursing (TCCN). This theory is framed chiefly within the concepts of technology, caring, nursing, and technological competency. Influencing the significance of in-service education is theory-based practice with advancing technologies in human caring. The in-service education program was organized as a five-month, one-hour a month lecture and discussion series. In each session, educational contents are focused on the nursing process as caring based on the theory of TCCN. This education is a plan that will gradually educate the nurse manager group, the mid-level nursing staff group, and finally to the staff nurse group. This hierarchically organized in-service educational plan aims to systematically improve their knowledge and practice situation for three years. During each session, theory content included “knowing persons as caring” as the nursing process based on the theory of TCCN. Participating in these lectures are envisioned to increase knowledge about TCCN for the purpose of improving the overall quality of nursing care outcomes. An organized educational plan will improve the quality of nursing care as influenced by the use of the theory of TCCN in the practice of nursing.

scholarly journals A middle-range model for improving quality of nursing education in Malawi

Curationis ◽  
2018 ◽  
Vol 41 (1) ◽  
Author(s):  
Thokozani M. Bvumbwe ◽  
Ntombifikile G. Mtshali
Keyword(s):  
Nursing Education ◽  
Transformative Learning ◽  
Panel Discussion ◽  
Research Report ◽  
Productive Capacity ◽  
Main Concept ◽  
Global Consensus ◽  
Middle Range ◽  
Quality Of Nursing

Background: Despite a global consensus that nurses and midwives constitute the majority and are a backbone of any country’s health workforce system, productive capacity of training institutions remains low and still needs more guidance. This study aimed at developing a middle-range model to guide efforts in nursing education improvements.Objective: To explore challenges facing nursing education in Malawi and to describe efforts that are being put in place to improve nursing education and the process of development of a model to improve nursing education in Malawi.Method: The study used a qualitative descriptive design. A panel discussion with eight nursing education and practice experts was conducted guided by core concepts derived from an analysis of research report from a national nursing education conference. Two focus group discussions during two quarterly review meetings engaged nurse educators, practitioners and clinical preceptors to fill gaps from data obtained from a panel discussion. A qualitative abductive analysis approach was used for the development of the model.Results: Transforming and scaling up of nursing education emerged as the main concept of the model with nursing education context, academic practice partnership, regulation, competent graduate and nursing workforce as sub concepts. Key main strategies in the model included curriculum reforms, regulation, transformative learning, provision of infrastructure and resources and capacity building.Conclusion: The model can be used to prioritise nursing education intervention aimed at improving quality of nursing education in Malawi and other similar settings.

scholarly journals Factors associated with job satisfaction among graduate nursing faculties in Nepal

2019 ◽  
Author(s):  
Abja Sapkota ◽  
Usha Kiran Paudel ◽  
Jyotsana Pokhrel ◽  
Pratima Ghimire ◽  
Arun Sedhain ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Nursing Education ◽  
Nursing Faculty ◽  
Response Rate ◽  
National Level ◽  
Factors Associated ◽  
Graduate Nursing ◽  
Significant Factors ◽  
Quality Of Nursing

Abstract Background: Job satisfaction among nursing faculty is critical to improving quality of nursing education, producing future nurses who will contribute directly to the health of patients at a local and national level. This study explores factors associated with job satisfaction among graduate nursing faculties in different universities of Nepal. Methods: A cross-sectional study was conducted among nursing faculty with at least one year of teaching in their respective institutions. A 36-question job satisfaction questionnaire with 6-point Likert type responses was administered online. The questionnaire was pre-tested with 30 faculties pooled from multiple institutions. Link to the final survey was sent via e-mail to 327 nursing faculties working in 39 nursing colleges. Respondents were contacted by phone as a follow up to the email to politely remind them about the survey. Data analysis was carried out with SAS University Edition software. Chi-Square test and t-test were used for simple descriptive analysis. A multivariate binary logistic regression model was used to identify the significant factors associated with nursing faculties’ job satisfaction. Adjusted odds ratio was calculated and significance was considered at p ≤0.05 with 95% confidence interval. Results: The response rate was 54.4%. After retrospective cleaning of data, usable response rate was 52.3% (n=171). The average age of the nursing faculties was 36.8±7.0 years. Based on the overall job satisfaction score, 36.8% nursing faculties were satisfied with their current job. The coefficient for Cronbach’s alpha was 0.895 suggesting very good reliability of the overall measure. The significant factors associated with job satisfaction were the involvement of the faculties in decision making process related to the department (OR=4.83) and adequate access to reference materials (OR=2.90). Conclusions: This study suggests that nursing faculties have positive attitude towards their job but are dissatisfied with the benefits offered to them and the operating condition of their institutions. Expanding the teaching learning resources, such as reference books, subscription to journals, and continuing education opportunities for nursing faculties through participation in professional meetings would be helpful in improving the quality of nursing education in Nepal.

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