Critical Review III to Standardize the Textbooks of Fundamentals of Nursing: Nutrition, Urinary and Bowel Elimination Needs

Purpose: To identify the discrepancies in the textbook of fundamentals of nursing in nutrition and elimination needs in terms of number, range, definition and etc.Methods: The 10 textbooks which are the most frequently used were selected and reviewed. After then compared it with the protocols of essential nursing skills of Korean Accreditation Board of Nursing Education and evidence-based clinical nursing practice guidelines of Korean Hospital Nurses’ Association.Results: The most significant discrepancies in nutrition domain were criteria of obesity, confirmation of nasogastric tube placement. In elimination domain, there were several mixed or miss uses of French and number unit in catheter size. And appropriate catheter size for urinary catheterization and enema is different to books and guidelines.Conclusion: In order to conduct an effective resource in education of nursing, textbooks need to be revised constantly and contain the recent researches and guidelines.

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An exploratory account of the register of nursing textbooks

Language Context and Text ◽

10.1075/langct.00003.gar ◽

2019 ◽

Vol 1 (1) ◽

pp. 39-64 ◽

Cited By ~ 1

Author(s):

Alexandra I. García

Keyword(s):

Nursing Education ◽

Nursing Practice ◽

Evidence Based ◽

Biomedical Knowledge ◽

Manual Analysis ◽

Nursing Textbooks ◽

Context Of Situation ◽

Evidence Based Nursing

Abstract Given the pressing issues that affect nursing education (e.g. higher attrition and plagiarism rates), this study aims to obtain initial insight on whether nursing textbooks meet the demands of their context of situation. These demands could be listed as: construing biomedical knowledge, establishing a pattern of evidence-based nursing practice and promoting the values of person-centred care. For this analysis, I draw on aspects of parameters of context developed by Hasan (2004), Butt (2004) and Matthiessen (2015), and relate them to their semantic and lexicogrammatical realisation across different metafunctions using corpus-based techniques and detailed manual analysis of short extracts. The results may suggest that nursing textbooks may be meeting the demands of nursing as a research-based discipline but failing to model empathetic communication.

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Evidence based clinical nursing practice in a regional Australian healthcare setting: Predictors of skills and behaviours

Collegian Journal of the Royal College of Nursing Australia ◽

10.1016/j.colegn.2015.03.005 ◽

2016 ◽

Vol 23 (2) ◽

pp. 191-199 ◽

Cited By ~ 1

Author(s):

Greg Fairbrother ◽

Andrew Cashin ◽

Rae Rafferty ◽

Annette Symes ◽

Iain Graham

Keyword(s):

Nursing Practice ◽

Healthcare Setting ◽

Evidence Based ◽

Clinical Nursing

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Is It Evident That Evidence Shall Govern the Health System?

International Journal for Human Caring ◽

10.20467/1091-5710.16.2.64 ◽

2012 ◽

Vol 16 (2) ◽

pp. 64-69

Author(s):

Charlotte Delmar,

Keyword(s):

Interpersonal Relationships ◽

Evidence Based Medicine ◽

Nursing Practice ◽

Theory Development ◽

Religious Fundamentalism ◽

Evidence Based ◽

Ethical Problems ◽

Clinical Nursing ◽

Based Medicine ◽

Evidence Based Nursing

For some nurses the demand for documentation, development, and research has been interpreted in a way that evidence is becoming a kind of “religious” fundamentalism. If evidence-based nursing derives from evidence-based medicine, it seems to be a problem for researchers, whose objects are values, interpersonal relationships, ethical problems, and power issues. The article questions the concept of knowledge and illuminates the development of the concept of theory. The view of what counts as evidence-based nursing will have implications for clinical nursing practice, as well for research and theory development.

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The Perceived Usefulness of Digital Simulators in the Acquisition of Professional Competencies by Undergraduate Nursing Students

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i22.17023 ◽

2020 ◽

Vol 15 (22) ◽

pp. 258

Author(s):

Rabia Qaisar ◽

Halima Lajane ◽

Abderrahmane Lamiri ◽

Hind Bouzoubaa ◽

Omar Abidi ◽

...

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Teaching Methods ◽

Nursing Practice ◽

Perceived Usefulness ◽

Training Module ◽

Innovative Teaching ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Clinical Nursing

Abstract— Digital virtual simulators are considered one of the most innovative teaching methods currently available for overcoming training difficulties in clinical nursing practice. This study aimed to measure the perceived usefulness of digital simulators in the acquisition of professional nursing skills among undergraduate nursing students. A group of 50 students participated in an online training module on a digital simulator over six sessions. They then responded to a survey about the training. The results indicated that 80% of the participants found learning with a digital simulator to be an enriching experience and 82% of the students felt that it could be beneficial to adopt this mode of teaching in other areas of nursing education. It is hoped that these findings will encourage teachers to adopt this approach to nursing education as a solution to the various constraints related to student placements. It may be especially useful in situations where there is a lack of supervisors or a large number of students.

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Exploring the Necessity of the Establishment of Doctor of Nursing Practice Program from expertise’s view; A Qualitative Study

10.21203/rs.2.21253/v1 ◽

2020 ◽

Author(s):

mozhgan rivaz

Keyword(s):

Health Care ◽

Nursing Education ◽

Qualitative Data ◽

Nursing Practice ◽

Qualitative Approach ◽

Faculty Members ◽

Structured Interviews ◽

Doctor Of Nursing Practice ◽

Managing Change ◽

Clinical Nursing

Abstract Background Complex healthcare landscape increasingly demands leaders who are adept at managing change in health care environments. The doctor of nursing practice (DNP) prepares nurses for the most advance level of clinical nursing practice. The aim of this study was to explore the necessity of the establishment of the DNP program in Iran from expertise’s view.Methods This study was conducted using a qualitative approach. The participants included thirteen faculty members and PhD candidates who were selected through a purposive sampling. Data were collected through focus group and semi-structured interviews, and analyzed using qualitative content analysis.Results Qualitative data analysis resulted in two main categories: “provide infrastructures” and “DNP: as an opportunity to drive positive changes” with two categories respectively.Conclusion The findings showed although DNP as an opportunity to drive positive changes is necessary in the nursing education, but inadequate resources, cultural, social, and economic differences in the developing countries especially in Iran, are important limitations of the implementation of the DNP. Therefore, a multidisciplinary collaboration to provide a well-integrated means of meeting the needs of the patients recommended for better designing of the DNP and break down the obstacles.

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Protocol for a scoping review on the conceptualisation of learning in undergraduate clinical nursing practice

BMJ Open ◽

10.1136/bmjopen-2018-024360 ◽

2019 ◽

Vol 9 (2) ◽

pp. e024360 ◽

Cited By ~ 3

Author(s):

Malou Stoffels ◽

Saskia M Peerdeman ◽

Hester E M Daelmans ◽

Johannes C F Ket ◽

Rashmi A Kusurkar

Keyword(s):

Nursing Education ◽

Clinical Practice ◽

Scoping Review ◽

Nursing Practice ◽

Medical Information ◽

Hospital Setting ◽

Undergraduate Nursing Education ◽

Undergraduate Nursing ◽

Clinical Nursing ◽

Conceptual Clarity

IntroductionLearning in the clinical setting is a major form of learning in undergraduate nursing education. In spite of this, how nursing students learn in clinical practice is still largely unknown. Moreover, there is no conceptual clarity on learning in practice in the current literature. This paper aims to set up a protocol for a scoping review of the literature in order to map different conceptualisations of learning in practice in undergraduate clinical nursing education in the hospital setting. The operationalisations of different concepts will be compared and the findings of the studies will be synthesised.Methods and analysisThis scoping review will be guided by the methodological framework proposed by Arksey and O’Malley and refined by Levac et al. and the Joanna Briggs Institute. The search strategy will be developed together with a medical information specialist and the search will be performed in electronic databases (PubMed, EBSCO/ERIC and EBSCO/CINAHL). In a first search, we will identify concepts that are used as an equivalent to learning in practice. Next, we will search for studies operationalising these concepts in undergraduate nursing education. Finally, we will check reference lists for additional publications. Abstracts and full-text studies will independently be screened by two researchers. All studies that have ‘learning in undergraduate clinical nursing practice’ as their main topic and that include a definition and operationalisation of an equivalent to learning in clinical practice, will be considered for inclusion. We will chart different conceptualisations and their theoretical underpinnings, as well as reported learning opportunities, informal and formal aspects of learning, social aspects of learning and gaps in the literature.Ethics and disseminationThis review will help design future studies on learning in clinical nursing practice using well-defined and agreed on terminology. The results will be disseminated through journal publications and conference presentations.

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