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Nursing Open ◽  
2021 ◽  
Author(s):  
Cynthia Foronda ◽  
Susan Prather ◽  
Kenya Snowden ◽  
Juan M. Gonzalez ◽  
Karina A. Gattamorta ◽  
...  

This curriculum presents a framework and key content on skin interity and wound care thay is recommended for inclusion in student nurse curricula (general nurse education). With this curriculum, EWMA aims to provide a starting point for increased and standardised education in wound care. This EQF level 4 curriculum was published as a supplement to the Journal of Wound Management in December 2021.


2021 ◽  
Author(s):  
◽  
Jane Ellen Esther Stojanovic

<p>This thesis describes the maternity system in Wellington between 1950 and 1970 particularly from the perspectives of consumers and midwives. Four women consumers who experienced maternity in Wellington and two midwives who worked in Wellington’s maternity hospitals during this period provided their oral testimonies as the main primary sources for this study. The author’s recollections of being a student nurse and a consumer in Wellington and other primary and secondary sources are used to substantiate, explore and explain the topic. The study traces the sociopolitical changes in New Zealand maternity from 1900 to 1970 creating a backdrop against which Wellington’s maternity system, including the women, the hospitals, the workforce, maternity practices and the childbearing process are illuminated using the insights of women and midwives who experienced them. “That’s what this lady who had had her baby, said to me, she said, You lose your dignity when you have your baby”, was a comment from one of the interviewed women. This took me back to student days when a common saying was ‘You leave your dignity at the door when you go in to have a baby’. These comments suggested the title for this thesis. The oral testimonies of the six participants described positive and negative aspects of their maternity experiences, but the three strong themes that arose from their accounts included ‘being alone’, ‘lack of autonomy’ and ‘uncaring attitudes’.</p>


2021 ◽  
Author(s):  
◽  
Jane Ellen Esther Stojanovic

<p>This thesis describes the maternity system in Wellington between 1950 and 1970 particularly from the perspectives of consumers and midwives. Four women consumers who experienced maternity in Wellington and two midwives who worked in Wellington’s maternity hospitals during this period provided their oral testimonies as the main primary sources for this study. The author’s recollections of being a student nurse and a consumer in Wellington and other primary and secondary sources are used to substantiate, explore and explain the topic. The study traces the sociopolitical changes in New Zealand maternity from 1900 to 1970 creating a backdrop against which Wellington’s maternity system, including the women, the hospitals, the workforce, maternity practices and the childbearing process are illuminated using the insights of women and midwives who experienced them. “That’s what this lady who had had her baby, said to me, she said, You lose your dignity when you have your baby”, was a comment from one of the interviewed women. This took me back to student days when a common saying was ‘You leave your dignity at the door when you go in to have a baby’. These comments suggested the title for this thesis. The oral testimonies of the six participants described positive and negative aspects of their maternity experiences, but the three strong themes that arose from their accounts included ‘being alone’, ‘lack of autonomy’ and ‘uncaring attitudes’.</p>


2021 ◽  
Vol 12 (2) ◽  
pp. 59
Author(s):  
Melanie Hayward

Objective: To explore the lived experience of the phenomenon of self-selected social media use through the viewpoint of UK pre-registered student nurses in relation to their studies.Methods: Seven UK pre-registration student nurses who used social media in relation to their nursing studies were interviewed during February and March 2020. Semi-structured interviews were transcribed and analysed using interpretative phenomenological analysis.Results: Four themes indicated that students used social media to discover, create and control their ‘own space’ for personal and professional benefit, through a ‘whole new world’ of social connections, ‘opening doors’ for learning and development to support themselves and each other on their ‘journey to be nurses’. The analysis also revealed an inherent journey of self-discovery affording self-empowerment and resilience, the significance of which was dependent on each participant’s characteristics and experiences.Conclusions: Social media use may have the potential to assist student nurse decisions related to, enhance the experience of, and engagement in, their education. As an international phenomenon, social media could be considered as an agent to improve student nurse retention and facilitate recruitment. Future research is recommended to explore the use of social media in this way as well as the challenges to its use.


Author(s):  
Banapriya Sahoo ◽  
Akoijam Mamata Devi ◽  
Haobijam Madhubala Devi

Background:  In the twenty-first century, Caesarean section is the most frequent operation in obstetrics. Throughout the twentieth century, Caesarean sections have proven to be one of the most efficient abdominal procedures. Over the last three decades, the number of caesarean sections has risen considerably. Around the world, the number of caesarean sections performed is on the rise. From 2003 to 2018, it is more than doubled, reaching a peak of 21% and is growing at a rate of 4% every year. Today’s student nurse will become future nurse, so it’s vital create them competent while providing care to the mothers after lower section caesarean section. Objective: To assess current competencies among students on postnatal care of mothers who underwent lower section caesarean section in study group , to assess the impact of the skill training programme on the competencies of students in focused group & to find out the association between post-test competencies with the demographic variables of students of study group. Methods and Materials: The quasi-experimental with non-equivalent pre-test post-test design study was conducted on 30 students in each of experimental and control group by convenient sampling technique in two nursing institutions at Gurugram, Haryana. Results: Experimental group subjects enhanced the level of knowledge from 11.6 to 17.8 and their skill from 11.7 to 35.5 after implementing the skilled training programme, while the control group showed no improvement. There is a statistically significant transformation between the pre-test and post-test scores. Paired sample ‘t’ test was used to observe differences between pre and post-test mean scores. Students with prior knowledge were more competent, which is statistically noteworthy with a P value of < 0.001. Age, sex, religion, parents' education, and home location are not significant demographic characteristics. The Pearson chi square test was used to determine statistical significance. Conclusion: Skill training not only enhance knowledge in a specific field, but then also clarifies students how to network, accomplish to timeline, and connect efficiently with people. A competent student nurse can become a competent staff nurse by developing skill through effecting skill training program during study period.


2021 ◽  
Vol 17 (30) ◽  
pp. 53
Author(s):  
Audrey Tolouian ◽  
Diane B. Monsivais ◽  
Melissa Wholeben

Background: Nurse educators who are novice often express the need for improved preparation in the educator role. Problem: With the growth of online programs, one area of concern is the need for educators who are prepared to teach online. Approach: A mentorship for online teaching was developed to give student nurse educators the opportunity to develop educator competencies in the online environment. The process, benefits, challenges, and key points for the success of the mentorship are discussed. Outcomes: Since Spring 2016, 89 nurse educator graduate students have completed the mentorship. Their confidence related to the educator role in an online environment was enhanced, and they took great pride in serving as professional role models to the undergraduate nursing students. Conclusions: The mentorship option provides improved educator role preparation for nursing education graduate students who will teach online. It also provides informal mentorship as well as an unexpected perceived value in higher education to students in undergraduate nursing program.


2021 ◽  
pp. 103198
Author(s):  
Sue Jackson ◽  
Alison Steven ◽  
Amanda Clarke ◽  
Su McAnelly

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