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Zeitschriftenartikel zum Thema "Nursing students Australia Attitudes":
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McKelvey, Robert S., John A. Webb, Loretta V. Baldassar, Suzanne M. Robinson und Geoff Riley. „Sex Knowledge and Sexual Attitudes Among Medical and Nursing Students“. Australian & New Zealand Journal of Psychiatry 33, Nr. 2 (April 1999): 260–66. http://dx.doi.org/10.1046/j.1440-1614.1999.00549.x.
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Objectives: The aim of this study was to assess the relationship between background and sociodemographic variables, attitudes toward controversial aspects of human sexuality and sex knowledge among medical and nursing students. Method: The study design was a questionnaire-based survey of medical and nursing students in Western Australia. Participants were first-through fifth-year medical students at the University of Western Australia and first-through third-year undergraduate nursing students at Edith Cowan University. Outcome measures were students' attitudes toward controversial aspects of human sexuality expressed on a five-point Likert scale and a modified version of the Kinsey Institute/Roper Organization National Sex Knowledge Test. Results: A significant relationship was found between certain background and sociodemographic variables, sexual attitudes and sex knowledge. The background variable most strongly related to both attitudes and knowledge was frequency of attendance at religious services of any religious denomination during the past month, with those attending three or more times more likely to express negative attitudes and have lower sex knowledge scores. Lower sex knowledge was related to negative attitudes toward gay/lesbian/bisexual behaviour, masturbation, premarital sex and contraception. Other important background and sociodemographic variables related to negative attitudes were: never having experienced sexual intercourse; right-wing political orientation; lower family income; gender and ethnicity. Conclusions: Negative attitudes toward controversial aspects of human sexuality and lower sex knowledge scores among medical and nursing students can be predicted on the basis of background and sociodemographic variables. Education aimed at increasing sex knowledge and modifying negative attitudes may increase students' ability to function more effectively as sexual history takers and sex counsellors.
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Crawford, Heather M., und Michael C. Calver. „Attitudes and Practices of Australian Veterinary Professionals and Students towards Early Age Desexing of Cats“. Animals 9, Nr. 1 (20.12.2018): 2. http://dx.doi.org/10.3390/ani9010002.
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Surgical desexing of cats is typically carried out after six months of age (Mature Age Desexing, MAD); between 4–6 months (Traditional Age Desexing, TAD); or before four months (Early Age Desexing, EAD). We complemented existing surveys of veterinarians’ acceptance of EAD with online and face-to-face surveys, to ascertain the preferred desexing ages for cats and rationale of 957 Australian veterinarians, veterinary nurses, veterinary science students, and veterinary nursing students. A complementary survey of 299 veterinary practice websites across Australia documented any information provided about desexing cats. The most common reason for preferred desexing ages was reducing stray cat populations (30%); 78% of these respondents chose ages aligning with EAD. Vet nurses and nursing students were more conservative than vets or vet students, preferring to desex cats >4 months. Perceived anaesthetic risk was a major motivation, especially for nurses ≤5 years’ experience. Across 299 urban practices in Australian capital cities, 55% of surveyed websites provided no information about desexing cats or listed desexing without explaining why it was necessary, or when to perform it. Increasingly, Australian legislatures mandate desexing of cats by three months of age, so the practices of some current/future veterinary professionals do not match changing legislation.
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Mather, Carey, Angela Jacques und Sarah J. Prior. „Australian First-Year Nursing Student Knowledge and Attitudes on Pressure Injury Prevention: A Three-Year Educational Intervention Survey Study“. Nursing Reports 12, Nr. 3 (22.06.2022): 431–45. http://dx.doi.org/10.3390/nursrep12030042.
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Pressure injury prevention is a significant issue as pressure injuries are difficult to heal, painful, and create clinical complications for patients. The aim of this study was to investigate knowledge and attitudes of first-year nursing students to pressure injury prevention, and to explore whether additional educational interventions augmented learning. A previously validated online survey was administered to three cohorts of first-year nursing students in 2016, 2017 (after additional online education), and 2018 (after further simulation education), and a subsequent comparative analysis was undertaken. Overall, the knowledge of students about pressure injury was low with measures to prevent pressure injury or shear achieving the lowest score (<50%). Students aged over 25 years (p < 0.001) and men (p = 0.14) gained higher attitude scores. There were significant differences for mean knowledge scores between the 2016 and 2018 cohorts (p = 0.04), including age group (p = 0.013) and number of clinical training units undertaken (p = 0.23). The 2016 cohort scored consistently lower in the attitude survey than both other cohorts (p < 0.001). Online resources and simulation experiences marginally improved knowledge and improved attitudes towards prevention of pressure injury. Nursing curricula should include targeted education to ensure student nurses are adequately prepared to prevent pressure injury through understanding of aetiology and risk assessment.
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Belowska, Jarosława, Mariusz Panczyk, Aleksander Zarzeka und Joanna Gotlib. „Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice“. Polish Journal of Public Health 125, Nr. 4 (01.12.2015): 201–4. http://dx.doi.org/10.1515/pjph-2015-0055.
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Abstract Introduction. Modern nursing practice requires Nursing students to expand their knowledge both in the field of specialized nursing and learning the basics of medicine, as based on scientific evidence. The dissemination of research activities in nursing and the development of the profession, knowledge and practice based on Evidence-based Nursing may contribute to the increase of the effectiveness and improving the quality of healthcare services. Nursing teaching curricula should include subjects related to Evidence-based Medicine, such as scientific research methodology or critical analysis of scientific literature. Aim. The aim of the study was to analyze the knowledge and attitudes of nursing students towards Evidence-based Medicine (EBM) and Evidence-based Nursing Practice (EBNP). Material and methods. Out of 127 Master’s degree students in Nursing at the Medical University of Warsaw (4 men), 72% work as a nurse. Mean age of the study group was 26.55 years (min. 22, max. 51, SD=7.52) with 63% of the students attending full-time studies, with 90% being students of the first year. Some 53% earned their bachelor’s degree in Nursing in 2013. A standardized Evidence – Based Practice Profile Questionnaire from University of South Australia, quantitative analysis of the study results. Results. Nearly 30% of the respondents have never encountered EBM or EBNP during their time at the University (n=41). Most students intend to use relevant scientific literature in order to update their knowledge (n=68) and to upgrade their skills, so as to integrate EBNP into their everyday professional practice (n=67). Some 60% of the respondents deem scientific reports useful for their work (n=76) but nearly half of them regards clinical experience as more important than the results of scientific studies, when it comes to making the right decisions in their professional practice (n=56). Nearly a half of the studied group (n=66) have never heard about the term minimum clinically worthwhile effect and only one person declared the correct explanation systematic review (n=1). 42% declare reading published scientific studies once a month but nearly 30% have never referred scientific findings to their own diagnosis (n=41) and 40% have never assessed its methodological correctness (n=51). Conclusions. 1. The educational programs in the framework of Nursing studies should be supplemented with subjects of EBM and EBNP, so as to expand the nursing students’ knowledge and let them reap the benefits of using the latest study results in their future professional practice. 2. The level of knowledge about the principles of assessment of reliability of scientific evidence was strongly insufficient and requires urgent supplementation of knowledge and skills of students in this area. 3. It is necessary for students to update their knowledge, particularly when it comes to using the latest scientific literature in everyday clinical practice and skills connected with critical analysis of scientific evidence.
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Happell, Brenda, Chris Platania-Phung, Julia Bocking, Brett Scholz, Aine Horgan, Fionnuala Manning, Rory Doody et al. „Nursing Students’ Attitudes Towards People Diagnosed with Mental Illness and Mental Health Nursing: An International Project from Europe and Australia“. Issues in Mental Health Nursing 39, Nr. 10 (03.10.2018): 829–39. http://dx.doi.org/10.1080/01612840.2018.1489921.
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Walsh, Raoul A., Krystyna Cholowski, Flora Tzelepis und Elizabeth Stojanovski. „Smoking Prevalence, Attitudes, and Confidence About Tobacco Roles Among Australian Nursing Students“. Journal of Addictions Nursing 23, Nr. 3 (Oktober 2012): 181–90. http://dx.doi.org/10.1097/jan.0b013e31826f4b83.
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Grover-Baltazar, Gabriela Alejandra, Gabriela Macedo-Ojeda, Ana Sandoval-Rodríguez, Marianne Martínez-Vizmanos, Lucrecia Carrera-Quintanar und Barbara Vizmanos. „Validation of the Spanish-Mexican Version of the Australian Breastfeeding Attitude Questionnaire in Higher Education Health Students“. International Journal of Environmental Research and Public Health 18, Nr. 9 (27.04.2021): 4609. http://dx.doi.org/10.3390/ijerph18094609.
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Positive attitudes towards breastfeeding in health professionals/students have been associated with increasing their confidence to provide support and accompaniment to mothers. In Mexico, there is no valid/reliable tool to assess attitudes towards breastfeeding in this population. The Australian Breastfeeding Attitudes (and Knowledge) Questionnaire (ABAQ) measures attitudes in the Australian population. We aimed to adapt and validate the ABAQ in Mexican health students. We included 264 health students (nursing, nutrition, and medicine) from the University of Guadalajara. Bilingual translators carried out the Spanish adaptation with a reverse translation into English. Experts evaluated the content validity. Reliability was evaluated through an internal consistency analysis (Cronbach’s alpha) and construct validity through convergent–divergent validation, item–total correlation, exploratory factor analysis (by principal components), and confirmatory factor analysis. According to the exploratory factor analysis, only one component was identified. Seven items were removed (low correlation between items ≤0.2 and low factor load ≤0.3). The Cronbach’s alpha was 0.78. According to the confirmatory factor analysis, the one-factor solution of the ABAQ-13Mx showed a good model fit (X2 = 98.41, G = 62, p = 0.02, CFI = 0.940, and RMSEA = 0.048). The ABAQ-13Mx is a reliable and valid instrument for evaluating attitudes towards breastfeeding in Mexican health degree students.
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Usher, Kim, Cindy Woods, Janie Brown, Tamara Power, Jackie Lea, Marie Hutchinson, Carey Mather et al. „Australian nursing students’ knowledge and attitudes towards pressure injury prevention: A cross-sectional study“. International Journal of Nursing Studies 81 (Mai 2018): 14–20. http://dx.doi.org/10.1016/j.ijnurstu.2018.01.015.
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Patterson, Christopher, Dana Perlman, Lorna Moxham, Christopher Sudhakar, Asha K. Nayak, Binil Velayudhan, Tessy Treesa Jose und Amy Tapsell. „Australian and Indian nursing students’ skills and attitudes surrounding mental illness: Preparing for a transnational nursing education collaboration“. Nurse Education in Practice 50 (Januar 2021): 102909. http://dx.doi.org/10.1016/j.nepr.2020.102909.
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Park, Joon Soo, Amy Page, Emma Turner, Jasmine Li, Marc Tennant und Estie Kruger. „Dental students’ knowledge of and attitudes towards complementary and alternative medicine in Australia – An exploratory study“. Complementary Therapies in Medicine 52 (August 2020): 102489. http://dx.doi.org/10.1016/j.ctim.2020.102489.
Dissertationen zum Thema "Nursing students Australia Attitudes":
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Wood, Beverley. „Attitudes toward the elderly : a case study of nursing students' attitudes“. Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.
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Saltmarsh, David L. W. (David Lloyd William). „National review of nursing education : student expectations of nursing education“. Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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Hickson, Fay Emily. „Attitude formation and change toward people with disabilities“. Phd thesis, Faculty of Education and Social Work, 1995. http://hdl.handle.net/2123/11725.
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Dietrich, Rebecca. „Baccalaureate nursing students' attitudes concerning abortion“. Connect to this title online, 2004. http://hdl.handle.net/1811/160.
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Senior Honors Thesis (Nursing)--Ohio State University, 2004. Title from first page of PDF file. Document formatted into pages; contains 33 p. Includes bibliographical references (p. 28-29). Available online via Ohio State University's Knowledge Bank.
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Tao, Yuexian. „Nursings students' attitudes towards rural nursing practice“. Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9827.
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Background: Nursing shortage is a worldwide phenomenon; in rural areas, this shortage is exacerbated by geographical imbalances. Reducing the inequality of health outcomes between rural and urban areas requires improvement in the rural nursing workforce. Thus far, little research has been conducted on the recruitment of nursing students to rural nursing in China. Aim: This study aimed to explore nursing students’ perspectives of rural nursing practice and their intentions to work rurally after graduation, and to identify factors contributing to those intentions. Methods: Exploratory interviews were conducted with eleven nursing students to obtain their perspectives of rural nursing practice. This was followed by a hand distributed and collected self-completion questionnaire survey that involved 445 final year nursing students in six nursing schools in one province in China. The questionnaire measured students’ rural career intentions and their perceptions of rural nursing practice. The survey data were collected between December 2011 and March 2012. The response rate for the questionnaire survey was 89%. Results: The results indicated that the majority of final year nursing students did not intend to work rurally. The most frequently cited barriers deterring them from considering a rural job were the perceived fewer opportunities for skills development and learning, potentially lower financial rewards, and family members’ disapproval of rural working. Regression analysis showed that the length of time living rurally and educational level were the most important predictors of nursing students’ intentions to take a rural job immediately following graduation. The logistic regression illustrated that rural identification, degree, and rural placement experiences were significant predictors for nursing students’ intentions to work rurally in their future nursing career. Conclusion: Nursing students with high intentions to work rurally were rare in China. Rural background had a positive impact on students’ intentions to work rurally. Students with a degree were less likely to work rurally.
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Tolentino-Baldridge, Christina M. „HIV stigma| Beliefs and attitudes of nursing students“. Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182142.
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Thirty-five years have passed since the HIV epidemic began and the stigma associated with the disease is still present today. This study examined the level of HIV stigma that exists among students attending a nursing school in an area with a high prevalence of HIV/AIDS. The study also determined if the level of stigma differed between pre-licensure and post-licensure nursing students.
Demographic data and responses from the Health Care Provider HIV/AIDS Stigma Scale (HPASS) were collected from 234 nursing students attending a large, urban university in Long Beach, California. Results indicated that participants had an overall low to low-moderate level of HIV stigma, but a moderate level of stigma was noted on the stereotyping subscale. No significant differences were found between pre-licensure and post-licensure students. However, students who personally know or knew a person living with HIV/AIDS had a significantly lower level of stigma than those who did not.
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Barbé, Jennifer N. „Nursing students' knowledge and attitudes towards HIV/AIDS patients“. Connect to this title online, 2005. http://hdl.handle.net/1811/555.
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Thesis (Honors)--Ohio State University, 2005. Title from first page of PDF file. Document formattted into pages: contains, 35 p. Includes bibliographical references (p. 28-30). Available online via Ohio State University's Knowledge Bank.
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Suppiah, Dall Veronica-Ann. „Factors influencing nurses’ attitudes towards information technology in nursing practice in Western Australia“. Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1589.
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To understand factors that influence Western Australian nurses’ attitudes towards using information technology in nursing practice, a mixed-methods approach involving quantitative and qualitative approaches was used. A questionnaire was responded to by 134 registered nurses and this was followed by interviews with selected participants. Various barriers that hampered nurses’ embracing computers and information technology were identified.
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Jackson, Eric Bartholomew. „Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain“. Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3165.
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ABSTRACT
Insufficient pain management continues to be problematic for hospitalized patients throughout the country. It significantly interferes with a person's quality of life making it an issue of great concern to nurses in any setting. However, nurses do not do a good job of managing pain. The purpose of this evaluation was to assess graduate nursing students' knowledge and attitudes toward pain management.
Forty (n=40) graduate nursing students were asked to participate in the evaluation. All students agreed and completed the Demographic Data Form, Nurses Attitude Survey and the Pain Management and Principles Assessment. Thirty-eight females and two males participated in this study. The mean age was 35 years old (SD=9.77) with a range between 24 and 62. The majority of the participants were Non-Hispanic white (70%), followed by African American (10%), Hispanic (10%), Asian and others. The mean years of nursing experience was 10 years with a standard deviation 7.31.
The data showed that nursing students demonstrated inadequate knowledge regarding pain management. The mean score on the PMPAT was 66% (SD= 3.61).
The mean score on the Nurse Attitude Survey was 77 (SD=5.8) on a survey with scores that could range from 25 to 100. The higher the score the more favorable that nurse is towards pain management. The scores ranged from 69 to 91.
Knowledge and attitude scores had room for improvement, suggesting that the curriculum of the college could be improved. In addition, continuing education courses could be developed to support nurses' knowledge of pain management.
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Lambert-Davis, Jacquelyn Denise. „Caring Behaviors of Nursing Students and their Attitudes Toward Older Adults“. Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1499892376409129.
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Graycar, Adam. Racism and the tertiary student experience in Australia: Policy discussion paper. Canberra, ACT: Academy of the Social Sciences in Australia, 2010.
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Conn, Irene. Ageism, attitudes and the curriculum: An exploration of educational visits to active, older people by undergraduate nursing students. [S.l: The author], 1994.
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Grahame, Catherine. The construction, validation and use of an attitude scale to test the attitudes of a sample of general nursing students to full student status. Cartrefle: University of Wales, 1988.
Buchteile zum Thema "Nursing students Australia Attitudes":
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Carey, A. „A Study of Attitudes of Undergraduate Nursing Students Toward Substance Abuse“. In Medicolegal Library, 23–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-82595-8_4.
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Lum, Imran. „Muslim professionals and university students' interpretation of ribā and attitudes towards home loans,savings accounts and credit cards“. In A Comparative Study of Islamic Finance in Australia and the UK, 91–132. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429294808-4.
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Nakamura, Mitsuhiro, Yasuko Kitajima, Jun Ota, Taiki Ogata, Zhifeng Huang, Ayanori Nagata, Kyoko Aida, Noriaki Kuwahara, Jukai Maeda und Masako Kanai-Pak. „The Relationship between Nursing Students’ Attitudes towards Learning and Effects of Self-learning System Using Kinect“. In Digital Human Modeling and Applications in Health, Safety, Ergonomics, and Risk Management. Human Body Modeling and Ergonomics, 111–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39182-8_13.
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Moon, Weon-Hee, und Soon-Young Yun. „Factors Affecting Attitudes Toward Death of Korean Nursing College Students; Including Spiritual Well-Being for Smart Healthcare“. In Smart Healthcare Analytics: State of the Art, 181–89. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5304-9_12.
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Ferri, Paola, Sergio Rovesti, Alberto Barbieri, Enrico Giuliani, Chiara Vivarelli, Nunzio Panzera, Paola Volpi und Rosaria Di Lorenzo. „Interprofessional High-Fidelity Simulation on Nursing Students’ Collaborative Attitudes: A Quasi-experimental Study Using a Mixed-Methods Approach“. In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops, 99–110. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52287-2_10.
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Karlsaune, Hanne, Therese Antonsen und Gørill Haugan. „Simulation: A Historical and Pedagogical Perspective“. In How Can we Use Simulation to Improve Competencies in Nursing?, 1–11. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_1.
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Abstract I hear and I forget. I see and I remember. I do and I understand. —Confucius 551–479 BCE Simulation is increasingly used in nursing education to supplement clinical and didactic learning activities. Simulation is a technique for practice and learning that can be used in many different disciplines as well as for trainees. Simulation is a technique (not a technology) aiming at replacing real experiences with guided ones; that is, it represents a context in which students can exercise and explore various aspects of a specific practical skill. Accordingly, simulation-based learning signifies a useful approach to develop health professionals’ knowledge, skills, and attitudes while protecting patients from unnecessary risks. Simulation involves learning situations that take place under the supervision of an expert or lecturer and is commonly applied as an active learning method in different health disciplines like nursing, social education, radiography, and medicine. This chapter concentrates on historical and pedagogical perspectives of simulation as a learning method in nursing education. Simulation as a learning method builds on pedagogical adult learning theory, with an emphasis on David A. Kolb and Donald Schön’s concepts experience-based learning, reflection-on-action, and reflection-in-action. Simulation-based learning is appropriate for topics such as patient safety, teamwork, and quality of health services. The literature states that simulation contributes positively to nursing students’ situational awareness, their ability to formulate and predict possible consequences of action implemented, decision-making, communication, and teamwork.
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Missouridou, E., A. Zartaloudi, C. Dafogianni, J. Koutelekos, E. Dousis, E. Vlachou, E. Evagelou und E. Papageorgiou. „Researching Nursing Students’ Attitudes toward Mental Health Practice: Cultural Adaptation and Validation of the Greek Version of the Acceptability of Locking the Door Questionnaire in Acute Psychiatric Care“. In GeNeDis 2020, 107–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78771-4_13.
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Clayton, Kaylene. „Attitudes Towards ICT in Australian High Schools“. In Information Communication Technologies, 3384–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch238.
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Information and communication technology (ICT) is integrated into almost every daily activity. Yet, few females today are choosing ICT based careers; a large percentage prefer to work in “pink collar” jobs such as childcare, education, and nursing. A recent report (Queensland Government, 2004) states that the average weekly earnings of full-time female workers in ICT, personal services, education, and health careers are $883.30, $513.10, $802, and $854.20 respectively. Furthermore, even though females consistently earn less than males, female ICT workers record the highest average earnings for all female occupations. Not only are females rejecting the financial rewards associated with ICT careers in favor of jobs that are seen to have a high human concern, they are also denying their voice in the creation and development of future technologies and applications. However, why are they shunning ICT study and careers? How does their educational environment and their perceptions of ICT impact ICT study and career choices? This article explores these questions through the 2003 case study of Year 9 and 12 students, teachers and guidance officers at two co-educational schools in Queensland, Australia. Data was collected from 490 participants through questionnaires and six students and four teachers took part in interviews. Two theoretical frameworks, organizational culture and information quality, were used as a lens to view the situation.
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Trifkovič, Klavdija Čuček, Mateja Lorber, Margaret Denny, Suzanne Denieffe und Vida Gönc. „Attitudes of Nursing Students Towards Learning Communication Skills“. In Teaching and Learning in Nursing. InTech, 2017. http://dx.doi.org/10.5772/67622.
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Konferenzberichte zum Thema "Nursing students Australia Attitudes":
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Shuk, Dr HUNG, und Professor Sandra. „What is the current knowledge and attitudes of Western Australian final semester registered nursing students undertaking a Bachelor of Science (Nursing) towards patients’ pain management?“ In 6th Annual Worldwide Nursing Conference (WNC 2018). GSTF, 2018. http://dx.doi.org/10.5176/2315-4330_wnc18.207.
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Penman, Joy, und Glenna C Lear. „Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]“. In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.
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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Kim, Myoung-Hee. „Sexual knowledge, attitudes, and contraceptive knowledge among male high school students in Korea“. In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.104.19.
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Uehara, Yoshiko, Tomoko Hasegawa, Momoe Sasaki, Kanae Yoshida, Rika Tonami und Takeshi Ishizaki. „Improving Nursing Students' Knowledge And Attitudes Toward Smoking In Japan“. In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a5458.
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Kim, Seong Eun, Eun Ju Lim und Jun Hee Noh. „Ability of Identifying Mental Health Disorders and Attitudes toward Seeking Professional Psychological Help in Nursing Students“. In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.116.10.
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Perez-Siguas, Rosa Eva, Hernan Hugo Matta-Solis und Eduardo Percy Matta-Solis. „ATTITUDES TOWARD RESEARCH IN NURSING STUDENTS OF A PRIVATE UNIVERSITY OF LIMA“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2126.
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Matta-Solis, Hernán, Rosa Perez-Siguas und Eduardo Percy Matta-Solis. „ATTITUDES TOWARDS RESEARCH IN STUDENTS FROM A SECOND SPECIALTY NURSING PROGRAM AT A UNIVERSITY OF LIMA“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1615.
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Hashish, Ebtsam Aly Abou, Wa’ad Aljuaid und Ohud Almuzaini. „74 Saudi nursing students’ attitudes towards patient safety and the influencing factors: a quantitative and qualitative study at the college of nursing – jeddah“. In Patient Safety Forum 2019, Conference Proceedings, Kingdom of Saudi Arabia, Ministry of National Guard Health Affairs. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjoq-2019-psf.74.
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Burgess, Stephen, Golam M Chowdhury und Arthur Tatnall. „Student Attitudes to MIS Content in an MBA: A Comparison Across Countries“. In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.
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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
Berichte der Organisationen zum Thema "Nursing students Australia Attitudes":
1
Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander und Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Juni 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.
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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady und Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.
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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
