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Schaffer, Susan, and Carolyn B. Yucha. "Physiological Wet Laboratory Facilities in Colleges of Nursing." Biological Research For Nursing 7, no. 2 (October 2005): 130–34. http://dx.doi.org/10.1177/1099800405280937.
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The purpose of this study was to describe physiological wet laboratories as they exist within colleges of nursing with doctoral programs. Surveys were sent to the current deans and directors of all 96 nursing colleges/schools with doctoral programs as of January 2004, obtained from the American Association of Colleges of Nursing Web site. Only 26 (37%) of 71 responding schools operate their own wet laboratory, either singly or with another college. The most common analyses done are hormone levels, immune proteins, and cell counts, followed by catecholamines, chemistries, and bacterial cultures. Approximate annual costs of running wet laboratories range from $1,500 to $320,000 per school. Schools based in an academic health center were more likely to operate a wet laboratory ( 2 = .003). There were no differences based on source of university funding (public vs. private) or Carnegie classification.
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Yang, Seung-Hyeon, Euiyoung Cho, Jin Sook Kim, and Hyejung Lee. "Accelerated second-degree bachelor of science in nursing program in South Korea: Current status and future directions." Journal of Korean Academic Society of Nursing Education 26, no. 2 (May 31, 2020): 123–31. http://dx.doi.org/10.5977/jkasne.2020.26.2.123.
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Purpose: The purpose of this study was to describe characteristics of colleges implementing the accelerated second-degree bachelor of science in nursing program in South Korea and provide insight into strategies to improve the program outcomes.Methods: An on-line questionnaire developed for this study was emailed to deans of nursing colleges who were members of the Korean Association of College of Nursing. Questions included items related to nursing college, students, curriculum, and anticipated difficulty in relation to an increase of the number of second-degree students.Results: Out of 117 nursing schools, 33 schools (28.2%) participated in the on-line survey. The actual number of second-degree students and their ratio (about 10%) to regular students significantly increased in 2019. Male students were enrolled nearly twice as many times as regular students. Among the anticipated difficulties, clinical practice institutions (3.94) and clinical practice instructors (3.73) showed relatively higher scores than other difficulties such as teaching (3.58) and education facilities (3.30).Conclusion: In order to improve the quality of nursing education for second-degree students, more nursing faculties and innovative clinical practice support systems are needed. Future study is warranted to investigate the educational experience of second-degree students and graduates.
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Shinyashiki, Gilberto Tadeu, Isabel Amélia Costa Mendes, Maria Auxiliadora Trevizan, and René A. Day. "Professional socialization: students becoming nurses." Revista Latino-Americana de Enfermagem 14, no. 4 (August 2006): 601–7. http://dx.doi.org/10.1590/s0104-11692006000400019.
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Usually colleges are evaluated by the quality of the knowledge and technical training offered to the students. Little attention is given to the acquisition of the values, behaviors and attitudes necessary to assume their professional role. This exploratory study aims to increase understanding of the professional socialization process that occurs at nursing schools and the results obtained through the socialization of professional values and standards. The educational experience of nursing students involves more than a body of scientific knowledge and the acquisition of abilities to provide care to patients. Questionnaires were filled out by 278 students of two public Nursing Schools in São Paulo state, 164 in school A and 114 in school B. The results indicated that some professional values, norms and behaviors are influenced by College years, studying at a College of Nursing during four years leads to a difference in values, norms and professional behavior.
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Yoon, Saun-Joo Lee, Sandra Wolfe, Carolyn B. Yucha, and Peishan Tsai. "Research support by doctoral-granting colleges/schools of nursing." Journal of Professional Nursing 18, no. 1 (January 2002): 16–21. http://dx.doi.org/10.1053/jpnu.2002.30897.
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Lewenson, Sandra B. "“Nurses’ Training May Be Shifted”: The Story of Bellevue and Hunter College, 1942–1969." Nursing History Review 21, no. 1 (2013): 14–32. http://dx.doi.org/10.1891/1062-8061.21.14.
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During the mid-20th century, nursing leaders advocated moving nursing education out of hospital-based programs and into colleges and universities for the purpose of preparing nurses to meet the demands of increasingly complex health care situations. Nursing leaders in New York City’s municipal hospitals recognized the value of this change and sought to increase the number of baccalaureate-prepared nurses to fill the many vacancies within city hospitals. This article examines the political support New York gave to the expansion of Hunter College’s baccalaureate program in nursing (a college within the City University of New York system) while closing the almost 100-year-old Bellevue and Mills Schools of Nursing diploma program. The efforts to change nursing at Bellevue started in the 1940s, but the transfer to Hunter College was not realized until 1967. Although the decision to close the diploma school met resistance among various stakeholders, the expansion ultimately succeeded. It was supported by the New York City Department of Hospitals and received approval from the Board of Estimates and Board of Higher Education. Both Bellevue and Hunter’s leadership was ready to make this change and participated in this transformation.
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Ballena, Naressia Seludo. "Leadership behavior of deans as a determinant of faculty job satisfaction and job commitment." Journal of Nursing Education and Practice 12, no. 3 (November 9, 2021): 58. http://dx.doi.org/10.5430/jnep.v12n3p58.
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Background: Faculty job satisfaction and commitment contribute to the success of academic programs of a college. The main purpose of the study was to determine the relationship of leadership behavior of the deans of nursing colleges to the job satisfaction and job commitment of the faculty members.Methods: The study used a descriptive correlational design. Twenty deans and 100 faculty members from 20 nursing colleges in the National Capital Region, Philippines participated. Survey instruments used were the (1) modified Leader Behavior Description Questionnaire, (2) modified Minnesota Job Satisfaction Questionnaire, and (3) Job Commitment Questionnaire. Leadership behavior was measured based on the “initiating structure” and “consideration” dimensions.Results: Deans of nursing schools viewed their leadership behavior as “highly initiating” (M = 44.0, SD = 5.61) and “very highly considerate” (M = 50.1, SD = 4.99). Assessment of faculty members revealed congruent findings for the leadership dimensions of initiating structure (M = 46.6, SD = 3.83) and consideration (M = 49.9, SD = 2.66). Faculty members were generally “satisfied” (M = 4.20, SD = .25) and “committed” (M = 4.00, SD = .23) to their teaching job. Among the recently established colleges, the “initiating structure” dimension was highly positively correlated with job commitment of faculty members, r = .82, p < .05. There were no statistically significant relationships between the school classification, and the job satisfaction and job commitment of nursing faculty members.Conclusions: Measures must be instituted to improve the “initiating structure” behavior of deans of recently established nursing schools to increase job commitment of faculty members. Other factors associated with job satisfaction and job commitment should be explored.
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DeWitty, Vernell P., and David A. Byrd. "Recruiting Underrepresented Students for Nursing Schools." Creative Nursing 27, no. 1 (February 1, 2021): 40–45. http://dx.doi.org/10.1891/crnr-d-20-00069.
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Preparing a richly diverse nursing student population is essential to improving health outcomes for the nation and achieving a robust supply of health-care providers who better reflect the society we serve. As the U.S. population becomes more diverse, cultural competence is necessary among health-care professionals in order to practice with cultural humility. Cultural humility refers to a commitment and active engagement in a lifelong learning process that allows individuals to better meet the complex health-care needs of patients, communities, and colleagues. The design of an effective recruitment strategy should be driven by the mission of the educational institution and aligned to reflect the targeted population of potential students. Recruitment efforts and activities should be designed to improve the ability to attract a diverse population and more firmly establish a continuing pipeline of possible students. This article presents strategies such as building relationships and partnerships with 2-year community colleges with upper division nursing programs, and employing technology solutions to enhance recruitment and admissions of a diverse pool of applicants. Technology solutions can help manage large applicant pools, help staff coordinate a communication campaign so there is frequent contact with prospects, and capture notes throughout the recruitment process that can be utilized in a holistic admission strategy. Recruitment is the first step; to address retention, students must be welcomed into an inclusive learning environment where they can successfully advance, in order to achieve the goal of a more diverse nursing workforce.
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Liu, Zhiping, and Menglin Yue. "Effects of Presentation- Assimilation- Discussion (PAD) Class Teaching Model on Learning Attitudes of Nursing Students --- Taking the “Nursing Psychology” Course as an Example." Journal of Educational Theory and Management 2, no. 2 (April 16, 2018): 33. http://dx.doi.org/10.26549/jetm.v2i2.734.
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Purpose: to explore and discuss the effects of PAD Class Teaching Model on nursing students who are expected to enter undergraduate schools from junior colleges. Method: Randomly select 112 students from two classes (2016) who are expected to enter undergraduate schools from junior colleges in a medical school in Pingdingshan, and divide them into a control group and an experimental group using a method of cluster randomization. In the teaching process of “Nursing Psychology”, the control group and the experimental group respectively adopted the traditional teaching mode and the PAD class teaching mode. After the implementation of one semester, compare the nursing students’ learning attitudes change before and after the implementation. Results: The scores of the nursing students in the experimental group at the three latitudes of learning interests, learning habits, and professional cognition were significantly higher than those of the control group, and the differences have statistical significance (P<0.05). Conclusions: PAD class teaching mode helps improve nursing students’ learning attitudes.
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Shelley,, Rebecca, and Robyn Gilden,. "Expanding Our Green Horizons: Sustainability in Schools of Nursing." International Journal of Human Caring 18, no. 2 (March 2014): 38–39. http://dx.doi.org/10.20467/1091-5710.18.2.38.
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Leading nursing and healthcare organizations across the nation are adopting a shared vision of a more environmentally sustainable healthcare sector that does not harm, but instead works to promote human and environmental health. In 2011, the American Association of Colleges of Nursing Task Force on Environmental Sustainability produced a report, Toward an Environmentally Sustainable Academic Enterprise: An AACN Guide for Nursing Education. The University of Maryland School of Nursing (UMSON) is implementing the recommendations of the AACN Task Force. The Sustainability Initiative will strive to educate all at UMSON to address the environment within the school, workplace, and profession.
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Makhanya, Nonhlanhla J., Vhothusa E. Matahela, and Gcinile Buthelezi. "Responding to Post-School Education Policy Reforms: A Case Study on the Incorporation of Nursing Colleges into the Post-School Education and Training System of South Africa." Global Journal of Health Science 14, no. 9 (August 24, 2022): 29. http://dx.doi.org/10.5539/gjhs.v14n9p29.
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Amongst the diverse providers of nursing education in South Africa, public nursing colleges have over the years produced 80% of pipeline nursing professionals. The demand imposed by the reorganisation of health services toward universal health coverage, together with the recent changes to the post-school legislation introduced by the Department of Higher Education and Training has required a repositioning of nursing colleges within the new milieu. If public nursing colleges did not comply with post-school education prescripts, they would not be eligible to offer programmes that are aligned to the Higher Education Qualification Sub-framework.
The purpose of this article is to provide an account on progress and lessons learnt towards repositioning public nursing colleges within the new higher education milieu as a legal requirement for offering new nursing programmes leading to registration in any of the new nursing categories prescribed in the Nursing Act.
The National Department of Health has, through the stewardship of its Chief Nursing Officer facilitated an intense process from 2016 to 2019 of preparing public nursing colleges to meet the requirements for accreditation as higher education institutions. Chief among these activities was the development of a national policy for nursing education informed by and designed around health service demands and underpinned by higher education principles to direct provisioning of nursing education and training. Parallel to the policy, the state of readiness of public nursing colleges was measured against the Council for Higher Education determined criteria for programme accreditation.
Lessons emanating from this process are being used to accelerate preparation for accreditation of programmes leading to professional qualifications in nursing and other related health sciences programmes offered at college level to ensure sustained production of nurses with requisite skills mix required for a responsive health care system.
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Carter, Michael A., and Phillip J. Moore. "The Necessity of the Doctor of Nursing Practice in Comprehensive Care for Future Health Care." Clinical Scholars Review 8, no. 1 (2015): 13–17. http://dx.doi.org/10.1891/1939-2095.8.1.13.
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The education of nurse practitioners has undergone substantial evolution since Ford and Silver (1967) first reported on the preparation of nurses to assume the role of primary care providers for children. From this modest beginning in Colorado emerged a worldwide movement to prepare nurses to diagnose and treat patients in ways that in the past had been restricted to physicians. The early programs were not usually located in schools or colleges of nursing but rather were short-term continuing education programs. Later, nurse practitioner programs were transitioned to master’s degree programs and more recently began to evolve to Doctor of Nursing Practice (DNP) Programs. The American Association of Colleges of Nursing (2014) currently lists 243 active DNP programs and 70 planned programs.
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Roets, L., and J. C. Lubbe. "SCHOLARSHIP OF DISCOVERY: ENHANCING A RESEARCH CULTURE IN NURSING COLLEGES." Africa Journal of Nursing and Midwifery 16, no. 1 (September 9, 2016): 3–12. http://dx.doi.org/10.25159/2520-5293/1483.
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The scholarship of nursing depends on the research culture in institutions. Not all higher education institutions globally expect from diploma prepared nurses to be research trained, but it is expected in the South African and African context. Globalisation and the migration of degree and diploma prepared nurses, should sensitize the global nursing community about the challenges faced when nursing colleges or learning centres, offering diploma programmes, become part of the higher education sphere and need to contribute to the scholarship of discovery. This article reports on strategies that could be implemented in higher education institutions, such as colleges, to enhance the research culture. A qualitative research design was used and data gathered through a nominal group technique with 12 students from different institutions as well as reflection reports from five nurse educators involved in research training and supervision. Participants indicated that the most important aspect that needed to be addressed in nursing education was improved research knowledge for students, nurse educators and research supervisors. Institutions where nurse educators do not have master’s degrees should implement strategies to support students and educators in enhancing their research capacities and skills in order to improve the institution’s research culture. University nursing schools, which have research mentors, should become role models/mentors to support enhancing a research culture in nursing colleges in South Africa and Africa.
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O'Connor, Bill. "Most Recent American Association of Colleges of Nursing Data Confirm Enrollment Surge in Schools of Nursing." Journal of Professional Nursing 31, no. 3 (May 2015): 168–69. http://dx.doi.org/10.1016/j.profnurs.2015.04.001.
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Vyas, Minaxi. "Impact of Lockdown on Learning Status of Nursing Students during Covid-19 Pandemic at Govt College of Nursing, Jaipur (Rajasthan)." Nursing Journal of India CXII, no. 01 (2021): 01–07. http://dx.doi.org/10.48029/nji.2021.cxii101.
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An online survey was conducted to assess the impact of lockdown amidst Covid-19 on students of a nursing college in Jaipur, from 28 August to 1 May 2020. A structured questionnaire link in the form of ‘Google form’ was sent to students through Whatsapp. A total of 302 students provided required information. An average of 66.23 percent nursing students accepted that they were never attending any online classes before lockdown due to Covid-19 pandemic. Most of the students used mobile phone for attending their online classes. Nursing students have been facing various issues related to poor internet connectivity, psychological problem, physical problem, and unfavourable study environment at home. The worldwide spread of Covid-19 disease generated a variety of public health responses. Schools, colleges and universities faced closure as a social (physical) distancing measure used to prevent the spread of this infectious disease. Education is not any exception. Students from privileged backgrounds, supported by their parents could nd alternative learning opportunities. Those from disadvantaged backgrounds often remained deprived.
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Shin, Yun-Hee, Youngshin Song, Soohyun Park, Jin-Hee Park, Sehyun Lim, Hyojung Park, Jiyeon Hong, et al. "The Operational Status and Suggestion of Fundamentals of Nursing Practice in the Early Stage of COVID-19." Journal of Korean Academy of Fundamentals of Nursing 29, no. 4 (November 30, 2022): 495–505. http://dx.doi.org/10.7739/jkafn.2022.29.4.495.
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Purpose: The purpose of this study is to understand the actual status of fundamentals of nursing practice (FNP) education at nursing colleges, and the difficulties of FNP operation in the early stages of the COVID-19.Methods: This study used a descriptive design. Data collection was conducted from December 9, 2020 to January 31, 2021 using the self-report questionnaire method for a total of 95 nursing colleges. The questionnaire consisted of characteristics related to FNP, changes in FNP education, difficulties in operating FNP, and countermeasures in the COVID-19 situation.Results: Changes in FNP due to COVID-19 were distribution of practice places, reduction of the number of students, short-term intensive classes, and reduction of face-to-face practice. Most colleges conducted FNP face-to-face, but some schools showed that FNP was conducted non-face-to-face. The difficulties of operating FNP that instructors experienced induced concerns about a decrease in student competency due to lack of face-to-face practice and an unofficial increase in the number of teaching hours and physical demands on instructors due to the expansion of the division.Conclusion: In order to develop the capabilities of nursing students in other pandemic situations in the future, it is necessary to find systematic coping strategy to reduce the burden of FNP instructors, and to develop non-face-to-face online practice contents and consumables for online practice.
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Morgan, Brianna, Kierra Foley, Nancy Hodgson, Ann Kolanowski, Kim Strauch, Nancy Zionts, Chelsea Dickson, and Howard Degenholtz. "REVISITING THE TEACHING NURSING HOME: QUALITATIVE ANALYSIS OF NURSING STUDENTS’ CLINICAL EXPERIENCE." Innovation in Aging 6, Supplement_1 (November 1, 2022): 858. http://dx.doi.org/10.1093/geroni/igac059.3070.
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Abstract Revisiting the Teaching Nursing Home is a two-year pilot project to address the long-term care workforce shortage by introducing nursing students to geriatric nursing while also improving quality of care within nursing homes. The initiative has multiple components: enhanced clinical rotations for nursing students with partner schools of nursing, implementation of the Institute for Healthcare Improvement Age-Friendly Health System “4M” quality improvement model, and an online learning network. Undergraduate and graduate nursing students at three Schools of Nursing participated in clinical experiences at regional nursing homes. Students completed an “activity feedback” form after each clinical rotation at the nursing home or related activity, such as a session about the 4Ms or quality improvement/assessment. The activity feedback form asked students to share their most important takeaway and suggestions for improvement. Data from 340 feedback forms was coded qualitatively using conventional and directed content analysis using the American Association of Colleges of Nursing (AACN) Essentials for Professional Nursing Education. Multiple coders and audit trials were used to establish rigor. Students’ takeaways encompassed 7 of 8 key concepts in the AACN Essentials; Knowledge for Nursing Practice, Person-Centered Care, and Interprofessional Partnerships were most frequently mentioned. Students provided numerous suggestions for improving their clinical experiences including facilitated learning from instructors and supported engagement with nursing home staff. In conclusion, the program addressed many of the core competencies designated by AACN. One recommendation that flows from these findings is to enhance the role of clinical preceptors in the nursing home setting to facilitate mentored training.
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Choong, Yuen-Onn, Thiam-Yong Kuek ., and Eng-Keong Lee . "Job Satisfaction of Malaysian Nurses: A Causal Model." Journal of Economics and Behavioral Studies 4, no. 12 (December 15, 2012): 723–29. http://dx.doi.org/10.22610/jebs.v4i12.372.
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Turnover intention is a challenging issue for most of the developed and developing countries. Past studies revealed that there were two common approaches to enhance nurses’ retention. The first approach is focus on recruitment and selection activities as well as establishes more schools and colleges of nursing that will produce more nursing graduate. The second approach is to attract and retain more dedicated and quality professional nursing staff. Substantial studies have confirmed that job satisfaction as a major predictor of turnover intention. Therefore, this paper is mainly focus on identifying significant predictors of job satisfaction which will subsequently reduce turnover intention among staff nurses in Malaysia healthcare industry.
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Khatri, Asmita, and Regina Singh. "Knowledge and attitude towards nursing profession among male secondary level students." Journal of Kathmandu Medical College 9, no. 3 (September 30, 2020): 137–43. http://dx.doi.org/10.3126/jkmc.v9i3.36412.
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Background: Nursing profession is stereotyped worldwide. In Nepal, the enrollment of males in nursing education was initiated in 1986 AD with allocation of 10% seats, which stopped after enrollment of four batches only. Nepal Nursing council has announced 15% allocation of nursing seats to male students from academic year 2018/19 AD but only a few number of males have been enrolled.
Objectives: The aim of this study was to determine the knowledge and attitude towards the nursing profession among male secondary level students.
Methodology: A descriptive cross-sectional study was conducted by employing multi-stage sampling technique in June, 2019. Random list of secondary schools of Kathmandu district was created followed by proportionate stratified random sampling among 80% of male students studying in grades nine and ten from initial ten schools from the randomized list. The sample size was 388. A self-structured questionnaire was administered. Data was analyzed in SPSS version 20 by using frequency, percentage, mean, chi-square test and pearson’s correlation coefficient.
Results: Out of 388 respondents, only 55.4% had adequate knowledge and only 53.4% had a more positive attitude towards the nursing profession. Significant association was found between knowledge towards the nursing profession with two of the socio-demographic variables grade of student and respondent’s family, friends and relatives in the nursing profession.
Conclusion: The study showed inadequate knowledge and less positive attitude towards the nursing profession. Educational programs regarding different aspects of nursing profession should be planned timely by professional nursing organizations, nursing colleges and secondary schools of Nepal which would create a positive impact in enrollment of male nursing students in coming academic years.
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Bruguier, Elsa. "Allied Health and Nursing Academic Programs at New Jersey county colleges: Holistic Health and Complementary and Alternative Medicine Content." Complementary health practice review 13, no. 3 (October 2008): 155–70. http://dx.doi.org/10.1177/1533210108326268.
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Rising public interest in and use of holistic health (HH) practices and complementary and alternative medicine (CAM) has created a need for health care providers to become knowledgeable in these areas. HH/CAM content is increasingly included in curricula of professional health education, a trend less clear in associate, certificate, and diploma programs of 2-year colleges. A survey of directors and coordinators of allied health and nursing programs at New Jersey county colleges was conducted to determine curricular presence of HH/CAM and program constituency awareness of institutionally accessible HH/CAM information resources. Results indicated: rising interest in HH/CAM instruction; multiple forces influencing HH/CAM inclusion; HH/CAM strengthening programs; and uncertainty regarding knowledge of and perceived use of library HH/CAM resources. By including HH/CAM, New Jersey's allied health and nursing programs are progressively aligned with consumer use, and trends of professional health schools.
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Tolouian, Audrey, Melissa Wholeben, and Diane Rankin. "Student Retention and Success in an RN-BSN Program: Determining Variables and Methods." European Journal of Educational Sciences 9, no. 2 (June 30, 2022): 107–20. http://dx.doi.org/10.19044/ejes.v9no2a107.
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Background The Online Registered Nurse to Baccalaureate Science in Nursing (RN- BSN) Program has a retention rate of close to 97.5% (UTEP, 2020). Attrition rates in nursing programs are high. The National League for Nursing (NLN) last reported a 25 % attrition rate which may double for minority students in four-year nursing programs (NLN, 2014; Elkin, 2019). As online courses in colleges and universities are growing and are predicted to become mainstream by 2025, it is essential to identify factors contributing to our retention rates. American Association of Colleges of Nursing (AACN) has made it part of its 2021-2022 policy priorities to increase access to nursing programs (AACN, 2021). Objective The purpose of this study was to ascertain the factors affecting nursing student retention. The information was used to make changes to the existing online programs in our school and better support our students. The research question was “What factors do students identify that influenced their RN to BSN program retention?” Methodology The participants were chosen using a convenience sampling technique. The university was a public institution located in a border town. Three types of questions were asked: (1) general demographic information, (2) nursing career, and (3) program requirements for the RNBSN. Results A total of 33 participants completed the RN-BSN retention program study. The findings indicated that several general factors contribute to retention and student success, including student support services, mandatory orientation programs for students and faculty, credit student success courses, remedial academic ability programs (which discuss support services, particularly computer tech support), and recognizing the importance of diversity in the classroom and at work. Conclusion Examining the characteristics of distance education students, as well as their distinct abilities and needs, may assist schools in improving student retention. Reconsidering the characteristics and unique features of distance learning students may help schools retain students with a variety of needs, such as access to scholarships, loans, and financial incentives to continue their education.
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Morrow, Mary R. "Holistic Admission: What Is It? How Successful Has It Been in Nursing, and What Are the Possibilities?" Nursing Science Quarterly 34, no. 3 (July 2021): 256–62. http://dx.doi.org/10.1177/08943184211010431.
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Holistic admission review (HAR) practices have been identified as a means to increase diversity in the nursing profession. HAR practices consider the whole applicant in a dignified and respectful manner, while focusing on valued experiences, attributes, and metrics needed for the nursing profession. Nursing has lagged behind other healthcare professions in implementing holistic admissions and with support from national organizations are starting to move onward. Interviewing applicants appears to be a process embraced not only by healthcare service organizations but now by schools (and colleges) of nursing (SONs) that have implemented HAR practices. There is much to gain and not much to lose by using holistic admissions. In addition, increasing diversity in nursing is the only way one can determine if nursing diversity improves health disparities. Faculty need to consider all that their SONs, the profession, and those they serve can gain by implementing holistic admissions.
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mathew, Ms Neena. "A STUDY TO ASSESS THE LEVEL OF STRESS REGARDING COVID-19 AMONG NURSING STUDENTS IN SELECTED NURSING COLLEGES LUCKNOW." GENESIS 8, no. 1 (March 10, 2021): 66–68. http://dx.doi.org/10.47211/tg.2021.v08i01.015.
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The spread and onset of coronavirus (COVID-19) had a strong impact on the life of people. India was one of the worst-hit countries leading to several deaths, unemployment, and migration. The fear of the unknown had led to instability and poor adjustment among people. Differences in individual personality and their anxiety played a significant role in coping mechanisms with the scenario. COVID-19 pandemic has caused disasters and disorders all over the world. India is also going through a challenging situation as the number of infected/positive cases is increasing day by day. Due to the crisis of COVID-19 education system has come to a halt as schools and colleges are closed to slow down and prevent the spread of infection. Nursing institution also closed down and online mode of teaching was done. The present study sought to evaluate the impact of COVID-19 on mental health among nursing students. OBJECTIVE: To assess the level of stress among the nursing students and to associate the level of stress with selected demographic variables. METHODS: The study design was descriptive and the study was conducted in Career College of Nursing among the 3rd Year GNM, and 4thYear B. Sc. Nursing Students and sample size was 100. The study was approved by research committee and informed consent was taken. Data was analyzed using descriptive and inferential statistics. RESULTS: The study found that 84% had moderate stress 8 % had high perceived stress and 8 % had low level of stress. There were no significant association between level of stress and demographic variables. CONCLUSION: Study reveals that majority of the students had moderate level of stress regarding COVID - 19.
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Protti, D. "The Status of Medical Informatics in Canadian Medical Schools." Methods of Information in Medicine 28, no. 04 (October 1989): 323–26. http://dx.doi.org/10.1055/s-0038-1636813.
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Abstract:Many have suggested that information technology in its various forms will continue to have an effect on all aspects of medicine, including medical education. If so, the introduction of information technology into medicine brings with it critical educational policy questions. This paper reports on the findings of an inquiry into the impact of information technology on medical education. It reviews the extent to which Canadian and American medical colleges have adopted the 1985 recommendations of the American Association of Medical Colleges. In particular, it looks at the recommendations that “medical informatics should become an integral part of the medical curriculum” and that “the teaching of medical informatics should include opportunities for specific instruction in its fundamentals as well as adequate examples of its application throughout the medical curriculum".
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Wang, Jingxia, Rui Guo, Minhui Liu, Xiaofei Zhang, Lu Ren, Mei Sun, and Siyuan Tang. "Career Decision-Making Self-Efficacy and Professional Commitment Among Master Nursing Students." Western Journal of Nursing Research 40, no. 3 (December 28, 2016): 327–45. http://dx.doi.org/10.1177/0193945916682236.
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Developing countries face a shortage of nurses with higher education, such as those with a master’s degree. However, few studies have investigated the interaction between career decision and professional commitment (PC) of nursing students, especially for postgraduates. This study performed correlation analysis for career decision-making self-efficacy (CDMSE) and PC of 545 nursing postgraduate students from nursing schools at 19 universities or colleges throughout mainland China, who came from different regions, and possessed different years of study and different types of degrees as well as part-time job experiences. Data reliability and validity were confirmed for both Career Decision-Making Self-Efficacy Scale for university students (CDMSE-R) and Professional Commitment Questionnaire (PCQ). We found positive correlations between factors of PC and CDMSE. The score of CDMSE was different between regions, degree types, grades, and part-time job experiences. According to our results, we suggest nursing education or career advisory services should promote the PC of nursing students according to factors of their CDMSE scores.
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Bhai Patidar, Anurag, Jasbir Kaur, and Suresh Sharma. "Perception and Plans about Profession among Budding Nurses: A Descriptive Survey." Nursing Journal of India CIII, no. 05 (2012): 221–25. http://dx.doi.org/10.48029/nji.2012.ciii505.
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Significant advances in nursing and recognition of profession as crucial in health upkeep, notwithstanding, many nurses after completing their studies do not hold their profession in high esteem. As a result, the quality of services rendered by them is not likely to be as good as their counterparts with high regard for their profession. This study, conducted on 530 undergraduate and diploma nursing students of 12 selected colleges and schools of Punjab. Semi-structured questionnaire was administered to collect data. It was found that majority of students perceived their profession as respectful. However, more of diploma students did not hold such opinion. Further, less than half the students favoured bed side nursing as their career. It is concluded that quality of the nurses environment should be improved for change in nurses perception towards their profession and for better utilisation of their potential.
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Payne, Judith K., and Sarah E. Yenser. "Use of General Clinical Research Centers for Nursing Research." Biological Research For Nursing 9, no. 2 (October 2007): 142–46. http://dx.doi.org/10.1177/1099800407307469.
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This study examines to what extent academic nursing faculty members understand the purpose of general clinic research centers (GCRCs) and use this resource in their programs of research. GCRCs provide a controlled research-oriented infrastructure to conduct safe, innovative, and multidisciplinary studies. Survey questionnaires were sent to associate deans of research at schools of nursing accredited by the Commission on Collegiate Nursing Education or the National League for Nursing Accrediting Commission within 60 miles of a GCRC. They were asked to distribute questionnaires to 20% of faculty members. Of the 186 nurse faculty members responding, 85% had not conducted research at a GCRC as a principal investigator and 69% of the sample reported that their colleges or universities do not make information about GCRCs available to new faculty. Making greater use of this valuable resource allows nurse researchers to become more involved in developing new knowledge and testing interventions and in psychological and physiologic measurements, thus doing more to fulfill the mission of nursing research and increasing the involvement of nurses in the broader community of health science research.
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Cochran, Kathryn L., Marc Moss, and Meredith Mealer. "Prevalence of Coping Strategy Training in Nursing School Curricula." American Journal of Critical Care 29, no. 2 (March 1, 2020): 104–10. http://dx.doi.org/10.4037/ajcc2020287.
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Background Stress and burnout are plaguing critical care nurses across the globe and leading to high levels of turnover. Resilience-building strategies such as mindfulness, self-care, and well-being can help shield nurses from the negative effects of workplace stress. As the first line of defense, nursing schools could provide students with strategies that build resilience; however, little is known about the availability of such resources in nursing education. Objectives To determine the prevalence of resources and curricula targeting resilience training and stress reduction at nursing schools across the United States. Methods Raters analyzed publicly available college/ university websites and course catalogs of a sample of nursing schools in the United States to determine the availability of resilience resources and curricula. Results None of the schools surveyed regularly screened their students for burnout syndrome, and only 9% of schools had a formal curriculum that included resilience training. Conclusions Training in practices to build resilience and prevent burnout is essentially absent from accredited nursing schools. This highlights an important opportunity to modify existing curricula to include preventative strategies—such as developing positive coping skills— that could mitigate symptoms of workplace stress in future generations of nurses.
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Islam, Mohammed, Rose Bagheri, Lydia Lung, Sung Yuen Park, and Rahmat Talukder. "Status of Teaching Certificate Programs Offered by US Colleges and Schools of Pharmacy." Health Professions Education 6, no. 1 (March 2020): 105–14. http://dx.doi.org/10.1016/j.hpe.2019.04.001.
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Vynckier, Tine, Chris Gastmans, Nancy Cannaerts, and Bernadette Dierckx de Casterlé. "Effectiveness of ethics education as perceived by nursing students." Nursing Ethics 22, no. 3 (August 4, 2014): 287–306. http://dx.doi.org/10.1177/0969733014538888.
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Background: The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. Objectives: To develop a valid and reliable instrument, named the ‘Students’ Perceived Effectiveness of Ethics Education Scale’ (SPEEES), to measure students’ perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Research design: Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study. Participants and research context: 86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES. Ethical considerations: Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students. Findings: The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach’s alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived ‘case study’, ‘lecture’ and ‘instructional dialogue’ to be effective teaching methods and ‘general ethical concepts’ to contain effective content. ‘Reflecting critically on their own values’ was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students’ perceptions of the contribution of ethics education to other ethical competences. Discussion and conclusion: The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education.
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Geiger, Brian F., Melissa Mauser-Galvin, Vicki Cleaver, Cynthia J. Petri, and Scott D. Winnail. "Working with Colleges and Universities to Enhance the Health of Students and Schools." Health Promotion Practice 3, no. 1 (January 2002): 50–59. http://dx.doi.org/10.1177/152483990200300107.
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Darnell, Teena, Kathy Hager, and Paul D. Loprinzi. "The Impact of School Nurses in Kentucky Public High Schools." Journal of School Nursing 35, no. 6 (July 5, 2018): 434–41. http://dx.doi.org/10.1177/1059840518785954.
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The purpose of this study was to examine the relationship between school nurse presence and graduation rates, absenteeism, and American College Test (ACT) scores. A state-wide survey of all public high schools was undertaken (participation rate of 99.1%). Survey data obtained from individual high schools provided information on the employment status of school nurses. In addition to nurse presence determined by the survey, open-access electronic databases were used to determine graduation rates, absenteeism, ACT scores, money spent per pupil, gender, race–ethnicity proportion, and incarceration data. Study findings showed a possible relationship between students attending schools with a full-time nurse and significantly higher graduation rates, lower absenteeism, and higher ACT scores. The study results suggest that school nurses may contribute not just to health outcomes but to improved academic and economic outcomes as well. Of course, future work is needed to confirm these assertions.
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Wetterich, Natalia Cadioli, and Márcia Regina Antonietto da Costa Melo. "Sociodemographic profile of undergraduate nursing students." Revista Latino-Americana de Enfermagem 15, no. 3 (June 2007): 404–10. http://dx.doi.org/10.1590/s0104-11692007000300007.
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The College of Nursing at Ribeirão Preto, University of São Paulo, Brazil has been projected as a national reference with special appeal for students, which motivated this study on the profile of the school's applicants. The population of this exploratory-descriptive study is composed of alumni from 1999 to 2003. The data collection was performed through the university's registration forms and the analysis through the quantitative method. Results show a decreasing number of applications from Ribeirão Preto, a predominance of young, female and single applicants; few of them were employed at the time. Regarding their educational background, the data show an increasing number of applicants coming from private schools, while the majority of them entered the university within two years after concluding secondary school. Some of the students temporarily abandoned the course or lost one or more semesters, while most of them graduated within the expected term.
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Maduramente, Trixia S., Jeric D. Orendez, Judelle A. Saculo, Angela Louise A. Trinidad, and Ryan Michael F. Oducado. "Health Literacy: Knowledge and Experience Among Senior Students in A Nursing College." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 4, no. 1 (July 4, 2019): 9. http://dx.doi.org/10.24990/injec.v4i1.227.
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Introduction: Training and education on health literacy must start in the undergraduate nursing program. While nursing schools include health education courses and provide opportunities for nursing students to give healthcare information to individuals in various healthcare settings, there is a dearth of empirical evidence on health literacy in the Philippines. The purpose of this study was to examine the health literacy knowledge and experience of senior nursing students in a College of Nursing in Iloilo City, Philippines. Methods: This study utilized a descriptive cross-sectional research design with 160 senior nursing students as participants. Data were gathered using Cormier's (2006) Health Literacy Knowledge and Experience Survey (HL-KES) questionnaire. Descriptive statistical tools, t-test, ANOVA and Pearson’s r were used to analyze the data. Results: Results revealed that majority of senior nursing students had limited health literacy knowledge (M=13.19) and had moderate health literacy experience (M=2.50). No significant differences were found in the knowledge and experience according to sex (p > .05) as well in grade in Health Education course (p > .05). Knowledge of health literacy was not significantly related to health literacy experience (p > .05). Conclusions: Health literacy must be given greater emphasis in the undergraduate nursing curriculum. Nursing schools must pay more attention to devising measures in improving nursing students' health literacy competencies.
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Marinčić, Mile, and Tatjana Trošt Bobić. "Bioethics in Physiotherapy and Nursing Schools’ Programs." Pannoniana 3, no. 1-2 (December 1, 2019): 84–100. http://dx.doi.org/10.2478/pannonia-2019-0006.
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Abstract The interest in ethical and bioethical topics in society is always present. However, the question arises as to how are ethical and bioethical problems of broad spectrum presented to the public, starting from issues related to health, medicine, technology, genetics, to issues about economy and politics. If ethical-bioethical issues will be addressed in different fields of social life without systematic methodological preparation, we could easily be trapped in ethics and bioethics speeches, which would be presented in a way that suits somebody at a certain point. When talking about educational institutions like College or Polytechnic with medical and health-related study programs, it would certainly be useful to make an analysis about the ethical-bioethical topics and subjects they are offering to students. Recently, there is a high interest of high school graduates in enrolling to professional study programs like Physiotherapy and Nursing. Bioethics is an obligatory subject within the framework of those study programs. However, lecturers of different profiles are chair professors of Bioethics at the aforementioned institutions, starting from physicians, through philosophers, theologians, sociologists, and lawyers. Of course, that is possible because a scientist can deal with various scientific challenges through his career, but it would certainly be important to at least equate syllabi, as well as plans and programs of Bioethics in Physiotherapy and Nursing study program. It is important to note that in Physiotherapy programs, besides subjects from the field of biomedicine, a significant part of the program is based on the science of movement and especially therapeutic exercises, which point out the need to include the field of kinesiology into the Bioethics plan and program.
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Malaga, Xerxes G., and Ryan Michael F. Oducado. "Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?" South East Asia Nursing Research 3, no. 1 (March 28, 2021): 1. http://dx.doi.org/10.26714/seanr.3.1.2021.1-7.
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The Philippines recently adopted the K to 12 program in basic education. Under this program, students can choose their track and strand relative to their interests or career choices when they reach senior high school. However, issues surfaced when the K to 12 graduates were admitted to the college courses not aligned with the strand they have completed. This cross-sectional study was conducted to determine the difference in the academic self-regulated learning and performance of the STEM (Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior high school among freshmen nursing students in a city-subsidized college in the Philippines. The Academic Self-Regulation Learning Scale and grades of students in the first semester were used and analyzed in this study. Results showed that there was a significant difference in the academic self-regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing students when grouped according to their senior high school strand. The STEM graduates had significantly higher academic self-regulated learning and academic performance than the non-STEM completers. Unfortunately, no significant relationship was established between academic self-regulated learning and academic performance (p=0.559). Students who are graduates of the STEM strand from senior high school appear to be better prepared to take up the nursing course. Colleges of nursing may consider the academic strand of students in senior high school when admitting students in the nursing program.
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Kim, Mijong, Geum Hee Jeong, Hae Sook Park, and Sukhee Ahn. "Impact of the COVID-19 pandemic on women’s health nursing clinical practicums in the spring 2020 semester in Korea: a nationwide survey study." Korean Journal of Women Health Nursing 27, no. 3 (September 30, 2021): 256–64. http://dx.doi.org/10.4069/kjwhn.2021.09.17.1.
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Purpose: This study investigated the impact of coronavirus disease 2019 (COVID-19) on women’s health nursing clinical practicums in undergraduate nursing schools in Korea during the spring 2020 semester. Methods: A cross-sectional online survey on clinical practicum teaching experiences in the spring 2020 semester was distributed to members of the Korean Society of Women Health Nursing (KSWHN) who taught undergraduate nursing. One faculty member from each of 203 institutions was requested to respond and there were no duplicate participants. Seventy-nine participants (38.9%) responded and 74 responses were analyzed. Descriptive statistics were presented for all survey items. Results: Fifty-two faculty members (70.3%) belonged to universities and 22 (29.7%) taught at colleges. Thirty-eight (51.4%) answered that their institutions had affiliated teaching hospitals. More than half (52.7%) conducted hospital-based clinical practicums either entirely (n=20) or partially (n=19), whereas the rest of them (47.3%) conducted clinical practicums at school or home via online teaching. The typical teaching methods for offline or online education were case conferences, tests or quizzes, scenario studies, nursing skill practicums, (virtual) nursing simulations, and simulated patient education. Most of faculties (93.2%) supported the development of an educational platform to share educational materials and resources, such as case scenarios. Conclusion: Nursing faculty members utilized various teaching methods to enhance clinical skills and mitigate limited clinical exposure during the early stage of the COVID-19 pandemic. The KSWHN should move forward to develop an education platform and modalities for members who face many challenges related to the accessibility and quality of nursing education contents.
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Dela Rosa, Ronnell D., and Jestoni D. Maniago. "Student’s Preparedness and Their Clinical Performance in Psychiatric and Mental Health Nursing." European Scientific Journal, ESJ 14, no. 6 (February 28, 2018): 454. http://dx.doi.org/10.19044/esj.2018.v14n6p454.
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This study determined the level of preparedness of student nurses of Manila Tytana Colleges Philippines, school year 2014-2015 in terms of knowledge, skills and attitude and its relationship with their clinical performance during their psychiatric rotation. Survey questionnaire and clinical evaluation tool appraisal were utilized to gather data from the 181 respondents selected through purposive sampling. Ethical clearance was secured from the institutional review board. The statistical tools used were mean, frequency and percentage distribution, and Pearson r. The results revealed that preparations in knowledge, skills and attitude in psychiatric clinical rotation doesn’t guarantee learning success in their psychiatric clinical duty. There was no significant relationship between the level of students’ preparedness and their clinical performance in psychiatric and mental health nursing (r value: 0.20; sig: 0.863). Thus, it was recommended that a similar study in the future would be conducted in other schools for validation of the findings. Also a qualitative study was recommended to assess further the best practice of the student in the psychiatric rotations including quality health care delivery in the said undertakings.
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Sharma, Dibya, Ramchandra Kafle, and Sakun Singh. "E-LEARNING DURING COVID-19 PANDEMIC: ATTITUDE AND PROBLEMS FACED BY THE NURSING STUDENTS." Journal of Chitwan Medical College 11, no. 4 (January 19, 2022): 93–97. http://dx.doi.org/10.54530/jcmc.559.
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Background: COVID-19 pandemic lockdown resulted in closure of educational institutes like schools, colleges, universities etc. worldwide. These closures are impacting over 60% of world’s student population. Online learning has become alternative for education in order to control risk of community transmission. The objective of study is to assess attitude and problem faced by nursing students towards E-learning education. Methods: A web based descriptive cross-sectional study was conducted from 1st August to 31st October 2020 to assess attitude and problem faced with online class among 216 nursing students of Manipal college of Medical Sciences, Pokhara. Data was collected through self-administered questionnaire via online mode. Collected data was further analyzed using descriptive statistics SPSS 20.0 version. Results: The finding revealed that more than half (50.9%) were below 20 years. Among 144 respondents, 105 (72.9%) were able to attend the class every day. More than half (57%) replied reason for not attending class every day is electricity cutoff. Regarding attitude of online classes, respondents had different feelings i.e. excitement (25%), bored (25%), fear(25%) and anger (25%) while attending online classes. Majority (82.4%) started to have musculoskeletal and other problems once online classes started. Conclusions: Respondents have both positive and negative feelings while attaining online class. The negative feeling can be resolved by addressing electricity cutoff, giving break in between and more interaction in class. Regarding problems faced, sitting posture and positioning need to be address along with use of big screen device (laptop/computer) instead of mobile to sort out musculoskeletal and other problems.
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Stella O, Akpuaka, Doctor Andrea, Carter Sandra, Olaniyi Michael, Downs Damon, Taylor Lori, Rahman Anisur, et al. "Impact of the COVID-19 pandemic on allied health programs at the University of the District of Columbia Community College (UDC-CC): an analytical case study." MOJ Public Health 11, no. 3 (October 27, 2022): 187–91. http://dx.doi.org/10.15406/mojph.2022.11.00398.
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The overall mission of community colleges encompasses several key components and principles, such as being cost-effective, accessible, serving as a pathway to four-year institutions, and preparing students for the workforce entry-level positions. However, 1,167 community colleges in the United States of America have been facing one of the worst threats to humanity in the 21st century, the coronavirus 19 (COVID-19) pandemic. COVID-19 is a communicable sickness caused by the SARS-CoV-2 virus (World Health Organization, 2022).1 The viral outbreak took the entire world by surprise with paralytic consequences on health, economy, and education. Millions of people lost their lives related to the COVID-19 infection. Worldwide, individual and public lifestyle changes, such as wearing facemasks, travel bans, and quarantines became mandatory due to the fast virus outbreak. Actions were taken worldwide to contain and slow down the spread of the virus and its adverse effects. On March 13, 2020, US President Trump declared a national coronavirus emergency.2 People were mandated to stay and work from home in isolation. In the United States, specifically in the academic sector, instantaneous unscheduled closures of schools were implemented. Faculty and students were forced to stay at home and convert to remote learning. Reviewing the impact of COVID-19 on community college faculty and students, we conducted a literature search of hundreds of publications on the impact of COVID-19 and its effects on health and education, and surveyed several students, faculty, and staff in our division. We found multiple publications on the consequences of the pandemic on education, healthcare providers, university staff, and students. This article presents the impact of the COVID-19 pandemic on the faculty and students in the division of Nursing, Allied Health, Life, and Physical Sciences (NAHLPS) at an inner-city HBCU Community College.
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Choi, Gui Yun, Eun Jin Choi, Yun Jeong Boo, Mi Ra Sung, and Hee Young Jung. "A Preliminary Study for the Development of Guidelines In-Nursing School Clinical Practice Education for A National Disaster." Korean Society of Nursing Research 6, no. 4 (December 31, 2022): 17–28. http://dx.doi.org/10.34089/jknr.2022.6.4.17.
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Purpose : The purpose of this study is to examine and understand the basic data for developing in-school clinical practice education guidelines that can replace the nursing department’s field practice education in the event of national disasters such as COVID-19. Method : As a content analysis study using the focus group interviews, a total of 3 interviews were conducted with 13 nursing professors who were serving at the nursing colleges in 9 areas and who have had experiences in operating the in-school clinical practice. Results : In the area of practical education operation, the components of practice type, practice hours, the number of appropriately placement of students per practice unit, practice instructor, learning outcomes and practice goal setting, and the evaluation and management of academic achievement were derived. In terms of the practical education contents area, the composition of education content, practice method, and evaluation were derived. In terms of the practice education environment and system area, the components of contactless and face-to-face practice environment, regulations and operating system were derived. Conclusion : In the event of a disaster such as COVID-19, in order to maintain the quality of practice like field practice education and equip the nursing students with the nursing competency, while at the same time reducing the burdens of clinical practice operation in nursing colleges and avoiding confusion, standardized in-school practice education related operational guidelines need to be developed, and towards this end, the in-depth discussions between various clinical settings, academia and government ought to be held.
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Chrisman, Noel. "The Role of Anthropology in Nursing Education." Practicing Anthropology 10, no. 2 (April 1, 1988): 6–19. http://dx.doi.org/10.17730/praa.10.2.bh0455h0420r3h31.
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I see the principal role of anthropology in nursing as expanding the way nurses view their subject matter: humans. I work toward that goal at the University of Washington School of Nursing through my faculty duties, and at other schools, hospitals, and community agencies through giving lectures and consulting. In addition, 43 nurses have graduated with Master's degrees from the program in cross-cultural nursing at the University of Washington; I expect that through teaching and role modeling in their various positions they convey anthropology's unique perspective in nursing to their students and colleagues.
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Fischinger, Janez, Duša Fischinger, and Aleš Fischinger. "Badges/Pins of Nursing and Midwifery Schools in Slovenia From 1925 Until Early 1980s." Acta medico-historica Adriatica 18, no. 2 (2021): 317–36. http://dx.doi.org/10.31952/amha.18.2.6.
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Introduction: Many nursing and midwifery schools in many countries around the world awarded or still award graduation badges or pins to their graduates. All graduates from different parts of the former Kingdom of Yugoslavia and later the Republic of Yugoslavia educated in Slovenian healthcare schools received badges from these schools. Some of the graduates later employed in medical institutions across former Yugoslavia wore these badges on their uniforms. The main purpose of this historical research was to establish which Slovenian health care schools awarded the graduation badges and what they looked like. It was also investigated why the badges ceased to be awarded and what motivated Angela Boškin Faculty of Health Care in Jesenice to reintroduce awarding the badges. Methods: Due to a lack of written sources, we conducted 393 face to face and telephonic interviews with former badge recipients across Slovenia. Their existing badges were photographed. On the authors’ initiative, a private collection of badges was started.Results: It has been established that in the 20th century all Slovenian secondary health schools awarded badges. The Nursing College, Ljubljana also awarded graduation badges. Five different types of badges in many variants were issued. The first badges were awarded to graduates by Slovenian oldest Nursing School, Ljubljana in 1925. The badges ceased to be awarded in the late 1970s and the early 1980s. Some questions about probable reasons for cessation of awarding badges remain unanswered. Less than a fifth of interviewees kept their badges. Graduating nursing badges were reintroduced in Slovenia in 2017 with a new badge which is presented and depicted in this article. The motivation for the reintroduction of graduating badges is also investigated.Discussion and conclusion: Unfortunately, many Slovenian nurses and midwives are not sufficiently aware of the meaning and importance of their badges. Although badges are important for professional image and identity of nurses, badges as a symbol of nursing have become almost completely forgotten. Graduation badges are miniature works of art and are proof of the existence and development of Slovenian healthcare schools. Nursing badges present a part of nursing history as well as being our cultural heritage. The badges deserve to be written and talked about and should be displayed in a planned future Slovenian Health Care Museum.
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KEMELMAN, Rachel, and Daniela COJOCARU. "Lessons Learned from Forced ERT (Emergency Remote Teaching) Caused by Covid-19: The Experience of Heads of Nursing Education Institutions." Revista de Cercetare si Interventie Sociala, no. 78 (September 15, 2022): 62–71. http://dx.doi.org/10.33788/rcis.78.4.
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The aim of papers is to describe and discuss the impact of the COVID-19 pandemic on the traditional approach in undergraduate nursing education in Israel. The lockdowns due to the COVID-19 pandemic forced an abrupt transformation from the face-to-face educational approach to ERT (Emergency Remote Teaching) in tertiary education in general and in undergraduate nursing education in particular. The current research was part of a mixed-method doctoral study that explored the implementation of a new nursing core curriculum mirroring social change in Israel. This particular section was based on in-depth interviews of 14 heads of nursing schools and nursing departments in colleges and universities. The content data analysis was performed on in-depth interviews. The interviews were conducted between March 2019-January 2021, after the release of the draft version of the new nursing core curriculum. Half of the interviews were completed after the outbreak of the COVID-19 pandemic, and so relevant to the current discussion. These interviews included additional questions about the transformation to ERT and adjustments for this made in nursing education institutions. The content analysis revealed the theme that exposed the different ways that nursing education programs in Israel were managed during the COVI-19 pandemic. Findings are presented and analyzed. The categories emerging from this theme related to different coping patterns with ERT, consequences, coping with clinical practice challenges and with online examinations and lessons learned. The paper discussed the impact and the perceived necessity of various online platforms. The findings demonstrate that Israeli nursing educators learned to overcome the main barriers to distance learning. This process was largely engendered by the COVID-19 pandemic that forced them to face and manage the situation. The lessons learned equipped them with valuable tools to adjust nursing education to 21st-century demands.
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AL-HEIB, Alaa Hussein. "PROBLEMS OF DISTANCE LEARNING IN LIGHT OF THE CORONA PANDEMIC IN ARAB SCHOOLS INSIDE THE GREEN LINE." Rimak International Journal of Humanities and Social Sciences 4, no. 3 (May 1, 2022): 245–64. http://dx.doi.org/10.47832/2717-8293.17.15.
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The problem of distance learning in light of the Corona pandemic takes the form of an existential crisis, and this teaching method under these epidemiological conditions constitutes a humanitarian disaster. The disastrous Corona epidemic has led to the suspension of the work of various educational institutions, such as kindergartens, schools (public and private), universities and colleges and special education centers, nursing homes, and others. Therefore, this study aimed to identify the most important problems of distance teaching and learning in light of the Corona pandemic in Arab schools within the Green Line from the points of view of teachers and its variations according to a number of variables. The study used the descriptive analytical method. A survey consisting of (30) items was applied to a random sample of (379) male and female teachers from Arab schools within the Green Line. The results of the study showed that the problems of distance teaching in light of the Corona pandemic in Arab schools within the Green Line came to a high degree, and the results showed that there were no statistically significant differences (α = 0.05) between the average estimates of the study sample members for the problems of distance education in light of the Corona pandemic in The Arab schools within the green line are attributed to the gender variable, while there were differences according to the type of school in favor of the secondary school. In light of the results, the study recommended the development of joint training programs and workshops for teachers, students and parents in order to develop their technological skills and develop their knowledge about distance education. Keywords: Problems, Distance Education, Corona Pandemic, Arab Schools.
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Shin, Hyewon, Jung Min Lee, and Shin Jeong Kim. "An Integrative Review of Smartphone Utilization for Nursing Education among Nursing College Students in South Korea." Journal of Korean Academic Society of Nursing Education 24, no. 4 (November 30, 2018): 376–90. http://dx.doi.org/10.5977/jkasne.2018.24.4.376.
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Purpose: The purpose of this study was to (a) synthesize nursing education literature using a smartphone for Korean nursing college students based on Whittemore and Knafl's integrative five-step review method and to (b) evaluate the quality appraisal of each article using Gough's weight of evidence. Methods: Articles published in Korea were identified through electronic search engines and scholarly websites using a combination of three search terms, including nursing student, smartphone, and education. Scientific, peer-reviewed articles in nursing education for Korean college nursing students, written in Korean or in English, and published between January 2000 and May 2018 were included in this review. Thirteen papers met the inclusion criteria and had above average ratings in quality appraisals. Results: Three characteristics related to nursing education using a smartphone were derived: (a) as a familiar media, motivating learning and enabling self-directed learning, (b) for the purpose of education or evaluation utilizing the educational movie of application, and (c) the iterative exercise of smartphone usage reinforces student learning. Conclusion: Smartphone use is an effective tool for improving nursing knowledge and skills for nursing college students in nursing education. Future research is needed to standardize smartphone applications across schools for nursing education.
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Ali, Bibi Hajira Irshad, Khairunnisa Aziz Dhamani, and Naghma Rizvi. "Perceptions of nursing students and nursing faculty about incivility and its factors in nursing education: A descriptive qualitative study." Journal of Shifa Tameer-e-Millat University 5, no. 1 (September 3, 2022): 3–10. http://dx.doi.org/10.32593/jstmu/vol5.iss1.140.
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Introduction: Incivility is commonly observed in number of schools including nursing institutions around the world. It affects both, students and faculty members by interrupting class discipline and the learning environment. Thus, understanding the factors leading to incivility in nursing college will assist in identifying strategies to deal with the problem.
Objective: To explore the perceptions of nursing students and faculty members about incivility and its factor in nursing education.
Methodology: A qualitative descriptive design was used and participants, from a private college of nursing Islamabad, Pakistan, were recruited through purposive sampling. One on one in-depth interview was conducted with five faculty members and 12 students using an open-ended interview guide. Using content analysis, codes were identified and similar codes formed the categories and theme evolved from the categories.
Results: Data analysis generated a description of incivility, uncivil behaviors, factors causing incivility, and strategies to overcome incivility as categories. The most leading factors of incivility were the lack of teaching-learning strategies and the socio-cultural and family background of students. The strategies that suggested overcoming incivility were orientation sessions, professional development activities, and developing policies to reduce incivility in the institution.
Conclusion: For improving civility in nursing college, insight about incivility among students and faculty members is to be developed and policies to be in place to address unacceptable behaviors in a timely and effective manner.
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Nardi, Deena, and Carol Wilson. "A Faculty Practice Plan for the Acute Care and Critical Care Nurse." AACN Advanced Critical Care 19, no. 1 (January 1, 2008): 78–84. http://dx.doi.org/10.4037/15597768-2008-1010.
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This article discusses faculty clinical practice and explains the steps that one group of nursing faculty used to develop a faculty practice plan at a private college of nursing in a small, faith-based university in a mid-western city. The goal of the faculty practice plan was to link faculty interests and advanced practice skills with targeted populations and community needs. This was done to provide healthcare services to schools, agencies, health and human services programs, and populations in need. Examples of faculty roles in the faculty practice domains of educator, researcher, and expert clinician in an acute care setting illustrate how nurses can individualize their participation in the faculty practice plan to support their professional career goals. Faculty practice plans can benefit not only nursing faculty but also the college of nursing, its students, and its community and populations of interest.
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Subbiah, Nanthini, and Bhargav. "An Evaluation Study of Implementation of Scheme of Upgradation of School of Nursing into Colleges of Nursing in Various States of India." Nursing Journal of India CXII (2021): 177–92. http://dx.doi.org/10.48029/nji.2021.cxii406.
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On behest of the Ministry of Health & Family Welfare (MoHFW), an evaluation on Central Sector Scheme of Development of Nursing Services was done by National Institute of Health & Family Welfare (NIHFW) to assess the utilisation of facilities developed in various training institutions funded by MOHFW for upgradation into College of Nursing. Descriptive cross sectional design was adopted to select a total of 9 institutes from 8 states using random sampling method. Data were collected in December 2019 and January 2020 with the help of structured questionnaire and observation checklist related to scheme and statutory guidelines. The study revealed that all states/institutions utilised the fund under the heads as speciÀ ed but only few institutions (4/9) upgraded as per scheme guidelines and purposes. Rest of the institutions utilised the fund as per the decision of state government. Some institutions continued the same diploma course (2/9). Majority (7/9) institutions received only À rst instalment of fund. Three institutions (in Gujarat, Manipur & Tamil Nadu) utilised the entire amount as per the institution’s need. Utilisation certiÀ cate was submitted by all institutions. Most of the institutes (in Gujarat, Jharkhand, UP, Manipur and WB) utilised the fund for construction work including addition, alteration of existing building or construction of new school/college building. Although, all four upgraded institutions constructed separate building for college, only one institution (out of 4 upgraded institutions) constructed separate hostel. The remaining three institutes (Rajasthan, West Bengal and HP) do not have separate hostel building for students. Most of the institutes (7/9) utilised the fund for purchasing furniture and teaching aids. Various posts were created in most of the institutions; however, all higher-level posts are lying vacant due to administrative delay. The Àndings indicated that all the nursing training institutes beneÀ ted largely by the scheme for improving the quality of education by way of expanded infrastructure. The objective of the scheme i.e., increasing the graduate nurses by upgrading the school of nursing in to college of nursing couldn’t ach
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Sarna, Linda, and Stella Aguinaga Bialous. "Resolution: Smoke-free campus policies for schools of nursing and college campuses." Nursing Outlook 61, no. 3 (May 2013): 183. http://dx.doi.org/10.1016/j.outlook.2013.04.002.
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Redman, Barbara K., and Barbara Pillar. "Enrollment update: Comparison of fall 1984 and 1985 enrollments in American association of colleges of nursing member schools and with trends in higher education enrollments." Journal of Professional Nursing 2, no. 2 (March 1986): 129–32. http://dx.doi.org/10.1016/s8755-7223(86)80079-5.
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