Academic literature on the topic 'Nursing education programme'
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Journal articles on the topic "Nursing education programme"
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Fasoi, Georgia, Martha Kelesi, and Areti Stavropoulou. "Developing support networks for successful implementation of innovative education-al programmes: the case of “evidence-based practice in nursing” continuing education programme in Greece." Health & Research Journal 6, no. 4 (December 21, 2020): 107. http://dx.doi.org/10.12681/healthresj.25627.
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Developing and evaluating programmes of continuing education in nursing proved to be a challenging and yet a complex task. Nurse educators and evaluators confront a number of demanding issues regarding the development and implementation of continuing education programmes. Exploration of peers’ and stakeholders’ experience in programme development and evaluation appeared to be a valuable source of knowledge in the field. The aim of the present paper is to share the experience of planning and evaluating the stage of developing support networks during the implementation of an innovative continuing educational programme in nursing. Throughout the development and evaluation of different programme stages, several issues evolved that attracted programme planners’ attention. Development of support networks, group dynamics and communication appeared to be of critical importance for the successful implementation of continuing education programmes in nursing.
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Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development." Nursing Ethics 4, no. 1 (January 1997): 57–65. http://dx.doi.org/10.1177/096973309700400107.
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The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest’s Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students’ development of moral judgement.
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YOUSUF, SHADIA, KHAIRIA NASSER, and JENNY LITTLEWOOD. "Evaluation of a Nursing Continuing Education Programme." Journal of King Abdulaziz University-Medical Sciences 8, no. 1 (2000): 77–89. http://dx.doi.org/10.4197/med.8-1.8.
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Macdiarmid, Rachel, Patricia McClunie-Trust, Kay Shannon, Rhona Winnnington, Andrea E. Donaldson, Rebecca J. Jarden, Rachel Lamdin-Hunter, Eamon Merrick, Rosemary Turner, and Virginia Jones. "What Motivates People to Start a Graduate Entry Nursing Programme: An Interpretive Multi-Centred Case Study." SAGE Open Nursing 7 (January 2021): 237796082110113. http://dx.doi.org/10.1177/23779608211011310.
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Introduction While graduate entry nursing programmes are well established in the United Kingdom and the United States of America (USA), they are relatively new to New Zealand and Australia. These programmes have been developed to meet the demands of the health workforce and provide graduates an alternative pathway to becoming a RN. Nursing is viewed as an attractive career option for this growing market of graduate entry students. Objective This study explored the motivations underpinning students choosing a graduate entry MNSc degree over a traditional undergraduate nursing programme. Methods A qualitative, longitudinal single case study design, informed by Yin was used. The first phase of the study is reported here. All students commencing a MNSc degree at the beginning of 2020 across four education providers (3 in New Zealand & 1 in Australia) were eligible to take part in the study. Ten students agreed to take part and undertake an interview. Braun and Clarke’s approach to thematic analysis was used to analyse the interview data. Results Three key themes of motivation were identified from the data: the attraction of nursing; the clarity nursing offers in terms of career progression; and the design of the intensive programme. Conclusions The motivations to choose a MNSc degree were deeply considered, multifaceted, and influenced by nursing role models. Students wanting to engage with a graduate entry MNSc programme did so through a reflective process of assessing their current career status and future career values. Participants in this study believed nursing would provide a secure and sustainable career path, potentially creating new horizons or possibilities beyond their previous work and life experiences. Having insight into what motivates individuals to enrol in such programmes may assist both education providers and the health sector with RN graduate recruitment and graduate entry programme enrolment.
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Arunasalam, Nirmala Devi. "Malaysian nurses’ views: Local versus Transnational Higher Education." BORDER CROSSING 6, no. 1 (June 17, 2017): 188–205. http://dx.doi.org/10.33182/bc.v7i1.485.
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This paper reports the findings of a study undertaken with Malaysian nurses who studied for a locally provided part-time post-registration top-up Nursing Degree versus those who studied on a Transnational Higher Education (TNHE) programme. Both types of programmes are bridging courses that allow registered nurses to upgrade their Diploma qualifications to Degree level. What is not sufficiently explored in available literature is nurses’ rationales for choosing a local programme over TNHE programme. Using hermeneutic phenomenology, six Malaysian nurses (chosen by snowball sampling method) were interviewed, in English and Bahasa Malaysia (Malaysian language). Thematic analysis was used to analyse data. The structure of the course and taught theory influenced the nurses’ choice to study on a local programme: the deciding factor was the practice component that ensured a theory-practice connection. The findings principally provide insights to TNHE providers and may guide them to enhance their teaching delivery, support and courses.
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Borders, Joshua. "Implementation of a hospice pain-education programme." International Journal of Palliative Nursing 26, no. 5 (June 2, 2020): 214–20. http://dx.doi.org/10.12968/ijpn.2020.26.5.214.
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Background: No studies have explored the pain resource nurse curriculum in the hospice setting. This curriculum offers a structured method to teach pain management to nurses. Aims: The purpose of this study was to examine the effect of implementing a modified pain resource nurse curriculum on nursing knowledge in a community hospice agency. Methods: A modified and condensed version of the pain resources nurse curriculum was presented to community hospice nurses during two educational sessions. A pre-test–post-test assessment was conducted using a modified version of the Nursing Knowledge and Attitudes Survey Regarding Pain tool to assess knowledge growth from the educational sessions. Findings: For educational session 1, average correct responses rose slightly from the pre-test to the post-test. However, this increase was not found to be statistically significant. For educational session 2, average correct responses rose an average of 2.6 points. This increase was found to be statistically significant. Conclusions: Based on this pre-experimental study, there is evidence that the pain resources nurse curriculum can provide an instructional framework for teaching hospice nurses. However, further study is needed, including a more rigorous design.
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Kyakuwaire, Hellen, Agnes Kirikumwino, Juliet Nabossa, and Grace Ann Edwards. "Evaluating a work/study programme for Nurses and Midwives at Aga Khan University, Uganda." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 63. http://dx.doi.org/10.36615/sotls.v4i2.129.
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The work/study programme for nurses and midwives at Aga Khan University School of Nursing and Midwifery (AKU-SONAM) is a unique concept in East Africa. This study explored whether nursing and midwifery students undergoing a work-study programme at AKU-SONAM felt their education was underpinned by an adult education philosophy. A semi-structured questionnaire designed specifically for this study based on the Knowles’ (1980) ‘Principles of Adult Education’ was administered to 96 students who completed their programmes in 2017 and 2018 respectively. Our paper reports on both the positive aspects of students’ experiences in this work-study programme, including the improvement of critical thinking skills and the direct transfer of classroom learning to clinical practice, along with negative impacts related to a poor work/life balance. Despite challenges related to quality and delivery highlighted in studies involving nursing and midwifery education in Africa, the findings of our study seem to show a positive experience in addressing the needs of the majority of the participants, as well as in meeting the objectives of the programme. We conclude that understanding the benefits and challenges faced by students will help to ensure the appropriate teaching and learning approaches.
Keywords: Work/study programme, Uganda, Nurses and midwives evaluation, Upskilling, Nursing and midwifery educationHow to cite this article:Kyakuwaire, H., Kirikumwino, A., Nabossa, J. & Edwards, G.A. 2020. Evaluating a work/study programme for Nurses and Midwives at Aga Khan University, Uganda. Scholarship of Teaching and Learning in the South. 4(2): 63-79. https://doi.org/10.36615/sotls.v4i2.129.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Renwick, Caroline. "Development of the Wound Resource Education Nurse (WREN) programme." British Journal of Nursing 29, no. 15 (August 13, 2020): S18—S23. http://dx.doi.org/10.12968/bjon.2020.29.15.s18.
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Aim: Managing wounds costs an estimated £5.3 billion a year in the UK. Poor wound care knowledge and a lack of access to specialist practitioners contribute to this expense. A project—the Wound Resource Education Nurse (WREN) programme—was developed to support patient-centred care, effective nursing outcomes and staff satisfaction in relation to wound care. Method: The competency-based WREN programme is open to health professionals, healthcare assistants and tissue viability link nurses who are enthusiastic and willing to develop their tissue viability knowledge and skills. Sessions are delivered on a monthly basis and comprise a mix of didactic teaching, practical sessions and case-based scenarios. Learning is assessed through quizzes and practical assessments at the end of each session and at course completion. Results: Two years after it started, 60 WRENs in an acute trust have completed the programme or are attending sessions. The programme has been rolled out to a mental health trust and district nursing services over 12–18 months, and has been attended by doctors, physiotherapists and other practitioners. Conclusion: The WREN programme has largely been successful, with the mental health trust showing the greatest improvement in practice and care. In all organisations, staff have developed competence and confidence in wound management, facilitating timely, appropriate care and realising cost savings. Although the programme was initially aimed at staff in nursing roles, other professionals have embraced it, so the trusts have a variety of competent practitioners.
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Plunkett, Patrick F. "The impact of perfusionist education programme characteristics on programme directors' responsibilities." Perfusion 11, no. 5 (September 1996): 371–75. http://dx.doi.org/10.1177/026765919601100503.
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The purpose of this study was to measure the effect of four programme characteristics (curriculum design, type of degree offered, length of programme and number of students per class) on perfusionist education programme directors (PDs) in the USA in terms of the number of hours worked per week, number of cases pumped per year and workload mix. Descriptive and statistical analyses were performed on the responses to questionnaires sent to all perfusionist programmes between March 1993 and April 1994. PDs reported working an average of 51.8 h/week and pumping an average of 68.8 cases per year. All but one respondent reported spending more than 50% of his/her time (mean 74.5% ± 19%) on programme-related issues such as administration, classroom teaching and clinical instruction. This level of commitment, as well as the total number of hours worked per week, were not found to be influenced by the programme's length, duration, class size or type of degree awarded. However, PDs of baccalaureate programmes, and programmes with more than nine students spent a significantly greater proportion of their time on administrative issues than their colleagues in other types of programmes. The bureaucratic demands of baccalaureate and large programmes require PDs to devote an average of 39.5% of their time to administration, compared to 27.2% in the other programmes. The results of this study show that the operation of all perfusionist education programmes requires a major commitment of time on the part of the individual designated as PD.
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Silva, Josilaine Porfírio da, Mara Lucia Garanhani, and Maria Helena Dantas de Menezes Guariente. "Nursing care systems and complex thought in nursing education: document analysis." Revista Gaúcha de Enfermagem 35, no. 2 (June 2014): 128–34. http://dx.doi.org/10.1590/1983-1447.2014.02.44538.
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The aim of this study was to analyse the inclusion of the subject Nursing Care Systems (NCS) in nursing education. This study was based on qualitative desk research and it was conducted in a nursing programme in southern Brazil that offers an integrated curriculum with NCS as a cross-cutting theme. Data were collected from September to December 2012, by examining 15 planning and development workbooks on the cross-disciplinary modules of the programme. Analysis was divided into four stages: exploratory, selective, analytic and interpretive reading. The adopted theoretical framework was Complex Thought of Edgar Morin, according to the principles of relevant knowledge. Results were arranged into two categories: NCS as a crosscutting theme in nursing education: the context, the global and the multidimensional; and strategies for teaching, learning and assessment of NCS: the complex. The study contributes to the debate on the importance of teaching NCS as a crosscutting theme in nursing education.
Dissertations / Theses on the topic "Nursing education programme"
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Hartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.
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In 1984 the English National Board (the newly appointed controlling body for nurse education in England) invited schools of nursing to submit innovatory and progressive programmes for nurse education. Basis for selection was the capacity of the programmes to begin to address the demands for a new type of nursing practitioner. The programmes were to be aimed at providing an education that would enable the nurse of the future to adapt to the changing needs created by an increasingly dynamic nursing profession. It was proposed that the selected programmes would act as forerunners for new educational initiatives and facilitate the transition to a more clearly oriented nursing approach. The longitudinal study was designed to evaluate the effectiveness of one of the selected pilot educational programmes. It was premised on the assumption that traditional hierarchical nurse educational approaches may affect student self esteem and in consequence the ability of the qualified nurse to achieve the self confidence required for independent professional practice and self-growth. It rests on the argument that a positive self image and external locus of control allows nurses to become self assertive, confident and dynamic practitioners capable of embracing and initiating change in response to predicted continuing change in psycho-social health demands. The innovations introduced in the pilot scheme included the adoption of a humanistic, student centred, adult educational model of teaching/ learning approach that focuses on promoting self worth in its learners. This led to the study proposal that the effectiveness of the course can be evaluated by focusing on whether the educational changes eliminate the potentially destructive effects of earlier courses on nursing students by enhancing their self concept to the benefit of their self confidence in practice during supervised training and after qualifying. The study draws on the theories of the Self, on Attribution Theory. Social Learning Theory and in particular Adult Educational Theory with its focus on recognition of self-worth. It utilises an eclectic illuminative evaluation method that encompasses a balance between quantitative measurement and qualitative information. The results of measurements taken of students values and perceptions of themselves and their chosen profession on entry and at differing stages of the course. Are recorded together with further measurements undertaken by a sample of course graduates after a period of practice. Methods included the use of self designed and standardised instruments and individual and group interview techniques. The descriptive study also explores and compares the demographic characteristics, values, expectations and learning preferences particularly in relation to developing qualities of learner independence and student directedness. An overall participative approach takes into account the varying information needs of its diverse potential audience. The study design recognised the importance of ensuring that the evaluation had a formative component to allow it to offer an improvement function to the quality of study of the students who participated in the various evaluation measures during their own educational process. The findings demonstrated that the programme was successful in achieving its aims. But post course enquiries into the course graduates initial staff nurse experiences, revealed a marked fall in self confidence when they were first confronted with responsibility and accountability. The high anxiety levels, and fears of 'not knowing' how to carry out more complex procedures led to the recommendation that the initial period of preceptorship should include a supernumerary interval in which the newlv qualified staff nurse could be free to 'catch up' on experiences not encountered during the clinical allocations. It is envisaged that the findings will be of interest to the wider nurse educational arena at both local and national level. It will assist not only nurse education programme planners and those implementing the Project 2000 initiatives but also educationalists in compulsory, further and higher education. Finally as a direct record of the effects of the most fundamental changes in nursing history, it has the potential for becoming a source document for future nurse historians.
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Nambozi, Grace. "An evaluation of community based university nursing education programme and stakeholders' experiences." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:14394.
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This study is concerned with an evaluation of a nursing education programme designed to provide practical experience of child health education in two primary schools local to a university in Western Uganda. The purpose of the programme evaluated in this study, was both to provide health promotion and education experience to students in a real-life situation while being supervised by a member of the academic staff and to offer ‘real’ health care in relation to preventable diseases. This programme represents a paradigm-shift where students can practice health care within a project developed and run by their university for the local people. The programme focused on health promotion, illness prevention, and early intervention with the aim that, pupils would pass on their learning to children and through them to the wider family and community. This is suggested to take place through a ‘Reciprocal Ripple Effect Model’ and role modelling guided by ‘Ubuntu’ philosophy with its focus on community members helping each other. This qualitative study aimed to evaluate the project through an exploration of participants’ experiences. Data were collected using participant observation, document analysis, focus group discussions, semi-structured and email interviews from a total of 71 participants. Participants included children, parents, academic staff, nursing students and local administrators. The data were analysed using content analysis. The study provides new insights into community-based nursing education programmes. It found key themes that reflected a positive experience of the programme from all participants. Through collectiveness, participants valued ‘being involved and participating', 'sharing information', and the wider communication that the initiative enable for all actors. Students valued 'acting as role models' and the project was associated in the participants' experience with 'developing and growing confidence'. The one key theme which most clearly reflects the child and parents' experience was 'transforming one's life', indicating the way in which the project helped make members of the university's local community feel valued. The university had ceased to be an institution of privileged outsiders and had become integrated and valued with their community. This study provides support for the use of the 'Reciprocal Ripple Effect Model' guided by 'Ubuntu' philosophy in resource-limited environments in empowering the community to make decisions and embrace informed responsibility for their health. Also in enhancing the learning and intervention performed by student nurses and in a manner that was culturally acceptable and sustainable in a resource-limited environment.
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Chisholm, Elizabeth. "The social organisation of assessment in the Diploma in Nursing programme." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326656.
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Yeung, Nga-man, and 楊雅雯. "A guideline of nurse-delivered pre-dialysis education programme for stage 4 chronic kidney disease patients." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44626988.
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Bettiens, Rosanne, and n/a. "Clinical outcomes of theoretical teaching of the nursing process in a tertiary programme." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.094014.
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Problem: While the educational preparation of students
in a tertiary nursing programme was the general focus of the
study, the specific concern was with the degree to which
students in the first and third year of the programme
implemented all aspects of the nursing process in their
delivery of patient care. The study developed out of a need
to evaluate the effectiveness of theoretical teaching in
regard to the students' ability to implement theoretical
principles in clinical practice. The desired outcome of the
study is that the data will be useful in developing more
appropriate and effective teaching approaches that will
result in improved clinical nursing practice.
Methodology A survey of patients receiving nursing
care from students in the first and third year of their
programme was conducted on completion of a one week block of
clinical experience for both groups of students. A
questionnaire was the instrument of data collection.
Factors included in the study were the patients' perceptions
of the students' attention to four of the five phases of the
nursing process: assessment, diagnosis, planning and
evaluation. Questions addressing the degree of patient
involvement in all of these phases were included throughout
the questionnaire. Questionnaires were returned from twenty
nine of the thirty one patients surveyed in the first year
student group and from thirty of the thirty one patients
surveyed in the third year student group; constituting a
93.5 percent and a 96.7 percent response respectively.
Results The scores achieved by each group of students
were compared against scores determined by the researcher to
indicate realistic educational and professional standards of
practice in each specified section and comparisons were also
made between the two students groups to identify development
of practice over the education programme. Scores indicated
that:
1. Within each section of the study both student groups
scored below the expected level on certain items, the
most notable deficiencies being related to the aspects
of patient empowerment through informing and involving.
2. The third year student group scored overall higher
than the first year students in regard to attention
to the more 'technical' aspects of the nursing process,
but did not give the same degree of attention to the
'human' aspects, scoring equal to, or lower than their
less experienced colleagues.
Conclusions:
1. There are apparent philosophical differences between
the graduates of the 'old style' training system and those
involved in the tertiary nursing programme in regard to the
individualization of patient care and the allocation of
priorities within a time frame.
2. Clinical application of theoretical principles relies
heavily on the reinforcement of these principles by the
clinical teacher/supervisor. There is a need for these
clinical supervisors to have:
(a) a better understanding of the educational objectives
for students in the clinical settings, and
(b) assistance towards developing teaching/organizational
strategies that will guide the student towards
objective attainment when such abilities are not
developed.
Recommendations: Among the recommendations presented
were:
1. that the nursing discipline within the university make
formal and informal opportunities to inform all clinicians
of the changes in nursing education and the implications
these changes have on the overall approach to the delivery
of patient care.
2. that there is an increased emphasis on the educational
preparation of the clinical supervisors and that their
commitment to the students' achievement of the clinical
objectives is enhanced through involvement in programme
planning and evaluation.
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Pleasance, Paul L. "Approaches to learning adopted by students undertaking a Diploma of Higher Education in Nursing programme." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30941.
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Nursing education has undergone radical change during the last decade. All nursing programmes are now based in Institutions of Higher Education. While many aspects of the implications of these changes have been investigated, little research has been published concerning the approaches to learning adopted by student nurses. The Approaches and Study Skills Inventory for Students (ASSIST) is a tool designed to investigate preferences for different approaches to learning. It was administered to 296 students undertaking the Diploma of Higher Education in Nursing programme of De Montfort University, Leicester. The responses provided by the students were analysed using the constructs of the original authors (deep, surface and strategic approaches). The data was then subjected to factor analysis. There was found to be a high level of consistency between the original constructs and the factors extracted, and it was thus concluded that the inventory was probably a valid tool for use with the sample population. The approaches to learning favoured by various subgroups of the population were examined. Thus comparison could be drawn between male and female students, between younger and more mature students, between students with different previous academic qualifications, and between students undertaking different nursing branch programmes. It was found that deep approaches to learning were most favoured overall, and that there was no change in approach as the students progressed through the course. Older students showed an increased preference for deep approaches when compared to younger students, and male students showed similar preference when compared to female students. It was also found that students undertaking the adult nursing branch programme were more likely than other students to favour surface approaches to learning. Some of the implications for nursing education are discussed.
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Willemse, Juliana. "The affordances of mobile learning for an undergraduate nursing programme: A design-based study." University of the Western Cape, 2018. http://hdl.handle.net/11394/6584.
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Philosophiae Doctor - PhDThe global use of mobile devices, and their connectivity capacity, integrated with the affordances of social media networks, provides a resource-rich platform for innovative student-directed learning experiences. Technology has become embedded in the daily lives of students, who become more approachable when technology is used within the higher education context. In 2014 the Educause Centre for Analysis and Research partnered with 213 higher education institutions across the United States of America. It was established that 86 percent of undergraduate information technology students owned a smartphone and half of that percentage owned a tablet. A systematic review on mobile learning in higher education focusing on the African Perspective in 2017 concluded that there was an increase in the use of mobile learning in higher education. Higher education institutions continue to move away from traditional, lecture-based lessons towards new, innovative teaching and learning methodologies to facilitate emerging pedagogies and strategies, thereby enhancing student learning. The adoption of technological innovation could promote the unfolding of a social process that over time could enhance social connectedness among young students and their older adult educators. Mobile learning is fundamentally defined as “learning with mobile devices” and it has the potential to extend the philosophies of learning through innovation It was identified that research in the field of m-learning can be divided into four areas, namely: pedagogy; administrative issues and technological challenges; ensuring sustainable development in education using m-learning; and the impact of new applications. With the increased need for nursing professionals, promoting the quality and effectiveness of nursing education has become crucial. It is thus important to establish learning environments in which personalised guidance and feedback to students regarding their practical skills and the application of their theoretical knowledge within clinical learning environments is provided.
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Neary, Mary. "An investigation of the assessment of student clinical competencies during the Common Foundation Programme of Project 2000." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338914.
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Axiak, Sally. "The impact of a Continuing Professional Education degree programme in Mental Health Nursing : a phenomenological study." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21625/.
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Tlapu, Moipone Martha. "A coaching programme for nursing college managers to facilitate employee wellness / M.M. Tlapu." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9707.
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There have been on-going debates regarding wellness and management roles. There are several general programmes for facilitation of wellness. Some are implemented but others not. The urge to develop a coaching programme for college managers was triggered by personal experiences as the principal of a nursing college with the aim of helping the managers to facilitate employee wellness.
The research was conducted to make a meaningful contribution to a body of knowledge, in particular knowledge related to the facilitation of employees’ wellness by the nursing college management.
Aim
The aim of the study was to develop a coaching programme for nursing colleges’ managers to facilitate employee wellness.
The research was conducted into two phases.
Phase one
The first phase is a situational analysis. A qualitative strategy, which is explorative, descriptive and contextual in nature, was used. The perceptions of employees, guided by a literature review, were explored and described.
Research Design Method
The design of the study was qualitative, with explorative, descriptive and contextual elements.
The nursing college managers were interviewed in both individual and in focus groups interviews. Only six main samples were used, namely: principals, vice-principals, HODs, registrars, nurse educators and support staff. An interview schedule was prepared by the researcher and experts in qualitative design.
The first focus group interviews were conducted with the heads of departments in four nursing colleges. Three focus group interviews were held with heads of departments, nurse educators and support staff. Individual interviews were held with three principals and college registrars. The data analysis procedure from Henning, Van Rensburg and Smit’s (2008:106) writing was adopted as the bases for data analysis in phase one of the study. Deductive and inductive strategies were used.
The results of phase one relating to the experiences and perceptions of employees and managers were used in conjunction with the integration of the embedded literature to develop the conceptual framework and coaching programme for the management of nursing colleges.
Phase two
The second phase was the description of the conceptual framework. An integrated map was compiled by mapping the concepts from the conclusions from all the empirical findings from Chapters 3 and 4.The main concepts of the integrated map are described. Finally, a visual conceptual framework was presented. A coaching programme for nursing college managers to facilitate employee’s wellness was developed. The programme was presented into 2 parts; part 1 for training managers to empower them with coaching skills. Part 2 addressed facilitation of employee’s wellness.
Ethical considerations were observed throughout the study.
Results and findings
The results from both the employees and managers reflected challenges which involved the political mandate of increasing numbers of students without extra human and material resource allocation. Most of the employees complained about college management, which did not recognise their efforts and qualifications. Other causes of dissatisfaction included increased workload, the large numbers of students and decreased facilities through the rationalisation and merger of the nursing colleges.Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.
Books on the topic "Nursing education programme"
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A strategy for a pre-registration nursing education degree programme. Dublin: Stationery Office, 2000.
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Professional skills in nursing: A guide for the common foundation programme. Los Angeles: Sage, 2010.
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Coutu-Wakulczyk, Ginette. Self-concept and professional commitment of students enrolled in a B.Sc.N. distance education programme : preliminary report / by Ginette Coutu-Wakulczyk, Karen O'Brien, Phyllis Montgomery. Sudbury, Ont: Laurentian University, 1989.
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National Board for Nursing, Midwifery and Health Visiting for Northern Ireland. Curriculum requirements and guidelines for pre-registration nursing diploma of higher education and degree programmes: Shortened programme (leading to admission to parts 12, 13, 14, and 15 of the UKCC register). Belfast: National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 2001.
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National Board for Nursing, Midwifery and Health Visiting for Northern Ireland. Curriculum requirements and guidelines for pre-registration nursing diploma of higher education and degree programmes - shortened programme (leading to admission to parts 12, 13, 14 and 15 of the UKCC register). Belfast: National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 2001.
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Fluids and electrolytes with clinical applications: A programmed approach. 4th ed. New York: Wiley, 1986.
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Kee, Joyce LeFever. Fluids and electrolytes with clinical applications: A programmed approach. 5th ed. Albany, NY: Delmar Publishers, 1994.
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J, Paulanka Betty, ed. Fluids and electrolytes with clinical applications: A programmed approach. 6th ed. Albany: Delmar, 2000.
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Kee, Joyce LeFever. Fluids and electrolytes with clinical applications: A programmed approach. 7th ed. Clifton Park, NY: Delmar, 2004.
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University of Sheffield. CTI Centre for Nursing and Midwifery. Conference. Communications across professional boundaries: Can technology help? : proceedings of the Second National Conference of the CTI Centre for Nursing & Midwifery held in Sheffield on 23rd & 24th June 1998, and organised jointly with the British Computer Society's Nursing Specialist Education Focus Group, and the Institute of Health & Care Development Enabling People Programme. Sheffield: CTINM Publications, 1998.
Find full textBook chapters on the topic "Nursing education programme"
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Grahn, Gertrude. "Developing an Education and Support Programme for Cancer Patients and Their Family Members." In Cancer Nursing, 53–56. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10714-8_19.
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Dunning, Mary. "Maintaining and Developing Quality and Equity within Higher Education Programmes." In Mentorship in Community Nursing: Challenges and Opportunities, 21–30. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470690536.ch3.
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Leufer, Thérèse, and Joanne Cleary-Holdforth. "Using Evidence for Decision Making." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0010.
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By now, you have read lots of information on the principles of decision making and why this is so important for you in your nursing practice. It will be invaluable to you as you progress in your nursing career to know how to make decisions in and about nursing practice, including knowing: ● when to make these decisions; ● when decisive action is required; ● when to call a doctor; ● when to withhold a particular medication; and ● when to recommend an alternative nursing intervention. It is equally imperative that you understand why you are making the decisions that you are making and where you might go to find the information that you need to underpin these decisions. The Nursing and Midwifery Council (NMC), in its Standards for Pre-Registration Nurse Education (2010), specifies clearly the competencies that are required upon completion of a nursing programme for entry to the NMC professional register. In its competency framework, four key areas (‘domains’) are identified, one of which is ‘Nursing practice and decision making’, demonstrating unequivocally the emphasis and importance that the NMC places on the role of the qualified nurse in decision making. This domain statement is presented in Box 3.1. Specific requirements relating to this domain can be found in Parts 2 and 3 of this book. In addition, the NMC stipulates, in relation to specific knowledge and skills, that ‘all nurses must apply knowledge and skills based on the best available evidence indicative of safe nursing practice’ (NMC 2010). It also offers guidance to programme providers on the ‘Essential Skills Clusters’ (NMC 2010)—that is, additional sets of skills (‘clusters’ of skills set around specific areas of nursing practice) required to be attained by student nurses at specific points during their programme. The Essential Skills Cluster that is relevant to the use of evidence to underpin practice decisions is the ‘Organisational aspects of care’. Within this cluster, there are a number of descriptors listed that are related to this area, as listed in Table 3.1.
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Robinson, Terry, and Jane Scullion. "Pulmonary rehabilitation." In Oxford Handbook of Respiratory Nursing, 515–22. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198831815.003.0024.
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Pulmonary rehabilitation (PR) is an important component in the management, care, and treatment of patients with chronic lung disease, particularly with COPD and increasingly in ILD. Breathlessness is a symptom of the underlying lung disease, and can result in reduced patient activity, which in turn reduces fitness, leads to social isolation, and can exacerbate depression and anxiety. PR is a multidisciplinary programme of care for patients with chronic respiratory impairment that is individually tailored and designed to optimize physical and social performance and autonomy. This chapter describes the rationale for PR, how to set up an effective rehabilitation regime through education and physical exercise, and how to provide follow-up care.
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"Faculty shortages in doctoral nursing programmes." In Doctoral Education in Nursing, 117–28. Routledge, 2005. http://dx.doi.org/10.4324/9780203618875-14.
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Koithan, Mary, Connie S. Miller, and Raney Linck. "Integrative Nursing Education." In Integrative Nursing, edited by Mary Jo Kreitzer and Mary Koithan, 539–46. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.003.0036.
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Integrative nursing provides an opportunity for the discipline to return to its roots, transforming curriculum and programmatic that reflects our beliefs and values while honoring current scope and standards of practice and clinical guidelines. The principles of integrative nursing calls us to consider our students as whole people who come into our academic settings with lives full of rich and varied experiences that provide both gifts and challenges as they complete their educational programs. They also call us to re-consider the nature of our classroom, how we create and nurture relationships with students, how we use teaching/learning and evaluation strategies to fit our outcomes, and how we instill the need to care for self while caring for others. This chapter is a call to action for educators across programs.
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Fenton, Mary V., Linda L. Halcón, and Marie Napolitano. "Graduate Nursing Education for Integrative Nursing." In Integrative Nursing, 416–28. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199860739.003.0032.
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The term integrative nursing embodies many terms and concepts that nurses have historically used to describe whole person/whole systems approaches to health care. This chapter focuses on the current status of incorporating concepts and principles of integrative nursing in graduate nursing programs with examples of both master’s and doctor of nursing practice education models. Two of the American Association of Colleges of Nursing Essentials of Doctoral Education for Advanced Nursing Practice Essentials, Organization and Systems Leadership and Advanced Nursing Practice are provided as examples of teaching integrative nursing in doctoral programs to prepare nurses to model and lead transformative change in our health care system.
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Mancini, Mary E., Daisha Jane Cipher, and Darab Ganji. "Maximizing Retention and Progression to Graduation in Online Programs." In Critical Assessment and Strategies for Increased Student Retention, 211–25. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2998-9.ch013.
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This chapter uses the literature on student retention in online programs as a foundation to present a case study illustrating how a well-designed, affordable and high-quality online program substantially increased access, retention rates, and progression to graduation. The case study covers how, by using the principles of designing with the end in mind. The University of Texas at Arlington College of Nursing and Health Innovation (CONHI) developed and implemented a highly successful, award-winning online Bachelor of Science in Nursing (BSN) completion program for registered nurses (RN) who had entered the profession through an associate degree program. This RN-to-BSN program was specifically designed to overcome issues known to impact enrollment and completion in nursing programs by leveraging technology and the best practices for online education. The case study also explores how best practices in online education were incorporated into the development of the RN-to-BSN program.
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Ringdahl, Deborah. "Graduate Nursing Education for Integrative Nursing." In Integrative Nursing, edited by Mary Jo Kreitzer and Mary Koithan, 564–85. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.003.0038.
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Graduate nursing education provides an opportunity to advance knowledge about integrative nursing and the effects of this approach to care on patient and systems outcomes. Graduate programs for advanced practice and their focus on organizational and systems leadership, quality improvement, interprofessional collaboration, and advanced practice align with professional competencies and provide the foundation for translating integrative nursing principles into clinical care. There is both a “reclaiming” of authentic nursing values and practice and “laying claim” to new and evolving models of health care. This chapter focuses on how concepts and principles of integrative nursing can inform innovative graduate nursing curriculum and transform advanced nursing practice. Examples of integrative nursing curricular opportunities are provided, and recommendations to increase and sustain education reform are presented.
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Lin, Li-Min, Yi-Cheng Chen, Jen-Her Wu, and Robert D. Tennyson. "What Skill/Knowledge is Important to a Nursing Professional?" In Business, Technology, and Knowledge Management in Asia, 234–49. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2652-2.ch018.
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This study employed a survey instrument to investigate the knowledge topics that are important to a nursing professional. We asked 491 nursing professionals and managers in Taiwan what they thought about 47 educational topics. For each topic, the authors asked them how much they had learned about a given topic in their formal education, their current knowledge of the topic, and how important the topic has been in their career. Results indicate each knowledge topic’s importance, the amount learned in formal education programs, and the educational knowledge gap. The findings also show the amount currently known, current knowledge gap, and the amount learned (or forgotten) subsequent to education. The survey supports current perceptions about the importance of some topics, but it also highlights topics that are sometimes underemphasized or overemphasized. Efforts to develop nursing curricula or training programs for nursing professionals or students should consider the experience of practitioners in clinics and hospitals. Findings should be useful to hospital training departments and nursing educators in universities and colleges to refine or revise their curriculum design. Nursing professionals and students seeking continuing education will also be able to use the results for selecting courses for career enhancement.
Conference papers on the topic "Nursing education programme"
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Wati Abas, Zoraini, Nafsiah Shamsuddin, and Kai Lit Phua. "How Prepared are Malaysian Nurses for Online Distance Learning?" In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2650.
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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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Gurbutt, Dawne, and Lyndsey McPhail. "'LOGGED IN' OR 'LOCKED OUT' ITC EXPERIENCES OF MATURE LEARNERS ON A UK NURSING PROGRAMME." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0179.
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Willemse, Juliana, Karien Jooste, and Vivienne Bozalek. "USING THE INTEGRATIVE LEARNING DESIGN FRAMEWORK TO DEVELOP A MOBILE LEARNING INTERVENTION IN AN UNDERGRADUATE NURSING PROGRAMME." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0350.
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Ciolfi, Alberto, and Annalisa Di Benedetto. "Competencies and higher education: evidences and returns. The TECO project." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9308.
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The aim of this work is to present the state of progress and the main features of the TECO (TEst of COmpetence) project, promoted by the (Italian) National Agency for the Evaluation of Universities and Research Institutes with the aim to assess students’ learning outcomes in the higher education contest. The results of the 2017-2018 TECO survey (which involved voluntarily over 12,500 nursing, physiotherapy and medical radiology students), showed that attending a university programme makes a difference in development of some competencies, especially for the disciplinary sphere. The analysis will focus on the connections between the characteristics of the students at the beginning of their study career and the achieved level of tested competences. The return of the test results to the students and study programmes’ coordinators will be presented and discussed, considering their possible uses in a self-assessment perspective. TECO results and the new indicators that will be originated from this project could prove to be reliable tools for university programmes self-assessment, encouraging the use of evidence-based strategies for higher education improvement.
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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.
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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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Jayasekara, Rasika S., Colleen Smith, Morgan Smith, Vicky Visvanathan, Cath Hall, Elaine Rankin, and Terry-Renette Friebe. "Clinical Education Models for Undergraduate Nursing Programs." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.59.
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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.
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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
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Tjoflåt, Ingrid, Bodil Bø Våga, Paulo Mandangi, Hanitra Ralaitafika, Samwel Ligmas, and Hege Ersdal. "IMPLEMENTATION OF SIMULATION-BASED EDUCATION IN NURSING EDUCATION PROGRAMS IN TANZANIA AND MADAGASCAR." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1184.
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Tunurrohmin, Zela. "Application of Precede Proceed Model on Factors Affecting Depression Symptom in the Elderly: Evidence from Surakarta, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.44.
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ABSTRACT Background: Geriatric depression is a mental and emotional disorder affecting older adults. Social support is an important factor known to moderate the deleterious effects of stress in elderly. This study aimed to determine factors affecting depression symptom in the elderly using PRECEDE PROCEED model. Subjects and Method: A cross sectional study was conducted in Surakarta, Central Java. A sample of 200 elderly was selected for this study by cluster random sampling. The dependent variable was depression. The independent variables were gender, marital status, residence, education, family support, and peer support. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: The risk of depression in elderly increased with female (b= 5.53; 95% CI= 3.38 to 7.70; p<0.001), unmarried (b= 4.15; 95% CI=1.36 to 6.95; p= 0.004), and living at nursing home (b= 8.16; 95% CI= 5.26 to 11.06; p<0.001). The risk of depression decreased with high education (b= -5.51; 95% CI= -7.49 to -3.51; p<0.001), strong peer support (b= -2.75; 95% CI= -4.92 to -0.58; p= 0.013), and strong family support (b= -5.02; 95% CI= -7.96 to -2.09; p<0.001). Conclusion: The risk of depression in elderly increases with female, unmarried, and living at nursing home. The risk of depression decreases with high education, strong peer support, and strong family support. Keywords: depression, elderly Correspondence: Zela Tunurrohmin. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: ze.zelatunurrohmin@gmail.com. Mobile: 082225442002. DOI: https://doi.org/10.26911/the7thicph.01.44
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Johnson, Kevin, Claire O Donnell, Kathleen Markey, and Brian Lake. "Irish Nursing Students Perceptions of a Technology Enhanced Blended Approach to Teaching and Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3366.
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Health informatics is becoming increasingly important for healthcare professionals and strategies to promote health informatics development are becoming increasingly popular in undergraduate professional programmes. With this in mind, a blended or hybrid learning approach was piloted with an undergraduate BSc nursing module in the university. The aim of this pilot was to design, develop, implement and evaluate the students’ perceived reactions to learning, teaching and assessment incorporating several online components. Blended learning is the combination of multiple approaches to learning such as a combination of technology-based materials and face-to-face sessions used together to deliver instruction. A branded version of Sakai (the university’s Learning Management System [LMS]) was used. The students interacted with the system on a weekly basis and their perceptions were codified with the aid of an online questionnaire based on the preferred COLLES format. Additionally, a touch screen based recording suite was availed of permitting the students to record themselves performing a task and later review the footage. The initial findings appear to provide a positive outlook towards the use of technology within the course and the potential for further expansion in the near future.