Journal articles: '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.

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Price, R. "Patient education: a unit-based programme." Nurse Education Today 6, no. 1 (February 1986): 11–15. http://dx.doi.org/10.1016/0260-6917(86)90056-0.

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White, Nick, Deborah Clark, Robin Lewis, and Wayne Robson. "The Introduction of “Safety Science” into an Undergraduate Nursing Programme at a Large University in the United Kingdom." International Journal of Nursing Education Scholarship 13, no. 1 (January 1, 2016): 11–18. http://dx.doi.org/10.1515/ijnes-2015-0007.

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AbstractImplementing safety science {a term adopted by the authors which incorporates both patient safety and human factors (Sherwood, G. (2011). Integrating quality and safety science in nursing education and practice. Journal of Research in Nursing, 16(3), 226–240. doi: 10.1177/1744987111400960)} into healthcare programmes is a major challenge facing healthcare educators worldwide (National Advisory Group on the Safety of Patients in England, 2013; World Health Organisation, 2009). Patient safety concerns relating to human factors have been well-documented over the years, and the root cause(s) of as many as 65–80 % of these events are linked to human error (Dunn et al., 2007; Reason, 2005). This paper will describe how safety science education was embedded into a pre-registration nursing programme at a large UK university. The authors argue that the processes described in this paper, may be successfully applied to other pre-registration healthcare programmes in addition to nursing.

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Marshall, Sarah. "Education, recognition, support and collaboration." Gastrointestinal Nursing 19, no. 6 (July 2, 2021): 8–10. http://dx.doi.org/10.12968/gasn.2021.19.6.8.

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Chan, Moon Fai, and C. Y. Ko. "Retracted: Osteoporosis prevention education programme for women." Journal of Advanced Nursing 54, no. 2 (March 20, 2006): 159–70. http://dx.doi.org/10.1111/j.1365-2648.2006.03804.x.

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Whitehead, Dean, John Keast, Val Montgomery, and Sue Hayman. "A preventative health education programme for osteoporosis." Journal of Advanced Nursing 47, no. 1 (July 2004): 15–24. http://dx.doi.org/10.1111/j.1365-2648.2004.03058.x.

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Mills, Anne, Julie Ryden, and Anneyce Knight. "Juggling to find balance: hearing the voices of undergraduate student nurses." British Journal of Nursing 29, no. 15 (August 13, 2020): 897–903. http://dx.doi.org/10.12968/bjon.2020.29.15.897.

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Background: Accounts of stress are common among students on nursing programmes. Prolonged high levels of stress can contribute to poor learning, the development of detrimental health behaviours, attrition and burnout. Aims: To examine the health and wellbeing implications of undertaking a BSc nursing degree in the UK for first-year students. Methods: Qualitative narrative analysis of 100 written student reflections on the influences on their health and wellbeing was undertaken. Findings: Nursing students must juggle multiple competing demands on their physical capabilities, personal resources, income and time. Students are constantly seeking to achieve balance and personal equilibrium through the use of a variety of coping strategies. Conclusion: This work calls upon the profession, the nursing regulator, nursing programmes within higher education institutions and health Trusts to review the framework and content of undergraduate BSc nurse education. Programme requirements should enhance the health and wellbeing of students while simultaneously delivering education and practice opportunities necessary to meet professional requirements.

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Furr, Susan, Susan Hayes Lane, Dana Martin, and Dana E. Brackney. "Understanding roles in health care through interprofessional educational experiences." British Journal of Nursing 29, no. 6 (March 26, 2020): 364–72. http://dx.doi.org/10.12968/bjon.2020.29.6.364.

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Background: Students can find interacting within a healthcare team challenging. It is important for students to understand their role and respect those of other healthcare team members. Interprofessional education (IPE) is a strategy for exploring the roles of self and others within the team. Aim: The purpose of this study was to evaluate nursing students' perceptions of roles and responsibilities following an IPE experience. Methods: Students in an undergraduate baccalaureate degree nursing programme participated in a two-day IPE event with students in the physician's assistant's (PA) programme, pharmacy programme, and physical therapy (PT) programme. Findings: Self-perception and the perception of others were two main themes that emerged. The results suggested that roles and responsibilities are often misunderstood. Conclusion: Educators must be committed to educating our future healthcare workforce on role expectations and responsibilities within an individual's own profession and that of others. This education should start in the foundation stages of each discipline's educational curricula.

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Hoxby, H. "Optimizing technologies in nurse practitioner education." Journal of Telemedicine and Telecare 6, no. 2_suppl (August 2000): 30–32. http://dx.doi.org/10.1258/1357633001935464.

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A provincial educational programme was launched in 1995 for primary-care nurse practitioners. A consortium of Ontario university schools of nursing joined forces to provide a single, standardized educational programme at all 10 sites in both official languages. This demanding, clinically focused educational initiative required better access, support and efficiencies than could be provided by print copies and videoconferences alone. The development of a password-protected Website allowed equal access for all and maximized the human and financial resources. Optimizing various technologies has enhanced the quality and efficiencies of the nurse practitioner programme.

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Jack, Eleanor. "Service user involvement in an undergraduate nursing programme." Journal of Mental Health Training, Education and Practice 15, no. 3 (January 27, 2020): 125–40. http://dx.doi.org/10.1108/jmhtep-12-2018-0073.

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Purpose The purpose of this study is to highlight the impacts that service user involvement can have on the education of UK undergraduate student mental health nurses both personally and professionally. It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach. Design/methodology/approach The study reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach embracing two focus groups. Findings The findings from the two focus groups highlight that the service user input (expert by experience) offered a positive learning experience for the students, enabled them to appreciate the meaning of recovery and hope and facilitated the identification of the importance of their role in terms of connecting meaningfully with those they are supporting and reconsidering key priorities for practice. They also suggest that there is theory/practice gap reduction as students were able to connect the service user narratives to the evidence base for deeper understanding and application. Research limitations/implications Although only a brief evaluation of a short theory module within a wider programme involving a small number of participants, the findings echo the wider literature and offers further rationale to support direct service user involvement within mental health education across all healthcare professions. This finding is also relevant, as, increasingly, learning/teaching programmes now seek to implement blended learning with significant online teaching and less face-to-face facilitation of learning. Practical implications This study highlights not only the positive impact of service user input on health-care education but also the benevolent influence skilled narratives can have as a pedagogical approach to learning. Originality/value Although there is much in the literature as to the benefits for student learning in involving service users within higher education institute education, there is limited information as to “how” and “why” this is the case, this article seeks to bridge that gap.

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Baldewijns, Karolien, Hans-Peter Brunner-La Rocca, Lieven de Maesschalck, Aleidis Devillé, and Josiane Boyne. "Unravelling heart failure nurses’ education: Content comparison of heart failure nurses’ education in three European Society of Cardiology states and the Heart Failure Association heart failure curriculum." European Journal of Cardiovascular Nursing 18, no. 8 (July 19, 2019): 711–19. http://dx.doi.org/10.1177/1474515119863179.

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Aims: The European Society of Cardiology (ESC) guidelines state that heart failure nurse specialists (heart-failure nurses) with specific competences are essential for a successful heart-failure-management programme. Thus, the Heart Failure Association (HFA) of the ESC developed the heart failure nurse curriculum (HFA curriculum). Several ESC member states developed cardiovascular education programmes to enable nurses to deliver high specialist care, but little is known of whether these curricula are in line with the HFA curriculum. Therefore, this paper describes the extent to which cardiovascular education programmes in Belgium, The Netherlands and Germany correspond to the HFA curriculum. Methods and results: A case study approach was adopted to obtain an in-depth understanding of the programme contents in relation to the HFA curriculum. For this purpose, representatives of the educational programmes and/or delegates of the national cardiovascular nursing organization shared their educational curricula. All of the studied cardiovascular education programmes aim to provide heart failure and/or cardiovascular nurses with essential competences for implementation of evidence based and guideline derived care. However, every cardiovascular education programme has a different focus/area of attention. Cardiovascular education in Belgium discusses aspects of all core-learning objectives of the HFA curriculum and emphasizes mostly knowledge aspects of these. Learning objectives in cardiovascular education in The Netherlands focus on chronic diseases in general and on learning objectives concerning patient education, support in self-care and management of device and pharmacological therapy. Cardiovascular education in Germany discusses most learning objectives; however, not all learning objectives receive equal attention. Conclusions: Although local cardiovascular education programmes adopt certain aspects of the HF curriculum, the curriculum as a whole is not adopted.

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Mohamed Samir El Said, Salma, Ghada Essam El-Din Amin, Essam Mohamed Baumy Helal, Reham Salah Amin Radwan, and Hoda MF Wahba. "The Effect of a Tailored Health Education Programme on Medication Management in the Elderly." Scientific World Journal 2020 (May 13, 2020): 1–7. http://dx.doi.org/10.1155/2020/1903191.

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Background. Empowering the elderly by education programs can decrease medication problems, morbidity, and mortality. Methods. A cross-sectional study to identify trends and baseline medication management among the elderly in nursing homes followed by an interventional study (tailored educational programme) offered within the same population followed by reassessment of the same medication management domains. Results. There was no effect regarding nursing home participants’ medication knowledge before and after intervention, while there were variable degrees of significant statistical differences in how the participants obtain and take their medications as well as their total deficiency scores before and after intervention. Other domains were also variably affected. Conclusion. It is vital to ensure that patients have sufficient knowledge regarding their medications and how to handle and administer them. Different domains may variably be affected by educational programmes mainly due to preassessment deficits. Educational programmes need to be tailored according to the requirements of the population targeted.

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O'Boyle, Anne-Marie, Elizabeth Graham, and Mandy Ellis. "In reach into Nursing Homes Education, Training and Development Programme." International Journal of Integrated Care 17, no. 5 (October 17, 2017): 383. http://dx.doi.org/10.5334/ijic.3701.

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Hofstetter, E. "102 Poster 2-Year Continuing Education Programme in Cardiac Nursing." European Journal of Cardiovascular Nursing 9, no. 1_suppl (March 2010): S22. http://dx.doi.org/10.1016/s1474-5151(10)60084-9.

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Watson, Joan E., and Debra Herbener. "Programme evaluation in nursing education: the state of the art." Journal of Advanced Nursing 15, no. 3 (March 1990): 316–23. http://dx.doi.org/10.1111/j.1365-2648.1990.tb01819.x.

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Kapborg, Inez. "The nursing education programme in Lithuania: voices of student nurses." Journal of Advanced Nursing 32, no. 4 (October 2000): 857–63. http://dx.doi.org/10.1046/j.1365-2648.2000.01549.x.

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Ersek, Mary, and Becky B. Wood. "Development and evaluation of a Nursing Assistant Computerized Education Programme." International Journal of Palliative Nursing 14, no. 10 (October 2008): 502–9. http://dx.doi.org/10.12968/ijpn.2008.14.10.31495.

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Peck, Jessica. "A Train-the-Trainer Programme to Deliver High Quality Education for Healthcare Providers." Anti-Trafficking Review, no. 17 (September 15, 2021): 140–47. http://dx.doi.org/10.14197/atr.201221179.

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A promising practice for educating anti-trafficking stakeholders in healthcare emerged through an innovative train-the-trainer programme from a National Association of Pediatric Nurse Practitioner’s initiative called the Alliance for Children in Trafficking (ACT). The purpose of this training is to provide effective, high-quality education development with wide dissemination and reach. The obstacles to in-person education due to COVID-19 resulted in a pivot to a virtual platform to continue the ACT Advocate programme. This paper considers the engagement of the nursing profession in operationalising the ACT Advocate programme as a way to lead advocacy and education efforts, using a public health approach, for effective responses to child trafficking.

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Williamson, Graham R., Val Health, and Tracey Proctor-Childs. "Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition." Open Nursing Journal 7, no. 1 (September 25, 2013): 149–56. http://dx.doi.org/10.2174/1874434601307010149.

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Introduction: There is international concern about retention of student nurses on undergraduate programmes. United Kingdom Higher Education Institutions are monitored on their attrition statistics and can be penalised financially, so they have an incentive to help students remain on their programmes beyond their moral duty to ensure students receive the best possible educational experience. Aims: to understand students’ and staff concerns about programmes and placements as part of developing our retention strategies. Design: This study reports qualitative data on retention and attrition collected as part of an action research study. Setting: One University School of Nursing and Midwifery in the South West of England. Participants: Staff, current third year and ex-student nurses from the adult field. Methods: Data were collected in focus groups, both face-to face and virtual, and individual telephone interviews. These were transcribed and subjected to qualitative content analysis. Results: Four themes emerged: Academic support, Placements and mentors, Stresses and the reality of nursing life, and Dreams for a better programme. Conclusions: The themes Academic support, Placements and mentors and Stresses and the reality of nursing life, resonate with international literature. Dreams for a better programme included smaller group learning. Vocation, friendship and resilience seem instrumental in retaining students, and Higher Education Institutions should work to facilitate these. ‘Vocation’ has been overlooked in the retention discussions, and working more actively to foster vocation and belongingness could be important.

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Tucker, Guy, Joanne Atkinson, Janet Kelly, Lynette Parkin, Alison McKenzie, Sue Scott, Suzanne Joyce, and Doreen Davidson. "Evaluation of a structured preceptorship programme." British Journal of Community Nursing 24, no. 11 (November 2, 2019): 554–57. http://dx.doi.org/10.12968/bjcn.2019.24.11.554.

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Preceptorship is a period in which newly qualified staff nurses receive support from an experienced nurse to smooth their transition into the service. District nurses (DNs) from the authors’ trust informally expressed the need for a better transition between the completion of district nursing education and entry into the workforce. Hence, a structured preceptorship programme was developed and delivered. This article describes this service initiative and its evaluation by preceptors (n=14) and preceptees (newly qualified DNs; n=13). Both groups valued having a structured preceptorship programme. Preceptees agreed that having a named preceptor was very important, and preceptors felt that the role which they played was rewarding. Both groups felt that the role of the DN was a specialist role and that the preceptorship programme helped to support newly qualified staff make the transition into qualified DNs, clinical team leaders and, ultimately, caseload holders. A large-scale study of DN practice is required to develop a national consensus on the structure and content of preceptorship programmes for district nursing.

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Lindgren, Helena, Ingegerd Hildingsson, Kyllike Christensson, Lena Bäck, Christina Mudokwenyu–Rawdon, Margaret C. Maimbolwa, Rose Mjawa Laisser, et al. "The three pathways to becoming a midwife: self-assessed confidence in selected competencies in intrapartum care from seven African countries." African Journal of Midwifery and Women's Health 15, no. 1 (January 2, 2021): 1–10. http://dx.doi.org/10.12968/ajmw.2020.0009.

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Background/Aims Globally, there are three pathways to become a midwife: midwifery post nursing, direct entry midwifery and integrated nursing and midwifery. There is limited knowledge on the effectiveness of pre-service midwifery education. The aim of this study was to describe and compare midwifery students' confidence in intrapartum skills and associated factors such as type and level of education. Methods A multi-country cross-sectional study was conducted, where midwifery students were approached in the final months of their education programme. Data were collected using a questionnaire, based on the basic skills by the International Confederation of Midwives. Intrapartum care comprised 40 skills. Results In total, 1407 midwifery students from seven sub-Saharan countries responded. The 40 skills were grouped into six domains; three related to care during the first and second stage of labour and three related to care during the third stage of labour. Sex and age were significantly associated with confidence, with female students and those 26–35 years old having higher levels of confidence. Students enrolled in a direct entry programme were more confident than other students in all three domains of care related to the first and second stage of labour. Conclusions Direct entry was found to result in higher confidence for midwifery students than post nursing programmes or integrated programmes. Further research is needed for evaluation of competence.

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Griggs, Chloe, Lorna Hunt, and Sharon Reeman. "Education and progression for support workers in mental health." Journal of Mental Health Training, Education and Practice 10, no. 2 (May 11, 2015): 117–23. http://dx.doi.org/10.1108/jmhtep-10-2014-0031.

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Purpose – The purpose of this case study is to detail the development of a bespoke programme of learning for Support Workers employed in the mental health sector. Design/methodology/approach – The programme was designed to serve three purposes: to offer a route into mental health nursing; to upskill those who wanted to remain as a Support Worker; to improve the quality of care provided. Findings – The paper shares the perspectives of the local Partnership Trust, a Support Worker on the programme and the Programme Director. Originality/value – Employers within the mental health sector are encouraged to develop their own staff and universities are urged to think differently about curriculum design.

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Parfitt, BA. "Steps in evaluating a programme of nurse education." Nurse Education Today 6, no. 4 (August 1986): 166–71. http://dx.doi.org/10.1016/0260-6917(86)90005-5.

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Varghese, Nibi C., Leah Macaden, Beulah Premkumar, Prasad Mathews, and Saravanan Kumar. "Delirium in older people in hospital: an education programme." British Journal of Nursing 23, no. 13 (July 10, 2014): 704–9. http://dx.doi.org/10.12968/bjon.2014.23.13.704.

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Booth, Joanne, Valerie F. Hillier, Karen R. Waters, and Ian Davidson. "Effects of a stroke rehabilitation education programme for nurses." Journal of Advanced Nursing 49, no. 5 (March 2005): 465–73. http://dx.doi.org/10.1111/j.1365-2648.2004.03319.x.

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Mackay, Maria, Joanne Joyce-McCoach, Moira Stephens, Natalie Cutler, Roy Brown, Ritin Fernandez, Terry J. Froggatt, et al. "Review of transnational nursing education programme curricula: process, findings, and recommendations." Nurse Education Today 42 (July 2016): 73–77. http://dx.doi.org/10.1016/j.nedt.2016.04.004.

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Danielson, E., I. Krogerus-Therman, B. Sivertsen, and P. Sourtzi. "Nursing and public health in Europe - a new continuous education programme." International Nursing Review 52, no. 1 (March 2005): 32–38. http://dx.doi.org/10.1111/j.1466-7657.2004.00258.x.

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Carpenter, J. "Interprofessional education for medical and nursing students: evaluation of a programme." Medical Education 29, no. 4 (July 1995): 265–72. http://dx.doi.org/10.1111/j.1365-2923.1995.tb02847.x.

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Wilson, Anne, Anna Chur-Hansen, Amy Marshall, and Tracy Air. "Should nursing-related work experience be a prerequisite for acceptance into a nursing programme?" Nurse Education Today 31, no. 5 (July 2011): 456–60. http://dx.doi.org/10.1016/j.nedt.2010.09.005.

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Coulon, L., I. Heazlewood, C. Leigh, J. Hardy, and P. Joyce. "Partnerships in practice: Shaping an Australian urban‐rural graduate nursing programme." Distance Education 14, no. 1 (January 1993): 127–37. http://dx.doi.org/10.1080/0158791930140110.

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Astin, Felicity, Diane L. Carroll, Sabina De Geest, Jan Martensson, Ian Jones, Lynne Hunterbuchner, Catriona Jennings, Eleni Kletsiou, Agnieska Serafin, and Fiona Timmins. "Education for nurses working in cardiovascular care: A European survey." European Journal of Cardiovascular Nursing 13, no. 6 (December 19, 2013): 532–40. http://dx.doi.org/10.1177/1474515113514864.

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Background: Nurses represent the largest sector of the workforce caring for people with cardiovascular disease in Europe. Little is known about the post-registration education provided to nurses working within this specialty. The aim of this descriptive cross sectional survey was to describe the structure, content, teaching, learning, assessment and evaluation methods used in post-registration cardiovascular nurse education programmes in Europe. Method: A 24-item researcher generated electronic questionnaire was sent to nurse representatives from 23 European countries. Items included questions about cardiovascular registered nurse education programmes. Results: Forty-nine respondents from 17 European countries completed questionnaires. Respondents were typically female (74%) and educated at Masters (50%) or doctoral (39%) level. Fifty-one percent of the cardiovascular nursing education programmes were offered by universities either at bachelor or masters level. The most frequently reported programme content included cardiac arrhythmias (93%), heart failure (85%) and ischaemic heart disease (83%). The most common teaching mode was face-to-face lectures (85%) and/or seminars (77%). A variety of assessment methods were used with an exam or knowledge test being the most frequent. Programme evaluation was typically conducted through student feedback (95%). Conclusion: There is variability in the content, teaching, learning and evaluation methods in post-registration cardiovascular nurse education programmes in Europe. Cardiovascular nurse education would be strengthened with a stronger focus upon content that reflects current health challenges faced in Europe. A broader view of cardiovascular disease to include stroke and peripheral vascular disease is recommended with greater emphasis on prevention, rehabilitation and the impact of health inequalities.

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Belan, Martin, Nathalie Thilly, and Céline Pulcini. "Antimicrobial stewardship programmes in nursing homes: a systematic review and inventory of tools." Journal of Antimicrobial Chemotherapy 75, no. 6 (February 28, 2020): 1390–97. http://dx.doi.org/10.1093/jac/dkaa013.

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Abstract Background Antimicrobial overuse/misuse is common in nursing homes and although the effectiveness of antimicrobial stewardship (AMS) programmes has been well explored and demonstrated in hospitals, data are scarce for the nursing-home setting. Our objectives for this systematic review were to make an inventory of: (i) all interventions that could be considered as part of AMS programmes in nursing homes; and (ii) all stewardship tools and guidance that are freely available. Methods We performed a systematic review using the MEDLINE database from inception to June 2018, including all interventional studies, reviews, opinion pieces and guidelines/guidance exploring AMS programmes in nursing homes. For the inventory of freely available tools and guidance to help implement an AMS programme, we also performed screening of professional societies and official agencies’ websites and a questionnaire survey among a panel of international experts. Results A total of 36 articles were included in our systematic review. Most interventions took place in North America and have explored education or persuasive interventions within multifaceted interventions, showing that they can improve guideline adherence and decrease antibiotic use and unnecessary microbiological testing. Most reviews also highlighted the importance of accountability, monitoring and feedback. A large number of tools (156) available for free on the internet were identified, mostly about education, patient assessment and outcome measurement. Conclusions Although high-quality interventional studies are lacking, multifaceted interventions including education, monitoring and feedback seem the most promising strategy. Many tools are available on the internet and can be used to help implement AMS programmes in nursing homes.

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Jeon, Yunsuk, Riitta Meretoja, Tero Vahlberg, and Helena Leino-Kilpi. "Self-assessed anaesthesia nursing competence and related factors." Journal of Nursing Education and Practice 10, no. 6 (February 26, 2020): 9. http://dx.doi.org/10.5430/jnep.v10n6p9.

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Objective: Assessing the level of competence of nurses in anaesthesia care is important not only in ensuring the quality of anaesthesia care, but also in developing a competence-based nursing education programme. This study aimed to assess Finnish nurses’ competence in anaesthesia nursing and to describe factors associated with it. This study will provide knowledge to support a competence-based education approach to anaesthesia nursing.Methods: A cross-sectional research design was used. A self-assessment (Anaesthesia Nursing Competence Scale) was developed for this study. The scale (39 items, 7 domains) used a Visual Analogue Scale (0 = not competent at all, 100 = excellent). Data were collected from registered nurses (n = 222) in anaesthesia departments at university hospitals in Finland (May-October 2017).Results: The overall level of anaesthesia nursing competence was self-assessed as good (Mean 88, SD 9.0). Of the seven competence domains, collaboration within patient care was assessed as being the highest and knowledge of anaesthesia patient care the lowest. Longer work experience and completion of specialised anaesthesia nursing education were factors positively associated with anaesthesia nursing competence.Conclusions: This study suggests that the general nursing education of nurses should provide more opportunities to improve nurses’ competence in the theoretical knowledge of anaesthesia. A specialised programme of anaesthesia nursing education at a master’s level might be one suggestion to meet the challenges in anaesthesia nursing in Finland. Further studies with different data collection methods such as observation, a knowledge test, or patient interviews would provide a more extensive picture of anaesthesia nursing competence.

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Mundy, Jill, and Janette Pow. "General practice nurses' experiences of participation in an advanced nursing practice education programme." British Journal of Nursing 30, no. 16 (September 9, 2021): 964–69. http://dx.doi.org/10.12968/bjon.2021.30.16.964.

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In the UK, transformation of the nursing workforce, including development of the role of the advanced nurse practitioner within general practice, is essential to meet healthcare demands. This article presents the results of a small, qualitative study conducted among students at one university in Scotland, describing their experiences of participation in advanced practice education. Data were collected through semi-structured interviews to generate in-depth descriptions and to identify the facilitators and barriers to learning. The study identified that a shared responsibility for patient care creates opportunities for learning. The facilitators to learning were identified as foundation level education in history taking and clinical examination, finance, having a supportive network and mentorship. Barriers included pressure of work and a lack of clarity about roles and training needs. Given the key role that these nurses will have in future healthcare models, there is a requirement for a national education standard. It is recommended that the Nursing and Midwifery Council leads on defining advanced nurse practitioner in general practice programme learning outcomes. The overall aim of such courses is to enhance the experience for future nurses to encourage recruitment and transform the nursing workforce.

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Pretoruis, Louise, Agenes Van Dyk, Luis Small, and Hans Justus Amukugo. "An educational programme to facilitate critical thinking within the nursing perspective." International Journal of Advanced Nursing Studies 5, no. 2 (October 14, 2016): 212. http://dx.doi.org/10.14419/ijans.v5i2.6556.

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This article is focuses on an educational programme to facilitate critical thinking within the nursing perspective. For the purpose of developing an educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through which the researcher determined the need of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as conceptual framework for the development of education programme in phase 2.Phase 2 consisted of the development of educational framework to facilitate critical thinking in student nurses. Specific educational approaches and a philosophical framework were employed during the development of the programme. An expert opinion on the programme was obtained before the implementation could be concluded in phase 3. Phase 3 and 3 of the study were conducted simultaneously. Phase 3 covered the implementation of the educational programme and Phase 4 the evaluation.The process itself includes, the purpose of the development of the programme, conducting a situational analysis; utilization of philosophical approaches, developing the educational programme; content of the programme; educational and curriculum approaches integrated into the development of an educational programme and strategies to overcome obstacles during the implementation of an educational programme.

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Chan, Moon Fai, Wing Suet Kwong, Yu-li Zang, and Po Yuk Wan. "Evaluation of an osteoporosis prevention education programme for young adults." Journal of Advanced Nursing 57, no. 3 (February 2007): 270–85. http://dx.doi.org/10.1111/j.1365-2648.2006.04091.x.

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Walls, Elaine. "Embedding knowledge into non-medical prescribing education." British Journal of Nursing 28, no. 10 (May 23, 2019): 634–37. http://dx.doi.org/10.12968/bjon.2019.28.10.634.

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This article focuses on the non-medical prescribing (NMP) module for community prescribers in a nurse education context. The module mainly attracts registered nurses (RNs) from community settings (such as health visiting, school nursing, district nursing and practice nursing), and is provided in higher education institutions (HEIs) as part of a specialist programme or a continuing workforce development module. The article discusses changes to the way the module was taught that can enhance student learning within the NMP module and facilitate wider success and confidence among community nurse prescribers. The move from Nursing and Midwifery Council standards for prescribing to a single competency framework from the Royal Pharmaceutical Society (RPS) has encouraged academics to revisit teaching strategies and consider an approach that offers wider student participation in learning. The use of technology-enhanced learning (TEL) in HEIs is part of national recommendations to improve the student experience and increase success.

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Yang, JC. "Reliability of grading essay papers in a baccalaureate nursing programme." Nurse Education Today 7, no. 3 (June 1987): 120–25. http://dx.doi.org/10.1016/0260-6917(87)90099-2.

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Mitchell, Gary, Jessie McGreevy, Susan Carlisle, Pamela Frazer, Marian Traynor, Heather Lundy, Monica Diamond, and Joanne Agnelli. "Evaluation of ‘Dementia Friends’ programme for undergraduate nursing students: Innovative practice." Dementia 16, no. 8 (March 14, 2016): 1075–80. http://dx.doi.org/10.1177/1471301216638589.

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The ‘dementia friends’ programme was launched by the Alzheimer’s Society in the UK two years ago with the purpose of educating members of the public about the things they can do which can enhance the lives of people living with dementia. The aim of this project was to deliver a two-hour ‘Dementia Friendly Community Workshop’ written by the Alzheimer’s Society, to an entire cohort of first-year undergraduate nursing students in one Higher Education Institutions in Northern Ireland. Following delivery of the programme, students were asked to complete a short questionnaire on their knowledge and confidence in relation to dementia care before and after the Dementia Friendly Community programme. A total of 322 undergraduate first-year nursing students took part in the Dementia Friendly Community programme. Of these, 304 returned questionnaires; 31.25% of students stated their perceived improvement in dementia knowledge was ‘good’ while 49.01% stated their perceived improvement in dementia knowledge was ‘very good’ and 13.49% stated their perceived improvement in dementia knowledge was ‘excellent’. In relation to confidence in engaging with people with dementia, 31.91% stated ‘good’ improvement, 40.79% stated ‘very good’ improvement and 11.84% stated ‘excellent’ improvement. The Dementia Friendly Community programme was positively reviewed by the undergraduate students as it enhanced knowledge and confidence in relation to care of someone living with dementia.

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Laugaland, Kristin Alstveit, Marianne Thorsen Gonzalez, Brendan McCormack, Kirsti-Iren Skovdahl, Åshild Slettebø, Stephen Billett, and Kristin Akerjordet. "Improving quality in clinical placement studies in nursing homes (QUALinCLINstud): the study protocol of a participatory mixed-methods multiple case study design." BMJ Open 10, no. 10 (October 2020): e040491. http://dx.doi.org/10.1136/bmjopen-2020-040491.

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IntroductionImproved quality in clinical supervision and assessment of student nurses in nursing home clinical placements is vitally important to effective recruitment and preparation for this healthcare sector. Knowledge regarding supervision and assessment practices within these settings is limited. Also, knowledge of evolving e-learning tools on the quality and effectiveness of these educational practices seems to be absent.Methods and analysisThe aim of the “Improving quality in clinical placement studies in nursing homes” (QUALinCLINstud) study is to develop and evaluate how a web-based programme can optimise supervision, assessment and learning during nursing home placements. The study applies a participatory, mixed-methods case study design, organised in four work packages (WPs). WP1 will explore how the nurse education institution address the quality of student nurses’ clinical placements in nursing homes. In WP2, clinical supervision and assessment practices will be explored, and described from multiple stakeholder perspectives. In WP3, based on the findings from WP1 and WP2, a web-based pedagogical supervision and assessment programme will be developed through a developmental co-productive process between nurse education institutions, practice settings and student nurses. In WP4, the web-based programme will be pilot-tested and evaluated through a mixed-methods approach. A range of data collection procedures will be used throughout the project, for example, questionnaires, interviews, observations and workshops.Ethics and disseminationThe ethical conduct of the study is approved by the Norwegian Centre for Research Data (2018/61309 and 489776). The results will be disseminated through scientific articles, three PhD theses, presentations at national and international conferences, and through publicly accessible trade journals and newspapers. The results will generate knowledge to inform supervision and assessment practices in nursing home placements. Moreover, the study will generate knowledge concerning the developmental process of a web-based supervision and assessment programme, and the value of e-learning tools applied in clinical nursing education.

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Elf, Marie, Ebba Ossiannilsson, Maria Neljesjö, and Monika Jansson. "Implementation of open educational resources in a nursing programme: experiences and reflections." Open Learning: The Journal of Open, Distance and e-Learning 30, no. 3 (September 2, 2015): 252–66. http://dx.doi.org/10.1080/02680513.2015.1127140.

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Journal articles on the topic 'Nursing education programme'

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