Relevant bibliographies by topics / Nursing students Family violence Nursing

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  1. Journal articles
  2. Dissertations / Theses
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Academic literature on the topic 'Nursing students Family violence Nursing'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Nursing students Family violence Nursing"

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Everett, Lou Whichard. "A Family Violence Shelter as a Placement for Psychiatric-Mental Health Nursing Students." Nurse Educator 15, no. 3 (May 1990): 6–7. http://dx.doi.org/10.1097/00006223-199005000-00002.

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Jo Gagan, Mary. "Using Vignettes to Study Nurse Practitioners’ Performance in Suspected Domestic Violence Situations." Journal of Nursing Measurement 8, no. 1 (January 2000): 7–22. http://dx.doi.org/10.1891/1061-3749.8.1.7.

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Vignettes have often been used to evaluate students or collect data in nursing research. The format is familiar to most nursing students as well as nurses and nurse researchers. This article presents the development and testing of the Nurse Practitioner Performance Tool (NPPT) which used vignettes as an approach to nurse practitioner performance evaluation. In this example, vignettes were used in a quasi-experimental design to collect data from Adult and Family Nurse Practitioners (A/FNP). The focus was on the diagnosis and intervention performance of the A/FNPs when addressing suspected cases of domestic violence.
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Zanjani, S. Esmaeilpour, M. Safavi, K. Khodamoradi, and S. Mashouf. "FP02-5 Rates and Psychological Effects of Exposure to Family Violence among Nursing Students." Asian Journal of Psychiatry 4 (July 2011): S30. http://dx.doi.org/10.1016/s1876-2018(11)60119-6.

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Huda, Nurul, Bagus Dwi Cahyono, and Mukhammad Toha. "RELATIONSHIP OF HOW PARENTS EDUCATE CHILDREN WITH THE ABILITY TO TAKE THE DECISION OF NURSING STUDENTS." Nurse and Health: Jurnal Keperawatan 9, no. 1 (June 15, 2020): 1–8. http://dx.doi.org/10.36720/nhjk.v9i1.126.

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Background: The family is the most basic social institution to print human qualities, even the good and bad development of children determining by the formation of a person in the family. One of the tasks of child development is achieving decision-making abilities. But the fact is that teenagers who are represented by students often do the wrong thing because of their inability to make the right decision. The action can be non-academic or academic. The phenomenon of how to educate children at this time is also getting worse, and this can seek from the increasing number of cases of violence against children.Objectives: The purpose of this study was to determine the relationship between parents' educational patterns and decision-making abilities in nursing students at the Nursing Academy of Pasuruan.Methods: This research used observational analytic study with a cross-sectional design. The population was the student of Nursing Academy Pasuruan as many as 200 students. A sample of 80 students were selected by simple random sampling. Data were collected using two questionnaires that have been tested for validity and reliability, with item-total correlations > 0.20 and Cronbach alpha > 0.60 and analyzed by Spearman ranks.Results: The results of the study found that there is a relationship between parents' educational patterns and decision-making abilities in nursing students (p > 0.05). Positive experiences will encourage children to continue to look for better decision-making strategies in the future.Conclusion: Further research on parents' educational patterns needs to be done with more holistic measurements, namely relating to efforts to meet biological, psychological, social, and spiritual needs. Keywords: Parents’ Educational Patterns, Decision-Making Abilities, Nursing Students
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Zanatta, Elisangela Argenta, and Maria da Graça Corso da Motta. "Violence in the view of young people in the perspective of corporeality and vulnerability." Texto & Contexto - Enfermagem 24, no. 2 (June 2015): 476–85. http://dx.doi.org/10.1590/0104-07072015001302014.

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The aim was to understand how violence is understood by the young, in their experience, in the perspective of corporeality and vulnerability. Qualitative research was undertaken with 21 young people, students of nursing at a university in the West of the Brazilian state of Santa Catarina. The information was produced based on a genogram and ecomap, and on the dynamics of creativity and sensitivity, these being interpreted in the light of Hermeneutics. The young understand violence as an absence of happiness, as something which harms their integrity; by violence, they understand the negligence existing in the relationship between parents and children and in the conflictual relationships experienced in the family. The study raised important elements for understanding the violence from the viewpoint of the young person, revealing the need to outline actions of nursing care which reduce the situations of vulnerability to this phenomenon which interferes in their way of being in the world.
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Cordeiro, Kátia Cordélia Cunha, Nadirlene Pereira Gomes, Fernanda Matheus Estrela, Andrey Ferreira da Silva, Júlia Renata Fernandes Magalhães, and Josinete Gonçalves dos Santos Lírio. "Strategies by Educators within the School Setting to Prevent and Cope with the Experience of Domestic Violence by Adolescents." Aquichan 19, no. 3 (August 14, 2019): 1–10. http://dx.doi.org/10.5294/aqui.2019.19.3.8.

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Objective: This work sought to identify, in the discourse of educators, which strategies they can implement, within the school setting, to prevent and cope with the experience of domestic violence by adolescents. Method: Qualitative study based on the critical-liberating perspective of Paulo Freire, conducted with 20 educators from a public school in Salvador, Bahia, Brazil. To collect the data, the interview was used and, to systematize them, the discourse of the collective subject. Results: The discourses reveal the following coping strategies of domestic violence experienced by adolescents: place into action the Guardianship Council; create reception and listening spaces for students; strengthen bonds between the school and family; promote educational actions, and articulate knowledge. Conclusions: The study provides paths to prevent and confront family abuses that compromise the physical and mental health of children and adolescents, with impact upon school performance. The study suggests the contribution of primary health care through actions linked to the Health in School Program and the insertion of the theme of violence in the different university careers, given that caring for children and adolescents and defending them constitutes an obligation for all citizens.
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Mao, Aimei, Hon Lon Tam, Pak Leng Cheong, and Iat Kio Van. "“You Need to Get Over the Difficulties and Stand Up Again”—A Qualitative Inquiry into Young Nurses’ Coping with Lateral Violence from the Feminist Perspective." International Journal of Environmental Research and Public Health 18, no. 13 (July 4, 2021): 7167. http://dx.doi.org/10.3390/ijerph18137167.

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Previous studies have reported lateral violence (LV) styles among nurses and the adverse impacts of LV on nurses and nursing. Young nurses, including nursing students and novice nurses, are often victims of LV. A large qualitative research study that contained three sub-studies exploring professional identity development in different professional stages was conducted by a research team in Macau, Special Administrative Region of China. Semi-structured interviews with nursing students and clinical nurses were carried out; among the 58 participants in the three sub-studies, 20 described some forms of LV and their ways of dealing with them. Framed by the feminist perspective, the researchers explored young nurses’ coping strategies in dealing with LV perpetrated by senior colleagues. Two themes were developed reflecting the coping strategies for LV: “making extra efforts” and “soothing emotional distress”. Three sub-themes were under the theme of “making extra efforts”: “catching up knowledge”, “making the most use of learning resources”, “adjusting communication manner”; another batch of sub-themes was under the theme of “soothing emotional distress”: “seeking support from schoolmates”, “living with family but crying alone”, and “adjusting lifestyle”. The study implied that young nurses exerted their agency in coping with LV in clinical practices. Nursing managers and educators should support young nurses’ efforts in overcoming power-based LV and incivility.
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Vessey, Judith A., Rosanna Demarco, and Rachel Difazio. "Bullying, Harassment, and Horizontal Violence in the Nursing Workforce The State of the Science." Annual Review of Nursing Research 28, no. 1 (December 2010): 133–57. http://dx.doi.org/10.1891/0739-6686.28.133.

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In the complex health care workplace of nurses, intra/interprofessional ideals intersect with the expectations of patients, families, students, and coworkers in a context of managed care environments, academia, and other health care enterprises. Integral to quality assessment, management, and assurance is collegial and respectful communication. Decades of reported descriptive and anecdotal data on intra/inter professional and on client communication, describe the antithesis of these ideals. Specifically, increasing frequency and rates of persistent bullying, harassment, or horizontal violence (BHHV) have shown to yield detrimental effects on workplace satisfaction, workforce retention, and the psychological and physical health of nurses as well as implied effects on quality of patient care and risk of poor health outcomes. Persistent BHHV among nurses is a serious concern. In advancing the science of description and explanation to a level of prevention intervention, explanatory models from biology, developmental psychology, intra/interpersonal interactionism are described along with theoretical explanations for the prevalence of BHHV in nurse workplaces. Making the connection between explanatory models and creative solutions to address BHHV through multiple levels of behavioral influence such as individual, environmental, interpersonal, and cultural contexts is key to advancing the science of the relationship between professional behavior and client/family/community health care outcomes.
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Priasmoro, Dian Pitaloka. "PERBEDAAN MEKANISME KOPING MAHASISWA POLTEKKES RS dr.SOEPRAOEN MALANG DALAM MENGHADAPI PROGRAM PENGENALAN KEHIDUPAN KAMPUS ANTARA KELUARGA TNI/POLRI DENGAN BUKAN TNI/POLRI." Care : Jurnal Ilmiah Ilmu Kesehatan 7, no. 2 (July 12, 2019): 16. http://dx.doi.org/10.33366/jc.v7i2.1112.

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New students in entering campus life need academic, psychological and social readiness so the need for well-programmed and managed activities is called the Campus Life Introduction Program (P2KK). During this time P2KK often occurs in the form of violations of norms and ethics, and physical violence. This raises various reactions or coping mechanisms. The aim of this study was to analyze the differences in the Koping Student Polytechnic in Taking the Campus Life Introduction Program (P2KK) between Army / Police Families and Non- Army / Police Families.The design in this study is descriptive comparative. The population in this study were all new nursing study program students who underwent P2KK Period totaling 170. The sample in this study was 119 new students who underwent P2KK period which were taken by stratified random sampling. The results of the study showed that almost all respondents of the Army / Police family were 52 people (98.1%). In non- Army / Police families the coping mechanism was entirely adaptive for 66 people (100%). Fisher's test shows p-value of 0.445> 0.05, which means there is no difference in coping mechanisms of the Army / Police family with non- Army / Police. What is possible is influenced by other factors such as cognitive, environment, personality, and social networks. From the results above it is recommended for respondents to always open themselves to the social environment, tell stories and want to ask other people so that they will form a positive personality.
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Galowitz, Paula. "The Opportunities and Challenges of an Interdisciplinary Clinic." International Journal of Clinical Legal Education 18 (July 8, 2014): 165. http://dx.doi.org/10.19164/ijcle.v18i0.5.

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<p>Law school clinics in many countries increasingly provide the major opportunities that law students have to engage in interdisciplinary collaborations with other professionals. The collaboration may be with a wide range of professionals, such as: doctors and medical students; social workers and social work students; business school students; engineering faculty and students including biomedical engineering students; nursing students; and experts in public health, education, mental health or palliative care. It can occur in diverse contexts or targeted to specific populations, such as children, the elderly, victims of domestic violence or low-income business owners.</p><p>Some examples of these interdisciplinary clinics illustrate their variety. Clinical legal education initiatives in South Africa, Thailand and Ukraine promoted public health through programs that partnered with the Law and Health Initiative of the Open Society Institute’s Public Health Programs. In South Africa, palliative care was integrated with legal services; law students worked with staff at a hospice association to conduct workshops on wills, debts and family law for hospice caregivers. In Ukraine a Medical Law Clinic was started to advise and represent clients; in Thailand a law clinic wrote an HIV/AIDS Community Legal Education Manual, collaborated with organizations working on health and human rights issues to discuss harm reduction and incarceration, and implemented community education programs in prisons, detention centers and community centers. At Palacky University in the Czech Republic a new Patient’s Rights Legal Clinic, which prepares students to give legal advice, is taught by lecturers of the medical faculty and lawyers from a human rights non-profit. A clinic in the United States provides business planning and legal advice to small businesses; law and business students collaborate to assist with community economic development. Another United States clinic combines students in law, business, medicine, social work, biomedical engineering, and arts and sciences in a collaboration focused on intellectual property and business formation, with an emphasis on biodiversity and agricultural-biotechnology innovations.</p>
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Dissertations / Theses on the topic "Nursing students Family violence Nursing"

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Wallace, Connie M. "Measuring changes in attitude, skill and knowledge of undergraduate nursing students after receiving an educational intervention in intimate partner violence." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Connie M. Wallace to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctorate in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.
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Dyckman, Frances Maria. "Domestic violence education and risk mitigation for prelicensure nursing students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2507.

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The purpose of this project is to develop a domestic violence consciousness raising-education program and a self-administered risk assessment for a population of community college nursing students. When the faculty became aware that attrition rates were rising and that a high number of requests to drop out of nursing school were disproportionately linked to recent incidences of domestic violence, a potential contributing cause of the high drop out rate was revealed.
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Vera, Racquel. "Perceptions and Experiences of Intimate Partner Violence Among Hispanic College Students." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1172.

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Intimate partner violence (IPV) is recognized as a serious, growing problem on college campuses. IPV rates among college students exceed estimates reported for the general population. Few studies have examined the impact of IPV among the Hispanic college student (HCS) population or explored how HCSs perceive and experience IPV. Focusing on young adults (ages 18 to 25 years), this mixed methods study was designed to explore the perceptions and experiences of IPV focusing on levels of victimization and perpetration in relation to gender role attitudes and beliefs, exposure to parental IPV, acculturation, and religiosity. A sample of 120 HCSs was recruited from two south Florida universities. A subsample of 20 participants was randomly selected to provide qualitative responses. All participants completed a series of questionnaires including a demographic survey, the FPB, CTS2-CA, SASH, ERS and CTS2. Bivariate correlational techniques and multiple regressions were used to analyze data. Marked discrepancy between participants’ perceived experience of IPV (N = 120) and their CTS2 responses (n = 116, 96.7%). Only 5% of the participants saw themselves as victims or perpetrators of IPV, yet 66% were victims or 67% were perpetrators of verbal aggression; and 31% were victims or 32.5% were perpetrators of sexual coercion based on their CTS2 scores. Qualitative responses elicited from the subsample of 20 students provided some insight regarding this disparity. There was rejection of traditional stratified gender roles. Few participants indicated that they were religious (20.8%, n = 25). Evidence for the theory of intergenerational transmission of violence was noted. Recall of parental IPV was a significant predictor of level of IPV victimization (β = 0.177, SE = 0.85, p = 0.041). Nursing and social service providers must be cognizant that contributing factors to either victimization and/or perpetration of IPV among college students must be addressed first (i.e., perceptions of IPV), both in acute (i.e., emergency department) and community (i.e., college and university) settings for optimum intervention outcome.
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Hetzel, Karen. "Domestic violence screening by nurses in the primary care setting /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3145419.

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Trotter, Jennifer. "The Prevalence of Smoking in Nursing Students." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/240.

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Tobacco use is one of the most preventable sources of death and disease, and yet remains a worldwide problem. With the rising costs of healthcare, the focus of efforts to control them has honed in on lifestyle behaviors that contribute to the escalating costs. Within the scope of this scrutiny, the prevention or cessation of smoking and tobacco usage has become a global priority and a major focal point of worldwide anti-tobacco initiatives. The World Health Organization (WHO) has identified cessation interventions by health care professionals as a crucial factor in successful patient smoking cessation, and studies have shown that personal smoking behaviors by health care professionals are a barrier to effective smoking cessation interventions by those professionals (Lally et al., 2008; Radsma & Bottorff, 2009). This knowledge fueled the creation and distribution of global surveys by the WHO, the Centers for Disease Control and Prevention (CDC), and the Canadian Public Health Association (CPHA) to investigate the prevalence of smoking behaviors in health care professionals and in health care students (“Global Health Professions,” 2014; “WHO/CDC Global,” 2014). This study utilized the Global Health Professions Student Survey. The current study investigated the prevalence of smoking in nursing students of all educational levels at East Tennessee State University, with the expectation that the percentage of students who currently smoke would be substantially lower than that of students who do not smoke. The survey also investigated attitudes towards the role of health professionals in patient smoking cessation and towards personal smoking behaviors.
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Aigbodion, Agatha Omokhefe. "Perceptions of risk and protective factors associated with dating violence by female students at the University Of Benin, Nigeria." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24978.

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Dating violence has been reported globally as a public health and socio-cultural issue affecting millions of female university students in dating relationships. The serious health implications can affect academic performance and the total wellbeing of the individual and the society. Literature on risk and protective factors for dating violence among students at universities is limited in Nigeria. The purpose of this study was to explore and describe the perceptions of risk and protective factors for dating violence among female students at the University of Benin, Nigeria, using a case study methodology. In this study, a sample of 90 participants was recruited to participate in nine focus groups. Data were collected through focus group discussions. Thematic content analysis was employed to analyse the data, which yielded 24 themes. These were grouped according to the four levels of the socio-ecological framework: individual, interpersonal, community and societal level factors regarding risk of and protection from dating violence among female students. Thirteen themes were identified under risk factors for dating violence among female students, while 11 were identified under protective factors. Individual level risk factors included alcohol and substance abuse, poor interpersonal skills, poor control of emotions, possessiveness and risky sexual behavior. Interpersonal level risk factors included negative childhood experiences, influence from others and clash in belief systems between partners. Community level risk factors included patriarchy and violence in the community, and societal level risk factors included the influence of technology on relationships, absence of regulations to protect women from abuse and poverty. Individual level protective factors included maturity and self-knowledge/acceptance before dating, self-protective behaviours and control. Interpersonal level protective factors included having elders as good role models, trusting relationships, mutual respect between partners and an open relationship and transparency between partners. The community level protective factors included cultural norms to reduce violence and the university response, while societal level protective factors included public awareness and laws to protect women from violence. The findings raise the need for the university management and other stakeholders on campus to develop community awareness campaigns around healthy dating relationships among partners, and to improve the practice of dating violence prevention. Policy makers in Nigeria can use the findings to develop policies and regulations to address dating violence and other forms of violence on Nigerian campuses.
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Smith, Diane Louise. "Exploring Incivility among Nursing and Health Science Students| A Descriptive Study." Thesis, Nova Southeastern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839592.

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Incivility has infiltrated our institutions of higher learning as well as the world of nursing. All too familiar in nursing is the phrase “eating their young,” which aptly describes how nurses treat other nurses, even though they should be nurturing and caring professionals. The investigator explored nursing and health science students’ perceptions of student and faculty uncivil behaviors within the academic environment, seeking the levels and frequency of the problem. Bandura’s social learning theory presents a sound theoretical framework for this dissertation. The research methodology consisted of a quantitative descriptive approach. The Incivility in Higher Education-Revised (IHE-R) Survey was used to compare nursing and health science student perceptions of the level and frequency of student and faculty incivility. Descriptive statistics and independent t tests were used to compare the different student perceptions. The study results indicated that perceptions of student behavioral levels were between somewhat and moderately uncivil. Student perceptions of faculty behavioral levels were found to be more moderate. Review of the frequency levels reflected students’ frequencies to be never as compared with faculty, which indicated a frequency of sometimes. These results indicated that students perceived incivility to not be problematic within their individual programs, although it found faculty behavior levels were more uncivil even when similar behaviors were demonstrated by students. In general, these results were atypical than other results as incivility is found to be a rising problem. Further study is needed to confirm these results.

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Coleman, Jean Urban. "Nursing students' attitudes towards victims of violence as predicted by selected individual and relationship variables /." This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165537/.

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Neal, Pamela S. "Comparison of domestic violence outcomes among emergency department nurses." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=127.

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Wongchum, Rungrudee. "Family factors influencing violence in Thai adolescents and nursing strategies for prevention : a mixed methods study." Thesis, University of East Anglia, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658712.

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Adolescent violence has been an increasing concern in Thailand. There is evidence from the U.S.A and Europe that there are many contributing factors to adolescent violence. This study examined risk and protective factors associated with the family that influence violent behaviour in Thai adolescents and explored nursing strategies to prevent this. A mixed method study was undertaken using a survey with 400 adolescents, 12 semi-structured interviews with parents, and two focus groups with 5 teachers and 5 nurses in Northern Thailand. Inferential statistics (i.e. correlations, multiple regressions) were used on survey data to identify the association between family factors and violent behaviour and the prediction of adolescent violence. Qualitative thematic analysis was used to examine the data from adult interviews and focus groups identifying factors influencing violence and exploring nursing strategies to prevent adolescent violence. The results were that ineffective parental discipline, negative parental role models, inappropriate parental monitoring, and poor communication within the family were identified as risk factors. Moreover, violent peers, violence in the media, use of alcohol and drugs, positive beliefs about the use of violence, and lack of emotional control also contributed to adolescent violence. In contrast, factors preventing violence in adolescents were effective parental discipline, positive parental role models and monitoring, two-way communication and Buddhist beliefs. Also, pro-social peers, a supportive neighbourhood, and undertaking effective coping prevented adolescents ' from using violence. Nursing strategies which could prevent violence in adolescents included family assessment, health education, facilitating the development of healthy families, and coordinating community action. These need to be developed by providing nurses with specific skills training. The main results of the study demonstrate that factors, such as parental role models, and peer influences were similar to current evidence, however, factors such as Buddhist beliefs and "saving face" were unique to this study of Thai adolescents.
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Books on the topic "Nursing students Family violence Nursing"

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Family violence and nursing practice. 2nd ed. New York: Springer Pub. Co., 2011.

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C, Campbell Jacquelyn, ed. Family violence and nursing practice. Philadelphia: Lippincott Williams & Wilkins, 2004.

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Post, Jory. Into adolescence.: Student workbook. Santa Cruz, CA: Network Publications, 1989.

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Post, Jory. Into adolescence.: Student workbook. Santa Cruz, CA: Network Publications, 1989.

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Laurent, Claire. Domestic violence: The role of the community nurse. London: CPHVA, 1998.

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United States. Congress. House. A bill to prevent the abuse of elderly people. Washington, D.C: United States Government Printing Office, 1999.

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Thomason, Cynthia. Return of the Wild Son. Toronto, Ontario: Harlequin, 2008.

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Into adolescence.: A curriculum for grades 5-8. Santa Cruz, CA: Network Publications, 1991.

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Post, Jory. Into adolescence.: A curriculum for grades 5-8. Santa Cruz, Calif: ETR Associates, 1994.

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Post, Jory. Into adolescence.: A curriculum for grades 5-8. Santa Cruz, CA: Network Publications, 1989.

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Book chapters on the topic "Nursing students Family violence Nursing"

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Cossman, Ronald E., Jeralynn S. Cossman, and Philip B. Mason. "Demographic Attributes of Mississippi Nursing Students and Family Influences." In Emerging Techniques in Applied Demography, 379–87. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8990-5_23.

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Malhotra, Varun, and Ritika Malhotra. "Family." In Handbook of Medical Sociology for Nursing, Physiotherapy and Paramedical Students, 29. Jaypee Brothers Medical Publishers (P) Ltd., 2013. http://dx.doi.org/10.5005/jp/books/12099_7.

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QUINONES, SARIBEL GARCIA, and JENNIFER L. NAHUM. "Teaching Essential Communication Strategies for a Comprehensive Well-Child Visit Using Simulation With Family Nurse Practitioner Students." In Innovative Strategies in Teaching Nursing. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826161215.0041.

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"Workplace Bullying and Violence." In Incivility Among Nursing Professionals in Clinical and Academic Environments, 21–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7341-8.ch002.

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Bullying in nursing is not a problem existing only in the United States. Nurses internationally are affected by workplace incivility and bullying. Chapter 2 explores the phenomenon of bullying and incivility in nursing in countries such as Israel, Turkey, and Australia. Uncivil conduct experienced by nursing students, faculty, administrators, clinical nurses, and clinical faculty are discussed through the examination of current issues in various workplace settings that nurses work within. Imbalances of workplace tranquility and disruption influence work-life balance, as nurses attempt to find ways to cope with bullying and incivility. The latter potentially leading to organizational issues with retention and turnover of nursing staff.
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Coyne, Imelda, and Freda Neill. "Introduction to clinical skills in children’s nursing." In Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.003.0008.

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This book aims to provide nursing students with information about a broad range of clinical skills that they may use while nursing children. In recognition of the challenges in the healthcare setting, there is now greater emphasis on ensuring that nurses are prepared adequately to deliver safe and competent care, and that nurses are equipped with both the knowledge and practical skills to enable them to perform procedures safely and sensitively for children. This text aims to take account of these issues and serve as an essential resource for nurses and nursing students. Changing trends such as the move away from hospital care, shorter hospital stays, increased use of day surgery and outpatient care, parents undertaking procedures in the home supported by community care teams, and development of primary care services, present challenges to contemporary children’s nursing practice. Technological advances also mean that children now undergo more intensive technical procedures and complex treatment protocols, and the nurse has to be equipped with a diverse range of clinical skills. In this book we try to provide a comprehensive guide by addressing the following themes and challenges: In addition to the fundamental physical clinical skills that are required of a nurse, attention is also drawn to the important psychosocial aspects of skill delivery throughout this book. In particular skills of communication and family centred care are presented as overarching themes. This emphasis is consistent with changing trends in children’s nursing, whereby shorter hospital stays, and increased acuity of children, means that there is now less time to develop a relationship with the child and family, less time to build rapport and trust, which could ultimately impact negatively on the hospital experience for that family. Building relationships, developing trust, and family centred care are pivotal to the success of modern children’s nursing. In an attempt to negate the potential for adverse aspects of hospitalization, increasingly families are encouraged to remain with their child during their hospital stay. This presents a unique challenge for nursing students, who may find themselves daunted by the fact that they are caring for not one child, but both the child and family.
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Clynes, Mary, and Caroline O’connor. "Gastrointestinal system." In Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.003.0021.

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The aim of this chapter is to provide you with knowledge and understanding of the skills required in providing care to the child with a gastrointestinal disorder. This chapter will focus primarily on the most frequently encountered procedures both in the hospital and in the community setting. In addition, the importance of family centred care and a multicultural approach to care will be discussed. Some of the skills outlined in this chapter may be classified as advanced skills, for example, caring for a child on parenteral nutrition, and therefore you should seek appropriate guidance/ supervision when undertaking these practices. Moreover, it is essential that the student follows appropriate care plans, works within his/her scope of professional practice, and adheres to local policy in relation to carrying out nursing care (Nursing and Midwifery Council (NMC), 2007). This chapter will enable you to: ● Briefly describe the anatomy and physiology of the gastrointestinal system. ● Understand the procedures outlined in the chapter. ● Explain the rationale for the care you provide. ● Understand the importance of the holistic needs of the child when carrying out procedures. ● Understand the importance of family centred care and a multicultural approach to care. Knowledge of national and local policies and guidelines are recommended to enhance learning, e.g. National Institute of Health and Clinical Excellence (NICE) guidelines. Where reference is made to national guidelines, students are advised to refer to them for more detailed information. It is important that the student has a comprehensive knowledge of the anatomy and physiology of the gastrointestinal system to support understanding of many of the clinical skills described in this chapter. The following section will briefly outline the structure and function of the gastrointestinal tract. Knowledge of the changes that occur in the gastrointestinal tract as the child grows and develops is paramount to providing appropriate care and these will be signposted as they relate to skills throughout this chapter. For more detailed information refer to an anatomy and physiology textbook.
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Dunlap, Ruby K., and Emily A. Morse. "Refugee Families and Undergraduate Nursing Service-Learning." In Culturally Engaging Service-Learning With Diverse Communities, 248–65. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2900-2.ch015.

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This chapter describes a service-learning partnership between two refugee resettlement agencies and a school of nursing. The partnership has successfully completed its goals of both service and learning over many semesters to the present. This community-based learning opportunity has entailed a variety of health interventions with refugee families while the learning has involved essential competencies of cross-cultural nursing, insights into social determinants of health, and developing confidence in being able to problem solve in a complex mix of health, social systems, poverty, language, and cultural barriers. In addition, assignments connected with this community engagement have encouraged students to develop an awareness of global health issues while intervening locally with their assigned refugee family, thus thinking and acting globally. The authors will discuss lessons learned from this long-term relationship and suggested directions for future work.
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O’neill, Colleen, and Therese Nestor. "Neurological system." In Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.003.0019.

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This chapter aims to give you knowledge and understanding of the skills required to provide safe and effective care to a child presenting with a neurological disorder. The chapter will focus mainly on the more frequently encountered neurological conditions and procedures both in a hospital and community setting. In addition the importance of family centred care (Chapter Two) and a culturally sensitive approach to care will be discussed. ● The rationale for undertaking a neurological assessment and how to carry out a neurological assessment on a child. ● The important elements of care of the child with a head injury based on the best practice. ● Key responsibilities of the nurse before, during, and after a lumbar puncture procedure. ● Various approaches to neurological imaging and the main principles involved in preparing a child for these. ● The main causes of seizures in childhood. ● The main principles involved in caring for a child with a convulsive seizure. ● The nurse’s role in caring for an unconscious child. Good knowledge of national and local polices and guidelines in relation to this area are recommended to compliment learning in this chapter. Furthermore it is essential for students to have a good understanding of the anatomy and physiology of the neurological system when caring for a child with a neurological disorder. A thorough understanding and knowledge of the key structures and functions of the brain will assist in understanding neurological conditions and will help in appreciating the significance and relevance of monitoring neurological status (this section will concentrate mainly on the structure and function of the brain). Nevertheless, it is advisable to revise in more depth the nervous system in your core anatomy and physiology book. Knowledge from other chapters is also advisable in order to understand the interdependence between body systems and the brain.
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Green, Michelle, and Kirsten Huby. "Cardiovascular system." In Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.003.0018.

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This chapter will outline the anatomy and physiology of the cardiovascular system and the changes that occur during childhood as this body system matures. Signs and symptoms of cardiovascular failure and nursing assessment and monitoring of the child will also be discussed. This knowledge will enable the nurse to recognize cardiovascular failure as early as possible and commence appropriate interventions. A range of interventions and clinical skills required for cardiovascular support are also explained, utilizing evidence-based guidelines. All aspects of care will be discussed using a family centred and child-friendly approach. The Nursing and Midwifery Council (NMC) introduced the use of essential skills clusters (ESC) to help pre-registration nursing students meet the standards of proficiency required for registration (NMC, 2007b). They are written from the perspective of what the public can expect of a newly qualified nurse and are designed to improve safe and effective practice. The information contained within this chapter covers aspects of most of the skills clusters. In particular, the underpinning principles from: care, compassion, and communication (1); organizational aspects of care (9, 10); infection prevention and control (22, 25, and 26); and nutrition and fluid management (29, 32) which are integrated throughout the discussion. At the end of this chapter you will: ● Understand the anatomy and physiology of the cardiovascular system and the changes that occur during childhood as this body system matures. ● Learn to recognize signs and symptoms of cardiovascular failure. ● Be familiar with nursing assessment and cardiovascular monitoring of the child. ● Understand how the nurse recognizes cardiovascular failure as early as possible and commences appropriate interventions. ● Begin to develop an understanding of the range of interventions and clinical skills required for cardiovascular support. The cardiovascular system is vital for supplying the tissues of the body with blood. This blood supply enables the needs of individual cells for oxygen and nutrients and removal of waste products to be met (metabolic demands). The body is also able to achieve these functions under a variety of circumstances: at rest or sleeping; during exertion through exercise; and during the extra demands placed on the body as a result of illness.
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Chadwick, Ruth. "Professional Values and Decision Making." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0013.

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This is the first chapter in the part of the book exploring each of the four domains comprising the Nursing and Midwifery Council (NMC) Standards for Pre-Registration Nursing Education (NMC 2010) in which the student nurse in the United Kingdom has to demonstrate attainment of the specific competencies to achieve registration as a nurse. In keeping with the overall aims of the book, the aim of this chapter is to help you to develop your decision-making skills in the domain of ‘professional values’. It will offer real-life case studies to illustrate key issues and how you, as a student, can learn to make effective decisions in your journey to becoming a registered nurse. Because this book is written by registered nurses, many of whom work in education, you will probably not be very surprised to learn that we think your decision to become a nurse could be one of the best decisions that you have made to date—but do you really understand what lies before you? Before you begin to be concerned about the ‘right-ness’ of your decision to become a nurse, it is important to remember that there are many individuals who are there to help you on your professional journey, including your personal tutors, mentors and other practitioners in practice, lecturers, other students, and most importantly the patients and clients for whom you will be caring and with whom you will be working. In addition, you will have friends and family who offer a different kind of support to you, as well as those organizations that can offer professional support to you as a student nurse and subsequently to you as a qualified nurse. This chapter also intends to help you to appreciate the significance of the NMC’s Guidance on Professional Conduct for Nursing and Midwifery Students (NMC 2011) as you embark on your professional and personal journey to become a registered practitioner who is able to demonstrate the required standards of conduct, performance, and ethics, as expressed in The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives (NMC 2008).
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Conference papers on the topic "Nursing students Family violence Nursing"

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Lee, Sung Hee, Gune Gu, and Gi Young Youk. "Protective Factors against Dating Violence Perpetration among College Students." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.132.34.

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Ruiz-Grao, Marta Carolina, Antonio Hernández-Martínez, Antonia Alfaro-Espín, and Milagros Molina-Alarcón. "APPROACHING COLLABORATIVE LEARNING IN PRACTICAL SEMINARS WITH DEGREE STUDENTS: FAMILY PLANNING IN MATERNITY NURSING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0529.

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Laranjeira, Carlos, Ana Querido, and Catarina Afonso. "Therapeutic communication skills in palliative care nursing education: an exploratory study using a role-playing tool." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13068.

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This study aim to explore the experiences of nursing final-year students on the care of the person in a palliative situation and their family using the role-playing technique. Qualitative, descriptive research developed in October 2020 with 30 third-year nursing students from a palliative care nursing course, in Portugal. Individual debriefing reflections and thematic analysis of the information were conducted. Two main themes emerged: 1) facilitators; and 2) barriers of role-playing in a simulated palliative care context. We concluded that type of simulation allows students to deal with complex palliative care situations from an individual and realistic perspective.
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OLIVEIRA SILVA, LAÍS, and ANA MARCIA CHIARADIA MENDES CASTILLO. "PERCEPTIONS OF NURSING STUDENTS ON GRANDPARENTS AND THEIR INCLUSION ON THE CARE FOR THE FAMILY OF THE HOSPITALIZED CHILD." In XXIV Congresso de Iniciação Científica da UNICAMP - 2016. Campinas - SP, Brazil: Galoa, 2016. http://dx.doi.org/10.19146/pibic-2016-50751.

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