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

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

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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2

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.Â Keywords: Parentsâ€™ 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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10

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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11

Corbally, Melissa. "Family Violence and Nursing Practice." Nurse Education in Practice 12, no. 6 (November 2012): e39. http://dx.doi.org/10.1016/j.nepr.2012.01.021.

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12

Longo, Joy. "Horizontal Violence Among Nursing Students." Archives of Psychiatric Nursing 21, no. 3 (June 2007): 177–78. http://dx.doi.org/10.1016/j.apnu.2007.02.005.

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13

Kiner, Henrietta P. "Nursing Students' Opinions on Interpersonal Violence." Journal of Nursing Education 34, no. 7 (October 1995): 325–31. http://dx.doi.org/10.3928/0148-4834-19951001-08.

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14

Garhartt, Nicole, and Angel J. Solorzano Martinez. "Mandating Workplace Violence Training for Nursing Students." Journal of Psychosocial Nursing and Mental Health Services 56, no. 2 (February 1, 2018): 6. http://dx.doi.org/10.3928/02793695-20180122-02.

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15

Shin, MiJin, Ju Young Lee, and Myeong-Jong Kim. "Dating Violence Perceived by University Nursing Students." Medico-Legal Update 19, no. 1 (2019): 413. http://dx.doi.org/10.5958/0974-1283.2019.00078.1.

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16

RHODES, ANN MARIE. "Family Violence." MCN, The American Journal of Maternal/Child Nursing 18, no. 2 (March 1993): 73. http://dx.doi.org/10.1097/00005721-199303000-00003.

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17

Quatromoni, Rachel M. "Teach Nurses about Family Violence." Image: the Journal of Nursing Scholarship 29, no. 3 (September 1997): 208. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00946.x.

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18

Fast Braun, Viola, Kathryn Hyndman, and Cathy Foster. "Family Nursing for Undergraduate Nursing Students: The Brandon University Family Case Model Approach." Journal of Family Nursing 16, no. 2 (April 20, 2010): 161–76. http://dx.doi.org/10.1177/1074840710366565.

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19

Fisher, Jacklin, Julie Bradshaw, Beth Anne Currie, Jeanette Klotz, Patricia Robins, Kerry Reid Serle, and Janie Smith. "VIOLENCE AND REMOTE AREA NURSING." Australian Journal of Rural Health 4, no. 3 (August 1996): 190–99. http://dx.doi.org/10.1111/j.1440-1584.1996.tb00208.x.

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20

Ozcan, Neslihan Keser, Hulya Bilgin, Zeliha Tulek, and Nur Elcin Boyacioglu. "Nursing students' experiences of violence: A Questionnaire Survey." Journal of Psychiatric Nursing 5, no. 1 (2014): 49–56. http://dx.doi.org/10.5505/phd.2014.91886.

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21

Diniz, Normélia Maria Freire, Maria de Fátima de Souza Santos, and Regina Lúcia Mendonça Lopes. "Social representations of family and violence." Revista Latino-Americana de Enfermagem 15, no. 6 (December 2007): 1184–89. http://dx.doi.org/10.1590/s0104-11692007000600020.

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The idea of family alludes to relations of protection. Generally, the thought and idealized family connotes hegemony. In Brazil, adopting the idea of families would be more appropriate considering the ethnic and cultural multiplicity. However, it is in this refuge that generally involves relations between adults, youth and children, that domestic violence occurs, which is a social phenomenon of alarming relevance. This review article aimed to discuss the relation between social representations of family and violence in a space of family relations, from studies performed with various social groups composed of women and/or men, children, health professionals and health managers. Theses and dissertations, developed in the Federal Universities of Pernambuco and Bahia, Brazil, were used as the study base. The studies full reading was followed by a registration form. The results pointed the family as a moral value that makes difficulty breaking relations of violence. The existent paradigms in social and health areas that influence and establish professional actions, do not answer to the consideration of the phenomenon family violence.

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22

Denham, Sharon. "Confronting the Monster of Family Violence." Nursing Forum 30, no. 3 (July 1995): 12–19. http://dx.doi.org/10.1111/j.1744-6198.1995.tb00474.x.

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23

Chinn, Peggy L. "VIOLENCE AND THE HEALTH CARE “FAMILY”." Advances in Nursing Science 8, no. 4 (July 1986): 1. http://dx.doi.org/10.1097/00012272-198607000-00003.

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24

Horvath, Virginia. "Book Review: Nursing Care of Victims of Family Violence." Occupational Health Nursing 33, no. 7 (July 1985): 369. http://dx.doi.org/10.1177/216507998503300709.

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Hostetler, Tina. "Violence Against Nursing Students: A Review of Potential Literature." Journal of Education and Development 3, no. 2 (May 16, 2019): 84. http://dx.doi.org/10.20849/jed.v3i2.615.

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Background: The incidence of workplace violence has continued to occupy a significant place in healthcare at a rate nearly double that in other industries. Those providing direct bedside care are among the most vulnerable to violence, including nursing students. Among the evidence-based tools which may be deployed in such circumstances is verbal de-escalation, or the practice of verbal and physical behaviors and actions meant to calm (or at least not exacerbate) the patient. This literature review outlines the history of research on violence against nursing students and identifies the next steps for addressing this problem. Method: A search for relevant studies included using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), ProQuest, Ovid, Science Direct, Medline, and PubMed databases using key terms such as nursing student, verbal de-escalation, aggression, and violence. Results: Search identified 19,000 articles but only 28 focused on violence experienced by nursing students and are covered in this review. Conclusion: Verbal de-escalation training may represent a promising solution for teaching students how to handle workplace violence. Furthur investigation of this and other solutions is necessary.

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26

Kolar, Kathryn R., and Debrynda Davey. "Silent Victims: Children Exposed to Family Violence." Journal of School Nursing 23, no. 2 (April 2007): 86–91. http://dx.doi.org/10.1177/10598405070230020501.

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Annually an estimated 3 million or more children are exposed to acts of domestic violence between adults in their homes. These children are at risk for abuse themselves as well as other immediate and long-term problems, especially if they have been exposed to repeated episodes of domestic violence. Multiple behavioral manifestations, including anxiety, depression, and posttraumatic stress disorder, may be associated with violence exposure, and it is imperative that school nurses recognize these. All children should be screened for domestic violence exposure at regular intervals, and those who are at risk should have a more thorough health assessment. Planning for the safety of the child, nonoffending caregiver, and siblings and the school nurse involved in the situation is of utmost importance.

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Ford, Cassandra D., Ronica N. Rooks, and Michele Montgomery. "Family health history and future nursing practice: Implications for undergraduate nursing students." Nurse Education in Practice 21 (November 2016): 100–103. http://dx.doi.org/10.1016/j.nepr.2016.10.004.

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28

DOĞAN, Satı. "EXAMINATION OF ATTITUDES OF NURSING STUDENTS ON DATING VIOLENCE." Journal of International Social Research 11, no. 56 (April 25, 2018): 335–46. http://dx.doi.org/10.17719/jisr.20185639005.

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Ergol, Sule, and Meltem Kurtuncu. "Violence Experienced By Nursing Students in Clinical Practice Settings." Journal of Higher Education and Science 3, no. 1 (2013): 65. http://dx.doi.org/10.5961/jhes.2013.060.

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BAHADIR YILMAZ, Emel, Elvan E. ATA, and Gizem UYUMAZ. "Development of Colleague Violence Exposure Scale for Nursing Students." Turkiye Klinikleri Journal of Medical Ethics-Law and History 28, no. 2 (2020): 188–98. http://dx.doi.org/10.5336/mdethic.2019-71499.

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Tee, Stephen, Yeter Sinem Üzar Özçetin, and Michele Russell-Westhead. "Workplace violence experienced by nursing students: A UK survey." Nurse Education Today 41 (June 2016): 30–35. http://dx.doi.org/10.1016/j.nedt.2016.03.014.

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32

Johnson, Paige, and Michele Montgomery. "Improving Nursing Students' Comfort Dealing With Intimate Partner Violence." Teaching and Learning in Nursing 12, no. 4 (October 2017): 286–88. http://dx.doi.org/10.1016/j.teln.2017.07.002.

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Tee, Stephen, and Sina Valiee. "Experience of Workplace Violence Toward Nursing Students in Iran." Journal of Forensic Nursing 16, no. 2 (2020): 83–89. http://dx.doi.org/10.1097/jfn.0000000000000285.

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Martinez, Angel J. Solorzano. "Enhancing Nursing Students' Competency Skills With a Workplace Violence Nursing Simulation: Translating Knowledge Into Practice." SAGE Open Nursing 5 (January 2019): 237796081984369. http://dx.doi.org/10.1177/2377960819843696.

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The phenomenon of workplace violence (WPV) is prevalent in clinical settings affecting nurses and nursing students. Mental health nursing simulations may be used to impart knowledge and skills to nursing students to manage and prevent incidents of WPV. This article presents attained competency skills by nursing students after attending a simulation, and how they implemented their knowledge learned in their clinical rotations. Students attended a Mental Health Nursing Simulation on WPV and completed surveys. The simulation enhanced the students' communication skills, empathy, ability to manage verbally aggressive patients, ability to set personal boundaries, and ability to seek support from others. Participants reported physical and verbal forms of WPV and application of learned evidence-based skills in their clinical rotations. Evidence-based skills to manage and prevent WPV taught to nursing students via mental health nursing simulations can enhance their clinical competency, and they should be embedded in a nursing curriculum.

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Park, Eunok. "Effects of Family Nursing Practicum Using Role Play on Emotional Intelligence, Communication Ability, and Family Nursing Performance of Nursing Students." Journal of Korean Academic Society of Nursing Education 19, no. 4 (November 30, 2013): 656–62. http://dx.doi.org/10.5977/jkasne.2013.19.4.656.

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Parker, Francine M., Debbie Faulk, and Steven G. LoBello. "Assessing Codependency and Family Pathology in Nursing Students." Journal of Addictions Nursing 14, no. 2 (2003): 85–90. http://dx.doi.org/10.1080/10884600390230484.

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Limandri, Barbara J., and Virginia P. Tilden. "Nurses' Reasoning in the Assessment of Family Violence." Image: the Journal of Nursing Scholarship 28, no. 3 (September 1996): 247–52. http://dx.doi.org/10.1111/j.1547-5069.1996.tb00359.x.

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38

Murata, Jo Ellen. "Family Stress, Social Support, Violence, and Sons' Behavior." Western Journal of Nursing Research 16, no. 2 (April 1994): 154–68. http://dx.doi.org/10.1177/019394599401600203.

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Maher, Ann Butler, Debra Zillmer, Susan M. Hadley, and Lael Luedtke. "Addressing Family Violence." Orthopaedic Nursing 21, no. 1 (January 2002): 10,15. http://dx.doi.org/10.1097/00006416-200201000-00002.

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위지희, jangbeakhee, and Myungho Lim. "Biomedical Ethics Awareness, Self-Esteem, Family Strengths between Nursing and Non-Nursing Students." Korean Journal of Medical Ethics 19, no. 3 (September 2016): 297–311. http://dx.doi.org/10.35301/ksme.2016.19.3.297.

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Dapremont, Jill A. "Success in Nursing School: Black Nursing Students’ Perception of Peers, Family, and Faculty." Journal of Nursing Education 50, no. 5 (March 17, 2011): 254–60. http://dx.doi.org/10.3928/01484834-20110317-03.

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42

Emanuel-Frith, Mickelle, Cynthia Pitter, and Chinwendu Felicia Agu. "Nursing Students Attitude Towards Teenage Pregnancy." International Journal of Childbirth 10, no. 2 (June 1, 2020): 79–91. http://dx.doi.org/10.1891/ijcbirth-d-19-00017.

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BACKGROUNDTeenage pregnancy is a multifaceted problem which is influenced by numerous issues including individual, family, and community characteristics. Its consequences affect the health, social and economic wellbeing of the teenagers and their children. The attitudes and behaviors of maternal healthcare providers were an essential component of quality as they impacted both positively and negatively on how the clients, their partners, and families observed and experienced maternal healthcare. This study was conducted to determine the general attitudes of student nurses towards teenage pregnancy and also to determine whether socio-demographic characteristics of the student nurses affected their attitude towards teenage pregnancy.METHODA quantitative descriptive, cross-sectional study was done in 2018. A total of 87 randomly selected fourth year student nurses completed a self-administered questionnaire. The data were analyzed using SPSS (Statistical Package for the Social Sciences). The study was approved by our local ethical boards and all ethical considerations were adhered to.RESULTSThe results of the study revealed that majority of the participants (93.1%) were single and attended church (90.8%). The majority of the sample was female (96.6%) between the ages 18–24 years old. The respondents' attitudes towards teen mothers were not affected by their relationship status, their age or gender or church attendance The results further revealed that the nursing students' had a moderately positive attitude towards teenage pregnancy. The only sociodemographic variable that affected attitude was the respondents having a teen mother in the family. The respondents with a teen mother in the family accounted for 29.9%.CONCLUSIONThis study adds to the body of knowledge on the attitudes of nursing students towards teenage pregnancy. The findings support the nursing curriculum that accentuates patient-centered care, reduce bias, and promotes professional values in Jamaica in order to deliver care to this vulnerable group.

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Kiik, Stefanus Mendes, Mahathir Mahathir, and Juli Dwi Prasetyono. "CLASSROOM SIMULATION METHOD INCREASES NURSING STUDENT FAMILY-FOCUSED CARE COMPETENCIES IN FAMILY NURSING LEARNING PRACTICE." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 2, no. 1 (August 31, 2017): 71. http://dx.doi.org/10.24990/injec.v2i1.129.

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Nursing is a professional field that requires formal education and institutional learning experiences in acquiring specific expertise. Family nursing is one of the core science in nursing education that requires a specific approach in order to build a professional nurse-family relationship. Family-focused care education demand a broader understanding in providing care of the family as a unit system by the students to meet the family needs. Educators should choose effective and creative learning methods in teaching the important component of family-focused care. Classroom simulations is a method that considered to be able to accommodate the achievement of cognitive, psychomotor, caring and nursing process. This study was conducted to identify the effectiveness of classroom simulation learning methods to student family-focused care competencies using family-focused care competency assessment by Van Gelderen rubric. This research was conducted by quasi experimental pre and post with control group design. The sample size is done by hypothesis test two pairs population (numeric data) formula. The study was conducted on 34 respondent as a sample that showed significance increasing of the mean value after classroom simulation Man Whitney test (p = 0.000). It is sugested the application of clasroom simulation learning methods before the students perform nursing practice directly to the family. Van Gelderen rubric is an instrument which is able to assess the competence of family-focused care.Keywords : Simulation, classroom simulation, nursing education, family nursing, family-focused care.

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Thornton, Marleen, and Sabita Persuad. "Enhancing Understanding of Intimate Partner Violence Among Undergraduate Nursing Students." Journal of Nursing Education 56, no. 4 (April 1, 2017): 251. http://dx.doi.org/10.3928/01484834-20170323-13.

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Ben Natan, Merav, Marva Khater, Raeqa Ighbariyea, and Hanin Herbet. "Readiness of nursing students to screen women for domestic violence." Nurse Education Today 44 (September 2016): 98–102. http://dx.doi.org/10.1016/j.nedt.2016.05.006.

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Curtis, Janette, Isla Bowen, and Amanda Reid. "You have no credibility: Nursing students’ experiences of horizontal violence." Nurse Education in Practice 7, no. 3 (May 2007): 156–63. http://dx.doi.org/10.1016/j.nepr.2006.06.002.

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Thomas, Sandra P., and Renee Burk. "Junior nursing students' experiences of vertical violence during clinical rotations." Nursing Outlook 57, no. 4 (July 2009): 226–31. http://dx.doi.org/10.1016/j.outlook.2008.08.004.

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Magnavita, Nicola, and Tarja Heponiemi. "Workplace Violence Against Nursing Students and Nurses: An Italian Experience." Journal of Nursing Scholarship 43, no. 2 (April 1, 2011): 203–10. http://dx.doi.org/10.1111/j.1547-5069.2011.01392.x.

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Robinson, Sarah. "Learning about violence: Experiences and views of psychiatric nursing students." NT Research 4, no. 2 (March 1999): 101–15. http://dx.doi.org/10.1177/136140969900400204.

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Echternacht, Marcy Rea. "Potential for Violence Toward Psychiatric Nursing Students: Risk Reduction Techniques." Journal of Psychosocial Nursing and Mental Health Services 37, no. 3 (March 1999): 36–39. http://dx.doi.org/10.3928/0279-3695-19990301-17.

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