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Journal articles on the topic 'Nursing – Study and teaching (Higher) – Swaziland'
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Winters, Joanara Rozane da Fontoura, Marta Lenise do Prado, Daniele Delacan Lazzari, and Vanessa Luiza Tuono Jardim. "Nursing higher education in MERCOSUR: a bibliometric study." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1732–39. http://dx.doi.org/10.1590/0034-7167-2017-0405.
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ABSTRACT Objective: to identify productions that approach nursing high education in member states of MERCOSUR. Method: bibliometric study with quantitative approach carried out in search mechanisms, such as BVS, Capes, SciELO, Scopus and PubMed, between 2006 and 2015. It was found 301 articles about nursing education in MERCOSUR. Results: point to concern for the nurse’s education for public health policies, for teacher’s education and the teaching-learning process. However, publications regarding technologies associated with distance education on health field are low. Conclusion: this study contributes with discussion in nursing education field when points to the themes regarding the production about nurses’ education in MERCOSUR, specially, the range of targets set up in the Educational MERCOSUR agreement.
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Sena, Bruna Aderita Cortez de, and Ana Izabel Oliveira Lima. "MENTAL SUFFERING AND HIGHER EDUCATION TEACHING IN NURSING." Psicologia e Saúde em Debate 7, no. 1 (2021): 241–55. http://dx.doi.org/10.22289/2446-922x.v7n1a17.
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The living and health conditions of workers were directly impacted by the restructuring of the world of work. The increase in demands and the accumulation of work has led teachers to suffer, as well as other workers. For this reason, the article discusses the psychodynamics of work and studies on the field of education that involve teaching mental suffering and its relationship with nursing, relating it to teachers' work and health conditions. The objective is to present an expanded analysis of the review findings in the context of national literature on the subject, anchored in the theory of psychodynamics at work and theoretical reflections inserted in the dialogue. It is a theoretical study of systematic review with a qualitative approach, about mental suffering in higher education teachers in nursing to obtain knowledge produced in the area. Suffering is approached in different ways in the literature and can have a positive or negative meaning, with work as a structuring element of negative or positive effects on the worker's mental functioning and mental life. It was identified, therefore, that the production of teaching work in nursing can make this professional activity sick and requires defensive strategies designed to search for adequate solutions, aiming at the mental health of these workers.
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Lateef, Adepeju M., and Euphemia M. Mhlongo. "Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria." Global Journal of Health Science 11, no. 13 (2019): 13. http://dx.doi.org/10.5539/gjhs.v11n13p13.
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BACKGROUND: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria.
 
 METHODOLOGY: A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis. 
 
 RESULTS: The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace. 
 
 CONCLUSIONS: The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.
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Schwind, Jasna K., Elizabeth McCay, Heather Beanlands, Lori Schindel Martin, Jennifer Martin, and Marni Binder. "Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study." Nurse Education Today 50 (March 2017): 92–96. http://dx.doi.org/10.1016/j.nedt.2016.12.017.
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Shang, Feifei, and Chuan-Yong Liu. "Blended learning in medical physiology improves nursing students’ study efficiency." Advances in Physiology Education 42, no. 4 (2018): 711–17. http://dx.doi.org/10.1152/advan.00021.2018.
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The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.
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Joel, Medusalem Hangula, Daniel Opotamutale Ashipala, and Esther Kamenye. "Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia." International Journal of Higher Education 10, no. 2 (2020): 83. http://dx.doi.org/10.5430/ijhe.v10n2p83.
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Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.
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Chen, Liqin, Ning Ren, Rui Zhang, and Baoqin Fu. "Qualitative Research on Learning Experience of Mixed Teaching among Nursing Students in Higher Vocational Colleges." Lifelong Education 9, no. 6 (2020): 106. http://dx.doi.org/10.18282/le.v9i6.1313.
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Purpose To investigate experiences of vocational college students majoring in nursing on mixed teaching and to provide reference for the further improvement of mixed teaching. Method Using the purpose sampling method, 8 students were selected for semi-structured interviews, and Colaizzi phenomenological analysis was used to analyze the data. Results Four core themes were extracted.: (1) The ability of autonomous learning was enhanced and classroom participation was increased; (3) The overall progress of online learning was not well controlled. The study was not thorough; (4) Online and offline teaching were disconnected, and teacher-student interaction was low. Conclusion The mixed teaching has improved the self-learning ability and classroom participation rate to a certain extent, but further efforts are needed in optimizing the teaching platform, improving the teacher’s mixed teaching ability, and maintaining students’ learning enthusiasm.
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Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development." Nursing Ethics 4, no. 1 (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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Martínez-Linares, Jose Manuel, Rocío Martínez-Yébenes, Francisco Antonio Andújar-Afán, and Olga María López-Entrambasaguas. "Assessment of Nursing Care and Teaching: A Qualitative Approach." International Journal of Environmental Research and Public Health 16, no. 15 (2019): 2774. http://dx.doi.org/10.3390/ijerph16152774.
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Background: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students’ participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. Methods: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. Results: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. Conclusion: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.
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Mallinson, Tom. "An exploratory study into the teaching of clinical examination skills in advanced practice." British Journal of Nursing 30, no. 12 (2021): 712–20. http://dx.doi.org/10.12968/bjon.2021.30.12.712.
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Clinical examination skills are vital for the accurate assessment and diagnosis of patients. These skills also allow clinicians to differentiate between pathology requiring investigation or treatment and normal anatomy or physiology. This allows clinicians to avoid unnecessary tests and to be able to reassure a patient that their symptoms do not require treatment. However, an incomplete or faulty clinical examination can lead to missed diagnoses and patient harm. Although comprehensive clinical examination skills training is provided in the undergraduate curriculum of medical schools in the UK, little is known in relation to the teaching provided for nurses and allied health professions working in advanced practice roles. This survey sought to explore this phenomenon and uncover clinicians' experiences with regard to being taught a selection of specific clinical examination skills in theory and in practice, those skills being the core system examinations (respiratory, cardiovascular and peripheral vascular, abdominal, central and peripheral nervous systems) and a number of focused examinations (digital rectal and examination, thyroid, breast and genital examination for males and females). The findings demonstrate a concerning variability of educational experiences and a lack of educational coverage of some of the basic clinical examination skills in both theoretical and practical terms. These findings provide an insight into areas of future higher education curricula development as well as workplace mentoring and learning.
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Newton, Sarah E., Margaret Harris, and Laura Pittiglio. "Constructivist Philosophy and Nursing Student Medication Calculations." Research and Theory for Nursing Practice 27, no. 2 (2013): 88–94. http://dx.doi.org/10.1891/1541-6577.27.2.88.
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Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.
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Lamiri, Abderrahmane, Rabia Qaisar, Driss Khoaja, Omar Abidi, Hind Bouzoubaa, and Abderrahim Khyati. "Descriptive Study of Nursing Students' Learning Styles. Case Study of the Professional Bachelor's Degree Cycle in Nursing of the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco." Open Nursing Journal 14, no. 1 (2020): 309–16. http://dx.doi.org/10.2174/1874434602014010309.
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Background: Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients. Objective: The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford. Methods: Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument. Results: The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles. Conclusion: Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.
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Ditzel, Liz Mary, Karole Hogarth, and Raewyn Lesa. "Immersive learning in nursing education: Results of a study." Journal of Nursing Education and Practice 7, no. 5 (2017): 120. http://dx.doi.org/10.5430/jnep.v7n5p120.
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Objective: This study evaluated the effectiveness of an immersive teaching and learning approach for undergraduate nurses. Traditional classroom tutorials were combined with self-directed learning using LabTutor™, an online learning platform, and clinical nursing simulation using high fidelity manikins. Learning modules were designed to link the student’s knowledge and understanding of biosceince with clinical assessment and nursing management in order to develop clinical decision-making skills. It was anticipated that students’ learning experience would be enhanced by the higher level of realism that is possible using the sophisticated manikins and authentic patient clinical data and case notes provided in LabTutor™.Methods: The study took place in a New Zealand School of Nursing in 2014. Qualitative data was gathered using focus groups and an external facilitator. Quantitative data was gathered using an online survey.Results: Participants were second year undergraduate nursing students (N = 111): 71 (64%) interviewees, and 82 (73%) survey respondents. Qualitative data showed that the immersive learning process was effective. Quantitative data affirmed that immersive learning was liked, confidence improved, students enjoyed the process, and would recommend it to others. Using simulation and patient case studies were preferred teaching strategies. Performing experiments, and using digital LabTutor™ technology challenged many, but skills improved over the year.Conclusions: The immersive learning approach was effective. However, despite the high level of authenticity made possible by using high fidelity manikins, realism was hard to establish. An unexpected learning outcome occurred when intermittent technology malfunction prompted students to use problem-solving skills.
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Mo, Xiuxian. "Research and Application of Multi-Dimensional and ThreeDimensional Teaching in Geriatric Nursing Teaching in the Context of Mass Entrepreneurship and Innovation." Journal of Advances in Medicine Science 1, no. 1 (2018): 12. http://dx.doi.org/10.30564/jams.v1i1.22.
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Purpose: Study the specific application effect of multi-dimensional and three-dimensional teaching in Geriatric Nursing teaching in the context of mass entrepreneurship and innovation. Methods: Respectively select 80 2015 nursing undergraduates and 80 2014 nursing undergraduates in our school as the research object of the experimental group and the control group. In terms of Geriatric Nursing teaching, nursing students in the control group adopt traditional classroom teaching methods to carry out, while students in the experimental group adopt multi-dimensional and three-dimensional teaching in the context of mass entrepreneurship and innovation. Then observe and compare the geriatric nursing knowledge scoring as well as theory and practice assessment results in the two groups taught with different methods. Results: It's obvious that the scoring of nursing students in the experimental group is higher than those in the control group in respect of geriatric nursing knowledge, and statistical significance exists in the between-group differences (P < 0.05). The nursing students in the experimental group perform obviously better than those in the control group in terms of the results of theory, practice and comprehensive assessment as well as total score, and statistical significance exists in the between-group differences (P < 0.05). Conclusion: Implementing Geriatric Nursing teaching for higher education nursing undergraduates with multi-dimensional and three-dimensional teaching in the context of mass entrepreneurship and innovation can remarkably improve nursing students' cognitive level in geriatric nursing as well as their mastery degree of theoretical, practical and comprehensive knowledge. Thus, the multi-dimensional and three-dimensional teaching mode in the context of mass entrepreneurship and innovation makes 80 2015 nursing undergraduates in our school direct beneficiaries, which could be popularized and applied in medical colleges.
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Sanches, Luiz Miguel Picelli, Rodrigo Jensen, Maria Inês Monteiro, and Maria Helena Baena de Moraes Lopes. "Informatics teaching in undergraduate nursing programs at Brazilian public institutions." Revista Latino-Americana de Enfermagem 19, no. 6 (2011): 1385–90. http://dx.doi.org/10.1590/s0104-11692011000600015.
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This descriptive study aimed to verify the inclusion of subjects about informatics in undergraduate nursing programs at Brazilian (state and federal) public education institutions. The programs were located through the e-MEC system. The Internet was used to search for the curricula of the campuses offering the nursing program and identify subjects related to informatics. Eighty-one higher education institutions and 123 campuses were located. Only 100 campuses provided the curriculum on the Internet, 35 of which offered the subject. The highest proportion occurred in the Northeast (46.1%) and the lowest in the North (8.6%). The subject is mostly offered as an elective discipline (57%) in the first and second year (80%), with an average workload of 47 classroom hours. The low supply of this undergraduate subject goes against job market trends and the National Curriculum Guidelines for Undergraduate Nursing Programs.
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Souza, Juliana Nery de, and Maria Rita Bertolozzi. "The vulnerability of nursing workers to tuberculosis in a teaching hospital." Revista Latino-Americana de Enfermagem 15, no. 2 (2007): 259–66. http://dx.doi.org/10.1590/s0104-11692007000200011.
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This study aimed to identify aspects that potentially increase the vulnerability of nursing workers to tuberculosis, through the verification of personal life, work and disease knowledge indexes. The sample is composed of 81 nursing workers involved with assistance in the night and day shifts at USP Teaching Hospital, who answered a questionnaire about life and work habits. The sample aggregated the indexes that increase vulnerability to tuberculosis: long professional experience in hospitals and work load longer than 12 hours. Data show that nursing auxiliaries and workers from the night shift in general have a higher number of vulnerability indexes.
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Yeom, Gye Jeong, Jeongha Yang, and Hyun Sook Kim. "Development and Effects of Supplementary Textbook about EKG for Nursing Students." Journal of Korean Academy of Fundamentals of Nursing 27, no. 3 (2020): 268–76. http://dx.doi.org/10.7739/jkafn.2020.27.3.268.
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Purpose: The aim of this study was to develop teaching material of electrocardiography (ECG) education for nursing students. Teaching material was designed to increase ECG knowledge and self-confidence of nursing students.Methods: A convenience sample of 72 nursing students in a university of South Korea were recruited to an experimental group (n=36) or a control group (n=36). A non-equivalent control group pretest-posttest design was employed to test effects of teach material on ECG knowledge and self-confidence of nursing students. Teaching material was developed based on analysis learners, state objectives, select media & materials, utilize media & materials, require learner participation, and evaluate & revise (ASSURE) model. ECG knowledge and self-confidence were self-reported using scales developed by authors. Pre-test and post-test data were collected before and after a three-week intervention period.Results: The ECG knowledge of the experimental group was significantly higher than that of the control group (t=6.86, <i>p</i><.001). And the self-confidence of the experimental group was significantly higher than that of the control group (t=3.07, <i>p</i>=.003).Conclusion: Teaching material developed in this study was effective in improving ECG knowledge and self-confidence of nursing students. Thus, this teaching material could be used as supplementary textbook in diverse nursing practice education such as simulation or nursing skill training.
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Bernard, Jean S. "The Flipped Classroom: Fertile Ground for Nursing Education Research." International Journal of Nursing Education Scholarship 12, no. 1 (2015): 99–109. http://dx.doi.org/10.1515/ijnes-2015-0005.
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AbstractIn the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC’s current state of the science within higher education. Examination of this model’s definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.
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de Sena, Paulo Sergio, Maria Cristina Marcelino Bento, Nelson Tavares Matias, and Messias Borges Silva. "DESIGN THINKING AS ACTIVE TEACHING METHODOLOGY AT THE UNIVERSITY -COMPARATIVE STUDY BETWEEN COURSES." RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218 2, no. 4 (2021): e24231. http://dx.doi.org/10.47820/recima21.v2i4.231.
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In a move to go beyond pedagogical concerns for engineering teaching and learning and expand to other higher education courses and other professionals, this study compared the use of Design Thinking as a tool to pedagogically mobilize courses in Business Administration, Design, Nursing and Pedagogy. The results showed that the same pedagogical concern of engineering was shared with the compared courses. The relationships between students were fundamental for solving problems, as proposed by Design Thinking, as well as the relationships between the classes of a given course with their concerns about the professional profile that is being formed.
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Hamdoune, Meryem, and Abdellah Gantare. "Teaching palliative care skills via simulation-based learning." International Journal of Palliative Nursing 27, no. 7 (2021): 368–74. http://dx.doi.org/10.12968/ijpn.2021.27.7.368.
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Background: The scarcity of palliative care (PC) services in Morocco, and their absence in Settat, limits the opportunities for nursing students at the Higher Institute of Health Sciences (HIHS) to benefit from clinical placements. As a consequence of this, most students feel underprepared to care for patients with PC needs. Aim: The purpose of this study is to share a simulation-based learning experience in a PC context and to evaluate the effectiveness of this learning method. Methods: The simulation experience took place in the simulation centre of the HIHS and involved 20 nursing students in their second year. The main goal of the simulation session was to simulate the support given to patients going through the five stages of grief. A post-simulation survey was conducted to explore the nursing students reflections on this learning experience. Findings: The simulation is recommended as a powerful learning approach to compensate for the lack of PC clinical placements available to nursing students. Conclusion: The simulation-based training was an excellent opportunity for nursing students to experience caring for patients in extreme end-of life-situations, which was not possible before due to the lack of specialised PC services.
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Hofmeyer, Anne, Luisa Toffoli, Rachael Vernon, et al. "Teaching The Practice Of Compassion To Nursing Students Within An Online Learning Environment: A Qualitative Study Protocol." Contemporary Issues in Education Research (CIER) 9, no. 4 (2016): 201–22. http://dx.doi.org/10.19030/cier.v9i4.9790.
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Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs ‘anywhere and anytime’. In response to calls to teach compassion in nursing education, there is an abundance of literature concerning classroom teaching, but few online studies.Design: This paper presents a qualitative study protocol to explore the effectiveness of a compassion module taught to undergraduate nursing students within a digital learning environment. The protocol consists of an online knowledge intervention (compassion module) and pre- and post-intervention qualitative questions to explore and describe undergraduate nursing students’ understanding and learning about the practice of compassion toward patients, colleagues and self.Methods: Students will study the online compassion module over a two week period in a theory course in the final year of the Bachelor of Nursing. Students will participate in the study by responding to open-ended questions, administered through SurveyMonkey® before and after studying the online compassion module. Free text responses will be analysed thematically. The researchers will obtain institutional ethical approval.Discussion: This study protocol may generate new knowledge about how nursing students learn compassionate practice within an online learning environment. These findings could be used by nurse leaders and educators to develop empirically supported curricula and workplace cultures to foster the practice of compassion and resilience in the next generation of nurses.
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Choi, Kyung Sook, Woo Sook Lee, Yeon Suk Park, et al. "The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency." Journal of Korean Academic Society of Nursing Education 24, no. 1 (2018): 100–109. http://dx.doi.org/10.5977/jkasne.2018.24.1.100.
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Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.
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Leonello, Valéria Marli, and Maria Amélia de Campos Oliveira. "Higher education in nursing: the faculty work process in different institutional contexts." Revista da Escola de Enfermagem da USP 48, no. 6 (2014): 1093–102. http://dx.doi.org/10.1590/s0080-623420140000700018.
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Objective To analyze the characteristics of faculty work in nursing higher education. Method An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. Results The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Conclusion Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.
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Carlos, Djailson José Delgado, Maria Itayra Coelho de Souza Padilha, Maria Angélica de Almeida Peres, Maria Lígia dos Reis Bellaguarda, and Stéfany Nayara Petry Dal Vesco. "North American nurse educators in the HOPE Earth Project and Nursing teaching." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1685–91. http://dx.doi.org/10.1590/0034-7167-2017-0825.
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ABSTRACT Objective: analyze the activities of the North American nurse educators of the Project Health Opportunity for People Everywhere Earth (HOPE Earth Project) in Natal, state capital of Rio Grande do Norte, Brazil (1974-1981). Method: sociohistorical, qualitative study, resulting from filed documents and ten semistructured interviews. These sources were processed and analyzed using Oral History and Thematic Analysis. Results: the following categories emerged: The North American nurse educators of the HOPE Earth Project and Educator Mary Anne Small through the memories of who had contact with her. Final considerations: the HOPE Earth Project contributed to higher education in health at the Federal University of Rio Grande do Norte, guaranteeing the coming of qualified and experienced lecturers, and the North American educators cooperated towards the qualification of the Nursing Course, even when it was already structured and fully functioning.
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William, Abeer, Victoria Vidal, and Helalia Moham. "Video versus Traditional Teaching Strategy for Enhancing Intramuscular Injection Skills among College of Nursing Students in Kuwait: A Comparative Study." Journal of Health, Medicine and Nursing 6, no. 3 (2021): 66–88. http://dx.doi.org/10.47604/jhmn.1320.
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Purpose: The study aims to assess the performance and compare the effectiveness of intramuscular injection skills of nursing students utilizing two different teaching strategies –traditional (with the use of performance checklist only) versus video (together with the performance checklist).
 Methodology: A quasi-experimental research design was used. The sample was divided into two groups - control group, 28 female nursing students and experimental group, 27 male nursing students. Socio-demographic data sheet and an observational checklist were used to collect pertinent data.. Analysis was performed using descriptive statistics and analytical tests, such as the independent t-test between the experimental and control group, regarding the preparation and injection of medication. P value of < 0.05 was considered to be significant. 
 Findings: Most of the experimental and control group subjects are non-Kuwaitis. In medication preparation, the experimental group showed higher scores in the following steps: mixing solution; withdrawing prescribed amount of medication. The control group, on the other hand, scored higher in the following steps: removing needle cap, withdrawing into syringe amount of air equal to volume of medication to be withdrawn; carefully inserting needle into upright vial; and withdrawing prescribed amount of medication. In medication administration, the control group obtained higher scores in putting on clean gloves and applying gentle pressure at the site. The experimental group had higher score only in putting on clean gloves. A highly significant positive correlation was found between medication preparation and injection of medication and socio-demographic parameters of age and nationality (p= 0.008, p= 0.007) respectively. There is no statistically significant correlation detected between control and experimental group in relation to injection of the medication. 
 Unique Contribution to Theory and Practice: The results of this study indicated that while traditional and video-assisted teaching are equally effective, there is no substitute for clinical demonstration.
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Khrais, Huthaifah, and Ali M. Saleh. "The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students." Creative Nursing 26, no. 1 (2020): e19-e24. http://dx.doi.org/10.1891/1078-4535.26.1.e19.
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AimThe aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students.MethodThis quasi-experimental study was conducted using a pretest–posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention.ResultsThe mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group.ConclusionThis study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.
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George, Soumya, and Shynee Paul. "Effectiveness of Video-Assisted Teaching on Breast Crawl among nursing students of selected Nursing Institutes at Mangalore." Journal of Health and Allied Sciences NU 07, no. 03 (2017): 030–32. http://dx.doi.org/10.1055/s-0040-1708721.
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Abstract Background: UNICEF, WHO and WABA, along with the scientific community, strongly recommend initiating breastfeeding within a half-hour of birth. Evidence shows that early initiation can prevent 22% of all deaths among babies below one month in developing countries. Every newborn, when placed on her mother's abdomen, soon after birth, has the ability to find her mother's breast all on her own and to decide when to take the first breastfeed. This is called the 'Breast Crawl'. Materials and Methods: An experimental approach with one group pre-test post test design was used for the study. The sample comprises of 60 nursing students who meets inclusion criteria were selected using Random sampling technique.pre test was conducted with structured knowledge questionnaire ,followed by administered the video assisted teaching programme on breast crawl. Post test was conducted after 7 days of intervention by using same tool Result: The collected data were analyzed using descriptive & inferential statistics The findings of the data showed that the mean post test knowledge of subjects were significantly higher than their mean pre test knowledge scores after the administration of video assisted teaching. ('t' value 14.93, P> 0.05).No association was found Conclusion: A baby is born with many instinctive abilities which enable her to perform the Breast Crawl. Hence video assisted teaching is very essential and beneficial in nursing field to educate nursing students.
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Mendes, Isabel Amélia Costa, Maria Auxiliadora Trevizan, Mirella Castelhano Souza, et al. "Empathic profile of nursing freshmen." Nursing Ethics 26, no. 7-8 (2018): 2298–305. http://dx.doi.org/10.1177/0969733018780532.
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Objective: To analyze the empathic profile and the empathy scores of freshmen of the nursing course. Design and participants: Descriptive study involving 399 freshmen students of two modalities of nursing courses: Bachelor and Bachelor and Teaching Diploma, in the period from 2012 to 2015. A sociodemographic questionnaire and the Empathy Inventory were applied. Ethical considerations: The research received approval from the Research Ethics Committee of the University of São Paulo at Ribeirão Preto College of Nursing. The students registered their acceptance to participate in the research by signing the Free and Informed Consent Form and anonymity was guaranteed. Findings: The mean age of the participants was 19 years, being 85.5% female. The students were grouped by course modality and all groups presented high empathy scores. A significant difference (p < 0.001) was found, which indicates that students of the Bachelor and Teaching Diploma program presented a higher degree of empathy for the General Score, Domain 2 (Interpersonal Flexibility), and Domain 3 (Altruism) in relation to students in the Bachelor program. Conclusion: Results show that nursing undergraduate freshmen are emphatic, with minimum differences between the two courses. This profile is relevant for the development of future professionals capable to demonstrate a balance between instrumental and expressive competences.
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Terra, Marlene Gomes, Lucia Hisako Takase Gonçalves, Evanguelia Kotzias Atherino dos Santos, and Alacoque Lorenzini Erdmann. "Sensibility in the Relations and Interactions of Teaching and Learning to Be and Do Nursing." Revista Latino-Americana de Enfermagem 18, no. 2 (2010): 203–9. http://dx.doi.org/10.1590/s0104-11692010000200010.
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This qualitative study focused on proxemic feelings and feelings of detachment and ambiguity among professors-nurses concerning their experiences. This study aimed to reveal the meanings of sensibility held by being-professor-nurse in teaching and learning to be and do nursing. The theoretical-philosophical support is based on Merleau-Ponty's existential phenomenological approach and the hermeneutics phenomenology of Paul Ricoeur was used. Nineteen professors-nurses from a Higher Education institution in the South of Brazil were interviewed between November and December 2006. Sensibility was revealed as the capacity to observe details in order to intervene in a situation the best way possible, and also as a way to break with exclusive models of the cognitive-instrumental rationality of science and technique, since sensibility is the basis for developing other ways of teaching and learning to be and do Nursing.
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Prabhu, Sushma. "COMPARISON OF TRADITIONAL VERSUS VIDEO BASED TEACHING ON NEUROLOGICAL ASSESSMENT AMONG UNDERGRADUATE NURSING STUDENTS." Journal of Health and Allied Sciences NU 03, no. 02 (2013): 029–32. http://dx.doi.org/10.1055/s-0040-1703649.
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Abstract Background: The new computer assisted and interactive video instructions have been merged into teaching system as an efficient method. This method is an effective medium for student learning, regardless of discipline and its potentials have encouraged instructors and learners to opt this method. Purpose: The current study has aimed to compare the traditional lecture method with video based teaching, in improving the knowledge and skill of Undergraduate Nursing students on Neurological assessment. Methods: This quasi experimental study was conducted on 30 undergraduate nursing students who were randomly assigned to two groups. Group A attended a lecture cum demonstration method and group B underwent video based teaching on neurological assessment. Learning level of both the groups was compared by using independent't' test. Results: In both the groups the post test scores were significantly higher than the pretest scores, but there was no statistically significant difference between group A and B. Hence both the teaching methods were found to be equally effective in improving the knowledge and skill of undergraduate nursing students on neurological assessment.
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Zuhroidah, Ida, Nurul Huda, and Bagus Dwi Cahyono. "THE EFFECT OF CLINICAL TEACHING METHOD AND LEARNING STYLE ON CLINICAL NURSING LEARNING OUTCOMES." Nurse and Health: Jurnal Keperawatan 8, no. 2 (2019): 108–14. http://dx.doi.org/10.36720/nhjk.v8i2.120.
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Background: Nursing Academy of Pasuruan has used problem solving method for learning clinical nursing practice. However, there is obstacle in the implementation of the method due to wide variation in implementing the method among field instructors. Theoretically, bedside teaching method can be used for learning activities to improve learning outcomes. Theoretically, students' learning style is associated with learning outcomes.Objective: This study aimed to examine the effect of clinical bedside teaching method and learning style of students on clinical practice outcome among nursing students at the Academy of Nursing.Method: The research method used Quasi-Experimental. The population source was students at the Academy of Nursing, Pasuruan. A sample of 80 students were selected by simple random sampling. Problem solving was used as a comparison method. The data were collected using standard questionnaires, and analyzed by multiple linear regression model.Result: Results indicated that bedside teaching resulted in higher clinical nursing learning outcome than problem solving method (b = 3.5, p < 0.001, CI 95% 2.6 to 4.4). There was no statistically significant effect of learning styles on learning outcomes of nursing clinical practice (p > 0.05).Conclusion: This study concludes that bedside teaching method results in better clinical nursing learning outcome than problem solving method. It is recommended that all faculty members use bedside teaching as the learning strategy to improve learning outcomes in clinical practice. Key words: Bedside Teaching, Problem Solving, Learning Styles, Clinical Practical Learning Outcomes.
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Vizcaya-Moreno, M. Flores, and Rosa M. Pérez-Cañaveras. "Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study." International Journal of Environmental Research and Public Health 17, no. 21 (2020): 8267. http://dx.doi.org/10.3390/ijerph17218267.
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Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred teaching methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as teaching methods, linking mentorship learning to clinical experiences (x¯ = 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of teaching methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.
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Baldoino, Aline Silva, and Renata Meira Veras. "Analysis of Service-learning activities adopted in health courses of Federal University of Bahia." Revista da Escola de Enfermagem da USP 50, spe (2016): 17–24. http://dx.doi.org/10.1590/s0080-623420160000300003.
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is study aimed to raise and discuss the data about the integration of health courses teaching and service activities o ered at the Federal University of Bahia (UFBA), pre- senting scenarios practices and major di culties existing in the relationship between the university and the services of health. is was a qualitative study of descriptive explo- ratory character, using a questionnaire as a research tool applied to the coordinators of selected health courses. e selection was by reading the political pedagogical project, the following courses were selected: nursing, physical therapy, speech therapy, medicine, nu- trition, dentistry and public health. e results indicated eight types of teaching-service integration activities, 57 scenarios of practice and the main di culties. It was concluded that these courses are sticking to changes in academic training in health, in view of the large number of basic health units in the teaching service process. us, it emphasizes that the UFBA includes activities in health care that enable the integration-education in the higher education process, although there are some di culties in this relationship indicated by the coordinators.
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Hwang, Eunhee, Mijung Kim, and Sujin Shin. "Initial Clinical Practicum Stress among Nursing Students: A Cross-Sectional Study on Coping Styles." International Journal of Environmental Research and Public Health 18, no. 9 (2021): 4932. http://dx.doi.org/10.3390/ijerph18094932.
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Nursing students experience various stressors during their initial clinical practicum. As these stressors negatively affect learning and performance, coping strategies are essential. Therefore, this research study explored the relationship between coping styles and stress levels using a cross-sectional study with a convenience sample of 184 nursing students. Clinical practicum stress and coping styles were assessed via electronic questionnaires, and the data were analyzed using descriptive statistics, t-tests, and variance analyses. The highest score for clinical practice stress was for the practical education environment and practical work burden. The total stress score differed significantly according to coping style (t = −2.36, p = 0.020), and the total stress score of the passive coping group was higher. Among the sub-categories of stress, the scores of the education environment (t = −2.68, p = 0.008) and having undesirable role models (t = −2.14, p = 0.034) were significantly higher in the passive coping group. Although practical work burden was the highest stress factor in the active coping style group, the stress on the environment was highest in the passive coping group. The findings show that professors and clinical educators should recognize the various coping styles and incorporate different teaching methods in the clinical setting.
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Karki, Ranu, and Hansi Negi. "Study the effectiveness of structured-Teaching programme on knowledge regarding polycystic ovarian syndrome and its prevention among higher secondary female students in selected school of Dehradun." International Journal of Nursing Education 10, no. 3 (2018): 96. http://dx.doi.org/10.5958/0974-9357.2018.00075.2.
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Ismaile, Samantha, Haya Alsahlia, Samina Khan, and Hanan Alshehri. "Mix research methods: teaching and learning in 2nd year bachelor nursing program." International Journal of Advanced Nursing Studies 5, no. 2 (2016): 127. http://dx.doi.org/10.14419/ijans.v5i2.6340.
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Background: Nursing profession and its development, no doubt plays a crucial role in healthcare sectors. Students’ learning approaches are now being recognized across higher education as having a considerable effect on student achievement’ and their learning outcomes. The learning process in nursing education has always been a challenge to find pedagogical instructional methods that can engage learners actively and help the students to understand concepts for new applications in theoretical and practical situation.Purpose: The aim of this research study is to compare the effect of sequencing theory via classroom lecturing before practical clinical skill taught in laboratories and visa versa on students learning readiness and approaches.Methods: The research method of this study employed a mixed research methods by the implication of both quantitative and qualitative methods. The quantitative research method was conducted by means of two validated questionnaires. The first questionnaire used is the Self- Directed Learning Readiness Scale for Nursing Education (SDLRSNE). This is a self-reporting instrument designed to assess stu-dents' attitudes, abilities, and personality characteristics necessary for self- directed learning. The second questionnaire is the Revised two-factor version of the Study Process (R-SPQ-2F) in order to assess students’ deep or surface learning approaches. The qualitative research was conducted via students reflection on their learning experience via the use of free text comments in Blackboard Learning Management System (LMS) environment. The study sample included 97 nursing students. Students were divided into two groups A and B. Each group consisted of 47 nursing students.Results: Significant differences between group ‘A’ and group ‘B’ were found for SDLRSNE self-management, desire for learning and self-control, suggesting that self-management in group ‘A’ managed their learning better than group ‘B’. There were no significant differences in terms of learning approaches between group ‘A’ and B.Conclusion: This study highlights that students teaching and learning experiences are sensitive to learning environments. This was done through sequencing theoretical and clinical teaching and visa versa in a nursing course. Proper design of the learning environment and the availability of supportive learning tools encourage students learning and teaching experience.
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Lin, Chiou-Fen, Meei-Shiow Lu, Chun-Chih Chung, and Che-Ming Yang. "A comparison of problem-based learning and conventional teaching in nursing ethics education." Nursing Ethics 17, no. 3 (2010): 373–82. http://dx.doi.org/10.1177/0969733009355380.
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The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.
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C. Sharma, Ravi, Dinesh D. Sharma, Neeraj Kanwar, Pankaj Kanwar, and Santosh Manta. "Undergraduate nursing students’ attitude towards mental illness: a cross sectional study." International Journal of Research in Medical Sciences 6, no. 1 (2017): 275. http://dx.doi.org/10.18203/2320-6012.ijrms20175733.
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Background: People suffering from mental illness commonly face stigma, bias, and discrimination by general public. Health care professionals are not immune to social biases and share the public's attitude meted out to people with mental illness. Nursing students are future health manpower. There are only few studies conducted on medical students’ attitude towards people with mental illnesses in India. We have planned this study to examine the undergraduate nursing students’ attitude towards people suffering from mental illnesses.Methods: It was a cross-sectional study. A total of 220 undergraduate nursing students were selected randomly with their consent to complete the Attitude Scale for Mental Illness (ASMI).Results: The nursing students were found to have a significant positive attitude towards mental illness in five of the six attitudes factors: Restrictiveness (8.42), benevolence (28.6) and stigmatization (7.3), separatism (15.6) and stereotype (9.4) However, these students had negative attitude in pessimistic predictions (12.5) domain as they rated this domain slightly on the higher side.Conclusions: Academic education in this field must be conceptualized and planned in order to favor the change of the attitudes that includes greater utilization of those teaching strategies that challenge beliefs and assumptions and promote a commitment to provide holistic care to people with mental illness.
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Kawasaki, Hiromi, Satoko Yamasaki, Yuko Masuoka, Mika Iwasa, Susumu Fukita, and Ryota Matsuyama. "Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues." International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2672. http://dx.doi.org/10.3390/ijerph18052672.
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Universities have quickly shifted to remote learning due to the COVID-19 pandemic. This study compared two versions—emergency remote teaching (ERT) and conventional face-to-face class (FFC)—of a course design based on the instructional design ARCS model for effectiveness and issues. The current study comprised 46 third-year nursing students who attended an FFC course in 2019, and 56 third-year students who took the ERT version in 2020. Students’ self-rated goal attainment and knowledge of genetics scores were compared before and after taking the courses. Scores between the two class types were compared using the Wilcoxon rank sum test. The students’ worksheets were evaluated using keyword frequency and content analyses. Both classes achieved their goals satisfactorily, and this study confirmed that for this course, ERT was as effective as FFC. A comparison of the increase in domain goal attainment scores per student showed that only the psychomotor domain item, “I can fully explain human diversity using genomic information”, was significantly different, as it was significantly higher for ERT (p = 0.003). This higher item in the ERT group suggests that ERT can pose a lack of practice caution in acquiring nursing skills.
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Šakalytė, Danguolė, and Valdonė Indrašienė. "EVIDENCE-BASED PRACTICE TEACHING INTEGRATION IN COLLEGE NURSING STUDIES: HISTORICAL AND LEGAL ASPECTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 685–95. http://dx.doi.org/10.17770/sie2021vol1.6182.
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To better understand and analyze the education of evidence-based practice, it is necessary to review the context and premises of the formation of evidence-based practice itself. The beginning of the evidence-based practice movement in the teaching of health professionals’ dates back to 1910 and looking at the health care system; first, there was evidence-based medicine. In 1990, Sackett's initiative at McMaster University in Canada, it was decided to change the term "evidence-based medicine" to "evidence-based practice" (Mackey Bassendowski, 2017; Thom Eaves, 2015). In nursing, the beginning of evidence-based practice is linked to the reforms of nursing science and practice by the first nursing researcher, Florence Nightingale, from 1854 to 1910, although the term of “evidence-based practice” was not yet known at the time. The professional training of nurses as one of the leading health professionals is related to health policy and the development of nursing science. The European Qualifications Framework (EHEA) defines the expected learning outcomes for professionals with a bachelor's degree, including the skills to find, evaluate, reflect, and apply scientific information in practice (Bologna Working Group, 2005). Despite international and national recommendations, it is difficult for many higher education institutions to refine the steps of teaching evidence-based practice in nursing study programs. These difficulties are revealed by the ambiguity in the definition of the concept of evidence-based practice (Horntvedt et al. 2018).The problematic question is: What is the basis for integrating evidence-based practice training into college nursing study programs?The study is based on the scientific literature review.
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Cruz, Diná de Almeida Lopes Monteiro da, Cibele Andrucioli de Mattos Pimenta, Maria Fernanda Vita Pedrosa, Antônio Fernandes da Costa Lima, and Raquel Rapone Gaidzinski. "Nurses' perception of power regarding their clinical role." Revista Latino-Americana de Enfermagem 17, no. 2 (2009): 234–39. http://dx.doi.org/10.1590/s0104-11692009000200015.
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This article reports on a study on nurses' perception of power regarding their clinical role before and after implementation of a nursing diagnosis classification. Sixty clinical nurses (average age = 37.2 ± 7.0 years) from a Brazilian teaching hospital answered the Power as Knowing Participation in Change Tool (PKPCT) before and after the implementation of a diagnosis classification. PKPCT has four domains and provides total and partial scores. Reliability coefficients ranged from 0.88 to 0.98. Total scores were not statistically different between assessments (p=0.21), although scores in the "Involvement in Creating Change" domain were higher in the second assessment (p=0.04). Further studies providing sound evidence regarding the impact of nursing classification systems on nurses' power perception are needed to guide decisions on teaching and clinical practice.
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Shatimwene, Gelasius Panduleni, Daniel Opotamutale Ashipala, and Esther Kamenye. "Experiences of Student Nurses on the Use of the Two-Week Block System at the Satellite Campus of a Higher Education Institution in Namibia." International Journal of Higher Education 9, no. 3 (2020): 222. http://dx.doi.org/10.5430/ijhe.v9n3p222.
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Clinical Training is intended to prepare nursing students for future nursing practice in both private and public facilities. As do many nursing training institutions globally, this Higher Education Institution (HEI) uses the two-week block system as a teaching system. However, despite the two-week block system, it would appear that, due to the increased number of nursing students, the aligning of practical exposure with theoretical instruction is becoming difficult in balancing theory and practice for both student and academics. Such alignment requires institutions of higher learning to establish which teaching systems are likely to promote the correlation between theory and practice. The experiences of students may be used to identify positive learning environment for students. This study aimed to explore and understand the personal experiences of student nurses studying at Higher Education Institution HEI in Namibia in relation to the use of the two-week block system. The objectives of the study included exploring and describing the experiences of student nurses regarding the two-week block system at the HEI with a view to ascertaining the negative impact, if any, of such a teaching system on their studies. A study employed a qualitative approach which comprised an explorative and descriptive research design, using purposive sampling. The research population in the study consisted of first to fourth year, undergraduate nursing students who were studying at a satellite campus of a HEI in Namibia. The requisite data was collected from four focus group discussions which were each conducted with six to seven participants. The transcribed interviews and narratives from the research notes were then organised into main themes and sub-themes. Three main themes and nine sub-themes were identified. The findings of the study indicated that two-week block system was associated with challenges as was evidenced by the following themes that had emerged from the study, namely, different experiences of the two-week block system, various effects of the two-week block system and recommendations to School of Nursing (SoN).The study recommended that the HEI extend the two-week block system to a one-month block system in order to give the students sufficient time in which to put the theory they have learnt into practice.
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Das, Biranchi Narayan, Anu Mohandas, and Saba Syed. "Study of stress, anxiety, depression and coping strategies among nursing students in a tertiary care teaching hospital, South India." International Journal Of Community Medicine And Public Health 8, no. 7 (2021): 3400. http://dx.doi.org/10.18203/2394-6040.ijcmph20212594.
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Background: Nursing students are at extremely high risk for experiencing stress, anxiety, and depression due to their varied circumstances. Indian studies has revealed, moderate stress among 77-82% of nursing students. The better the nursing students can manage their stress and anxiety and adopt healthy coping strategy, the more successful they can be in their clinical training and academic performance. Objective of the current study was to estimate the prevalence of depression, anxiety, and stress among the BSc nursing students and its association with socio-demographic and academic factors and to find the coping strategies adopted by them.Methods: A cross sectional study was conducted among 149BSc nursing students in a teaching hospital in Hyderabad. The data was collected by pre-validated questionnaire with 3 parts. Part I: socio-demographic and academic parameters, part II: psychological information (DASS-21) and part III: coping strategies (brief COPE). Data was analysed using SPSS version 24.The percentages of stress, anxiety and depression was found and categorised to mild, moderate, severe and extremely severe and associations analyzed with Chi-square test. The mean score and percentages were calculated for coping strategies.Results: The mean age of nursing students was 20±1.6 years. The proportion having depression, anxiety and stress were 67.7%, 85.3% and 46.9% respectively. The coping strategies ‘used a lot’ were spirituality (43.6%), Information support (30.9%) and active coping (28.2%). The study showed depression (p=0.05) and stress (p=0.002) to be higher among 2nd and 4th year students. Lack of leisure time (p=0.036) and difficulty in academics (p= 0.017) were identified as stressors.Conclusions: This study noted high levels of psychological disturbances among nursing students. There is urgent need to plan stress management programmes with peer instructors, mentorship, more leisure and outdoor learning activities.
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Xu, Fengqin, Kun Huang, Yinhe Wang, Yuzi Xu, Liang Ma, and Yang Cao. "A Questionnaire Study on the Attitude towards Death of the Nursing Interns in Eight Teaching Hospitals in Jiangsu, China." BioMed Research International 2019 (September 16, 2019): 1–8. http://dx.doi.org/10.1155/2019/3107692.
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Introduction. Nurses play an important role in caring for dying patients. However, little is known about the attitude towards death of the registered nurses in China. Materials and Methods. A knowledge, attitude, and the practice (KAP) survey using standardized questionnaires was conducted at eight teaching hospitals in Jiangsu Province, China. In total, 366 nursing interns were recruited and 357 turned in valid response. Data about the interns’ demographic characteristics and their attitudes to death in five domains, including fear of death, death avoidance, natural acceptance, approach acceptance, and escape acceptance, were collected. Results. Compared to the norms, the nursing interns had statistically significantly higher scores in the domains death avoidance, approach acceptance, and fear of death (14.9 vs. 11.1, 26.2 vs. 24.2, and 20.3 vs. 19.0, respectively); however, statistically significantly lower scores were in the domains natural acceptance and escape acceptance (18.4 vs. 22.0, and 13.6 vs. 15.1, respectively). Religious belief, experience of a deceased relative in family, death education, and family atmosphere of discussing death are positively associated with one or more domains of attitude towards death. Conclusion. The positive attitude towards death and death education before clinical practice are helpful for nursing interns when they care for dying patients. In general, the scores of attitude towards death are at a moderate level in the surveyed Chinese nursing interns. The death education for nursing students needs to be reinforced in China.
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Pradela, Karolina, Zuzanna Radosz, and Agnieszka Sobiegała. "Nursing education in Poland." Pielegniarstwo XXI wieku / Nursing in the 21st Century 19, no. 1 (2020): 47–56. http://dx.doi.org/10.2478/pielxxiw-2020-0008.
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AbstractAim. The aim of the study was to analyse the literature concerning nursing education in Poland, with particular emphasis on current education and the Medical High School and Medical Vocational College at the secondary level in the basic range.Material and methods. Literature review and analysis of documents (certificates, teaching index) in the field of nursing education in Poland.Results. Initially, the role of nurses was played by the clergy or volunteers, by people who lacked both theoretical and practical knowledge to work in the profession, until the professional training began and qualified persons started to practice the profession. Nursing has been changing its form for many thousands of years. The first unification of the nursing education system took place in 1961, followed by the introduction of the Bologna Process in 2000.Conclusions. This thisis points to the differences between the courses of nursing education in a period from 18th century until today. Nursing education has changed its form for many years. Today, professional nurses have different levels of education, from secondary to higher education.
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Fox, Mary T., Souraya Sidani, Jeffrey I. Butler, and Deborah Tregunno. "Nurses’ Perspectives on the Geriatric Nursing Practice Environment and the Quality of Older People’s Care in Ontario Acute Care Hospitals." Canadian Journal of Nursing Research 49, no. 2 (2017): 94–100. http://dx.doi.org/10.1177/0844562117707140.
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Background Cultivating hospital environments that support older people’s care is a national priority. Evidence on geriatric nursing practice environments, obtained from studies of registered nurses (RNs) in American teaching hospitals, may have limited applicability to Canada, where RNs and registered practical nurses (RPNs) care for older people in predominantly nonteaching hospitals. Purpose This study describes nurses’ perceptions of the overall quality of care for older people and the geriatric nursing practice environment (geriatric resources, interprofessional collaboration, and organizational value of older people’s care) and examines if these perceptions differ by professional designation and hospital teaching status. Methods A cross-sectional survey, using Dillman’s tailored design, that included Geriatric Institutional Assessment Profile subscales, was completed by 2005 Ontario RNs and registered practical nurses to assess their perceptions of the quality of care and geriatric nursing practice environment. Results Scores on the Geriatric Institutional Assessment Profile subscales averaged slightly above the midpoint except for geriatric resources which was slightly below. Registered practical nurses rated the quality of care and geriatric nursing practice environment higher than RNs; no significant differences were found by hospital teaching status. Conclusions Nurses’ perceptions of older people’s care and the geriatric nursing practice environment differ by professional designation but not hospital teaching status. Teaching and nonteaching hospitals should both be targeted for geriatric nursing practice environment improvement initiatives.
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Xu, Fengqin, Liang Ma, Yinhe Wang, et al. "Effects of an Innovative Training Program for New Graduate Registered Nurses: A Comparison Study." SAGE Open 11, no. 1 (2021): 215824402098854. http://dx.doi.org/10.1177/2158244020988542.
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New graduate registered nurses (NGRNs) face a great challenge during the transition from school to clinical practice. We conducted a quasi-randomized controlled study to evaluate the effects of a new training mode for newly recruited NGRNs in a Chinese teaching hospital. A total of 150 NGRNs were recruited from a teaching hospital and assigned into two groups. The conventional training and a new training program were taken for the control group and the research group, respectively. At the end of the training, the two groups were evaluated and compared for theoretical knowledge and operation skills using a mutual-evaluation examination and the Chinese Registered Nurse Core Competency Scale. The scores of theoretical knowledge (88.4 vs. 81.7, p < .001) and operation skills (94.8 vs. 90.3, p < .001), and the total core competencies score (156.2 vs. 148.8, p < .05) in the research group were statistically significantly higher than those in the control group. Compared with the control group, the research group also had statistically significantly higher scores in education and consultation (2.47 vs. 2.40), clinical nursing (2.87 vs. 2.62), interpersonal relationship (2.56 vs. 2.43), and critical thinking and scientific research (2.78 vs. 2.61). The innovative pre-job training program for NGRNs conducted in Chinese clinical nursing skill training bases might significantly improve the training effects and is worthy of broader implementation.
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Alcalá-Albert, Gregorio Jesús, and María Elena Parra-González. "Bibliometric Analysis of Scientific Production on Nursing Research in the Web of Science." Education Sciences 11, no. 9 (2021): 455. http://dx.doi.org/10.3390/educsci11090455.
Full textAbstract:
The fundamental pillars of nursing science—nursing care, management, and teaching and research—are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the difficulty of finding teaching staff for university nursing degrees. This is closely linked to the production of research, given that minimum criteria must be met for university teacher accreditation. The goal of this study is to analyze scientific production in nursing, nursing research and teaching in The Web of Science in order to establish how this is progressing and to gain further insight into the field of academic nursing. A total of 34,497 documents were analyzed using the Bibliometrix software version 4.1.0. The results reveal an increase in nursing research over time. Most of this is published in English and mainly focuses on specific nursing areas, such as oncology or psychiatry. Spain occupies the eighth place worldwide in nursing research. In spite of this position, the data suggest that other factors are blocking the accreditation of university teachers of nursing in Spain. They also reflect the need to encourage nursing research in this setting in the future.
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Folker-Maglaya, Catherine, Maureen E. Pylman, and Penny R. Marzalik. "Implementing Health Policy Initiatives: An Effective Breastfeeding Teaching Strategy for Prelicensure Nursing Students." Journal of Doctoral Nursing Practice 13, no. 2 (2020): 156–63. http://dx.doi.org/10.1891/jdnp-d-19-00055.
Full textAbstract:
BackgroundExclusive breastfeeding for 6 months is recommended by all health professional organizations. However, women cite lack of support from health professionals as a barrier to breastfeeding. Foundational nursing education does not prepare students (future nurses) to support breastfeeding women. Therefore, an evidence-based breastfeeding curriculum “toolkit” supporting health policy was developed and implemented.ObjectiveThe study was performed to determine the effectiveness of the toolkit education compared with standard education in an associate degree nursing program.MethodsA pretest–posttest survey design with intervention and comparison groups was used. Students (N = 102) completed pre- and posttests. A 15-item survey derived from Marzalik's (2004) instrument was used to measure nursing student knowledge about breastfeeding.ResultsThe mean number of pretest questions correct were statistically the same for the control and intervention groups. Both groups showed growth in their posttest scores, however the intervention group scored significantly higher on the posttest (intervention mean = 12.34, control mean = 10.73, t value (100 df) = −4.12, p < .0001).ConclusionThe toolkit provides a curriculum that demonstrated enhanced student learning about breastfeeding.Implications for NursingUse of a reliable intervention like this breastfeeding toolkit is essential in the development of nurses who can provide effective breastfeeding support.
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Elcokany, Nermine M., Amal Ismael Abdelhafez, Vivian Magdi Samuel Sharaby, and Safia Belal. "Use of Computer-Based Scenarios for Clinical Teaching: Impact on Nursing Students’ Decision-Making Skills." Healthcare 9, no. 9 (2021): 1228. http://dx.doi.org/10.3390/healthcare9091228.
Full textAbstract:
Computer-based learning has numerous advantages. It gives students the chance to accommodate and solve problems independently, it can increase motivation during the learning process, and it offers students direct feedback. Students will also receive an authentic learning experience, increasing their level of knowledge retention. It can assist nursing educators in improving learning outcomes. Aim: This study aimed to investigate and evaluate the impact of computer-based scenarios on undergraduate nursing students’ decision-making skills. Sample: There was a total sample of 112 nursing students who were enrolled in a critical care nursing course at the College of Applied Medical Sciences in Saudi Arabia. These students were divided into two groups. Methods: The two groups were taught the same topic for one week. Two case scenarios were given to each group during the clinical rotation. The study group used the computer-based case scenario, and the control group used the paper-based case scenario. The two groups were compared regarding their decision-making skills. The student’s feedback about the computer-based case scenarios was also investigated. Results: The study group scored significantly higher in their decision-making skills when compared to the control group. In addition, the study group reported that they highly agreed that their general learning and specific nursing abilities improved after using computer-based case scenarios.