Relevant bibliographies by topics / Nursing – Study and teaching – Rwanda

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Nursing – Study and teaching – Rwanda'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Nursing – Study and teaching – Rwanda.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Nursing – Study and teaching – Rwanda"

1

Uwimana, Philomene, Donatilla Mukamana, Oluyinka Adejumo, and Yolanda Babenko-Mould. "Pediatric pain management competencies taught to nursing students in Rwanda: Perspectives of nurse educators, preceptors and nursing students." Journal of Nursing Education and Practice 10, no. 12 (2020): 21. http://dx.doi.org/10.5430/jnep.v10n12p21.

Full text
Abstract:
Competency for pediatric pain management is fundamental for nurses’ responsibility in caring for pediatric patients with pain. However, effective nursing management of pain in hospitalized children continues to be a challenge more often linked to competency deficit as a consequence of unpreparedness in the pre-licensing education. Previous studies have established that nursing students exhibited lack of knowledge and poor attitudes regarding pediatric pain management, but none of the studies were done in the Rwandan context. The current study explores the pediatric pain management competencies taught to nursing students in Rwanda. An exploratory descriptive qualitative design based on face-to-face individual interviews and focus group discussions was utilized. Fourteen nurse educators and preceptors and nineteen nursing students were recruited from five study settings to explore their perspectives about pediatric pain management competencies taught to nursing students. Participants’ narratives were analysed using thematic analysis from which six main themes emerged. Participants narrated that competencies related to children pain assessment, pain medication and non-drug pain management interventions were taught to students. However, findings also revealed the challenges that impacted the teaching and learning of paediatric pain management, which need to be addressed for the improvement of pre-service training about pain management in children. The findings from the study suggested further research for a better understanding of the nature of those challenges to inform tailored strategies aimed at improving quality health care provision to children through an improved pediatric pain management education at the undergraduate level.
APA, Harvard, Vancouver, ISO, and other styles
2

Munyanziza, Thomas, Busisiwe Bhengu, Emelyne Umutoni Cishahayo, and Aline Uwase. "Workplace Stressors and Coping Strategies of Intensive Care Unit Nurses at University Teaching Hospitals, in Rwanda." Rwanda Journal of Medicine and Health Sciences 4, no. 1 (2021): 53–71. http://dx.doi.org/10.4314/rjmhs.v4i1.5.

Full text
Abstract:
Background Nursing is widely known as a stressful profession but intensive care unit is the most stressful; when nurses fail to cope with workplace, stresses’ complications such as burnout and depression ensue, and this can compromise the quality of nursing care. In Rwanda, there is a limited literature about workplace stress and coping strategies. Research objectives To assess the workplace stress and coping strategies of intensive care unit nurses at University Teaching Hospitals. Methodology This study used a cross-sectional study design, recruited 92 ICU nurses through the census sampling method; ENSS and Brief COPE Inventory, while SPSS was used for data analysis. Results Eighty percent experienced moderate to high stress, while 19.6% had low stress. Married nurses tend to experience high stress than singles, while those with Bachelors or Master’s degree were less likely to be stressed. Main stressors are care for suffering/dying, or agitated patients; and heavy workload, while main coping strategies were alcohol use, emotion support from friends and religion comfort. Conclusions Nurses experience workplace stress, while workplace stressors are nursing care for suffering/dying or agitated patients and heavy workload. The coping strategies were alcohol use, emotional support and comfort from religion. Rwanda J Med Health Sci 2021;4(1):53-71
APA, Harvard, Vancouver, ISO, and other styles
3

Harerimana, Alexis, and Ntombifikile Gloria Mtshali. "E-learning in nursing education in Rwanda: A middle-range theory." Journal of Nursing Education and Practice 11, no. 7 (2021): 78. http://dx.doi.org/10.5430/jnep.v11n7p78.

Full text
Abstract:
Background: The rapid development of technology has compelled tertiary institutions to devise innovative teaching strategies to meet the students’ needs and market’s demands. Recently, the Covid-19 pandemic is forcing educational instructions to shift from in-person to online learning. E-learning is one of the areas advancing rapidly and which provide promises in nursing education. The aim of this study was to develop a middle-range theory to guide the utilisation of an e-learning platform in nursing education in the context of Rwanda.Methods: A grounded theory approach, following Strauss and Corbin, was used. The study population included nurse educators, nursing students, Information and Communication Technologies (ICT) managers, and experts in e-learning and nursing education. The sample size consisted of 40 participants. Data were collected using in-depth interviews, focus group discussion and document analysis. Data analysis was guided by Strauss and Corbin’s grounded theory framework, which facilitated the middle-range theory development.Results: Implementation of e-learning in nursing education emerged as the central concept in this model. E-learning was viewed as a mechanism to advance the country’s political agenda to integrate technology in higher education, a tool to widen access to nursing education, a student-centred approach, and blended learning. The implementation of e-learning was facilitated by catalyst agents such as institutional support, e-readiness, partnerships and collaboration, policies and regulations, effective working learning management system, and bridging the digital divide. Integration of e-learning in nursing education was expected to improve nursing education quality and increase competent nurses and midwives graduates.Conclusions: This study highlights the importance of e-learning in nursing education. The adoption of the innovative, technology-enabled nursing education models would augment capacity to scale up nursing and midwifery education, enhance the quality and relevance of training, and adopt equity-focused policies. This model is a tool to facilitate the establishment of a supported network learning space in nursing education in a fluid and dynamically changing nursing practice context.
APA, Harvard, Vancouver, ISO, and other styles
4

Harerimana, Alexis, and Ntombifikile Gloria Mtshali. "Facilitation strategies used in e-learning by nurse educators in Rwanda." Journal of Nursing Education and Practice 8, no. 1 (2017): 24. http://dx.doi.org/10.5430/jnep.v8n1p24.

Full text
Abstract:
Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.
APA, Harvard, Vancouver, ISO, and other styles
5

Thuss, Mary, Yolanda Babenko-Mould, Mary-Anne Andrusyszyn, and Heather K. S. Laschinger. "Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories." International Journal of Nursing Education Scholarship 13, no. 1 (2016): 117–25. http://dx.doi.org/10.1515/ijnes-2014-0073.

Full text
Abstract:
AbstractThe purpose of this study was to explore Rwandan nursing clinical instructors’ (CIs) experiences of structural and psychological empowerment. CIs play a vital role in students’ development by facilitating learning in health care practice environments. Quality nursing education hinges on the CI’s ability to enact a professional role. A descriptive qualitative method was used to obtain an understanding of CIs empowerment experiences in practice settings. Kanter’s Theory of Structural Power in Organizations and Spreitzer’s Psychological Empowerment Theory were used as theoretical frameworks to interpret experiences. Interview data from 21 CIs were used to complete a secondary analysis. Most participants perceived the structural components of informal power, resources, and support while formal power and opportunity were limited, diminishing their sense of structural empowerment. Psychological empowerment for CIs stemmed from a sense of competence, meaning, impact and self-determination they had for their teaching roles and responsibilities in the practice setting.
APA, Harvard, Vancouver, ISO, and other styles
6

Jjuuko, Margaret, and Joseph Njuguna. "Confronting the challenges of Journalism Education in Rwanda in the context of educational reforms." Scholarship of Teaching and Learning in the South 3, no. 2 (2019): 49. http://dx.doi.org/10.36615/sotls.v3i2.92.

Full text
Abstract:
Policy reforms aimed at improving access to and equity in tertiary education have meant that university classes are not only larger, but more diverse in terms of students’ competencies and experiences. Despite the increase in the size and diversity of student populations in universities, the financial, technological and human resources have not expanded at a similar rate, leaving academic programs struggling to improve the quality of educational experience, whilst teaching more students with less resources. This is particularly difficult in practice-based disciplines such as medicine, nursing and journalism, where coaching models and small-class learning experiences are seen as being the most effective way of nurturing work-ready graduates. Teaching journalism under these conditions is particularly problematic because of the dynamic changes being experienced across the media industries as a result of technological change and the changing media ecosystem. This article uses the University of Rwanda as a case study to examine the impact of tertiary education reforms on journalism education practices. Drawing on the ‘Practical Theory of Journalism Education’ and the ‘Educational Change Model’ perspectives, this paper calls for judicious implementation of educational reforms. It argues that by phasing the introduction of reforms, universities can better manage the change process in order to maintain quality educational experiences. However, this alone cannot ensure quality journalism education outcomes. Universities need to foster innovative teaching practices and approaches to learning in order to sustain quality when teaching large and diverse classes. Through in-depth interviews and focus group discussions, the findings illuminate how journalism education in Rwanda has changed its original orientation and pedagogy to include strategic initiatives, teaching innovations and expanded opportunities for students in response to policy reforms aimed at promoting an all-inclusive education sector. How to cite this article: JJUUKO, Margaret; NJUGUNA, Joseph. Confronting the challenges of Journalism Education in Rwanda in the context of educational reforms Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 49-67, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=92&path%5B%5D=46 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
APA, Harvard, Vancouver, ISO, and other styles
7

Dussault, Gilles, Laurence Codjia, Kathy Kantengwga, and Kate Tulenko. "Assessing the capacity to produce health personnel in Rwanda." Leadership in Health Services 21, no. 4 (2008): 290–306. http://dx.doi.org/10.1108/17511870810910092.

Full text
Abstract:
PurposeThe purpose of this paper is to present the results of a study to assess the capacity of a poor country to scale‐up its production of health workers.Design/methodology/approachThe assessment consisted of a survey of institutions training doctors, nurses and technicians in Rwanda. Data on student intake, teaching staff, infrastructures and equipment were collected directly from the institutions by questionnaire administered in person. Data for the qualitative assessment of current and future capacity of production were collected by interviews.FindingsPhysical capacity in terms of classrooms and dormitories was generally good, except at the Faculty of Medicine. Laboratories and libraries were considered inadequate everywhere. Few national teachers hold a PhD and dependence on foreign trainers is high. Nursing teachers' training is also insufficient, particularly in pedagogy. As trainers are young, providing them with additional training should be easier. All institutions reported insufficient budgets. Managerial competencies are not developed. There is no licensing mechanism to ensure quality maintenance.Research limitations/implicationsThere is no validated data base on training institutions and the research had to rely on self‐reported statistics and other information.Practical implicationsA rapid increase in the production of health personnel would be difficult in the current conditions. Production strengthening should involve stakeholders from training institutions, and include measures to motivate and retain trainers, and to improve the quality of training.Originality/valueThe authors are not aware of similar studies in low income countries. Their methodology can be of interest to researchers and policy‐makers who do not have access to baseline data.
APA, Harvard, Vancouver, ISO, and other styles
8

Ndayisenga, J. P., Y. Babenko-Mould, Y. Kasine, et al. "Blended teaching and learning methods in nursing and midwifery education: A scoping review of the literature." Research Journal of Health Sciences 9, no. 1 (2021): 100–114. http://dx.doi.org/10.4314/rejhs.v9i1.11.

Full text
Abstract:
Background: Blended learning (BL) is defined as the combination of both traditional face-to-face learning and synchronous or asynchronous e-learning approaches. The aim of this scoping review was to explore the literature to obtain a broad understanding of the use of BLin nursing and midwifery education in general, in Sub-Saharan Africa (SSA), and in particular Rwanda.Methods: The literature published between 2010 and 2019 were reviewed from six electronic databases using keywords including blended learning, nursing education, midwifery education, higher education, SSA, and Rwanda. Arksey and O'Malley's framework was used in this review.Results: The initial search identified 1,283 records. Eleven articles were selected for this review after the application of predetermined inclusion criteria. Almost all reviewed articles indicated that the integration of BLmethods improved the quality of nursing and midwifery education in general, and in SSAcountries including Rwanda.Conclusions: Initial research in this area highlights that moving from traditional classroom-delivered programs to the BLapproach is feasible and can promote the quality of nursing and midwifery standards of education. This scoping review highlights a paucity of research on BL in nursing and midwifery education, particularly in SSAcountries. Keywords: Blended learning, nursing and midwifery education, SSA, Rwanda
APA, Harvard, Vancouver, ISO, and other styles
9

Mukantwari, Joselyne, Lilian Omondi, and David Ryamukuru. "Perioperative Nursing Training in Rwanda in Partnership with American Universities: The Journey So Far." Rwanda Journal of Medicine and Health Sciences 4, no. 1 (2021): 185–96. http://dx.doi.org/10.4314/rjmhs.v4i1.13.

Full text
Abstract:
Nurses within a surgical team play such a fundamental role in the success of a surgery that they require specific training for the purpose. However, in Rwanda, there has been a severe scarcity of perioperative nurses. This article describes the collaborative effort for perioperative nursing training by the University of Rwanda (UR) and the Ministry of Health (MOH) with the Human Resources for Health (HRH) Program and a consortium of American Universities. The goal of the HRH program has been to build up the capacities of health professionals both in academia and clinical settings so as to address the shortage of qualified staff. In that regard, the UR in 2015 started a Masters program in nursing in eight specialties, of which one was perioperative nursing. The aim of this paper is to highlight the training process, success, and challenges of perioperative nursing training in Rwanda. The training has so far been successful, with the 19 nurses who completed the program working now in academic and clinical teaching institutions. Students in the program have also increased their number of research publications in peer-reviewed journals and international conference presentations. The UR and its partners are investing in the sustainability and excellence of this program. Using the import-of-experts approach to train Rwandans within their country, the program addresses the scarcity of specialists in various disciplines within the nursing profession. As a consequence, countries where the lack of specialized nurses poses challenges may adopt this partnership strategy. Rwanda J Med Health Sci 2021;4(1):185-196
APA, Harvard, Vancouver, ISO, and other styles
10

Niyibizi, Emmanuel. "Modelling in Teacher Education: Beliefs of Teacher Educators in Rwanda." African Journal of Teacher Education 10, no. 1 (2021): 87–105. http://dx.doi.org/10.21083/ajote.v10i1.6371.

Full text
Abstract:
The study aims to explore teacher educators’ beliefs about role modelling in teacher education in Rwanda. This study hopes to contribute to filling the gap created by limited empirical study available on teacher educators and the relevance of role modelling for high quality teacher training. The study was designed as an exploratory qualitative research using semi-structured interviews of 20 purposively and conveniently selected teacher educators. Content analysis was used to analyze collected data. The findings reveal that participating teacher educators believe that role modelling is an important component in the process of teaching teachers. Moreover, participants hold beliefs about role modelling as implicit exemplar practices and behavior. They think that teaching teachers involves not only providing knowledge but also serving as a good example in both teaching practices and behavior at training institutions as well as in the society. The study concludes that both implicit and explicit modelling should be included in the overall reflections of policy, research and practice of pedagogy of teacher education and especially in the professional development of teacher educators. Further empirical studies are recommended about the implications of implicit modelling on student teachers’ learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Nursing – Study and teaching – Rwanda"

1

Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

Full text
Abstract:
This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
APA, Harvard, Vancouver, ISO, and other styles
2

Kereni, Ildephonse. "Developing academic writing at the National University of Rwanda: a case study of first year economics and management." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

Full text
Abstract:
This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.
APA, Harvard, Vancouver, ISO, and other styles
3

Foulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.

Full text
Abstract:
The need to prepare and support clinical teaching faculty is identified as a priority by nurse educators. However, there is no framework for understanding the practice of clinical teaching (Benner, Tanner & Chelsa, 1996; Davis, Dearman, Schwab & Kitchens, 1992; Scanlan, 2001; Siler & Kleiner, 2001; Vollman, 1989). There is little nursing research directed to understanding the practice of clinical teaching. It is widely assumed that nurses who are experts in practice are able to make an easy transition to the role of clinical teacher (Scanlan, 2001; Silar & Kleiner, 2001).
The clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.
APA, Harvard, Vancouver, ISO, and other styles
4

Watts, Tessa Elisabeth. "Educating undergraduate pre-registration nursing students for complexity in contemporary palliative nursing." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678375.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bergström, Eleonor, and Högling Olivia Söderström. "Fathers' engagement in childcare to prevent stunted growth in children : a qualitative study at the primary healthcare level in Rwanda." Thesis, Sophiahemmet Högskola, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-2637.

Full text
Abstract:
Background Rwanda has made great progress since the genocide in 1994, but is still facing the challenge of reducing the high prevalence of stunted children. Childhood stunting is an indicator for multiple pathological disorders and gives an elevated risk of chronic disease in adulthood. Engaging fathers and a shared responsibility between two partners in childcare could improve children’s health and help decrease stunting among children in rural areas of Rwanda. Aim The aim was to describe at the primary healthcare level in Rwanda, registered nurses' perceptions and experiences of fathers’ engagement in childcare to prevent stunted growth in children. Method A qualitative field study at three community health centers in Huye district with a semi-structured interview form. A qualitative content analysis was made. Findings The perception among nurses was that it was important to engage fathers to prevent stunted growth in children. Fathers' low level of knowledge in childcare, and traditional gender roles were acting as the main barriers of fathers' engagement, communication campaigns and community training were presented as opportunities to improve the level of engagement of the fathers. Conclusion Fathers participate in childcare. Though, the process of changing traditional gender roles is slow. In order to make further progress the nurses has to emphasize communication between spouses and a shared responsibility for the childcare. More attention needs to be paid to sensitization of families as well as healthcare personnel regarding damaging stereotypes in a traditional Rwandan household.
APA, Harvard, Vancouver, ISO, and other styles
6

Magambo, Joseph. "Investigating perceptions of students' language needs at a Rwandan institution of higher learning." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007268.

Full text
Abstract:
The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).
APA, Harvard, Vancouver, ISO, and other styles
7

Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.

Full text
Abstract:
The purpose of this exploratory case study was to describe the culture of clinical teaching through a symbolic interactionist framework, by identifying the rituals, faculty behaviors, and student behaviors and characteristics valued by faculty instructing in clinical settings, using content analysis, interviews and observation. Five faculty, one from each clinical specialty, were chosen using specific criteria. College of Nursing archives were content analyzed to ascertain written valued student behaviors and characteristics and faculty were interviewed to learn their stated beliefs. Faculty/student clinical interactions were observed to assess if faculty written and verbalized beliefs were enacted, and twelve students were interviewed for verification of transmission of the values. Peer debriefing, member checking and an audit trail ensured trustworthiness of the data. Faculty used eight rituals: Preparation, Tracking, Discourse, Closet, Repast, Selection, Maneuver, and Documentation, and three types of actions: Teaching, Role Modeling, and Caretaking to transmit their values. Teaching was utilized 55 percent of the time and involved questioning, instructing, guiding, correcting and observing. Role Modeling, used 22 percent, embodied promoting independence, helping, intervening, kidding and admitting fallibility. Caretaking was evidenced 23 percent of the instructor's time and included caring, praising, diffusing anger, allowing mistakes and sharing self. Over one hundred student behaviors and characteristics that faculty valued were identified and collapsed into six descriptors, listed in descending order: assertive, therapeutic, compliant, knowledgeable, disciplined, and skillful. Faculty placed emphasis on human, interactive skills versus knowledge and psychomotor skills, and responded to students with very caring behaviors. They utilized compassion as a way of effecting conformity, and their use of caring behaviors for the exercise of their power was evident.
APA, Harvard, Vancouver, ISO, and other styles
8

Kehoe, Earl. "The teaching of history in post-genocide Rwanda : a case-study of a post-genocide secondary school history curriculum." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33446/.

Full text
Abstract:
The focus of this thesis is an investigation of secondary school history in post-genocide Rwanda. The thesis addresses a knowledge gap by examining the 2008 O-level Rwandan history curriculum as a case of a post-genocide secondary school history curriculum. The issues surrounding the construction of the 2008 O-level history curriculum and the wider opportunities and challenges of teaching and learning history in Rwandan schools are addressed. The research is located in the field of literature that investigates school history in different post-genocide and post-conflict countries and the connections between history education, conflict, peace and reconciliation. Research involved two periods of fieldwork in Rwanda of 11 weeks and 16 weeks respectively. During this time curriculum documents were collected and field-notes taken. Also, interviews were conducted with Rwandan policy-makers (3), secondary history teacher-educators (5) and secondary history student-teachers (10). Informal discussions were held with four additional policy-makers. The empirical research was related to the research question: What opportunities and challenges does teaching history face in post-genocide Rwanda - perceptions of what, why and how history is taught to secondary school pupils? A thematic analysis of the data resulted in three key inter-related findings. Firstly, there are competing policy visions and curriculum processes at the heart of the 2008 O-level secondary school history curriculum. Secondly, the memory of the 1994 genocide is central to the 2008 O-level history curriculum construction (policy), mediation (teacher-educators) and implementation (student-teachers). Finally, and related to finding two above, limited learner-centeredness in student-teachers’ classroom practice demonstrates how the legacy of the Rwandan 1994 genocide impacts on the delivery of the 2008 O-level history curriculum. Based on these findings the thesis makes three original contributions to knowledge. The legacy of the genocide in terms of post-genocide fears of future violence and aspirations for unity and reconciliation needs to be at the centre of our understanding of school history curriculum reform in post-genocide Rwanda. Also, over 20 years after the 1994 genocide the on-going emotional legacy of the genocide in the classroom shapes the classroom practice of a new and university trained generation of history teachers. Yet, student-teacher classroom practice also challenges the uniform depiction of teacher-led history teaching by writers, suggesting a more complex history classroom reality. Finally, this is the first empirical study to use the theoretical framework of ‘unity in homogeneity’, ‘unity in diversity’ and ‘diversity’ approaches to frame and investigate the opportunities and challenges the teaching of history faces in post-genocide Rwanda.
APA, Harvard, Vancouver, ISO, and other styles
9

Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

Full text
Abstract:
Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
10

Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Nursing – Study and teaching – Rwanda"

1

Teaching nursing. Addison-Wesley Nursing, 1990.

APA, Harvard, Vancouver, ISO, and other styles
2

Hilla, Brink, ed. Teaching the practice of nursing. 2nd ed. Butterworths, 1986.

APA, Harvard, Vancouver, ISO, and other styles
3

A, Thompson Martha, ed. Strategies for teaching nursing. 3rd ed. Delmar, 1987.

APA, Harvard, Vancouver, ISO, and other styles
4

Tornyay, Rheba De. Strategies for teaching nursing. 3rd ed. Delmar Publisher Inc., 1987.

APA, Harvard, Vancouver, ISO, and other styles
5

A, Thompson Martha, ed. Strategies for teaching nursing. 3rd ed. Wiley, 1987.

APA, Harvard, Vancouver, ISO, and other styles
6

White, Ruth. Clinical teaching in nursing. Chapman & Hall, 1991.

APA, Harvard, Vancouver, ISO, and other styles
7

author, Oermann Marilyn H., and Shellenbarger Teresa author, eds. Clinical teaching strategies in nursing. Springer Publishing Company, LLC, 2015.

APA, Harvard, Vancouver, ISO, and other styles
8

H, Oermann Marilyn, ed. Clinical teaching strategies in nursing. 3rd ed. Springer Pub., 2010.

APA, Harvard, Vancouver, ISO, and other styles
9

Mellish, J. M. Teaching the practice of nursing: A text in nursing didactics. 3rd ed. Butterworths, 1990.

APA, Harvard, Vancouver, ISO, and other styles
10

H, Oermann Marilyn, ed. Clinical teaching strategies in nursing. 2nd ed. Springer Pub., 2006.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Nursing – Study and teaching – Rwanda"

1

Zhang, Xuexia. "Study on Applying Implicit Learning Theory in Nursing Teaching." In Lecture Notes in Electrical Engineering. Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4802-9_69.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Goodeve, Jane. "Teaching aids: a study of school nurses’ views of their role in HIV/AIDS education." In Research in health promotion and nursing. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23067-9_26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhu, Xiaoling, Mulan Wei, Ruoyan Chen, Daolin Jian, and Xiaofei Chen. "A Study to Analyze the Effectiveness of Video-Feedback for Teaching Nursing Etiquette." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_138.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Daniela, Mecugni, Turroni Elena Casadei, Doro Lucia, et al. "The Use of Simulation for Teaching Therapy Management: An Observational Descriptive Study on 2nd and 3rd Year Students of the Nursing Degree Course of Reggio Emilia." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52287-2_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gönc, Vida, Mateja Lorber, and Jasmina Nerat. "Experience of Problem‐Based Learning for Raising Quality of Nursing Study." In Teaching and Learning in Nursing. InTech, 2017. http://dx.doi.org/10.5772/67427.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chenery-Morris, Sam, and Catherine Theodosius. "Case Study." In Evidence-Based Practice in Nursing Informatics. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-034-1.ch016.

Full text
Abstract:
A blended learning environment as utilised in a masters level subject was critiqued through the lenses afforded by Salmon and Goffman. The authors bring perspectives of student and teacher and combine personal recollection with discussion board postings to make sense of the experience and recommendations for teaching in a blended environment.
APA, Harvard, Vancouver, ISO, and other styles
7

Uwizeyimana, Valentin. "The University of Rwanda response to COVID-19." In The world universities’ response to COVID-19: remote online language teaching. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1266.

Full text
Abstract:
The universities in Rwanda, like in other countries, experienced uncertainty created by restrictions and lockdowns imposed to contain the spread of Coronavirus. None of the universities were prepared to face disruptions of this scale, however, learning had to continue irrespective of the COVID-19 pandemic. Based on the case of the University of Rwanda (UR), this chapter discusses the Rwandan university’s response to COVID-19, presents the lessons learnt, and provides recommendations that might help universities and researchers in the future. This chapter reports on a qualitative study that analysed the university’s news articles and official communications with regards to COVID-19 that were collected during a seven-month period. The findings revealed that the university was not indeed prepared to continue its teaching and learning activities remotely online, and that the decision to go online was top-down. Furthermore, it pointed out the lack of access to the required infrastructure and tools, the lack of technical support and training, and the digital divide that exists among students, as the major challenges to a successful remote online teaching and learning process.
APA, Harvard, Vancouver, ISO, and other styles
8

Kandeel, Nahed, and Youssreya Ibrahim. "Student Nurses’ Perception on the Impact of Information Technology on Teaching and Learning." In Advancing Education with Information Communication Technologies. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch019.

Full text
Abstract:
This paper investigates student nurses’ perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses’ IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.
APA, Harvard, Vancouver, ISO, and other styles
9

Kandeel, Nahed, and Youssreya Ibrahim. "Student Nurses' Perception on the Impact of Information Technology on Teaching and Learning." In Research Anthology on Nursing Education and Overcoming Challenges in the Workplace. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9161-1.ch008.

Full text
Abstract:
This paper investigates student nurses' perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses' IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.
APA, Harvard, Vancouver, ISO, and other styles
10

Brack, Graham, Penny Franklin, and Jill Caldwell. "Information and Evidence: Sources and Evaluation." In Medicines management for nursing practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199697878.003.0012.

Full text
Abstract:
By the end of this chapter, you should understand… ● The range of possible sources of information about medicines ● Their positive and negative characteristics ● Some trustworthy sources of evidence ● The role of medicines information departments ● Some basic principles of critical analysis of evidence ● How the British National Formulary (BNF) is structured ● How to read a BNF monograph ● A selection of terms used in the literature about medicines…. While nurses will not usually be selecting medicines, they still need information to make the best use of the medicines prescribed for their patients. Information of all kinds is much more readily available today than it was a generation ago when the authors were students, but much of it is of low quality and today’s student must learn to test the quality of the evidence offered to see if it can be relied upon. In all fields of healthcare it has become usual to insist that practice must be evidence based. This is very desirable, but it begs the question—what is evidence? This chapter will examine some of the sources of evidence about medicines that are available and give some guidance on their reliability. Later, there will be an introduction to critical analysis of sources, and a description of some of the key terms used in evaluating clinical evidence about medicines. Sources of information may be conveniently divided into two main types—people and publications. It is natural that many healthcare professionals should rely upon their mentors and instructors to supplement the knowledge they gain in formal teaching. Indeed, for many years much of the practical information about medicines that junior doctors received came from participation in ward rounds under the tutelage of a consultant. In medical school they learned some general pharmacology, but the actions of many drugs were learned following graduation (Maxwell and Walley, 2009 ) The same will be true for nurses, and it will continue to be true throughout their careers. New medicines will come into use, and nurses will have to learn about them. It is therefore important to realize that pharmacology will be a lifelong study and does not end with registration as a nurse.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Nursing – Study and teaching – Rwanda"

1

Feng, Xiangyan, and Xiaona Jin. "Study on Employment Intention of Nursing Students and Practice Teaching in Community Nursing." In 2017 7th International Conference on Education and Management (ICEM 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.152.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Qiu, Mochang, Yaping Feng, and Guoqiang Ning. "Strategy Study on Improvement of Nursing Practice and Teaching Quality." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.323.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Liu, Huan. "Study on the Bilingual Teaching Situation of High Vocational Nursing Education." In International Conference on Education, Management, Computer and Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.325.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zhang, Min, Gao Ling, and Li-Hua Xu. "The Study on the Applicability of Modular Teaching in Surgical Nursing." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"Study on the Optimization and Application of Multiple Intelligent Teaching Model in Basic Nursing Teaching." In 2020 International Conference on Social and Human Sciences. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dayalan, Dr Sudhakar, and Mrs R. NimmiSudhakar. "Study to Assess the Effectiveness of Life Style Modifications with Teaching among Diabetic Patients Who Attend Diabetic Clinics at Chennai - A study to assess the quality of life (life style modifications) among diabetic mellitus patients." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.97.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sun, Wen-Jing, and Yu-Jin Liu. "Study on the Application Status of Hospice Care in Aged Nursing Teaching." In Proceedings of the 5th Annual International Conference on Management, Economics and Social Development (ICMESD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icmesd-19.2019.84.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bandara, Nelumja T., and Thamara D. Amarasekara. "Descriptive Study on Knowledge and Attitudes Regarding Neonatal Care And Associated Factors Among Mothers Attending Antenatal Clinics InA Teaching Hospital, Sri Lanka." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.147.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ling Hsu, Li. "A study on the effect of a newly-developed learning outcome-oriented educational intervention to promote nursing innovation." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.572.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gao, Fan, Yanru Zhang, Zhuofan Liu, and Kesui Deng. "Application Situation and Countermeasure Study of Objective Structured Clinical Examination in Higher Nursing Education." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.56.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography