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Artículos de revistas sobre el tema "Nursing skills"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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1

Masterson, Abigail. "Nursing Skills Nursing Skills". Nursing Standard 17, n.º 34 (7 de mayo de 2003): 28. http://dx.doi.org/10.7748/ns2003.05.17.34.28.b33.

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TS, Sumaiyah Jamaludin. "Numeracy Skills for Undergraduate Nursing Students’ Clinical Skill Assessment: An Expository Analysis". Nursing & Healthcare International Journal 6, n.º 2 (2022): 1–5. http://dx.doi.org/10.23880/nhij-16000261.

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Introduction: Nursing and mathematics are synonymous, particularly in clinical settings. Numeracy skills have been identified as one of the competency elements for outcome-based education in nursing. Studies have shown that undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. These conditions can be eliminated when an effort is made and the effects can be rewarding for nursing students, nursing academics and as well as improving patient care. Aim: This study aimed to address the importance of numeracy skills for undergraduate nursing students’ clinical skill assessment. Method: This study used an expository analysis approach to address the issues of the importance of numeracy skills competency in the clinical skill assessment of undergraduate nursing students. We have analysed the current undergraduate nursing curriculum and clinical skill assessment components. Moreover, we also review the available literature related to numeracy skills competency for nursing students and newly registered nurses. Finding: Numeracy skills are one of the important elements of competencies skills that have been introduced to the current Malaysian undergraduate nursing programme. However, the achievement part of it is still questionable. Evidence has shown that new graduate nurses often lack the numeracy skills needed to enable them to do their jobs safely and effectively in the clinical setting. Among the errors done by the new graduate nurses and nursing students are drug calculation errors and which accounted for 30-40% in the clinical. Conclusion: Numeracy skills competency assessment is vital for undergraduate nursing students who have to make complex calculations and analyse the patient’s situation in their clinical setting. Improving numeracy skills for undergraduate nursing students can reduce medical errors and ultimately improve efficiency in the nursing care towards their patients.
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McGough, Greta. "Communication Skills for Nursing PracticeCommunication Skills for Nursing Practice". Nursing Standard 21, n.º 17 (3 de enero de 2007): 30. http://dx.doi.org/10.7748/ns2007.01.21.17.30.b560.

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Burke, Brian. "Information Skills for Nursing StudentsInformation Skills for Nursing Students". Nursing Standard 25, n.º 31 (6 de abril de 2011): 30. http://dx.doi.org/10.7748/ns2011.04.25.31.30.b1188.

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Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad y Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study". Bali Medical Journal 11, n.º 3 (16 de noviembre de 2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.

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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Method: This study was conducted using a qualitative approach. A total of 10 nursing academics were involved, and they were recruited through a purposive sampling method. Data was collected through in-depth interviews using open-ended questions to gain insight into nursing academics' perception of soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Data analysis was conducted by using an inductive content analysis method. Results: Four themes emerge from this study. These are 1) awareness and involvement, 2) Factors influencing on implementation of soft skills in the structured clinical skills assessment, 3) academic responsibility, and 4) suggestions to overcome barriers. Conclusion: Findings from this study provide new insights into the nursing academic perception of soft skills elements in structured clinical skill assessments of undergraduate nursing program needs improvement and proper structure on how/what are the soft skills elements that want to measure for nursing students. These findings would assist in developing a more strategic framework for soft skills elements in structured clinical skill assessments to produce quality nursing graduates.
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Biley, Francis. "Fundamental nursing skillsFundamental nursing skills". Nursing Standard 18, n.º 35 (12 de mayo de 2004): 26. http://dx.doi.org/10.7748/ns2004.05.18.35.26.b180.

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Ellis, Gemma. "Essential Nursing SkillsEssential Nursing Skills". Nursing Management 20, n.º 1 (abril de 2013): 9. http://dx.doi.org/10.7748/nm2013.04.20.1.9.s5.

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Muallem, Miriam. "Mosby's Nursing ConsultMosby's Nursing Skills". Journal of Hospital Librarianship 9, n.º 2 (22 de abril de 2009): 222–24. http://dx.doi.org/10.1080/15323260902812963.

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Kenny, Gerard. "Skills or Skilled? Children's Nursing in the Context of the Current Debate Around Nursing Skills". Journal of Child Health Care 7, n.º 2 (junio de 2003): 113–22. http://dx.doi.org/10.1177/1367493503007002005.

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Tocher, Jennifer. "Key Nursing Skills". Journal of Advanced Nursing 44, n.º 2 (octubre de 2003): 227. http://dx.doi.org/10.1046/j.1365-2648.2003.02811_2.x.

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Holleran, Reneé Semonin. "Online Nursing Skills". Journal of Emergency Nursing 32, n.º 6 (diciembre de 2006): 511–12. http://dx.doi.org/10.1016/j.jen.2006.08.012.

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Chellel, Annie. "Clinical Nursing Skills – DVD with WorkbookClinical Nursing Skills – DVD with Workbook". Nursing Standard 19, n.º 37 (25 de mayo de 2005): 36. http://dx.doi.org/10.7748/ns2005.05.19.37.36.b275.

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Dhandargi, Utalbasha, Deelip S Natekar y Ganadhar J. Yallatti. "Assessment of Life Skills Among Basic B.Sc. Nursing First Year Students: A Cross Sectional Study". International Journal of Science and Healthcare Research 7, n.º 4 (19 de diciembre de 2022): 301–4. http://dx.doi.org/10.52403/ijshr.20221042.

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Background of the study: The world is advancing with a high pace in terms of technology in every field facilitating human habitation. Health care is now a competence-based task with challenges awaiting perfection and precision. Nursing students need to cope up with this speed and learn the basics with technical advancements. Life skills are the core skills that make a person use his/her maximum potential in achieving the challenging tasks in learning. Aim: A cross sectional study to assess the life skills among the Basic BSc Nursing First year students. Method: It was a Descriptive cross-sectional study with a sample of 129 Basic B.Sc. Nursing First year students of Sajjalashree Institute of Nursing Sciences Navanagar, Bagalkot. and Sharadambe Institute of Nursing Sciences Vidyagiri. Bagalkot selected complete enumeration sampling technique. Life skill Assessment Scale was used to collected data regarding Life skills. Chi square test was used to determine the association between global life skill scores of nursing students and their socio demographic factors. Results: the mean age of the sample was 20.42 + 3.6 years 79.1% females, and 20.9% males. The mean global life skill score was 241.50 + 31.09, ranging between 162 to 315. No significant association was found between global life skill scores and socio demographic factors. Conclusion: Most (51.6%) of the Nursing students had average life skills. The nursing students life skills must be strengthened by proper training. Keywords: Basic B.Sc. Nursing, students, Life skill, nursing institution
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Jones, Mark. "Nursing skills in the". Nursing Standard 18, n.º 51 (septiembre de 2004): 16. http://dx.doi.org/10.7748/ns.18.51.16.s27.

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Owen, Mike. "NVQs: devaluing nursing skills?" Nursing Standard 6, n.º 51 (9 de septiembre de 1992): 42. http://dx.doi.org/10.7748/ns.6.51.42.s44.

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Caan, Woody. "Development of nursing skills". Nursing Standard 11, n.º 40 (25 de junio de 1997): 12. http://dx.doi.org/10.7748/ns.11.40.12.s32.

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Buvaneswari, R. y Juliet Sylvia. "Life skills and nursing". International Journal of Psychiatric Nursing 4, n.º 2 (2018): 104. http://dx.doi.org/10.5958/2395-180x.2018.00027.0.

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Elzubeir, Margaret y Michael Sherman. "Nursing skills and practice". British Journal of Nursing 4, n.º 18 (12 de octubre de 1995): 1087–92. http://dx.doi.org/10.12968/bjon.1995.4.18.1087.

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CHAMBERS, MARY. "Learning psychiatric nursing skills". Journal of Psychiatric and Mental Health Nursing 1, n.º 1 (febrero de 1994): 49–50. http://dx.doi.org/10.1111/j.1365-2850.1994.tb00013.x.

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Mathena, Katherine A. "Nursing Manager Leadership Skills". JONA: The Journal of Nursing Administration 32, n.º 3 (marzo de 2002): 136–42. http://dx.doi.org/10.1097/00005110-200203000-00006.

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Hodson, Amanda. "Developing paediatric nursing skills". Emergency Nurse 8, n.º 3 (junio de 2000): 12–14. http://dx.doi.org/10.7748/en2000.06.8.3.12.c1321.

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Rowe,, Rachael. "Developing Practical Nursing SkillsDeveloping Practical Nursing Skills". Nursing Standard 19, n.º 31 (13 de abril de 2005): 37. http://dx.doi.org/10.7748/ns2005.04.19.31.37.b19.

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Ross, Jane. "Mental Health Nursing SkillsMental Health Nursing Skills". Nursing Standard 25, n.º 28 (16 de marzo de 2011): 30. http://dx.doi.org/10.7748/ns2011.03.25.28.30.b1179.

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Chapman, Alan. "Study Skills for Nursing and Midwifery StudentsStudy Skills for Nursing and Midwifery Students". Nursing Standard 22, n.º 33 (23 de abril de 2008): 30. http://dx.doi.org/10.7748/ns2008.04.22.33.30.b748.

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Price, Bob. "Writing Skills for Nursing and Midwifery StudentsWriting Skills for Nursing and Midwifery Students". Nursing Older People 25, n.º 6 (julio de 2013): 8. http://dx.doi.org/10.7748/nop2013.07.25.6.8.s12.

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Sterling-Fox, Cynthia, Julius P. Smith, Ophalyn Gariando y Pamela Charles. "Nursing Skills Video Selfies: An Innovative Teaching and Learning Strategy for Undergraduate Nursing Students to Master Psychomotor Skills". SAGE Open Nursing 6 (enero de 2020): 237796082093409. http://dx.doi.org/10.1177/2377960820934090.

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Introduction The quality of care for patients is linked to the performance and competence of nurses. Nurse educators are challenged to prepare graduates to deliver safe, competent, patient-centered care. Nursing skills video “selfie” is an innovative teaching and learning strategy in which nursing students use technology to create videos of themselves (video selfie) performing psychomotor skills. Method The instructional exercise of creating the video selfie was administered to a group of nursing students in a medical–surgical class. The laboratory instructors identified three psychomotor nursing skills. In the skills lab, the instructors showed videos to demonstrate how the skills were performed. The students returned demonstration in the lab and were asked to return to the lab independently to practice the skills and to create a video selfie. Results The exercise encouraged students to increase the quality and length of practice and master the skill. Students demonstrated confidence to perform the skills and to accurately list each step required to perform the skills. The video selfie was used as a peer evaluation tool and as a faculty assessment tool to guide individual students’ instruction, learning, and remediation. Conclusion The exercise had some shortcomings. Future quantitative research using survey instruments to collect data from a larger group of nursing students is needed to validate the utility of this innovative teaching and learning strategy in nursing programs.
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Saputro, Suyatno Hadi, Mustaji Mustaji y Fajar Arianto. "The Impact of Communication Skills on Understanding Learning Outcomes for Nursing Students". International Journal of Social Science And Human Research 05, n.º 11 (3 de noviembre de 2022): 4913–16. http://dx.doi.org/10.47191/ijsshr/v5-i11-13.

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Communication is an important key in everyday life. By communicating we can interact with the people around us. Communication is needed in daily activities even it is a form of social and interpersonal interaction process in human life. Communication skills are a soft skill that can determine a person's success, so they need to be taught at all levels of education, because communication skills are vital skills in the development of human resources in forming superior and characterized humans. As a nurse, they need communication skill to communicate with their patients to make it clear about their health. This study is quasi-experimental research. Research subjects are about 68 nursing students. The results showed that there was no influence between student communication skills on learning outcomes for nursing students.
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Yikar, Seda Karacay. "The effect of simulator use on students' skill enhancements". New Trends and Issues Proceedings on Humanities and Social Sciences 4, n.º 2 (5 de diciembre de 2017): 253–56. http://dx.doi.org/10.18844/prosoc.v4i2.2755.

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Nursing education is a training that requires many cognitive and psychomotor skills to be given to the students. Especially, it is expected that students should do every application skillfully before going out to hospital practice.This study was carried out in order to determine the effect of simulation usage on nursing skill development.These work is a review.There are many advantages to using the simulation in nursing education. These; critical thinking, clinical decision-making and problem-solving skills, a specific situation,skill in simulated education and a case example case can be revitalized versatile. Thus, it is possible to provide students with active learning opportunities to create coherent and comparable experiences; Help students integrate knowledge and skills. Through simulation laboratories, students develop their practice and as a result, mistakes they may make can be reduced. Keywords: Simulation; nursing education; skill development in nursing.
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Jung, Ae-Ri, EunJin Kwon y Jiyoung Seo. "Effects of Nursing Skills Simulation Program Using Virtual Reality(VR) on Learning flow, Nursing Skills Confidence, Nursing Skills Performance and Usability Verification". Journal of the Korea Academia-Industrial cooperation Society 23, n.º 11 (30 de noviembre de 2022): 127–35. http://dx.doi.org/10.5762/kais.2022.23.11.127.

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Pfeil, Michael. "Nursing managers and skills teaching on nursing courses". British Journal of Healthcare Management 9, n.º 3 (marzo de 2003): 93–97. http://dx.doi.org/10.12968/bjhc.2003.9.3.18808.

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Widiasih, Restuning, Maria Komariah, Iqbal Pramukti, Raini Diah Susanti, Habsyah Saparidah Agustina, Hidayat Arifin, Yulia Kurniawati y Katherine Nelson. "VNursLab 3D Simulator: A Web-Based Nursing Skills Simulation of Knowledge of Nursing Skill, Satisfaction, and Self-Confidence among Nursing Students". Sustainability 14, n.º 9 (19 de abril de 2022): 4882. http://dx.doi.org/10.3390/su14094882.

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The use of technology-based learning methods in nursing education is necessary in the era of digitalization, but these methods are limited, especially in developing countries, including Indonesia. We aimed to evaluate the effectiveness of the Virtual Nursing Skills Simulation Lab (VNursLab), a web-based nursing skills simulation using 3D technology, to improve the knowledge of nursing skills for intravenous catheterization, satisfaction, and self-confidence of nursing students in Indonesia. A quasi-experimental design was used. A total of 139 nursing students participated and were divided into intervention and control groups (69 and 70 participants, respectively). The intervention group had access to the VNursLab 3D simulator for three weeks and had three meetings. The control group had traditional learning (lecture and three meetings). The data were analyzed using the paired t-test, Wilcoxon test, and Mann–Whitney U test. The means and standard deviations of the post-test values in the two groups for the three parameters were 12.26 + 4.11 vs. 9.67 + 3.13 for nursing skill knowledge, 23.00 + 2.32 vs. 21.70 + 2.68 for satisfaction, and 36.25 + 3.48 vs. 34.96 + 3.39 for self-confidence. We found significant differences between the intervention and control groups regarding knowledge of nursing skills (p < 0.001), satisfaction (p < 0.001), and self-confidence (p = 0.014). The VNursLab 3D simulator could be an alternative learning medium to improve nursing students’ understanding of nursing skills, satisfaction, and self-confidence. However, this medium cannot replace direct practical experience. A combination of the two learning methods, virtual-based learning and hands-on practical learning, is beneficial in helping nursing students achieve nursing competencies.
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Ibrahim, Azza Fathi y Azza Anwar Aly. "Clinical judgment among nursing interns". Clinical Nursing Studies 6, n.º 3 (28 de enero de 2018): 19. http://dx.doi.org/10.5430/cns.v6n3p19.

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Clinical judgment (CJ) is considered a vital and crucial ability for nurses that can help them to improve their practical or clinical capabilities, particularly in the internship period. Nursing interns pass through a transient period with significant job responsibilities. They face multifaceted issues, dilemmas, and problems that oblige them to use CJ skills. CJ is a talent and clever skill which should be acquired by nursing interns. The current study is a quantitative study that aims to determine CJ knowledge and skills among nursing interns in nursing practice. A descriptive exploratory design was used. A systematic random sample of 150 nursing interns out of 305 was selected and assigned as a survey group. The data was collected in internship training hospitals in Damanhur, Egypt (Damanhur Medical National Institute, El Raee El Saleh, El Farok and Kafer El Dawar Hospitals). One tool was used for data collection, the Clinical Judgment Evaluation Sheet (CJES), which included two parts. The first part was the Clinical Judgment Knowledge Test that was developed by the researchers to collect the necessary data regarding the CJ knowledge needs of nursing interns. The Lasater Clinical Judgment Rubric (LCJR) 2009 was the second part. It was developed based on Tanner’s work in 2006 and included eleven skills in the four phases delineated with CJ developmental skills (noticing, interpreting, responding, and reflecting). Results revealed that the nursing interns have a serious lack of knowledge about the concept of CJ in nursing practice. Additionally, they have a great deficiency in the knowledge about all phases of the CJ process in nursing practice. As well, they suffered from observed insufficiently CJ skills in the nursing practice, respectfully. These findings confirmed that the nursing interns in Damanhur governorate have necessitated to an educational program about CJ knowledge skills. In conclusion, there is an obvious and serious lack of nursing interns’ CJ knowledge and skills in nursing practice in Egypt. Therefore, CJ teaching programs or self-learning references are important for them for developing and improving CJ knowledge and skills. Nurse educators and preceptors should take initiative steps in developing teaching sessions, models, and instructional aides to empower their nursing intern’s students in CJ practice.
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Rogers, Jean. "Clinical Skills for Nursing Practice". Cancer Nursing Practice 16, n.º 10 (7 de diciembre de 2017): 15. http://dx.doi.org/10.7748/cnp.16.10.15.s15.

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Cicero, Terry. "Skills for Professional Nursing Practice". Journal of Continuing Education in Nursing 17, n.º 4 (julio de 1986): 141–42. http://dx.doi.org/10.3928/0022-0124-19860701-15.

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Mulryan, Kathleen y Beverly J. Rambo. "Nursing Skills for Clinical Practice". American Journal of Nursing 85, n.º 10 (octubre de 1985): 1196. http://dx.doi.org/10.2307/3425220.

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MULRYAN, KATHLEEN. "Nursing Skills for Clinical Practice". AJN, American Journal of Nursing 85, n.º 10 (octubre de 1985): 1196. http://dx.doi.org/10.1097/00000446-198510000-00045.

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Oermann, Marilyn H. "Teaching Psychomotor Skills in Nursing". Nurse Educator 41, n.º 2 (2016): 97. http://dx.doi.org/10.1097/nne.0000000000000245.

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Tuohy, Dympna. "Communication Skills for Nursing Practice". Journal of Clinical Nursing 17, n.º 12 (junio de 2008): 1680. http://dx.doi.org/10.1111/j.1365-2702.2007.02058.x.

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Smith-Stoner, Marilyn. "Home Care Nursing Delegation Skills". Home Healthcare Nurse 18, n.º 3 (marzo de 2000): 205. http://dx.doi.org/10.1097/00004045-200003000-00019.

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Goodwin, Diana L. "Documentation skills for nursing students". Nursing Made Incredibly Easy! 17, n.º 2 (2019): 16–21. http://dx.doi.org/10.1097/01.nme.0000553096.31950.4b.

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Beebe, Lora Humphrey y Sandra M. Gossler. "Manual of Psychiatric Nursing Skills". Issues in Mental Health Nursing 33, n.º 6 (24 de mayo de 2012): 399. http://dx.doi.org/10.3109/01612840.2011.653045.

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Beebe, Lora Humphrey y Sandra M. Gossler. "Manual of Psychiatric Nursing Skills". Issues in Mental Health Nursing 33, n.º 7 (29 de junio de 2012): 498. http://dx.doi.org/10.3109/01612840.2012.658149.

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Rainboth, Lynde y Chris DeMasi. "Nursing students’ mathematic calculation skills". Nurse Education in Practice 6, n.º 6 (diciembre de 2006): 347–53. http://dx.doi.org/10.1016/j.nepr.2006.07.017.

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Burston, Sarah. "Nursing: Evidence-Based Practice Skills". Nurse Education in Practice 11, n.º 4 (julio de 2011): e9. http://dx.doi.org/10.1016/j.nepr.2011.02.005.

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Lundström, Annina y Mimmi Nylund. "Clinical Skills in Children’s Nursing". Nurse Education in Practice 11, n.º 5 (septiembre de 2011): e14. http://dx.doi.org/10.1016/j.nepr.2011.02.010.

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Makaza, Melsina. "Nursing: Evidence Based Practice Skills". Nurse Education in Practice 12, n.º 6 (noviembre de 2012): e50. http://dx.doi.org/10.1016/j.nepr.2012.02.003.

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Welsh, Seán. "Learning Skills for Nursing Students". Nurse Education in Practice 12, n.º 6 (noviembre de 2012): e47. http://dx.doi.org/10.1016/j.nepr.2012.02.006.

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Ndu, Afam. "Nursing: Communication Skills in Practice". Nurse Education in Practice 13, n.º 6 (noviembre de 2013): e35. http://dx.doi.org/10.1016/j.nepr.2013.05.005.

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&NA;. "SHARPENING YOUR NEUROLOGIC NURSING SKILLS". Nursing 25, n.º 2 (febrero de 1995): 68–69. http://dx.doi.org/10.1097/00152193-199502000-00026.

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&NA;. "SHARPENING YOUR NEUROLOGIC NURSING SKILLS". Nursing 25, n.º 2 (febrero de 1995): 68–69. http://dx.doi.org/10.1097/00152193-199525020-00026.

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