Статті в журналах: "Diploma of Nursing"

1

Mawarni, Elita. "Analisis Perbandingan Prestasi Belajar Mata Kuliah Ilmu Gizi Mahasiswa Kesehatan Berdasarkan Jalur Penerimaan Mahasiswa Baru." PROFESSIONAL HEALTH JOURNAL 1, no. 1 (December 11, 2019): 1–8. http://dx.doi.org/10.54832/phj.v1i1.89.

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This descriptive study examined (1) to obtained description learning achievement of students received through PMDK and Reguler pathways on Diploma of Nursing and Diploma of Midewifery for Nutrition of Sciences's subject at STIKES Banyuwangi; (2) to determine the differences between learning achievement of students received through PMDK and Reguler pathways on Diploma of Nursing and Diploma of Midewifery at STIKES Banyuwangi. A documentation technique of 82 students was recruited from diploma of nursing and diploma of midwifery with year entry on 2015 at STIKES Banyuwangi. Descriptive statistics and inferential statistics were utilized to analyse the data. Result of research analysis showed that the learning achievement of Diploma Nursing and Midewifery Department’s Students of STIKES Banyuwangi received in year 2015 through PMDK were averagely of 3,00 and dominated by students who have learning achievement with satisfactory category; learning achievement of Diploma Nursing and Midewifery Department’s students of STIKES Banyuwangi received through Reguler pathways were averagely 2.89 and dominated by students who have learning achievement with satisfactory categories. The study found that learning achievement throught PMDK Diploma of Nursing and diploma of Midewifery averagely of 3,00 and dominated by satisfactory category; while learning achievement by reguler averagely 2.89 and dominated by satisfactory category; based on the testing of hypothesis, this study there were not differences between learning achievement of students received through PMDK and Reguler pathways on Diploma of Nursing and Diploma of Midewifery for Nutrition of Sciences's subject at STIKES Banyuwangi.

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Talukder, Md Humayun Kabir, Md Zakir Hossain, Nasrin Akther, Rumana Nazneen, and Ismat Ara Perveen. "Evaluation of Implementing Status of Diploma Nursing Curriculum in Bangladesh." Bangladesh Journal of Medical Education 1, no. 1 (December 6, 2012): 25–28. http://dx.doi.org/10.3329/bjme.v1i1.12855.

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This descriptive type of cross-sectional study was conducted to evaluate the implementing status of diploma nursing curriculum in Bangladesh according to teachers' and students views along with four specific objectives. The study was conducted at different government diploma nursing institutes of Bangladesh within July 2009 to June 2010. Teachers & students of different diploma nursing institutes were the study population. Out of them as per the inclusion and exclusion criteria data were collected by simple random sampling. Self-administered structured questionnaire was used to collect data. Sample size was 1107 out of which 103 teachers and 1004 students. Study revealed that out of 1107, 626 (56.8%) respondents expressed that the present diploma nursing curriculum averagely will be able to fulfill the demand of the nursing profession. Most of the respondents 1001 (90.4%) expressed their opinion that the present diploma nursing curriculum should be changed. 1088 (98.3%) responded negatively that they do not get books as per need of the curriculum. 1084 (97.9%) respondents replied negatively that they do not have sufficient teaching staff for implementing present diploma nursing curriculum. Around 583 (52.7%) respondents replied negatively that examination are not conducted perfectly as per the present curriculum. 667 (60.6%) respondents expressed about library, 609 (55.3%) expressed about practical classes & 785 (71.3%) viewed about clinical training at hospital for better implementation of diploma nursing curriculum. Study recommended that the ongoing diploma nursing curriculum to be reviewed, updated considering the context of the country as well as need of the country, books to be developed/written as per the demand of present diploma nursing curriculum and should make those available. For better implementation of diploma nursing curriculum it was also recommended that number of the relevant teachers at different nursing institutes to be increased & they should be oriented on revised updated diploma nursing curriculum, teaching methodology and evaluation or assessment of the students. For the improvement of present diploma nursing course admission policy, syllabus /course materials, teaching methods, evaluation/assessment, library, practical class and clinical training at hospitals to be changed and redesigned for the better interest of the country as well as for the nursing profession. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12855 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.25-28

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Chigangaidze, Kudzanayi A. N. "A Call to Rethink Nursing Education in Zimbabwe." SAGE Open Nursing 8 (January 2022): 237796082210746. http://dx.doi.org/10.1177/23779608221074657.

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Nursing education is crucial in the achievement of The United Nations 2015 Sustainable Development Goal 3 that aims to “ensure healthy lives and promote wellbeing for all ages”. Zimbabwe produces diploma and degree graduates from the available education programs in the country. The differences in the diploma and degree education program include the curricula, program funding, quality assurance processes, personnel delivering the programs, student exchange programs and partnerships. Graduates from both programs are not required to have licensure examinations to test their competency before practising. The diploma program has failed to produce graduates who are critical thinkers due to the shallow nature of the learning curriculum. Additionally, the graduates are not involved in strategic decision making in the profession. In the interest of quality and patient safety, it would be appropriate to phase out the diploma program and adopt the baccalaureate nursing degree.

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Rossel, Carol L. "Relationship of Field Dependence-Independence to Documentation of Nursing-Process Components by Registered Nurses in a Clinical Setting." Perceptual and Motor Skills 63, no. 1 (August 1986): 315–18. http://dx.doi.org/10.2466/pms.1986.63.1.315.

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Scores on the Group Embedded Figures Test of 56 registered staff nurses were correlated with percentage of components of nursing process documented on care plans and progress notes. Education, age, and work experience were control variables. The mean embedded figures scores for associate degree, diploma, and baccalaureate nurses were 11.47, 9.47, and 12.83, respectively. Baccalaureate nurses had the most success in documenting components and diploma nurses had the least. A significant correlation was observed between test scores and percentage of nursing process chains completed by diploma nurses. For associate-degree nurses, a significant inverse correlation was observed between test scores and percentage of components used and percentage of chains with a nursing diagnosis.

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Setyawati, Martyarini Budi, and Murniati Murniati. "Stres, Stresor dan Koping Stres Pada Mahasiswa Keperawatan dan Kebidanan Di STIKES Harapan Bangsa Purwokerto." Viva Medika: Jurnal Kesehatan, Kebidanan dan Keperawatan 10, no. 1 (March 8, 2018): 6–12. http://dx.doi.org/10.35960/vm.v10i1.397.

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Abstract Nursing and midwifery students during their education are often exposed to various stressors. The most common sources of stress experienced by students are assignments, exams, clinical practice workloads, and clinical/academic skills compliance. The presence of stress can affect their learning and performance. In addition, the excessive stress can be harmful to students academic performance, wellbeing, and can interfere with complex learning, psychomotor skills. The aim of this study to describe the level of stress, stressors and coping strategies of students who undergoing undergraduate nursing, nursing diploma and midwifery diploma. This cross sectional study conducted on Institute of Health Science Harapan Bangsa Purwokerto on Juni 2016. A total of 95 students of undergraduate nursing, diploma nursing, and diploma midwifery students were taken by proportionate random sampling. Research data were collected utilizing Nursing Student Stress Scale, Physio-Psycho-Social Scale, and Simplified Coping Style Questionnaire. The data analyzed by univariate analysis and presented in frequency’s distribution. Findings of this research indicated that nurse and midwifery students experienced moderate level of stress (71,5%) and moderate physio psycho social responses (54,7%). Stress from clinical environment was the most common stressor that identified (34,9%). In addition, nursing and midwifery students have an adaptive coping strategies (88,4%). The results indicated that stress is common in nursing and midwifery education and it may have an impact on their physio psycho social responses. Therefore, knowledge about stress level and its sources on nursing and midwifery students are important to identified the adaptive coping strategies.

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Roets, Lizeth, Yvonne Botma, and Cecilna Grobler. "Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses." Health SA Gesondheid 21 (October 11, 2016): 422–30. http://dx.doi.org/10.4102/hsag.v21i0.1001.

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Background: The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses.Aim: The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses.Method: A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using aself-administrative questionnaire.Results: Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) andimplementing best practice guidelines (62,2% compared to 55,9%).Conclusion: The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.

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Kai, Li. "Factors Associated with Psychological Health Issues in Diploma Nursing Students: A Cross-sectional Study." South East Asia Nursing Research 2, no. 3 (September 30, 2020): 117. http://dx.doi.org/10.26714/seanr.2.3.2020.117-122.

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Psychological health is the expression of harmonic, expression of human personality, and is often disrupted by multiple factors. The aim of this study is to assess psychological health status and its associated factors among diploma nursing students. A cross-sectional study design was employed. The sample comprised 542 nursing students attending this anonymous survey by completed The Symptom Checklist 90 questionnaire. Descriptive statistics and logistic regression analysis were attempted to analyze overall data. The positive rate of psychological symptoms of diploma nursing students is 20.9%; the total score of SCL-90 and the scores of each factor are higher than the national norm; grade, personality, number of friends, parenting style, love experience. Whether single children and physical exercise are influential main factors of the mental health status of diploma nursing students. The contribution of Emotional Intelligence and Spirituality are crucial to the acquisition of well-being, happiness and meaning in life.

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azuine, Romey. "Diploma education makes nursing seem pre-historic." Nursing Standard 17, no. 37 (May 28, 2003): 31. http://dx.doi.org/10.7748/ns.17.37.31.s45.

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Page, Johanna. "CPD – the Diploma in Advanced Veterinary Nursing." Veterinary Nursing Journal 28, no. 5 (May 2013): 167–68. http://dx.doi.org/10.1111/vnj.12034.

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Hughes, Phil. "NEBDN National Diploma in Dental Nursing qualification." Dental Nursing 8, no. 4 (April 2012): 246–47. http://dx.doi.org/10.12968/denn.2012.8.4.246.

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Baer, Ellen D. "Nursing Diploma to University Education: A Memoir." Nursing History Review 27, no. 1 (2019): 104–9. http://dx.doi.org/10.1891/1062-8061.27.104.

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Hussain Maqbool Ahmed Khuwaja. "Phasing out Diploma in Nursing: Merits and Implications on Nursing Education in Pakistan." Journal of the Pakistan Medical Association 71, no. 3 (November 1, 2021): 1045–48. http://dx.doi.org/10.47391/jpma.463.

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On 8th August, 2019, Pakistan Nursing Council announced the ceasing of the three year Diploma in Nursing which heralds a new era of the Bachelor of Science in Nursing (BScN) as the entry point for the nursing profession in Pakistan. This brings Pakistan in line with most developed and many developing countries. Continuous...

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Tuan Anuar, Tuan Nor Atiqah, Norazliah Samsudin, Nur Syahmina Rasudin, and Norhasmah Mohd Zain. "Knowledge and Compliance Regarding Standard Precautions among Nursing Students at Universiti Sains Malaysia." INTERNATIONAL JOURNAL OF CARE SCHOLARS 4, no. 1 (January 31, 2021): 10–17. http://dx.doi.org/10.31436/ijcs.v4i1.158.

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Background: Standard precautions (SP) are important in protecting both patients and healthcare professionals from occupational exposure as well as ensure patient safety. This study aimed to compare the knowledge and compliance regarding SP among diploma and degree nursing students at Universiti Sains Malaysia (USM). Methods: A cross-sectional study has been conducted among 134 nursing students using self-administered questionnaires. Respondents were recruited using a simple random sampling method. The data were analyzed by SPSS version 24 using descriptive and Spearman’s Rank-Order test. Results: The study showed that diploma and degree nursing students had good knowledge regarding SP (mean of 14.7±2.5 and 15.4 ± 2.4) and a high compliance level of SP (mean of 3.6 ± 0.3 and 3.7 ± 0.2 respectively). Washes hand immediately after contacting any blood, body fluid, secretion, excretion, and dirty substances has the highest degree of compliance among diploma nursing students, while washes hands when comes in different contact with different patients has the highest degree of compliance among bachelor degree nursing. Wear protective eye patch or google when performing operations/procedures that might induce spraying of blood, body fluids, secretions, and excretions was the lowest degree of compliance among both bachelor degree and diploma nursing students. There was no significant correlation between the level of knowledge and compliance with SP (p= 0.23) but there is a significant correlation between the duration of practical training and compliance with SP (p=0.02). Conclusion: Nursing students in USM had good knowledge and high compliance regarding SP. Knowledge did not influence compliance with SP but duration of practical training session did influence compliance with SP.

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Wilde-Larsson, Bodil, Ilyas Aiyub, Hasan Hermansyah, Reidun Hov, Sevald Høye, Margrethe Valen Gillund, Kari Kvigne, Abubakar Suwarni, and Gun Nordström. "Critical thinking, research utilization and barriers to this among nursing students in Scandinavia and Indonesia." Nordic Journal of Nursing Research 38, no. 1 (June 6, 2017): 28–37. http://dx.doi.org/10.1177/2057158517704398.

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The aim of this study was to describe and compare perceptions of critical thinking, attitudes to and availability of research, research utilization and barriers to this among nursing students in Scandinavia and Indonesia. Data were collected at the beginning, middle and end of education from nursing students in Norway, Sweden (bachelor’s diploma) and Banda Aceh (bachelor’s diploma). Critical Thinking and Research Utilization Questionnaires were used along with the Barrier Scale. Descriptive analyses, comparisons between and within groups were performed. At the end of education, all samples exhibited positive attitudes to research and the main barrier was related to the setting. Scandinavian students reported higher critical thinking. Indonesian students perceived greater barriers on two Barrier subscales. No differences were found between the samples regarding research utilization. Significant changes over time varied among the samples except for the Norwegian sample. Indonesian students (diploma) exhibited most changes over time. Teachers must support nursing students to strengthen their critical thinking ability and develop professional competence.

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Roets, L., and J. C. Lubbe. "SCHOLARSHIP OF DISCOVERY: ENHANCING A RESEARCH CULTURE IN NURSING COLLEGES." Africa Journal of Nursing and Midwifery 16, no. 1 (September 9, 2016): 3–12. http://dx.doi.org/10.25159/2520-5293/1483.

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The scholarship of nursing depends on the research culture in institutions. Not all higher education institutions globally expect from diploma prepared nurses to be research trained, but it is expected in the South African and African context. Globalisation and the migration of degree and diploma prepared nurses, should sensitize the global nursing community about the challenges faced when nursing colleges or learning centres, offering diploma programmes, become part of the higher education sphere and need to contribute to the scholarship of discovery. This article reports on strategies that could be implemented in higher education institutions, such as colleges, to enhance the research culture. A qualitative research design was used and data gathered through a nominal group technique with 12 students from different institutions as well as reflection reports from five nurse educators involved in research training and supervision. Participants indicated that the most important aspect that needed to be addressed in nursing education was improved research knowledge for students, nurse educators and research supervisors. Institutions where nurse educators do not have master’s degrees should implement strategies to support students and educators in enhancing their research capacities and skills in order to improve the institution’s research culture. University nursing schools, which have research mentors, should become role models/mentors to support enhancing a research culture in nursing colleges in South Africa and Africa.

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Salifu, David Abdulai, Yolande Heymans, and Christmal Dela Christmals. "Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses." Healthcare 10, no. 3 (March 15, 2022): 538. http://dx.doi.org/10.3390/healthcare10030538.

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Despite the growing demand for competent nurses to fill the shortage gap, nursing education institutions have not always been able to equip students with the requisite clinical competence needed in the practice setting. Several studies have described the experiences of undergraduate nursing students in the clinical learning environment. No study was found on the experiences of diploma nursing students and post-registration nurses regarding the teaching and learning of clinical competence in Ghana. This study, therefore, sought to describe the experiences and perceptions of diploma nursing students and post-registration nurses regarding the teaching and learning of clinical competence in Ghana. A qualitative descriptive research design was employed in this study. Fifty-five (55) participants, comprising 40 students and 15 post-registration diploma nurses, from six research sites were recruited into focus group discussions (FGDs) using a maximum variation purposive sampling technique. A thematic framework method was used to analyze the data with the aid of ATLAS.ti software. Three themes emerged from the focus group discussions: nursing education institutional factors; clinical placement design, implementation, and system challenges; challenges of clinical teaching and learning. We conclude that the current approach to clinical nursing education, such as the overreliance on clinical placement and the use of more teacher-centered teaching approaches, are ineffective in facilitating the development of clinical competence. A review of the nursing curriculum, inculcating evidence-based simulation modalities, and an adequate investment in nursing education may be required to ensure effective nursing education in the study setting.

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Karkada, Suja, BabyS Nayak, and Malathi. "Awareness of palliative care among diploma nursing students." Indian Journal of Palliative Care 17, no. 1 (2011): 20. http://dx.doi.org/10.4103/0973-1075.78445.

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Welsh, Perdi. "Graduate diploma in professional and clinical veterinary nursing." Veterinary Record 172, no. 7 (February 16, 2013): i. http://dx.doi.org/10.1136/vr.f1062.

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Chow,, Jean, and Ruth Grant Kalischuk,. "Self-Care for Caring Practice: Student Nurses’ Perspectives." International Journal of Human Caring 12, no. 3 (April 2008): 31–37. http://dx.doi.org/10.20467/1091-5710.12.3.31.

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This study took place in Western Canada; it examined undergraduate nursing students’ self-care behaviors. The researchers developed a 27-item questionnaire asking students about sleep, exercise, diet, fluid intake, weight, checkups, relaxation, complementary therapy use, alcohol intake, health goals, and smoking habits. Of 330 degree, diploma, and post-diploma nursing students, 211 students responded to the questionnaire. The majority of students reported that they engaged in health-promoting selfcare behaviors. However, it seems that busy schedules often prevented students from having enough sleep, fluid, exercise, and self-care activities. The majority of the students reported that they used complementary therapies.

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Wardani, Yulia, and Agnes Mahayanti. "Preparation Strategic and Results of Nursing Exam of Nursing Diploma in Indonesia." International Journal of Studies in Nursing 3, no. 3 (July 30, 2018): 91. http://dx.doi.org/10.20849/ijsn.v3i3.504.

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Purpose: The readiness and strategies of management are important factors to gain higher passing grade on nursing national competency examination. This study analyzed the strategy and readiness of the managers to success try out and national competency examination and the readiness for administering Computer Based Test on national nursing competency examination in Indonesia.Methods: This descriptive correlative research with population of 437 three years diploma in nursing institutions used quota and accidental sampling technique with 123 participants. The data were analyzed by using of frequency distribution, Spearman Rank Correlation and Multiple Regression analysis units.Results: The results identified that 52,8% had accreditation status in level B. There were increasing results of the students that became better in the real results of national competency exam than the results on try-out exam. The preparation strategic 3 months before the exam was good (57.7%) and 56.9% of the participants were not ready to deliver the national exam in Computer Based Test. There was a significant correlation between the results of the exam with accreditation status (p= .014), student body (p=.02) and 3 months preparation before the exam (p=.021). The most dominant predictor in success of the exam was the accreditation status with p value=.005.Conclusions: Managers of three years diploma nursing degree have to prepare and have a good strategy for success in nursing national competency examination especially in managing student body, achieve good accreditation status and good strategic in preparing for attaining high passing grade on national competency examination.

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Quinn, Charlotte. "Keeping perspective as a nurse amid a pandemic." British Journal of Cardiac Nursing 16, no. 2 (February 2, 2021): 1. http://dx.doi.org/10.12968/bjca.2021.0017.

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A registered nurse on the coronary care unit, and now completing her Postgraduate Diploma in Specialist Practice Nursing Cardiology at Queen's University Belfast, Charlotte Quinn reflects on the importance of nursing care, particularly amid the challenges of the COVID-19 pandemic.

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Renganathan, Lakshmi. "Partners; Effectiveness of Cooperative Teaching Learning on the Nursing Care of Patients with Gout among General Nursing Diploma Students." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 127–29. http://dx.doi.org/10.15373/22778179/sep2013/48.

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Mendes, Isabel Amélia Costa, Maria Auxiliadora Trevizan, Mirella Castelhano Souza, Valtuir Duarte Souza-Junior, Simone de Godoy, Carla Aparecida Arena Ventura, and Sara Soares dos Santos. "Empathic profile of nursing freshmen." Nursing Ethics 26, no. 7-8 (July 15, 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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Bhai Patidar, Anurag, Jasbir Kaur, and Suresh Sharma. "Perception and Plans about Profession among Budding Nurses: A Descriptive Survey." Nursing Journal of India CIII, no. 05 (2012): 221–25. http://dx.doi.org/10.48029/nji.2012.ciii505.

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Significant advances in nursing and recognition of profession as crucial in health upkeep, notwithstanding, many nurses after completing their studies do not hold their profession in high esteem. As a result, the quality of services rendered by them is not likely to be as good as their counterparts with high regard for their profession. This study, conducted on 530 undergraduate and diploma nursing students of 12 selected colleges and schools of Punjab. Semi-structured questionnaire was administered to collect data. It was found that majority of students perceived their profession as respectful. However, more of diploma students did not hold such opinion. Further, less than half the students favoured bed side nursing as their career. It is concluded that quality of the nurses environment should be improved for change in nurses perception towards their profession and for better utilisation of their potential.

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Lewenson, Sandra B. "“Nurses’ Training May Be Shifted”: The Story of Bellevue and Hunter College, 1942–1969." Nursing History Review 21, no. 1 (2013): 14–32. http://dx.doi.org/10.1891/1062-8061.21.14.

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During the mid-20th century, nursing leaders advocated moving nursing education out of hospital-based programs and into colleges and universities for the purpose of preparing nurses to meet the demands of increasingly complex health care situations. Nursing leaders in New York City’s municipal hospitals recognized the value of this change and sought to increase the number of baccalaureate-prepared nurses to fill the many vacancies within city hospitals. This article examines the political support New York gave to the expansion of Hunter College’s baccalaureate program in nursing (a college within the City University of New York system) while closing the almost 100-year-old Bellevue and Mills Schools of Nursing diploma program. The efforts to change nursing at Bellevue started in the 1940s, but the transfer to Hunter College was not realized until 1967. Although the decision to close the diploma school met resistance among various stakeholders, the expansion ultimately succeeded. It was supported by the New York City Department of Hospitals and received approval from the Board of Estimates and Board of Higher Education. Both Bellevue and Hunter’s leadership was ready to make this change and participated in this transformation.

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Warrington, Eirlys. "Nursing has room for both graduate and diploma entry." Nursing Standard 21, no. 19 (January 17, 2007): 32. http://dx.doi.org/10.7748/ns.21.19.32.s44.

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Latha, T., Tyngkailin, and M. Navaneetha. "Health Status and Lifestyle Practice of Diploma Nursing Students." International Journal of Nursing Education 5, no. 2 (2013): 97. http://dx.doi.org/10.5958/j.0974-9357.5.2.072.

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PERTAB, DANNY. "Clinical supervision in Diploma in Higher Education (Nursing) Programmes." Journal of Clinical Nursing 8, no. 1 (January 1999): 112–13. http://dx.doi.org/10.1046/j.1365-2702.1999.00206.x.

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EMBRY, JESSIE. "Diploma Nursing at Salt Lake City Religious Based Hospitals." Utah Historical Quarterly 76, no. 3 (July 1, 2008): 281–99. http://dx.doi.org/10.2307/45063624.

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Fowler, Marsha D. "Why the history of nursing ethics matters." Nursing Ethics 24, no. 3 (May 2017): 292–304. http://dx.doi.org/10.1177/0969733016684581.

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Modern American nursing has an extensive ethical heritage literature that extends from the 1870s to 1965 when the American Nurses Association issued a policy paper that called for moving nursing education out of hospital diploma programs and into colleges and universities. One consequence of this move was the dispersion of nursing libraries and the loss of nursing ethics textbooks, as they were largely not brought over into the college libraries. In addition to approximately 100 nursing ethics textbooks, the nursing ethics heritage literature also includes hundreds of journal articles that are often made less accessible in modern databases that concentrate on the past 20 or 30 years. A second consequence of nursing’s movement into colleges and universities is that ethics was no longer taught by nursing faculty, but becomes separated and placed as a discrete ethics (later bioethics) course in departments of philosophy or theology. These courses were medically identified and rarely incorporated authentic nursing content. This shift in nursing education occurs contemporaneously with the rise of the field of bioethics. Bioethics is rapidly embraced by nursing, and as it develops within nursing, it fails to incorporate the rich ethical heritage, history, and literature of nursing prior to the development of the field of bioethics. This creates a radical disjunction in nursing’s ethics; a failure to more adequately explore the moral identity of nursing; the development of an ethics with a lack of fit with nursing’s ethical history, literature, and theory; a neglect of nursing’s ideal of service; a diminution of the scope and richness of nursing ethics as social ethics; and a loss of nursing ethical heritage of social justice activism and education. We must reclaim nursing’s rich and capacious ethics heritage literature; the history of nursing ethics matters profoundly.

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Rahayu, Widyastuti Esti, and Petrus Sugiarto. "HUBUNGAN DUKUNGAN KELUARGA DENGAN MOTIVASI MELANJUTKAN STUDI S1 KEPERAWATAN MAHASISWA SEMESTER VI PRODI DIPLOMA III KEPERAWATAN STIKES BETHESDA YAKKUM YOGYAKARTA." Jurnal Kesehatan 6, no. 2 (July 2, 2019): 142–48. http://dx.doi.org/10.35913/jk.v6i2.124.

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Latar belakang : Kemenkes RI (2015), mencatat rasio perawat terhadap penduduk sebesar 87,65 per 100.000 penduduk. Target 2019, 180 per 100.000 penduduk. Meningkatkan pendidikan keperawatan dari Prodi Diploma III ke S 1 merupakan upaya memenuhi rasio perawat terhadap penduduk. Meningkatkan pendidikan perlu dukungan dari keluarga seperti: dukungan emosional, penghargaan, instrumental dan informasi yang memberikan sugesti memiliki motivasi meningkatkan pendidikan Prodi Diploma ke S 1 Keperawatan. Tujuan : Mengetahui Hubungan Dukungan Keluarga Dengan Motivasi Melanjutkan Studi S1 Keperawatan Mahasiswa Semester VI Prodi Diploma III Keperawatan STIKES Bethesda Yakkum Yogyakarta Tahun 2017. Metode : Jenis penelitian analitik deskriptif correlation dengan pendekatan cross sectional. Penelitian dilakukan di STIKES Bethesda Yakkum Yogyakarta 17 Maret 2017. Sampel 84 responden, teknik total populasi. Analisis data menggunakan uji Spearman Rank. Hasil : Hasil analisis bivariat uji Spearman Rank dengan komputerisasi hasil p value (0,000) < (0,05) dengan nilai koefisien (0,615) tingkat keeratan kuat, maka H0 di tolak dan Hα diterima. Kesimpulan : Ada Hubungan Dukungan Keluarga Dengan Motivasi Melanjutkan Studi S1 Keperawatan Mahasiswa Semester VI Prodi Diploma III Keperawatan STIKES Bethesda Yakkum Yogyakarta Tahun 2017. Saran : Peneliti selanjutnya kiranya menggali variabel faktor-faktor yang mempengaruhi motivasi mahasiswa Prodi Diploma III Keperawatan melanjutkan studi S1 Keperawatan, menggunakan metode wawancara sehingga mendapatkan analisis mendalam. Kata kunci : Dukungan Keluarga - Motivasi - Mahasiswa Keperawatan Diploma ABSTRACT Background: Indonesian Ministry of Health (2015), noted the nurse ratio toward citizens was 87.65 per 100.000 population. Target of 2019 was 180 per 100.000 population. Improving nursing education from Diploma to Bachelor Degree is an effort to fulfill nurse ratio towards citizens. Improving education reguires family support such as: emotional support, appreciation, instrumental and information that provide motivation to improve education from Diploma to Bachelor Degree. Purpose: To know relationship between family support and motivation to take Bachelor Degree of Forth Semester Diploma Degree Students of STIKES Bethesda Yakkum Yogyakarta in 2017. Method: This was an analytic descriptive correlation research with cross sectional approach. The study was conducted at STIKES Bethesda Yakkum Yogyakarta on March 17, 2017. The sample of the study was 84 respondents taken by total population technique. The data analysis used was Spearman Rank test. Results: The result by computer based Spearman Rank: Result P value (0,000) < (0,05) with coefficient point (0,615) with strong cohesion. It means Ho is rejected and Ha is accepted. Conclusion: There is a relationship between family support and motivation to take Bachelor Degree of Forth Semester Diploma Degree Students of STIKES Bethesda Yakkum Yogyakarta in 2017. Suggestion: Further research is suggested discover factors that affect motivation of Diploma degree students to continue their study by interview method so that in depth analysis is obtained. Keywords: Family Support - Motivation - Nursing Diploma Students

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ROSA, ELSYE MARIA. "IMPLEMENTASI KEBIJAKAN PENYELENGGARAAN PENDIDIKAN NASIONAL PADA PENYELENGGARAAN PENDIDIKAN TENAGA KESEHATAN PROGRAM D-III KEPERAWATAN DI PROPINSI DKI JAKARTA." Jurnal Manajemen Pendidikan 2, no. 1 (July 1, 2011): 58–67. http://dx.doi.org/10.21009/jmp.v2i1.2466.

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The objective of this research is to analyze the implementation of national education policy in the nursing education D-III program in Jakarta Province. The evaluation was based on the implementation of the National Education Systems No. 20 year 2003. The research was conducted at the Akademi keperawatan province in Jakarta. It was using policy analysis method. The sample of this research were 7 person of Akademi Keperawatan, Pusdiknakes and Kopertis 3 that was selected randomly. NVIVO version 8 was used to analyze the data collected. The research findings are: (1) most of the nursing educations were Diploma III vocational educations; (2) the ownership status of nursing academies was in the hand of private; (3) the management of diploma III nursing education owned by public was mostly executed by the Department of Health through the Center of Health National Education and Agency for Health of the Jakarta Province; (4) three duty university was not yet implemented completely as a mandatory reference for the institutions and lecturers. Based on these findings, it could be concluded that --- the implementation of National Education Systems No. 20 year 2003 in performing nursing education diploma III was not carried out well. This was happened because of the involving parties were not able to cooperate effectively and efficiently. Transitional management by the Department of Health, in this case the Center of Health National Education and Agency for Health of the Jakarta Province was not implemented thoroughly. Thereby, the implementation of the National Education Law No. 20 year 2003 could be in jeopardy simply because of its inappropriate execution.

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ROSA, ELSYE MARIA. "IMPLEMENTASI KEBIJAKAN PENYELENGGARAAN PENDIDIKAN NASIONAL PADA PENYELENGGARAAN PENDIDIKAN TENAGA KESEHATAN PROGRAM D-III KEPERAWATAN DI PROPINSI DKI JAKARTA." Jurnal Manajemen Pendidikan 2, no. 1 (July 1, 2011): 58. http://dx.doi.org/10.21009/jmp.02106.

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The objective of this research is to analyze the implementation of national education policy in the nursing education D-III program in Jakarta Province. The evaluation was based on the implementation of the National Education Systems No. 20 year 2003. The research was conducted at the Akademi keperawatan province in Jakarta. It was using policy analysis method. The sample of this research were 7 person of Akademi Keperawatan, Pusdiknakes and Kopertis 3 that was selected randomly. NVIVO version 8 was used to analyze the data collected. The research findings are: (1) most of the nursing educations were Diploma III vocational educations; (2) the ownership status of nursing academies was in the hand of private; (3) the management of diploma III nursing education owned by public was mostly executed by the Department of Health through the Center of Health National Education and Agency for Health of the Jakarta Province; (4) three duty university was not yet implemented completely as a mandatory reference for the institutions and lecturers. Based on these findings, it could be concluded that --- the implementation of National Education Systems No. 20 year 2003 in performing nursing education diploma III was not carried out well. This was happened because of the involving parties were not able to cooperate effectively and efficiently. Transitional management by the Department of Health, in this case the Center of Health National Education and Agency for Health of the Jakarta Province was not implemented thoroughly. Thereby, the implementation of the National Education Law No. 20 year 2003 could be in jeopardy simply because of its inappropriate execution.

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Setyowati, Mooniek, Luky Dwiantoro, and Bambang Edi Warsito. "Pengaruh Kompetensi Sosial Perawat terhadap Kepuasan Kerja Perawat." Jurnal Keperawatan Jiwa 8, no. 1 (February 11, 2020): 61. http://dx.doi.org/10.26714/jkj.8.1.2020.61-68.

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Perawat merupakan sumber daya manusia yang penting dirumah sakit. Kompetensi perawat akan mempengaruhi kualitas pekerjaan. Kompetensi sosial harus dimiliki perawat dalam memberikan asuhan keperawatan. Kompetensi sosial berdampak pada kepuasan kerja perawat.Desain penelitian menggunakan Quasy Experimental dengan pre post test with control group. Jumlah sampel 18 kelompok intervensi dan 18 kelompok kontrol. Penggumpulan data penelitian menggunakan kuesioner komptensi sosial dan kuesioner kepuasan kerja Minesotta. Rerata usia responden kelompok intervensi nilai mean 28,8bulan dan kelompok kontrol adalah 29,2, kelompok intervensi mayoritas memiliki pendidikan Diploma III Keperawatan sebanyak 83,3% dan kelompok kontrol mayoritas berpendidikan Diploma III Keperawatan sebesar 88,9%. Nilai rata-rata lama kerja kelompok intervensi adalah 4,22 dan standar deviasi 1,39 dan nilai minimal-maksimal 1-6. Pada kelompok kontrol, nilai rata-rata lama kerja adalah 4. Uji analisis pada kelompok intervensi menggunakan Paired t-testdidapatkan hasil p-value sebesar 0,000, hasil tersebut <alpha sehingga dinyatakan terdapat pengaruh intervensi kompetensi sosial terhadap kepuasan kerja perawat. Kata kunci: kompetensi sosial, kepuasan kerja THE EFFECT OF NURSING SOCIAL COMPTENCE ON NURSING SATISFACTION ABSTRACTNurses are important human resources in hospitals. Nurse competence will affect the quality of work. Social competence must be possessed by nurses in providing nursing care. Social competence has an impact on job satisfaction of nurses. Research design uses Quasy Experimental with pre-post test with control group. The number of samples was 18 intervention groups and 18 control groups. Research data collection using social competency questionnaire and Minesotta job satisfaction questionnaire. The mean age of respondents in the intervention group mean value was 28.8 months and the control group was 29.2, the majority intervention group had a Diploma III Nursing education of 83.3% and the majority control group had a Diploma III Nursing education of 88.9%. The average length of work of the intervention group was 4.22 and the standard deviation was 1.39 and the minimum-maximum value was 1-6. In the control group, the average value of length of work was 4. Discussion: The analysis test in the intervention group using the Paired t-test obtained a p-value of 0,000, the results were <alpha so that it was stated that there was an influence of social competence interventions on nurse job satisfaction. Keywords: social competence, job satisfaction

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Wilsom Mukan, Squiter Macroy, Dorothy Kulai, and Rumaizah Haji Che Md Nor. "Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors." Asian Journal of University Education 16, no. 4 (January 24, 2021): 200. http://dx.doi.org/10.24191/ajue.v16i4.11956.

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Clinical teaching is a core component of nursing education. The clinical teachers’ roles and responsibilities are to supervise clinical activities and empower students to gain clinical competency and skills. The nursing students’ perspective of effective clinical teachers’ behavior is an important indicator of facilitating and improving clinical education quality. This paper explored diploma nursing students’ perceived importance of effective clinical teaching behavior in helping their learning. A total of 165 nursing students from various levels of their diploma in nursing program from Universiti Teknologi MARA (UiTM) were invited to participate. A self-administered questionnaire was employed to collect demographic data and students' perceptions of effective clinical teacher behaviors and their importance on learning outcomes using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). The study results indicated that nursing students perceived evaluation as the most important effective clinical teaching behavior, while personal characteristics are the least important effective clinical teaching behavior. The results showed a significant positive relationship between the frequency of effective clinical teaching behavior used and the level of importance of effective clinical teaching behavior for all five criteria. This information can be used to improve faculty awareness of students’ views on clinical teaching performance and as a guide for the clinical instructor to develop and revise the clinical teaching approach in the clinical setting. Behavior perceived to be effective should be incorporated into clinical instructor practice, thereby maximizing students' learning experiences in the clinical setting. Keywords: Effective Clinical Teaching Characteristics, Clinical Teaching In Nursing, Clinical Teaching Behaviour

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Ezhilarasu, Punitha. "Clinical Problem Solving Ability of BSc and Diploma Nursing Students in Indian Setting A Comparison." Nursing Journal of India CIII, no. 05 (2012): 226–28. http://dx.doi.org/10.48029/nji.2012.ciii506.

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Clinical Problem Solving Ability (CPSA) is an important skill essential for nurses to achieve professional excellence which is developed during the educational process. A sample of 215 students from BSc and Diploma nursing educational programmes were studied to determine their CPSA and the differences were compared. A written simulation instrument (Ezhilarasu, 2000) with a Cronbachs alpha of 0.81 was used to measure the CPSA. BSc students scored significantly higher than Diploma students (p=0). Final year students from both the programmes scored higher than the first year students (p=0.01). The least commonly used step in clinical problem solving is evaluation. Along with other studies, this study also supports the influence of the educational process in the development of CPSA. Appropriate teaching strategies and role modelling by faculty should become an essential part in all nursing educational institutions.

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Ayunita Yunda Prastiwi and MI Ekatrina Wijayanti. "Tingkat Pengetahuan Mahasiswi Program Studi Diploma Tiga Keperawatan Tingkat I di STIKes Panti Rapih tentang Upaya Pencegahan Infeksi Saluran Kemih." I Care Jurnal Keperawatan STIKes Panti Rapih 1, no. 1 (May 6, 2020): 41–50. http://dx.doi.org/10.46668/jurkes.v1i1.37.

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Background: Urinary Tract Infections (UTIs) are infections caused by the growth of bacteria in the urinary tract. UTIs are caused by Escherichia Coli. Continous infection will reach the ureter and kidney which caudes infection in the kidney parenchyma. Objective: The purpose of this study was to determine the level of knowledge of Nursing Diplola level 1 students at STIKes Panti Rapih. Methods: This study was descriptive quantitative survey method. The sample was 65 female students, and using total sampling. Results: Study found that most of the students were aged 18 years old (73.88%). 58 respondents never participate in consultation about UTIs (89,23%) and 7 respondents (10,76%) had participate in education. 30 respondent (36,92%) with high knowledge, 30 (46,15%) morderate knowledge, and 11 (16,92%) low knowledge. Conclusion: Concluded that the level of knowledge nursing students diploma of STIKes Panti Rapih to prevent urinary tract infections less than half percent were morderate. Keywords: Urinary Tract Infection, level of knowledge, students

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Nashiki, Emiko, Shizuko Nedachi, Atsuko Furuya, and Mitsuko Ushikubo. "Awareness and Status of Community-based Integrated Nursing Education among Diploma Nursing School Teachers." Kitakanto Medical Journal 70, no. 2 (May 1, 2020): 149–55. http://dx.doi.org/10.2974/kmj.70.149.

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Snow, Tamsin. "More people with disabilities gain access to nursing diploma courses." Nursing Standard 21, no. 37 (May 23, 2007): 5. http://dx.doi.org/10.7748/ns.21.37.5.s3.

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40

Crooks, Dauna, Barbara Carpio, Barbara Brown, Margaret Black, Linda O’Mara, and Charlotte Noesgaard. "Development of professional confidence by post diploma baccalaureate nursing students." Nurse Education in Practice 5, no. 6 (November 2005): 360–67. http://dx.doi.org/10.1016/j.nepr.2005.05.007.

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Chaboyer, Wendy, and Andrew Retsas. "Critical Care Graduate Diploma: nursing students’ needs identified in evaluation." Australian Critical Care 9, no. 1 (March 1996): 10–13. http://dx.doi.org/10.1016/s1036-7314(96)70304-1.

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42

Jackman, K. E. "Evidence based simulation practice within materʼs diploma of nursing curriculum". International Journal of Evidence-Based Healthcare 10, № 3 (вересень 2012): 262. http://dx.doi.org/10.1097/01258363-201209000-00080.

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Woolley, Alma S., Janet McLaughlin, and Jerry D. Durham. "Linking diploma and bachelor's degree nursing education: An illinois experiment." Journal of Professional Nursing 6, no. 4 (July 1990): 206–12. http://dx.doi.org/10.1016/s8755-7223(05)80165-6.

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Crotty, Margaret. "Curriculum issues related to the newly developed nursing diploma courses." Nurse Education Today 13, no. 4 (August 1993): 264–69. http://dx.doi.org/10.1016/0260-6917(93)90051-3.

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45

Roets, Lizeth, Yvonne Botma, and Cecilna Grobler. "Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses." Health SA Gesondheid 21 (December 2016): 422–30. http://dx.doi.org/10.1016/j.hsag.2016.08.002.

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Paharudin, A’Aisyah Nur Farihah Binti, Aini Ahmad, Annamma Kunjukunju, Puziah Yusof, Roziah Arabi, and Syamilah Musa. "First aid knowledge, attitude and awareness among nursing students: Relevance to nursing education." Malahayati International Journal of Nursing and Health Science 5, no. 1 (March 18, 2022): 24–30. http://dx.doi.org/10.33024/minh.v5i1.6373.

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Background: First aid is a primary, initial, immediate and temporary care treatment to an injured person in a life-threatening situation to preserve life and minimise consequences of injuries until help from emergency medical services is obtained. Students who are expected to be working in the hospital settings should be exclusively trained regarding first aid skills that include choking, bleeding, fracture, shock, drowning, electrocution, spinal injuries, burns and scalds.Purpose: To identify the knowledge, practice, and awareness of first aid skills among first-year diploma nursing students in a private institution.Method: A quantitative cross-sectional study was conducted at one private Healthcare University College in Negeri Sembilan, Malaysia. The quantitative cross-sectional study was conducted using an adapted questionnaire. Later on, the acquired data was entered into Statistical Package for the Social Sciences(SPSS) version 25 for data analysis as adapted from the original article. Descriptive statistical tests were used to analyse data for demographic section, knowledge, attitude and awareness of first aid skills based on the items asked. Chi-square test was then used to analyse the relationship between level of knowledge and attitude regarding first aid among the respondents. There were 126 respondents obtained by using convenience sampling which consists of first-year diploma nursing students.Results: The result showed that majority of the respondents (67.5%) had only intermediate level of knowledge while majority of the respondents (81.7%) had good attitudes regarding first aid. The majority of the respondents (67.5%) had intermediate level of awareness regarding first aid.Conclusion: From this study, the value of Chi-Square (χ²) for this analysis was 0.600 with the significant level of 0.963 (p<0.05) showing there is no relationship between the level of knowledge regarding first aid and the level of attitude towards first aid. Thus meaning, the level of knowledge does not influence by attitude of respondents towards first aid.

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Moktan, Manikala. "Clinical Supervision by Staff Nurses; A Controversial Issue in Nursing Education - Views of Students and Staff Nurses." Nursing Journal of India CXIII, no. 01 (2022): 14–16. http://dx.doi.org/10.48029/nji.2022.cxiii103.

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The Diploma nursing students are supervised by staff nurses when posted in National Referral hospital (JDWNRH). The teaching institute, Faculty of Nursing and Public Health (FNPH, 2021) has appointed Incharges (staff nurses) from each ward to supervise students. The staff nurses’ primary job is to look after the patient; therefore, they are not able to supervise students wholly. This challenge is voiced by both staff nurses and students.

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Santo, Ana Dulce Batista dos, Kalyane Kelly Duarte de Oliveira, Sâmara Sirdênia Duarte de Rosário, Ana Luisa Brandão de Carvalho Lira, Francis Solange Vieira Tourinho, and Viviane Euzébia Pereira dos Santos. "Strategies for teaching learning process in nursing graduate and Postgraduate nursing." Revista de Pesquisa Cuidado é Fundamental Online 6, no. 3 (July 3, 2014): 1212–20. http://dx.doi.org/10.9789/2175-5361.2014.v6i3.1212-1220.

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Objetivo: Apresentar as estratégias de ensino-aprendizagem do processo de enfermagem utilizadas nos cursos de graduação e pós-graduação. Métodos: Revisão integrativa da literatura, utilizando as bases de dados CINAHL, LILACS e MEDLINE. A busca dos artigos foi realizada através dos descritores controlados Nursing Process; Education, Nursing; Teaching; Education, Nursing, Diploma Programs; Education, Graduate; utilizando o operador boleano AND. A amostra constitui-se de 8 artigos. Resultados: Várias estratégias de ensino-aprendizagem do processo de enfermagem são apontadas, a saber: ferramentas eletrônicas, estudos de caso escritos, aula expositiva e aulas teórico-prática para o ensino de graduação. Entretanto, destaca-se a ausência de estudos referentes ao ensino do processo de enfermagem em nível de pós-graduação. Conclusão: A utilização de metodologias inovadoras e ativas facilitam o processo de aprendizagem, enquanto a abordagem restrita a teoria é fator dificultador.

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Swindells, Carole, and Sasithorn Willmott. "Degree vs diploma education: increased value to practice." British Journal of Nursing 12, no. 18 (October 2003): 1096–104. http://dx.doi.org/10.12968/bjon.2003.12.18.11774.

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Aljohani, Khalid A., Majed S. Alamri, Reem AL-Dossary, Hamdan Albaqawi, Khaled Al Hosis, Mohammed S. Aljohani, Noura Almadani, et al. "Scope of Nursing Practice as Perceived by Nurses Working in Saudi Arabia." International Journal of Environmental Research and Public Health 19, no. 7 (April 1, 2022): 4220. http://dx.doi.org/10.3390/ijerph19074220.

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The absence of scope of practice guidelines may lead to role ambiguity and legal consequences in nursing practice. This study measures the scope of practice of nurses in Saudi Arabia. The study utilized a descriptive cross-sectional design using an electronic version of the Arabic Actual Scope of Nursing Practice (A-ASCOP) questionnaire among 928 nurses. Descriptive analysis was followed by a t-test and an analysis of variance (ANOVA). Significance was assured through the Bonferroni test; the effect size was measured through partial η2 when appropriate. The A-ASCOP mean score of each dimension ranged from 4.29 to 4.72 (overall mean = 4.59). Significant overall ASCOP score variations were evident, with higher ASCOP among expatriate nurses, females, Hospital Operation Program (HOP) nurses, and nurses with postgraduate qualifications. Partial η2 showed a small effect of <0.016. Low-complexity nursing tasks showed insignificant differences no matter the nurse’s position, but were less practiced by Bachelor of Science in Nursing (BSN) and advanced-degree nurses than by those with a diploma education. High complexity of ASCOP was practiced significantly more often by postgraduate-prepared nurses than by diploma-educated nurses. The study showed that there is a range of variation in nursing practice, but that the lack of internal regulations (nursing scope of practice) has no effect on nursing duties. In a country such as Saudi Arabia, where massive national improvement initiatives are frequent, clearly defining the scope of practice for nurses is essential and needs to be done through government mandates. Further studies are essential to define what the scope of practice should include.

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