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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 21 лютого 2023

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1

McKelvey, Robert S., John A. Webb, Loretta V. Baldassar, Suzanne M. Robinson, and Geoff Riley. "Sex Knowledge and Sexual Attitudes Among Medical and Nursing Students." Australian & New Zealand Journal of Psychiatry 33, no. 2 (April 1999): 260–66. http://dx.doi.org/10.1046/j.1440-1614.1999.00549.x.

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Objectives: The aim of this study was to assess the relationship between background and sociodemographic variables, attitudes toward controversial aspects of human sexuality and sex knowledge among medical and nursing students. Method: The study design was a questionnaire-based survey of medical and nursing students in Western Australia. Participants were first-through fifth-year medical students at the University of Western Australia and first-through third-year undergraduate nursing students at Edith Cowan University. Outcome measures were students' attitudes toward controversial aspects of human sexuality expressed on a five-point Likert scale and a modified version of the Kinsey Institute/Roper Organization National Sex Knowledge Test. Results: A significant relationship was found between certain background and sociodemographic variables, sexual attitudes and sex knowledge. The background variable most strongly related to both attitudes and knowledge was frequency of attendance at religious services of any religious denomination during the past month, with those attending three or more times more likely to express negative attitudes and have lower sex knowledge scores. Lower sex knowledge was related to negative attitudes toward gay/lesbian/bisexual behaviour, masturbation, premarital sex and contraception. Other important background and sociodemographic variables related to negative attitudes were: never having experienced sexual intercourse; right-wing political orientation; lower family income; gender and ethnicity. Conclusions: Negative attitudes toward controversial aspects of human sexuality and lower sex knowledge scores among medical and nursing students can be predicted on the basis of background and sociodemographic variables. Education aimed at increasing sex knowledge and modifying negative attitudes may increase students' ability to function more effectively as sexual history takers and sex counsellors.

2

Crawford, Heather M., and Michael C. Calver. "Attitudes and Practices of Australian Veterinary Professionals and Students towards Early Age Desexing of Cats." Animals 9, no. 1 (December 20, 2018): 2. http://dx.doi.org/10.3390/ani9010002.

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Surgical desexing of cats is typically carried out after six months of age (Mature Age Desexing, MAD); between 4–6 months (Traditional Age Desexing, TAD); or before four months (Early Age Desexing, EAD). We complemented existing surveys of veterinarians’ acceptance of EAD with online and face-to-face surveys, to ascertain the preferred desexing ages for cats and rationale of 957 Australian veterinarians, veterinary nurses, veterinary science students, and veterinary nursing students. A complementary survey of 299 veterinary practice websites across Australia documented any information provided about desexing cats. The most common reason for preferred desexing ages was reducing stray cat populations (30%); 78% of these respondents chose ages aligning with EAD. Vet nurses and nursing students were more conservative than vets or vet students, preferring to desex cats >4 months. Perceived anaesthetic risk was a major motivation, especially for nurses ≤5 years’ experience. Across 299 urban practices in Australian capital cities, 55% of surveyed websites provided no information about desexing cats or listed desexing without explaining why it was necessary, or when to perform it. Increasingly, Australian legislatures mandate desexing of cats by three months of age, so the practices of some current/future veterinary professionals do not match changing legislation.

3

Mather, Carey, Angela Jacques, and Sarah J. Prior. "Australian First-Year Nursing Student Knowledge and Attitudes on Pressure Injury Prevention: A Three-Year Educational Intervention Survey Study." Nursing Reports 12, no. 3 (June 22, 2022): 431–45. http://dx.doi.org/10.3390/nursrep12030042.

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Pressure injury prevention is a significant issue as pressure injuries are difficult to heal, painful, and create clinical complications for patients. The aim of this study was to investigate knowledge and attitudes of first-year nursing students to pressure injury prevention, and to explore whether additional educational interventions augmented learning. A previously validated online survey was administered to three cohorts of first-year nursing students in 2016, 2017 (after additional online education), and 2018 (after further simulation education), and a subsequent comparative analysis was undertaken. Overall, the knowledge of students about pressure injury was low with measures to prevent pressure injury or shear achieving the lowest score (<50%). Students aged over 25 years (p < 0.001) and men (p = 0.14) gained higher attitude scores. There were significant differences for mean knowledge scores between the 2016 and 2018 cohorts (p = 0.04), including age group (p = 0.013) and number of clinical training units undertaken (p = 0.23). The 2016 cohort scored consistently lower in the attitude survey than both other cohorts (p < 0.001). Online resources and simulation experiences marginally improved knowledge and improved attitudes towards prevention of pressure injury. Nursing curricula should include targeted education to ensure student nurses are adequately prepared to prevent pressure injury through understanding of aetiology and risk assessment.

4

Belowska, Jarosława, Mariusz Panczyk, Aleksander Zarzeka, and Joanna Gotlib. "Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice." Polish Journal of Public Health 125, no. 4 (December 1, 2015): 201–4. http://dx.doi.org/10.1515/pjph-2015-0055.

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Abstract Introduction. Modern nursing practice requires Nursing students to expand their knowledge both in the field of specialized nursing and learning the basics of medicine, as based on scientific evidence. The dissemination of research activities in nursing and the development of the profession, knowledge and practice based on Evidence-based Nursing may contribute to the increase of the effectiveness and improving the quality of healthcare services. Nursing teaching curricula should include subjects related to Evidence-based Medicine, such as scientific research methodology or critical analysis of scientific literature. Aim. The aim of the study was to analyze the knowledge and attitudes of nursing students towards Evidence-based Medicine (EBM) and Evidence-based Nursing Practice (EBNP). Material and methods. Out of 127 Master’s degree students in Nursing at the Medical University of Warsaw (4 men), 72% work as a nurse. Mean age of the study group was 26.55 years (min. 22, max. 51, SD=7.52) with 63% of the students attending full-time studies, with 90% being students of the first year. Some 53% earned their bachelor’s degree in Nursing in 2013. A standardized Evidence – Based Practice Profile Questionnaire from University of South Australia, quantitative analysis of the study results. Results. Nearly 30% of the respondents have never encountered EBM or EBNP during their time at the University (n=41). Most students intend to use relevant scientific literature in order to update their knowledge (n=68) and to upgrade their skills, so as to integrate EBNP into their everyday professional practice (n=67). Some 60% of the respondents deem scientific reports useful for their work (n=76) but nearly half of them regards clinical experience as more important than the results of scientific studies, when it comes to making the right decisions in their professional practice (n=56). Nearly a half of the studied group (n=66) have never heard about the term minimum clinically worthwhile effect and only one person declared the correct explanation systematic review (n=1). 42% declare reading published scientific studies once a month but nearly 30% have never referred scientific findings to their own diagnosis (n=41) and 40% have never assessed its methodological correctness (n=51). Conclusions. 1. The educational programs in the framework of Nursing studies should be supplemented with subjects of EBM and EBNP, so as to expand the nursing students’ knowledge and let them reap the benefits of using the latest study results in their future professional practice. 2. The level of knowledge about the principles of assessment of reliability of scientific evidence was strongly insufficient and requires urgent supplementation of knowledge and skills of students in this area. 3. It is necessary for students to update their knowledge, particularly when it comes to using the latest scientific literature in everyday clinical practice and skills connected with critical analysis of scientific evidence.

5

Happell, Brenda, Chris Platania-Phung, Julia Bocking, Brett Scholz, Aine Horgan, Fionnuala Manning, Rory Doody, et al. "Nursing Students’ Attitudes Towards People Diagnosed with Mental Illness and Mental Health Nursing: An International Project from Europe and Australia." Issues in Mental Health Nursing 39, no. 10 (October 3, 2018): 829–39. http://dx.doi.org/10.1080/01612840.2018.1489921.

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6

Walsh, Raoul A., Krystyna Cholowski, Flora Tzelepis, and Elizabeth Stojanovski. "Smoking Prevalence, Attitudes, and Confidence About Tobacco Roles Among Australian Nursing Students." Journal of Addictions Nursing 23, no. 3 (October 2012): 181–90. http://dx.doi.org/10.1097/jan.0b013e31826f4b83.

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Grover-Baltazar, Gabriela Alejandra, Gabriela Macedo-Ojeda, Ana Sandoval-Rodríguez, Marianne Martínez-Vizmanos, Lucrecia Carrera-Quintanar, and Barbara Vizmanos. "Validation of the Spanish-Mexican Version of the Australian Breastfeeding Attitude Questionnaire in Higher Education Health Students." International Journal of Environmental Research and Public Health 18, no. 9 (April 27, 2021): 4609. http://dx.doi.org/10.3390/ijerph18094609.

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Positive attitudes towards breastfeeding in health professionals/students have been associated with increasing their confidence to provide support and accompaniment to mothers. In Mexico, there is no valid/reliable tool to assess attitudes towards breastfeeding in this population. The Australian Breastfeeding Attitudes (and Knowledge) Questionnaire (ABAQ) measures attitudes in the Australian population. We aimed to adapt and validate the ABAQ in Mexican health students. We included 264 health students (nursing, nutrition, and medicine) from the University of Guadalajara. Bilingual translators carried out the Spanish adaptation with a reverse translation into English. Experts evaluated the content validity. Reliability was evaluated through an internal consistency analysis (Cronbach’s alpha) and construct validity through convergent–divergent validation, item–total correlation, exploratory factor analysis (by principal components), and confirmatory factor analysis. According to the exploratory factor analysis, only one component was identified. Seven items were removed (low correlation between items ≤0.2 and low factor load ≤0.3). The Cronbach’s alpha was 0.78. According to the confirmatory factor analysis, the one-factor solution of the ABAQ-13Mx showed a good model fit (X2 = 98.41, G = 62, p = 0.02, CFI = 0.940, and RMSEA = 0.048). The ABAQ-13Mx is a reliable and valid instrument for evaluating attitudes towards breastfeeding in Mexican health degree students.

8

Usher, Kim, Cindy Woods, Janie Brown, Tamara Power, Jackie Lea, Marie Hutchinson, Carey Mather, et al. "Australian nursing students’ knowledge and attitudes towards pressure injury prevention: A cross-sectional study." International Journal of Nursing Studies 81 (May 2018): 14–20. http://dx.doi.org/10.1016/j.ijnurstu.2018.01.015.

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Patterson, Christopher, Dana Perlman, Lorna Moxham, Christopher Sudhakar, Asha K. Nayak, Binil Velayudhan, Tessy Treesa Jose, and Amy Tapsell. "Australian and Indian nursing students’ skills and attitudes surrounding mental illness: Preparing for a transnational nursing education collaboration." Nurse Education in Practice 50 (January 2021): 102909. http://dx.doi.org/10.1016/j.nepr.2020.102909.

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Park, Joon Soo, Amy Page, Emma Turner, Jasmine Li, Marc Tennant, and Estie Kruger. "Dental students’ knowledge of and attitudes towards complementary and alternative medicine in Australia – An exploratory study." Complementary Therapies in Medicine 52 (August 2020): 102489. http://dx.doi.org/10.1016/j.ctim.2020.102489.

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Adesina, Oluwatomilayo, Anita DeBellis, and Lana Zannettino. "Third-year Australian nursing students' attitudes, experiences, knowledge, and education concerning end-of-life care." International Journal of Palliative Nursing 20, no. 8 (August 2, 2014): 395–401. http://dx.doi.org/10.12968/ijpn.2014.20.8.395.

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Chan, Bryan, and Ruth Wei. "Innovative digital tools in EBP and information literacy education for undergraduate nursing students." Journal of Information Literacy 14, no. 2 (November 26, 2020): 128. http://dx.doi.org/10.11645/14.2.2794.

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Background: Information literacy (IL) skills are essential for the translation of current knowledge into evidence-based practice (EBP) in healthcare, which in turn improves patient outcomes. However, students enter pre-registration nursing programs with variable IL skills, which can present challenges when preparing research-literate nursing graduates. Objectives: To develop an online module for nursing students to learn the information literacy skills they require to effectively implement EBP. Project design: A self-paced, interactive online module was developed for final year pre-registration nursing students at an Australian university and launched in late January 2019. Four different digital tools, including screen-capture videos, split-screen tutorials, e-portfolio/learning journey platforms, and digital badges, were integrated to create an interactive module on database searching and systematic reviews. A student feedback survey was added to collect information on the students’ learning experience. Results: Students reported the online module was challenging but engaging and that its self-paced interactive nature assisted their learning. Digital badges were reported as a motivating factor by students, and their attitudes toward EBP were positive. Students were able to complete the module on their own, but a handful required face-to-face assistance. Conclusion: This project successfully integrated screen-capture videos, split-screen tutorials, e-portfolios and micro-credentialing into one online learning module to assist nursing students with developing the IL skills required for effective EBP.

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McAllister, Margaret, Dixie Statham, Florin Oprescu, Nigel Barr, Teressa Schmidt, Christine Boulter, Penny Taylor, Jo McMillan, Shauna Jackson, and Lisa Raith. "Mental health interprofessional education for health professions students: bridging the gaps." Journal of Mental Health Training, Education and Practice 9, no. 1 (April 8, 2014): 35–45. http://dx.doi.org/10.1108/jmhtep-09-2012-0030.

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Purpose – Government-run mental health services in Australia run predominantly on a multidisciplinary team (MDT) model. Literature and observation from practice shows that interprofessional tertiary sector training is absent, ad hoc or not documented, leaving students inadequately prepared for disciplinary differences in opinions and practices. Learning in interprofessional educational settings provides one way of overcoming the difficulties. The purpose of this paper is to describe the outcomes of an interprofessional learning experience targeting final year Australian students enroled in health promotion, registered nursing, enroled nursing, paramedic science, psychology, social work and occupational therapy who are intending to work in mental health teams. Design/methodology/approach – Using a mixed method, pre- and post-test design (four time intervals), with data collected from three scales and open-ended questions, this study measured participant changes in knowledge and attitudes towards interprofessional education and mental health. The study also examined students’ and educators’ perceptions of the value of an interprofessional teaching and learning model. Findings – There was a significant increase in clinical confidence at each time interval, suggesting that the intervention effects were maintained up to three months post-training. Themes about the value of interprofessional learning in mental health were extracted from student data: learning expanded students’ appreciation for difference; this in turn expanded students’ cross-disciplinary communication skills; growing appreciation for diverse world views was seen to be relevant to person-centred mental healthcare; and practice articulating one's own disciplinary views clarified professional identity. Research limitations/implications – Generalisability of the outcomes beyond the disciplines sampled in this research is limited. MDTs typically include doctors, but we were unable to include medical students because the university did not offer a medical programme. The readiness for participation in a collaborative MDT approach may differ among students groups, disciplines and universities and technical and further educations. There may also be differences not accounted for in these findings between undergraduate students and established healthcare professionals. Further research needs to establish whether the findings are applicable to other student groups and to professionals who already work within MDTs. Originality/value – These results demonstrate that intensive interprofessional learning experiences in tertiary education can be effective means of increasing students’ awareness of the role of other professionals in MDT.

14

Xiao, Lily Dongxia, Jun Shen, and Jan Paterson. "Cross-Cultural Comparison of Attitudes and Preferences for Care of the Elderly Among Australian and Chinese Nursing Students." Journal of Transcultural Nursing 24, no. 4 (July 10, 2013): 408–16. http://dx.doi.org/10.1177/1043659613493329.

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15

Brown, Stephen, Lara Wakeling, Blake Peck, Mani Naiker, Dolores Hill, and Keshni Naidu. "Attitude to the subject of chemistry in undergraduate nursing students at Fiji National University and Federation University, Australia." Collegian 22, no. 4 (December 2015): 369–75. http://dx.doi.org/10.1016/j.colegn.2014.06.001.

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Thackrah, Rosalie D., and Sandra C. Thompson. "Applying a Midwifery Lens to Indigenous Health Care Delivery: The Contribution of Campus Learning and Rural Placements to Effecting Systemic Change." Canadian Journal of Nursing Research 50, no. 4 (May 4, 2018): 179–88. http://dx.doi.org/10.1177/0844562118771829.

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Study background Increasing cultural safety in health settings is essential to address stark health disparities between Indigenous and non-Indigenous Australians. Respect for cultural knowledge, better communication, and recognition of racism as a determinant of health are required for improved service delivery. How this knowledge is acquired in health professional training and translated to clinical settings is poorly understood. Purpose Impacts of an innovative Indigenous health unit and remote clinical placements on knowledge acquisition and attitude change were explored among midwifery students to inform cultural competency initiatives in health professional training. Methods A multiphased, mixed methods research design used surveys, observations, and interviews. Qualitative analysis was strengthened through triangulation with quantitative data. Results A unit conceived with substantial Indigenous Australian input and which privileged these voices enhanced knowledge and shifted attitudes in a positive direction; however, immediate gains diminished over time. Remote placements had a profound effect on student learning. Exposure to Indigenous Australians in classrooms and communities, and the self-reflection generated, helped dispel stereotypes and challenge assumptions based on limited cultural knowledge and contact. Conclusion Optimization of receptivity to Indigenous Australian content and opportunities for remote placements contributed to students’ developing cultural capabilities with implications for all health professional training. Whether this heightened awareness is enough to address institutional racism identified in health service delivery remains unanswered. The focus must include those established health practitioners and administrators who influence organizational culture if real systemic change is to occur. Given appropriate on-going support, graduates can play a vital role in expediting this process.

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Oraison, Humberto Manuel, Loretta Konjarski, and Samuel Thomas Howe. "Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 173–94. http://dx.doi.org/10.21153/jtlge2019vol10no1art790.

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One of the primary goals of tertiary education is to prepare students for employment. There is debate as to whether university courses adequately provide students with 21st century workplace skills (Kaminski, Switzer, & Gloeckner, 2009; Kivunja, 2014). In a rapidly changing workforce, institutions must constantly adapt to maintain the practical utility of their courses. A thematic analysis was conducted to explore the degree of alignment between graduate attributes, accreditation requirements and industry employability criteria in nursing, psychology and education courses at an Australian University. Graduate attributes were obtained from the Course Approval and Management System. Relevant accreditation requirements were sourced from the respective bodies. A search of advertised job positions for the three discipline fields was conducted from a popular job-search engine (SEEK) to ascertain employability criteria. This analysis identified clear alignment between the university’s graduate attributes and the standards articulated by accreditation bodies for psychology, nursing and education. However, there were differences between graduate attributes and the employability criteria identified by job searches across the three disciplines. Analysis of the employability criteria suggest that employers seek and prioritise graduates who possess practical competencies and 21st century skills such as problem solving and communication. However, there was little to no mention of cultural understandings and attitudes towards inclusion and diversity, both a core graduate attribute and an aspect of professional accreditation. The findings of this study may inform the development of future graduate attributes that better reflect preparedness for the workforce. Alternatively, a reflection on graduate attributes and professional accreditation criteria might produce job advertisements that better reflect work contexts in an increasingly diverse society.

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Pack, Margaret, and Peter Brown. "Educating on anti-oppressive practice with gender and sexual minority elders: Nursing and social work perspectives." Aotearoa New Zealand Social Work 29, no. 2 (July 26, 2017): 108–18. http://dx.doi.org/10.11157/anzswj-vol29iss2id279.

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INTRODUCTION: This article relates a common dilemma in professional education out of which developed a collaboration between two health disciplines at a regional Australian university. In a literature review across the two disciplines, the authors drew from social work’s teaching knowledge base in an attempt to strengthen the nursing skill base. The intention was to provide students working in the health sector with a consistent theoretical approach and practical tools when working with sexual and gender minorities.METHOD: As associate professors in social work and nursing, the authors argue on the basis of the teaching and the literature review, for an explicitly anti-oppressive approach to be applied to the education of professionals who work with elders identifying with gender and sexual minorities. Working within an anti-oppressive framework, beginning practitioners in social work and nursing in degree-level education programmes were encouraged to explore their own attitudes including taken-for-granted assumptions often unexplored in the prevailing medical models of care. How different demographics within the lesbian, gay, bisexual, transgender, intersex, queer (LGBTQIA) community experience the health industry is a current issue for educators. There have been increasing challenges expressed by transgender individuals and their concerns over their specific health needs/stigma in rest-home-care facilities, for example.CONCLUSION: By embedding anti-oppressive principles in our teaching practice, relating to gender and sexual minorities, we acknowledge and open the debate to some of the possibilities/practicalities/difficulties of advocating for this within a broader multi-disciplinary in small town, rural contexts. The implications for social work and nursing education are discussed.

19

Hayes, Lillian, Susan Quine, and Jennifer Bush. "Attitude change amongst nursing students towards Australian Aborigines." International Journal of Nursing Studies 31, no. 1 (February 1994): 67–76. http://dx.doi.org/10.1016/0020-7489(94)90008-6.

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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives." Issues in Informing Science and Information Technology 17 (2020): 001–20. http://dx.doi.org/10.28945/4546.

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Aim/Purpose: The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.

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Lester, Lula B., and Betty J. Beard. "Nursing Students' Attitudes Toward AIDS." Journal of Nursing Education 27, no. 9 (November 1988): 399–404. http://dx.doi.org/10.3928/0148-4834-19881101-06.

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Vliem, Sally. "Nursing Students’ Attitudes Toward Poverty." Nurse Educator 40, no. 6 (2015): 308–12. http://dx.doi.org/10.1097/nne.0000000000000168.

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Maag, Margaret M. "Nursing Students' Attitudes Toward Technology." Nurse Educator 31, no. 3 (May 2006): 112–18. http://dx.doi.org/10.1097/00006223-200605000-00007.

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Hunter, Lauren, Tayler Weber, Mona Shattell, and Barbara A. Harris. "Nursing Students’ Attitudes about Psychiatric Mental Health Nursing." Issues in Mental Health Nursing 36, no. 1 (November 14, 2014): 29–34. http://dx.doi.org/10.3109/01612840.2014.935901.

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Thongpriwan, Vipavee, Susan E. Leuck, Rhonda L. Powell, Staci Young, Suzanne G. Schuler, and Ronda G. Hughes. "Undergraduate nursing students’ attitudes toward mental health nursing." Nurse Education Today 35, no. 8 (August 2015): 948–53. http://dx.doi.org/10.1016/j.nedt.2015.03.011.

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Halabi, Jehad O., and Ayman Hamdan-Mansour. "Attitudes of Jordanian nursing students towards nursing research." Journal of Research in Nursing 17, no. 4 (September 3, 2010): 363–73. http://dx.doi.org/10.1177/1744987110379782.

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Attitudes towards research are significant indictors that connect practice to research and enhance nursing evidence-based practice. This correlational study was conducted to assess the attitudes of Jordanian nursing students towards nursing research. A self-administered questionnaire received from 612 senior nursing students at one of the largest universities in Amman, Jordan, was carried out. The results showed that nursing students had positive attitudes towards research. The majority of them believed that research has a role in developing the nursing profession, and that nurses must learn how to read and utilise research findings in practice. The majority also realised the value of research in improving quality of care, expressed the need to learn about nursing research, appreciated the necessity of research for the development of the nursing profession and had a willingness to conduct nursing research in clinical settings. Four attitude domains were identified, including research abilities, usefulness of research, personal interest in research and using research in clinical practice. The highest scores were observed on items related to ‘usefulness of research’ and the lowest were related to ‘research abilities’. Providing students with information and strengthening their research abilities might enhance their positive feelings and increase their involvement in research activities after graduation.

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Halabi, JehadO. "Attitudes of Saudi nursing students toward nursing research." Saudi Journal for Health Sciences 5, no. 3 (2016): 118. http://dx.doi.org/10.4103/2278-0521.195813.

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Dobie, Ann, and Gail Poirrier. "When Nursing Students Write: Changing Attitudes." Language and Learning Across the Disciplines 1, no. 3 (1996): 23–33. http://dx.doi.org/10.37514/lld-j.1996.1.3.03.

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Beck, Cheryl Tatano. "Research Attitudes in Baccalaureate Nursing Students." Nurse Educator 11, no. 1 (January 1986): 6. http://dx.doi.org/10.1097/00006223-198601000-00004.

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Tritak, Ann Bernadette. "Nursing Students' Attitudes: Cynical or Humanitarian." Nurse Educator 21, no. 1 (January 1996): 5–6. http://dx.doi.org/10.1097/00006223-199601000-00002.

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Mak, Anita S., Patricia M. Brown, and Danielle Wadey. "Contact and Attitudes Toward International Students in Australia." Journal of Cross-Cultural Psychology 45, no. 3 (November 6, 2013): 491–504. http://dx.doi.org/10.1177/0022022113509883.

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Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.

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Анотація:

TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC

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Yang, Ya Ki. "Influencing Factors on Breastfeeding Nursing Activities of Nursing Students." Journal of Korean Academic Society of Nursing Education 25, no. 1 (February 28, 2019): 83–92. http://dx.doi.org/10.5977/jkasne.2019.25.1.83.

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Purpose: This study was conducted to examine the relationships among knowledge, attitudes and nursing activities while breastfeeding among nursing students, and to identify factors influencing nursing activities in breastfeeding. Methods: The research participants were 172 nursing students in the nursing departments of 3 universities located in G city and J provinces. The students had successfully completed their obstetric and pediatric clinical practice courses. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and multiple regression. Results: Participants' scores for knowledge, attitudes and nursing activities while breastfeeding were $16.24{pm}2.73$, $3.74{pm}0.43$ and $3.49{pm}0.43$, respectively. Knowledge and attitudes toward breastfeeding had positive correlations with nursing activities while breastfeeding. Factors influencing nursing students' nursing activities while breastfeeding included knowledge, attitudes toward breastfeeding, grade, breastfeeding educational experience, and breastfeeding intentions. These variables explained 18% of the variance in nursing activities while breastfeeding. Conclusion: Based on the results of this study, it would be beneficial to enhance knowledge and attitudes toward breastfeeding by developing education programs for breastfeeding.

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M. Darweesh, Alaa El-Din, Ikram Ibraheem Mohamad, Manal Hassan Abo El-Magd, and Alzahraa Abd El-Aziz Omar. "Nursing students’ attitudes toward psychiatric nursing and psychiatric patients." Middle East Current Psychiatry 21, no. 3 (July 2014): 160–66. http://dx.doi.org/10.1097/01.xme.0000449838.31206.f2.

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Awad, Mohammad Salih, Mohanned Khalil Abdullah, Radhwan Hussein Ibrahim, and Razgar Khalil Abdulla. "Nursing Students’ Attitudes Toward Simulation Technology in Nursing Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 14 (July 24, 2019): 31. http://dx.doi.org/10.3991/ijet.v14i14.10571.

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This paper investigates the usefulness of simulation technology on nursing edu-cation from the point of view of student themselves. A quantitative descriptive modes of enquiry, the authors attempt to illuminate the attitudes of the Nursing students towards using simulation in nursing education as a dependent variable. Participants were recruited from three nursing grads, covering six semesters. Twenty percent of the whole students in each Course and semester were random-ly selected, the initial sample consisted of 150 students. The student of grad one (141 student) were excluded because they were not used the simulation in their curricula. This study was conducted in a College of Nursing in the University of Mosul during January 2019 to March 2019. KidSIM ATTITUDES questionnaire was used as a tool to evaluate student’s attitudes toward using of simulation technology in Nursing Education. Data management and analysis were per-formed using SPSS 25. Statistical significance was analyzed using analysis of variance and t-tests as appropriate. Significance levels were set at the 1% level using the student t-test. The study finding reveals that most student show their positive attitudes towards using simulation technology in Nursing education (42%-48.9%) expressed about their (agreed-strongly agreed regarding Relevance of Simulation in nursing. This study has found that generally, Mosul Nursing students has positive attitudes towards using simulation in their teaching and training

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MacGuire, Jillian. "Review: Attitudes of Jordanian nursing students to nursing research." Journal of Research in Nursing 17, no. 4 (September 3, 2010): 374–75. http://dx.doi.org/10.1177/1744987110379784.

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Lee, Sook-Hee. "Attitudes of Nursing Students toward Elderly People." Journal of Korean Gerontological Nursing 16, no. 1 (April 30, 2014): 18–26. http://dx.doi.org/10.17079/jkgn.2014.16.1.18.

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aygin, dilek, özge yaman, hande açıl açıl, Ayşe ÇELİK yılmaz, and havva sert. "NURSING STUDENTS' ATTITUDES FOR FEMALE CHILD MARRIAGES." INTERNATIONAL REFEREED ACADEMIC JOURNAL OF SPORTS, no. 25 (December 17, 2017): 2. http://dx.doi.org/10.17363/sstb.2017.4.2.

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Showalter, Darlene A. "Formation of Breastfeeding Attitudes Among Nursing Students." Clinical Lactation 3, no. 2 (June 2012): 69–74. http://dx.doi.org/10.1891/215805312807009351.

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Nurses’ attitudes about breastfeeding may play a role in their ability to support and promote it. Orientation for labor and delivery (L&D) nurses includes the initial placement of neonate to breast. However, formation of nurses’ attitudes begins in their academic and clinical experiences. Educational interventions that target nursing students’ attitudes about breastfeeding provide an opportunity to not only teach lactation-specific information, but to also diffuse biases and misconceptions prior to delivering patient care as students and more importantly, registered nurses. Senior nursing students in a baccalaureate program were surveyed for attitudes about breastfeeding and perceived readiness to support breastfeeding practices. An educational intervention was implemented and a post-intervention survey was administered. Students’ attitudes toward breastfeeding and perceived readiness to support breastfeeding practices were positively impacted by the educational intervention. Nurses’ ability to promote and support breastfeeding may be dependent upon their attitude toward this healthy behavior.

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Mueller, Charles W., Jo Ellen Cerny, Mary Jane Amundson, and Jane A. Waldron. "Nursing Faculty and Students' Attitudes Regarding HIV." Journal of Nursing Education 31, no. 6 (June 1992): 273–79. http://dx.doi.org/10.3928/0148-4834-19920601-09.

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Sánchez-Ojeda, María Angustias, Silvia Navarro-Prado, Adelina Martín-Salvador, Trinidad Luque-Vara, Elisabet Fernández-Gómez, and Fernando Jesús Plaza del Pino. "Nursing Students’ Attitudes towards Immigrants’ Social Rights." International Journal of Environmental Research and Public Health 17, no. 23 (November 29, 2020): 8875. http://dx.doi.org/10.3390/ijerph17238875.

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The migrant population has increased in recent years and, as a result, so has cultural diversity. Universities are incorporating specific modules addressing cultural diversity. However, the native population has negative attitudes towards immigrants, as they believe that immigrants receive more social benefits and abuse healthcare services. Nurses may have these attitudes too, which may affect the way they treat patients. The objective of this study was to determine nursing students’ attitudes towards the rights of the migrant population. This is a descriptive ex post facto study using a cross-sectional design, with 821 nursing students in Melilla, Ceuta, and Almeria, Spain. An anonymous questionnaire was used for data collection. Students recognize the same rights for both the immigrant and native populations. More than 80% of the sample upholds the right of undocumented immigrants and their families to access publicly funded healthcare. Attitudes were more positive among students with a Berber background and first-year students. Students approved of the right of immigrants and their families to healthcare and education. The students’ negative attitudes towards the social rights of immigrants need to be addressed with intercultural training to reduce their prejudices as future professionals in a multicultural society.

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Al-Modhefer, Abdul-Kadhum, and Sean Roe. "Nursing students’ attitudes to biomedical science lectures." Nursing Standard 24, no. 14 (December 9, 2009): 42–48. http://dx.doi.org/10.7748/ns.24.14.42.s47.

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Al-Modhefer, Abdul-Kadhum, and Sean Roe. "Nursing students’ attitudes to biomedical science lectures." Nursing Standard 24, no. 14 (December 9, 2009): 42–48. http://dx.doi.org/10.7748/ns2009.12.24.14.42.c7435.

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Davidhizar, Ruth, Nano Farabaugh, and Joyce Newman Giger. "Changing Nursing Students' Attitudes: An Exploratory Study." Hospital Topics 72, no. 3 (July 1994): 32–36. http://dx.doi.org/10.1080/00185868.1994.9948492.

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Kim, Boon Han, and Yoon Sook Kim. "Personality-based Career Attitudes of Nursing Students." Journal of Korean Academy of Nursing 35, no. 3 (2005): 503. http://dx.doi.org/10.4040/jkan.2005.35.3.503.

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Galbraith, Michael W., and Sandra M. Suttie. "ATTITUDES OF NURSING STUDENTS TOWARD THE ELDERLY." Educational Gerontology 13, no. 3 (January 1987): 213–23. http://dx.doi.org/10.1080/0380127870130302.

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Abreu, Margarida, and Nilza Caldevilla. "Attitudes toward Aging in Portuguese Nursing Students." Procedia - Social and Behavioral Sciences 171 (January 2015): 961–67. http://dx.doi.org/10.1016/j.sbspro.2015.01.215.

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Hweidi, Issa M., and Salwa M. Al-Obeisat. "Jordanian nursing students’ attitudes toward the elderly." Nurse Education Today 26, no. 1 (January 2006): 23–30. http://dx.doi.org/10.1016/j.nedt.2005.06.003.

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Aghamohammadi-Kalkhoran, Masoumeh, Mansoureh Karimollahi, and Reza Abdi. "Iranian staff nurses' attitudes toward nursing students." Nurse Education Today 31, no. 5 (July 2011): 477–81. http://dx.doi.org/10.1016/j.nedt.2010.09.003.

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Plaisance, Louise, and Cynthia Logan. "Nursing Students’ Knowledge and Attitudes Regarding Pain." Pain Management Nursing 7, no. 4 (December 2006): 167–75. http://dx.doi.org/10.1016/j.pmn.2006.09.003.

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