RESUMO
AIM: The aim of the study was to compare the development of professionalism in pre-licensure nursing students in associate degree, diploma, and baccalaureate programs. BACKGROUND: Concerns have been raised about whether professional values to guide nursing practice are consistently instilled within nursing education programs. METHOD: Degrees of professionalism were operationally measured by the 26-item Nurses Professional Values Scale-Revised (NPVS-R) (Weis & Schank, 2009) in a convenience sample. RESULTS: ANOVA analysis (p = 0.0003) and then pairwise t-test analysis (p = 0.0004) revealed statistical significance when comparing NPVS-R scores and educational preparation. Differences between professional values scores and levels within each program revealed significance for the diploma students (p < 0.0001). Secondary subanalysis of the NPVS-R factors among levels and between educational preparation again revealed significance. CONCLUSION: Curricula revisions, faculty reflection and enrichment, as well as active student engagement are warranted to more vigilantly enhance the role formation process.
Assuntos
Competência Clínica/normas , Educação Técnica em Enfermagem/organização & administração , Educação Técnica em Enfermagem/normas , Bacharelado em Enfermagem/organização & administração , Bacharelado em Enfermagem/normas , Programas de Graduação em Enfermagem/organização & administração , Programas de Graduação em Enfermagem/normas , Adulto , Currículo , Humanos , Licenciamento em Enfermagem , Pessoa de Meia-Idade , New England , Pesquisa em Educação em Enfermagem , Pesquisa em Avaliação de Enfermagem , Objetivos Organizacionais , Estudantes de Enfermagem , Adulto JovemRESUMO
In 2009, the changes introduced by the nurse training reference framework revolutionised the nursing curriculum. Partnerships were set up from the beginning of its implementation. The first three-year cycle has ended and the experience acquired opens up a new phase of further reflection and evolution.
Assuntos
Programas de Graduação em Enfermagem/métodos , Obras Médicas de Referência , Escolas de Enfermagem/organização & administração , Escolas de Enfermagem/normas , Competência Clínica , Currículo , Programas de Graduação em Enfermagem/organização & administração , Programas de Graduação em Enfermagem/normas , Humanos , Enfermeiras e Enfermeiros , Paris , Escolas de Enfermagem/legislação & jurisprudência , Universidades/organização & administraçãoRESUMO
The reengineering of nursing training led to the creation of a training reference framework in September 2009, which has considerably modified the reference pedagogical model, pedagogical practices and the monitoring of students. The notion of a partnership with the university has been created; pedagogical and technological innovations have been encouraged.
Assuntos
Reforma dos Serviços de Saúde , Escolas de Enfermagem/legislação & jurisprudência , Academias e Institutos/legislação & jurisprudência , Programas de Graduação em Enfermagem/legislação & jurisprudência , Programas de Graduação em Enfermagem/normas , Reforma dos Serviços de Saúde/normas , Implementação de Plano de Saúde/legislação & jurisprudência , Implementação de Plano de Saúde/normas , Humanos , Obras Médicas de Referência , Escolas de Enfermagem/normasRESUMO
This article describes the results of strategies to elicit views of practicing nurses by the Texas Board of Nursing regarding competencies expected of new graduate licensed vocational nursing/LPN, associate degree/diploma, and baccalaureate nurses. The implications of these perceptions regarding the competencies expected of new graduates in Texas are considered, with questions posed for future exploration.
Assuntos
Atitude do Pessoal de Saúde , Educação Técnica em Enfermagem/normas , Bacharelado em Enfermagem/normas , Programas de Graduação em Enfermagem/normas , Modelos de Enfermagem , Enfermagem Prática/educação , Competência Profissional/normas , Mobilidade Ocupacional , Educação Baseada em Competências , Currículo , Grupos Focais , Humanos , Licenciamento em Enfermagem , Modelos Educacionais , Autonomia Profissional , Inquéritos e Questionários , TexasRESUMO
The findings of six previously conducted studies indicated that the HESI (E) was highly accurate in predicting NCLEX-RN success. The purpose of this study-the seventh study to investigate the validity of the E-was to examine the accuracy of three parallel versions of the Ein predicting licensure success and to describe program practices regarding E benchmark scores, remediation programs, and retesting policies. The findings of this study again indicated that the E was highly accurate in predicting NCLEX-RN success. Additionally, all three versions of the E were found to have a predictive accuracy above 90%. The most common E benchmark score designated by faculty at the participating schools was 850, and most schools required students to retest with different versions of the E until the faculty-designated E benchmark score was achieved. Remediation seemed to be effective in raising students' E scores, and it was recommended that future research investigate the effectiveness of specific remediation strategies.
Assuntos
Educação em Enfermagem/estatística & dados numéricos , Educação em Enfermagem/normas , Licenciamento em Enfermagem/estatística & dados numéricos , Escolas de Enfermagem/estatística & dados numéricos , Escolas de Enfermagem/normas , Educação Técnica em Enfermagem/normas , Educação Técnica em Enfermagem/estatística & dados numéricos , Bacharelado em Enfermagem/estatística & dados numéricos , Educação Continuada em Enfermagem , Programas de Graduação em Enfermagem/normas , Programas de Graduação em Enfermagem/estatística & dados numéricos , Humanos , Pesquisa em Educação em Enfermagem , Valor Preditivo dos TestesRESUMO
Since 1996, the accuracy of the HESI Exit Exam, or E(2) in predicting NCLEX success has been scientifically investigated. Five previously conducted studies determined that the E(2) was between 96.36% and 98.30% accurate in predicting NCLEX-RN success (N = 27037). However, all five of these studies examined the accuracy of the E(2) in predicting NCLEX success based on the first administration of the E(2).This study (N = 10147), which examined the predictive accuracy of parallel versions of the E(2), found that there was no significant difference in predictive accuracy between the first (96.44%) and second (92.94%) versions of the E(2), but the third (82.50%) version was significantly less accurate in predicting NCLEX-RN success than were the first two Eversions. The authors conjectured that students taking the E(2) for the third time were at greater risk for NCLEX-RN failure than were those who successfully met the school's designated benchmark score the first or second time they took the E(2).
Assuntos
Educação em Enfermagem/normas , Avaliação Educacional/normas , Escolas de Enfermagem/normas , Estudantes de Enfermagem , Educação Técnica em Enfermagem/normas , Bacharelado em Enfermagem/normas , Programas de Graduação em Enfermagem/normas , Humanos , Pesquisa em Educação em Enfermagem , Reprodutibilidade dos TestesAssuntos
Mobilidade Ocupacional , Competência Clínica/legislação & jurisprudência , Programas de Graduação em Enfermagem , Enfermagem de Centro Cirúrgico/educação , Currículo/normas , Programas de Graduação em Enfermagem/legislação & jurisprudência , Programas de Graduação em Enfermagem/normas , Humanos , Candidatura a Emprego , Enfermagem de Centro Cirúrgico/legislação & jurisprudência , Procedimentos Cirúrgicos Operatórios/educação , Procedimentos Cirúrgicos Operatórios/enfermagem , Procedimentos Cirúrgicos Operatórios/normasAssuntos
Programas de Graduação em Enfermagem/tendências , Educação de Pós-Graduação em Enfermagem , Reforma dos Serviços de Saúde , Enfermeiros Clínicos/educação , Escolha da Profissão , Programas de Graduação em Enfermagem/legislação & jurisprudência , Programas de Graduação em Enfermagem/normas , Educação de Pós-Graduação em Enfermagem/legislação & jurisprudência , Educação de Pós-Graduação em Enfermagem/normas , Educação de Pós-Graduação em Enfermagem/tendências , Humanos , Enfermeiros Clínicos/legislação & jurisprudênciaAssuntos
Programas de Graduação em Enfermagem/legislação & jurisprudência , Programas de Graduação em Enfermagem/normas , Pessoal Profissional Estrangeiro/legislação & jurisprudência , Pessoal Profissional Estrangeiro/normas , Recursos Humanos de Enfermagem/legislação & jurisprudência , Recursos Humanos de Enfermagem/normas , Pessoal Profissional Estrangeiro/educação , Humanos , Nova Zelândia , Recursos Humanos de Enfermagem/educaçãoRESUMO
Despite a wealth of research on clinical teaching, the criteria for determining what constitutes effective clinical teaching remain poorly defined [Cholowski, K., 2002. Nursing students' and clinical educators' perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing 39 (5), 412-420]. This paper reports on two studies exploring second and third year nursing student's perceptions of effective clinical teaching over 14 years (1989-2003). The aim of the inquiry was to compare student's perceptions in diploma and baccalaureate programs within existing clinical contexts. This research used a generative approach to elicit learner's views of what teacher characteristics and contextual influences impact them in clinical settings. A convenience sample of 30 students at the end of second and third years volunteered to be interviewed in-depth for each study. The first study was conducted in a diploma program, whereas in the second study all but a few students were elected to complete a four year baccalaureate nursing degree. Findings from both studies are remarkably consistent. Students in both studies rated teacher knowledge as most important followed by feedback and communication skills. Teacher knowledge appeared critical in four areas: as it pertains to the clinical setting, the curriculum, the learner and teaching/learning theory. How well students perceived that they were accepted by staff, student-teacher ratios and peer support also appeared to impact student's views of effective clinical teaching. This research has implications for employment and evaluation practices for teachers in applied fields such as nursing. The study raises questions about the recent trend toward temporary employment of clinical teachers and in the separation of academic and clinical roles of nurse educators.
Assuntos
Atitude do Pessoal de Saúde , Competência Clínica , Bacharelado em Enfermagem/normas , Programas de Graduação em Enfermagem/normas , Docentes de Enfermagem/normas , Estudantes de Enfermagem/psicologia , Adulto , Colúmbia Britânica , Comunicação , Currículo , Empatia , Retroalimentação Psicológica , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Relações Interprofissionais , Masculino , Papel do Profissional de Enfermagem/psicologia , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Autoeficácia , Apoio Social , Inquéritos e Questionários , Ensino/normasRESUMO
This mixed method study used a pre-test/post-test design to evaluate the efficacy of a teaching strategy in improving beginning nursing student learning outcomes. During a 4-week student teaching period, a convenience sample of 54 sophomore level nursing students were required to complete calculation assignments, taught one calculation method, and mandated to attend medication calculation classes. These students completed pre- and post-math tests and a major medication mathematic exam. Scores from the intervention student group were compared to those achieved by the previous sophomore class. Results demonstrated a statistically significant improvement from pre- to post-test and the students who received the intervention had statistically significantly higher scores on the major medication calculation exam than did the students in the control group. The evaluation completed by the intervention group showed that the students were satisfied with the method and outcome.
Assuntos
Competência Clínica/normas , Programas de Graduação em Enfermagem/métodos , Matemática , Estudantes de Enfermagem , Adulto , Atitude do Pessoal de Saúde , Tratamento Farmacológico/enfermagem , Programas de Graduação em Enfermagem/normas , Avaliação Educacional , Feminino , Necessidades e Demandas de Serviços de Saúde , Humanos , Masculino , Programas Obrigatórios , Erros de Medicação/enfermagem , Erros de Medicação/prevenção & controle , Meio-Oeste dos Estados Unidos , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Aprendizagem Baseada em Problemas/métodos , Avaliação de Programas e Projetos de Saúde , Gestão da Segurança , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários , Ensino/métodosRESUMO
The aim of this contextual, exploratory, descriptive and qualitative study was to describe strategies to improve the performance of learners in a nursing college. The article seeks to deal with factors relating to nursing education that contribute to the poor performance of learners and to outline related strategies to improve the situation. Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a four-year comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156). Trustworthiness was ensured in accordance with Lincoln and Guba's (1985:290-326) principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors' lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors' marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners' performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course.
Assuntos
Programas de Graduação em Enfermagem/normas , Docentes de Enfermagem/normas , Ensino/métodos , Currículo , Grupos Focais , Conhecimentos, Atitudes e Prática em Saúde , Humanos , África do SulRESUMO
BACKGROUND/AIM: Clinical training is an integral part of professional nursing education as it equips students with the required knowledge, skills, attitudes, and values needed for optimal practice in real-life situations. Inappropriate professional attributes have been observed among nursing graduates, while challenges to acquisition of clinical skills have been understudied in Nigeria. PURPOSE: This study investigated system factors related to the provision of infrastructure/equipment, training/supervisory activities, and students' factors that may hinder clinical training of nursing students in two selected institutions in Southeastern Nigeria. METHODS: This cross-sectional descriptive study purposively enlisted 283 students from a diploma and a degree nursing education program. Data were collected with researchers' developed questionnaire and analyzed in percentages, and means, with a mean decision criterion of <3.0 for identifying significant hindering factors. T-test was used for inferential statistics at p<0.05 level of significance. RESULTS: Major hindering factors identified include: non participation of teachers in students' clinical supervision; non-completion of relevant level classroom instructions and practical demonstrations before each clinical experience, inadequate equipment to practice in the clinical areas, with no preceptors to coach them at each shift (mean scores <3.0). Significant differences (p-value<0.05) exist in the deficiencies identified between the institutions. While the degree program students had significantly less opportunity for return demonstration under supervision and independent practice in the laboratory; the diploma program students had significantly fewer teachers in their school and patients in their clinical area, clinical nurses as role models were not following the standard procedures in practice and students were not evaluated by supervisors at the end of each clinical experience. CONCLUSION: Identified factors in these training environments could hinder learners' interest and acquisition of professional attributes. Rectifying these situations could enhance the acquisition and display of appropriate professional performance behavior in practice by nursing graduates.
Assuntos
Atitude do Pessoal de Saúde , Competência Clínica/normas , Conhecimentos, Atitudes e Prática em Saúde , Supervisão de Enfermagem/normas , Estudantes de Enfermagem/estatística & dados numéricos , Estudos Transversais , Bacharelado em Enfermagem/normas , Programas de Graduação em Enfermagem/normas , Docentes de Enfermagem/normas , Feminino , Humanos , Masculino , Nigéria , Pesquisa em Educação em Enfermagem , Inquéritos e QuestionáriosRESUMO
The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the State of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.
Assuntos
Competência Clínica/normas , Educação Técnica em Enfermagem/normas , Bacharelado em Enfermagem/normas , Programas de Graduação em Enfermagem/normas , Modelos de Enfermagem , Enfermagem Prática/educação , Atitude do Pessoal de Saúde , Mobilidade Ocupacional , Educação Baseada em Competências/normas , Currículo/normas , Previsões , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Julgamento , Licenciamento em Enfermagem , Modelos Educacionais , Avaliação das Necessidades , Papel do Profissional de Enfermagem , Autonomia Profissional , Ensino/normas , TexasRESUMO
Aggregate results for competency assessment of new registered nurses using the Performance Based Development System indicate that most new graduates do not meet expectations for entry-level clinical judgment ability.This article discusses implications for nursing education and offers recommendations for developing clinical judgment in nursing students.
Assuntos
Competência Clínica/normas , Avaliação de Desempenho Profissional/métodos , Processo de Enfermagem/normas , Recursos Humanos de Enfermagem , Pensamento , Educação Técnica em Enfermagem/normas , Bacharelado em Enfermagem/normas , Programas de Graduação em Enfermagem/normas , Avaliação Educacional , Humanos , Julgamento , Modelos Educacionais , Modelos de Enfermagem , Avaliação das Necessidades , Papel do Profissional de Enfermagem/psicologia , Avaliação em Enfermagem/normas , Diagnóstico de Enfermagem/normas , Pesquisa em Educação em Enfermagem , Pesquisa em Avaliação de Enfermagem , Recursos Humanos de Enfermagem/educação , Recursos Humanos de Enfermagem/psicologia , Recursos Humanos de Enfermagem/normas , Simulação de Paciente , Resolução de Problemas , Aprendizagem Baseada em Problemas , Estados Unidos , Gravação de VideoteipeRESUMO
Drug calculations are an essential skill for nurses. Nurses need to be able to perform them accurately to calculate correct dosages of drugs to administer to patients. Incorrect calculations can cause drug errors and potential harm to patients (; ). For student nurses therefore learning how to calculate drug dosages is an important skill that they need to be taught during their nurse training. This paper describes an action research project undertaken to explore the most effective way of teaching drug calculations to a group if 2nd year diploma and degree pre registration nurses. The evaluation of this project has demonstrated that a three stage approach to drug calculation appears to be an effective teaching strategy. These stages involve addressing mathematical concepts, teaching drug calculation formulae and then practising these skills in a clinical setting.
Assuntos
Competência Clínica/normas , Tratamento Farmacológico/enfermagem , Bacharelado em Enfermagem/métodos , Programas de Graduação em Enfermagem/métodos , Matemática , Ensino/métodos , Atitude do Pessoal de Saúde , Currículo/normas , Bacharelado em Enfermagem/normas , Programas de Graduação em Enfermagem/normas , Necessidades e Demandas de Serviços de Saúde , Pesquisa sobre Serviços de Saúde , Humanos , Licenciamento em Enfermagem , Erros de Medicação/enfermagem , Erros de Medicação/prevenção & controle , Modelos Educacionais , Modelos de Enfermagem , Modelos Psicológicos , Pesquisa em Educação em Enfermagem , Processo de Enfermagem , Avaliação de Programas e Projetos de Saúde , Psicologia Educacional , Estudantes de Enfermagem/psicologia , Ensino/normas , PensamentoRESUMO
BACKGROUND: Technical competency of graduate nurses is a much sought after commodity by nurse managers in this age of limited human nursing resources. Clinical coursework in nursing school should provide the graduate with the core skills necessary to function safely and competently in a variety of clinical sites. METHODS: The research presented in this article examines the self-reported competency of 256 recent graduates of four different types of nursing programs in Israel, with respect to 53 technical skills. Information was collected via a structured questionnaire. RESULTS: Graduates generally perceive themselves as competent, although levels of competence varied for the different skills. Type of nursing program, opportunity for skill practice in nursing school, and employment in a healthcare facility were found to be related to competency. CONCLUSIONS: Suggestions for improvement in competency levels, such as the provision of more opportunities for practice, are offered based on the specific findings of this study and in light of previous research.