Simulated Wound Care as a Competence Assessment Method for Student and Registered Nurses.

OBJECTIVE: To describe the development and use of a wound care simulation assessing RNs' and graduating student nurses' practical wound care competence and to describe observations of participants' wound care competence. METHODS: A descriptive, qualitative design was used. Data were collected in 2019 from 50 healthcare professionals and students using a simulated wound care situation and an imaginary patient case. The simulation was based on a previously developed and tested wound care competence assessment instrument, which included a 14-item checklist that assesses practical wound care competence of chronic wounds. The data were analyzed and described based on the 14 competence areas or as other competencies. RESULTS: Participants showed competence in identification of wound infection, debridement, dressing selection, tissue type identification, and consultation. Participants' shortcomings were related to pain assessment and management, asepsis, offloading, and documentation. Simulation was shown to be a promising tool to assess healthcare professionals' and students' practical wound care competence in a safe and standardized situation. CONCLUSIONS: This study provided new information about simulation as a method to assess student nurses' and RNs' wound care competence. The results could be used in wound care education planning and development in both undergraduate nursing education and continuing education for nursing professionals.

Workplace culture and the practice experience of midwifery students: A meta-synthesis.

AIM: To describe midwifery students' practice experience and to explore facilitators and barriers to positive clinical learning experiences. BACKGROUND: Practice experience is a vital component of every midwifery course. Course dissatisfaction and attrition of midwifery students has been attributed to sub-optimal practice experiences. Events or actions experienced by midwifery students that trigger dissatisfaction and attrition need to be identified. EVALUATION: A meta-synthesis was based on that developed by Noblit and Hare. KEY ISSUES: Students perceive workplaces as poorly prepared for their arrival and subsequent support. Students' experience in the practice setting is influenced by the existing workplace culture. Workplace culture influences institutional functioning and individuals within the culture. Enculturation of students into the midwifery culture and subsequent learning is affected by the support received. CONCLUSIONS: The practice experience of midwifery students was profoundly influenced by workplace culture. Students tended to have polarized accounts of their experience that were predominantly negative. IMPLICATIONS FOR NURSING (MIDWIFERY) MANAGEMENT: To provide an optimal environment for midwifery students; midwifery managers and individual midwives need to be aware of the facilitators and barriers to midwifery student development in the practice setting.

Royal College of Nursing response to the draft standards for nurses.

Emeritus Professor Alan Glasper, University of Southampton, discusses the Royal College of Nursing's response to the Nursing and Midwifery Council consultation on standards to be finalised in spring 2018.

Advanced nurse practitioners may not meet college criteria.

Not all advanced nurse practitioners (ANPs) will meet requirements for accreditation under a new RCN scheme, according to the project lead.

[Nursing University Education in a New Healthcare Setting]. / La formación universitaria de las enfermeras en el nuevo contexto asistencial.

Nursing university education has to respond to the challenges of the 21st century. Health conditions are highly complex with associated social problems. The universities should train nurses with a transforming vision, by defining study plans, preventive approach and promoting health, in a context of community health. The information and communication technologies along with the nurse leadership are also essential elements of value for graduated nurses. An innovative response to social needs and transformation of society requires commitment in defining the study plans of degree and also in the master's degree and in the continuing education programs. Investigate is how to acquire the necessary skills to generate knowledge to help ensure the professional development of nurses and contribute to the persons health.

Supporting pre-registration nurses within health visiting and school nursing.

During the Health Visitor Implementation Plan (DH, 2011), health visiting teams were flooded with high numbers of health visitor students and, as a result, preregistration student nurse placements for both health visitor and school nurse placements were reduced or temporarily suspended until its conclusion in 2015. Since then, pre-registration placements within health visiting and school nursing have been reactivated, and pre-registration students are once again able to join the clinical learning environment of specialist community public health nursing (SCPHN). The reintroduction of student nurses to some clinical areas and firsttime introduction in others has generated questions from health visitors and school nurses about pre-registration nurses and their learning needs. This article aims to answer some of the queries we have encountered about developing the quality of the practice learning environment, so that student nurses' development is supported in accordance with the NMC Standards for pre-registration nursing education (NMC, 2010). This article may provide the opportunity for professional development, reflection and learning that can contribute towards revalidation.

Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education - An integrative literature review.

It can be challenging for nursing students to navigate between theory and practice and to implement theoretical knowledge in real work situations and vice-versa. Work-integrated learning can support the students by enabling them to combine theoretical studies with practical work experience during their clinical placement. The aim of this integrative literature review was to identify models for the integration of theory and practice during clinical placements in nursing education by using work-integrated learning. Sixteen articles were found and analyzed using an integrative review method. Three themes were identified: 1) Supervisor support to enable students to develop a professional identity 2) Variety of modalities for teaching and 3) Collaboration between academic lecturers and clinical supervisors aimed at integrating theoretical and practical knowledge. Work-integrated learning enables students to integrate theory and practice, develop skills for knowledge-in-practice and prepares them for working life. It also supports the sharing of experiences between various healthcare professionals. This review identified a need for further research on work-integrated learning as a method for enhancing nursing students' workplace learning.

Experiences of Arab male nursing students during high fidelity maternity simulation training.

BACKGROUND: In Arab countries, many nursing schools rely heavily on simulation-based activities to provide experiential learning to male students with regard to maternal and child care; however, no study has been conducted to explore their experiences with such simulation training. AIM: To describe the experiences of male nursing students who were exposed to high-fidelity simulation training related to maternity and child care. METHODS: Husserl's approach to phenomenology guided this study, through the use of a structured interview with 15 Arab male nursing students. A thematic analysis technique served as a framework for the data analysis. FINDINGS: Thematic analysis revealed four essential themes: gained competency; compensation for missed clinical experience; overcoming of cultural or religious barriers; and challenges related to the use of simulation technologies. CONCLUSIONS: High-fidelity simulation can be a viable option to clinical training for enhancing Arab male nursing student competencies when providing maternal and child nursing care, which are often not available in the clinical area or are considered to be off limits due to cultural or religious reasons.

Promoting Quality in Nursing Education in Canada through a Canadian Examination for Baccalaureate Nurses.

Since its creation in 1942, the Canadian Association of Schools of Nursing's mandate has been to foster high-quality nursing education in Canada in the interest of healthier Canadians. To this end, the Canadian Examination for Baccalaureate Nurses/l'examen canadien du baccalauréat en sciences infirmières (CEBN/ECBSI) has been developed and will be launched in 2020. Its purpose, what the Canadian Examination for Baccalaureate Nurses designation signifies and the development of the examination are described.

Nursing international student mobility in the University of São Paulo.

OBJECTIVE: To characterize the experiences of undergraduate students of the School of Nursing of the University of São Paulo (EEUSP) who participated in international mobility programs between January 2011 and July 2017. METHOD: Exploratory, descriptive study with quantitative approach. Of 68 reports, only 38 (56%) were considered valid and were submitted to descriptive statistical analysis. Data were categorized in general, institutional, academic and cultural aspects and cost of living. RESULTS: The main destination was Portugal and the years with most participation were 2012 and 2013. The mean stay was six months and the students took a mean of three to four courses. The main funder was the university of origin. CONCLUSION: Academic activities were limited to theoretical and practical courses, with little insertion in research. There is a need to increase investment in learning other languages and to expand partnerships with larger centers of foreign education and research.

Student-faculty relationships and its impact on academic outcomes.

OBJECTIVE: The aim of this review of the literature is to synthesis the knowledge attained about determinants of student-faculty relationships and its impact on student outcomes. While adding to the body knowledge, the researchers discuss the importance, barriers, and facilitators to student-faculty academic relationships in nursing education. DESIGN: We conducted a narrative literature review using a modified version of the framework of the Population, Intervention, Comparison, and Outcome method to develop the research question for this review. That question was: What determinants of undergraduate nursing students' relationships with faculty affect those students' academic outcomes? DATA SOURCES: To search and review the literature systematically, we entered the specific criteria into the EBSCOhost interface. The following databases were used for data sourcing: Cumulative Index to Nursing and Allied Health Literature Plus with Full Text; Teacher Reference Center; Education Resources Information Center; Medline; and Theses and Dissertations. We selected only full-text, peer-reviewed sources that were written in English for final inclusion. REVIEW METHODS: After the retrieval of 56 reports via an EBSCO host search, abstracts were reviewed and 29 were rejected based on the exclusion/inclusion criteria. The rejected reports met some or no criteria and not others; or showed little to no association with determinants of nursing student-faculty academic relationships or students' academic outcomes. An inductive method of analysis was used to review and extract emerging themes. RESULTS: Findings revealed four core determinants of student-faculty relationships: support, caring, diversity, and incivility. These determinants were interrelated and appeared to have an impact on student academic outcomes. CONCLUSIONS: Nursing institutions should be proactive to ensure that barriers such as incivility are reduced and that diversity is included and appreciated in the teaching and learning environment. Additionally, a caring and supportive climate of learning should be emphasized and enacted by nurse educators.

Is faculty practice valuable? The experience of Western Australian nursing and midwifery academics undertaking faculty clinical practice - A discussion paper.

The faculty clinical practice model provides dedicated time for nursing lecturers and educators in a university school of nursing to work with supervision in the clinical environments for an agreed amount of time each year. Allowing academics to partake in faculty clinical practice this way has been shown to update skills and retain clinical competency. Some nursing and midwifery academics believe it is essential to remain clinically current and up-to-date with professional issues in the clinical environments, whereas other academics believe reading current research maintains clinical competency. This discussion paper will explore the authors' own experiences of faculty clinical practice as an opportunity to enhance their learning. Narrative accounts of time spent in the clinical areas being expressed as invaluable as it allowed the authors to become part of the health professional team, refine clinical skills, gain clinical confidence, and share knowledge. This, in turn, impacted upon the academic's teaching style as well as redefined it by introducing incidents and stories from their experience. It has been concluded by the authors that faculty clinical practice allows academics to increase confidence, encourage leadership skills, and improve their teaching abilities in their clinical area of expertise.

Nurses in the labor market: professional insertion, competencies and skills.

OBJECTIVE: to characterize nurses graduated from the School of Nursing of the University of São Paulo, from 2006 to 2012; verify their entry, facilitating factors and difficulties of these graduates in the labor market and to consider their skills and competences in the world of work. METHOD: an exploratory, descriptive study with a qualitative approach. RESULTS: out of 505 graduates, 172 (34.1%) participated in the research. Entry into the labor market was mainly via public hospital institutions, in the SE of Brazil, in the caregiving sectors. The greater part remained from one to two years in their first job. Most agreed that they were prepared to meet the health needs of the population.  Furthermore, they had been encouraged to seek systematic and continuous improvement in a critical, reflexive and creative way, while combining technical-scientific knowledge and personal skills. CONCLUSION: the results show that the University of São Paulo has been preparing nurses for work in the labor market, in accordance with the provisions of the National Curricular Guidelines.

A review of the literature to inform a best-practice clinical supervision model for midwifery students in Australia.

Effective clinical supervision in midwifery programs leading to registration is essential to ensure that students can provide safe and competent woman centred care by the completion of their program. A number of different clinical supervision models exist in Australia and internationally, with varying levels of support and facilitation of student learning opportunities. In Australia, midwifery students must achieve specified learning outcomes and midwifery practice requirements to be eligible to register as a midwife. Identifying a best practice clinical supervision model for Australian midwifery students is therefore a priority for all key stakeholders, particularly education and maternity care providers. The aim of this literature review was to explore different types of clinical supervision models in order to develop and implement a best practice model in midwifery education programs.