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1.
Br J Nurs ; 28(22): 1478-1484, 2019 Dec 12.
Artículo en Inglés | MEDLINE | ID: mdl-31835941

RESUMEN

BACKGROUND: the Nursing and Midwifery Council has emphasised that its recently introduced standards for student supervision and assessment aim to 'ensure that no one gets onto the register who shouldn't be there'. A key element in achieving this is the new practice assessor role, implemented to bolster practical assessment processes. AIM: to identify the key personal characteristics of robust practice assessors who are prepared to fail underperforming students. METHOD: a national study, using a grounded theory approach. Thirty-one nurses were interviewed about their experiences of failing students in practice-based assessments. FINDINGS: robust practical assessors have a 'core of steel', characterised as having five key features: solidarity, tenacity, audacity, integrity and dependability. CONCLUSION: organisations should base their selection of practice assessors on how strongly they exhibit these five characteristics. Designating all current mentors as new practice assessors, when it is known that often they are reluctant to fail, could perpetuate failure to fail.


Asunto(s)
Educación en Enfermería/organización & administración , Evaluación Educacional/normas , Mentores/psicología , Enfermeras y Enfermeros/psicología , Estudiantes de Enfermería , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Reino Unido
2.
Br J Nurs ; 28(21): 1394-1398, 2019 Nov 28.
Artículo en Inglés | MEDLINE | ID: mdl-31778343

RESUMEN

A coaching pilot was developed following the publication of a number of reports that recommended a review into how student nurses are taught in clinical practice. A bespoke version of the Collaborative Learning in Practice (CLiP) model was developed, which used both coaching and peer learning to encourage students to lead the delivery of care for a designated group of patients. A senior student led a team consisting of two junior students and they were given the responsibility of directing and coordinating the team in the manner expected of a registered nurse. A qualified nurse was responsible for the supervision of the students and used a coaching approach to teach. Findings from an evaluation revealed that the students benefitted from being able to work autonomously and were able to enhance their leadership and management skills.


Asunto(s)
Docentes de Enfermería/psicología , Relaciones Interprofesionales , Tutoría/métodos , Personal de Enfermería/psicología , Estudiantes de Enfermería/psicología , Grupos Focales , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Metodológica en Enfermería
3.
Nurs Educ Perspect ; 40(6): 317-321, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31658217

RESUMEN

AIM: The purpose of this study was to identify whether differences exist in nursing professional values based on program type and/or geographic location. BACKGROUND: Deliberate inclusion of values formation is critical to nursing education and high-quality nursing care. There is limited research comparing professional values development among students in all types of prelicensure RN programs and no research comparing students' professional values between geographic regions. METHOD: A secondary analysis was completed of original data collected in three descriptive studies using the Nursing Professional Value Scale-Revised®. RESULTS: Findings indicate prelicensure nursing students are educated with the values integrated within the American Nurses Association Code of Ethics. Significant differences (p < .05) were found when comparing geographic locations, program types, and Nursing Professional Value Scale-Revised factor scores. CONCLUSION: Additional research is needed to identify best practices for overall values formation in all program types.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Ética en Enfermería/educación , Profesionalismo/educación , Estudiantes de Enfermería/psicología , Geografía , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estados Unidos
4.
Br J Nurs ; 28(17): 1136-1143, 2019 Sep 26.
Artículo en Inglés | MEDLINE | ID: mdl-31556728

RESUMEN

Online resources are expected within healthcare education, and a plethora of online or technology-based delivery methods are available. Reusable learning objects (RLOs) are a form of digitally supported education that can be used multiple times in various locations; they are especially favoured by nurses. Little is understood about the issues involved in their creation. This article examines the development of an RLO in respiratory physiology for first-year nurses and how those creating it worked together. Feedback during the development of the RLO was gathered over 1 year from academics, technologists and students. Issues that arose included variations and misunderstanding regarding terminology and academics' not appreciating the time it took to develop the resource and its potential. Practical matters included sourcing royalty-free or in-house images, record-keeping and version control, and addressing production logic in case developers moved to other projects. It is important to include students during the design process rather than in just evaluating the final product because user experience and navigation have to be considered together with pedagogical content. Addressing these issues when developing an RLO will help streamline the process and generate a student-focused output.


Asunto(s)
Instrucción por Computador , Bachillerato en Enfermería/organización & administración , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/psicología
5.
Br J Nurs ; 28(17): 1130-1134, 2019 Sep 26.
Artículo en Inglés | MEDLINE | ID: mdl-31556734

RESUMEN

BACKGROUND: student nurses who attend preregistration nursing programmes in the UK are assessed on their academic work and their performance in clinical placement. Some of them require reasonable adjustments to be made in order to support their learning. Although there is national guidance on making reasonable adjustments for academic work, information on this associated with clinical placement is limited. The nursing literature reports varying levels of success in facilitating reasonable adjustments in clinical placement. AIM: to explore the experiences of student nurses who require reasonable adjustments and their link lecturers associated with the facilitation of this support in clinical placement. METHOD: a descriptive phenomenological methodology was adopted. Data were collected using semistructured interviews with seven student nurses and three link lecturers from three fields of nursing (adult, child and mental health). Audiorecorded interview data were transcribed, coded and thematically analysed. Phenomena were identified and discussed, viewed through relevant educational theoretical lenses and in conjunction with nursing research literature. FINDINGS: three main themes emerged: defining reasonable adjustments, supporting students, and being professional. CONCLUSION: all study participants could define reasonable adjustments and described a variety of experiences of these being facilitated in clinical placement. The process could be complex and depended on many factors that could promote or hinder the provision of support.


Asunto(s)
Personas con Discapacidad/psicología , Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Estudiantes de Enfermería/psicología , Evaluación Educacional , Humanos , Relaciones Interprofesionales , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Reino Unido
6.
Br J Nurs ; 28(17): 1124-1128, 2019 Sep 26.
Artículo en Inglés | MEDLINE | ID: mdl-31556740

RESUMEN

Coaching is an intervention that facilitates another person's learning, development and performance. Applied to student nurse practice placement learning, coaching has the potential to boost leadership learning that is student led, less focused on following the directions of a mentor and more focused on students taking responsibility for identifying their learning goals and objectives. This article gives personal perspectives about how a collaboration between four Greater Manchester (GM) universities and their partner practice organisations developed, implemented and evaluated a coaching approach to student nurse clinical leadership development and peer learning, while increasing practice placement capacity-the GM Synergy model. Perspectives are given on setting up a project team, testing the model before implementation and developing a robust evaluation framework. Coaching as a model for student support and clinical leadership development is in line with the Nursing and Midwifery Council's Future Nurse: Standards of Proficiency for Registered Nurses document, with the practice supervisor role complementing the role of the coach in clinical practice.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Liderazgo , Aprendizaje , Tutoría/organización & administración , Estudiantes de Enfermería/psicología , Inglaterra , Humanos , Relaciones Interinstitucionales , Modelos Educacionales , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Universidades/organización & administración
7.
Nurs Educ Perspect ; 40(6): 358-360, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31478988

RESUMEN

The educational structure of many nursing programs is largely monocultural, with a traditional pedagogy. Empowered holistic nursing education (EHNE) creates a learning environment with more cultural responsiveness and support for diverse classrooms. The aim of this study was to determine what impact the theory had on diversification. With EHNE the philosophical framework of a new RN-to-BSN program, student demographic data were collected, along with exit survey questions. A statistically significant increase was found in the diversification of the six cohorts. The EHNE shows potential as a programmatic framework for increasing diversification of the nursing profession.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Enfermería Holística/educación , Filosofía en Enfermería , Diversidad Cultural , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/estadística & datos numéricos , Encuestas y Cuestionarios
9.
Nurs Educ Perspect ; 40(5): 278-282, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436690

RESUMEN

AIM: This qualitative descriptive study aimed to evaluate the role of a short-term interprofessional study abroad program in Kenya on beginning awareness of cultural humility. BACKGROUND: Students in the health care professions, including nursing, must learn to work effectively with diverse patient populations and provide culturally safe care. METHOD: Course assignments of 21 students were thematically analyzed to discover how students applied concepts of cultural attunement to learn cultural humility while interacting with people in rural and urban Kenya. RESULTS: Student narrations acknowledged all aspects of cultural attunement during the experience: the pain of oppression; acted with reverence; reported coming from a place of not knowing; engaged in acts of humility; engaged in mutuality; and reported attaining harmony, cooperation, and accord. CONCLUSION: Findings suggest a short-term community-focused study abroad experience can be a valuable tool for beginning stages of becoming culturally humble and providing culturally safe health care.


Asunto(s)
Competencia Cultural/educación , Intercambio Educacional Internacional , Estudiantes del Área de la Salud/psicología , Estudiantes de Enfermería/psicología , Humanos , Kenia , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
10.
Nurs Educ Perspect ; 40(5): 291-294, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436692

RESUMEN

AIM: The study purpose was to describe current international clinical experience (ICE) practices in RN prelicensure programs in the United States. BACKGROUND: There is interest in ICE to fulfill the goal of preparing global citizens; however, lack of evidence on developing, implementing, and evaluating best practices for ICE limits the enactment of this approach. METHOD: An electronic survey was completed by 900 deans and/or directors of diploma, associate, bachelor's, accelerated bachelor's, and master's-entry RN prelicensure programs. RESULTS: Respondents (n = 241, 27 percent) indicated their programs included ICE. Across programs, ICE occurred most often in community health courses. The predominant reason for offering ICE was alignment with the institutional mission and vision. CONCLUSION: Wide variability exists in methods used to implement ICE for credit toward the nursing major. There is a need to continue to assess and disseminate best practices in implementing ICE to accomplish the goal of global health engagement.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Intercambio Educacional Internacional , Salud Global , Metas , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Encuestas y Cuestionarios , Estados Unidos
11.
Nurs Educ Perspect ; 40(5): 295-299, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436693

RESUMEN

AIM: This article describes the process of developing the Nursing Global Health Competencies Framework. BACKGROUND: Despite progress in the identification of global health competencies in nursing education, a theoretical underpinning to guide curriculum development and research in global health nursing was needed. METHOD: Scoping review of the literature; deduction. DISCUSSION: The framework contains one dimension, nursing core value and principles, delineated with seven subcategories: social justice and equity, holistic care, advocacy, health as human right, sustainability, advocacy, and collaboration. The framework also contains four assumptions: environmental focus, care focus, education focus, and competency leveling. CONCLUSION: A framework for global health in nursing education is critical to guide the development of competencies and relevant curricula to reflect the core values and principles of nursing. The literature germane to global health nursing was synthesized to define the relationships of core values in a graphic framework that depicts the essential concepts.


Asunto(s)
Competencia Clínica , Educación en Enfermería/organización & administración , Salud Global/educación , Curriculum , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
12.
Nurs Educ Perspect ; 40(5): 300-302, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436694

RESUMEN

The purpose of this study was to explore nursing students' perceptions of global health experiences from an international partnership. Nursing organizations have identified global health care as core knowledge. To address global health care competencies and culture awareness, activities were designed by nursing faculty in Finland and the United States. A mixed-method questionnaire was given to 111 students. Data suggest contact with international nursing peers and learning activities increased understanding of health issues in another culture and increased student self-confidence and communication. Developing a partnership between nursing schools can result in positive global health learning experiences for students.


Asunto(s)
Educación en Enfermería/organización & administración , Intercambio Educacional Internacional , Satisfacción Personal , Estudiantes de Enfermería/psicología , Finlandia , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estados Unidos
13.
Pflege ; 32(6): 343-352, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31438771

RESUMEN

Digitalization in German nursing education: Potentials and challenges using AKOLEP as a case study - an explorative approach Abstract. ໿໿Background: The acquisition of action security plays a central role in nursing education. Technological systems have the potential to support nursing students in gaining greater security of action by providing self-reliant training possibilities and immediate feedback. Particularly in the field of motor learning, technological learning systems exhibit signs of future success. AIM: Within the AKOLEP project, potentials and challenges of digital solutions in nursing education on the one hand and technology acceptance of nursing students on the other hand were examined. METHOD: A mixed-methods approach granted access to the target group through conducting guideline-based interviews with 8 decision-makers from nursing schools and practice as well as a quantitative survey with 147 nursing students. RESULTS: The use of technical aids is quite low in the training of nursing students. The greatest potential is up to the advancement of individual action security of nursing students. Data security and funding channels pose the biggest challenges to digitalization activities. The quantitative survey shows a high level of technology acceptance within the target group. This correlates positively with the acceptance of the AKOLEP system. CONCLUSION: The greatest potential of digital learning systems is located in the facts that it complements classic teaching and advances action security. All respondents are against the replacement of nursing pedagogues with technological systems.


Asunto(s)
Educación en Enfermería/métodos , Tecnología Educacional , Alemania , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación Metodológica en Enfermería , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios
14.
Nurs Older People ; 31(3): 29-38, 2019 May 23.
Artículo en Inglés | MEDLINE | ID: mdl-31468788

RESUMEN

BACKGROUND: The global population is ageing and this trend is expected to continue. Attitudes towards older people differ worldwide. Ageism is a complex, multifaceted concept that includes attitudes and behaviours. In the UK, ageism and discriminatory practices exist in nursing, and educationalists and clinicians need to address ageist attitudes and promote the care of older people. In nursing there is a lack of synthesised evidence measuring ageism among nursing students. AIM: To explore the use of the Relating to Older People Evaluation (ROPE) questionnaire in different student populations in higher education, including nursing students. METHOD: A systematic search was conducted for articles written in English describing the use of ROPE, published between 2007 and 2017. Six quantitative studies were identified that met the inclusion criteria. Statistical analysis was not possible and a thematic analysis of these studies was completed. FINDINGS: Two themes emerged: attitudes predict behaviour and socialisation to ageism in higher education. Ageist attitudes were correlated with negative ageist behaviours and the socialisation of nursing students in clinical practice increased ageist attitudes. CONCLUSION: Ageism and the ageist attitudes of nursing students must continue to be explored. ROPE is a suitable tool to measure nursing students' ageist attitudes and behaviours.


Asunto(s)
Ageísmo , Actitud del Personal de Salud , Educación de Postgrado en Enfermería , Relaciones Enfermero-Paciente , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Anciano , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Reproducibilidad de los Resultados , Reino Unido
15.
Nurs Manag (Harrow) ; 26(4): 29-35, 2019 Jul 29.
Artículo en Inglés | MEDLINE | ID: mdl-31468827

RESUMEN

BACKGROUND: Being able to speak up is a prerequisite for establishing safe communication in healthcare settings. The nursing preceptorship programme represents an opportunity for newly qualified nurses to develop and practise assertive communication skills. AIM: To examine newly qualified nurses' views on how nursing preceptorship programmes contribute to shaping their assertive communication skills. METHOD: 42 newly qualified nurses from four acute hospital trusts in east England completed open-ended questions included in a cross-sectional survey. Participants' qualitative comments were analysed using thematic analysis. FINDINGS: Three themes related to speaking up during the nursing preceptorship programme emerged: enthusiastic versus sceptical, the role of a supportive working culture, and logistical challenges. CONCLUSION: Nursing preceptorship programmes can develop newly qualified nurses life-enhancing assertive communication skills if they provide inspiring preceptors who act as role models, create a supportive working culture and support nursing preceptors to deliver effective preceptorship. It is imperative that nursing preceptorship programmes are adapted to enable newly qualified nurses to learn and practise assertive communication skills.


Asunto(s)
Asertividad , Comunicación , Personal de Enfermería en Hospital/psicología , Preceptoría/organización & administración , Inglaterra , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa
16.
Nurs Manag (Harrow) ; 26(3): 27-35, 2019 May 28.
Artículo en Inglés | MEDLINE | ID: mdl-31468839

RESUMEN

Digital healthcare provision in England has been driven mainly by a 'top-down' approach and a focus on digital infrastructure rather than front-line delivery. This has laid the foundation, but digital care delivery still has a long way to go. This article describes an action learning programme to create digitally ready nurses. The programme, which underpins action six of NHS England's ten-point plan for general practice nursing, shows that a 'ground-up' approach to upskill and empower front-line clinicians is central to embedding technology-enabled care services (TECS). Following completion of the action learning sets (ALSs), 24 general practice nursing digital champions across Staffordshire have used TECS to deliver a range of benefits for their practice teams. This has informed the introduction and extension of the programme, with national funding for a further 12 regional pilot ALSs across England in 2018-19. Importantly, the active learning individualised approach provides a digitally ready workforce with the ability and support to adopt TECS in areas of clinical need. This ability is central to the next stage in the digital transformation of healthcare.


Asunto(s)
Medicina General/organización & administración , Personal de Enfermería/educación , Telemedicina/organización & administración , Inglaterra , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Personal de Enfermería/psicología , Aprendizaje Basado en Problemas , Medicina Estatal
17.
Nurs Older People ; 31(1): 36-38, 2019 Jan 24.
Artículo en Inglés | MEDLINE | ID: mdl-31468921

RESUMEN

A simulation-based training course was designed to support the development of nurses' skills in falls assessment and prevention. National guidance on falls risk assessment and prevention was used to develop the course content. The course enabled participants to practise real-life scenarios in a safe environment, reflect on their performance and receive feedback from their peers. The post-course evaluations showed positive feedback with all the nurses reporting benefit from this style of learning. They all thought their participation would have a significant effect on their clinical practice and aid their ability to care for patients who had fallen. On an organisational level, the trust has seen an 11% reduction in the number of falls since the training was introduced in 2016.


Asunto(s)
Accidentes por Caídas/prevención & control , Personal de Enfermería en Hospital/educación , Entrenamiento Simulado , Anciano , Competencia Clínica , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Medición de Riesgo
18.
Artículo en Inglés | MEDLINE | ID: mdl-31382548

RESUMEN

BACKGROUND: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students' participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. METHODS: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. RESULTS: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. CONCLUSION: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Investigación en Educación de Enfermería , Estudiantes de Enfermería/psicología , Adulto , Curriculum , Bachillerato en Enfermería/normas , Práctica Clínica Basada en la Evidencia , Femenino , Conocimientos, Actitudes y Práctica en Salud , Humanos , Entrevistas como Asunto , Conocimiento , Masculino , Persona de Mediana Edad , Investigación Cualitativa , España , Enseñanza
20.
Nurse Educ Today ; 81: 39-48, 2019 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-31323505

RESUMEN

BACKGROUND: Nurse educators are required to equip students with adequate theoretical and practical knowledge to provide effective nursing care. Limited studies have explored educators' challenges while teaching students. Existing studies are limited because of small sample, overreliance on qualitative approaches, and unreliable instruments that have not been tested. OBJECTIVES: To explore nurse educators' perspectives about their clinical and academic teaching, to develop a questionnaire to determine educators' challenges, and to develop a comprehensive understanding of educators' challenges. DESIGN: A sequential exploratory mixed-methods study. SETTINGS: Twelve nursing institutions in five cities of Pakistan. PARTICIPANTS: A purposive sample of 12 educators for interviews and 112 for the survey. METHODS: Semi-structured interviews and survey for data collection and expert consultations for questionnaire development. Thematic analysis for qualitative analysis, descriptive analysis for quantitative, and joint display tables for mixed methods. RESULTS: Educators experience workload and time constraints and struggle to effectively teach students due to inadequate student-educator ratio; underdeveloped curriculum; inadequate resources; inadequate clinical teaching settings for skills, simulation labs; inadequate professional development opportunities; lack of autonomous decision making; lack of educational, management, and research support from the regulatory bodies; and lack of educational research. CONCLUSIONS: Nurse educators' issues and challenges are persistent and require support from regulatory bodies and educational authorities. There is a need to develop policies to improve teaching and learning conditions for educators, provide them with the opportunities to enhance their own learning, and opportunities to collaborate with other educators in order to better prepare student nurses.


Asunto(s)
Docentes de Enfermería/psicología , Investigación en Educación de Enfermería , Estudiantes de Enfermería , Encuestas y Cuestionarios , Enseñanza/psicología , Adulto , Curriculum/normas , Bachillerato en Enfermería , Femenino , Recursos en Salud/economía , Humanos , Masculino , Pakistán , Desarrollo de Personal , Carga de Trabajo/psicología
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