Does the nursing curriculum influence feelings of gender-role conflict in a cohort of nursing degree male students?

It is estimated that more than 9% of the global nursing workforce is male and that this share will gradually rise over the next decade. Although there are some positive aspects of having a male nursing workforce, men in the profession still experience discriminatory behaviours and practices. Fortunately, this does not deter a number of men entering undergraduate degree programmes. The aim of this study was to understand the experiences of 14 male nursing students in their first year of the adult Bachelor of Nursing programme. Using the Inventory of Male Friendliness in Nursing Programs and the Gender Role Conflict Scale, this study found that the male students felt welcomed, supported and included into the nursing programme. In addition, they felt no overall gender-role conflict, although feelings of success and achievement caused some challenges. The results of this study suggest that the male students did not necessarily experience those inequitable behaviours and practices reported in the literature. It has been suggested that perhaps the reality of clinical practice may change the perception of nursing for male students. Therefore, implications for further research could include a longitudinal study to ascertain where the perceptions of the nursing programme change for the male nursing students over time.

Using seminars as a teaching method in undergraduate nurse education.

This article explores the use of seminars as a teaching method in undergraduate nurse education. Using the backdrop of a year 1 learning unit, grounded in the 6Cs, entitled person-centred practice, the format of the seminars is described in detail. It argues that engaging in a variety of student-centred activities helps students to become informed, self-motivated and curious learners. It identifies that using seminars as a teaching method helps to ensure that students understand and learn what they need to know by using a variety of learning approaches to support them in their personal and academic growth. These include discussion, groupwork, independent learning, the use of technology and building self-confidence, problem-solving approaches and reflection techniques. While being mindful of the higher order skills required to develop and manage seminars, the author uses the concept of constructive alignment to demonstrate development of the seminar approach from curriculum design, teaching, learning, assessment and evaluation.

Using clinical skills laboratories to promote theory-practice integration during first practice placement: an Irish perspective.

AIMS AND OBJECTIVES: This aim of this study was designed to investigate how a select cohort of nursing students experienced their first practice placement in a large Irish teaching hospital. The objectives of this study were to investigate whom do students learn from, what skills they learnt during their first practice placement and to identify if the use of clinical skills laboratories before their first practice placement helped students relate theory to practice during their first practice placement. The aim of this paper is to discuss if the sessions taught in the clinical skills laboratory prior to the first placement helped students integrate theory to practice during their first practice placement. BACKGROUND: The debate regarding theory-practice integration has been ongoing in nursing for decades. Many studies across Europe have consistently demonstrated that the use of clinical skills laboratories have helped students integrate theory to practice during practice placements. Others have identified the difficulty students have relating theory to practice. However, as there appears to be a gap in current literature, from an Irish perspective, it is essential to highlight if Irish students can integrate theory to practice during their first practice placement. DESIGN: A qualitative method incorporating the Heideggarian approach of phenomenology was utilized. METHODS: A purposeful sampling technique was used to select six participants from all first year students. Interviews were conducted using a semi-structured interview schedule. Data were analysed using the Giorgi method of analysing phenomenological data. RESULTS: The participants identified that sessions taught in the clinical skills laboratory before the first practice placement, which they identified as 'basic nursing skills such as taking and recording vital signs and hygiene needs of patients were useful and helped them to integrate theory to practice during their first practice placement. These results are relevant to this paper as they identify the use of teaching sessions in the clinical skills laboratories, enabling students to link theory to practice during practice placements. CONCLUSIONS: Nursing students must be adequately prepared to carry out clinical skills competently and efficiently. Educators and practitioners must display the knowledge and skills required to promote theory-practice integration, to enhance nursing students education, which in turn will optimize high standards of patient care. Relevance to clinical practice. Clinical skills laboratories are essential to help students develop the collaborative skills required for a profession like nursing. It is essential that students are adequately prepared to carry out clinical skills during their first practice placement, and have the ability to link theory to practice.

Practice placements for students: a literature review.

The function of practice placements is to give nursing students the chance to put theory into practice and become critical thinkers. This can be done using a range of teaching strategies such as demonstration, case conferences, questioning and role modelling (Quinn, 2000). Factors that enhance or inhibit learning must be recognised by both practitioners and educators.

Giving students the confidence to take part.

This article discusses whether nursing students can gain confidence and become accepted as members of the team in their first clinical placement. The topic emerged from a study looking at the experiences of a cohort of diploma-level nursing students undertaking a general training programme. Six 45-minute interviews were conducted in a large teaching hospital in Dublin. The results indicated that by demonstrating procedures repeatedly nurses can accelerate a student's ability to become a productive member of the ward team.