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1.
J Clin Nurs ; 29(1-2): 75-84, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31512306

RESUMO

AIM: To develop a substantive theoretical explanation that makes sense of the decision-making process that clinical instructors use to place students on a learning contract. BACKGROUND: Clinical instructors are challenged with the task of objectively evaluating students using subjective tools such as anecdotal notes, diaries, unstructured observations and verbal feedback from other nurses. Clinical instructors' assessment decisions have a considerable impact on a variety of key stakeholders, not least of all students. DESIGN: Grounded theory method and its heuristic tools including the logic of constant comparison, continuous memoing and theoretical sampling to serve conceptualisation were used in the process of data collection and analysis. METHODS: Seventeen individual semi-structured interviews with clinical instructors in one university in Western Canada were conducted between May 2016-May 2017. Data were analysed using open, axial and selective coding consistent with grounded theory methodology. The study was checked for the Standards for Reporting Qualitative Research (SRQR) criteria (See Appendix S1). FINDINGS: Three subcategories, "brewing trouble," "unpacking thinking" and "benchmarking" led to the study's substantive theoretical explanation. "Gut feeling" demonstrates how clinical instructors reason in their decision-making process to place a student on a learning contract. CONCLUSION: Placing a student on a learning contract is impacted by personal, professional and institutional variables that together shift the process of evaluation towards subjectivity, thus influencing students' competency. A system-level approach, focusing on positive change through implementing innovative assessment strategies, such as using a smart phone application, is needed to provide some degree of consistency and objectivity. RELEVANCE TO CLINICAL PRACTICE: Making visible the objective assessments currently being done by clinical instructors has the potential to change organisational standards, which in turn impact patient and clinical outcomes.


Assuntos
Bacharelado em Enfermagem/métodos , Docentes de Enfermagem/psicologia , Estudantes de Enfermagem/psicologia , Canadá , Contratos , Avaliação Educacional/métodos , Teoria Fundamentada , Humanos , Intuição , Resolução de Problemas , Pesquisa Qualitativa
2.
Nurs Educ Perspect ; 41(1): 39-40, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31860485

RESUMO

Prelicensure nursing student exposure to undergraduate research education may have a significant effect on their research skills and use of evidence-based practice. There are potential benefits to introducing Q methodology to prelicensure nursing research students. Utilizing Q methodology principles and techniques, a class on Q methodology was integrated into a prelicensure nursing research and evidence-based practice course. The interactive classroom format and active student engagement in the step-by-step mock study were positive aspects of the class.


Assuntos
Bacharelado em Enfermagem , Pesquisa em Enfermagem , Estudantes de Enfermagem , Prática Clínica Baseada em Evidências , Humanos , Ensino
3.
Nurs Educ Perspect ; 41(1): 41-42, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31860486

RESUMO

A simulation focused on nursing theory was designed to replace one clinical day experience for 37 senior-level baccalaureate students. Pretest-posttest self-evaluations were used in the study to rate student confidence in using Locsin's technology competency as caring in nursing theory and in describing critical care equipment and monitoring technology. A dependent t-test showed improvements in confidence using theory in practice after the simulation and debriefing session. Using one-on-one debriefing sessions, students and faculty had an opportunity to discuss how nursing theory can guide nursing practice. Intentionally developed simulation and debriefing experiences can provide students experience using nursing theory.


Assuntos
Bacharelado em Enfermagem , Teoria de Enfermagem , Estudantes de Enfermagem , Competência Clínica , Humanos , Autoavaliação
4.
Nurs Educ Perspect ; 41(1): 46-48, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31860488

RESUMO

Unequal representation of black nurses in the workforce continues to plague the nursing profession. Preconceptions and understandings of the discipline are underpinned by the dominant white racial makeup, which may challenge ethnically diverse nursing students' perceptions of their ability for success. The need for a diverse nursing workforce includes the challenge of enticing minority students into and successfully through prelicensure programs. This study of attributes of grit in the lived experiences of black nursing students revealed evidence including consistent efforts and perseverance to reach goals in the participants' stories.


Assuntos
Afro-Americanos , Bacharelado em Enfermagem , Estudantes de Enfermagem , Afro-Americanos/psicologia , Grupo com Ancestrais do Continente Europeu , Humanos , Grupos Minoritários , Estudantes de Enfermagem/psicologia
5.
Nurs Educ Perspect ; 41(1): 54-56, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31860491

RESUMO

For a new ambulatory care nursing course in an undergraduate baccalaureate program, a standardized patient simulation was created to support the clinical component of the course. The goals were for students to enhance their critical thinking skills, apply the nursing process to an ambulatory setting, apply learned skills to the non-acute care setting, and increase their confidence. The simulation format included three stations: skills refresher, telehealth, and clinic. Volunteers from faculty, clinical preceptors, and nursing management acted as clients for the mock clinical settings. Feedback was positive and supported this simulation as an educational option.


Assuntos
Assistência Ambulatorial , Bacharelado em Enfermagem , Treinamento com Simulação de Alta Fidelidade , Competência Clínica , Humanos , Estudantes de Enfermagem
6.
Nurs Educ Perspect ; 41(1): 57-58, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31860492

RESUMO

Considered the norm in multiple academic settings, simulation provided a low-risk, transformational clinical learning environment across programs at a college of nursing. Undergraduate nursing students received feedback from practicing nurses, whereas graduate nursing students honed skills in evaluative feedback and communication. This intraprofessional learning opportunity cultivated a rich learning environment. Feedback revealed that the learning milieu was permeated with opportunities needed for skills, competencies, and leadership development. Focusing on the concept of root cause analysis, this experience provided nurse administration students with hands-on exposure that would ultimately lead to developing competencies needed for roles in nursing leadership.


Assuntos
Bacharelado em Enfermagem , Análise de Causa Fundamental , Treinamento por Simulação , Humanos , Liderança , Estudantes de Enfermagem
7.
Nurs Educ Perspect ; 41(1): 59-60, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31860493

RESUMO

Creating simulation-based learning experiences is a process. With tools such as the 2016 INACSL Standards of Best Practice: Simulation Simulation Design and theories to guide development, nurse faculty have the opportunity to create rich simulation-based learning experiences that promote student learning. The purpose of this article is to describe an innovative simulation-based experience that applies simulation design criteria in a non-manikin experience. Using a ShadowBox approach, novice nursing students were exposed to expert decision-making in a simulated environment. We describe this approach and how the simulation design criteria are applied.


Assuntos
Bacharelado em Enfermagem , Treinamento por Simulação , Estudantes de Enfermagem , Tomada de Decisões , Humanos , Aprendizagem
8.
Nurs Educ Perspect ; 41(1): 63-64, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31860495

RESUMO

Undergraduate didactic nursing leadership courses lack experiential opportunities to address working with culturally diverse populations. The authors used Bafa Bafa©, a cross-cultural low-fidelity simulation, to further develop critical thinking and emotional intelligence skills in prelicensure nursing students. This article describes the authors' experiences of integrating this innovative teaching strategy in the classroom to increase cultural awareness. The students' discovery of unexpected feelings, thoughts, and perceptions has the potential to extend beyond the simulated experience when coupled with faculty reinforcement of engaging in self-reflective practice as a professional nurse.


Assuntos
Bacharelado em Enfermagem , Treinamento por Simulação , Estudantes de Enfermagem , Competência Cultural , Inteligência Emocional , Humanos , Liderança , Estudantes de Enfermagem/psicologia
10.
11.
J Forensic Nurs ; 15(4): 214-221, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31764525

RESUMO

The practice of trauma-informed care (TIC) allows nurses in any setting to identify and intervene with traumatized individuals and to create a continuum of care when forensic nursing services are needed. The purpose of this article is to suggest ways to incorporate TIC content into baccalaureate nursing programs. We begin with an overview of baccalaureate nursing curricula and common types of traumatic experience important for students to understand. We then propose specific strategies for inclusion of TIC content in baccalaureate nursing education, using the American Association of Colleges of Nursing Essentials of Baccalaureate Education for Professional Nursing Practice. With a solid foundation in TIC, baccalaureate-prepared nursing students can provide effective patient care and better support forensic nursing practice. This will increase the capacity of the nursing profession in general to meet the needs of those affected by trauma, violence, and abuse.


Assuntos
Currículo , Bacharelado em Enfermagem , Trauma Psicológico/enfermagem , Comunicação , Vítimas de Crime/psicologia , Prática Clínica Baseada em Evidências , Política de Saúde , Humanos , Relações Interprofissionais , Segurança do Paciente , Serviços Preventivos de Saúde , Profissionalismo , Qualidade da Assistência à Saúde , Determinantes Sociais da Saúde , Estados Unidos , Populações Vulneráveis
12.
J Nurs Adm ; 49(12): 604-609, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31725519

RESUMO

Caring for multiple complex patients simultaneously is 1 of the biggest challenges for clinical nurses (CNs) in acute care. We utilized the results of research to develop a 6-hour Professional Nursing Practice Curriculum (PNPC) specifically for CNs who are professionally and legally responsible for providing holistic care to an assigned group of patients on inpatient clinical units in acute care hospitals. The curriculum can be used by faculty to prepare senior nursing students for their 1st professional practice role in an acute care setting. Components of the PNPC will be beneficial for nurse leaders in an assessment of their educational practices for transitioning newly licensed RNs to practice and addressing professional development needs of CNs.


Assuntos
Competência Clínica , Enfermagem de Cuidados Críticos/educação , Currículo , Bacharelado em Enfermagem/organização & administração , Enfermagem Holística/educação , Papel Profissional , Estudantes de Enfermagem , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos
13.
Br J Nurs ; 28(21): 1410-1413, 2019 Nov 28.
Artigo em Inglês | MEDLINE | ID: mdl-31778336

RESUMO

This article presents a personal reflection using theoretical frameworks as the basis of understanding multifaceted influences on the personal health of the primary author since beginning undergraduate university degree studies in nursing. It also explores theoretical and lay definitions of health and wellbeing, before analysing influences on health from a personal perspective. This illustrates how understanding, developed through the use of theoretical frameworks, can enable individuals to enhance their own health and wellbeing.


Assuntos
Nível de Saúde , Saúde Mental/estatística & dados numéricos , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem , Feminino , Humanos , Modelos Teóricos , Estudantes de Enfermagem/estatística & dados numéricos , Universidades
14.
Nurs Educ Perspect ; 40(6): 367-369, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31644456

RESUMO

Various causes exist for nursing student anxiety in the clinical setting. There is a need for further intervention research that may be effective to reduce student anxiety related to clinical. The purpose of this pilot research study was to measure and manage anxiety for nursing students in the clinical area with the assistance of a smartphone app. The usefulness of the app was evaluated by means of a focus group.


Assuntos
Ansiedade/diagnóstico , Ansiedade/prevenção & controle , Aplicativos Móveis , Smartphone , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem , Grupos Focais , Humanos , Projetos Piloto
16.
Nurs Educ Perspect ; 40(6): E25-E27, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31644461

RESUMO

This funded project assisted veteran students to obtain a baccalaureate in nursing by aligning the skills learned through military training with concepts and skills valued by professional nursing and taught to nursing students. Nine concepts or skills were identified by nursing faculty that validated for course credit. The identified concepts and skills were incorporated into four simulation scenarios. Veteran students' skills were validated through simulation experiences in place of taking a three-credit nursing course. Anecdotal data from the debriefing process were rich with students' experiences and gratitude for being recognized for their military knowledge and service.


Assuntos
Bacharelado em Enfermagem/organização & administração , Inovação Organizacional , Estudantes de Enfermagem , Veteranos , Docentes de Enfermagem , Humanos
17.
Nurs Educ Perspect ; 40(6): 317-321, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31658217

RESUMO

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.


Assuntos
Bacharelado em Enfermagem/organização & administração , Ética em Enfermagem/educação , Profissionalismo/educação , Estudantes de Enfermagem/psicologia , Geografia , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estados Unidos
18.
Rev Lat Am Enfermagem ; 27: e3205, 2019.
Artigo em Inglês, Português, Espanhol | MEDLINE | ID: mdl-31664413

RESUMO

OBJECTIVE: evaluate the profile of the graduates of Nursing a public college from the perception of skills developed during graduation and the process of professional insertion. METHOD: quantitative, exploratory and descriptive study. The sample was composed of 216 graduates. The data was collected by a validated questionnaire and sent to a population of 470 egresses via electronic mail. For the analysis of the data, frequencies, mean and standard deviation were applied and, for the correlation, the chi-square test. RESULTS: the majority of the participants were female (88%) and the mean age was 29.62 years. The majority (65%) had an employment relationship, 14% worked in a single institution and 48% started working six months after graduation. Regarding the form of work, 56% work in care, with an average of 4.5 minimum wages and a weekly workload between 37 and 44 hours. The majority reported competence acquisition to practice the profession, assisting the patient in his integrality with ethics and applying technical and scientific concepts in care. CONCLUSION: the study made it possible to describe the singularities of nurses' education, their insertion in the world of work and the impact on the educational institution, as well as the presentation of specific competences from the perspective of the graduates themselves.


Assuntos
Bacharelado em Enfermagem , Emprego , Competência Profissional , Adulto , Brasil , Currículo , Feminino , Humanos , Masculino , Setor Público , Estudantes de Enfermagem , Inquéritos e Questionários , Universidades
19.
Rev Lat Am Enfermagem ; 27: e3207, 2019.
Artigo em Inglês, Português, Espanhol | MEDLINE | ID: mdl-31664414

RESUMO

OBJECTIVE: To identify the level of interpersonal communication competence among nursing students and to correlate its domains with sociodemographic and academic variables. METHOD: This is a correlational study, developed through a multicenter research project in six federal universities in Brazil. Data from 1,079 nursing students were collected through a questionnaire with sociodemographic and academic variables and the Interpersonal Communication Competence Scale. Data were analyzed using descriptive and inferential statistics. RESULTS: The mean of the sum of the Interpersonal Communication Competence Scale was 63.74 (± 7.6). The domains "availability" and "environment control" had, respectively, the highest and lowest averages. There was a statistically significant difference between the sum of the Interpersonal Communication Competence Scale and the variables age, marital status, participation in a research/extension group, and paid professional activity. CONCLUSION: This study contributed to identify the level of interpersonal communication competence of nursing students in the Brazilian reality, providing useful information for education in the area.


Assuntos
Competência Clínica , Comunicação , Relações Interpessoais , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Bacharelado em Enfermagem , Feminino , Humanos , Modelos Lineares , Masculino , Fatores Socioeconômicos , Adulto Jovem
20.
Br J Nurs ; 28(17): 1136-1143, 2019 Sep 26.
Artigo em Inglês | MEDLINE | ID: mdl-31556728

RESUMO

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.


Assuntos
Instrução por Computador , Bacharelado em Enfermagem/organização & administração , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudantes de Enfermagem/psicologia
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