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1.
Curationis ; 43(1): e1-e7, 2020 Jan 28.
Artigo em Inglês | MEDLINE | ID: mdl-32129640

RESUMO

BACKGROUND: Evidence-based practice (EBP) plays a key role in improving health outcomes of a country's population; however, the teaching of EBP is often theoretical and inconsistent, resulting in negative attitudes and limited application. OBJECTIVES: The aim of this study was to determine the knowledge, attitudes and application of EBP by nursing students at a school of nursing in Rwanda. METHOD: A total of 82 third- and fourth-year nursing students completed the survey. Univariate statistical analyses were performed to explore the distribution of data. Chi-square tests were utilised to examine the relation between knowledge, attitudes and application of EBP with the year of study. RESULTS: Most students reported being knowledgeable of the steps of EBP, with a range of 84% - 92%. However, 50% reported negative attitudes and only 12% reported daily searches for evidence. The main reported barriers to the application of EBP were lack of knowledge, lack of time and lack of examples or role models. CONCLUSION: Knowledge about EBP does not necessarily positively influence student attitudes. Evidence-based practice should be integrated into the theoretical and practical component of the nursing curriculum to promote the effective application of EBP by nursing students.


Assuntos
Prática Clínica Baseada em Evidências/educação , Prática Clínica Baseada em Evidências/normas , Estudantes de Enfermagem/psicologia , Adulto , Currículo/normas , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Prática Clínica Baseada em Evidências/estatística & dados numéricos , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Ruanda , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
2.
Curationis ; 43(1): e1-e9, 2020 Feb 19.
Artigo em Inglês | MEDLINE | ID: mdl-32129641

RESUMO

BACKGROUND: Medication errors may result in patients' harm and even death. The improvement of nursing students' competence in the administration of medication through education and training can contribute to the reduction of medication errors. OBJECTIVES: This study aimed at describing the Bachelor of Nursing students' perceptions about clinical learning opportunities and competence in the administration of oral medication. METHOD: A quantitative descriptive design was employed. An all-inclusive sample of 176 nursing students registered at a university in the Western Cape, South Africa, in 2014 was considered for the study, of whom 125 students consented to participate and completed the questionnaires. Statistical Package for the Social Sciences (SPSS) version 22 was used for data analysis and descriptive statistics were conducted. RESULTS: The findings showed that a minority of students did not have opportunities to rotate in all specific types of wards. The findings indicated that a total of 92% (115) and 86.4% (108) of the 125 respondents were placed in medical and surgical wards, respectively, where they more likely had opportunities to practise the administration of oral medication. However, 59.2% (74) did not practise administration of oral medication on a daily basis. Only 19.2% (24) of respondents perceived themselves as competent in the administration of oral medication. CONCLUSION: The findings indicated that many students perceived their education and training as not providing sufficient learning opportunities to practise the administration of oral medication, whilst the majority of respondents perceived themselves as competent in some of the aspects related to the administration of oral medication, and very few perceived themselves as competent overall in the administration of oral medication.


Assuntos
Competência Clínica/normas , Percepção , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Administração Oral , Atitude do Pessoal de Saúde , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Sistemas de Medicação/normas , Sistemas de Medicação/estatística & dados numéricos , Preceptoria/estatística & dados numéricos , Autoeficácia , África do Sul , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Adulto Jovem
3.
Curationis ; 43(1): e1-e9, 2020 Mar 02.
Artigo em Inglês | MEDLINE | ID: mdl-32129643

RESUMO

BACKGROUND: Shortage of nurses in South African hospitals has affected the nurse-patient ratio, thus prompting nurses to be focussed on completing nursing-related duties with less or no caring for the patient. Caring involves having a therapeutic relationship with the patients, and it can be challenging and demanding for final-year student nurses who are still novices in the nursing profession. OBJECTIVES: To explore and describe the experiences of caring for patients amongst final-year student nurses in order to develop and provide recommendations to facilitate caring. METHOD: A qualitative, descriptive and contextual design was used. Data collection was done through eight in-depth individual interviews. Giorgi's five-step method of data analysis was used, along with an independent coder. Measures to ensure trustworthiness and ethical principles were applied throughout the research. RESULTS: Four themes with 12 subthemes emerged from the data: therapeutic relationship with patients as an integral part of caring, teamwork - team spirit makes caring easy, continuous caring that promotes quality and safe nursing, as well as satisfaction amongst staff and patients, and various barriers that contributed to lack of caring in the unit. CONCLUSION: The majority of student nurses had positive experiences of caring, which included therapeutic relationships between nurses and the patients, teamwork and team spirit that fostered safe and quality nursing care, rendered effortlessly. Barriers to caring were also highlighted as negative experiences.


Assuntos
Empatia , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Humanos , Relações Enfermeiro-Paciente , Preceptoria/estatística & dados numéricos , Pesquisa Qualitativa , África do Sul , Estudantes de Enfermagem/estatística & dados numéricos
4.
Int J Palliat Nurs ; 26(1): 5-12, 2020 Jan 02.
Artigo em Inglês | MEDLINE | ID: mdl-32022637

RESUMO

BACKGROUND: Generalist nurses frequently care for people who have advanced chronic diseases in decline, or who are dying. Few studies have measured graduating nurses' knowledge about end-of-life (EoL) care. AIMS: To measure and compare knowledge about EoL care using the palliative care quiz for nurses among two cohorts of graduating nurses in a baccalaureate nursing programme. METHODS: A quantitative cross-sectional survey design using a convenience sample of two cohorts of students. FINDINGS: Total mean scores were low at 44.5% and 46.5% for the cohorts, respectively; this was not statistically significant. Misconceptions related to presentation and symptom management of the dying patient and integration of palliative with acute care. Palliative care knowledge was higher among the cohort who completed the dedicated EoL care course. CONCLUSION: Significant misconceptions about EoL care exist among these graduating nurses; this information provides direction for curriculum revision.


Assuntos
Avaliação Educacional/estatística & dados numéricos , Recursos Humanos de Enfermagem no Hospital/psicologia , Recursos Humanos de Enfermagem no Hospital/estatística & dados numéricos , Cuidados Paliativos/psicologia , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Assistência Terminal/psicologia , Adulto , Estudos de Coortes , Estudos Transversais , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Enfermagem Oncológica/estatística & dados numéricos , Inquéritos e Questionários , Adulto Jovem
5.
Rev Bras Enferm ; 73(1): e20170742, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-32049215

RESUMO

OBJECTIVE: To analyze the overall critical thinking and the development of each of the cognitive skills or attributes that compose it in students of the undergraduate program in nursing through the creation of concept maps in two Brazilian teaching institutions. METHOD: Before-and-after experimental study, randomized, performed in two universities of two Brazilian regions, with a sample of 21 subjects at the A school and 56 at the B school. Data were collected through sociodemographic questionnaire and the California Critical Thinking Skills Test. Intervention consisted in the creation of four concept maps. RESULTS: Scores measured for overall critical thinking do not differed between the groups of both schools; however, positive aspects among them were found for skills of evaluation, induction, and inference. CONCLUSION: We perceived validity as a facilitating teaching strategy of the use of concept maps in several aspects.


Assuntos
Bacharelado em Enfermagem/normas , Estudantes de Enfermagem/psicologia , Pensamento , Brasil , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
6.
Nurse Educ Pract ; 42: 102684, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31931303

RESUMO

A growing older adult population requires educational programs which prepare nursing students to care for and increase their interest in working with this population. Faculty at a large public university developed a course specific to gerontology to address this need, including designing a service-learning intervention entitled Aging is Very Personal. The purpose of this study was to explore the impact of this course on student attitudes towards working with older adults. Using a convergent parallel mixed-methods design, 79 students completed pre-course and post-course quantitative surveys and open-ended questions using the Senses Framework survey. Quantitative data were analyzed using a paired-sample t-test. Qualitative data were analyzed using Krippendorff's method of qualitative content analysis. Participants showed statistically significant positive changes in attitudes towards working with older adults on 11 of 15 items. Qualitative findings included 5 themes: acknowledgement of preconceptions prior to course; positive shift in perceptions about older adults; growing interest in working with older adults; appreciation of gerontological nursing as a highly skilled profession; and service-learning as a valuable opportunity to form connections with older adults. A designated course in gerontology with a service-learning component can markedly improve student attitudes towards working with older adults.


Assuntos
Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/normas , Geriatria/educação , Estudantes de Enfermagem/psicologia , Adolescente , Currículo/normas , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Geriatria/normas , Geriatria/estatística & dados numéricos , Humanos , Masculino , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
7.
Nurse Educ Today ; 86: 104322, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31954295

RESUMO

BACKGROUND: Students and health care faculty staff report a lack of confidence in graduating nurses' clinical skills practice. Traditional approaches to support nursing students' clinical skills development have relied on small group, face-to-face, practice-based learning in clinical laboratories. However, with changing curricula, increased numbers of students, and pressure on laboratory timetables and availability, alternate methods of delivery are necessary to ensure students gain confidence in the development of their clinical skills. Video podcasting is an innovative approach that is being used to stimulate active and ongoing learning of clinical skills. DESIGN: A hermeneutic phenomenological approach. METHOD: Data were collected through in-depth interviews with 10 second-year, undergraduate nursing students about their experiences using three clinical skills video podcasts and their perceptions of how this impacted on their learning of these clinical skills and confidence in practice. FINDINGS: Three themes emerged from the data: 'Accessibility for learning the skill'; 'Preparation for learning and practice'; and 'Student-directed learning'. These themes provided an insight into the students' engagement with video podcasts, demonstrating their sense of confidence was increased in clinical skills development. CONCLUSION: The findings of this study provide an insight into the students' engagement with video podcasts in relation to their confidence in clinical skills development, and indicate that undergraduate nursing students value the use of video podcasts in their learning of clinical skills. However, it was evident that students still value face-to-face delivery to guide their study, which suggests that video podcasts could be used as an adjunct to teaching to support learning.


Assuntos
Competência Clínica/normas , Bacharelado em Enfermagem/normas , Autoeficácia , Estudantes de Enfermagem/psicologia , Atitude do Pessoal de Saúde , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/estatística & dados numéricos , Hermenêutica , Humanos , Estudantes de Enfermagem/estatística & dados numéricos , Gravação em Vídeo/métodos , Gravação em Vídeo/normas , Gravação em Vídeo/estatística & dados numéricos
8.
J Adv Nurs ; 76(2): 725-740, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31012146

RESUMO

AIMS: To reach consensus among experts on global health competencies for baccalaureate nursing students in the USA. DESIGN: A three-round modified Delphi study using a mixed methods research approach. METHODS: In the first round, the original list of competencies (Wilson et al., 2012, Journal of Professional Nursing, 28, 213-222) was revised based on prior research, a review of literature and the Nursing Global Health Competencies Framework developed by the fist author. Nine global health domains and 52 competencies were identified in Round One. In Round Two, two surveys were conducted for validation of the revised list of global health competencies using a group of six nurses with expertise in global health and baccalaureate nursing education, which produced modifications in the competencies used for the third phase of the study. In Round Three, 41 participants completed a survey to rate the extent to which they thought the competencies obtained in Round Two were essential for baccalaureate nursing education in the United States. Data collection took place from May 2017 - January 2018. RESULTS: A group of experts in global health and baccalaureate nursing education from the United States achieved consensus that 40 global health competencies were essential for baccalaureate nursing education in the United States. CONCLUSION AND IMPACT: The domains and competencies derived in this study can be used to guide undergraduate nursing curriculum development in global health and provide a framework for both clinical instruction and evaluation of global health student experiences.


Assuntos
Competência Clínica/estatística & dados numéricos , Competência Clínica/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Bacharelado em Enfermagem/normas , Docentes de Enfermagem/estatística & dados numéricos , Saúde Global/educação , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Idoso , Técnica Delfos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa em Educação de Enfermagem , Estados Unidos , Adulto Jovem
9.
Nurse Educ Today ; 84: 104216, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31669966

RESUMO

BACKGROUND: The use of simulation methods in nursing education is important in terms of decreasing anxiety of students in a safe and realistic environment due to the improvement of knowledge and skills of students in terms of cardiac auscultation and their attitudes to prepare for clinical applications. OBJECTIVES: The aim of this study is to compare the effectiveness of high-fidelity simulator and traditional teaching method on nursing students' knowledge and skill development in terms of cardiac auscultation and their anxiety levels. DESIGN: Randomized controlled study. SETTING: The study was conducted in the simulation laboratory of the Nursing Department in the Health College and in the inpatient clinics of the Medicine Faculty Hospital. PARTICIPANTS: 72 first-year nursing students (simulation group = 36, control group = 36). METHODS: The students were randomly distributed to the simulation and control groups. The students in the simulation group received a cardiac auscultation training by using a high-fidelity simulator while the students in the control group received training with the traditional teaching method. After the training sessions, all students practiced their skills in the laboratory and on real patients in clinical setting under the supervision of the researcher. The data were collected by using the Demographic Information Form, Knowledge Assessment Form for Cardiac Auscultation, Skill Evaluation Form for Cardiac Auscultation and State Anxiety Inventory (SAI). RESULTS: High-fidelity simulators and traditional teaching method were found to be effective in increasing the students' knowledge and skill levels in terms of cardiac auscultation. However, it was found that the high-fidelity simulator method was more effective than the traditional teaching method to increase the students' knowledge (p = 0.001) and skill (p < 0.001) levels; this increase was significant. In addition, it was found that the students in the high-fidelity simulator group showed a significant decrease in anxiety scores compared to the students who were trained with traditional education method (p < 0.001). CONCLUSIONS: The results showed that the use of high-fidelity simulator in nursing education was more effective than traditional method in terms of improving the students' knowledge, skill levels for cardiac auscultation and reducing their anxiety.


Assuntos
Ansiedade/classificação , Competência Clínica/normas , Auscultação Cardíaca/métodos , Treinamento por Simulação/normas , Estudantes de Enfermagem/psicologia , Ansiedade/etiologia , Ansiedade/psicologia , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Avaliação Educacional/métodos , Feminino , Auscultação Cardíaca/enfermagem , Humanos , Conhecimento , Masculino , Treinamento por Simulação/métodos , Treinamento por Simulação/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Turquia , Adulto Jovem
10.
Nurse Educ Today ; 84: 104213, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31698291

RESUMO

BACKGROUND: Working while engaging in tertiary studies can have potential benefits for students in developing their repertoire of employability skills, including teamwork, time management, customer service and interpersonal communication. Not unexpectedly engaging in excessive hours of work can have a detrimental effect on students' grades. Yet little is known about the impact of engaging in different types of paid work (nursing or non-nursing), and the amounts, on first year nursing students' academic performance across different nursing programs. OBJECTIVES: The aim of this study was to examine the association between: a) amount; and b) type of term-time weekly paid work, particularly its effect on academic performance, among commencing undergraduate students in the first semester of nursing studies across different nursing programs. DESIGN: Inception cohort study. SETTINGS: Four tertiary institutes across Australia and New Zealand. PARTICIPANTS: All commencing Bachelor of Nursing students attending Orientation sessions at their respective institutes were invited to participate in the study. The median age of participants was 23 years, the majority (87.5%) were female and nearly two-thirds were non-school leavers. Among those in paid work, the median hours worked was 20 h. METHODS: A baseline survey, completed by consenting students at the start of their Orientation session included items related to respondents' demographic data, self-reported paid work engagement (type and hours); we also requested their permission to link grade point average (academic performance data) at the end of first semester. Data were analysed using SPSS Version 25. RESULTS: A total of 1314 students completed the survey and 89% of survey respondents agreed for their survey to be linked to academic grades at the end of the semester. There was an inverse relationship between time spent in weekly paid work and academic performance. Additionally, three predictors emerged as statistically significant for high grade point average: (i) engaging in non-nursing related work (AOR: 1.64, 95% CI: 1.19-2.26); (ii) not being first in family to attend university (AOR: 1.57, 95% CI: 1.20-2.07) and; (iii) being a school-leaver (AOR: 1.49, 95% CI: 1.12-1.98). CONCLUSIONS: Despite the diversity among undergraduate nursing students studying across Australasia, it is evident that the amount and type of paid work engagement can impact on students' academic performance while studying. This underscores the importance for tertiary institutes to not only support students in their learning but also understand the need to achieve the right balance, in working while studying, to support students' academic success.


Assuntos
Desempenho Acadêmico/normas , Emprego/psicologia , Salários e Benefícios/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Desempenho Acadêmico/estatística & dados numéricos , Adulto , Austrália , Estudos de Coortes , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/estatística & dados numéricos , Emprego/normas , Emprego/estatística & dados numéricos , Feminino , Humanos , Masculino , Nova Zelândia , Inquéritos e Questionários
11.
Nurse Educ Today ; 85: 104305, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31778861

RESUMO

AIM: In this study, we identified the impact of educational activities that focused on improving the competence and critical thinking skills of university nursing students. DESIGN: A prospective quasi-experimental study was conducted, and assessments were conducted before and after the educational intervention, which consisted of seminars, lectures, case studies, and problem-solving activities. METHODS: The Critical Thinking Questionnaire was used to collect data before and after the educational intervention between September 2017 and May 2018. The sample consisted of 112 first-year undergraduate students. To examine the data that were collected as a part of this quasi-experimental study, inferential statistics were used, and the results were tested against a significance level of P < 0.05. RESULTS: The students obtained higher scores on the substantive dimension than on the dialogic one, and women scored higher than men. The educational intervention led to an improvement in every critical thinking skill across both dimensions, except listening and speaking skills, whereby men demonstrated a greater change in average scores for critical thinking skills. CONCLUSIONS: The educational intervention improved the critical thinking skills of undergraduate students and had a greater impact on men than on women. This finding underscores the need for educational interventions that can enhance critical thinking skills. Developing these skills will improve future nurses' ability to make health care management decisions in a reflective, agile, and evidence-based manner.


Assuntos
Estudantes de Enfermagem/psicologia , Pensamento , Adolescente , Distribuição de Qui-Quadrado , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Avaliação Educacional/métodos , Feminino , Humanos , Masculino , Estudos Prospectivos , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
12.
Nurse Educ Today ; 85: 104295, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31783268

RESUMO

BACKGROUND: There are challenges in creating positive clinical learning environments. A new model of practice learning for pre-registration nurse education was pilot-tested in the East of England. The Collaborative Learning in Practice model (CLIP) was developed from a similar model of practice learning used in the Netherlands. OBJECTIVES: We undertook an evaluation of a new approach to clinical learning. The aims of the project were to consider the challenges of implementation; consider the perception of gains and losses of students and stakeholders experiencing the new model of practice learning; and consider the sustainability of the new model in the context of service delivery. METHODS: Mixed methods were used. Data were collected in three forms: (1) a survey of students undertaking the CLIP model and those learning within the existing mentorship model to assess the supervisory relationships and pedagogical atmosphere experienced; (2) student focus groups; and (3) qualitative one-to-one interviews with key stakeholders in the provision of practice learning environments. RESULTS: A total of 607 questionnaires were returned out of the 738 distributed, five focus groups of a total of 30 students were undertaken, and 13 stakeholders were interviewed. Students who had experienced CLIP reported lower supervisory relationship scores compared with those without experience (mean difference = -0.24 points, 95% CI -0.21 to -0.094, p = 0.001). There was no difference in pedagogical atmosphere scores (mean difference -0.085 points, 95% CI -0.21 to 0.040, p = 0.19). Analysis of qualitative data produced two themes: 'Adapting the environment' illustrated the importance of learning context and 'learning to fly' highlighted the process of students gaining greater autonomy. CONCLUSION: Our findings suggest that collaborative learning in practice offers many benefits as an approach to clinical learning but with important caveats. Attention needs to be paid to particular aspects of the model such as sufficient numbers of students, and an acknowledgement of perceived losses as well as gains.


Assuntos
Práticas Interdisciplinares/métodos , Preceptoria/normas , Estudantes de Enfermagem/estatística & dados numéricos , Estudos de Coortes , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Grupos Focais/métodos , Humanos , Práticas Interdisciplinares/tendências , Modelos Lineares , Preceptoria/métodos , Preceptoria/estatística & dados numéricos , Pesquisa Qualitativa , Medicina Estatal , Inquéritos e Questionários
13.
Nurse Educ Today ; 85: 104293, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31785569

RESUMO

Challenge-based learning (CBL) is a learner-centred, experimental learning strategy that aims to prepare students to manage unforeseeable and complex global issues in the 21st century. It cultivates an active and authentic learning environment that requires students' creative input, collaboration and community involvement. Studies in the past decade have shown that CBL strengthens soft skills essential for future society, such as critical thinking and creativity. However, its effect on students' metacognitive abilities is scarcely mentioned. This study - a quasi-experimental study with non-equivalent groups conducted in a self-financing tertiary institution in Hong Kong - aims to evaluate the effect of CBL on approaches to learning among nursing students. First-year students in the nursing programme who attended a nursing course using CBL were recruited for the intervention group and senior year-one students were included in the control group. Their approach to learning was measured by the Revised Two-Factor Study Process Questionnaire administered at the beginning and at the end of the semester. Analysis of Covariance (ANCOVA) was used to compare the mean difference in scores of deep and surface approaches between the groups. A total of 209 participants were recruited, with 130 in the intervention group and 79 in the control group. The response rates were 65.3% (130/199) and 78.2% (79/101) for the intervention and control groups, respectively. In the intervention group, the mean post-test deep approach score was significantly higher than the pre-test score (F = 5.2, p = 0.023), even though it had only a small effect. There was no statistically significant difference in baseline post-test mean surface scores (F = 2.4, p = 0.125). The results of this study indicate that CBL may facilitate deep learning in nursing students.


Assuntos
Aprendizagem Baseada em Problemas/normas , Estudantes de Enfermagem/psicologia , Adulto , Análise de Variância , China , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Avaliação Educacional/métodos , Feminino , Hong Kong , Humanos , Masculino , Metacognição , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
14.
Nurse Educ Pract ; 42: 102669, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31786373

RESUMO

A self-directed learning laboratory (SDL Lab) was established in which undergraduate nursing students were provided access to experienced nurses in a simulated ward environment to enhance preparedness for clinical practice. The aim of this study was to explore perspectives of final year, undergraduate student nurses about the SDL Lab and directed self-guidance, with particular focus on the impact on learning and preparedness for professional practice. The study was framed within a qualitative descriptive approach using semi-structured, digitally recorded face-to-face interviews. The purposive sample included undergraduate students enrolled in their final year of a Bachelor of Nursing program, who had accessed the SDL Lab on at least two occasions. Thematic analysis was used. Twelve students participated. Three main themes were identified: 1) A safe environment that fosters effective learning; 2) Directed self-guidance strengthens confidence and competence during workplace experiences; 3) Enhancing accessibility and realism will improve learning. Reports of increased confidence in performing nursing skills was found in this study. Evaluation of the SDL Lab found that this alternative teaching strategy was favourable, and students appreciated the safe learning environment. Future research might explore measurement of the effect of directed self-guidance in an SDL facility on competence and confidence.


Assuntos
Técnicas de Laboratório Clínico/normas , Percepção , Autoeficácia , Estudantes de Enfermagem/psicologia , Adulto , Técnicas de Laboratório Clínico/métodos , Técnicas de Laboratório Clínico/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Entrevistas como Assunto/métodos , Masculino , Pesquisa Qualitativa , Estudantes de Enfermagem/estatística & dados numéricos , Vitória , Local de Trabalho/psicologia , Local de Trabalho/normas
15.
Nurse Educ Today ; 85: 104269, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31760350

RESUMO

Dissection and prosection practices using human cadavers are a key component of macroscopic anatomy education in different Health Sciences university degrees. However, first-hand interaction with cadavers can be distressing for students, generating anxiety on a number of levels. This study aims to shed light on the reactions, fears and different states of anxiety experienced by nursing students in to a single anatomy room experience over a five-hour period, and examined reactions pre and post same. A descriptive study of these students was designed in order to understand their feelings and emotions, based on the distribution of anonymous "ad hoc" questionnaires before and after the practices. Also, State-Trait Anxiety Inventory (STAI) questionnaires were administered in order to assess their anxiety levels: Trait Anxiety (TA), which measures basal anxiety levels, and State Anxiety (SA), which measures individual emotional responses during a specific event (in this case, the prosection practice). The results of this study indicate that basal anxiety levels, measured as TA, remained stable and unchanged during the practice (p > 0.05). SA or emotional anxiety levels, on the other hand, dropped from 21.3 to 17.8 points (p < 0.05). Before the start of the practical exercise, 17.6% of the students admitted experiencing some kind of anxiety. Afterwards, however, 90.2% of the students said they would recommend these practices. They considered that prosection practices very useful for their education and recommended that they be retained for future courses. However, our study also showed the relevance of using coping mechanisms before the first contact with the dissecting room, especially for those students who did not feel emotionally prepared for it beforehand.


Assuntos
Ansiedade/etiologia , Dissecação/psicologia , Estudantes de Enfermagem/psicologia , Adaptação Psicológica , Adolescente , Ansiedade/psicologia , Dissecação/efeitos adversos , Dissecação/métodos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Psicometria/instrumentação , Psicometria/métodos , Espanha , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Universidades/organização & administração , Universidades/estatística & dados numéricos , Adulto Jovem
16.
Nurse Educ Pract ; 42: 102667, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31790910

RESUMO

BACKGROUND: Assertiveness is a key skill for nurses and midwives, and should be considered in the students' education. In this regard, variables such as psychological empowerment, which may have a significant correlation with assertiveness, should be identified and studied. OBJECTIVES: The aim of this study was to investigate the correlation between psychological empowerment and assertiveness in nursing and midwifery students. DESIGN: A cross-sectional and correlational study. SETTINGS: /Participants: This study was carried out on 200 Iranian nursing and midwifery students. METHODS: The students were randomly selected for the study. The study tools were The Rathus' Assertiveness Schedule and Spreitzer's Psychological Empowerment Scale. Data were analyzed by descriptive and inferential statistics. FINDINGS: There was a positive and significant correlation between psychological empowerment and assertiveness. The components of meaning and self-determination had a positive and significant correlation with the assertiveness. CONCLUSIONS: Since psychological empowerment and assertiveness in decision-making and interaction with colleagues and patients are considered as essential skills for nurses and midwives, we recommend that, required measures should be taken to promote these skills in nursing and midwifery students.


Assuntos
Assertividade , Empoderamento , Estudantes de Enfermagem/psicologia , Correlação de Dados , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Irã (Geográfico) , Masculino , Tocologia/educação , Tocologia/métodos , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Adulto Jovem
17.
Nurse Educ Pract ; 42: 102680, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31790911

RESUMO

The final clinical practicum before graduation prepares nursing students for the transition from a student to a nurse, but the essential elements of the final clinical practicum that enhance successful transition are not known. We examined the associations of five elements of the final clinical practicum with four indicators of the transition experience in new nurses. We also tested whether psychosocial work characteristics modified these associations. The study sample comprised 712 Finnish nurses who had graduated within the previous two years before the data collection (response rate: 18%). The data were collected using a questionnaire survey in 2018. The elements of the final clinical practicum included (1) the systematicness of the practicum, (2) teacher involvement, (3) the quality of supervision, (4) preparing for the demands of a nurse's work and (5) being part of a professional team. Our results, based on linear regression analysis, showed that all the elements except the quality of supervision were associated with indicators of the transition experience (beta range: from 0.08 to 0.35). Job demands modified several of these associations. The findings of this study highlight the potential for well-implemented final clinical practicums to promote a smoother transition for new nurses.


Assuntos
Bacharelado em Enfermagem/normas , Enfermeiras e Enfermeiros/estatística & dados numéricos , Preceptoria/métodos , Adulto , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Preceptoria/estatística & dados numéricos , Inquéritos e Questionários
19.
Nurse Educ Pract ; 42: 102692, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31884207

RESUMO

During clinical education, teaching and supervision are essential. Teaching is a process intended to facilitate students' learning, and to lead and support the students in discovering knowledge by themselves. But, the understanding of learning is not only to understand the students' learning process but also to understand conditions that influence that process. Therefore the aim of this study was to identify what factors support students learning in the ambulance service from both the students' and supervisors' perspectives. An inductive qualitative study design with four group interviews and content analysis was used. One main theme was identified including the sub-themes; reflection in practice, preparations for clinical education, motivation to learn, mutual trust in students' abilities and contextual factors supporting learning Conclusion: Reflection, preparations, motivation, trust, sense of belonging in a community and the context are essential factors supporting undergraduate nursing students' learning. However, supervisors sometimes had a hard time reflecting, teaching and supporting learning about care and caring science. The lack of knowledge and/or interest about caring science among supervisors needs to be addressed in the ambulance service otherwise it will be difficult to support undergraduate nursing students' learning about caring skills.


Assuntos
Aprendizagem , Supervisão de Enfermagem/normas , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Grupos Focais/métodos , Humanos , Supervisão de Enfermagem/estatística & dados numéricos , Pesquisa Qualitativa , Estudantes de Enfermagem/estatística & dados numéricos
20.
Nurse Educ Pract ; 42: 102690, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31881460

RESUMO

The aim of this study was to explore the stressors and coping of nursing students with differing levels of resilience and burnout during clinical placement. A qualitative descriptive study was conducted with twenty-four final-year baccalaureate nursing students, who were identified in the quantitative phase of the study as having scores indicating either: a) low resilience and high burnout; or b) high resilience and low burnout. Ten focus group interviews were conducted using a semi-structured interview guide. A thematic analysis of the data identified two main themes: a) stressors arising from the students aligning their expectations with the demands of the clinical placement (i.e., practice demands in busy wards, striving for learning opportunities, and discovering the social rules), and b) coping as a process of fitting into the ward culture. Those students with high resilience and low burnout scores had self-directed goals and coped by using self-regulation strategies. Those with low resilience and high burnout adopted external orientation and self-blame strategies. As suggested by the findings, the following approaches are recommended: offering interventions to enable students to fit actively into the clinical environment; encouraging engagement in reflection to facilitate self-awareness; and encouraging flexible use of personal and external resources.


Assuntos
Adaptação Psicológica , Preceptoria/normas , Estresse Psicológico/complicações , Estudantes de Enfermagem/psicologia , Esgotamento Profissional/etiologia , Esgotamento Profissional/psicologia , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Grupos Focais/métodos , Humanos , Quartos de Pacientes/organização & administração , Quartos de Pacientes/normas , Quartos de Pacientes/estatística & dados numéricos , Preceptoria/métodos , Preceptoria/estatística & dados numéricos , Pesquisa Qualitativa , Resiliência Psicológica , Estresse Psicológico/psicologia , Estudantes de Enfermagem/estatística & dados numéricos
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