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1.
BMC Med Educ ; 24(1): 118, 2024 Feb 06.
Artigo em Inglês | MEDLINE | ID: mdl-38321409

RESUMO

BACKGROUND: Nurses play an important role in healthcare development. The increasing demands for nurses mean that nursing schools at the undergraduate level have the responsibility to ensure patient safety and quality care through a well-designed curriculum. This research aimed to evaluate the effect of the teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course on the level of self-directed learning, professional identity, academic self-efficacy, theoretical scores, practical scores, teaching satisfaction, and student competence among nursing students. METHODS: The research population comprised was of the grades of 2019 and 2020 at Wannan Medical College in Anhui Province, China (n = 169, response rate 77.88%). The observation group from grade 2020 used the teaching method combined with situational awareness and case-based seminars, whereas the control group from grade 2019 used the traditional teaching mode. General information, self-directed learning, a professional identity, and academic self-efficacy were compared between the two groups. This research used means and standard deviations, chi-square, the Shapiro-Wilk test, and an independent sample t-test for statistical analyses. RESULTS: Compared with the control group, the total scores for self-directed learning, professional identity, and academic self-efficacy were higher in the observation group (78.80 ± 7.89 vs 60.21 ± 7.44, 63.39 ± 7.87 vs 52.35 ± 7.68, and 22.31 ± 3.30 vs 21.28 ± 2.31, respectively, with P < 0.05 for all scores). More significant improvements were made in the observation group on the level of theoretical scores (81.39 ± 3.32 vs 76.28 ± 5.90) and practical scores (93.32 ± 4.70 vs 90.67 ± 5.09) (P < 0.05). Meanwhile, teaching satisfaction, which includes teaching method (66/18 vs 32/53) and teacher-student interaction (72/12 vs 34/51), and student competence, which includes team cooperation (67/17 vs 39/46), critical thinking (60/24 vs 31/54), and communication skills (67/17 vs 38/47) after the intervention (P < 0.05). There was no significant difference in social persuasion (P > 0.05). CONCLUSION: The teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course has the potential to improve the level of self-directed learning, professional identity, and academic self-efficacy, and it increases theoretical scores, practical scores, teaching satisfaction, and student competence.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Conscientização , Bacharelado em Enfermagem/métodos , Aprendizagem , Currículo
2.
Br J Community Nurs ; 29(2): 86-94, 2024 Feb 02.
Artigo em Inglês | MEDLINE | ID: mdl-38300242

RESUMO

District nursing vacancies are recognised as high in comparison to many other nursing specialities. The role is often considered as an option for nurses after a period of registration as a nurse, which may be informed by multiple factors. The objectives of the study were to explore barriers to district nurse employment from the perspective of undergraduate nurses. A descriptive qualitative design was employed using focus groups as the method of data collection in accordance with study approval reference no: 21/NAH/006, 30/03/23. Participants were recruited from the current undergraduate nursing programme (n=60). Thematic analysis was chosen as a flexible method of qualitative data analysis. The study produced themes relating to role ambiguity, personal preferences, educational opportunities and recruitment and employer engagement. The experiences provided an insight into the barriers to recruitment of student nurses into district nursing on qualification. Increased engagement from community nurse providers is required to inform the role and incentivise entering this career option. Educational strategies that support community career pathways are required to ensure a balanced view of nursing roles among undergraduates.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Pesquisa Qualitativa , Grupos Focais , Escolaridade
3.
J Nurs Educ ; 63(2): 102-107, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38316154

RESUMO

BACKGROUND: A school of nursing developed a process to improve graduates' NCLEX-RN scores through a committee tasked with identifying approaches to assist students in passing the NCLEX-RN on the first attempt. METHOD: The process involved: (1) engaging the faculty to use current published evidence; and (2) conducting an anonymous survey of previous graduates to identify the factors associated with NCLEX-RN success in the school's student population. Logistic regression analysis was conducted on a sample of 165 graduates of the program. RESULTS: The analysis of the graduates' psychosocial, academic, and NCLEX-RN preparation attributes compared with NCLEX-RN outcome revealed grade point average was the strongest significant predictor of success. CONCLUSION: The NCLEX-RN success program served to engage the school of nursing faculty. In addition, a study of the program's graduates revealed a predictor of potential student success that can identify students who may need additional support early in the program. [J Nurs Educ. 2024;63(2):102-107.].


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Avaliação Educacional , Licenciamento em Enfermagem , Docentes de Enfermagem , Estudantes de Enfermagem/psicologia
4.
J Nurs Educ ; 63(2): 79-85, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38316155

RESUMO

BACKGROUND: Simulation activities are used increasingly in nursing education to augment or replace traditional clinical experiences. Educators and regulators are called on to make evidence-based decisions about the use of limited clinical and simulation resources. METHOD: This cost-utility analysis addresses the final aim of a study comparing cognitive learning, patient care performance, and self-perceptions of how well learning needs were met among students who were exposed to 4 hours of traditional clinical experience, 2 hours of manikin-based simulation, or 2 hours of screen-based virtual simulation. The costs of each activity were calculated and divided by a composite measure of the utility of each activity. RESULTS: The cost-utilities for 4 hours of traditional clinical experience, 2 hours of manikin-based simulation, and 2 hours of screen-based virtual simulation were $0.15, $0.62, and $0.38, respectively, in U.S. dollars per unit of utility. CONCLUSION: The data provide evidence for educators and administrators to make effective and efficient use of limited resources to prepare nurses for practice. [J Nurs Educ. 2024;63(2):79-85.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Treinamento por Simulação , Estudantes de Enfermagem , Humanos , Análise Custo-Benefício , Manequins , Competência Clínica
5.
J Nurs Educ ; 63(2): 86-92, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38316156

RESUMO

PURPOSE: Intergenerational differences in perceptions related to civility among nursing students and nurse educators were explored. METHOD: A convenience sample of 13 students and 10 educators were interviewed in this descriptive qualitative study. RESULTS: Both groups defined civility as kindness, collaboration, and respect. Educators described civil students as being open to learning, polite, appreciative, and gracious. Students described civil educators as listening without judgment and being supportive and respectful. Educators described uncivil students as being disrespectful and entitled, and improperly using social media. Students described uncivil educators as belittling and impatient, and failing to listening. CONCLUSION: Respect was the strongest theme for both students and educators. In describing civil acts, students focused on cooperation to accomplish classroom and clinical tasks, whereas educators focused on productive classroom behaviors. More research on intergenerational differences is needed to help nurse educators develop interventions that allow faculty to view civility from a student perspective. [J Nurs Educ. 2024;63(2):86-92.].


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Comportamento Social , Bacharelado em Enfermagem/métodos , Aprendizagem , Pesquisa Qualitativa , Docentes de Enfermagem
6.
J Nurs Educ ; 63(2): 72-78, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38316158

RESUMO

BACKGROUND: Authors writing about the science of nursing education have tended to focus extensionally, describing and analyzing the significance and benefits of nurse educators' unique, individual teaching endeavors, rather than clarifying their perceptions of the intensional core essence of the science itself. As a result, communal thinking about the science of nursing education and its implications for student learning are constrained. Methods: Hermeneutical analysis of published reports and narratives supported identification of a provisional, intensionally oriented definition of the science guiding nurse educators' disciplinary practice. RESULTS: The emerging definition was "study of nurse educators' mindful implementation of effective and meaningful learning opportunities to enculturate graduates for practice excellence guided by nursing's disciplinary knowledge." CONCLUSION: A working, intensional definition of the science of nursing education emphasizes qualities central to nurse educators' practice, ultimately contributing to preparing graduates for professional nursing practice. [J Nurs Educ. 2024;63(2):72-78.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Humanos , Currículo , Aprendizagem , Estudantes , Docentes de Enfermagem
7.
J Nurs Educ ; 63(2): 116-119, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38316160

RESUMO

BACKGROUND: The high stress of nursing education can adversely affect students' well-being. Nature-based therapies aim to lessen stress. There is a gap in knowledge related to nature-based therapies and the nursing student population. The aims of this study were: (1) to describe the well-being of nursing students; and (2) to assess the effects of a nature-based intervention on students' anxiety, stress, relatedness, resilience, and well-being. METHOD: This descriptive study included 28 nursing students at a midwestern university. Participants completed online questionnaires before and after a nature-based intervention at an arboretum that consisted of five 1-hour designated nature walks guided by an audio recording. RESULTS: Participants' mean (SD) scores for well-being were classified as average before the intervention (54.3 [3.7]) and increased significantly after the intervention (55.3 [3.2]) (p = .04). CONCLUSION: With rising stress and anxiety levels among college students, nature interventions can support nursing students' overall well-being. [J Nurs Educ. 2024;63(2):116-119.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Resiliência Psicológica , Estudantes de Enfermagem , Humanos , Terapia de Relaxamento
8.
J Nurs Educ ; 63(2): 65-71, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38316157

RESUMO

BACKGROUND: The lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community experiences profound health disparities due to discrimination and lack of health care provider knowledge. Although data exist about undergraduate nursing and medical school education on LGBTQ+ topics, there is a gap in understanding graduate nursing schools' preparation of nurse practitioners. METHOD: A survey measuring faculty perceptions of LGBTQ+ health curricula was sent to graduate nursing schools to collect both qualitative and quantitative data. RESULTS: Graduate nursing faculty spent a median of 3 hours teaching LGBTQ+ health topics. LGBTQ+ health content in their courses was limited despite their awareness of LGBTQ+ topics, their readiness to include it, and their belief in the importance of including such topics. Respondents indicated a lack of resources and knowledge about where to start and identified a need for support from their institution. CONCLUSION: The gaps identified in graduate nursing LGBTQ+ health curriculum demonstrate the need for additional institutional support. [J Nurs Educ. 2024;63(2):65-71.].


Assuntos
Bacharelado em Enfermagem , Minorias Sexuais e de Gênero , Estudantes de Enfermagem , Pessoas Transgênero , Feminino , Humanos , Docentes de Enfermagem , Currículo
11.
BMC Med Educ ; 24(1): 110, 2024 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-38302962

RESUMO

INTRODUCTION: Collaboration between nurses and doctors is necessary for offering care to patients. Using team performance assessment tools and surveying them can be effective in promoting inter-professional collaboration, and the lack of a credible tool to assess inter-professional collaboration competency between the two groups is a major challenge in the healthcare sector. The present study aimed to translate and conduct a psychometric investigation on the inter-professional education collaboration (IPEC) tool for the students of medicine and nursing. METHODS: The present study was a cross-sectional one conducted as a psychometric investigation of the IPEC tool at the Iran University of Medical Sciences in 2022. The initial tool contained 42 items developed according to a 5-point Likert scale, which was translated into Persian with the consent of the original researcher. The validity index and the content validity ratio were investigated by a panel of 11 specialists in medical and clinical education, and its construct validity was evaluated using confirmatory factor analysis. Also, the second population of the study included medical and nursing students of Iran University of Medical Sciences and simple random sampling method. Moreover, the reliability of the instrument was investigated using internal consistency, Cronbach's Alpha, and test-retest methods. RESULTS: Based on the indicators calculated to perform a psychometric investigation over the above tool, it had acceptable reliability and validity according to the specialists. The tool evaluates inter-professional collaboration competency between the students of medicine and nursing across four areas (values and ethics, roles and responsibilities, inter-professional communication, and team-based care and teamwork). Moreover, Cronbach's Alpha coefficient for the tool was determined at 0.84. CONCLUSION: The results of the study showed that the above tool could evaluate inter-professional competency as a valid and reliable questionnaire, and its results could be utilized in planning and education.


Assuntos
Educação Profissionalizante , Estudantes de Medicina , Estudantes de Enfermagem , Humanos , Psicometria , Estudos Transversais , Reprodutibilidade dos Testes , Inquéritos e Questionários
12.
Afr J Reprod Health ; 28(1): 39-52, 2024 Feb 28.
Artigo em Inglês | MEDLINE | ID: mdl-38308524

RESUMO

The main objective of this study was to adopt a simulation-based advanced cardiac life support training program to assess nursing students' level of knowledge and practice regarding paediatric advanced cardiac life support and to identify the major knowledge and practice gaps. The methods used in this study were pre-experimental, one group pre and post-test investigation. This study was conducted between September 2022 and November 2022, at the University College of Farasan in the Kingdom of Saudi Arabia. Quantitative data were obtained using the "Cardio Pulmonary Resuscitation Knowledge Questionnaire", "Students' Satisfaction and Self-Confidence Scale," and the "CPR Skill Checklist," which were applied to 75 participants in focus groups. Before the simulation-based CPR training, the students' mean pre-test Paediatric CPR knowledge score was 6.5±2.3 out of 42.0. After the simulation, the mean post-test CPR knowledge score (38.1±2.9) considerably improved (p 0.05). The mean post-test CPR skills score (44.7±1.2) was also considerably higher than the mean pre-test CPR skills score (11.4±2.8) at (p 0.05). Additionally, after the simulation training, students' happiness and confidence levels (61.9±2.2) greatly increased. Themes from the qualitative data showed that the simulation was viewed as an engaging and effective teaching tool by the students. Two themes emerged from the study: "Worries before simulation" and "Satisfaction after simulation". Simulation-based paediatric cardio Pulmonary resuscitation training program has raised nursing students' level of expertise in knowledge, performance, and self-efficacy. Additionally, strong satisfaction and self-confidence levels were discovered following the simulation training.


L'objectif principal de cette étude était d'adopter un programme de formation avancé en réanimation cardiaque basé sur la simulation pour évaluer le niveau de connaissances et de pratique des étudiants en soins infirmiers en matière de réanimation cardiaque avancée en pédiatrie et pour identifier les principales lacunes en matière de connaissances et de pratique. Les méthodes utilisées dans cette étude étaient des enquêtes pré-expérimentales, pré- et post-test sur un groupe. Cette étude a été menée entre septembre 2022 et novembre 2022, au Collège universitaire de Farasan, au Royaume d'Arabie saoudite. Des données quantitatives ont été obtenues à l'aide du « Questionnaire de connaissances sur la réanimation cardio-pulmonaire ¼, de l'« Échelle de satisfaction et de confiance en soi des étudiants ¼ et de la « Liste de contrôle des compétences en RCR ¼, qui ont été appliquées à 75 participants dans des groupes de discussion. Avant la formation en RCR basée sur la simulation, le score moyen des étudiants en matière de connaissances en RCR pédiatrique avant le test était de 6,5 ± 2,3 sur 42,0. Après la simulation, le score moyen de connaissances en RCR post-test (38,1 ± 2,9) s'est considérablement amélioré (p = 0,05). Le score moyen des compétences en RCR après le test (44,7 ± 1,2) était également considérablement plus élevé que le score moyen des compétences en RCR avant le test (11,4 ± 2,8) à (p 0,05). De plus, après la formation par simulation, les niveaux de bonheur et de confiance des étudiants (61,9 ± 2,2) ont considérablement augmenté. Les thèmes issus des données qualitatives ont montré que la simulation était considérée comme un outil pédagogique engageant et efficace par les étudiants. Deux thématiques sont ressorties de l'étude : « Les soucis avant la simulation ¼ et « La satisfaction après la simulation ¼. Le programme de formation en réanimation cardio-pulmonaire pédiatrique basé sur la simulation a élevé le niveau d'expertise des étudiants en soins infirmiers en termes de connaissances, de performance et d'auto-efficacité. De plus, de forts niveaux de satisfaction et de confiance en soi ont été découverts à la suite de la formation par simulation.


Assuntos
Reanimação Cardiopulmonar , Estudantes de Enfermagem , Humanos , Criança , Arábia Saudita , Reanimação Cardiopulmonar/educação , Avaliação Educacional , Inquéritos e Questionários , Competência Clínica
13.
S Afr Fam Pract (2004) ; 66(1): e1-e7, 2024 Jan 31.
Artigo em Inglês | MEDLINE | ID: mdl-38299526

RESUMO

BACKGROUND:  Final-year nursing students are actively involved in the delivery of public immunisation programmes as part of workplace-based learning, and require adequate knowledge, clinical skills, and attitudes regarding vaccines. This study investigated the knowledge, attitudes and perceptions regarding vaccines of final year nursing students at a South African University. METHODS:  This cross-sectional study, through the use of an online survey questionnaire, assessed the knowledge, attitudes and perceptions regarding vaccines and the Expanded Programme of Immunization of final-year nursing students registered at a South African University during the 2021-2022 academic year. RESULTS:  There were 68 participants enrolled in the study (85% response rate). Participants displayed good knowledge regarding vaccines (average score of 52.54/70 ± 5.01 standard deviation [s.d.]), and overall positive perceptions of their training on vaccines and its safety. Knowledge gaps were identified in the mechanisms through which vaccines confer immunity in the human body and the cold chain requirements for the storage of vaccines. Of concern was the prevalent misconception among 78% of participants that vaccines are not effective. CONCLUSION:  The findings of this study indicate that final year nursing students at the University of KwaZulu-Natal, South Africa have good knowledge regarding vaccines. However, an improved understanding of the mechanism of vaccines will aid nursing students to confront and address misperceptions by clients thereby reducing improving vaccine uptake. Curriculum planners should also consider the inclusion of communication strategies to address vaccine hesitancy.Contribution: The study contributes to data on nurse education regarding vaccines in the African context, and identifies areas to improve vaccine uptake.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Vacinas , Humanos , Estudos Transversais , Conhecimentos, Atitudes e Prática em Saúde
14.
BMJ Open ; 14(2): e075682, 2024 Feb 20.
Artigo em Inglês | MEDLINE | ID: mdl-38382950

RESUMO

INTRODUCTION: The healthcare systems in Europe are changing rapidly due to the increased complexity of healthcare needs, specifically for the ageing population with chronic diseases. Nurses play a key role in providing care for patients with chronic diseases, encouraging patients to take care of their own health improving their Health Literacy (HL) too. Previous works have highlighted the paucity of HL content in nursing curricula, and the need to prioritise the development of HL skills in academic teaching and assessment methods. The aim of this study is to analyse HL skills nursing literature to further develop scientific knowledge in this area of research. METHODS AND ANALYSIS: This scoping review will be conducted following Arksey and O'Malley's framework. This study is based on the Joanna Briggs Institute manual. A systematic search will be performed by four researchers using the electronic databases of MEDLINE (via PubMed), the Education Resources Information Centre, the Cumulative Index to Nursing and Allied Health Literature, Scopus, Web of Science and Google Scholar. We will include any paper that focuses on HL skills and undergraduate nursing students. We will select every primary study (quantitative, qualitative and mixed method design) published in peer-reviewed journals up until February 2023, in both Italian and English language, without any time limit. ETHICS AND DISSEMINATION: This scoping review is part of a large project of the University of Catania which aims at developing higher educational standards for nursing student. This project will not involve patients/public and does not require ethical committee approval. This scoping review will be submitted to international peer-reviewed journals. REGISTRATION DETAILS: The protocol was registered with the Open Science Framework on 20 April 2023 (https://osf.io/cn8d7).


Assuntos
Bacharelado em Enfermagem , Letramento em Saúde , Estudantes de Enfermagem , Humanos , Academias e Institutos , Doença Crônica , Projetos de Pesquisa , Literatura de Revisão como Assunto
16.
BMC Med Educ ; 24(1): 158, 2024 Feb 19.
Artigo em Inglês | MEDLINE | ID: mdl-38374058

RESUMO

BACKGROUND: Nurse anesthesia is acknowledged as advanced practice nursing, and requires independency in patient monitoring and clinical decision-making. In Norway, 2022, a prerequisite to nurse anesthesia education programs of at least two years of clinical nursing experience prior to entry, was removed. The consequences of removing the prerequisite of clinical nursing experience prior to entering the nurse anesthetist education program on academic progression or on students' qualifications after completion of the program remain unexplored. Hence, the purpose of the current study was to explore nurse anesthetist students' experiences of the impact their previous clinical nursing experience had on their academic progression. METHODS: A qualitative design with semi-structured individual interviews was used. The sample consisted of 12 nurse anesthetist students at the end of the education program. The data were analyzed using thematic analysis in-line with recommendations from Braun & Clarke. RESULTS: Two main themes with in total six subthemes were identified, namely 1) Experience develops non-technical skills, with subthemes (a) feeling secure in task management, (b) recognizing different situations, (c) understanding my role in teamwork, and 2) Integration of non-technical and technical skills, with subthemes (a) possessing procedural competence, (b) taking responsibility in medication administration, and (c) including a patient-centred approach. Previous clinical experience as a nurse prior to entry to a NA education program had provided a basis of non-technical and technical competencies, that supported further learning and development of advanced level competencies that are needed for NAs. CONCLUSION: Non-technical and technical nursing competence represented a solid base for achievement of anesthesia competence within the same areas, also ensuring patient-centred practice. Hence, the change in prerequisites to the NA education program must be followed by evaluations of consequences on students' academic progress and competence at the end of the program, as well as a possible increased need for supervision throughout.


Assuntos
Bacharelado em Enfermagem , Profissionais de Enfermagem , Estudantes de Enfermagem , Humanos , Enfermeiras Anestesistas , Pesquisa Qualitativa , Noruega , Competência Clínica
17.
J Prof Nurs ; 50: 104-110, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38369365

RESUMO

Graduate nursing students can face varied and significant stressors during their programs of study. The need for interventions to promote nursing student resiliency has been reported in the literature, by accrediting bodies, and in previous research conducted with students at the same university. Thus, the purpose of this project was to pilot a resilience course for Doctor of Nursing Practice (DNP) students. The theoretical frameworks guiding the design and implementation of the resiliency pilot program were andragogy (the science of adult learning) and rapid cycle quality improvement. The course included eleven monthly modules addressing resiliency content with written material, original videos, and online discussions and meetings. The first module overviewed the resiliency skills (Belief, Persistence, Trust, Strength, and Adaptability), five modules were dedicated to a specific resiliency skill, two modules addressed recent and anticipated challenges, two modules concentrated on the application (clinical and academic) of the resiliency skills, and the last module focused on reflection. Results of this pilot program indicate that DNP students can benefit from receiving resiliency content during their studies, especially from faculty involvement and increased peer support; however, future resiliency content may be more accepted and effective if embedded into nursing program curriculum and activities.


Assuntos
Educação de Pós-Graduação em Enfermagem , Resiliência Psicológica , Estudantes de Enfermagem , Adulto , Humanos , Docentes de Enfermagem , Currículo , Melhoria de Qualidade
18.
J Prof Nurs ; 50: 111-120, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38369366

RESUMO

BACKGROUND: Dignity is a core value in nursing. One of the objectives in nursing education is to promote dignity and contribute to the students' discovery of this value. Research shows that dignity in nursing education is threatened, due to lack of attention and an increasing problem with incivility. PURPOSE: The study aims to explore how nursing educators experience their contribution in promoting dignity in nursing education. METHOD: Five focus group conversations were conducted with nursing educators, and Gadamer's philosophical hermeneutics was chosen as the study's scientific theoretical approach. FINDINGS: The educators experienced that they promoted dignity by safeguarding the dignity in the nursing profession in general, by promoting the dignity of the nursing students in particular, and through promoting dignity in challenging situations. CONCLUSION: The study emphasizes the importance of promoting dignity in nursing education. It found that the nursing educators promoted dignity by safeguarding the dignity of both the nursing profession and the nursing students, and by manoeuvring judiciously between these two when there was disharmony between them. By manoeuvring challenging situations using discretion, the ethical demand will be given room. Dignity can then be fulfilled between people in harmony with professional, social and cultural norms, and in that way promote dignity in nursing education.


Assuntos
Educação em Enfermagem , Estudantes de Enfermagem , Humanos , Respeito , Grupos Focais , Docentes de Enfermagem , Pesquisa Qualitativa
19.
J Prof Nurs ; 50: 121-128, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38369367

RESUMO

Educational strategies that allow students to experience patient care in both rural and urban settings are imperative to the recruitment and retention of nurses for medically underserved populations or health professional shortage areas. Two state schools of nursing (one urban-oriented and one rural-oriented) in the Mid-Atlantic region were awarded Health Resources and Service Administration (HRSA) project funding to educate nursing students and registered nurses in community-based primary care settings. This article will discuss an innovative rural-urban baccalaureate nursing student exchange model intended to increase understanding of enhanced RN roles in community-based primary care settings. Two project teams collaborated to create a new learning model, a rural-urban exchange, by implementing a Primary Care Camp. The camp included shared didactic content, reflection exercises, historical and cultural considerations, and clinical immersion to allow students in both programs to have on-site rural and urban learning experiences. Faculty collected informal voluntary student feedback through a debrief after their Primary Care Camp experience to assess their understanding of the enhanced RN Role in primary care and how it may affect their future nursing practice. Student feedback suggests that the students met project goals and appreciated the rural and urban exchange experience. This project is an innovative approach that offers guidance for implementing primary care education in a way that supports the current primary care RN role, builds the future workforce, and provides suggestions for replicability.


Assuntos
Bacharelado em Enfermagem , Serviços de Saúde Rural , Estudantes de Enfermagem , Humanos , Aprendizagem , Escolaridade , Atenção Primária à Saúde
20.
J Prof Nurs ; 50: 43-46, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38369370

RESUMO

Curriculum integration is a partnership amongst multidisciplinary members to create a cohesive curriculum and improve education. Basic and clinical science integration helps students learn deeply. Integrated curricula facilitate students to become lifelong learners. It encourages critical thinking and clinical reflection and helps students become active, self-directed learners. A comprehensive integrated exam was conducted at Aga Khan University, School of Nursing and midwifery to establish meaningful learning and enhance theoretical knowledge application in clinical practice, using competencies from four different courses in second year of study. Comprehensive Integrated Exam prepared students to assess a client and design complete nursing care based on health assessment, adult health nursing, pharmacology, and pathophysiology course concepts. This integrated exam was very effective as 97 % of students who took the exam passed on their first attempt. Faculty members involved found the comprehensive integrated exam a successful strategy to evaluate students learning, whereas the students related that this exam helped them to bridge the gap between applying theoretical concepts from different courses to clinical practice.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Currículo , Aprendizagem , Pensamento
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