Academic literature on the topic 'Clinical Competence Nurses' Instruction'
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Journal articles on the topic "Clinical Competence Nurses' Instruction"
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Li, Yi-Hui, Man-Chun Chou, Ling-Dai Lin, Ching-Ching Tsai, and Mei-Hsiang Lin. "Relationships between Willingness to Participate in the Nursing Clinical Ladder Program and Its Related Factors among Clinical Nurses." Healthcare 10, no. 2 (February 14, 2022): 369. http://dx.doi.org/10.3390/healthcare10020369.
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The professional nursing competence ladder system can effectively inspire nurses’ work morale, improve quality of life, and avoid the issue of senior staff leaving the clinical setting. The aim of this study was to explore the willingness to participate in the professional nursing competence ladder system and its related factors among nurses. A cross-sectional study design with a structured questionnaire was used. Purposive sampling was employed, and 696 nurses who qualified to be promoted as N2 were recruited from a medical center in southern Taiwan. The results showed most nurses were willing to participate in the nursing ladder system. There were significant differences between willingness to participate in the ladder system and age, education level, as well as promotion experience. This study emphasizes the importance of intensifying internal encouraging factors and strengthening external encouraging factors to improve participation rates. Healthcare institutions could provide instruction on case report writing to increase nurses’ willingness to participate in the clinical ladder program.
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Kopp, ME, KA Schell, L. Laskowski-Jones, and PK Morelli. "Critical care nurse internships: in theory and practice." Critical Care Nurse 13, no. 4 (August 1, 1993): 115–18. http://dx.doi.org/10.4037/ccn1993.13.4.115.
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The CCNIP is a 6-month program that provides didactic instruction and supervised clinical experience to graduate nurses desiring critical care staff nurse positions. During rotations through four critical care units, interns are cross-trained to handle a variety of patient care scenarios. Upon completion of the program nurses are required to fulfill an 18-month service commitment to a critical care unit within the institution. During its 6 years of operation the CCNIP has promoted clinical competency and assisted in the recruitment and retention of staff nurses in critical care. Considering these outcomes, other critical care educators and administrators may want to consider implementing nurse internships as an alternative to traditional orientation programs.
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Brebner, E. M., J. A. Brebner, H. Ruddick-Bracken, R. Wootton, and J. Ferguson. "The importance of setting and evaluating standards of telemedicine training." Journal of Telemedicine and Telecare 9, no. 1_suppl (June 2003): 7–9. http://dx.doi.org/10.1258/135763303322196150.
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summary The importance of appropriate training in the use of videoconferencing equipment for clinical purposes is often underestimated when telemedicine projects are established. We developed a user training programme which was delivered via videoconferencing to a group of 130 nurses. Training was delivered on a one-to-one basis. A questionnaire was developed to evaluate user satisfaction and the effectiveness of training. One hundred and two fully completed questionnaires were returned (a 79% response rate). High levels of satisfaction were obtained but the level of user competence reached 100% only when training was supported by a training manual and at least weekly practice. Before establishing a telemedicine service, the following steps appear to be important: identify the required training competencies; deliver a ‘hands on’ training programme based on the required training competencies; back up the training programme with an instruction booklet; ensure that trainees have at least weekly practice; measure the level of user competence.
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Sugiantari, Ayu, Komang Ayu Kartika Sari, and Pande Putu Januraga. "Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students." Public Health and Preventive Medicine Archive 6, no. 1 (July 1, 2018): 48. http://dx.doi.org/10.15562/phpma.v6i1.9.
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AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.
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Sugiantari, Ayu, Komang Ayu Kartika Sari, and Pande Putu Januraga. "Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students." Public Health and Preventive Medicine Archive Journal 6, no. 1 (July 1, 2018): 1. http://dx.doi.org/10.15562/pphma.v6i1.9.
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AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.
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Yung, Narem, and Joyce Johns. "Effectiveness of clinical teaching practices of preceptors in three referral hospitals at Stung Treng Region, Cambodia." International Journal of Research in Medical Sciences 7, no. 4 (March 27, 2019): 1341. http://dx.doi.org/10.18203/2320-6012.ijrms20191350.
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Background: Students are not mere followers of teacher instructions, but fully aware and very observant of what differentiates a good clinical preceptor from a poor clinical preceptor and have expectations of how preceptors and clinical teachers should act. This study describes students’ perceptions on the effectiveness of clinical teaching practices of preceptors.Methods: A cross-sectional survey was conducted by using the Clinical Teaching Evaluation (CTE) Questionnaire to determine the level of effective clinical teaching by preceptors in the following areas: nursing expertise, teaching competence, and interpersonal relationship skills, and to identify characteristics (gender, age, program, and year level) associated with effective clinical teaching. The sample was composed of 158 randomly chosen students, Associate Degree Nurses and Associate Degree Midwives years 2 and 3, with clinical experience under preceptors at the 3 Referral Hospitals (Stung Treng, Kratie, and Ratanakiri) in Stung Treng region of Cambodia. Evaluations were ranked on a five-point scale with one being strongly disagree up to five being strongly agree.Results: The mean scores for all items were 0.739. Mean rating scores for effective clinical teaching of preceptors was 3.63, with nursing expertise at 3.72, teaching competence at 3.51, and interpersonal relationship skills at 3.65.Conclusions: The clinical teaching quality of preceptors can be improved by training with appropriate teaching methods with emphasis on effective clinical teaching practices to assist students in clinical competency.
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Purnamasari, Vita. "Pengetahuan penata anestesi tentang kompetensi pembimbing klinik keperawatan anestesiologi." Health Sciences and Pharmacy Journal 3, no. 2 (August 30, 2019): 47. http://dx.doi.org/10.32504/hspj.v3i2.137.
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Clinical Instructor (CI) is one of the components on clinical learning that has an influence on the quality of learning and outcomes. Clinical instructor must know the competencies that must be possessed to be able to achieve the quality of education in accordance with established standards, but there are many clinical Instructor who do not yet know the competencies. Anesthesiology Nursing is one of the new study programs that requires preparation for clinical learning, so important to know the anesthetist's knowledge about competencies that must be possessed as preparation for student clinical practice. The objective of this study is to describe the knowledge of anesthetist nurses about the competencies of clinical instructor in the nursing anesthesiology clinical practice. The study design was descriptive with a qualitative approach, with 4 participants of anesthesiologist nurse at PKU Muhammadiyah Yogyakarta Hospital with in depth interview and snow ball sampling technique. Theresults of this study showed that there were 3 (three) final meanings of clinical instructor competency, namely professional anesthetist competency, effective communication competency, and teaching competency. The conclusion was the anesthetist clinical instructor’s knowledge is in accordance with the competency that the clinical instructor must have, but there is a competency that is not yet known by the anesthetist.
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Padagas, Reynold Culimay. "Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 393–410. http://dx.doi.org/10.18662/rrem/12.4/353.
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Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.
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P, Malathi. "A Study to Assess the Effectiveness of Self Instructional Module on Knowledge Regarding Stem Cell Banking among Staff Nurses in Selected Hospitals at Bangalore." International Journal of Health Sciences and Research 11, no. 11 (November 11, 2021): 70–77. http://dx.doi.org/10.52403/ijhsr.20211108.
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Aim: Present study attempts to assess the “Effectiveness of self-instructional module on knowledge regarding stem cell banking among staff nurses in hospitals. Methods and Material: Purposive sampling technique with the pre-experimental and post-test design was used. The sample of this study comprised 60 staff nurses who were working in the Obstetrics and Gynaecological ward. A structured knowledge questionnaire was used to collect data from the subjects. The collected data was analyzed using descriptive and inferential statistics and interpreted in terms of the objectives and hypothesis of the study. Results: In pre-test knowledge on stem cell banking, out of 60 staff nurses, 13(22%) had inadequate knowledge, and in post-test after implementation of SIM, 53(88%) of subjects had adequate knowledge, and 7(12%) had moderate knowledge. The above results indicate that SIM effectively increased the ability of staff nurses on stem cell banking. The association was found between the knowledge scores of subjects with demographic variables such as gender, area of residence, and years of clinical experience, which was significant at the level of 0.05. It is recommended that a similar study can be conducted on a larger sample to arrive at a generalization. Moreover, nurses and midwives are part of health care in all the stages of our lives. Thus, nurses must be knowledgeable and aware of recent trends in diagnosis, treatment. Education provides means by which nurses can remain up to date with current developments, maintain their competence and meet the standards of nursing practice. Conclusion: The study’s findings reveal that staff nurses' knowledge had enhanced regarding stem cell banking. Key words: Stem cell banking, Knowledge, Staff nurses.
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Aufar, Fajar Nur, Retno Purwandari, and Dicky Endrian Kurniawan. "Clinical Learning Environment in Hospitals: Assessment of Nursing Students." Jurnal Ilmu Keperawatan (Journal of Nursing Science) 9, no. 1 (May 31, 2021): 46–54. http://dx.doi.org/10.21776/ub.jik.2021.009.01.6.
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Evaluation of the clinical learning environment is essential because it can improve the success of students undergoing clinical practice in hospitals. With this evaluation, the clinical learning environment will be better and have an impact on nursing institutions that can prepare good quality graduate students. This study aimed to evaluate the clinical learning environment of nursing profession students in hospitals. The research design used descriptive and involved 229 professional nursing students consisting of 23 and 24 batches of Nursing at the University of Jember, which were collected by using total sampling. The results of the evaluation of the clinical learning environment of professional nurses in hospitals showed an average score of 132.7 from the maximum score 170. Every indicator has an average value and the percentage of achievement starting from the highest to the lowest; the relationship of supervision (clinical supervisor or clinical instructor) with an average of 31.10 (77.75%), leadership style of the inpatient ward manajer with an average of 15, 41 (77.05%), the role of nurse lecturers (academic lecturers) with an average of 34.02 (75.60%), nursing service places with an average of 15.05 (75.25%) and an atmosphere of learning strategies with an average of 33.25 (73.25) and overall student satisfaction obtained an average value of 3.92 (78.40%). The results of the study show that nursing students is still not fully satisfied toward clinical learning environment. It must be improved to provide a suitable clinical learning environment so that students feel satisfied and clinical competence can be achieved.
Dissertations / Theses on the topic "Clinical Competence Nurses' Instruction"
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Yimer, Endris Mekonnen, Firew Ayalew Desta, Kefyalew Muleta Akassa, Tadele Bogale Yitaferu, Mesfin Goji Abebe, Mebit Kebede Tariku, and Hannah Gibson. "Assessment of Midwifery and Nursing Students’ Nutrition Competence in Ethiopia: A Cross Sectional Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss2/2.
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Background: Malnutrition is a major public health problem in Ethiopia contributing to half of infant and child mortality. The 2014 mini Ethiopian Demographic and Health Survey revealed that four out of ten children under five are stunted, nearly one out of ten are wasted, and a quarter are underweight. One of the factors that contributed to the high stunting rate is the shortage of capable providers who are competent to provide nutrition services. The purpose of this study was to assess graduating midwifery and nursing students’ nutrition competence and explore the factors that influence their competence.
Methods: A cross-sectional survey was employed in June 2015. Students’ knowledge was assessed using objective written assessment questions; and their skills were assessed using a five-station objectively structured clinical examination. Students’ perception of the nutrition learning environment and their learning experience was obtained by administering a structured questionnaire using interviews. Bivariate and multivariable analysis, including Chi-square test and independent sample t-test, were used to detect statistically significant associations or differences.
Results: A total of 113 students from four public universities in Ethiopia participated in the study. Only 38.1% of students demonstrated adequate competency in nutrition. The mean percentage score for nutrition knowledge and skills were 63.8% and 46.6% respectively. There was no statistically significant difference between midwifery and nursing students’ nutrition competence (P>0.05). Both cadres scored a mean value above 50% in the knowledge assessment, except in the competency areas of nutrition and HIV. However, both showed lesser competence in performing basic nutrition skills such as anthropometry. Midwives scored higher than nurses on counseling mothers on optimal breast feeding (p=0.001). The majority (98.2%) of students reported that they had no access to nutrition skills laboratory when they took the nutrition course. In multivariable analysis, students who perceived the practice sites as conducive for nutrition skills learning achieved higher levels of competence.
Conclusions: The target students were deficient in nutrition competencies. The study suggests revision of midwifery and nursing curricula for adequacy and relevance of nutrition contents, learning and assessment techniques. Nutrition skills learning both in skills lab and at clinical and practical settings need to be strengthened.
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Archer, Elize. "Using simulation for achieving competency in the practical procedures of a Critical care nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2028.
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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.
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Kinnaman, Mary Louise Wilson Thad. "Exploring the clinical decision-making strategies of nurses." Diss., UMK access, 2006.
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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2006."A dissertation in nursing." Advisor: Thad Wilson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves 213-230). Online version of the print edition.
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Calman, Lynn Ann. "Patients' views of nurses' clinical competence : a grounded theory approach." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24043.
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This thesis examines, from the viewpoint of the patient, what is meant by competent nursing and how, with this perspective in mind, patients would regard the prospect of assessing the competence of nurses. The study utilises a grounded theory approach. Twenty-seven patients were interviewed about their views of nursing care. Preliminary data collection was undertaken in general medical and surgical areas. A theoretical sampling strategy was developed to include more experienced patients in three specialty areas renal dialysis, cystic fibrosis and diabetes care. Data were analysed, in keeping with the grounded theory tradition, utilising the constant comparative method. Patients described the process of becoming a patient and how they come to understand the complex social world of the hospital and the role of nurses within this. They identified the features of a good nursing encounter as being patient led, personal and individualised. Patients also identified their own responsibilities, specifically how to be a ‘good’ patient. Previous studies have highlighted the importance of the quality of the nursing encounter – the nurse/patient relationship, individualised patient care and empathy for example. This study specifically raises the issue that patients take technical competence for granted and highlights the important finding that when technical competence is assumed than these interpersonal factors become the most important indicator of the quality of nursing care. These personal and highly individual encounters between the patient and nurse and personality characteristics displayed such as caring and kindness, empathy and sense of vocation are difficult to measure or make objective judgements about. Although patients can discriminate between nurses who have these attributes and skills, being involved with the formal assessment of these attributes is considered a difficult prospect. The study findings emphasise that patient assessment of nursing competence is complex and implications for nurse education and service provision are highlighted.
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Hansen-Salie, Nasieba. "Professional nurses' perceptions of newly qualified professional nurses competency and factors influencing competency." University of the Western cape, 2011. http://hdl.handle.net/11394/5406.
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Magister Curationis - MCurIn our constantly changing healthcare system and with large numbers of staff shortages in hospitals, newly qualified professional nurses are expected to be competent and work unsupervised in leadership capacities soon after they have completed their nursing programs. The study was aimed at determining the perceptions of professional nurses of newly qualified professional nurses' competency as well as factors that influence competency. A quantitative approach using a descriptive survey design was employed, using 34 experienced professional nurses working in selected private hospitals in the Western Cape. Data was collected by means of a peer evaluation questionnaire, namely the Competency Inventory for Registered nurses. Data was analyzed, using IBM SPSS 19 with the assistance of a statistician. The results of the 55-item Competency Inventory for Registered Nurses indicate that newly qualified nurses were perceived as highly competent in clinical care, leadership, interpersonal relation, legal/ethical and professional development. Newly qualified nurses were perceived as low in competency in teaching/coaching, critical thinking and research aptitude. All the factors identified using literature, were perceived as having an influence on competency. Recommendations were made to the institutions to assist newly qualified nurses in competence development.
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Grealish, Laurie. "Crafting competence : the goverence of multiplicity in nursing /." full text via ADT, 2009. http://erl.canberra.edu.au/public/adt-AUC20090818.152940/index.html.
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Mugerwa, Pumla Princess. "The relationship between clinical learning environmental factors and clinical competence of newly qualified registered nurses in public hospitals." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19266.
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There is increasing concern that newly qualified registered nurses (RNs) find it difficult to make a smooth transition from completing their four-year nursing training to taking up their posts as first time RNs. In a constantly changing healthcare system, these newly qualified RNs are expected to work independently and be competent in applying the decision making and problem-solving skills gained during their training. While certain aspects of clinical incompetence may be ascribed to individual factors, the importance of the clinical learning environment and its influence on the development of clinical competence cannot be ignored. Nurses need support and guidance to effect a successful transition from being novice to competent nurse and the environment is regarded as important in developing technical competencies. The research study followed a positivistic, quantitative paradigm, where the hypothesized relationship between clinical learning environmental factors and clinical competence of newly qualified RNs were explored. Data was collected from the experienced RNs in the hospitals by means of a structured pre-existing questionnaire, namely the Competency Inventory for Registered Nurses (CIRN). Descriptive statistics and inferential statistics were used to analyse data. The analysed data was used to describe the findings. Recommendations were made based on the findings. Results suggested that the development of clinical competence is dependent on both the individual and context. Positive relations were reported between clinical learning environmental factors and clinical competencies.
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Marshall, Andrea Pauline. "Information use in clinical practice a case study of critical care nurses' enteral feeding decisions /." Connect to full text, 2008. http://hdl.handle.net/2123/3658.
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Thesis (Ph. D.)--University of Sydney, 2008.Title from title screen (viewed 11 February 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Nursing And Midwifery. Includes bibliographical references. Also available in print form.
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Frykman, Martina, and Maria Andersson. "Färdigheter och förutsättningar för sjuksköterskor i mötet med patienter med psykisk ohälsa : En litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för hälso- och vårdvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-15719.
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Background: The definition of mental illness is characterized by a lack of management regarding mood, thoughts or behavior. It is difficult for the person to cope with everyday duties as well as relationships with other people. The study revealed that the society should take action to prevent social isolation for those with mental illness. The central concepts of care theory is love, learning and well-being, where nurses' conditions and actions create results in the patient. Aim: Describe skills and prerequisites nurses need at the meeting of patients with mental illness. A further aim was to examine the ethical considerations included studies made use of. Method: A descriptive literature study Main result: Nurses feel they do not have skills regarding mental illness. When nurses care for patients with mental illness are often formed stigmatizations regarding these patient groups and care will suffer. That creates difficulties in dealing with situations where patients' mental health problems are preventing optimal care efforts. The nurses felt that the general nursing care was better if the right knowledge and training in mental health raised further. Conclusion: Nurses need increased knowledge and training regarding mental illness in order to have skills and opportunities.
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Beattie, Heather Joy. "The theory practice interface: A case study of experienced nurses' perceptions of their role as clinical teachers." Thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/ceb5f1300d3b950ef03e0698cca7d6cf6c8edbb9cd6068107ac42bd2e88e5309/1264218/64793_downloaded_stream_18.pdf.
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This research explores how experienced nurses perceive their role as clinical teachers in an environment that is challenged not only with on-going changes in healthcare delivery, but also by the expectation that it will continue to provide positive clinical learning opportunities for undergraduate student nurses.
Books on the topic "Clinical Competence Nurses' Instruction"
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Audean, Duespohl T., ed. A guide for effective clinical instruction. 2nd ed. Rockville, Md: Aspen Systems Corp., 1985.
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Miele, Carole. From nursing assistant to clinical care associate. Upper Saddle River, NJ: Prentice Hall, 1999.
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1951-, Holland Stevie, ed. Skills of clinical supervision for nurses: A practical guide for supervisees, clinical supervisors, and managers. Buckingham: Open University Press, 1998.
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Clinical decision making for nurse practitioners: A case study approach. Philadelphia: Lippincott, 1998.
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Lou, Moore Mary. Cultural competence: An essential journey for perinatal nurses. Edited by Moos Merry-K, Callister, Lynn C. (Lynn Clark), Freda Margaret Comerford, and March of Dimes Birth Defects Foundation. White Plains, NY: Education & Health Promotion, March of Dimes, 2010.
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Clinical pharmacology for nurses. Edinburgh: Churchill Livingstone, 1985.
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Trounce, J. R. Clinical pharmacology for nurses. Edinburgh: Churchill Livingstone, 1994.
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Trounce, J. R. Clinical pharmacology for nurses. Edinburgh: Churchill Livingstone, 1985.
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M, Marks K., ed. Clinical pharmacology for nurses. Edinburgh: Churchill Livingstone, 1988.
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Trounce, J. R. Clinical pharmacology for nurses. Edinburgh: Churchill Livingstone, 1988.
Find full textBook chapters on the topic "Clinical Competence Nurses' Instruction"
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Nethercott, Daniel, and Maire Shelly. "Critical care." In Handbook of Communication in Anaesthesia & Critical Care. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199577286.003.0019.
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It is well recognized that errors of communication are associated with causing harm to patients on the Intensive Care Unit (ICU). By means of presenting a patient-based narrative, this chapter looks at communication in intensive care medicine focusing attention on styles of communication that are useful in different areas of common practice. It must be accepted that communication needs to convey a message that sits within its own context. For instance, the way that proxy decisions are made for patients who lack capacity varies with both culture and region. Resources are variable, and this includes the time that can be allocated to communication. It is clearly beyond the scope of this chapter to offer guidance on exactly what information should be given to patients and their relatives, but we aim to highlight useful ways of making the communication of that information more effective. 03:00 in a District General Hospital Emergency department. The on-call intensive care doctor is fast-bleeped to the resuscitation bay to see a 35-year-old man called Stephen who has been brought in by ambulance from a roadside accident. He is conscious but distressed, with significant injuries to both legs and thorax. A ‘trauma team’ of doctors is assembled, plus the delivering paramedics, accident and emergency-qualified nurses and healthcare assistants. Communicating with teams in time-critical situations presents a clear challenge. Team members can be unknown to each other with an unknown skill mix, the clinical problems are undefined, different personnel have different—sometimes conflicting—motives, and goals, and clinical priorities can shift over time. The anaesthetist must be confident to communicate with authority in these circumstances. Under stress, most team members will respond well to someone else taking the lead. They will usually do what they are asked if they understand the instruction, are competent to undertake the task, and are not overloaded with other tasks. Closed-loop communication is a good way to keep communication efficient: ‘Someone get me a tube!’ can be misunderstood or ignored by most of the team. ‘Sarah, I want you to get a size 8 endotracheal tube from the trolley and test the cuff for me. Do you know how to do that?’ is specific, directed to a named individual and asks for confirmation of understanding and competence to complete the task.
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Desamparados Bernat Adell, María, María Sánchez Galán, Ana Folch Ayora, Pablo Salas Molina, and Eladio Joaquín Collado Boira. "Specialized Training for Nursing in the Surgical Area, a Question of Quality." In Contemporary Topics in Patient Safety - Volume 1 [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94171.
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This is an observational, descriptive and cross-sectional study that looks into nursing competencies within the surgical area and analyzes the influence of the variables age, years worked and employment relationship on the dependent variable nursing competencies. The Perceived Perioperative Competence Scale-Revised (PPCS-R) questionnaire was applied to nurses in the surgical area of the General University Hospital of Castellón. The variables were processed using ANOVA tests and Pearson’s correlations. A sample of 50 female nurses with a mean age of 41 ± 7.931 years was evaluated. Age and number of years worked were positively related to 11 items of the questionnaire. Regarding the employment relationship, significant differences were found, with the “permanent” employment relationship obtaining the highest mean score [1.040 (p = .018)]. Education and clinical experience were found to contribute to the development of practice. Patient safety was an essential aspect in managing the associated risk in the operating room (OR).
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Examination of the cerebellar system." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0016.
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Although many books include cerebellar examination as part of the motor examination, it is discussed separately here in view of its importance. As children with cerebellar diseases are not often seen in routine clinical practice, candidates tend to neglect this system in their preparation and so find it difficult in the exam. Assessment involves examination of the gait and coordination, which tests both cerebellar midline and hemispheric function (tables 10.1 and 10.2). In the exam, you may pass through a station asking you to examine either the cerebellar system or the gait alone. If such an instruction is given, be clear what you need to focus on. Key competence skills required in the cerebellar examination are given in table 10.3. These steps are repeated for every system to reiterate their importance and to help you recollect the initial approach of any clinical examination. Also refer to chapter 4. • On entering the examination room, adhere to infection control measures by washing your hands or decontaminating with alcohol rub. • Introduce yourself both to the parents and the child. • Ask the name and age of the child, if not already told by the examiner. • Speak slowly and clearly with a smile on your face. • Explain what the examination involves and obtain consent. • Establish rapport with the child and parents. • Expose adequately while ensuring their privacy. • Positioning: to examine the older child, they may sit on the edge of the bed or on a chair when they are not acutely ill. It is preferable to examine the younger child on their parent’s lap rather than on a couch, which can cause much apprehension. The aim of the visual survey is to capture every available clue, which should help you to arrive at the correct diagnosis. • Look at the child and try to estimate the approximate age. • Always consider whether the findings combine to form a recognizable clinical syndrome. Common syndromes with cerebellar involvement include ataxia telangiectasia, Dandy–Walker cyst, Chiari malformation, and Friedreich’s ataxia.
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Examination of the cardiovascular system." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0011.
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All candidates taking the MRCPCH clinical examination will be expected to show competency in carrying out the cardiovascular examination. It is important to listen carefully to the examiner’s instructions and follow them. You may be asked only to auscultate the heart. If the examiner gives such an instruction, simply follow it! … You are advised to buy a good paediatric stethoscope, as it can reduce the difficulty in identifying cardiac sounds. The diaphragm of the stethoscope is designed to amplify high-pitched sounds; the bell does not amplify sound but transmits low-pitched sounds better than the diaphragm. The bell should be placed lightly against the skin, while the diaphragm should be placed firmly on the skin for ideal sound amplification and transmission. It is possible to make the bell act like a diaphragm by placing it firmly against the skin…. Examination of the cardiovascular system is best done in correlation with the available medical history, as this often gives major clues. It is helpful to have a systematic approach to presenting the findings, which of course should be practised thoroughly. However, the examination itself can be performed in a different sequence depending on the age of the child and their degree of cooperation. Key competence skills required in the cardiovascular examination are given in table 5.1. Cardiovascular cases commonly encountered in the MRCPCH Clinical Exam are listed in table 5.2. These steps are repeated in every system to reiterate their importance and to help you recollect the initial approach for any clinical exam. Also, refer to chapter 4. • On entering the examination room, demonstrate strict adherence to infection control measures by washing your hands or using alcohol rub. • Introduce yourself both to the parents and the child. • Talk slowly and clearly with a smile on your face. • Establish rapport with the child and parents. • Undress the child to the waist to allow proper examination. Expose adequately while ensuring their privacy. • Positioning: it is easier to examine older children while they sit on the edge of the bed, or on a chair when they are not acutely ill.
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Barreveld, Antje M., and Beth B. Hogans. "Introduction." In Pain Care Essentials, 1–4. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199768912.003.0001.
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Pain has profound effects on human productivity and quality of life. Pain can result in patients experiencing stigma in addition to the profound suffering intrinsic to pain. Since the early 70s, much has been learned about pain through research and collaboration of diverse healthcare professionals and scientists. Despite advances in understanding pain causes, processes, and potential treatments, progress in the preparation of healthcare professionals has been slow. This book represents a collaborative effort of a wide variety of experts in pain, including physicians, nurses, clinical psychologists, pharmacists, scientists, physical therapists and others. The content is organized around learning objectives and targets of the needs of early career health practitioners, including physicians, nurse practitioners, physician assistants, and others. While this book may serve as a refresher, many will be learning this material for the first time. We hope to inspire our readers to engage in meaningful therapeutic partnerships with their patients utilizing the broadest range of effective pain management approaches and therapies with an awareness of safety, pain relief, and the highly individualized nature of pain. Attaining competence in pain care essentials is immensely rewarding for patients, caregivers, and healthcare providers alike.
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Gupta, Pawan. "Life-Threatening Emergencies." In Oxford Assess and Progress: Emergency Medicine. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199599530.003.0011.
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When a ‘43-year-old male with a cardiac arrest’ or a ‘63-year-old hypotensive with tachycardia and shortness of breath’ message flies through the red phone from the ambulance control, it is normal for junior doctors to get a bit apprehensive in the first few days of their clinical life. However, knowledge of and following the few basic steps for a rapid assessment and management of the airway, breathing, circulation, disability, and exposure (ABCDE) that are discussed in this chapter may alleviate some of their nervousness and give them the requisite confidence to face such life-threatening emergencies with energy and vigour. The routine practice of taking a history and performing a physical examination, followed by investigations and treatment, is not applicable in emergency situations as time is of the essence. Brief assessment is followed by treatment. A brief history may be collected from the paramedics as often the patient is not in a condition to talk. In the event of a cardiac arrest, protocols are always available in almost all the EDs in the UK and you should follow these. In today’s training climate, a new FY1 will never be left on his or her own to face a situation which is beyond their competence. Help is always available in the form of senior doctors, nurses, and other staff. It is important to first manage the basic ABCDE and, then not missing any of the simple clinical observations such as respiratory rate, capillary refill time, and capillary blood glucose testing. A short but succinct systematic physical examination is important for nailing the main problems and treating them immediately. Most of the time, the underlying cause of acute symptoms is obvious from the outset; at other times, you may need to request some additional tests later to establish the diagnosis. Sticking to ABCDE in the first instance will support the patient and buy time, allowing the doctor to get to the root of the problem, and do what is necessary to help the patient. This chapter has scenarios relating to life-threatening clinical presentations such as anaphylaxis and hoarseness to help ascertain the diagnosis and initiate appropriate treatment immediately.
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Clay, Daniel L., and T. David Elkin. "Training in Pediatric Psychosocial Hematology/Oncology." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0038.
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As evidenced by the chapters in this book, psychosocial hematology/oncology (hem/onc) presents a wide array of complex problems and issues for the patients, their families, and the health care team. Because the diseases are unpredictable and often life-threatening, treating the whole child effectively requires a multidisciplinary team of health care professionals working in concert to address the physical, emotional, and spiritual needs of affected families. Working effectively on such a team requires specialized training to manage disease-specific issues such as pain, complexities of multidisciplinary work, and the stress resulting from working with severe and sometimes terminal illnesses. In general, there are many complex roles for psychosocial service providers in the delivery of health care (Brown et al., 2002), and for these reasons, the roles in the hem/onc setting can be even more important and complex. The purposes of this chapter are to (a) describe the phases of training, (b) discuss issues that have an impact on the training process, and (c) describe key content areas in which training is necessary to reach an acceptable level of competence for working in the area of psychosocial hem/onc. Although the team members consist of various health care professionals and subspecialties such as physicians, nurses, dieticians, psychologists, and social workers, this chapter focuses on graduate and postdoctoral training of psychosocial service providers such as psychologists, social workers, and counselors. However, many of the issues we discuss also apply to training in the other professions at both the preservice and postgraduate levels. This chapter consists of two main sections: the first section deals with the process of training, and the second addresses the content of specialized training in hem/onc. The first section begins with a detailed description of training that incorporates a developmental model of knowledge and skill acquisition. We then discuss current trends that have a direct impact on the implementation of training methods and the settings in which clinical training takes place. The second section includes a description of several content areas specific to the needs of patients and health care staff working in hem/onc. These areas address specific knowledge and skill domains and the methods by which these domains can be integrated into the training model.
Conference papers on the topic "Clinical Competence Nurses' Instruction"
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Liou, Shwu-Ru, Ching-Yu Cheng, Hsiu-Chen Liu, and Shu-Ling Tsai. "Development of a Computerized Model of Performance-Based Measurement to Facilitate and Evaluate New Graduate Nurses' Clinical Competence." In 2013 International Conference on Advanced ICT. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.34.
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Whittingham, Katharine, Heather Wharrad, Jo Rutt, Kristin Hjorthaug Urstad, Torunn Strømme, Petter Mordt, Esther Navarro-Illana, Cristina Ferrer-Albero, and Luis Estivalis-Torrent. "AN EVALUATION OF STUDENT NURSES’ EXPERIENCES OF A SMARTPHONE APP AIMED AT DEVELOPING CONFIDENCE AND COMPETENCE IN PERFORMING CLINICAL SKILLS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0896.
Full textReports on the topic "Clinical Competence Nurses' Instruction"
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Training for clinical competence and resilience reduced job strain among intensive care nurses in France. National Institute for Health Research, February 2019. http://dx.doi.org/10.3310/signal-000726.
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