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.
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Klerk, Kate. "Clinical supervision in selected hospitals, Cape Town: reflections on registered nurses lived experiences." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7190_1320405189.
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The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients.
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Bukhari, Elham. "Nature of preceptorship and its impact on clinical nursing care from the perspectives of relevant nursing staff." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/nature-of-preceptorship-and-its-impact-on-clinical-nursing-care-from-the-perspectives-of-relevant-nursing-staff(d4c62166-9243-48a1-b07c-d5b554658ceb).html.
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Background: previous studies have revealed that newly hired nurses experience stress and anxiety when entering a new clinical setting. Failure to support and prepare these nurses may affect their ability to deliver the required level of nursing care. Preceptorship is a time limited, organised clinical instructional programme, which promotes staff development, improves nursing education, reduces nursing shortages, promotes staff retention and decreases staff turnover. Little evidence expounds about how newly hired nurses perceive preceptorship. The impact of preceptorship on the clinical nursing care of newly hired experienced nurses has not been investigated or verified globally neither has it been investigated from a Saudi context. Aims and Objectives: the study aimed to explore the nature of preceptorship and its impact on clinical nursing care as perceived by the nurses who had taken part in a preceptorship programme in Saudi Arabia. The study elicited the participants' understanding and expectations of the preceptorship programme in an attempt to identify those factors that may be directly related to the success or failure of the programme. Furthermore, it aimed to examine the role of preceptorship in developing the clinical practice of newly hired experienced nurses. Methodology: a qualitative design based on the principles of naturalistic inquiry underpinned this study. Thirty national and international nurses of five different grades across wards in one Saudi hospital were first purposively and subsequently convenience sampled to take part in the study. Most participants were of international origin, possessing various levels of experience and education. Preceptees were younger and less experienced than other programme stakeholders. Data were generated using tape-recorded semi-structured individual and focus groups interviews. This action was also supported by a review of the hospital's preceptorship policy documents. All the interviews were transcribed verbatim and analysed concurrently using thematic analysis based on a constant comparative method. Findings and discussion: Six themes were derived from the interview data to generate an account of participants' experiences. Social learning theory was used as an explanatory framework for understanding the study's findings. Thus, preceptorship was seen as an important supportive, learning process, although inconsistencies were highlighted related to the participants' understanding and expectations of the programme. The duration of preceptorship was also contested with some needing longer than allocated. Hence, confusion arose regarding when preceptorship should begin and end due to ambiguities within the preceptorship policy documentation. Furthermore, participants perceived preceptorship had a mixed impact on clinical nursing care depending on preceptee/preceptor preparation and workload. Surprisingly recruitment was found to have the biggest impact on the success or failure of the preceptorship programme an unexpected and new finding highlighted by this study. Conclusion: preceptorship is important for the integration of newly hired experienced nurses into their new roles. The meaning of preceptorship as applied to each hospital needs to be defined and articulated clearly and concisely. In order to meet the objectives of preceptorship, policy documentation needs to be clearer, and recruitment processes need to be reviewed in order to match both preceptee experience and qualifications with organisational requirements.
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Mendes, Maria Angélica. "Papel clínico do enfermeiro: desenvolvimento do conceito." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/7/7139/tde-30032010-111338/.
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Recente profusão de novos papéis profissionais do enfermeiro e mudanças nas práticas da enfermagem têm sido descritas mundialmente e exercem impacto no tipo de cuidado provido e nas formas de sua provisão. O interesse deste estudo é a ideia de papel clínico, que, apesar de ser uma expressão comumente usada no cotidiano, é pouco explorada em termos conceituais. Este estudo teve como objetivo desenvolver o conceito de papel clínico do enfermeiro. A Metodologia de Análise Qualitativa de Conceito foi aplicada em suas três fases: Identificação dos Atributos, Verificação dos Atributos e Identificação das Manifestações do Conceito. Na primeira fase, os atributos abstratos e universais do conceito foram identificados, utilizando-se a Análise Crítica da Literatura, que resultou no estudo de 24 publicações. Na segunda fase, aplicou-se a Teoria Fundamentada nos Dados para verificar os atributos do papel clínico na experiência do enfermeiro. Nessa fase, realizou-se estudo com sete enfermeiros assistenciais do Hospital Universitário da Universidade de São Paulo. Os dados foram coletados por entrevistas abertas, que foram analisadas e interpretadas em categorias inter-relacionadas, com a derivação de um modelo teórico da experiência do papel clínico do enfermeiro. Na terceira fase, os dados das fases anteriores foram comparados e integrados, possibilitando a proposição teórica do conceito. Os resultados da análise evidenciaram que papel clínico do enfermeiro é um processo psicossocial resultante da interação do enfermeiro com o paciente, com o contexto e consigo mesmo. Autonomia clínica configurou-se como elemento central da interação do enfermeiro com o paciente na experiência do papel clínico. O significado da experiência do papel clínico foi expresso no empoderamento do enfermeiro pelo exercício da autonomia clínica, que mostra o alcance de resultados manifestados na própria interação do enfermeiro com o paciente, consigo mesmo ou com o contexto. Os dados indicaram ter o paciente como o centro do cuidado, ter finalidades e intencionalidade como atributos principais do papel clínico. O desempenho do papel clínico requer que o enfermeiro tome posse da autonomia clínica, que a exerça nas interações e nas ações junto ao paciente e se perceba empoderado por esse exercício. Papel clínico é uma competência que se articula como uma forma de poder, mediado pela autonomia clínica. A autonomia clínica concede ao enfermeiro o poder de pensar, de imaginar, de planejar o cuidado e de influir na saúde do paciente. A análise do conceito do papel clínico contribuirá para reflexões sobre as dimensões envolvidas na prática e no ensino de enfermagem e para informar não só as políticas de ensino e de práticas profissionais, mas também as políticas de saúde.Recent profusion of new professional roles of the nurse and changes in the practice of nursing have been worldwide described and have an impact on the type of care provided as well as on the forms of its provision. The interest of this study is the idea of the clinical role, which inspite of being a commonly used daily expression, is little explored in conceptual terms. This study has had as an objective the development of the concept of the clinical role of the nurse. The Methodology of Qualitative Analysis of Concept has been applied in its three phases: Identification of the Attributes, Verification of the Attributes and Identification of the Manifestations of the Concept. In the first phase, abstract and universal attributes of the concept have been identified using Critical Analysis of Literature, which resulted in the study of 24 publications. In the second phase, Grounded Theory has been applied to verify the attributes of the clinical role in the nurses experience. In this phase, a study has been carried out with seven assistential nurses from the São Paulo Universitys Hospital. Data has been collected by open interviews, which has been analysed and interpreted in interrelated categories, deriving to a theorical model of the nurses clinical roles experience. In the third phase, the data of the previous phases were compared and integrated, permitting the theorical proposition of the concept. The results of the analysis have proved that the nurses clinical role is a psychosocial process resulting from the interaction of the nurse with the patient, with the context and with himself. Clinical autonomy has configured as a central element in the interaction of the nurse with the patient in the clinical roles experience. The significance of the clinical roles experience has been expressed in the empowerment of the nurse through the exercise of clinical autonomy, which shows the range of achieved results shown in the nurses interaction with the patient, with himself or with the context. Data has indicated to have the patient as the center of attention, to have purposes and intentions as the main attributes of the clinical role. The performance of the clinical role requires that the nurse takes lead of the clinical autonomy, exercises it during interactions and actions with the patient and feels empowered by this exercise. The clinical role is an ability which, through clinical autonomy, is articulated as a form of power. Clinical autonomy concedes the nurse the power to think, to imagine, to make care plans and to influence the patients health. The analysis of the clinical roles concept will help to have reflections about the dimensions involved in the practice and teaching of nursing and to inform, not only the educational and professional practices politics, but health politics as well.
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Johansson, Kjell. "Towards a new strategy for systematic screening for hazardous and harmful alcohol consumption in primary health care /." Linköping : Univ, 2005. http://www.bibl.liu.se/liupubl/disp/disp2005/med886s.pdf.
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Koehn, Amy R. "To report or not report : a qualitative study of nurses' decisions in error reporting." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665927.
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This qualitative study was successful in utilization of grounded theory methodology to ascertain nurses' decision-making processes following their awareness of having made a medical error, as well as how and/or if they corrected and reported the error. Significant literature documents the existence of medical errors; however, this unique study interviewed thirty nurses from adult intensive care units seeking to discover through a detailed interview process their individual stories and experiences, which were then analyzed for common themes. Common themes led to the development of a theoretical model of thought processes regarding error reporting when nurses made an error. Within this theoretical model are multiple processes that outline a shared, time-orientated sequence of events nurses encounter before, during, and after an error. One common theme was the error occurred during a busy day when they had been doing something unfamiliar. Each nurse expressed personal anguish at the realization she had made an error, she sought to understand why the error happened and what corrective action was needed. Whether the error was reported on or told about depended on each unit's expectation and what needed to be done to protect the patient. If there was no perceived patient harm, errors were not reported. Even for reported errors, no one followed-up with the nurses in this study. Nurses were left on their own to reflect on what had happened and to consider what could be done to prevent error recurrence. The overall impact of the process of and the recovery from the error led to learning from the error that persisted throughout her nursing career. Findings from this study illuminate the unique viewpoint of licensed nurses' experiences with errors and have the potential to influence how the prevention of, notification about and resolution of errors are dealt with in the clinical setting. Further research is needed to answer multiple questions that will contribute to nursing knowledge about error reporting activities and the means to continue to improve error-reporting rates.
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Sims, Caroline E. "New graduate nurse transition into practice : psychometric testing of Sims Factor H Assessment Scale." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601305.
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Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse's ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach's coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.
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Powell, Elizabeth Maria. "Effectiveness of simulation training to improve pupil nurses' clinical competence." Diss., 2012. http://hdl.handle.net/10500/10596.
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The aim of this study is to determine the effectiveness of simulation training in improving
the clinical competence of pupil nurses.
A quantitative, quasi-experimental, non-equivalent control group before-after design is
used. The method of data collection is observation using check lists.
The population for this study includes the second-year pupil nurses (N=43) following the
two-year programme leading to enrolment as a nurse at the Gauteng learning centre of
a private hospital group during 2011-2012.
The results reveal that although there is proof that clinical training in simulation
improves the competence levels of the experimental group in the procedure
administration of oral medication over a period of time, there is no proof that this is true
for the procedure observation of patients’ neurological functions and, therefore, the
researcher cannot come to a definite conclusion about the effectiveness of simulation
trainingHealth Studies
M.A. (Health Studies)
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CHANG, HSIU CHEN, and 張秀禎. "Relationships Among Cultural Competence, Job Satisfaction, and Professional Commitment in Clinical Nurses." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94051151073796104049.
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碩士輔英科技大學
護理系碩士班
104
Cultural Competence is the kind of ability which tells one’s own culture from others and provides cultural competence care to patients adequately. The ability impacts not only the outcomes of nursing care and patients’ prognosis, but also job satisfaction and professional commitment of nurses. But, the issue has not been well studied in Taiwan. The purpose of this study was aimed at exploring the relationships among cultural competence, job satisfaction, and professional commitment in clinical nurses. The study adopted cross-sectional correlational study design, and recruited 185 nurses who were working for a southern medical center and have over 1 year working experience by convenience sampling. Had employing structural questionnaires, the study introduced nurse personal attributes, Cultural Competence Assessment Tool-Chinese Version, Minnesota Satisfaction Questionnaire, and Professional Commitment of Nurse as measurement to collect relevant information. The results were analyzed by SPSS18.0 for Windows. The study documented that the nurses who possess higher cultural competence ability tend to have higher level of job satisfaction and professional commitment. It may be suggested that, in advance of promoting job satisfaction, professional commitment, and improving consequential retention rate, the executives of hospitals should consider assisting the clinical nurses for acquiring cultural competence abilities in accordance with design cultural competence interventions. Key words: cultural competence, job satisfaction, professional commitment
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Motsa, Glory Ncamsile. "Professional nurses expectations regarding the competence of the newly qualified comprehensive diploma nurses in Swaziland clinical facilities." Thesis, 2014. http://hdl.handle.net/10210/9689.
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M.Cur. (Nursing Education)The competence of the newly qualified comprehensive diploma nurses has been a cause for concern to professional nurses in Swaziland. Once the diploma graduate nurses are deployed in the clinical health facilities, they tend not to display the expected competence when providing care to patients. This compromises the quality of care given to patients. The purpose of the study is to explore and describe the expectations of professional nurses regarding the competence of the newly qualified comprehensive diploma nurses in Swaziland rural clinical health facilities, in order to formulate strategies to improve their competence and subsequently improve nursing practice in general. A contextual, qualitative, exploratory, and descriptive research design was employed to explore the expectations of professional nurses regarding the competence of the newly qualified comprehensive diploma nurses in the Swaziland rural clinical facilities, thereby formulating strategies to improve practice. A purposive sampling method was used to select professional nurses in the rural clinical facilities of Swaziland who meet the inclusion criteria. The data was collected through focus group interviews. The focus group interviews were directed by the research questions. Data was analysed using the open coding qualitative method of data analysis as described by Tesch (in Creswell, 2007: 154 – 156). This method of data analysis was applied to reduce data from interview transcriptions into themes and categories. Trustworthiness was ensured by using the four criteria described by Lincoln and Guba’s model (1985), namely: credibility; transferability; dependability; and confirmability. Ethical considerations were in accordance with the Faculty of Health Science Committee for Academic Ethics (2005). The researcher obtained approval to conduct the study from the University Higher Degree and Ethics Committee, Scientific and Ethics Committee in Swaziland.
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Chang, Shu-Chen, and 張淑真. "Development of the Clinical Competence Scale on Domestic Violence Against Women and Perception of Emergency Nurses’ Clinical Competence on Domestic Violence Against Women." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/61596362617613027830.
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博士高雄醫學大學
護理學研究所
102
Domestic violence against women has long been considered an important social issue. The emergency health care system has also been required to report the incidents and provide health care services to victims. The United States Bureau of Justice Statistics stated that the violence against women ranked first in domestic violence for about 49%. In Taiwan, the Family Violence Prevention Act has been implemented since 1998. In 2012, there were 61,309 cases of domestic violence against women reported, accounting for 53.22% of total number of domestic violence cases. Emergency nurses play an important role in clinical care of women who have experienced domestic violence. The clinical competences of emergency nurses would directly affect the quality of care for abused women. The purpose of this study is to develop the questionnaire and explore emergency nurses&;apos;&;apos; perceptions of their clinical competences on domestic violence against women. The study first applied focus group method using purposive sampling to interview 39 emergency nurses who had experiences of caring for abused women, sort out the clinical competences on domestic violence against women which are necessary for emergency nurses and develop the "Clinical Competence Scale on Violence against Women." After testing the validity of the Scale, a cross-sectional survey was then conducted using convenience sampling. There were 627 questionnaires issued to emergency nurses from 19 hospitals. A total of 476 valid questionnaires were returned with response rate of 89.63%. Through factor analysis, the results of this study found three factors of the "Clinical Competenc Scale on Domestic Violence against Women" containing 37 questions. The three factors were named as: (1) resources arrangement, protection interventions and caring; (2) assessment, reporting, recording, medical treatments and prevention; (3) legal issues management. The Scale obtained the 5-point Likert response to measure emergency nurses’ perception of clinical competence on domestic violence against women. The score range was from 37 to 185 points. The higher scores indicate the better results of emergency nurses’ perception of clinical competence on domestic violence against women. The total average scores of the "Clinical Competence Scale on Domestic Violence against Women" were 3.56. The results of the study showed the average scores of 3.69 in resources arrangement, protection interventions and caring, 3.33 in reporting, recording, medical treatments and prevention and 3.54 in legal issues management. In addition, the study found that the variables “receiving clinical trainings in domestic violence” and “having experiences of caring abused women” were the two important predictors to emergency nurses’ perception of clinical competence on domestic violence against women. It explained 6.0% of the variance. “Receiving clinical trainings in domestic violence” was the important predictor of "resources arrangement, protection interventions and caring." It explained 3.4% of the variance. “Receiving clinical trainings in domestic violence” was the important predictor of "reporting, recording, medical treatments and prevention." It explained 3.2% of the variance. “Receiving clinical trainings in domestic violence”, “the seniority of emergency department in regional hospitals” and “having experiences of caring abused women” were the important predictors of "legal issues management." It explained 10.2% of the variance. The "Clinical Competence Scale on Domestic Violence against Women" developed in this study could be used to help emergency nurses perceive their clinical competence on domestic violence against women. In addition to enhancing nurses&;apos;&;apos; self-perception and professional growth, the Scale could also be the reference to emergency nursing education and training and nursing administration.
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Moeti, Morongwenyane Roseline. "Perceptions of the clinical competence of newly registered nurses in the North West Province." Diss., 2002. http://hdl.handle.net/2263/29054.
Full textAbstract:
This study was based upon the requirements of the Scope of Practice of the Registered Nurses (R2598 of 1984 as amended) as prescribed by the South African Nursing Council. The clinical competency of new graduate nurses, with regard to the care of individual clients, depends on their ability to correlate theoretical knowledge learned in the classroom with practice and the development of clinical skills. Its foundation lies in the ability to identify and solve problems that emanate from critical thinking, analytic reasoning and reflective practice. It is clear that the quality of clinical exposure plays a leading role in the development of learners into nursing professionals. Nursing skills alone cannot ensure quality care of clients without the application of theory. Facilitation of this theory to practice remains, therefore, an essential component of nursing education. This study was aimed at identifying areas of incompetence of new graduate nurses (1998-2001) in the clinical area, by determining the new graduates and professional nurses perceptions of the competence of the new graduate nurses. The intention was to make recommendations regarding the identified areas of incompetence. Descriptive research was found appropriate to the study, using the parameters of the Scope of Practice of the Registered Nurse (R2598 of 1984 as amended) A quantitative non-experimental descriptive survey was undertaken to generate information on the clinical competence of new graduate nurses (1998-2001). Findings with regard to performance of new graduate nurses:
- Ethics and professional practice need to be emphasized and graduates educated regarding the rights of patients.
- New graduate nurses have sufficient theoretical knowledge but lack competency in basic nursing skills due to an inability to correlate theory to practice.
- New graduate nurses are perceived to be arrogant and perceive themselves as having a higher education or qualifications.
- College graduates are perceived to be more competent than university graduates because of their "extensive" exposure to clinical practice.
- New graduate nurses consider themselves to be above certain basic skills after completion of training.
Dissertation (MCur (Nursing Education))--University of Pretoria, 2005.
Nursing Science
unrestricted
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LIU, Yea-ying, and 劉雅瑛. "Clinical Competence and its Related Factors among Hospital Nurses-From the Human Capital Perspectives." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/80045797086205311809.
Full textAbstract:
博士國立中山大學
人力資源管理研究所
99
This study by the human capital point of view, discuss on the nursing professional human capital, and its investment and return as well as nursing competence. Effective samples from 25 different level teaching hospitals amounted to 2,101. In this cross-sectional research, development "nursing competence" scale, by items analysis and explorations as well as confirmed factors analysis, extracted into six factors, named for: integrated care plans, care interventions and communication, self-growth and professional development, management, and coordination and teaching competence, modified to 33 questions items, Cronbach '' s alpha value for 0.885~0.937. Developed evaluation scale for clinical ladder system by 18 items, including 2 factors, personal and professional growth and organizational resource factors, Cronbach '' s alpha values was .875 and .967. Use statistical software Spss 14 and Mplus to test of multivariate and cross-level analysis. The result was that "nursing clinical level" is a very good indicator to the human capital, will affect the "clinical ladder investment evaluation" and "competence"; " Clinical ladder system "will affect the" nursing competence ". Regulation effect of organizational factors, "resource from organization" may affect the relationship of "nursing clinical ladder systems evaluation and nursing competence ". "Hospital grading" has parts of impact on nursing competence. Nurse is worthy human capital, that individuals and organizations should continue to invest obtain the best value for return.
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Mason, Rachel. "A comparison of clinical competence between diploma and baccalaureate prepared nurses in a hospital setting." 1992. http://hdl.handle.net/1993/18522.
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Tsai, Hui-Na, and 蔡惠娜. "Associations Between Nurses’ Clinical Competence, Job Pressure, Fatigue, Self-Perceived Physical Symptoms, and Intention to Leave." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/a9fsj6.
Full textAbstract:
碩士長庚科技大學
護理研究所在職專班
103
Complex nursing work environment and high work pressure lead to nurses’ low intention to work and high turnover. Therefore, the purpose of this study is to explore the impacts of clinical competence, job stress, fatigue on nurses' physical symptoms and intention to leave. The study used a cross-sectional research design. Two-hundred-fifty nurses working in a medical center and a regional hospital were invited to participate in the study. Clinical competence, job stress, fatigue, physical symptoms and intention to leave were measured using validated scales: nurses’ personal attributes, the Clinical Competence Questionnaire, the Taiwanese Hospital Nurses’ Stress Scale, the Multimensional Assessment of Fatigue scale. The SPSS 17.0 was used to manage and analyze the data. Descriptive statistics, independent t-test, ANOVA, Pearson correlation, and regression were applied for data analysis. Results: (1) Level of clinical competence, job stress, fatigue, physical symptoms, and intention to leave of nurses in medical center did not differ by demographic variables except that job stress significantly differed by work shifts (p=.03). In contrast, level of clinical competence of nurses in regional hospital differed by sex, religion, and clinical ladder (p<.01).(2) Clinical competence, job stress, fatigue, physical symptoms, and intention to leave of nurses working in medical center inter-correlated significantly whereas only job stress, fatigue, physical symptoms and intention to leave of nurses working in regional hospital were significantly correlated. (3) For nurses working in medical centers, number of children living together, acknowledging a raise in salary or benefits, fixed shifts (including night shifts), and medical units had predictive relationships with job stress and intention to leave. In regional hospitals, nurses’ age, acknowledging a raise in salary or benefits, and fatigue had predictive relationships with intention to leave. Conclusion/practical implications: Higher level of clinical competence and lower level of job stress might decrease nurses’ level of fatigue, number of physical symptoms, and intention to leave. Hospital administrators are suggested providing more in-service education trainings and information resources to enhance nurses’ clinical competence. Raise salaries and benefits and arrange fixed shifts might retain more competent nurses in clinical services.
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Beattie, Heather Joy. "The theory practice interface [manuscript] : a case study of experienced nurses' perception of their role as clinical teachers." 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp14072005.2/index.html.
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Thesis (Ph.D.) -- Australian Catholic University, 2006.Submitted in partial fulfillment of the requirements of the degree of Doctor of Education, School of Educational Leadership, Faculty of Education. Bibliography: p. 229-248. Also available in an electronic format via the internet.
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Currie, Lillian Jane. "New graduates' values and the effect of a nurse transition program on neophyte staff nurses' clinical competency, role adjustment, job satisfaction, length of stay and turnover." 1994. http://wwwlib.umi.com/dissertations/fullcit/9506946.
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Mntambo, Selina Ntombizodwa. "Student nurses' experience of clinical accompaniment in a public hospital in Gauteng Province." Thesis, 2009. http://hdl.handle.net/10500/3897.
Full textAbstract:
Clinical practice is the core of nursing education during which the student is socialized
into the nursing profession. During this period, there is transfer of knowledge and skill
from qualified nurses and other members of the multidisciplinary team to student
nurses. The purpose of this study is to describe and explore student nurse’s
experiences of clinical accompaniment in a public hospital in Gauteng Province by
means of a qualitative approach that included the exploratory, descriptive and
contextual study. Three focus group interviews were conducted with students and one
with clinical accompanists. Qualitative methods included categorizing and coding. The
major findings of the research revealed that participants regarded relationships and
communication as important for clinical accompaniment. Both student nurses and unit
supervisors expected nurse facilitators to accompany students in clinical settings; but
some hospital staff members did not perceive clinical accompaniment to be their task.Health Studies
M.A. (Public Health)
28
Kang, Tsuey Pyng, and 康翠萍. "A Study of the Relationship among Psychiatric Mental Health Nurses’ Attitude Toward Suicidal Behavior and Clinical Competence of Suicide Interventions." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/25859855780080610133.
Full textAbstract:
碩士國立台北護理學院
護理研究所
98
The purpose of this study was to explore psychiatric mental health nurses’ (PMHN) attitude toward suicidal behavior and the clinical nursing task performance (CNTP) in regards to suicide. The present study was of cross-sectional and quantitative design. To more efficiently collect the data, 387 PMHN throughout Taiwan were asked to self-evaluate, without the need to record their names, by filling out. The Suicide Opinion Questionnaire (SOQ), CNTP scale, the scale of continue education needs regards suicide intervention, and individual characteristics scale. Then data were analyzed using SPSS, descriptive statistics, student’s t-test, paired t-test, one-way ANOVA, Scheffe’s posteriority comparison, Pearson’s correlation, spearman rank order correlation coefficient, and stepwise regression. Results: First, 31% of nurses had thoughts of suicide and 9.3% had suicidal behavior before. Second, PMHN’s views regarding suicides were: (1). nearly 90% of PMHN thought suicide is a symptom of mental illness and suicide survivors should undertake therapy. (2). nearly 90% thought everyone potentially could have suicidal behaviors. (3). nearly 80% thought suicide is reactionary and ones does not have the right to suicide. (4). nearly 50% thought suicidal behavior is a threat to others and over 90% thought suicide is a way of calling for help to others. (5). 87% thought suicide is against the natural way of nature and 50% thought suicide is not an immoral act. Thirdly, important notes pertaining to competence in suicide prevention: able to regularly instruct suicide/self-harm related prevention lessons to nurses in psychiatric hospitals and having over 60% of PMHN self evaluate as adequate. Of the 19 job categories, over 50% of PMHN rated themselves as above average but not sufficient enough, most of them were between inadequacy and inadequacy. Fourth, in the area of clinical competence in suicide intervention, the nurses were weakest at handling case study. Moreover, the nurses also expressed a lack of skills in areas concerning understanding the process of suicidal behaviors, detections of suicides, assessment and use of patient resources, recording of suicidal incidents, and suggestion for future improvements. Fifth, the PMHN’ individual variables (job level, work experience related to suicide, and amount of training related to suicide) could explain effectively the 27.2 % of variance for the CNTP. Sixth, the study shows that CNTP for PHMN should be above average. The findings can help the PHMN to contemplate more about their own attitudes toward suicidal behaviors and can serve as educational materials, which in turn would help create more constructive and helpful attitude toward suicidal patients and improve CNTP skill level and PHMN quality.
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Lin, Ching-Fang, and 林靜芳. "The study on the Relationships between Death Competence and Nursing Behavior Toward Dying Patients in a group of Clinical Nurses." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/92415944546087825206.
Full textAbstract:
碩士國立臺北護理健康大學
生死教育與輔導研究所
101
The purpose of this study was to explore the demography,death competence, nursing behaviors of dying patients among nurses and its related factors on clinical nurses. This is a cross-sectional descriptive and correlation research.A total of 254 nurses were recruited from the medical center innorthern Taiwan.A structure questionnaire was used to collect data and obtained 254 valid questionnaires. Data were statistically analyzed by means of descriptive analysis, Independent t test, One-way ANOVA, correlation and stepwise multiple regression using IBM SPSS Statistics. Major findings of this study were as follows: (1) Subjects had positive response of death competence that included “thinking expression of death” and “life introspection”. The most frequently cited nursing behaviors toward dying patients was physical care. (2) Death competenceand service types of individual background variables showed significant differences. (3) Background variables of subjects included service types, years of nursing experience, the care experience of dying patients for one year and nursing behaviors of dying patients showed significant differences. (4) There were significant differences between the scale of death competence such as “death accept attitudes”, “thinking expression of death”, “total death attitudes” and “physical care of dying patients”. Another way, “thinking expression of death” and “spiritualistic communication of dying patients” showed significant differences. The results of this study suggest that were as follows: (1) According to the comprehensive survey from the medical group that could extend the interdisciplinary nursing care model to improve the quality of patients care. That might provide more care appropriate for patients and their family. (2) It is important to provide the course about nursing behaviors toward dying patients for clinical nurses by organizing activities and sharing experience with peer each other that could ameliorate the care ability of nursing behaviors toward dying patients. (3) The quality of nursing behaviors toward dying patients would be raised by guiding correct methods and identification with and understanding of patients’ situation, feelings, and motives in the clinical state.
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Kuo, Hsu-Chan, and 郭旭展. "The Design of Modular-Based Curriculum and Instruction of Coaching Guidance Competence of Aerobic Exercise for Metabolic Syndrome for Psychiatric Nurses." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/55619607876745952073.
Full textAbstract:
碩士國立台北護理學院
護理研究所
98
Metabolic syndrome has been viewed as an important health issue by all governments around the world and the academia in recent years. Under the influence of lifestyle and side effect of medication, psychiatric patients suffer from a significantly higher prevalence rate of metabolic syndrome than general population. Enhancing clinical nurses’ care ability to solve this serious problem will thus be an imperative task in the future. The purpose of the present study was to construct and standardize the process of coaching psychiatric patients with metabolic syndrome to perform aerobics and confirm nurses’ ability to execute the process. Based on the results, this study designed modular-based curriculums and instructions to provide a basis for training nursing coaches of aerobic exercise for psychiatric patients with metabolic syndrome. The research comprised three stages. In the first stage, the researcher first reviewed domestic and foreign literatures associated with metabolic syndrome mechanisms and aerobic exercise. Later, the researcher obtained an international certification for professional fitness instructors and integrated his clinical experience in psychiatric nursing to construct a tentative process of coaching psychiatric patients with metabolic syndrome to perform aerobics. The ability to execute the process was confirmed, and modular-based curriculums were developed in this stage. In the second stage, the researcher engaged in the design of a tree structure, creation of instructional materials, and editing of modular-based curriculums. The third stage was focused on examination of the quality of the curriculums and the instructional design. Two focus-group interviews were also conducted in this stage. 13 senior nursing specialists in the psychiatric department of Hospitals of Department of Health were invited to participate in the first focus-group interview, and 5 experts, including psychiatric physician, fitness trainer, nutritionist, and senior nursing specialists were invited to participate in the second focus-group interview. These participants discussed the process of coaching psychiatric patients with metabolic syndrome to perform aerobics, design of modular-based curriculums, and evaluation methods. Their conclusions were analyzed and used as a basis for modifying the modular-based curriculums and the instructional design. The results are as follows: (1) The process of coaching psychiatric patients with metabolic syndrome to perform aerobics was standardized and the ability to execute the process was confirmed. (2) Five modular-based curriculums were developed, including: 1. prerequisite knowledge about coaching psychiatric patients with metabolic syndrome to perform aerobic exercise; 2. issues regarding safety of aerobic exercise of psychiatric patients with metabolic syndrome; 3. the process of coaching psychiatric patients with metabolic syndrome to perform aerobics; 4. common situations of and decisions for metabolic syndrome in psychiatric sickrooms; 5. fitness and exercise prescription. (3) Learning goals, evaluation indexes and guidelines, learning activities, evaluation methods and tools were designed for each modular-based curriculum. (4) A learner manual about the modular-based curriculums on coaching psychiatric patients with metabolic syndrome to perform aerobics was designed. The results of this research could be a basis for training nursing coaches of aerobic exercise for psychiatric patients with metabolic syndrome. Moreover, it could also serve as a reference for medical institutions, Psychiatric Mental Health Nurses’ Association, and related regional associations on arrangement of continuing education or on-the-job training.
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LIN, HUI-LING, and 林慧玲. "Using "shift change" simulations to improve the overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills of clinical nurses." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25588654197492520925.
Full textAbstract:
碩士國立臺北護理健康大學
醫護教育研究所
103
This study aims to investigate the impact of simulated situations on overall teaching competence for clinical nurses who are responsible for training new personnel in how to transfer responsibilities at “shift change.” The 78 participants were invited to a medical center in New Taipei. The participants were asked to complete the OSTE Checklist to measure professional competence in teaching the procedure of “shift change” prior to being trained using enhanced methods. This measurement acted as the control and baseline measurement. The participants were then given enhanced training using lesson plans for the simulated “shift change” situation, teaching scripts for the simulated “shift change” situation, conducting of simulated “shift change” situations in small classes, and provision of instructional simulated “shift change” situation videos for review. Two weeks after the enhanced training module, the participants were retested using the OSTE Checklist. Statistical analysis was performed using SPSS 19.0 and the generalized estimating equation (GEE). This study demonstrated that 1) the use of simulated “shift change” situations for the training of clinical nursing mentors significantly improved the OSTE checklist scores for the clinical nurses in all aspects, overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills and 2) all participants showed improvements in overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills after experiencing simulated “shift change” situations . This improvement shows that the implementation and establishment of clinical nursing courses that address the education needs of both the mentors and mentees will enhance the teaching abilities of clinical nursing mentors resulting in mentees who can adapt better to the clinical care setting and lead to creating a high-quality workplace atmosphere. This study can be used as a reference for the development of in-service education and training courses.
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Xaba, Nompumelelo Pearl. "The assessment of the facilitation of the clinical training component of an undergraduate nursing programme at a University of Technology." Thesis, 2015. http://hdl.handle.net/10321/1319.
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Submitted in fulfillment for the requirements of M Technology : Nursing, Department of Nursing, Durban University of Technology, Durban, South Africa, 2015.Background All nursing students need to undergo clinical training for them to be competent practitioners when they qualify. According to the South African Nursing Council (SANC) training facilities are accredited only if the clinical training component is effective. Therefore, it is important that students are accompanied in order for them to grow professionally and have values as future health care professionals. In nursing education, a student throughout the nursing training course receives instruction both theoretically and clinically in the subjects prescribed in the curriculum by the SANC. Clinical instruction is effected through clinical teaching and learning, which is a requirement by the nursing regulatory body, the SANC. For an undergraduate programme a student has to spend a minimum of 1000 hours per year in clinical placement to meet programme outcomes. It is the responsibility of all nursing schools, colleges and universities to ensure that each student meets these requirements. For this to be effective it has to be facilitated by lecturers and clinical instructors, through teaching and learning strategies to enable students to perform the clinical skill with knowledge and eventual competence. Therefore, clinical instructors are there to ensure that the students are competent in all skills, such as cognitive, affective as well as psychomotor skills. This will be beneficial to the programme in reduction of rates of failure and dropout and again by producing competent practitioners. A positive relationship and collaboration between the clinical training institutions and clinical placement facilities is vital for student achievement, especially because the clinical instructors assist students in correlating theory and practice. This study sought to assess the clinical training component of an undergraduate programme at this UoT in KwaZulu Natal. Findings may inform an improved clinical instruction programme as no such study had been undertaken. Methods A qualitative and quantitative design was used to explore feelings, perceptions as well as experiences of staff and student nurses with regard to clinical training component. Stratified random sampling was used to select student nurses according to levels of training and questionnaires were used to collect data. All permanently employed staff who had been working over six months were selected since they were directly or indirectly involved in the clinical facilitation. A focus group interview was conducted for the clinical instructors and questionnaires were used for the lecturers to collect data. Themes and sub-themes emerged and on analysis they were compared to the findings from the quantitative survey. Results and discussion The results revealed that collaboration of clinical placement facilities and training institutions is important for student’s support since all parties are able to communicate freely and students benefit. Students stated that they did not get enough support since the clinical facilitators were short staffed and they were also allocated to facilities that were far from the campus. The respondents cited problems during clinical accompaniments as there were very high expectations by staff members in the placement areas regarding student support. Lecturers were also expected to involve themselves in clinical accompaniment to bridge theory-practice gap. The employment of mentors will assist in student support as the mentors will be at placement areas and the staff and students easily contact them. Conclusion From the interviews the researcher managed to come up with important aspects that should be included in an accompaniment tool when developed, which should be user friendly to both lecturers and clinical facilitators. It will thus assist students with critical skills including critical thinking when performing any patient related nursing skill. It was recommended that the UoT management support staff by attending to their concerns including finding more clinical placement facilities close to the campus.
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Poto, Magdeline. "Perceptions of pupil nurses at their second year level towards clinical support at a private hospital in the Limpopo Province, South Africa." Diss., 2016. http://hdl.handle.net/10500/22056.
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The purpose of the study was to explore and describe the perceptions of the pupil nurses at their second year level towards clinical support at the private hospital in the Limpopo Province.
Qualitative approach including exploratory, descriptive and contextual study design was followed. The target population for this study included pupil nurses at their second year level (n=20) following a two year programme leading to enrolment as a nurse from a private nursing education institution in the Limpopo Province. Data was collected utilizing written narratives, and focus group interviews. Field notes and audio tape were used to capture data. Data saturation was reached on twelve participants.
Data were thematically analysed using Tesch’s method of open coding. The results revealed lack of clinical support. Lack of clinical support was attributed to inadequate educators for accompaniment, registered nurses’ uncaring attitude and not fulfilling their mentorship role, and pressure on pupil nurses to meet the high clinical demands. Pupil nurses were found not to be assuming full responsibilities over their practical learning. Therefore, it is mandatory as nurse educators, managers and researchers to take note of the gaps identified and intervene utilising recommendations provided to enhance clinical support.Health Studies
M.A. (Nursing Science)
34
Bosch, Diana Helena. "Facilitation of the student nurse by a clinical nurse: the learner experience." Diss., 2017. http://hdl.handle.net/10500/23140.
Full textAbstract:
Qualified nurses cannot perform tasks and procedures with confidence due to ineffective mentoring by a clinical nurse during training. Effective mentoring by the clinical nurse, with an additional accredited qualification in his/her field should assist in the development and confidence of the student nurse.
The purpose of this study was to explore the learner’s experience of mentoring and facilitation by the clinical nurse, challenges and their view of the clinical nurse, and if this could be a predictive factor to their level of an independent nurse practitioner at the end of training.
A non-experimental, descriptive qualitative design was used to identify the experience of the students and newly qualified nurses regarding the amount and quality of facilitation given by the clinical nurse in practice. The research population consisted of all categories of student nurses currently in training as well as qualified nurses within the past year from different facilities. An online semi-structured questionnaire survey was distributed among 45 participants and feedback received by 32 anonymous participants in the public and private sector.
The findings of the study indicated that not all newly qualified nurses are able to practice as independent nurses, there’s a lack in mentoring and facilitation by clinical nurses during training and that a clinical nurse should have an additional qualification to better the learner experience.Health Studies
M.A. (Nursing science)
35
Dube, Antonia. "The role of the preceptor in selected clinical nursing practice settings in Botswana." Diss., 2004. http://hdl.handle.net/10500/1420.
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A non-experimental, explorative, descriptive, quantitative study was undertaken. The purpose was to explore and describe the views of preceptors and preceptees regarding the fulfillment of the role of the preceptor in selected clinical nursing practice settings in the Botswana context.
The study included 72 preceptors and 200 nursing students/preceptees who voluntarily agreed to participate in the study. A questionnaire was used to collect data. Data was analysed by using descriptive and inferential statistics.
The findings of this study indicated that there were numerous constraints that interfered with the preceptor role in accompaniment of the preceptee. These constraints included the lack of desirable characteristics and time to plan learning opportunities, inadequate use of teaching strategies and inadequate knowledge on preceptee evaluation. Recommendations were stated for improvements in the future role of the preceptor in clinical practice settings Limitations of this study were also highlighted.Health Studies
M.A.(Health studies)
36
Mhlongo, Claret Siduduzekile. "A nursing science perspective on the role of the unit sister in teaching student nurses in Kwazulu hospitals." Diss., 1994. http://hdl.handle.net/10500/17456.
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This study deals with the role of the unit sister in teaching student nurses in KwaZulu
hospitals. The aim of the study was to identify the extent of her involvement in
managing the unit to ensure clinical teaching and her involvement in the clinical
teaching process.
The role theory and the clinical teaching process formed the conceptual framework.
Data was collected from sisters in charge of units by means of a questionnaire.
The results of the study indicated that:-
unit sisters regard good management of the unit as essential for effective
clinical teaching.
unit sisters regard clinical teaching as one of their important roles and
functions as they said they were involved in all activities of the clinical
teaching process however the responses were confined to what the unit sisters
said they do which might not be what they actually doHealth Studies
M.A. (Nursing Science)
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Fisher, Mark J. "A brief intervention to improve emotion-focused communication between newly licensed pediatric nurses and parents." Thesis, 2014. http://hdl.handle.net/1805/3811.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Parents have increasingly participated in their children’s bedside care. Parental participation has led to more provider-parent interactions and communication during such stressful events. Helping parents through such stressful events requires nurses to be skilled communicators. Brief methods of training emotion-focused communication with newly licensed nurses are needed, but as yet are rare. The purpose of this study was to evaluate the impact of a validated brief communication (Four Habits Model) training program for newly licensed pediatric nurses. The intervention focused on ways to improve nurses’ emotion-focused conversations with parents. Information processing and Benner’s novice to expert informed this study. The intervention is based on the four habits model, with “habits” providing a structure for nurses to organize their thinking and behavior during emotion-focused conversations with parents. Thirty-five pediatric nurses with 0–24 months of nursing experience at a large mid-western children’s hospital participated in the study. Mixed methods provided data for this experimental study, using a group-by-trials repeated measures ANOVA design. Participants randomized to the intervention group participated in a one-hour three-part training: adapted four habits model content, simulated nurse-parent communication activity, and debrief. Participants randomized to the control group observed a one-hour travel video. Key outcome variables were Preparation, Communication Skills, Relationships, Confidence, Anxiety, and Total Preparation. Compared with the controls, the intervention group improved significantly in the following areas: Preparation, F(1,33) = 28.833, p < .001; Communication Skills, F(1,33) = 9.726, p = .004; Relationships, F(1,33) = 8.337, p = .007; Confidence, F(1,33) = 36.097, p < .001; and Total Preparation, F(1,33) = 47.610, p < .001. Nurses’ experience level had no effect, with the exception of Anxiety. Nurses with more experience (≥ 12 m) showed a greater reduction in Anxiety, when compared to nurses with less experience (< 12 m), F(1,31) = 5.733, p = .023. Fifty-two percent of the nurses involved in the intervention later reported specific examples of implementing the four habits when working with parents in clinical settings. A one-hour four habits communication-training program is effective in improving newly licensed nurses’ preparation for emotion-focused conversations with parents.
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Mthombeni, Courage Salvah. "A model to enhance training for male student nurses in midwifery nursing science in the Limpopo Province." Thesis, 2018. http://hdl.handle.net/11602/971.
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Davhana-Maselesele, Mashudu. "Problems in integrating theory with practice in selected clinical nursing situations." Diss., 2000. http://hdl.handle.net/10500/17944.
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Text in EnglishThe current changes in health care systems challenges knowledgeable, mature and independent practitioners to be able to integrate theoretical content with practice. The study aims to investigate the problems of integrating theory with practice in selected clinical nursing situations. The study focused on the rendering of family planning services to clients which is a component of Community Nursing Science. The findings of the study reveal that there is a need for an integrated holistic curriculum which will address the needs of the community. It was concluded that a problem-based and community-based curriculum, safe and patient-friendly clinical environments, intersectoral collaboration between college and hospital management and student involvement in all processes of teaching and learning will improve the integration of theory and practice. There also appears to be a need for tutors to be more involved in clinical teaching, accompaniment and the continuous evaluation of students.
Health Studies
M.A. (Nursing Science)
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De, Swardt Hester Cathrina. "A description of the theoretical and practical experiences of critical care nursing students." Diss., 2004. http://hdl.handle.net/10500/1781.
Full textAbstract:
This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration.Health Studies
M.A. (Health Studies)