Journal articles: 'Degree Discipline: Nursing and Midwifery'

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Madlala, Siphiwe Themba, Maureen Nokuthula Sibiya, and Thembelihle Sylvia Patience Ngxongo. "Guidelines for student accoucheurs' acceptance in maternal healthcare." International Journal of Health Care Quality Assurance 34, no. 2 (February 2, 2021): 94–109. http://dx.doi.org/10.1108/ijhcqa-08-2018-0210.

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PurposeThe quality of maternal healthcare training is the most optimal degree of health in the delivery of effective, efficient and quality healthcare in midwifery discipline. Student accoucheurs studying at the Free State School of Nursing are faced with resistance, discrimination, rejection and unacceptability by pregnant women during their clinical placement at the Free State maternal healthcare institutions. This results in poor quality of training of student accoucheurs in maternal healthcare. Considerable studies have been conducted on males in midwifery nursing, but no guidelines have been developed to facilitate student accoucheurs' acceptance and improvement of the quality of training in maternal healthcare, hence the purpose of this study.Design/methodology/approachA descriptive, explorative qualitative design was used in this study. Qualitative focused group discussions (n = 32) were conducted through purposeful sampling method. Data was analysed thematically.FindingsThree main categories emerged: student accoucheurs' related factors with social interactions and relations as a theme; maternal healthcare users’ related factors with transcultural diversity and socio-economic status as themes; nurse training institutions and maternal healthcare institutions service providers-related factors with gender inequality in the work place as a theme. Ultimately, the guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in maternal healthcare institutions were developed and recommended for implementation.Originality/valueThe paper developed guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in Free State maternal healthcare institutions.

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Yates, Karen. "Dual degree destinations: Nursing or midwifery?" Women and Birth 30 (October 2017): 23. http://dx.doi.org/10.1016/j.wombi.2017.08.058.

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Yates, Karen, Melanie Birks, Helen Coxhead, and Lin Zhao. "Double degree destinations: Nursing or midwifery." Collegian 27, no. 1 (February 2020): 135–40. http://dx.doi.org/10.1016/j.colegn.2019.07.004.

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Ashworth, PM. "Professional discipline in nursing, midwifery and health visiting (2nd edn)." Intensive and Critical Care Nursing 9, no. 1 (March 1993): 70. http://dx.doi.org/10.1016/0964-3397(93)90015-p.

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Gimenez, Julio. "Beyond the academic essay: Discipline-specific writing in nursing and midwifery." Journal of English for Academic Purposes 7, no. 3 (July 2008): 151–64. http://dx.doi.org/10.1016/j.jeap.2008.03.005.

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Chapple, Mary. "Professional Discipline in Nursing, Midwifery and Health Visiting R H Pyne Professional Discipline in Nursing, Midwifery and Health Visiting 2nd Blackwell Scientific 188pp £12.95 0-632-02975-7." Elderly Care 4, no. 4 (July 1992): 37. http://dx.doi.org/10.7748/eldc.4.4.37.s43.

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López-Montesinos, Mª José, and Loreto Maciá-Soler. "Doctorate nursing degree in Spain." Revista Latino-Americana de Enfermagem 23, no. 3 (June 2015): 372–78. http://dx.doi.org/10.1590/0104-1169.0512.2567.

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Analytical and descriptive study of the process of change being experienced in the Spanish university system over the last decade (2005-2014).OBJECTIVE: To describe the structural changes occurring in Nursing Education in Spain, reaching access to doctoral studies from the European Convergence Process and the subsequent legislative development.METHODOLOGY: Bibliographical review of royal decrees and reference literature on the subject of study and descriptive analysis of the situation.RESULTS: Carries various changes suffered in the curricula of nursing education in the last decade, the legislation of the European Higher Education sets the guidelines for current studies of Masters and Doctorates.CONCLUSIONS: The implementation of the Master and Doctorate stages after a basic degree, which is now possible with the new legislation. A formal beginning made of scientific nursing in order to generate their own lines of research led by Doctors of nursing who can integrate in research groups under the same condition as other researcher, yet now, from the nursing discipline itself.

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Md. Sharif, Shakirah, Wuan Shuen Yap, Weng Hong Fun, Ee Ling Yoon, Nur Fadzilah Abd Razak, Sondi Sararaks, and Shaun Wen Huey Lee. "Midwifery Qualification in Selected Countries: A Rapid Review." Nursing Reports 11, no. 4 (October 26, 2021): 859–80. http://dx.doi.org/10.3390/nursrep11040080.

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Background: While the global maternal mortality ratio (MMR) shows a decreasing trend, there is room for improvement. Midwifery education has been under scrutiny to ensure that graduates acquire knowledge and skills relevant to the local context. Objective: To review the basic professional midwifery qualification and pre-practice requirements in countries with lower MMR compared with Malaysia. Methods: A rapid review of country-specific Ministry of Health and Midwifery Association websites and Advanced Google using standardised key words. English-language documents reporting the qualifications of midwives or other requirements to practise midwifery from countries with a lower MMR than Malaysia were included. Results: Sixty-three documents from 35 countries were included. The minimum qualification required to become a midwife was a bachelor’s degree. Most countries require registration or licensing to practise, and 35.5% have implemented preregistration national midwifery examinations. In addition, 13 countries require midwives to have nursing backgrounds. Conclusion: In countries achieving better maternal outcomes than Malaysia, midwifes often have a degree or higher qualification. As such, there is a need to reinvestigate and revise the midwifery qualification requirements in Malaysia.

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ROOKS, J., K. CARR, and I. SANDVOLD. "The importance of non-master's degree options in nurse-midwifery education." Journal of Nurse-Midwifery 36, no. 2 (March 1991): 124–30. http://dx.doi.org/10.1016/0091-2182(91)90062-t.

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Gaffney, Kathleen F., Bonnie Barndt-Maglio, Sue Myers, and Shelley J. Kollar. "Early Clinical Assessment for Harsh Child Discipline Strategies." MCN, The American Journal of Maternal/Child Nursing 27, no. 1 (January 2002): 34–40. http://dx.doi.org/10.1097/00005721-200201000-00011.

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Fawcett, Jacqueline. "Thoughts About Teaching: A Nursing Discipline–Specific Perspective of Lifespan Growth and Development." Nursing Science Quarterly 35, no. 4 (September 28, 2022): 494–97. http://dx.doi.org/10.1177/08943184221115110.

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This essay addresses a nursing discipline- specific approach to teaching a course about lifespan growth and development. This course may be a requirement for the baccalaureate degree in nursing, offered as a pre-requisite to the nursing major or relevant content may be integrated into clinical courses. Noteworthy is that the content for the course frequently is drawn from the field of developmental psychology. In this essay, I offer a nursing-discipline specific approach guided by Meleis’ transitions framework and the Roper-Logan-Tierney model of nursing based on activities of daily living.

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Kusa, O. "Formation of structure and content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical care”, educational degree of junior specialist at higher medical educational institutions." Bukovinian Medical Herald 25, no. 1(97) (May 26, 2021): 108–14. http://dx.doi.org/10.24061/2413-0737.xxv.1.97.2021.16.

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The objective of the article - to acquaint teachers of medical educational institutions, including higher, at which professional medical colleges are created with a course of academic discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist.Material and methods. This article describes the academic discipline “Obstetrics” which is an important subject for the professional development of future physicians.Results. The content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist, includes the program which describes the content of educational material, requirements for the organization of its mastering and educational and methodical complex are formulated.Conclusion. Developed program and teaching methods contribute to the formation of professional competence for future specialists. Learned in the process of studying the discipline of knowledge and skills determine the readiness of the paramedic for professional activities, allow to apply their set effectively and competently apply medical interventions in various obstetric conditions.

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Little, Liza. "Maternal Discipline of Children with Asperger Syndrome and Nonverbal Learning Disorders." MCN, The American Journal of Maternal/Child Nursing 27, no. 6 (November 2002): 349–54. http://dx.doi.org/10.1097/00005721-200211000-00010.

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Ayatollahi, Jamshid, Seyed Alireza Mousavi, Sanaz Shamrizi, Mahdie Hamidfar, and Seyed Hossein Shahcheraghi. "Evaluation of attitude, knowledge and practice of nursing and midwifery students about AIDS." Chinese Journal of Medical Research 4, no. 2 (June 30, 2021): 30–33. http://dx.doi.org/10.37515/cjmr.091x.4201.

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One of the most basic ways to deal with AIDS is to raise public awareness about the nature of the disease and ways of transmission and prevention. This research aimed to investigate knowledge, attitude and practice of nursing and midwifery students of Shahid Sadoughi University of Medical Sciences about AIDS. The population of this descriptive-analytical study was all nursing and midwifery students of Yazd University of Medical Sciences. A questionnaire was used to collect data. Finally, the required analyzes were performed using SPSS software version 22. A significant relationship was found between the degree and age. The average level of attitude of women was lower than that of men, so women have a higher and better attitude than men. There was a significant relationship between other variables of marital status, field of study, degree, residence status and attitude level. Also, there was a significant relationship between age and attitude level. Based on the obtained results, in general, the knowledge, practice and attitude of nursing and midwifery students are at a moderate level. More careful planning is needed to prevent and raise students' awareness, especially as medical students are exposed to patients with AIDS.

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Yancey, Nan Russell. "Collaboration in Teaching-Learning: Honoring the Wisdom of Diverse Perspectives." Nursing Science Quarterly 32, no. 4 (September 12, 2019): 278–82. http://dx.doi.org/10.1177/0894318419864329.

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As complexity challenges healthcare providers across disciplines, calls arise for greater collaboration across settings and disciplines. In this column, the importance of honoring the wisdom of the diverse perspectives of collaborators with varying educational and experiential backgrounds is explored. For authentic collaboration to be possible, collaborators must have a solid theoretical, scientific, and experiential foundation within their particular discipline. The challenge for nurse faculty is to prepare students for collaboration by providing teaching-learning opportunities for building a solid foundation in the discipline, being clear about the distinctions across disciplines as well as the distinctions among the many degree levels within nursing.

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Cassano, Fabiana, Andrea Tamburrano, Claudia Mellucci, Caterina Galletti, Gianfranco Damiani, and Patrizia Laurenti. "Evaluation of Emotional Intelligence among Master’s Degree Students in Nursing and Midwifery: A Cross-Sectional Survey." International Journal of Environmental Research and Public Health 17, no. 17 (August 31, 2020): 6347. http://dx.doi.org/10.3390/ijerph17176347.

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Emotional intelligence is an important skill for nurses and midwives and leads them to cleverly work in various fields and contexts, successfully handling colleagues, patients and their families. The aim of this cross-sectional study is to evaluate the relationship between emotional intelligence, sociodemographic and academic variables in current and former master’s degree students in nursing and midwifery, through the administration of a questionnaire to 71 subjects. Emotional intelligence is significantly related to gender. Females showed higher scores (0.2 points higher than men) for emotional intelligence factors, highlighting an excellent ability to “evaluate and express emotions in relation to others”. Moreover, significant differences in academic performances are shown: both females and midwives demonstrated higher academic performance (a mean degree mark 3.8 points higher than men and a mean degree mark 2.6 point than nurses, respectively). High levels of emotional intelligence in individuals who carried out training activities in the organization area are also evident: These subjects have an ability regarding the “regulation of emotion in the others”, which is significantly higher (p = 0.01) than those interested in other master’s degree areas. Emotional intelligence (EI) is strongly linked to the individual’s characteristics and their personalities and differs from technical and professional skills. EI is also an excellent predictor of professional success.

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RAPAPORT, Zofia, and Stefan COJOCARU. "ADAPTATION AND VALIDATION OF THE LEARNING STYLES QUESTIONNAIRE – VARK TO MIDWIFERY EDUCATION – ME-VARK." Social Research Reports 11, no. 3 (November 15, 2019): 108–23. http://dx.doi.org/10.33788/srr11.3.8.

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The research objective is to adapt and validate the VARK questionnaire on learning styles (Fleming, 2001, 2008) to the discipline of midwifery education in nursing – ME-VARK. The four major learning styles are: Visual, Auditory Read/write and Kinesthetic. From a sociological point of view, the working relationship between preceptor (midwife) and preceptee (student) contributes to the student's professional learning (self-efficacy in midwifery) and to the social formation of the students' identity as a midwifery practitioner. Therefore, matched learning styles between them are important for successful training, particularly in clinical practice. In order to construct the ME-VARK, following an in-depth literature review, and a documental analysis, a focus group and a Delphi procedure with in-depth literature review interviews were used to expose the subjective meanings of preceptorship relations as a social construct. Three expert-midwives that also were experienced preceptors participated in the focus group, and ten expert judges participated in six Delphi rounds (a total of 15 judgements). They were requested to propose items/responses relevant to midwifery education and then to validate the new ME-VARK. The results indicate that the chosen items are suitable to measure knowledge, competencies and learning styles in midwifery education. The adapted ME-VARK is relevant to midwifery education and encompasses the main labor stages, the central types of learning via preceptorship, and the essential topics in midwifery profession (exclusiveness). All items are relevant only to midwifery education (inclusiveness). The adapted ME-VARK was found to have all psychometric attributes: Content and construct validity, as well as face validity.

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Beal, Judy, Julee R. Bolg, and Marcie Brostoff. "Is the Doctorate of Nursing Practice an Appropriate Degree for Executive Nurse Leaders?" MCN, The American Journal of Maternal/Child Nursing 36, no. 6 (November 2011): 342–43. http://dx.doi.org/10.1097/nmc.0b013e31822e6aef.

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Fitzpatrick, Joyce J. "Is the Doctor of Nursing Practice (DNP) the Appropriate Doctoral Degree for Nurses?" MCN, The American Journal of Maternal/Child Nursing 32, no. 3 (May 2007): 138. http://dx.doi.org/10.1097/01.nmc.0000269559.89616.e6.

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Marecki, Marsha. "Is the Doctor of Nursing Practice (DNP) the Appropriate Doctoral Degree for Nurses?" MCN, The American Journal of Maternal/Child Nursing 32, no. 3 (May 2007): 139. http://dx.doi.org/10.1097/01.nmc.0000269560.89616.6b.

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Hamilton, Pauline. "The involvement of students as simulated patients in a ward management exercise." Journal of Practice Teaching and Learning 9, no. 1 (December 20, 2012): 81–94. http://dx.doi.org/10.1921/jpts.v9i1.386.

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This paper discusses the experience of planning and implementing a clinical simulation session, from the perspective of students and lecturers. The aim of the simulation exercise was to prepare students for coping with clinical decision making associated with caring for a group of patients. Students were in year three of a Pre-registration Nursing Honours Degree programme.Preparation of nurses who are fit for practice has been the subject of scrutiny for some time. Most recently the Nursing and Midwifery Council (NMC) publication, Nursing: Towards 2015 (NMC 2007) and the recent pre-registration review of nursing education (NMC, 2008), highlight the national shortage of clinical placements for undergraduate pre-registration nursing students. Consequently an opportunity has been created to increase simulated practice hours as the Nursing and Midwifery Council (NMC) indicate that practice hours for pre-registration nursing students can be undertaken in a simulated practice environment (NMC Circular 36/2007). Thus, there is an imperative to increase clinical simulation time within undergraduate nursing education as well as the opportunity develop creative clinical skills education to augment other aspects of the curriculum.

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White, Elizabeth. "A Comparison of Nursing Education and Workforce Planning Initiatives in the United States and England." Policy, Politics, & Nursing Practice 18, no. 4 (November 2017): 173–85. http://dx.doi.org/10.1177/1527154418759666.

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Health care systems in England and the United States are under similar pressures to provide higher quality, more efficient care in the face of aging populations, increasing care complexity, and rising costs. In 2010 and 2011, major strategic reports were published in the two countries with recommendations for how to strengthen their respective nursing workforces to address these challenges. In England, it was the 2010 report of the Prime Minister’s Commission on the Future of Nursing and Midwifery, Front Line Care: The Future of Nursing and Midwifery in England. In the United States, it was the Institute of Medicine’s report The Future of Nursing: Leading Change, Advancing Health. The authors of both reports recommended shifting entry level nursing education to the baccalaureate degree and building capacity within their educational systems to prepare nurses as leaders, educators, and researchers. This article will explore how, with contrasting degrees of success, the nursing education systems in the United States and England have responded to these recommendations and examine how different regulatory and funding structures have hindered or enabled these efforts.

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Mellucci, Claudia, Andrea Tamburrano, Fabiana Cassano, Caterina Galletti, Anna Sguera, Gianfranco Damiani, and Patrizia Laurenti. "Vaccine Hesitancy among Master’s Degree Students in Nursing and Midwifery: Attitude and Knowledge about Influenza Vaccination." International Journal of Environmental Research and Public Health 17, no. 19 (October 1, 2020): 7191. http://dx.doi.org/10.3390/ijerph17197191.

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Influenza vaccination among healthcare workers may reduce morbidity and protect fragile patients. Most of the evidence concerning the vaccine hesitancy of healthcare workers reported lack of knowledge and wrong attitude. The aims of this study were to explore the knowledge and attitudes about influenza vaccination among master’s degree students in Nursing and Midwifery, and to evaluate the effectiveness of their involvement in the hospital vaccination campaign in order to increase intention to receive immunization. The students of nurses and midwives were involved in the vaccination sessions of the 2018–19 hospital campaign. They were recruited to complete an online survey. Students of the 2nd year (involved in the vaccination campaign) and the 1st year (not involved) were compared. Descriptive and inferential statistics were performed for data analysis. Students who intend to receive influenza vaccination in the following year registered a percentage of 83.6% and showed an overall attitude of 66.8%. The involvement of the students in the vaccination campaign led to a significant increase in their positive vaccination attitude (80.9% vs. 87.0%) and in their intention to receive flu vaccination in the following year (67.7% vs. 100%). A positive attitude towards vaccinations was observed by nurses and midwives. Their involvement in the planning and activities during the vaccination campaign could positively influence their opinions and intention to receive vaccination.

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Kamariyah, Nurul, Khamida Khamida, Siti Nurjanah, Chilyatiz Zahroh, Siti Nur Hasina, and Raden Khairiyatul Afiyah. "Leininger Theory Development through Mentoring Students and Community-Leaders in Preventing the Spread of COVID-19." Open Access Macedonian Journal of Medical Sciences 9, T6 (December 10, 2021): 184–88. http://dx.doi.org/10.3889/oamjms.2021.7795.

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Background: The COVID-19 pandemic requires everyone to behave in a healthy way and prevent the spread of the virus in very simple ways such as wearing a mask, keeping a distance, preventing crowds, washing hands and there is also a behavior to do a rapid or swab if you want to leave the area, but this behavior is partly Most people have not behaved optimally to prevent the spread of the virus. The solution that can be done is a community approach with the development of the Leininger model theory carried out by the surrounding community and assistance from FKK Unusa students. Purpose: The purpose of the study was to analyze the development of a community-based Leininger nursing theory model through mentoring Faculty of Nursing and Midwifery Unusa students and community leaders to prevent the spread of Covid-19 in East Java. Methods: Research design using explanatory which aims to explain the causal relationship between variables. The research population is the community around the residence of the students of the Faculty of Nursing and Midwifery and community leaders with a sample size of 30% of the population, the sampling technique used is proportional sampling. The instruments used were questionnaires and observations. The independent variable is the development of the Leininger model theory, while the dependent variable is the degree of public health. Variables were analyzed descriptively on each variable and then analyzed by t-test to determine the difference between the independent variable and the dependent variable with a significance level of 0.05. Results: The results showed that there were differences before and after mentoring students with community leaders regarding the development of the Leinenger theory model and the degree of public health. The results of the statistical test with the results obtained sig = 0.000 < 0.05 probability means that there is a difference before and after the companion on the development of the Leinengre theory model with the degree of public health. The statistical test results obtained sig = 0.000 < 0.05 probability, which means that there is a difference in the development of Leininger's nursing theory model with the degree of public health with the assistance of Faculty of Nursing and Midwifery Unusa students and community leaders in East Java. Conclusion: There are differences in knowledge, attitudes, behavior and degrees of public health before and after mentoring students with community leaders to prevent the spread of Covid 19.

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Roets, Lizeth, Yvonne Botma, and Cecilna Grobler. "Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses." Health SA Gesondheid 21 (October 11, 2016): 422–30. http://dx.doi.org/10.4102/hsag.v21i0.1001.

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Background: The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses.Aim: The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses.Method: A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using aself-administrative questionnaire.Results: Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) andimplementing best practice guidelines (62,2% compared to 55,9%).Conclusion: The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.

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Krukiewicz, Justyna, Agnieszka Chrzan-Rodak, Aneta Kościołek, Małgorzata Brodziak, and Kinga Augustowska-Kruszyńska. "The professional aspirations of the graduates of bachelor studies in nursing and midwifery." Pielegniarstwo XXI wieku / Nursing in the 21st Century 17, no. 4 (December 1, 2018): 33–40. http://dx.doi.org/10.2478/pielxxiw-2018-0037.

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Abstract Introduction. Professional aspirations appear to be the key factor, which motivates individual to take actions as well as to further self-development. According to medical professions, professional aspirations seem to be crucial because they motivate nurses and midwives to continuing education – what is believed to be the fundament of vocational professionalism. Aim. The aim of the research was to show the professional aspirations of the graduates of bachelor degree in nursing and midwifery. Material and methods. The research was conducted with the diagnostic survey based on the questionnaire composed by the authors, within a period from April to June 2017. The research consisted of 158 graduates of bachelor studies. Results. The majority (89.2%) of the graduates of bachelor studies in nursing and midwifery is planning to improve their professional qualifications. Their main motives are: the desire for being a professional (69.6%), the desire for professional development (52.5%) and the desire for financial situation improvement (47.5%). The MSc studies are most frequently chosen as a way for professional qualifications improvement. Conclusions. The graduates of the Faculty of Health Sciences express the desire for further professional development. The aspirations, which the examined graduates of bachelor studies in nursing and midwifery are led by, may have a positive impact on their carriers through the strengthening the appropriate moral attitudes, professional development and the sense of professional autonomy.

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Callwood, Alison, Johanna E. Groothuizen, Agnieszka Lemanska, and Helen Allan. "The predictive validity of Multiple Mini Interviews (MMIs) in nursing and midwifery programmes: Year three findings from a cross-discipline cohort study." Nurse Education Today 88 (May 2020): 104320. http://dx.doi.org/10.1016/j.nedt.2019.104320.

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Jayathilake, Sunethra, Vathsala Jayasuriya-Illesinghe, Kerstin Samarasinghe, Himani Molligoda, and Rasika Perera. "Midwifery Trained Registered Nurses' Perceptions of Their Role in the Labor Unit." Journal of Holistic Nursing And Midwifery 31, no. 3 (July 1, 2021): 175–83. http://dx.doi.org/10.32598/jhnm.31.3.2078.

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Introduction: A Midwifery Trained Registered Nurse (MTRN) is a member of the multi-professional maternity health care team in Sri Lanka. Her contribution to the maternity care team is poorly understood, often undermined, and undefined. In the context of low- and middle-income settings where traditional midwives play a crucial role in domiciliary care, the MTRNs role as a member of the multi-professional hospital-based maternity care team has not been well-described. Objective: The study aimed to describe MTRNs' perceptions of their role in the Labor Unit within the multi-professional maternity health care team at five tertiary care hospitals in the Capitol Province of Sri Lanka. Materials and Methods: A descriptive cross-sectional study was conducted among 186 MTRNs working in labor rooms in the study setting. All MTRNs in the selected hospitals were invited and included in the sample. A postal survey was carried out using a pre-evaluated, pretested self-administered questionnaire, and descriptive statistics were derived. Results: All respondents were females, aged 27 to 60 years (mean ±SD 40 ±8.3 years). The majority (66%)was less than 45 years old. Almost all (>96%) MTRNs perceived 12 tasks of the listed tasks as their primary responsibility. Regarding other tasks, they perceived a high degree of overlap between their role and those of the doctors and midwives. Although almost all MTRNs rated the level of interprofessional collaboration from registered nurses (RNs) and doctors as average to good, nearly half (49%) of them rated support from midwives ranging from very poor to average. Conclusion: A high degree of perceived overlap between MTRNs' tasks with those of the other members of the maternity care team can cause role confusion, conflicts, and poor patient care. MTRNs' role in the Labor Unit within the multi-professional maternity health care team was controversial. Clarifying the MTRNs scope of practice will help improve interprofessional understanding of roles and responsibilities and collaboration.

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Koshkaki, Afieh Rahmanian, Marzieh Kargar Jahromi, Ali Rahmanian Koshkaki, Aliyar Pirouzi, and Zinab Sadat Moosavifard. "A Study of Happiness-inducing Factors in Nursing and Midwifery Students at the Islamic Azad University of Jahrom." Bangladesh Journal of Medical Science 20, no. 1 (January 1, 2021): 33–38. http://dx.doi.org/10.3329/bjms.v20i1.50342.

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Introduction: In psychology, happiness is defined as a positive emotion which lasts longer than atemporary good feeling; it is a steady condition among one’s positive emotions and understanding oflife. Happiness is beneficial to the whole society, but the effects of happiness on university students,as the new blood and future makers of nations, have been of greater interest to researchers. Thepresent study aims to explore the factors that induce happiness in nursing and midwifery students. Methods: The present study is a descriptive-comparative work of research conducted in 2017 on 200nursing and midwifery students at the Islamic Azad University of Jahrom in the south of Iran. Thesubjects were selected based on the census sampling method. To determine the degree of happinessin the subjects, the researchers used the Oxford Happiness Questionnaire developed by Argyle et al.in 1979. The questionnaire consists of 29 multiple-choice items scored on the Likert scale between0 and 3. The reliability and validity of the questionnaire have been tested and confirmed in severalstudies. The collected data were analyzed using SPSS v. 15. Findings: Of the 200 students studied,81% (171) were female and 65.4% (138) were single. The mean happiness score of the subjects wasfound to be 40.1±9.1. On the happiness scale, the students’ happiness level was medium. 21.9% ofthe students had low happiness levels (a score of 0 to 28), 71.5% had acceptable happiness levels (ascore of 29 to 57), and 6.6% had high happiness levels (a score of 58 to 87). An analysis of the datashowed that there was not a significant relationship between the subjects’ levels of happiness and anyof their demographic characteristics except their term of study (p=0.05). Conclusion: The findingsof the present study show that the degree of happiness among nursing and midwifery universitystudents is medium. Since nursing and midwifery university students are potential labor force in thehealthcare systems of societies, it is essential that they maintain acceptable levels of happiness whichis a criterion of psychological health. Accordingly, it is recommended that organized measures betaken to improve the psychological health of students and keep it at satisfactory levels throughoutthe duration of their education. Bangladesh Journal of Medical Science Vol.20(1) 2021 p.33-38

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Frazer, Kate, Michael Connolly, Corina Naughton, and Veronica Kow. "Identifying clinical learning needs using structured group feedback: First year evaluation of pre-registration nursing and midwifery degree programmes." Nurse Education Today 34, no. 7 (July 2014): 1104–8. http://dx.doi.org/10.1016/j.nedt.2014.02.003.

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Gathman, Patrick C., Nicole R. Grabowski, Julia Wallace Carr, and Mikel K. Todd. "Campus Recreation Use and Health Behaviors among College Students in Different Academic Disciplines." Recreational Sports Journal 41, no. 1 (April 2017): 87–99. http://dx.doi.org/10.1123/rsj.2016-0011.

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Physical activity, campus recreation (CR) use, body mass index (BMI), and varied health indices were compared between academic discipline groups and sex. Participants ( n = 219) were classified as AD I (kinesiology and physical education majors), AD II (health science majors and nursing majors), and AD III (representative sample of non-health-related majors) to make between-group comparisons based on the amount of emphasis placed on physical activity and health-related content within different disciplines. Significant differences ( p < .05) were found between the academic discipline groups for International Physical Activity Questionnaire scores, CR minutes, CR days, CR time per day, vigorous physical activity (VPA), and perceived-health score; and between sex for BMI, VPA, sitting, fiber intake, and fruit and vegetable intake. The results indicate a positive relationship between the emphasis placed physical activity and health within an academic discipline and the degree to which students participate in physical activity, positive health behaviors, and perceived health.

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Gómez, Gloria Margarita Ruiz, Manuel Antonio López Cisneros, Juan Yovani Telumbre Terrero, Alma Delia Sánchez Rivero, and Karen Doribel López Hernández. "El Pensamiento Crítico y Reflexivo desde la Percepción de los Estudiantes de la Licenciatura en Enfermería." European Scientific Journal, ESJ 14, no. 27 (September 30, 2018): 102. http://dx.doi.org/10.19044/esj.2018.v14n27p102.

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The nursing profession has gone through a process of professionalization in the last decades, which allows to recognize that Nursing emerged as a social activity that has been institutionalized, both in its training and in its work practice, affirming itself as a science, profession, discipline and art. Nursing professionals must generate, promote and apply reflective and critical thinking in their actions, professional, ethical, humanistic and technological (Cardenas, 2015). The objective of this study is to describe the reflexive and critical thinking of the students of the Degree in Nursing of the Faculty of Health Sciences. This is a qualitative study, carried out with 5 students of the faculty of health sciences, we used a representative sample of students who are attending the 2nd, 4th and 8th semester of Nursing Degree. Data were collected through a semi-structured interview (Face to Face). Results: From the constant comparison of data analysis emerged the subcategories 1) critical thinking; 2) reflective thinking; 3) decision making; 4) reflective practice. Conclusions: The results of this study achieved the objective of describing reflective thinking and critical thinking in students of the Nursing Degree in the Faculty of Health Sciences. We identified the empirical categories of the study phenomenon that represents the result attributed to the perception of Critical and Reflective thinking. This resulted in four interrelated sub-categories, reflective thinking, critical thinking, decision-making and reflective practice.

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Snowden, Austyn, Rosie Stenhouse, Lorraine Duers, Sarah Marshall, Fiona Carver, Norrie Brown, and Jenny Young. "The relationship between emotional intelligence, previous caring experience and successful completion of a pre-registration nursing/midwifery degree." Journal of Advanced Nursing 74, no. 2 (October 27, 2017): 433–42. http://dx.doi.org/10.1111/jan.13455.

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Considine, Julie, Tony Walker, and Debra Berry. "Development, implementation and evaluation of an interprofessional graduate program for nursing–paramedicine double-degree graduates." Australian Health Review 39, no. 5 (2015): 595. http://dx.doi.org/10.1071/ah14258.

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Over the past decade, several Australian universities have offered a double degree in nursing and paramedicine. Mainstream employment models that facilitate integrated graduate practice in both nursing and paramedicine are currently lacking. The aim of the present study was to detail the development of the Interprofessional Graduate Program (IPG), the industrial and professional issues that required solutions, outcomes from the first pilot IPG group and future directions. The IPG was an 18-month program during which participants rotated between graduate nursing experience in emergency nursing at Northern Health, Melbourne, Australia and graduate paramedic experience with Ambulance Victoria. The first IPG with 10 participants ran from January 2011 to August 2012. A survey completed by nine of the 10 participants in March 2014 showed that all nine participants nominated Ambulance Victoria as their main employer and five participants were working casual shifts in nursing. Alternative graduate programs that span two health disciplines are feasible but hampered by rigid industrial relations structures and professional ideologies. Despite a ‘purpose built’ graduate program that spanned two disciplines, traditional organisational structures still hamper double-degree graduates using all of skills to full capacity, and force the selection of one dominant profession. What is known about the topic? There are no employment models that facilitate integrated graduate practice in both nursing and paramedicine. The lack of innovative employment models for double-degree graduates means that current graduate program structures force double-degree graduates to practice in one discipline, negating the intent of a double degree. What does this paper add? This is the first time that a graduate program specifically designed for double-degree graduates with qualifications as Registered Nurses and Paramedics has been developed, delivered and evaluated. This paper confirms that graduate programs spanning two health disciplines are feasible. What are the implications for practitioners? Even with a graduate program specifically designed to span nursing and paramedicine, traditional organisational structures still hamper double-degree graduates using all their skills to full capacity, and force the selection of one dominant profession.

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Henry, Laura, and Bea Bennett. "Preceptorship And Internship Series An Introduction." Student Midwife 5, no. 3 (October 15, 2022): 22–24. http://dx.doi.org/10.55975/uowd2824.

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As part of the four-year degree programme in Ireland, students undertake a 36-week internship as the final part of their training. The Nursing and Midwifery Board of Ireland specifies the expectations and aims of internship: “During the internship, the student has an opportunity to develop and consolidate the requisite knowledge, skills and professional behaviours required to fulfil the role and responsibilities of the registered midwife, specifically in the care… during pregnancy, labour and birth and in the postnatal period.

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Anaman-Torgbor, Judith A., Felix K. Nyande, Margaret Amenuke, Bernice Gyapong, Dzifa Dodunoo, and Elvis Tarkang. "Evidence-Based Nursing Practice in Ghana." SAGE Open Nursing 8 (January 2022): 237796082210882. http://dx.doi.org/10.1177/23779608221088252.

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Introduction: The nursing profession in the 21st century requires service delivery in a highly specialized nursing environment with a high degree of professionalism and optimum patient outcome. Evidence-Based Nursing Practice (EBP) may provide a great opportunity for moving nursing care to a level that may involve clinical reasoning to meet demand in the 21st century and beyond, improve patient outcome and cost containment. Objective To investigate evidence-based nursing practice among nurses in Ghana. Methods This is a descriptive cross-sectional survey and data was collected among clinical nurses and nurse educators from both private and public institutions across Ghana. Nurses were included if they have full-time or part-time appointment; were in active service and have a valid Personal Identification Number (PIN) from the Nursing and Midwifery Council of Ghana. Results About half of the nurses disagreed or were neutral regarding formulation of answerable research questions and 40% do not critically track relevant scientific evidence. Also, more than 30% of the nurses disagreed or were neutral regarding the integration of scientific evidence into practice. Clinical nurses were about 2.1 times more likely to have difficulty determining the applicability of research findings in service delivery compared to nurse educators. Conclusion The findings suggest EBP uptake and integration is suboptimal in Ghana.

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Beserra, Eveline Pinheiro, Lana Barroso Melo Camelo, Liana Mara Rocha Teles, Jessyca Elaine Chagas Barbosa, Viviane Mamede Vasconcelos Cavalcante, Fabiane do Amaral Gubert, and Mariana Cavalcante Martins. "Realistic simulation in immunization: satisfaction, self-confidence and performance of nursing students." Rev Rene 21 (September 25, 2020): e44514. http://dx.doi.org/10.15253/2175-6783.20202144514.

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Objective: to analyze satisfaction, self-confidence and performance of nursing students in realistic immunization simulation. Methods: quasi-experimental study, using the Immunization Checklist and Student Satisfaction and Self-confidence in Learning Scale, with 72 students, divided into Group 1 (38 seventh semester students who have not yet been in the field of practice in the Child Health discipline) and Group 2 (34 ninth semester students). Results: there was no difference between groups in terms of immunization performance (t-test: 1.701; p=0.096), as well as in terms of the degree of performance (Likelihood Ratio: 1.939; p=0.164). There was a significant difference when assessing satisfaction and self-confidence in learning (t-test: 2.346; p=0.023). Conclusion: the previous practice of immunization in the field of practice did not influence the performance of nursing students during the realistic simulation, but it did interfere with satisfaction and self-confidence in learning.

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Wood, Alison F., Colin Chandler, Siobhan Connolly, Gabrielle Finn, Catherine Redmond, Jim Jolly, Andrew D. Powell, Carmel Davies, and Allison Grant. "Designing and developing core physiology learning outcomes for pre-registration nursing education curriculum." Advances in Physiology Education 44, no. 3 (September 1, 2020): 464–74. http://dx.doi.org/10.1152/advan.00139.2019.

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Physiology is a key element of “bioscience” education within pre-registration nursing programs, but there is a lack of clarity on what is included. Physiology and bioscience content and delivery are highly varied across both higher education institutions and the related programs in the United Kingdom (UK). Despite evidence highlighting concerns over nurses’ lack of bioscience knowledge and unsafe practice, there is no universally agreed on curriculum with detailed outcomes of minimum levels of knowledge to support nurses in practice and patient care. This study aimed to inform the construction of discipline-specific physiology learning outcomes to clarify relevant physiological topics required in pre-registration nursing. Initially, 360 learning outcomes were identified from various sources. Using a modified Delphi approach, an expert panel from the Bioscience in Nurse Education group reviewed and modified the list to 195 proposed outcomes. These were circulated to universities in the UK who teach nursing ( n = 65). Outcomes that had 80% consensus were automatically included in the next round, with others recommended with modification (response rate 22%). The panel reviewed the modifications, and 182 outcomes were circulated in the second questionnaire (response rate 23%), and further panel review resulting in 177 outcomes agreed. These learning outcomes do not suggest how they should be delivered, but gives the basic level required for qualification as a nurse commensurate with the Nursing and Midwifery Council new standards for the “future nurse.”

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Han, Shi-Fan, Hong-Xia Ren, Xiu-Juan Wang, Xiao-Ding Yue, and Si-Yu Dou. "The eligibility criteria, training content, and scope of practice for prescriptive authority for midwives: a modified Delphi study†." Frontiers of Nursing 6, no. 3 (November 7, 2019): 191–201. http://dx.doi.org/10.2478/fon-2019-0035.

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Abstract Objective To investigate the necessary eligibility criteria for prescriptive authority for midwives, gather suggestions from experts on training content for prescriptive authority for midwives, and explore the scope of practice of their prescriptive authority in certain circumstances. The results of this study could serve as a reference for the development of policies on prescriptive authority for midwives. Methods Based on a literature search and semistructured interviews, a modified Delphi method was first used to conduct 2 rounds of expert consultation on eligibility criteria and training content for prescriptive authority for midwives. This stage included nursing experts (20) and medical experts (16) engaged in midwifery in many tertiary Grade A hospitals in China. Subsequently, consultation on the scope of practice of prescriptive authority for midwives was conducted with nursing experts (18) and medical experts (14) engaged in midwifery in many tertiary Grade A hospitals in China. The suggestions from the experts were analyzed using statistical methods to confirm the eligibility criteria for prescriptive authority, training content, circumstances, scope of practice for prescriptive authority, and the prescription forms. Results Among the consulted experts, 70.59% (the highest acceptance rate) considered an undergraduate degree to be the minimum educational requirement for midwives to be eligible for prescriptive authority, 85.29% (the highest acceptance rate) considered the supervisor nurse to be the minimum technical position experience necessary for midwives to be eligible for having prescriptive authority, and 50% (the highest acceptance rate) considered 5 years to be the minimum number of years of experience in the specialty for midwives to be eligible for prescriptive authority. The applicants should at least be practicing at Grade C hospitals, which was the consensus among 91.18% of the consulted experts. Among the consulted experts, 100%, 100%, 97.06%, 94.12%, and 94.12% agreed that the applicants should have knowledge in pharmacology, laws and ethics, nursing, diagnostics, and midwifery, respectively. The consulted experts confirmed 22 related course topics and identified 6 specific circumstances in which the midwives could partially practice prescriptive authority, including uterine atony, excessive uterine contraction, postpartum hemorrhage, premature rupture of fetal membranes, normal labor, and neonatal asphyxia. Under these 6 circumstances, the consulted experts commonly agreed that there were 20 medication prescriptions and 13 auxiliary examination prescriptions that could be prescribed by midwives. Of these prescriptions, 51.5% were independent prescriptions, 30.3% were protocol prescriptions, and the remaining 18.2% were both independent and protocol prescriptions. Conclusions Midwives who have an undergraduate degree, supervisor nurse position, and 5 years of practice in Grade C hospitals are considered eligible to apply for prescriptive authority. Partial prescriptive authority could be granted after regulated training in fundamental theories and practices, which could improve the independence and professionalism of midwifery.

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McColgan, Karen. "The Value of Portfolio Building and the Registered Nurse: A Review of the Literature." Journal of Perioperative Practice 18, no. 2 (February 2008): 64–69. http://dx.doi.org/10.1177/175045890801800203.

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The purpose of this literature review is to explore the value of portfolio building and the registered nurse under the following themes: assessment of competence; work-based reflection; lifelong learning; creating career pathways and the contribution a portfolio makes to the professional development of the nurse. This review concludes that for portfolios to work effectively, nurses and their employers require a working partnership to see the value and the opportunities that exist through the development of a personal portfolio. The need exists for an organisational culture of learning that encourages a facilitative environment combined with nurses who support their colleagues and explore their skills through experiential learning. This work was submitted in part fulfilment for the Degree of Master of Science in Nursing at Queen's University of Belfast, School of Nursing and Midwifery in 2007 and was supported by ERFF.

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Jedwab, Rebecca M., Michael Franco, Denise Owen, Anna Ingram, Bernice Redley, and Naomi Dobroff. "Improving the Quality of Electronic Medical Record Documentation: Development of a Compliance and Quality Program." Applied Clinical Informatics 13, no. 04 (August 2022): 836–44. http://dx.doi.org/10.1055/s-0042-1756369.

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Abstract Background Introducing an electronic medical record (EMR) system into a complex health care environment fundamentally changes clinical workflows and documentation processes and, hence, has implications for patient safety. After a multisite “big-bang” EMR implementation across our large public health care organization, a quality improvement program was developed and implemented to monitor clinician adoption, documentation quality, and compliance with workflows to support high-quality patient care. Objective Our objective was to report the development of an iterative quality improvement program for nursing, midwifery, and medical EMR documentation. Methods The Model for Improvement quality improvement framework guided cycles of “Plan, Do, Study, Act.” Steps included design, pre- and pilot testing of an audit tool to reflect expected practices for EMR documentation that examined quality and completeness of documentation 1-year post-EMR implementation. Analysis of initial audit results was then performed to (1) provide a baseline to benchmark comparison of ongoing improvement and (2) develop targeted intervention activities to address identified gaps. Results Analysis of 1,349 EMR record audits as a baseline for the first cycle of EMR quality improvement revealed five out of nine nursing and midwifery documentation components, and four out of ten medical documentation components' completion and quality were classified as good (>80%). Outputs from this work also included a framework for strategies to improve EMR documentation quality, as well as an EMR data dashboard to monitor compliance. Conclusion This work provides the foundation for the development of quality monitoring frameworks to inform both clinician and EMR optimization interventions using audits and feedback. Discipline-specific differences in performance can inform targeted interventions to maximize the effective use of resources and support longitudinal monitoring of EMR documentation and workflows. Future work will include repeat EMR auditing.

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Richardson, George E., Conor S. Gillespie, Orla Mantle, Abigail Clynch, Setthasorn Zhi Yang Ooi, Jay J. Park, Emily R. Bligh, et al. "Social and psychological impact of the COVID-19 pandemic on UK medical and nursing students: protocol for a national medical and nursing student survey." BMJ Open 12, no. 5 (May 2022): e057467. http://dx.doi.org/10.1136/bmjopen-2021-057467.

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IntroductionHealthcare students have played a significant role in the National Health Service during the COVID-19 pandemic. We captured data on the well-being of medical students during the acute phase of the pandemic with the Social and Psychological Impact of COVID-19 on medical students: a national survey Evaluation (SPICE-19) study. We will evaluate changes in mental health and well-being of medical and nursing students 1 year after SPICE-19, in a cross-sectional study, to understand the impact of the pandemic, and inform well-being policies.Methods and analysisThis study will be a national, multi-institution, cross-discipline study. An online 53-item survey of demographics, mental health and well-being will be used to record responses. Students studying for a medical or nursing degree at any UK universities will be eligible to participate. The survey will be advertised through the Neurology and Neurosurgery Interest Group national network. Participation is anonymous and voluntary, with relevant mental health resources made available to participants.Ethics and disseminationEthical approval was granted by the University of Oxford Central University Research Ethics Committee (R75719/RE001) on 21 May 2021. Study findings will be presented at national and international meetings, and submitted for publication in a peer-reviewed journal.

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Tschudin, Verena. "Book Reviews: Pyne RH 1992: Professional discipline in nursing, midwifery and health visiting, second edition. Oxford: Blackwell Scientific. 183pp. £12.95 (PB). ISBN 0 632 02975 7." Nursing Ethics 1, no. 4 (December 1994): 249. http://dx.doi.org/10.1177/096973309400100411.

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Nejad, Farzaneh Mohammad, Marziyeh Asadizaker, Shahram Baraz, and Amal Saki Malehi. "Investigation of Nursing Student Satisfaction with the First Clinical Education Experience in Universities of Medical Sciences in Iran." Journal of Medicine and Life 12, no. 1 (January 2019): 75–82. http://dx.doi.org/10.25122/jml-2018-0008.

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Satisfaction with the experience gained in clinical settings is of great significance to nursing students and novice first-year students in particular and contributes significantly to developing basic clinical skills and competence. Accordingly, the present study aimed to examine nursing student satisfaction with the first clinical education experience. A total of 390 second- and third-semester nursing students gaining clinical experience in general surgery, internal medicine, gynecological surgery, orthopedics, emergency, obstetrics and gynecology, ophthalmology, andrological surgery, post-CCU, and otorhinolaryngology departments participated in this analytical cross-sectional study from March to June 2017. The research instrument included the “Assessment of nursing student’s Satisfaction with First Clinical Practical Education Questionnaire: Modified Version”, consisting of three parts: demographic characteristics, 37 items, and a 10-degree visual analog scale to assess student satisfaction. Descriptive statistics were used to hypothesis test in SPSS 22. The highest rate of student satisfaction was related to the third domain labeled “Instructor’s behavior”, and the lowest rate of student satisfaction was related to the fifth and seventh domains labeled “Emotional atmosphere and learning in the clinical setting” and “Creating appropriate learning opportunities”, respectively. The results of statistical tests suggested a statistically significant relationship between the mean satisfaction score (based on the 10-degree scale) and gender (p=0.01). However, no statistically significant relationship was observed between the mean satisfaction score and other demographic characteristics such as age, grade point average (GPA), and university type. Student satisfaction rate varies in different domains of the questionnaire. Accordingly, it is recommended that schools of nursing and midwifery incorporate the findings of this study into their first clinical, educational experience planning and take into account the educational needs of students to bring greater satisfaction.

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Kosenko, V. M. "THE POTENTIAL CAPACITY OF THE “INFECTION CONTROL” DISCIPLINE IN THE FORMATION OF RESPONSIBLE ATTITUDE TO THE PATIENT SAFETY AMONG MASTER NURSES IN THE PROCESS OF PROVIDING MEDICAL AND PREVENTIVE CARE." Медична освіта, no. 2 (August 5, 2021): 138–42. http://dx.doi.org/10.11603/me.2414-5998.2021.2.11961.

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In the article we have analyzed the significance and importance of the “Infection Control” discipline in pursuing a master’s degree in nursing. The article states that the master nurse is the lead organizer and executor of activities related to the creation of a safe hospital environment, while the correctness and completeness of the actions at the workplace depends on the depth of theoretical knowledge and sophistication of practical skills. The paper specifies the general and occupational competencies, forms and methods of conducting lectures and practical sessions, describes the expected results of training, indicates interdisciplinary integration, draws attention to the problems of honesty in the performance of autonomous and individually research work by the seekers of higher education. It is noted that the practical health care needs such a master nurse, who not only possesses thorough professional knowledge, but also is capable to act clearly and quickly in an emergency, perfectly master up-to-date techniques of preventing, in particular, the healthcare-associated infections through the developed clinical judgment. It is the competency based potential capacity of the “Infection Control” academic discipline that makes it possible to realize these tasks. The priority area of improving the educational process is its practical orientation and significance.

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Santos, Teresa Celia de Mattos Moraes dos, Maria Angela Boccara de Paula, and Fernanda Testa Santos. "Internship curricular: professors' perception of the nursing professional area." Revista de Enfermagem UFPE on line 4, no. 2 (March 29, 2010): 484. http://dx.doi.org/10.5205/reuol.622-7350-1-le.0402201005.

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ABSTRACTObjective: learning the perceptions of teachers of nursing in the area of professional discipline curricular undergraduate course in Nursing. Methodology: this is a descriptive and exploratory study from quantitative approach. The sample performed by 19 teachers and data collection was conducted from June to July 2008, with a questionnaire. The results were analyzed and discussed according to the literature. This study was approved by the Ethics and Research of the University of Taubaté/UNITAU (protocol number 136/08). Results: indicates that, for teachers, the goal of the discipline is to develop activities that have worked in the first three years of graduation, and it is very important for the development of future career opportunities because it offers the experience of practice. There is the opportunity to develop responsibility and autonomy for the stage, encouraging the formation of a professional critic and reflective. Conclusion: this study will contribute to reflection on the importance of interaction and participation by all those involved in the training of professional nurses, especially regarding the development of the discipline of the curricular, enabling new approaches that allow improving the quality of teaching degree in Nursing. Descriptors: education; stage curriculum; nursing; methods; tendencies; organization; administration. RESUMOObjetivo: conhecer as percepções dos professores de enfermagem da área profissionalizante sobre a disciplina estágio curricular do curso de graduação em Enfermagem. Metodologia: estudo descritivo e exploratório com abordagem quantitativa. A amostra foi de 19 professores e a coleta de dados foi de junho a julho de 2008, com um questionário. Os resultados foram analisados e discutidos de acordo com a literatura. Este estudo foi aprovado pelo Comitê de Ética e Pesquisa da Universidade de Taubaté/UNITAU (número de registro 136/08). Resultados: indicam que, para os professores o objetivo da disciplina é desenvolver atividades já trabalhadas nos três primeiros anos da graduação e, que é de suma importância para o desenvolvimento do futuro profissional pois oferece possibilidades da vivência da prática. Há oportunidade para desenvolverem responsabilidade e autonomia durante o estágio, favorecendo a formação de um profissional crítico e reflexivo. Conclusão: esse estudo contribuirá à reflexão sobre a importância do entrosamento e participação efetiva de todos os envolvidos no processo de formação do profissional enfermeiro, especialmente no que tange o desenvolvimento da disciplina do estágio curricular, viabilizando novos olhares que possibilitem melhorar a qualidade do ensino de graduação em Enfermagem. Descritores: educação; estágio curricular; enfermagem; métodos; tendências; organização; administração.RESUMENObjetivo: conocer las percepciones de los profesores de enfermería del área profesionalizante sobre la asignatura estagio curricular del curso de graduación en Enfermería. Metodología: estúdio descriptivo y exploratorio con abordage quantitativo. La muestra fue compuesta por 19 profesores y la coleta de datos fue realizada en los meses de junio y julio de 2008, con un cuestionário. Los resultados fueron analisados y discutidos de acuerdo con la literatura. Este estudio fue aprovado pero Comitê de Ética e Pesquisa de la Universidad de Taubaté /UNITAU (número de registro 136/08). Resultados: indican que, para os profesores, el objetivo de la asignatura es desarrollar actividades ya trabajadas em los tres primeros años de la graduación, y que es de máxima importancia para el desarrollo del futuro profesional pues ofrece posibilidades de vivencia de la práctica. Hay oportunidad para desarrollar responsabilidad y autonomía durante el estagio, favoreciendo la formación de un profesional crítico y reflexivo. Conclusión: ese estudio contribuirá a la reflexión sobre la importancia del entrosamiento y participación efectiva de todos los involuncrados en el proceso de formación del profesional enfermero, especialmente en lo que tange al desarrollo de la asignatura del estagio curricular, viabilizando nuevas miradas que posibiliten mejorar la cualidad de la enseñanza de graduación en Enfermería. Descriptores: educación; estagio curricular; enfermería; métodos; tendencias; organización; administración.

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Syahrani Hajri, Waode, Masta Hutasoit, and Retty Nirmala Santiasari. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA." MEDIA ILMU KESEHATAN 7, no. 2 (November 17, 2019): 169–78. http://dx.doi.org/10.30989/mik.v7i2.238.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers

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Hutasoit, Masta. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA." Media Ilmu Kesehatan 7, no. 2 (August 30, 2018): 169–78. http://dx.doi.org/10.30989/mik.v7i2.285.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers

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Babaie, Leili, Hamidreza Haririan, and Azad Rahmani. "Iranian Nurses' Attitudes and Readiness for Nurse Prescribing: A Cross Sectional Study." Journal of Holistic Nursing And Midwifery 32, no. 2 (March 19, 2022): 116–23. http://dx.doi.org/10.32598/jhnm.32.2.2173.

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Introduction: Since prescribing is a new subject in the nursing profession, it is necessary to assess nurses' attitudes to and readiness for this new responsibility. Objective: This study aimed to investigate nurses' attitudes to and readiness for nurse prescribing in teaching hospitals of Tabriz City, Iran. Materials and Methods: This cross-sectional analytical study was conducted on 335 nurses working in the hospitals of Tabriz from June to October 2019. The participants were selected with a stratified random sampling method, and study data were collected using a two-part questionnaire: demographics and the nurse prescribing questionnaire.The demographics were analyzed using descriptive statistics. The Spearman rank correlation coefficient and the Mann-Whitney U tests were employed to examine the correlation and to compare the mean scores, respectively. The significance level for all tests was determined to be less than 0.05. Results: About 82.1% of participants were female, 59.7% were working in general wards, and 42.1% were in critical care units. The results showed that the mean ±SD scores of attitude and readiness were 34.79 ±8.15 and 36.99 ±6.01, respectively. Moreover, 71.6% of nurses agreed with nurse prescribing. The results showed that the score of attitudes towards prescribing the drug was significant in terms of gender (P = 0.039), employment status (P = 0.032), work experience (P =0.041), and academic degree (P = 0.028). Also, results showed readiness to implement was significant in terms of gender (P = 0.028), employment status (P = 0.049), work experience (P = 0.037), and academic degree (P = 0.042). Finally, there was a positive and significant correlation between nurses' attitudes toward and readiness for prescribing (P = 0.042, rs=0.626). Conclusion: Because nurses have a positive attitude toward and are ready for prescribing, it is possible to make them more prepared for this new role by increasing their pharmacological knowledge and improving their accountability.

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Jooste, K., and E. Joordan. "Student nurses' perceptions of the nurse manager as a 'servant leader'." Africa Journal of Nursing and Midwifery 14, no. 1 (March 29, 2022): 76–88. http://dx.doi.org/10.25159/2520-5293/9185.

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South Africa focuses on service delivery at primary health care (PHC) clinics. A 'servant leader' could guide student nurses towards service delivery at PHC clinics. The purpose of this study was to describe the role of nurse managers acting as servant leaders of student nurses at some PHC clinics in the Johannesburg, South Africa, area. A quantitative, exploratory and descriptive design was followed. The accessible population comprised 302 third- and fourth-year diploma and degree student nurses enrolled at a university in Johannesburg and its affiliated nursing college who were allocated to PHC clinics for learning experience. A survey was conducted by means of a structured questionnaire which was returned by 288 (95%) respondents. The findings indicated that student nurses perceived shortcomings in the nurse managers as 'servant leaders' regarding empowerment, compassion and role modelling. Nurse managers should be briefed with regard to empowering student nurses, showing compassion and role modelling during interaction with them as well as building relationships of trust between them and the student nurses.

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Journal articles on the topic 'Degree Discipline: Nursing and Midwifery'

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