Journal articles on the topic 'Graduate School of Nursing'
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Patzer, Brady, Elizabeth H. Lazzara, Joseph R. Keebler, Maha H. Madi, Patricia Dwyer, Alicia A. Huckstadt, and Betty Smith-Campbell. "Predictors of Nursing Graduate School Success." Nursing Education Perspectives 38, no. 5 (2017): 272–74. http://dx.doi.org/10.1097/01.nep.0000000000000172.
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Oyama, Yumiko, and Rumi Maeda. "Cross-sectional online survey of nursing graduates’ academic difficulties and related factors." Journal of Nursing Education and Practice 7, no. 9 (April 12, 2017): 61. http://dx.doi.org/10.5430/jnep.v7n9p61.
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Objective: The aim was to explore the ratio of and differences in academic difficulties experienced by nursing graduates with associate or diploma degrees and baccalaureate degrees and the factors related to these difficulties.Methods: A quantitative cross-sectional online survey was conducted with graduate students in the master’s program in nursing from 144 graduate schools throughout Japan. Data were collected from November 2014 to December 2014. Of 1,366 potential respondents, 304 completed the survey (22.3%) and the data of 268 respondents who met the criterion were included in analysis. Experience of academic difficulties was regressed onto characteristics of respondents, such as nursing degree, Self-Directed Learning Readiness (SDLR) score, and having experience in academic activities.Results: Of the respondents, 227 (84.7%) reported they have always or frequently experienced academic difficulties. However, there was no difference in the extent of academic difficulties experienced by respondents with the different nursing degrees. Not having experience in academic activities (odds ratio [OR] = 2.05; 95% confidence interval [CI], 1.02-4.25) and reporting SDLR score less than 150 points (OR = 2.40; 95% CI, 1.18-4.83) were significantly associated with academic difficulties in the graduate school.Conclusions: Most respondents experienced academic difficulties. To promote effective education in the graduate school, pre-educational programs conducted by universities where students can gain experience in academic activities may be effective in reducing academic difficulties experienced by them. Simultaneously, examining how to inculcate an autonomous learning attitude is necessary for both nursing graduate students and graduate schools.
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Zhu, Shuzhen, Jie Hu, Kenneth J. Gruber, Guangwu Li, Li Li, and Yuye Ke. "Knowledge, attitude and intentions towards nursing profession among Chinese high school graduates in central China." Journal of Nursing Education and Practice 12, no. 2 (October 18, 2021): 72. http://dx.doi.org/10.5430/jnep.v12n2p72.
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Background and objective: Current nursing shortages and low willingness of young people to choose nursing as a career are of major concern in many countries. This study examined the knowledge, attitude and intention towards the nursing profession among high school graduates in China and factors associated with graduate’ intention to enroll in nursing program.Methods: A cross-sectional study was conducted using a random sampling. A total of 3764 high school graduates of selected schools in Central China participated in the study. Data were collected with online survey including demographics, knowledge of and attitude towards nursing and intention to choose nursing. Pearson’s correlations and Hierarchical regression analyses were performed.Results: Less than 10% of the participants expressed interest in a future career in nursing. Knowledge and attitude about nursing were positively associated with intention to study nursing. Both patents’ education, family income and attitude significantly predicted intention to study nursing in the hierarchy regression model (p < .001).Conclusions: Recruitment and retention strategies need to focus on addressing improving knowledge about the roles of nurse among high school students. Nursing administrators and educators should provide information about nursing profession on Websites and social media or programs for high school students with early clinical exposure to nursing to increase their knowledge and change their attitudes toward nursing.
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Pajarillo, Edmund J. Y., and Kimberly H. Korn. "Equitable academic preparation: A structured onboarding program for incoming graduate nursing students." Journal of Nursing Education and Practice 11, no. 7 (March 11, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n7p1.
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Background and objective: Nurses who return to school to obtain higher education come with varying levels of professional, educational and technological competencies. Some are new graduates, others have not been in school for a decade, and several find educational technology difficult to navigate. Returning to school can be challenging because graduate programs require complex skills in order for students to succeed. Onboarding, the process of organizational socialization, also known as the orientation process, is a relevant element in the retention and progression of students in graduate education. Onboarding differs from school to school, ranging from half a day to a weeklong on-campus orientation. This research is about a structured onboarding program built into a graduate nursing course and specifically addresses the needs of students in order to succeed in their studies. This research presents insights into the Graduate Student Onboarding – Professional Development Program (GSO-PDP), a structured onboarding designed to assist graduate nursing students with their adjustment back to school, enhance their learning, and achieve their graduate degree successfully. It is built into the Nursing Informatics class and is a month-long process. The research offers some understanding of the usefulness of the GSO-PDP to incoming graduate nursing students.Methods: The study uses the qualitative paradigm, in particular, a case study design. This is an examination of the four modules of the GSO-PDP: Elements of Research, Scholarly Writing and Nursing Documentation, Academic Support Services, and Student Life. Student volunteers participated in focus group interviews to evaluate the program. Results: The following were recurring themes identified from focus group interviews: “APA Refresher Overload,” “Bridging the Gap,” “Relearning English Grammar,” “Navigating the Learning and University Maze,” and “Not Really Computer Savvy.” It is evident that most of the elements of the GSO-PDP are beneficial to students in enhancing their adjustment and return to school for further education. The onboarding program also facilitates and enhances student learning. Focus group participants offered some helpful recommendations to improve the program.Conclusions & Implications: This is an innovative and structured onboarding approach to help students with diverse backgrounds to succeed in the Master’s program. Participants generally described the program favorably, but did make suggestions for improvement.
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WILLIAMS, REG ARTHUR. "APPLYING TO GRADUATE SCHOOL." AJN, American Journal of Nursing 87, no. 4 (April 1987): 517–22. http://dx.doi.org/10.1097/00000446-198704000-00021.
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Hiestand, Wanda C. "Frances U. Reiter and the Graduate School of Nursing at the New York Medical College, 1960–1973." Nursing History Review 14, no. 1 (September 2006): 213–26. http://dx.doi.org/10.1891/1062-8061.14.213.
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In 1960, at the age of fifty-six, Frances U. Reiter (Figure 1) became dean of the newly established Graduate School of Nursing, New York Medical College, Flower and Fifth Avenue Hospitals. For Reiter, this bold venture in professional nursing education marked the attainment of a dream. Here at last was a graduate school of nursing requiring the baccalaureate degree for admission, under the direction of a nurse, and focused on education for advanced clinical practice. This paper tells the story of Reiter, the Graduate School of Nursing at New York Medical College, the development of an educational program for advanced nurse-clinician practice, and the belief that personal care of the patient is the heart of nursing.
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Katz, Julie R., Carolyn Chow, Sandra Adams Motzer, and Susan L. Woods. "The Graduate Record Examination: Help or Hindrance in Nursing Graduate School Admissions?" Journal of Professional Nursing 25, no. 6 (November 2009): 369–72. http://dx.doi.org/10.1016/j.profnurs.2009.04.002.
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Williams, Reg Arthur. "Education: Applying to Graduate School." American Journal of Nursing 87, no. 4 (April 1987): 517. http://dx.doi.org/10.2307/3470449.
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Yoon, Hyo Jeong, and Sung Hyun Cho. "Geographic Mobility and Related Factors among Newly Graduated Nurses." Journal of Korean Academic Society of Nursing Education 23, no. 3 (August 31, 2017): 353–62. http://dx.doi.org/10.5977/jkasne.2017.23.3.353.
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Purpose: This study aimed to analyze the mobility of newly graduated nurses from regions where their nursing schools were located to regions where they took up their first jobs, and to identify factors influencing nurses' mobility. Methods: Data from the Graduates Occupational Mobility Survey, collected annually from 2010 to 2014 by the Korea Employment Information Service, were analyzed. The sample consisted of 1,488 graduates and 1,229 nurses who were employed on a full-time basis in hospitals. Multiple logistic regression analysis was conducted to identify factors associated with geographic mobility. Results: Among the nurses working in hospitals, 69.2% had their first jobs in their nursing school regions and 11.3% in their high school regions. Fifty-two percent of the nurses worked in the capital region; 47.2% thereof had moved from a non-capital region. Nurses were more likely to work in their nursing school region when they were female, were older, graduated from a high school located in their nursing school region, graduated from a college (vs. university), had a lower nursing school performance, and expected lower monthly wage, compared with those who left their nursing school region. Conclusion: Education and remuneration policies are required to reduce geographical mobility to the capital region.
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Eanes, Linda S., Lilia Azeneth Fuentes, Beatriz Bautista, David Salazar, and Doreen Garza. "Bridging the Gaps Through Nurse-Led Nutrition Education to Underserved Children." Hispanic Health Care International 17, no. 2 (March 12, 2019): 66–72. http://dx.doi.org/10.1177/1540415319830762.
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Although children residing in impoverished rural communities located along the Texas-Mexico border are at disproportionately high risk of unhealthy eating, limited resources may prevent devoting sufficient attention to school-based nutrition education. The purpose of this quasi-experimental study was to examine the teaching effectiveness of graduate nursing students on fourth-grade student learning about healthy eating. Purposive sampling was used to select 213 predominately Hispanic fourth-grade students enrolled in one of three low-socioeconomic status underserved elementary schools located in rural South Texas. Ten graduate nursing students implemented the Creating Healthy Eating Choices for Kids Nutrition Curriculum to approximately 40 fourth-graders per group who attended weekly 45- to 50-minute sessions for 6 weeks. The MyPlate standardized tests were administered before and following the intervention. Results showed a significant improvement in learning on all program modules for fourth-graders from each school ( p = .000). Results support the value of creating a strategic partnership between a university school of nursing and key community leaders as a feasible method of providing nutrition education for fourth-graders enrolled in schools with limited resources.
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Levine, Eugene, and W. Patrick Monaqhan. "The First Four Years of the Uniformed Services University of the Health Sciences Graduate School of Nursing." Military Medicine 163, no. 5 (May 1, 1998): 295–97. http://dx.doi.org/10.1093/milmed/163.5.295.
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Abstract The Graduate School of Nursing (GSN) was established at the Uniformed Services University of the Health Sciences in 1993 to prepare advanced practice nurses, namely family nurse practitioners (FNPs) and nurse anesthetists (CRNAs), for the uniformed services. A study of needs for nurses in the uniformed services in these specialties indicated that by the year 2000 there would be a need requiring a total enrollment in educational programs of 268 CRNAs and 100 FNPs over a 5-year period. Offering the master of science in nursing degree, the GSN has enrolled 61 students in its two programs, and by the end of the 1997 academic year, it will have graduated 19 FNPs and 19 CRNAs. The GSN was authorized by the Department of Defense, Office of Health Affairs, in February 1996. Federal nursing chiefs serve as advisors to the GSN. The GSN received full accreditation from the Council on Accreditation of Nurse Anesthesia Educational Programs in 1994 and from the National League for Nursing in December 1996. All students who have graduated have successfully passed their certification examinations. Supplementing other educational resources, the GSN is helping to meet the educational needs of the uniformed nursing services by introducing pilot programs specifically designed to meet these needs.
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Kratovil, Amanda. "Plagiarism in the Graduate Nursing Program: Occupation Stress or Lack of Knowledge?" Nursing Science Quarterly 34, no. 4 (September 18, 2021): 374–77. http://dx.doi.org/10.1177/08943184211031599.
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Student plagiarism has always been a concern for nursing faculty. Faculty have noticed an increase in graduate student plagiarism during COVID-19. While research regarding plagiarism and graduate nurses and occupational stress and plagiarism is sparse, neurobehavioral research on decision-making provides some clues for faculty concerned about graduate nurses working and attending school during a pandemic.
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Romano, Carol A., and Ada Sue Hinshaw. "Doctor of Nursing Practice Education for Uniformed Service Advanced Practice Nurses: A Model Curriculum and Clinical Partnership." Clinical Scholars Review 8, no. 1 (2015): 29–38. http://dx.doi.org/10.1891/1939-2095.8.1.29.
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The American Association of Colleges of Nursing asserted the position that the practice doctorate should be the graduate degree for advanced nursing practice preparation. To maintain professional standards for military advanced practice registered nurses (APRN) and remain competitive for high-quality students, the Daniel K. Inouye Graduate School of Nursing at the Uniformed Services University of the Health Sciences transitioned its APRN programs to the Doctor of Nursing Practice degree. This article describes a model graduate curriculum that incorporates clinical partnerships to prepare APRNs for their future roles in the federal health care system. Background, stakeholders, program aims, implementation strategies, curriculum design, accreditation, challenges, and lessons learned are discussed.
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Kuebler, Kim, Dellarie Shilling, and Charles Champ. "National Graduate Nursing Survey: Chronic Disease, Symptoms, and Self-Management." Clinical Scholars Review 8, no. 2 (2015): 172–80. http://dx.doi.org/10.1891/1939-2095.8.2.172.
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The purpose of this project is to compare graduate nursing students’ self-perceived knowledge with actual knowledge of chronic disease, symptom, and self-management through a psychometrically reliable and valid 45-item objective examination. Methodology included three separate e-mail communications to more than 800 U.S.-based graduate nursing school or program chairs, deans, or directors encouraging their student participation. Two hundred and fifty respondents provided demographic information from the survey, and 120 graduate nurses completed the survey in its entirety to include a self-perceived knowledge evaluation and objective examination. Graduate nurses in their last year of academic preparation were targeted in both master’s- and doctoral-level course work. The results showed an overall mean score of less than 70% pass rate from the psychometrically valid and reliable objective examination and no statistical difference between graduate nursing student self-perceived knowledge from actual knowledge.
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Shin, Ja Hyun, Kyung-Ok Kang, Su-Jin Lee, and Hyun-Sook Kim. "Graduate school experiences of married women in the nursing profession." Journal of Digital Convergence 14, no. 1 (January 28, 2016): 219–27. http://dx.doi.org/10.14400/jdc.2016.14.1.219.
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Kuebler, Kim, Charles Champ, and Dellarie Shilling. "National Clinical Graduate Nursing Faculty: Management of Multiple Chronic Conditions." Journal of Doctoral Nursing Practice 11, no. 1 (2018): 79–87. http://dx.doi.org/10.1891/2380-9418.11.1.79.
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The purpose of this project is to compare clinical graduate nursing faculty self-perceived knowledge with actual knowledge on the management of symptomatic multiple chronic conditions (MCCs) through a psychometrically reliable and valid 46-item objective examination. Methodology included three separate e-mail communications to more than 800 U.S.-based graduate nursing school or program chairs, deans, or directors encouraging faculty participation. One hundred and six respondents initiated the survey and over half of the participants withdrew from completing in its entirety, making it difficult to correlate self-perceived knowledge with actual knowledge. The results, however, show an overall mean score of below average pass rate. This study has been performed in undergraduate, graduate, and clinical graduate nursing faculty—suggesting a serious concern in clinical nursing education and clinical practice to meet the complex care needs of the largest, fastest-growing, and costliest U.S. patient population—those with MCCs.
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Morton, Patricia Gonce, and John Nerges. "Strategies to Turn a Graduate School Paper Into a Publishable Journal Manuscript." AACN Advanced Critical Care 31, no. 4 (December 15, 2020): 371–79. http://dx.doi.org/10.4037/aacnacc2020716.
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Graduate students complete papers for course requirements, doctor of nursing practice and master’s projects, and doctoral dissertations. The valuable information contained in these school papers may be appropriate for publication in professional journals. Graduate students must learn the key differences between school paper and journal article styles. Using this critical information, students can revise their school papers in journal style and achieve a successful publication that contributes to the literature and, ultimately, to the care of patients and their families.
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Brown, Kimarie, Pauline Anderson-Johnson, and Andrea Norman McPherson. "Academic-related stress among graduate students in nursing in a Jamaican school of nursing." Nurse Education in Practice 20 (September 2016): 117–24. http://dx.doi.org/10.1016/j.nepr.2016.08.004.
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Cruz, Isabel Cristina Fonseca da. "Professional master in nursing at the Fluminense Federal University Nursing School." Online Brazilian Journal of Nursing 4, no. 1 (April 18, 2005): 64. http://dx.doi.org/10.17665/1676-4285.20054837.
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Graduate studies at the EEAAC/UFF will expand your horizons and create an academic pathway to fulfill your goals. The Professional Master challenge us to aggressively pursue new sources of funding and scholarships for the nursing research. We hope that the following informations will help you maximize the chance to find a financial support to your education. The health organizations (governmental or non-governmental) needs create a traineeship program to support masters nursing students. Traineeships support nurses while they are pursuing advanced training. As well, the nursing schools must create the research and teaching assistantships to develop experience, and coverage of faculty ́s fees. The institutions may also create a Loan Repayment Program so the awardees are obligated to work for a certain period, with salary, to qualify for payment or forgiveness of their educational loans.
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Robinson, Lisa B., and Mary Bishop. "Creating a writing course to improve the writing self-efficacy of graduate nursing students." Clinical Nursing Studies 5, no. 4 (September 26, 2017): 88. http://dx.doi.org/10.5430/cns.v5n4p88.
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Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.
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Burke, Adam, Rena J. Gordon, and Bhaswati Bhattacharya. "A Preliminary Survey of Complementary and Alternative Medicine (CAM) Courses in Graduate Public Health Programs." Complementary health practice review 6, no. 2 (January 2001): 165–71. http://dx.doi.org/10.1177/153321010100600207.
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Interest in complementary and alternative medicine (CAM) has grown significantly in the United States. In response, numerous medical and nursing schools are now offering CAM courses. Considering the significant overlap of many CAM and public health objectives, it seems prudent for Schools of Public Health to also consider inclusion of this content into graduate training. This study examined the current status of CAM courses in public health programs. Interviews were conduct ed with school representatives attending the American Public Health Association annual meeting in Boston (November, 2000). School representatives reported a substantial interest in CAM among students and faculty, and that many schools were currently offering or considering CAM courses.
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Ubas-Sumagasyay, Nicolette Anne, and Ryan Michael Flores Oducado. "Perceived Competence and Transition Experience of New Graduate Filipino Nurses." Jurnal Keperawatan Indonesia 23, no. 1 (March 31, 2020): 48–63. http://dx.doi.org/10.7454/jki.v23i1.1071.
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Recruitment and hiring of new graduate nurses is seen as a potential strategy to mitigate the problem of nurse shortage. However, previous studies disclosed that new graduate nurses are inadequately prepared to enter practice and experience transition difficulties. This study aimed to determine the perceived competence and transition experience of new graduate Filipino nurses. Seventy-nine conveniently chosen new graduate nurses were surveyed in this descriptive cross-sectional research. Self-administered instruments were used to gather data. Descriptive statistics, Mann–Whitney U test, and Kruskal–Wallis test were the statistical tools employed. Results indicated that new graduate nurses had a high level of self-reported fundamental nursing skills (M= 7.99) and core competence (M= 8.16), although areas needing improvement were identified. There were no significant differences in the perceived competence based on the length of experience, year graduated, area of assignment, sex, type of school graduated, CPD participation, and hospital bed capacity (p> .05). The major difficulty experienced by new graduates during their transition was related to changes in role expectations (72.2%). Majority expressed the need for increased support during their transition (83.5%). The most satisfying aspects of their working environment were ongoing learning (81%) and peer support (74.7%), while the least satisfying was the negative nursing work environment (55.7%). New graduate nurses are equipped with the necessary nursing skills and core competencies. However, there are still gaps and areas needing improvement that should be addressed and supported to assist them in their transition to the world of professional nursing practice. Follow up, feedback, mentoring, and preceptorship are beneficial to enhance the competencies of new graduate nurses and facilitate their successful transition into the nursing workforce. AbstrakPersepsi Kompetensi dan Pengalaman Transisi Perawat Lulusan Baru Filipina. Rekrutmen dan perekrutan perawat lulusan baru dipandang sebagai strategi potensial untuk mengurangi masalah kekurangan perawat. Namun, penelitian sebelumnya mengungkapkan bahwa perawat lulusan baru tidak cukup siap untuk memasuki praktik dan mengalami kesulitan transisi. Penelitian ini bertujuan untuk menentukan persepsi kompetensi dan pengalaman transisi perawat lulusan baru Filipina. Tujuh puluh sembilan perawat lulusan baru yang dipilih dengan mudah disurvei dalam penelitian cross-sectional deskriptif ini. Instrumen yang dikelola sendiri digunakan untuk mengumpulkan data. Statistik deskriptif, uji Mann-Whitney U, dan uji Kruskal-Wallis adalah alat statistik yang digunakan. Hasil menunjukkan bahwa perawat lulusan baru memiliki tingkat tinggi keterampilan keperawatan fundamental yang dilaporkan sendiri (M= 7,99) dan kompetensi inti (M= 8,16), meskipun bidang yang perlu perbaikan diidentifikasi. Tidak ada perbedaan signifikan dalam kompetensi yang dirasakan berdasarkan lama pengalaman, tahun lulus, bidang tugas, jenis kelamin, jenis sekolah yang lulus, partisipasi CPD, dan kapasitas tempat tidur rumah sakit (p> 0,05). Kesulitan utama yang dialami oleh lulusan baru selama transisi mereka terkait dengan perubahan dalam ekspektasi peran (72,2%). Mayoritas menyatakan perlunya peningkatan dukungan selama masa transisi mereka (83,5%). Aspek yang paling memuaskan dari lingkungan kerja mereka adalah pembelajaran berkelanjutan (81%) dan dukungan sebaya (74,7%), sedangkan yang paling tidak memuaskan adalah lingkungan kerja keperawatan negatif (55,7%). Perawat lulusan baru dilengkapi dengan keterampilan keperawatan dan kompetensi inti yang diperlukan. Namun, masih ada kesenjangan dan bidang yang perlu diperbaiki yang harus ditangani dan didukung untuk membantu mereka dalam transisi mereka ke dunia praktik keperawatan profesional. Tindak lanjut, umpan balik, pendampingan, dan pelatihan guru bermanfaat untuk meningkatkan kompetensi perawat lulusan baru dan memfasilitasi keberhasilan transisi mereka menjadi tenaga kerja keperawatan.Kata kunci: penilaian kompetensi, perawat lulusan baru, keterampilan keperawatan, pengalaman transisi
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Carter, Brigit Maria, and Anne L. Derouin. "Strategies to Address Individual Level Social Determinants of Health Designed to Cultivate the Next Generation of Minority Nurse Leaders Committed to Health Equity." Creative Nursing 22, no. 1 (2016): 11–16. http://dx.doi.org/10.1891/1078-4535.22.1.11.
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In response to the need for increased racial and ethnic diversity in the nursing profession, the Duke University School of Nursing (DUSON) established the Academy for Academic and Social Enrichment for Leadership Development in Health Equity (Health Equity Academy). The aim of the Health Equity Academy is to improve the diversity of the nursing workforce by expanding nursing education opportunities for underrepresented minority (URM) students who are economically disadvantaged to prepare for, enroll in, and graduate from the DUSON’s Accelerated Bachelors of Science in Nursing program. The goal of this program is to cultivate URM nursing graduates with advanced knowledge and leadership skills who can address health disparities and positively influence health care issues currently plaguing underrepresented populations. The article discusses the Health Equity Academy framework, which consists of two unique components: the Pre-entry Immersion in Nursing and the Pathway to Success in Nursing (PSN). These two components are designed to address the nursing student individual level social determinants which could be potential barriers to success as well as provide support in their academic and professional development goals.
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Kim, Eunbee, and Kyungran Roh. "A Study on the Priority Analysis of Employment Support Policy for High School Graduates." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 549–63. http://dx.doi.org/10.33645/cnc.2022.9.44.9.549.
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This study is aimed to draw the priority of employment support policy for high school graduate youths. To this end, an analysis on the present employment support policies for unemployed high school graduate youths was conducted to draw the issues related to the policies. Based on this, this study intended to seek political directions for unemployed high school graduate youths. The study results are as follows. First, the current employment support policies for Korean youths were designed for high school graduates to participate, but there was a need for a specialized employment support policy with consideration for the characteristics of high school graduates. Second, according to the analysis on the priority of employment support policies for high school graduates from the perspective of importance and feasibility, it was found that employment—linked policies such as the Employment Success Package and SME Long-service Incentives had the highest priority. Last, as a result of deriving the priority of employment support policies for high school graduates based on the overall results with an analysis using Borich Priority Formula, visualized with Hershkowitz threshold function graph, the Employment Success Package and the Work and Learning Dual System were included in a top-priority group. This study has a practical meaning in that it sought ways to effectively achieve political objectives within a limited budget by identifying the employment support policies necessary for high school graduates and prioritizing the policies.
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Cruz, Isabel Cristina Fonseca da. "Online Brazilian Journal of Nursing." Online Brazilian Journal of Nursing 3, no. 3 (December 3, 2004): 1–2. http://dx.doi.org/10.17665/1676-4285.20044924.
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This editorial is devoted to celebrate the anniversary of the Aurora de Afonso Costa School of Nursing (AACSN), at Fluminense Federal University (FFU). Rich in history, the AACSN celebrates its sixtieth year in 2004 meeting the health challenges of our developing country. An undergraduate program was first offered by the School of Nursing in 1944. The AACSN alumni impact the State of Rio de Janeiro, the nation and the world in health care delivery because they are prepared to be highly educated nurse leaders in research, teaching, training and care. So, practicing nurses play an essential role in linking the findings of research with the communities in which they work.The AACSN completed 60 years and will continue with the primary goals of excellence in nursing education, research and practice, as well as a commitment to service. In 1979, the AACSN initiated its first graduate experience: a nursing service administration certificate course, lato sensu graduate program, leading to a specialist degree. The School added programs in succeeding years that were created and coordinated by Dr. Isabel Cruz: Health Promotion (1994), Intensive Care, Renal Substitutive Therapies (2000), and Professional Master of Science (2003).We invite you to learn more about our School's three major departments, the Master Degree Program, and our Antonio Pedro University Hospital. Please, visit the Jane da Fonseca Proença Nursing Library.Read the NEPAE-NESEN the newsletter published by 2 School of Nursing´s research groups and check out the Online Brazilian Journal of Nursing, a scholarly peer-reviewed journal with free-access, for an inside look at the School of Nursing Professional Master´s Degree Program and our research production.The AACSN nursing faculty provide education and research training in the social, behavioral, and biological sciences focused on health, illness, and health care, and offer innovative teaching-learning strategies:a. on-city “labs” that prepare students from culturally diverse backgrounds for real life hospital or community clinical situations;b. evidenced-based practice integrated into campus classroom discussions;c. and student cultural emersion in Oriximiná - FFU campus, at Amazonian region.As you can see, the AACSN undergraduate (bachelor degree) and graduate (master´s degree) programs prepare students from the beginning generalist to the advanced practice nurse and the nurse scientist. The AACSN nursing research is recognized nationally for answering questions related to African-Brazilian health and institutional racism, women and children topics (Rosalda Paim, RN, PhD, Full Professor [former]), mental health, and other themes. The AACSN nursing faculty and students benefit the public, the profession, and the University through active individual and group involvement in service activities, promoting and demonstrating excellence in professional nursing practice. Taking advantage of its long history as a part of the Fluminense Federal University, the AACSN will continue to work cooperatively with other health professionals on campus, nationally, and internationally in its search for excellence in teaching, research, practice, and public service.Happy anniversary to the AACSN and a happy new year for all!
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Manthey, Marie. "A History of Systemic Racism at the University of Minnesota School of Nursing." Creative Nursing 26, no. 3 (August 1, 2020): 215–18. http://dx.doi.org/10.1891/crnr-d-20-00039.
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A history of discrimination against racial and religious minorities at the University of Minnesota, maintained by powerful administrators who were subsequently honored with named buildings, was reflected in acts and patterns of racism in admissions and housing, within the School of Nursing. This article recounts well-documented examples of racial bias, particularly the story of Frances Mchie Rains, the first nurse of color to graduate from the University of Minnesota School of Nursing and a pioneer in overcoming racial barriers.
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Bergren, Martha Dewey. "Virtual First Impressions." Journal of School Nursing 21, no. 2 (April 2005): 122–24. http://dx.doi.org/10.1177/10598405050210021001.
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Frequently, a nurse’s first and only contact with a graduate school, legislator, public health official, professional organization, or school nursing colleague is made through e-mail. The format, the content, and the appearance of the e-mail create a virtual first impression. Nurses can manage their image and the image of the profession by communicating electronically in a manner appropriate for the professional role.
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Cruz, Isabel Cristina Fonseca da. "The OBJN upgrade: now it is the official journal of the professional master in nursing program at the Fluminense Federal University Nursing School!" Online Brazilian Journal of Nursing 3, no. 1 (March 27, 2004): 1. http://dx.doi.org/10.17665/1676-4285.20044921.
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The OBJN complete three years communicating nursing research much more quickly, broadly, and openly than was possible through traditional print publications. With the OBJN, a scholarly publication, the Brazilian nursing articles may be easily found and freely shared.In its third volume, the OBJN is moving toward more comprehensive context. It is leaving the NAIG (NURSING ACTIVITIES INTEREST GROUP) to be administered by the Professional Master in Nursing Program at theFluminenseFederalUniversityNursingSchool.This upgrade will add value to the OBJN by enriching its editorial policy and linking the journal to a graduate program. Since 2001, the OBJN expanded its subscription to almost 2,000 subscribers. The OBJN have published authors fromBraziland abroad with the collaboration of a international Editorial Board. The OBNJ was included into important nursing and health references databases as LATINDEX, BIREME (LIS-Regional), CAPES (C-Nacional), CUIDEN, RealNurseNet, Nurselinx, UNIFESP, FreemedicalJournals, Nurses.info, DOAJ, Online Nurse Editors, and CINAHL. I am hopeful that the OBJN will be consolidate its trajectory under the coordination of the Professional Master in Nursing. To develop this task, we will have the professors and the graduate students collaboration.
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Bryant-Moore, Keneshia, Ashley Bachelder, Larronda Rainey, Kimberly Hayman, Alexa Bessette, and Candace Williams. "Use of Service Learning to Increase Master’s-Level Nursing Students’ Understanding of Social Determinants of Health and Health Disparities." Journal of Transcultural Nursing 29, no. 5 (January 17, 2018): 473–79. http://dx.doi.org/10.1177/1043659617753043.
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Introduction: It is important for graduate-level nursing students to be competent in the issues involved in the social determinants of health and health disparities and have the tools to address them as graduates. Method: As part of a nursing workforce diversity program, master’s-level nursing students were required to participate in a service learning project exposing them to an issue not directly linked to health—long bus rides for students as a result of school consolidations—to achieve educational goals and objectives while providing a service to an advocacy agency. Results: Eighteen students completed the project, providing the advocacy agency with firsthand accounts about the impact of long bus rides and in-depth reviews of literature on the topic and laws and regulations of other states. Conclusion: These results further support providing nursing students opportunities to fully engage with multicultural communities to gain a broader understanding of health disparities and social determinants of health.
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Comrie, Rhonda W. "An analysis of undergraduate and graduate student nurses’ moral sensitivity." Nursing Ethics 19, no. 1 (December 19, 2011): 116–27. http://dx.doi.org/10.1177/0969733011411399.
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This study describes the level of moral sensitivity among nursing students enrolled in a traditional baccalaureate nursing program and a master’s nursing program. Survey responses to the Modified Moral Sensitivity Questionnaire for Student Nurses from 250 junior, senior, and graduate students from one nursing school were analyzed. It was not possible to draw conclusions based on the tool. Moral category analysis showed students ranked the category structuring moral meaning highest and interpersonal orientation second. The moral issue ranking highest was honesty, respect for the patient second, and third was responsibility to know the patient’s situation. Seniors agreed more often about the need to focus on patient safety. As students progress through the baccalaureate program and into the graduate program, their perspectives increasingly recognize the contextuality of moral issues. The results show a need to further develop a tool to measure moral sensitivity, using student understanding and perceptions of moral issues.
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Fronczek, Ann E., Nicole A. Rouhana, and Judy M. Kitchin. "Enhancing Telehealth Education in Nursing: Applying King’s Conceptual Framework and Theory of Goal Attainment." Nursing Science Quarterly 30, no. 3 (June 21, 2017): 209–13. http://dx.doi.org/10.1177/0894318417708418.
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Telehealth technologies are increasingly used in the provision of nursing care to clients and populations. The education of nurses must include content and practice with telehealth technologies. The authors of this article discuss how one school of nursing has infused telehealth content and resources into undergraduate and graduate curricula using King’s conceptual system and theory of goal attainment as a guide.
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Simmons, Priscilla R., and Sally H. Cavanaugh. "Relationships among student and graduate caring ability and professional school climate." Journal of Professional Nursing 16, no. 2 (March 2000): 76–83. http://dx.doi.org/10.1016/s8755-7223(00)80019-8.
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Brown, Camille, Wendy S. Looman, and Ann E. Garwick. "School Nurse Perceptions of Nurse–Family Relationships in the Care of Elementary Students With Chronic Conditions." Journal of School Nursing 35, no. 2 (November 21, 2017): 96–106. http://dx.doi.org/10.1177/1059840517741944.
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The purpose of this study was to explore school nurse perceptions of the nurse–family relationship in the care of elementary students with asthma and attention-deficit hyperactivity disorder (ADHD). A cross-sectional survey design was used to collect data from 97 school nurses in Minnesota. The Family Nursing Practice Scale measured nurses’ perceptions of their family nursing practice. Bivariate analyses were conducted to compare scores by factors at the community, school, nurse, and child levels. Results suggest that school nurses have positive appraisals of their family nursing practice, though scores were generally lower in the context of ADHD compared to asthma. Participants with a graduate degree reported greater skill in working with families, whereas novice nurses reported less confidence working with families and less comfort initiating family involvement in care. Results suggest that interventions at the nurse and school levels may support enhanced family nursing practice by nurses caring for students with chronic conditions.
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Halcón, Linda, Barbara Leonard, Mariah Snyder, Ann Garwick, and Mary Jo Kreitzer. "Incorporating Alternative and Complementary Health Practices Within University-Based Nursing Education." Complementary health practice review 6, no. 2 (January 2001): 127–35. http://dx.doi.org/10.1177/153321010100600203.
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The University of Minnesota School of Nursing aims to fully incorporate comple mentary and alternative health philosophy and healing practices into its baccalau reate, master's and doctoral programs. A planning process (1998-99) included School of Nursing faculty, administrators, and representatives of the university's Center for Spirituality and Healing. A comprehensive course of action was devel oped that included strengthening didactic and experiential learning, offering indi vidualized plans of clinical study in a variety of modalities, improving access to an interdisciplinary graduate minor in Complementary Therapies and Healing Practic es, and encouraging faculty research initiatives and continuing education in CAM.
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Kuzņecova, Jeļena, and Vija Šverina. "FACTORS INFLUENCING CAREER CHOICE AMONG NURSING STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 25, 2018): 127–34. http://dx.doi.org/10.17770/sie2018vol1.3274.
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Choosing a career is a complex and multi-factorial decision-making process that is based on several personal, situational and organizational factors. The purpose of this study is a literature review to determine factors influencing career choice among nursing students. The literature review displays that nursing students make their career decisions from a combination of personal interests in health care and their desire to help others. From the beginning of the studies students may have strong career preferences. Before they graduate and eventually decide about the future workplace, their career choices undergo several transitions. Career choices are influenced both by the students inclination before starting medical school as well as any exposure during training in medical school. Experiences in chosen specialties during training as well as the social environment of the medical school, the teaching programme and clinical staff role models can influence career preferences.
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Makarov, S. V., G. M. Gajdarov, E. N. Goncharuk, A. A. Yaruta, and E. F. Morgulis. "EMPLOYMENT PROBLEMS OF NURSING SCHOOL GRADUATES." Social Aspects of Population Health 68, no. 1 (2022): 12. http://dx.doi.org/10.21045/2071-5021-2022-68-1-12.
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Significance. Employment in a specialty obtained in a medical secondary specialized educational institution is an important stage in the professional cycle of nurses, affecting the nursing staff development. Implementation of a sociological research method in order to study problems in this area makes it possible to obtain information necessary for developing an evidence-based personnel policy in health. The purpose of the study: to conduct a sociological study of the problems of employment of nursing school graduates who started their professional work in health care facilities of the Irkutsk region in 2018-2020. Material and methods. The authors have used specially designed questionnaires containing 25 questions to survey 595 graduates of 5 nursing schools in the Irkutsk region completed their studies up to three years ago (in 2018-2020). Before the survey, the questionnaire was piloted in the studied population of the respondents. Prior to the survey the authors have evaluated the sufficient number of the respondents using the appropriate method for relative values in non-repeatable sample. The authors have also estimated the confidence intervals for p <0.05. Results. Direct employment offers from a medical organization and nursing schools accounted for an insignificant share (6.2% and 3.5%, respectively) in information process about potential employment. Only 21.4 and 17.7% of the respondents per 100 indicated importance of measures taken by the future employer and measures implemented by a medical institution, respectively, while selecting the place of employment. As such measures, respondents hardly mentioned meetings with potential employers and visiting a potential job (9.1 and 6.9 of the respondents per 100, respectively). Almost a third of the respondents noted lack of measures for professional adaptation (27.2%) and social support (30.4% per 100 respondents). Conclusion. The presented results made it possible to study the process of employment of mid-level care providers from various positions, including evaluation of the subjective factors that could be explored though such surveys only. They are important components of the personnel policy in health, insuring its evidence basis and development.
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Hidayat, Taufik. "Strategi Peningkatan Kualitas Lulusan Smk Melalui Konsep Cluster Bidang Keahlian Dan Sertifikasi Siswa." Al-Rabwah 14, no. 01 (March 23, 2021): 75–89. http://dx.doi.org/10.55799/jalr.v14i01.45.
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This article present a strategy to improve the student graduate quality of vocational high school, with the concept the competence cluster area and student certification.
The competence cluster area is a grouping of vocational high schools in each regency based on their competence, namely :
Technology and Engineering competence area, consist of Industrial Mechanical Engineering, Welding, Ottomotive, Mining, Fisheries, Shipping, Cruising, Technology and Informatics.
Business and Management competence area, consist of : Accounting, Office Administration, Marketing, Cullinary Art and Fashion.
Agriculture and Agribusiness competence area, consist of : Agricultural Engineering, Food Crop Agribusiness, Horticultural Agribusiness and Agrotechnology.
Health competence area, consist of : Nursing, Analytical chemistry and pharmacy.
From four competence area above submitted as the best schools in their fields to become LSP P1, namely professional certification institute P1 and also as Competency Test place for students in their respective regions, with standard Professional Certification National Agency (BNSP) and also students who follow both public and private district will get a professional certificate issued by BNSP. So that, with formally the student graduate quality of Vocational high school in the region have the same standard that set BNSP standards or national standard. In Accordance, the graduate standard with BNSP, to enter the business world and industry, we already have equality both nationally and internationally.
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Howe, Carol D. "Novice Academic Librarians Provide Insight into Choosing Their Careers, Graduate School Education, and First Years on the Job." Evidence Based Library and Information Practice 7, no. 4 (December 11, 2012): 99. http://dx.doi.org/10.18438/b8n60q.
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Objective – To study the ways in which novice academic librarians’ perceptions of librarianship develop from the time they decide to attend library school through their first 6 to 24 months of library work.
Design – Grounded theory method utilizing two qualitative research techniques: one-on-one, face-to-face interviews and document analysis.
Setting – The libraries of three Texas universities, three Texas four-year colleges, and one Texas community college.
Subjects – 12 professional academic librarians who graduated from eight different graduate schools. Participants were 6 to 24 months into their professional careers and had little or no pre-professional experience.
Methods – The researchers sought participants through mailings, emails, electronic mailing list postings, and referrals from other participants. They conducted a small pilot study with two novice librarians to refine their research methodology. The researchers interviewed additional participants and analyzed the interview transcripts until categories of interest were identified and saturated. Saturation occurred at 12 participants, not including the pilot participants. Each interview was 30-45 minutes. The researchers recorded the interviews and systematically coded the transcripts using activist imagery. Four of the participants gave the researchers their “statement of purpose” essay that they used when applying for graduate school. These documents were also discussed with participants and analyzed.
Main Results – From the data they collected, the researchers identified six categories of interest regarding librarians’ perceptions of librarianship: deciding upon a career, experiencing graduate school, continuing education, defining the work, evaluating the work, and (re)imagining the future. In considering librarianship as a career, the participants had not been entirely sure what it entailed, but they utilized what they did know about libraries and librarianship to generally deem the profession solid, safe, and/or noble. They had further explored librarianship to determine its compatibility with their personal characteristics. Such personal reflection had led participants to graduate school where they gained a real understanding of librarianship. The participants had not generally found graduate school to be academically challenging. They had also valued practical over theoretical instruction. Once in the workplace, the participants noted the value of continuing education to strengthen the skills they had learned in graduate school. Participants benefitted the most from informal mentoring and on-the-job training, i.e. “learning by doing” (p. 192). As novice librarians, the participants had learned to feel their way around their job expectations and note the differences between their responsibilities and those of paraprofessionals in the library. As the novice librarians further defined their work, they had also learned that academic librarianship is the sum of many parts, including collaboration with peers. In evaluating their work, the participants noted that they had come to distinguish “real” academic library work, that which uses their expertise and helps society, from “other” work such as clerical work (pp. 195-196). The sixth and final category was “(re)imagining the future.” Most of the participants predicted having advanced as academic librarians in the next five years but were otherwise unsure about what their futures would hold.
Conclusion – The researchers made a number of valuable observations in their work with novice librarians. As the step of deciding upon a career seemed to be a murky quest, they thought it would be helpful to analyze public opinion of librarianship and use that information to offset misperceptions about what librarians do. This might help those considering librarianship to make informed and conscious decisions.
The study data also provided insight into graduate school. The fact that the participants did not consider graduate school to be rigorous concerned the researchers. They feared that librarians entering the field might not deem it a serious profession. Because the participants favored practical over theoretical classes, the researchers thought it important for graduate schools to teach theoretical concepts in a way that is more satisfying to students. They felt that other applied fields, such as nursing, might provide examples of how to do so. The researchers also noted that graduate schools could do more to prepare students for life on the job. As new librarians reported favouring “real” work over “other” work, the researchers felt that students should hear it first in graduate school that all the work librarians do is an important and necessary part of academic librarianship. As most participants were uncertain about what their futures as academic librarians might look like, the researchers thought that graduate school professors should address that issue as well.
Data from this study also gave insight into how employers might best serve new librarians. The researchers suggest looking to new teacher induction programs to get ideas for orienting new librarians to the profession. Orientation might include a combination of formal and informal techniques such as peer mentors, peer observation, new librarian training, and new librarian handbooks in the first year of employment.
Finally, the researchers proposed ideas for future research. They believe it might be helpful to study experienced academic librarians or new public librarians for comparison to this study.
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Durando, Paola, and Patricia Oakley. "Developing information literacy skills in nursing and rehabilitation therapy students." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 26, no. 1 (March 1, 2005): 7. http://dx.doi.org/10.5596/c05-007.
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The environment in which nurses and rehabilitation therapists practice is rapidly evolving, resulting in changes in the skill sets and competencies required of new graduates. Evidence-based practice models, for example, require that entry-level nurses, physical therapists, and occupational therapists have the ability to identify, locate, and critically appraise research findings. This paper will describe curriculum-integrated, for-credit information literacy programs developed by the authors in collaboration with faculty members from the Schools of Nursing and Rehabilitation Therapy at Queen's University in Kingston, Ontario. The short-term goal of these programs is to teach undergraduate and graduate students advanced search strategy skills and critical appraisal techniques that will enable them to explore the implications of their literature findings. The long-term goal is to graduate practitioners who not only will have the skills to practice evidence-based health care but also will participate in scholarly activities and thus contribute to the evidence base in their disciplines.
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Russell, Kylie P., and Tracey H. Coventry Coventry. "Transition to practice: Supporting first year nurses within a collaborative faith based graduate program." Journal of Nursing Education and Practice 11, no. 5 (December 31, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n5p1.
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Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study used a mixed method explanatory sequential design in two phases: (1) quantitative online surveys sent to graduate nurses (n = 60) to report on their perceptions of work integrated learning prior to and during their first year of nursing at the private catholic hospital; and (2) focus groups were conducted to explore key themes in further detail. The evaluation occurred at both the halfway and the end point of the 12-month Graduate Program. Data was analysed using descriptive statistics and theming of the text data to identify emergent ideas.Results: The findings suggest that the graduate nurses felt engaged with the programs academic and clinical learning outcomes. This was achieved in a supportive pastoral care environment underpinned by catholic faith and values.Conclusions: The Graduate Program in collaboration with a Catholic University School of Nursing and Midwifery has provided a positive learning experience and support structure for its first year registered nurses with the achievement of a formally recognised qualification.
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McMurray, Jennifer, Martha Wilson Jones, and Jamil Khan. "Cerebral Palsy and the NICU Graduate." Neonatal Network 21, no. 1 (February 2002): 53–57. http://dx.doi.org/10.1891/0730-0832.21.1.53.
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PUT YOURSELF IN THIS SITUAtion. You have three drips to remix, your oscillator patient is starting to crash, and you have just been asked to work a double shift because the hospital is short staffed. The unit secretary informs you that the mother of one of your former primary patients is on the telephone and is hysterical. A physician at the neonatal follow-up clinic has just told her that her baby has cerebral palsy (CP). She wants reassurance, information, and input from you because you established a rapport with her when her infant was in the neonatal intensive care unit and she trusts you. You remember cerebral palsy from your pediatric rotation in nursing school, but you don’t see many actual diagnoses made in the NICU, and your recollection is foggy.
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SmithBattle, Lee. "Helping Teen Mothers Succeed." Journal of School Nursing 22, no. 3 (June 2006): 130–35. http://dx.doi.org/10.1177/10598405060220030201.
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Because the success of teen mothers is enhanced by completing high school, school districts should give high priority to supporting teen mothers to remain in school and to graduate. This article reviews the literature on the educational attainment of these students, their school aspirations, and the policies affecting their education. Although teens often begin mothering with a range of educational and social disadvantages, many teen mothers recommit to school to enhance their future opportunities. Unfortunately, rising school aspirations among teen mothers often are undermined by competing demands and the lack of consistent family and school support. School nurses can support teen mothers’ aspirations and contribute to their long-term success by linking them to resources and advocating for policies and practices that promote high school graduation.
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Alkhaqani, Ahmed Lateef. "Clinical skills for newly graduated nurses: Theory-Practice gap." Atlantic Journal of Medical Science and Research 2, no. 4 (December 28, 2022): 91–93. http://dx.doi.org/10.55358/atjmed.2022.11.017.
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Dear Editor, Nursing education consists of classroom and clinical training to demonstrate clinical competence based on theoretical concepts learned. However, there is a lack of clinical abilities demonstrated and theoretical knowledge gained from pre-qualified nursing education and the preparation of new graduates. Furthermore, graduates often believe that the lessons learned do not reflect the actualities faced in clinical fields. This discrepancy is known as the theory-practice gap among graduate nurses who are theoretically but not practically equipped to apply theory and knowledge to practice in the clinical environment. Graduate nurses working in high-risk fields can struggle to integrate theoretical concepts into the clinical environment, leading to patient safety risks and potential adverse outcomes. Furthermore, the new graduates experience a deficit that contributed to decreased job satisfaction, increased job turnover rates, and patient care mistakes. This paper aims to address the gap between nursing education and practice in the nursing profession. The nurse’s role has grown substantially in recent years due to the shift in patients’ medical needs. Nurses are no longer just the “bedside healers” who hand you your medication and make sure your bedpan is clean, and they are also critical components of your healthcare team. The shift in inpatient medical needs requires more than just bedside healers. Nurses want to work on the skills needed for clinicians. Nurses need to take any opportunity they can get to stand out more than ever (1). Over the past 30 years, nurses’ education has been shifted from hospitals to universities. The theory part has begun to gain greater popularity in nursing education. Literature shows a clear gap between classroom teaching and student nurses’ experiences in clinical areas (2). Nurses are essential to excellent health care at all levels and provide complex patient services in different facilities. These services are only provided if the nursing profession has excellent clinical knowledge of nursing and can meet the needs of many different public health services. In view of the needs of the general public, new graduate nurses must be educated and equipped to use the clinical skills needed after nursing school with confidence. However, clinical competence is only part of providing excellent health care, and new graduate nurses must make the best clinical judgment for patients (3). Nursing is a holistic approach involving caring for people with compassion, but it has changed because patients expect to be treated quickly and transferred to the next. In addition, nurses face challenges because they are challenged in clinical fields and do not have the necessary capacity to cope with daily situations (4). Therefore, this article aims to review the gap between theory and practice in the workplace nursing profession. It is important to think about the differences between theories and practices. As defined by dictionaries, a theory is a set of statements or principles devised to explain a group of facts or phenomena, especially one that has been repeatedly tested or is widely accepted and can be used to make predictions about natural phenomena. Practice is defined as the act or the process of doing something, performance, or action. In definition, these terms appear to be at odds with each other, but when considered in terms of professional setup, they have to enable the application of ‘applying the theory into practice’(5). New graduate nurses face challenges transitioning from school to clinical training, affecting their performance. These challenges include knowledge level, physical demands, social acceptance stress from colleagues, and adaptation to new working environment culture. Concern about nurses’ competence stems from the rise in-hospital mortality rates in the United States. New and experienced nurses are highly expected to provide effective and safe patient care. There is still no clear answer to whether the new graduate nurses lack the appropriate education or if there is excessive pressure on the schools to quickly graduate a larger number of nurses to fill the increasing need for nurses in the clinical environment. The transition from nursing student to nurse work has proven to be a difficult transition that many researchers have studied. Some studies show that new graduate nurses lack the necessary skills to play the role of nurses without clinical experience. New graduate nurses are faced with many different challenges and intense pressures to meet the expectations of their profession. The nursing education programme encourages professional nurses to integrate theory and practice to provide high-quality nursing care in practice. Practical learning allows nurses to provide nursing care based on their knowledge. Nursing is an important field where knowledge is applied after education to practical skills. The distinction between theory and practice is one of the many topics of nursing discussion issues, such as the unresolved threads of a long time (6). Though nurses have been required to do more than ever before, the way they prepare for and embark on this career path has remained unchanged. According to a survey, 83% of new graduate nurses did not receive any formal training in their profession before starting work. A survey has found that 80% of nurses believe that this is a problem in their workplace (7). 90% have expressed the intention to work one or more additional days as they describe as ‘clinical application’ days. A gap has been found between the educational experience and the level of competence required by the clinical setting. Nursing students need to be prepared for various clinical settings where they will be called on to use a wide range of skills and techniques (8). The nursing programs lack clinical skills, but the issue stems from what is being taught to the students. For example, nurses are not learning how to keep infections out of hospitals by washing their hands properly. Students have not gained the necessary knowledge because they are being taught about theory rather than clinical practice. Another issue is that teachers have difficulty keeping up with the fast-paced changes in nursing because they were trained before many of these changes occurred (9). The new generation of nurses lacks adequate on-the-job training due to the uncertainty of getting a job offer after finishing their course. Nurses are also not given enough time on-site with patients during their graduate studies for practical experience (10). This is because patients are generally only admitted for short periods during their stay at hospitals or nursing homes. There is a considerable gap between the skills required from a nursing student to provide clinical skills. A nursing student needs to know pre-hospital, hospital, home care, treatments, associated procedures, and first aid. This gap could be due to insufficient preparation for clinical scenarios or not nursing educators practicing these skills. The solution should provide sufficient clinical skills preparations for nursing students, engage teachers to practice these skills, and engage clinical professionals to participate in the education of the students (11). In this regard, organizations such as the International Laboure Organization (ILO) endorsed articulation arrangements allowing post-secondary students across countries to access top traditional higher education. However, though other academic institutions offer certificates or diplomas in nursing assistant studies, not all of them have been recognized by ILO. Others push to improve the training opportunities by increasing the hours of accommodation visits, block releases, and summer programs to see long-lasting changes. Nurses should start preparing for the workplace before they graduate. That way, they can be more prepared for these future challenges. Primarily focus on supporting collaboration between academics and clinicians, establishing a research culture in a clinical environment, and improving access to research. In order to do so, practitioners need access to current information, learning resources, and opportunities for continuous education. The theory-practice gap, it would seem, is a multifaceted problem. The most common reasons included that the theory was about building a knowledge base while practice was about learning nursing skills. Education is an essential element of the preparation of nurses for real situations. However, education must include theory and nursing practice, and the teaching of excellent teachers in these two areas is linked (12). New graduate nurses must be confident and prepared to take on a role that will life-changing environment. Nurses are stressed because nurses know that the health of patients is dependent on good care. Research in this field is essential to ensure the workforce is equipped with the best-qualified nurses. Thus, overall, it is quite evident that the gap exists and has areas that can be improved. Strategies for solving this problem include re-examining the curriculum and liaising between education and practice. In education and clinical environments, leaders and followers will create operational plans for this proposed model and link it to benefits to make nursing professionals beneficial at large.
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Micetich, Kenneth Craig. "Reflection of an IRB Chair." Cambridge Quarterly of Healthcare Ethics 3, no. 4 (1994): 506–9. http://dx.doi.org/10.1017/s0963180100005387.
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I have been a member of the Loyola University of Chicago, Medical Center Institutional Review Board (IRB) for 12 years and Chair for the last 4 years. The Medical Center Campus is a full-service academic medical center, providing tertiary and primary care to Chicago and its western suburbs. The campus houses a 520bed hospital, outpatient facilities, a cancer center, the graduate medical sciences, a nursing school, and the Loyola University Stritch School of Medicine.
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Banks, Angela D. "Fulbrighter’s Journey." Creative Nursing 20, no. 3 (2014): 179–82. http://dx.doi.org/10.1891/1078-4535.20.3.179.
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This article provides a synopsis of a Fulbright scholar’s journey to Jordan, filled with challenges, opportunities, and life-changing experiences. The author received a Fulbright lecturing award for 2011–2012 for the Jordan University of Science and Technology School of Nursing. This manuscript discusses the experience of teaching graduate students in nursing in the Middle East, collaborating with Muslim professors on research projects, and organizing a fundraiser that provided financial support for refugees and disadvantaged students at the university.
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Worthen, Dennis B. "George Dilwin Coggeshall (1808–1891): First great American pharmacy school graduate." Journal of the American Pharmacists Association 50, no. 6 (November 2010): 766–69. http://dx.doi.org/10.1331/japha.2010.10540.
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Beecroft, Pauline C., Lucy A. Kunzman, Suzanne Taylor, Elizabeth Devenis, and Frances Guzek. "Bridging the gap between school and workplace: Developing a new graduate nurse curriculum." Nursing Outlook 53, no. 1 (January 2005): 52. http://dx.doi.org/10.1016/j.outlook.2005.01.004.
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Milone-Nuzzo, Paula. "Sooo … You Decided to go to Graduate School." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16, no. 2 (February 1998): 80–84. http://dx.doi.org/10.1097/00004045-199802000-00003.
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Milone-Nuzzo, Paula. "Sooo … You Decided to go to Graduate School." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16, no. 2 (February 1998): 80–84. http://dx.doi.org/10.1097/00004045-199816020-00003.
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Abdellah, Faye G., Eugene Levine, Barbara Sylvia, Patricia W. Kelley, Virginia Saba, and Samantha Tenenbaum. "Military Nursing Research by Students at the Graduate School of Nursing Uniformed Services University of the Health Sciences." Military Medicine 170, no. 3 (March 2005): 188–92. http://dx.doi.org/10.7205/milmed.170.3.188.
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