Relevant bibliographies by topics / Nurse education

Academic literature on the topic 'Nurse education'

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Published: 4 June 2021
Last updated: 13 February 2024

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Journal articles on the topic "Nurse education"

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Ekosiswoyo, Rasdi, Mardliyah Mardliyah, Sugiyo Sugiyo, and Titi Prihatin. "Development Model Management Education Soft Skill Nurses Hospital Education." Journal of Business and Social Review in Emerging Economies 4, no. 1 (June 30, 2018): 73–80. http://dx.doi.org/10.26710/jbsee.v4i1.369.

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This research intent for management model development education soft skill nurse at education hospital, and has influence increase nurse’s soft skill on nurses unit. This model development utilizes method with approaching Research & Development from Borg & Gall (2007). Since time and cost limitation, therefore, is utilized a portion step of 10 Borg's steps and Gall, which is: (1 ) research & information as introduction step forward, (2 ) planning & develop preliminary form of product as step of makings designs start model, (3) preliminary field testing & revision as step of early model checking, (4 ) main field testing & revision as step of product feasibility test-driving and product revision, (5) analyze and studies to establish final products (final product), and (6) dissemination. Management model development education soft skill nurse at indispensable Education Hospital whereas nurse candidate or nurse college’s students that of its upstream of nurse service, and nurse candidate constitutes one of primal component in education management process in meets the need development soft skill nurse, therefore management model development education soft skill indispensable nurse, so is expected that can also minimalize complain of customer.
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Reynolds, A., SG Wood, and ML Gamero. "Critical care concepts in baccalaureate nursing education." Critical Care Nurse 11, no. 7 (June 1, 1991): 12–14. http://dx.doi.org/10.4037/ccn1991.11.7.12.

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The high response rate of 65.1 percent to this survey suggests nurse educators across the country are interested and involved with the incorporation of critical care concepts in baccalaureate nursing education. Nurse educators are conscientiously working to provide an educational basis for graduate nurses to adequately address the complex healthcare needs of our society. Cooperative efforts between nurse educators and practicing critical care nurses can make a difference in the future delivery of healthcare.
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Roscoe, Lori E., Sue Smith, and Deborah Shelton. "Translating the Essentials for Correctional Nursing Practice and Professional Development." Journal of Continuing Education in Nursing 54, no. 9 (September 2023): 399–404. http://dx.doi.org/10.3928/00220124-20230816-14.

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This article reports the results of aligning the new Essentials: Core Competencies for Professional Nursing Education ( American Association of Colleges of Nursing, 2021 ) with the continuing education needs of nurses who work in justice settings and with justice-involved populations. Much progress in considering the development of the “future” nurse is generated by and intended for academic institutions. Although the readiness of health care agencies (employers) is being discussed, continued professional development of currently employed nurses to help them transition smoothly to work with this “future” nurse has received less attention. To that end, during its latest review, the Nurse Advisory Council to the National Commission on Correctional Health Care aligned its educational plan for correctional nurses with the Essentials document. [ J Contin Educ Nurs. 2023;54(9):399–404.]
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Meerabeau, Liz. "Nurse education." Nursing Standard 19, no. 5 (October 13, 2004): 15. http://dx.doi.org/10.7748/ns.19.5.15.s35.

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Gonzalez, Rose, and Stephanie Reed. "NURSE EDUCATION." American Journal of Nursing 97, no. 11 (November 1997): 16. http://dx.doi.org/10.1097/00000446-199711000-00008.

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Gonzalez, Rose. "NURSE EDUCATION." American Journal of Nursing 98, no. 8 (August 1998): 16. http://dx.doi.org/10.1097/00000446-199808000-00008.

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Smith, Kathleen. "Nurse Education." Orthopaedic Nursing 13, no. 4 (July 1994): 75. http://dx.doi.org/10.1097/00006416-199407000-00031.

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Barrett, David. "Nurse education." Evidence Based Nursing 21, no. 3 (May 24, 2018): 65–66. http://dx.doi.org/10.1136/eb-2018-102940.

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Mattina, Kimberly, Beverly W. Dabney, and Mary Linton. "The Impact of Nurse Education on Heart Failure Readmissions and Patient Education." Journal of Doctoral Nursing Practice 14, no. 1 (January 19, 2021): 56–63. http://dx.doi.org/10.1891/jdnp-d-19-00076.

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BackgroundHeart failure (HF) has become a national concern, with approximately 5.7 million adults in the United States suffering from this life-altering disease. Improved education of these patients prior to discharge helps patients manage their disease adequately and reduce symptom exacerbations.ObjectiveThis quality improvement initiative aimed to determine the effectiveness of an educational intervention in improving nurses’ knowledge of HF discharge teaching and documentation of this education in patient charts.MethodsThis project was conducted at a Magnet-recognized acute care hospital with 39 critical care step-down beds. Twenty-nine nurses employed on the step-down unit participated in the educational intervention. Pre/post nurse knowledge and chart review data were analyzed.ResultsThere was a statistically significant increase in the percentage of patients receiving HF education from unit nurses from preintervention 77.0% (n = 81) to postintervention 96.4% (n = 138) (p < .001). There was also a statistically significant increase in the mean number of days patients were educated from 1.64 to 2.58 days (p < .001). Nurse knowledge also increased from pretest (69.7%) to posttest scores (100%) (p < .001).ConclusionsProviding HF educational opportunities enhanced nurse knowledge and increased their documentation of HF education in patient charts.Implications for NursingNurse educators may use the study results to improve nurse education and practices aimed at reducing HF readmissions.
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Utina, Fitriani, Lailany Yahya, and Nurwan Nurwan. "Nonpreemptive Goal Programing Method in Optimization Nurse Scheduling by Considering Education Level." Jurnal ILMU DASAR 22, no. 2 (July 8, 2021): 85. http://dx.doi.org/10.19184/jid.v22i2.16939.

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Nurse scheduling is one of the problems that often arise in hospital management systems. Head of ICU room and nurse to cooperate in making good nurse scheduling for the creation of optimal service. In this paper, we study a hospital nurse schedule design by considering the level of nurse education and the provision of holidays. Nurses with undergraduate education (S1) Nurses become leaders on every shift and are accompanied by nurses with diploma education (D3). The scheduling model in this study using the nonpreemptive goal programming method and LINGO 11.0 software. The preparation of the schedule of nurses assigned to this method can optimize the need for efficient nurses per shift based on education level. The data in the research was obtained by collecting administrative data at Aloei Saboe Gorontalo hospital. The data used are the published schedule by the head of the ICU room. In making a nurse schedule, there are limitations to consider such ashospital regulation. The results of the study obtained an optimal solution in the form of meeting all the desired obstacles. Computational results shows that nurse scheduling using the nonpreemptive goal programming method and LINGO 11.0 software better than the schedule created manually. Every shift is a maximum of one leader with an undergraduate education (S1) background and accompanied by a nurse with a diploma education (D3) background. Keywords: scheduling, goal programming, nonpreemptive goal programming.
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Dissertations / Theses on the topic "Nurse education"

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Hartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.

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In 1984 the English National Board (the newly appointed controlling body for nurse education in England) invited schools of nursing to submit innovatory and progressive programmes for nurse education. Basis for selection was the capacity of the programmes to begin to address the demands for a new type of nursing practitioner. The programmes were to be aimed at providing an education that would enable the nurse of the future to adapt to the changing needs created by an increasingly dynamic nursing profession. It was proposed that the selected programmes would act as forerunners for new educational initiatives and facilitate the transition to a more clearly oriented nursing approach. The longitudinal study was designed to evaluate the effectiveness of one of the selected pilot educational programmes. It was premised on the assumption that traditional hierarchical nurse educational approaches may affect student self esteem and in consequence the ability of the qualified nurse to achieve the self confidence required for independent professional practice and self-growth. It rests on the argument that a positive self image and external locus of control allows nurses to become self assertive, confident and dynamic practitioners capable of embracing and initiating change in response to predicted continuing change in psycho-social health demands. The innovations introduced in the pilot scheme included the adoption of a humanistic, student centred, adult educational model of teaching/ learning approach that focuses on promoting self worth in its learners. This led to the study proposal that the effectiveness of the course can be evaluated by focusing on whether the educational changes eliminate the potentially destructive effects of earlier courses on nursing students by enhancing their self concept to the benefit of their self confidence in practice during supervised training and after qualifying. The study draws on the theories of the Self, on Attribution Theory. Social Learning Theory and in particular Adult Educational Theory with its focus on recognition of self-worth. It utilises an eclectic illuminative evaluation method that encompasses a balance between quantitative measurement and qualitative information. The results of measurements taken of students values and perceptions of themselves and their chosen profession on entry and at differing stages of the course. Are recorded together with further measurements undertaken by a sample of course graduates after a period of practice. Methods included the use of self designed and standardised instruments and individual and group interview techniques. The descriptive study also explores and compares the demographic characteristics, values, expectations and learning preferences particularly in relation to developing qualities of learner independence and student directedness. An overall participative approach takes into account the varying information needs of its diverse potential audience. The study design recognised the importance of ensuring that the evaluation had a formative component to allow it to offer an improvement function to the quality of study of the students who participated in the various evaluation measures during their own educational process. The findings demonstrated that the programme was successful in achieving its aims. But post course enquiries into the course graduates initial staff nurse experiences, revealed a marked fall in self confidence when they were first confronted with responsibility and accountability. The high anxiety levels, and fears of 'not knowing' how to carry out more complex procedures led to the recommendation that the initial period of preceptorship should include a supernumerary interval in which the newlv qualified staff nurse could be free to 'catch up' on experiences not encountered during the clinical allocations. It is envisaged that the findings will be of interest to the wider nurse educational arena at both local and national level. It will assist not only nurse education programme planners and those implementing the Project 2000 initiatives but also educationalists in compulsory, further and higher education. Finally as a direct record of the effects of the most fundamental changes in nursing history, it has the potential for becoming a source document for future nurse historians.
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Reeves, Julie, and res cand@acu edu au. "Are Graduate Nurses Satisfied with Graduate Nurse Programs?" Australian Catholic University. School of Nursing (VIC), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp170.28072008.

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The transition from student nurse to Registered Nurse Grade 1 is a difficult journey for many graduates. New graduates experience issues related to reality shock, socialisation, confidence and the theory practice gap. It is well recognised that graduates require extensive support and development throughout this very difficult time. In Victoria graduate nurse programs are a recognised vessel to deliver this support. Quality graduate programs which meet the satisfaction of graduate nurses are required to provide effective support. The implications of minimal support are enormous and can lead to graduates leaving the profession. There is much in the literature suggesting the importance of each of the varied components of graduate programs however there is minimal comparisons made between various programs. As a result it was difficult to measure the qualities of programs. The purpose of this study was to explore and compare various graduate nurse programs and identify whether the programs were satisfying the needs of graduate nurses. An exploratory descriptive design was utilised and a written questionnaire was employed to gain data. The findings of this research indicated that the delivery of graduate nurse programs within this study were not consistent in content and quality. Overall graduates were satisfied with their graduate nurse program although they identified there were areas which required improvement. This project has suggested that the analysis of graduate nurse satisfaction is vital in identifying quality programs that retain graduates. It is essential that ongoing evaluation of programs are completed by graduate nurses to ensure they are satisfying their needs and thus retaining them within the nursing profession
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Cockayne, Diane. "Re-appraising nurse education." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/3088/.

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The history of nurse education is one of conflicting claims regarding what it is a nurse needs to know. Perceived deficiencies in standards of nursing care whether in the past or present, have often been attributed by medical doctors, those responsible for policy at governmental level, the media and the general public, as resulting from either a deficiency or perhaps, too great a proportion of, 'theoretical', 'practical' and, 'moral and spiritual' knowledge in nurse training curricula. This thesis is concerned with tracing the history of the debate through examining the evolution of nurse education policies and the discussions which have shaped them. The analysis is carried out within a framework constructed using all three 'types' of knowledge, which are later analysed to determine what they might mean particularly in respect of nursing practice. As part of the assessment of the merit of the arguments regarding the weight to be given to these forms of knowledge in nurse education, the issue of what a contemporary nurse might be and therefore need to know is also addressed. Finally, and despite an initial tacit acceptance of the existence of these distinct 'types' of knowledge, this thesis raises questions about whether knowledge can be divided in this way. It argues that to do so is, at best, unhelpful and constraining in the designing of curricula for the education of nurses - indeed at worst, it is divisive of the profession and its educators and may have negative implications for the welfare of patients.
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Horrocks, Stephen. "Heidegger and nurse education." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1062/.

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Martyn, Katharine. "Brokering : how nurse educators manage inclusion within nurse education." Thesis, University of Brighton, 2014. https://research.brighton.ac.uk/en/studentTheses/558dee98-47a4-445d-9963-df1635c5299e.

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This thesis explores how nurse educators managed inclusion of disabled students within educational programs that lead to registration as a nurse with the professional body, the Nursing and Midwifery Council, England. Nurse education within the United Kingdom is based within Higher Education Institutions and in common with other undergraduate programs, has seen an increase in the number of applications from people who disclose a disability. Most commonly applicants have a specific learning disability, but applicants may also have, amongst others, physical, sensory impairments, mental illness, physical illness, and autistic spectrum disorders. Nurse Education has traditionally had a broad entry gate, welcoming students from diverse educational backgrounds and places no restriction on disabled people from applying to become nurses. The professional guidance simply requires that a student on completion of a program is able to work effectively in clinical practice without supervision.
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Barreca, Rebecca J. "Lived Experiences of Nurses: Nurse Characteristics by Clinical Specialty." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303941706.

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Freshwater, Dawn. "Transformatory learning in nurse education." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11580/.

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This study aimed to explore the effects of a transformatory learning programme in a group of Project 2000 nursing students. A secondary focus of the study was to monitor the effectiveness of reflexive action research as a tool for reducing the theory-practice gap that persists between nurse education and nursing practice. The learning programme was developed around the process of reflection and evaluated within a framework of a hierarchical model of nursing research and critical social theory. The first level of research used formal theory to generate an action strategy with a group of first year student nurses (n=42). The action strategy was evaluated after an initial period of six months and provided the data for the level two research. The level two research facilitated a macro view of the learning situation which was then examined in more detail for the level three research. Reflection on action was adopted as the method of generating informal theory with the aim of facilitating a micro view of the learning environment. Data was collected using a variety of strategies, both within methods and across methods triangulation assisted a holistic view of the phenomena under exploration. The process of transformatory leaning was found to be a notable factor in developing reflective and effective practice amongst student nurses. Additionally, reflexive action research proved an effective strategy for narrowing the theory-practice gap. The insights gained from the study have considerable significance for informing the future practice of teaching in nursing, not least the challenge that teachers, like nurses, have a professional obligation to develop and review their practical knowledge and explore the effectiveness of their practice. It is proposed that reflexive action research and reflective practice are an appropriate formula for addressing these issues.
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Coates, Alison. "An exploration of nurse education leadership as identified and experienced by nurse teachers working in the field of nurse education." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3785/.

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This research is an exploration of nurse education leadership, as identified and experienced by nurse teachers working in a Higher Education (HE) environment. In total 18 nurse teachers were interviewed who formed a whole population sample. The author is identified as a coworker and part of the community being researched. Semi-structured interviews and field notes were used to triangulate the data and thematic analysis was used to analyse the data. From the findings, the interviewees can be seen to have a strong professional focus and look to their own health and nursing structures to provide leadership. The acceptance of the authority of these institutions and people can be broadly located in a bureaucratic model. Their expectations of people they identified as leaders conforms to a transformational model of leadership, as they identified that leaders were people who had vision, values and influence and of particular importance was the identification of how these individuals made them feel valued. They identified themselves as problematic within the HE environment in which they work and identify being excluded from the collegiate structures and working practices of the university. The findings illuminate problems in the identification and role of nurse education leadership and their position within the university, which this author suggests are areas that need further exploration and have policy implications.
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Smedley, Alison. "Developing the nurse professional and nurse education for the 21st century." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/333.

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The purpose of this portfolio was to establish what educational strategies would enhance the professional education for the nurse of the future. Through an examination of various contemporary educational theorists' work. a conceptual framework was developed using the concepts of Hargreaves (2003) as an overarching model to establish the current positioning of nursing and nursing education in the knowledge society. The preparation ofa nurse who can function effectively and efficiently within a rapidly changing health workplace relies heavily on educational preparation that includes the development of knowledge, skills and attitudes appropriate for the role. This portfolio has examined critical aspects of nursing and nurse education in relation to the development of these necessary areas for future nurse professionals.
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Matsuda, Masami, Katsumasa Ota, and Chiharu Ito. "Educational content in nurse education in Japan: A Delphi study." SAGE Publications, 2011. http://hdl.handle.net/2237/16635.

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Books on the topic "Nurse education"

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Nurse teacher education. London: CNAA, 1993.

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Drummond, John S., and Paul Standish, eds. The Philosophy of Nurse Education. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-22942-6.

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Education, Association of Nursing, ed. Performance indicators in nurse education. London: Royal College of Nursing, 1987.

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Harrigan, Pat. Extending opportunity in nurse education. [London]: OpenLearning Foundation, 1995.

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Reeves, Margaret Grace. Nurse education management: Course innovation. Wolverhampton: University of Wolverhampton, 1993.

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Peggy, Camp, Brazen Linda, and Joint Commission on Accreditation of Healthcare Organizations., eds. JCAHO education standards: From challenge to implementation : patient education, family education, staff education. Denver, CO: Association of Operating Room Nurses, 1996.

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Trent, NHS Executive, ed. New world, new education: Trent community nurse education project. Sheffield: Trent Regional Health Authority, 1990.

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Lipscomb, Martin. Complexity and Values in Nurse Education. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003130321.

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Warne, Tony, and Sue McAndrew, eds. Using Patient Experience in Nurse Education. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3.

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Nursing, Royal College of, ed. A principled approach to nurse education. London: Royal College of Nursing, 1995.

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Book chapters on the topic "Nurse education"

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Dyson, Sue. "Transforming Nurse Education." In Critical Pedagogy in Nursing, 97–119. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-56891-5_5.

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Alty, Ann. "Seclusion and nurse education." In Seclusion and Mental Health, 110–26. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-2969-3_8.

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Hoy, R. A. "Computers and Nurse Education." In Medical Informatics Europe 85, 715–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_139.

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Dyson, Sue. "Pedagogy in Nurse Education." In Critical Pedagogy in Nursing, 69–96. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-56891-5_4.

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Johnson, Martin, Olive Bertie, Len Gellard, Judith Morris, and Denise Button. "What’s New in Nurse Education?" In Rediscovering Nursing, 100–112. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2989-1_8.

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Carton, Gerry. "Nurse Education: Scribes and Scriptures." In Critical Perspectives in Forensic Care, 244–55. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26104-8_15.

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Dyson, Sue. "Co-creation in Nurse Education." In Critical Pedagogy in Nursing, 121–38. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-56891-5_6.

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Kirwan, Marcia, and Olga Riklikiene. "Patient Safety in Nurse Education." In Impacts of Rationing and Missed Nursing Care: Challenges and Solutions, 157–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71073-6_8.

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Tsujita, Yuko, and Hisaya Oda. "Nursing Education, Employment, and International Migration." In Nurse Migration in Asia, 16–35. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003218449-2.

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Dykes, Kathryn A., and Felicia Dawn Stewart. "Advanced Education: Advanced Practice Nurse as a Faith Community Nurse." In Faith Community Nursing, 119–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16126-2_8.

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Conference papers on the topic "Nurse education"

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Schuessler, Zohreh. "ROBOTIC-ASSISTED SURGERY: PERIOPERATIVE NURSES’ AND NURSE ANESTHETISTS’ EDUCATION AND PRACTICE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0616.

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Otani, Kagari, and Yasunobu Ito. "Acquisition and sharing of knowledge and skills of visiting nurses in Japan." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002554.

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The purpose of this study is to clarify, through ethnographic research, how nurses acquire and share their knowledge and skills of home nursing in clinical settings. The field research took place at a visiting nurse station in Nagoya, Japan between 2013 and November 2021. Research method used were participant observations and interviews at visiting nurse station and patients’ homes. One of the authors is an assistant professor of nursing at a university’s Nurse and Health department who also leads students in the clinical training at the visiting nurse station. The research data were acquired from periodical nurse station visits and from accompanying nurses in their activities.visiting nurses considered patients and family as partners, and they explored the preferred care together with the patient to create tailored care. We showed the following in a paper at AHFE-HSSE conference in 2021: the visiting nurses read into the patient’s societal background, life and beliefs, and visiting nurses analyzed the living style patients wish for, in order to propose the method which materialize this kind of living. The value co-created by the nurses and patient formulated the “normal living style” wished to be sustained by the patient (Otani and Ito 2021).Incidentally, in nursing education in Japan, universities nursing faculties and nursing schools educate students in basic knowledge and skills of nursing in wards to home nursing in Japan. The co-creative practices and techniques of visiting nursing care need to be learned while working in a clinical setting after the nurse is licensed. The paper revealed the following: The visiting nurse "co-created" with the patient to produce a nursing technique that fit the patient's needs based on the "sticky information" (von Hippel 1994) obtained in the patient's home. At the visiting nurse station, the nurses reported new information obtained at the patient's home or communicated to the patient during daily conferences. The nurse illustrated and demonstrated the nursing techniques that fit the patient to colleague nurses.In addition, the nurses had a joint conference with physical, occupational, and speech therapists working in the same station. The participants reported to each other the new information the patient during their stay at the patient's home, and described the techniques of each specialist that fit the patients. The information revealed in the conference was recorded into the patient's medical chart each time. The nursing skills created in the patient's home through co-creation with the patient are sticky information that is difficult to transfer, but they are shared and accumulated through gestural demonstrations at conferences by the health professionals.
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Kannappan, A., T. Priebe, R. O’Donnell, D. Refvem, M. Yoder, and K. Mayer. "Quality Nurse Rounds to Improve ICU Patient Safety and Nurse Education." In American Thoracic Society 2023 International Conference, May 19-24, 2023 - Washington, DC. American Thoracic Society, 2023. http://dx.doi.org/10.1164/ajrccm-conference.2023.207.1_meetingabstracts.a5440.

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"Challenges of Thromboprophylaxis In Pregnancy: A 12 Months Audit and A Review of The Literature." In 4th International Conference on Biological & Health Sciences (CIC-BIOHS’2022). Cihan University, 2022. http://dx.doi.org/10.24086/biohs2022/paper.809.

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The presentation is going to comprise of two parts: The first part will be about the role of the nurse in management of women and girls with inherited bleeding Disorder (IBD) in a comprehensive care centre. The role of the nurse within the multidisciplinary team is to provide educational and emotional support to the women and the facilitate and coordinate person-centred care. This will be followed by presentation of an audit that was carried out on antenatal thromboprophylaxis in a single centre. Over the recent decades, there is increasing focus on women with inherited bleeding disorders (WBD) which has brought more patients into Haemophilia Treatment Centres (HTC) around the globe. These women require input of a multidisciplinary team to improve outcomes in their gynaecological and obstetric care. Nurses play a pivotal role in patient and family education and in the coordination of the multidisciplinary team. Carriers of Haemophilia and women with IBD experience heavy menstrual bleeding, bleeding from dentistry, surgery, injury or childbirth. Symptoms are treated leading to full and active lives. The nurse is often the point of contact for women who are pregnant, to organise and schedule attendance at a multidisciplinary clinic. The nurse is able to offer regular monitoring of the outcome of interventions in an ongoing relationship with the woman.The number of WBD in HTC has increased and the nurse should play an active role in outreach and education in the developing world where the numbers of identified WBD falls further below the expected numbers based on prevalence.
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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.

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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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Rogan, Liz. "PERCEPTIONS OF MSN STUDENTS IN A NURSE EDUCATOR TRACK ABOUT NURSE EDUCATOR SPECIALTY COURSES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0059.

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Rogalla, Carolyn. "Laser education training program during nurse orientation." In ILSC® ‘92: Proceedings of the International Laser Safety Conference. Laser Institute of America, 1992. http://dx.doi.org/10.2351/1.5056354.

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Elliman, James, Michael Loizou, and Fernando Loizides. "Virtual Reality Simulation Training for Student Nurse Education." In 2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). IEEE, 2016. http://dx.doi.org/10.1109/vs-games.2016.7590377.

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Kõrgemaa, Ulvi, and Kristi Puusepp. "THE IMPACT OF NURSING MODELS IN NURSE EDUCATION." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0732.

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Hanoosh, Amel, and Iuliana Marin. "3D ONLINE NURSE FOR MANAGING PREGNANCIES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2698.

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Reports on the topic "Nurse education"

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Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert, and Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, December 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.

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This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educational content need to be the focus of quarterly education. The education course was adopted as formal training for transplant nurses.
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Moore, Gabriel, Anton du Toit, Susie Thompson, Jillian Hutchinson, Adira Wiryoatmodjo, Prithivi Prakash Sivaprakash, and Rebecca Gordon. Effectiveness of school located nurse models. The Sax Institute, May 2021. http://dx.doi.org/10.57022/gmwr5438.

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This Rapid Evidence Summary looks at the effectiveness of school-located nurse models on student health, education and wellbeing. The strongest evidence was found for nurse-led models. All the included studies found that having a school nurse and school nursing interventions to be valuable for health promotion, early intervention, and timely care for at-risk students. They also found expanded nursing roles with more intensive care coordination and navigation, and efforts to engage families and social care providers to be of value. The authors note that the literature suggests that where nurses are an integral part of the school team and act as a central point of communication there is greater capacity for understanding students’ needs and mobilising targeted, appropriate and coordinated care.
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Spradlin, Henry A. The Role of Certified Registered Nurse Anesthetists in Patient Education. Fort Belvoir, VA: Defense Technical Information Center, September 2000. http://dx.doi.org/10.21236/ad1012356.

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Zuern, Barbara. The rate of return on the investment in registered nurse education as related to the supply of registered nurses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2304.

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Roberts, Jay B. Nurse Education, Center of Excellence for Remote and Medically Under-Served Areas (CERMUSA). Fort Belvoir, VA: Defense Technical Information Center, April 2014. http://dx.doi.org/10.21236/ada599352.

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Roberts, Jay B. Nurse Education, Center of Excellence for Remote and Medically Under-Served Areas (CERMUSA). Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada600470.

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Roberts, Jay B. Nurse Education, Center of Excellence for Remote and Medically Under-Served Areas (CERMUSA). Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada601291.

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Ostermeyer, Beverly D. Clinical Experiences Nurse Anesthesia Students Find Most and Least Beneficial at Three Stages of Clinical Education. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ad1012166.

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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry, and Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, June 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.
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Douglas, Bettina, and Ann Bonner. Nephrology-specific Clinical Performance Indicators for Nurse Practitioner Education in Australia: A Resource for Students and Clinical Support Team Members. Queensland, Australia: Queensland University of Technology, June 2017. http://dx.doi.org/10.5204/rep.eprints.106890.

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