Academic literature on the topic 'Nursing skills transfer'
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Journal articles on the topic "Nursing skills transfer"
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Lin, Chingszu, Taiki Ogata, Zhihang Zhong, Masako Kanai-Pak, Jukai Maeda, Yasuko Kitajima, Mitsuhiro Nakamura, Noriaki Kuwahara, and Jun Ota. "Development of Robot Patient Lower Limbs to Reproduce the Sit-to-Stand Movement with Correct and Incorrect Applications of Transfer Skills by Nurses." Applied Sciences 11, no. 6 (March 23, 2021): 2872. http://dx.doi.org/10.3390/app11062872.
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Recently, human patient simulators have been widely developed as substitutes for real patients with the objective of applying them as training tools in nursing education. Such simulated training is perceived as beneficial for imparting the required practical skills to students. Considering the aging world population, this study aimed to develop a robot patient for training nursing students in the sit-to-stand (STS) transfer skill, which is indispensable in caring for elderly people. To assess a student’s skill, the robot patient should be able to access the skill correctness and behave according to whether the skill is correctly or incorrectly implemented. Accordingly, an STS control method was proposed to reproduce the different STS movements during correct and incorrect applications of the skill by the nurses. The lower limbs of a prototype robot were redesigned to provide an active joint with a compliant unit, which enables the measurement of external torque and flexibility of the human joint to be reproduced. An experiment was conducted with four nurse teachers, each of whom was asked to demonstrate both correct and incorrect STS transfer skills. The results of the external torque and joint torque measured in robot’s lower limbs revealed that a significant difference (p < 0.05) between correct and incorrect skills. It also indicates the introduction of the proposed control method for the robot can satisfy the requirement of the assessment of STS skill. Among the various measurements conducted, the external torque of the hip joint exhibited the most significant difference and therefore represented the most robust measure for assessing whether the STS transfer skill was correctly applied.
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Lee, Su Jeong, and Yun Mi Lee. "A Study on Impact of Nursing Work Environment, Interpersonal Skills, and Grit on Field Adaptation of Nurses Who Have Experienced Department Transfers." Journal of Korean Critical Care Nursing 17, no. 2 (June 30, 2024): 71–82. http://dx.doi.org/10.34250/jkccn.2024.17.2.71.
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Purpose : This study aims to identify the factors influencing field adaptation among nurses who have undergone department transfers, by examining the levels of and the relationships between their nursing work environment, interpersonal skills, grit, and field adaptation.Methods : The study involved 137 nurses who had experienced at least one department transfer within the last three years across two hospitals. Data analysis was performed using SPSS/WIN 29.0, involving descriptive statistics, means, standard deviations, independent t-tests, one-way ANOVA, Scheffé post-hoc tests, Pearson correlation coefficients, and multiple regression analysis (enter method).Results : Factors affecting field adaptation included the nursing work environment (<i>β</i>=.37, <i>p</i> ＜.001), interpersonal skills (<i>β</i>=.19, <i>p</i> =.021) and grit (<i>β</i>=.18, <i>p</i> =.025), with a total explanatory power of 31% (F=12.16, <i>p</i> ＜.001).Conclusion : This study contributes insights into effective nursing personnel management, offers foundational data for managing department transfers, and aims to improve the overall quality of nursing care.
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Seungeun Chung, Sujin Shin, and 김은하. "New Clinical Nurses' Experiences with Learning Transfer of Core Basic Nursing Skills." Qualitative Research 17, no. 1 (May 2016): 50–59. http://dx.doi.org/10.22284/qr.2016.17.1.50.
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Lauder, William, William Reynolds, and Neil Angus. "Transfer of knowledge and skills: some implications for nursing and nurse education." Nurse Education Today 19, no. 6 (August 1999): 480–87. http://dx.doi.org/10.1054/nedt.1999.0338.
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Huang, Zhifeng, Ayanori Nagata, Masako Kanai-Pak, Jukai Maeda, Yasuko Kitajima, Mitsuhiro Nakamura, Kyoko Aida, Noriaki Kuwahara, Taiki Ogata, and Jun Ota. "Self-Help Training System for Nursing Students to Learn Patient Transfer Skills." IEEE Transactions on Learning Technologies 7, no. 4 (October 1, 2014): 319–32. http://dx.doi.org/10.1109/tlt.2014.2331252.
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Kada, Olivia, Herbert Janig, Rudolf Likar, Karl Cernic, and Georg Pinter. "Reducing Avoidable Hospital Transfers From Nursing Homes in Austria." Gerontology and Geriatric Medicine 3 (January 1, 2017): 233372141769667. http://dx.doi.org/10.1177/2333721417696671.
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Hospital transfers from nursing homes (NHs) are frequent, burdensome for residents, and often avoidable. The evidence regarding the effectiveness of interventions to reduce avoidable transfers is limited, and most projects focus on nurses’ knowledge and skills. In the present project, interventions focusing on nurses and physicians are integrated, elaborated, and implemented in 17 NHs. Results of the 6 months preintervention period are reported. Hospital transfer rates ( N = 1,520) and basic data on all residents ( N = 1,238) were collected prospectively. Nurses’ preintervention knowledge and self-efficacy were assessed using standardized questionnaires ( N = 330). Many hospital transfers were initiated by nurses without physician involvement, polypharmacy was common, and a high potential for reducing transfers by increasing physician presence was observed. Nurses showed rather low knowledge but high self-efficacy. The results are discussed against the background of the interventions including enhancement of physician presence and geriatric quality circles.
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Tan, Edita A. "Labor Emigration and the Accumulation and Transfer of Human Capital." Asian and Pacific Migration Journal 2, no. 3 (September 1993): 303–28. http://dx.doi.org/10.1177/011719689300200305.
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This article examines the processes involved in the acquisition and transfer of human capital by Filipino overseas workers. The education/labor market has been flexible in meeting foreign demands for skills, with significant increases in medical schools, nursing schools, and maritime training institutions. Homeward transmission of human capital when overseas workers return depends largely on whether skills acquired on-the-job overseas have domestic application. In the four major occupational groupings (seamen, production/construction workers, domestic helpers and entertainers), little homeward transmission of human capital has been identified.
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Kirkman, Tera R. "High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning." International Journal of Nursing Education Scholarship 10, no. 1 (July 13, 2013): 171–76. http://dx.doi.org/10.1515/ijnes-2012-0009.
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AbstractBackground: Members of nursing faculty are utilizing interactive teaching tools to improve nursing student’s clinical judgment; one method that has been found to be potentially effective is high fidelity simulation (HFS). The purpose of this time series design study was to determine whether undergraduate nursing students were able to transfer knowledge and skills learned from classroom lecture and a HFS clinical to the traditional clinical setting.Method: Students (n=42) were observed and rated on their ability to perform a respiratory assessment. The observations and ratings took place at the bedside, prior to a respiratory lecture, following the respiratory lecture, and following simulation clinical.Results: The findings indicated that there was a significant difference (p=0.000) in transfer of learning demonstrated over time. Conclusions: Transfer of learning was demonstrated and the use of HFS was found to be an effective learning and teaching method. Implications of results are discussed.
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Andersen Fortes, André-Brylle, Westmark, and Melgaard. "Primary Healthcare Professionals Experience of Transfer and Meaning According to Screening for Dysphagia." Geriatrics 4, no. 4 (September 27, 2019): 54. http://dx.doi.org/10.3390/geriatrics4040054.
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Transfer is a well-known theory about learning in practice contexts. This concept, combined with the need to implement screening for dysphagia in the nursing homes, has led to this project describing the experienced transfer effect and meaning among healthcare professionals after participation in a practice-orientated workshop focusing on implementing the Minimal Eating Observation Form-II (MEOF-II). Fifty-eight healthcare professionals participated in a 2.5-hour facilitated practice-orientated workshop in the period from March to September, 2018. Before and after the workshop, they filled out a questionnaire that focused on the healthcare professional’s experience of skills related to dysphagia. The study documented that, after the workshop, more healthcare professionals felt competent to perform the MEOF-II to identify signs of dysphagia and know their role in screening for dysphagia. Nine months after the workshop, 80% of the residents in the nursing home had been screened for dysphagia by using the MEOF-II. This study documented that practice-orientated workshops and systematic follow-up encouraged the healthcare professionals to use the MEOF-II to contribute to the early detection of dysphagia in the nursing home. Workshops based on the transfer theory may also be relevant for implementation and application of other new skills in similar settings.
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Chua, Wei Ling, Sim Leng Ooi, Gene Wai Han Chan, Tang Ching Lau, and Sok Ying Liaw. "The Effect of a Sepsis Interprofessional Education Using Virtual Patient Telesimulation on Sepsis Team Care in Clinical Practice: Mixed Methods Study." Journal of Medical Internet Research 24, no. 4 (April 18, 2022): e35058. http://dx.doi.org/10.2196/35058.
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Background Improving interprofessional communication and collaboration is necessary to facilitate the early identification and treatment of patients with sepsis. Preparing undergraduate medical and nursing students for the knowledge and skills required to assess, escalate, and manage patients with sepsis is crucial for their entry into clinical practice. However, the COVID-19 pandemic and social distancing measures have created the need for interactive distance learning to support collaborative learning. Objective This study aimed to evaluate the effect of sepsis interprofessional education on medical and nursing students’ sepsis knowledge, team communication skills, and skill use in clinical practice. Methods A mixed methods design using a 1-group pretest-posttest design and focus group discussions was used. This study involved 415 undergraduate medical and nursing students from a university in Singapore. After a baseline evaluation of the participants’ sepsis knowledge and team communication skills, they underwent didactic e-learning followed by virtual telesimulation on early recognition and management of sepsis and team communication strategies. The participants’ sepsis knowledge and team communication skills were evaluated immediately and 2 months after the telesimulation. In total, 4 focus group discussions were conducted using a purposive sample of 18 medical and nursing students to explore their transfer of learning to clinical practice. Results Compared with the baseline scores, both the medical and nursing students demonstrated a significant improvement in sepsis knowledge (P<.001) and team communication skills (P<.001) in immediate posttest scores. At the 2-month follow-up, the nursing students continued to have statistically significantly higher sepsis knowledge (P<.001) and communication scores (P<.001) than the pretest scores, whereas the medical students had no significant changes in test scores between the 2-month follow-up and pretest time points (P=.99). A total of three themes emerged from the qualitative findings: greater understanding of each other’s roles, application of mental models in clinical practice, and theory-practice gaps. The sepsis interprofessional education—particularly the use of virtual telesimulation—fostered participants’ understanding and appreciation of each other’s interprofessional roles when caring for patients with sepsis. Despite noting some incongruities with the real-world clinical practice and not encountering many sepsis scenarios in clinical settings, participants shared the application of mental models using interprofessional communication strategies and the patient assessment framework in their daily clinical practice. Conclusions Although the study did not show long-term knowledge retention, the use of virtual telesimulation played a critical role in facilitating the application of mental models for learning transfer and therefore could serve as a promising education modality for sepsis training. For a greater clinical effect, future studies could complement virtual telesimulation with a mannequin-based simulation and provide more evidence on the long-term retention of sepsis knowledge and clinical skills performance.
Dissertations / Theses on the topic "Nursing skills transfer"
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Heradien, Zenobia. "Clinical supervisors’ perceptions regarding the factors that promote or inhibit nursing students’ skills transfer from the skills laboratory to the clinical practice environment." University of the Western Cape, 2019. http://hdl.handle.net/11394/7016.
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Magister Curationis - MCurBackground: Nursing as a profession is based on firm knowledge, values, clinical skills and attitudes. In the current dynamic healthcare system nursing students are challenged to be insightful and have clinical reasoning and psychomotor skills in order to apply theory to practice. Clinical teaching is therefore considered an essential part of the undergraduate nursing curriculum, as it provides the opportunity for students to apply theory to practice in the skills laboratory and then to transfer it into real life situations. Nursing students spend time in the clinical practice environment learning the skills and values of the nursing profession, with the goal of achieving the clinical learning outcomes, as prescribed by their nursing education institution and the South African Nursing Council. During this time nursing students depend on the support of clinical supervisors and nursing staff in the clinical practice environment to meet their learning outcomes. Clinical supervisors for the undergraduate nursing programme, at the university included in the study, are tasked with clinical teaching in the skills laboratory, supervision of nursing students in clinical practice and assessment of learning. Nonetheless, there are challenges ascertained by the clinical supervisors, which inhibits students from achieving their learning outcomes. Purpose of the study: The purpose of the study was to explore and describe the clinical supervisor’s perception of students’ skills transfer from skills laboratory to the clinical environment.
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Thébault, Jeanne. "La transmission professionnelle : processus d'élaboration d'interactions formatives en situation de travail. Une recherche auprès de personnels soignants dans un Centre Hospitalier Universitaire." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2013. http://tel.archives-ouvertes.fr/tel-00968610.
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Cette recherche auprès de soignants d'un CHU vise à rendre compte, à partir d'une approche ergonomique, de la complexité de la transmission des savoirs professionnels en situation de travail, dans un contexte de transformations du monde productif. Elle propose un modèle de la " transmission professionnelle " en termes de " processus d'élaboration d'interactions formatives ", en insistant sur leur émergence, leur déroulement et leur dynamique. Les analyses reposent sur la combinaison d'observations de situations de transmission, d'entretiens individuels et collectifs (" ateliers réflexifs ") centrés sur l'activité de transmission. Les résultats montrent que l'élaboration des interactions formatives repose sur trois composantes fortement influencées par le contexte productif : la combinaison de savoirs professionnels, la co-construction d'une relation entre protagonistes, et la conciliation entre activités de transmission et de production. Ils amènent aussi, en retour, à considérer la transmission professionnelle comme un " révélateur " des contraintes du monde productif dans lequel elle se déroule.
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Bonnel, Galadriel. "L'évolution des infirmières de la pratique avancée et leur rôle dans le système de santé français : perspective internationale." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM5060.
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Objectifs: Etudier l'évolution de l'introduction du rôle de l'IPA et proposer des recommandations pour les études ultérieures.Méthodes: Une revue de la littérature française et internationale concernant l'IPA. Participation à un groupe de travail national concernant l'avancement de ce rôle et les réformes éducationnelles. Une étude rétrospective comparant la prise en charge de patients hypoglycémiques en milieu pré-hospitalier par infirmiers et physiciens. Un questionnaire étudiant les perceptions des premiers étudiants en cursus IPA.Résultats: Différents niveaux de transferts de compétence et de collaboration médecin/infirmière existent déjà en France. Dans l'étude rétrospective, la qualité de soin des infirmières a été similaire à celle des médecins. Dans l'étude sur l'IPA, la majorité des étudiants a indiqué que les autres infirmières et docteurs ne sont pas au courant du rôle de l'IPA, et que des barrières bloquent son développement.Conclusions: La création du rôle d'IPA et le développement de la formation des infirmières en France peuvent répondre aux défis de santé publique, telle l'incidence croissante des maladies chroniques et la pénurie de médecins. Les recommandations suivantes furent proposées pour le développement du rôle de l'IPA : définir et faire reconnaître le rôle de la pratique infirmière avancée et ses compétences, promouvoir le rôle plus largement dans les disciplines médicales, soutenir les efforts de communication entre l'état et les professionnels de santé, développer des programmes au niveau master et doctorat, et promouvoir des travaux de recherche infirmiers et interdisciplinairesBackground: In the context of public health challenges and health care reforms in France, the evolving advanced practice nurse (APN) role may be a solution. Objectives: To study the introduction of the ANP role and provide evidence-based recommendations for future research.Methods: A review of the international and French APN literature was performed. Participation in a national task force concerned advancement of the role and education reforms. In a retrospective study, nurses and physicians were compared in the pre-hospital management of hypoglycemic patients. Finally, a survey was administered to the first French APN Master's students to identify their perceptions of the APN role.Results: Variables levels of skill transfer and doctor-nurse collaboration currently exist in France. In the retrospective study, the pre-hospital quality of care of nurses was comparable to that of doctors. In the APN student survey, the majority indicated that other nurses and doctors were not aware of the APN role, and that barriers exist in role development. Conclusions: Creation of the APN role and advancement of nursing education in France can respond to public health challenges including the rising incidence of chronic diseases and an impending physician shortage. The following recommendations were proposed for APN role development: to define and recognize the advanced practice nurse role and related competencies, promote the role in a wider range of medical disciplines, facilitate clear communication between government and health care professionals, develop nursing Master's and Doctorate programs, and promote nursing and interdisciplinary research
Books on the topic "Nursing skills transfer"
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Minor, Mary Alice D. Patient care skills: Documentation, vital signs, bandaging, aseptic techniques, positioning, range of motion, wheelchairs, and transfer. 2nd ed. Norwalk, Conn: Appleton & Lange, 1990.
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Lazenby, Mark. Space. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199364541.003.0005.
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Patients present to nurses in the places of care, most often in industrial places such as hospitals, clinics, skilled nursing facilities, schools, birthing centers, and sometimes homes. Wherever patients present to nurses, they present as vulnerable, that is, as needing care. Through their responsible relationship with patients, nurses transform the place of care, in which patients are vulnerable, into a space of care, a space in which nurses respond to patients’ vulnerabilities with compassionate nursing care. The habit of space is, through the work of nursing, transforming the place of care in which patients present into the space of care in which patients can be present.
Book chapters on the topic "Nursing skills transfer"
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Lin, Chingszu, Zhifeng Huang, Masako Kanai-Pak, Jukai Maeda, Yasuko Kitajima, Mitsuhiro Nakamura, Noriaki Kuwahara, Taiki Ogata, and Jun Ota. "Robot Patient Imitating Paralysis Patients for Nursing Students to Learn Patient Transfer Skill." In Intelligent Autonomous Systems 14, 549–60. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48036-7_40.
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Nakagawa, Hiromi, Masahiro Tukamoto, Kazuaki Yamashiro, and Akihiko Goto. "Motion Analysis of Simulated Patients During Bed-to-Wheelchair Transfer by Nursing Students and Skill Acquisition Based on the Analysis." In Lecture Notes in Computer Science, 193–204. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91397-1_17.
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Mong, Sherry N. "Work Shifts." In Taking Care of Our Own, 110–25. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501751448.003.0007.
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This chapter takes a closer look at caregiver/nurse interactions. It includes an analysis of the identities and emotional labor of home health nurses. As professionals who possess valuable disciplinary knowledge, how do they feel about transferring their skills to lay caregivers? Nurses' orientation to the labor and the effects on interactions with caregivers are key features in the labor transfer. Nurses were able to gradually transfer the skilled labor through strategies such as “gently encouraging” or “forcefully 'pushing' ”caregivers to learn, and “if the caring work appeared too difficult or technical, nurses simplified or 'downplayed' these aspects, or they would insist that the caregiver was 'smart enough' to learn.” Nurses often stated that the goal was to make patients and families “independent” in their care. Nurses thus draw heavily on the ability of home care to provide holistic nursing practices. Nurses' focus on patients' physical and emotional health refutes a vision of nurses as purely “ideological workers” — an image that implies an insensitive and coercive nature in the transfer of skills. The relationship between nurses and caregivers is critical for nurses, who identify heavily with the education component of their profession.
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Miller, Connie S., and Raney Linck. "Prelicensure Education for Integrative Nursing." In Integrative Nursing, edited by Mary Jo Kreitzer and Mary Koithan, 547–63. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.003.0037.
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The time has come to return to our nursing roots and the wisdom of the past to transform not only what we teach, but also how we teach pre-licensure students. This chapter provides an overview of prelicensure educational pathways, including a review of current standards and regulations for entry-to-practice nursing programs. To transform curriculum so that programs reflect the values, concepts, and principles of integrative nursing, radical revision is not necessary, nor the ultimate goal. Adding content and skills is a misplaced focus and simply exacerbates the problem of content overload. The integrative nursing principles offer a fresh lens to examine the ways we currently approach role development and identity formation in our student nurses. The principles provide the perspective and guidance to bring us back to the core of nursing, creating classroom communities that can model what it means to be an integrative nurse.
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Ashipala, Daniel Opotamutale, Gilbert Likando, and Steven Ndumbu. "Facilitators and Barriers to Nursing Educators in Implementing an Undergraduate Nursing and Midwifery Curriculum in the Digital Era." In Teaching and Assessment in the Era of Education 5.0, 24–44. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3045-6.ch002.
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Rapid changes in the global higher education landscape in response to the digital era have prompted the University of Namibia to transform its nursing and midwifery curriculum to embrace the evolving world of digital technology. However, the perspectives of nursing educators on implementing a transformed undergraduate nursing and midwifery curriculum in the digital era have not been extensively explored. This chapter aims to explore factors that serve to facilitate or act as barriers to nursing educators in implementing a transformed undergraduate nursing and midwifery curriculum in the digital era. It is recommended that the training institutions should increase their efforts to enhance the digital knowledge and skills of nurse educators required in digital curriculum transformation.
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Ashipala, Daniel O., and Medusalem H. Joel. "A Needs Assessment of the Transformation of the Baccalaureate Nursing Programme Curriculum in Namibia." In Advancing Student Employability Through Higher Education, 346–63. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0517-1.ch019.
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Rapid changes in the global higher education landscape in response to the fourth industrial revolution (4IR) have resulted in the need to transform the curriculum in line with the evolving world of digital technology. Technology advancement in the health sector calls for curriculum developers and stakeholders to collectively consider students' preparedness to enter the highly demanding nursing job market. The aim of this chapter is to explore and describe a needs assessment of the transformation of the baccalaureate nursing programme curriculum in Namibia from a stakeholders' perspective and consultation point of view. Findings from this study suggest a need for curriculum transformation in order to train nursing graduates to be more ethically competent, have critical-thinking and problem-solving skills, as well as the ability to communicate effectively, which will enable them to practice at both the local and international level on graduation.
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Curry, Natasha. "Economically Disadvantaged Urban Dwellers." In Advanced Practice Palliative Nursing 2nd Edition, edited by Constance Dahlin and Patrick J. Coyne, 247–57. 2nd ed. Oxford University PressNew York, 2021. http://dx.doi.org/10.1093/med/9780197559321.003.0021.
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Abstract One in 10 of the US population lives in poverty, and half of these individuals live in cities. Many studies have uncovered the fact that the poor are more likely to get sick, become seriously sick, and die younger. Palliative care is a vital discipline to help the urban poor, yet, sadly, few have access to it. Providing quality palliative care for the urban poor requires a diverse set of skills and competencies and comes with its own unique challenges. Advanced practice registered nurses (APRNs) working in this setting must wear many hats: clinician, social worker, therapist, and advocate. Palliative APRNs also have a mandate to lead and transform palliative care in practice, education, research, administration, and policy.
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Taylor, Richard A., J. Nicholas Dionne-Odom, Erin R. Currie, Macy Stockdill, and Marie A. Bakitas. "Rural Palliative Care." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice, 670–81. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0055.
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Access to palliative care remains challenging to those living in rural areas across the globe. This disparity of care leaves many without critically important palliative care services across their illness trajectory, especially in its final stages. Creative strategies to meet the palliative care needs of rural patients such as telehealth, videoconferencing specialists’ consultation, and web-based resources exist. Using these strategies where available can address some palliative care disparities and access to care in rural areas that were previously absent. Developing clinical capacity of rural clinicians through enhanced education in primary palliative care in training programs, expanding services with the use of nurse practitioners, and using palliative care–trained community lay health workers are also strategies to improve access. Additionally, by developing rural hospital providers’ knowledge and skills to provide primary palliative care in tasks such as establishing care goals, communication, and basic symptom control may prevent many transfers to academic centers miles away. Through ongoing education and primary palliative care training and innovations in bringing specialty care to rural areas, “palliative care everywhere” will soon be a reality.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Nursing skills transfer"
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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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Otani, Kagari, and Yasunobu Ito. "Transmission of the techniques of Care by nurses in Close Contact with the Patient’s Living Space: A Case Study of a Visiting Nurse Station in Japan." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003114.
Full textAbstract:
We have been examining home care nursing from the perspective of service research/service design research. We have presented the process of 'co-creation' between visiting nurses and patients to restore/continue the patient's daily life (Otani and Ito 2021: 503-509) and have also examined the work of visiting nurses made with patients and their families in the patients' homes as sticky information that is difficult to detach from the context and difficult to transfer (von Hippel 1994, Otani and Ito 2021: 503-509). In light of these findings, this paper aims to identify the difficulties visiting nurses face in transferring the knowledge they co-create with patients and patients' families in patients' homes to their fellow nurses and health professionals in the workplace.In service research, the importance of the perspective that providers and recipients "co-create" value together (Vargo and Lusch 2004, 2008, 2014) has been pointed out. On the other hand, in previous anthropological research on the transmission of deeds (eg. Lemonnier 2002), there is little analysis from the perspective of the relationship between the provider of the deeds and the recipient of the value of the deeds, or from the perspective of co-creation by both parties. The analysis in this paper is significant and novel in that it incorporates the perspective of co-creation in service research into previous anthropological research on the transmission of deeds.The study period was from 2013 to November 2022. The study site was X visiting nurse station in Nagoya City. The research method consisted of observation and interviews at the home-visit nursing station and at the patients' homes.The provider (visiting nurse) listened to the requests of the recipients (patients) and their families and develops nursing care techniques(services) to support their preferred way of life. The nurses listed them and had the patient and family select them proactively to their satisfaction. In order for patients and their families to remain satisfied with nursing care, the co-created nursing skills had to be transferred to fellow nurses and health professionals so that other nurses, not just the nurse who created them, could also perform them. Nurses recorded their inventions in their electronic health records and explain them in meetings, but there were limitations to recording and explaining them verbally. Because (1) the techniques created by visiting nurses and others were stored in the nurse's body. Because of their dependence on the nurse's body, the only way to communicate them to others was to express them with gestures or to communicate them verbally in parts (using the 'craft language'). In addition, (2) the techniques produced by visiting nurses and others were closely linked to the context of the patient's home. This is because, unlike care in hospital nursing, visiting nurses form (co-create) the skills in the patient's home, together with the patient and their family. That was difficult to transfer the skills embedded in the context of the patient's home to other nurses and health professionals.
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Solomon, Bernadette. "Enhancing psychological safe spaces in mental health: Teaching undergraduate nurses recovery-oriented practice skills to support mental health service users." In Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2301006.
Full textAbstract:
Recovery-orientated practice is a challenge for nurses working within acute mental health wards (McKenna et al., 2014). Although the experience and meaning of recovery-focused care varied, there were common elements in the practice accounts. The undergraduate nurse’s role in creating different therapeutic spaces to promote safety, relational commitment, and healing for service users was paramount to supporting the service user’s recovery journey (Waldemar et al, 2016). The importance of building safe, committed and healing relationships to ensure the psychological safety of service users was highlighted within this study, and how worthwhile it is for nurses to let go, to a certain extent, of the traditional boundaries that may create barriers to building recovery. There has been growing concern that people accessing mental health services are not receiving an inclusive, recovery-focused service due to barriers that include health professionals’ attitudes, skills and knowledge in practice. By exploring the experience and meaning of recovery-oriented practice for ten nurses working with service users in an acute mental health inpatient service in Aotearoa New Zealand, this study aimed to understand how nurses experience practising recovery in clinical practice, and to transfer the outcomes of the findings to enable lecturers to teach undergraduate nurses recovery-oriented practice skills to support mental health service users. Individual interviews were undertaken with participants and data analysed through a phenomenological and hermeneutic lens. The study findings could be used to inform best practice and changes to the nursing curriculum to inform and provide a platform to enable integrating recovery-orientated practice into the core mental health undergraduate curriculum (Haywood et al., 2020). This is conducive not only to recovery, but, essentially, to building a future nursing workforce that is appropriately skilled, equipped, supported and resourced for recovery-oriented practice (Solomon et al., 2021). Building safe, committed or shared space and healing relationships, and creating psychological safety, are crucial determinants of safe and effective care in mental health; and have implications for how nurses learn to manage new ways of working alongside service users and integrate recovery oriented practice within the reality and challenges of practice (Jackson-Blott et al., 2019). Highlighted within the research is the importance of education for both post- and undergraduate nurses regarding providing therapeutic safe spaces as an integral part of the service user’s recovery journey and undergraduate nurses’ learning. This study contributes key insights that are encapsulated in three core elements within relational space provision; these include safe, shared and healing spaces. This provides the key steps for providing a therapeutic safe space, as well as the tools and skills that should be integrated into education for undergraduate nurses. It is important that psychological and therapeutic safety is taught and woven through the entire three-year nursing degree course, as it has significant implications for mental health recovery-focused education in undergraduate student nurses. It can inform practice and support nursing students within clinical placement to more effectively work with mental health service users.
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Liao, Mengyuan, Takashi Yoshikawa, Akihiko Goto, Yuka Takai, and Tomoko Ota. "Development of Video Training Course Containing Human Kinematic Mechanism Analysis for Caregivers." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51401.
Full textAbstract:
A 30-minute of simple understanding video course was proposed, which included of normal movie comparison between expert and non-expert, corresponding body model motion simulation movie, transfer care process division and different mechanics of movement analysis results. Through video display in training course, nursing care staff could easily compare and catch the motion detail differences with expert and deeply imprinted in mind. In a word, the target of this paper was to give the feedback to elder nursing care occupational site by video training course development, help to improve and optimize beginner and non-expert’s care skill in a shorter cycle period.
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Sato, Wataru, Aoi Yamamoto, Naoki Koyama, Sayuri Kumagai, Koki Ijuin, Chiaki Oshiyama, Tsutomu Fujinami, and Takuichi Nishimura. "Knowledge Structuring of Skilled Sports Trainers - For Correct Movement to Prevent Disability and Promote Progress." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003120.
Full textAbstract:
Japan has an aging population with a declining birthrate, and the social burden of nursing care is increasing. In this context, it is becoming increasingly important to make exercise a lifelong habit, and to prevent disability and promote progress through appropriate movement. To help achieve this, physical activity instructors, such as sports trainers, physical therapists, and sports coaches in various sports disciplines, monitor the client's posture, movement, and condition, including motor images, and provide voice and muscle and myofascial interventions to solve problems. However, because the knowledge of physical activity instructors is vast and tacit, the transfer of knowledge to other instructors with whom skilled instructors collaborate may not proceed smoothly, leading to poor performance, such as inconsistent instruction within the instructional team. In addition, face-to-face interventions are time-limited and require the client to physically visit the physical movement instructor. Therefore, although physical intervention is difficult, AI could improve the performance of the physical activity instructor team if even a portion of the verbal instruction could be implemented. In this study, we proposed a new data knowledge structuring method to improve the performance of the physical activity instructor team by comprehensively structuring the tacit knowledge they have about verbalization, allowing the AI to perform verbalization within the range that can be read from the images, and improving the knowledge based on the results. The results of the study showed that the AI can improve the knowledge by using the results of the wordings. As a result, a part of the knowledge that had not been told by skilled users was extracted, and the effectiveness of the proposed method was confirmed.