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Journal articles on the topic 'Nursing student education'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2023

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1

KULA ŞAHİN, SENNUR, Nihal SUNAL, and İnsaf ALTUN. "Nursing Student’s Competence in Clinical Education." Gevher Nesibe Journal IESDR 6, no. 14 (September 25, 2021): 45–50. http://dx.doi.org/10.46648/gnj.255.

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Background & Aim: Assessing nursing students' competence in clinical education provides information about students' learning outcomes. Having a good the academic competence in clinical learning has always been desirable for student nurses. However, there are very few scales and studies examining the academic competence of student nurses. The aim of this study is to assess learning outcomes in Turkish student nurses using the clinical education assessment tool (AssCE). Methods: A descriptive data form, and the AssCE tool were used to collect data. Intern nursing students' clinical education was evaluated by the clinical nurse instructors using the AssCE tool. Results: The mean age of the student nurses was 22.3±0.5 years (range: 22-24 years), 90.1 % (n=81) of the students were woman, all of these were fourth-year nursing students. The mean score of AssCE was 3.99±0.71; ranging from 3.43 to 4.19.According to the instructors of the nursing students, they are highly reflectng their competencewith their own self knowledge 49.4%, ethical awarenes 46.9%, safety awareness 46.97%, scientific awareness 45.7% and their own carries out nursing care measures 34.4%. Conclusion: According to clinical instructors in the study, student nurses performed at a "good" level. It is recommended that student nurses should be supported to improve their skills and knowledge in order to improve their nursing performance. Keywords: The Clinical Education Assessment tool (AssCE), student nurse, clinical competence, nursing.

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Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (March 2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.

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Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.

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Awad, Mohammad Salih, Mohanned Khalil Abdullah, Radhwan Hussein Ibrahim, and Razgar Khalil Abdulla. "Nursing Students’ Attitudes Toward Simulation Technology in Nursing Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 14 (July 24, 2019): 31. http://dx.doi.org/10.3991/ijet.v14i14.10571.

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This paper investigates the usefulness of simulation technology on nursing edu-cation from the point of view of student themselves. A quantitative descriptive modes of enquiry, the authors attempt to illuminate the attitudes of the Nursing students towards using simulation in nursing education as a dependent variable. Participants were recruited from three nursing grads, covering six semesters. Twenty percent of the whole students in each Course and semester were random-ly selected, the initial sample consisted of 150 students. The student of grad one (141 student) were excluded because they were not used the simulation in their curricula. This study was conducted in a College of Nursing in the University of Mosul during January 2019 to March 2019. KidSIM ATTITUDES questionnaire was used as a tool to evaluate student’s attitudes toward using of simulation technology in Nursing Education. Data management and analysis were per-formed using SPSS 25. Statistical significance was analyzed using analysis of variance and t-tests as appropriate. Significance levels were set at the 1% level using the student t-test. The study finding reveals that most student show their positive attitudes towards using simulation technology in Nursing education (42%-48.9%) expressed about their (agreed-strongly agreed regarding Relevance of Simulation in nursing. This study has found that generally, Mosul Nursing students has positive attitudes towards using simulation in their teaching and training

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Prestholdt, Cynthia O., and Barbara A. Holt. "Enhancing Baccalaureate Student Nursing Education." AAOHN Journal 37, no. 11 (November 1989): 465–69. http://dx.doi.org/10.1177/216507998903701104.

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Abraham, Raymol Rahel. "Cooperative Learning in Nursing Education: A Review." International Journal of Research and Review 8, no. 4 (May 3, 2021): 484–87. http://dx.doi.org/10.52403/ijrr.20210458.

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Nurses are the backbone of the healthcare team. They must be able to work cooperatively with the other members of the health team and should use their critical thinking and analytical skills in the clinical area. Nursing education must use active learning strategies to equip the student nurses with these abilities. Cooperative learning methods can ensure active participation of the student nurses in the teaching learning process. This article reviews the scope of cooperative learning methods in Nursing education and its advantages for the Nursing students. Keywords: Cooperative learning, Nursing education, Nursing students.

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Ryan, Meagan. "Implementing social media into nursing education." Journal of Nursing Education and Practice 11, no. 7 (March 22, 2021): 43. http://dx.doi.org/10.5430/jnep.v11n7p43.

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Social media is an aspect of everyday life for many undergraduate nursing students and can also be beneficial from an education perspective. Popular social media platforms can be used as often as daily for many nursing students. The emergence of Generation Z (born between 2995-2010) as the predominant population of nursing students calls for a shift in pedagogical approaches; one that accommodates the needs of the unique demographic. This narrative literature review examines how social media can provide an effective pedagogical tool to engage the modern undergraduate nursing student by providing a platform for accessible educational activities, fostering professional identity and encourages virtual professionalism for this unique Generation. Guided by a constructivist approach and the Social Media for Learning (SM4L) framework, this pedagogical approach could foster student engagement and promote appropriate use of social media in the personal and professional lives of nursing students. Additionally, these innovative nurses can enter the workforce prepared to use social media tools to disseminate health information and patient teaching appropriately and professionally, providing better access and improved care for patients.

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Hammad, Hammad, Nursalam Nursalam, and Ninuk Dian Kurniawati. "Model Development of Nursing Student Loyalty in Politeknik of Health." Jurnal Ners 8, no. 1 (April 2, 2017): 81–87. http://dx.doi.org/10.20473/jn.v8i1.3881.

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Introduction: Loyalty of nursing student is an important factor that nursing education should pay attention in order to compete with other nursing educations; involved by perceived value, expectation, and quality assurance in nursing higher education. The purpose of this study was to develop a loyalty model of nursing student in nursing higher education.Methods: This study was an explanatory research with cross sectional approach. Population were nursing student in Poltekkes Banjarmasin, with 112 samples which is selected by proportional random sampling. Data was collected by giving questionnaire and analyzed by partial least square.Result: Result of this study indicates that was an effect of costumer expectation on quality assurance in nursing higher education, there was effect of costumer expectation on perceived value in nursing student, there was an effect of customer expectation on student satisfaction (4) there was effect of quality assurance in nursing higher education, there wasn’t any affect of quality assurance in nursing higher education on student satisfaction, there was effect of perceived value in nursing student on student satisfaction, there was effect of student satisfaction on student loyalty. Conclusion: Overall result of this research were, student loyalty in nursing higher education developed by student satisfaction. Student satisfaction formed by perceived value. Perceived value developed from two aspects quality assurance, and student expectation, quality assurance of higher education wasn’t directly effect to student sasfaction. However, indirectly effect through student perceived value. Student satisfaction in nursing higher education was stronger effect than any other variable in this loyalty model. Loyalty model in this research can be use for improvement student loyalty on health education that focused on improvement student satisfaction without deny the other aspect. Further research is needed to analyze word of mouth effect on student loyalty.

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Cotter, Valerie T., and Mary Ellen Smith Glasgow. "Student Drug Testing in Nursing Education." Journal of Professional Nursing 28, no. 3 (May 2012): 186–89. http://dx.doi.org/10.1016/j.profnurs.2011.11.017.

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9

Devadas, Briliya Rajabel. "Emirati Student Profile within Nursing Education." Journal of Middle East and North Africa Sciences 2, no. 3 (2016): 50–60. http://dx.doi.org/10.12816/0032664.

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10

Morgan, Janet E. "Confidential Student Information in Nursing Education." Nurse Educator 26, no. 6 (November 2001): 289–92. http://dx.doi.org/10.1097/00006223-200111000-00016.

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Van Der Like, Jill Jackson, Hillary Fox, Angela Blackburn, and Jessica Chisholm. "Advocating for Mental Health Nursing Care Education Using a Flipped Classroom." Creative Nursing 25, no. 1 (February 1, 2019): 32–37. http://dx.doi.org/10.1891/1078-4535.25.1.32.

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Educators are challenged to meet the needs of all student learning styles. Nursing educators care deeply about student perceptions, but understand the need for critical thinking in student learning outcomes. The need for mental health nursing care touches every nursing specialty. The concepts are abstract and complex, with many unknowns concerning the mind. The flipped classroom (FC) provides an opportunity for students to explore the concepts prior to classroom learning. This article describes an initiative to integrate an FC approach with a population of baccalaureate nursing students over the course of five semesters.

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Ahn, Eun Kyong. "Professor-Students Interaction-related Research in Korean Nursing: Literature Review." Forum of Public Safety and Culture 17 (July 30, 2022): 45–56. http://dx.doi.org/10.52902/kjsc.2022.17.45.

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Professor-student interaction is an important component of higher education as the core of tertiary education activities. The contact between professors and students in the field of university education has a positive effect on students' academic achievement and experiences, and promotes the growth and development of students. Despite the growing importance of the professor-student interaction, studies on the professor-student interaction in nursing research are very scarce. Therefore, this study was attempted to suggest future research directions by analyzing domestic nursing research trends on professor-student interaction and to provide basic data for facilitating professor-student interaction. For this purpose, a total of 10 papers were selected based on the selection and exclusion criteria of this study among nursing studies on professor-student interaction published in domestic academic journals. The general characteristics, key variables, and key findings were analyzed for the selected papers. As a result, the key variables on the professor-student interaction were classified into four categories: Academic achievement, college life satisfaction, affective characteristics, and career-related. Key findings were categorized into two categories; Correlation with other variables, evaluation factor of learning method. Results indicate that professor-student interaction is an important component in nursing education. Therefore, it is necessary to activate the interaction between professors and students in nursing. Nevertheless, there are only a few nursing studies on professor-student interaction in Korea. For the future, a concept analysis, a qualitative study to understand the characteristics of the interaction phenomenon between professors and students of the nursing, and an exploration of the individual characteristic factors of nursing students related to professor-student interaction are needed. In addition, nursing professors need to actively attempt to interact with students.

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Aebersold, Michelle, Dana Tschannen, and Melissa Bathish. "Innovative Simulation Strategies in Education." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/765212.

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The use of simulation in the undergraduate nursing curriculum is gaining popularity and is becoming a foundation of many nursing programs. The purpose of this paper is to highlight a new simulation teaching strategy, virtual reality (VR) simulation, which capitalizes on the technological skills of the new generation student. This small-scale pilot study focused on improving interpersonal skills in senior level nursing students using VR simulation. In this study, a repeated-measure design was used to evaluate the effectiveness of VR simulation on improving student’s performance over a series of two VR scenarios. Using the Emergency Medicine Crisis Resource Management (EMCRM) tool, student performance was evaluated. Overall, the total EMCRM score improved but not significantly. The subscale areas of communication (P=.047, 95% CI:−1.06,−.007) and professional behavior (P=.003, 95% CI:−1.12,−.303) did show a significant improvement between the two scenario exposures. Findings from this study show the potential for virtual reality simulations to have an impact on nursing student performance.

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Padagas, Reynold Culimay. "Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 393–410. http://dx.doi.org/10.18662/rrem/12.4/353.

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Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.

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Polancich, Shea, Connie White-Williams, Laura Steadman, Kaitrin Parris, Gwen Childs, Terri Poe, and Linda Moneyham. "Evaluating intentional quality rounding for undergraduate student nurse training during COVID-19." Journal of Nursing Education and Practice 12, no. 5 (January 5, 2022): 47. http://dx.doi.org/10.5430/jnep.v12n5p47.

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Nursing’s body of knowledge is ever expanding, incorporating new theoretical constructs such as quality and safety and care transitions we now consider central to the domain of nursing, and to nursing clinical education. The purpose of this article is to describe an educational quality improvement project, an alternative clinical learning experience during COVID-19 that enabled the implementation and evaluation of Bachelor of Science in Nursing (BSN) students in an intentional quality rounding process. We designed and implemented a retrospective, observational quality improvement educational project. Programmatic evaluation was used to obtain feedback from 273 pre-licensure students using a 10-item Likert scale evaluation tool in June 2020. Students averaged a 4.33 rating on the evaluation of the intentional quality rounding clinical experience as something they should incorporate into future nursing practice. A critical role for nursing education is the development of innovative teaching strategies and learning experiences that facilitate the student in the translation and application of complex constructs from nursing’s expanding body of knowledge, a task made more difficult by the COVID-19 pandemic.

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Ferguson, Claire C., Sean C. Figy, and Natalie A. Manley. "Nursing Home Education During the COVID-19 Pandemic." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052199709. http://dx.doi.org/10.1177/2382120521997096.

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Objective: To help older adults living in nursing homes (NHs) while educating medical and physician assistant (MD/PA) students during the COVID-19 pandemic. Methods: Using a multicomponent iterative process, we piloted multiple student led service-learning projects in 2 NHs and 1 hospice agency in the Midwest. Pre-post online student surveys were completed to match student interests with facility needs and to assess learning and obtain feedback regarding their experiences. Results: All 12 interested students completed the initial survey; n = 23 ultimately volunteered (word of mouth); n = 11 (48%) completed the follow-up survey. Opportunities were medical record transfer, grounds beautification, resident biographies, window entertainment, and No-One-Dies-Alone program. Students averaged 9.2 volunteer hours; stated the opportunities were enjoyable, clinically applicable, and socially distanced; and reported learning about unique experiences of older adults in NHs. Discussion: Despite limitations created by the pandemic, mutually beneficial and safe opportunities remain for education in the NH setting.

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Coffman, Sherrilyn. "Healing Presence Ceremony in Nursing Education." International Journal of Human Caring 11, no. 4 (June 2007): 52–56. http://dx.doi.org/10.20467/1091-5710.11.4.52.

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Nursing programs are searching for creative ways to help students develop themselves as caring practitioners. Faculty at Nevada State College created the Healing Presence Ceremony to inspire students and faculty to dedicate themselves to nursing. The focus of the ceremony is healing presence within nurse-patient and faculty-student relationships. The ceremony has become an annual event with positive evaluations by participants. Through public recognition, the ceremony has made explicit the program’s caring philosophy to the college and to the community at large.

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MacNeil,, Melanie S., and Marilyn Evans,. "The Pedagogy of Caring in Nursing Education." International Journal of Human Caring 9, no. 4 (June 2005): 45–51. http://dx.doi.org/10.20467/1091-5710.9.4.45.

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This descriptive study explores the concept of caring in nursing education from the students’ perspective. Students were asked to share moments of caring that they experienced in a nursing course. A content analysis revealed a relational nature of humanistic caring demonstrated by the following themes: connectedness, presence, growth, and respect. Results identified caring as relational and being connected with other; that is, caring is grounded in nurse-educator-student relationships.

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Kachapati, Anuja, and Sulochana Ghimire. "Critical Thinking in Nursing Education and Nursing practice." Journal of Universal College of Medical Sciences 7, no. 2 (December 31, 2019): 72–77. http://dx.doi.org/10.3126/jucms.v7i2.27144.

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Critical thinking is an essential component to competent nursing practice. Although critical thinking has been widely studied among student nurses. Nursing education consists of the theoretical and practical training provided to nurses with the purpose to prepare them for their duties as nursing care professionals. Nurse educators are under pressure to show critical thinking as a program outcome. Many different strategies have been suggested for developing critical thinking among nursing students. It is easy to believe these strategies increase critical thinking, but not all have actually been measured for reliability or validity. Based on an exhaustive literature search, the author attempted to identify teaching strategies that are being used to increase critical thinking and how effective those strategies have been.

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Shin, Hyewon, Jung Min Lee, and Shin Jeong Kim. "An Integrative Review of Smartphone Utilization for Nursing Education among Nursing College Students in South Korea." Journal of Korean Academic Society of Nursing Education 24, no. 4 (November 30, 2018): 376–90. http://dx.doi.org/10.5977/jkasne.2018.24.4.376.

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Purpose: The purpose of this study was to (a) synthesize nursing education literature using a smartphone for Korean nursing college students based on Whittemore and Knafl's integrative five-step review method and to (b) evaluate the quality appraisal of each article using Gough's weight of evidence. Methods: Articles published in Korea were identified through electronic search engines and scholarly websites using a combination of three search terms, including nursing student, smartphone, and education. Scientific, peer-reviewed articles in nursing education for Korean college nursing students, written in Korean or in English, and published between January 2000 and May 2018 were included in this review. Thirteen papers met the inclusion criteria and had above average ratings in quality appraisals. Results: Three characteristics related to nursing education using a smartphone were derived: (a) as a familiar media, motivating learning and enabling self-directed learning, (b) for the purpose of education or evaluation utilizing the educational movie of application, and (c) the iterative exercise of smartphone usage reinforces student learning. Conclusion: Smartphone use is an effective tool for improving nursing knowledge and skills for nursing college students in nursing education. Future research is needed to standardize smartphone applications across schools for nursing education.

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George, Tracy P., Pamela Ford Murphy, Claire DeCristofaro, and J. Marty Hucks. "Student Perceptions Regarding Collaborative Intraprofessional Nursing Education." Nurse Educator 44, no. 4 (July 27, 2018): 226–30. http://dx.doi.org/10.1097/nne.0000000000000584.

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Gillespie, Mary. "Student-teacher connection in clinical nursing education." Journal of Advanced Nursing 37, no. 6 (March 2002): 566–76. http://dx.doi.org/10.1046/j.1365-2648.2002.02131.x.

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Smith-Stoner, Marilyn, Kristin Halquist, and Barbara Calcagnie Glaeser. "Nursing education challenge: A student with cancer." Teaching and Learning in Nursing 6, no. 1 (January 2011): 14–18. http://dx.doi.org/10.1016/j.teln.2010.07.006.

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Meadus, Robert J., and J. Creina Twomey. "Men Student Nurses: The Nursing Education Experience." Nursing Forum 46, no. 4 (October 2011): 269–79. http://dx.doi.org/10.1111/j.1744-6198.2011.00239.x.

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&NA;. "Exploring Student Response Systems in Nursing Education." CIN: Computers, Informatics, Nursing 26, no. 5 (September 2008): 271–72. http://dx.doi.org/10.1097/01.ncn.0000304835.62509.e0.

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ZURMEHLY, JOYCE, and CAMILLE LEADINGHAM. "Exploring Student Response Systems in Nursing Education." CIN: Computers, Informatics, Nursing 26, no. 5 (September 2008): 265–70. http://dx.doi.org/10.1097/01.ncn.0000304840.36960.b5.

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Elyeli, Kemal, and Hatice Bebis. "Nursing Student Freshers’ Satisfaction of Orientation Education." Mediterranean Nursing and Midwifery 2, no. 3 (December 30, 2022): 103–9. http://dx.doi.org/10.5152/mnm.2022.221894.

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Harjanto, Totok, Dimas S. E. W. Sumunar, Oktavin ., Rosiana Nur Imallah, and Sri Suning Kusumawardani. "E-learning Development Strategy through Massive Open Online Course (MOOC) In Clinical Rotation Nursing Education." Pakistan Journal of Medical and Health Sciences 15, no. 6 (June 30, 2021): 1521–25. http://dx.doi.org/10.53350/pjmhs211561521.

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Background: E-learning as a new learning method influences process of transforming conventional education into a digital basis. Massive Open Online Course (MOOC) is used as an e-learning management system that disseminates nursing institution partners' knowledge. An E-learning system provides highly configurable and integrated features in electronic books, journals, and web services. This system quickly, effectively, and economically distributes educational content toward students without any time or learning space limitation. E-learning has been implemented in various learning subjects, including nursing, but remains limited in clinical rotation nursing education. It has not been implemented widely, even though it is proven to support the learning process. Aim: The study aims to describe the process of developing an E-learning system in clinical rotation nursing education. Methods: The course subject was nursing management by involving two education institution partners. School of Nursing, Faculty of Medicine, Public Health, and Nursing (FKKMK) UniversitasGadjahMada (UGM) designed clinical learning innovation for clinical rotation nursing students in blended learning. It involved the institution’s partner students as the learning participants. Results: The process of developing E-learning in the clinical rotation nursing was by building partnership with education institutions passed through several phases: curriculum development, instructional design, and teaching media development, program evaluation methods, utilization of Learning Management System (LMS) as well as student learning outcomes evaluation. System design and development followed student needs resulting in the high score of participants' learning outcomes in clinical rotation nursing education. Conclusion: Appropriate E-learning system development strategy benefits student learning processes during nursing management practice in clinical rotation nursing education program. Keywords: Clinical Rotation Nursing Education, Education Institutions Partners, E-learning, Management Nursing Practice MOOC

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Jarvis, Daniel H., Karey D. McCullough, and Tammie R. McParland. "Nurse Education and Mathematical Competency: Implementation of an Online, Self-Directed, Prerequisite Model." International Journal of Environmental Research and Public Health 18, no. 24 (December 12, 2021): 13106. http://dx.doi.org/10.3390/ijerph182413106.

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Mathematical competency in the profession of nursing has increasingly become a central focus as more nursing students appear to struggle with basic concepts of arithmetic, mental estimation, and critical reasoning. This paper highlights how one School of Nursing in Ontario, Canada implemented a Dosage Calculation Competency Test model which involved an online, self-directed, prerequisite approach to improve student mathematical competency and confidence. The purpose of this research case study was to document, through shared participant perceptions, the creation, implementation, and subsequent modifications to a Dosage Calculation Competency Test model in light of student needs and advances in online learning and assessment. The research design combined a quantitative survey of Year 1–4 nursing students, followed by a series of qualitative, semi-structured interviews with nursing students and program instructors. The study took place within a School of Nursing undergraduate program in Ontario, Canada. Forty-four participants, including students from all four years of the nursing program, completed the survey, followed by individual interviews with nine students and six faculty instructors. Survey (the open-response items) and interview data were analyzed thematically using ATLAS.ti (ATLAS.ti, Berlin, Germany). The authors recount the new DCCT model’s development, implementation, and subsequent modifications and further discuss student/instructor perceptions of learning types, math confidence, and competency. The paper concludes with a series of seven key recommendations for nursing programs.

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Hedenstrom, Margot Lisa, Sweta Sneha, Anusha Nalla, and Barbara Wilson. "Nursing Student Perceptions and Attitudes Toward Patients With Cancer After Education and Mentoring: Integrative Review." JMIR Cancer 7, no. 3 (September 24, 2021): e27854. http://dx.doi.org/10.2196/27854.

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Background Knowledge about nursing student attitudes toward patients with cancer after an educational intervention and mentoring support is limited. This review examined the literature on this topic. Objective This integrative review aims to explore the literature on the experiences of students who participate in an oncology elective or educational course on cancer and their attitudes toward cancer. Methods A comprehensive search was conducted using PubMed, CINAHL, and MEDLINE databases. Each study was systematically assessed. An evidence table was completed to identify the key aspects of each study that was reviewed. Results There is insufficient information on the impact of nursing student education on the attitudes and skills of nursing students caring for patients with cancer. An integrative review was completed on the impact of education and mentoring for nursing students on cancer care, which yielded 10 studies that were reviewed. These studies indicate that educational intervention and mentoring improve the confidence and ability of nursing students to care for patients with cancer. Conclusions Student nurses need to be armed with knowledge, skills, and positive attitudes while caring for patients with cancer. Nursing students perform best when they have accurate information, positive role models, and mentoring by experienced oncology professionals, to support proficiency in caring for patients with cancer. The lack of knowledge of nursing students in the areas of cancer care, treatment, and patient support requires additional education and research to promote expertise and positive attitudes toward cancer and treating patients with cancer. This will support nursing students’ ability to care for patients with cancer as well as develop future educational interventions to shape nursing student attitude and knowledge. This integrative review also identifies the positive impact on the attitudes of other health care professionals who have received training or education on cancer.

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Naidoo, Vasanthrie, and Maureen Nokuthula Sibiya. "Graduate experiences with transnational nursing education: a qualitative enquiry." International Journal of Health Care Quality Assurance 32, no. 3 (April 15, 2019): 562–73. http://dx.doi.org/10.1108/ijhcqa-06-2018-0155.

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Purpose The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE). Design/methodology/approach The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation. Findings This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student. Research limitations/implications Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing. Practical implications The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities. Originality/value This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.

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Suikkala, Arja, and Helena Leino-Kilpi. "Nursing student–patient relationship: Experiences of students and patients." Nurse Education Today 25, no. 5 (July 2005): 344–54. http://dx.doi.org/10.1016/j.nedt.2005.03.001.

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Leibold, Nancyruth, Laura M. Schwarz, and Dawn Gordon. "Culturally Responsive Teaching in Nursing Education." Creative Nursing 28, no. 3 (August 1, 2022): 154–60. http://dx.doi.org/10.1891/cn-2021-0044.

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Culturally responsive teaching is a vital skill for nurse educators. A diverse nursing workforce is needed in the US to represent the population’s demographics. Recruiting, retaining, and engaging a diverse student body is critical to addressing issues of disparities and cultural sensitivity in health care. In a project to promote success among diverse nursing students, nurse educators collaborated to create and present faculty development programs to build culturally responsive teaching skills. This article includes examples of culturally responsive teaching and describes the project and the faculty development curriculum and teaching materials produced.

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Sika-Paotonu, Dianne. "Self-Directed Learning within Postgraduate Immunology Education." Journal of Immunology 198, no. 1_Supplement (May 1, 2017): 128.5. http://dx.doi.org/10.4049/jimmunol.198.supp.128.5.

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Abstract Immunology education is essential for the understanding of mechanistic and cellular events responsible for specific diseases. To support proper understanding by students, contemporary learning and teaching methods are becoming increasingly focused on student centered practices that include Self-Directed Learning (SDL). SDL is the process where a student determines their own learning aims and undertakes methods of their own choosing to achieve and assess their own learning outcomes. SDL has become an area of emphasis particularly within the nursing profession. Although the importance of SDL may be emphasized to students, they may not necessarily receive instruction or have SDL strategies to facilitate effective learning. This work sought to explore the impact of teaching and promoting SDL strategies for postgraduate nursing, midwifery and health students undertaking Immunology education by distance within a postgraduate Pathophysiology course. In-class Immunology teaching sessions for these students contained instruction that taught and promoted various SDL strategies. Favorable student outcomes were achieved for Immunology assessment components of the Pathophysiology course with in-class feedback related to specific instruction regarding SDL strategies, positive. Formal student evaluation of the Immunological course elements also highlighted favorable student satisfaction scores. These findings support SDL as an effective learning tool for postgraduate Immunology education.

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Sika-Paotonu, Dianne. "Immunology education within a Postgraduate Nursing Science program in New Zealand." Journal of Immunology 196, no. 1_Supplement (May 1, 2016): 130.8. http://dx.doi.org/10.4049/jimmunol.196.supp.130.8.

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Abstract Immunology is key to understanding the cellular basis for certain diseases. Postgraduate Nursing Science students with a limited undergraduate background in Biomedical Science may find Immunological course components challenging. The goal was to successfully incorporate and establish a substantial Immunological component within the postgraduate Pathophysiology course for Nursing Science and Health students at Victoria University of Wellington in New Zealand. In-class teaching sessions were conducted that covered the fundamental concepts of Immunology and included Innate, Adaptive Immunity, Inflammation and Immunopathophysiology lessons. A variety of teaching and learning approaches and strategies were employed to facilitate in-class learning for students and support understanding, and improve participation and student engagement with in-class activities. These included the use of Youtube video clips, animations depicting key cellular and mechanistic interactions, one-on-one peer discussions and traditional lecture sessions interspersed with brief question and answer interactions designed to gauge understanding and also consolidate learning. Cumulative data showed favourable student outcomes were achieved for Immunological assessment components. Student satisfaction and teaching scores based on formal student evaluation processes also showed positive responses regarding the Immunology course elements. This work highlights the successful incorporation of essential Immunological components into a teaching curriculum for Postgraduate Nursing Science education in New Zealand.

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Park, Mihyun, Diane Kjervik, Jamie Crandell, and Marilyn H. Oermann. "The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students." Nursing Ethics 19, no. 4 (June 12, 2012): 568–80. http://dx.doi.org/10.1177/0969733011433922.

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This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman ( n = 506) and senior students ( n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students.

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Delehanty, Lorraine. "Nursing Intervention: A Student Assignment." Journal of Nursing Education 35, no. 2 (February 1996): 93–95. http://dx.doi.org/10.3928/0148-4834-19960201-11.

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Bartz, Barbara, Margaret Bowles, and Jody R. Underwood. "Student Experiences in Transcultural Nursing." Journal of Nursing Education 32, no. 5 (May 1993): 233–34. http://dx.doi.org/10.3928/0148-4834-19930501-12.

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Saucier, Bonnie L. "Professional Nursing Student Retention Program." Journal of Nursing Education 34, no. 4 (April 1995): 183–85. http://dx.doi.org/10.3928/0148-4834-19950401-11.

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Mathew, Lizy, and Nadine M. Aktan. "Nursing Student Attitudes Toward Statistics." Journal of Nursing Education 53, no. 4 (March 25, 2014): 233–37. http://dx.doi.org/10.3928/01484834-20140325-03.

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Fagan, Julie M., and Jean S. Coffey. "Despite Challenges: Nursing Student Persistence." Journal of Nursing Education 58, no. 7 (July 1, 2019): 427–30. http://dx.doi.org/10.3928/01484834-20190614-08.

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Agusthia, Mira, and Rachmawaty M. Noer. "Perception Student of Nursing Bachelor with Motivation Continuing Education in Professional Field in Nursing Program STIKES Awal Bros Batam." IJECA (International Journal of Education and Curriculum Application) 1, no. 1 (April 30, 2018): 7. http://dx.doi.org/10.31764/ijeca.v1i1.2078.

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Preception is the one of factors influencing one’s motivation. A student who has negative preception could make them less motivate, otherwise a student who has positive preception make them more motivate, especially if they are motivated to continue their education on nursing professional development . This program is the program of graduate nursing student and professional in Nurse with attitude, behaviour, and professional abilities, and be able to carry out basic nursing care independently. Nursing Profesional Development Sepcialist is higher education level for nurse who has graduated from nursing education (nursing degree) to become profesion of nurse. the purpose of this program to prepare the nurses develop their knowledge and skills in adult learning principles and nursing career development in each specialities. This purpose of research to describe preception students of nursing with motivation to continue professional education in nursing science programs. types of research used on research in this qualitative research. By using method phenomenological research that is: using method (in depth interview). research participants it consists of 10 students. The results of this research is to identify 3 theme clusters according to the goals: according to the cluster theme perception participant is continue the nurses profession, goal of continuing nurses profession, interested in the nursing profession, motivation to continue the nurses profession, perception of nurses profession. The theme cluster hope is to accomplish grade point and program accomplishment nurse profession. The theme cluster support is family and lectures support. Based on the results of the research it is recommended for the undergraduate nursing student to continue the nurses profession, important to be improved because this matter will to increase quality of nursing services.

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Love, Katie. "A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom." Creative Nursing 20, no. 1 (2014): 47–58. http://dx.doi.org/10.1891/1078-4535.20.1.47.

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The purpose of this article is to propose Empowered Holistic Nursing Education (EHNE) as a midrange theory—developed through induction, explication, deduction, and retroduction—to help nurse educators teach holistically and create a student-centered classroom, to establish a theoretical basis for a nursing pedagogy reflecting nursing’s foundational principles, and to guide future research. The model’s 5 core concepts, how to use the model as a pedagogy for practice, and its application to research will be presented. Holistic nursing will be defined, and traditional holistic nursing, holistic pedagogy, and emancipatory pedagogy will each be described.

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Singh, Fiona, and Thembekile Masango. "Information Technology in Nursing Education: Perspectives of Student Nurses." Open Nursing Journal 14, no. 1 (February 14, 2020): 18–28. http://dx.doi.org/10.2174/1874434602014010018.

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Background: Nursing education institutions in South Africa are integrating Information Technology (IT) into nursing programmes to prepare student nurses to meet the demands of a contemporary healthcare landscape. Objective: To explain and describe the perspectives of student nurses at a private nursing education institution on the use of IT in nursing education. Methods: A quantitative, non-experimental descriptive research design was selected. The target population included student nurses registered for basic and post-basic qualifications. A structured self-administered questionnaire was used for data collection. Results: The respondents acknowledged the importance of IT in nursing education but also experienced challenges in terms of training and internet connectivity, owned at least one IT device, used IT frequently for study and work purposes, reported IT competence, and had positive attitudes to IT. The respondents were significantly competent in general IT (M=3.5410, SD=.98619), t (243)=8.569, p<.0005; used IT significantly frequently for medical purposes/learning (M=3.2917, SD=0.76598), t (243)=5.948, p<.0005, and were significantly competent in the use of IT for medical purposes/learning (M=3.3646, SD=.94497), t (242)=6.015, p<.0005; and had significantly positive attitude towards using IT (M=4.2964, SD=0.66557), t (243)=30.426, p<.0005. Conclusion: While there are numerous advantages to IT in nursing education, IT challenges are a reality for student nurses. Identified gaps must be closed to ensure that IT is accepted, adopted and used effectively and efficiently. The inclusion of an IT module in the curriculum is recommended to improve the use of IT in nursing education.

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Schoofs, Nancy, Susan Bosold, Vickie Slot, and Jan Flentje. "Nursing Student Employment." Nurse Educator 33, no. 2 (March 2008): 57–58. http://dx.doi.org/10.1097/01.nne.0000299501.32529.44.

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Matteson-Kane, Maureen, and Shona Rue. "Nursing Student Creativity." Nurse Educator 27, no. 4 (July 2002): 168–69. http://dx.doi.org/10.1097/00006223-200207000-00008.

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Amanuail, Sana, Kausar Parveen, and Muhammad Afzal. "PERCEPTIONS AND EXPECTATIONS OF NURSING STUDENTS REGARDING DIVERSE TECHNOLOGY BASED NURSING EDUCATION." International Journal of Health, Medicine and Nursing Practice 3, no. 2 (May 31, 2021): 1–16. http://dx.doi.org/10.47941/ijhmnp.579.

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Purpose: Modern nursing care has been described as a blend of high tech and high touch, a term that describes a nurse's traditional caring and compassion combined with 21st-century health-care technology. Technology can be used in nursing schools to improve learning and student performance. Communication, student participation, and critical thinking are all improved when a technology-infused atmosphere is provided. The study aims to determine the student’s perceptions and expectations regarding technology based nursing education. Methodology: Descriptive cross sectional study was conduct. Students who were full-time students in class, had enrolled their subjects, were current students, and had signed consent to participate in this study were included. Students who refused to participate and were absent from class were not included in the report. Using easy sampling, a sample size of n=150 nursing department undergraduate students was taken. A self-administered questionnaire with a 5-point Likert scale was used to collect data. Throughout the study, participants' identities were kept private to ensure human subject safety. Data were analyzed using software SPSS (statistical package for social science studies) version 21. Results: Demographic characteristics of participants in which Level of the study and programmed of the study included. Minimum students 24(16.0) of the 4th year and maximum students 53(35.3%) from undergraduate 94(62.7%) and postgraduate 56(37.3%) were participate in this study. Over all perception and expectation of nursing students were 1.52± .489 and3.13± 1.32 respectively. Unique contribution to theory, practice and policy: Educators use technology for academic and communication purposes at campuses, according to nursing students in this research and that their teachers helped them to learn using their own technology devices and online platforms. As a result, more effort and special care are needed to improve nursing students' abilities at the entry level so that they can efficiently use technology for educational purposes.

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Ozkan, Cigdem Gamze. "Determination of Student Centered Effective Learning Strategies in Clinical Practices in Nursing Education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (August 28, 2017): 317–23. http://dx.doi.org/10.18844/prosoc.v4i2.2505.

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Cox-White, Twana, Beverlee Ziefflie, and Heather Joyce Nelson. "Promoting Indigenous nursing student success in post-secondary education: A phenomenological study." Journal of Nursing Education and Practice 9, no. 10 (July 29, 2019): 101. http://dx.doi.org/10.5430/jnep.v9n10p101.

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Background and aim: Indigenous students have a lower rate of post-secondary completion than non-Indigenous students. This is due to a variety of intrinsic and extrinsic factors. Current literature revealed a variety of concerns that were naturally divided under the themes of academic preparedness, cultural safety, intrinsic student factors, and student supports. This study examined the completion rates of Indigenous students within a nursing program, student associated success strategies, and predominant personal barriers to success. Using focus groups and interviews, the researchers examined the lived experiences Indigenous students at Saskatchewan Polytechnic in Western Canada.Methods: A qualitative design using a phenomenological approach was utilized to gather data. Focus groups and interviews with Indigenous students were conducted to gather personal perspectives and experiences. This data was then coded and themed.Results: The results of this study identified various strategies and supports that advanced and promoted Indigenous student success along with numerous barriers that Indigenous students felt impeded their success within the nursing program at Saskatchewan Polytechnic. The themes in this study included academic preparedness, cultural safety, resolve/resilience, confidence, social expectations, and financial support.Conclusions: There is a need to expand and develop support systems that enable Indigenous students to improve academic completion rates. Building confidence and a sense of belonging are important factors in improving student success from post-secondary programs.

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Devadas, Briliya. "Nursing Education Leaders Experiences of Emirati Nursing Student Recruitment and Retention." Journal of Middle East and North Africa Sciences 3, no. 11 (November 2017): 12–24. http://dx.doi.org/10.12816/0041803.

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