Dissertations / Theses on the topic 'Nursing students Training of Australia'
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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Wood, Beverley. "Attitudes toward the elderly : a case study of nursing students' attitudes." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.
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MacLaren, Jill E. "Training nursing students in evidence-based nonpharmacological pain management techniques." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4680.
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Thesis (Ph. D.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains vi, 79 p. : ill. Includes abstract. Includes bibliographical references (p. 36-40).
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Phiri, Wendy Augusta. "Perceptions and experiences of undergraduate midwifery students concerning their midwifery training." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6659.
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Thesis (MCur)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: During the period 2006-2008 more than 50% of midwifery students at the college under study failed the midwifery training programme. The academic performance of students can be attributed to various factors, ranging from personal uniqueness and institutional aspects to the course content itself. Accordingly, this study aims to explore the perceptions and experiences of student midwives with reference to their training programme. The objectives set for the study were set to determine the perceptions and experiences of the student midwives with regard to: • guidance in the practical field, • classroom experiences • assessment procedures and • whether the students attribute their academic successes or failures to the training programme. A qualitative approach with a descriptive design was applied to determine the perceptions and experiences of the undergraduate midwifery students concerning their training programme. The population of this study was fourth-year students who have successfully completed their midwifery-training programme. Nineteen students consented to participate in the study. The trustworthiness of this study was assured by using the Lincoln and Guba’s criteria of credibility, transferability, dependability and conformability. A pre-test was completed. All ethical principles were met. Data was collected through focus group interviews, using an interview guide. The analysis of the data revealed that students attributed their academic failures and success to guidance received in the theoretical as well as the practical field. The findings displayed the frustration that the students experienced with the lecture method as a teaching strategy. Discontentment was perceived among the participants regarding the demarcation, which differed among lecturers. Students were of the opinion that certain content of the curriculum was intended for the doctors, and they indicated a need for the extension of class time, for the instruction of the theory, as the curriculum was perceived as “content heavy”. Guidance in the clinical field, by the clinical educators, was perceived as being positive, yet the student-clinical educator ratio was proving to be a challenge. Marking of tests and examination answer sheets was perceived as too strict. Recommendations Students must be active participants in the learning process, not passive recipients of information. Teaching methods (such as role-play, brainstorming, case studies, simulations, and group work), that expand and reinforce basic communication, intellectual and interpersonal skills, should be employed. Uniformity amongst midwifery facilitators, in terms of content selection, demarcations, classroom activities and assessment techniques, should be agreed upon prior to the commencement of a block period.
AFRIKAANSE OPSOMMING: Tydens die periode 2006-2008 was meer as 50% van die verloskunde studente by die kollege waar die studie gedoen was, onsuksesvol in die verloskunde program. Akademiese prestasie van studente kan aan verskillende faktore toegeskryf word. Hierdie kwessies wissel van persoonlike uniekheid en institusionele aspekte tot die kursus inhoud self. Dus poog hierdie studie om die persepsies en ervaringe van die student vroedvroue ten opsigte van hul opleidingsprogram te verken. Die doelwitte van die studie was om die persepsies en ervaringe van die student vroedvroue met betrekking tot: • praktiese leiding, • klaskamerondervinding, • assesseringsprosedures te bepaal en • of die studente hul akademiese suksesse en mislukkings aan die opleidingsprogram toe skryf. ʼn Kwalitatiewe benadering met ʼn beskrywende strategie was gebruik om die persepsies en ervaringe van die voorgraadse studente rakende hul opleidingsprogram vas te stel. Die populasie van hierdie studie was studente, in hul vierde jaar, wat reeds die verloskunde opleidingsprogram suksesvol voltooi het. Negentien studente het ingestem om aan die studie deel te neem. Die vertrouenswaardigheid van die navorsing is verseker deur van die Lincoln en Guba kriteria – geloofwaardigheid, oordraagbaarheid, betroubaarheid en bevestiging – gebruik te maak. ʼn Voorafgaande toets is voltooi. Al die etiese beginsels is nagekom. Data is ingesamel deur onderhoude met fokusgroepe te voer. ’n Onderhoudsgids is vir die doeleinde gebruik. Die data-ontleding het getoon dat studente hul akademiese mislukkings en suksesse aan die leiding wat hulle op teoretiese en praktiese gebiede ontvang het, toeskryf. Die bevindinge het die frustrasie wat die studente met die lesmetode as ’n onderrigstrategie ervaar, getoon. Ontevredenheid rakende die werkafbakening, wat verskil van lektor tot lektor, is ook waargeneem. Studente voel dat dele van die kurrikuluminhoud vir dokters bedoel is. Hulle is van mening dat meer klastyd nodig is om teorie te onderrig, aangesien die kurrikulum oorvol is. Hoewel die leiding op kliniese gebied, deur die kliniese opvoeders, positief ervaar is, is die student-opvoeder verhouding as ʼn uitdaging beskou. Die studente het gevoel dat hul toetse en eksamenantwoordstelle te streng nagesien was. Aanbevelings: Studente moet aktief by die leerproses betrek word en moet nie bloot passiewe ontvangers van inligting wees nie. Onderrigmetodes, wat basiese kommunikasie-, intellektuele en interpersoonlike vaardighede aanvul en versterk (soos byvoorbeeld rolspel, dinkskrums, gevallestudies, simulasies en groepwerk), moet ingespan word. Die fasiliteerders moet ooreenkom en ʼn eenvormige beleid, betreffende die kurrikuluminhoud, afbakening van werk, klaskameraktiwiteite en assesseringsmetodes, voor die aanvang van die blokperiode, daarstel.
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Podlinski, Lori Ann. "The Effect of Simulation Training on Nursing Students' Content Exam Scores." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2171.
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Simulation training has been implemented at a small nursing school in the eastern United States to improve the currently low content exam scores in nursing courses. With the guidance of Kolb's experiential learning theory, differences in 8 course content exam scores were investigated for students who received simulation training in the content area before the exam and students who received simulation training after the exam, using a quasi-experimental, comparative design. Archival exam scores from 424 content exams, 212 completed by students who received simulation training before the exam and 212 completed by students who received simulation training after the exam, were used in a multivariate analysis of variance. The difference of the group means was not statistically significant (p = .69) for the pediatric assessment, meningitis, respiratory deviations, and gastrointestinal nursing content exams. However, there was a significant difference, F (4, 47) = 5.192, p = .00; λ = .694; η2 = .316, for the postpartum and neonatal assessment, preeclampsia, and cardiovascular nursing content exams. The results are split, which may be due to inconsistency in the conduct of simulation training across the 8 content areas. The varied outcomes led to the development of a white paper with policy and implementation recommendations for simulation training. Positive social change may occur in the planning of simulation training to promote consistency and best practices, enhancing students' ability to perform safely and competently at the patient's bedside and thus supporting improved patient outcomes.
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Bates, Katie. "Immunization Training Modules: Identifying Student Nurse Learning." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9048.
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Background: Despite the importance of vaccination in disease prevention some people choose to remain unvaccinated. Nurses are influential in the choice to vaccinate. Considering the possibility of poor public understanding of vaccines and need for continued improvement in vaccination rates, it is essential for nurses to be knowledgeable and adept at addressing vaccine concerns. Vaccination education formally begins in nursing school. Objective: To identify nursing students' vaccine understanding by exploring information learned from formal online vaccine education specifically the Nursing Initiative Promoting Immunization Training Modules (NIP-IT). Design/Setting/Participants/Methods: Nursing students enrolled in a Community Health Nursing course were required to complete three online, self-study, modules entitled Vaccine Preventable Diseases, Vaccine Concerns, and Nursing Roles. The nursing students who completed these modules responded, in writing, to an open-ended prompt asking them to identify what new piece of information they learned. Responses gathered from 244 nursing students between September of 2016 and April of 2018 were categorized and grouped according to theme using a first and second cycle coding process. Responses containing more than one idea were considered separate responses and categorized accordingly totaling 273 responses. Results: Nursing student responses revealed five major themes regarding new information learned from the online modules: (1) barriers to vaccination; (2) components of vaccines; (3) the influence of nurses; (4) vaccine-preventable diseases; and (5) community immunity. Conclusion: Formal vaccine education is a critical component of a comprehensive nursing program. The nursing students in this study described information they learned when completing the NIP-IT modules, thus it was inferred the nursing students did not have a full understanding of vaccine concepts prior to viewing the modules. Formal nursing school vaccine education is essential in developing nurses capable of navigating vaccine issues and promoting health and preventing disease through vaccination advocacy.
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Kanji, Nasim A. "The efficacy of autogenic training in alleviating stress." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391837.
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McConigley, Ruth. "Providing education and support for rural palliative care nurses in Western Australia: An intervention study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1655.
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Rural palliative care nurses (RPCNs) in Western Australia (WA) are a small population, who have embraced the specialist palliative care role since the first palliative care service in rural WA began in 1990. However, there are some challenges involved with being a specialist nurse in a generalist health care setting. fu particular, there is a suggestion in the literature that RPCNs may be professionally isolated, may be prone to burnout, and may therefore experience decreased job satisfaction and may consider leaving the palliative care field.
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Fadana, Fundiswa Pearl. "Experiences of undergraduate nursing students during their experiential learning in Boland Overberg healthcare facilities." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2972.
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Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019Nursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.
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Mbulu, Patience Jegbefu. "Retention in Nursing Programs: Factors Contributing to the Success of ESL Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/590.
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The problem addressed in this project is the high attrition rate among English as Second Language (ESL) students in a local community college associate degree nursing program. If the retention problem is addressed, the increase in the number of ESL nursing student graduates could result in a more diverse nursing workforce, reflecting the diversity of the community. The purpose of this study was to examine student and faculty views regarding factors that contribute to the academic success and retention of ESL students. To that end, a qualitative case study approach was used, guided by the theoretical frameworks of Cummins's contextual interaction theory and Freire's and Mezirow's transformational learning theory. By using purposeful sampling, 8 ESL students and 5 faculty members were interviewed in both structured and unstructured interviews. The data were decoded using Nvivo computer software to establish themes and categories for analysis. The themes pointed to faculty lacking: (a) cultural awareness and sensitivity, (b) knowledge of the academic needs of ESL students, (c) knowledge of teaching strategies to accommodate the learning of ESL students, and (d) skills to prepare ESL students for what to expect. The findings led to creating a professional development workshop for faculty and led to recommending that the director and dean of the nursing program make it mandatory for faculty to continue their education on skills to improve academic success of ESL students. The findings suggest administrators should make cultural awareness competency compulsory. These efforts and faculty training may result in broader positive social change for ESL students and faculty, administrators, and the community, improving the number of graduating nurses to serve a diverse patient population.
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Edwards, Keith. "A study of pre-registration nursing students and users of mental health services." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366161.
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Ewens, Elizabeth Ann. "The changing role perceptions of students on integrated courses in community health care nursing." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263994.
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Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.
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This thesis reports a mixed-method investigation into the relationship between training experiences and commitment in students training for a caring profession such as nursing. There are recruitment and retention difficulties in healthcare care professions (Storey, Cheater, Ford and Leese, 2009) and on nursing courses (Waters, 2006). While extensive research has examined the retention of student nurses, little is known about the antecedents, experience and impact of work commitment in student nurses. The findings of such research have the potential to inform interventions and enhance support structures to improve retention in students training for the caring professions. This programme of research initially aimed to explore the experiences of students training for caring professions, with particular focus placed on nursing students, together with how these experiences relate to commitment. Lecturers and students participated in semi-structured interviews in study 1 and 2 respectively. Issues were identified relating to support, such as peer support and staff-student relationships during placement, as being important to understanding the development and maintenance of commitment in students. Quantitative work in study 3 demonstrated that affective commitment was positively related with wellbeing and help-seeking behaviours, and negatively with turnover intentions. Perceived support was positively related to satisfaction with experiences of training, affective commitment, and help-seeking behaviours. In a longitudinal study (study 4) affective commitment and work-related anxiety-contentment were found to decrease, and turnover intentions increase, between time 1 and time 2, before and after a work placement. Further, satisfaction with placement experiences appeared to causally influence affective commitment. However, study 4 provided only limited support to the findings of study 3, partly due to its limited sample. The findings of this programme of research suggest that placement experiences have important implications for the development and maintenance of student commitment to nursing. An intervention following placement could assist in re-establishing student commitment to nursing if required. It is argued more broadly that it would be of benefit for nursing educators to manage student commitment in order to enhance retention, wellbeing and satisfaction amongst students. These findings also have the potential to enhance insight into the nature and impact of commitment in students training for other caring professions.
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Kihlberg, Emelie, and Nadine Rosenkvist. "Vietnamese nursing students' knowledge in Cardiopulmonary resuscitation (CPR) and perceptions of training in CPR." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-376662.
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Background Cardiopulmonary resuscitation (CPR) increases significantly the chance of survival in cases of a cardiac arrest. The ability to respond quickly and effectively to a cardiac arrest rests on nurses being competent, prepared and up-to-date. Nursing student’s knowledge in CPR and perceptions of their own training are crucial for the pursuit of the education of professional nurses. Aim Investigate the prerequisites for a good care of patients in need of CPR by assessing Vietnamese nursing students' knowledge in CPR as well as their perceptions on their education in CPR. Method A quantitative, cross sectional-study was conducted. A modified version of a questionnaire developed by the Swedish council of CPR was used. Nursing students at University of Medicine and Pharmacy in Ho Chi Minh City were asked to participate. The gathered data were analyzed with descriptive statistics, t-test and chi2 -test. Result The participants answered right on 41 % of the questions (571/1404). The mean-score was 5.25 and the score ranged from 0 to 9 out of 13 points on the questionnaire. Participants answered correctly on most questions regarding basic CPR and were foremost wrong about questions regarding defibrillation. There was no association between a high result on the questionnaire and students rating a high grading on preparedness and/or satisfaction. No significant difference could be found based on gender. Conclusion The knowledge in CPR, based on this survey, is generally low. One plausible explanation could be that the questionnaire did not fit the education of the participants.Bakgrund Hjärt- och lungräddning (HLR) ökar avsevärt chanserna att överleva vid ett hjärtstopp. Att kunna reagera snabbt och effektivt på hjärtstillestånd kräver att sjuksköterskor är kompetenta och förberedda. Sjuksköterskestudenters kunskaper i HLR och deras uppfattningar om sin utbildning är avgörande för den fortsatta utbildningen av professionella sjuksköterskor. Syfte Undersöka förutsättningarna för en patientsäker vård inom HLR, genom att kartlägga vietnamesiska sjuksköterskestudenters kunskaper i HLR samt att undersöka deras uppfattning om sin utbildning i HLR. Metod En kvantitativ, tvärsnittsstudie genomfördes. En modifierad version av ett frågeformulär utvecklat av Svenska rådet för hjärt- och lungräddning (HLR-rådet) användes. Sjuksköterskestudenter i en klass från University of Medicine and Pharmacy, i Ho Chi Minh City blev ombedda att delta. Den insamlade informationen analyserades med beskrivande statistik, t-test och chi2-test. Resultat Deltagarna svarade rätt på 41% av frågorna (571/1404). Det totala medelvärdet var 5.25 och poängen skilde sig från 0 till 9 av 13 poäng på frågeformuläret. Deltagarna svarade korrekt på de flesta frågor angående grundläggande HLR och svarade främst fel på frågor angående defibrillering. Det fanns inget samband mellan ett högt resultat på frågeformuläret och elever som ansåg sig vara förberedda och/eller nöjda med sin utbildning. Ingen signifikant skillnad i resultat kunde hittas baserat på kön. Slutsats Kunskaperna i HLR, baserat på den genomförda studien, är generellt låga. När det kommer till vissa frågor kan en orsak vara att frågeformuläret inte var anpassat efter deltagarnas utbildning.
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Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
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Schoen, Jodi Lynn. "CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1563.
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JODI L. SCHOEN Doctor of Philosophy degree in WORKFORCE EDUCATION & DEVELOPMENT, presented on March 22, 2018, at Southern Illinois University Carbondale. TITLE: CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS COMMITTEE CHAIR: Dr. Barbara Hagler The study of learning styles and teaching styles is a topic of growing interest and debate over the benefit of matching learning styles to teaching styles for improved student performance. There is a diversity of learning style and teaching style instruments that attempt to identify patterns or preferences. The learning theory suggests that knowing this information can improve learning through adjusting curriculum or teaching styles armed with this knowledge. A need for further research in the learning context of nurse aide student population was identified and the focus of this research. Hence, the purpose of this study was to examine the learning styles of students and teachers, teaching styles and the influence of congruency on performance. The sample for the study consisted of 187 nursing assistant students and 23 instructors. The Kolb Learning Style Inventory (LSI) version 3.1, and Grasha-Reichmann Teaching Style Inventory (TSI) were used to measure learning styles and teaching styles, and a questionnaire was used to gather demographic data. These data were compared to test scores gathered via The Illinois Nurse Aide Competency Test. The findings showed that there was no significant influence of the four learning styles identified through the Kolb LSI of accommodating, diverging, assimilating and converging. However, there was a significant relationship between the concrete experience (CE) learning style construct and decreased test performance. There were no significant findings to support the congruency of learning styles of students and teacher on outcomes. Although the mean scores of those matching learning styles achieved a higher mean of 84.75, as compared to 80.28 to those not-matching learning styles. Teachers had an increased preference for Expert, Formal Authority and Personal Model teaching styles, and teaching style had no significant effect on test performance. The most common learning styles were Diverging (39%), Assimilating (28%), Accommodating (26%) and Converging (7%) for students, and Assimilating (40%), Diverging (35%), Converging (15%) and Accommodating (10%) for teachers.
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Hall, Kathrine, S. Calhoun, Christine M. Mullins, April Stidham, and Jennifer Bruni. "Student and Preceptor Advancement in a Dedicated Education Site: An Innovative Education and Training Model for Faculty, Preceptors, and Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7132.
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Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.
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The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students.
Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills.
Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference.
The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Noordien, Ilhaam. "A cross-sectional profile of male students registered for the Bachelor of Nursing at a nursing training institution n the Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7277.
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Magister Educationis - MEdMen comprise about 10% of the nursing population globally and approximately 15% of the nursing workforce according to the South African Nursing Council. There has been an increase noted in the number of males entering the nursing profession. However, it is reported that male nurses experience discriminatory encounters related to gender bias, nursing culture, lack of equity in learning opportunities, and the stigmatisation of male nurses by the media. Although figures indicate that men remain a minority within this female-dominated profession, a university in the Western Cape reported an increased enrolment of males in the nursing programme. However, little is known about what motivates them to enter this female-dominated profession and the challenges they face within the nursing profession. Therefore, the aim of this study was to compile a profile of the current male student nursing population at his school of nursing. The objectives were to identify factors motivating male students to choose nursing as a profession; identify the perceived challenges of male students in the nursing programme; and determine any associations. A quantitative, descriptive study design was used to collect data from the study population, 218 male students registered for the undergraduate nursing programmes in 2018. Stratified sampling was used to select male students for participation in the crosssectional survey and 143 completed the self-administered questionnaire. The tool in this study was adapted from studies conducted by Bartfay et al (2010) and from O’Lynn (2003, 2013). The Cronbach’s Alpha coefficient for the Likert scale questions to determine the motivation for choosing nursing was 0.700 -and 0.905 for the perceived challenges. The Statistical Package for the Social Sciences (SPSS) version 25 was used to calculate descriptive and inferential statistics. Spearman’s correlations to calculate the strength of the relationship between the dependent variables. Mann-Whitney U test and the Kruskal- Wallis tests were used to determine the associations between the different variables. A response rate of 65.5% (143) was obtained. The majority of the male students, 84% (120) were aged between 18-25 years and 13% (18) between 26 and 33 years. The majority, 77% (110) were Blacks, 19% (27) Coloureds and 1% (2) White. Forty four percent (63) resides in the Eastern Cape, whilst 39% (56) is from the Western Cape. The spread across the different year levels from 1st to 4th year of the B. Nursing programme are 25% (35), 27(39), 21% (29) and 20% (28) respectively. The majority, 88% (126) had no previous nursing experience before commencing the nursing programme but 53% (76) were studying. The majority, 95% (137) were single and 79% (114) indicating no dependents. The desire to make a difference in society (97%, n=137) and always wanted to be a nurse (38%, n=54) were identified respectively as the most and least important intrinsic factor for entering the nursing profession. The highest rated extrinsic factors for choosing nursing ranging from 92% -76% included having a stable career; variety of career paths; travelling abroad; career mobility and using nursing as a steppingstone to other careers. However, 39% (56) were encouraged by family to do nursing. In terms of perceived challenges, the majority of male students indicated that media portrayed nursing as a female profession, 86% (122) and male nurses as gay or effeminate, 71% (102). Challenges in the clinical settings reveal that 71% (102) of the respondents fear being accused of inappropriate touching of female patients, 82% (118) indicated that female patients were reluctant to receive care from male nurses, and 78% (112) perceive that female colleagues utilize male nurses primarily to lift heavy objects or heavy patients. Finally, the results indicate that extrinsic motivations were significantly associated with the respondents’ race (p = 0.004) and province (p = 0.047). A significant association was found between intrinsic motivation and the age of those respondents who considered nursing as a profession (p = 0.000). There was a significant association between extrinsic motivations and the age when the respondents considered nursing (p = 0.016). The main recommendation that nurse educators and clinical staff be informed of the challenges and gender-based issues that male student nurses face and implement remedial actions in both the classroom and clinical areas.
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Noordie, Ilhaam. "A cross - sectional profile of male students registered for the Bachelor of Nursing at a nursing training institution in the Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7569.
Full textAbstract:
Master of Public Health - MPHMen comprise about 10% of the nursing population globally and approximately 15% of the nursing workforce according to the South African Nursing Council. There has been an increase noted in the number of males entering the nursing profession. However, it is reported that male nurses experience discriminatory encounters related to gender bias, nursing culture, lack of equity in learning opportunities, and the stigmatisation of male nurses by the media. Although figures indicate that men remain a minority within this female dominated profession, a university in the Western Cape reported an increased enrolment of males in the nursing programme. However, little is known about what motivates them to enter this female-dominated profession and the challenges they face within the nursing profession. Therefore, the aim of this study was to compile a profile of the current male student nursing population at his school of nursing. The objectives were to identify factors motivating male students to choose nursing as a profession; identify the perceived challenges of male students in the nursing programme; and determine any associations. A quantitative, descriptive study design was used to collect data from the study population, 218 male students registered for the undergraduate nursing programmes in 2018. Stratified sampling was used to select male students for participation in the cross- sectional survey and 143 completed the self-administered questionnaire. The tool in this study was adapted from studies conducted by Bartfay et al (2010) and from O’Lynn (2003, 2013). The Cronbach’s Alpha coefficient for the Likert scale questions to determine the motivation for choosing nursing was 0.700 -and 0.905 for the perceived challenges. The Statistical Package for the Social Sciences (SPSS) version 25 was used to calculate descriptive and inferential statistics. Spearman’s correlations to calculate the strength of the relationship between the dependent variables. Mann-Whitney U test and the Kruskal- Wallis tests were used to determine the associations between the different variables. A response rate of 65.5% (143) was obtained. The majority of the male students, 84% (120) were aged between 18-25 years and 13% (18) between 26 and 33 years. The majority, 77% (110) were Blacks, 19% (27) Coloureds and 1% (2) White. Forty four percent (63) resides in the Eastern Cape, whilst 39% (56) is from the Western Cape. The spread across the different year levels from 1st to 4th year of the B. Nursing programme are 25% (35), 27(39), 21% (29) and 20% (28) respectively. The majority, 88% (126) had no previous nursing experience before commencing the nursing programme but 53% (76) were studying. The majority, 95% (137) were single and 79% (114) indicating no dependents. The desire to make a difference in society (97%, n=137) and always wanted to be a nurse (38%, n=54) were identified respectively as the most and least important intrinsic factor for entering the nursing profession. The highest rated extrinsic factors for choosing nursing ranging from 92% -76% included having a stable career; variety of career paths; travelling abroad; career mobility and using nursing as a steppingstone to other careers. However, 39% (56) were encouraged by family to do nursing. In terms of perceivedchallenges, the majority of male students indicated that media portrayed nursing as a female profession, 86% (122) and male nurses as gay or effeminate, 71% (102). Challenges in the clinical settings reveal that 71% (102) of the respondents fear being accused of inappropriate touching of female patients, 82% (118) indicated that female patients were reluctant to receive care from male nurses, and 78% (112) perceive that female colleagues utilize male nurses primarily to lift heavy objects or heavy patients. Finally, the results indicate that extrinsic motivations were significantly associated with the respondents’ race (p = 0.004) and province (p = 0.047). A significant association was found between intrinsic motivation and the age of those respondents who considered nursing as a profession (p = 0.000). There was a significant association between extrinsic motivations and the age when the respondents considered nursing (p = 0.016). The main recommendation that nurse educators and clinical staff be informed of the challenges and gender-based issues that male student nurses face and implement remedial actions in both the classroom and clinical areas.
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Vernon, Yvonne B. (Yvonne Bailey). "The Effects of an Educational Program on Registered Nurse Students' Ability to Write Complete Nursing Diagnoses." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332074/.
Full textAbstract:
This study examined the effectiveness of a training program on the ability of registered nurse students to write complete nursing diagnoses. A comparison group was used as a control. There were 47 participants in the training group and 51 participants in the comparison group who received no training. Five hypotheses were used to examine the (1) complete nursing diagnoses, (2) labels, (3) clarifiers, (4) etiologies, and (5) mislabeled medical diagnoses or clinical problems as nursing diagnoses. As a pretest and posttest, participants in both groups viewed a video tape of a nursing situation and were asked to write nursing diagnoses. The training group received nine clock hours of classroom instruction on the nursing process of which three hours were on nursing diagnosis with a focus on the inclusion of label, clarifier, and etiology necessary for a complete nursing diagnosis. In the clinical component of the educational program the training group wrote nursing diagnoses as part of the nursing process. It was assumed that the comparison group did not receive comparable education. The mean difference of proportions between the pretest and posttest was computed for each group on the item tested by the hypotheses and for the difference between the two groups. Three of the five hypotheses tested in the study were accepted. The training group did have a significant increase in the average (mean) difference of proportions in the number of complete nursing diagnoses and etiologies and a significant decrease in the number of mislabeled nursing diagnoses. There was no significant difference in the number of labels and clarifiers. The training group did show a percentage increase in the number of labels and clarifiers written. There was little or no change in the comparison group over the time period of the study.
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Bradshaw, Beverley. "An evaluation of a workshop on pain assessment and management for nurses." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1149.
Full textAbstract:
The purpose of this study was to assess nurses’ knowledge of pain assessment and management, examine what change occurred immediately following a pain assessment and management workshop and examine whether any changes were retained one month later. Chin and Benne’s theory of change provided the theoretical framework for this study. Their approach to planned change involves assessing the existing structure, formulating and implementing a plan to change that structure, then evaluating the change. The following hypothesis was formulated for investigation: That nurses’ knowledge of pain assessment and management would increase after a workshop on the subject and be retained over one month. Based on the assumption that nurses’ demographic characteristics can influence their styles of learning and ability to disseminate knowledge, this study also examined whether changes in nurses’ knowledge were related to their demographic characteristics. To analyse this, the following were examined in relation to nurses’ knowledge of pain assessment and management: age, years of nursing, area of employment, level of practice, level of education and previous education in pain management. The design for this study was a one-group pretest-posttest-follow-up design. The subjects were 67 Registered and State Enrolled Nurses from country hospitals in Western Australia, involved in direct patient care, who voluntarily attended a pain assessment and management workshop. A questionnaire was adapted by the researcher and an expert nurse to measure nurses' knowledge. The results of the study support the main hypothesis that the workshop significantly increased nurses' pain assessment and management knowledge (ᵽ < .001), and that this knowledge was retained one month later. The remaining hypotheses related to demographic characteristics were not supported by this study (p > .05) with the following exceptions: Level Two Clinical Nurses (CNs) had more knowledge on the pretest, gained and retained more knowledge on the posttest and follow-up test than State Enrolled Nurses (ENs). Level One Registered Nurses (RNs) retained more knowledge on the follow-up test than ENs. In this study, each item on the questionnaire was analysed for each test. The value of this analysis was that it served to highlight where there was acceptance of or resistance to change in nurses' knowledge of pain assessment and management. Although generalisation of these results is inappropriate due to the convenience sample used, they support the opinion that a one day educational workshop can improve nurses' knowledge of pain assessment and management, and embrace the need for continued education related to this subject. An implication for nursing practice is that when nurses are prepared to learn new knowledge and change outdated concepts with the aim of improving patient care, this knowledge can be gained in relatively short courses of study.
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Bailey, Beth, Lana McGrady, Judy G. McCook, and Audry Greenwell. "Educating Nursing Students on Pregnancy Smoking Issues to Improve Regional Intervention Efforts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7182.
Full textAbstract:
Objective: Rates of pregnancy smoking in the rural South are twice national averages and contribute to poor birth and long term outcomes for affected women and children. Efforts to intervene during prenatal care with pregnant women have been hampered by lack of knowledge, skill, comfort, and commitment from prenatal providers and their nursing staff. Regional community providers and staff have been reluctant to participate in available trainings, and even those who do seldom exhibit attitude and practice change long term. Therefore, efforts to educate health care professionals on the dangers of pregnancy smoking, and to provide necessary skills for intervention efforts, may need to occur before they ever enter practice. Thus, the goal of the current project was to implement and evaluate a pregnancy smoking-related training session for baccalaureate nursing students in rural Southern Appalachia. Design: Nursing students attended training on pregnancy smoking dangers/intervention techniques.
Sample: Third year students beginning clinical rotations in obstetrics.
Methods: 1.5-hour training including pre- and post-tests.
Implementation Strategies: Four months later, follow-up survey assessed gains in knowledge, skill, comfort, and willingness to address smoking.
Results: Over seven semesters, 659 nursing students were trained. Substantial gains in knowledge of pregnancy smoking issues were seen from pre- to post-testing, with knowledge retained at four- month follow-up. The percentage of students who felt they lacked skills to intervene with pregnant smokers dropped from 39% at pre-test to 6% at same day post-test. In addition, the percentage who reported they would be uncomfortable talking with pregnant women about smoking dropped from 10% to 1%, while the percentage who indicated they would always make time to address smoking with pregnant women increased from 54% to 87%. While most students did address smoking with multiple pregnant patients encountered during clinicals, and over half felt the patients benefited from their actions, only 58% were confident in their intervention skills at four month follow-up. Finally, 83% felt the training had been beneficial, and over 90% committed to addressing smoking with pregnant patients once they graduated.
Conclusion/Implications for nursing practice: Training can increase nursing student knowledge, skill, comfort, and willingness to address smoking with pregnant women. However, it appears ongoing education may be needed to promote skills and confidence long term. In the rural South, where smoking rates are high and provider efforts to address pregnancy smoking are inconsistent, educating future nurses could have substantial impact on pregnancy smoking rates and birth outcomes into the future.
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Razer, Abby. "ACCELERATING THE NOTICING SKILLS OF NURSING AND MEDICAL STUDENTS USING STAGED VIDEO SIMULATION." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1322.
Full textAbstract:
This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness.
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Florisson, Steven J. "Aboriginal Students Perceptions Of The Effect Of Vocational Education And Training On Post School Experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1547.
Full textAbstract:
Over the past decade there have been dramatic and unprecedented changes in post compulsory education, with an increase of over 40% for year 12 retention rates to 76.6% in 1992 and huge expansion of year 11 and 12 vocational education and training programs. However, for Aboriginal past compulsory age students, the picture is very different. In 1993 the year 12 Aboriginal retention rate was only 24.48% or 982 students (Australia wide), and by 1996 only 10% of the indigenous 15 and older population had any post school qualification, compared to 35% of the total population. Only 34% of West Australian Indigenous 15 to 24 year olds were employed compared with 56% of the total population. Aboriginal students not participating in education have been the subject of many reports, reviews and studies, but few of these have looked at Aboriginal vocational education and training and even fewer at the Aboriginal students own perception of education. The purpose of this study is to explore and describe the experience of Aboriginal students who have been involved in secondary school vocational education and training programs at Wongutha Christian Aboriginal Parent-directed School (Wongutha CAPS) to ascertain particular experiences that affected the students in their post school situations. Apart from the value of sharing the experiences of Aboriginal students, it is anticipated that the conclusions of this study will: help identify methods of training that have been effective for Aboriginal students, help identify particular courses that more readily articulate into further training and employment, help identify the specific needs of Aboriginal vocational education and training students, help identify factors which have led to poor year 11 and 12 retention levels, and poor participation rates in employment, assist educators in developing vocational education and training curriculum that is relevant to the needs of Aboriginal students, and deleting from vocational education and training programs material that is not relevant. This study provides educators with a student's "inside view” of vocational education and training experiences. The study involves post secondary Aboriginals who participated in secondary vocational education and training programs at Wongutha CAPS for a period of six months or longer at some time within the past nine years. The study utilises a phenomenological methodology with data collection by interview.
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Neal, Terry I. "Mentoring, self-efficacy, and nurse practitioner students a modified replication /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/754.
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Dunn, Sandra V. "The relationship between the clinical learning environment and the clinical problem solving ability and confidence of undergraduate nursing students." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36670/1/36670_Digitised%20Thesis.pdf.
Full textAbstract:
Within nursing, there is a strong demand for high quality, cost effective clinical education experiences which facilitate student learning in the clinical setting. The concept of learning environment has been well accepted in the educational literature (Bloom, 1964; Fraser, 1986; Keeves, 1972) but is relatively new to nursing education. Bloom (1964) has described the educational environment as "providing a network of forces of factors which surround, engulf, and play on the individual" (p. 187). The learning environment has been repeatedly shown to strongly influence learning outcomes (Bloom, 1964; Fraser, 1986; Hart, 1992; Keeves, 1972; Orton, 1981 ). For the purposes of this study, the clinical learning environment was defined as "those factors within the clinical setting which interact dynamically with each other and the student to influence the learning of the student within that setting".
This study was framed in an interactive model based in educational psychology. The aim of this study was to explore the clinical learning environment and the effects of this environment on student learning outcomes, specifically the clinical problem solving ability and confidence of undergraduate nursing students. A multiple methods research design was used, integrating quantitative and qualitative methods with triangulation (confirmatory) and complementary (completeness) intents (Breitmayer, Ayres, & Knafl, 1993; Greene, Caracelli, & Graham, 1989).
Four quantitative instruments were used during data collection. The Clinical Learning Environment Scale (CLES) was used to collect quantitative data on the clinical learning environment and a videotaped patient simulation, the Clinical Performance Appraisal Tool, and the Problem Solving Inventory were used to assess students' clinical problem solving ability and confidence. Focus group interviews were conducted to explore students' perceptions of the clinical learning environment and their own problem solving ability.
This study investigated students' perceptions of their clinical learning environment, identifying those factors which influence these perceptions. The items forming the CLES subscale "staff-student relationships" and the qualitative category "attitudes" highlighted the major influence of the clinical nursing staff on the students' perceptions of the clinical learning environment. They described the importance the students attached to the willingness of the staff to accept students, to engage in a teaching relationship, and to provide access to the clinical experiences the students required for optimum learning. The Clinical Nurse Consultant was seen to play a pivotal role in establishing and maintaining the clinical learning environment, and in influencing the attitudes of the entire ward. The data described the CNC's influence on valuing the student as a learner and participating in the students' teaching and learning. Patient relationships also formed a key characteristic of the clinical learning environment. Positive learning environments were perceived to place a high priority on meeting the needs of each individual patient. The attitude with which the staff approached patient care often seemed to reflect their attitudes towards the students. Student satisfaction was consistently identified as the most reliable index of clinical learning environment. The results of the study indicated that student satisfaction was both a cause and effect of a positive learning environment. A productive, stimulating, and supportive environment created more satisfied students, and more satisfied students facilitated the achievement of a more effective clinical learning environment. The data indicated that the ability to meet goals and achieve optimum outcomes for the multiple participants in a clinical setting was best created in a ward which was not bound by hierarchy and ritual, but responsive to the changing needs of the participants.
The year of the nursing program in which the student was enrolled, structure and public or private sector setting of the clinical venue, ward size, and ward specialty were significantly related to aspects of the students' perceptions of the clinical learning environment and their problem solving attributes. The CLES factors "staff-student relationships" and "patient relationships" were shown to be weakly predictive of clinical problem solving ability and confidence (p <.05). Interview data corroborated this view, highlighting the importance of interpersonal relationships and structured problem solving opportunities in development of student clinical problem solving ability and confidence. In an environment where students were encouraged to practise clinical problem solving but felt assured they would not be allowed to do any harm, they were best able to develop the clinical problem solving ability and confidence so essential to effective nursing practice.
The results of this study may assist nurse educators to identify and measure factors within the clinical learning environment which influence student learning outcomes. The Clinical Learning Environment Scale provides the educator with a valid and reliable instrument to evaluate effectively relevant factors in the clinical learning environment, direct resources to areas where improvement may be required, and nurture those areas functioning well. The appropriate implementation of recommendations from this study may assist in the application of resources in a cost effective, efficient, productive manner, and will ensure the clinical learning environment best facilitates the development of clinical problem solving ability and confidence in undergraduate nursing students.
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McLachlan, Maria Elizabeth. "Experiences influencing the academic performances of 1st year nursing students at the Western Cape College of Nursing, South Africa, during 2008." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9892_1338815714.
Full textAbstract:
This is a qualitative study, the aim of which is to explore experiences influencing the
academic performance of 1st Year nursing students at the Western Cape College of Nursing,
South Africa, during 2008 when the College was confronted with unprecedented failure rates
among 1st Year students. It describes the Collegeâs collaboration with a higher education
institution and the changes that emanated from this collaboration. The influence of
situational factors on 1st Year nursing students is explored. These include the legacy of the
inequality of past learning opportunities, institutional factors which hamper studentsâ sense of
belonging, and the social and academic integration of students into their learning
environment. The methodology used in the process of exploring these factors included focus
group discussions with students and in-depth interviews with staff in order to explore their
respective perceptions of the problem. From this it is hoped that the quality of human
resources for health will be enhanced.
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Kho, Jimmy P. "International student perceptions of the quality of learning experiences in vocational education and training." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1286.
Full textAbstract:
The private VET education industry has done well to maintain a high self-concept among the students, and perhaps the overall high praise of the teaching staff have contributed to maintaining high self-concepts among the students. Most international students treasured the social cultural, environment and lifestyles aspects of their stay in Australia and these items are also among the easy items of the linear scale produced in this present study.
The Rasch self-concept findings were consistent with the qualitative findings where students related much of their positive self-concept through their non-academic activities. Importantly, when the student’s Self-Concept is high they are able to benefit beyond just passing the units, they are able to find value and purpose in their study. The sub-group Standards which form part of the measure of Motivation to Achieve Academically seems to be rated harder by the students than was predicted, this may be due to the students not being familiar with the standard of the Australian VET system. Students may not have had sufficient understanding of the academic requirements of VET courses. This may have caused the students to be insufficiently prepared for their academic study and not fully informed of the standards expected of them. Some students perceive VET courses to be easier and can lead to good employment opportunities. Many international students do rate positively the opportunity to work and this could have provided the motivation for their courses.
Looking at the qualitative messages from the students, the colleges could do more to assist the students by assessing the language and study skills of the students and provide appropriate training to upgrade their skills accordingly. The colleges could also provide a more adequate explanation of the VET system to the students so as to better prepare the students with the necessary skills to pursue their academic studies. The negative responses were mainly about lack of resources and facilities among educational service providers and highlight the negative impacts when such expectations were not met. The colleges should be more aware that international students need more opportunities and facilities for these social, cultural and recreational activities
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Wojtowicz, Bernadine. "Moral distress during psychiatric clinical placements : perspectives of nursing students and their instructors." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3240.
Full textAbstract:
The purpose of this study is to gain a richer understanding of the experiences of
moral distress for nursing students within the context of psychiatric-mental health clinical
placements, examine strategies students use to effectively manage distress, and explore
student and instructor roles as agents of change to reduce the negative impact of moral
distress. Nursing students and instructors engaged in semi-structured interviews and
focus groups, respectively, to examine the complexities of this phenomenon. This study
utilized second-person action research based on Jürgen Habermas’ Theory of
Communicative Action. Findings indicated that nursing students experience moral
distress when they are powerless and lack role models to follow in taking action to
address situations that are “not right”. Nursing instructors acknowledge their
responsibility to prepare students for practice, but are also powerless as “guests” within
the practice setting and are powerless to effect change on a hierarchical medical system.
Findings indicate that both nursing education and health care institutions must make
changes in their approaches to practice if they wish to empower nursing professionals to
provide safe, competent, and ethical care to patients.vii, 139 leaves ; 29 cm
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Bugarski, Maja. "The Factors Influencing the Self-Efficacy of Nursing Preceptors." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38084.
Full textAbstract:
Background. In Canadian baccalaureate nursing education, many schools pair their nursing students with a nurse preceptor to complete a consolidation placement in their final year of studies. The preceptor plays an important role in students’ learning and their success in the program. Although there are many factors that may influence preceptors’ ability to be successful in the role, the literature suggests that self-efficacy may affect their performance as a preceptors and may have an impact on students’ learning and their preceptorship experience. Self-efficacy is defined as a person’s confidence in their abilities to complete a task or goal. As such, preceptors with greater self-efficacy may be more effective in their role and may have a positive impact on students’ learning. Therefore, it is important to assess factors that influence preceptors’ self-efficacy as this knowledge could help inform and target the development of preceptor training programs, preceptor selection criteria and preceptor supports.
Objectives. The purpose of this thesis is to explore the factors that affect the self-efficacy of preceptors. Five factors were investigated, including: (1) nursing experience, (2) preceptor experience, (3) vicarious preceptor experience, (4) preceptor training, and (5) the personality trait neuroticism. These variables are derived from Bandura’s (1986) theory of self-efficacy.
Design. This study was conducted using a cross-sectional, non-experimental study design.
Methods. A total of 95 nurse preceptors participated in the study by completing an online survey and were recruited using multiple strategies, including social media. The survey was comprised of demographic questions, a measure of the Big-Five personality traits, and a measure of clinical teaching self-efficacy. Correlation, independent t-tests and ANOVAs were done to analyze the data.
Results. A statistically significant correlation was found between self-efficacy and two independent variables: nursing experience (r = 0.33, p < 0.01) and the personality trait of neuroticism (r = -0.21, p = .05). Additionally, self-efficacy was correlated with agreeableness (r = 0.22, p = .03) and age (r = 0.41, p < 0.01). A statistically significant difference in self-efficacy was found between diploma and bachelor degree nurses (mean difference = 0.37, p = .02), and bachelor degree and graduate degree nurses (mean difference = -0.45, p = .02).
Conclusion. Three key results were found to influence the self-efficacy of nurse preceptors. This knowledge can be incorporated into preceptor training, preceptor support and the preceptor selection process.
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Puhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
Full textAbstract:
The standards of written literacy of teacher-education students at Edith Cowan University are perceived by many staff to be inadequate. The Faculty of Education's response to this perceived inadequacy is to carry out a mandatory skills-based remedial writing programme for students whose literacy competencies are judged to be deficient, The instrument used to assess the students' literacy competencies is the English Skills Assessment test. The students' performances in the various skills which the test purports to measure, also determine the area in which they are given remedial instruction if the results of the test suggest this is necessary. However, many Faculty of Education staff are concerned that there are important conceptual, structural, and organisational inadequacies in students' writing which are not identified by the English Skills Assessment test and, therefore, are not attended to in remediation programmes based on the results generated by this test. This study was an evaluation of the remedial literacy programme conducted by the Faculty of Education at Edith Cowan University. The programme was evaluated from two perspectives (a) a theoretical perspective and (b) a practical perspective. Firstly, the study evaluated the procedures used by the Faculty of Education to diagnose and remediate writing difficulties among its first year student intake by comparing the assumptions underlying those procedures to the assumptions underlying a contemporary perspective of writing and the teaching of writing. This comparison revealed that not only were many of the procedures used by the Faculty ineffectual, but also some of the procedures used had the potential to inhibit the literacy development of its students. Secondly, the study investigated whether the English Skills Assessment test was able to identify (a) all the areas in which students experienced difficulties inwriting and (b) the students who were likely to experience the difficulties. The performances of 426 first year primary and secondary teacher education students attending the Mount Lawley Campus of the Edith Cowan University in the English Skills Assessment test were compared with their performances in a research-essay assignment, carried out as a normal part of their course work. The results of this aspect of the study reinforce the findings of an earlier study (Holbrook & Bourke, 1989) which reported that the English Skills Assessment test neither identified all the areas in which tertiary level students experience difficulty in their real writing nor the students likely to experience difficulties, This study shows that Holbrook and Bourke's findings, which related to narrative text, also applied when students wrote expository text. These results challenge the validity of the Faculty's use of the English Skills Assessment test as a means of identifying students with writing problems and show that any remedial writing programme based solely on the areas identified by the test will have a limited impact on the development of students' written literacy. In addition to the data originally sought for this study, other information came to light which showed the limitations of the way in which the Faculty conceptualises students' literacy needs. The emphasis of this programme is diagnosis and remediation. This conceptualisation has produced a literacy unit which is peripheral to the mainstream academic programme and which teaches the surface features of language in decontextualised, skills-based lessons. As a consequence, the unit: (a) is accorded marginal status by lecturers and students alike, ( b ) bears little relationship to what is happening in other units of the course, and (c) contributes little, if anything, to students' literacy development. It is clear from the findings of this study that the Faculty of Educator's remedial literacy programme contains serious flaws which cannot be rectified by attempting to modify the existing programme, The study concludes by recommending that the Faculty of Education should abandon its existing programme, along with its remedial emphasis, and institute a new programme designed to cater for the literacy needs of all its students. That is, all incoming students should be required to undertake a foundation unit which outlines the Faculty of Education's requirements and expectations of students, and teaches them the structures and processes (reading, writing, and thinking) required for successful learning in Bachelor of Arts (Education) courses.
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Watkins, Kirsten Doné. "An exploration of personal, relational and collective well-being in nursing students during their training at a tertiary education institution / Kirsten Watkins." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4975.
Full textAbstract:
Nursing students are part of the larger nursing community, and their well-being is closely related to that of the community in which they function. Various reports indicate that the South African nursing profession is in crisis due to staff shortages and poor working conditions. Insufficient numbers of registered nurses are entering the profession, and the resultant work pressure, especially for nurses working in the public sector, increases the risk of burnout. A pressing need exists for nursing students to graduate and enter the workforce to alleviate the serious staff shortage. The aim of the research was to explore the different dimensions of well-being as described by nursing students during their nursing studies. A purposive and availability sample was used to explore the experiences of first-year students of the School of Nursing Science at the North-West University during 2008. Qualitative data-gathering methods included in-depth interviews, focus group discussions, personal diaries and visual data-gathering methods such as collages and the Mmogo-method™. A secondary analysis of the qualitative data obtained during 2008 was conducted, and the findings were complemented by a qualitative, exploratory and inductive design to explore the experiences of the same students in the same context two years later in 2010. A case study method was used to explore the experiences of the students. Themes that emerged from the data gathered during the first and the second phase of the research relate to the three sites of well-being as described by Prilleltensky and Prilleltensky (2006), namely personal, relational and collective well-being. Well-being in this research refers to the complexity inherent in the multifaceted profession of nursing and is understood as optimal functioning in all aspects of the person in relation to other people as well as the broader context of the nursing community. The findings should be contextualised against the many adverse circumstances to which students are exposed during their first weeks of training. Many of the students are away from home, often for their first time, and they have to adapt to academic workloads and practical training hours as well as acquire the coping skills needed to manage these new challenges. The students in this study reported high levels of stress and anxiety during their training and said they felt under pressure because of the long hours and heavy workloads. Despite this pressure, many of the students maintained a positive attitude and reiterated their desire to become nurses. Relational well-being included support from friends, family members and lecturers. These were important sources of support for the students. Collective well-being was a major concern, and the students were outspoken about the unhealthy broader context in which they had to function. The situation in the nursing community generally is reflected in the training of nurses. This research highlighted a collective environment that was not conducive to the holistic well-being of the student nurses in the study. Such well-being is crucial as they enter the workforce and face the challenges encountered there.Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2010.
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Tiger, Axelsson Malin, and Christina Johansson. "Främjar scenarioträning sjuksköterskestudenters färdighet och förmåga i ett vårdtekniskt moment? : En interventionsstudie." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34992.
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Bakgrund: Universitet och högskolor har utvecklat kliniska träningscentrum (KTC) där sjuksköterskestudenterna får integrera kliniska och teoretiska kunskaper. Scenarioträningar innebär att ett antal färdigheter läggs samman till ett autentiskt patientfall och färdighetsträning innebär att lära sig tekniken eller handling med upprepningsmöjligheter. Tekniken har utvecklats i takt med att sjukvården blivit allt mer komplex. Syftet: Syftet med denna studie var att jämföra två olika inlärningsmetoder i att koppla en infusion till en perifer venkateter bland sjuksköterskestudenter. Jämförelsen var mellan färdighetsträning och en kombination av färdighetsträning och scenarioträning. Metod: Fyrtio sjuksköterskestudenter rekryterades från termin 4 och indelades i en interventionsgrupp (19 studenter) och en jämförelsegrupp (21 studenter). Interventionsgruppen fick färdighet och scenarioträning och jämförelsegruppen fick färdighetsträning i att koppla en infusion till en perifer venkateter. Yrkeshandledare utvärderade studentens färdighet och förmåga att koppla en infusion under studenternas verksamhetsförlagda utbildning. Utvärderingen skedde med hjälp av ett frågeformulär baserat på OSCE protokoll och innehöll 5 domäner. Data analyserades med Chi-2 test och Mann-Whitney U test. Statistik programmet SPSS användes för att analysera utfallet. Resultat: Inga signifikanta skillnader sågs mellan grupperna beträffande bemötande, hygien, ergonomi, vårdteknik samt dokumentation. Båda grupperna uppnådde höga resultat inom alla domänerna förutom hygien och vårdteknik. Slutsats: Scenarioträning ökade inte studenternas färdighet och förmåga i att koppla en infusion till en perifer venkateter. Båda grupperna visade att det behövs mer träning på KTC i hygien och vårdteknik.
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Pama, Nomzekelo. "Factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4524.
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In nursing education, experiential learning is an important part of the curriculum and accounts for almost half of the requirements for the nursing programmes. A positive relationship with and collaboration between the training institutions and clinical placement facilities are vital for student achievement. Nurse educators are also expected to involve themselves in clinical accompaniment to bridge the theory-practice gap. Student nurses placed in midwifery clinical learning environments experience difficulty in meeting their experiential learning outcomes and programme requirements. Due to the overcrowded clinical facilities, they compete for the limited learning opportunities and resources which make the integration of theory and practice difficult. Therefore, this leads to delay in the commencement of community service by some of the nursing students as they do not graduate because of not achieving midwifery clinical outcomes and programme requirements. The purpose of the study is to assess factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape and the main objectives of the study were to: • Identify the challenges affecting the quality of learning in the clinical learning environment. • Determine the nature of supervision for experiential learning of midwifery students. • Determine the role of a nurse educator in the experiential learning of student nurses in midwifery clinical learning environment. Methods and analysis A quantitative, descriptive survey was conducted by making use of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 115 student nurses within the selected sites. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the learning environment (2) the supervisory relationship and (3) the role of the nurse teacher (lecturer).
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Caka, Ernestina Masebina. "Best practice guideline for the transition of final year nursing students to professional nurses in the military health service in South Africa." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021097.
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The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.
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Hunter, Janet. "Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1688.
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Children in rural and remote schools typically underperform in measures of literacy achievement (e.g., NAPLAN) from as early as year three. Data collected over time indicate that as children get older, the gap increases between those students who meet the national benchmarks and those who do not. Additionally, Indigenous children are overrepresented in this group of students who are underperforming in measures of literacy achievement. This study seeks to explore the conditions surrounding this phenomenon and to tease out the complexities present in rural and remote contexts that might contribute to this underachievement.
One remote and six remote‐rural schools in Western Australia were the focus of the study. Both qualitative and quantitative approaches were used to collect data over three years. Qualitative data were collected using an ethnographic approach, through classroom observations and informal and formal interviews with students, teachers, school leaders, support staff and some parents. From these observations and interviews, teacher and student case studies were constructed. Quantitative data were collected from children through a range of early literacy assessment tasks. Around 60 children were assessed each year for three years. Approximately half of the children each year were Indigenous and half non‐Indigenous.
The notion of educational criticism and connoisseurship (Eisner, 1985) was used as a way to describe, interpret and evaluate the literacy teaching practices which occurred in schools and classrooms. Habermas's (1971) “knowledge constituent interests” were used as lenses through which to interrogate the data. The quantitative data informed the technical interest, while the qualitative data were interrogated using the practical and critical lenses.
The study indicated that barriers to children’s academic success may exist at a number of levels. First, many children enter such schools with limited knowledge to support the development of school English literacy, therefore particular attention needs to be paid to this during their first years of schooling. While all children are likely to make progress in developing school English literacy, for many children the extent and rate of progress is dependent on focussed and knowledgeable teaching.
Second, such schools are typically staffed by teachers in the early years of their career, who need support to develop their pedagogical, content and cultural knowledge to the degree necessary for successfully teaching early literacy in such contexts. Additionally, the relative remoteness of the context in which they are working often makes it difficult for them to access ongoing professional learning and support. Third, school leaders are typically in their first position in that role, with the consequence that they may be less able to support new teachers at the classroom level.
This study is significant because it seeks to unravel the complicated web of factors that impact on the quality of literacy instruction that is provided for children in in remote and remote‐rural schools in Western Australia. There needs to be available a range of measures at every level, that can be tailored to fit the needs of a particular school at any given time.
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Mampunge, Fezeka. "Experiences of final year nursing students at a public college of nursing in the Eastern Cape province regarding their preparedness to become registered nurses." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006815.
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Within the nursing profession, the transition from the student to a graduate nurse is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of a professional journey as a nurse and a member of the multidisciplinary team (Nash, Lemcke & Sacre. 2009:48). This is a period of adjustment, stress, growth and development and the transitional nurse is likely to feel uncomfortable, fearful and may experience feelings of inadequacy. This study was undertaken to explore and describe the experiences of final year nursing students at a public college of nursing in the Eastern Cape regarding their preparedness to become registered nurses, with the aim to identify gaps and make recommendations on strategies to close the gaps. The objectives were to explore and describe the experiences of final year nursing students at the public college of nursing in the Eastern Cape Province with regard to their preparedness to become registered nurses and to recommend strategies to improve the preparation of nursing students for transition to become registered nurses. To answer the research question “What are the experiences of final year nursing students at a public college of nursing in the Eastern Cape Province with regard their preparedness to become registered nurses”, a qualitative, explorative and descriptive design was used as a framework for the study. Data were collected by means of unstructured focus group interviews with a purposively selected sample of 27 final year nursing students at the particular college of nursing. Data were analysed using Tesch’s method of analysis for qualitative research. Two themes emerged, revealing that participants at the college experienced preparedness and lack of preparedness to assume the role of a professional nurse. This related to certain aspects that had an impact on the preparation of the final year nursing students for practice and included: curriculum-related aspects; clinical teaching and learning support; learning opportunities; interpersonal relationships between lecturers, students and clinical staff; equipment; and library resources. It was concluded that the learning needs of the nursing students were not adequately catered for, leading to lack of preparedness. Through the involvement of nursing students in the evaluation of their learning, shortfalls in both education and practice areas could therefore be detected. Recommendations regarding strategies to be used to promote preparedness of final year nursing students included: continuous feedback on student performance in the form of exit evaluations on the part of students to identify learning needs; writing of progress reports on the part of clinical practice; and the employment of clinical preceptors with clear role specifications between the lecturers, ward sisters and preceptors to avoid role confusion.
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Munangatire, Takaedza. "Nursing students perceptions and experiences of high fidelity simulation as a learning and teaching strategy in a resource limited setting." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95867.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Introduction and Background High fidelity simulation (HFS) refers to a mannequin that is modeled to represent a human and is programmed to produce physiologic functions such as palpable pulses, voices and abdominal sounds through computer interfaces. Recent introduction of HFS for learning nursing skills like critical thinking and problem solving in the developing world (Lesotho) has generated debate. The debate is centered on the acceptability of HFS, its effectiveness as a learning strategy compared to its high cost, especially in resource limited settings. Its acceptability in the developing world to date is mixed, affecting its ultimate utilization. Therefore contextual differences between developing and developed countries suggest that research findings on the evaluation of acceptability of HFS in the two places could be different. Additionally, health sciences education is a highly complex discipline with huge differences in practices within and across classes, schools, sites and countries, making it difficult to generalize findings from other settings to the setting of Lesotho. Aim The purpose of this study was to explore third year diploma in nursing students’ perceptions and experiences of HFS use in learning nursing skills. Methods A qualitative descriptive design was utilized to investigate HFS use at a school of nursing. Sixteen participants took part in three separate focus group discussions in two groups of five, and one group of six participants. The data was analyzed thematically. Results Students had mixed perceptions, positive and negative, based on the nature of their experiences which were both fulfilling and frustrating. This study revealed five key themes that shaped students experiences, hence perceptions of using HFS in learning. The themes are authentic learning environment, unique learning opportunities, access, contextual factors and transfer of skills. Discussion Student nurses had both positive and negative experiences of using HFS in learning. They believe that HFS is a valuable learning strategy but that it needs to be better utilized. Student nurses perceive HFS as providing an authentic learning environment which allows learning of complex skills like critical thinking and problem solving. On the other hand, they believe that learning can be improved if HFS is more accessible for use by students and if supervisors are adequately trained and students are better oriented on the use of HFS in learning. Conclusions HFS is viewed as an effective learning strategy among nursing students in resource limited settings, although there in need to improve its utilization for better learning experiences and outcomes.
AFRIKAANSE OPSOMMING: Inleiding en Agtergrond Hoëtrou-simulasie (HTS) verwys na ’n pop wat gemodelleer is om ’n mens te verteenwoordig en geprogrammeer is om fisiologiese funksies soos tasbare polse, stemme en abdominale klanke te lewer deur rekenaar-koppelvlakke. Onlangse bekendstelling van HTS in die aanleer van verpleegvaardighede soos kritiese denke en probleemoplossing in die ontwikkelende wêreld (Lesotho) het debat laat ontstaan. Die debat sentreer om die aanvaarbaarheid van HTS en sy effektiwiteit as ’n leerstrategie in vergelyking met sy hoë koste, veral in hulpbronbeperkte omgewings. HTS se aanvaarbaarheid op verskillende plekke in die ontwikkelende wêreld tot op datum is gemeng, wat die uiteindelike gebruik daarvan raak. Daarom dui kontekstuele verskille tussen ontwikkelende en ontwikkelde lande aan dat navorsingsbevindings oor die beoordeling van aanvaarbaarheid van HTS in die twee omgewings kan wissel. Bykomend is opleiding in die gesondheidswetenskappe ’n uiters komplekse dissipline met groot verskille in praktyke binne en oor klasse, skole, omgewings en lande, wat dit moeilik maak om bevindings van ander omgewings tot die omgewing van Lesotho te veralgemeen. Doel Die doel van hierdie studie was om derdejaar-diplomaverpleegstudente se persepsies en ervarings van die gebruik van HTS vir die aanleer van verpleegvaardighede te ondersoek. Metodes ’n Kwalitatiewe gevallestudieontwerp is benut om die verskynsel van HTS by Paray Verpleegkundeskool te ondersoek. Sestien deelnemers het aan die verskillende fokusgroepbesprekings deelgeneem in twee groepe van vyf, en een groep van ses deelnemers. Die data is ontleed met die gebruik van die konstante vergelykingsanalise-model. Resultate Studente het gemengde waarnemings, positief en negatief, ervaar, gebaseer op die aard van hul ondervindings wat sowel vervullend as frustrerend was. Hierdie studie het vyf sleuteltemas geopenbaar wat studente se ondervindings, en sodoende hul waarnemings van die gebruik van HTS in opleiding gevorm het. Die temas is outentieke leeromgewing, unieke leergeleenthede, toegang, kontekstuele faktore en oordrag van vaardighede. Bespreking Studentverpleegsters aanvaar die gebruik van HTS om verpleegvaardighede te leer. Hulle glo dat HTS ’n waardevolle leerstrategie is, wat egter beter benut moet word. Studentverpleegsters beskou HTS as ʼn verskaffer van ʼn outentieke leeromgewing wat die aanleer van komplekse vaardighede soos kritiese denke en probleemoplossing toelaat. Aan die ander kant glo hulle dat opleiding verbeter kan word indien HTS meer toeganklik is vir gebruik deur studente en indien toesighouers voldoende opgelei is en studente beter voorgelig word in die gebruik van HTS as opleidingsmiddel. Gevolgtrekkings HTS is ʼn aanvaarbare leerstrategie onder verpleegstudente in omgewings met beperkte hulpbronne, hoewel daar ʼn behoefte is om die benutting daarvan vir beter leerervarings en uitkomstes te verbeter.
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Alhassan, Mustapha [Verfasser], Stefan [Gutachter] Wilm, and Andrea [Gutachter] Icks. "Communication skills training (CST) to enhance nursing and midwifery students’ empathy, communicative competence, communication skills attitude, and self-efficacy / Mustapha Alhassan. Gutachter: Stefan Wilm ; Andrea Icks." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2016. http://d-nb.info/1104367041/34.
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Haukka, Sandra, and s. haukka@qut edu au. "Research training and national innovation systems in Australia, Finland and the United States: a policy and systems study supported by 30 case studies of research students in the fields of geospatial science, wireless communication, biosciences, and materials science and engineering." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20061109.120913.
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Reforms to the national research and research training system by the Commonwealth Government of Australia sought to effectively connect research conducted in universities to Australia's national innovation system. Research training has a key role in ensuring an adequate supply of highly skilled people for the national innovation system. During their studies, research students produce and disseminate a massive amount of new knowledge. Prior to this study, there was no research that examined the contribution of research training to Australia's national innovation system despite the existence of policy initiatives aiming to enhance this contribution. Given Australia's below average (but improving) innovation performance compared to other OECD countries, the inclusion of Finland and the United States provided further insights into the key research question. This study examined three obvious ways that research training contributes to the national innovation systems in the three countries: the international mobility and migration of research students and graduates, knowledge production and distribution by research students, and the impact of research training as advanced human capital formation on economic growth. Findings have informed the concept of a research training culture of innovation that aims to enhance the contribution of research training to Australia's national innovation system. Key features include internationally competitive research and research training environments; research training programs that equip students with economically-relevant knowledge and the capabilities required by employers operating in knowledge-based economies; attractive research careers in different sectors; a national commitment to R&D as indicated by high levels of gross and business R&D expenditure; high private and social rates of return from research training; and the horizontal coordination of key organisations that create policy for, and/or invest in research training.
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Haukka, Sandra. "Research training and national innovation systems in Australia, Finland and the United States : a policy and systems study supported by 30 case studies of research students in the fields of geospatial science, wireless communication, biosciences, and materials science and engineering." Thesis, RMIT University, 2006. https://eprints.qut.edu.au/32212/1/Sandra_Haukka_PhD_thesis.pdf.
Full textAbstract:
Reforms to the national research and research training system by the Commonwealth Government of Australia sought to effectively connect research conducted in universities to Australia's national innovation system. Research training has a key role in ensuring an adequate supply of highly skilled people for the national innovation system. During their studies, research students produce and disseminate a massive amount of new knowledge. Prior to this study, there was no research that examined the contribution of research training to Australia's national innovation system despite the existence of policy initiatives aiming to enhance this contribution. Given Australia's below average (but improving) innovation performance compared to other OECD countries, the inclusion of Finland and the United States provided further insights into the key research question. This study examined three obvious ways that research training contributes to the national innovation systems in the three countries: the international mobility and migration of research students and graduates, knowledge production and distribution by research students, and the impact of research training as advanced human capital formation on economic growth. Findings have informed the concept of a research training culture of innovation that aims to enhance the contribution of research training to Australia's national innovation system. Key features include internationally competitive research and research training environments; research training programs that equip students with economically-relevant knowledge and the capabilities required by employers operating in knowledge-based economies; attractive research careers in different sectors; a national commitment to R&D as indicated by high levels of gross and business R&D expenditure; high private and social rates of return from research training; and the horizontal coordination of key organisations that create policy for, and/or invest in research training.
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Borrageiro, Filomena. "Clinical learning environment and supervision : student Nurses experiences within private health care settings in the Western Cape." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86616.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Background - Student nurses indicated that the clinical environment was not conducive to learning because they were part of the ward staff ratio and clinical supervision was inadequate. Upon observations by the researcher and feedback from student nurses’ a study was planned to identify the clinical experiences and supervision. The study itself was conducted within private health care settings in the Western Cape Province of South Africa. Objectives - The objective of this study was to determine the experiences of student nurses of the clinical learning environment. To also identify the support and clinical supervision that the student nurses received from ward staff, clinical facilitators and lecturers. Methods and analysis - The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 234 student nurses within the selected sites. A quantitative, descriptive cross-sectional survey was conducted by making use of the CLES+T evaluation scale. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the Learning environment, (2) the Supervisory relationship and (3) the Role of the nurse teacher (lecturer). Results - The clinical learning environment was experienced as mostly positive by the student nurses; however the format and type of clinical accompaniment and supervision students received varied. Conclusion - This study gave valuable insights into the status of the clinical learning environment, the clinical accompaniment and supervision of student nurses which can be useful to the nursing school in order to enhance existing nursing programmes.
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Björk, Johan, and Kristofer Ellery. "Simulera mera : Ger övning färdighet?" Thesis, Röda Korsets Högskola, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-242.
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Bakgrund: Kommunikation mellan personal inom hälso- och sjukvården är viktiga faktorer för att kunna garantera patienten säker vård. Sjuksköterskan ska ha kompetens att kunna fördela och koordinera uppgifter samt ha översikt av teamarbetet. Sjuksköterskan bör ha kunskap om säkerhetsarbete för att kunna garantera säker vård. Det finns ett uttryckt behov inom vården av relevanta och tidsenliga lag- och kommunikationsövningar, där teambaserade simulatorövningar framstår som en pedagogisk och tillförlitlig inlärningsmetod. Syfte: Att beskriva vad studenter vid ett lärosäte, som utbildar sig till specialistsjuksköterskor inom intensivvård, anser om teambaserad fullskalesimulatorträning. Metod: En pilotstudie där 32 sjuksköterskor som studerar till specialister inom intensivvård, ombads svara på en enkät om vad de ansåg om en simulatorövning som de genomfört där omhändertagandet av svårt skadade patienter tränades i team. Resultat: Majoriteten av studenterna ansåg att simulatorövningen haft god effekt och beskrev att övningen haft positiv inverkan på deras förmåga att öva kommunikation i ett team samt att få tillämpa teori i praktik. De uttryckte önskemål om mer simulatorträning under utbildningen samt kontinuerlig övning i sin yrkesverksamma roll. Slutsats: Teambaserade fullskalesimulatorövningar tycks vara en pedagogisk inlärningsmetod för att öka kompetenser och lära studenter att arbeta tillsammans mot ett gemensamt mål.Aim:To describe what nursing students, specializing in intensive care, at a university college think about team based simulation training. Background: Communication and organization in health care are important factors to ensure patient safety. Nurses are called upon to be able to distribute and coordinate work tasks, while at the same time nurses should also be aware of safety promotion in health care to be able to provide safe patient care. There is a need in healthcare for team and communication training where team based simulation appears to be a pedagogic and reliable educational tool. Method: A pilot study where 32 nurses specializing in intensive care, were asked to respond to a survey on what they thought about a previously performed team based full scale simulation training. Results: In general the students confirmed that the exercise had a positive impact on their ability to practice team communication skills and to apply theory in practice. They expressed a wish for more simulation training during their education and in their upcoming professional role. Conclusion: Team based full scale simulation exercises seem to be a pedagogical teaching method to enhance competences and teach students to work together toward a common goal.
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Bakienė, Gintarė. "Praktikos mokytojo (mentoriaus) vaidmuo ir funkcijos slaugos studentų praktikiniame mokyme." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090617_154829-67240.
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Darbo tikslas: Nustatyti praktikos mokytojo (mentoriaus) vaidmenį ir funkcijas slaugos studentų praktiniame mokyme.
Darbo uždaviniai:
Išnagrinėti praktikos mokytojo (mentoriaus) ir slaugos studentų santykius praktikos metu;
Nustatyti praktikos mokytojo (mentoriaus) vadovavimo ypatumus praktikos metu;
Išanalizuoti praktikos mokytojo (mentoriaus) vaidmenį ir funkcijas praktikiniame mokyme slaugos studentų požiūriu;
Pateikti praktines rekomendacijas.
Tyrimo metodika:
Tyrimo objektas – Kauno medicinos universiteto Slaugos fakulteto bei Kauno kolegijos Sveikatos priežiūros fakulteto bendrosios slaugos specialybės studentai;
Tyrimo metodas – anketinė apklausa. Klausimynas sudarytas remiantis moksline literatūra.
Statistinė duomenų analizė buvo atliekama Microsoft Excel 2003 programa. Duomenų priklausomybei nustatyti naudota SPSS for Windows 13.0 programa.
Tyrimo rezultatai ir išvados:
Tyrimo metu paaiškėjo, kad dauguma respondentų turėjo pastovų praktikos mokytoją (mentorių), su kuriuo bendradarbiavimas buvo sėkmingas, teiktas vadovavimas buvo grįstas lygiais santykiais ir stiprino mokymąsi bei rėmėsi abipuse sąveika. Trečdalis respondentų praktikos metu jautėsi visaverčiais komandos nariais, beveik trečdalis apklaustų studentų bendravo neutralioje aplinkoje bei beveik trečdalis jautė praktikos mokytojo (mentoriaus) pagarbą. Praktikos metu dažniausiai buvo akcentuojamas slaugos technikos mokymas. Geriausias įvykdytas praktikinio mokymo uždavinys – instruktavimas... [toliau žr. visą tekstą]AIM AND OBJECTIVES OF THE STUDY Aim: The aim of this study was to determine a practice teacher‘s (mentor‘s) role and functions during nursing students' practical training. Objectives: • to analyze relationship between the practice teacher (mentor) and students of nursing during practice • to set practice teacher‘s (mentor‘s) management features during practical training; • to determine practice teacher‘s (mentor‘s) role and functions during practise training of nursing students; • to provide practical recommendations. The study methodology: Subjects - nurse students Methods - Survey questionnaire. The questionnaire concluded on the basis of scientific literature. Statistical methods – all data was analysed using Microsoft Excel 2003 program. Dependence of data set used SPSS for Windows 13.0 program. The results of the survey and conclusions: The investigation revealed that the majority of respondents had a regular practice with the teacher (mentor), whose cooperation has been successful. Menthors leadership has been based on equel intercource, which strengthened the relationship, based on mutual learning and interaction. One third of the respondents felt full-rate team members during practice, , nearly one-third of surveyed students were socialized in neutral environment and nearly a third of them felt respect for the practice teachers (mentors). The technical nursing training was main focus during practice,. The best executed training task -... [to full text]
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He, Flora Xuhua. "A comparative study of factors contributing to acculturative stress in chinese and nepalese nursing students in australia." Phd thesis, 2014. http://hdl.handle.net/1885/150077.
Full textAbstract:
Background. Worldwide, a large body of literature is devoted to studying the experiences of international students and the challenges they face. Major issues reported are language, cultural, academic and financial difficulties, as well as discrimination and social isolation. Asian students, for example, experience more psychological difficulties than other groups of international students. There are only a small number of studies of international nursing students' experiences in Australia, with none focusing on factors contributing to acculturative stress among Chinese or Nepalese nursing students. Given the increasing enrolments from these countries and given their dominance at the Australian Catholic University (the study site), this thesis is an attempt to address the gap in the literature. Aim. The aim was to explore Chinese and Nepalese international nursing students' experiences while living and studying in Australia. The specific objectives were to compare the two groups' levels of acculturative stress, sense of coherence (SOC), social support, ways of coping and depression; to examine the correlations between these measures; and to understand the predictors of acculturative stress. Method. This study comprised three phases. Phase A was a Master of Philosophy project that focused on Chinese international nursing students' (n = 119) experiences using a quantitative research design. Upgrading to a PhD project, Phase B and Phase C were added and focused on a comparison between Chinese and Nepalese international nursing students' experiences through a mixed methods design. Phase B used five questionnaires to measure the levels and inter-correlations of acculturative stress, depression, sense of coherence, ways of coping and social support of the participants (n = 187). Phase C, a qualitative design, used one-to-one interviews (n = 52) to supplement the quantitative findings. Results. Both student groups showed high levels of acculturative stress, with the Nepalese students rating higher than that of the Chinese. The Chinese students had a moderately low SOC, but the Nepalese students' scores were even lower. No participants displayed significant depression. There were no significant statistical differences between the two groups in terms of social support or ways of coping. The Chinese students adopted problem-focused coping strategies more often, while the Nepalese students used emotion-focused coping strategies. A significant positive correlation was found between acculturative stress and depression, and between SOC and social support. There was also a significant negative correlation between acculturative stress and sense of coherence, between acculturative stress and social support, and between depression and sense of coherence. The predictors of acculturative stress were identified as religion, sense of coherence, depression and perceived satisfaction with social support. Qualitative findings supplemented these results. The dominant problem among both groups was acculturative stress, which was associated with academic, financial and culture-related difficulties.Conclusion. The current study provides a more in-depth understanding of the factors contributing to acculturative stress among Chinese and Nepalese international nursing students. Insights produced should assist universities to offer more effective support for international students, including academic literacy skills. Findings should also assist international students to better prepare for the Australian study experience.
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yuh-chain, Lee, and 李玉嬋. "Effects of Health Counseling Skill Training on Nursing College Students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/11060907523945129713.
Full textAbstract:
博士國立臺灣師範大學
教育心理與輔導研究所
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Two main purposes were being investigated in the study: (1) To explore nessasary counseling skills for nursing practitioners to deal with paitients’ bio-psycho-social problem. (2) To develop a health counseling skill training program for nursing college students and assess its effects. The research contained two different stages. The first stage of the research was “Needs assessment of health counseling skills for nurses in chronic ward”. Focus group interviews were conducted to collect opinions from different perspectives, including patients, nurses, nursing assistants, college nursing students, and nursing college instructors. The result revealed that patients and their family members did expect nurses to have the ability to help them cope with desease related questions. Five most necessary counseling skills that a nurse was expected to have were identified as following: (1) Gaining patients’ trust and cooperation by professional skills and attitudes. (2)Being able to educate patients regarding to health issues. (3) Paying attetion and being sensitive to patients’ bio-psycho-social problems. (4)Assisting patients’ to establish their social support system and hopes. (5) Being able to control and adjust emotional status of both nurses and patients. Based on the findings of the first stage, Health Counseling Skill Training Program(HCSTP) for nurses working in chronic ward was designed. Three groups were formed to complete the second stage of the research. In the first group, HCSTP was conducted and assessed in the class of “Counseling Theories and Skills”. By contrast, “Interpersonal Relationship Training Program（IRTP）” was designed and examined in the second group and assessed in “Interpersonal Relationship” class. Third group, consitituted by untrained nursing college students, was formed as a controlling group. In order to assess the effects of HCSTP and IRTP, two instruments were thus designed by the researcher : （1）Nurse-Patient Interaction Scale and （2）Health Counseling Skill Practice Scale. Data obtained were analyzed by one-way analysis of covariance. The result of the second stage generally supported the four assumptions of the research. Combining two stages of the study, two major results were found: (1) HCSTP showed significant effects than IRTP regarding to the impovement of students’ efficacy on nurse-patient interaction. (2) By assessing students, role-play patients,and counselors, HCSTP showed significant effects than IRTP and non- trained student group on the improvement of health counseling skills for college nursing students. Based on the results of this study, implications and suggestions were proposed for chronic illness and nursing education. Further possible research directions were discussed at the end.
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Omura, Mieko. "Design and evaluation of assertiveness communication training program for Japanese nursing students." Thesis, 2018. http://hdl.handle.net/1959.13/1394350.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)The aim of this thesis by publication was to design and evaluate a culturally appropriate, evidence-based assertiveness communication training program for Japanese nursing students. Five papers have been published in peer-reviewed journals and two manuscripts are undergoing review at the time of submission. A body of international research attests to the link between assertive communication and patient safety. The hierarchies and power differentials evident in traditional healthcare cultures can make it difficult for healthcare professionals to raise concerns about patient safety. In collectivist societies such as Japan, multiple cultural barriers make it particularly challenging for nurses and students to be assertive. An exploratory, sequential, mixed methods design with a three-stage approach was used in this study. The first stage comprised a systematic review of the literature to identify, appraise and synthesise the best available evidence concerning the effectiveness of assertiveness communication training programs for healthcare professionals and students. It identified key elements essential for effective assertiveness communication training programs. In the second stage of the study, Japanese registered nurses’ perceptions and beliefs about the relevance and use of assertive communication in healthcare were elicited using a series of interviews informed by the Theory of Planned Behaviour. Twenty-three nurses participated, and the findings indicated that cultural barriers related to collectivism, hierarchy and power strongly influenced their beliefs about, and attitudes towards, assertive communication. In the third stage of the study, a culturally appropriate, evidence-based assertiveness communication training program, informed by Gagne’s instructional design principles, was designed, implemented and evaluated. The multi-methods training program emphasised the importance of patient safety as a motivation for speaking up when one has concerns. It included role-plays with realistic clinical scenarios and provided opportunities for students to practise using graded assertiveness tools. One-hundred and twenty-three third-year Japanese nursing students participated in the program. A quasi-experimental design, with two parallel groups, using the Japanese version of Rathus Assertiveness Schedule (J-RAS) and the Theory of Planned Behaviour: Assertive Communication Questionnaire (TPB-ACQ), was used to evaluate the impact of the assertiveness communication training program on students’ level of assertiveness and their intention to speak up. Participants in the intervention group had a higher mean assertiveness score than the control group, although this difference was not statistically significant. Similarly, a higher percentage of participants who attended the program demonstrated the intention to speak up, more positive attitudes towards assertive communication and higher perceived behaviour control scores than students who did not attend, but this result was not significant. The results of the Satisfaction with Assertiveness Communication Training Program Survey (SACTPS) indicated that all participants were highly satisfied with the program. The assertiveness communication training program developed during this study has the potential to improve nursing students’ intentions to speak up, particularly when working in traditional and hierarchical healthcare contexts. Given the compelling research about the importance of assertive communication in healthcare, the results of this study support continuing investment in, and ongoing evaluation of, assertiveness communication training programs for nursing students.
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Mogale, Noria Mosehle. "Problem-based case study to enhance critical thinking in student nurses." Thesis, 2012. http://hdl.handle.net/10210/8236.
Full textAbstract:
M.Cur. (Professional Nursing Education)The use of traditional teaching methods, for example the lecture method, does not stimulate ·critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problembased case study in dinical setting .among. first year, comprehensive course students at the Northern Province College of Nursing: Sovenga Campus. The research design of this study is qualitative, explorative, descriptive and contextual. The following data is collected: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who Were. exposed to problem-based case study in the clinical setting; Phase Ill: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and, Phase IV: Guidelines for the implementation of problem-based case study. The principles were obtained from Phases I, II and Ill and were used to formulate guidelines for the implementation of problem-based case study. The sample group consists of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga Campus and ten tutors teaching clinical courses at the same campus.
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"護理課程如何影響護士學生建立專業身份: The impact of a nursing program on the formation of nursing students' professional identity." 2014. http://library.cuhk.edu.hk/record=b6116377.
Full textAbstract:
建立護理專業身份是個體與護理專業相聯繫的概念，個體對護理專業在社會角色與自我概念之間取得平衡。在專業社會化中，產生專業的知識、技能、價值與自我身份的過程。在社會急速發展和世界護理專業發展影響下，澳門護理專業教育出現強中有弱、弱中有強的局面。這現狀對中學生選擇護理、護士學生對知識價值的主動學習、日後在專業發展中持續創新都產生影響。因為護士人力的緊缺，護理教育能否幫助學生建立專業身份成為關注的重心。鏡湖護理學院是澳門歷史最長的護理教育機構，於2002年起開辦澳門首個四年制護理學學士學位課程。課程理念奠基於鏡湖慈善會歷史和性質，命名「從人到仁」，推動以關懷為核心的護理全人教育。學院在護理學士學位課程中加入了一些元素，希望幫助學生在進入專業的早期即打下良好基礎，建立專業身份，從而加強教育的全面效果。究竟澳門鏡湖護士學生在護士學習的過程中如何建立專業身份，課程對護士學生身份認同的成效怎樣?本研究目的正是希望回答以上兩個問題。
研究者選取了二十名畢業生和八名教師參與是次研究。採用質性研究取向的個案研究法。透過深度訪談和文件查證分析取得所需研究資料。經過對個案資料的綜合深度討論以及不同個案的分析比較，得出以下研究發現：鏡湖護士學生的專業身份認同是通過五個轉變表現出來，包括：1. 責任重大、尊重生命；2. 與苦難同行、全人護理；3. 護理與生活同在、發揮專業才能；4. 立足專業知識、像護士般思考和行動；及5. 成為團隊、薪火相傳。分析歸納受訪畢業生及教師資料可以看到，鏡湖現行學士學位課程對學生建立專業身份是有明顯的影響作用。大部份學生是通過臨床實踐和生活實踐，處理健康問題，和幫助人們建立健康生活方式，來建構自我的專業身份。除了課程影響之外，關懷的學院文化、教師的言傳身教、醫院與學院的關係，以及學生的個人因素均對學生專業身份認同有影響作用。
根據這些發現，本研究嘗試從護理教育層面和未來研究層面提出建議，務求完善促進護士學生身份認同的課程理念和課程設置，優化人文與環境因素，以便進一步提升護理教育的質素，培育具公民專業精神的護理人員。本研究亦嘗試對當中的一些理論與概念展開討論，並修訂或補充了它的不足。
The formation of nursing professional identity links the individual with the nursing profession. In this process the individual strives to maintain a balance between her professional role and her self-identity. It is a process of developing professional knowledge, skills, value and self-identity. With rapid social changes as well as worldwide development in the nursing profession, Macau’s nursing education is in a situation where strengths and weaknesses co-exist and interact with each other. Such a situation will certainly have significant impact on secondary school graduates’ decision to choose nursing as a future career, nursing students’ pursuit of nursing education as well as the possibility of their contributing to the nursing profession via creative innovation. Owing to the shortage of nurses, whether nursing education is able to help the students establish a concrete professional identity has become a major concern at present.
Being the most long-standing nursing education institution in Macau, Kiang Wu Nursing College established the first four-year Bachelor of Science in Nursing Programme in 2002. The philosophy of the programme, named ─From Personhood to Benevolence", is founded on the history and nature of Kiang Wu Charitable Association with the aim of fostering holistic nursing education that centres on care. To enhance the holistic impact of education, Kiang Wu Nursing College adds some new elements to the programme in order to enable students to formulate their professional identity. How did nursing students of Kiang Wu Nursing College form their professional identity in the course of learning, and how effective was the programme in forming students’ sense of professional identity were precisely the two questions that the present study aims at answering.
The researcher selected 20 nursing graduates and 8 nursing educators as participants of the study, which employed a qualitative case study method. In-depth interviews and document reviews were first conducted to collect the required data. After having undergone thorough examination of the collected data as well as detailed analyses and comparisons of various cases, it was found that the sense of professional identity of students of Kiang Wu Nursing College was developed through the following five crucial changes that they had experienced, including shouldering important responsibilities and respecting life, confronting hardship and offering holistic nursing care, leading a life inseparable from nursing and capitalizing on professional competences, developing professional knowledge, and thinking and acting like a nurse, as well as becoming part of the team and carrying forward the nursing spirit. Through summarizing and analyzing the data of the interviewed graduates and teachers, it was discovered that the current bachelor’s degree programme of Kiang Wu Nursing College played an important role in influencing the formation of students’ professional identity. Most students constructed their professional identity by solving people’s health problems and assisting others in developing a healthy lifestyle through their practice in clinical environment and in daily life. In addition to the programme, other aspects including the College’s caring culture, faculty’s role model of effective and appropriate behaviours, connection between the Hospital and the College, as well as students’ personal factors all contribute to the formation of students’ sense of professional identity.
On the basis of the above findings, the present study puts forward some suggestions with regard to nursing education and in the interest of future studies, in order to improve the programme philosophy and programme design for the fostering of students’ sense of professional identity, as well as to optimize the humanistic and environmental attributes for the further enhancement of the quality of nursing education and for the cultivation of nursing professionals who demonstrate civic professionalism. In addition, the study discusses some of the relevant theories and notions, and proposes revisions or solutions for their deficiencies.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
尹一橋.
Thesis (Ph.D.) Chinese University of Hong Kong, 2014.
Includes bibliographical references (leaves 331-350).
Abstracts also in Chinese.
Yin Yiqiao.