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Clark-Burg, Karen. "Future Perioperative Registered Nurses: An Insight into a Perioperative Programme for Undergraduate Nursing Students." Journal of Perioperative Practice 18, no. 10 (October 2008): 432–35. http://dx.doi.org/10.1177/175045890801801001.
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An Australian College of Operating Room Nurses (ACORN) submission (ACORN 2002–2008) recently stated that the specialities that suffered significantly from the transition of hospital-based nursing training to university training were the perioperative specialty, critical care and emergency. The main reason for this was that perioperative nursing was not included in the undergraduate nursing curriculum. Less than a handful of universities in Australia offer the subject as a compulsory unit. The University of Notre Dame Australia (UNDA) is one of these universities. This paper will provide an insight into the perioperative nursing care unit embedded within the Bachelor of Nursing (BN) undergraduate curriculum.
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Hallinan, Christine M., and Kelsey L. Hegarty. "Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education." Australian Journal of Primary Health 22, no. 2 (2016): 113. http://dx.doi.org/10.1071/py14072.
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The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.
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McAllister, Margaret, Dixie Statham, Florin Oprescu, Nigel Barr, Teressa Schmidt, Christine Boulter, Penny Taylor, Jo McMillan, Shauna Jackson, and Lisa Raith. "Mental health interprofessional education for health professions students: bridging the gaps." Journal of Mental Health Training, Education and Practice 9, no. 1 (April 8, 2014): 35–45. http://dx.doi.org/10.1108/jmhtep-09-2012-0030.
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Purpose – Government-run mental health services in Australia run predominantly on a multidisciplinary team (MDT) model. Literature and observation from practice shows that interprofessional tertiary sector training is absent, ad hoc or not documented, leaving students inadequately prepared for disciplinary differences in opinions and practices. Learning in interprofessional educational settings provides one way of overcoming the difficulties. The purpose of this paper is to describe the outcomes of an interprofessional learning experience targeting final year Australian students enroled in health promotion, registered nursing, enroled nursing, paramedic science, psychology, social work and occupational therapy who are intending to work in mental health teams. Design/methodology/approach – Using a mixed method, pre- and post-test design (four time intervals), with data collected from three scales and open-ended questions, this study measured participant changes in knowledge and attitudes towards interprofessional education and mental health. The study also examined students’ and educators’ perceptions of the value of an interprofessional teaching and learning model. Findings – There was a significant increase in clinical confidence at each time interval, suggesting that the intervention effects were maintained up to three months post-training. Themes about the value of interprofessional learning in mental health were extracted from student data: learning expanded students’ appreciation for difference; this in turn expanded students’ cross-disciplinary communication skills; growing appreciation for diverse world views was seen to be relevant to person-centred mental healthcare; and practice articulating one's own disciplinary views clarified professional identity. Research limitations/implications – Generalisability of the outcomes beyond the disciplines sampled in this research is limited. MDTs typically include doctors, but we were unable to include medical students because the university did not offer a medical programme. The readiness for participation in a collaborative MDT approach may differ among students groups, disciplines and universities and technical and further educations. There may also be differences not accounted for in these findings between undergraduate students and established healthcare professionals. Further research needs to establish whether the findings are applicable to other student groups and to professionals who already work within MDTs. Originality/value – These results demonstrate that intensive interprofessional learning experiences in tertiary education can be effective means of increasing students’ awareness of the role of other professionals in MDT.
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Boucaut, Rose, and Sophie Lefmann. "SAFER: An Occupational Health and Safety Teaching Framework for Nursing Students." Athens Journal of Health and Medical Sciences 9, no. 4 (September 22, 2022): 199–214. http://dx.doi.org/10.30958/ajhms.9-4-1.
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Occupational health and safety (OHS) education is integral to healthcare practice. Nurses/nursing students are particularly vulnerable during their work in this high-risk industry. Current clinical teaching appears to focus on individual risks rather than provide a broader overview of the complex issues involved. A novel educational resource, the Safety Assessment Framework for Evaluation and Assessment (SAFER), is presented, addressing a gap in current education resources for nursing students to broaden understanding about OHS. The study re-examined pilot focus group data from first- and third- year student OHS focus groups in an Australian university School of Nursing. The SAFER framework was informed by student nurses impressions/ experiences of OHS (published in 2015 and 2016), supported by a literature review. Central to the SAFER framework is OHS ‘risk management’. It incorporates stakeholders and Australian legislation, all in relation to ‘responsibility’ and ‘trust’. Examples use focus group participant voice, linked with researcher interpretation and supporting documentation. Clinical educators now have a broad resource to facilitate student group discussions about OHS from multiple perspectives. SAFER’s value beyond face validity should be tested, to confirm its applicability as a teaching resource in various university and training environments. Keywords: occupational health, education, nursing, curriculum, student
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Manspeaker, Sarah A., and Sarah E. Wallace. "Creating an Interprofessional Education Experience Through Short-Term Study Abroad." Athletic Training Education Journal 14, no. 4 (October 1, 2019): 315–22. http://dx.doi.org/10.4085/1404315.
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Context Student interest in and national recognition for the value of global education is expanding. Opportunities for interprofessional education (IPE) are a required component of athletic training education and education of other health care professions. Objective To describe the development of a short-term study abroad IPE course in the international setting of Australia. Background While some literature is available for discipline-specific study abroad experiences, limited information is available for implementing IPE in the international setting. Description Two faculty leaders from athletic training and speech language pathology, with IPE experience, designed and conducted a 17-day immersive study abroad experience for 12 students from 7 health care professional programs (athletic training, nursing, physical therapy, physician assistant studies, premedical, occupational therapy, and speech language pathology). Clinical Advantage Students desire unique, global learning experiences but may have trouble studying abroad for full semesters due to the lockstep nature of curriculum within their professional education programs. Having students learn from, with, and about each other in an international setting may enhance their preparation for collaborative practice. Conclusions Short-term study abroad opportunities offer an alternative to satisfy student interest in global education while meeting programmatic requirements for IPE. Inclusion of faculty leaders from different disciplines fosters interprofessional learning.
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Mather, Carey, Angela Jacques, and Sarah J. Prior. "Australian First-Year Nursing Student Knowledge and Attitudes on Pressure Injury Prevention: A Three-Year Educational Intervention Survey Study." Nursing Reports 12, no. 3 (June 22, 2022): 431–45. http://dx.doi.org/10.3390/nursrep12030042.
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Pressure injury prevention is a significant issue as pressure injuries are difficult to heal, painful, and create clinical complications for patients. The aim of this study was to investigate knowledge and attitudes of first-year nursing students to pressure injury prevention, and to explore whether additional educational interventions augmented learning. A previously validated online survey was administered to three cohorts of first-year nursing students in 2016, 2017 (after additional online education), and 2018 (after further simulation education), and a subsequent comparative analysis was undertaken. Overall, the knowledge of students about pressure injury was low with measures to prevent pressure injury or shear achieving the lowest score (<50%). Students aged over 25 years (p < 0.001) and men (p = 0.14) gained higher attitude scores. There were significant differences for mean knowledge scores between the 2016 and 2018 cohorts (p = 0.04), including age group (p = 0.013) and number of clinical training units undertaken (p = 0.23). The 2016 cohort scored consistently lower in the attitude survey than both other cohorts (p < 0.001). Online resources and simulation experiences marginally improved knowledge and improved attitudes towards prevention of pressure injury. Nursing curricula should include targeted education to ensure student nurses are adequately prepared to prevent pressure injury through understanding of aetiology and risk assessment.
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Thackrah, Rosalie D., and Sandra C. Thompson. "Applying a Midwifery Lens to Indigenous Health Care Delivery: The Contribution of Campus Learning and Rural Placements to Effecting Systemic Change." Canadian Journal of Nursing Research 50, no. 4 (May 4, 2018): 179–88. http://dx.doi.org/10.1177/0844562118771829.
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Study background Increasing cultural safety in health settings is essential to address stark health disparities between Indigenous and non-Indigenous Australians. Respect for cultural knowledge, better communication, and recognition of racism as a determinant of health are required for improved service delivery. How this knowledge is acquired in health professional training and translated to clinical settings is poorly understood. Purpose Impacts of an innovative Indigenous health unit and remote clinical placements on knowledge acquisition and attitude change were explored among midwifery students to inform cultural competency initiatives in health professional training. Methods A multiphased, mixed methods research design used surveys, observations, and interviews. Qualitative analysis was strengthened through triangulation with quantitative data. Results A unit conceived with substantial Indigenous Australian input and which privileged these voices enhanced knowledge and shifted attitudes in a positive direction; however, immediate gains diminished over time. Remote placements had a profound effect on student learning. Exposure to Indigenous Australians in classrooms and communities, and the self-reflection generated, helped dispel stereotypes and challenge assumptions based on limited cultural knowledge and contact. Conclusion Optimization of receptivity to Indigenous Australian content and opportunities for remote placements contributed to students’ developing cultural capabilities with implications for all health professional training. Whether this heightened awareness is enough to address institutional racism identified in health service delivery remains unanswered. The focus must include those established health practitioners and administrators who influence organizational culture if real systemic change is to occur. Given appropriate on-going support, graduates can play a vital role in expediting this process.
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Reser, David, Margaret Simmons, Esther Johns, Andrew Ghaly, Michelle Quayle, Aimee L. Dordevic, Marianne Tare, Adelle McArdle, Julie Willems, and Tyson Yunkaporta. "Australian Aboriginal techniques for memorization: Translation into a medical and allied health education setting." PLOS ONE 16, no. 5 (May 18, 2021): e0251710. http://dx.doi.org/10.1371/journal.pone.0251710.
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Background Writing and digital storage have largely replaced organic memory for encoding and retrieval of information in the modern era, with a corresponding decrease in emphasis on memorization in Western education. In health professional training, however, there remains a large corpus of information for which memorization is the most efficient means of ensuring: A) that the trainee has the required information readily available; and B) that a foundation of knowledge is laid, upon which the medical trainee builds multiple, complex layers of detailed information during advanced training. The carefully staged progression in early- to late- years’ medical training from broad concepts (e.g. gross anatomy and pharmacology) to in-depth, specialised disciplinary knowledge (e.g. surgical interventions and follow-on care post-operatively) has clear parallels to the progression of training and knowledge exposure that Australian Aboriginal youths undergo in their progression from childhood to adulthood to Tribal Elders. Methods As part of the Rural Health curriculum and the undergraduate Nutrition and Dietetics program in the Monash University Faculty of Medicine, Nursing, and Health Sciences, we tested Australian Aboriginal techniques of memorization for acquisition and recall of novel word lists by first-year medical students (N = 76). We also examined undergraduate student evaluations (N = 49) of the use of the Australian Aboriginal memory technique for classroom study of foundational biomedical knowledge (the tricarboxylic acid cycle) using qualitative and quantitative analytic methods drawing from Bloom’s taxonomy for orders of thinking and learning. Acquisition and recall of word lists were assessed without memory training, or after training in either the memory palace technique or the Australian Aboriginal narrative technique. Results Both types of memory training improved the number of correctly recalled items and reduced the frequency of specific error types relative to untrained performance. The Australian Aboriginal method resulted in approximately a 3-fold greater probability of improvement to accurate recall of the entire word list (odds ratio = 2.82; 95% c.i. = 1.15–6.90), vs. the memory palace technique (odds ratio = 2.03; 95% c.i. = 0.81–5.06) or no training (odds ratio = 1.5; 95% c.i. = 0.54–4.59) among students who did not correctly recall all list items at baseline. Student responses to learning the Australian Aboriginal memory technique in the context of biomedical science education were overwhelmingly favourable, and students found both the training and the technique enjoyable, interesting, and more useful than rote memorization. Our data indicate that this method has genuine utility and efficacy for study of biomedical sciences and in the foundation years of medical training.
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Gwynne, Kylie, Jorge Rojas, Monique Hines, Kim Bulkeley, Michelle Irving, Debbie McCowen, and Michelle Lincoln. "Customised approaches to vocational education can dramatically improve completion rates of Australian Aboriginal students." Australian Health Review 44, no. 1 (2020): 7. http://dx.doi.org/10.1071/ah18051.
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Objective Completion rates in vocational education are typically poor for Aboriginal students (<30%). A scholarship program was designed for Australian Aboriginal students using five enablers of success previously identified for Aboriginal preregistration tertiary nursing students. The purpose of this study was to evaluate whether the five enablers contributed to the success of Aboriginal students in vocational education and whether there were any other enablers. Methods Semistructured interviews were conducted with two groups of Aboriginal students in Certificate III and IV Dental Assisting and Certificate IV in Allied Health Assistance, and their teaching and support staff. The data were initially coded inductively. Initial codes were then categorised according to the five enablers identified to contribute to the success of Bachelor of Nursing students. New categories were created for data not assigned to the enablers. Results Twenty students (64.5% of the cohort) and six staff (75%) consented to participate. The five enablers were perceived to have contributed to the success of the scholarship recipients and two additional enablers were identified. A completion rate of 96.8% was achieved by the scholarship recipients (30 completions of 31 enrolments). Conclusions In contrast with the state average, a completion rate of 96.8% was achieved using seven enablers in this study. To improve completion rates for Aboriginal students, vocational education programs need to be customised to cultural, family and community context. The seven enablers in this study should be subject to a larger study to inform policy, funding, design and delivery of vocational training for Aboriginal students. What is known about the topic? It is well established in the literature that Aboriginal students have poorer educational outcomes than other students. What does this paper add? This paper validates five previously identified enablers to improve outcomes for Aboriginal students and an additional two for vocational education. These enablers may also be applicable to other types of education. What are the implications for practitioners? Practitioners can use the enablers in this study to design and implement vocational education programs and improve educational outcomes for Aboriginal students.
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Beovich, Bronwyn, and Brett Williams. "Perceptions of Australian paramedicine students on a novel multi-modal, skills-based intimate partner violence training: A qualitative, exploratory study." Nurse Education Today 106 (November 2021): 105069. http://dx.doi.org/10.1016/j.nedt.2021.105069.
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Hui, Kay Yan, Claudia Haines, Sophie Bammann, Matthew Hallandal, Nathan Langone, Ciara Williams, and Maureen McEvoy. "To what extent is telehealth reported to be incorporated into undergraduate and postgraduate allied health curricula: A scoping review." PLOS ONE 16, no. 8 (August 19, 2021): e0256425. http://dx.doi.org/10.1371/journal.pone.0256425.
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Background Telehealth has become a necessity within the medical and allied health professions since the COVID-19 Pandemic generated a rapid uptake worldwide. It is now evident that this health delivery format will remain in use well into the future. However, health education training, most particularly allied health, has been slow to ‘catch up’ and adapt curriculum to ensure graduates are equipped with the knowledge and skills to implement telehealth in the workplace. The aim of this study was to gain a comprehensive understanding of current telehealth curricula in undergraduate and postgraduate allied health education training programs, with a focus on the aims, objectives, content, format, delivery, timeline and assessments. Methods A systematic search of Medline, Embase, PsychINFO, Scopus, ERIC and relevant grey literature was conducted. Students studying allied health degrees through formal education at either postgraduate or undergraduate level were included, while nursing, dentistry and medical students were excluded. The data from the included studies was extracted and tabulated by country, participants, program and content. Results Of the 4484 studies screened, eleven met the eligibility criteria. All studies were published after 2012, highlighting the recency of research in this area. The studies were conducted in four countries (Australia, United Sates of America, United Kingdom, Norway) and participants were from various allied health professions. Of the included studies, four related to undergraduate programs, four to postgraduate programs and for the remaining three, this was not specified. Curricula were delivered through a combination of online and face-to-face delivery, with assessment tasks, where reported, comprising mainly multiple-choice and written tests. Conclusion Published reporting of telehealth curricula within allied health programs is limited. Even the minority of programs that do include a telehealth component lack a systematic approach. This indicates that further primary research would be beneficial in this area.
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Catzikiris, Nigel, Amanda Tapley, Simon Morgan, Elizabeth G. Holliday, Jean Ball, Kim Henderson, Taryn Elliott, Neil Spike, Cathy Regan, and Parker Magin. "Maintaining capacity for in-practice teaching and supervision of students and general practice trainees: a cross-sectional study of early career general practitioners." Australian Health Review 42, no. 6 (2018): 643. http://dx.doi.org/10.1071/ah16285.
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Objectives Expanding learner cohorts of medical students and general practitioner (GP) vocational trainees and the impending retirement of the ‘baby boomer’ GP cohort threaten the teaching and supervisory capacity of the Australian GP workforce. Engaging newly qualified GPs is essential to sustaining this workforce training capacity. The aim of the present study was to establish the prevalence and associations of in-practice clinical teaching and supervision in early career GPs. Methods The present study was a cross-sectional questionnaire-based study of recent (within 5 years) alumni of three of Australia’s 17 regional general practice training programs. The outcome factor was whether the alumnus taught or supervised medical students, GP registrars or other learners in their current practice. Logistic regression analysis was used to establish associations of teaching and supervision with independent variables comprising alumnus demographics, current practice characteristics and vocational training experiences. Results In all, 230 alumni returned questionnaires (response rate 37.4%). Of currently practising alumni, 52.4% (95% confidence interval (CI) 45.6–59.0%) reported current teaching or supervisory activities. Factors significantly (P<0.05) associated with alumni currently undertaking in-practice clinical teaching and supervision were: Australian medical graduation (odds ratio (OR) for international graduates 0.36; 95% CI 0.14–0.92), working in a regional or remote area (OR 2.75; 95% CI 1.24–6.11) and currently undertaking nursing home visits, home visits or after-hours work (OR 2.01; CI 1.02–3.94). Conclusions Rural–urban and country-of-graduation differences in the engagement of early career GPs in practice-based apprenticeship-like teaching or training should inform strategies to maintain workforce training capacity. What is known about the topic? Projected changes in the demand for and supply of clinical teaching and supervision within Australian general practice will require greater uptake of teaching and supervision by recently qualified GPs to ensure sustainability of this teaching model. Although interest in and undertaking of teaching roles have been documented for GP or family medicine trainees, studies investigating the engagement in these clinical roles by GPs during their early post-training period are lacking. What does this paper add? This paper is the first to document the prevalence of teaching and supervision undertaken by early career GPs as part of their regular clinical practice. We also demonstrate associations of practice rurality, country of medical graduation and undertaking non-practice-based clinical roles with GPs’ engagement in teaching and supervisory roles. What are the implications for practitioners? Establishing current teaching patterns of GPs enables appropriate targeting of new strategies to sustain an effective teaching and supervisory capacity within general practice. The findings of the present study suggest that exploring focused strategies to facilitate and support international medical graduates to engage in teaching during their vocational training, aided by focused supervisor support, may be of particular value.
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Hewat, Sally, Joanne Walters, and Monica Lee. "The Impact of an Online Cultural Simulation Activity on the Development of Speech Pathology Students’ Cultural Empathy: A Pilot Study." International Journal of Practice-based Learning in Health and Social Care 8, no. 2 (November 17, 2020): 16–28. http://dx.doi.org/10.18552/ijpblhsc.v8i2.585.
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Despite the cultural and linguistic diversity of the Australian population, research suggests that speech pathologists do not feel confident when providing services to Cultural and Linguistic Diversity (CALD) clients and would benefit from further education and training in this area. Cultural empathy has been described as a precursor to cultural competence and previous research has demonstrated the positive impact on nursing students’ cultural empathy toward CALD clients following an interactive cultural simulation experience. This study investigated the feasibility and effectiveness of an online cultural simulation activity in developing the cultural empathy of speech pathology students. Students completed an online cultural simulation in their own time, followed by a tutorial debrief. Both the simulation and debrief were considered to comprise the ‘simulation activity’; which was a component of a first-year introduction to clinical practice course. Participants completed a pre-survey and post-survey, containing the Comprehensive Empathy Scale (CES) and demographic questions. Results were analysed using the Wilcoxon Signed Rank test and a Paired Sample t-test, and a power analysis was conducted to direct future studies. Ten students participated and improved an average of 11.3 on the CES (p=0.14). A power analysis revealed that a minimum of 45 participants would be needed in future studies to observe any statistically significant results. The online application of the cultural simulation activity was feasible, and results indicate an improvement in cultural empathy, although the improvement did not reach statistical significance. Implications for future studies are discussed.
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Bridgman, Kate, and Phillip Hughes. "Mask-EdTM: A scoping review." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 2 (July 30, 2021): 39–59. http://dx.doi.org/10.11157/fohpe.v22i2.414.
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Introduction: Simulation is commonly used in health professional education. Mask-EdTM is a novel form of teacher-in-role methodology involving the educator wearing a purpose-made silicone mask to become the simulated patient. The simulation unfolds spontaneously and in response to the students’ or cohorts’ knowledge, skills or learning objectives. The evidence to support adoption appears limited. This is significant given the resources required to establish a Mask-EdTMcharacter and the changes to courses educators will likely make to embed this simulation. This scoping review aims to explore the current literature and evidence base relating to Mask-EdTM.Methods: A scoping review was completed in September 2020 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist. Five databases and Google Scholar were searched for English, peer-reviewed publications containing variants of “Mask-Ed”. Screening and data charting were completed independently by both authors and then reviewed collaboratively. A descriptive analysis was conducted reporting findings based on study design. A thematic synthesis was completed for studies containing qualitative data.Results: Eighteen studies published between 2011 and 2020 by Australian universities and health institutions were included. Twelve studies reported on 10 unique datasets drawing on survey, focus group and mixed method designs. Two studies reported case studies without data, one study was on training and a final three provided research summaries or pedagogical discussion of Mask-EdTM. Conclusion: There is emerging evidence, self-reported by preclinical nursing students, that Mask-EdTM supports improved engagement and confidence in formative learning activities. There is limited evidence, however, to support use in other health or medical disciplines or in individual or summative assessment.
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Musial, Jane, Andrea Cawte, Robert Mullins, Mary Hannan-Jones, and Susan de Jersey. "Implementation and evaluation of a university–hospital partnership program for Type 2 diabetes." Australian Health Review 46, no. 1 (November 16, 2021): 78–84. http://dx.doi.org/10.1071/ah21173.
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Objective The aims of this study were to determine whether a university–hospital partnership program for Type 2 diabetes (T2D) would: be well attended; reduce the number of patients on the diabetes out-patient waiting list who have been waiting longer than the recommended; increase discharge from the hospital clinic; increase university health clinic (UHC) occasions of service; be sustainable; and be acceptable to participants. Method A prospective observational study was conducted between 2016 and 2019. Participants with T2D were referred to a UHC, initially from a hospital diabetes wait list. The final program consisted of 10 weeks: before and after individual assessments, as well as 8 weeks of exercise and education facilitated by health professionals and students. Participant demographic characteristics and data on attendance, discharge and follow-up requirements, the percentage of patients waiting longer than the recommended for a new hospital out-patient appointment, university activity and patient satisfaction were collected. Results In all, 130 participants commenced the program, 80% completed at least six of eight group sessions and 80% attended the final assessment. The percentage of people waiting longer than recommended decreased from 63% to 16%. The hospital discharged 87% and 59% of participants from the dietitian and endocrinologist respectively. The UHC recorded 2056 occasions of service and 2056 student experiences including dietetics, exercise physiology, psychology, nursing, optometry, social work and podiatry students relating to the program. Satisfaction was high, as measured by the Short Assessment of Patient Satisfaction, with a mean score of 23.9 from a possible score of 28.0 (n = 93). Conclusion The partnership resulted in a new model of care for patients with T2D and increased learning experiences for students. What is known about the topic? Diabetes is the fastest growing disease in Australia, placing unsustainable demands on the health system. Access to patient-centred care and self-management education is essential to optimise glycaemic control, prevent or delay complications and maintain quality of life. The increasing demand of diabetes on the health system affects access to timely care, with unacceptably long wait times reported, resulting in an increase in morbidity and mortality and poor patient satisfaction. A potential solution is the use of clinical students to contribute to service delivery. Student-assisted and student-led health clinics have increased access to care across the globe for many years. What does the paper add? Although group education has the potential to reduce the burden on clinical service delivery, it was unclear whether a partnership program using students and university and hospital resources would be acceptable to people with T2D and whether this model delivered at a UHC would be sustainable and of benefit to both the health service and university. The results of the evaluation suggest that a university–hospital partnership program is well accepted by participants, well attended, reduces the number of patients waiting for a hospital appointment longer than the acceptable waiting times, increases UHC activity and provides interdisciplinary student experiences. As such, this paper provides evidence that this model of care offers a potential solution to increasing demands for health services for diabetes and student clinical experience. What are the implications for practitioners? Partnerships between UHCs and hospitals offer a sustainable solution to increasing demand for diabetes services and student training requirements. The description of the development, implementation and evaluation processes can be used by practitioners and educators as a framework for the translation of similar models of care to meet demands in other areas where demand for health services exceeds capacity.
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Napier, Jemina. "Training sign language interpreters in Australia." Babel. Revue internationale de la traduction / International Journal of Translation 51, no. 3 (December 31, 2005): 207–23. http://dx.doi.org/10.1075/babel.51.3.01nap.
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Abstract This paper describes an innovative approach to training sign language interpreters, through a program established at Macquarie University in Sydney, Australia. The course is innovative because sign language and spoken language interpreting students jointly study key subjects, which enables all students to gain insight into the theoretical applications and professional practices of their respective working experiences. This component is particularly innovative as sign language interpreting programs are typically provided as language specific courses with little (if any) exposure to interpreting students of other languages. This paper will provide an overview of the program for both spoken and signed language interpreters, detailing the structure, content and delivery modes, with the aim of encouraging other interpreter educators to consider combining the teaching of all language interpreters.
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Allen, Daniel. "Why nursing students need breakaway training." Nursing Standard 37, no. 10 (October 5, 2022): 40–41. http://dx.doi.org/10.7748/ns.37.10.40.s17.
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Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.
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TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC
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Scanlon, Andrew. "Doctor of Nursing Practice: Australia." Clinical Scholars Review 8, no. 1 (2015): 98–101. http://dx.doi.org/10.1891/1939-2095.8.1.98.
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This article explores the applicability of the Doctor of Nursing Practice degree from the Australian nurse practitioner (NP) perspective. NPs have been endorsed to practice in Australia for more than 13 years in many diverse roles requiring education beyond that of the current master’s level. However, there is little formal university training beyond this level. Current regulatory requirements, clinical practice settings, and the small number of NPs practicing do not provide the impetus to expand NP education requirements at this time.
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Shakya, Anita, and Jan M. Horsfall. "ESL undergraduate nursing students in Australia: Some experiences." Nursing & Health Sciences 2, no. 3 (September 2000): 163–71. http://dx.doi.org/10.1046/j.1442-2018.2000.00050.x.
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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "Global mobility in nursing: Why Chinese students leave to study nursing in Australia." Journal of Nursing Education and Practice 7, no. 11 (June 21, 2017): 51. http://dx.doi.org/10.5430/jnep.v7n11p51.
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Objective: The world-wide demand for skilled Registered Nurses is high, and understanding the reasons why Chinese students leave home to study nursing in Australia is important for institutions, policy makers, and nursing administrators in both China and Australia. This paper explores the factors shaping the decision of six Chinese students to study nursing in Australia and their preference to eventually live and work either in China or Australia.Methods: A three-dimensional space narrative structure approach was used for this study. In-depth interviews and focus group discussions were conducted with six Chinese nursing students whom were studying nursing at universities in Western Australia.Results: Findings revealed that the most important factor that influenced Chinese students’ decision to study nursing in Australia was the possibility for permanent residency.Conclusions: Insights gained from the study are important for a myriad of factors including international nursing relocation, developments in networking and healthcare, and capitalising in education from a global perspective.
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Garhartt, Nicole, and Angel J. Solorzano Martinez. "Mandating Workplace Violence Training for Nursing Students." Journal of Psychosocial Nursing and Mental Health Services 56, no. 2 (February 1, 2018): 6. http://dx.doi.org/10.3928/02793695-20180122-02.
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Oliver, Tracy L., Bing-Bing Qi, Rebecca Shenkman, Lisa Diewald, and Suzanne C. Smeltzer. "Weight Sensitivity Training Among Undergraduate Nursing Students." Journal of Nursing Education 59, no. 8 (August 1, 2020): 453–56. http://dx.doi.org/10.3928/01484834-20200723-06.
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Blackhall, Amanda, Tim Schafer, Lyn Kent, and Maxine Nightingale. "Service user involvement in nursing students’ training." Mental Health Practice 16, no. 1 (September 12, 2012): 23–26. http://dx.doi.org/10.7748/mhp2012.09.16.1.23.c9280.
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Tam, Hiu Hin, Wan Yee Chan, Ka Fai Wong, Andrew Kwok Fai Lui, Lap Kei Lee, and Sin Chun Ng. "Using immersive reality in training nursing students." International Journal of Innovation and Learning 27, no. 3 (2020): 324. http://dx.doi.org/10.1504/ijil.2020.10028288.
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Ng, Sin Chun, Lap Kei Lee, Andrew Kwok Fai Lui, Ka Fai Wong, Wan Yee Chan, and Hiu Hin Tam. "Using immersive reality in training nursing students." International Journal of Innovation and Learning 27, no. 3 (2020): 324. http://dx.doi.org/10.1504/ijil.2020.106815.
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Kanji, N. "Autogenic Training: its effects on nursing students." Focus on Alternative and Complementary Therapies 3, no. 4 (June 14, 2010): 188. http://dx.doi.org/10.1111/j.2042-7166.1998.tb00932.x.
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Fajardo-Ramos, Elizabeth, Ángela María Henao-Castaño, and Oscar Javier Vergara-Escobar. "The training research, perspective from nursing students." Salud Uninorte 31, no. 3 (June 1, 2015): 558–64. http://dx.doi.org/10.14482/sun.31.3.8000.
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Range, Lillian M., and Alicia L. Rotherham. "Moral distress among nursing and non-nursing students." Nursing Ethics 17, no. 2 (February 25, 2010): 225–32. http://dx.doi.org/10.1177/0969733009352071.
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Their nursing experience and/or training may lead students preparing for the nursing profession to have less moral distress and more favorable attitudes towards a hastened death compared with those preparing for other fields of study. To ascertain if this was true, 66 undergraduates (54 women, 9 men, 3 not stated) in southeastern USA completed measures of moral distress and attitudes towards hastening death. Unexpectedly, the results from nursing and non-nursing majors were not significantly different. All the present students reported moderate moral distress and strong resistance to any efforts to hasten death but these factors were not significantly correlated. However, in the small sample of nurses in training, the results suggest that hastened death situations may not be a prime reason for moral distress.
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Currie, Jane, Sarah Kourouche, Christopher Gordon, Christine Jorm, and Sandra West. "Mass casualty education for undergraduate nursing students in Australia." Nurse Education in Practice 28 (January 2018): 156–62. http://dx.doi.org/10.1016/j.nepr.2017.10.006.
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Smith, Derek R., and Peter A. Leggat. "Hand dermatitis among female nursing students in tropical Australia." Nursing and Health Sciences 6, no. 2 (June 2004): 109–13. http://dx.doi.org/10.1111/j.1442-2018.2004.00181.x.
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Moore, Sarah, Rita Barbour, Hanh Ngo, Craig Sinclair, Richard Chambers, Denese Playford, Kirsten Auret, and Craig Hassed. "The Rural Clinical School of Western Australia Mindfulness Project." International Journal of Whole Person Care 7, no. 1 (January 15, 2020): 51. http://dx.doi.org/10.26443/ijwpc.v7i1.237.
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Background: Medical students experience high levels of stress during their training. Literature suggests that mindfulness can reduce stress and increase self-compassion levels in medical students. Most mindfulness training programs are delivered face-to-face and require significant time commitments, which can be difficult to achieve for rurally-based students with heavy academic workloads.Aim: We sought to determine the feasibility and effectiveness of a mindfulness training program delivered online to medical students at a Rural Clinical School.Methods: An 8-week online training program was delivered to third year medical students at the Rural Clinical School of Western Australia in 2016.Using quantitative-qualitative mixed-methods approach, we measured the frequency and duration of the participants’ mindfulness meditation practice, and assessed changes in their perceived stress, self-compassion and compassion levels, as well as personal and professional attitudes and behaviours.Results: 47 students were recruited to the study. 50% of participants were practising at least weekly by the end of the 8-week program, and 32% of responding students reported practising at least weekly 6 months following the intervention. There was a statistically significant reduction in participants’ perceived stress levels and a significant increase in self-compassion at 6 month follow up. Participants reported qualitative insights about the personal and professional impact of mindfulness meditation training as well as barriers to practice.
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Cochrane, Thomas, and Todd Stretton. "Enhancing Health Care Education and Practice Post COVID." Pacific Journal of Technology Enhanced Learning 4, no. 1 (January 26, 2022): 8–9. http://dx.doi.org/10.24135/pjtel.v4i1.121.
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Healthcare education and practice has significantly been impacted by COVID-19. This includes the challenge on pedagogical approaches that highlight the potential of technology to facilitate innovative new approaches in response to social distancing, lockdowns, remote learning and improving the patient experience and positive outcomes. Many of these innovative approaches are not fundamentally new but are now seeing relevance beyond early adopters to mainstream implementation. This presentation draws upon collaborations with educational researchers and technologists that have explored the integration of technology into healthcare education and practice.
COVID-19 Adversity to Opportunity
Many healthcare programmes required reenvisaging teaching and learning approaches in response to COVID-19 restrictions. This had a particular impact on the development of interpersonal and practical knowledge and skills essential for healthcare graduates.
The limited access to on-campus learning provided an opportunity for both institutional and individual evaluation of pedagogical practices. The affordances of traditional, didactic, and “hands-on” skills were compared with those that could be facilitated using online asynchronous/ synchronous strategies. A particular concern was the development of the interpersonal and practical skills required in safe and effective healthcare practice. Alongside easing of restrictions, these skills were adapted using online demonstrations within the limits of socially distanced “bubbles”, telehealth and limited clinical placements. Reconsideration of summative assessments was also required- with the introduction online synchronous and asynchronous verbal assessments, and asynchronous submissions of practical skills online (Cochrane et al., 2021; Narayan et al., 2021).
In the prospect of COVID-19 restrictions continuing to lift, it is envisioned that most of the reenvisaged pedagogical approaches to healthcare education will persist, without compromising student critical thinking or practical skills.
Interprofessional Collaboration
This presentation will highlight the importance of interprofessional collaboration in healthcare curriculum design using a Design-Based-Research methodology (Chen et al., 2020; Kartoğlu et al., 2020) to facilitate authentic learning and develop self-determined learning capabilities for healthcare professionals.
DBR- Design Principles in response to COVID
Transferable design principles will be introduced for enhancing healthcare education that will improve practice in a COVID19 world, particularly drawing from eight healthcare projects including: STUDIO602 – enhancing clinical practice with mobile technologies (Cochrane & Sinfield, 2021), developing a virtual reality handover experience for healthcare students (Cochrane et al., 2018), using immersive reality to develop critical thinking in clinical health education (Stretton et al., 2018), enhancing first responder clinical simulation education using immersive reality and biometrics (Cochrane et al., 2020), designing authentic learning for graduate entry nursing students (Macdiarmid et al., 2021), designing public and environmental health education (Kersey et al., 2018), Biomedical engineering (Lam et al., 2021), and physiology education (Fabris et al., 2019).
References
Chen, W., Sandars, J., & Reeves, T. C. (2020). Navigating complexity: The importance of design-based research for faculty development. Medical Teacher, 1-3. https://doi.org/10.1080/0142159X.2020.1774530
Cochrane, T., Aiello, S., Cook, S., Aguayo, C., & Wilkinson, N. (2020). MESH360: A framework for designing MMR enhanced Clinical Simulations [Journal]. Research in Learning Technology, 28(Mobile Mixed Reality - Themed Collection). https://doi.org/10.25304/rlt.v28.2357
Cochrane, T., Narayan, V., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., & Worthington, T. (2021, 29th November- 1st December 2021). Post Pandemic Socially Constructed Blended Synchronous Learning: Vignettes from the Mobile Learning SIG. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia.
Cochrane, T., & Sinfield, D. (2021). STUDIO602: A model for designing real world collaborations between Higher education and Industry. In K. MacCallum & D. Parsons (Eds.), Industry Practices, Processes and Techniques Adopted in Education - Supporting innovative teaching and learning practice (Vol. In preparation). Springer. http://davidparsons.ac.nz/industry-in-ed/
Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR [Journal]. Research in Learning Technology, 26, 2130. https://doi.org/10.25304/rlt.v26.2130
Fabris, C. P., Rathner, J. A., Fong, A. Y., & Sevigny, C. P. (2019). Virtual Reality in Higher Education. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 27(8).
Kartoğlu, Ü., Siagian, R. C., & Reeves, T. C. (2020). Creating a "Good Clinical Practices Inspection" Authentic Online Learning Environment through Educational Design Research. TechTrends : for leaders in education & training, 1-12. https://doi.org/10.1007/s11528-020-00509-0
Kersey, K., Lees, A., Conn, C., Cochrane, T., Narayan, V., & Williams, M. (2018). “Context matters”: The challenges and opportunities of designing tertiary public and environmental health education in South Auckland. Pacific Health, 1(1), 1-12. https://doi.org/https://doi.org/10.24135/pacifichealth.v1i1.8
Lam, L., Cochrane, T., Rajagopal, V., Davey, K., & John, S. (2021). Enhancing student learning through trans-disciplinary project-based assessment in bioengineering. Pacific Journal of Technology Enhanced Learning, 3(1), 4-5. https://doi.org/10.24135/pjtel.v3i1.80
Macdiarmid, R., Winnington, R., Cochrane, T., & Merrick, E. (2021). Using educational design research to develop authentic learning for Graduate Entry Nursing students in New Zealand. Nurse Education in Practice, 102965. https://doi.org/10.1016/j.nepr.2021.102965
Narayan, V., Cochrane, T., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., & Worthington, T. (2021, 29 November - 1 December). Mobile learning and socially constructed blended learning through the lens of Activity Theory. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia.
Stretton, T., Cochrane, T., & Narayan, V. (2018). Exploring Mobile Mixed Reality in Healthcare Higher Education: A Systematic Review [Journal]. Research in Learning Technology, 26, 2131. https://doi.org/10.25304/rlt.v26.2131
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Kim, Hye-Sook, and Eun-Young Choi. "Continuity of BLS Training Effects in Nursing Students." Journal of Korean Academic Society of Nursing Education 18, no. 1 (April 30, 2012): 102–10. http://dx.doi.org/10.5977/jkasne.2012.18.1.102.
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Silva, Geraldo Antonio da, Raul José Vicente Corrêa, Rebeca Corrêa, Cristiane Aparecida Silveira, and Sonia Maria Alves de Paiva. "Feelings experienced by nursing students during supervised training." Revista de Enfermagem UFPE on line 5, no. 7 (August 19, 2011): 1647. http://dx.doi.org/10.5205/reuol.1262-12560-1-le.0507201111.
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ABSTRACTObjective: to identify the feelings experienced by students during supervised training in Nursing, characterizing them according to their socioeconomic characteristics, correlating the feelings experienced during the theoretical and practical learning, and towards the interference in the teaching-learning process. Method: this descriptive, epidemiology, quali-quantitative study was performed using a semi-structured instrument. It was conducted with eighth- and ninth-semester nursing undergraduates of a private university in Southern Minas Gerais. The study was approved by the institution and the respective Research Ethics Review Board (0118.0.213.000-09). Results: the quantitative data were analyzed using descriptive statistics, while Bardin’s content analysis was used for the qualitative data. Most students were between 22 to 26 years old, female, unmarried, without children and not working in the nursing area. In addition, it was revealed that the nursing program had been the student’s first choice among university courses. Of the total, 16 (23.9%) have thought about quitting because of a lack of time. In relation to the feelings experienced during the supervised training, two categories emerged: satisfaction, feelings of social utility and conflicting feelings. As for the subjects’ feelings towards the course and professional life, the following categories emerged: Feelings of fear, contradictory feelings, and feelings of satisfaction. Conclusion: educational institutions should build faculty awareness regarding the effect that student interaction has on improving the teaching-learning process, and that students should receive psychopedagogical support to minimize suffering by helping them during conflicts. Descriptors: nursing students; emotions; education.RESUMOObjetivo: identificar os sentimentos vivenciados pelos alunos durante o Estágio Supervisionado em Enfermagem; caracterizando-os quanto o perfil socioeconômico, correlacionando os sentimentos vivenciados durante a aprendizagem teórico-prático, e às interferências no processo ensino–aprendizagem. Método: estudo de abordagem quali-quantitativa de natureza descritiva e epidemiológica, utilizamos um instrumento semi-estruturado, realizado com os acadêmicos do oitavo e nono períodos do Curso de Graduação em Enfermagem de uma Universidade privada do Sul de Minas Gerais, após aprovação da instituição de ensino e do Comitê de Ética em Pesquisa (0118.0.213.000-09). Resultados: a análise dos dados quantitativos foi através da estatística descritiva e os qualitativos através da Análise de Conteúdo de Bardin. Os resultados revelaram que a maioria dos alunos tinha idades entre 22 e 26 anos; eram do sexo feminino, solteiros, sem filhos e não trabalhavam na área, além disso, os resultados expuseram que o curso de enfermagem havia sido a primeira opção na hora da escolha do curso. Do total, 16 (23,9%) já pensaram em desistir por falta de tempo para se dedicar ao mesmo. Em relação aos sentimentos vivenciados durante o estágio supervisionado, emergiram duas categorias: Satisfação, sentimentos de utilidade social e Sentimentos conflitantes. Quanto aos sentimentos em relação ao curso e à vida profissional surgiram Sentimentos de temor, Sentimentos contraditórios e de Satisfação. Conclusão: recomenda-se que as instituições de ensino despertem nos docentes sobre importância da interação com os acadêmicos na melhora do ensino-aprendizagem, e que os alunos possam ter apoio psicopedagógicos durante a graduação, para que minimizem o sofrimento auxiliando-os durante os conflitos vivenciados. Descritores: estudantes de enfermagem; emoções; educação.RESUMENObjetivo: identificar los sentimientos experimentados por los estudiantes durante el periodo de practicas en Enfermería, caracterizándolos como el socioeconómico, la correlación de los sentimientos experimentados durante el aprendizaje teórico-práctico, y la injerencia en el proceso de enseñanza-aprendizaje. Método: se trata de un enfoque de la investigación epidemiológica cualitativo-cuantitativo y descriptivo, se utiliza un instrumento semi-estructurado. Se llevó a cabo con los estudiantes del octavo semestre y el noveno de la enfermería de una universidad privada del sur de Minas Gerais, después de la aprobación por la institución y el Comité de Ética de la Investigación (0118.0.213.000-09). Resultados: el análisis cuantitativo, mediante estadística descriptiva y datos cualitativos a través del análisis de contenido de Bardin. Los resultados revelaron que la mayoría de los estudiantes tenían entre 22 y 26 años, sexo femenino, soltera, sin hijos y no trabajan en la zona, además, los resultados mostraron que el programa de enfermería había sido la primera opción en el momento de elección, por supuesto. Del total, 16 (23,9%) han pensado en dejar de fumar debido a la falta de tiempo para dedicarse a ella. En relación a los sentimientos experimentados durante el entrenamiento supervisado, emergieron dos categorías: la satisfacción, el sentimiento de utilidad social y los sentimientos en conflicto. En cuanto a los sentimientos hacia el campo y llegó a la vida sentimientos de miedo, sentimientos de satisfacción y contradictorias. Conclusión: se recomienda que las instituciones educativas a raíz de la importancia de la interacción docente con los estudiantes en la mejora de la enseñanza y el aprendizaje y que los estudiantes pueden tener durante su psicología de la educación de pregrado, para minimizar el sufrimiento, ayudándoles en los conflictos con experiencia. Descriptores: estudiantes de enfermería, las emociones, la educación.
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Imai, Yoshie, Chiemi Onishi, and Takae Bando. "Students' Care-Related Attitudes During Geriatric Nursing Training." International Journal for Human Caring 21, no. 4 (April 2017): 176–84. http://dx.doi.org/10.20467/humancaring-d-17-00059.
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İsmailoğlu, Elif Günay, and Handan Özdemir. "Factors Affecting Sleep Hygiene Training of Nursing Students." Journal of Turkish Sleep Medicine 7, no. 3 (October 5, 2020): 195–200. http://dx.doi.org/10.4274/jtsm.galenos.2020.43531.
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KOÇAN, Sema, and Özlem ALBAYRAK. "Nursing Students' Simulation Training Experience: A Qualitative Study." Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi 10, no. 4 (December 29, 2021): 842–49. http://dx.doi.org/10.37989/gumussagbil.975265.
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Dean, Erin. "Nursing and medical students benefit from training together." Nursing Standard 25, no. 3 (September 22, 2010): 9. http://dx.doi.org/10.7748/ns.25.3.9.s12.
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Figueiroa, Maria, Maria Menezes, Estela Monteiro, Ângela Andrade, Débora Fraga, and Monique Oliveira. "Nursing students’ perception of training on human sexuality." Revista de Enfermagem Referência IV Série, Nº15 (December 12, 2017): 21–30. http://dx.doi.org/10.12707/riv17044.
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Melin-Johansson, Christina, Jane Österlind, Carina Lundh Hagelin, Ingela Henoch, Kristina Ek, Ingrid Bergh, and Maria Browall. "Undergraduate nursing students' transformational learning during clinical training." International Journal of Palliative Nursing 24, no. 4 (April 2, 2018): 184–92. http://dx.doi.org/10.12968/ijpn.2018.24.4.184.
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Kurban, Nevin Kuzu, Halide Savaş, Bengü Çetinkaya, Türkan Turan, and Asiye Kartal. "Evaluation of nursing students’ training in medical law." Nursing Ethics 17, no. 6 (November 2010): 759–68. http://dx.doi.org/10.1177/0969733010378931.
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There is no co-ordinated focus on liabilities arising from nurses’ medical interventions in terms of occupational, administrative, civil legal and criminal activities. However, the Turkish Criminal Code, the Turkish Medical Ethics Code of Practice, and guidelines for patients’ rights offer some framework for the relevant ethical principles and responsibilities of nurses. The aim of this study was to investigate the evaluation of nursing students’ training in their legal liabilities. The sample consisted of 309 students who were taking a course entitled ‘Nurses’ legal liabilities under Turkish criminal and civil law arising from medical interventions’. Data were obtained by means of self-administered questionnaires and McNemar’s test was used to evaluate the answers. In conclusion, after their training, a great majority of the students demonstrated an improvement in terms of their percentage of correct answers relating to malpractice. This does not, however, mean that they will not face malpractice charges after graduating, but their increased awareness of the issue may encourage them to make more effort to reduce the risk of mistakes. It is recommended that nursing faculty carry out studies into medical malpractice, that they focus more on this subject in nursing education, and that all nursing schools review their curricula from the point of view of malpractice.
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Imai, Yoshie, Chiemi Onishi, and Takae Bando. "Students’ Care-Related Attitudes During Geriatric Nursing Training." International Journal of Human Caring 21, no. 4 (December 2017): 176–84. http://dx.doi.org/10.20467/1091-5710.21.4.176.
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Griggs, Rosanne. "ROTC Training Teaches Nursing Students Critical Thinking Skills." Nurse Educator 30, no. 1 (January 2005): 37–39. http://dx.doi.org/10.1097/00006223-200501000-00010.
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Yu, P., and Y. Qiu. "Nursing Information Systems." Methods of Information in Medicine 46, no. 04 (2007): 416–19. http://dx.doi.org/10.1160/me0437.
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Summary Objective: In order to ensure the successful implementation of a nursing information system (NIS), nurses and nursing students must be adequately trained. In order to do this effectively, it is essential to understand their training needs. This study focuses on the training needs of nursing students in particular through the identification of the usage problems they encounter. Usability testing, which involves observing users’ interaction with an NIS, overcomes the deficiencies of traditional approaches of training needs analysis such as interviewand survey. The study applied usability test to assess training needs of nursing students to learn to use a specific NIS, the “Care Planning Assessment Tool” (CPAT). Methods: An experiment in which novice CPAT users were expected to learn to use the software through task-based exploration was conducted. Eight nursing undergraduate students who had never used the software were recruited. Participants’ interactionswith the system were captured by screen capture software. Meanwhile, participants’ “think aloud” verbal expression of their usage problems was audio-taped. Results: A coding schemewas used in analysing the captured audio and video data. Ten common usage problems were identified. From these problems, three areas of knowledge gap that this cohort of novice users experienced were identified. Conclusion: The training needs of nursing students learning to use an NIS was conceptualised in a model consisting of three types of knowledge, i.e. computer skills, knowledge about the NIS and knowledge about procedure of nursing documentation. The knowledge gap must be filled in order to ensure effective training.
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Trihadi, Dayat, Etlidawati Silvi, and Dwi Kania Murtiasih. "ASSERTIVENESS TRAINING CAN INCREASE NURSING STUDENT CONFIDENCE." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 2, no. 1 (August 31, 2017): 34. http://dx.doi.org/10.24990/injec.v2i1.139.
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Background and purpose : Students to have the confidence to face these challenges. One of the efforts to boost confidence is with assertiveness training. This therapy is done in five sessions with the method of describing, modeling, role play, feedback, and transferring. This study aims to determine the influence of assertiveness training in increasing Nursing student confidence of Nursing Health Science in Muhammadiyah University of Purwokerto.Methods : This study uses quasi experiments method with pretest-posttest design with control group with statistical tests namely Dependent (Paired) and test Independent Samples T test. Sampling technique uses Cluster Random Sampling. Samples in this study were 41 students of S-1 nursing as the intervention group and the other 41 students as control group.Results : The results of the study showed a significant different increase statistically confidence of the students in the intervention group and control group after the intervention group is given assertiveness training ( = 0,000).Conclusion and recomendation : The conclusion of this research is assertiveness training can increase students confidence. The results of the study can be input for health workers, especially nurses to improve the ability to provide nursing actions, as a counselor, and as an educator.
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Parker, Tracy J., and Caroline Carlisle. "Project 2000 students' perceptions of their training." Journal of Advanced Nursing 24, no. 4 (October 1996): 771–78. http://dx.doi.org/10.1046/j.1365-2648.1996.25416.x.
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Wang, Chiu-Wen, Charanjit Singh, Beverly Bird, and Glenice Ives. "The Learning Experiences of Taiwanese Nursing Students Studying in Australia." Journal of Transcultural Nursing 19, no. 2 (April 2008): 140–50. http://dx.doi.org/10.1177/1043659607312968.
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Salamonson, Yenna, Bronwyn Everett, Sharon Andrew, Jane Koch, and Patricia M. Davidson. "Differences in universal diverse orientation among nursing students in Australia." Nursing Outlook 55, no. 6 (November 2007): 296–302. http://dx.doi.org/10.1016/j.outlook.2007.07.005.
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Park, Meera, Nam-Joo Je, and Hyung-Nam Yeoa. "Effect of Simulation Training on Evidence-based Practical Training for Nursing Students." Journal of Korea Society for Simulation in Nursing 7, no. 2 (December 31, 2019): 45–59. http://dx.doi.org/10.17333/jkssn.2019.7.2.45.
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