Journal articles: 'Nursing students Victoria Discipline'

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Khalil, H., A. Leversha, and J. Walker. "Evaluation of pharmacy students' rural placement program: preparation for interprofessional practice." Australian Health Review 39, no. 1 (2015): 85. http://dx.doi.org/10.1071/ah14121.

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Objective To date, there are few data on pharmacy-specific placement programs and their impact on students’ work after graduation. The present study evaluated an innovative rural pharmacy placement program targeted at influencing students to work and live in rural areas after graduation. A secondary aim of the study was to explore the students’ intentions to come back and practice in rural areas as a result of their involvement in the rural pharmacy program. Methods A questionnaire was distributed, by hand, to a total of 58 third and fourth (final) year pharmacy students undertaking their rural placement in the Gippsland region, in rural Victoria in 2011 and 2012. Results Fifty-seven responses were returned (response rate = 98%). Students stated that understanding pharmacy practice from a rural perspective, visits to rural health professionals and sites and the attitude of their preceptors were essential to their satisfaction with their rural placements. A significant number of students (72%) intend to seek employment in rural areas if opportunities arise as a result of their increased rural awareness. The key components for a successful rural placement program were described by the surveyed students as social awareness, recognising job opportunities and interprofessional learning. Conclusion The evaluation of the rural placement program revealed that students valued their visits to rural sites and their interaction with other rural health professionals the most. What is known about the topic? Rural undergraduate student programs have been initiated as a result of several Australian government strategies to address shortages in rural health workforce. Subsequently, various rural placement programs have been integral parts of several disciplines, including medicine, dentistry, nursing, occupational therapy and pharmacy among others. To date, there are few data on pharmacy-specific placement programs and their impact on students’ work after graduation What does this paper add? The rural pharmacy program is important in influencing students’ perceptions and interest in a career in rural areas. The key components for a successful rural placement program were described by the surveyed students as social awareness, recognising job opportunities and interprofessional learning. What are the implications for practitioners? Interprofessional learning and collaboration are inevitable due to the shortage of health professionals and the move towards holistic management of patients in healthcare settings. The development of an interprofessional rural education that combines rural medical and pharmacy students together highlights the importance of an interprofessional approach to preparing students to work in rural areas.

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Donohue-Porter, Patricia, Maryann O. Forbes, Jane H. White, and Steven L. Baumann. "Transforming Nursing Education and the Formation of Students." Nursing Science Quarterly 30, no. 2 (March 24, 2017): 134–42. http://dx.doi.org/10.1177/0894318417693287.

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Transforming nursing education is a current focus across the country, the result of recent national reports that have made significant contributions for evaluating and changing curricula and ways students are taught. However, the need to ground these strategies for change within our discipline’s ontological foundation through nursing theory must be addressed. The purpose of this article is to use Parse’s Humanbecoming Paradigm to provide educators with exemplars of discipline-specific theory-based changes across educational levels. The exemplars are situated within the important tensions that educators face today in undergraduate, advanced practice, and doctoral programs. Conclusions are drawn regarding continuing efforts to ensure that nurse educators incorporate discipline-relevant theories when transforming nursing education.

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Brown, Stephen, Lara Wakeling, Mani Naiker, and Sue White. "Approaches to Study in Undergraduate Nursing Students in Regional Victoria, Australia." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 155–64. http://dx.doi.org/10.1515/ijnes-2014-0020.

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AbstractIn developmental research to devise a strategy to identify students who may benefit from assistance with learning habits, approaches to study were explored in undergraduate nursing students (n=122) enrolled in a compulsory first-year course in physiology at a regional Australian university. The course constituted 30 credits (25%) of their first year of study. Using the Approaches and Study Skills Inventory (ASSIST), students were identified as adopting a deep (n=38, 31%), strategic (n= 30, 25%), or a surface (n=54, 44%) approach to study. Internal consistency (Cronbach’s alpha [α]) for deep, strategic, and surface was 0.85, 0.87, and 0.76, respectively. Subsequently, a cluster analysis was done to identify two groupings: a “surface” group (n=53) and a “deep/strategic” group (n=69). The surface group scored lower in deep (33.28±6.42) and strategic (39.36±6.79) approaches and higher in the surface (46.96±9.57) approach. Conversely, the deep/strategic group scored 46.10±6.81, 57.17±7.81, and 41.87±6.47 in deep, strategic, and surface styles, respectively. This application of the ASSIST questionnaire and cluster analysis thus differentiated students adopting a surface approach to study. This strategy may enable educators to target resources, for example additional tutorial opportunities, peer-assisted study support, and tutor-led seminar sessions aimed at encouraging students to adopt a less superficial approach to study.

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Hosseini, Meimanat, Tahereh Ashk Torab, Mohammad Hossein Taghdisi, and Safar Ali Esmaeili Vardanjani. "Study on Situational Influences Perceived in Nursing Discipline on Health Promotion: A Qualitative Study." ISRN Nursing 2013 (September 2, 2013): 1–9. http://dx.doi.org/10.1155/2013/218034.

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Introduction and Objectives. Nurses, as behavioral models, play a key role in health promotion, and their attitudes towards health promotion highly influence their health and performance. The aim of this study is to explore nursing students' perception of studies in nursing discipline as a situational influence on health promotion. Materials and Methods. This study was conducted using directed content analysis, by means of 20 deep semistructured interviews with nursing students. The participants were selected on purposive sampling. Data was analyzed by the qualitative content analysis method. All interviews were recorded, transcribed, and reviewed, and all codes were extracted and summarized. The codes were subcategorized on the basis of centralization and were categorized after review of subcategories, and finally, a theme was determined. Findings. The theme of nursing discipline's situational influence on nursing students' health promotion was revealed. This theme consisted of “choosing the field,” “unfavorable environmental factors,” “negative impacts of studies in nursing discipline on health,” “positive effects of studies in nursing discipline on health”, “needs,” “attractiveness (aesthetics),” and “coping with negative situational influences in nursing discipline.” Conclusion. The perception of studies in nursing discipline as a health-promoting behavior is under influence of social environment. Considering the importance of the students' positive perception of the existing situation, it is essential to pay attention to their attitudes and perceptions so that they can provide better services to patients.

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Ahmadi, Abdul Qudoos, Najeebullah Faizi, Sayed Obaidullah Hamidi, and Hafizullah Majidi. "Perceptions of nursing students regarding their Discipline at Kabul University of Medical Science in 2021." Technium Social Sciences Journal 34 (August 8, 2022): 557–65. http://dx.doi.org/10.47577/tssj.v34i1.7143.

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Abstract Background and Aim: Students' perspectives regarding their Discipline directly affect the quality and quantity of health care and ultimately the health of individuals and society. This study aimed to determine the perspective of Nursing Students at Kabul University of Medical Sciences “Abo Ali ibn Sina” about their Discipline. Methodology: A cross-sectional descriptive study was conducted among 249 nursing students at Kabul University of Medical Sciences “Abo Ali ibn Sina” by census sampling method. The data collection tool was the University of Minnesota Questionnaire based on the Likert scale. Data were coded and analyzed using Statistical Package for Social Science (SPSS25) software. Results: The mean and standard deviation of the student's perspectives regarding their Discipline were 15.85 ± 4.777 respectively, which was higher than the mean exam score. In total, 143 (57.4%) participants had positive perspectives regarding their Discipline, 78 (31.3%) had negative perspectives And 28 (11.2%) were neutral. According to the results of the Kruskal-Wallis test, Perceptions of Nursing students regarding their Discipline had a statistically significant difference between marital status (P=0.005), Accommodation type (P = 0.028), and classes (P=0.001). Conclusion: The mean score for the perspectives of the population under investigation toward their Discipline was higher than the acceptable level which demonstrates a desirable perspective toward their Discipline among the majority of students.

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Milton, Constance L. "Ethical Truths in the Discipline of Nursing." Nursing Science Quarterly 33, no. 1 (December 3, 2019): 19–20. http://dx.doi.org/10.1177/0894318419881803.

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There are different paradigms in the discipline of nursing that contain theories that guide the practice, research, and education for members of the discipline. Each paradigm and nursing theory espouses ethical truths differently. The author in this article introduces the notion of teaching the ethos of humanbecoming dignity through uncovering the abiding truths of presence, existence, trust, and worth. A suggested situational teaching-learning tool is introduced to illustrate the potential uncovering of ethical truths for students of the discipline.

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Bell, Victoria. "The journey to becoming a newly qualified nurse in general practice." Practice Nursing 30, no. 10 (October 2, 2019): 512–13. http://dx.doi.org/10.12968/pnur.2019.30.10.512.

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Practice Nursing is keen to encourage more students to get excited about a career in general practice. Victoria Bell kindly shares her experience of placements and job hunting in the hope that more students will see that working in general practice is an option them

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Stanley, Mary Jo, Daryl L. Canham, and Virginia Young Cureton. "Assessing Prevalence of Emotional and Behavioral Problems in Suspended Middle School Students." Journal of School Nursing 22, no. 1 (February 2006): 40–47. http://dx.doi.org/10.1177/10598405060220010701.

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Schools are seeing an influx of disruptive behaviors related to an increase in emotional and behavioral issues. In the adolescent population, emotional and behavioral problems are manifested in a variety of forms and often result in some form of discipline within the school setting. Although discipline punishes the unwanted behavior, it does nothing to address the reason for the behavior. This study examined the prevalence of emotional and behavioral problems among middle school students who have been suspended. Students who are suspended are the very children at risk for social, emotional, and mental health problems. Results from the study indicate significance in some of the 14 subcategories of the Student Behavior Survey tool, lending support toward the conclusion that emotional and behavioral problems may be associated with suspensions. Advocating for assessment of emotional and behavioral needs should be considered for students with discipline problems that lead to suspension.

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Gama de Sousa Aperibense, Pacita Geovana, Bruna Tavares Uchoa dos Santos Xavier, Rafael Lustosa Ribeiro, Valeria Aparecida Masson, and Marco Antonio Carvalho Filho. "INSTRUCTIONAL DESIGN: A LEARNING STRATEGY APPLIED TO NURSING HISTORY IN REMOTE TEACHING." Cogitare Enfermagem, no. 27 (September 28, 2022): 1–7. http://dx.doi.org/10.5380/ce.v27i0.87230.

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Objective: to describe the elaboration of a virtual learning object to teach the Nursing History academic discipline. Method: a descriptive and exploratory study of the experience report type about the elaboration of a learning object as an active methodology in remote classes of the Nursing History academic discipline using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model of instructional design. The academic discipline was taught from December 2020 to March 2021 in Macaé, RJ, Brazil. Results: the discipline had an hour load of 30 hours, distributed in 10 synchronous meetings and nine asynchronous activities, with the participation of 26 students through the MOODLE platform, in addition to other pedagogical strategies. The challenges were mainly of a motivational nature and the students' interaction with the platforms showed commitment and interest; moreover, they were fundamental to turning learning-teaching into a dynamic and pleasant process. Conclusion: elaboration of the Virtual Learning Object was a strategy that assisted in improving the students' performance, in addition to promoting innovation in the teachers' pedagogical methods.

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Birks, Melanie, Mohammad Al-Motlaq, and Jane Mills. "Pre-registration nursing degree students in rural Victoria: Characteristics and career aspirations." Collegian 17, no. 1 (March 2010): 23–29. http://dx.doi.org/10.1016/j.colegn.2009.07.001.

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Chehri, MS, A. Soori laki, A. Ebadi, H. Mahmoudi, and MJ Sepahvand. "A Comparative Study of the Attitudes of Freshman and Senior Nursing Students towards Nursing Discipline." Iran Journal of Nursing 27, no. 89 (August 1, 2014): 61–68. http://dx.doi.org/10.29252/ijn.27.89.61.

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Ratero, Lilian Rubinho, Júlio César André, Emerson Roberto dos Santos, Lilian Castiglioni, Nádia Antônia Aparecida Poletti, Leonila Santos de Almeida Sasso, and Daniela Comelis Bertolin. "Human anatomy and clinical nursing practice." Journal of Nursing Education and Practice 10, no. 10 (June 23, 2020): 13. http://dx.doi.org/10.5430/jnep.v10n10p13.

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Introduction and Objective: Human anatomy is an essential component of the undergraduate nursing curriculum for learning the specific disciplines which deal with clinical practice. Anatomical knowledge provides assurance for the practice of clinical assessment and invasive procedures of legal competence of nurses. The aim of the study was to analyze the correlation of the content taught in the discipline Human Anatomy with the clinical practice of undergraduate nursing students in the discipline Semiology and Semiotics in Nursing and The Care Process, as well as their assurance to start it.Methods: Quantitative descriptive study with the application of an online questionnaire to 66 undergraduate nursing students at a public education institution in the interior of São Paulo. Data analysis by number of occurrences and Chi-square test.Results: There was partial agreement about the interdisciplinarity between human anatomy and disciplines of clinical nursing practice. The students agreed to be partially assured about the procedures to start the semiological practice of different devices and to perform nursing procedures. The predominance of the superficial approach to content related to the clinical practice of the disciplines Semiology and Semiotics in Nursing and The Care Process was predominant.Conclusions: The teaching of human anatomy, along the lines offered, maintains an unsatisfactory correlation with clinical practice due to the students’ experience, interfering with learning, acting in clinical teaching and professional training.

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Schumann, Renae R. "Honors Programs as a Way to Grow the Discipline." International Journal of Human Caring 12, no. 2 (March 2008): 50–53. http://dx.doi.org/10.20467/1091-5710.12.2.50.

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Honors programs and courses can be characterized by large impersonal classes with differences in assignments and evaluation criteria compared to non-honors courses. This article begins to tell the story of a nursing honors program in which expert researchers and educators mentor highly motivated students, introducing them to nursing research and to faculty roles. The one-on-one relationships developed during the two-semester program encourage student growth and academic and career success. Mentored students are more confident in their ability to participate in clinical research and pursue advanced education.

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Macedo, Ídila Letícia Justiniana de, Cristina Mara Zamarioli, and Emilia Campos de Carvalho. "Critical incidents involving Semiology during practical activities of nursing undergraduates." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1572–79. http://dx.doi.org/10.1590/0034-7167-2017-0364.

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ABSTRACT Objective: To identify critical incidents (situations, behaviors and feelings) during practical activities, involving knowledge and skills related to the discipline of Semiology and Semiotics. Method: Descriptive research using the critical incident technique, with the Snow Ball technique for the selection of participants and an instrument for collection of data. The reports were categorized according to the elements of the critical incident (situations, behaviors and feelings). Results: A total of 62 reports from senior (n = 46), sophomore and junior (n = 16) students were analyzed. The students were predominantly female (90.3%). The majority described a situation of a physical examination, expressed mastery of the skills necessary for the activity and reported positive feelings. Conclusion: The reports showed that the knowledge and skills acquired in the discipline allowed for a development of practical activities with familiarity and positive feelings. The importance that the students attribute to the recognition of the activities by the professor, the patient and family stands out.

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Sarode, Rupali Dhananjay, and Vaishali Dinesh Tendolkar. "Intelligence as a Predictor of Impulse Control among New Entrants Studying in B.Sc. Nursing Disciplines." Journal of Evolution of Medical and Dental Sciences 10, no. 18 (May 3, 2021): 1286–90. http://dx.doi.org/10.14260/jemds/2021/272.

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BACKGROUND Students from various medical and paramedical disciplines require above average intelligence to understand all the medical subjects and concepts as it deals with human body and human life. Students of nursing discipline have huge responsibility of learning cognitive, affective domain and psychomotor skills simultaneously. It is also observed that impulse control (patience) is absolute virtue of health professional courses including nursing profession. Impulsivity always causes undesirable consequences. Nursing professional students are expected to possess good impulse control. We wanted to assess the level of intelligence, level of impulse control and relationship between intelligence and impulse control among new entrants studying nursing profession. METHODS In this descriptive study, a sample size of 100, 50 males and 50 females, first year students of B.Sc. nursing discipline were selected purposively from Nagpur and Wardha districts of Maharashtra, India. All the participants completed scales pertaining to impulse control and intelligence using impulse control scale developed by Shrivastava and Naydoo and Culture fair intelligence test by Cattle. RESULTS It shows that nursing boys significantly had more scores for intelligence (x̄ = 88.66) and for impulse control (x̄ = 206.62) than nursing girls (x̄ = 88.10), (x̄ = 196.80) respectively. There exists a statistically non-significant positive relationship between intelligence and impulse control for overall population (r = 0.153, P < 0.05). The findings suggest that higher the intelligence, greater is the impulse control among new entrants of nursing discipline. CONCLUSIONS Male students show more intelligence and had more impulse control as compared to nursing girls and also show greater magnitude of positive correlation as compared to their female counterparts. KEY WORDS Intelligence, Impulse Control, Relationship

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Bergamasco, Ellen Cristina, Beatriz Murata Murakami, and Diná de Almeida L. M. Da Cruz. "Uso da Escala de Satisfação dos Estudantes e Autoconfiança com a Aprendizagem (ESEAA) e da Escala do Design da Simulação (EDS) no ensino de enfermagem: relato de experiência." Scientia Medica 28, no. 3 (August 3, 2018): 31036. http://dx.doi.org/10.15448/1980-6108.2018.3.31036.

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AIMS: To report the experience with using the Student Satisfaction and Self-Confidence in Learning (SSSCL) and the Simulation Design Scale (SDS) in a Nursing Undergraduate course.EXPERIENCE REPORT: The experience was held in a private educational institution of the city of São Paulo, in the discipline of Adult Health I, in the 4th semester of Nursing. This discipline has two simulated scenarios: care of a patient with glycemic alteration and care of a patient with respiratory distress. The objectives of the simulation were to discuss clinical reasoning, knowledge to identify the main problem (nursing diagnosis) and the student's abilities to perform care (nursing intervention). After the simulations, the students were invited to fill in the ESEAA and EDS instruments.CONCLUSIONS: Use of the instruments allowed to identify the level of the students' satisfaction regarding the use of simulation as a teaching strategy and provided the teachers of the discipline with a reflection on the worked scenarios, revising the clarity of the objective, content and conduct of the debriefing. The results obtained from the students' responses reinforce the importance of using simulation and stimulate the teacher in the building of scenarios and developing this strategy.

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Kusa, O. "Formation of structure and content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical care”, educational degree of junior specialist at higher medical educational institutions." Bukovinian Medical Herald 25, no. 1(97) (May 26, 2021): 108–14. http://dx.doi.org/10.24061/2413-0737.xxv.1.97.2021.16.

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The objective of the article - to acquaint teachers of medical educational institutions, including higher, at which professional medical colleges are created with a course of academic discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist.Material and methods. This article describes the academic discipline “Obstetrics” which is an important subject for the professional development of future physicians.Results. The content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist, includes the program which describes the content of educational material, requirements for the organization of its mastering and educational and methodical complex are formulated.Conclusion. Developed program and teaching methods contribute to the formation of professional competence for future specialists. Learned in the process of studying the discipline of knowledge and skills determine the readiness of the paramedic for professional activities, allow to apply their set effectively and competently apply medical interventions in various obstetric conditions.

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Fernandes, Igor Donizete, Haiany Cruz dos Santos, Fabiano da Silva Feitosa, Anayque Taihara de Oliveira Ribeiro, Taíse Jordão Zanzarini, Jussara Britto Batista Gonçalves, Elena Carla Batista Mendes, and Rogério Rodrigo Ramos. "Teaching hospital management during the undergraduate nursing course." International Journal for Innovation Education and Research 10, no. 1 (January 1, 2022): 80–84. http://dx.doi.org/10.31686/ijier.vol10.iss1.3594.

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Learning takes place in the interaction between people through the teaching process, from which the academic community appropriates socially established knowledge. In nursing, teaching education is essential for nursing education, and the role of the teacher in this aspect is fundamental for teaching-learning. Identify the students' expectations in relation to the discipline of hospital management, as well as the gaps found in the methodologies applied in the teaching process. The field research used a questionnaire structured by the researchers. 31 students from the last year of nursing participated in the research. The study was approved by the Research Ethics Committee of Unifunec. The data were analyzed in the Microsoft Office Excel and Microsoft Office Word programs. Of the 31 students interviewed, 55% (17) had a basic notion of how to identify the functions of the nurse manager, 16% (5) could not identify, 16% (5) knew how to identify with some difficulty, 13% (4) easily identified. Regarding the methodologies applied, technological advances were monitored, 51% (16) considered that partially, 39% (12) considered yes, 10% (3) considered no. It was identified that the discipline of hospital management generates many expectations in the students and, at the same time, point out gaps in the construction of this knowledge. Further research is suggested to find alternatives that allow the proximity of reality to learning and in the preparation of nurses to deal with managerial functions.

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Bjorklund, Pamela. "Invisibility, Moral Knowledge and Nursing Work in the Writings of Joan Liaschenko and Patricia Rodney." Nursing Ethics 11, no. 2 (March 2004): 110–21. http://dx.doi.org/10.1191/0969733004ne677oa.

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The ethical ‘eye’ of nursing, that is, the particular moral vision and values inherent in nursing work, is constrained by the preoccupations and practices of the superordinate biomedical structure in which nursing as a practice discipline is embedded. The intimate, situated knowledge of particular persons who construct and attach meaning to their health experience in the presence of and with the active participation of the nurse, is the knowledge that provides the evidence for nurses’ ethical decision making. It is largely invisible to all but other nurses. Two nurse researchers, Joan Liaschenko of the University of Minnesota and Patricia Rodney of the University of Victoria, have investigated the ethical concerns of practising nurses and noted in their separate enquiries the invisible nature of critical aspects of nursing work. Noting the similarities in their respective observations, and with the feminist ethics of Margaret Urban Walker as a theoretical framework, this article examines the concept of ‘invisibility’ as it relates to nursing work and nursing ethics.

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Conn, Vicki S., Urmeka Jefferson, Marlene Z. Cohen, Cindy M. Anderson, Cheryl M. Killion, Nancy L. Fahrenwald, Lazelle E. Benefield, et al. "Strategies to Build Authorship Competence Among PhD Students." Western Journal of Nursing Research 39, no. 3 (July 9, 2016): 329–55. http://dx.doi.org/10.1177/0193945916651588.

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Publication in refereed journals is an important responsibility of PhD-prepared nurses. Specialized writing skills are crucial for effective professional publication. The capacity to develop and publish articles is best learned during doctoral education. This Western Journal of Nursing Research Editorial Board Special Article addresses multi-dimensional strategies to develop authorship competence among doctoral students. The article outlines structured PhD program experiences to provide the context for students to develop authorship capacity. The authors identify multi-faceted faculty endeavors and student activities that are essential to foster authorship competence. Students who embrace opportunities to acquire authorship qualifications will be well prepared for their post-graduation role as stewards of the nursing discipline.

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Happell, Brenda. "The Implications of Legislative Change on the Future of Psychiatric Nursing in Victoria." Australian & New Zealand Journal of Psychiatry 32, no. 2 (April 1998): 229–34. http://dx.doi.org/10.3109/00048679809062733.

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Objective: The aim of this paper is to explore the potential implications of the Nurses Act introduced in 1993 upon psychiatric nursing in Victoria. Essentially this Act abolished the existing separate undergraduate education for psychiatric nursing. The focus of this paper is to explore the potential implications of this legislative change to the psychiatric nursing profession, particularly in light of relevant research findings. Method: In order to ascertain the impact of legislative change, a survey of psychiatric nursing content was conducted in Schools of Nursing throughout Victoria. Results: A 100% response rate was achieved. The responses indicated that little alteration had been made to existing general nursing courses to incorporate the change in legislation. The compulsory psychiatric nursing content varies from nil to 17.4% of the total curriculum. Conclusions: The theory and practice of psychiatric nursing constitute only a small proportion of undergraduate curricula. In view of the comparative unpopularity of psychiatric nursing as a career option for undergraduate students, the implications of this situation for the future psychiatric nursing workforce are serious.

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Scherer, Zeyne Alves Pires, Edson Arthur Scherer, and Ana Maria Pimenta Carvalho. "Group therapy with nursing students during the theory-practice transition." Revista Latino-Americana de Enfermagem 15, no. 2 (April 2007): 214–23. http://dx.doi.org/10.1590/s0104-11692007000200005.

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This study aimed to verify whether the intervention of short term groups could provide nursing students means to cope with stress, typical of the transition process from the theoretical to the practical learning. Participant observation was used, allowing 12 students in the discipline Fundamentals II, to express their anxieties and anguish towards the new and future role of taking care of other people's health. Results suggest that higher nursing education institutions should consider the group technique not only as a support resource, but also as a didactical resource in their curricula. At a time when educational reforms are discussed, is important to bear in mind that any planned changes will have an effect not only in technical terms but will also affect the human being.

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Josephsen, Jayne. "Critically Reflexive Theory: A Proposal for Nursing Education." Advances in Nursing 2014 (July 24, 2014): 1–7. http://dx.doi.org/10.1155/2014/594360.

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Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.

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Peck, Blake, Andrew Smith, Daniel Terry, and Joanne E. Porter. "Self-Regulation for and of Learning: Student Insights for Online Success in a Bachelor of Nursing Program in Regional Australia." Nursing Reports 11, no. 2 (May 20, 2021): 364–72. http://dx.doi.org/10.3390/nursrep11020035.

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The blended online digital (BOLD) approach to teaching is popular within many universities. Despite this popularity, our understanding of the experiences of students making the transition to online learning is limited, specifically an examination of those elements associated with success. The aim of this study is to explore the experiences of students transitioning from a traditional mode of delivery to a more online approach in an inaugural BOLD Bachelor of Nursing program at a regional multi-campus institution in Victoria, Australia. Fifteen students across two regional campuses participated in one of four focus groups. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation. A modified method of thematic analysis of phenomenological data was employed to analyse the focus group interview data to identify themes that represent the meaning of the transition experience for students. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation.

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Yancey, Nan Russell. "Collaboration in Teaching-Learning: Honoring the Wisdom of Diverse Perspectives." Nursing Science Quarterly 32, no. 4 (September 12, 2019): 278–82. http://dx.doi.org/10.1177/0894318419864329.

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As complexity challenges healthcare providers across disciplines, calls arise for greater collaboration across settings and disciplines. In this column, the importance of honoring the wisdom of the diverse perspectives of collaborators with varying educational and experiential backgrounds is explored. For authentic collaboration to be possible, collaborators must have a solid theoretical, scientific, and experiential foundation within their particular discipline. The challenge for nurse faculty is to prepare students for collaboration by providing teaching-learning opportunities for building a solid foundation in the discipline, being clear about the distinctions across disciplines as well as the distinctions among the many degree levels within nursing.

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Ali, Bibi Hajira Irshad, Khairunnisa Aziz Dhamani, and Naghma Rizvi. "Perceptions of nursing students and nursing faculty about incivility and its factors in nursing education: A descriptive qualitative study." Journal of Shifa Tameer-e-Millat University 5, no. 1 (September 3, 2022): 3–10. http://dx.doi.org/10.32593/jstmu/vol5.iss1.140.

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Introduction: Incivility is commonly observed in number of schools including nursing institutions around the world. It affects both, students and faculty members by interrupting class discipline and the learning environment. Thus, understanding the factors leading to incivility in nursing college will assist in identifying strategies to deal with the problem. Objective: To explore the perceptions of nursing students and faculty members about incivility and its factor in nursing education. Methodology: A qualitative descriptive design was used and participants, from a private college of nursing Islamabad, Pakistan, were recruited through purposive sampling. One on one in-depth interview was conducted with five faculty members and 12 students using an open-ended interview guide. Using content analysis, codes were identified and similar codes formed the categories and theme evolved from the categories. Results: Data analysis generated a description of incivility, uncivil behaviors, factors causing incivility, and strategies to overcome incivility as categories. The most leading factors of incivility were the lack of teaching-learning strategies and the socio-cultural and family background of students. The strategies that suggested overcoming incivility were orientation sessions, professional development activities, and developing policies to reduce incivility in the institution. Conclusion: For improving civility in nursing college, insight about incivility among students and faculty members is to be developed and policies to be in place to address unacceptable behaviors in a timely and effective manner.

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Tan, Grace, and Anne Therese Venables. "Impact of a Cross-Institutional Assessment Designed to Shape Future IT Professionals." Issues in Informing Science and Information Technology 12 (2015): 181–91. http://dx.doi.org/10.28945/2180.

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IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task.

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Foster, Richard. "Multi-disciplinary practice in a community law environment: new models for clinical legal education." International Journal of Clinical Legal Education 19 (July 8, 2014): 413. http://dx.doi.org/10.19164/ijcle.v19i0.40.

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The Monash-Oakleigh Legal Service (MOLS) is a community legal service auspiced by Monash University, Melbourne Australia, and partly funded by Victoria Legal Aid. MOLS was principally established to provide practical legal education to Monash law students over 30 years ago, but has since evolved to focus also on serving community legal needs. Incorporated within MOLS is the Family Law Assistance Program (FLAP) which, as the name suggests, deals exclusively with family law matters. FLAP students attend the Family Court each week with lawyers who provide assistance to clients in a duty lawyer capacity, as well as operating four clinical sessions each week within MOLS.Like many community legal services, most MOLS clients experience a form of disadvantage and resultant financial difficulty. Consequently, MOLS deals with a range of legal matters including: criminal law, family law, tenancy and neighbourhood disputes, and a number of credit, debt, and bankruptcy issues.In July 2010, the Multi-Disciplinary Clinic (MDC) was established at MOLS to provide a holistic service to clients by involving students from three academic disciplines to deal with client issues. Later, in December 2010 (the commencement of the university’s summer semester), students from one other discipline were included in FLAP and a third discipline was also adopted in the following semester.

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Goode, Pandora. "Using Low Fidelity Simulation in the Classroom as a Teaching Strategy for Doctor of Nursing Practice Students: Preparing for Leadership Roles." Creative Nursing 28, no. 3 (August 1, 2022): 167–69. http://dx.doi.org/10.1891/crnr-d-19-00030.

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Low fidelity simulation as a teaching strategy has had widespread growth within the discipline of nursing as well as other health-care professions. Simulation allows students to engage in inquiry activities and collaborate with their peers. But there are few examples in the literature representing simulation activities used in classroom settings. This article discusses the application of low fidelity simulation in the classroom as a teaching strategy for educating Doctor of Nursing Practice students preparing for leadership roles.

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Teresa-Morales, Cristina, Margarita Rodríguez-Pérez, Miriam Araujo-Hernández, and Carmen Feria-Ramírez. "Current Stereotypes Associated with Nursing and Nursing Professionals: An Integrative Review." International Journal of Environmental Research and Public Health 19, no. 13 (June 22, 2022): 7640. http://dx.doi.org/10.3390/ijerph19137640.

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Nursing and nursing professionals are associated with social stereotypes, which may hinder the profession’s development and future prospects as a scientific discipline. The aim of this study was to identify and describe the stereotypes associated with the nursing profession—students and professionals. Therefore, we carried out an integrative review. The search was conducted using PubMed, WOS, and CINAHL databases, and its search strategy was based on a combination of standardised keywords and natural vocabulary, with a temporal limit between 2016 and 2021. The data extraction and analysis was based on the conceptual framework developed by Whittemore and Knafl. Twenty-seven studies were included in the review, and their results were classified and coded. Two categories emerged, namely, stereotypes relating to the professionals’ gender and stereotypes relating to the profession itself. We concluded that the nursing profession is viewed as female with low skills, social status, salary, academic level and entry requirements, and with little autonomy. Male nurses’ professional competencies and masculinity are questioned, while the work carried out by female nurses is viewed as unprofessional. To reduce these stereotypes and bias we must present the nursing profession as a scientific discipline, developed by both men and women. Specific channels for this awareness-raising work include interventions from universities and the media, and participation in health policies.

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Mitchell, Kim M., Tom Harrigan, and Diana E. McMillan. "Writing self-efficacy in nursing students: The influence of a discipline-specific writing environment." Nursing Open 4, no. 4 (July 27, 2017): 240–50. http://dx.doi.org/10.1002/nop2.90.

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Tronchin, Daisy Maria Rizatto, Vera Lucia Mira Gonçalves, Maria Madalena Januário Leite, and Marta Maria Melleiro. "Instrument of student assessment based on nursing managerial competences." Acta Paulista de Enfermagem 21, no. 2 (2008): 356–60. http://dx.doi.org/10.1590/s0103-21002008000200020.

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When the students conclude the Curricular Training on Nursing Management discipline from the Professional Guidance Department at USP School of Nursing (EE-USP), they answer a self-assessment which scores from zero to ten the trainee program and a also participates in a group assessment, carried out by the professor and nurses from the units, practice fields. In this process, it was applied an instrument aiming at measuring students performance concerning managerial contents. With the purpose of accompanying students' background development according to the Pedagogical-Political Project by EE-USP, aiming at a meaningful learning that minimizes the theory/practice dichotomy, a new instrument was developed to assess students having nursing managerial competences as baseline. This study aims at describing the experience of building up an instrument for students assessment related to the nursing managerial competences. This paper has the purpose of reporting the following prognosticators: planning, decision-taking, supervision, human resource management, material resource management, information system, interpersonal relationship, responsibility, commitment and case study.

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binti Sh Abdullah, Sharifah Shafinaz, Noor Hanita binti Zaini, Nurul Ain Ideris, and Siti Normawati Mat Rofi. "An Exploratory Study of First Year Nursing Students Toward Their Perception on The First Experience of Clinical Practice – A Qualitative Study." HEALTH AND WELLNESS II 18, s15 (October 15, 2022): 146–53. http://dx.doi.org/10.47836/mjmhs.18.s15.20.

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Introduction: Nursing is a practice-based discipline. During their first clinical practice, nursing students may develop their initial perception of this discipline. This perception will then drive the students’ activities during their first clinical experience. The early identification of students’ perception towards clinical practice is imperative to their motivation and overall passion towards providing high-quality nursing care in the future. This study’s objectives are to explore first-year nursing students’ perceptions towards their first experience of clinical practice, to identify problems that faced during the clinical practice, and to explore their interest in the nursing profession. Method: A phenomenological design was used in this study. The sample was first-year nursing students from a bachelor’s program. All participants have undergone a face-to-face in-depth interview with the guidance of a semi-structured interview format. Result: There were three themes derived from the interview sessions. The students had a mixture of feelings towards the clinical practice. The positive perceptions were a feeling of excitement, a feeling of satisfaction, and positive support by the clinical instructors. As for the negative perception, the findings were the feelings of fear, nervousness, stress and lack of confidence. Conclusion: The majority of the participants expressed having mixed feelings of excitement and hesitancy. Excitement feeling is an effective boosting mechanism towards performing better clinical practice in the field. Whereas hesitancy feeling needs to be corrected by providing more hands-on training opportunities before going into clinical placement. This training approach is believed to be able to improve their skills and knowledge hence eliminating the feeling of hesitancy towards the clinical practice.

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Gathman, Patrick C., Nicole R. Grabowski, Julia Wallace Carr, and Mikel K. Todd. "Campus Recreation Use and Health Behaviors among College Students in Different Academic Disciplines." Recreational Sports Journal 41, no. 1 (April 2017): 87–99. http://dx.doi.org/10.1123/rsj.2016-0011.

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Physical activity, campus recreation (CR) use, body mass index (BMI), and varied health indices were compared between academic discipline groups and sex. Participants ( n = 219) were classified as AD I (kinesiology and physical education majors), AD II (health science majors and nursing majors), and AD III (representative sample of non-health-related majors) to make between-group comparisons based on the amount of emphasis placed on physical activity and health-related content within different disciplines. Significant differences ( p < .05) were found between the academic discipline groups for International Physical Activity Questionnaire scores, CR minutes, CR days, CR time per day, vigorous physical activity (VPA), and perceived-health score; and between sex for BMI, VPA, sitting, fiber intake, and fruit and vegetable intake. The results indicate a positive relationship between the emphasis placed physical activity and health within an academic discipline and the degree to which students participate in physical activity, positive health behaviors, and perceived health.

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Stehnitska, Lyubov, Yulia Kropelnytska, and Alla Velyka. "CHARACTERISTIC FEATURES OF JUNIOR BACHELOR TRAINING IN SPECIALTY "NURSING" AT THE DEPARTMENT OF MEDICAL AND PHARMACEUTICAL CHEMISTRY OF BSMU." SWorldJournal, no. 13-03 (May 30, 2018): 90–94. http://dx.doi.org/10.30888/2663-5712.2022-13-03-057.

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The authors consider the primary teaching and curriculum development approaches in the discipline of “Medical Chemistry” for students of specialty “Nursing” based on a credit-module system at the Professional College of Bukovinian State Medical Universit

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Borges, Moema Da Silva. "Living, reflecting and learning to mental health care: community as a therapy education strategy in nursing course." Tempus Actas de Saúde Coletiva 4, no. 1 (April 6, 2011): 147. http://dx.doi.org/10.18569/tempus.v4i1.948.

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The text aims to tell the experience of abilities and competencies learning for the care in mental health of nursing students at the Universidade de Brasília (UnB), by means of the participation in groups of Community Therapy (CT). It’s possible to conclude that throughout the discipline, there was a new dimensioning of values, concepts and social papers of the students, which demonstrates that CT can contribute with the nursing professional learning in the process of taking care in mental health.

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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.

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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

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Beserra, Eveline Pinheiro, Lana Barroso Melo Camelo, Liana Mara Rocha Teles, Jessyca Elaine Chagas Barbosa, Viviane Mamede Vasconcelos Cavalcante, Fabiane do Amaral Gubert, and Mariana Cavalcante Martins. "Realistic simulation in immunization: satisfaction, self-confidence and performance of nursing students." Rev Rene 21 (September 25, 2020): e44514. http://dx.doi.org/10.15253/2175-6783.20202144514.

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Objective: to analyze satisfaction, self-confidence and performance of nursing students in realistic immunization simulation. Methods: quasi-experimental study, using the Immunization Checklist and Student Satisfaction and Self-confidence in Learning Scale, with 72 students, divided into Group 1 (38 seventh semester students who have not yet been in the field of practice in the Child Health discipline) and Group 2 (34 ninth semester students). Results: there was no difference between groups in terms of immunization performance (t-test: 1.701; p=0.096), as well as in terms of the degree of performance (Likelihood Ratio: 1.939; p=0.164). There was a significant difference when assessing satisfaction and self-confidence in learning (t-test: 2.346; p=0.023). Conclusion: the previous practice of immunization in the field of practice did not influence the performance of nursing students during the realistic simulation, but it did interfere with satisfaction and self-confidence in learning.

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Wei, Holly, Patricia Anne Fazzone, Kathleen Sitzman, and Sonya Renae Hardin. "The Current Intervention Studies Based on Watson's Theory of Human Caring: A Systematic Review." International Journal for Human Caring 23, no. 1 (March 1, 2019): 4–22. http://dx.doi.org/10.20467/1091-5710.23.1.4.

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This article reviewed 19 intervention studies based on Watson's Human Caring Theory between January 2005 and February 2018. The studies reviewed targeted on promoting patients', nurses', and nursing students' psychological health and patient care experiences. Most (15/19; 78.95%) of the studies in this review indicated that Watson's caring science-based interventions could decrease patients' emotional strains, increase patients' self-management confidence and emotional well-being, increase nurses' job satisfaction and engagement, and improve nursing students' confidence in the clinical performance and the awareness of caring behaviors. Nursing is a discipline that requires both scientific knowledge and the art of human caring.

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Derevianko, T. V., I. N. Zvyagolska, and V. P. Polyanska. "FORMATION OF PROFESSIONAL COMPETENCY OF FUTURE NURSES OVER THE COURSE OF MICROBIOLOGY." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 22, no. 1 (April 20, 2022): 153–57. http://dx.doi.org/10.31718/2077-1096.22.1.153.

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Currently there is a trend of constant growth in the role of nurses in the healthcare system. The issues of the formation of their professional competencies are in the focus of many academic disciplines, including microbiology, which is an obligatory educational component in the nursing program. Therefore, the purpose of this article is to highlight the formation of professional competencies of future nurses over the studying the academic discipline "Microbiology". According to the requirements of the educational and professional program "Nursing" of the first (bachelor's) level of higher education in the specialty 223 Nursing (22 Health care), the discipline "Microbiology" is taught over the second semester of the first year of study. In order to implement the competency-based approach, we have designed educational and methodological support for training specialists in the specialty "Nursing" using the latest technologies for presenting material; as well as have elaborated the tasks of different types and levels helping master knowledge and motivate students; various forms and methods of the educational process are being improved. Thus, the academic discipline "Microbiology" is aimed providing sound background for further study of theoretical and clinical disciplines during the Bachelor of Nursing program.

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Kara, Pınar, Seda Karaçay Yıkar, Zehra Çerçer, İpek Köse Tosunöz, Sevban Arslan, and Evşen Nazik. "Perception and readiness for inter-professional education of health discipline students: A cross-sectional study." Nurse Education Today 112 (May 2022): 105333. http://dx.doi.org/10.1016/j.nedt.2022.105333.

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Blakeslee, Ann M., Sandra H. Hines, Sarah Primeau, Amy L. McBain, Joy Versluis, and Rhonda L. McCaffery. "Reading and writing in nursing education." Journal of Nursing Education and Practice 8, no. 6 (January 9, 2018): 56. http://dx.doi.org/10.5430/jnep.v8n6p56.

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Background and objective: Faculty identified the need for a gateway writing course (GWC) to prepare nurses for the writing requirements in the RN-to-BSN Completion (RNC) curriculum. This article describes the rationale for and development of a discipline-specific GWC developed for a RNC curriculum and reports research of student perspectives about the course and its effectiveness in preparing them to write in their nursing courses.Methods: The mixed method study included pre- and post-course surveys of self-efficacy in reading, writing, and research skills. Focus groups and interviews were used to identify readiness for and success in meeting curricular expectations for students who enrolled in the GWC and those who did not.Results: Statistically significant improvement occurred in all self-efficacy measures (reading: p ≤ .005, writing: p ≤ .01, accessing articles: p ≤ .005) from the beginning to the end of the GWC. Focus groups and interviews revealed five themes indicating improved readiness in students completing the GWC. Themes included perceptions of readiness, awareness, and preparedness for nursing courses; perceptions of confidence, mastery, efficiency, and self-sufficiency; enhanced knowledge of and ability to navigate academic processes and resourses; mastery of APA; and evidence of a reflective mindset and an evolving sense of professional identity.Conclusions: Students felt prepared for the RNC program after completing the GWC, and this sense of preparedness persisted throughout the program. The skills learned in the GWC allowed students to focus on understanding the professional concepts in nursing.

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Devraj, Radhika, Gireesh V. Gupchup, and David Henson. "Mental Health Literacy of Pharmacy Students Compared to Nursing and Medical Students." INNOVATIONS in pharmacy 10, no. 4 (October 31, 2019): 2. http://dx.doi.org/10.24926/iip.v10i4.2091.

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Objectives: To determine and compare the mental health literacy of pharmacy, nursing, and medical students. Methods: Pharmacy, nursing, and medical students in the final year of their didactic program were administered a widely used mental health literacy questionnaire either via paper (nursing) or via email (pharmacy and medicine). For email questionnaires, weekly reminder emails with links for survey completion were sent over a three-week period. The questionnaire consisted of a vignette describing either depression or schizophrenia followed by items about helpfulness of a variety of interventions, medications, and activities. Depression and schizophrenia versions of the questionnaire were randomly administered to respondents in the three programs such that respondents received either male (John) or female (Jane) versions of the vignettes. Results: A total of 161 out of 253 potential students responded to the survey (63.6% response rate). Majority of the respondents were female (75%), white (84.6%), had currently or in the past year interacted with people diagnosed with mental disorders (90%), and had multiple opportunities for exposure to mental health content in their coursework (49%). While a majority of respondents in all three programs correctly identified the vignettes as either depression (87%) or schizophrenia (73%), depression was identified correctly by a greater percent of those in pharmacy (88.5%) and nursing (88.4%), and schizophrenia was identified by a greater percent in medicine (82%). However, there were no significant differences by program type for correct identification of vignette. Helpfulness of various interventions, medications, and activities did not differ significantly for the depression vignette. Two significant differences by program type were noted for the schizophrenia vignette. A larger percent (72%) of nursing students perceived antidepressants as helpful for schizophrenia as compared to pharmacy (55%) and medical (18%) students. Students from all three programs responded similarly to the question on likely prognosis for those with depression/schizophrenia, both with and without professional help (p>0.01). Conclusions: Majority of students in each discipline were able to correctly identify patients with depression or schizophrenia and have similar levels of mental health literacy. The profile of responses suggest that pharmacy and nursing students were more clear about helpfulness of interventions for depression, than for schizophrenia. Given the extent of the problem of mental health, additional and continuously reinforced training on mental health throughout the four-year curriculum is necessary for first line providers such as pharmacists, nurses, and physicians. Article Type: Original Research

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Jutte, Lisa S., Fredrick R. Browne, and Marie Reynolds. "Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines." Athletic Training Education Journal 11, no. 4 (October 1, 2016): 189–93. http://dx.doi.org/10.4085/1104189.

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Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula. Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE. Design: Cross-sectional survey. Setting: Four university classrooms. Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project. Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate. Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change. Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.

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Considine, Julie, Tony Walker, and Debra Berry. "Development, implementation and evaluation of an interprofessional graduate program for nursing–paramedicine double-degree graduates." Australian Health Review 39, no. 5 (2015): 595. http://dx.doi.org/10.1071/ah14258.

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Over the past decade, several Australian universities have offered a double degree in nursing and paramedicine. Mainstream employment models that facilitate integrated graduate practice in both nursing and paramedicine are currently lacking. The aim of the present study was to detail the development of the Interprofessional Graduate Program (IPG), the industrial and professional issues that required solutions, outcomes from the first pilot IPG group and future directions. The IPG was an 18-month program during which participants rotated between graduate nursing experience in emergency nursing at Northern Health, Melbourne, Australia and graduate paramedic experience with Ambulance Victoria. The first IPG with 10 participants ran from January 2011 to August 2012. A survey completed by nine of the 10 participants in March 2014 showed that all nine participants nominated Ambulance Victoria as their main employer and five participants were working casual shifts in nursing. Alternative graduate programs that span two health disciplines are feasible but hampered by rigid industrial relations structures and professional ideologies. Despite a ‘purpose built’ graduate program that spanned two disciplines, traditional organisational structures still hamper double-degree graduates using all of skills to full capacity, and force the selection of one dominant profession. What is known about the topic? There are no employment models that facilitate integrated graduate practice in both nursing and paramedicine. The lack of innovative employment models for double-degree graduates means that current graduate program structures force double-degree graduates to practice in one discipline, negating the intent of a double degree. What does this paper add? This is the first time that a graduate program specifically designed for double-degree graduates with qualifications as Registered Nurses and Paramedics has been developed, delivered and evaluated. This paper confirms that graduate programs spanning two health disciplines are feasible. What are the implications for practitioners? Even with a graduate program specifically designed to span nursing and paramedicine, traditional organisational structures still hamper double-degree graduates using all their skills to full capacity, and force the selection of one dominant profession.

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Camillo, Simone de Oliveira, Ana Lúcia da Silva, and Alan Jefferson do Nascimento. "Perceptions of nursing undergraduate students concerning the human dimension in the learning process." Revista Latino-Americana de Enfermagem 15, no. 2 (April 2007): 207–13. http://dx.doi.org/10.1590/s0104-11692007000200004.

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This study aimed to identify and interpret the perceptions presented by undergraduate students of a Nursing course after internship in Mental Health. Twelve nursing undergraduate students at the Nursing School of ABC Foundation - Santo André, São Paulo, Brazil were interviewed. These interviews using a semi-structure script were performed and recorded in August 2004. Through Content Analysis, thematic modality, four categories were identified, 1. mental health: providing understanding of the other; 2. respect for the human being: the importance of listening, 3. mental health: contributing for a contextualized view of the patient and 4. nursing graduation: undesirable "signs and symptoms" of the profession. The analysis and the discussion of these categories suggest the possibility of teaching based on the human condition. Thus, we support the idea of new research been carried out, considering that the Mental Health discipline must be valued in the Political and Pedagogical projects of the Nursing Undergraduate Courses.

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Santos, Bruna Pegorer, Flávia Mendes de Sá, Jessica Eugenio Pessan, Laudicéia Rodrigues Criveralo, Lívia Nogueira Bergamo, Viviane Cristina de Albuquerque Gimenez, Cassiana Mendes Bertoncello Fontes, and Gabriel Mendes Plantier. "The training and praxis of the nurse in the light of nursing theories." Revista Brasileira de Enfermagem 72, no. 2 (April 2019): 566–70. http://dx.doi.org/10.1590/0034-7167-2018-0394.

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ABSTRACT Objective: to report the experience of the development of nursing knowledge from nursing theories and points of contact with the nurse’s praxis. Method: case report on the reflections on contents addressed in the discipline offered in the Graduate Program in Nursing in a federal public university. The students presented seminars approaching the main nursing theories, generating extensive discussion and correlating them with the nurse’s practice. Review and reflection on the contents addressed. Result: two themes were defined: the training of nursing undergraduate students and the development of knowledge in relation to the concepts of nursing theories; and care models and nurses’ critical reasoning about the applicability of nursing theories. Final Consideration: the reflections produced permeated the development and acquisition of knowledge and of representative meanings of healthcare practice from the assumptions and constructs of the theories.

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Puplampu, Vivian Afrah, and Carolyn Ross. "Nursing faculty and student transition to a context–based learning curriculum." Journal of Nursing Education and Practice 7, no. 7 (February 14, 2017): 54. http://dx.doi.org/10.5430/jnep.v7n7p54.

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Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students’ perception about their transition to CBL.Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses.Results: Five themes emerged from the students’ data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL.Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

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LUN, Feng-lan, Min TIAN, and Jing FANG. "The teaching mode construction of nursing psychology course based on scientific research innovation ability." Theory and Practice of Social Science 4, no. 1 (February 28, 2022): 31–39. http://dx.doi.org/10.6914/tpss.040104.

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In nursing psychology courses for practice carrier, through the integrated use of diversified teaching methods, inspired research thinking analytical course knowledge system, carried on the discipline convergence thinking and research methods of training and the combination of innovation and entrepreneurship education in teaching process, verified "two kinds of thinking - three types of practice" concept of teaching for undergraduate nursing students scientific research innovation ability training effect, to construct the teaching mode of nursing psychology which is oriented by scientific research and innovation ability.

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Richardson, George E., Conor S. Gillespie, Orla Mantle, Abigail Clynch, Setthasorn Zhi Yang Ooi, Jay J. Park, Emily R. Bligh, et al. "Social and psychological impact of the COVID-19 pandemic on UK medical and nursing students: protocol for a national medical and nursing student survey." BMJ Open 12, no. 5 (May 2022): e057467. http://dx.doi.org/10.1136/bmjopen-2021-057467.

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IntroductionHealthcare students have played a significant role in the National Health Service during the COVID-19 pandemic. We captured data on the well-being of medical students during the acute phase of the pandemic with the Social and Psychological Impact of COVID-19 on medical students: a national survey Evaluation (SPICE-19) study. We will evaluate changes in mental health and well-being of medical and nursing students 1 year after SPICE-19, in a cross-sectional study, to understand the impact of the pandemic, and inform well-being policies.Methods and analysisThis study will be a national, multi-institution, cross-discipline study. An online 53-item survey of demographics, mental health and well-being will be used to record responses. Students studying for a medical or nursing degree at any UK universities will be eligible to participate. The survey will be advertised through the Neurology and Neurosurgery Interest Group national network. Participation is anonymous and voluntary, with relevant mental health resources made available to participants.Ethics and disseminationEthical approval was granted by the University of Oxford Central University Research Ethics Committee (R75719/RE001) on 21 May 2021. Study findings will be presented at national and international meetings, and submitted for publication in a peer-reviewed journal.

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Journal articles on the topic 'Nursing students Victoria Discipline'

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