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Bradley, Donna Maree, Lisa Bourke, and Catherine Cosgrove. "Experiences of Nursing and Allied Health Students Undertaking a Rural Placement: Barriers and Enablers to Satisfaction and Wellbeing." Australian and International Journal of Rural Education 30, no. 1 (April 7, 2020): 51–63. http://dx.doi.org/10.47381/aijre.v30i1.239.
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Australia's rural health services commonly face serious and protracted workforce shortages. To help address such shortages in rural and remote areas, a range of programs exist to support university students to undertake placements in a rural setting. In particular, University Departments of Rural Health (UDRHs) are funded to support nursing and allied health students to undertake a rural placement. As UDRHs encourage students to 'go rural' and as they coordinate and facilitate placements in rural settings, a range of enablers and barriers emerge. This study investigates the lived experiences of nursing and allied health students on placement in public health services in rural and regional Victoria. Its purpose was to identify the enablers and barriers most strongly affecting placement satisfaction and personal wellbeing. The intended outcome was to identify modifiable factors that could potentially improve the rural placement experience. Eighteen students were interviewed by a student undertaking her placement. Interviews were 45-60 minutes in length and all face-to-face. The 18 participants were from five universities and were undertaking their placement at one of seven public hospitals operating in northeast Victoria. The researcher recruited participants by attending scheduled debrief meetings at their placement organisation, briefly discussing the research and inviting students to participate. Data were analysed using a thematic analysis approach. The study found that most participants were positive and enthusiastic about their rural placement, both professionally and personally. Three key enablers were identified: 1) enjoyment of the rural environment and community; 2) working in a positive, friendly and supportive workplace; and 3) exposure to broad practice and enhanced learning opportunities. Simultaneously many had also experienced significant barriers before, during or as a consequence of undertaking their placement, and these negatively affected placement satisfaction and personal wellbeing. Identified barriers were: 1) increased financial stress; 2) travel and accommodation challenges and concerns; 3) study-work-life balance and isolation issues; 4) encountering stressful work situations and/or personal events while on placement; and 5) communication issues with universities. The findings are strongly consistent with those identified in the extant literature. The findings add to previous research by deepening understanding about the financial burden and barriers experienced by nursing and allied health students as a result of undertaking rural placements. Disruption to students' lives socially, psychologically, financially and in terms of employment were significant. The study identified some important aspects of the placement experience, suggesting that nursing and allied health students can be dissatisfied with increased financial stress, isolation and inflexibility from universities.
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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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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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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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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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Fettig, Karen J., and Pamela K. Friesen. "Socialization of Nontraditional Nursing Students." Creative Nursing 20, no. 2 (2014): 95–105. http://dx.doi.org/10.1891/1078-4535.20.2.95.
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Nurse educators are challenged to meet the needs of nontraditional students in mobility nursing programs. Increasing student diversity and a projected nursing shortage make retention, ensuring student success, and facilitating entrance into the profession the top priorities for educators. The role of peer support in the success of nontraditional students in a mobility program in the Midwest was explored through semistructured interviews with 10 graduates. Participants reported developing collegial relationships with other students; when friendships formed, caring connections, shared learning, and collaboration occurred. Nurse educators can encourage relationship building between students and facilitate shared learning among student groups.
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Smith, Janine. "Community nursing and health care in the twenty-first century." Australian Health Review 23, no. 1 (2000): 114. http://dx.doi.org/10.1071/ah000114.
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This article reports on research into the changing role of generalist community nurses inVictoria during the 1990s. It provides an analysis of the implications of current policy trendsand presents an overview of current practice and trends in contemporary health care deliveryin the community. It discusses a vision for community nursing inspired by interviews withgeneralist community nurses throughout Victoria, and offers creative recommendations andstrategies that will facilitate planning for the personal and professional changes necessary totake community services into the twenty-first century.
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Ehrenfeld and Tabak. "Value of admission interviews in selecting of undergraduate nursing students." Journal of Nursing Management 8, no. 2 (March 2000): 101–6. http://dx.doi.org/10.1046/j.1365-2834.2000.00155.x.
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Sweigart, Linda, Marsha Burden, Kay Hodson Carlton, and John Fillwalk. "Virtual Simulations across Curriculum Prepare Nursing Students for Patient Interviews." Clinical Simulation in Nursing 10, no. 3 (March 2014): e139-e145. http://dx.doi.org/10.1016/j.ecns.2013.10.003.
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Nasrin, Hanifi, Parvizy Soroor, and Joolaee Soodabeh. "Nursing Challenges in Motivating Nursing Students through Clinical Education: A Grounded Theory Study." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/161359.
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Nurses are the first role models for students in clinical settings. They can have a significant role on students’ motivation. The purpose of this study was to explore the understanding of nursing students and instructors concerning the role of nurses in motivating nursing students through clinical education. The sampling was first started purposefully and continued with theoretical sampling. The study collected qualitative data through semistructured and interactive interviews with 16 nursing students and 4 nursing instructors. All interviews were recorded, transcribed, and analyzed using grounded theory approach. One important pattern emerged in this study was the “concerns of becoming a nurse,” which itself consisted of three categories: “nurses clinical competency,” “nurses as full-scale mirror of the future,” and “Monitoring and modeling through clinical education” (as the core variable). The findings showed that the nurses’ manners of performance as well as the profession’s prospect have a fundamental role in the process of formation of motivation through clinical education. Students find an insight into the nursing profession by substituting themselves in the place of a nurse, and as result, are or are not motivated towards the clinical education.
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Kim, Hyun Ju, and Ji Hyun Kim. "Career choice experiences of nursing students." Journal of Korean Academic Society of Nursing Education 28, no. 2 (May 31, 2022): 127–36. http://dx.doi.org/10.5977/jkasne.2022.28.2.127.
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Purpose: The purpose of this study was to describe the career choice experiences of nursing students. Methods: A phenomenological approach was used for the study. Data were collected from September 1 to October 1, 2021, using open-ended questions in-depth interviews. Ten nursing students who had decided to find a job or complete an application to an employment institution participated in this study. Results: The four categories obtained as results were “Preparing myself,” “Chosen after conflict,” “Going through a tough tunnel and settling down,” and “Waiting with anticipation and worry.”Conclusion: This study explored the meaning and essence of the career choice experiences of nursing students. These results will provide basic data that can help nursing students make career choices.
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Chen, Xi, Jingjing Su, Daniel Thomas Bressington, Yan Li, and Sau Fong Leung. "Perspectives of Nursing Students towards Schizophrenia Stigma: A Qualitative Study Protocol." International Journal of Environmental Research and Public Health 19, no. 15 (August 4, 2022): 9574. http://dx.doi.org/10.3390/ijerph19159574.
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Aim: This study aims to explore fourth-year nursing students’ knowledge of schizophrenia and their attitudes, empathy, and intentional behaviours towards people with schizophrenia. Design: This will be a descriptive qualitative study using focus-group interviews. Methods: Fourth-year nursing students on clinical placement in a hospital in Hunan province will be invited for focus-group interviews. Snowball and purposive sampling will be used to recruit nursing students for this study. Five focus-group interviews, each including six participants, will be conducted to explore participants’ knowledge, attitudes, intentional behaviours, and empathy towards schizophrenia. The interview will be conducted through the online Tencent video conference platform and the interview data will be collected through the same platform. All interviews will be recorded and transcribed verbatim and analysed with the approach of the content analysis supported by NVivo 12. Simultaneous data collection and analysis will be performed, and the interviews will be continued until data saturation is met. The findings of this study will be helpful in developing effective interventions to decrease the stigma toward schizophrenia among nursing students and those who study healthcare disciplines.
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Cilar, Leona, Nina Preložnik, Gregor Štiglic, Dominika Vrbnjak, and Majda Pajnkihar. "Physical activity among nursing students." Pielegniarstwo XXI wieku / Nursing in the 21st Century 16, no. 1 (March 1, 2017): 30–35. http://dx.doi.org/10.1515/pielxxiw-2017-0005.
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AbstractIntroduction. Nurses need to encourage patients to lead a healthy lifestyle, hence it is important that as nursing students they are already aware of the importance of physical activity. The purpose of the study was to investigate the physical activities of nursing students.Aim. The aim of the study was to find out in what state physical activity of nursing students is and to find out what are their main reasons for lack of physical activity.Material and methods. We conducted a cross-sectional observational study using a mixed methods design. The quantitative data was collected using the survey method with a convenience sample of 123 students and used descriptive and inferential statistics for the analysis. For the qualitative data we used a Grounded Theory Method with semi-structured interviews on purposive samples of four students.Results and conclusions. In the quantitative part of this study we found a significantly higher proportion of outdoor physical activity in comparison to indoor physical activity (p < 0.001). The qualitative part contains the main categories of physical activity implementation, as well as three sub-categories: attitude to physical activity, barriers and incentives. Nursing students do not do physical activities regularly due to lack of time, obligations at the university, time of the year and finances.
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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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Matos, Mariana Costa, Darci De Oliveira Santa Rosa, and Karla Ferraz Dos Anjos. "Knowledge of nursing students on dysthanasia." Revista da Rede de Enfermagem do Nordeste 16, no. 6 (December 21, 2015): 817. http://dx.doi.org/10.15253/2175-6783.2015000600007.
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Objective: to evaluate the knowledge of nursing students about the dysthanasia as a process of human intervention in terminally ill patients. Methods: a qualitative study with 28 nursing students from a public higher education institution. Data analysis of the interviews was through thematic content analysis. Results: it was found that most students do not understand the meaning of dysthanasia, though living with situations involving this practice in their training. Those who defined the term described it as the excessive prolongation of life or death suffered from much pain, aggressive treatment that only prolongs the process of dying. Conclusion: it was evidenced that nursing students have insufficient knowledge of the dysthanasia and it is necessary to broaden the discussion spaces during the graduate course and conduct studies on the subject relating it to the death and dying process, for the preparation of future health professionals.
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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.
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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Welch,, Susan. "Lived Experience of Nursing Faculty who Received Caring From Nursing Students." International Journal of Human Caring 19, no. 2 (March 2015): 29–34. http://dx.doi.org/10.20467/1091-5710.19.2.29.
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This phenomenological study explored the lived experience of nursing faculty who received caring from nursing students. Seven faculty members participated. Interviews were analyzed using a phenomenological methodology by Colaizzi (1978). Methodological rigor was achieved adhering to trustworthiness criteria of Lincoln and Guba (1985). Three patterns emerged: Opening the Door, Stepping Through, and Keeping the Door Open. The pattern of Opening the Door incorporated the themes of Being in a Caring Group and Self-Disclosing. Stepping Through encompassed themes of Acknowledging Me as a Person and Giving. The themes Respecting, Sharing, Supporting, and Connecting were included in the pattern Keeping the Door Open. Findings related to the theory of nursing as caring (Boykin & Schoenhofer, 2001) and offered insight into relationships between nursing educators and nursing students and increased understanding of the reciprocal nature of caring.
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Koubri, Hayate, Hinde Hami, Sanou Khô Coulibaly, Abdelmajid Soulaymani, Nazih El Kouartey, and Mohamed Boulgana. "Factors generating stress in nursing students." E3S Web of Conferences 319 (2021): 02010. http://dx.doi.org/10.1051/e3sconf/202131902010.
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This study aims to explore the perceived stressors among students at the Higher Institute of Nursing professions and Health Techniques (ISPITS) in Rabat, and the coping strategies used. This is a descriptive study, based on the documentary analysis and the interviews, conducted, in 2009, among 500 students from all training courses and 18 administrative and pedagogical managers. Institutional factors (78.8%) are clearly causes that generate students’ stress in relation to personal and environmental factors. Students manage the stress, generated by all factors, adopting emotional, behavioral and cognitive attitudes. The majority of students engage in isolation and loneliness. The interventions of the sections coordinators towards stressed students take the form of listening and psycho-emotional support that they provide to them. Stress among undergraduate students at ISPITS Rabat is a reality. The establishment of a listening team for students, the improvement of learning conditions, good planning and organization of studies, and the dissemination of information and prevention programs to students and teachers are essential measures to deal with student stress. Stress management interventions should be offered to students at the beginning of their training in order to reduce the negative impact of stress and exhaustion on these students.
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Nodine, Priscilla, Suzanne Carrington, Peggy A. Jenkins, Laura Rosenthal, and Jacqueline Jones. "Student Interviews Exploring the Influence of the Coronavirus Pandemic on Graduate Nursing Education." SAGE Open Nursing 8 (January 2022): 237796082210900. http://dx.doi.org/10.1177/23779608221090013.
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Introduction Advanced practice nurses are needed to fill the primary healthcare gap in the United States. Advanced practice/graduate nursing students were profoundly affected by the coronavirus pandemic in ways that may impact their educational experience. Objective The objective of this study was to explore the influence of the coronavirus pandemic on the educational experience of graduate nursing students. Methods An exploratory descriptive qualitative study using semistructured video conferencing interviews of 11 graduate nursing students at one university in the United States was conducted during July 2020. Data were explored using theme analysis. Results Four themes expressing the pandemic's impact on graduate student experience were identified: Alteration in human connections; Agility in action; Collaborative construction of change; and Metamorphosis emerging from disruption. The pandemic brought an alteration in how students connected with faculty, other students, and family. Many faculty and students responded with agility to the new mandates for social distancing. The students and faculty worked together to construct changes needed to provide the students with the required components of graduate education. These factors together created a metamorphosis in the functioning of the institution, breaking through hierarchical barriers in academia. Conclusion The disruption in graduate nursing education due to the pandemic led to opportunities, including swift faculty innovation, a collaborative spirit between faculty and students, and new appreciation for connections with faculty and fellow students. Continuing intentional implementation of these opportunities would benefit students’ experiences moving forward.
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Hughes, Emma, Susanne Kean, and Fiona Cuthill. "Fluctuating power: an exploration of refugee health nursing within the resettlement context in Victoria, Australia." Journal of Research in Nursing 27, no. 3 (May 2022): 217–28. http://dx.doi.org/10.1177/17449871221083786.
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Background The Refugee Health Program (RHP) is a nurse-led community initiative, introduced in 2005 with the aim of responding to complex health issues of refugees arriving in Victoria, Australia. Little is known about refugee health nursing in the resettlement context and the impact of dedicated refugee healthcare. Aim To explore the experiences and perspectives of Refugee Health Nurses (RHNs), Refugee Health Managers (managers) and refugees, gaining insight into professional relationships and the complexities of offering a specialised refugee health service. Method A focused ethnographic approach incorporated semi-structured interviews with five RHNs, two managers and eight refugees, two focus groups with refugees and participant observation within the RHP during April 2017 to December 2017. Data collection was undertaken across two sites and interviews, focus groups and observations were transcribed and thematically analysed. Social constructionism asserts that the focus of enquiry should be on interaction, group processes and social practices. Emphasis is placed upon relationships between RHNs, managers and refugees, with knowledge viewed as relational and interactional. Results Professional relationships between RHNs and refugees are complex, with power oscillating between them. Contrary to discourses of ‘vulnerability’ of refugees, both RHNs and refugees demonstrated power in their relationships with each other. Nurses also suggested that these relationships were stressful and could lead to burnout. Key themes were developed: (1) nursing autonomy and gatekeeping; (2) vicarious trauma and burnout; and (3) refugee negotiation of care. Conclusions The balance of power is central to therapeutic relationships. In relationships between RHNs and refugees, power fluctuates as RHNs are exposed to vicarious trauma and symptoms of burnout, while refugees exercise agency by recognising benefits to specialised care. In developing effective therapeutic relationships between RHNs and refugees, attention should be paid to how care is delivered to protect RHNs from burnout while ensuring that refugees receive appropriate care.
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Schmidt, Bonnie J. "Core professional nursing values of baccalaureate nursing students who are men." Nursing Ethics 23, no. 6 (August 3, 2016): 674–84. http://dx.doi.org/10.1177/0969733015579310.
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Background: The perceptions of core professional nursing values of men in baccalaureate nursing programs are poorly understood. Objective: The study purpose was to understand and interpret the meaning of core professional nursing values to male baccalaureate nursing students. Research design and context: One-to-one interviews were conducted with male nursing students from a public university in the Midwest, following interpretive phenomenology. Ethical considerations: Measures to protect participants included obtaining Institutional Review Board approval, obtaining signed informed consent, and maintaining confidentiality. Findings: The study revealed five themes and several subthemes under an overarching finding of caring. Acquisition of professional nursing values began prior to the nursing program and continued to varying degrees throughout the program. Discussion: Several implications are offered for nursing education, nursing practice, research, and public policy. These include identification of common values, teaching-learning strategies, inclusive environments, teamwork, and conflict resolution. Conclusion: Caring was revealed using a metaphor of a puzzle.
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Layak, Hamyzan, Deeni Rudita Idris, and Yusrita Zolkefli. "Caring experiences of male nursing students: A qualitative study." INTERNATIONAL JOURNAL OF CARE SCHOLARS 4, no. 2 (July 31, 2021): 49–55. http://dx.doi.org/10.31436/ijcs.v4i2.199.
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Background: Caring, nursing, and the female gender role are all strongly linked. However, the number of male nurses is expanding globally. This occurrence calls into question the caring experiences of men in the nursing context. Objective: The purpose of the study was to explore views of caring in nursing among male nursing students in Brunei Darussalam. Methods: An exploratory, qualitative design was used to analyse the students' insights on the meaning of caring. Eighteen students who fit the inclusion criteria were invited using a purposive sampling method. There was two individual interviews (n=2) and four focus groups discussion (n=4), and it was audio-recorded with the consent of the students. These interviews were coded and thematically analysed. Results: Three themes have emerged from the data analysis: (1) Caring is about giving holistic care (2) Perceived challenges of exhibiting caring (3) Overcoming the challenges of exhibiting caring. Conclusion: The findings show that caring in the context of holistic care is consistent with earlier research. The study has strengthened our understanding of the profession's view of male student nurses. However, more research into the impact of male students' roles and images on nursing practice could better understand their challenges.
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Chang, HeeKyung, YoungJoo Do, and JinYeong Ahn. "Nursing Students’ Perceptions on the Possibility of Using the Storytelling Platform for the Elderly in Nursing Homes: Focus Group Study." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 347–60. http://dx.doi.org/10.22251/jlcci.2022.22.16.347.
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Objectives The purpose of this study was to explore the experiences and perceptions of nursing students on their potential as gerontological nursing practice educational medium that can enhance nursing students’ caring competency in using the storytelling platform for the elderly in nursing homes before developing and applying an intergenerational storytelling platform for the elderly in nursing homes. Methods A total of 6 groups were composed of two 2nd grade groups of nursing university and four 3rd grade groups, and the number of people per group was 4-5. A total of 28 participants conducted focus group interviews and the results were derived through qualitative data analysis. Qualitative data were obtained using the Zoom application through six focus group interviews consisting of 28 nursing students finishing 2-3 grade courses at a national university in Gyeongsang province. Participants completed interviews from January 16 to February 21, 2022. All interviews were recorded, transcribed, and analyzed by employing the systemic qualitative analysis method. Results The current study used the six phases of thematic analysis proposed by Braun & Clarke. The analysis revealed a total of six topics, seventeen categories, and 36 subcategories. The main results of the study showed that the use of a storytelling platform could increase creativity and decrease feelings of isolation among the elderly, resolute ageism among students, and improve empathy, and the possibility of change in nursing home culture. Also, a storytelling platform with digital technology would be used as an educational medium connected and shared between nursing schools, nursing homes, and the community. Conclusions When constructing a storytelling platform for the elderly in nursing homes, based on connectivity, familiarity, common experience, and interest, with being archived, re-created, and connected, this storytelling platform could not only bridge the generation gap but also contribute to the development of students’ gerontological nursing competency.
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TOPÇU, Sevcan, and Zuhal EMLEK SERT. "Evaluation of occupational exposure reasons and experiences of nursing students." Journal of Health Sciences and Medicine 5, no. 6 (October 25, 2022): 1529–34. http://dx.doi.org/10.32322/jhsm.1151977.
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Aim: The aim of this study was to describe the occupational exposure reasons and experiences of nursing students.
Material and Method: The qualitative research design was used. The participants were selected using the purposive sampling method. The 20 nursing students included in this study. The data was collected at face-to-face interviews conducted during September 2019 and February 2020.
Results: The mean age of nursing students was 21.65±0.91. The majority (85%) of nursing students were women, and 15% were men (n=3). From the interviews, six key themes were identified regarding the nursing students’ experiences of occupational exposure in the last six months: lack of knowledge, inadequate experience, theoretical and practical training loads, inadequate resources, lack of warning and information, and carelessness.
Conclusion: The one of the most important reasons for exposure to occupational hazards is lack of knowledge. Nursing Schools should ensure that nursing students are adequately trained in occupational hazards before their clinical placements.
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Alvarez, Martha Lucio. "Nursing students' premature pregnancy and consumption of alcohol." Revista Latino-Americana de Enfermagem 16, spe (August 2008): 577–83. http://dx.doi.org/10.1590/s0104-11692008000700012.
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This qualitative descriptive research aimed to analyze pregnancy dynamics, experienced by a group of women who, at the time, were at most 19 years old, and identify the role attributed to the consumption of alcohol in such dynamics. The research was developed with a group of 20 students from the Colombia National University. Six of them were selected for in dept investigation through interviews, which were analyzed by content analysis. Based on the literature and the subjects' life history, the study examines the following categories: pregnancy, making love, maternity, being a woman, and drinking. Through these categories, was possible to identify the dynamics experienced by these women during pregnancy.
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Ozdemir, Raziye, and Celalettin Cevik. "The educational issues of male nursing workforce from the perspective of male nursing students: a qualitative study from Turkey." International Journal Of Community Medicine And Public Health 6, no. 1 (December 24, 2018): 13. http://dx.doi.org/10.18203/2394-6040.ijcmph20185078.
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Background: The aim of the study was to determine the effects of gender on vocational training of male students who were enrolled in two university undergraduate nursing programs in Turkey.Methods: This qualitative study was carried out in 2014-2015. This qualitative study was carried out in University located in the northwest of Turkey and in University located in the west of Turkey in 2014-2015. The students were third and fourth year-students. In-depth interviews were conducted with students by using an interview guide composed of open-ended questions. The data were evaluated by using content analysis. The ethical approval was provided to conduct the study.Results: Five main themes raised from the in-depth interviews: 1) the reason for preferring nursing; 2) opinions about nursing; 3) educational environment and education content; 4) the issues in the clinical practise and 5) the working areas of the male nurses.Conclusions: The study pointed out the effect of the issues created by the gender discrimination on the education of the male nursing students along with the serious problems sprung from the insufficient infrastructure of the universities on nursing education.
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Fahey, Kieren Patrick, Luisa Clucas, Sonja Elia, Wonie Uahwatanasakul, Annie Cobbledick, Lynne Addlem, and Nigel Crawford. "Experience of volunteer medical students assisting in the healthcare worker influenza vaccine program at a tertiary hospital during the COVID-19 pandemic." Focus on Health Professional Education: A Multi-Professional Journal 23, no. 4 (December 16, 2022): 73–81. http://dx.doi.org/10.11157/fohpe.v23i4.623.
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Introduction: For a more rapid rollout of staff influenza vaccination, medical student assistance with a vaccination program was sought during a time when the healthcare workforce was facing unprecedented pressures. This study explored the experience of both the students and supervising nursing staff involved. Innovation: Volunteer medical students were recruited to assist nurse immunisers in a staff influenza vaccination program. The education of medical students involved three components: an online educational session, written and video resources and direct supervision by trained nursing staff. Evaluation and outcomes: Qualitative data was collected from online surveys completed by medical students and structured interviews conducted with students and supervising nursing staff. The interviews underwent thematic analysis. Seventy-four percent (17/23) of medical students completed the survey. Three students and two supervising nurses completed interviews. Ninety-four percent of students strongly agreed they were confident in performing intramuscular injections after participating in the program compared with only 12% prior to participation. The interviews identified that medical students were motivated by gaining clinical experience, feeling useful during the pandemic and an altruistic desire to assist the healthcare workforce. Nursing staff displayed some initial hesitation working with medical students, which was alleviated after their competence was demonstrated. What’s next? Clinical opportunities that allow medical students to learn or refine skills, whilst also assisting in areas of need, serve a dual purpose in the setting of the pandemic. This program highlights the benefits to students of participating in a staff vaccination program and provides evidence for their involvement in the ongoing rollout of the COVID-19 vaccine in Australia.
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Husaini, Danladi Chiroma, David D. Mphuthi, Jane A. Chiroma, Yusuf Abubakar, and Adeniyi O. Adeleye. "Nursing students’ experiences of service-learning at community and hospital pharmacies in Belize: Pedagogical implications for nursing pharmacology." PLOS ONE 17, no. 11 (November 3, 2022): e0276656. http://dx.doi.org/10.1371/journal.pone.0276656.
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Objectives Many students seem to find pharmacology learning very challenging due to the complexity and variety of drugs they have to study. The number of drugs the students have to learn, the duration of time to learn the medications, and the evolving nature of diseases demanded learning beyond the classroom walls. This study explored and described nursing students’ experiences in community and hospital-based pharmacy practice sites during their service-learning and its implications for pharmacology pedagogical practices. Methods Kolb’s learning theory provided the framework to explore nursing students’ 48-hour service-learning experiences at community/hospital-based pharmacies in Belize and its implications for pharmacology pedagogy. The study utilized two qualitative approaches, reflective journals and focus group interviews, to collect data from 46 second-year nursing students. NVivo software and coding schemes were employed to analyze the data from the interviews and reflective journals. Results Students reported learning medications, integrating classroom pharmacological knowledge at pharmacy practice sites, acquiring and enhancing communication skills, interpreting prescriptions, dispensing medications, drug calculations, taking inventory, doing vital signs, and patient education. In addition, students reported experiencing inter-professional relationships as healthcare team members. Anxiety was a major challenge experienced by many students at the beginning of the service-learning experience. Conclusions This study highlights the importance of experiential learning of pharmacology amongst second year nursing students, offering the opportunity to inform and support pharmacotherapeutics educators in designing strategies for more effective teaching of medications to nursing students. It also supports the addition of pharmacy placements to the nursing curriculum’ as it shows that nursing students can learn medications, skills, and teamwork from experiential pharmacy site posting. Combining classroom instruction with pharmacy experiential service learning might be an effective complement for teaching nursing pharmacology.
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Parsh, Bridget. "Characteristics of Effective Simulated Clinical Experience Instructors: Interviews with Undergraduate Nursing Students." Journal of Nursing Education 49, no. 10 (July 30, 2010): 569–72. http://dx.doi.org/10.3928/01484834-20100730-04.
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Cha, Sunkyung, Hyunjung Moon, and Eunyoung Park. "Korean Nursing Students’ First Experiences of Clinical Practice in Psychiatric Nursing: A Phenomenological Study." Healthcare 8, no. 3 (July 17, 2020): 215. http://dx.doi.org/10.3390/healthcare8030215.
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Nursing students have a more negative attitude toward psychiatric practice than other practices. In particular, Korean nursing students experience increased pressure during clinical practice in psychiatric nursing due to sociocultural and institutional influences, such as prejudices, fear, and anxiety towards mental illnesses. This study aimed to conduct an investigation on students’ first experiences of clinical practice in psychiatric nursing. Participants were 12 fourth year nursing students in South Korea. The data were collected through semi-structured interviews, and data analysis was done using Colaizzi’s phenomenological method. The students’ experiences of clinical practice in psychiatric nursing could be categorized into emotional fluctuation, burnout, transformation, and growth. The results of this study show that nursing students experienced emotional fluctuation and burnout at the beginning of their clinical practice in psychiatric nursing. At the end of the clinical practice, they experienced transformation and growth. The study suggests that nursing instructors and on-site staff need to interact with nursing students to understand the nature of these first experiences and support them through teaching and field guidance.
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Elsom, Stephen, Brenda Happell, Elizabeth Manias, and Tim Lambert. "Expanded Practice Roles for Community Mental Health Nurses: A Qualitative Exploration of Psychiatrists’ Views." Australasian Psychiatry 15, no. 4 (August 2007): 324–28. http://dx.doi.org/10.1080/10398560701344808.
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Objective: The aim of this paper was to explore the perspectives of psychiatrists regarding the potential impact of expanded nursing practice roles on mental health care delivery. Method: In-depth interviews and a focus group were conducted with psychiatrists from metropolitan and rural Victoria, Australia, using a qualitative exploratory design. Results: Four main themes emerged: nurses’ preparation to undertake expanded practice; power and autonomy of nurses; final responsibility rests with psychiatrists; and, the future of expanded nursing practice. Participant responses to these themes were varied and diverse. Conclusions: Participant responses elucidate the complexity of the issues and suggest that a number of factors influence psychiatrists’ opinions of the expanded practice role.
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Erawati, Erna, and Budi Anna Keliat. "NURSING STUDENT�S EXPERIENCE IN CARING CHILDREN WITH DISABILITY: A QUALITATIVE STUDY." IJIET (International Journal of Indonesian Education and Teaching) 2, no. 2 (July 31, 2018): 187–93. http://dx.doi.org/10.24071/ijiet.v2i2.1262.
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Caring children with intellectual disability remains a challenge for nursing students due to unprepared feeling and lack of experience. Therefore it is important for the nursing students to increase their self-awareness in caring children with intellectual disability through their clinical placement. The aims of this study are to explore the experience of the nursing students caring children with intellectual disability. A qualitative approach using a phenomenological was applied to explore the experience of the nursing students in caring children with intellectual disability. One time semi-structured interviewed were conducted. Data were collected through personal interviews about their experience and the transcripts of these interviews were subjected categorically. Data analysis identified the emerging themes as changing perception, communication challenges, and life value in caring children with intellectual disability. Findings suggest strategies to promote competencies of the nursing students in caring children with intellectual disability.DOI:https://doi.org/10.24071/ijiet.2018.020211
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Nogueira, Isabela, Gabriela Spagnol, Fernanda Rocha, Maria Helena Lopes, Dalvani Marques, and Debora Santos. "Gender and Empowerment by Nursing Students: Representations, Discourses and Perspectives." International Journal of Environmental Research and Public Health 20, no. 1 (December 28, 2022): 535. http://dx.doi.org/10.3390/ijerph20010535.
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Nursing history is marked by stigmas of gender, race and class. Nowadays, this scenario is evidenced by the social disqualification of the profession and biomedical and male supremacy. Nevertheless, the profession has the potential to change this paradigm with an intersectional approach. The current study aims to understand how the relationships of gender, feminism and empowerment are experienced by nursing students at a Brazilian public university. This is a qualitative study, exploratory-explanatory, with the application of interviews with nursing students in their five years of training. The chosen method of analysis was the Discourse of the Collective Subject based on the central ideas categorized after the interviews: (a) Profession—female and stigmatized due to its historical construction influenced by religiosity and moral; (b) Formation—far from gender relations by the perpetuation of stereotypes; and (c) Perspectives—empowerment of the profession if close to the feminist movement. The students' discourse alert to the historical reflexes of oppressive ideological mechanisms of women and nursing in their ongoing professional training, claiming transversal learning spaces for the critical expansion of gender awareness and consequent empowerment of nursing in a feminist and intersectional perspective.
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Kang, Youngmi, Dongwon Choi, and Soohyun Park. "Experiences of Nursing Instructors Related to Safety Issues Using Students as Practice Models in Laboratories: A Focus Group Study." International Journal of Environmental Research and Public Health 19, no. 24 (December 19, 2022): 17081. http://dx.doi.org/10.3390/ijerph192417081.
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Aim: Nursing school students perform invasive (i.e., injection, venipuncture) and/or non-invasive procedures (i.e., giving a bed bath and back massage) on each other to master these skills, and nursing instructors reported related safety issues. This study aimed to explore nursing instructors’ experiences concerning their students’ psychological and physical safety when using students as practice models in nursing skills laboratories. Methods: A qualitative design using focus group interviews and thematic analysis was employed. Two semi-structured focus group interviews were conducted with a purposive sample of eight instructors with experience in teaching nursing skills in laboratories. This study was evaluated by the Institutional Review Board at Eulji University (EU18-51) in the Republic of Korea. Results: Three main themes emerged to describe nursing instructors’ safety-related experiences when using students as practice models in nursing skills laboratories: (1) a dilemma between the experimental learning of students and the need to keep students safe, (2) perception related to psychological safety, and (3) an inadequate safety reporting system. Conclusions: When instructors consider using students’ bodies to practice nursing skills, they experience a dilemma between the students’ experimental learning and the need to keep them safe. Thus, methods to maximize student learning and student safety guidelines should be developed.
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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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VALEN, Yuniarti Rherhe, and Nofvia DE VEGA. "Nursing Students' Narrative Text Writing Improvement with Animation Video." Research and Innovation in Applied Linguistics-Electronic Journal 1, no. 1 (February 15, 2023): 18. http://dx.doi.org/10.31963/rial-ej.v1i1.3750.
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The purpose of this study was to determine if the animation video can enhance students' narrative writing skills at Universitas Borneo Tarakan. This research employed Classroom Action Research as its methodology (CAR). In this study, there were 21 of the sample. An observation checklist, an interview, and a writing test were used in this study. In this study, there were two success criteria. First, students should get at least a 75.0 on their writing assignments. Second, class participation and instructor engagement must both total 80. In this study, the researcher did the analysis of the data using a combination of different methods. Quantitative data analysis was used to evaluate the results of the written tests, while qualitative data analysis was used to evaluate the results of the observation checklist and interviews. This study found that the use of animated videos led to a rise in students' writing scores between the first and second cycles of instruction. Attendance at the first meeting was 33%, and at the second it was at 57%. The attendance rates for the first and second meetings of the second cycle were 52% and 76%, respectively. The outcome of the observation checklist demonstrates the improvement, which can also be seen for itself. Based on the checklist of observable behaviors, it was clear that the training had been effective. From what we can gather from the interviews, using animation videos in the classroom is beneficial and makes both teachers and students happy. The results of this study suggest that having students practice their writing skills with the aid of animated videos can help them achieve better results.
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Hall-Lord, Marie Louise, Kerstin Petzäll, and Birgitta Hedelin. "Norwegian and Swedish nursing students’ concerns about dying." Nordic Journal of Nursing Research 38, no. 1 (May 23, 2017): 18–27. http://dx.doi.org/10.1177/2057158517709408.
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Providing care for dying patients is demanding for nurses. The aim of this study was to investigate Norwegian and Swedish nursing students’ concerns about dying and sense of coherence in their first and third year. Further, to describe the students’ experiences of caring for dying patients during their education. Nursing students in their first and third year in Norway ( n = 64) and Sweden ( n = 79) responded to the questionnaire Concerns about Dying and Sense of Coherence Scale. Interviews were conducted with 11 students. In their third year, both groups reported reduced concerns with regard to their own death. Norwegian students with no experience in healthcare before education reported more concerns about dying patients. Caring for a dying patient was experienced as a challenge to endure, perform and learn. There is a need to develop teaching methods and to give individualized support to nursing students during their education.
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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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Chooha, Umasawan, Chakrit Ponathong, and Chatupol Yongsorn. "Servant Leadership in Nursing Students: Changing to the New Era." Journal of Educational Issues 8, no. 1 (June 27, 2022): 725. http://dx.doi.org/10.5296/jei.v8i1.19902.
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The global pandemic of COVID-19 has resulted in changes in the health service system requiring reliance on new work methods, new cognitive processes and new behavior. Nurses take on key caregiving roles in caring for the entire global population. And in a decade of changes in health services, servant leadership is considered an increasingly important leadership role for nurses. This study aimed to explore servant leadership characteristics among nursing students in this new era. A qualitative thematic analysis of interviews was used to evaluate the key aspects of servant leadership characteristics of nursing students. Data were collected through in-depth interviews with seven subject matter experts from January 2022 to March 2022 in Thailand. Data were analyzed manually using thematic analysis. All seven nursing experts offered the same opinion that the characteristics of servant leadership of nursing students in the new era consisted of seven main characteristics. Nurses should have a nursing mindset expressing personal humbleness with knowledge and nursing practice based on a foundation of professional ethics that make them credible and trustworthy, empowering service recipients as people with far-reaching vision and foresight. Servant leadership is the core of nursing students in the new era, so professors and instructors should foster servant leadership in nursing students in combination with professional practical training to prepare nursing personnel with competence to keep up with changes.
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Heggestad, Anne Kari Tolo, Per Nortvedt, Bjørg Christiansen, and Anne-Sophie Konow-Lund. "Undergraduate nursing students’ ability to empathize: A qualitative study." Nursing Ethics 25, no. 6 (September 7, 2016): 786–95. http://dx.doi.org/10.1177/0969733016664982.
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Background: Empathy is of great importance in nursing, as it helps us to see and meet the needs of patients and hence to care for patients in an appropriate way. Therefore, it is of great importance that nursing students and nurses develop their ability to empathize. Objective: The study aimed at gaining knowledge on what characterizes undergraduate nursing students’ ability to empathize with patients during their first practice in a nursing home. In addition, the aim of the study was to investigate what nursing students think is important with regard to upholding their ability to empathize with patients in a professional way. Research design: This research has a phenomenological and hermeneutic design, based on qualitative interviews. Participants and research context: A total of 11 undergraduate nursing students participated in interviews during or right after their first practice in a nursing home. Ethical considerations: Norwegian Social Science Data Services approved the study. Participants were informed that their participation was voluntary. The participants were also assured confidentiality, and they were informed that they could withdraw from the study at any time, without providing any reasons. Findings: What the findings show is that affective empathy is strong among undergraduate nursing students in their first practice. They think the emotions are important to be able to empathize, and they are afraid of becoming indifferent. At the same time, they are afraid that the feelings will hinder them from acting in a professional manner. Discussion: The findings are discussed in light of previous theories on empathy, and especially perspectives on empathy, emotions, and morality. Conclusion: Affective empathy seems to be strong among nursing students, and this may be of great importance to be sensitive to patients’ well-being. However, affective and cognitive empathy should be balanced if nurses will have to meet patients in a professional way.
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Fredette, Judy, Barbara Mawn, Korey Hood, and James Fain. "Quality of Life of College Students Living With Type 1 Diabetes." Western Journal of Nursing Research 38, no. 12 (July 9, 2016): 1595–610. http://dx.doi.org/10.1177/0193945916651265.
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The purpose of this phenomenological qualitative study was to examine the quality of life among college students living with Type 1 diabetes (T1D). Inclusion criteria included age 18 to 24, current college student, and a diagnosis of T1D for at least 1 year. Semi-structured interviews were conducted, in-person and by phone. During these interviews, college students shared stories of living with T1D and its impact on their quality of life. Three major themes emerged, which included “planning ahead,” “thinking positive,” and “seeking support.” These findings provide a better understanding of the transitional experience of living with T1D and the impact on perceived quality of life while attending college. Techniques and strategies aimed at the enhancement of perceived quality of life for college students living with T1D were identified. These findings will provide valuable insight for professionals working with this population.
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Hassanian, Zahra Marzieh, MohammadReza Ahanchian, and Hossein Karimi-Moonaghi. "The Process of Knowledge Acquiring in Nursing Education: Grounded Theory." Research and Development in Medical Education 7, no. 2 (December 30, 2018): 68–76. http://dx.doi.org/10.15171/rdme.2018.015.
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Background: Knowledge acquisition, as a part of knowledge management, plays a valuable role in nursing education. Hence, the education system seeks strategies that allow nursing faculty members and students to acquire knowledge and build experiences. The present study explores the process of acquiring knowledge in nursing education. Methods: In this study, which was carried out in Mashhad School of Nursing and Midwifery,Iran, the grounded theory (GT) method proposed by Strauss and Corbin was used. Data were collected through 29 semi-structured interviews, including 17 interviews with faculty members and 12 interviews with nursing students using purposeful and theoretical sampling. Using Strauss and Corbin’s method, the data were compared partially, deeply, and persistently. Results: The main concern of this study was a knowledge deficit in clinic knowledge by nursing students, which seems to indicate a shortage in learning and acquiring knowledge. The core category was the relative acquisition of knowledge of nursing which is not advanced. Within a context of relative dynamism, factors that facilitate or constrain knowledge acquisition were examined within a process of the acquisition of theoretical knowledge and its application to clinical nursing knowledge along with nursing experience. The consequence is expected to bean improvement in nursing knowledge among nursing students in clinical practice Conclusion: Acquiring up-to-date and advanced nursing knowledge is essential in the development process. It is necessary to encourage the acquisition of knowledge, which primarily includes knowledge acquisition in the mission and strategic planning of nursing education.As a result, there should be operational planning for improvements in the gain of practical knowledge.
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Pomat, Nipapat, Arnon Jannok, Adcharawan Buripakdi, and Jeffrey Dawala Wilang. "Partial EMI Nursing Program: Insights From Students and Teachers in Thailand." Theory and Practice in Language Studies 12, no. 7 (July 4, 2022): 1386–96. http://dx.doi.org/10.17507/tpls.1207.19.
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The adoption of English as a medium of instruction (EMI) in Thailand is not without difficulties. In this study, the needs and challenges of nursing students and teachers were explored qualitatively in a program where courses are allowed to be taught fully in English, fully in Thai or both in Thai and English. Focus group interviews for students were conducted, while semi-structured interviews were employed for teachers to gain in-depth knowledge about the topic at hand. Insights from students revealed the importance of English toward their career goals, their needs and challenges related to EMI (i.e., bilingual support system, clarification of technical terms, code-switching instruction), and their coping strategies when the lesson is challenging to comprehend. On the other hand, teachers confirmed the students’ language proficiency problems. In addition, they also reflected on their challenges in teaching the content subject in English, for example, the lack of time to prepare teaching materials in English. Teaching techniques were also elicited to respond to the learning challenges experienced by the students. Finally, practical implications were discussed to support students and teachers of EMI programs.
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Beser, A., Z. Bahar, G. Arkan, A. Cal, and A. Yesiltepe. "Examination of nursing students’ attitudes towards environmental problems." Progress in Health Sciences 7, no. 1 (June 14, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.1866.
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Purpose: The study was directed towards examination of nursing students’ attitudes towards environmental problems. Materials and methods: This descriptive study was performed from June to August 2014 with 296 first-fourth year nursing students from one nursing faculty located in Izmir. The data of the study were collected through conducting face-to-face interviews by using Socio-Demographic Characteristics Form and Environmental Problems Attitude Scale. Descriptive statistics, chi-square test, Cronbach alpha, t-test and Mann Whitney U test were used in the data analysis. Results: Mean age of the students was 21.16±2.28 years. The fourth year students had higher scores for their attitudes to environmental problems. Female students, students taking a course about the environment before university, students becoming a member of environmental organizations had significantly higher scores for their attitudes to environmental issues. Conclusions: This study suggests that attitudes of students towards environmental problems can improve only after they are offered an effective education. Therefore, Syllabi should be designed to include environmental problems to increase knowledge and awareness of students and to acquire a positive attitude.
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Rocker, Carol F., and Margaret Eastman. "Nursing pedagogy: Qualitative study of students’ nighttime practicum’s." Journal of Nursing Education and Practice 9, no. 10 (August 1, 2019): 112. http://dx.doi.org/10.5430/jnep.v9n10p112.
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The purpose of this descriptive qualitative study is to explore the lived experience of student nurses experiencing their first 12-hour nighttime practicum. Pedagogy, the art, and science of nursing directs the educational context of the nighttime practicum’s significant to how students acquire knowledge and skills. However, fatigue among the students working and studying at night has resulted in requests of duty to accommodate; more time off between shifts or no 12-hour shifts. The research question is what the lived experiences of student nurses enrolled in the Bachelor of Science in nursing program completing nighttime practicum during their consolidated practice experience? Two interviews occurred; beginning and end of the students’ practicum. Themes extracted included getting ready and prepared, meeting standards of fitness to practice, nursing praxis and practice activities, providing an environment to practice, and burden of fatigue. Findings from the students’ first night time practicum highlight that assignments and clinical practice seminars should count as clinical hours, consider 8-hour versus 12-hour shifts, or five days off after a 12-hour set.
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Adams, Catina, Leesa Hooker, and Angela Taft. "Threads of Practice: Enhanced Maternal and Child Health Nurses Working With Women Experiencing Family Violence." Global Qualitative Nursing Research 8 (January 2021): 233339362110517. http://dx.doi.org/10.1177/23333936211051703.
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Family violence is a serious public health issue with significant health consequences for women and children. Enhanced Maternal and Child Health nurses (EMCH) in Victoria, Australia, work with women experiencing family violence; however, scholarly examination of the clinical work of nurses has not occurred. This qualitative study explored how EMCH nurses work with women experiencing abuse, describing the personal and professional challenges for nurses undertaking family violence work. Twenty-five nurses participated in semi-structured interviews. Using interpretive description methodology has enabled an insight into nurses' family violence work. Threads of practice identified included (1) Validating/Reframing; (2) Non-judgmental support/Safeguarding and (3) Following/Leading. The nurses highlighted the diversity of experience for women experiencing abuse and nurses' roles in family violence nurse practice. The research contributes to understanding how EMCH nurses traverse threads of practice to support women experiencing family violence.
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Uwimana, Philomene, Donatilla Mukamana, Oluyinka Adejumo, and Yolanda Babenko-Mould. "Pediatric pain management competencies taught to nursing students in Rwanda: Perspectives of nurse educators, preceptors and nursing students." Journal of Nursing Education and Practice 10, no. 12 (August 25, 2020): 21. http://dx.doi.org/10.5430/jnep.v10n12p21.
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Competency for pediatric pain management is fundamental for nurses’ responsibility in caring for pediatric patients with pain. However, effective nursing management of pain in hospitalized children continues to be a challenge more often linked to competency deficit as a consequence of unpreparedness in the pre-licensing education. Previous studies have established that nursing students exhibited lack of knowledge and poor attitudes regarding pediatric pain management, but none of the studies were done in the Rwandan context. The current study explores the pediatric pain management competencies taught to nursing students in Rwanda. An exploratory descriptive qualitative design based on face-to-face individual interviews and focus group discussions was utilized. Fourteen nurse educators and preceptors and nineteen nursing students were recruited from five study settings to explore their perspectives about pediatric pain management competencies taught to nursing students. Participants’ narratives were analysed using thematic analysis from which six main themes emerged. Participants narrated that competencies related to children pain assessment, pain medication and non-drug pain management interventions were taught to students. However, findings also revealed the challenges that impacted the teaching and learning of paediatric pain management, which need to be addressed for the improvement of pre-service training about pain management in children. The findings from the study suggested further research for a better understanding of the nature of those challenges to inform tailored strategies aimed at improving quality health care provision to children through an improved pediatric pain management education at the undergraduate level.
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Saifan, Ahmad, Haneen Abu Safieh, Ruba Milbes, and Rawan Shibly. "Suggestions to close the gap in nursing education: Nursing students' perspectives." International Journal of Advanced Nursing Studies 4, no. 2 (July 1, 2015): 62. http://dx.doi.org/10.14419/ijans.v4i2.4318.
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<p><strong>Background:</strong> The nursing profession is composed of two main parts: the theoretical part, which reflects the knowledge that is received in the classroom; and the practical part, which focuses on improving students’ skills in the clinical area. The literature shows that there is a disconnect between these two parts.</p><p><strong>Objectives:</strong> This study aimed to identify suggestions and interventions to explore students’ perceptions about the theory-practice gap in nursing education.</p><p><strong>Methods:</strong> An explorative qualitative design with individual, face-to-face, semi-structured interviews with 30 nursing students (in the second, third and fourth year of their BSc program) who took at least two clinical courses.</p><p><strong>Results:</strong> The students raised several ideas and suggestions to close the theory-practice gap in nursing education grouped under five major themes: open channels between theory and practice teachers; students need to be supported more; increasing competency of clinical instructors; using different methods of education; and preparing and improving the clinical laboratories.</p><p><strong>Conclusion:</strong> The qualitative design used in this study provided deep and rich novel data about the theory-practice gaps in nursing education in Jordan. This subject was broached for the first time in Jordan. The information from this study could be useful for undergraduate students, nursing schools, nursing teachers and other healthcare stakeholders in Jordan.</p>
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Opie, Jill. "Educating students with vision impairment today: Consideration of the expanded core curriculum." British Journal of Visual Impairment 36, no. 1 (January 2018): 75–89. http://dx.doi.org/10.1177/0264619617730861.
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A phenomenological study was undertaken giving students with vision impairment the opportunity to voice their experiences of secondary schooling in mainstream schools. Policies of inclusion were considered, with analysis of how training and curriculum came together, as experienced by these students, to develop their inclusion in schools in Victoria. Interviews of each participant using interpretative phenomenological analysis revealed a number of themes, with lack of teacher understanding of vision impairment a common theme across all cases. The limited access to visiting teachers, specialists in vision impairment, points to the need for alternatives in the delivery of necessary expanded core curriculum components. It is proposed that teachers of these students would benefit from an online unit to educate them in vision impairment to eliminate unintentional exclusion practices currently experienced and to encourage them to incorporate components of the expanded core curriculum into their everyday practices. The need for further research is indicated.