Relevant bibliographies by topics / Nursing Study and teaching Brunei

Academic literature on the topic 'Nursing Study and teaching Brunei'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Nursing Study and teaching Brunei"

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Sahat, Hjh Naziah, Adina Yantiaryanie Hj A. Abd Rahman, Khairul Amilin Tengah, Hui-Chuan Li, and Nor Azura Abdullah. "A Study of Mathematics Teachers’ Motivation towards Teaching in Brunei Darussalam." Journal of Studies in Education 8, no. 2 (April 9, 2018): 18. http://dx.doi.org/10.5296/jse.v8i2.12732.

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Many factors contribute to the success of students’ academic performance. Admittedly, quality of teaching is one of those factors. In this study, based on the related literature on teacher motivation, six main factors affecting teachers’ motivation towards teaching are identified. Accordingly, an online questionnaire was designed by the authors. In total, 207 (40 males and 167 females) mathematics teachers from primary, secondary and sixth-form government schools in Brunei Darussalam randomly volunteered to respond to this questionnaire. The findings from this study have implications for understanding the extent to which factors may motivate or demotivate teachers to teach. The present research provided education stakeholders with important information to ponder over the motivational factors of mathematics teachers in the government schools. The results from our study also suggested that good interaction and collaboration between teachers can help boost teachers’ motivation to teach.
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Bujang, Amal Rashidah, Mursidi Ali, and Yusrita Zolkefli. "Working As Male Nurses In Brunei: A Qualitative Study." INTERNATIONAL JOURNAL OF CARE SCHOLARS 3, no. 2 (July 31, 2020): 33–40. http://dx.doi.org/10.31436/ijcs.v3i2.153.

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Objective: To explore the views and experiences of male nurses in nursing as a profession in Brunei Darussalam. The objectives of the study were to explore the perception of male nurses in Brunei about the nursing profession, to examine motivation to become nurses and to explore the challenges that they have encountered in the profession. Background: More men are now choosing the profession, given the growth of health care needs. Evidence suggests that there are obstacles and barriers to men's career choices of being nurses. Design: A descriptive qualitative study using content analysis. Methods: A descriptive, qualitative approach was used to gain valuable insight into male nurses' views on nursing as a career. Using purposive sampling, a total of 11 male nurses from two state hospitals in Brunei were individually interviewed. Participants were interviewed for between 45-60 minutes and were audio-recorded with prior consent. Recorded interviews were transcribed, coded manually and subsequently thematically analysed. Results: The analysis revealed three broad themes, namely 'making the career choice', 'working as male nurses' and 'being in the profession'. The first theme indicates the nurses' initial perception of the profession. The second one describes the nurses' experiences once they enter the profession. The final theme illustrates how nurses perceived the challenges of being in the profession. Conclusion: The evidence in the current study suggests although men's entry into nursing is slow and gender disparity continues to affect the profession, the results in this study indicate that, for male nurses, the motivational factors outnumber the barriers to entry. Overall, male nurses reported being positive with their career choice.
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Yusof, Norazmie, and Yabit Alas. "Benefits and Students’ Perception on Role-Play Teaching Technique: Progressive & Fun Learning Experiences in Brunei." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 3 (August 20, 2021): 225–34. http://dx.doi.org/10.23917/ijolae.v3i3.12364.

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This paper presents a preliminary study on the teaching and learning of one of Brunei ethnic languages at The Language Centre, Universiti Brunei Darussalam (LCUBD henceforth). Dusun language is one of the ethnic languages still spoken in Brunei and is considered an endangered ethnic language. Research has shown that the usage of this language has been decreasing in recent decades due to factors such as migration and language choice. LCUBD has taken proactive measures by offering Dusun language as one of the elec-tive courses at the center. This study aimed to identify the benefits of using role-play in learning Dusun language and identify students’ perception of role-play activities in Dusun language class. Likert scale ques-tionnaires and open-ended questions were employed to collect data on 71 students who were enrolled in the LY-1433 Dusun I (basic) course. The result of the study suggested that role-play activity was suitable for the students, fun and entertaining, and could increase their confidence Apart from that a positive student-teacher relationship also played a big role during the learning process of ethnic language. Overall, role-play can be recommended as one of the teaching techniques to teach minority ethnic language.
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Muhammad Wafiuddin Wa’ie, Illyana Rashidah, David Koh Soo Quee, Shahrimawati H. Sharbini, Salmah H. Mohd Noor, Ramlah Kisut, Nik AA Tuah, Hanif Abdul Rahman, Nurolaini Kifli, Mas Rina Wati H. Abdul Hamid, and Khadizah H. Abdul-Mumin. "Practice of Postpartum Warming Among Mothers in Brunei." Journal of Transcultural Nursing 31, no. 6 (April 21, 2020): 576–81. http://dx.doi.org/10.1177/1043659620914713.

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Introduction: Postpartum warming is widely practiced among women in Asian countries despite unsubstantiated health claims. This study aimed to identify sources of knowledge and explore the practices of postpartum warming among mothers in Brunei. Methods: A cross-sectional study using a self-administered questionnaire was conducted on 124 mothers who had experience in postpartum warming. Results: Coal was commonly used for heat. Main source of knowledge came from family members. Older women had significantly lower intention to perform the practice in future pregnancies. Women who lived in nuclear families practiced it to a significantly higher frequency compared with those living in extended families. Discussion: Women still practice warming to adhere with family expectations and traditions although noticeable changes have been observed as society modernizes. It still poses a risk of carbon monoxide poisoning and fire hazard from burning coal. Future studies should focus on health and safety aspects to provide evidence on the actual health benefits and ameliorate risk factors.
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Zolkefli, Yusrita. "Moral Courage and the Role of Nursing Education." Malaysian Journal of Nursing 13, no. 04 (2022): 10–11. http://dx.doi.org/10.31674/mjn.2022.v13i04.002.

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In mid-December 2019, an ethics colloquium on moral courage was conducted, which prompted considerable interest among the clinical nurses in Suri Seri Begawan Hospital, the second-largest hospital in Brunei. The question and answer session reflected the sense of vulnerability that nurses might encounter in their daily practice. To be morally courageous, it appears that one has to be ready to accept the possible price of speaking up or raising concern about questionable and poor practices within the workplace settings. Overall, the session ensued in a meaningful and intriguing discussion, particularly when courage was regarded through a narrow and sceptical lens. As educators, there is a striking need for greater clarity on the role of nursing education in teaching moral courage and the long-standing challenges involved in ensuring that future nurses hold this value in realising good ethical practices.
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Botty, Haji Mohammad Redzuan Haji, Masitah Shahrill, Jainatul Halida Jaidin, Hui-Chuan Li, and Maureen Siew Fang Chong. "The Implementation of Problem-Based Learning (PBL) in a Year 9 Mathematics Classroom: A Study in Brunei Darussalam." International Research in Education 4, no. 2 (August 24, 2016): 34. http://dx.doi.org/10.5296/ire.v4i2.9466.

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<p>Problem-Based Learning (PBL) is a constructivist, student-centered instructional strategy in which students work collaboratively to solve problems and reflect on their learning experiences to advance or gain new knowledge. PBL was originally developed in medical school programs at the McMaster University in Canada in the 1960s. Since then, much research has highlighted the benefits of PBL for developing students’ mathematical knowledge in more flexible and novel ways than traditional teacher-centered teaching approaches. However, there has been a lack of studies examining how PBL can be applied to mathematics teaching and learning, since studies that have investigated the implementation of PBL outside a medical context are sparse in Brunei Darussalam. Therefore, in this study, we attempted to fill this research gap by exploring the implementation process of PBL in a Year 9 mathematics classroom and its possible impact on students’ learning in mathematics in the context of Brunei Darussalam. The participants of the study consisted of 17 Year 9 students (ages 14-15) from a secondary school in Brunei Darussalam The findings from our study showed that the implementation of PBL helped motivate the students to collaboratively work as a group and learn from their peers and therefore, gradually reduced their dependence on the teacher during the course of the intervention. The results from the students’ performances on the pre-test and the post-test also provided evidence to show that the implementation of PBL could have a positive impact on the students’ learning in mathematics. Directions for future mathematical PBL implementation are also discussed and offered. </p>
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Metussin, Halimaturradiah. "Gender Gap in Academic Achievement in Brunei Tertiary Education: Qualitative Perspective." European Journal of Social Sciences Education and Research 9, no. 2 (January 21, 2017): 29. http://dx.doi.org/10.26417/ejser.v9i2.p29-42.

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This study explores the potential factors causing a gender gap in academic achievement in the higher learning institutions of Brunei using in-depth interviews. Given that the gender gap is a worldwide phenomenon and problem in many educational settings, this study investigates the reasons for its persistence and how it can be resolved in the Brunei context. The findings of the study indicate that: 1) there are gender similarities in practices of good academic performance at school; 2) teaching methods and school facilities and environment may affect students’ academic performance; 3) problems or challenges faced in academic performance or achievement at school; and 4) early entry to workplace. A mixed-methods research is recommended to gain additional insights into the problem and its solutions.
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Zolkefli, Yusrita. "Negotiated ethical responsibility: Bruneian nurses’ ethical concerns in nursing practice." Nursing Ethics 26, no. 7-8 (November 15, 2018): 1992–2005. http://dx.doi.org/10.1177/0969733018809797.

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Background: There has been wide interest shown in the manner in which ethical dimensions in nursing practice are approached and addressed. As a result, a number of ethical decision-making models have been developed to tackle these problems. However, this study argued that the ethical dimensions of nursing practice are still not clearly understood and responded to in Brunei. Research aim: To explore how Bruneian nurses define ethical concerns they meet in everyday practice in the medical surgical wards of three Brunei hospitals. Research design: A qualitative study was employed. Interviews were conducted with 28 practising and administrative nurses of three hospitals. Interview data were analysed via a constant comparative method. Ethical consideration: The study’s protocol was reviewed and approved by the Ethical Committee of the School of Health in Social Science at the University of Edinburgh and the Medical Health Research Ethics Committee of the Ministry of Health, Brunei. Findings: The nurses described three ethical dimensions in their practice, namely: ‘nurse at work‘ which illustrates the ethical dimensions within the work environment; ‘nurse and doctor’ which elucidates the ethical dimensions in the nurse and doctor relationship; and ‘nurse and patient’ which further examines ethical aspects in patient care. Nurses responded to the ethical dimensions in the ward setting with the aim of avoiding the conflict and maintaining ward harmony. Discussion: The data provide new insights into how nurses respond to ethical dimension in the ward settings where it puts strong emphasis on the nurses’ understanding of responsibility placed upon them as professional nurses. Conclusion: With these findings, it is recommended that further support is needed for nurses to be aware of the ethical dimension in their practice and to respond to ethical concerns accordingly.
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Rahman, Hanif Abdul, Asma' Hatsanee, Nurmarinah Aqilah Menjeni, Zainatul Ashiqin Salleh, Ramlah Abdul Hamid, and Mursidi Ali. "Perceived sleep quality: a comparison between hospital nurses and student nurses." British Journal of Nursing 31, no. 11 (June 9, 2022): 578–88. http://dx.doi.org/10.12968/bjon.2022.31.11.578.

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Background: The prevalence of poor sleep quality is high among nurses, and affects them physically and psychologically as well as organisational functioning. However, evidence on equipping student nurses with good sleep practices that could mitigate poor sleep as they transition into the nursing workforce is lacking. Aim: This study compared the prevalence and quality of good sleep among hospital nurses and student nurses. Methods: A descriptive cross-sectional study of 130 hospital nurses and 130 student nurses in Brunei was carried out. Sleep quality was assessed using the Pittsburgh Sleep Quality index. Multiple logistic regression was applied. Results: Hospital nurses were 4.29 times more likely to experience poor sleep than student nurses. Those who were overweight were 2.35 times more likely to have poor sleep quality than those with a healthy weight. Although students had significantly good sleep latency, needing less time to fall asleep, they experienced significantly more sleep disturbances, shorter sleep duration and less sleep efficiency. Conclusion: The prevalence of poor sleep quality among nurses in Brunei is higher than global estimates. Stakeholders such as nursing leaders, nursing educators and healthcare policymakers should prepare student nurses and help existing nurses by formulating strategies to promote working schedules and rosters that minimise circadian disruption.
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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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Dissertations / Theses on the topic "Nursing Study and teaching Brunei"

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Musa, Haji Abd Hamit Haji. "Quality of nursing care in Brunei Darussalam : a study of educational and service issues." Thesis, Anglia Ruskin University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285926.

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Ong, Shirley Chee Siew. "The effect of incorporating a contrastive teaching approach on the learning of English in Brunei." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708530.

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Mohamad, Hanapi. "Promoting creativity in early childhood education in Brunei." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0130.

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[Truncated abstract] The overall aim of this study was to examine Bruneian preschool teachers’ conceptions about creativity (including factors related to creativity), their beliefs on how to promote children’s creativity in the classroom, how their beliefs may influence their actual practice and whether their practices are consistent with the requirements of the Brunei National Curriculum. It will also try to identify any factors that constrain or influence teachers’ practice. The research employed a grounded theory approach involving semi-structured interviews and classroom observations of preschool teachers. The findings of this study indicate that the teachers primarily conceptualise creativity as something mainly but not exclusively to do with art work . . . Teachers’ actual practice mainly consists of teacher control, enforcement of obedience, rote learning, teacher directed and teacher chosen activities and heavy emphasis on whole-class teaching. Other mediating constraints on their promotion of creativity included: pressure from Primary 1 teachers, parents and the officials in Ministry of Educations to complete and adhere to the National Curriculum; teachers’ own pedagogical limitations; large class size; lack of adult help and the presence of special children in the classroom; lack of resources and pressure from other non-teaching commitments. The implication of the findings are that further research needs to be conducted into Brunei’s preschool teacher training programmes, to identify contradictory messages about the value of creativity and to find a more culturally appropriate way of promoting children’s creativity through the curriculum.
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Abdullah, Teo Siti Noor Naasirah Syahiirah. "Young people's relation to academic study : a theoretical and empirical study of sixth form students to inform student-centred teaching in Brunei Darussalam." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687340.

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Whilst there are numerous studies on young people’s engagement in academic study, the internal relationship between young people and academic study is still unclear. This thesis seeks to explain the relation of young people to their academic study, in the context of Brunei Darussalam, through analysing young people’s motive hierarchy. The research is based on the understanding that young people are faced with multiple contradicting demands from the society, which evolve with their developmental age. The contradicting demands generate conflicts for young people as they participate across the different institutional practices in their everyday lives. The research entailed a semi-participatory research approach, which emphasised young people’s lived experiences, from a first-person perspective. Eight (8) young people aged 16-18 years who are studying for their GCE A Level examinations, played roles as both trained Student Researchers, as well as participants in this research. Data were collected from focus group discussions, annotated photo albums (MyAlbum) and a ‘participant self-generated’ questionnaire (MyQuestionnaire). The focus of the data collection was on the young people’s experiences of conflicts with respect to their academic study and the different agendas in their everyday lives. Intermediary tools were developed to focus the data analysis to identify motive-orientations and their relative importance in the construct of the motive hierarchy of a young person. An initial general model of motive hierarchy was developed from this study too. It is a societal demand for young people in late adolescence to be vocational and career oriented. However this study shows the eight (8) young people are also oriented towards other objects, apart from being future oriented. They can still have a dominant motive-orientation towards intimate personal relations, which usually prevails for early adolescence. Two other motive-orientations have also emerged from this study, i.e. the societal value system and self-comfort related. These different motive-orientations of the young people contradict the societal demands and create conflicts for the young people as they participate in and across the practices. These findings are important in informing intervention programmes to improve young people’s engagement in academic study.
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Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.

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Foulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.

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The need to prepare and support clinical teaching faculty is identified as a priority by nurse educators. However, there is no framework for understanding the practice of clinical teaching (Benner, Tanner & Chelsa, 1996; Davis, Dearman, Schwab & Kitchens, 1992; Scanlan, 2001; Siler & Kleiner, 2001; Vollman, 1989). There is little nursing research directed to understanding the practice of clinical teaching. It is widely assumed that nurses who are experts in practice are able to make an easy transition to the role of clinical teacher (Scanlan, 2001; Silar & Kleiner, 2001).
The clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.
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Watts, Tessa Elisabeth. "Educating undergraduate pre-registration nursing students for complexity in contemporary palliative nursing." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678375.

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Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.

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The purpose of this exploratory case study was to describe the culture of clinical teaching through a symbolic interactionist framework, by identifying the rituals, faculty behaviors, and student behaviors and characteristics valued by faculty instructing in clinical settings, using content analysis, interviews and observation. Five faculty, one from each clinical specialty, were chosen using specific criteria. College of Nursing archives were content analyzed to ascertain written valued student behaviors and characteristics and faculty were interviewed to learn their stated beliefs. Faculty/student clinical interactions were observed to assess if faculty written and verbalized beliefs were enacted, and twelve students were interviewed for verification of transmission of the values. Peer debriefing, member checking and an audit trail ensured trustworthiness of the data. Faculty used eight rituals: Preparation, Tracking, Discourse, Closet, Repast, Selection, Maneuver, and Documentation, and three types of actions: Teaching, Role Modeling, and Caretaking to transmit their values. Teaching was utilized 55 percent of the time and involved questioning, instructing, guiding, correcting and observing. Role Modeling, used 22 percent, embodied promoting independence, helping, intervening, kidding and admitting fallibility. Caretaking was evidenced 23 percent of the instructor's time and included caring, praising, diffusing anger, allowing mistakes and sharing self. Over one hundred student behaviors and characteristics that faculty valued were identified and collapsed into six descriptors, listed in descending order: assertive, therapeutic, compliant, knowledgeable, disciplined, and skillful. Faculty placed emphasis on human, interactive skills versus knowledge and psychomotor skills, and responded to students with very caring behaviors. They utilized compassion as a way of effecting conformity, and their use of caring behaviors for the exercise of their power was evident.
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Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Ed. D.
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

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Books on the topic "Nursing Study and teaching Brunei"

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Abdullah, Suraya Noraidah. Professional nursing development in Brunei Darussalam: Implication for curriculum development. Berakas, Negara Brunei Darussalam: Dewan Bahasa dan Pustaka Brunei, Kementerian Kebudayaan, Belia dan Sukan, 2007.

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Teaching nursing. Redwood City, Calif: Addison-Wesley Nursing, 1990.

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M, Hinchliff Susan, ed. Teaching clinical nursing. 2nd ed. Edinburgh: Churchill Livingstone, 1986.

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A, Thompson Martha, ed. Strategies for teaching nursing. 3rd ed. New York: Delmar, 1987.

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A, Thompson Martha, ed. Strategies for teaching nursing. 3rd ed. New York: Wiley, 1987.

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Tornyay, Rheba De. Strategies for teaching nursing. 3rd ed. New York: Delmar Publisher Inc., 1987.

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Hilla, Brink, ed. Teaching the practice of nursing. 2nd ed. Durban: Butterworths, 1986.

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White, Ruth. Clinical teaching in nursing. London: Chapman & Hall, 1991.

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H, Oermann Marilyn, ed. Clinical teaching strategies in nursing. 3rd ed. New York, NY: Springer Pub., 2010.

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H, Oermann Marilyn, ed. Clinical teaching strategies in nursing. 2nd ed. New York: Springer Pub., 2006.

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Book chapters on the topic "Nursing Study and teaching Brunei"

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Zhang, Xuexia. "Study on Applying Implicit Learning Theory in Nursing Teaching." In Lecture Notes in Electrical Engineering, 521–27. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4802-9_69.

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Goodeve, Jane. "Teaching aids: a study of school nurses’ views of their role in HIV/AIDS education." In Research in health promotion and nursing, 230–36. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23067-9_26.

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Zhu, Xiaoling, Mulan Wei, Ruoyan Chen, Daolin Jian, and Xiaofei Chen. "A Study to Analyze the Effectiveness of Video-Feedback for Teaching Nursing Etiquette." In Lecture Notes in Electrical Engineering, 1315–20. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_138.

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Daniela, Mecugni, Turroni Elena Casadei, Doro Lucia, Franceschini Lorenza, Lusetti Simona, Gradellini Cinzia, and Amaducci Giovanna. "The Use of Simulation for Teaching Therapy Management: An Observational Descriptive Study on 2nd and 3rd Year Students of the Nursing Degree Course of Reggio Emilia." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops, 127–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52287-2_13.

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Eriksson, Ulrika, and Astrid Kilvik. "Train the Trainer Course: How Can the Skills of a Facilitator Benefit Academic Staff in Nursing and Other Health Education Programs?" In How Can we Use Simulation to Improve Competencies in Nursing?, 91–101. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_8.

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AbstractOver several years, simulation has become an established teaching method in study programs of nursing and other health disciplines. Simulation exercises have a theoretical foundation in a number of perspectives on how adults acquire knowledge, through experience-based learning, reflection-on-action and reflection-in-action, and an emphasis on the sociocultural context. As part of the learning process of simulation, the opportunity for feedback and feed forward is crucial in the learning process. The individual facilitator is particularly important in this understanding of learning. The role of the facilitator is aimed at guiding the student toward learning with the help of didactic and pedagogical methods. Learning in itself is a process that could be defined as a transformation that is not based on biological maturation. In this chapter, we look closer at the nature of train the trainer courses, what separates a facilitator from a lecturer, the significance of a common language and framework, as well as how the side effects and synergies of the facilitator’s skills might benefit academic staff in nursing and other health education programs.
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Gönc, Vida, Mateja Lorber, and Jasmina Nerat. "Experience of Problem‐Based Learning for Raising Quality of Nursing Study." In Teaching and Learning in Nursing. InTech, 2017. http://dx.doi.org/10.5772/67427.

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Chenery-Morris, Sam, and Catherine Theodosius. "Case Study." In Evidence-Based Practice in Nursing Informatics, 204–16. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-034-1.ch016.

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A blended learning environment as utilised in a masters level subject was critiqued through the lenses afforded by Salmon and Goffman. The authors bring perspectives of student and teacher and combine personal recollection with discussion board postings to make sense of the experience and recommendations for teaching in a blended environment.
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Lokmic-Tomkins, Zerina, Sandeep Brar, Neville Lin, Melvin Khor, Kate Mathews, and Karl Lawlor. "Advancing Nursing Informatics Through Clinical Placements: Pilot Study." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210678.

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Work integrated learning in the space of nursing informatics is a new concept in Australian nursing curriculum. This study examined nursing students’ experiences in the pilot nursing informatics clinical placement centered on electronic medical records, their use in patient care and clinical decision making. Students completed reflective diaries of their learning during the four-week placement. Data was explored by thematic analysis. Emergent themes included: importance of adequate training in using EMR; impact of EMR on nursing workflow and patient care; shaping future career choices; forming rewarding relationships; and potential for improvements. These themes will be used to enhance teaching and learning opportunities as this pilot placement evolves into permeant part of the nursing curriculum.
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Sabani, Noraisikin, Anita Jimmie, and Hanin Naziha Hasnor. "English and Arabic Language Learning Environments." In Global Perspectives on Teaching and Learning Paths in Islamic Education, 178–204. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch010.

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The learning environment is defined as “external stimulants” that is exposed or reinforced in learners as a means to challenge their learning experiences. These reinforcements may include physical settings, teaching and learning endeavours, and even cultural and social determiners. This empirical study focuses on the perceived experiences that undergraduates from Brunei, Malaysia, and Indonesia experienced in their Arabic and English language learning environments. This qualitative study employed in-depth interviews with 60 informants that were selected through criterion sampling, snowballing technique. The analysis utilised template analysis. Emerging themes were compared and contrasted, to find similarities and differences. This chapter does not aim to seek the superiority of one learning environment over another but to appreciate the diversity and concord of these institutions. The findings illustrated overlapping, differentiated themes, which included the abovementioned.
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Kandeel, Nahed, and Youssreya Ibrahim. "Student Nurses' Perception on the Impact of Information Technology on Teaching and Learning." In Research Anthology on Nursing Education and Overcoming Challenges in the Workplace, 112–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9161-1.ch008.

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This paper investigates student nurses' perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses' IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.
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Conference papers on the topic "Nursing Study and teaching Brunei"

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Feng, Xiangyan, and Xiaona Jin. "Study on Employment Intention of Nursing Students and Practice Teaching in Community Nursing." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.152.

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Qiu, Mochang, Yaping Feng, and Guoqiang Ning. "Strategy Study on Improvement of Nursing Practice and Teaching Quality." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.323.

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Zhang, Min, Gao Ling, and Li-Hua Xu. "The Study on the Applicability of Modular Teaching in Surgical Nursing." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0062.

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Liu, Huan. "Study on the Bilingual Teaching Situation of High Vocational Nursing Education." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.325.

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"Study on the Optimization and Application of Multiple Intelligent Teaching Model in Basic Nursing Teaching." In 2020 International Conference on Social and Human Sciences. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000108.

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Dayalan, Dr Sudhakar, and Mrs R. NimmiSudhakar. "Study to Assess the Effectiveness of Life Style Modifications with Teaching among Diabetic Patients Who Attend Diabetic Clinics at Chennai - A study to assess the quality of life (life style modifications) among diabetic mellitus patients." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.97.

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Sun, Wen-Jing, and Yu-Jin Liu. "Study on the Application Status of Hospice Care in Aged Nursing Teaching." In Proceedings of the 5th Annual International Conference on Management, Economics and Social Development (ICMESD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmesd-19.2019.84.

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Bandara, Nelumja T., and Thamara D. Amarasekara. "Descriptive Study on Knowledge and Attitudes Regarding Neonatal Care And Associated Factors Among Mothers Attending Antenatal Clinics InA Teaching Hospital, Sri Lanka." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.147.

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Ling Hsu, Li. "A study on the effect of a newly-developed learning outcome-oriented educational intervention to promote nursing innovation." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.572.

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Gao, Fan, Yanru Zhang, Zhuofan Liu, and Kesui Deng. "Application Situation and Countermeasure Study of Objective Structured Clinical Examination in Higher Nursing Education." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.56.

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