Relevant bibliographies by topics / Nursing Study and teaching Malaysia

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

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Published: 10 December 2022
Last updated: 29 January 2023

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

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Arunasalam, Nirmala Devi. "Malaysian nurses’ views: Local versus Transnational Higher Education." BORDER CROSSING 6, no. 1 (June 17, 2017): 188–205. http://dx.doi.org/10.33182/bc.v7i1.485.

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This paper reports the findings of a study undertaken with Malaysian nurses who studied for a locally provided part-time post-registration top-up Nursing Degree versus those who studied on a Transnational Higher Education (TNHE) programme. Both types of programmes are bridging courses that allow registered nurses to upgrade their Diploma qualifications to Degree level. What is not sufficiently explored in available literature is nurses’ rationales for choosing a local programme over TNHE programme. Using hermeneutic phenomenology, six Malaysian nurses (chosen by snowball sampling method) were interviewed, in English and Bahasa Malaysia (Malaysian language). Thematic analysis was used to analyse data. The structure of the course and taught theory influenced the nurses’ choice to study on a local programme: the deciding factor was the practice component that ensured a theory-practice connection. The findings principally provide insights to TNHE providers and may guide them to enhance their teaching delivery, support and courses.
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Ab Latif, Rusnani, Mohd Zarawi Mat Nor, Wan Ismahanisa Ismail, and Yoyok Bekti Prasetyo. "The Creation of a Concept Mapping Care Plan for Evaluating Students' Clinical Performance." Environment-Behaviour Proceedings Journal 7, no. 20 (July 5, 2022): 147–52. http://dx.doi.org/10.21834/ebpj.v7i20.3417.

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The study aims to use concept mapping as a teaching approach in the clinical setting. The concept mapping care plan (CMCP) was developed, then validated using the Delphi technique. There were 218 respondents who participated in the survey. This study used pre and post-tests. The mean score of CMCP during clinical practices for the experimental group was 65.23 as compared with the control group which was 59.33. There were significant differences in the clinical performance of both groups. CMCP is a practical assessment tool for nursing educators to prepare nursing students to think critically and perform effectively after graduation. Keywords: Concept mapping care plan (CMCP), clinical practices, nursing students eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i20.3417
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Dos Santos, Luis Miguel. "I Teach Nursing as a Male Nursing Educator: The East Asian Perspective, Context, and Social Cognitive Career Experiences." International Journal of Environmental Research and Public Health 17, no. 12 (June 17, 2020): 4327. http://dx.doi.org/10.3390/ijerph17124327.

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Social and cultural backgrounds, as well as understanding, play key roles in workforce development and human resource shortages, which are associated with the transition to nursing education and teaching from frontline nursing practices. A qualitative method, with the direction of the general inductive approach, was employed in this study. The researcher collected information from 18 male nursing educators who switched their senior roles (from the frontline and practicing fields to nursing education) at nursing schools in South Korea, Japan, Taiwan, China, and Malaysia. Three interview sessions were used to collect information. Three themes were merged from the information: (i) gender-oriented knowledge, teaching and learning; (ii) respect; and (iii) health promotion. More importantly, participants advocated that their male roles and identities provided uniqueness to patients, students, parents, and the general public concerning Asian customs and practices. Based on the social cognitive career theory, personal goals and achievements of career satisfaction took important roles. Although the general public may not agree with these career decisions, due to gender and social biases, participants continued to contribute their energy and knowledge in the health and social caring professions.
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Karim, Jalina, Amirun Hani Farhan Abdul Majid, Nurul Fazira Mohd Rashdan, Mohd Nasri Awang Besar, and Mohamad Nurman Yaman. "Nursing Students’ Satisfaction towards Clinical Learning Environment (CLE) in Universiti Kebangsaan Malaysia Medical Centre." Education in Medicine Journal 12, no. 4 (December 30, 2020): 1–8. http://dx.doi.org/10.21315/eimj2020.12.4.1.

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In the previous studies, it was found that many nursing students have the highest satisfaction towards clinical learning environment (CLE). CLE has an impact on nursing students in preparing them in terms of knowledge and providing quality care for patients. The objective of this study was to determine the level of satisfaction among nursing students in the Universiti Kebangsaan Malaysia Medical Centre (UKMMC) towards CLE. A purposive sampling technique was used in quantitative and cross-sectional descriptive design. Ninety-three of Year 1 to Year 4 nursing students participated by answering modified self-reported Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale questionnaire. The questionnaire consisted of three sections; sociodemographic, clinical placement and five dimensions of satisfaction towards CLE (pedagogical atmosphere, leadership style of the head nurse, premises of nursing in the ward, preceptor relationship and role of the preceptor). In medical ward, 51.6% of nursing students had high satisfaction towards CLE and 48.4% reported to have low satisfaction. Whereas for surgical, orthopaedic, homecare and critical area wards reported to have 50% for both high and low satisfaction towards CLE. The relationship between year of study, gender and level of satisfaction towards CLE among nursing students in UKMMC were statistically not significant (p = 0.715, p = 0.139). Among the five dimensions of satisfaction towards CLE, leadership style of the head nurse was the highest (72.0%) and the lowest (30.1%) was from pedagogical atmosphere. This study showed that regardless of specific clinical placement for the nursing students, their satisfaction towards CLE were almost similar and the leadership style of the head nurse had the highest impact. Perhaps, the impact of involvement of the head nurse in the clinical teaching should be explored further in the future.
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Eskandari, Fatemeh, Khatijah Lim Abdullah, Nor Zuraida Zainal, and Li Ping Wong. "Incidence Rate and Patterns of Physical Restraint Use Among Adult Patients in Malaysia." Clinical Nursing Research 27, no. 3 (November 16, 2016): 278–95. http://dx.doi.org/10.1177/1054773816677807.

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Incidence rate and patterns of physical restraint use were examined based on a cross-sectional study in 22 wards of a large teaching hospital in Malaysia. Results indicated that the highest rate of physical restraint (19.7%) was reported from neurology–neurosurgery wards. “Un-cooperative for electroconvulsive therapy” and “trying to pull out catheters” were the most commonly reported reasons to use restraint in psychiatric and non-psychiatric wards, respectively. There were some relationships between patterns of physical restraint in this study. Exploring the incidence rate and patterns of physical restraint is important so that effective strategies can be formulated to minimize using restraint in hospitals.
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Ahmad, Norfadzilah. "Nursing Students and Clinical Instructors’ Perceptions of Clinical Learning Environments, Supervision, and Teaching (CLES-T)." INTERNATIONAL JOURNAL OF CARE SCHOLARS 1, no. 1 (February 2, 2018): 10–13. http://dx.doi.org/10.31436/ijcs.v1i1.38.

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Objectives: This study aimed to investigate the perceptions of International Islamic University Malaysia (IIUM) Kuantan nursing students, clinical nurse instructors, and staff nurses of the support offered to student nurses during learning in a clinical setting. Methodology: A cross-sectional study was carried out on undergraduate nursing students (n=118), and clinical instructors (n=8) at the faculty or Kulliyyah of Nursing, IIUM, using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES-T) survey. Descriptive analysis was used to investigate the sociodemographic data, and further statistical tests were conducted with regard to their levels of perception. Results: Overall, the participants perceived the clinical learning environment to be good. There was no difference in perception between nursing students and the clinical nurse instructors (p>0.05). There was no significant difference in terms of gender and levels of perception (p>0.05). This study did find a significant relationship between level of study and area of posting for students and perception levels (p<0.05). Conclusion: This study showed that the majority of the students had positive perceptions of the clinical learning environment, supervision, and nurse teachers. The school provided sufficient support within the clinical learning environment in term of supervision and nurse teachers. These results will help the nursing school in terms of upgrading the clinical learning environment and encouraging collaboration with hospital management to provide a good clinical learning experience for students.
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Ludin, Salizar Mohamed, and Fatin Eliya Roshaimi. "Knowledge and Attitude of Nursing Students Towards Mentoring Program in Kulliyyah of Nursing, International Islamic University Malaysia (IIUM)." INTERNATIONAL JOURNAL OF CARE SCHOLARS 5, no. 2 (July 31, 2022): 27–34. http://dx.doi.org/10.31436/ijcs.v5i2.241.

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Introduction: Mentoring is one of the important elements in education as it includes orientation to enhance the tutors’ role, integrating into the education community, teaching and leadership development, scholarship, and service skills. Despite the positive feedbacks and comments on mentoring program, the knowledge and attitude of students towards any problems faced are still unknown or unclear. Thus, this study aims to investigate the knowledge and attitude among nursing students on mentoring program in Kulliyyah of Nursing in IIUM Kuantan. Methods: A quantitative cross- sectional study with convenience sampling was conducted on 188 undergraduate nursing students between October to December 2020. Data were collected via online platform (google form) invited through WhatsApp or email. The questionnaires consist of sociodemographic profile, knowledge, and attitude towards mentoring program. Results: Most students age between 22 to 23 years old (59.5%). Students mainly perceived good knowledge and positive attitude towards mentoring program. There were no association seen between sociodemographic profile and knowledge towards mentoring program (gender p=0.120; age p=0.165; year of study p=0.188) and attitude to mentoring program (gender p=0.241; age p=0.442; year of study p=0.720). However, there was a correlation between knowledge and attitude of nursing students towards mentoring program in Kulliyyah of Nursing (p<0.05). Conclusion: The study revealed there were no effect of sociodemographic profile on knowledge and attitude, however demonstrated of association between their knowledge and attitudes to mentoring program. Thus, the study basically showed that by having a good knowledge on the program, they will tend to have good attitudes and involved in the program accordingly. This finding further implied that more awareness on mentoring program should be executed to boost the student knowledge and attitude. Further research should be explored to look onto students’ needs and how to assist the student through mentoring.
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Majid, Norhaini. "The Practice of Patient Education among Public Hospital Nurses in Malaysia." Environment-Behaviour Proceedings Journal 5, no. 15 (December 25, 2020): 131–37. http://dx.doi.org/10.21834/ebpj.v5i15.2476.

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Patient education is the process of influencing patient behaviour with using a combination method such as teaching, counselling and behaviour modification techniques to increasing the knowledge and maintain or improve health. Patient education is one way of communication between patient and nurses, which provides the necessary knowledge for enhancing patient care and potentially affecting their health outcomes. By doing the exploration on the current patient education practice, the study perhaps to overcome the issue of hospital readmission and patient able to manage their activities of daily living after receiving effective patient education. The study aims to investigate the perception and practice of patient education among nurses in one of the public hospital in Malaysia. The objective of this study was to identify the perception and factors influencing the practice of patient education among public hospital nurses. Stratified Random Sampling was used for the sampling technique. A total of 246 staff nurses were involved in this study. A self-administered questionnaire was used in this study for obtained data. Statistical Package for the Social Sciences (SPSS) for Windows, version 21 was used to analyse the data. The study revealed that most of the nurses perceived patient education as a high priority in nursing care and it was nursing responsibility to provide patient education. Findings indicated that lack of time, inadequate staffing and lack of knowledge were significant factors that influenced the practice of patient education. Years of working experience among the nurses was found to be significantly associated with priority for patient teaching. In conclusion, public hospital nurses were having a positive attitude towards patient education but could not practice completely. In order to enhance patient education, a more strategy is required to address inadequate staffing, lack of time, and lack of knowledge. This study needs to be extended into further research in order to enhance the nurses’ roles as patient educators. Keywords: Patient education, nurses, practice eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5i15.2476.
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Ying, Chong Xue, Azlina Yusuf, and Soon Lean Keng. "Perceptions of risk factors for phlebitis among Malaysian nurses." British Journal of Nursing 29, no. 2 (January 23, 2020): S18—S23. http://dx.doi.org/10.12968/bjon.2020.29.2.s18.

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Background: Intravenous therapy is an integral part of professional nursing practice. Nurses have a responsibility to recognise risk factors for phlebitis. Aims: To investigate nurses' perceptions of risk factors for phlebitis in a tertiary teaching hospital in north-east Peninsular Malaysia. Methods: A cross-sectional study of 199 randomly selected nurses were surveyed for their perceptions of risk factors for phlebitis using a self-administered questionnaire. Findings: More than half of the nurses (56.8%) had a good perception levels of risk factors for phlebitis. There was a significant association between the clinical area and nurses' perceptions of risk factors for phlebitis (p=0.04). Nurses working in medical, orthopaedic, and surgical areas had slightly better perceptions than nurses working in multidisciplinary and oncology areas. Conclusion: These findings suggest that nurses need to continually improve their knowledge about risk factors for phlebitis to ensure safer nursing practice.
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Hui Li, Teh, and Azlina Yusuf. "Beliefs about the Benefits and Barriers to Physical Activity Promotion for Cancer Patients among Nurses in Malaysia." JULY ISSUE 18, no. 4 (July 1, 2022): 128–34. http://dx.doi.org/10.47836//mjmhs18.4.18.

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Introduction: Physical activity (PA) can improve survival and quality of life in chronic diseases including cancer. Given the scarcity of research on nurses’ beliefs that used a psychology perspective, the purpose of this study was to determine nurses’ beliefs about the benefits and barriers to physical activity promotion for cancer patients at a tertiary teaching hospital in Malaysia. Methods: A cross-sectional study was performed on nurses (n=104) at one Malaysian tertiary teaching hospital, using a simple random sampling method. A self-administered online questionnaire was surveyed from January until March 2021. The data was analysed using Pearson correlation analysis and an independent T-test with a significant level of p ≤.0.05. Results: 80.8% of nurses perceived the benefits of physical activity promotion for improving mental health in cancer patients. Lack of time (30.8%), patients appearing tired or unwilling to cooperate (20.2%), and a lack of knowledge (16.3%) were the barriers to physical activity. There was no correlation between beliefs about the benefits of physical activity promotion and age (p=0.908), working experience (p=0.982), ward type (p=0.666) or the average number of cancer patients cared (p=0.144). Conclusion: Nurses’ perspectives on the benefits of physical activity promotion for cancer patients support the use of planned behaviour theory for evidence-based nursing practice. There were, however, barriers to encouraging cancer patients to engage in physical activity. As a result, as a setting for health promotion, the tertiary teaching hospital must raise awareness, facilitate, and encourage nurses to engage in physical activity promotion behaviours.
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Dissertations / Theses on the topic "Nursing Study and teaching Malaysia"

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Kadir, Jusoh. "The teaching of Arabic in Malaysia : A study of it's historical perspective, objectives and methods of teaching." Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503602.

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Sheikh, Ahmad Md Khadzir. "Morbidity study among staff nurses in the hospital services : a comparison between the United Kingdom and Malaysia." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391023.

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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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Noordin, Mohamad Fauzan Hj. "IT skills and knowledge in Malaysian universities." Thesis, University of Wales Trinity Saint David, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683155.

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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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Siew, Pien Lee. "Children's participation in decisions regarding their nursing care : an ethnographic study of children, parents and nurses in the oncology setting." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31008.

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Background: The rights of children to freedom of expression and receiving information are underpinned by Articles 12 and 13 of the United Nations Convention on the Rights of the Child (UNCRC) (1989), which was ratified by the Malaysian government in 1995. There has been increasing shifts toward recognising the importance of children’s rights with many initiatives to realise and uphold the rights of children in Malaysia. However, no previous studies of children’s participation have been conducted in Malaysia. The aim of this study was to explore children’s participation in decisions regarding their nursing care from the perspective of the children, their parents, and nurses in an oncological ward in Malaysia. Methods: This was a focused ethnographic study. Participant observation was carried out with 61 participants (21 children, 21 parents, and 19 nurses) in the paediatric oncology-haematological ward, Malaysia. Semi-structured interviews were conducted with 21 participants (6 children, 7 parents, and 8 nurses). The existing documents pertinent to the research focus were examined to validate the participant observations and interview findings. Data were analysed using Roper and Shapira’s (2000) focused ethnographic data analysis techniques. Findings: There were different degrees of the participation of children in decisions among children diagnosed with leukaemia, including: being physically present, being informed, being consulted where children can express their wishes and opinions during the provision of nursing care, and being able to make their own decisions in relation to their nursing care. The degrees to which children participated in decisions fluctuated throughout the course of their hospitalization; moving from lesser degrees of participation (passive participant) to greater involvement (active participant) and vice-versa. The extent to which children participated in decisions were significantly influenced by the children’s preferences for participation. The preferences of children also fluctuated over the course of their illness and treatment. There were several factors contributing to children’s participation in decisions including; i) interpersonal relations in the child-parent-nurse interactions; ii) experiences of the child (veteran or novice); iii) attitude of nurses; iv) parental role; and v) the ward policy. Conclusion: The children want to be involved and really appreciate participation in communication and decisions but their opportunities for participation are somewhat limited. This study calls for a flexible model to assess children’s preferences for participation and different forms of participation for children in relation to decision-making in paediatric oncology.
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Earthy, Anne Elizabeth. "Survey of gerontological curricula in Canadian generic baccalaureate nursing programs." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30546.

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The current status of gerontological nursing curricula in Canadian generic baccalaureate nursing programs has not been studied. As the Canadian society changes the health care system is struggling to provide adequate health care to the growing population over the age of 65. Nurses must be prepared to assist the elderly in the community and in institutions to cope with increasing disabilities. Therefore, the study of gerontological nursing should be a requirement in a nurses' basic education to prepare them to work with older clients in all settings. This study used a survey methodology to determine the present status of gerontological content in baccalaureate nursing education curricula. Questionnaires were sent to each of the 22 deans/directors of the Canadian generic baccalaureate nursing programs and to 31 provincial reputational "experts" in the field of gerontology. A return rate of 90% and 93% was obtained respectively. The study asked five questions: 1) What nursing model or concepts are used by the generic baccalaureate schools of nursing? 2) What gerontological content is included in these programs? 3) What gerontological content is integrated in courses or taught in required or elective specific gerontology courses? 4) What gerontological clinical experiences are required? and 5) Are faculty academically prepared to teach gerontological content? Answers to these questions were compared with similar questions asked of reputational "experts". A quarter of the schools did not use nursing concepts or models while many schools chose a nursing model which was not consistent with their philosophy of health. Ninety percent of the schools taught gerontology content in integrated courses; half of the schools also offered a specific gerontology course of which 40% were elective courses. Even though all 49 listed gerontology topics and 28 patient problems and care techniques were taught by the majority of the schools there is little evidence the schools are producing gerontology prepared nurses. The gerontology clinical hours accounted for only 7.4% of the total clinical experiences. The "experts" recommended gerontology receive 21% of the clinical hours and that it be dispersed in a variety of community and clinical settings. Few (5%) faculty members were prepared with a post graduate degree in gerontology to act as positive role models for the students. Few (2%) students chose a gerontology practicum in their last year. The findings and recommendations are meant to assist educators with the task of expanding the gerontological curricula in generic baccalaureate nursing programs. The nine recommendations address ways to assist schools to reevaluate their curriculum and improve nursing care to the elderly in Canadian society.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Books on the topic "Nursing Study and teaching Malaysia"

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

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Syam, Rahim, ed. Kaedah pengajaran Bahasa Malaysia. 4th ed. Petaling Jaya: Fajar Bakti, 1987.

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Long, Juriah. Perkaedahan pengajaran bahasa Malaysia. Petaling Jaya: Fajar Bakti, 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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Yasin, Rogayah Haji Md. Sarjana pengajian Melayu di Malaysia. [Bangi]: Perpustakaan Cabang IBKKM dengan kerjasama Institut Bahasa Kesusasteraan & Kebudayaan Melayu, Universiti Kebangsaan Malaysia, 1990.

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

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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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Bunyaan, Shafeeg Ali, Siok Inn Tan, and Yoke Mei Loo. "Emotional Intelligence and Academic Achievement: A Study Among Students of a Private University in Malaysia." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 55–66. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_5.

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Parizi, Reza Meimandi, Azween Abdullah, and Hemalatha Ramalingam. "Learning of Web Quality Evaluation: A Case Study of Malaysia National Museum Web Site Using WebQEM Approach." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 593–608. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_52.

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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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Sang, Van Ngoc, and Nguyen Thuy Van. "Student Perception of Using Project-Based Learning (PjBL): A Case Study in Universiti Teknologi Malaysia (UTM)." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 387–97. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_31.

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Muda, Agatha Lamentan, Chan Yuen Fook, and Norsidah Mohd Noordin. "The Relationship Between Learning Culture and High Performance and Productivity Culture with Job Satisfaction: A Study Among Employees in One Public Organization in Sarawak, Malaysia." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 17–25. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_2.

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Omar, Muhamad Khalil, Azzarina Zakaria, and Badrul Azmier Mohamed. "Transfer of Training and Its Relationship with Reasons for Participation and Realization Factors – A Study of ICT Training Among Teachers of a Public Secondary School in Malaysia." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 275–86. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_23.

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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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Conference papers on the topic "Nursing Study and teaching Malaysia"

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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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Jones, Michelle. "A CASE STUDY OF BLENDED LEARNING IN HIGHER EDUCATION IN MALAYSIA: FLIPPED, FLOPPED OR FORGOTTEN?" In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.012.

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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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