Dissertations / Theses on the topic 'Pediatric nursing Study and teaching'
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1
Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.
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With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses comprised of day- and night-shift nurses plus nurse managers. The data were coded into categories and themes to explain the findings; the resulting 7 themes illustrated how these nurses perceived CPD. The nurses identified motivators and barriers that influenced their involvement in CPD activities. Most nurses reported that they were able to incorporate new knowledge into their practice and produce excellent patient outcomes but some nurses expressed instances of resistance and practice not supported with evidence-based approaches to care. Although the nurses found the programs adequate, they recommended ideas for improvement, including a need for leadership and management development. A project aimed at providing nurse managers with professional development in leadership was created to improve CPD. The project could improve the nursing profession by helping educators enhance CPD to support nurses in delivering high-quality patient care, thus supporting the healing and well-being of children under their care.
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Hallerfelt, Stina, and Natalia Olsson. "Nursing students experiences of caring for hospitalized children : A qualitative study in Danang, Vietnam." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-42640.
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Aim: To describe nursing students experiences of caring for hospitalized children between 0-5 years old. Background: Child mortality is most common in the ages between 0-5 years old. Despite the positive development in Vietnam during the last years, children are still a vulnerable group. Studies show that there are challenges in pediatric nursing in Vietnam and research is required to highlight the experiences to increase awareness of pediatric nursing and child mortality. Method: Semi-structured interviews were conducted with ten nursing students who had practice with children between 0-5 years old. The data were analyzed by qualitative content analysis with an inductive approach. Results: The students felt gratefulness when they could support the children and the parents of the children. The students received new knowledge about specific tasks and described parents as essential and supporting in the care. Conclusion: It appeared that pediatric nursing is challenging and generates different emotions. An important factor in pediatric nursing is to involve parents.
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Olsen, Sean Lucien, and Sean Lucien Olsen. "Improving Pediatric Type-1 Diabetes Mellitus Management in Rural Utah: A Case Study." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621091.
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Introduction: Poor glycemic control has been shown to exert deleterious influences on multiple body systems. Additionally, residing in a rural area is associated with poorer diabetes care The rural adolescent patient described in this case study has a well-documented history of poor T1DM control. Her pediatric endocrinologist is located over 2 hours away from her home. Reported blood glucose levels average above 200 mg/dL, with a recent glycosylated hemoglobin (HbA1c) level of 10.3%. Previous blood glucose levels have reached an excess of 900 mg/dL. This study attempts to identify the beliefs of a rural T1DM adolescent patient, her mother, and her pediatric endocrinologist as they pertain to the patient's T1DM management. Methods: An embedded single case design with multiple embedded units of analysis was applied. Data was collected from the patient, mother, and pediatric endocrinologist between May and June of 2016. The design consisted of a mixed method approach that collected data using the Patient, Parent, and Provider Perception Questionnaire (P4Q). A triangulation of the responses from these subjects was used to elicit differences and similarities of disease management perceptions.Results: There is disconnect in diabetes care management noted in most aspects of the patient's treatment program. Interpretation: Disconnect can occur in the management of rural adolescent diabetes. Understanding theoretical propositions of the HPM may provide a pathway to limiting the shortfalls in patient care, which may lead to improvement in rural adolescent diabetes outcomes.
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Hall, Julianne. "Building trust to work with a grounded theory study of paediatric acute care nurses work : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Health Science (Nursing), 2004." Full thesis. Abstract, 2004.
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Schwarzkopf, Nancy Denise. "A descriptive study of childhood obesity monitoring practices used by Montana pediatric providers." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/schwarzkopf/SchwarzkopfN0508.pdf.
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INTRODUCTION: The global prevalence of childhood obesity is increasing. Overweight children face risks of compromised physical and mental well being, increased incidence of disease processes, and increased risk of adult obesity. Pediatric providers play a unique role in reversing the prevalence of obesity, yet there is little understanding of what practices are utilized to monitor children\'s weight. PROBLEM: Identifying children who are obese or are at risk for becoming obese may rely on evidence based weight monitoring practices. For many providers there may be a gap in knowledge regarding recommended practices for measuring growth in children. The purpose of this study was to describe current practices for monitoring obesity of children used by Montana primary pediatric providers. METHODS: A descriptive, cross-sectional study was conducted using a mailed pencil and paper survey, sent to 300 primary pediatric providers in Montana selected from 900 Child Health Insurance Plan (CHIP) providers. Eighty-five surveys were returned for a response rate of 28%. Data analysis utilized SAS software; results were analyzed using frequencies and percentages. RESULTS: A total of 85.7% of respondents offered care in family practice settings; 17.6% are pediatric specialists, 31.8% are practicing rurally and 57.6% of providers saw 5 or fewer children/per day. Over 95% of providers measured height and weight, 61.2% calculated body mass index (BMI). Just 55.8% of those who measure BMI accurately plotted it on age/gender specific chart, or 34% of total respondents. All respondents perceived childhood obesity as a concern, with patient/parent resistance cited as the most common barrier to treatment. CONCLUSION: Health disparities in Montana associated with rural populations include fewer pediatric specialists, fewer child healthcare visits, and barriers of access, education level and money for patient and their families. In Montana, height and weight measurements are used predominately to monitor children\'s growth; BMI was accurately used by one third of respondents which may interfere with the provider\'s ability to accurately identify adiposity. These findings suggest a focus area for provider education, promoting BMI guidelines for children. Perceptions of barriers: patient/parent resistance, time constraints, and reimbursement; suggest treatment protocols could improve outcomes for childhood obesity.
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Connet, Gayle Elizabeth. "Parent education to increase the self-confidence of new parents : a pediatric nurse's program in a hospital setting." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9921.
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McNeill, Nancy. "Self-Efficacy and Select Characteristics in Nurses Who Respond to a Pediatric Emergency." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3568.
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Self-Efficacy and Select Characteristics in Nurses Who Respond to a Pediatric Emergency
by
Nancy McNeill
MA, New York University, 1996
BS, New York University, 1987
Doctoral Project Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
June 2016
Nurses at a suburban northeastern U.S. community hospital reported that they felt unprepared to effectively respond to a pediatric emergency. Empirical data were not available to identify if this local problem was due to a lack of the nurses' self-confidence or if other factors were involved. The purpose of this study was to determine if there were relationships between nurses' self-efficacy in pediatric emergencies and their knowledge of pediatric emergency care, as well as their years of clinical experience, nursing education, pediatric life support certification, specialty certification, and caring for pediatric patients. In addition, the research questions guided the investigation to determine if any of the variables could predict nurses' self-efficacy in pediatric emergencies. The theoretical framework was based on Bandura's social learning theory, which incorporates the concept of self-efficacy, as well as Zimmerman's self-regulated learning theory. A quantitative correlational design was used with a convenience sample of 37 nurses. Self-efficacy was measured with the General Self-Efficacy Scale and knowledge was quantified using a 32-item researcher-developed instrument. The data were analyzed using multiple regression analysis and correlations. Results showed that none of the variables predicted self-efficacy; however, years of nursing education, pediatric life support certification, and clinical experience were all significantly related to knowledge. Based on the results, a 3-day educational program was developed to address pediatric emergency practice. The results of this study can direct positive social change by informing future nursing education and training efforts in order to improve the medical outcomes of pediatric patients.
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Fasciani, Linda. "A study of the relationship between stress levels and coping among pediatric and neonatal intensive care nurses /." Staten Island, N.Y. : [s.n.], 1990. http://library.wagner.edu/theses/nursing/1990/thesis_nur_1990_fasci_study.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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Wigginson, Dynisha. "“I Done Been Through Hell”: An Existential Phenomenological Study of the Lived Experience of Fathers Who Have Lost a Child." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3888.
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The rise in American pediatric death led to a shift in pediatric end-of-life care from focusing care only on the dying pediatric patient to include focus on the family. Most literature has focused only on mothers’ experiences or the combined experiences of mothers and fathers. Fathers’ experiences at their child’s end of life, as an individual phenomenon, is overlooked and ignored. Hence, significant knowledge gaps exist related to the repeated exclusion of fathers’ individual experiences. This study aimed to begin to fill this gap. Using the lens of Merleau-Ponty, this existential phenomenological study aimed to describe the lived experiences of fathers who have experienced their child’s end of life. Using an unstructured interview process, a total of eight fathers participated in one-on-one interviews via Zoom or telephone. Data analysis and interpretation was conducted using an iterative analytic process, whereby transcripts were read and examined line-by-line to identify figural themes against the ground. Merleau-Ponty’s existential grounds of time, body, others, intentionality, and perception are interwoven throughout fathers’ individual stories. The following four themes emerged: (a) “I done been through hell”, (b) “I felt helpless”, (c) “I’m a protector”, and (d) “Who is there to help me?”. Additionally, five subthemes describing fathers’ emotional pain, forgetfulness, and masculine inabilities emerged. Greater understanding of fathers’ lived experiences requires serious attention and more research is needed. There are implications that have the potential to impact nursing care and the creation of meaningful nursing interventions for fathers at their child’s end of life.
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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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Avery, Stephanie. "Attending to Values at Stake When a Child is Dying: A Study of Pediatric Intensive Care Unit Nursing from the Perspectives of Bereaved Parents." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39206.
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Existing literature has identified that health care providers significantly shape the experiences of parents at the end-of-life in the pediatric intensive care unit. However, there is a gap in the literature of the specific nursing influence on parental experiences of a child’s death in this context. Employing the interpretive descriptive methodology, this qualitative study was designed to explore parents’ moral experiences of nursing care at the end-of-life in the pediatric intensive care unit, and was analyzed through a lens of nursing ethics. Face-to-face, semi-structured interviews were conducted with eleven parents (six mothers and five fathers) of six children who died in a pediatric intensive care unit at a university-affiliated tertiary hospital in Eastern Canada.
Study results revealed close connections between parents’ abilities to meaningfully parent a child through their death and the nursing care that they received at the end-of-life, and highlighted the varying helpful guiding roles that nurses adopted at different moments in parental experiences. Results also indicated that parents attributed immense value to feeling that nurses cared-for-and-about their child and the parents themselves, since this made parents feel that their child’s death mattered to the nurses whom they had formed relationships with. This study enhances our understanding of the individualized nature of parents’ moral experiences of nursing care at the end-of-life in the pediatric intensive care unit, and study results suggest implications for nursing practice, education, and research.
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Tomlinson, Dianne. "Laryngomalacia: More than just noisy breathing: A qualitative case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2270.
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Background: Laryngomalacia features prolapsing tissue partially obstructing the larynx and airway. It seems an under-recognised condition in which the characteristic inspiratory stridor is often dismissed as “just a noise that babies make.” Most literature suggests laryngomalacia is a self-limiting disease that generally resolves by two years of age. The implication that laryngomalacia is mostly an inconsequential disease, a view sometimes held by healthcare professionals, is inconsistent with its associated morbidities and complexities. The impact of laryngomalacia on the affected baby or child and the family can be significant and ongoing.
Research problem: Laryngomalacia appears to be under-recognised yet the implications of the disease for the immediate and long-term well-being of affected babies and children are significant.
Aim: This research sought to explore and better understand the complexities of laryngomalacia. This in-depth enquiry has delved into the presenting complexities of laryngomalacia, openly questioning their interconnectedness of symptomology, whilst also considering the short and long- term implications of laryngomalacia.
Research design: A single family was studied, in which all children experienced varying degrees of laryngomalacia and comorbidly associated gastro-oesophageal reflux. A naturalistic case study and responsive evaluation approach was employed. Interview participants were able to engage freely. The conceptual framework of this enquiry considered sensory integration and integration of the body as a whole, thereby guiding a more holistic exploration of laryngomalacia within a real-life context.
Methods: Emergent data from semi-structured interviews facilitated an open exploration of laryngomalacia as it related to each child. Findings for each case were compared and contrasted. Further interviews were conducted with three skilled senior health professionals—an otolaryngologist, a speech therapist and an occupational therapist— who were conversant with laryngomalacia and familiar with the studied children. Rich, thick descriptions were derived from the diverse data set of interviews, reflections post interview, memos, medical notes and a group member check.
Findings and intermediate conclusions: Five intermediate conclusions were drawn from themes that emerged from the data: increased work of breathing with associated feeding difficulties and swallow dysfunction, which was seen to be long standing in nature; hypotonia, hypermobility and postural instability; feeding aversion and sensory dysregulation; lack of clinical knowledge with poor understanding of laryngomalacia; and other presenting morbidities including sleep disordered breathing, apnoeas, gastro-oesophageal reflux, croup, chest infections, pneumonias, aspiration pneumonia, hypotonia and overwhelmed behaviours associated with feeding aversion and tactile defensiveness. Sensory dysregulation issues appeared to be further exacerbated by feeding aversion and the threat to breath experienced by the children. The burden of care experienced by the family was considerable. These intermediate conclusions were presented, discussed, and accepted by the study participants during a group member check meeting.
Discussion and conclusion: This study provided insights into the real-life complexities of laryngomalacia including swallow dysfunction with other morbidities negatively affecting the studied children. The burden of care experienced by the family was considerable as the parents navigated the healthcare system. There is a need for a holistic and open exploration to illuminate the condition of laryngomalacia in a meaningful way.
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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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Gillespie, Gordon Lee II. "Violence Against Healthcare Workers in a Pediatric Emergency Department." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212109392.
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Davies, Kylie. "Determining standard criteria for endotracheal suctioning in the paediatric intensive care patient an exploratory study /." Connect to thesis, 2009. http://adt.ecu.edu.au/adt-public/adt-ECU2009.0001.html.
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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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Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
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Gimba, Solomon Musa. "Barriers to provision of psychiatric nursing care : a case study of a teaching hospital, Nigeria." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13137.
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Includes bibliographical references.Barriers to the provision of psychiatric nursing care have been reported worldwide, although literature on these barriers in Nigeria is limited. The purpose of the study was to explore and describe the barriers to provision of psychiatric nursing care, using the case study methodology. A sample of 12 participants was recruited for the study, comprising four key informants and eight study participants. The data collection methods included grand tour interviews with the key informants, in-depth interviews with key informants and other study participants and participant observation of all 12 participants. Content analysis was conducted. It yielded five themes related to barriers, namely: personal barriers to provision of psychiatric nursing care, relationship related barriers to provision of psychiatric nursing care, environmental barriers to provision of psychiatric nursing care, organisational barriers to provision of psychiatric nursing care and “public” related barriers to provision of psychiatric nursing care. The sixth theme: Motivators to provision of psychiatric nursing care despite barriers was discovered serendipitously. These findings are in line with previous findings of studies carried out in other settings. The study findings raise the need for management to value the psychiatric nurses, refrain from the use of derogatory statements and passing comments and place high value on the educational and career progression of the psychiatric nurses and the design of a therapeutic environment.
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Ivanus, Lydia H. (Lydia Helen). "A case study of a patient classification system in a teaching hospital in Québec." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23218.
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This study examines the application of the Project Research in Nursing (PRN) patient classification/workload measurement system in a teaching hospital in Quebec. It also compares the workload estimates of direct and indirect care activities determined from patients' total PRN point scores and from corresponding PRN levels of care (classes 1-15). This study examines the allocation and the rankings of patients' needs for nursing care in relation to the categories of the classification instrument. Two documentary sources, audit records of 1988-1989 to 1992-1993 and audit data collection forms of 1992-1993 were used to conduct the study and to provide a comparison of the results. Audit findings were relatively consistent over the five-year period. Comparison of pre-audit and post-audit workload estimates provided detailed information on the measurement sensitivity between total PRN point scores and PRN levels of care; the direction and magnitude of differences between classification ratings; and the distinctive nature of patients' needs for nursing care within and across clinical departments. This study discusses the implications of these findings for nursing resource management decisions, staffing and workload and makes recommendations for practice and further research.
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Zaragoza, Salcedo Amparo. "Implementing the nursing process in a teaching hospital ward : an action research study." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/3718/.
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An innovative and complex action research study was carried out in a teaching hospital ward in order to implement the nursing process and to contribute to theory regarding the factors that facilitate or hinder this implementation. The findings from the baseline phase showed a very poor implementation of the nursing process on the ward. Nevertheless, the culture of the organisation was favourable towards the nursing process implementation. The five months implementation of change phase was led by a steering group composed of two nursing managers, two staff nurses and the researcher. They decided on the interventions needed which consisted in the clarification of nursing competencies and the nursing philosophy of the ward; the design and implementation of nursing documentation, and an education course on the nursing process. A formative evaluation took place immediately after phase 2 and identified improvements in the use of the nursing process on the ward. The findings from the study showed that action research was a useful and appropriate approach for implementing the nursing process. The flexible and context-based nature of this approach, the fact of providing a facilitator of change and finally the participative nature influenced positively the implementation of the nursing process. Among the factors that facilitated the implementation were the education programme on the nursing process with special attention to increasing knowledge, changing attitudes and developing skills; and to introduce nursing documentation facilitating the development of nurses skills, specially communication and problem-solving. Among the barriers found was the use of a medical model of care; nurses lack of preparation to lead their own changes and the lack of co-ordination with doctors and auxiliaries as well as excessive dedication to bureaucratic maters. Important recommendations have been made for nursing practice, education and research.
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Shepherd, Karen Clark. "Learning style, academic success, and the baccalaureate nursing student." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560279.
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The purpose of the study was to examine the difference in academic success based on learning styles of baccalaureate nursing students. A convenience sample of 19 sophomore, 43 junior, and 19 senior baccalaureate nursing students was selected from those enrolled in summer and fall nursing courses at a NLN accredited Midwest university. Differences in academic success based on learning style were analyzed for each level as well as for the entire group. The predominance of one learning style for baccalaureate nursing students was an additional research question that was addressed.The Kolb Learning Style Inventory was utilized to elicit and categorize student learning styles. Academic success was operationally defined as the student's nursing GPA. Nursing GPAs were obtained and calculated from the student's academic record.Differences were analyzed utilizing a two way analysis of variance. The study's results indicated that there is no significant difference in academic success as it relates to learning style or level in the baccalaureate nursing program. Data also suggests that the predominant learning styles among baccalaureate nursing students are concrete in nature.School of Nursing
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Singer, Shannon Gail. "Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332016/.
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The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.
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Reese, Cynthia E. "Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1901.
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Thesis (Ph.D.)--Indiana University, 2009.Title from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Jeffries, Daniel Pesut, Judith Halstead, Tamilyn Bakas. Includes vita. Includes bibliographical references (leaves 169-179).
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Sundgren, Ida, and Sara Gustafsson. "Look Beyond the walls : A qualitative interview study about nurses’ experiences of pediatric care in Ghana." Thesis, Röda Korsets Högskola, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-2176.
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BACKGROUND: The child mortality is relatively high in a middle income country such as Ghana. Great achievements have been accomplished in order to reduce the under five mortality rate, likewise reach the millennium development goal to reduce child mortality. The nurses´ role to carry the capacity to face these challenges becomes a great part of their work. AIM: The aim of the study was to illuminate the experiences of nurses caring for ill children in Ghana and to gain a better understanding of the Ghanese perspective of important factors in pediatric care. METHOD: A qualitative method with semi structured interviews was performed. Five interviews were conducted with nurses at one pediatric ward in Ghana. The data was analysed using content analysis, Halldorsdottir´s theory was used as a raster throughout the paper. RESULTS: Two categories were identified and represent the results, Qualities and Strengths and Obstacles. The categories were found to be encompassed by nine subcategories, Feelings, Improvisation, Attitudes, Empowerment, Collaboration, Workload, Difficulties in the Nurse-Patient relationship, Contradictory experiences and Environmental challenges. CONCLUSION: The findings in this study suggest that the nursing care is largely affected by different factors in the nurses’ daily work. This can result in both a positive and negative impact on the nurse, patient and their relationship. CLINICAL RELEVANCE: Describing how nurses experience work in pediatric nursing care can contribute with a better knowledge of important factors in global nursing.BAKGRUND: Barnadödligheten är relativt hög i ett medelinkomstland som Ghana. Stora framsteg har gjorts för att minska dödligheten, likaså uppnå millenniemålet att minska barnadödligheten. Sjuksköterskornas roll att inneha kapaciteten för att bemöta dessa utmaningar blir en stor del av deras arbete. SYFTE: Syftet med studien var att belysa sjuksköterskors erfarenheter av att vårda sjuka barn i Ghana, samt att få en bättre förståelse av viktiga faktorer i pediatrisk omvårdnad från ett ghanesiskt perspektiv. METOD: En kvalitativ metod med semi strukturerade intervjuer utfördes. Fem intervjuer utfördes med sjuksköterskor på en pediatrisk avdelning i Ghana. Datan analyserades genom en innehållsanalys och Halldorsdottirs teroi användes som ett raster löpande genom rapporten. RESULTAT: Två kateorier identifierades och representerar resultatet Kvalitéer och Styrkor samt Hinder. Kategorierna omfattas av nio subkategorier, Känslor, Improvisation, Attityder, Empowerment, Samarbete, Arbetsbörda, Svårigheter i sjusköterske- och patientrelationen, Paradoxala upplevelser samt Hinder i miljön. SLUTSATS: Resultatet i den här studien föreslår att omvårdnaden till stor del påverkas av olika faktorer i sjuksköterskans dagliga arbete. Detta kan resultera i både en positiv och negativ påverkan för sjuksköterskan, patienten och deras relation. KLINISK BETYDELSE: Genom att beskriva hur sjuksköterskor upplever arbetet inom pedriatitisk vård kan detta bidra till större kunskap om viktiga faktorer inom omvårdnad globalt.
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Moffatt-Roney, Donna 1947. "A study of moral thinking of students in a CEGEP nursing program /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66267.
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Smith, Stephanie Jane. "A Descriptive Study of Parenting Styles, Parental Feeding Behaviors and BMI Percentiles in School-age Children and Adolescents." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1216113866.
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Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.
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What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters degree. The six instructors were from five areas of nursing: medical/surgical (beginning and intermediate level), maternity, mental health, community health and management.Each instructor was interviewed three times during the same semester, approximately two weeks apart. Interviews were audio recorded and transcribed. Spradley's (1979) domain and taxonomic analyses were used to analyze the data.Data analysis showed that some strategies were used by all instructors, with adaptations made for the specialty. The strategies used by all instructors were questioning, nursing care plans and clinical conferences. More than one instructor used student journals, teaching projects, research articles, milieu assessments, and case studies/scenarios.This research strongly supported the use of questioning to help the student progress in critical thinking. Contrary to some research, the present research found that questioning by the instructors was not detached but was situated in the client setting which helped the student synthesize facts into a whole. The research identified many questions used by the clinical nurse instructors.Instructors identified their role in assisting students toward critical thinking as helper, facilitator, coach and guide. Instructors also identified the following characteristics as necessary to help students: caring attitude, creativity, perseverance, knowledgeable, listener, encourager and learning attitude. The instructors motivated students as they progressed in critical thinking through verbal and nonverbal rewards. Students gained self-confidence as they experienced success in their journey towards critical thinking. Implications for nursing practice are provided. The importance of this research lies in the rich depth of discovering how these strategies, roles, characteristics, and motivators assist nursing students in developing critical thinking skills in different clinical settings.2Department of Educational Leadership
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Nugent, Lynn Louise Bartlett. "Factors influencing implementation of innovations in clinical nursing education." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185822.
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The purposes of this study were to determine whether associate degree nursing (ADN) programs were implementing innovations in their clinical curricula, to identify recent clinical innovations in these nursing programs, and to identify attributes of innovations that influence innovation adoption. Data were obtained from two questionnaires to all directors of ADN programs in six southwestern states. The first questionnaire asked respondents to identify clinical innovations they had considered recently. The second questionnaire used a Likert Scale to seek respondents' perception of six attributes of innovations--Relative Advantage, Compatibility, Complexity, Observability, Trialability, and Cost--that come from diffusion theory. Analysis of data indicated that 77% of the respondents had implemented changes in their clinical curriculum during the past six years. The most frequently implemented innovations were computer assisted instruction, preceptorship experiences, clinical competency exams, initiating or increasing use of skills labs, and workstudy/externship experiences. Likert Scale values for perceptions of the six attributes, along with a variable created to represent the influence of the Environment, were analyzed by principal component analysis and logistic regression analysis. These analyses led to the conclusion that no one or two variables can be used to predict adoption of an innovation. Instead, a model with each of the attributes should be used in predicting adoption. These findings generally supported the model provided by diffusion theory. However, the influence of Trialability was negligible. Additionally, the Environment variable was found to be an important influence in a favorable adoption decision. Nursing program directors who seek to implement innovations could enhance successful implementation by emphasizing the positive aspects of all attributes of a proposed innovation.
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Giger, Joyce Newman. "Conceptual and theoretical approaches to patient care : associated versus baccalaureate degree prepared nurse." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468245.
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The purpose of the study was to determine if there is a relationship between types of entry-level preparatory nursing programs in which a nurse receives basic nursing education and conceptual and theoretical approaches to patient care. A secondary purpose of the study was to determine if there is a relationship between entry-level basic preparatory nursing education and nursing leadership, the ability to make nursing diagnosis, and implementation, as well as evaluation of the nursing process. Three nursing practice categories were identified and included: professional, all-nurse, and technical.Useable data collected by short-essay questionnaire from 343 out of 344 sample subjects were computed to determine the relationship, if any, between basic preparatory nursing education and conceptual and theoretical approaches to patient care. Decisions about three Null Hypotheses were made at the 0.05 level of significance utilizing analysis of covariance and the 0.01 level of significance utilizing Chi-Square analysis.FINDINGS1. For Hypothesis I, the main effect for degree work when covaried with Verbal Scholastic Aptitude Test Scores, Quantitative Scholastic Aptitude Test Scores, time, and age indicated a significance of 0.000 for all item associations in the professional, all-nurse, and technical categories utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.2. For Hypotheses II and III, the main effect for degree work when covaried with the aforementioned variables indicated a significance of 0.000 utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.Conclusions1. Graduates of Baccalaureate degree programs do vary in conceptual and theoretical approach to nursing care in specific nursing care situations.2. There is a significant relationship between the level of basic educational preparation and the degree and proficiency of leadership demonstrated by a nurse in specific nursing care situations, particularly, when uncontrolled variables have been controlled.3. There is a significant relationship between educational preparation and degree of proficiency to which the nurse makes nursing diagnosis, executes, and implements the nursing process, and evaluates the effects of nursing interventions.
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Sullivan, Diana. "Setting the stage for critical thinking in clinical nursing education : a grounded theory approach." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834642.
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Critical thinking skills have been identified as important for practicing nurses to acquire. Therefore, nurse educators have a responsibility to improve the critical thinking skills of nursing students. There is limited research related to critical thinking and nursing education especially in the clinical environment. Nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession.The purpose of this research was to study the way nursing faculty use clinical situations to develop critical thinking in student nurses. The research question was: How do nursing faculty use clinical situations to develop critical thinking in nursing students?In researching this question a grounded theory approach was chosen. The grounded theory approach allows for the development of theory or extension of existing theory which can be used to build on or base future research in nursing education (Chenitz & Swanson, 1986).Data collection was completed using open-ended interviews and participant observation which is consistent with the grounded theory approach. The constant comparative method of data analysis was used to compare and contrast data between and among identified groups.Clinical nursing instructors were asked to participate in the study. The subjects were interviewed and observed teaching in the clinical environment. Confidentiality was guaranteed through coding and destruction of the field notes upon completion of the project. Participation was voluntary and subjects could withdraw at any time from the study.There were no identifiable risks involved in the study. Potential benefits were increased awareness of strategies to develop critical thinking skills and contributions to improve nursing education.Setting the stage for critical thinking in nursing education was identified as the core category. The data supported the development of critical thinking in the clinical environment related to trusting relationships in a risk-free environment. Teaching strategies that contribute to the development of critical thinking were identified. Nursing faculty recognize the importance of critical thinking to nursing and attempt to instill critical thinking in the nursing students.School of Nursing
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Chan, Yung-kwan Albert, and 陳容坤. "Hong Kong nursing students' learning approaches: why and how do hospital-based general nursing students learn?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957055.
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Polacsik, Annice Samskin. "Caring as a moral concept and its inclusion in nursing education." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56643.
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This thesis explores the psychological foundation of caring relationships, and analyzes the moral perspective of care as described by feminist and nursing theorists. Literature pertaining to a theory of nursing ethics will be discussed. Although such a theory is still in the development stage, there is considerable agreement in recent nursing literature that the concept of care is central to the practice of nursing, and an ethic of care should be an integral part of the teaching of ethics in nursing education. The final chapter of this thesis proposes a pedagogical paradigm shift in nursing education that incorporates a caring curriculum capable of enhancing the ethical ideal of caring.
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Giroux, Catherine. "Social Media in Educational Practice: A Case Study of an Ontario School of Nursing." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41028.
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Social media can provide a tool for nursing students, who frequently transition between learning in the classroom and clinical contexts, to consolidate both their formal and informal learning experiences. Furthermore, the majority of baccalaureate nursing students fall within the millennial generation, meaning that they have grown up with computers and other digital tools and likely already use them to share educational resources and maintain contact with their peers. We know little about how health professions outside of Medicine use social media in teaching and learning, especially outside the context of the classroom and assignments. This pragmatic three-phase sequential mixed methods case study explores nursing students’ perceptions of using social media to support their learning and teaching. Phase 1 involves a survey of nursing students at Nipissing University to understand their use of social media for teaching and learning purposes. Phase 2 consists of a digital artifact collection, which involves following nursing students’ social media accounts to see what content they share related to teaching and learning in nursing education. Finally, Phase 3 involves semi-structured interviews to gain a deeper understanding of what motivates nursing students’ decisions to use social media for teaching and learning purposes. Overall, the findings show that nursing students at Nipissing University’s School of Nursing use social media in their formal and informal teaching and learning; they also use it as a ‘third space’ to supplement existing educational and institutional structures. The findings also demonstrate that while nursing students are relatively motivated to use social media in their teaching and learning, issues of quality and reliability of evidence, professionalism, and faculty or program attitudes can influence nursing students’ decisions to use or not to use social media for teaching and learning purposes. Finally, the findings suggest that nursing students share content related to advocacy, health education, and their perceptions and realities of nursing practice. This study contributes practically to the existing conversations regarding teaching and learning, critical inquiry, communication and collaboration, and professionalism in nursing education and practice.
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Richter, Sally Lightsinger. "Nurse Educator Self-Assessed Technology Competence and Online Teaching Efficacy| A Pilot Study." Thesis, University of West Georgia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10007142.
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The demand for innovation in nursing education has increased the use of technology and expanded growth in online courses (Hoffman & Dudjak, 2012; Sword, 2012; Valiga, 2012). Many faculty embrace online learning while others perceive knowledge and skills associated with navigating online learning as a barrier to education (Hoffmann & Dudiak, 2012). A lack of research exist related to faculty efficacy in the use of technology for teaching in the online environment (Chang et al., 2011; Petit Dit Dariel et al., 2013; Sword, 2012). The purpose of the descriptive correlational pilot study was to investigate educational technology competencies and efficacy in teaching online. Additionally, the relationship was explored between educational technologies and online teaching efficacy. Bandura’s self-efficacy theory served as the conceptual framework for the study. Two instruments were used to collect data: the Michigan Nurse Educator’s Sense of Efficacy for Online Teaching Scale (MNESEOTS) and the Duke University School of Nursing Self-Assessment of Educational Technology Competencies Scale (DUSAETCS). The sample consisted of 64 nurse educators teaching at least 51% of course content online within a baccalaureate or graduate level program. A significant relationship was found between self-assessed competency in the use of educational technologies and nurse educators’ sense of online teaching efficacy (r = .56, p < .001). Additionally, findings from the study revealed that nurse educators reported a sense of efficacy for online teaching from “some” to “quite a bit” on subscales addressing student engagement, instructional strategies, classroom management, and uses of computers with a mean of 28.94 on the total scale with a range of scores from 19-35. Participants indicated that they were “somewhat competent” to “very competent” in the use of educational technologies based upon responses on subscales addressing: competency, helping students achieve, implementing principles of good teaching, and creating learning experiences with a mean of 145.40 on the total scale ranging from 100-174. An OLS regression was run with predictor variables including online teaching efficacy, online teaching experience, faculty mentoring, instructional design support, and technology competence total score. Technological competency was the only significant variable predicting online teaching efficacy (b = 0.112; p < 0.001) with 36.8% of the variance in online teaching efficacy explained by technological competence. Nurse educators with high online teaching efficacy beliefs value instructional designer support, preparatory course, and peer or mentor support. Additional research is needed to establish reliability and validity for the use of the DUSAETCS tool. Replication of this study is suggested using a larger sample size of online nurse educators to verify variables affecting faculty self-efficacy in the online teaching environment. With additional supporting evidence strategies can be developed to enhance self-efficacy and technological competencies of nurse educators.
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Higuchi, Kathryn A. Smith. "Professional nursing education : cognitive processes utilized in clinical decision making." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/NQ44452.pdf.
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Johnson, Jessie M. "Exploring the clinical nurse educator's ability to foster student reflection." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/767.
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The purpose of this study is to understand how Clinical Nurse Educators use reflective practices with students. While the value of reflective practice has been vigorously discussed in both nursing and educational literature, studies to support its benefits remain strangely elusive. The appeal of reflective practice has arisen out of a sustained conviction that life experience offers a legitimate and rich form of knowledge. If captured, it may narrow the gap between the non practical nature of theories and the complexities of everyday practice problems. The research question for this study is: "How do Clinical Nurse Educators foster student reflection?" The primary source of data for this qualitative study was generated from in-depth interviews with five clinical nurse educators at the University College of the Cariboo school of nursing. Participants were selected on the basis of their interest in reflective practice which was in part determined by their attendance at a seminar presentation on this topic. The data collected from the interviews were categorized into predominant emergent themes outlined below and explored within the context of current literature. As a result of the findings, practice recommendations follow. These were further developed to offer suggestions for fostering reflective thinking in students. The themes outlined in this study are as follows: Reflection is deliberate and purposeful Reflection triggers a critical response to any situation whether good or bad Affect and reflective practice are strongly linked Reflection occurs on a continuum Reflection provides increased awareness of problems and issues Fostering reflection with students requires time and an open and caring environment
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De, Villiers Josephine Elizabeth. "The theory and practice of undergraduate nursing ethics education programs in South Africa and Namibia : a critical appraisal." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96810.
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Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The history and evolution of nursing ethics situate caring as a central value of nursing. Since ancient times, codes of conduct, developed by societies, have protected the vulnerable. The value system of nursing in South Africa and Namibia is derived from Christian missionaries who hailed from England and Europe. Florence Nightingale is recognised as the founder of modern nursing and established a firm ethical foundation for nursing. Nursing ethics education has various aims, i.e. promotion of ethical insight of nurses and protection of patients. Ethics education is confronted daily with many challenges with continuous efforts to address these challenges through innovations. Throughout its history, the nursing profession has responded to moral challenges by developing ethical codes with guiding principles for nursing practice. An ethic of care gained ground as an important approach in nursing practice. The values and obligations proclaimed in the codes of ethics of some countries and the International Council of Nurses reveal shared values and beliefs in nursing. These codes of ethics describe the obligation of nurses towards patients, the nursing profession, society, co-workers and themselves as individual nurses. Nurses ought to develop certain required character traits. Aristotle’s ideas on intellectual virtues and practical wisdom specifically may provide nursing ethics educators with a viable approach in the teaching-learning of nursing ethics. The status of nursing ethics education in South Africa and Namibia revealed variability in most aspects of undergraduate nursing ethics education in institutions of higher education. This lack of standardisation complicates assessment of the quality of nursing ethics education. Nursing ethics educators in South Africa and Namibia identified challenges regarding the teaching-learning environment, practising nurses, students and educators as well as challenges related to the regulatory authorities and political and legislative framework. Suggestions to address these challenges were also offered by the nursing ethics educators. The effective internalisation of nursing values requires the efforts of nursing educators, students, practising nurses as well as stakeholders beyond institutions of higher learning. A critical assessment of nursing ethics education in South Africa and Namibia highlighted certain deficiencies in relation to regulatory and managerial aspects in nursing education and various issues related to nursing education generally and nursing ethics education specifically. Improving nursing ethics education needs nursing ethics educator specialisation, standardisation of ethics education and innovative teaching-learning strategies, including the inculcation of practical wisdom in nursing students. Health care facilities need upgrading, and practising nurses and educators must support nursing students effectively. Managerial and regulatory aspects need improvement. The challenges identified in this study can be resolved by improved collaboration amongst institutions of higher learning, nursing councils and service providers. Nursing ethics educators remain hopeful that nursing ethics education has the potential to be significantly improved both in South Africa and Namibia.
AFRIKAANSE OPSOMMING: Die geskiedenis en ontwikkeling van verpleegetiek dui op versorging as die kernwaarde van verpleegkunde. Sedert die vroegste tye sien die gedragskodes wat deur samelewings ontwikkel word, na kwesbare lede van die gemeenskap om. Die waardestelsel van verpleegkunde in Suid-Afrika en Namibië kan teruggevoer word tot die Christen-sendelinge wat uit Engeland en Europa gekom het. Florence Nightingale word as die stigter van moderne verpleegkunde beskou en het ’n stewige etiese grondslag vir verpleegkunde gelê. Verpleegetiek onderrig het verskeie doelwitte, waaronder bevordering van die etiese insigte van verpleegkundigies en beskerming van pasiënte. Etiek onderrrig word daagliks gekonfronteer deur menige uitdagings met volgehoue pogings om hierdie uitdagings deur innovering aan te spreek. Oor die geskiedenis heen het die verpleegberoep op morele uitdagings gereageer deur etiekkodes met rigsnoere vir die verpleegpraktyk op te stel. Mettertyd het die etiek van versorging veld gewen as ’n belangrike benadering tot verpleegpraktyk. Die waardes en verpligtinge wat in die etiekkodes van sommige lande sowel as dié van die Internasionale Raad vir Verpleegkundiges vervat is, toon bepaalde gemeenskaplike beginsels en oortuigings. Hierdie etiekkodes beskryf verpleegkundiges se plig jeens pasiënte, die verpleegberoep, die samelewing, hul medewerkers én hulself as individuele verpleërs. Verpleegkundiges behoort sekere vereiste karaktereienskappe te ontwikkel. Veral Aristoteles se gedagtes oor intellektuele deugde en praktiese insig kan verpleegetiekopvoeders van ’n lewensvatbare benadering tot onderrig en leer op hul vakgebied voorsien. Tog bied hoëronderwysinstellings in Suid-Afrika en Namibië oënskynlik wisselende mates van voorgraadse verpleegetiekonderrig. Hierdie gebrek aan standaardisering maak dit moeilik om die werklike gehalte van verpleegetiekonderrig te bepaal. Die verpleegetiekopvoeders in Suid- Afrika en Namibië wat vir hierdie studie geraadpleeg is, maak melding van uitdagings met betrekking tot die onderrig- en leeromgewing, verpleegpraktisyns, studente en opvoeders, die reguleringsowerhede sowel as politieke en regskwessies. Die opvoeders het ook voorstelle gemaak oor hoe hierdie uitdagings hanteer kan word. Die doeltreffende internalisering van verpleegwaardes vereis toewyding van verpleegopvoeders, -studente en -praktisyns sowel as belanghebbendes buite hoëronderwysinstellings. ’n Kritiese beoordeling van verpleegetiekonderrig in Suid-Afrika en Namibië dui op bepaalde tekorte wat regulerings- en bestuursaspekte van verpleegonderrig betref, en ook verskeie uitdagings met betrekking tot verpleegonderrig oor die algemeen en verpleegetiekonderrig in die besonder. Die verbetering van verpleegetiekonderrig vereis spesialisering deur verpleegetiekopvoeders, die standaardisering van etiekonderrig, en innoverende onderrig- en leerstrategieë, onder meer die inskerping van praktiese insig by verpleegstudente. Gesondheidsorgfasiliteite moet opgeknap word en verpleegpraktisyns en -opvoeders moet verpleegstudente doeltreffend ondersteun. Ook bestuurs- en reguleringsaspekte moet verbeter word. Die uitdagings wat in hierdie studie na vore kom, kan die hoof gebied word deur beter samewerking tussen hoëronderwysinstellings, verpleegrade en diensverskaffers. Intussen bly verpleegetiekopvoeders vol hoop dat verpleegetiekonderrig in Suid-Afrika en Namibië verbeter kan word.
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Bromander, Madeleine, and Rebecka Petersson. "Registered nurses´ experiences of educating newly delivered mothers in breastfeeding in Yogyakarta, Indonesia : An interview study." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-461.
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Background: Exclusively breastfeeding a child during the first six months of life reduces the risk of mortality by 14 times. 42 % of mothers in Indonesia breastfed their infant exclusively in 2012. It is the registered nurses´ responsibility to provide information about consequences of their decision to the patient. Aim: The aim of this study was to investigate how registered nurses describe how they provide patient education about breastfeeding to newly delivered mothers and how registered nurses experience their role as a patient educator. Method: It was an empirical, qualitative study based on a focus group interview with four registered nurses and two midwives. The interview was based on a semi-structural interview design. The focus group interview was transcribed and analyzed using a qualitative content analysis. Result: Three major themes were found in this study, “strategically using different techniques while educating”, ”patient and family centered care” and “the registered nurse as a significant source of knowledge”. The first theme describes how the registered nurses used different techniques to encourage the mothers to breastfeed. The second theme describes the importance to include the entire family in the education and to adjust the education depending on the patient. The third theme describes how the registered nurses saw themselves as significant sources of knowledge and that it was their responsibility to provide evidence-based knowledge. Discussion: All registered nurses and midwives described the importance of evaluating the education. Families had a great influence over the patient in the Indonesian culture, hence, it was crucial to involve them in the education. The registered nurses felt that they were in the right position to give crucial information and education about breastfeeding.
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Dams, Zoe Ann. "The relationship between level of nursing education and intellectual and ethical development." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29705.
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Pursuit of university education for nurses has been a controversial and poorly understood ideal. It has been difficult to clearly demonstrate and articulate the benefits of higher education for nurses and nursing. In this research the mission of undergraduate education in general, and the Canadian Nurses Association position paper on baccalaureate education served as the basis of inquiry into aspects of university education for nurses and nursing. From these sources and review of the literature it was ascertained that a primary value of education is seen as helping individuals develop intellectual and ethical maturity which allows them to make judgments and commitments in a relativistic world.
This theorectical orientation was operationalized through Perry's theory of intellectual and ethical development (1970). The Measure of Epistemological Reflection (MER), a tool based on this theory, was developed to measure a person's level of intellectual and ethical maturity. In this study the MER was administered to diploma and baccalaureate nursing graduates to determine if this construct could be used to differentiate the effects of the two levels of education.
The findings indicated that there was no difference between diploma and baccalaureate groups of nurses on their scores on the MER. There was no correlation between scores on the MER and age or experience. There was, however, a significant difference between a group of nurses who participated in university education in addition to their basic nursing program, and a group who had no other university credit outside of their basic nursing program. These findings, and their implications for nursing practice, education, and research are discussed.Applied Science, Faculty of
Nursing, School of
Graduate
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Bock, Evelyn Marieta. "Research supervision needs and experiences of master's students in nursing." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80105.
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Thesis (MCurr)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Background: Research supervision forms an essential part of higher education. The emergence of global trends in the production and dissemination of knowledge is compelling universities and university of technologies in South Africa to become more market-orientated, competitive and entrepreneurial. The supervision process is vital to successful completion of the research component of master’s degrees and consequently increase throughput in higher education. Successful and meaningful supervision contribute largely to mutual satisfaction and professional development between supervisors and students. Good supervision should be an integral component of quality research governance. Objective: The aim of this study was to explore research supervision needs and experiences of the master’s students in nursing. Methodology: A descriptive phenomenological research design was used with a qualitative research approach. A non-probability, purposive sampling method was used to select respondents in this study. The target population includes all nursing science master’s students enrolled at University of Stellenbosch in the past three years (N=109). A sample size of twelve students was included in the study, whereby all twelve face to face interviews were conducted using the semi-structured interview guide. The inclusion criterium for students was that they were all currently registered students who initially enrolled for the Masters in Nursing degree program between 2008 and 2010 in the division of Nursing at Stellenbosch University. Results: Eight themes arose from the interviews. These included: isolation; lack of skills/ time management; family dynamics/personal circumstances; supervisor support; student and supervisor roles and responsibilities; workplace dynamics and support; financial and institutional support and implications; and motivation to complete studies. Conclusions: Successful completion of research undertaken on postgraduate level and supervision at a master’s level depend on a healthy and productive relationship between the supervisor and the student. Exploring and implementing the guidance and suggestions in this paper will assist students in considering supervision preferences. This in turn will result in achieving a good supervisory relationship which is the key to successful master studies.
AFRIKAANSE OPSOMMING: Agtergrond: Navorsing toesighouding vorm ‘n belangrike deel van hoer onderwys. Die opkomende wêreldtendense in die toename en verspreiding van kennis verplig Resultate: Ag temas het vanuit die onderhoude voortgespruit. Dit het ingesluit: isolasie; gebrek aan vaardighede/tydsbestuur; familie-dinamika/persoonlike omstandighede; ondersteuning van toesighouer; rolle van student en toesighouer, asook verantwoordelikhede; werkplek dinamika/ondersteuning; finansiële en institusionele ondersteuning/implikasies en motivering om die studie te voltooi. Gevolgtrekking: Die suksesvolle voltooiing van die navorsing wat onderneem word op nagraadse vlak en toesig is afhanklik van ’n gesonde en produktiewe verhouding tussen die toesighouer en die student. Die nagaan en implementering van die leiding en voorstelle in hierdie studie sal die studente help in die oorweging van toesighouer voorkeure. Dit sal gevolglik aanleiding gee tot die bereiking van ’n goeie toesighoudende verhouding wat die sleutel is tot die suksesvolle voltooiing van magistergraad studies. universiteite en universiteite van tegnologie in Suid-Afrika om meer markgeoriënteerd, kompeterend en ondernemend te word. Suksesvolle en betekenisvolle toesig maak hoofsaaklik n bydra tot die onderlinge bevrediging en professionele ontwikkeling tussen toesighouers en studente. Goeie toesig behoort ’n integrale komponent van kwaliteit begeleiding in navorsing te wees. Doelwit: Die doel van hierdie studie was om die behoeftes van navorsingtoesig en ervaring van die magisterstudent in verpleging te ondersoek Metodologie: ’n Beskrywende, fenomenologiese navorsingsontwerp met ’n kwalitatiewe navorsingsbenadering is gebruik. ’n Nie-waarskynlike, doelbewuste steekproefmetode is gebruik om respondente vir hierdie studie te selekteer. Die teikenbevolking sluit in alle magisterstudente wat ingeskryf is vir verpleegwetenskap aan die Universiteit van Stellenbosch oor die afgelope drie jaar (N=109). ’n Steekproefgrootte van twaalf studente is ingesluit in hierdie studie, waaronder daar met al twaalf van aangesig tot aangesig onderhoude gevoer is deur gebruik te maak van die semi-gestruktureerde onderhoudsgids. Insluitingskriteria vir die studente was dat hulle almal bestaande geregistreerde studente moes wees wat aanvanklik ingeskryf het vir die program vir die Meestersgraad in Verpleging tussen 2008 en 2010 in die afdeling van Verpleging aan die Universiteit van Stellenbosch.
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Padayachee, Poovanesthree. "The role of the clinical preceptor in enhancing nursing education at a nursing college." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96013.
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Thesis (MCurr)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The profession of nursing is a twofold vocation that has a scientific theory as the foundation of all nursing intervention or skill. Despite clinical preceptorship being a useful strategy of teaching, many training hospitals and clinical facilities are without this avenue of learning and where available, it is often not optimally utilised. The aim of this study was to explore the role of the clinical preceptor in enhancing nursing education at Edendale Hospital and Edendale campus of a nursing college. A mixed method approach was applied utilizing both qualitative and quantitative methods to collect information about the experiences and challenges as well as clarify existing problems. Samples were drawn from all stakeholders of nursing education i.e. nursing students, nurse educators and ward managers of Edendale Hospital and Campus using random and purposive sampling respectively. Data were collected using selfadministered questionnaires for students and nursing managers and an interview guide for focus group interviews for nurse educators. Ethical approval was sought from the Health Research Ethics Committee at the Faculty of Medicine and Health Sciences at Stellenbosch University, the Department of Health, the Kwazulu-Natal College of Nursing and Edendale Hospital and Campus. The findings of this study support Weidenbach’s Prescriptive Theory in which the author maintains that nursing is a practice discipline designed to produce explicit desired results which here refers to the enhancing of nursing education with the contribution of clinical preceptorship. Patricia Benner’s Dreyfus and novice to expert models were used to express the need for meaningful practical experience in nursing students and to shows nurse educators how to identify the practical learning needs of the students and assist them acquire competence. The results of the study suggest that the clinical preceptor is a mentor and a guide who facilitates the correlation of theory and practice in nursing education. The results also suggest that students are experiencing problems in clinical practice and that clinical preceptorship is needed. A number of recommendations are made based on limitations identified in the present teaching-learning process. One of the recommendations is that partnership building strategies be fostered between the hospital, the campus and the Faculty of Nursing Education. This team approach could clearly define the role of the clinical preceptor to ensure optimum nursing education. Further research is recommended.
AFRIKAANSE OPSOMMING: Verpleging is ’n tweeledige beroep met ’n wetenskaplike teorie as grondslag vir elke verpleegintervensie of -vaardigheid. Ten spyte daarvan dat kliniese instruksie (“preceptorship”) ’n nuttige onderrigstrategie is, ontbreek dit by baie opleidingshospitale en kliniese fasiliteite, en waar dit beskikbaar is, word dit dikwels suboptimaal aangewend. Die doel van hierdie studie was om ondersoek in te stel na hoe belanghebbendes by verpleegopleiding by Edendale-hospitaal en -verpleegkampus kliniese instruksie ervaar, en om sodoende vas te stel of kliniese instruksie verpleegopleiding by daardie fasiliteite versterk. ’n Gemengde benadering van sowel kwalitatiewe as kwantitatiewe metodes is gevolg om inligting oor die ervarings en uitdagings in te win en bestaande probleme te verklaar. Steekproewe is met behulp van onderskeidelik lukrake en doelbewuste seleksie uit alle belanghebbendes by verpleegopleiding by Edendale-hospitaal en - verpleegkampus geneem, met inbegrip van verpleegstudente, verpleegopvoeders en saalbestuurders. Data is deur middel van selfvoltooiingsvraelyste vir studente en eenheidsbestuurders, en ’n onderhoudsgids vir fokusgroepgesprekke met verpleegopvoeders ingesamel. Etiekgoedkeuring is verkry van die Gesondheidsnavorsingsetiekkomitee van die Fakulteit Geneeskunde en Gesondheidswetenskappe aan die Universiteit Stellenbosch, die Departement van Gesondheid, die KwaZulu-Natalse Verpleegkollege sowel as Edendale-hospitaal en - verpleegkampus. Die bevindinge van die studie ondersteun Wiedenbach se voorskriftelike teorie, waarin sy volhou dat verpleging ’n praktiese dissipline is wat ontwerp is om bepaalde gewenste resultate te behaal. Patricia Benner se Dreyfus- en beginner-tot-kennermodel is ook gebruik om die behoefte aan sinvolle praktiese ervaring by verpleegstudente te staaf, en om verpleegopvoeders te wys hoe om studente se praktiese leerbehoeftes te bepaal en hulle vaardighede te help ontwikkel. Die resultate van die studie dui daarop dat die kliniese instrukteer as mentor en begeleier die korrelasie tussen teorie en die praktyk van verpleegonderwys fasiliteer. Die resultate dui verder daarop dat student probleme in kliniese praktyk ervar en kliniese instruksie benodig. ’n Aantal aanbevelings word gedoen op grond van beperkinge wat in die huidige onderrig-en-leer-proses uitgewys is. Een van die aanbevelings is die ontwikkeling van strategieë om vennootskappe tussen die hospitaal, die verpleegkampus en die fakulteit verpleegkunde te bou. Hierdie spanbenadering kan die rol van die kliniese instrukteur duidelik omlyn ten einde optimale verpleegopleiding te verseker. Verdere navorsing word aanbeveel.
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Breytenbach, Cecile. "A best practice guideline for evidence based teaching strategies for nurse educators." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4831.
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Evidence based practice (EBP) is a worldwide phenomena defined as the “conscientious explicit and judicious use of current best evidence in making decisions about the patient’s care”. The evidence based practice concept’s aim is to effectively guide health care professionals to build knowledge that will be supported by evidence. Evidence based practice must be supported by evidence based teaching. Nurse educators must be up to date with evidence based teaching as well as the latest evidence based teaching strategies, in order to teach the new millennial nursing students and for the new qualifications structure. Teaching the concept of evidence based practice by implementing evidence based teaching to nursing students will enable them to transform the future of healthcare by delivering high quality care practice. A paucity of evidence is available on evidence based teaching and teaching strategies in the South African context. Therefore the researcher used a systematic review methodology to explore and describe the best available evidence based teaching strategies and to develop a guideline on evidence based teaching strategies for nurse educators. The data bases searched included: MEDLINE, CINAHL, PubMed and Google Scholar. Manual searches were done and completed with the assistance of librarians. A total number of n=50 studies were identified as potentially relevant to the study. The number or articles included for critical appraisal were 20. On completion of the critical appraisal n=17 articles were identified for the review. The included studies for the review were n=7 Level 1, systematic reviews and n=10 Level 2, quasi-experimental studies. Three studies were excluded after critical appraisal from two reviewers, appraisal was done independently, and consensuses were reached between the two reviewers. The Joanna Briggs Institutes critical appraisal and data extraction instruments were used for the study. The descriptive data synthesis was done of the included studies as well as a comparison of teaching strategies to determine which one to better than the other one. Although n = 4 of the teaching strategies (concept mapping, internet-based learning, evidence based interactive strategy and cultural competence) significantly increased knowledge, the overall results found that a variety of teaching strategies to be implemented to increase the knowledge outcomes of the nursing students. The different teaching strategies found were: e-learning, concept mapping, internet-based learning, web-based learning, gaming, problem-based learning, and case studies, evidence based learning and cultural competence. However, more research is needed to investigate the best use of the different teaching strategies and compare the impact of a variety of teaching strategies on increasing knowledge of the nursing student.
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Lunde, Analena Michelle. "Trauma-Informed Education Toolkit for Screening Pediatric Victims of Sexual Abuse and Maltreatment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4870.
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The complex challenges facing the sexual assault nurse examiners program in a midwest state are underreporting, late reporting, and poor coordination of care for pediatric victims of child maltreatment with sexual abuse. The main objective of this quality improvement project was the identification of necessary practice-related approaches to care to decrease barriers associated with reporting suspicions of abuse or neglect. An evidence-based, multidisciplinary assessment clinical toolkit that followed clinical components of trauma-sensitive, child-centered screenings triggering a coordinated response to conduct a forensic medical exam within 96 hours of the alleged incident was evaluated. During 3 rounds of surveys following the Delphi technique, 10 members of an expert panel agreed upon critical success indicators were used for the review and final decision for adoption of the toolkit. The final consensus obtained, with an intraclass correlation of 0.924 with a 95% confidence interval, supported implementation of this trauma-informed toolkit which would ensure that medical care and throughput through the system of care addressed the physical and mental needs of the patient and caregivers as well as improvement in the forensic investigative data collection. A child-centered, trauma-sensitive approach to screening and evaluation by healthcare professionals will help decrease the delay to evaluation and to curtail long-term adverse impacts on survivors. This family-based primary prevention effort is a framework for healthcare practitioners to use and includes strategies (i.e., health history, mental health evaluation, family dynamics evaluation) that are child and family centered contributing significantly to positive social change.
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Neal, Penelope L. Dr. "Patients' Perception of the Use of Motivational Interviewing for Childhood Obesity Treatment: A Qualitative Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2610.
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The purpose of this qualitative interpretive descriptive study was to better understand children’s perceptions of the use of motivational interviewing (MI) as a communication style for childhood obesity treatment. Childhood obesity in the United States has reached epidemic proportions and much research effort has been dedicated to reversing this trend. One approach that has demonstrated positive outcomes in the clinical setting is MI. Leading organizations in pediatric healthcare now recommend MI as a communication style to be used for childhood obesity-related behavior change. Although empiric studies have demonstrated improvement in outcomes when this communication style is used with patients and families, no study to date had looked at MI from the perspective of the child. Thorne’s (2008) framework for interpretive descriptive research was used for this study. Individual interviews with children ages 7 through 13 were conducted in an outpatient weight management clinic that utilizes MI as the primary communication style for facilitating behavior change. Qualitative data analysis was conducted utilizing Thorne’s recommendations for interpretive descriptive research. Five themes emerged from the data: 1) Empowerment, 2) Freedom to be Me, 3) Educating without “Educating”, 4) Unconditional Support, and 5) Blossoming. A conceptual model was developed from the research findings to help clinicians working with children in similar contexts glean a deeper understanding of the use of MI with children. Future research endeavors should focus on the implementation of this model in clinical practice to strengthen the conceptual links and determine applicability to practice.
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Wilcockson, Jane. "Planning and professional practice : a study of teachers and nurses." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391275.
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Janse, van Vuuren S. V. "The perceptions of nurse educators regarding the use of high-fidelity simulation in nursing education at a South African private nursing college." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/1752.
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Although Nurse Educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators cause frustration and anxiety. They struggle with how to include these tools, particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. Scoping literature reviews show that nursing practice has changed in recent years, placing demands on nurse educators to utilise different approaches in education. The fact that nurse educators are an aging population needs to be taken into consideration and acknowledge that many of them did not grow up with computers and lag behind in technological skills. The aim of this study was to investigate the perceptions of nurse educators regarding the use of high-fidelity simulation in nursing education at a South African Private Nursing College in order to be able to determine why High-fidelity Simulators (HFS) have not yet been embraced by nurse educators and students. A national survey of nurse educators and clinical training specialists was completed with 128 participants; but only 79 completed the survey. In addition to background information, participants were questioned about their use of simulators. They were asked to complete the Technology Readiness Index. Information was also obtained regarding their perceptions of the use of HFS. Findings included indications that everyone is at the same level as far as technology readiness is concerned; this, however, does not play a large role in the use of HFS. This finding supports the educators’ need for training to adequately prepare them to use simulation equipment. Recommendations for further study include research to determine what other factors play a role in the use of HFS, studies to determine whether the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The results of this study can be used as guidelines for other institutions to prepare their teaching staff for the use of HFS.
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Prince, Jacqueline Yvonne. "Operating room nursing science learning programmes in South Africa." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/594.
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Operating room nurses form the corner-stone of the operating room because perioperative care of the patient rests mainly in the hands of the nursing personnel. Unique challenges face nurses functioning in the stressful surgical environment where anticipation to prevent or cope with life-threatening situations is the order of the day. The operating room nurse must be knowledgeable, skilled and alert, as he/she is held accountable for all acts of commission and omission. To ensure that nurses are appropriately educated and trained and able to keep trend with the changing technology in the operating room, it is essential that learning programmes meet the minimum standards for registration as prescribed by the South African Nursing Council. Reviewing and evaluating learning programmes on a regular basis by specialist nursing educationists, are therefore essential to ensure that the standards of education and training are maintained and upgraded if required. The aim of this study is to explore and describe the various Operating Room Nursing Science Learning Programmes offered at accredited Higher Education Institutions, utilized for the education and training of the operating room nursing students in South Africa. The proposed research is based on a qualitative paradigm and the theoretical grounding is found in Bergman’s model for professional accountability (Bergman, 1982:8). A document analysis of five approved comprehensive Operating Room Nursing Science Learning Programmes from higher education institutions in South Africa (nursing colleges and universities) was carried out, together with a sixth programme, the Operating Theatre Learning Programme, as suggested by the Standard Generating Body. Requests for permission were forwarded to the management of the selected colleges or universities for inclusion of the respective programmes in the study. The researcher formulated and utilized thirty-four essential criteria derived from three documents, the first being a document entitled “Proposed Standards for Nursing and Midwifery Qualifications” submitted to the SANC and SAQA by the SGB for Nursing and Midwifery (2001-2004). The second document entitled the Public and Private Higher Education Institutions format template for criteria for the Generation and Evaluation of Qualifications and Standards within the National Qualifications Framework was also utilized (SAQA, 1430/00) and thirdly the researcher included the most relevant criteria from the list of criteria for curriculum development as indicated by the South African Nursing Council. Various tables were compiled, to reflect the findings of the document analysis according to the thirty-three criteria indicated above, to provide a clear and broad overview of the specific data in the respective six Operating Room Nursing Science Learning Programmes utilized in the study. In conclusion recommendations for a broad macro-curriculum were made to facilitate formulation of programmes in Operating Room Nursing Science relevant to the South African context.