Academic literature on the topic 'Student nurse experience'
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Journal articles on the topic "Student nurse experience"
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Ziegler, Erin, Sarah Kalvoda, Elyse Ancrum-Lee, and Erin Charnish. "I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student." Nurse Practitioner Open Journal 1, no. 1 (May 7, 2021): 1–8. http://dx.doi.org/10.28984/npoj.v1i1.342.
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Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students.
Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student.
Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience. From this exercise common themes were identified.
Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.
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English, Darlene, and Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting." Journal of School Nursing 17, no. 4 (August 2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.
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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.
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Moffa, Christine. "Student Paper." International Journal of Human Caring 19, no. 1 (February 2015): 63–65. http://dx.doi.org/10.20467/1091-5710.19.1.63.
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Novice nurses face several challenges, including increased clinical responsibilities and fitting in with other staff members, leaving them at risk for decreased job satisfaction, burnout, and possibly exiting their position or the profession altogether. Frequently, novice nurse orientation focuses on the acquisition of clinical skills; it serves the facility’s needs, but lacks a caring component that acknowledges the nurse as an individual. Nurse educators are in a unique position to develop orientations that will support and enhance the experience of novice nurses. This paper presents an exemplar of applying caring to novice nurse orientation using Swanson’s theory of caring.
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Kyle, Richard G., Michelle Beattie, and Annetta Smith. "Transition into remote and rural nurse education and careers: a qualitative study of student nurses." Journal of Research in Nursing 25, no. 6-7 (June 23, 2020): 509–20. http://dx.doi.org/10.1177/1744987120908911.
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Background Global nurse shortages present a threat to the sustainability of remote and rural healthcare. Interventions have been developed to support recruitment and retention of nurses that focus on providing pre-nursing experience for school pupils who intend to pursue nursing careers. However, there is a lack of evidence around how pre-nursing experience supports transition into nurse education. Aims This study aims to explore the impact of a pre-nursing scholarship for school pupils in remote and rural areas of Scotland on experiences of transition into nurse education. Methods This was a qualitative study involving semi-structured telephone and face-to-face interviews with pre-nursing scholarship participants. Results An authentic pre-nursing experience supported school pupils’ transition to nurse education. First, it increased students’ self-efficacy, both in their decision to choose nursing as a career and their ability to nurse. Second, it helped students to realise that the opportunity to study closer to home was available to them. Third, it supported students’ educational and social integration, helping them feel prepared for university teaching and learning approaches and the social experience of being a student. Conclusions Pre-nursing experience can support transition into nurse education and contribute to career pathways that support recruitment and retention of nurses in remote and rural areas.
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Black, Sharon, Joan Curzio, and Louise Terry. "Failing a student nurse." Nursing Ethics 21, no. 2 (August 28, 2013): 224–38. http://dx.doi.org/10.1177/0969733013495224.
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The factors preventing registered nurses from failing students in practice are multifaceted and have attracted much debate over recent years. However, writers rarely focus on what is needed to fail an incompetent pre-registration nursing student in their final placement. This hermeneutic study explored the mentor experience of failing a pre-registration nursing student in their final placement. A total of 19 mentors were recruited from 7 different healthcare organisations in both inner city and rural locations in the southeast of England. Participants took part in individual reflective interviews about their experience of failing a pre-registration nursing student in their final placement. These experiences were interpreted through a hermeneutic discovery of meaning. The new horizon of understanding which developed as a result of this research is framed within the context of moral stress, moral integrity and moral residue with the overall synthesis being that these mentors’ stories presented a new horizon of moral courage.
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Alboliteeh, Mohammad, Judy Magarey, and Richard Wiechula. "The professional journey of Saudi nurse graduates: A lived experience." Clinical Nursing Studies 6, no. 1 (December 7, 2017): 76. http://dx.doi.org/10.5430/cns.v6n1p76.
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Objective: To illuminate the lived experience of Saudi Nurse graduates during their early years in the workplace as professional nurses encompassing their experiences from being nurse students, preparations to become registered nurses, their struggles from being a student to a professional nurse, their cultural competence towards colleagues and patients in their new workplace, their impression of Nursing as a profession and other challenges they faced in especially on language and communication with their patients and colleagues.Methods: An interpretive phenomenological inquiry was utilized to inquire and discover the lived experiences of Saudi Nurse graduates to their job as nurses in different hospitals in Riyadh, Saudi Arabia. A total of 12 nurses were interviewed for this study in the course of 5 months. The interviews conducted with the 12 nurses were audiotaped recorded and subsequently transcribed in verbatim form and the Collaizi Method was used for the extraction of meanings from the interviews.Results: Five major themes were identified in the transcribed form of the interview and 11 subthemes emerged as well. The five major themes were educational preparation, transition into practice, cultural competence, image of nursing and language and communication.Conclusions: The study described the different challenges faced by Saudi nurse graduates from being students to professionals based from their experiences as newly employed staff nurses in different hospitals in Saudi Arabia. Their stories captured the story of novice nurses not only as a Saudi but may be true for other nationalities. These stories are shared by all nurses across the world who struggle to meet the demands of the nursing profession.
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Lewin, David. "Clinical experience in student nurse training." Nursing Standard 3, no. 27 (April 1989): 12–14. http://dx.doi.org/10.7748/ns.3.27.12.s76.
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Clemmensen, Joy. "A Student Nurse Intern’s Coaching Experience." Creative Nursing 14, no. 3 (August 2008): 135–36. http://dx.doi.org/10.1891/1078-4535.14.3.135.
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Kreedi, Fatmah, Michael Brown, and Lynne Marsh. "The Experience of the Transition from a Student Nurse to a Registered Nurse of Kuwaiti Newly Graduated Registered Nurses: A Qualitative Study." Healthcare 10, no. 10 (September 23, 2022): 1856. http://dx.doi.org/10.3390/healthcare10101856.
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Background: The experience of the transition from a student nurse to a registered nurse is a challenging period for newly graduated registered nurses. Aim: To explore newly graduated registered nurses’ experiences of transition from student to registered nurse in clinical practice. Design: A qualitative approach using semi-structured interviews conducted with 12 Kuwaiti newly graduated registered nurses. Findings: The findings generated three themes: nursing support; education preparation; and psychological wellbeing. Discussion and conclusion: This study is the first in Kuwait aiming to understand Kuwaiti national newly graduated registered nurses’ transition experiences from student nurses to registered nurses in clinical practice. While the study revealed that newly graduated registered nurses received limited organisational support, the nursing policymakers in health care organisations and nursing education in Kuwait need to develop plans to improve newly graduated registered nurses’ knowledge, skills and confidence and align them with the roles and realities of actual nursing practice, to improve retention. There is a need to change the societal image of nursing in Kuwait by highlighting the importance of the nursing profession within the health care delivery. The study recommends further research on newly graduated registered nurses’ transition experiences into their new nursing roles to identify the factors behind their decision to stay or to leave, as this could offer possible solutions to address newly graduated registered nurses’ retention in the future.
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Babenko-Mould, Yolanda, and Heather K. S. Laschinger. "Effects of Incivility in Clinical Practice Settings on Nursing Student Burnout." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 145–54. http://dx.doi.org/10.1515/ijnes-2014-0023.
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AbstractAims. To examine the relationship between nursing students’ exposure to various forms of incivility in acute care practice settings and their experience of burnout. Background. Given that staff nurses and new nurse graduates are experiencing incivility and burnout in the workplace, it is plausible that nursing students share similar experiences in professional practice settings. Design and sample. A cross-sectional survey design was used to assess Year 4 nursing students’ (n=126) perceptions of their experiences of incivility and burnout in the clinical learning environment. Methods. Students completed instruments to assess frequency of uncivil behaviors experienced during the past six months from nursing staff, clinical instructors, and other health professionals in the acute care practice setting and to measure student burnout. Results. Reported incidences of incivility in the practice setting were related to burnout. Higher rates of incivility, particularly from staff nurses, were associated with higher levels of both components of burnout (emotional exhaustion and cynicism).
Dissertations / Theses on the topic "Student nurse experience"
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Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.
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French, Heinz-Peter. "Educating the nurse practitioner : an assessment of the pre-registration preparation of nurses as an educational experience." Thesis, Durham University, 1989. http://etheses.dur.ac.uk/6506/.
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The aim of this study is to assess the pre-registration preparation of nurses as a means for producing women and men capable of doing new things, not simply repeating what other generations had done. The issues which are examined are:-(1) The purposes of nurse education (11) The extant forms of knowledge (111) The nature of teacher/student relationships in the process of learning. The study was carried out in three stages:- (1) Analysis of the literature from 1947 to 1963 by abstracting and utilising grounded theory approaches to identify the essential issues.(11) Opinion survey of student nurses utilising content and structural analysis of the audio-taped recordings of interviews to develop a theory of nurse education in the 1980's,(ill) Experimental testing of one operational hypothesis describing the effect of teacher behaviours on the student nurse’s clinical decision making. It is concluded that the pre-registration preparation of nurses is not an educational experience on the grounds that the extant forms of knowledge and the prevalent teacher/student relationships are inconsistent with the production of a critical, reflective and self-reliant practitioner. Because of this, the recommendations of UKCC Project 2000 must be carefully planned and closely monitored if the problems of the theory/practice gap are to be minimised rather than exacerbated.
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Roziers, Reinette. "Newly qualified nurses lived experience of role transition from student nurse to community service nurse a phenomenological study Reinette Roziers." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2962.
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Includes abstract.Includes bibliographical references.
The phenomenological study explored the experience of role transition of newly qualified nurses undertaking compulsory community service in health service facilities in the Western Cape in 2011.
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Cornes, Desmond. "An exploration of the perceptions of nurse lecturers, student nurses and clinical mentors of the utility of student nurses undertaking international clinical experience." Thesis, Glasgow Caledonian University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726765.
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Farasat, Helen. "The invisibility of being a new nurse : the experience of transition from student to registered children's nurse." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/198615/.
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This research examines the transition from student nurse to Registered Nurse (child). Earlier studies suggest the transition always involves a period of discomfort and uncertainty. However, there is a dearth of longitudinal studies of children‟s nurses, revealing a gap in the evidence that this study aims to fill. This longitudinal study commenced in one HEI in England where the six participants were completing their undergraduate programme in child nursing. A phenomenological interpretive design was used to answer the research question: „What is the experience of making the transition from student to RN (child) like?‟ Data was collected using focused qualitative interviews at three stages: mid final year, and at 3–4 months and 12–14 months post-employment as an RN. The data was analysed using descriptive and interpretive methods. The thesis draws out the changes in the participants experience over time and suggests the transition extends beyond the first year of practice. It involves development within four overarching themes: Personal and Professional Identity, Primacy of Practice, Working with People, and Managing Newness. These key themes are present across the participants‟ experience but their importance changes over time. The transition is characterised by the visibility of being a nurse and the invisibility of being a „new‟ nurse. This study supports the findings of some earlier studies and introduces some new evidence in relation to children‟s nursing, such as responding to crises, coping with grief and the difficulties and challenges of working with parents. The main limitations are that this is a small-scale study within a specific branch of nursing, with participants drawn from one HEI and conducted by a single investigator. However, because the participants took up employment in different locations in England, the findings may have some resonance with other neophyte children‟s nurses beyond the original setting of the research. Recommendations are made for undergraduate programme providers and employers to strengthen and develop the preparation of RN (child) pre- and post-qualification, particularly in the areas of preceptorship, prioritising care and managing time, working with parents, and coping with emergencies or the death of a child
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Melling, S. M. "Transition : an exploration of student nurse experience in their first practice placement." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12157/.
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Nurse education has altered considerably in the past 30 years. The combined demands of a growing population with diverse health needs and an expansion of career opportunities for those traditionally recruited to nursing have made it increasingly difficult to recruit and retain a viable workforce. At the same time pressure to establish nursing as a profession has influenced how the nursing curriculum has been delivered. Schools of nursing are now established in universities and away from clinical control. However, the retention of student nurses has remained an issue for many universities and studies have identified that students are particularly at risk of leaving around the time of their first practice placement. Whilst underlying factors associated with either the student or the practice environment have been identified which may be predictors for attrition at this time, no studies have given detailed consideration to the way students cope with the process of transition from the academic setting to the practice setting. This thesis aims to research and understand how first year student nurses manage the transition into their first practice placement and studies this process through the lens of human, social and identity capital theory. Questionnaires were used to collect the initial data from an entire cohort of first year student nurses. These data were then explored in depth via face to face semi-structured interviews with 20 of these students. The findings show that the transition process is highly complex and stressful for the student. It has been made more difficult by the separation of academic and practice settings. As a result students are expected to adapt rapidly to a strong occupational culture as they enter the practice setting. In order to do this they rely heavily upon building human, social and identity capital. The students who struggle and falter at this time appear to be those who lack the skills or support they require build capital successfully. These findings have significant implications for nurse educators who must consider how a student’s abilities to build and exploit capital can be encouraged within the nursing curriculum.
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Brammer, Jillian D. "Understanding the role of the registered nurse in student learning." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36782/1/36782_Digitised%20Thesis.pdf.
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The focus of this research study is the phenomenon of the registered nurses' role with students in clinical placement experience. With the transfer of nursing education from the hospital sector to higher education, the role of the student has changed from employee to supernumerary status. The role of the registered nurse with students has also changed, but very little is known about the way registered nurses view and understand their role with students in clinical placement experience. The research investigates the variation in understanding that registered nurses have of their role with students and identifies the dimensions of this experience of the role. While this study is located in Queensland, Australia, the role of the registered nurse with students is recognised as an area which has been the subject of little formal study in other states and countries. Students have frequently expressed satisfaction and dissatisfaction about their clinical placement experience, an essential component of the preparation for undergraduate nursing programs.
The research approach represents an innovative way to the study of the understanding registered nurses have of their role with students in clinical placement experience. The approach was selected with the intention of exploring the issue from the perspective of registered nurses, rather than students or evaluation of programs which appears to be the traditional approach to studying clinical placement experience. Registered nurses are acknowledged as major participants in clinical placement experience for students but their perspective of the role has rarely been considered.
The selection of phenomenography adopted for this study is based on the appropriateness of the research approach to explore the object of inquiry. The aim of phenomenography is to describe, analyse and understand the meaning people ascribe to their world and how they construe different phenomena. The central concern is not the phenomena being investigated, nor the people who experience the phenomena, but the relation between the two: the relation between the RNs and their role with students.
The findings from this study result from 28 individual interviews with registered nurses in order to identify the variation of understanding of the experience of the role with students. The registered nurses who participated in the research were from fifteen public and private hospitals throughout regional and metropolitan, Central and South Eastern Queensland.
The major outcomes that emerged from this study show that registered nurses have different ways of understanding their role with students in clinical placement experience and that the number of different variations is limited. Eight distinct categories of description were identified, denoting the understanding that registered nurses have of their role. These have been labelled: Facilitator role, Teacher/Coach role, Overseer/Supervisor role, Peer Support and Role Model role, Instructor role, Manager/Foreman role, Authority role and Resister/Dissenter role in recognition of the meaning identified for each category of description. The outcome space mapped a four level developmental relationship between the categories, which denote the variation of ways registered nurses understand their role with students. These ranged from minimal involvement to total commitment and involvement with students.
These findings support the need for open acknowledgment of the informal but complex role registered nurses have with students in clinical placement experience, and the need for adequate preparation for this role. The findings also provide insight into the concerns of employers and recent graduate registered nurses of the adequacy of clinical placement experience as preparation for the role of registered nurse. Further research and recommendations are proposed using these findings as the basis to improve the quality of the experiences of registered nurses and students in clinical placement experience.
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Miller, Leng Chan. "Mentoring Project 2000 student nurses : community nurses' experience and perceptions of their roles." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a7ffac92-cb56-4d84-a95a-c3750d530759.
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This study explores and analyses the experiences and perceptions of community nurses (District Nurses, Health Visitors and School Nurses) involved in mentoring Project 2000/Diploma in Higher Education student nurses within one site of a College of Nursing. It addresses the significance of mentorship in nursing education and in particular, the mentoring role of community nurses from their own perspective. Conceptual frameworks derived from the literature review on mentorship in nursing education are adopted in operationalising the research aims and the formulation of questions for data collection. The exploratory and descriptive nature of the study lends itself to utilising two methods of gathering data: postal survey questionnaires and semi-structured interviews. One hundred (100) respondents participated in the former, while twenty (20) informants took part in seventeen (17) interviews carried out by the researcher over a period of four months. The findings of the study indicate that mentoring Project 2000 student nurses is a complex, time consuming and skilled activity, and that there are positive as well as constraining factors which affect the effectiveness of the mentoring process and the quality of the mentors. It also suggests that mentors require educational and managerial support, continuing professional development, and recognition for their role. Recommendations are made for improving the mentoring process and the quality of mentors. It is hoped that the information will improve the quality and utility of nurse education, and enhance the quality of interpersonal relationships between mentors, students, and clients or patients in the community.
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Hellström, Jessica, and Jessica Jörtsö. "Sjuksköterskans upplevelser av att handleda sjuksköterskestudenter under verksamhetsförlagd utbildning : - en litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för hälso- och vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-16563.
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Syfte: Syftet med föreliggande litteraturstudie var att beskriva sjuksköterskans upplevelser av att handleda sjuksköterskestudenter under verksamhetsförlagd utbildning samt att granska de valda artiklarnas undersökningsgrupper. Metod: Denna litteraturstudie har en deskriptiv design. Resultatet är baserat på tolv vetenskapliga artiklar hämtade från databaserna PubMed och Cinahl. Resultat: Resultatet i föreliggande studie beskriver att sjuksköterskorna upplever ett stort ansvar för sina studenter och att handledningen är utvecklande, både i sjuksköterskerollen och i handledarrollen. Sjuksköterskorna i föreliggande studie har delade upplevelser angående samarbetet med studenternas skolor. Slutsats: För att handledningen av studenter ska vara så bra som möjligt krävs det ett gott samarbete och goda relationer, inte bara sjuksköterska och student emellan utan även med skolan.Aim: The aim of this literary study was to describe nurse’s experiences of precepting nurse students during clinical practice and to examine the participants of the chosen articles. Method: This literary study has a descriptive design. The result is based on twelve scientific articles from the databases PubMed and Cinahl. Result: The result of this study describes that the nurses experience a great deal of responsibility for their students and that the supervising of students is stimulating, as much as in the role of a nurse as in the role of a supervisor. The nurses of this study have differing experiences with regards to the cooperation with the schools of the nurse students. Conclusion: In order to secure that the supervising of nurse students runs as smoothly as possible it is of absolute necessity that both the schools and the supervising nurses work to establish a functioning cooperation. The same goes for the supervising nurse-nurse student relation as well.Keywords: Precept,
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O'Connor, Geraldine. "Professional identity : the influence of the clinical experience on the student nurse in Ireland." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543294.
Full textBooks on the topic "Student nurse experience"
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K, Schwind Jasna, and Lindsay Gail M, eds. From experience to relationships: Reconstructing ourselves in education and healthcare. Charlotte, NC: IAP, Information Age Pub., 2008.
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Ogbonna, Ngozi. The Nigerian Civil War: Personal experiences of a student nurse. Enugu, Enugu State, Nigeria: Chi-zo Press, 2008.
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Ogbonna, Ngozi. The Nigerian Civil War: Personal experiences of a student nurse. Enugu, Enugu State, Nigeria: Chi-zo Press, 2008.
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Silén-Lipponen, Marja. Teamwork in operating room nursing: Conceptual perspective and Finnish, British and American nurses' and nursing students' experiences. Kuopio: Kuopion Yliopisto, 2005.
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McGrath, Monica Patricia. It's like a comet, leaving a tail end after it: An exploration of student mental health nurses' experiences of stress and personal tutor support. [S.l: The Author], 2002.
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Porter, Edgar, and Ran Ying Porter. Japanese Reflections on World War II and the American Occupation. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462989733.
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This book presents an unforgettable up-close account of the effects of World War II and the subsequent American occupation on Oita prefecture, through firsthand accounts from more than forty Japanese men and women who lived there. The interviewees include students, housewives, nurses, midwives, teachers, journalists, soldiers, sailors, Kamikaze pilots, and munitions factory workers. Their stories range from early, spirited support for the war through the devastating losses of friends and family members to air raids and into periods of hunger and fear of the American occupiers. The personal accounts are buttressed by archival materials; the result is an unprecedented picture of the war as experienced in a single region of Japan.
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Murashko, Mikhail, Igor Ivanov, and Nadezhda Knyazyuk. THE BASICS OF MEDICAL CARE QUALITY AND SAFETY PROVISION. ru: Advertising and Information Agency "Standards and quality», 2020. http://dx.doi.org/10.35400/978-5-600-02711-4.
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SUMMARY
Current monograph represents and reviews key approaches to creating an effective internal quality and safety control system for an organization, based on patient-oriented approach, process approach, risk management, continuous process improvement and other methods including definition of all applied terms, a number of examples and step by step manuals on executing key measures and events to create and develop a quality control system and local documentation samples.
Target audience for this monograph: hospital leadership, including CMO, deputy CMO on quality, head of quality control committee or designated quality control specialist, other medical workers.
ABOUT «THE BASICS OF MEDICAL CARE QUALITY AND SAFETY PROVISION»
All changes and reforms in healthcare should provide for medical care quality improvement, preservation of life and health of all citizens. Once an abstract word “quality” has its’ own specific meaning today, acquired by means of legislative validation of the term “medical care quality and safety”. Providing healthcare quality and safety is one of the key priorities within the confines of Russian Federation national policy for citizens’ health protection.
Current issue represents actual knowledge and practical experience in terms of medical care quality and safety control, continuous medical organization efficiency improvement. Current issue addresses the matters of theoretical and practical aspects of introducing management and internal quality and safety control system in medical care. It also contains the methodological description of Proposals (practical recommendations) of Federal Service for Supervision in the Sphere of Healthcare, developed based on global experience generalization, adapted to Russian specificity, aimed at quality and safety provision. Current issue represents a large number of samples, examples, templates and check-list tables. Data, accumulated in the monograph, allows the reader create a proper system of measures in a medical organization to comply with the order № 381-н of Ministry of Health of Russian Federation «On approving Requirements towards organizing and executing medical care internal quality and safety control».
TARGET AUDIENCE
Current issue is intended for a wide range of readers, interested in management: for healthcare organization leaders, CMOs and deputy CMOs, deputy CMOs on quality, quality control committee leaders or designated quality control specialists, physicians, nurses, medical academicians and students, and all specialists, interested in medical organizations’ stable development and improvement.
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Tiffany, Julia Churchill. TRANSITION: THE LIVED EXPERIENCE OF MOVING FROM STUDENT TO PRACTICING REGISTERED NURSE (NURSING STUDENTS). 1990.
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Schwind, Jasna K., and Gail M. Lindsay. From Experience to Relationships: Reconstructing Ourselves in Education and Healthcare. Information Age Publishing, Incorporated, 2008.
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Cohen, Judith Ann. A TAPESTRY OF CARING: THE LIVED EXPERIENCE AND MEANING OF CARING WITHIN NURSE STUDENT/FACULTY RELATIONSHIP (NURSING EDUCATION, CURRICULUM). 1994.
Find full textBook chapters on the topic "Student nurse experience"
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Canham, Judith. "Patient-Centred, Student-Centred Learning in Community and Primary Care Nursing." In Using Patient Experience in Nurse Education, 149–63. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3_8.
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Antonsen, Kjersti Natvig, and Janne Kristin Hofstad. "Simulating Preoperative Preparations with Focus on Non-technical Skills in an OR Nursing Education Program in Norway." In How Can we Use Simulation to Improve Competencies in Nursing?, 37–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_4.
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AbstractThis chapter describes the planning, implementation, and evaluation of non-technical skills simulations in an operating room (OR) nursing program in Norway. Three scenarios of preoperative preparations in the OR were simulated, each of which was followed by facilitated debriefing sessions. These sessions consisted of three phases: description, analysis, and application. To achieve the highest standard of care and ensure patient safety in the OR, it is necessary for Norwegian OR nurses to be proficient in the responsibilities and functions of both circulating and scrub nurse roles, including teamwork and non-technical skills. With respect to the three domains of educational purpose—qualification, socialization, and subjectification—the simulation activities aimed to enhance knowledge, ability, and understanding of non-technical skills in the OR, thus socializing the students to their new profession while also encouraging their independence. The Norwegian adaptation of the Scrub Practitioners’ List of Intraoperative Non-Technical Skills (SPLINTS-no) behavioral rating tool was used by the students for reflection and learning throughout the teaching activities. The majority of participants agreed or fully agreed that the three phases of debriefing were helpful for their learning. Simulation of non-technical skills in the preoperative OR can therefore be a valuable learning experience for OR nursing students, through the use of both low- and high-fidelity simulations in partnership with nurse anesthetist students.
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Panzieri, Julie, and Cathrine Derham. "Student Nurses’ Experiences of Receiving Verbal Feedback Within the Clinical Learning Environment: To What Extent Does This Promote Sustainable Feedback Practices?" In Enhancing Student-Centred Teaching in Higher Education, 237–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35396-4_15.
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Akselbo, Iben, and Ingvild Aune. "How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare." In How Can we Use Simulation to Improve Competencies in Nursing?, 13–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_2.
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AbstractIn this chapter, results from three different studies about simulation as a learning method are presented and discussed alongside relevant pedagogical theory and other research. These studies were conducted at a university in Norway from 2018 to 2020. The studies used a qualitative approach, and reflection notes and focus group interviews were used to collect data. The participants (81 students in total) were bachelor of nursing students 2nd year public health nursing students, and students in teacher training (healthcare). The interviews were conducted shortly after the students had performed the simulation activity. The students expressed that the simulation provided a higher degree of realism and seriousness than skill training did. They felt that the simulation was an educational method in which they experienced realistic feelings and stress in a serious situation. The students learned that in an emergency, good communication is important to make the right decision. The simulation was perceived as one of the most effective ways to prepare themselves for the profession of nursing. They experienced learning through describing the course of events during the debriefing process and obtaining feedback from other students to reveal the gaps in their knowledge.
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Reuber, Markus, Gregg H. Rawlings, and Steven C. Schachter. "Clinical Nurse Specialist in Epilepsy, over 2 years’ experience, UK." In Non-Epileptic Seizures in Our Experience, edited by Markus Reuber, Gregg H. Rawlings, and Steven C. Schachter, 31–32. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190927752.003.0011.
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This chapter highlights the lack of knowledge on non-epileptic seizures among the nursing and medical profession. The author’s first experience with a patient with non-epileptic attacks was as a student nurse. The author recalled that no one seemed to have any sympathy for the patient, and that, whenever an event started, there would be a roll of the eyes from the nursing staff. Now, as a Clinical Nurse Specialist in Epilepsy, the author realized how unhelpful and misguided the treatment was that the patient received. The author now looks after patients with a dual diagnosis of epileptic and non-epileptic attacks and has also cared for patients who have been misdiagnosed. Over time, the author has learned that non-epileptic attacks can be just as debilitating as epileptic seizures. In many cases, they can be harder to manage, more challenging for the patient to live with, and ultimately more difficult to treat. Moreover, non-epileptic seizures carry just as much stigma as epilepsy. As such, patients with non-epileptic attacks need just as much support as patients with epileptic seizures.
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Clarke, Victoria, and Linda Playford. "On becoming a qualifi ed mental health nurse." In Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.003.0016.
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In this chapter we will consider the knowledge, skills, and attitudes expected of you as a newly qualified mental health nurse, before discussing how to apply for a job and develop your career. To help you consider this we have tried to include contributions from people who have a range of backgrounds and perspectives, who all contribute to mental health services, including a student about to qualify, a modern matron, a clinical manager, a director of nursing, a professor, and service users. To set the scene, our first personal contribution is from Julie Cresswell, a third year student nurse at the Birmingham City University and the Royal College of Nursing’s Student Nurse of the Year 2007. We asked Julie a series of questions that we hoped would help you in preparing to become a qualified nurse; these are her answers and thoughts about the future of mental health nursing and her career. In preparation for qualifying, I am now reflecting upon the experience, knowledge base, and skills that I have developed during my training, along with the transferable skills that I already had before I embarked upon this career. As mental health nursing students, we will all have followed a similar academic course equipping us with a certain level of theory and practical skills. However, what makes us individual is how we intend to use what we have learned throughout our lives and the philosophy that underpins our work. I began this course with the belief that psychiatric nursing was grounded in science. I now feel that while science can hypothesize about the causes of mental illness, understanding and accepting a client’s life experience is central to supporting them in times of mental distress. As I progress through my career, my approach may develop or change direction but for the moment, I feel that it will be vital to be able to communicate my own perspective to future employers. Developing your own approach to mental health nursing, along with an audit of what you can offer an employer in terms of practical skills, knowledge, and experience, establishes your own ‘unique selling point’ in a competitive jobs market.
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Roberts, Deborah, and Karen Holland. "Learning from Decision Making." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0011.
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This chapter explores the concept of learning from your experience in clinical practice, and is designed to help you to use reflection as a means of learning both to make decisions in practice and to learn from the decisions that you have made. The use and value of reflective practice will be explored in many of the chapters to come; it is considered to be essential in the development of decision-making skills as a student nurse, and for your ongoing personal and professional development as a qualified registered nurse. Learning from experience is often referred to as ‘experiential learning’ and one of its key skills is reflection. In other words, reflection is the key to helping you to use experiences as a student and a person in order to learn from them. This chapter will provide some definitions of reflection and will introduce some commonly used frameworks or models that can help you to develop the underpinning skills required if you are to be a reflective practitioner. There are also activities for you to complete, so that you can begin to use a range of different frameworks that are appropriate to different situations. To place reflection in the context of your learning to become a nurse and therefore to achieve the appropriate competencies, the Nursing and Midwifery Council (NMC) states that: We can see from this statement that there appear to be some key assumptions and activities that are seen as working together, including reflection, and these will be explored particularly in this chapter. Reflection on practice, and subsequently for learning from this practice, will be two of the most important aspects that will be addressed. To begin with, however, we need to consider some of the underlying principles in which reflection and reflective practice are embedded. Learning from our experiences means that we can either use what we have learned to develop and to enhance future experiences, or alternatively that we can learn from any mistakes that we may have made in the anticipation that we will not make the same ones again.
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Deamer, Paula, and Tina Attoe. "Measuring, Assessing and Recording: Pulse, Body Temperature, Respirations and Oxygen Saturation." In Nursing OSCEs. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199693580.003.0013.
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As part of the measuring physical observations simulated examination, students will be asked to measure, assess and record pulse, body temperature, respirations and oxygen saturation. This assessment is becoming more common in all universities as it has been identified as a mandatory simulated assessment within the NMC Essential Skills Clusters (NMC 2007). Although this chapter will focus upon each observation in turn, it is imperative that when undertaking physical observations the findings are not assessed in isolation. Like a jigsaw, each result, alongside the patient’s appearance, pallor, demeanour and responsiveness, link together to form an overall picture of the patient’s condition. The skill of undertaking these observations may sometimes be reviewed as being routine, but the skill has important clinical significance. Students have to demonstrate their underpinning knowledge and to make sense of the relevance of the observations—this can be complex and challenging. Some student nurses will have previous experience, prior to commencing their nurse education training, of taking patients’ physical observations, but the ability to demonstrate an understanding of the underpinning knowledge differentiates between the role of a health care support worker and a student nurse. Revision of key material will enable the student to understand, undertake and assess the relevance of measuring pulse, body temperature, respirations and oxygen saturation. The importance of the professional nurse’s ability to accurately assess, record and evaluate pulse rate, body temperature, respirations and oxygen saturation cannot be underestimated. Concern has been raised that NHS staff are failing to recognize patient deterioration in a timely manner. In a study by the National Patient Safety Agency (NPSA 2007) factors for this lack of recognition included failure to take physical observations, not acknowledging the significance of the observations and finally not reporting on issues that were of concern, or acting upon these findings. Guidelines on recognizing and managing patient deterioration have been issued by NICE (2007) alongside competencies for recognition and management of a deteriorating patient, which all staff working in acute settings should achieve (DOH 2009). Throughout these the importance of assessing, recording, evaluating and appropriately reacting to the results of physical observations cannot be denied.
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Levy, Barry S. "Profile 4: James C. Cobey, M.D., M.P.H." In From Horror to Hope, 74–75. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197558645.003.0008.
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By the time Jim Cobey began his orthopedic surgery practice in the mid-1970s, he had more public health and preventive medicine experience than most physicians have during their entire careers. As a college student in the 1960s, Jim volunteered on a pediatric nutrition and rehydration project for refugees in the Gaza Strip. As a medical student, he spent a summer in Nigeria studying the effectiveness of a nurse practitioner in improving childhood nutrition. And he spent another summer in Haiti, where he learned from his then girlfriend—now wife of more than 50 years—that, from a public health nurse’s perspective, setting up a water purification system would be more beneficial for children’s health than his repeatedly treating cases of diarrheal illnesses....
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Shanker, Ruby Rajendra, Angela Underhill, Valerie Nicholson, Logan Kennedy, Denise Jaworsky, and Mona Loutfy. "Ethical Issues in the Care and Support of Women Living with HIV." In Ethical Issues in Women's Healthcare, edited by Lori d’Agincourt-Canning and Carolyn Ells, 107–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190851361.003.0006.
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This chapter aims to explore some of the ethical issues that arise when providing clinical care and support to women living with HIV across the life course. Feminist perspectives and intersectionality inform the authors’ interpretation of the four principles of biomedical ethics as described by Beauchamp and Childress: autonomy, beneficence, non-maleficence, and justice. The analysis also addresses the issues of stigma and oppression. Developed in accordance with the principles of the Greater Involvement of People Living with HIV/AIDS (GIPA) and Meaningful Involvement of People Living with HIV (MIPA), this chapter honors the experiences of a woman living with HIV who, as a peer research associate, knowledge keeper, and front-line warrior, and through her Indigenous identity, lends crucial insight to the discourse. Her experiences enrich the perspectives of a healthcare ethicist, a nurse, a doctoral student, and two physicians who together have three decades of experience working with women living with HIV.
Conference papers on the topic "Student nurse experience"
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Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.
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Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.
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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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Riini, Denise, and Shirley Lyford. "The Emergence of Te Hihimā: A Bicultural Philospohical Framework for Nursing Education in Aotearoa New Zealand." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205007.
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The crafting of Te Hihimā (woven flax cloak) o Te Tohu Paetahi Tapuhi (Bachelor of Nursing) at Toi Ohomai Institute of Technology was developed from the connectivity of the collaborative learning relationships and experiences that student nurses encounter during their educational journey. The weaving of a student’s individual Hihimā is a metaphorical representation of the development of knowledge, skills and attitudes, and protection as the student-nurse weaver integrates theory with practice, and fuses the art and science implicit within the nursing profession. The concept of Te Hihimā emerged during the journey to develop a bicultural Bachelor of Nursing curriculum within a mainstream educational institution in the Waiariki rohe, Aotearoa New Zealand. Te Tohu Paetahi Tapuhi was accredited by the New Zealand Qualifications Authority (NZQA) and the Nursing Council of New Zealand (NCNZ) for teaching delivery commencing in 2015. This article will deliberate the development of the philosophy, and analyse the weaving analogy, in the development of nursing graduates who carry the professionally protective mantle of Te Hihimā to sustain them during the journey into professional practice, and beyond.
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Boss-Victoria, Rena, Tina L. Jordan, Bernardine M. Lacey, Hal L. Aubrey, Agnes Richardson, Quotasze Williams, and Jahmaine Smith. "A PIONEERING IMPLEMENTATION OF CLINICAL EXPERIENCES FOR STUDENT NURSES AT A NURSE MANAGED HOMELESS SHELTER HEALTH CLINIC." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1734.
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Hertell, Henna. "THE EXPERIENCES OF NURSES AND PUBLIC HEALTH NURSES ON INTERNATIONAL STUDENT EXCHANGE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0124.
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Wati Abas, Zoraini, Nafsiah Shamsuddin, and Kai Lit Phua. "How Prepared are Malaysian Nurses for Online Distance Learning?" In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2650.
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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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Honeyfield, Judith, Deborah Sims, and Adam Proverbs. "Teaching Quality Improvement in Pre-Registration Nursing Education: Changing Thinking, Changing Practice." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205009.
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Quality care and improving health outcomes are cornerstones of healthcare provision, yet quality improvement (QI) preparation and assessment in health-professional education has been found to inadequately prepare graduates for their future roles (Robb et al., 2017). Toi Ohomai Institute of Technology’s Bachelor of Nursing (BN) year three teaching team looked to address this by reviewing and improving QI teaching and assessment modules within a course in the programme. Alongside this redevelopment, research with students was undertaken to investigate the efficacy and outcomes of this work. This paper presents findings from reviews of QI assessment projects completed by BN students (n = 93), with particular attention to identifying student experiences and their approach to this project using a detailed content analysis (Krippendorff, 1989). Particular attention was paid to highlighting a shift in thinking from quality assurance (QA) approaches that prevailed in the prior teaching of this module, to QI. We found 41% of students selected and undertook projects that reflected QI concepts focused on improved patient outcomes, and 59% of students selected and undertook projects that were concerned with standards, auditing and compliance improvement, more in keeping with QA. In addition, seven student QI projects addressed enhancing te ao Māori (Māori worldview), including language activities through music and exercise, bilingual labelling, and culturally safe care for Māori residents. Key findings address the ongoing challenges of embedding QI concepts and engagement in practice and professional development needs; and policy, practice and procedural improvements and the need for more time to enact and evaluate QI projects. Recommendations from this study are: (1) enhancing te ao Māori and Te Tiriti o Waitangi responsiveness throughout the BN curriculum; (2) ongoing preparation for student-nurse educators to ensure they are confident to support student-led QI initiatives; (3) further shared professional development with agency staff prior to practice placements; and (4) replication of this research to identify longitudinal outcomes. This research reinforces the importance of education–practice partnerships to enhance effective QI education for preparing graduates to transition to their new roles in the workplace.
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Paula, Larissa Ottoni Estevanin de, Lorenza Carvalho Caser, Iago Ferreira Pinto Almeida, Vinícius Cunha Lemos, Lisandra Alves Teixeira, and Fabíola Cristina Santos Tavares. "“EMtenda” University Extension Project: A Health Education Experience on the Experiences of Patients with Multiple Sclerosis." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.649.
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Introduction: Multiple sclerosis (MS) is a chronic demyelinating disease of the Central Nervous System (CNS). The clinical manifestations of the disease have a negative impact on the patients’ quality of life, and may affect its functionality due to physical and psychosocial losses. From there, it is understood the need to seek ways to guide health professionals, as well as raise awareness among the general population about the experiences of patients with MS. Objective: this work reports the experience of a tent set up in public spaces in the city of Divinópolis-MG, through the “EMtenda” Extension Project. The project discusses the importance of health education as an active learning tool for participants, through the dissemination of information about the limitations experienced by people with the diagnosis of MS. Experience report: The project took place from 2019 to 2020 and had the support of a multidisciplinary team formed by doctors, physiotherapists, nurses and psychologists. Actions were taken in public spaces in Divinópolis-MG, in which a tent was installed and divided into three stations. Each station simulates neurological symptoms such as paresthesia, diplopia, spasticity, loss of strength in the limbs and ataxia. The simulation is performed through the interaction of the participant with various objects, in which simple activities are tested, such as walking with weight on the lower limbs, palpating objects of different textures with closed eyes, wearing glasses that distort the vision, among others. Each station lasts two to three minutes, allowing the visitor to enter subsequent stations or leave the tent. At the end, the participant receives a brief verbal explanation of the disease by the facilitator and/or through banners installed next to the tent. Conclusion: The project enabled health education for students, professionals and for the general population of Divinópolis-MG, in order to improve the empathy of the participants towards the experiences and limitations of patients with MS regarding the neurological symptoms they experience in their daily life.
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Cunningham, Sheila, and Mike Bater. "An Exploration into Preregistration Student Nurses Experiences Of Caring For Cancer Patients - Ten Years On." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.36.
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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.
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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
Reports on the topic "Student nurse experience"
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Zangaro, George A. Army Nurses' Experiences as Faculty and Students' Perceptions of Military Nursing. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada627664.
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Tooman, Tricia, Waraf Al-Yaseen, Damon Herd, Clio Ding, Maria Corrales, and Jaina Teo Lewen. THE COVID ROLLERCOASTER: Multiple and Multi-dimensional Transitions of Healthcare Graduates. Edited by Divya Jindal-Snape, Chris Murray, and Nicola Innes. UniVerse, May 2022. http://dx.doi.org/10.20933/100001247.
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In this study, we explored the ongoing multiple and multi-dimensional transitions experienced by medicine, nursing and dentistry students due to graduate in summer 2020. Some graduated early to join the NHS workforce and others had their graduation deferred for a year due to lack of clinical experience. We explored the expectations and realities of their transition experiences; their perceptions of the impact of their transitions on them, their wellbeing, and on their significant others. This longitudinal study helped understand each individual’s adaptations to multiple concurrent changes over time. The cross-sectional data revealed trends and patterns for each group of graduates. This comic anthology presents the interpretations of interview data from doctor, nurse, and dentist graduates. The five comics present both individual and composite narratives of different participants. The visualisation of the data through comics was valuable to portray the wider context of COVID-19, and participants’ related transition experiences and emotions.
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Ostermeyer, Beverly D. Clinical Experiences Nurse Anesthesia Students Find Most and Least Beneficial at Three Stages of Clinical Education. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ad1012166.
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