Relevant bibliographies by topics / Student nurse perceptions

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student nurse perceptions'

Author: Grafiati
Published: 13 September 2024

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Journal articles on the topic "Student nurse perceptions"

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Muggeo, Michela A., and Golda S. Ginsburg. "School Nurse Perceptions of Student Anxiety." Journal of School Nursing 35, no. 3 (January 9, 2018): 163–68. http://dx.doi.org/10.1177/1059840517752457.

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Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses’ capacity to optimize outcomes for anxious students.
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Shodiq, M., Siti Nur Hasina, Siti Maimunah, and Mujad Didien Afandi. "Student perception of nurse communication learning with patients according to pancasila values." Bali Medical Journal 12, no. 2 (June 23, 2023): 2009–11. http://dx.doi.org/10.15562/bmj.v12i2.4438.

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Introduction: Pancasila is the ideology of the state and is a collection or set of values that are believed to be true by the government and the people of Indonesia. Perception is a person's ability to organize an observation. One of students perception is regarding nurses communication. The research aims are to describe students perception regarding nurses communication between nurses and patients according values of Pancasila. Method: A design of descriptive study was used with mixed methods approach that combines or associates qualitative and quantitative. Descriptive research was to describe the data obtained from students' perceptions of learning communication between nurses and patients according to the values of Pancasila. Results: There were 52 nursing students involved in this study. We showed that almost all of the students' perceptions strongly agreed with the application of Pancasila values in nurse-patient communication Conclusion: Nurse-patient communication has implemented Pancasila values in serving patients in hospitals with evidence that stands out the value of strongly agree and agree answers.
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Ahmad, Norfadzilah. "Nursing Students and Clinical Instructors’ Perceptions of Clinical Learning Environments, Supervision, and Teaching (CLES-T)." INTERNATIONAL JOURNAL OF CARE SCHOLARS 1, no. 1 (February 2, 2018): 10–13. http://dx.doi.org/10.31436/ijcs.v1i1.38.

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Objectives: This study aimed to investigate the perceptions of International Islamic University Malaysia (IIUM) Kuantan nursing students, clinical nurse instructors, and staff nurses of the support offered to student nurses during learning in a clinical setting. Methodology: A cross-sectional study was carried out on undergraduate nursing students (n=118), and clinical instructors (n=8) at the faculty or Kulliyyah of Nursing, IIUM, using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES-T) survey. Descriptive analysis was used to investigate the sociodemographic data, and further statistical tests were conducted with regard to their levels of perception. Results: Overall, the participants perceived the clinical learning environment to be good. There was no difference in perception between nursing students and the clinical nurse instructors (p>0.05). There was no significant difference in terms of gender and levels of perception (p>0.05). This study did find a significant relationship between level of study and area of posting for students and perception levels (p<0.05). Conclusion: This study showed that the majority of the students had positive perceptions of the clinical learning environment, supervision, and nurse teachers. The school provided sufficient support within the clinical learning environment in term of supervision and nurse teachers. These results will help the nursing school in terms of upgrading the clinical learning environment and encouraging collaboration with hospital management to provide a good clinical learning experience for students.
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Jooste, K., and E. Joordan. "Student nurses' perceptions of the nurse manager as a 'servant leader'." Africa Journal of Nursing and Midwifery 14, no. 1 (March 29, 2022): 76–88. http://dx.doi.org/10.25159/2520-5293/9185.

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South Africa focuses on service delivery at primary health care (PHC) clinics. A 'servant leader' could guide student nurses towards service delivery at PHC clinics. The purpose of this study was to describe the role of nurse managers acting as servant leaders of student nurses at some PHC clinics in the Johannesburg, South Africa, area. A quantitative, exploratory and descriptive design was followed. The accessible population comprised 302 third- and fourth-year diploma and degree student nurses enrolled at a university in Johannesburg and its affiliated nursing college who were allocated to PHC clinics for learning experience. A survey was conducted by means of a structured questionnaire which was returned by 288 (95%) respondents. The findings indicated that student nurses perceived shortcomings in the nurse managers as 'servant leaders' regarding empowerment, compassion and role modelling. Nurse managers should be briefed with regard to empowering student nurses, showing compassion and role modelling during interaction with them as well as building relationships of trust between them and the student nurses.
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Afzal, Yasmeen, Aurang Zeb, Nabil Khan, Shafiqa Gul, Sumaira Abbas, Saba Altaf, and Kalsoom Muntazir. "Perceptions of Newly Enrolled Nursing Students Regarding Clinical Practice." Journal of Farkhanda Institute of Nursing And Public Health (JFINPH) 2, no. 2 (December 12, 2022): 46–52. http://dx.doi.org/10.37762/jfinph.72.

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Objectives: To explore the perception of newly enrolled nurses regarding their clinical practice. Methodology: Qualitative escriptive exploratory study design was used for this study. Data were collected from eight students recruited through purposive sampling techniques. Individual indepth interviews were conducted. Data was transcribed verbatim and analyzed through thematic analysis. Results: The data were classified into three main themes including the student perception of the nursing profession, their perceptions about the role of a nurse, and the availability of resources for clinical learning. Further subthemes were also developed. Conclusion: Different factors affect the students’ clinical learning. Lack of the required resources and guidance from faculty negatively affects student motivation and competency in skills. Therefore, it’s important to provide all the required resources and timely guidance to the students to improve their clinical learning and skills.
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Blum,, Cynthia Ann, and Shirley C. Gordon,. "Caring Behaviors of Nurse Preceptors: BSN Student Perceptions." International Journal of Human Caring 13, no. 3 (April 2009): 29–35. http://dx.doi.org/10.20467/1091-5710.13.3.29.

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Nurse caring in hospital settings may be demonstrated without direct intention and without the language to express caring actions. Therefore, nursing students educated in a curriculum grounded in caring may not recognize the transformation of theory to the practice environment. This manuscript describes the baccalaureate student perspective of caring behaviors of nurse preceptors. Athematic analysis of unstructured, qualitative interview data revealed six themes: welcoming presence, demonstrating empathy, encouraging growth, patience and time as compassionate care, building relationships, and communicating therapeutically. In addition, students as role models and caring for each other emerged as themes related to student-student caring behaviors.
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Prathibha, Jackline, Radhika R. Pai, and Linu Sara George. "Clinical competency: perceptions of nursing interns and clinical mentors." Frontiers of Nursing 11, no. 1 (March 1, 2024): 105–10. http://dx.doi.org/10.2478/fon-2024-0011.

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Abstract Objective To assess the clinical competency of nursing interns and the perception of clinical nurse mentors toward student nurses’ clinical competency. Methods A study was carried out among 104 nursing interns and 26 clinical nurse mentors using the purposive sampling technique. A self-reported perception scale was used to collect the data. Results In general, most nursing interns perceived themselves as clinically competent during the internship. The clinical nurse mentors too reported that the current internship is helping the nursing interns in becoming competent. Conclusions Frequent clinical evaluation, buddy system, provision of stipends, good leadership, and coordination between the academic institute and hospital are reported as the critical motivating factors for improving the clinical competency of student interns.
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Hendershot, Candace, Joseph A. Dake, James H. Price, and Grace K. Lartey. "Elementary School Nurses’ Perceptions of Student Bullying." Journal of School Nursing 22, no. 4 (August 2006): 229–36. http://dx.doi.org/10.1177/10598405050220040801.

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The aim of this study was to assess elementary school nurses’ perceptions of student bullying, actions when they encounter bullies or victims, and perceived level of preparation for dealing with this problem. School nurses identified the most common barriers to dealing with bullying, which included bullying taking place where the nurse is not supervising (49%), someone else in the school being more qualified to address bullying (41%), not having enough time (26%), and not being prepared to handle the problem (25%). Only 14% stated that there were no barriers to dealing with student bullying. School nurses believed that the most effective means to reduce school bullying were consistent discipline and improved supervision. However, these perceptions are not in line with current research, which indicates that the most effective method to reduce bullying is to create a whole-school atmosphere to prevent the problem from occurring.
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Meyer, Gerda-Marie, Elsabe Nel, and Charlene Downing. "Basic student nurse perceptions about clinical instructor caring." Health SA Gesondheid 21 (October 11, 2016): 444–52. http://dx.doi.org/10.4102/hsag.v21i0.1007.

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Background: Caring is the core of nursing and should be cultivated in student nurses. However, there are serious concerns about the caring concern in the clinical environment and in nursing education. Clinical instructors are ideally positioned to care for student nurses so that they in turn, can learn to care for their patients.Methods: A descriptive, comparative, cross-sectional and correlational quantitative research design with convenience sampling was conducted to describe the perceptions of junior student nurses (n = 148) and senior student nurses (n = 168) regarding clinicalin structor caring. A structured self administered questionnaire using the Nursing Student Perceptions of Instructor Caring (NSPIC) (Wade & Kasper, 2006) was used. Descriptive statistics and hypotheses testing using parametric and non parametric methods were conducted. The reliability of the NSPIC was determined.Results: Respondents had a positive perception of their clinical instructors' caring. No relationship could be found between the course the respondents were registered for, the frequency of contact with a clinical instructor, the ages of the respondents and their perceptions of clinical instructor caring. The NSPIC was found to be reliable if one item each from two of the subscales were omitted.Conclusions: Student nurses perceived most strongly that a caring clinical instructor made them feel confident, specifically when he/she showed genuine interest in the patients and their care, and when he/she made them feel that they could be successful.
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Charrier, Danielle, Staci Taylor, and Eileen Creel. "Perceptions of preparedness for nursing practice using a preceptorship model." Journal of Nursing Education and Practice 10, no. 3 (November 22, 2019): 19. http://dx.doi.org/10.5430/jnep.v10n3p19.

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Nursing graduates need to be “real world ready”, and able to meet the demands of the healthcare workforce. Research indicates that baccalaureate graduates have adequate theoretical base, but often lack competence in the clinical setting. Preceptorship programs are an effective way of developing clinical competence in the nursing student. The purpose of this study was to compare a traditional senior clinical course to a preceptorship model on students, faculty, and nurses’ perceptions of student preparedness for the nursing role. A formal preceptorship program with the support of a clinical nurse faculty member was developed to enhance the success of clinical nursing education. A quasi-experimental design with nonequivalent groups was used to determine the feasibility and effectiveness of a preceptorship model for senior nursing students comparing the students’, the faculty, and the nurses’ perceptions of the students’ preparedness for clinical practice after a traditional clinical and a preceptor clinical experience. The sample consisted of the fall 2017 senior semester cohort and the spring 2018 senior semester cohort, senior faculty who taught in those semesters, and nurses at the participating facilities. Overall, findings did not show a statistically significant difference between the traditional cohorts and the precepted cohorts; however, there is evidence of clinical significance. After implementation of the preceptorship model, there was an increase in the percent of nurses (100%), faculty (100%), and students (95%) who felt that the senior nursing students were ready for the professional role of a registered nurse.
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Dissertations / Theses on the topic "Student nurse perceptions"

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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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Marker, Jan Robey. "Perceptions and practices of nurse educators in recognizing and addressing student nurse stress." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221275.

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Three hundred and eight nurse educators, who teach in NLN Accredited Bachelor of Science in Nursing Programs in the Midwest, were requested to complete a three-page survey concerning their perceptions and practices concerning student stress. The study demonstrated that nurse educators, in this study, were aware of the level of stress among students who were pursuing undergraduate degrees in nursing. The study found that most nurse educators understood that the sources of stress were a combination of the many roles and responsibilities of students. They were aware that most students needed services/interventions to assist them in coping with stress. Most nurse educators thought that they were responsible, to some degree, for intervening to assist students in decreasing their stress level. However, they expressed frustration at their attempts to help students. They indicated that many of the sources of stress were not within faculty control and that there was low participation when services/interventions were offered. Finally, the study found that most nurse educators thought that stress management for nursing students was included in the nursing curriculum. However, very little time was actually spent on stress management in the nursing program. Nurse educators indicated that they relied on other institutional services/interventions to provide stress management skills. However, many nurse educators indicated that they were willing to make changes to assist students. Nurse educators need to reconsider the amount of time that is spent facilitating students in reducing stress and helping them build coping skills that will continue to help them become competent nurses. Given the predicted nursing shortage that is estimated to last until 2020, the low application rate to nursing school, and the graying of America, it would seem prudent that nurse educators assist students who are in nursing programs become successful. The health of our nation may be at stake. The task for nurse educators is to help students recognize the signs of stress, understand the effects that unmanaged stress can produce, and teach the techniques that students can use in coping with stress.
Department of Educational Leadership
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Montgomery, Tamara L. "Staff Nurse Perception of Professional Role Modeling for Student Nurses in the Clinical Learning Environment." Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492596984491297.

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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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Winston, Mariana Ehlrich, and Mariana Ehlrich Winston. "Student Registered Nurse Anesthetists' Perceptions of Bullying and its Impact on Learning." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625615.

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Background: Bullying is a form of violence and is described as unwelcome aggressive behavior(s) by unrelated individuals. The prevalence of bullying in the nursing profession has been reported to be as high as 31% in the United States, and has been studied extensively in undergraduate nursing, midwifery, medical school residencies, and Certified Registered Nurse Anesthesia (CRNA) professional roles. There is a significant gap in the literature and paucity of evidence about the extent of Student Registered Nurse Anesthesia (SRNA) bullying underscored that this topic required further investigation. Purpose: To investigate whether bullying behaviors occur among anesthesia preceptors, and if so, how SRNAs perceive bullying has affected their educational experience. Methods: The American Association of Nurse Anesthetists (AANA) disseminated an online survey based on an existing tool to SRNAs for this study. The study used a quantitative descriptive methodology consisting of a survey of nine demographic questions, eight 5-point Likert scale questions, and two multiple-choice questions. Setting and sample: A nationwide online survey sent to 1500 SRNAs yielded (N=133) participants, who were predominantly female (67.67%), in front-loaded programs (52.63%) with an average age of 24-29 years old. Results: Results revealed SRNAs entering clinical rotations in 2015 and 2016 were bullied more than those entering in 2017. The majority of the respondents (89.26%) reported that they couldn't think clearly when they were bullied. More than half of SRNAs agreed (74.62%) that bullying impedes learning. Overall, CRNA preceptors (85.48%) were reported as the most frequent bullies, with MD/DO anesthesiologists reported as the second most frequent (68.55%) followed by non-CRNA nursing staff (41.94%).
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Spencer, Paula. "Student nurse perceptions on commuting related to ontime arrival at clinical experiences." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3243.

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As a descriptive, pilot study utilizing an online survey, this study explores the perceptions of CSUSB student nurses related to their commute and ontime arrival at clinical sites, typically in the San Bernardino and Riverside Counties, and whether or not the commute is perceived as being stressful.
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Alindekane, Leka M. "Student nurse-educators’ at a nursing school in the Western Cape, perceptions of teacher identity from a personal knowledge perspective." University of the Western Cape, 2014. http://hdl.handle.net/11394/4178.

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Magister Curationis - MCur
Teacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.
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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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Heighway, Valerie. "Student nurse perceptions : a case study to illuminate the perceptions developed by student nurses which result in absenteeism as the behaviour of choice in response to difficulties in their educational programme." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22100.

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The problem which prompted the undertaking of this study was that of increasing absenteeism amongst student nurses at one South African Nursing College. The information, obtained from individual and group interviews, was analysed to identify the perceptions developed by student nurses. Absenteeism is shown to be a behavioural response to environmental and other factors in the world of the student nurse. A theoretical model is proposed to explain three main types of absenteeism and the factors which contribute to absenteeism and attendance.
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Standing, Mooi. "Perceptions of clinical decision-making skills on a developmental journey from student to staff nurse." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443753.

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Books on the topic "Student nurse perceptions"

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Fell, James Philip. Perceptions of student-centred education and client-centred care in nurse education. Manchester: University of Manchester, 1996.

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Jinks, Annette Mary. Caring for student nurses and caring for patients: Perceptions of student-centred pre-registration nurse education and inter-relationships between student-centred education and patient-centred nursing care. Manchester: University of Manchester, 1995.

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Copcutt, Lynn. Student and teacher perceptions of the outcomes of a pilot scheme of training leading to the qualification of Registered General Nurse. Wolverhampton: Wolverhampton Polytechnic, 1992.

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Chaloner. Student nurses' perceptions of the theory practice gap. Manchester: University ofManchester, 1996.

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Mpofu, Deborah Jean Sihle. Students' perception of the effectivness of competency based programme for nurse tutor education. Manchester: University of Manchester, 1993.

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Keogh, Brian. Factors that influence the perceptions of first year student nurses on the clinical learning environment. (s.l: The Author), 2002.

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Crotty, Margaret. The perceptions of students and teachers regarding the introductory module of an enrolled nurse conversion course. Wolverhampton: Wolverhampton Polytechnic, 1988.

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Murden, S. The New forms of nurse education integrated with higher education: An exploration of students' perception. Birmingham: University of Central England in Birmingham, 1997.

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Stranney, William T. An investigation into teaching staff and student nurses' perceptions of the research component of the new Project 2000 Program at a College of Nursing in Northern Ireland. Belfast: [The Author], 1995.

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Rovinski, Charles Joseph. CONGRUENCY OF NONCOGNITIVE CHARACTERISTICS OF NURSE ANESTHESIA STUDENTS, CRNA ANESTHESIA PRACTITIONERS, AND FACULTY PERCEPTIONS OF STUDENT CHARACTERISTICS. 1990.

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Book chapters on the topic "Student nurse perceptions"

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Campos Filho, A. S., L. D. Castro, R. J. S. Moraes, and A. S. Gomes. "Nurses Students’ Perception About Learning Online Using Social Networks." In Advances in Human Factors, Business Management, Training and Education, 509–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_47.

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Kandeel, Nahed, and Youssreya Ibrahim. "Student Nurses' Perception on the Impact of Information Technology on Teaching and Learning." In Research Anthology on Nursing Education and Overcoming Challenges in the Workplace, 112–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9161-1.ch008.

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This paper investigates student nurses' perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses' IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.
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Kandeel, Nahed, and Youssreya Ibrahim. "Student Nurses’ Perception on the Impact of Information Technology on Teaching and Learning." In Advancing Education with Information Communication Technologies, 231–43. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch019.

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This paper investigates student nurses’ perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses’ IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.
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da Silva, Layla Santana Corrêa, Ana Paula de Assis Sales, Rodrigo Guimarães dos Santos Almeida, Ellen Ferraz Teston, Daiane Medina de Oliveira, and Luciana Virginia de Paula e Silva Santana. "Memories of puerperal women about the assistance of nurses during pregnancy and puerperium." In Associated factors and more frequent sleep disorders in university students: Integrative review. Ludomedia, 2022. http://dx.doi.org/10.36367/ntqr.13.2022.e701.

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Introduction: The experience of motherhood for primiparous women is a moment of passage and concerns physical and emotional changes. This experience needs to be welcomed by health teams from primary care to medium and high complexity. Therefore, in the usual risk prenatal care, the generalist nurse and the obstetrician nurse must be in the care teams, maintaining the quality of prenatal, childbirth and postpartum care. The attention to women in a humanized way can contribute to the experience of a more satisfactory postpartum period. Objectives: to recognize the perceptions of puerperal women in the care actions given by nurses in a School Hospital. Methods: qualitative, exploratory study, carried out in a Federal School Hospital, linked to a public university. The group in this study was composed of 13 primiparous women, who gave birth to their children through normal delivery or cesarean section in the second half of 2021. An interview was carried out using the Google Meet platform between the 30th and 45th day postpartum with the following question: What does it mean to me to be a woman and a puerperal for the first time? The analysis was performed using the Iramuteq software (Interface R pous les Analyses Multidimensionnelles de Textes et de Questionnaires – Version 0.7 alpha 2) Results: the corpus of the 13 interviews generated 308 Elementary Context Units (ECU). The Descending Hierarchical Classification (CHD) retained 254 UCE, with an 82.47% success rate and five classes; the most frequent lexicon was nurse (a), with a frequency of 23 citations in the text segments. Conclusions: it was possible to recognize the nurse as a professional promoter of humanized practices in childbirth care, by the participants' reports about the reception received at the time of childbirth and the immediate postpartum period.
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Folami, Florence Funmilola. "Exploring the ICT Competence and Confidence Among Undergraduate Nurses in University of Lagos." In The Roles of Technology and Globalization in Educational Transformation, 151–65. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9746-9.ch012.

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The role of technology in education has been critical in the potential of computer technology to transform teaching and learning. This study explored nursing students' information and communication technology competence and confidence. It presents selected findings that focus on students' attitudes towards information and communication technology as an educational methodology. Information and communication technology is integral to contemporary nursing practice. A cross sectional study was used and the sample consists of 74 undergraduate nurses. The result showed that 95.8% undergraduate nurses have good competence level of ICT and 88.7% undergraduate nurses have positive perception towards the use of ICT while the remaining 11.3% have a negative perception. Findings of the study revealed that majority of the undergraduate nurses have a positive perception and good competence level about ICT. It is therefore the role of the lecturers to design students' curricula program emphasizing importance role ICT in nursing.
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Folami, Florence Funmilola. "Exploring the ICT Competence and Confidence Among Undergraduate Nurses in University of Lagos." In Research Anthology on Nursing Education and Overcoming Challenges in the Workplace, 183–97. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9161-1.ch012.

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The role of technology in education has been critical in the potential of computer technology to transform teaching and learning. This study explored nursing students' information and communication technology competence and confidence. It presents selected findings that focus on students' attitudes towards information and communication technology as an educational methodology. Information and communication technology is integral to contemporary nursing practice. A cross sectional study was used and the sample consists of 74 undergraduate nurses. The result showed that 95.8% undergraduate nurses have good competence level of ICT and 88.7% undergraduate nurses have positive perception towards the use of ICT while the remaining 11.3% have a negative perception. Findings of the study revealed that majority of the undergraduate nurses have a positive perception and good competence level about ICT. It is therefore the role of the lecturers to design students' curricula program emphasizing importance role ICT in nursing.
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Tomas, Nestor, and Lucia Hausiku. "Stress and Coping Strategies Among Nursing Students at the University Campus in Namibia." In Student Stress in Higher Education, 91–107. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0708-3.ch006.

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There's strong evidence suggesting that nursing students experience extreme stress. Yet no research has explored the perspectives of nursing students on stress and coping strategies among student nurses in Namibia. A qualitative exploratory descriptive research was employed on 15 undergraduate nursing students. This chapter explored and described nursing students' perceptions on factors contributing to stress and the coping strategies among nursing students at the University of Namibia, Rundu campus. In-depth individual interviews using a semi-structured interview guide were analysed using thematic analysis. The focus of this study centered on two main themes. The initial theme sheds light on the perceived stressors followed by the strategies employed to cope with stress.
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Jeong, Hyeon-Cheol. "Nursing Students' Perception of Medical Information Protection in Hospitals." In Data Analytics in Medicine, 1674–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1204-3.ch083.

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The purpose of this article is to investigate the perception of medical information protection. The subjects were 281 students from 2 nursing students from September 1, 2015 to October 20, 2015. A total of 28 self - administered questionnaires were used. As a result, the perception of medical information protection behavior was 3.39 ± 0.51. In the fourth grade, the 'privacy protection' category was low (p = .007) and the 'communication' category was high (p = .045). In case of having experience in practice, 'privacy protection' category (p = .010) and ‘medical information management' category (p = .041) were low and 'communication' (p = .021) was high. In the 'communication' category, the perception score was high when the medical information protection law (p = .001) and the nurses' code of ethics (p = .040) were known. When the subject completed 'medical security education' (p = .004), the perception was high. In conclusion, it is necessary for schools and medical institutions to develop nursing education programs for their educational environment and role.
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Guimarães, Fernanda Pereira, Karine Luciano Barcelos, Carla Aparecida de Carvalho, Larissa Viana Almeida de Lieberenz, Fernanda Amaral Resende, and Edina da Conceição Rodrigues Pires. "The importance of interdisciplinary work during undergraduate nursing studies." In Academic Education Navigating the Path of Knowledge. Seven Editora, 2023. http://dx.doi.org/10.56238/sevened2023.008-001.

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Undergraduate nursing courses are seeking, through interdisciplinary work, the training of professionals capable of promoting the integral health of human beings. This process of (re)construction of knowledge places the student at the center of the teaching-learning process. Thus, the objective of this study was to evaluate the perception of nurses in relation to the interdisciplinary work carried out in undergraduate courses, as academics and, today, as professionals. We opted for a descriptive field research, carried out with a questionnaire, applied through the Facebook social network of the Meta® group to 96 nurses who performed interdisciplinary work throughout their undergraduate studies. The result of the research showed that there was a change in the interviewees' perception of the importance of work during the course and after graduation. Of those surveyed, 70% said they did not consider work important at the beginning of the course, while 88% said they understood the importance of it after graduation. Exactly 76% of the nurses interviewed considered interdisciplinary work more difficult than other jobs and 59% claimed that they would not have done the work if it had not been a curricular requirement. Despite the complexity, the curricular requirement enabled the students to have the interdisciplinary experience necessary for professional life, since 83% of the interviewees recognized the importance of the work for the profession. Thus, the interdisciplinary work applied during undergraduate nursing, despite the challenges, changed the perspective of nurses in relation to knowledge, making them critical, reflective professionals, capable of working as a team, promoting integral health and exercising citizenship.
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Rodrigues, Paula Sales, Maria José Sanches Marin, Aline Pereira Souza, Gabriela Martins Grandin, Famema, Brasil de Almeida, and Carolina Saab Rocha de Oliveira. "Problem-based learning in undergraduate nursing: Perceptions of students and graduates." In Associated factors and more frequent sleep disorders in university students: Integrative review. Ludomedia, 2022. http://dx.doi.org/10.36367/ntqr.13.2022.e700.

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ABP has been used as a learning method all over the world, however, in undergraduate nursing education it is still little used. It is considered relevant to carry out studies based on students and graduates’ experiences of a degree course that use this method. Main Goal: To understand the perception of students and graduates about the use of PBL in the undergraduate nursing course. Method: This is a qualitative study guided by the comprehensive and interpretive modality, based on dialectical hermeneutics assumptions. The research was conducted from four focus groups with 17 students and 16 graduates from a higher education institution in the interior of the state of São Paulo that uses PBL remotely in nurses’ training. The invitation to participate in the study was made via email, WhatsApp and Facebook, when the analysis’ goals were explained and the interest in participating was verified. Results: Data analysis led to the elaboration of five thematic categories, namely: suffering to appropriate the logic of active learning; acquisition of autonomy for the continuous search for knowledge; stimulation of clinical reasoning; improved interpersonal relationships and communication; and finally, theoretical-practical articulation. Conclusions: When using the PBL, there is an approximation with the curricular guidelines for the nurses’ training, promoting the acquisition of autonomy for the continuous search for knowledge, the ability to communicate and interpersonal relationships, the development of clinical reasoning and critical thinking, leading to a contextualized and expanded practice. Furthermore, we emphasize the potential of the study for qualitative research, using online focus groups, thus overcoming the challenges of qualitative research in virtual environments.
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Conference papers on the topic "Student nurse perceptions"

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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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Rogan, Liz. "PERCEPTIONS OF MSN STUDENTS IN A NURSE EDUCATOR TRACK ABOUT NURSE EDUCATOR SPECIALTY COURSES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0059.

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Almutairi, Afrah, and Rachel McCrindle. "A Case Study of Female Student Nurses' Perceptions of Electronic Medical Records." In Eighth Saudi Students Conference in the UK. IMPERIAL COLLEGE PRESS, 2015. http://dx.doi.org/10.1142/9781783269150_0046.

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Sadd, Roseanne. "Exploring the Role of Virtual Simulation Gaming in Reducing Physical Examination Anxiety for Undergraduate Nurses." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302002.

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Simulated objective structured clinical examination (OSCE) assessments have traditionally evoked high levels of anxiety for students, both when learning the scenarios in face-to-face simulations and when undertaking the actual OSCE assessment. Virtual simulation gaming (VSG) is an identified method of preparation for simulation that may reduce performance anxiety for students undertaking OSCE assessment. This quantitative exploratory research utilised established satisfaction and anxiety/confidence scales to explore the impact of VSG on student perceptions of simulation experiences, anxiety and self-confidence in clinical decision-making. Summative OSCE assessments were conducted in two cohorts before an inpatient and ambulatory care clinical practicum. Cohort one undertook their summative OSCE assessment immediately following the initial teaching, with the second cohort completing a mental health and addictions clinical practicum before their summative OSCE. Descriptive and inferential statistics were used to examine the relationships between simulation satisfaction, students’ perceived anxiety, and confidence with clinical decision-making. Self-reported satisfaction with simulation levels were high and improved over subsequent simulations. Results showed that although the second cohort demonstrated higher levels of confidence in clinical decision-making, there was no significant difference in anxiety levels between the two cohorts. This suggests that OSCE-related anxiety is situational rather than directly related to self-confidence. Anxiety was reported by most students following summative OSCEs despite the introduction of VSGs in pre-OSCE clinical simulation preparation. Even though they had high satisfaction with the simulation experience and reported feeling confident, this did not allay student anxiety. Overall, the study did not identify any measurable factors that would indicate which students would score high in self-confidence and/or anxiety. While it was not possible to directly attribute high levels of self-confidence to the introduction of VSGs, student satisfaction with simulation and clinical learning that included VSGs was high, indicating the positive effect on learning.
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Sözer, Ayça, and Hatice Başkale. "Nursing Students’ Perceptions About Roles Of Pediatric Nurses And Clinical Practices." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.109.

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Jagoda, E. T., E. A. K. K. Edirisinghe, and M. K. D. L. Meegoda. "EVALUATION OF SERVICE QUALITY IN NURSING AND PATIENT SATISFACTION: PERCEPTION OF PATIENTS AND STUDENT NURSES." In Global Public Health Conference. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/26138417.2019.2105.

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Wang, MeeSuk. "A study on the categorization of nursing students’ perception of new nurses (Q Methodology)." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.9.32.

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Sekido, Keiko, Tetsuya Tanioka, and Yuko Yasuhara. "Situation of the “student nurses' website visits to use their self-learning” and their perception on reliability of information on the Website." In 2011 7th International Conference on Natural Language Processing and Knowledge Engineering (NLPKE). IEEE, 2011. http://dx.doi.org/10.1109/nlpke.2011.6138240.

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Reports on the topic "Student nurse perceptions"

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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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Heath, Samantha, Sue Hudson, Nasyitah Abd Aziz, Ruth Crawford, Peta Taylor, Eltahir Kabbar, Bernadette Solomon, et al. Aotearoa New Zealand student nurses’ perceptions of working in aged care: August 2024. Unitec ePress, September 2024. http://dx.doi.org/10.34074/rsrp.110.

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Supporting an ageing population is a globally recognised challenge (United Nations, 2020; World Health Organization, 2023). In the next ten years, the healthcare sector in Aotearoa New Zealand will confront this significant issue as the number of older adults markedly increases (Stats NZ, 2020). By 2036 over a quarter of the population of New Zealand will be over 65 years old (Te Pou o te Whakaaro Nui, 2019.) This demographic shift warrants significant attention because of increasing longevity and the number of older adults that will be living with complex or multiple diagnoses requiring supportive healthcare. As a consequence of technological and medical advances, adults will be living longer with chronic illness and the effects of ageing.
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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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