Relevant bibliographies by topics / Student nurses

Academic literature on the topic 'Student nurses'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Student nurses"

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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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Oates, Jennifer, Timothy Worth, and Sam Coster. "You’re not a normal student. The meaning of wellbeing for student nurses." Journal of Mental Health Training, Education and Practice 16, no. 5 (August 11, 2021): 353–63. http://dx.doi.org/10.1108/jmhtep-01-2021-0002.

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Purpose This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being. Design/methodology/approach Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach. Findings Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.
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KULA ŞAHİN, SENNUR, Nihal SUNAL, and İnsaf ALTUN. "Nursing Student’s Competence in Clinical Education." Gevher Nesibe Journal IESDR 6, no. 14 (September 25, 2021): 45–50. http://dx.doi.org/10.46648/gnj.255.

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Background & Aim: Assessing nursing students' competence in clinical education provides information about students' learning outcomes. Having a good the academic competence in clinical learning has always been desirable for student nurses. However, there are very few scales and studies examining the academic competence of student nurses. The aim of this study is to assess learning outcomes in Turkish student nurses using the clinical education assessment tool (AssCE). Methods: A descriptive data form, and the AssCE tool were used to collect data. Intern nursing students' clinical education was evaluated by the clinical nurse instructors using the AssCE tool. Results: The mean age of the student nurses was 22.3±0.5 years (range: 22-24 years), 90.1 % (n=81) of the students were woman, all of these were fourth-year nursing students. The mean score of AssCE was 3.99±0.71; ranging from 3.43 to 4.19.According to the instructors of the nursing students, they are highly reflectng their competencewith their own self knowledge 49.4%, ethical awarenes 46.9%, safety awareness 46.97%, scientific awareness 45.7% and their own carries out nursing care measures 34.4%. Conclusion: According to clinical instructors in the study, student nurses performed at a "good" level. It is recommended that student nurses should be supported to improve their skills and knowledge in order to improve their nursing performance. Keywords: The Clinical Education Assessment tool (AssCE), student nurse, clinical competence, nursing.
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Rossman, Carol L., Florence V. Dood, and Darcy A. Squires. "Student Nurses as School Nurse Extenders." Journal of Pediatric Nursing 27, no. 6 (December 2012): 734–41. http://dx.doi.org/10.1016/j.pedn.2012.02.005.

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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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Maughan, Erin D., and Mayumi Willgerodt. "For Shawnee: Keeping the Student (and Family) Front and Center." NASN School Nurse 33, no. 1 (December 15, 2017): 48–51. http://dx.doi.org/10.1177/1942602x17744557.

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Patient-centered care is a buzzword heard often as part of health care reform efforts. For school nurses patient-centered care means student- and family-centered care. Student-centered care can improve student compliance and actually decrease school nurse workload. This article explains what student-centered means and provides examples of how school nurses can provide student and families-centered care in their communities. Approaches that center on individual students, as well as community cafes will be included.
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Alimba, Chinyere N., and Ishaya Jafaru. "Conflict dynamics and management patterns of student nurses in governement hospitals in Adamawa state, Nigeria / Dinâmica de conflito e padrões de gestão de enfermeiras estudantes em hospitais do governo do estado de Adamawa, Nigéria." Brazilian Journal of Health Review 4, no. 4 (August 13, 2021): 17277–301. http://dx.doi.org/10.34119/bjhrv4n4-227.

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The complexities associated with healthcare centres have made conflict a part and parcel of their operational milieus. Student nurses on formal clinical training, being part of the system, are not resistant to the deleterious outcomes of such conflicts. Thus, this is study assessed conflict dynamics and management strategies of student nurses in government hospitals in Adamawa State, Nigeria. A descriptive survey design was adopted and a sample of 160 student nurses was selected through random sampling technique. A self-structured questionnaire titled “Student Nursing Conflict Questionnaire” (SNCQ) was used to elicit primary data. Data collected were analysed with frequency counts, percentage and standard deviation. The study discovered that the majority of student nurses frequently encountered conflict (50.6%) in hospitals and they often perceived it as something bad (70.6%). Also, the major types of conflict often experienced by student nurses were “nurse-student nurse conflict” (NSC) (36.9%) and “patient relatives-student nurse conflict” (PRSC) (36.9%). The main causes of these conflicts were lateness to the hospital ( = 3.375) and unclear definition of responsibilities between student nurses and other auxiliary health workers ( = 3.338). Furthermore, the main consequences of conflict on student nurses were lowering their productivity ( = 3.550) and discouraging effective training of student nurses ( = 3.569). The conflict management styles often adopted by student nurses were collaborating style ( =3.153) and accommodating style ( =3.025). Based on these findings, it was recommended that medical peace education should be promoted in all ramifications in health establishments in order to help those that wish to become health practitioners such as student nurses as well as those already practicing in the field to understand conflict behavioural dynamics for constructive mitigation to enhance their productivity and healthcare service delivery.
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Morrell-Scott, Nicola. "A phenomenological insight into what final year undergraduate student nurses perceive is the role of the Registered Nurse and who they learn this from." Journal of Research in Nursing 27, no. 8 (December 2022): 767–78. http://dx.doi.org/10.1177/17449871221139112.

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Background: This paper considers the perceptions of 18 final year student nurses around their perception of the role of the nurse. Methods: A qualitative phenomenological research study was undertaken, with final year student nurses as the data source, undertaking semi-structured interviews from a United Kingdom Higher Education Institution. Data analysis was undertaken by using interpretative phenomenological analysis. Results: Findings indicate that student nurses had little insight as to the role of the nurse when commencing the programme. Being on the programme has led them to understand there are many aspects of a nurse’s role including, surprisingly for them, much responsibility. It was also found that a lot of the learning that takes place comes from working with healthcare assistants, and due to this, the student nurses perceive that the role of the modern nurse is task orientated and there is little holistic care. Conclusions: The future practice of this group of registrants may be affected depending on how they move forward with their role, alongside the holistic role of the nurse being detracted from. While phenomenology does not account for generalisations but does seek to illuminate this phenomenon; however if this view were to be shared globally, then the caring aspect of nursing may well be in danger of being lost. If this assumption of the role of the nurse is shared globally, then there are inevitably implications for the nursing profession, and more importantly patient care may be affected.
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Volkman, Julie E., and Marianne M. Hillemeier. "School Nurse Communication Effectiveness With Physicians and Satisfaction With School Health Services." Journal of School Nursing 24, no. 5 (October 2008): 310–18. http://dx.doi.org/10.1177/1059840508323199.

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This study examined school nurses’ communication with community physicians and its relationship to school nurse satisfaction with school health services. A stratified random sample of school nurses in Pennsylvania ( N = 615) were surveyed about communication effectiveness with community physicians, satisfaction with school health services for students, perception of leadership, and students’ health care needs. Additional information from national/state education data on student poverty, nurse-to-student ratio, and rural/urban location was included. Findings indicate that having a leadership role in influencing school health policy is related to school nurses’ communication with community physicians and satisfaction with school health services. Effective communication with physicians was found to be a salient issue influencing satisfaction with school health services, suggesting the importance of stressing communication as well as leadership skills in school nurse education.
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Dissertations / Theses on the topic "Student nurses"

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Lee, Nancy-Jane. "International experiences and student nurses." Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248908.

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Barton, Janet. "Student nurses' perceptions of compassion." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620332.

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Compassion has been associated with the nursing profession since the days of Florence Nightingale. It is a general expectation that nurses should be compassionate when they are caring for people. In the United Kingdom (UK) concerns have been raised recently that nurses are failing to be compassionate as they carry out their nursing duties. There is little evidence within the literature of how student nurses perceive compassion as they engage in the pre-registration-nursing programme. In this study, I use narrative to produce case studies as a vehicle for the students to voice their perceptions of compassion. My ethnographic analysis of their stories is framed by my own experience as a professional registered nurse and nurse educator situated within their learning environment, and applies theories of compassion and learning. In my study, themes emerge that demonstrate commonalities, differences and tensions relating to the students’ individual beliefs and behaviours, and to the impact of their professional development as they transcend from university learning spaces into clinical practice.
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Allcock, Nicholas John. "Nurses' and student nurses' inferences of pain and psychological distress." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/12993/.

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Poor pain assessment contributes to inadequate postoperative pain relief. Studies in the US suggest that nurse education might make students less sensitive to patients' experience of pain. This research set out to examine this process in the United Kingdom and to explore the experience of the students during their common foundation programme (CFP). 217 students completed the Standard Measure of Inferences of Suffering Questionnaire (SMIS) before and after their CFP. Their inferences of psychological distress increased as studies in the US had found but unlike these studies no change was found in their inferences of pain. Inferences of pain and psychological distress were affected by the age of the cases, while gender affected only the latter. None of the characteristics of the students were related to their inferences Of 51 qualified nurses who completed the SMIS, 5 with high inferences and 5 with low inferences, rated patients for whom they were caring. Over half of their ratings were different from those of the patients' and there was no relationship between their SMIS scores and the tendency to over or under estimate patients' pain casting doubt on the validity of the SMIS. Interviews with 15 students following their CFP showed that they experienced a wide range of strong emotions when caring for patients in pain. Their relatively junior status in the wards seemed to place them in difficult positions and provided them with little support. Theories of desensitisation, cognitive dissonance and acculturation have been proposed to explain decreasing sensitivity to pain. The lack of a significant change in students' inferences of pain and the analysis of their interviews suggest that their experiences are more varied than these theories suggest. These findings have important implications for both nurse education and the mechanisms to support student nurses in clinical practice.
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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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MacCormick, M. A. "Student nurses' conceptions of the curriculum." Thesis, University of Edinburgh, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654177.

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The closing of the perceived gap between theory and practice has long been a concern of the many official studies and research reports in the nursing literature. The reform of pre-registration nursing education, known as Project 2000, was the latest professional attempt to close this gap. This study explores the contextual influences on integrating theory with practice from the perspective of pre-registration nursing students who were among the first cohort to complete a Project 2000 programme in Scotland. The context of the study was two very different departments of nursing, chosen to provide as much variation as possible in the data. The course documents were analysed and in-depth interviews were used to collect data from the students and their teachers. As the study explores the effects of the learning context on the integration of theory and practice, contextual analysis was chosen as the research approach. This is a methodology within the phenomenographic tradition, developed by Svensson (1976), which views both the individual and the context as the starting point for analysis, and assumes that the meaning of the data on the context in which they were collected. The main findings from the study are that the learning of these pre-registration nursing students in enhanced by being taught by teachers who are discipline specialists, whether in nursing or the contributing disciplines; that peer group learning can be better than learning from teachers; and that the students need to form a base of knowledge before they can integrate their knowledge. These findings will inform the professional debate on the role of the nurse teacher and the movement within nursing education to introduce problem-based learning.
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Berger, Brittany. "Hand Hygiene Perceptions of Student Nurses." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/176.

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Compliance with hand hygiene is widely recognized as the most important factor in preventing transmission of infection to patients in healthcare settings (Haas and Larson, 2007). Hand hygiene dramatically decreases the potential pathogens on hands and is considered the first measure for decreasing the risk of transmitting organisms to patients, healthcare professionals, and family members. Noncompliance with hand hygiene practices has been shown to increase healthcare-associated infections, costing hospitals $35.7-$45 billion each year (Centers for Disease Control and Prevention [CDC], 2012). Education about hand hygiene starts in school and should transfer into the real world of nursing. The purpose of this research is to determine how student nurses in a baccalaureate nursing program in northeastern Tennessee perceive hand hygiene and the importance of conducting the act of hand washing. Students who do not perceive it as important, or do not have the correct information, are unlikely to use principles of good hand hygiene in their practice. Few studies were found assessing nursing school students’ perception of the importance of hand hygiene.
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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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Abbott, Karen Elizabeth. "Student nurses' conceptions of computers in hospitals." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28567.

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The trend toward increased computerization in Canadian hospitals has profound implications for hospital employed nurses, the majority of whom are educated in community college nursing programs. Educators, in response to this trend, must be attentive to the quality of student learning when planning for computer content in nursing curricula. The purpose of this phenomenological study was to identify how student nurses, enrolled in a community college nursing program, conceptualize the impact of computer use on hospital employed nurses. Students' conceptions were analyzed in relation to their: (a) attitude toward computers, and (b) length of clinical experience. Thirty-five (11 first-year, 11 second-year and 13 third-year) students enrolled in the nursing program at Cariboo College in Kamloops, British Columbia, were interviewed. Three broad, and ten forced-response, questions generated both qualitative and quantitative data, which were reported as primary and secondary findings. Data analysis, through use of the constant comparative method, was carried out on a formative and summative basis. Findings indicated that subjects had little awareness of computer use by nurses today. Their knowledge of how computers may be used by nurses in the future was also limited, and appeared to center around three broad areas: nursing, communication, and administration. Subjects conceptions of the impact of computer use on hospital employed nurses fell into four categories: (a) nursing image, (b) professionalism, (c) patient care, and (d) workload. Their comments on these four categories were further classified into three: sub-categories, indicating whether they felt that the increased use of computers would: (a) enhance, (b) detract from or (c) both enhance and detract from, each category. It was found that subjects' conceptions differed in complexity in direct proportion to the year in which they were enrolled in the program and also the length of their clinical experience. The majority of subjects had positive attitudes toward computer use. In addition, it was found that there was a significant relationship between complexity of conception and attitude. Students enter nursing programs with established conceptions and attitudes. The goal in planning computer programs must be to sequence computer content through the use of a taxonomy of learning outcomes, so that quality of learning is a priority, and positive attitudes are fostered.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Thomas, Myrddin John Wynne. "Competency based curriculum : The student nurses' perspective." Thesis, Keele University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535800.

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Books on the topic "Student nurses"

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Bradley, Mary F. Community health for student nurses. London: Bailliere Tindall, 1987.

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Bradley, Mary F. Community health for student nurses. London: Baillière Tindall, 1987.

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Wells, Helen. Cherry Ames, student nurse. New York: Springer Pub., 2005.

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The calling: A weekly devotional for student nurses and seasoned nurses. Belleville, Ont: Guardian Books, 2002.

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Fundamentals of palliative care for student nurses. Chichester, West Sussex, UK: John Wiley & Sons, 2013.

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Caring for patients, caring for student nurses. Aldershot: Ashgate, 1997.

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Peate, Ian. Compendium of Clinical Skills for Student Nurses. New York: John Wiley & Sons, Ltd., 2006.

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DeWit, Susan C. Saunders student nurse planner. Philadelphia: Saunders, 1996.

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

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N, Stock Yvonne, and Clayton Bruce D. 1947-, eds. Student learning guide for basic pharmacology for nurses. St. Louise, Mo: Mosby, 2001.

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Book chapters on the topic "Student nurses"

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Traynor, Michael. "Laura, student nurses and ‘real’ nurses." In Stories of Resilience in Nursing, 41–47. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351050272-6.

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Newton, Jennifer M. "Reflective Learning Groups for Student Nurses." In Professional and Practice-based Learning, 119–30. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3937-8_7.

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Jones, A. Draffin. "Smoking Behaviour of First-Year Student Nurses in Canada." In Tobacco: The Growing Epidemic, 927. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_422.

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Hanson, K. P., A. S. Barchuck, and M. A. Zabezhinski. "Smoking among medical students and student nurses in the Russian Federation: Educational problems." In Tobacco: The Growing Epidemic, 923–24. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_420.

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Geng, Ying, and Po-Sen Huang. "Using Computer-Based Feedback Help Student Nurses Improving Accuracy of Performing Clinical Operations." In Lecture Notes in Electrical Engineering, 297–302. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0115-6_29.

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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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Okada, K., C. Kawata, M. Nakamura, and A. Oshima. "Evaluation of smoking prevention and cessation support programme for student nurses and their patients." In Tobacco: The Growing Epidemic, 915–16. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_413.

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Dascalu, Mihai, Philippe Dessus, Laurent Thuez, and Stefan Trausan-Matu. "How Well Do Student Nurses Write Case Studies? A Cohesion-Centered Textual Complexity Analysis." In Data Driven Approaches in Digital Education, 43–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_4.

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Wagner, N. "A Simulation Game: A Tool for Teaching Ethical Decision Making to Student Nurses in Israel." In Medicolegal Library, 165–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-82468-5_27.

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White, Ruth, and Christine Ewan. "From student to nurse." In Clinical Teaching in Nursing, 189–96. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3354-6_7.

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Conference papers on the topic "Student nurses"

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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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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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Adair, E., E. Akers, B. Low, and A. Bull. "082 Tailored learning for undergraduate student nurses using simulation to ease the transition from student to staff nurse." In Great Ormond Street Hospital Conference 2018: Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.82.

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Kim, Myung Hae, Gum Jung Kim, and Muyeong Seak Yang. "Attitude of the Student Nurses about Euthanasia after Clinical Practice." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.128.37.

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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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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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Almutairi, Afrah, and Rachel McCrindle. "Female student nurses attitudes towards electronic medical records in Riyadh City." In 2016 International Conference on Electrical, Electronics, and Optimization Techniques (ICEEOT). IEEE, 2016. http://dx.doi.org/10.1109/iceeot.2016.7755118.

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Andrus, Prue, Cormac Norton, and Helen Dugmore. "SIMULATION TO PREPARE STUDENT NURSES FOR CLINICAL PRACTICE - AN AUSTRALIAN PERSPECTIVE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0908.

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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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Purwandari, Retno, Aulia Bella Marinda, and Mulia Hakam. "Correlation between Student Centered Learning (SCL) and Learning Motivation of Nursing Student at Faculty of Nursing, University of Jember." In The 9th International Nursing Conference: Nurses at The Forefront Transforming Care, Science and Research. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008324703240328.

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Reports on the topic "Student nurses"

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Von Flue, Steven. The Demographics, Motivations, and Role Conceptions of Student Nurses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7018.

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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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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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Douglas, Bettina, and Ann Bonner. Nephrology-specific Clinical Performance Indicators for Nurse Practitioner Education in Australia: A Resource for Students and Clinical Support Team Members. Queensland, Australia: Queensland University of Technology, June 2017. http://dx.doi.org/10.5204/rep.eprints.106890.

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Contreras, Claudia Torres, Lina María Vargas Escobar, Jorge Yecid Triana Rodríguez, and Wilson Cañon-Montañez. Spiritual Care Competency in Nursing: An Integrative Literature Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0081.

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Review question / Objective: To review studies with perspectives and intervention strategies for the formation and education in spiritual care for both professionals and nursing students. Condition being studied: Development of empirical studies in the field of nursing education that allow to visualize the developments in the formation of competence in spiritual care, investigating the educational interventions and pedagogical strategies implemented in the formation of nursing professionals and nurses in this specific field. Information sources: Electronic databases: Medline (via PubMed), ProQuest (via EBSCO), Scopus, LILACS and BDENF (via Biblioteca Virtual en Salud – BVS) and SciELO. Scopus, Medline (via PubMed) and LILACS.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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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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