Journal articles on the topic 'Student nurses – Social aspects'
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Smith, Gloria Copeland, and Troy Keith Knudson. "Student nurses’ unethical behavior, social media, and year of birth." Nursing Ethics 23, no. 8 (August 3, 2016): 910–18. http://dx.doi.org/10.1177/0969733015590009.
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Background: This study is the result of findings from a previous dissertation conducted by this author on Student Nurses’ Unethical Behavior, Boundaries, and Social Media. The use of social media can be detrimental to the nurse–patient relationship if used in an unethical manner. Method: A mixed method, using a quantitative approach based on research questions that explored differences in student nurses’ unethical behavior by age (millennial vs nonmillennial) and clinical cohort, the relationship of unethical behavior to the utilization of social media, and analysis on year of birth and unethical behavior. A qualitative approach was used based on a guided faculty interview and common themes of student nurses’ unethical behavior. Participants and Research Context: In total, 55 Associate Degree nursing students participated in the study; the research was conducted at Central Texas College. There were eight faculty-guided interviews. Ethical considerations: The main research instrument was an anonymous survey. All participants were assured of their right to an informed consent. All participants were informed of the right to withdraw from the study at any time. Findings: Findings indicate a significant correlation between student nurses’ unethical behavior and use of social media (p = 0.036) and a significant difference between student unethical conduct by generation (millennials vs nonmillennials (p = 0.033)) and by clinical cohort (p = 0.045). Further findings from the follow-up study on year of birth and student unethical behavior reveal a correlation coefficient of 0.384 with a significance level of 0.003. Discussion: Surprisingly, the study found that second-semester students had less unethical behavior than first-, third-, and fourth-semester students. The follow-up study found that this is because second-semester students were the oldest cohort. Conclusion: Implications for positive social change for nursing students include improved ethics education that may motivate ethical conduct throughout students’ careers nationally and globally for better understanding and promotion of ethics and behavior.
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Concepcion, Michelle, Susan Murphy, and Daryl Canham. "School Nurses’ Perceptions of Family-Centered Services: Commitment and Challenges." Journal of School Nursing 23, no. 6 (December 2007): 315–21. http://dx.doi.org/10.1177/10598405070230060301.
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Family-centered service is a service delivery model that recognizes the central role of families, builds on their strengths, and seeks to fully involve them in all aspects of their child’s health, learning, and development. Family-centered service has been associated with positive outcomes in health and education and has been viewed as best practice. This study examined school nurses’ perceptions of their work practices with families and the implementation of family-centered services in the school health setting. An established instrument, the Measure of Processes of Care for Service Providers, was used to survey a convenience sample of school nurses practicing in California. Quantitative and qualitative results indicated that school nurses value family-centered service and use the core elements regularly in their work with families. Qualitative data further illustrated school nurses’ solid commitment to families even in the face of challenges such as high student-nurse ratios, lack of time, and limited support. Suggestions for overcoming these barriers include development of parent centers, employment of school social workers/case managers, and advocating for changes in legislation to support the hiring of more school nurses.
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Pinehas, Lusia N., and Selma Ingandipewa Uushona. "An assessment of knowledge and factors that exposed young female student nurses to hiv infection at the university of Namibia, oshakati campus." International Journal of Advanced Nursing Studies 5, no. 2 (August 9, 2016): 139. http://dx.doi.org/10.14419/ijans.v5i2.5925.
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Background: This study presents an assessment of knowledge and an investigation of specific factors that expose young female student nurses to HIV and AIDS at university of Namibia, Oshakati Campus. The concern over to what young female student nurses are able to control various issues of their sexual lives is critical question for health promotion and the prevention of further HIV infection. Student nurses are believed to have adequate information about HIV and AIDS compared to other young people in the communities.Aim: To assess HIV and AIDS knowledge levels and investigates factors that make young female nurses vulnerable to HIV infection at UNAM, Oshakati CampusMethod: A mixed-method approach was employed to collect the necessary data, a combination of qualitative and quantitative methodology. Qualitative data was collected through a self-administered questionnaire whereas qualitative data was gathered by means of focus group discussions. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) 18, and results from the focus group discussions were grouped into themes and subthemes and analyzed using thematic analysis. Random sampling with replacement technique namely, the fishbowl technique was used to select respondent and participants. This ensures equal and independent chance of being selected each time.Results: Most respondents indicated to have adequate knowledge about HIV and AIDS and had positive attitude necessary to effect behavioral change and implementation of prevention and care strategies. Most respondents were aware of their risk factors and aspects that increased individual vulnerability to HIV and AIDS. While the knowledge and attitude were identified as adequate, the practices of the respondents did not explicit indicate adequate level of responsible behavior among the young female student nurses in the face of HIV and AIDS.Conclusion: Student nurses identified HIV and AIDS as a problem of “others” and continue to report that infection would be an accidental exposure as a result of their profession or perceived powerless over sexual matters and income inequalities. Prevention remains a challenge in planning programs needed to address risky sexual behavior among students due to structural, social, socio-economic dynamics, individual circumstances, gender and biological vulnerability.
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Ryan, Meagan. "Implementing social media into nursing education." Journal of Nursing Education and Practice 11, no. 7 (March 22, 2021): 43. http://dx.doi.org/10.5430/jnep.v11n7p43.
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Social media is an aspect of everyday life for many undergraduate nursing students and can also be beneficial from an education perspective. Popular social media platforms can be used as often as daily for many nursing students. The emergence of Generation Z (born between 2995-2010) as the predominant population of nursing students calls for a shift in pedagogical approaches; one that accommodates the needs of the unique demographic. This narrative literature review examines how social media can provide an effective pedagogical tool to engage the modern undergraduate nursing student by providing a platform for accessible educational activities, fostering professional identity and encourages virtual professionalism for this unique Generation. Guided by a constructivist approach and the Social Media for Learning (SM4L) framework, this pedagogical approach could foster student engagement and promote appropriate use of social media in the personal and professional lives of nursing students. Additionally, these innovative nurses can enter the workforce prepared to use social media tools to disseminate health information and patient teaching appropriately and professionally, providing better access and improved care for patients.
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Peter, Elizabeth, Shan Mohammed, and Anne Simmonds. "Sustaining hope as a moral competency in the context of aggressive care." Nursing Ethics 22, no. 7 (October 14, 2014): 743–53. http://dx.doi.org/10.1177/0969733014549884.
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Background: Nurses who provide aggressive care often experience the ethical challenge of needing to preserve the hope of seriously ill patients and their families without providing false hope. Research objectives: The purpose of this inquiry was to explore nurses’ moral competence related to fostering hope in patients and their families within the context of aggressive technological care. A secondary purpose was to understand how this competence is shaped by the social–moral space of nurses’ work in order to capture how competencies may reflect an adaptation to a less than ideal work environment. Research design: A critical qualitative approach was used. Participants: Fifteen graduate nursing students from various practice areas participated. Ethical considerations: After receiving ethics approval from the university, signed informed consent was obtained from participants before they were interviewed. Findings: One overarching theme ‘Mediating the tension between providing false hope and destroying hope within biomedicine’ along with three subthemes, including ‘Reimagining hopeful possibilities’, ‘Exercising caution within the social–moral space of nursing’ and ‘Maintaining nurses’ own hope’, was identified, which represents specific aspects of this moral competency. Discussion: This competency represents a complex, nuanced and multi-layered set of skills in which nurses must be well attuned to the needs and emotions of their patients and families, have the foresight to imagine possible future hopes, be able to acknowledge death, have advanced interpersonal skills, maintain their own hope and ideally have the capacity to challenge those around them when the provision of aggressive care is a form of providing false hope. Conclusion: The articulation of moral competencies may support the development of nursing ethics curricula to prepare future nurses in a way that is sensitive to the characteristics of actual practice settings.
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Ramos, Flávia Regina Souza, Laura Cavalcanti de Farias Brehmer, Mara Ambrosina Vargas, Ana Paula Trombetta, Luciana Ramos Silveira, and Laila Drago. "Ethical conflicts and the process of reflection in undergraduate nursing students in Brazil." Nursing Ethics 22, no. 4 (August 4, 2014): 428–39. http://dx.doi.org/10.1177/0969733014538890.
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Background: Nursing students on clinical placements as part of their professional training are routinely faced with situations involving ethical conflicts. The initial act of perceiving a situation as causing an ethical dilemma is the result of both the students’ personal values, drawn from their culture and families, and of the professional knowledge and values that they have acquired through training and experience. Objectives: Nursing students’ experiences on clinical placements in primary care settings were investigated in order to identify situations that they perceived as involving ethical conflict and describe the elements they took into consideration during their decision-making processes in these situations. Methods: The research design was qualitative descriptive case study. Around 50 students from three different intakes to a nursing degree answered a questionnaire and discussed it in focus groups. Ethical considerations: The study was designed in accordance with the principles guiding research with human beings and was approved by the Human Research Ethics Committee. Results: Synthesised into two principal axes: (a) ethical conflicts in primary care, linked with the domains of working processes, professional nursing ethics and human and social rights and (b) students’ decision-making processes – realisation, reflection and intervention. Conclusion: The student nurses saw themselves both as actors and spectators in situations involving ethical problems and demanding moral deliberation, demonstrating the ability to base their arguments soundly. They tended to emphasise the possibilities offered by dialogue and that different ethical values must be respected to find fair solutions to ethical problems.
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Hyun, Myung Sun, Jennie C. De Gagne, Jeonghwa Park, and Hee Sun Kang. "Incivility experiences of nursing students in South Korea." Nursing Ethics 25, no. 2 (December 21, 2016): 186–98. http://dx.doi.org/10.1177/0969733016684546.
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Background: Incivility behaviors are negative social behaviors that can create conflict and disrespect among the persons involved. In a learning environment, incivility negatively affects learning by reducing academic motivation, lowering satisfaction with the education program, and interrupting the learning process. In addition, incivility causes those involved to feel negative emotions, such as anger, depression, and anxiety. Research question: What are the incivility experiences of nursing students during their nursing education? In what context do nursing students experience incivility during their education? Research design: This study used an exploratory qualitative methodology. Participants and research context: Participants (n = 34) were nursing students at three universities in South Korea. Data were collected during focus group interviews of 34 participants between 20 March and 26 June 2015 and were examined using a qualitative content analysis. Ethical consideration: The institutional review board approved this study. Findings: The analysis revealed four learning contexts in which participants experienced incivility: (a) in the classroom, (b) outside the classroom, (c) clinical settings, and (d) related to technology use. Five themes were identified: student non-adherence to classroom standards, faculty non-adherence to classroom standards, lack of helping-trusting relationships with peers, lack of dedication to teaching and learning in a clinical setting, and inappropriate use of technology. Conclusion: Nursing students experience incivility in a variety of situations and settings and expect a safer, more positive learning environment. The incivility experienced by nursing students during their education affects their goal of becoming professional nurses.
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LeBlanc, Mitchell, Janet Bryanton, and Kim Wood. "Male patients’ gender preferences for hospital nurses." Journal of Nursing Education and Practice 9, no. 9 (June 25, 2019): 115. http://dx.doi.org/10.5430/jnep.v9n9p115.
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There has been limited research exploring the beliefs and attitudes of male patients regarding the gender of their nurses. These attitudes, as well as the factors affecting the gender-preference of male patients, must be explored in a flexible, holistic manner. The objective of our study was to explore key aspects of male patients’ beliefs and attitudes about the gender of their nurses in the hospital setting, as well as the factors that influenced those perceptions. We employed a descriptive, qualitative, cross-sectional design. Data were collected through one-on-one interviews, which were transcribed verbatim. A deductive and inductive approach using content analysis of each question was used to analyse the data. Ten male patients were interviewed. Initially, participants reported no gender preference for their nurses. The majority agreed that the nature of the task did not matter in their preference for a male or female nurse. Most suggested that females were inherently better suited to nursing than males due to their ability to be caring, nurturing, and detail-oriented. Bussey and Bandura’s Social Cognitive Theory of Gender Development and Differentiation was supported and provided a suitable framework for the study. There is a need for educational institutions to determine new ways to teach male nursing students to be caring, nurturing, and detail-oriented. Whether nurses are male or female, having a caring approach is important to patients, as well as possessing other ‘ideal’ characteristics.
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GÜLÇEK, Emrah. "School Health Nursing." MAS Journal of Applied Sciences 6, no. 5 (December 28, 2021): 1235–42. http://dx.doi.org/10.52520/masjaps.v6i5id150.
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School nurses interact with students, parents and school personnel for health education, physical activity, physical education, nutrition and health services, psychological services, counseling, social services, physical environment, social climate, emotional climate and family engagement aspects. Effective communication, teamwork and interprofessional collaboration improve this interaction. Overweight of children and adolescents, alienation, sexual health and pregnancy, sleep pattern and mental health are some actual subjects in international articles published in the last decade related to school health nursing, which are summarised below.
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Peter, Elizabeth, Shan Mohammed, and Anne Simmonds. "Narratives of aggressive care." Nursing Ethics 21, no. 4 (October 7, 2013): 461–72. http://dx.doi.org/10.1177/0969733013502804.
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Background: While witnessing and providing aggressive care have been identified as predominant sources of moral distress, little is known about what nurses “know” to be the “right thing to do” in these situations. Research objectives: The purpose of this study was to explore what nurses’ moral knowledge is in situations of perceived overly aggressive medical care. Research design: A critical narrative approach was used. Participants: A total of 15 graduate nursing students from various practice areas participated. Findings: Four narrative types were identified, including “Wait and see: medical uncertainty,” “Deflected responsibilities to respond to dying, death, or futility,” “Divergent understandings, responsibilities, and temporalities,” and “Privileged medical understandings and responsibilities.” Discussion: The knowledge of differentially situated persons is acknowledged in dissimilar ways, the time required to determine that enough has been done is perceived differently, and how moral responsibilities are understood also varies. Conclusions: A better understanding of how social roles influence how time, knowledge, and responsibility are related to the provision of aggressive care is needed.
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Jiménez-López, F. Rosa, Jesus Gil Roales-Nieto, Guillermo Vallejo Seco, and Juan Preciado. "Values in nursing students and professionals." Nursing Ethics 23, no. 1 (December 8, 2014): 79–91. http://dx.doi.org/10.1177/0969733014557135.
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Background: Many studies have explored personal values in nursing, but none has assessed whether the predictions made by the theory of intergenerational value change are true for the different generations of nursing professionals and students. This theory predicts a shift in those personal values held by younger generations towards ones focussed on self-expression. Research question: The purpose of the study was to identify intergenerational differences in personal values among nursing professionals and nursing students and to determine whether generational value profiles fit the predictions made by the theory. Research design: An exploratory comparative design with a cross-sectional survey method was used. Participants and research context: Participants were recruited from four public hospitals and 10 Primary Care Centres in medium-size cities in Spain. A sample of 589 nurses and 2295 nursing students participated in the study. An open survey method was used to collect data that were classified grouping reported values into categories following a method of value lexicon construction and analysed by contingency tables with Pearson’s χ2 and standardized residuals. Ethical considerations: Approval to conduct the study was obtained from the Deans of the nursing schools and the Directors of Nursing of the institutions. Anonymity was guaranteed, participation was voluntary and participants were informed of the purpose of the study. Findings: The results can be synthesized in two age-related trends in the reporting of values among three groups of participants. First, among younger nurses and students, some nursing core values (e.g. ethical and professional) decreased in importance, while other values centred on social relationships and personal well-being increased. Discussion and Conclusion: This study shows intergenerational change in personal values among both nursing students and young nursing professionals. Findings suggest the need to pay more attention to value training and professional socialization during the schooling period.
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Dolgopolova, L. Yu, and Z. V. Lukovtseva. "Medical Students Professional Attitude to Euthanasia." Psychology and Law 9, no. 2 (2019): 54–68. http://dx.doi.org/10.17759/psylaw.2019090204.
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The study contributes to the understanding of the ethical and legal aspects of the professional development of medical students. The subject of consideration was the professional attitude of future medical assistants (63 people) and nurses (62 people) in relation to euthanasia. Comparison of the responses of the studied problem showed that the major differences between students of various professions are located in the sphere of legal awareness. A number of psycho-social correlates of the studied problem are highlighted. Thus, it is established that atheists and adherents of rare religions are mainly accepting euthanasia; believing that responsibility and mercy are not significant traits, they nevertheless have a relatively higher empathicity, and in a situation of moral choice they are guided by the demands of duty. It is also shown that future medical assistants do not have a formed positive attitude towards legitimate behavior, but more often oppose euthanasia than students of the nursing group. Future nurses, especially those who consider medicine to be their vocation, are more likely to admit the possibility of euthanasia.
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McCabe, Ellen M. "School Nurses’ Role in Self-Management, Anticipatory Guidance, and Advocacy for Students With Chronic Illness." NASN School Nurse 35, no. 6 (February 18, 2020): 338–43. http://dx.doi.org/10.1177/1942602x20906534.
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This article offers tangible support for school nurses to understand, recognize, and integrate self-management promotion, anticipatory guidance, and advocacy into practice. The article utilizes the chronic condition of asthma as a case exemplar, but many of the recommendations apply to other aspects of chronic illness self-management promotion. School nurses are in an ideal position to advocate for students and families and to support evidence-based self-management promotion. In the school setting, gaps currently exist regarding best practices for the promotion of self-management and anticipatory guidance for children with chronic illnesses. Future interventions within school settings should focus on multisystem level collaboration with care coordination efforts between providers and social support systems, internal and external, to the school system. These policies and this resource development will ultimately support the promotion of self-management for children with chronic illness in the school environment and maximize health outcomes.
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Heggestad, Anne Kari Tolo, Per Nortvedt, Bjørg Christiansen, and Anne-Sophie Konow-Lund. "Undergraduate nursing students’ ability to empathize: A qualitative study." Nursing Ethics 25, no. 6 (September 7, 2016): 786–95. http://dx.doi.org/10.1177/0969733016664982.
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Background: Empathy is of great importance in nursing, as it helps us to see and meet the needs of patients and hence to care for patients in an appropriate way. Therefore, it is of great importance that nursing students and nurses develop their ability to empathize. Objective: The study aimed at gaining knowledge on what characterizes undergraduate nursing students’ ability to empathize with patients during their first practice in a nursing home. In addition, the aim of the study was to investigate what nursing students think is important with regard to upholding their ability to empathize with patients in a professional way. Research design: This research has a phenomenological and hermeneutic design, based on qualitative interviews. Participants and research context: A total of 11 undergraduate nursing students participated in interviews during or right after their first practice in a nursing home. Ethical considerations: Norwegian Social Science Data Services approved the study. Participants were informed that their participation was voluntary. The participants were also assured confidentiality, and they were informed that they could withdraw from the study at any time, without providing any reasons. Findings: What the findings show is that affective empathy is strong among undergraduate nursing students in their first practice. They think the emotions are important to be able to empathize, and they are afraid of becoming indifferent. At the same time, they are afraid that the feelings will hinder them from acting in a professional manner. Discussion: The findings are discussed in light of previous theories on empathy, and especially perspectives on empathy, emotions, and morality. Conclusion: Affective empathy seems to be strong among nursing students, and this may be of great importance to be sensitive to patients’ well-being. However, affective and cognitive empathy should be balanced if nurses will have to meet patients in a professional way.
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McCall, Deanna, and Bronwyn Relf. "Supporting Mature Aged Students to Develop Group Work Skills: A Review of a 2-Year Study of Students’ Experience of Group Work within their Pre-Nursing Program." Journal of the Australian and New Zealand Student Services Association 28, no. 2 (October) (November 4, 2020): 67–79. http://dx.doi.org/10.30688//janzssa.2020.06.
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The University of Newcastle offers a tertiary preparation program that enables mature aged students to gain access to higher education. One of the largest intakes is into the pre-nursing program. This paper will share the findings of a 2-year study of tertiary preparation students undertaking group work within their pre-nursing program. For many mature-aged students returning to study, it requires the development and transition of their identity from that of an adult role to that of a student role. The aim of this study was to examine how group work can help support mature aged students in their transition to a student identity. The premise was to enable students to develop skills for success in their undergraduatenursing studies, whilst fostering social connection and a sense of belonging in the university. We identified an essential aspect of nursing as being able to work collaboratively with other nurses and within allied health teams. Keeping this in mind, we developed and delivered an approach that introduced group work in Week 3 of the students' program to enable them to effectively integrate curricula and co-curricular learning experiences. Using an online assessment tool called SPARK, students were each asked to self-reflect upon their individual role and their role within the group according to specific criteria that promoted positive group work behaviours and fostered social connection. It was hoped that by providing students with resources and evaluation tools they would develop group work and self-reflection skills to succeed in their studies and future profession.
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McCall, Deanna, and Bronwyn Relf. "Supporting Mature Aged Students to Develop Group Work Skills: A Review of a 2-Year Study of Students’ Experience of Group Work Within Their Pre-Nursing Program." Journal of the Australian and New Zealand Student Services Association 28, no. 2 (October 2020): 67–79. http://dx.doi.org/10.30688/janzssa.2020.06.
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The University of Newcastle offers a tertiary preparation program that enables mature aged students to gain access to higher education. One of the largest intakes is into the pre-nursing program. This paper will share the findings of a 2-year study of tertiary preparation students undertaking group work within their pre-nursing program. For many mature-aged students returning to study, it requires the development and transition of their identity from that of an adult role to that of a student role. The aim of this study was to examine how group work can help support mature aged students in their transition to a student identity. The premise was to enable students to develop skills for success in their undergraduate nursing studies, whilst fostering social connection and a sense of belonging in the university. We identified an essential aspect of nursing as being able to work collaboratively with other nurses and within allied health teams. Keeping this in mind, we developed and delivered an approach that introduced group work in Week 3 of the students' program to enable them to effectively integrate curricula and co-curricular learning experiences. Using an online assessment tool called SPARK, students were each asked to self-reflect upon their individual role and their role within the group according to specific criteria that promoted positive group work behaviours and fostered social connection. It was hoped that by providing students with resources and evaluation tools they would develop group work and self reflection skills to succeed in their studies and future profession.
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Friedman, Kenneth J., Beth Mattey, and Faith Newton. "School Nurses Can Improve the Lives of Students With Myalgic Encephalomyelitis/Chronic Fatigue Syndrome." NASN School Nurse 33, no. 6 (September 15, 2018): 372–79. http://dx.doi.org/10.1177/1942602x18795299.
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Myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) is a chronic illness that is defined and diagnosed by its symptoms: extreme fatigue made worse by physical and mental activity, pain and decreased mental stamina, among others. A long-held, erroneous belief that ME/CFS is not a physiological illness has persisted among some clinicians, leading to the denial of a patient’s physical illness and attributing the symptoms to other causes. The debilitating effects of ME/CFS in the pediatric population can affect all aspects of academic, social, emotional, and physical development. ME/CFS has been diagnosed in children younger than 10 years. Therefore, the school nurse is likely to encounter one or more students in the various stages of this disease, putting the school nurse in a position to ameliorate the impact of this potentially devastating chronic condition.
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Pickles, David, Sheryl de Lacey, and Lindy King. "Conflict between nursing student’s personal beliefs and professional nursing values." Nursing Ethics 26, no. 4 (November 19, 2017): 1087–100. http://dx.doi.org/10.1177/0969733017738132.
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Background: Studies have established that negative perceptions of people living with HIV/AIDS exist among nursing students throughout the world, perceptions which can be detrimental to the delivery of high-quality nursing care. Objectives: The purpose of this research was to explore socio-cultural influences on the perceptions of nursing students towards caring for people living with HIV/AIDS. Research design: The study was guided by stigma theory, a qualitative descriptive research approach was adopted. Data collected via semi-structured interviews were thematically analysed. Participants and research context: Participants were 21 international and Australian undergraduate nursing students enrolled in a Bachelor of Nursing programme at an Australian university. Ethical considerations: Ethical approval was granted by the Social and Behavioural Research Ethics Committee at the study university. Participation was entirely voluntary; informed consent was obtained before the study commenced; confidentiality and anonymity were assured. Findings: Three major themes were found: blame, othering and values. Complex and interrelated factors constructed participant perceptions of people living with HIV/AIDS, perceptions underscored by the prevailing culturally construed blame and othering associated with HIV/AIDS. The study found discordance between the negative personal beliefs and perceptions some nursing students have towards people living with HIV/AIDS, and the professional values expected of them as Registered Nurses. Discussion: There was considerable commonality between this and previous studies on how homosexuality and illicit drug use were perceived and stigmatised, correlating with the blame directed towards people living with HIV/AIDS. These perceptions indicated some nursing students potentially risked not fulfilling the ethical and professional obligations the Registered Nurse. Conclusion: Nursing curriculum should be strengthened in relation to comprehending the meaning of being stigmatised by society. Educational institutions need to work towards enhancing strategies that assist nursing students to reconcile any incongruity between their personal beliefs and requisite professional nursing values.
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Rask, Mikael, Albinsson Gunilla, Safipour Jalal, Wenneberg Stig, Andersson Lisbet, Carlsson Blomster Monica, Ozolins Lise-Lotte, Borg Christel, and Lindqvist Gunilla. "Validation of the verbal and social interaction questionnaire for nursing students–The focus of nursing students in their relationship with patients." Journal of Nursing Education and Practice 8, no. 4 (December 6, 2017): 81. http://dx.doi.org/10.5430/jnep.v8n4p81.
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The Verbal and Social Interaction Nursing Students questionnaire (VSI-NS) has been created to measure the development of verbal, social and interactional skills of nursing students with patients, from their perspective in nursing care. The aim of the present study was to determine the construct validity and internal consistency reliability of the questionnaire. The study had a methodological and developmental design and was carried out in four steps: adjustment of the items, face validity, data collection and data analysis. The number of items was reduced from 48 to 31. The factor analysis of the final 31 items resulted in four quite distinct factors: “Inviting to talk about feelings and thoughts”, “Building a caring relationship”, “Encouraging social and practical aspects in daily life” and “Caring towards health and wellbeing”. The results showed satisfactory psychometric properties in terms of content validity, construct validity and the internal consistency reliability of the questionnaire. It could be concluded that the original conceptual model could serve as a theoretical foundation to explain and understand nurses’ caring interactions with their patients.
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Fekete, S. "Attitudes of Hungarian students and nurses to physician assisted suicide." Journal of Medical Ethics 28, no. 2 (April 1, 2002): 126. http://dx.doi.org/10.1136/jme.28.2.126.
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Orr, Zvika, and Shifra Unger. "Structural Competency in Conflict Zones: Challenging Depoliticization in Israel." Policy, Politics, & Nursing Practice 21, no. 4 (August 12, 2020): 202–12. http://dx.doi.org/10.1177/1527154420948050.
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Structural competency is the trained ability to discern and acknowledge how health care outcomes are shaped by larger political, social, economic, policy, and legal forces and structures. Although structural competency has become an increasingly known framework for training and teaching, especially in the United States, it has usually not been used in nursing and nursing education. Moreover, very little is known about how to implement structural competency programs in conflict zones. Due to depoliticization that often prevails in both the higher education system and the health care system, the political conflict and the structural violence that significantly impact people’s health are rarely discussed in these systems. This article examines the potential contribution of structural competency training programs for nurses and nursing students in conflict areas by analyzing a program that has emphasized the impact of the Israeli–Palestinian conflict on the health of Jerusalem’s Palestinian residents. The article explains how this program has challenged the denial and silencing of conflict-related sociopolitical issues. At the same time, this program has created heated disagreements and friction. We suggest that structural competency training programs that are adapted to the political context in question may help nurses become organic intellectual leaders and agents of social change for those whose voices are not heard.
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Zygouris, Stelios, Mara Gkioka, Despoina Moraitou, Birgit Teichmann, Thrasyvoulos Tsiatsos, Sotirios Papagianopoulos, and Magda Tsolaki. "Views of nursing staff on computerized dementia screening." Zeitschrift für Gerontologie und Geriatrie 52, S4 (October 22, 2019): 258–63. http://dx.doi.org/10.1007/s00391-019-01633-0.
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Abstract Background Cognitive disorders such as dementia are common among older adults admitted to general hospitals. They can complicate treatment leading to longer hospitalization and worse outcomes. They often remain underdiagnosed as the busy routine of the hospital does not enable efficient screening and available screening instruments are not suitable for the hospital environment. Computerized cognitive testing (CCT) has been proposed as an efficient screening method as it can be employed by nonspecialists, such as nurses while featuring automatic scoring and interpretation of results. Objective This study validated a newly developed questionnaire for measuring the attitudes of Greek nurses towards computerized dementia screening. Material and methods The questionnaire was validated in a sample of 212 undergraduate psychology students and subsequently administered to a sample of 19 nurses working in a general hospital. Reliability of the questionnaire was calculated using Cronbach’s alpha (= 0.762). Factor analysis revealed the existence of a single factor (acceptability-feasibility) that accounted for 33.73% of variance with an eigenvalue of 3.036. Results The total score of all the items loading on the single factor (acceptability-feasibility) was calculated. Scores ranged between 10 and 40 with the average score for the validation group being 29.33 (SD = 4.89) and the average score for the nurses’ group being 29.50 (SD = 3.20). Discussion The questionnaire has acceptable reliability. Results indicate that acceptability-feasibility is high in both groups and there were no statistically significant differences between the two groups.
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Tamashiro, Lilian Mayumi Chinen, and Heloisa Helena Ciqueto Peres. "Development and assessment of learning objects about intramuscular medication administration." Revista Latino-Americana de Enfermagem 22, no. 5 (October 2014): 716–23. http://dx.doi.org/10.1590/0104-1169.3647.2472.
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OBJECTIVES: to develop and assess a learning object about intramuscular medication administration for nursing undergraduates and nurses.METHOD: a random, intentional and non-probabilistic sample was selected of nurses from a Brazilian social network of nursing and students from the Undergraduate Program at the University of São Paulo School of Nursing to serve as research subjects and assess the object.RESULTS: the participants, 8 nurses and 8 students, studied the object and answered an assessment instrument that included the following criteria: educational aspects (relevance of the theme, objectives and texts/hypertexts), interface of the environment (navigation, accessibility and screen design) and didactic resources (interactivity and presentation of resources). In total, 128 significant answers were obtained, 124 (97%) of which were positive, assessed as excellent and satisfactory, considered as a flexible, dynamic, objective resources that is appropriate to the nursing learning process.CONCLUSION: the educational technology shows a clear and easily understandable language and the teaching method could be applied in other themes, contributing to the education and training of nursing professionals, positively affecting nursing teaching, stimulating the knowledge, autonomous and independent learning, aligned with the new professional education requirements.
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Strekalova, Yulia A., Janice L. Krieger, Jordan Neil, John P. Caughlin, A. J. Kleinheksel, and Aaron Kotranza. "I Understand How You Feel." Journal of Language and Social Psychology 36, no. 1 (August 20, 2016): 61–79. http://dx.doi.org/10.1177/0261927x16663255.
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Effective communication is one of the most fundamental aspects of successful patient care, and it frequently depends on the nurses’ ability to empathize with patients while finding effective ways to translate medical science into personally relevant health information. Skilled nurses are expected to understand the patient’s experiences and feelings and be able to communicate this understanding to the patient, but language strategies used to achieve the goal of empathic communication can vary. In this article, we employed the model of message design logics to evaluate what strategies nursing students ( N = 343) used to express empathy during a simulated health history training. The results of this study advance our understanding of what constitutes a high-quality response to the disclosure of personal health history facts. In addition to providing a general framework for understanding empathic responses during health history assessment, the message design logic perspective highlights the differences in linguistic choices in simulated patient–provider conversations.
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Jafari, Javad, Asra Nassehi, Mohammadali Zareez, Seydamalek Dadkhah, Najmeh Saberi, and Mojtaba Jafari. "Relationship of Spiritual well-being and emotional intelligence among Iranian' nursing students." Pakistan Journal of Medical and Health Sciences 15, no. 6 (June 30, 2021): 1634–40. http://dx.doi.org/10.53350/pjmhs211561634.
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Background: Among all aspects of nursing care, the spiritual one is the issue that has received little attention. Having spiritual wellbeing (SWB) is a necessity to provide appropriate spiritual care. In addition to, the Emotional intelligence (EI) is one of the most important factors in social and professional success and is essential for effective nursing practice. Therefore, aim of study was evaluating the Relationship between SWB and EI among nursing students. Methods: The sample of this descriptive-analytic study consisted of 136 nursing students studying at Bam University of Medical Sciences selected by convenience sampling method. The Bradberry and Greaves 28-item EI scale, Palutzian and Ellison SWB Scale were used to assess the total score of EI and SWB. Collected data were analyzed using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, independent t-test and one-way ANOVA with SPSS v18. Results: The mean score of SWB and EI were 97.1±11.56 and 123.4 + 123.6, respectively. The mean score dimensions of SWB include (religious wellbeing 47.9±6.6, existential wellbeing 49.1±5.7) and dimensions EI: self-awareness, self-management, social awareness, and relationship management were 27.2 3 3.2, 36.2 2 5.4, 25.1 + 3.5 and 35.1 + 4.5, respectively. The majority of students have reported moderate level SWB and high level of emotional intelligence. The factors influencing their level of SWB were academic semester and age (p<0.05). Conclusion: Although the level of students' EI and SWB were at a desirable level in this study, due to the nature of nursing and the interaction between nurses and patients, providing a suitable learning environment for the development of EI is essential. Therefore, it is suggested that nursing policymakers should develop appropriate educational programs for nurses and provide curriculum for students to promote their knowledge and skills. Keywords: spiritual, religious, wellbeing, existential, nursing, emotional intelligence
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Blum, Lucille Hollander. "Beyond Medicine: Healing Power in the Doctor-Patient Relationship." Psychological Reports 57, no. 2 (October 1985): 399–427. http://dx.doi.org/10.2466/pr0.1985.57.2.399.
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Healing power in the doctor-patient relationship is addressed to physicians in physical health care and to medical students but is of equal importance to dentists, social workers, nurses, and teachers in the field of physical health care. The presentation points up that in the relationship between physician and patient certain phenomena occur that are comparable to responses in the relationship between the psychoanalyst and analysand, such as transference and countertransference. This indicates that the physician in physical health care in effect is involved in some kind of psychotherapy. Aspects of the art of medicine are described. Emphasis is on the potential for patients' physical health improvement—placebo effect—when the providers' perception extends beyond focus on physical symptoms and disorders and includes attention to the patients' psychological and emotional needs.
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Hsu, Li-Ling. "Blended learning in ethics education: A survey of nursing students." Nursing Ethics 18, no. 3 (May 2011): 418–30. http://dx.doi.org/10.1177/0969733011398097.
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Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students’ satisfaction and attitudes as members of a scenario-based learning process in a blended learning environment; (2) the relationship between students’ satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences — mostly items ranged from 3.27—3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87—4.19. Nearly 57.8% of the participants rated the course ‘extremely helpful’ or ‘very helpful.’ This study showed statistically significant correlations (r = 0.43) between students’ satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical analysis and problem solving skills through active learning and social exchange of ideas.
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Hamilton, Pauline. "The involvement of students as simulated patients in a ward management exercise." Journal of Practice Teaching and Learning 9, no. 1 (December 20, 2012): 81–94. http://dx.doi.org/10.1921/jpts.v9i1.386.
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This paper discusses the experience of planning and implementing a clinical simulation session, from the perspective of students and lecturers. The aim of the simulation exercise was to prepare students for coping with clinical decision making associated with caring for a group of patients. Students were in year three of a Pre-registration Nursing Honours Degree programme.Preparation of nurses who are fit for practice has been the subject of scrutiny for some time. Most recently the Nursing and Midwifery Council (NMC) publication, Nursing: Towards 2015 (NMC 2007) and the recent pre-registration review of nursing education (NMC, 2008), highlight the national shortage of clinical placements for undergraduate pre-registration nursing students. Consequently an opportunity has been created to increase simulated practice hours as the Nursing and Midwifery Council (NMC) indicate that practice hours for pre-registration nursing students can be undertaken in a simulated practice environment (NMC Circular 36/2007). Thus, there is an imperative to increase clinical simulation time within undergraduate nursing education as well as the opportunity develop creative clinical skills education to augment other aspects of the curriculum.
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Bullen, Daryll, and Darrell Crase. "The Ultimate Gift: Body Donation." OMEGA - Journal of Death and Dying 37, no. 1 (January 1, 1998): 75–83. http://dx.doi.org/10.2190/fvr7-83qn-wc91-73p3.
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Information relative to whole body donation was requested from a representative number of medical schools. Additionally, selected information contained on the Internet was gleaned as a helpful resource. This article reports aspects of body donation including physical arrangements, policies and procedures, limitations, and options available to families of donors. Body donation at death to university medical schools represents a valuable program for educating and training young doctors, dentists, nurses, and other allied professionals, and for promoting surgical and research techniques and procedures. While there is ample information about coping mechanisms of medical students and others involved in dissecting cadavers, little has been published concerning the effects of the donor program on surviving families.
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Fogarasi, Miklos C., Gerald R. Berg, and Roy P. Eichengreen. "Cancer survivorship in the primary care setting: A new medical school elective." Journal of Clinical Oncology 35, no. 5_suppl (February 10, 2017): 15. http://dx.doi.org/10.1200/jco.2017.35.5_suppl.15.
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15 Background: Responding to calls for education in Cancer Survivorship, the Frank H. Netter MD School of Medicine introduced new content using an interactive student elective for Y2 medical students with the goal of improving medical knowledge and confidence in caring for survivors. Methods: Learning objectives and course content were developed based upon the ASCO curriculum (ASCO Core Curriculum for Cancer Survivorship Education Shapiro, CL et al, Journal of Oncology Practice Feb 2016 Vol. 12 (2) p 145-e117). Seven medical and one biomedical science student enrolled to complete the Sep-Dec 2016 course. Weekly sessions, facilitated by an Oncologist, utilize independent and collaborative learning, small group role playing, concept maps, algorithms and multiple case scenarios to identify and analyze key issues of survivorship. Co-facilitators with varied expertise and cancer survivors are invited weekly. Successful completion requires active participation, reading and discussion of required articles, contributing to a Glossary, and constructing a Survivorship Care Plan after independently interviewing a cancer survivor. A pre/post course questionnaire and reflective writing is used to assess change in knowledge and attitudes. Results: Weekly attendance was excellent, and students remained highly engaged. Sessions involving a geneticist, social worker, hospice nurse or APRN were well received. Students built a Glossary of cancer-terms, and practiced “Skills of the Week”. Pass/fail data and questionnaire data are pending, as the course is ongoing. Conclusions: Teaching cancer survivorship is feasible for Y2 students. Motivation and interest in the topic is high for this self-selected course. Based upon early observations and feedback the small group setting is valuable for interactions with survivors and inter-professional staff. Students recognize complex social factors influencing survivors’ care and combine knowledge from prior molecular biology, genetics, and physiology classes with the humanistic aspects of patient-centered care. If course evaluation data confirms its value, this curriculum may serve as one element of a multi-level graduate/post-graduate curriculum in Survivorship education.
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Seago, Jean Ann, Sabrina T. Wong, Dennis Keane, and Kevin N. Grumbach. "Measuring Attributes of Success of College Students in Nursing Programs: A Psychometric Analysis." Journal of Nursing Measurement 16, no. 3 (December 2008): 184–200. http://dx.doi.org/10.1891/1061-3749.16.3.184.
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Because of the most recent nurse shortage it has become important to determine retention factors of nursing students in the context of various aspects of college nursing programs and institutional systems. The purpose of this article is to describe the psychometric properties of a new measure that could be useful in examining nursing student retention related to the educational institution characteristics, educational processes, and individual student characteristics. The measurement instrument was conceptually designed around 4 constructs and was administered to a test group and a validation group. The dispositional construct loaded differently for each group (test group: math and science ability, confidence in the future, and confidence in ability; validation group: math and science ability, confidence in the future, self-expectation, and confidence in ability). The situational construct factored on 4 subscales (financial issues, social support, missed classes, and work issues); the institutional construct on 4 factors (peer, overall experience, diversity, and faculty); the career values construct on 5 factors (job characteristics, autonomy, caring, flexibility, and work style). Based on the results of the factor analyses and alpha reliability, evidence supported using the dispositional subscales of math and science ability, the career values subscales of job characteristics and work style, the situational subscales of work issues and financial issues, and the institutional subscales of diversity and faculty. The other potential subscales need further refinement and testing.
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Korzeniowska, Katarzyna Agnieszka, Magdalena Pawlaczyk, Artur Cieślewicz, and Anna Jabłecka. "Comparative characteristics of chosen aspects of tobacco smoking among the students of Poznan University of Medical Sciences and students of vocational medical colleges in Poznań." Journal of Medical Science 87, no. 3 (October 3, 2018): 138–44. http://dx.doi.org/10.20883/jms.283.
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Objectives: Medical doctors, nurses, pharmacists, and paramedics are professions placing themselves highest in the rankings of occupations granted public trust. The knowledge of the negative impact of tobacco use on physical condition possessed by those occupational groups ought to limit the addiction among this population, which should constitute a benchmark of health-promoting attitude for the public. Many health-promoting decisions are made during the period of studies. The study aimed to establish the scale of tobacco smoking and the profile of chosen aspects of this issue among students of Poznan University of Medical Sciences and students of vocational medical colleges in Poznań.Material and Methods: An author questionnaire was conducted. 586 students (471 University students, 115 college students) aged between 19 and 65 completed the survey.Results: The majority (76,62%) of the surveyed students were non-smokers. Smokers were predominately male (the entire surveyed population, University students). Medical college students smoked more cigarettes daily compared to the University students. The most commonly declared reason for smoking was the social purpose. Among former smokers, female more often than male indicated health considerations and the knowledge of harmful effects of smoking as reasons for quitting; among college students, the most common reason was health considerations, whereas University students listed knowledge of the harmfulness of smoking, health considerations, and other motives most often.Conclusions: Both University students and medical college students smoked more rarely than their contemporaries in the general population. The respondents constitute a group displaying relatively high prevalence of health-promoting attitudes.
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Alonso Díaz, R., E. Cortázar Alonso, H. Guillén Rodrigo, S. Fuentes Márquez, and R. Remesal Cobreros. "Food, Body Image, Perfectionism." European Psychiatry 33, S1 (March 2016): S425. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1538.
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IntroductionThe eating disorder (ED) are anorexia nervosa, bulimia and unspecified eating disorder behavior according to ICD-10. Currently the ED have become a social and health problem of the first kind that require specialized and interdisciplinary approach to the response of such disorders.The growing demand observed in different assistive devices is associated with increased incidence of eating disorders in recent decades.Case descriptionShe is a woman of 23 years old, single. It is the small two brothers. He lives with his parents and brother 25 years. It is fourth-year student of law. It is derived from primary care by their GP after significant weight loss by decreasing the intake of foods high in calories and low mood. It is defined as a very responsible person, controller and is always looking for perfection in every activity performed. He began to try to lose weight about a year that relates to start time of stress ago. She speaks that had many exams and wanted to get top marks in all. With good adherence to psychotherapy and monitoring by nurses. Aspects of body image as well as traits such as perfectionism work.ConclusionsThese clinical conditions are characterized by their complexity and diversity symptomatology, which involves a significant interference in their functioning in different vital areas and clinically significant distress. After the psychotherapeutic approach, a significant reduction in the clinic that she had at the beginning and an improvement in mood was observed.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Nóbrega, Igor De Sousa, José Aderivaldo Batista Ferreira Filho, Maria Luísa Cabral da Cunha, Tamires Paula Gomes Medeiros, Cláudia Quézia Amado Monteiro Leal, Renata Clemente dos Santos, and Emanuella De Castro Marcolino. "Ensino remoto na enfermagem em meio a pandemia da covid-19." Revista Recien - Revista Científica de Enfermagem 10, no. 32 (December 15, 2020): 358–66. http://dx.doi.org/10.24276/rrecien2020.10.32.358-366.
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Relatar a vivência docente e discente e suas percepções sobre o ensino remoto na enfermagem frente à pandemia da COVID-19. Trata-se de um relato de experiência a respeito do ensino remoto emergencial, experienciado por discentes e docentes do curso superior de enfermagem em meio a pandemia pela COVID-19. A forma de adesão das aulas remotas deu-se mediante a plataformas digitais de acesso on-line com a criação de ambientes de sala de aula por chamadas de vídeo em tempo real. A modalidade de ensino remoto trouxe consigo aspectos positivos bem como desafios importantes acerca do processo de aprendizagem em enfermagem. A experiência com o ensino remoto em meio a pandemia do COVID-19 tem demonstrado inúmeros desafios para formação do enfermeiro, porém é considerada uma alternativa temporária de caráter emergencial eficaz para minimização de danos sociais e educacionais no período crítico atual.Descritores: Educação em Enfermagem, Enfermagem, Ensino, Pandemias. Remote teaching in nursing among the covid-19 pandemicAbstract: To report the teaching and student experience and their perceptions about remote teaching in nursing in the face of the COVID-19 pandemic. This is an experience report about emergency remote education, experienced by students and professors of higher education in the midst of a pandemic by COVID-19. The form of adherence to remote classes took place through digital platforms for online access with the creation of classroom environments by video calls in real time. The remote teaching modality brought with it positive aspects as well as important challenges regarding the learning process in nursing. The experience with remote education in the midst of the COVID-19 pandemic has shown numerous challenges for the training of nurses, but it is considered a temporary alternative of an effective emergency nature to minimize social and educational damage in the current critical period.Descriptors: Education, Nursing, Nursing, Teaching, Pandemics. Enseñanza remota en enfermería entre la pandemia covid-19Resumen: Reportar la experiencia docente y estudiantil y sus percepciones sobre la enseñanza remota en enfermería ante la pandemia de COVID-19. Este es un reporte de experiencia sobre educación remota de emergencia, experimentado por estudiantes y profesores del curso de enfermería en medio a la pandemia por COVID-19. La forma de adhesión a las clases remotas fueran mediante plataformas digitales de acceso en línea, con la creación de entornos de clases mediante videollamadas en tiempo real. La modalidad de enseñanza remota trajo consigo aspectos positivos y desafíos importantes con respecto al proceso de aprendizaje en enfermería. La experiencia con educación remota en medio de la pandemia de COVID-19 ha mostrado numerosos desafíos para la formación de enfermeras, pero se considera una alternativa temporal efectiva para minimizar el daño social y educativo en el período crítico actual.Descriptores: Educación en enfermeira, Enfermería, Enseñanza, Pandemias.
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Winman, Thomas. "Artifacts at Work." International Journal of Sociotechnology and Knowledge Development 6, no. 2 (April 2014): 53–66. http://dx.doi.org/10.4018/ijskd.2014040104.
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This study focuses on nursing students' internships and how the students are handling the tension created by expectations and dilemmas when using medical records (MRs) in practice. The overall aim of this study is to develop knowledge about what is required by nursing students in order to coordinate and sustain knowledge through the use of MRs. The theoretical approach to learning that has been adopted implies that learning takes place in social activities, and empirically this means that the study of learning and professional knowledge is a matter of studying activities where, for example, technologies are put into practical use, where experience and knowledge are brought to life. The data consists of observations of five nursing students during their second year in nursing school, interviews and ten video-recordings from shift reports. The result shows that nursing students regularly use MRs as a source of information and that they are struggling with transforming that information into action-oriented knowledge. The conclusion is that information systems such as MRs need to be understood and defined by teachers as materials and devices created or adapted to solving practical problems, and should be treated thereafter. Providers of education need to take into account the different types of intellectual or practical knowledge that professionals like nurses are expected to have, where the use of technology cannot be separated from, but need to be integrated into other aspects of knowledge.
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Nash, Woods, Sandra J. Mixer, Polly M. McArthur, and Annette Mendola. "The moral courage of nursing students who complete advance directives with homeless persons." Nursing Ethics 23, no. 7 (August 3, 2016): 743–53. http://dx.doi.org/10.1177/0969733015583926.
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Background: Homeless persons in the United States have disproportionately high rates of illness, injury, and mortality and tend to believe that the quality of their end-of-life care will be poor. No studies were found as to whether nurses or nursing students require moral courage to help homeless persons or members of any other demographic complete advance directives. Research hypothesis: We hypothesized that baccalaureate nursing students require moral courage to help homeless persons complete advance directives. Moral courage was defined as a trait of a person or an action that overcomes fears or other challenges to achieve something of great moral worth. Research design: The hypothesis was investigated through a qualitative descriptive study. Aside from the pre-selection of a single variable to study (i.e. moral courage), our investigation was a naturalistic inquiry with narrative hues insofar as it attended to specific words and phrases in the data that were associated with that variable. Participants and research context: A total of 15 baccalaureate nursing students at a public university in the United States responded to questionnaires that sought to elicit fears and other challenges that they both expected to experience and actually experienced while helping homeless persons complete advance directives at a local, non-profit service agency. Ethical considerations: The study was approved by the Internal Review Board of the authors’ university, and each participant signed an informed consent form, which stated that the study involved no reasonably foreseeable risks and that participation was voluntary. Findings: Before meeting with homeless persons, participants reported that they expected to experience two fears and a challenge: fear of behaving in ways that a homeless person would deem inappropriate, fear of discussing a homeless person’s dying and death, and the challenge of adequately conveying the advance directive’s meaning and accurately recording a homeless person’s end-of-life wishes. In contrast, after their meetings with homeless persons, relatively few participants reported having encountered those obstacles. So, while participants required moral courage to assist homeless persons with advance directives, they required greater moral courage as they anticipated their meetings than during those meetings. Discussion: Our study breaks new ground at the intersection of nursing, moral courage, and advance directives. It might also have important implications for how to improve the training that US nursing students receive before they provide this service. Conclusion: Our results cannot be generalized, but portions of our approach are likely to be transferable to similar social contexts. For example, because homeless persons are misunderstood and marginalized throughout the United States, our design for training nursing students to provide this service is also likely to be useful across the United States. Internationally, however, it is not yet known whether our participants’ fears and the challenge they faced are also experienced by those who assist homeless persons or members of other vulnerable populations in documenting healthcare wishes.
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Paula, Maria Angela Boccara de, Adriana Giunta Cavaglieri, Fernanda Testa Santos, Mara Cristina Bicudo de Souza, Silvia Maira Pereira Cintra, and Teresa Celia de Mattos Moraes dos Santos. "Social representations of nurses from the viewpoint of teacher and students entering and graduating in physiotherapy." Revista de Enfermagem UFPE on line 5, no. 3 (April 21, 2011): 576. http://dx.doi.org/10.5205/reuol.1262-12560-1-le.0503201104.
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ABSTRACTObjective: understanding the social representations (SR) of nurses from the perspective of teachers and students of Physiotherapy from a University of Vale do Paraíba. Method: this is about a qualitative study, based on Representation Social Theory, approved by the Research Ethics in Committee - Taubaté University (protocol 167/08). 15 interviews were conducted with teachers and with students entering and graduating in physiotherapy. Data were subjected to content analysis, resulting in three thematic units: "Social recognition of the profession," "The nurses and their technical skills for caring" and "Close client, community and health staff." Results: the nurse is perceived as an essential professional, because he or she contributes to improving the quality of care rendered to patients. As the hierarchical division of the profession is ignored, he is mistaken for other elements of the nursing staff. This professional as part of multidisciplinary team, although sometimes cited as being distant from the health team. Conclusion: the nurse's RS, are primarily related to the practical questions of the profession. The scientific aspect was not contemplated, which reflects the need for nurses to participate actively in scientific meetings and collaborate with teaching and research in the area. Descriptors: nursing; nurse; subjectivity; history; trends.RESUMOObjetivo: conhecer as representações sociais (RS) do enfermeiro sob a ótica de docentes e estudantes do curso de Fisioterapia de uma universidade do Vale do Paraíba paulista. Método: trata-se de estudo qualitativo, com base na Teoria das Representações Sociais, aprovada pelo Comitê de Ética em Pesquisa da Universidade de Taubaté (protocolo 167/08). Foram realizadas 15 entrevistas com docentes e alunos ingressantes e concluintes do curso de Fisioterapia. As informações foram submetidas à análise de conteúdo, resultando em três Unidades Temáticas: “Reconhecimento social da profissão”, “O enfermeiro e suas capacitações técnicas para o cuidar” e “Proximidade cliente, comunidade e equipe de saúde”. Resultados: o enfermeiro é percebido como profissional essencial, pois contribui para melhoria da qualidade da assistência prestada ao cliente. Como há desconhecimento da divisão hierárquica da profissão, é confundido com outros elementos da equipe de enfermagem. É considerado da equipe multidisciplinar, apesar de, por vezes, ser citado como distante da equipe de saúde. Conclusão: as RS do enfermeiro referem-se principalmente às questões práticas da profissão. O aspecto científico não foi contemplado, o que reflete a necessidade dos enfermeiros participarem ativamente de eventos científicos e de colaborarem com o ensino e pesquisa na área. Descritores: enfermagem; enfermeiro; subjetividade, história; tendência. RESUMENObjetivo: conocer las representaciones sociales (RS) del enfermero bajo la ótica de docentes y estudiantes del curso de Fisioterapia de una universidad del Vale del Paraíba paulista. Método: investigación cualitativa, con base en la Teoría de las Representación Social, aprobados por el Comité de Ética de la Universidad Taubaté (protocolo 167/08). Fueron realizadas 15 entrevistas con docentes y con alumnos ingresantes y concluyentes del curso de Fisioterapia. Las informaciones fueron sometidas al análisis de contenido, resultando en tres Unidades Temáticas: “Reconocimiento social de la profesión”, “El enfermero y sus capacitaciones técnicas para el cuidar” y “Proximidad cliente, comunidad y equipo de salud”. Resultados: el enfermero el perescibido como profesional esencial, pues contribuye para mejorar la calidad de la asistencia prestada al cliente. Como hay desconocimiento de la división hierárquica de la profesión, él es confundido con otros elementos del equipo de enfermería. Es también considerado del equipo multidisciplinar, aunque, por veces, sea citado como distante del equipo de salud. Conclusión: las RS del enfermero, se refieren principalmente a las cuestiones prácticas de la profesión. El aspecto científico no fue contemplado, lo que refleja la necesidad de los enfermeros de participar activamente de eventos científicos y de colaborar con la enseñanza e investigación en el área. Descriptores: enfermería; enfermero; subjetividad; historia; tendencia.
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Erdil, Fethiye, and Fatoş Korkmaz. "Ethical Problems Observed By Student Nurses." Nursing Ethics 16, no. 5 (August 11, 2009): 589–98. http://dx.doi.org/10.1177/0969733009106651.
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This descriptive study was conducted to determine nursing students’ observation of ethical problems encountered in their clinical practice. Data were collected through a questionnaire from 153 volunteer nursing students at a university-based nursing school in Ankara, Turkey. The students reported that some patients are either physically or psychologically mistreated by doctors and nurses; they were not given appropriate information; they were subjected to discrimination according to their socio-economic situation; and their privacy was ignored. The findings reveal that nurses’ own unethical behaviors contribute to a rise in ethical problems. It is argued that nurses should internalize their professional and ethical roles in order to provide safe and ethical care and be good role models for students.
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Gazo, Ahmad M., Fatin A. Mhaidat, and Bassam H. Alharbi. "Empathic Tendencies among Student Nurses and Student Teachers: A Comparative Study." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 202. http://dx.doi.org/10.36941/jesr-2021-0063.
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The current study compares the empathic tendencies of student nurses and student teachers and identifies whether there are significant differences in the levels due to gender and academic level, data were collected from a study sample of 552 student nurses and student teachers using the Empathic Tendencies Scale. Results showed moderate levels with no significant differences between nurses and teachers, but showed significant differences in the level of empathic tendencies by gender, in favour of female students, and by academic level, in favour of third- and fourth-year academic students.
Received: 17 January 2021 / Accepted: 3 March 2021 / Published: 10 May 2021
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Serbezova, Ivanichka, Tsveta Hristova, and Yoana Lukanova. "E-LEARNING IN HEALTHCARE WITHIN HIGHER EDUCATION." Knowledge International Journal 34, no. 2 (October 4, 2019): 475–81. http://dx.doi.org/10.35120/kij3402475s.
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The Health Care department specialities are regulated professions whose training programmes require the graduates to be competent in a number of issues and activities related to their work. The subject of their professional activity is the individual with their health-related conditions. Healthcare specialists draw conclusions in a variety of clinical situations and perform different healthcare procedures aiming to achieve prevention and recovery in a patient’s health. They have to establish a number of practical psychomotor skills in the field of compliant medical and healthcare handling, as well as communication skills for liaising with the patient and their relatives. In addition, the healthcare specialists have to learn how to overcome negative emotions, and to seek balance between the development of their technological knowledge and professional behavior. In the changing profile of healthcare trainees – nurses and midwives, there is a strongly-influenced tendency towards technological development and digital revolution. Video methods are developing educational technologies. They have their own place in the acquisition of healthcare patient-handling and communication skills when they are effectively included within the standard curriculum. This poses a challenge for the academic staff to draw up and provide educational tools and technologies that are liked, and match the students’ contemporary learning styles. It has become necessary for academic staff to withdraw the traditional didactic educational models and to adopt more constructive approaches for greater involvement and participation of the trainees in the educational process.The article justifies the necessity for optimizing education in the healthcare field through implementing e-learning within higher education. This need is driven by the ever-increasing inclusion of information technologies in healthcare, as well as in all other aspects of life. The design and development of e-learning technology and methodology in university contributes to solving great many pedagogical and psychological problems. Implementing information and communication technologies presents us with a new level of mediation for mental and communicative activities of both lecturers and students. Video education has been explored in the current scientific report and an educational cycle is presented in regard to the healthcare experts training. Implementation of social media and its inclusion within the educational process of both midwives and nurses are discussed. The necessity to include video tutorials in the educational process is justified. It is concluded the aforementioned are educational resources which should not be ignored but, on the contrary – they have to be used as complementary educational content within the contemporary education of healthcare experts.
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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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Divyangkumar, Mehta Kavisha, and Dr T. Kanna Amarnath. "Awareness of Physiotherapy among Higher Secondary Students of Ahmedabad City - A Cross Sectional Study." International Journal of Health Sciences and Research 12, no. 11 (November 8, 2022): 57–61. http://dx.doi.org/10.52403/ijhsr.20221109.
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Background: In the healthcare sector, professions like those of Doctors and Nurses are well known than the other paramedical professions like Physiotherapy. However, the physiotherapist plays a major role in providing health care and it is a highly recognized profession worldwide. Physiotherapists work in a wide-ranging of health settings including Cardio-Pulmonary, Neurological and Orthopedic Conditions, occupational health and Ergonomic factors, sports Injuries and care of the elderly. The aim of this study was to assess the level of awareness about physiotherapy among high school students and to assess the sources form which they could obtain information regarding physiotherapy. Need Of The Study: When planning one’s future career, it is important to have information about various occupations and professions that are related to his/her field of study. Even though a few people have an idea about their future career pathways in advance, majority of them are uncertain about it. For most people, these plans are usually made during their early and late adolescence. A majority of school children are also unaware about career opportunities open to them and most of them analyse their career prospects by looking at the social status of the occupation of their choice and the opportunities for career development. Students choose physiotherapy as a Optional that after they get don’t enough score to get MBBS and other known field, here need arise to know about the Physiotherapy profession as a Mandatory for every aspects of life process. Methodology: A survey was implemented in this study. The study was undertaken with the help of a Questionnaire which was distributed to 131 higher secondary students with biology as elective subject. Result: The overall awareness about physiotherapy was approximately 53.38%. The true answer rates for these questions were 25% and 45.9% respectively. 9.16% of the study population was not aware of treatment methods used in physiotherapy, and 36% did not know when to meet a physiotherapist. 21.37% of students were unaware about the uses of physiotherapy in other disease conditions than sports injuries, mainly in chest conditions like bronchitis (37%). Conclusion: The students have a moderate awareness about Physiotherapy; the awareness about the role of Physiotherapy in specialties other than orthopaedics is less satisfactory. Key words: Awareness, High school students, Physiotherapy
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Cullen, Janice A. "HOW STUDENT NURSES SEE HOME HEALTHCARE NURSES TODAY." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16, no. 2 (February 1998): 74–79. http://dx.doi.org/10.1097/00004045-199802000-00002.
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Cullen, Janice A. "HOW STUDENT NURSES SEE HOME HEALTHCARE NURSES TODAY." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16, no. 2 (February 1998): 74–79. http://dx.doi.org/10.1097/00004045-199816020-00002.
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Oberle, Kathleen. "Measuring Nurses' Moral Reasoning." Nursing Ethics 2, no. 4 (December 1995): 303–13. http://dx.doi.org/10.1177/096973309500200405.
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The purpose of this exploratory study was to examine the possibility of designing a satisfactory method, using written responses to hypotheical scenarios, for evaluating the quality of moral reasoning in student nurses. Scenarios were developed from interviews with practising nurses. Nurses and student nurses provided written responses to the scenarios, and nursing faculty members from six institutions sorted the responses according to their perceptions of quality (i.e. 'best', 'next best', 'worst' etc.). There was very little agreement among faculty members on the quality of the responses. Consequently, it was impossible to develop a 'best' response on which the faculty members could agree. Analysis revealed a framework used by the participants for ethical decision-making. The results of this study have important implications for the way in which we think about the teaching and the evaluation of nursing ethics.
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Margalith, Ilana, Nili Tabak, and Tal Granot. "Student Nurses' Care of Terrorists and Their Victims." Nursing Ethics 15, no. 5 (September 2008): 601–13. http://dx.doi.org/10.1177/0969733008092869.
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Mediawati, Ati Surya, Iyus Yosep, and Ai Mardhiyah. "Life skills and sexual risk behaviors among adolescents in Indonesia: A cross-sectional survey." Belitung Nursing Journal 8, no. 2 (April 26, 2022): 132–38. http://dx.doi.org/10.33546/bnj.1950.
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Background: Adolescents require life skills and individual and interpersonal abilities to grow into adults with a healthy lifestyle. Although the majority of the literature indicates that life skills increase teenagers’ cognitive, social, and emotional abilities, there is a lack of data correlating life skills to sexual risk behaviors. Objective: This study aimed to examine the relationship between life skills and sexual risk behaviors among adolescents aged 15–19 in Bandung, Indonesia. Methods: This study was conducted using a cross-sectional survey of 480 adolescents from April to May 2021. A representative sample was drawn from the students aged 15–19 years. The participants were selected using simple random sampling generated by computer software. Life Skill Training Questionnaire High School (LSTQ-HS) and sexual risk behaviors instruments were used for data collection, and logistic regression was used for data analysis. Results: From a total of 480 respondents, about 23.3% had masturbation experience, 25.8% had petting experience, 8.3% had sexual intercourse, 5% had sex before 18 years of age, and 4.2% had oral sex experience. Sexual risky behaviors were associated with unfavorable refusal skill (AOR = 6.46, 95% CI = 2.37, 17.53), assertiveness skill (AOR = 3.51, 95% CI = 1.32, 4.33), problem-solving skill (AOR = 5.35, 95% CI = 2.88, 11.39), and self-control skill (AOR = 7.31, 95% CI = 2.79, 17.24). Conclusion: Life skills are important protective aspects for those who engage in sexually risky behavior. Considering the study findings, tailored life skills programs are critical for adolescent wellbeing and risk reduction. Nurses who take a proactive role in providing sexual and reproductive health services may provide more accurate information and provide early screening and assessment for sexual and reproductive behavior to reduce risky sexual behavior among adolescents. Schools are also encouraged to work with local health departments to conduct sexual education counseling programs.
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Mediawati, Ati Surya, Iyus Yosep, and Ai Mardhiyah. "Life skills and sexual risk behaviors among adolescents in Indonesia: A cross-sectional survey." Belitung Nursing Journal 8, no. 2 (April 26, 2022): 132–38. http://dx.doi.org/10.33546/bnj.1950.
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Background: Adolescents require life skills and individual and interpersonal abilities to grow into adults with a healthy lifestyle. Although the majority of the literature indicates that life skills increase teenagers’ cognitive, social, and emotional abilities, there is a lack of data correlating life skills to sexual risk behaviors. Objective: This study aimed to examine the relationship between life skills and sexual risk behaviors among adolescents aged 15–19 in Bandung, Indonesia. Methods: This study was conducted using a cross-sectional survey of 480 adolescents from April to May 2021. A representative sample was drawn from the students aged 15–19 years. The participants were selected using simple random sampling generated by computer software. Life Skill Training Questionnaire High School (LSTQ-HS) and sexual risk behaviors instruments were used for data collection, and logistic regression was used for data analysis. Results: From a total of 480 respondents, about 23.3% had masturbation experience, 25.8% had petting experience, 8.3% had sexual intercourse, 5% had sex before 18 years of age, and 4.2% had oral sex experience. Sexual risky behaviors were associated with unfavorable refusal skill (AOR = 6.46, 95% CI = 2.37, 17.53), assertiveness skill (AOR = 3.51, 95% CI = 1.32, 4.33), problem-solving skill (AOR = 5.35, 95% CI = 2.88, 11.39), and self-control skill (AOR = 7.31, 95% CI = 2.79, 17.24). Conclusion: Life skills are important protective aspects for those who engage in sexually risky behavior. Considering the study findings, tailored life skills programs are critical for adolescent wellbeing and risk reduction. Nurses who take a proactive role in providing sexual and reproductive health services may provide more accurate information and provide early screening and assessment for sexual and reproductive behavior to reduce risky sexual behavior among adolescents. Schools are also encouraged to work with local health departments to conduct sexual education counseling programs.
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Rokade, Sarika, Patricia Reddy, and Namralata Singh. "A survey to assess the student nurses’ satisfaction related to clinical posting at Covid-19 areas." IP Journal of Paediatrics and Nursing Science 4, no. 3 (October 15, 2021): 102–8. http://dx.doi.org/10.18231/j.ijpns.2021.022.
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A non-experimental survey study was conducted to assess the satisfaction of student nurses’ worked at Covid-19 areas during pandemic situation. 116 student nurses have participated in this study. The non- probability convenient sampling technique was used. Data was collected by means of Google form. The tool contained two sections, demographic data and likert scale to assess satisfaction level of student nurses worked at covid-19 areas. Objectives of study were to assess the student nurses’ satisfaction level related to clinical posting at covid-19 areas, and to find out the association of satisfaction level with selected demographic variables. The study reveals that out of 116 student nurses 28 (24.13%) of them were very satisfied with the clinical posting at covid-19 areas, 53(45.68%) of them were satisfied, whereas 30 (25.86%) of them were neither satisfied nor dissatisfied, and only 5 (4.31%) of them were dissatisfied. The study concludes that most of the student nurses were satisfied with all the aspects, but dissatisfaction was also noticed. 22(18.96%) of student nurses’ were dissatisfied with the administrative support at assigned hospital. In regard to availability of resources at the hospital and use of PPE kit during working hours, 26 (22.41%) of student nurses’ reported as dissatisfaction. 21(18.10%) of student nurses’ were dissatisfied with covid-19 screening carried out before and after clinical posting. Also in provision of facilities in quarantines period were reported as dissatisfaction by 30(25.86%) of student nurses.
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Burke, Mary, Michelle Kearns, Margaret Curran, and Dorcas Collier. "Inter-professional development for student nurses." International Journal of Integrated Care 19, no. 4 (August 8, 2019): 257. http://dx.doi.org/10.5334/ijic.s3258.
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