Relevant bibliographies by topics / Undergraduate nursing

Academic literature on the topic 'Undergraduate nursing'

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

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Journal articles on the topic "Undergraduate nursing"

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Lan, Xianlan. "Cultivating the Humanistic Quality of Nursing Undergraduates in the Internet Age." Mobile Information Systems 2022 (August 31, 2022): 1–11. http://dx.doi.org/10.1155/2022/1188711.

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Humanistic quality refers to the research ability, knowledge level of the humanities, and the human inner quality of the humanities. The purpose of this paper was to make a research on the cultivation of humanistic literacy of nursing undergraduates in the context of the Internet era. This paper first makes a general introduction of the classification of the Internet and the definition of humanistic literacy, analyzes the results of two rounds of expert consultation method, and then obtains the current situation of nursing undergraduates through the questionnaire survey of school nursing undergraduates. The experimental results showed that in the current survey situation, the expert support rate of humanistic care is as high as 90%, indicating that humanistic care is especially important for a nursing undergraduate. The total score of humanistic nursing ability of undergraduate nursing students was 127.03, which is in the middle level higher than that of most domestic studies, but lower than that of American nursing students.
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Patel, Darpan I., Vanessa Meling, Afsha Somani, Danila Larrotta, and David A. Byrd. "Summer undergraduate nursing research experience: Implementing a mentor-based research program for minority nursing undergraduates." Journal of Nursing Education and Practice 7, no. 7 (February 14, 2017): 37. http://dx.doi.org/10.5430/jnep.v7n7p37.

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The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.
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Lokeesan, V., and L. Laavanya. "Self-Medication Practices among Undergraduate Nursing Students." International Journal of Pharma Research and Health Sciences 7, no. 1 (2019): 2894–98. http://dx.doi.org/10.21276/ijprhs.2019.01.07.

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Lins, Maria da Luz, Alexandre Pazetto Balsanelli, and Vanessa Ribeiro Neves. "Leadership teaching strategies in undergraduate nursing courses." Revista da Rede de Enfermagem do Nordeste 19 (May 17, 2018): e3226. http://dx.doi.org/10.15253/2175-6783.2018193226.

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Gonçalves, Rafaella Guilherme, Bruna Ruselly Dantas Silveira, Wanesca Caroline Pereira, Lucas Batista Ferreira, Ana Angélica Rego de Queiroz, and Rejane Maria Paiva de Menezes. "Teaching palliative care in undergraduate nursing education." Rev Rene 20 (April 25, 2019): e39554. http://dx.doi.org/10.15253/2175-6783.20192039554.

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Clark, Karen, Diana Stanforth, and Mary P. Humphries. "Teaching Undergraduate Nursing Research." Nurse Educator 34, no. 1 (January 2009): 9–11. http://dx.doi.org/10.1097/01.nne.0000343392.96200.9b.

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Ruel, Sally. "Undergraduate Geriatric Nursing Curriculum." Journal of Professional Nursing 24, no. 4 (July 2008): 259–60. http://dx.doi.org/10.1016/j.profnurs.2007.06.007.

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Dorsey, Laurie E., and Constance M. Baker. "Mentoring Undergraduate Nursing Students." Nurse Educator 29, no. 6 (November 2004): 260–65. http://dx.doi.org/10.1097/00006223-200411000-00013.

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Magnussen, Lois, and Mary Jane Amundson. "Undergraduate nursing student experience." Nursing and Health Sciences 5, no. 4 (December 2003): 261–67. http://dx.doi.org/10.1046/j.1442-2018.2003.00158.x.

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Shi, Zheng-Yan, Xiao-Ling Li, Meng-Yan Tang, and Yao-Yao Peng. "Investigation and Analysis of Undergraduate Nursing Students’ Attitudes Toward Advanced Care Planning and Their Willingness to Implement." American Journal of Hospice and Palliative Medicine® 37, no. 8 (February 5, 2020): 613–18. http://dx.doi.org/10.1177/1049909120902123.

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Objective: The purpose of this study is to understand the attitude of undergraduate nursing students toward advanced care planning (ACP) and their willingness to implement ACP and to analyze its influencing factors, so as to provide evidence-based basis for life and death education and ACP-related training in colleges and universities. Methods: A total of 312 nursing undergraduates from a university in Chengdu (China) were surveyed by using general information questionnaire, attitude scale of ACP, and willingness questionnaire to implement ACP. Results: The scores of undergraduate nursing students’ attitude toward ACP were 24.97 ± 2.75, and the scores of total willingness to ACP were 79.26 ± 9.70. Univariate analysis and multivariate linear regression analysis showed that religious belief, grade, family relationship, and family discussion of death were the factors influencing the willingness of nursing students to carry out ACP. Conclusions: The attitude of undergraduate nursing students toward ACP tended to be positive, but their cognition of ACP was misunderstood, and their willingness to implement ACP needed to be improved. To improve the awareness and implementating willingness of undergraduate nursing students to ACP, it was recommended that colleges and universities carried out systematic standardized life and death education courses and ACP-related training.
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Dissertations / Theses on the topic "Undergraduate nursing"

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Mansour, Tamam Botrous. "Teaching research to undergraduate nursing students." free to MU campus, to others for purchase free online, 2002. http://wwwlib.umi.com/cr/mo/preview?3052197.

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Wu, Xi Vivien. "Holistic clinical assessment for undergraduate nursing students." Doctoral thesis, Högskolan i Jönköping, Hälsohögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29937.

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A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. Difficulties in the development of valid and reliable assessment measures in nursing competency continue to pose a challenge in nursing education. A holistic approach in the assessment of competency comprises knowledge, skills and professional attitudes, wherein the notion of competency incorporates professional judgement and management skills in the clinical situation. Therefore, the thesis aims to develop a holistic clinical assessment tool with a reasonable level of validity and reliability to meet the needs of clinical education. The conceptual framework underlying this research is formed by establishing a theoretical connection between the practice of learning, and of pedagogy and assessment. This research consists of five studies. In Study I, a systematic review was conducted to explore the current assessment practices and tools for nursing undergraduates. In Studies II, III and IV, a qualitative approach with focus group discussions was adopted to explore the views of final-year undergraduate nursing students, preceptors, clinical nurse leaders and academics on the clinical assessment. Based on the multiple perspectives, it therefore addresses concerns in clinical assessment. In Study V, a holistic clinical assessment tool was developed, for which a psychometric testing was conducted. The systematic review indicated that limited studies adequately evaluate the psychometric properties of the assessment instrument. The qualitative studies have raised an awareness of professional and educational issues in relation to clinical assessment. Workload, time, availability of resources, adequate preparation of preceptors, and availability of valid and reliable clinical assessment tools were deemed to influence the quality of students’ clinical learning and assessment. In addition, the presence of support systems and formal educational programs for preceptors influenced their preparation and self-confidence. Nursing leaderships in hospitals and educational institutions have a joint responsibility in shaping the holistic clinical learning environment and making holistic clinical assessment for students. The involvement of all stakeholders in the development of a valid and reliable assessment tool for clinical competency is also essential to the process. The Holistic Clinical Assessment Tool (HCAT) was developed by the author based on the systematic review, qualitative findings and the core competencies of registered nurse from the professional nursing boards. The HCAT consists of 4 domains and 36 assessment items. Furthermore, testing of the psychometric properties indicated that the HCAT has satisfactory content validity, construct validity, internal consistency and test-retest reliability. In conclusion, the HCAT is meritorious in that it carries the potential to be used as a valid measure to evaluate clinical competency in nursing students, and provide specific and ongoing feedback to enhance the students’ holistic clinical learning experience. The HCAT not only functions as a tool for self-reflection for the students, but also guides the preceptors in clinical teaching and assessment. In addition, the HCAT can be used for peer-assessment and feedback. It is imperative that the clinical and academic institutions establish various levels of ongoing support for both students and preceptors in the process of clinical assessment.
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Merriman, Carolyn S. "Test-Taking Strategies for Undergraduate Nursing Students." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/8468.

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Fusco, Lori A. "Medication Safety Competence of Undergraduate Nursing Students." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=casednp158558798038964.

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Watts, Tessa Elisabeth. "Educating undergraduate pre-registration nursing students for complexity in contemporary palliative nursing." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678375.

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Thompson, Zenora. "Nursing Faculty Perspectives: Enrollment and Accommodation for the Undergraduate Disabled Nursing Student." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1576620891679646.

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Aller, Loretta J. "Exploring the Developmental Process of Undergraduate Nursing Students." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573645761366224.

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Dyck, Jeffery Mark. "Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education : an interpretive ethnographic study." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31564.

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In Canadian schools of nursing, men constitute around 9% of the student cohort. Among the men who attend schools of nursing, rates of attrition are far higher than those of female students. There is little research that addresses the character and quality of male nursing students' educational experiences, nursing instructors' understandings of gender in the context of nursing education and the relationship between gender and the culture of the nursing classroom. This multi-site qualitative study utilized an interpretive ethnographic methodology and was conducted at two large, undergraduate schools of nursing in Western Canada. Data collection consisted of participant observation of 15 classroom teaching sessions (24 hours) followed by semi-structured interviews of between 60 and 90 minutes duration with 6 male, upper level nursing students who were participants in the classes and 6 female nursing instructors who taught the classes. Major themes that resulted from data analysis addressed the role of men in the nursing classroom and the culture of nursing education. The role of men in the nursing classroom was characterized by the theme of playing a different role: relying on traditional masculinities. Men's behaviours aligned closely with traditional masculinities and involved components of leadership, assertiveness, comic relief and risk-taking. The theme of masculinities in a feminine place addressed the sexualized and sometimes stereotyped identity of male nursing students, as well as the fact that they see themselves as being accommodated rather than integrated in the classroom setting. The theme of incongruence between masculinities and femininities involved the disconnect that men perceived between male and female priorities and learning styles, as well as the risks that men face in the maternity clinical rotation and around the use of touch in the clinical setting. These findings suggest that nursing instructors need to consider gender when planning and carrying out their teaching, avoid parody or stereotypes of masculinities, and avoid assumptions that male students are homogeneous. These actions could help lower the attrition rate of male nursing students and offset the nursing shortage. Further research that is longitudinal and which includes data from female students would help enrich these findings.
Applied Science, Faculty of
Nursing, School of
Graduate
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Lyte, Geraldine. "Graduateness in nursing : a case study of undergraduate nursing students' development and employability." Thesis, University of Manchester, 2007. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:70334.

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This research has focused on a detailed exploration of undergraduate nursing students' development for registration and their future employability potential. There has been a particular emphasis on probing whether there is value in being a nursing graduate, within this. In the study employability refers to graduating students' preparedness to contribute to their immediate and longer term working lives, using the combination of operational and academic competence, self-efficacy and potential for further development through reflection and lifelong learning. A review of literature has revealed that there is a general paucity of any type of related published research from the within the UK and elsewhere, especially qualitatively-based research. In particular, no research could be found which has explored in-depth, as its primary aim, what nursing graduateness constitutes at the point of graduation and registration as a nurse and, whether it contributes to the employability potential of graduate nurses for both basic and advanced practice. A qualitative, instrumental case study was applied as the research design to achieve depth of focus for this inquiry, in order to meet the aims of the research. Findings from the study have uncovered a wide range of graduate attributes which were identified within participating students' development and perceived employability potential. From this a model of nursing graduateness has been proposed. Findings also indicated that changing healthcare needs within society coupled with the recent reforms in healthcare, NHS policy and the nursing role have placed greater emphasis than ever before on such graduate attributes within nursing as higher order thinking for effective nursing practice. Recommendations have been put forward for nursing education practice and research.
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Seidel, Glass Paula E. "Differences Among Undergraduate and Graduate Nursing Students’ Cultural Competency." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/940.

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This study examined differences in cultural competency levels between undergraduate and graduate nursing students (age, ethnicity, gender, language at home, education level, program standing, program track, diversity encounters, and previous diversity training). Participants were 83% women, aged 20 to 62; 50% Hispanic/Latino; with a Bachelor of Science in Nursing (n = 82) and a Master of Science in Nursing (n = 62). Degrees included high school diplomas, associate/diplomas, bachelors’ degrees in or out of nursing, and medical doctorate degrees from outside the United States. Students spoke English (n = 82) or Spanish (n = 54). The study used a cross-sectional design guided by the three-dimensional cultural competency model. The Cultural Competency Assessment (CCA) tool is composed of two subscales: Cultural Awareness and Sensitivity (CAS) and Culturally Competent Behaviors (CCB). Multiple regressions, Pearson’s correlations, and ANOVAs determined relationships and differences among undergraduate and graduate students. Findings showed significant differences between undergraduate and graduate nursing students in CAS, p <.016. Students of Hispanic/White/European ethnicity scored higher on the CAS, while White/non-Hispanic students scored lower on the CAS, p < .05. One-way ANOVAs revealed cultural competency differences by program standing (grade-point averages), and by program tracks, between Master of Science in Nursing Advanced Registered Nurse Practitioners and both Traditional Bachelor of Science in Nursing and Registered Nurse-Bachelor of Science in Nursing. Univariate analysis revealed that higher cultural competency was associated with having previous diversity training and participation in diversity training as continuing education. After controlling for all predictors, multiple regression analysis found program level, program standing, and diversity training explained a significant amount of variance in overall cultural competency (p = .027; R2 = .18). Continuing education is crucial in achieving students’ cultural competency. Previous diversity training, graduate education, and higher grade-point average were correlated with higher cultural competency levels. However, increased diversity encounters were not associated with higher cultural competency levels.
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Books on the topic "Undergraduate nursing"

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NLN guide to undergraduate RN education. 3rd ed. New York: NLN Press, 1995.

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Medact. Global health studies: Proposals for medical and nursing undergraduate teaching. London: Medact, 2001.

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Al-Zghool, Muneeb Mohammad. The experiences of undergraduate students undertaking mental health nursing placements: A qualitative study in two countries. Manchester: University of Manchester, 1995.

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1933-, Jason Hilliard, ed. Collaborative clinical education: The foundation of effective health care. New York: Springer Pub. Co., 1993.

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Conn, Irene. Ageism, attitudes and the curriculum: An exploration of educational visits to active, older people by undergraduate nursing students. [S.l: The author], 1994.

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Nursing, National League for, ed. NLN guide to undergraduate RN education. 2nd ed. New York: National League for Nursing Press, 1994.

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The National League for Nursing. Official Guide to Undergraduate & Graduate Nursing Programs, Second Edition (Official Guide to Undergraduate & Graduate Nursing Schools). 2nd ed. Jones & Bartlett Publishers, 2003.

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Hassard, Thomas. Statistics for Nursing and Allied Health - Undergraduate. Pearson Education, Limited, 2018.

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Morse, Winifred. IDENTIFYING ESSENTIAL CONTENT IN UNDERGRADUATE NURSING CURRICULA. 1990.

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National League for Nursing. Research and Evaluation Division., ed. Official guide to undergraduate and graduate nursing schools. Sudbury, Mass: Jones and Bartlett, 2000.

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Book chapters on the topic "Undergraduate nursing"

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Costa, Ana, Analisa Candeias, Célia Ribeiro, Herlander Rodrigues, Jorge Mesquita, Luís Caldas, Beatriz Araújo, et al. "Adaptation and Anxiety Assessment in Undergraduate Nursing Students." In Lecture Notes in Computer Science, 112–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62362-3_11.

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Goode, Claire, Liz Ditzel, Jean Ross, and Karole Hogarth. "Building Undergraduate Nursing Knowledge and Practice Through Video." In Video Pedagogy, 21–41. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4009-1_2.

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Kain, Victoria J. "Internationalisation of the Curriculum in an Undergraduate Nursing Degree." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 205–17. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_16.

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Vermeesch, Amber, and Patricia Cox. "Mindfulness and Stress Reduction Strategies with Undergraduate and Graduate Nursing Students." In Integrative Health Nursing Interventions for Vulnerable Populations, 43–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60043-3_4.

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Carey, A. "A Study of Attitudes of Undergraduate Nursing Students Toward Substance Abuse." In Medicolegal Library, 23–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-82595-8_4.

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Muraraneza, Claudine. "Development and Implementation of a Competency-Based Curriculum in Undergraduate Nursing Education." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 77–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_5.

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Li, Ruiling, Dongmei Dou, and Yuanyuan Wang. "Effects of Project-Based Learning in Improving Scientific Research and Practice Capacity of Nursing Undergraduates." In Lecture Notes in Electrical Engineering, 2481–86. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_308.

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Buckner, Ellen, Jennifer E. Wilson, and Larry Z. Slater. "Undergraduate Research in Nursing." In The Cambridge Handbook of Undergraduate Research, 258–66. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108869508.035.

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"TCN Concepts in Undergraduate Nursing Programs." In Transcultural Nursing Education Strategies. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826195944.0020.

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Potter, Teddie, Linda L. Halcón, and Mary M. Rowan. "Pre-Licensure Nursing Education for Integrative Nursing." In Integrative Nursing, 405–10. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199860739.003.0031.

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The essence of nursing is integrative yet various external and internal pressures often lead to the marginalization of integrative principles in undergraduate nursing curriculum. Even though both the American Association of Colleges of Nursing and the National League for Nursing emphasize knowledge compatible with integrative nursing, the bio-medical paradigm tends to dictate which knowledge is valued the most. This chapter briefly reviews the history of integrative curriculum and illustrates this history with a case study. It concludes with a call for a paradigm shift in nursing education, listing key steps nurse educators can take to promote integrative undergraduate nursing education.
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Conference papers on the topic "Undergraduate nursing"

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Jayasekara, Rasika S., Colleen Smith, Morgan Smith, Vicky Visvanathan, Cath Hall, Elaine Rankin, and Terry-Renette Friebe. "Clinical Education Models for Undergraduate Nursing Programs." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.59.

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Putra, Ardia, and Rijal Maulana. "Undergraduate Nursing Students Perception on the Implementation of Curriculum based Competency." In Aceh International Nursing Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008395601410146.

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Padilla, João, Carla Nascimento, and Mara Pereira Guerreiro. "FLIPPED CLASSROOM: VIEWS OF UNDERGRADUATE NURSING STUDENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0781.

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Malik, Gulzar, Lisa McKenna, and Debra Griffiths. "An Analysis of Evidence-Based Practice curriculum Integration in Australian Undergraduate Nursing Programs." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.66.

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Li, Jie, Jing Mao, Jing Zhou, Qiaoyuan Qiaoyuan, Yan Yan, Tieying Zeng, and Xiaopan Li. "Professional Identity of Undergraduate Nursing Students in Taiwan and Chinese Mainland A Qualitative Study." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.39.

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Plisková, Barbora, Petr Snopek, and Adéla Žourková. "UNDERGRADUATE NURSING STUDENTS' MORAL COURAGE IN CLINICAL SETTINGS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1297.

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Schleicher, Molly. "SC2 Incorporating virtual reality simulations into undergraduate nursing curriculum." In Abstracts of the Association of Simulated Practice in Healthcare, 10th Annual Conference, Belfast, UK, 4–6 November 2019. The Association for Simulated Practice in Healthcare, 2019. http://dx.doi.org/10.1136/bmjstel-2019-aspihconf.36.

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Weaver, Kathryn, and Donna Bulman. "PROMOTING A CULTURE OF REFLEXIVITY IN UNDERGRADUATE NURSING EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1201.

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Neves-Amado, João, and João Costa Amado. "A CONTINUOUS ASSESSMENT EXPERIENCE IN THE UNDERGRADUATE NURSING COURSE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2318.

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Wong, MF Florence. "A Cross-Sectional Study: Collaborative Learning Approach Enhances Learning Attitudes of Undergraduate Nursing Students." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.19.

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Reports on the topic "Undergraduate nursing"

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Epeneter, Beverly. Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5282.

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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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