Rozprawy doktorskie: „Student nurses”

1

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

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

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

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Allcock, Nicholas John. "Nurses' and student nurses' inferences of pain and psychological distress". Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/12993/.

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

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4

Cornes, Desmond. "An exploration of the perceptions of nurse lecturers, student nurses and clinical mentors of the utility of student nurses undertaking international clinical experience". Thesis, Glasgow Caledonian University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726765.

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MacCormick, M. A. "Student nurses' conceptions of the curriculum". Thesis, University of Edinburgh, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654177.

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

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6

Berger, Brittany. "Hand Hygiene Perceptions of Student Nurses". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/176.

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

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7

Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning". Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.

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8

French, Heinz-Peter. "Educating the nurse practitioner : an assessment of the pre-registration preparation of nurses as an educational experience". Thesis, Durham University, 1989. http://etheses.dur.ac.uk/6506/.

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The aim of this study is to assess the pre-registration preparation of nurses as a means for producing women and men capable of doing new things, not simply repeating what other generations had done. The issues which are examined are:-(1) The purposes of nurse education (11) The extant forms of knowledge (111) The nature of teacher/student relationships in the process of learning. The study was carried out in three stages:- (1) Analysis of the literature from 1947 to 1963 by abstracting and utilising grounded theory approaches to identify the essential issues.(11) Opinion survey of student nurses utilising content and structural analysis of the audio-taped recordings of interviews to develop a theory of nurse education in the 1980's,(ill) Experimental testing of one operational hypothesis describing the effect of teacher behaviours on the student nurse’s clinical decision making. It is concluded that the pre-registration preparation of nurses is not an educational experience on the grounds that the extant forms of knowledge and the prevalent teacher/student relationships are inconsistent with the production of a critical, reflective and self-reliant practitioner. Because of this, the recommendations of UKCC Project 2000 must be carefully planned and closely monitored if the problems of the theory/practice gap are to be minimised rather than exacerbated.

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9

Abbott, Karen Elizabeth. "Student nurses' conceptions of computers in hospitals". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28567.

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

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10

Thomas, Myrddin John Wynne. "Competency based curriculum : The student nurses' perspective". Thesis, Keele University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535800.

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11

Abulaban, Hiam. "Undergraduate student nurses experiences of vertical violence". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45320.

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Vertical violence is the term used to describe abusive and bullying behaviours among a group of people with unequal power. Vertical violence is used in this study because the recipients of abusive behaviours are students. The goal of this phenomenological study was to elicit a description of the lived experience of nursing students with vertical violence during their clinical placements in three major hospitals in Palestine. Findings suggest that nursing students are experiencing and witnessing bullying behaviours in different forms, most notably by staff nurses and head nurses. Students reported that their experiences with vertical violence lessen as they advance in their clinical education and gain more skills. The majority of the students told someone about their experiences. Experiencing vertical violence was found to impact the students' learning, socialization and clinical practice. The students reported using different coping strategies to deal with vertical violence. Implications for practice include ensuring that if the issue of vertical violence is not dealt with, it will have a detrimental effect on the student nurses and on their practice. Recommendations include providing policies to address this issue and provide reporting guidelines for student nurses. Also teaching nursing students and nurses about vertical violence is to be a top priority for the schools of nursing and hospital managements.

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12

Florida-James, Geraint Desmond. "Effects of nocturnal shiftwork on student nurses". Thesis, Liverpool John Moores University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244737.

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13

Niederriter, Joan E. "Student nurses' perception of death and dying". Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1246756404.

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Thesis ( Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on July 22, 2009). Includes bibliographical references (p. 146-160). Available online via the OhioLINK ETD Center and also available in print.

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14

Brammer, Jillian D. "Understanding the role of the registered nurse in student learning". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36782/1/36782_Digitised%20Thesis.pdf.

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The focus of this research study is the phenomenon of the registered nurses' role with students in clinical placement experience. With the transfer of nursing education from the hospital sector to higher education, the role of the student has changed from employee to supernumerary status. The role of the registered nurse with students has also changed, but very little is known about the way registered nurses view and understand their role with students in clinical placement experience. The research investigates the variation in understanding that registered nurses have of their role with students and identifies the dimensions of this experience of the role. While this study is located in Queensland, Australia, the role of the registered nurse with students is recognised as an area which has been the subject of little formal study in other states and countries. Students have frequently expressed satisfaction and dissatisfaction about their clinical placement experience, an essential component of the preparation for undergraduate nursing programs. The research approach represents an innovative way to the study of the understanding registered nurses have of their role with students in clinical placement experience. The approach was selected with the intention of exploring the issue from the perspective of registered nurses, rather than students or evaluation of programs which appears to be the traditional approach to studying clinical placement experience. Registered nurses are acknowledged as major participants in clinical placement experience for students but their perspective of the role has rarely been considered. The selection of phenomenography adopted for this study is based on the appropriateness of the research approach to explore the object of inquiry. The aim of phenomenography is to describe, analyse and understand the meaning people ascribe to their world and how they construe different phenomena. The central concern is not the phenomena being investigated, nor the people who experience the phenomena, but the relation between the two: the relation between the RNs and their role with students. The findings from this study result from 28 individual interviews with registered nurses in order to identify the variation of understanding of the experience of the role with students. The registered nurses who participated in the research were from fifteen public and private hospitals throughout regional and metropolitan, Central and South Eastern Queensland. The major outcomes that emerged from this study show that registered nurses have different ways of understanding their role with students in clinical placement experience and that the number of different variations is limited. Eight distinct categories of description were identified, denoting the understanding that registered nurses have of their role. These have been labelled: Facilitator role, Teacher/Coach role, Overseer/Supervisor role, Peer Support and Role Model role, Instructor role, Manager/Foreman role, Authority role and Resister/Dissenter role in recognition of the meaning identified for each category of description. The outcome space mapped a four level developmental relationship between the categories, which denote the variation of ways registered nurses understand their role with students. These ranged from minimal involvement to total commitment and involvement with students. These findings support the need for open acknowledgment of the informal but complex role registered nurses have with students in clinical placement experience, and the need for adequate preparation for this role. The findings also provide insight into the concerns of employers and recent graduate registered nurses of the adequacy of clinical placement experience as preparation for the role of registered nurse. Further research and recommendations are proposed using these findings as the basis to improve the quality of the experiences of registered nurses and students in clinical placement experience.

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15

Miller, Leng Chan. "Mentoring Project 2000 student nurses : community nurses' experience and perceptions of their roles". Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a7ffac92-cb56-4d84-a95a-c3750d530759.

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This study explores and analyses the experiences and perceptions of community nurses (District Nurses, Health Visitors and School Nurses) involved in mentoring Project 2000/Diploma in Higher Education student nurses within one site of a College of Nursing. It addresses the significance of mentorship in nursing education and in particular, the mentoring role of community nurses from their own perspective. Conceptual frameworks derived from the literature review on mentorship in nursing education are adopted in operationalising the research aims and the formulation of questions for data collection. The exploratory and descriptive nature of the study lends itself to utilising two methods of gathering data: postal survey questionnaires and semi-structured interviews. One hundred (100) respondents participated in the former, while twenty (20) informants took part in seventeen (17) interviews carried out by the researcher over a period of four months. The findings of the study indicate that mentoring Project 2000 student nurses is a complex, time consuming and skilled activity, and that there are positive as well as constraining factors which affect the effectiveness of the mentoring process and the quality of the mentors. It also suggests that mentors require educational and managerial support, continuing professional development, and recognition for their role. Recommendations are made for improving the mentoring process and the quality of mentors. It is hoped that the information will improve the quality and utility of nurse education, and enhance the quality of interpersonal relationships between mentors, students, and clients or patients in the community.

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16

Gerber, Karin. "Optimising the work integrated learning of student nurses". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7721.

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According to the Council on Higher Education (CHE, 2011:78) the term Work Integrated Learning (WIL) refers to an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. The CHE (2011:4) further describes WIL as an approach to career-focussed education that includes classroom-based and workplace-based forms of learning that are appropriate for the professional qualifications. WIL forms part of many training programmes for professions across the globe and is considered an important aspect of preparing the trainee or student to integrate theoretical learning into the clinical environment in which he or she will be building his or her career. WIL is considered crucial for the development of professional attributes and competencies needed to perform duties within the chosen profession once the trainee is qualified. Health care professions across the world employ WIL in clinical areas as an integral part of their curricula and nursing specifically is one of the health care professions that utilise a large component of WIL for clinical development of the student nurses. In South Africa, student nurses are currently placed in a variety of clinical settings in order to obtain the required and regulated clinical experience that work integrated learning should offer them. However, anecdotal evidence indicated that student nurses from the various Nursing Education Institutions in Nelson Mandela Bay experienced difficulty in finding adequate opportunities to develop their newly acquired skills when in the clinical areas and reported great difficulties in achieving their WIL outcomes. The aim of this study was to explore and describe the student nurses’ experiences of work integrated learning in various clinical areas in the Nelson Mandela Bay. This study followed a qualitative, exploratory, descriptive and contextual design with two phases. Thirty-five student nurses in their third and fourth-year were purposely sampled. In phase one data was collected using two steps, where the first step comprised using naïve sketches. During the second step interviews were done by means of focus groups using semi-structured questions and responsive interviewing. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. In phase two recommendations for nurse educators to optimise WIL were formulated. The following three themes and related sub-themes emerged from the analysis: 1) Student nurses experienced a multitude of challenges in the clinical placement areas (CPA) and at the nursing education institution (NEI) that negatively impact on their morale and hinder WIL, namely lack of resources, unsupportive learning environments, a lack of belonging and workplace violence. 2) Positive experiences resulted in motivated and enthusiastic students, namely being inspired by role models, enhanced learning when support was offered and personal growth. 3) Students offered recommendations for enabling their WIL, namely adequate mentoring and clinical support, adequate financial support related to WIL and adjusting the nursing programmes to better incorporate the students’ needs. Relevant literature and recommendations offered by the student nurses were used to formulate recommendations with action steps for nurse educators to optimise work integrated learning of student nurses.

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Davenhall, Ella. "The assessment of practical skills in student nurses". Thesis, Sheffield Hallam University, 1985. http://shura.shu.ac.uk/20655/.

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RATIONALE: During the last decade assessment of clinicalskills in student nurses preparing for state registration has undergone a number of developments. According to contemporary literature, written examinations, which represent one feature of assessment for state registration, often bear little relationship to the level of nursing skills demonstrated by a student in the clinical setting. Having observed contemporary methods of clinical assessment, the researcher here explores the theoretical and practical considerations underlying these methods; their reliability and validity; and the related question of what could constitute useful and appropriate instruments for assessment of clinical nursing skills. NATURE, SCOPE AND METHOD: Two methods of clinical assess-ment in general use were explored, employing guided interviews with a sample of senior nursing staff regularly involved in clinical assessment (N = 44). This was a sample of ward sisters located in four centres: Centre A, an est-ablished teaching hospital (N = 14.); Centre B, a busy district general hospital (N = 8); Centre C, a new postgraduate medical school hospital (N = 12); and Centre D, a small suburban general hospital (N = 10). Following a review of the literature, a guided interview schedule was developed by means of preliminary unstructured discussion with assessors in order to establish general categories; followed by a small pilot study. Interview data were stored on audiotape and comparisons made between responses from assessors in the four centres. The researcher wished to collect accurate information in respect of specific issues involved in the current procedures. Interviews were wide-ranging, covering numerous aspects of assessment as these affect student, assessor and patient; and the instruments currently used. Numerical data is supported by anecdotal material illustrative of typical responses. Additionally to the interviews, a retrospective analysis of specimen assessments carried out for a specific group of third-year students was undertaken in order to. obtain data on reliability and validity of such assessments. FINDINGS: These illustrate a variety of strengths andweaknesses in current assessment procedures as perceived by senior clinical nurses: and serve to emphasise issuesrequiring further study. Of greatest interest are implications for preparation, training and continued development of clinical assessors. Respondents viewed both current assessment systems critically; and a specimen analysis illustrated the shortcomings of progress assessments. Inferences were drawn from the data regarding potential future ways of improving organisational, assessmental and educational aspects of clinical nurse assessment.

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18

Boyle, Denise Linda. "Why do student nurses stay? : a qualitative study". Thesis, Lancaster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702143.

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Montgomery, Tamara L. "Staff Nurse Perception of Professional Role Modeling for Student Nurses in the Clinical Learning Environment". Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492596984491297.

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20

Humphreys, Melanie. "Exploring student nurses' and nurse educators' experiences of simulation-based pedagogy using case-study research". Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/621924.

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Nurse academics are constantly facing new challenges from governmental and professional groups calling for the preparation of students to be able to work with increasing complex patient cases at a time of reduction in clinical placements (NMC, 2010a and b). Simulation is a method that has been embraced, by some, for preparing for these challenges, with the potential to escalate student skills and knowledge in a meaningful way (Benner, 1984). The aim of this study was to explore and make explicit the characteristics that make simulation effective within nurse education. An explorative, qualitative case study was chosen to collect spoken data from twenty-four participants through focus groups. Participants included both students undertaking nurse training, and academics involved in the delivery of simulation. Content analysis facilitated exploration of each participant's contribution resulting in the emergence and construction of three themes (Creswell, 2007; Polit and Beck, 2014). 1. The approaches that academics use to integrate simulation into the curriculum; 2. The influences and decisions academics make to deliver simulationbased education, and their impact upon the student learning experience; 3. Evidence for the transference of skills to the realities of clinical practice. A conceptual framework has been developed and presented through the data analysis process (Saldana, 2012), which has culminated in the presentation of a unique model for 'Developing Simulation Practice in Nurse Education' (DSPiNE). The model relates to two key processes derived both during and following simulation activities (1) the preparedness for clinical practice, described as the process whereby the student gains insight into their current practice abilities; and (2) the transference to clinical practice, described as the process whereby the student gains insight into their readiness for future practice requirements. This study concludes that purposeful positive behavioural change could be achieved with the implementation of the DSPiNE model within nurse education.

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21

Black, Margaret Elizabeth. "Student nurses' clinical decision-making, key to professional practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27764.pdf.

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Breakwell, Richard Lee. "Factors affecting the progression of first-year student nurses". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6905/.

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This study explored the first-year progression of a cohort of degree nursing students. A psychosocial Model of Student Progression (MoSP) was designed based on student nurse attrition literature and three theories: a student development theory by Chickering and Reisser, an identity theory by Erikson and a student departure model by Tinto. The MoSP provided a framework for the research design and a pragmatic, mixed-method approach was used to explore the progression of 59 students. Data collection included questionnaires, semi-structured interviews and first-year assessment results. Data was analysed using descriptive statistics, comparisons with components of the MoSP and thematic analysis. Findings indicated that a number of factors were associated with student progression, including pre-entry attributes and experiences. End-of-year interviews indicated the importance of student preparation for university study, transitional processes related to academic skill development, social integration, levels of support and changes to student identity and purpose. In conclusion, the MoSP was found to provide a suitable framework for exploring student progression; however, further adaptions to the model are needed to reflect the dynamic and personal nature of student progression from before university study to the end of the first year of study and beyond.

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Hewett, Deirdre. "Workplace violence targeting student nurses in the clinical areas". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5183.

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Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Workplace violence in health care is a worldwide phenomenon. In nursing, the nature of workplace violence is predominantly non-physical in nature. Literature reveals the devastating consequences for the individual nurse, both physically and / or emotionally, depending on the nature of the violence. The consequences for the organisation / institution and the profession are equally devastating, manifesting in reduced standards of patient care and increased attrition from the profession. The pervasiveness of this problem indicates that to date, remedial and protective measures have been unsuccessful. However, most of the research done on workplace violence in nursing has been conducted amongst qualified nurses. The purpose of this study was to investigate the extent of workplace violence, targeting student nurses in clinical areas. The setting was the Western Cape College of Nursing and the population was second, third and fourth-year, pre-registration students. The research objectives addressed various aspects, for example, type, prevalence, perpetrators, consequences and management of workplace violence. A quantitative research design, utilising a survey, was chosen for the study. A probability sample of n = 255 students was selected, using stratified, random sampling as the sampling method. The variables selected for stratification were gender and year of study. A self reported, anonymous questionnaire, guided by the literature review and by the research objectives, was utilised for data generation. Summary statistics were used to describe the variables, whilst distributions of variables were presented in the form of histograms and frequency tables. Where appropriate, the relationships between demographic and research variables were described, using suitable statistical analyses. The findings revealed that the perpetration of non-physical violence against student nurses is widespread, particularly that perpetrated by co-workers, more specifically registered, staff- and assistant nurses. The under reporting of workplace violence was a common finding. Student nurses suffer grave emotional consequences as a result of workplace violence. Almost half of the respondents admitted that they had considered leaving nursing due to workplace violence and that it had negatively affected their standard of patient care. The overall conclusion was that, in accordance with a worldwide trend amongst all categories of nurses, student nurses are targets of workplace violence in the clinical areas. These findings have particular implications for the management of nursing education institutions. The fact that student nurses are targeted to the extent revealed in this study indicates that existing preventive measures in the clinical areas have not been effective. The recommendations arising from this study therefore focus on equipping the vulnerable trainee with the tools to withstand workplace violence. As such, the recommendations are directed at the management of the nursing education institution, to create awareness around the problem, to empower students to confront and cope with workplace violence and to support students traumatised by workplace violence. Finally, this study suggests avenues for further research, for example, research in the same setting after implementation of the recommendations, or further research into the dynamics of workplace violence, targeting student nurses from the perspective of qualified nursing staff or patients.
AFRIKAANSE OPSOMMING: Geweld in die gesondheidsdienste werksplek is ‘n wêreldwye verskynsel. In verpleging is geweld in die werksplek oorwegend nie-fisies van aard. Die literatuur wys op die ingrypende fisiese en / of emosionele gevolge vir die individuele verpleegkundige, afhangend van die aard van die geweld. Die gevolge vir die organisasie of instelling, asook vir die verpleegberoep, is eweneens ingrypend en manifesteer in verlaagde standaarde in pasiëntsorg en ‘n toename in verpleegkundiges wat die beroep verlaat. Die algemene verskynsel van die problem dui aan dat regstellende en beskermende maatreëls tot dusver onsuksesvol was. Die meeste navorsing oor geweld in verpleging is egter tot dusver onder gekwalifiseerde verpleegkundiges gedoen. Die doel van hierdie studie was om die omvang van werksplek-geweld, met studenteverpleegkundiges as teikengroep, in die kliniese areas na te vors. Die studie is by die Wes-Kaap Kollege van Verpleging uitgevoer en die populasie was al die tweede, derde en vierde-jaar, voor-registrasie studente. Die geformuleerde navorsingsdoelwitte vir die studie het verskeie aspekte aangespreek, soos byvoorbeeld, tipe, frekwensie, die uitvoerders van geweld, gevolge en die hantering van werksplek-geweld. ‘n Kwantitatiewe navorsingsontwerp, met gebruikmaking van ’n opname, is vir die studie geselekteer. ‘n Waarskynlikheidsteekproef van n = 255 studente is deur middel van gestratifiseerde, ewekansige steekproefneming geselekteer. Geslag en jaar van studie was as die veranderlikes vir stratifikasie gekies. Die instrument vir data-insameling was ‘n self-voltooide vraelys, gebaseer op die literatuurstudie en gerig deur die navorsingsdoelwitte. Opsommende statistieke is aangewend om die veranderlikes te beskryf, terwyl die verspreidings van veranderlikes in die vorm van histogramme of frekwensie-tabelle aangebied is. Waar toepaslik, is die verhoudings tussen demografiese en navorsingsveranderlikes met behulp van toepaslike statistiese analises beskryf. Die bevindinge het onthul dat die pleeg van nie-fisiese geweld teenoor studenteverpleegkundiges algemeen voorkom, veral daardie deur mede-personeel, meer spesifiek geregistreerde, staf– en assistent verpleegundiges. Die onderrapportering van werksplek-geweld was ‘n algemene bevinding. Studenteverpleegkundiges ly aan erge emosionele gevolge, as gevolg van werksplek-geweld. Byna die helfte van die respondente het erken dat hulle oorweeg het om die beroep te verlaat en dat sodanige geweld hul standaard van pasiëntsorg negatief beinvloed het. Die oorkoepelende gevolgtrekking was dat studenteverpleegkundiges, in ooreenstemming met ‘n wêreldwye neiging onder alle kategorieë van verpleegkundiges, die teiken van werksplek-geweld in die kliniese areas is. Hierdie bevindinge hou spesifieke implikasies vir die bestuur van verpleegonderriginrigtings in. Die feit dat studenteverpleegkundiges tot die mate, soos in die studie onthul, geteiken word, het aangetoon dat bestaande voorkomende maatreëls in die kliniese areas oneffektief is. Die voorstelle vanuit hierdie studie is dus daarop gerig om die ontvanklike nuweling toe te rus om werksplek-geweld teë te staan. As sulks is die voorstelle gemik op die bestuur van die verpleegonderrig-inrigting, om bewustheid rondom die probleem te skep, om studente te bemagtig om geweld te konfronteer en te hanteer, en om studente, wat as gevolg van werksplek-geweld getraumatiseer is, te ondersteun. Laastens word moontlikhede vir verdere navorsing voorgestel, soos byvoorbeeld, navorsing in dieselfde omgewing na die implementering van die voorstelle, of verdere navorsing in die dinamika van werksplek-geweld teenoor studenteverpleegkundiges, vanuit die perspektief van gekwalifiseerde verpleegpersoneel of pasiënte.

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Crick, Paula Jane. "Exploring student nurses' first assessment experience : an illuminative evaluation". Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14972/.

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This illuminative evaluation utilises a mixed-method design to explore the first assessment experience of first year student nurses and consider how aspects of this experience impact on their self-beliefs regarding academic ability. The study investigates the experience of a cohort of student nurses as they go through their first summative assessment of theory on their Nursing diploma course at a post-1992 University in the West Midlands of the United Kingdom. It aims to elicit, from their perspective, aspects of the assessment process that enhance their confidence and self-belief about ability, and those that serve to undermine it. The study considers whether the assessment experience differs for students with different levels of pre-entry academic qualifications, age, or history of family experience of higher education, and will examine students' conceptualisations of intelligence to ascertain if these beliefs relate to their learning behaviours or achievement. Most students believed that their intelligence could be improved with effort, utilised tutorial and peer support and believed that learning and understanding were more important than assessment. Following this assessment experience, however, there was a shift in these beliefs, with more students seeing the assessment as most important. The assessment grade received by students, peer support and tutorial support had the greatest positive, and negative, impact on student self-beliefs, with formative feedback having less impact. This cohort of students experienced a good level of achievement and a significant improvement in confidence to undergo their next assessment. Achievement was not related to pre-course academic qualifications, or to family experience of higher education, but mature students achieved better grades when compared with younger peers. This finding supports the inclusion of mature students with weaker academic backgrounds, raising questions about how to continue to include them in the nursing profession as it progresses to all graduate registration. This study highlights the need to create a learning milieu that has learning and understanding at its core, fosters effective peer support and includes students far more in the assessment process, supporting development of the positive self-beliefs, confidence and self· reliance essential to their academic and professional development.

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Phillips, Jill. "Student nurses' lived experiences of their last practice placement". Thesis, Bournemouth University, 2017. http://eprints.bournemouth.ac.uk/29533/.

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Since the mandatory twelve week minimum placement was introduced in 2010 by the regulatory body for nursing in the UK, there is little documented as to its effectiveness from the students’ perspective. The aim of this study was to explore the lived experiences of ten student nurses as they completed a longer than usual practice placement as the last component of their undergraduate pre-registration nursing education. Previously students had been allocated to practice for periods of five or six weeks and this was the first time they had experienced a longer placement. Using a descriptive phenomenological approach, a purposive sample of ten student nurses were interviewed within one week of completing their final three months in practice in July 2013. Data were analysed using Giorgi’s (2009) modified Husserlian approach to descriptive phenomenology. Findings revealed the four invariant constituents of: belongingness and fitting in; taking charge of own learning; making sense of the complexities of nursing; and becoming a nurse. Discussion exposed not only challenges to current thinking from the collective views of ten students in the south of England, but revealed a process of transformative learning that the students journeyed to prepare themselves for registration as a professional nurse. Fuelled by their mentors facilitating and encouraging autonomous practice, students began to experience a sense of awakening to the responsibilities and accountability that they faced as a registered nurse. New insights from this research suggest that more could be done to enhance the final practice placement experience for students on the point of transition. It is seen as a dress rehearsal for the real world of work as a registered nurse and mentors should supervise at arm’s length and encourage students to work things out for themselves, take risks and make decisions. Nurse educators should recognise that during the extended last placement students re- contextualise their knowledge as they begin to make sense of the complexities of nursing practice. Conclusions from this study support the notion that a longer final practice placement helps students to prepare for their impending transition to registered practice. It recognises the key role of the mentor in supporting all four invariant constituents and the process that these students undertook to gain the confidence and competence to practise as a qualified nurse. This new knowledge is of interest to a wider audience concerned with the preparation of undergraduate pre-registration nursing students both in the UK and abroad.

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Van, Wyngaarden Angeline. "Educational practices for promoting student nurses' clinical reasoning skills". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/61674.

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Background: Clinical reasoning is the ability to reason as a clinical situation changes and is an essential component of competence in nursing practice. However, some traditional teaching and learning strategies do not always facilitate the development of the desired clinical reasoning skills in nursing students. Problem statement: Nurse educators at a military nursing college in Gauteng are predominantly utilising traditional teacher-centred teaching and learning strategies. The concern is that if students are predominantly taught by means of traditional teacher-centred strategies this may not contribute to the development of the desired clinical reasoning skills required for nursing practice. To improve educational practices to promote the development of student nurses' clinical reasoning skills, the researcher conducted an action research study. Aim: The aim of the study was to facilitate a process of change towards improving educational practices in order to promote the development of undergraduate student nurses' clinical reasoning skills. Methodology: Action research was used to conduct the research study by means of three phases. During Phase 1: the Baseline phase, data was collected by means of unstructured interviews with nurse educators and head of departments to explore and describe the challenges experienced by nurse educators in utilising alternative educational practices. During Phase 2: the Action Research Process phase, an action research group was established to co-construct an action plan to address the identified challenges. Four action research cycles each comprising four steps, namely plan, act, observe and reflect was implemented. Phase 3, the Evaluation of the Action Research Process phase, evaluated the outcomes of the action research process by means of the World Café data collection method. Qualitative data from Phase 2 was analysed using the steps outlined in Saldaña (2013). The activities conducted during the action research group workshops were recorded and minutes were kept. Data from the World Café was analysed using the creative hermeneutic data analysis method as suggested by Boomer and McCormack (2010). Findings: The challenges encountered by nurse educators were explored and the following four main themes emerged: educational practices; clinical learning environment; military learning environment; and role players in the teaching and learning environment. The challenges were prioritised by the action research group into four strategies: teaching, learning and assessment strategies; the clinical learning environment; continuous professional development; and support and selection of students and nurse educators. An action plan was co-constructed during Phase 2 by the action research group participants. The project was evaluated by the action research group as successful. The action research process contributed to the professional development of the nurse educators and resulted in the utilisation of more student-centred teaching, learning and assessment strategies. Conclusions: An action plan was developed to improve educational practices at the South African Military Health Service Nursing College. The researcher also developed a conceptual framework to promote clinical reasoning skills. Addressing nurse educator challenges in collaboration and empowering them with the means, opportunity and skill to utilise studentcentred teaching and learning strategies may contribute to the development of undergraduate student nurses' clinical reasoning skills.
Thesis (PhD)--University of Pretoria, 2017.
Nursing Science
PhD
Unrestricted

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Astley-Cooper, Jean. "The lived experiences of student nurses in clinical placement". Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42762.

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Nurse education over the last 30 years has undergone radical change which has transformed the nature, design and content of pre-registration nurse education. In Britain there is little known about the total impact of practice placement on learning and development of nurses' identity from the students' perspective. How nursing practice is understood and interpreted influences students practice experience, in addition to how they learn and construct their identity as registered professionals. This research study explores student nurses' experiences of clinical placement whilst undertaking a pre-registration adult branch nursing course. A qualitative hermeneutical phenomenological approach was used and after ethical approval was received the experiences of 9 student nurses were collected using unstructured, individual interviews which were transcribed and analysed. The key findings showed that clinical placement experience fell into three main categories; successful, unsuccessful and failing communities of practice. Mentors influenced the experience students had in practice in these three categories. In successful placements, students practiced alongside registered nurses with opportunities to observe these nurses at work. In unsuccessful practice communities, students described impressions of not belonging, loneliness and confusion, and compartmentalised their experience into the work and learning which affected their over-all learning experience. Failing communities of practice exposed and subjected the students to unprofessional values and behaviours from registered nurses, which if adopted and applied, impacted detrimentally on the care that patients received. As the experience of clinical placement influences how students are socialised into the practice of nursing, how they learn and construct their identities as registered nurses, solutions designed to strengthen the clinical placement component of nurse education have been suggested in the following areas: belonging and modelling, placement quality and organisation, curriculum development, and mentor preparation and updating.

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Ober, Jay Kyle. "Student Nurses’ Experience of Learning with Human Patient Simulation". eScholarship@UMMS, 2009. https://escholarship.umassmed.edu/gsn_diss/15.

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Human patient simulation (HPS) has been used for over 40 years in medical education. A human patient simulator is a life-like, anatomically correct, computer driven mannequin with physiologic responses that mimic real patients. Since the introduction of computerized HPS in 2000, its use by medical and nursing students has grown exponentially. Approximately 500 nursing schools are using human patient simulators in nursing education. Researchers have suggested that using HPS can assist in reducing the gaps between theory and practice by improving critical thinking, decision making and patient outcomes. An increase in recognition of medical errors has dictated the need to improve education by allowing students and clinicians to learn in an environment that permits errors and do not put real patients in danger. However, there is a dearth of research on the benefits, advantages and disadvantages of HPS as well as the learning experiences of students who used HPS in their nursing education. Therefore, the purpose of this qualitative study was to describe and analyze the learning experience of baccalaureate nursing students who used HPS during their education. Focus group interviews with HPS students were recorded and transcribed for content analysis in NVIVO, a qualitative analysis software program. The results of the analysis were categorized into four major themes: Structure, Environment, Instructor and Learning. The findings revealed that HPS students felt that structure was critical to optimize learning opportunities. Students wanted to be properly oriented to the environment of the HPS sessions, and they felt that the lack of realism of the simulators did not negatively affect their learning. Students wanted knowledgeable and competent instructors who had good interpersonal communication and interaction skills. Last, students expressed that there were benefits from acting as both the nurse and the observer during HPS. The opportunity to make mistakes without harming a patient and to experience different types of nurse-to-nurse reports were viewed as positive. The findings of the study suggested that further research about student perceptions of HPS learning experiences could provide valuable information for educators and policymakers to improve the implementation of HPS in nursing and medical education.

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Von, Flue Steven C. "The Demographics, Motivations, and Role Conceptions of Student Nurses". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5142.

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This thesis investigates the following factors concerning student nurses: (1) demographic background and life experiences; (2) motivations to enter and commitment to nursing school; (3) students' conceptions of the role of a nurse; (4) comparison of students' expectations with their ideals and with the realities of nursing. A questionnaire was administered to first year nursing students at three institutions; a four-year baccalaureate degree program and two community college associate degree programs. The two types of institutions were chosen to allow comparison between students on two different career tracks. The findings indicate that contemporary student nurses are older than typical college students, have had a significant number of prior occupational experiences, and in contrast to the 1960's and earlier, are not exclusively female. They were most strongly motivated to be nurses by the desire to help others and conceive of the role of a nurse as challenging, rewarding, and relatively professional. In general, these students had a good understanding of the role of the average nurse, but they would construct the ideal nursing environment somewhat differently than the actual nursing environment. These findings relate to career exploration and motivational processes associated with occupational training. It can be inferred from survey data that initiates to training programs often are quite aware of what the discipline demands. In many cases they have sought out others who are working in the field. These data also reflect the increasing occupational mobility of American society whereby individuals change careers once or more during their lifetimes.

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Mukumbang, Ferdinand C. "Patients' experiences of being nursed by student nurses at a teaching hospital in the Western Cape". University of the Western Cape, 2013. http://hdl.handle.net/11394/4081.

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Magister Curationis - MCur
Patients' experiences of being nursed by student nurses at a teaching hospital in the Western Cape. Results: Three main themes were discovered after the data analysis; methods of identification of student-nurses by patients; positive perceptions of student-nurses by patients and the negative perceptions of student-nurses by the patients. Conclusion: Patients’ experiences with student nurses in their roles during their practicum vary considerably. Some patients reported that the students were very good to them, friendly; making conversations with them that would lighten up their moods. They asserted also that they felt comfortable with the technique and execution of the nursing care process by the student nurses, confirming that they see nothing wrong with them. Conversely, other patients did not hold the student nurses in high esteem and said that they were not very good with discharging their nursing duties and were sometimes found wanting in the execution of certain nursing procedures. Consequently, their experiences were not so good ranging from boredom to extreme pain during the nursing care from students. Emanating from the bad experiences that these patients have had with student nurses, they have become sceptical when it comes to receiving nursing care from student nurses and would refuse should they have the opportunity to decide.

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Alharazi, Ruba. "Understanding registered nurses' and student nurses' positive mentorship experiences in Jeddah (Saudi Arabia) using appreciative inquiry". Thesis, City University London, 2015. http://openaccess.city.ac.uk/13866/.

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This thesis presents work conducted for a structured doctorate consisting of four main components. The first element is a case study investigating the current practice of mentorship in a clinical setting in Jeddah, Saudi Arabia. The qualitative case study was conducted in a government nursing college and its associated government hospital. Data were collected through individual interviews (2) with nursing coordinators; semi-structured focus groups (8) with mentees (n=3), mentors and clinical educators (n=3), lecturers (n=1) and head nurses (n=1); and finally, documentary analysis. The findings show that neither mentors nor mentees were happy with the current arrangements. Mentees believed that mentorship did not benefit them, and mentors seemed to resent the request to devote time to mentees. Both parties need to approach the other with more empathy, appreciating their difficulties and respecting their individual choices and wishes. Mentors also pointed to a lack of coordination between university and hospital, and both mentors and mentees felt that the mentorship process lacked clarity. Devising and putting into practice a new policy could lead to important positive changes in mentors’ and mentees’ experiences and relationships. The second element of the structured doctorate, undertaken after the case study, is the best evidence literature review. The aim of the review was to examine published studies on mentorship in nursing from the perspectives of both mentors and mentees in order to obtain a holistic view of mentorship experiences. A critical evaluation of these published studies is presented, reviewing the definitions of mentorship in the literature and highlighting the sparse literature on nursing mentorship in Saudi Arabia. Next is a critical overview of the nursing mentorship experiences in Islamic countries. Mentors’ and mentees’ views on mentorship are discussed. The final section summarizes the findings and attempts to use them to answer the literature review questions whilst highlighting the gaps in the literature. The third element is the main study, which emerged from the literature and builds on the case study. It aimed to investigate the factors contributing to positive mentorship experiences in nursing in Jeddah by exploring mentors’ and mentees’ positive experiences. The qualitative study was conducted from the theoretical perspective of appreciative inquiry (AI). Data were collected in semi-structured focus groups (total of six) with mentees (n=3) and mentors (n=3) at three settings. The key contributing factors to positive mentorship experiences and the main themes from data analysis are communication; involvement; encouragement; reciprocity; students’ sense of fear; mentors’ role, including its characteristics, preparation for it and feedback; and organisational-level processes and resources, such as time availability, workload, allocation and college-university collaboration. It is recommended that a consensus definition of mentorship be issued to avoid conflict in roles and expectations, that systems be developed to give mentors time to spend with mentees and that mentors attend a mentorship training programme to gain understanding of the process and be prepared for their role. The fourth element is the dissemination artefact and plan, which communicate the findings to develop education, policy, practice and research. A briefing for stakeholders contains an overview of the study and key findings. An outline of a mentorship training programme and a draft handbook for local use in Saudi Arabia are proposed. The dissemination plan explains how the researcher plans to disseminate the artefact.

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Iranmanesh, Sedigheh. "Caring for dying and meeting death : the views of Iranian and Swedish nurses and student nurses". Doctoral thesis, Luleå : Luleå tekniska universitet/Hälsovetenskap/Omvårdnad, 2009. http://pure.ltu.se/ws/fbspretrieve/2440805.

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Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support". Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.

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This thesis reports a mixed-method investigation into the relationship between training experiences and commitment in students training for a caring profession such as nursing. There are recruitment and retention difficulties in healthcare care professions (Storey, Cheater, Ford and Leese, 2009) and on nursing courses (Waters, 2006). While extensive research has examined the retention of student nurses, little is known about the antecedents, experience and impact of work commitment in student nurses. The findings of such research have the potential to inform interventions and enhance support structures to improve retention in students training for the caring professions. This programme of research initially aimed to explore the experiences of students training for caring professions, with particular focus placed on nursing students, together with how these experiences relate to commitment. Lecturers and students participated in semi-structured interviews in study 1 and 2 respectively. Issues were identified relating to support, such as peer support and staff-student relationships during placement, as being important to understanding the development and maintenance of commitment in students. Quantitative work in study 3 demonstrated that affective commitment was positively related with wellbeing and help-seeking behaviours, and negatively with turnover intentions. Perceived support was positively related to satisfaction with experiences of training, affective commitment, and help-seeking behaviours. In a longitudinal study (study 4) affective commitment and work-related anxiety-contentment were found to decrease, and turnover intentions increase, between time 1 and time 2, before and after a work placement. Further, satisfaction with placement experiences appeared to causally influence affective commitment. However, study 4 provided only limited support to the findings of study 3, partly due to its limited sample. The findings of this programme of research suggest that placement experiences have important implications for the development and maintenance of student commitment to nursing. An intervention following placement could assist in re-establishing student commitment to nursing if required. It is argued more broadly that it would be of benefit for nursing educators to manage student commitment in order to enhance retention, wellbeing and satisfaction amongst students. These findings also have the potential to enhance insight into the nature and impact of commitment in students training for other caring professions.

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Gray, Morag A. "The professional socialisation of Project 2000 student nurses : a longitudinal qualitative investigation into the effect(s) of supernumerary status and mentorship on student nurses". Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364087.

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Chick, Lorraine. "Student nurses' perceptions of reflective journal writing: A poststructuralist approach". Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26605.

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Within the profession of nursing, reflective journal writing is enthusiastically endorsed as an essential pedagogical strategy for producing reflective practitioners. Despite a lack of empirical evidence to substantiate the claims associated with reflective journaling, the prevailing belief in contemporary nursing education reflects an assumption that this practice is essential in the production of critically engaged nurses. This has resulted in a totalizing discourse that presents the adoption of reflective journaling within nursing curricula as unproblematic. This study combines the methodological principles of grounded theory, along with a poststructuralist approach, to explore the experience of reflective journaling from the perspective of university nursing students. Application of a Foucauldian analysis demonstrates how assumptions related to the utility of reflective journal writing are embedded within a variety of powerful discourses that shape how we think and speak about this practice. Of particular relevance is Foucault's exploration of the impact of surveillance, observation and disciplinary power. Reflective journaling is identified as a ritual of confession that produces self-regulating and compliant students. This study reveals that journal writing is largely viewed as a prescribed activity and assumptions are made by nurse educators regarding the ability of journals to facilitate critical reflection. The discourses that emerged from this analysis reflect different aspects of the socialization process that ultimately results in the construction of an "authentic" nurse. In closing, students and nurse educators are encouraged to develop alternative discourses that challenge the uncritical acceptance of reflective journal writing within contemporary nursing education.

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Schofield, Gladys. "Student nurses' perception of caring in their nursing education program". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62423.pdf.

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Kerr, Catherine Mary. "A study into the learning of bioscience by student nurses". Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/13391/.

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Background: The introduction of the Diploma in Nursing Higher Education (H.Ed) in the late eighties and early nineties resulted in a substantial change in the way that nurses were trained. While the new courses included much bioscience within the curriculum there continues to be concern about how the students link the formal theory that they are taught in the classroom and their experiences in the practice setting. Many of the events occurring in the practice setting are wholly dependent on knowledge of bioscience yet evaluations made of the Diploma since 1995 suggest that bioscience theory is being taught unaccompanied by the opportunity to understand it in practice. This suggests a very large knowledge gap in essential teaching. Aim: This study sought to identify the processes that student nurses use to bring about a learning of bioscience that informs their practice. Design: An action research approach was begun and qualitative methods used to collect data from nursing students on the Diploma of Nursing course. They were: nominal group technique, focused interviews, the recording of critical incidents and learning style assessments questionnaires. One hundred and twenty students in all took part in this study. Findings: The results that emerged from the data suggested that the dominant factors in the learning process for the students were the presence of the real patient and other professionals. Interactions with patients aroused emotional feelings and their presence assisted in promoting bioscience learning that was useful to the students in subsequent practice. Students claimed that they relearned this subject beginning with the disordered bioscience that they met in the placement setting. In order to achieve this learning students' changed their learning style for this subject. They made no attempt to link the previous taught theories of the classroom with what they saw in practice. Conclusion: The learning process preferred by the students was based on problem-solving and involved a change to the students' initial learning style. Future teaching methods for the subject of bioscience should be based on real patients and their problems as encountered within the clinical setting. The action research cycle could not be completed at this time due to the nature of other new changes to the nursing programme from government directives.

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Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings". Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.

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What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters degree. The six instructors were from five areas of nursing: medical/surgical (beginning and intermediate level), maternity, mental health, community health and management.Each instructor was interviewed three times during the same semester, approximately two weeks apart. Interviews were audio recorded and transcribed. Spradley's (1979) domain and taxonomic analyses were used to analyze the data.Data analysis showed that some strategies were used by all instructors, with adaptations made for the specialty. The strategies used by all instructors were questioning, nursing care plans and clinical conferences. More than one instructor used student journals, teaching projects, research articles, milieu assessments, and case studies/scenarios.This research strongly supported the use of questioning to help the student progress in critical thinking. Contrary to some research, the present research found that questioning by the instructors was not detached but was situated in the client setting which helped the student synthesize facts into a whole. The research identified many questions used by the clinical nurse instructors.Instructors identified their role in assisting students toward critical thinking as helper, facilitator, coach and guide. Instructors also identified the following characteristics as necessary to help students: caring attitude, creativity, perseverance, knowledgeable, listener, encourager and learning attitude. The instructors motivated students as they progressed in critical thinking through verbal and nonverbal rewards. Students gained self-confidence as they experienced success in their journey towards critical thinking. Implications for nursing practice are provided. The importance of this research lies in the rich depth of discovering how these strategies, roles, characteristics, and motivators assist nursing students in developing critical thinking skills in different clinical settings.2
Department of Educational Leadership

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39

Ashby, Nichola Jane. "Student nurses, stigma and infectious diseases : a mixed methods study". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6536/.

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Individuals or groups will form impressions of another based upon a series of traits, which may be relied upon when forming behaviour pattern towards others (Asch, 1946; Crocker and Major, 1989; Pinel, 1999; Albon, 2002; Corrigan and Wassel, 2008). These traits will depict the reception individuals receive within healthcare and may depend upon learnt and inherited ‘perceived’ ideals affecting the working and personal relationships experienced by positively diagnosed healthcare workers, predisposing stigma responses to others (Asch, 1946). A mixed method study investigating the potential existence of stigmatising values from student nurses towards positively diagnosed healthcare workers with Pulmonary Tuberculosis (PTB), Human Immunodeficiency Virus (HIV), Methicillin-resistant Staphylococcus Aureus (MRSA), Hepatitis C and Diabetes type 2, was undertaken. Analysis provided exploration of the stigmatising attitudes and values of 482 student nurses undertaking an education programme. Interpretation of the findings explored the participants views at course commencement, midpoint and completion considering variables of education (theoretical and clinical), personal and professional influences. Findings indicated that stigmatising values and attitudes return to those identified precourse and underpin the need for implementation of a change to nurse education within this area. The development of a longitudinal education model for healthcare workers considering disease processes and influencing factors psychologically, socially and physically, will provide opportunities to reduce the existence of stigmatisation for positively diagnosed healthcare workers.

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40

Frank, Brittany Hattie. "Implementation of a Peer Mentoring Program for Undergraduate Student Nurses". Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28077.

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Stress is evident among undergraduate nursing students (Raymond & Sheppard, 2018). Throughout their education, nursing students experience high academic demands and are exposed to numerous stressors. High stress can lead to anxiety, depression, and poor physical health (National Institute of Mental Health, n. d.). Positive coping mechanisms need to be in place in order for undergraduate nursing students to prevent the negative effects of stress. Mentoring has been shown to decrease stress levels and enhance self-esteem by providing social support (Demir et al., 2014). Mentoring consists of a relationship between a mentee (a novice nurse or student) and a mentor (a more experienced nurse or student). Mentors provide knowledge, guidance, and enhance the mentee?s learning (Brown, 2012). Mentees participate by communicating areas of need or concern. Numerous benefits occur from mentoring related to both the mentor and mentee. Based on the need for stress relief among the undergraduate nursing population, a mentoring program was developed and implemented in an urban School of Nursing. The program was targeted to students in the pre-licensure BSN program, including senior and junior students as mentors and sophomore students as mentees. The duration of the program was eight weeks during fall semester, in which students were encouraged to meet face to face, via phone, or skype weekly for approximately 30 minutes. The program was geared toward the needs of the students, however, topics of discussion regarding stress relief, study skills/time management, leadership, and social support were offered as a guide. Students were self-directed through the program. The program was evaluated through a mid and post program survey that assessed quantitative feedback using a Likert scale and qualitative feedback for coping skills for stress relief, self-esteem, and program logistics. Data was collected at mid program and program completion. Surveys were sent via email using an anonymous link through Qualtrics. Overall, the mentoring program had a positive impact. Mentors developed leadership skills, confidence, and personal satisfaction. Mentees gained study habits, confidence, and social support. Both mentors and mentees described positive coping mechanisms for stress. The majority of participants recommended to continue the program at this organization.

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41

O'Sullivan, Patricia A. "Decision making and ethics : a case study of student nurses". Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/4671/.

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Previous studies have shown that student nurses find the analysis of ethical dilemmas difficult (McAlpine 1996). This may well be due to the nature of such situations, which are frequently complex and prone to ambiguity. This leads to uncertainties as to which course of action is the correct one for those involved. The purpose of this study was firstly to explore the perceptions of a group of student nurses in relation to ethical dilemmas, which arose in practice both before and after exposure to the clinical environment, and secondly to evaluate the usefulness of modules dedicated to ethics, which the students undertook as part of the Project 2000 curriculum. The focus of the evaluative process was the development ot moral responsibility and ethical decision - making skills. 210 students representing two consecutive cohorts on the Project 2000 pathway took part in the study. An evaluative case study design was used to examine the responses of students using two instruments, a questionnaire and an in-depth interview. The results from the questionnaire data indicated that student views had altered significantly after exposure to practice and theoretical input regarding the decisions taken in response to the ethical scenarios presented. Statistical analysis was conducted involving the variables student response and age, and student response and gender, but the results were not statistically significant. Data generated from the interviews were divided into four major themes. The complexity of ethical issues for the health care team; the consequences ethical decision-making could have for society; the development of students' confidence when faced with ethical dilemmas, and finally how their theoretical input had prepared them for their forthcoming role as qualified nurses. The results from the interview data suggest that nurses realised the importance of the decisions that are taken in practice and how these will influence the direction of health care in the future. The results also demonstrated the importance nurses placed on a theoretical basis in ethical decision-making as this provided a framework that could be used throughout a nurse's career allowing him or her to enhance their professional status. The study results indicate that if nurses are to fulfil their role as professionals then the acknowledgement of moral responsibility and development of ethical decision-making skills are essential. In today's health service nurses will be involved with the moral decisions taken by colleagues, patients and their relatives. It is important that nurses cannot only respond to the moral aspects of individual patient situations but also have an in-depth understanding of the ethical frameworks which direct decision -making.

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42

Horsburgh, Dorothy. "Student nurses' perceptions of patient/client care : a qualitative analysis". Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23056.

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This thesis explores the perceptions of students undertaking a Diploma of Higher Education in Nursing, in relation of the care practices that they encounter during their practice placement allocations. Specifically, the factors and processes, by means of which students deem the quality of care provision to be satisfactory, or otherwise, are analysed. A central concern in the thesis is identification and exploration of the changes and constancies in the students' perceptions over time. Findings indicate that the students' conception of care, as related to nursing work, contains some important variations from the concept as used by policy-makers in nursing. In relation to their moral reasoning, the students' accounts indicate processes that are more subtle and complex than some of the influential theorists (Kohlberg, Gilligan) suggest. Students do not appear to adopt a perspective based on justice or care per se, although elements of these principles are present within their accounts. Rather, the students' moral reasoning processes become increasingly focused, over time, upon providing care in context and this emerges as the core category, and basic social process, within the study. The students, in progression through their programme, gain access over time to a 'wider picture' than is available to them during their initial practice placements. Increased experience and concomitant acquisition of confidence enable students to place the provision of patient/client care in the context of the substantive circumstances pertaining to the individual. Development of the ability to view care in context appears to be accompanied by a reduction in reliance upon abstract moral principles as a guide to behaviour. Direct involvement in patient/client care and the ability to access the 'wider picture' increases the moral complexity of decision-making for students. This is viewed by the students as being a prerequisite for good nursing practice. The factors which facilitate and inhibit provision of care in context are discussed and some implications of the study's findings for nurse educators and service providers are suggested.

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Lucas, Beverley Jane. "Playing the game : undergraduate student nurses' perceptions of reflective journals". Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23098.

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Reflective journals are one of the most popular strategies for promoting reflective practice in nurse education. Whilst evaluations have been conducted, there remains a lack of substantive research about their value and appropriate usage. In this study a grounded theory approach was adopted in order to explore undergraduate student nurses’ perceptions of reflective journals. A combination of data collection methods including participant observation, interviews and journal documents were used to locate the process and actions involved in documenting clinical practice. Using the analytic procedures of grounded theory a core category named ‘playing the game’ was identified. In order to manage conflicts experienced in clinical practice, students engage in two distinct stages of journal writing. These are, using a personal diary as a means of self-expression (‘expressing yourself’) and a further stage which involves producing the work for assessment (‘writing the right thing’). The interplay between these two stages allows the student to develop valuable insight and engage in ‘developing a broader perspective’ in order to sense of their social world. The study suggests it is important to position the role and value of journal writing in nurse education with clarity of purpose and recognition of its limitations. The study supports the use of a staged approach to journal writing, which encourages students to keep two separate documents; a personal diary and a professional journal. The use of reflective journals provides a medium for dialogue of and with nursing practice that involves the description, interpretation and evaluation of role performance of self and where appropriate, other practitioners in the care process. The implications of these findings both in terms of nurse education and continuing professional development are discussed.

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Roziers, Reinette. "Newly qualified nurses lived experience of role transition from student nurse to community service nurse a phenomenological study Reinette Roziers". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2962.

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Includes abstract.
Includes bibliographical references.
The phenomenological study explored the experience of role transition of newly qualified nurses undertaking compulsory community service in health service facilities in the Western Cape in 2011.

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Mitchell, Theresa. "Becoming a nurse : a hermeneutic study of the experiences of student nurses on a Project 2000 course". Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311451.

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Qwaqwa, Nomathamsanqa P. "Experiences of R425 newly qualified professional Nurses during their first year of practice in 3 selected hospitals in the Eastern Cape". Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/677.

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Transition of the newly qualified nurses from an educational focus to professional practitioner has long been identified as a conflicted time of critical personal and professional adjustment and staggering reality shock. This study explored the experiences of newly qualified R425 professional nurses during their first year of practice in the Eastern Cape Province at three selected hospitals. The study followed a qualitative, exploratory, descriptive design using a phenomenological approach. The sample included newly qualified professional nurses in their first year of employment. Convenience sampling was used to select the participants. Data collection was conducted by means of semi-structured interviews from ten (n=10) participants. Each interview took about 45 minutes. Ethical codes of research were followed. Data was coded manually and analyzed using content analysis Four themes and seven subthemes emerged from the data collected The findings revealed positive experiences such as sense of belonging and feelings of independence; negative experiences such as feelings of rejection, as well as management challenges The study identified challenges which impacted on the performance of new nurses, namely shortage of human and material resources and inadequate support in the working environment Recommendation: Introducing mandatory education by service institutions on transition as well as extended, sequential and structured orientation and mentoring programs for newly qualified professional nurses as this will assist them in their career development Managers to use different strategies in enhancing quality environments in order to reduce frustration for these newly qualified nurses.

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47

Sardani, Alexandra Vanta. "The social meaning of obesity : an ethnographic exploration of student nurses' care of obese patients in hospital settings". Thesis, Swansea University, 2014. https://cronfa.swan.ac.uk/Record/cronfa42600.

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The prevalence of obesity is increasing and due to its associated co-morbidities (WHO, 2011) obese people are at greater risk of being hospitalised. While it is evident that student nurses will increasingly be caring for obese patients, there has been a scarcity of studies exploring student nurses' conceptualisation of obesity and participation in obese patients' care. The aims of this study were to explore student nurses' care of obese patients and the meaning they assigned to obesity. I utilised an ethnographic approach that included 305 hours of participant observation of student nurses (n=11), qualified nurses (n=11), nurse managers (n=3) and health care assistants (n=10) in three hospital settings in Wales (orthopaedic, gynaecological-surgical, and respiratory). Data also included semi-structured interviews with student nurses (n=7), documentary analysis and the technique of drawing pictures. The thematic analysis generated three themes: 'student nurses' encounters with obese patients', 'constructing the meaning of obesity: the culture and context of care', and 'the consequences of student nurses' involvement with obese patients' care'. Student nurses found the intensity and frequency of their involvement with obese patients' care challenging, particularly in the areas of interaction, food and nutrition, physical care and moving and handling. Integral to their conceptualisation of obesity were student nurses' cultural norms and values, their limited knowledge regarding obese patients' care, professional socialisation, organisational constraints, and patients' contribution to their care. Student nurses felt disempowered because of the emotional and physical labour they experienced when caring for obese patients. In turn, they participated in the exercise of power over obese patients with both intended and unintended consequences. Equally important was the 'covert liking' (Johnson, 1997) that some students felt towards obese patients who engaged in empowering acts of care to compensate for others' controlling behaviours. The findings provided insights into the student experience of caring for obese patients and raised issues related to the role of culture and context of care in student nurses' conceptualisation of obesity. Drawing on Foucault's (1976) notion of power facilitated understanding of the significance of obesity-related discourses and associated power inequalities in clinical practice. Changes in nurse education and practice are proposed to ensure that nurses are adequately prepared to care for obese patients.

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Gillespie, Mark. "The influence of assistant grade nurses on the clinical development of student mental health nurses : a phenomenological study". Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28851.

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There has been increased professional, public and press focus in recent years over what are perceived to be deficiencies within healthcare delivery in the UK. Government commissioned reports have highlighted suggested limitations within the attributes and preparation of nursing staff as contributing to this and have recommended integration between nurse education and the role of the nursing assistant as a remedy. This has been done without any significant investigation of the existing interrelationship between these staff groups, a relationship that is presently considered under-researched, and which has been largely excluded from any significant investigation or recognition. As the small number of related studies available have largely focused on students training for the adult and older adult fields of nursing, so there is even less known about the contact nursing assistants have with student mental health nurses and the impact of this relationship on the students' clinical development. To explore this phenomenon, a study was undertaken to investigate how individuals from each of the groups most closely involved with student mental health nurse clinical development; mentors, nursing assistants and the students themselves, understand how nursing assistants contribute to student nurse training within the clinical setting. This study involved an initial review of the literature relevant to this subject, a review that shaped a subsequent mixed methods study underpinned by a phenomenological ontology. Data was collected via the use of diaries and individual interviews and analysed using Interpretative Phenomenological Analysis. Analysis of completed diaries and transcribed interviews from the nine participants identified three superordinate themes that provided recognition of key involvement of nursing assistants in the clinical development of student mental health nurses during practice placements. The nursing assistants were seen to provide guidance around complex and significant skills and interventions, and often provided this at crucial times within the students training.

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Beattie, Heather, i res cand@acu edu au. "The Theory Practice Interface: A case study of experienced nurses' perception of their role as clinical teachers". Australian Catholic University. School of Educational Leadership, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp3.14072005.

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This research explores how experienced nurses perceive their role as clinical teachers in an environment that is challenged not only with on-going changes in healthcare delivery, but also by the expectation that it will continue to provide positive clinical learning opportunities for undergraduate student nurses. Schools of nursing in Australia have undergone rapid and far-reaching change as a consequence of the legislated transfer of nursing eduction to the tertiary sector. Expectations that nurse academics will possess higher degrees and be actively involved in research mean that faculty members have less time to be directly involved in their students learning during clinical practice placements. The literature indicates that the responsibility for moment to moment teaching and learning thus appears to have been implicitly given to clinical staff who may not possess any formal qualifications for teaching, yet are largely responsible for students learning through clinical placements. Indeed some clinicians report a worrying lack of knowledge of clinical supervision models giving cause for further concern about the nature of the clinical learning environment. Schools of nursing expect that clinical practica will provide opportunities for students to learn how to be a nurse through guided questioning, analysis and critical thinking. It is evident that in some settings, this represents an ideal situation and not the reality. Critical reflection on these issues has informed the purpose of this research and helped to shape the following questions that focus the conduct of the study: Research Question One. How do experienced nurses create positive clinical learning environments for student nurses? Research Question Two. How do experienced nurses resolve the often-contradictory demands of nursing students and those of the practice setting? Research Question Three. How do changes in the healthcare environment impact on the experienced nurse's role as a clinical teacher? The theoretical framework for this study was underpinned by the interpretive philosophies of hermeneutic phenomenology and symbolic interactionism, because they acknowledge the personal experiences and meanings of the participants. A case study approach was utilised because it acknowledges the given context of the participants. Data were collected from six experienced nurses through a series of semi-structured interviews, informal interviews and periods of participant observation supported by field notes and the researchers diary. Participants identified that their perception of their role as clinical teachers was constructed of three intersecting roles: that of facilitator of learning, assessor and socialiser. This study concludes that several factors influence these nurses perception of their role as clinical teachers. In particular, the positivist work culture of the clinical setting and nurses own past experiences and world view of nursing combine to shape these nurses perception of their role as clinical teachers. The research concludes that the expectations that students will be supported in their endeavours to be critically thinking, problem solving and reflective practitioners may, in fact, be unrealistic in the current, economically constrained, clinical environment. It is evident that experienced nurses, despite being willing to be involved with clinical teaching, have to function in rapidly changing environments that do not always offer opportunities for nurses to reflect on their practice. However, the creation of positive clinical learning environments in these circumstances requires an increased understanding and appreciation by both schools of nursing and their students of the impact of change on these nurses and their clinical environment. This appreciation may result in more effective collaboration between nursing education and nursing service to assist student nurses to learn not merely through repetitive practice and busywork, but also through opportunities to observe, question and understand their nursing practice.

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Wanda, Dessie, i res cand@acu edu au. "An Investigation of Clinical Assessment Processes of Student Nurses in Jakarta, Indonesia". Australian Catholic University. School of Nursing and Midwifery, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp157.05062008.

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Nursing in Indonesia is attempting to achieve a higher standard of education to enable nurses to migrate to global areas of nursing shortages. Assessment of nursing practice during undergraduate nursing education in Indonesia requires investigation to assist in achieving a higher standard of education. For assessment to occur, there are several variables reported in the literature that must be included in the process of assessment, that is assessors, students, methods and tools of measurement as well as clinical environment. It is acknowledged that those factors influence the successfulness of the clinical assessment process. The purpose of this descriptive exploratory study utilising a self report clinical instructor and student nurse questionnaire was to investigate the clinical assessment of Indonesian student nurses undertaking the professional stage of the undergraduate nursing course. Specifically, the study investigated how clinical teachers assess student nurses and how students perceive the clinical assessment process. Data were collected from four nursing institutions in Jakarta, Indonesia during July 2006. Quantitative and qualitative data analysis were undertaken to meet the purpose and objectives of the study. Quantitative data analysis utilised frequency tables, cross tabulations and ANOVA. Participants’ responses to open-ended items were analysed using content analysis procedures. The findings of this study have shown that there are many important issues surrounding the assessment of Indonesian student nurses, such as the model of assessment process employed and the characteristics of clinical instructors, students and clinical environment. From this study, it was revealed that the assessment of student nurses employed skilledv based assessment, despite the global trends towards competency-based assessment. Findings from this study also illustrate that nursing education development has been occurring in Indonesia with already half of the clinical instructor participants being educated to master’s level and most student nurse participants held diploma III qualifications prior to their Bachelor of Nursing course, which means that they want to continue their study to a higher level. However, improvement in nursing curriculum which focuses on competency-based curriculum is needed. Improvement in the nursing curriculum will lead to improvements in the nursing profession. That is a higher standards of professionalism for nursing and nurses in Indonesia. Recommendations from the study include promoting changes in curriculum, particularly regarding the assessment process to employ competency-based assessment for student nurses. This study also endorses the use of a standardized assessment in clinical setting. In addition, further research related to replication of the study at a national level and comparison of clinical assessment in other countries should be conducted.

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