Artykuły w czasopismach: „Student nurses”

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English, Darlene, i Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting". Journal of School Nursing 17, nr 4 (sierpień 2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.

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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.

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Moffa, Christine. "Student Paper". International Journal of Human Caring 19, nr 1 (luty 2015): 63–65. http://dx.doi.org/10.20467/1091-5710.19.1.63.

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Novice nurses face several challenges, including increased clinical responsibilities and fitting in with other staff members, leaving them at risk for decreased job satisfaction, burnout, and possibly exiting their position or the profession altogether. Frequently, novice nurse orientation focuses on the acquisition of clinical skills; it serves the facility’s needs, but lacks a caring component that acknowledges the nurse as an individual. Nurse educators are in a unique position to develop orientations that will support and enhance the experience of novice nurses. This paper presents an exemplar of applying caring to novice nurse orientation using Swanson’s theory of caring.

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Oates, Jennifer, Timothy Worth i Sam Coster. "You’re not a normal student. The meaning of wellbeing for student nurses". Journal of Mental Health Training, Education and Practice 16, nr 5 (11.08.2021): 353–63. http://dx.doi.org/10.1108/jmhtep-01-2021-0002.

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Purpose This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being. Design/methodology/approach Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach. Findings Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.

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KULA ŞAHİN, SENNUR, Nihal SUNAL i İnsaf ALTUN. "Nursing Student’s Competence in Clinical Education". Gevher Nesibe Journal IESDR 6, nr 14 (25.09.2021): 45–50. http://dx.doi.org/10.46648/gnj.255.

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Background & Aim: Assessing nursing students' competence in clinical education provides information about students' learning outcomes. Having a good the academic competence in clinical learning has always been desirable for student nurses. However, there are very few scales and studies examining the academic competence of student nurses. The aim of this study is to assess learning outcomes in Turkish student nurses using the clinical education assessment tool (AssCE). Methods: A descriptive data form, and the AssCE tool were used to collect data. Intern nursing students' clinical education was evaluated by the clinical nurse instructors using the AssCE tool. Results: The mean age of the student nurses was 22.3±0.5 years (range: 22-24 years), 90.1 % (n=81) of the students were woman, all of these were fourth-year nursing students. The mean score of AssCE was 3.99±0.71; ranging from 3.43 to 4.19.According to the instructors of the nursing students, they are highly reflectng their competencewith their own self knowledge 49.4%, ethical awarenes 46.9%, safety awareness 46.97%, scientific awareness 45.7% and their own carries out nursing care measures 34.4%. Conclusion: According to clinical instructors in the study, student nurses performed at a "good" level. It is recommended that student nurses should be supported to improve their skills and knowledge in order to improve their nursing performance. Keywords: The Clinical Education Assessment tool (AssCE), student nurse, clinical competence, nursing.

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Rossman, Carol L., Florence V. Dood i Darcy A. Squires. "Student Nurses as School Nurse Extenders". Journal of Pediatric Nursing 27, nr 6 (grudzień 2012): 734–41. http://dx.doi.org/10.1016/j.pedn.2012.02.005.

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Muggeo, Michela A., i Golda S. Ginsburg. "School Nurse Perceptions of Student Anxiety". Journal of School Nursing 35, nr 3 (9.01.2018): 163–68. http://dx.doi.org/10.1177/1059840517752457.

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Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses’ capacity to optimize outcomes for anxious students.

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Maughan, Erin D., i Mayumi Willgerodt. "For Shawnee: Keeping the Student (and Family) Front and Center". NASN School Nurse 33, nr 1 (15.12.2017): 48–51. http://dx.doi.org/10.1177/1942602x17744557.

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Patient-centered care is a buzzword heard often as part of health care reform efforts. For school nurses patient-centered care means student- and family-centered care. Student-centered care can improve student compliance and actually decrease school nurse workload. This article explains what student-centered means and provides examples of how school nurses can provide student and families-centered care in their communities. Approaches that center on individual students, as well as community cafes will be included.

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Alimba, Chinyere N., i Ishaya Jafaru. "Conflict dynamics and management patterns of student nurses in governement hospitals in Adamawa state, Nigeria / Dinâmica de conflito e padrões de gestão de enfermeiras estudantes em hospitais do governo do estado de Adamawa, Nigéria". Brazilian Journal of Health Review 4, nr 4 (13.08.2021): 17277–301. http://dx.doi.org/10.34119/bjhrv4n4-227.

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The complexities associated with healthcare centres have made conflict a part and parcel of their operational milieus. Student nurses on formal clinical training, being part of the system, are not resistant to the deleterious outcomes of such conflicts. Thus, this is study assessed conflict dynamics and management strategies of student nurses in government hospitals in Adamawa State, Nigeria. A descriptive survey design was adopted and a sample of 160 student nurses was selected through random sampling technique. A self-structured questionnaire titled “Student Nursing Conflict Questionnaire” (SNCQ) was used to elicit primary data. Data collected were analysed with frequency counts, percentage and standard deviation. The study discovered that the majority of student nurses frequently encountered conflict (50.6%) in hospitals and they often perceived it as something bad (70.6%). Also, the major types of conflict often experienced by student nurses were “nurse-student nurse conflict” (NSC) (36.9%) and “patient relatives-student nurse conflict” (PRSC) (36.9%). The main causes of these conflicts were lateness to the hospital ( = 3.375) and unclear definition of responsibilities between student nurses and other auxiliary health workers ( = 3.338). Furthermore, the main consequences of conflict on student nurses were lowering their productivity ( = 3.550) and discouraging effective training of student nurses ( = 3.569). The conflict management styles often adopted by student nurses were collaborating style ( =3.153) and accommodating style ( =3.025). Based on these findings, it was recommended that medical peace education should be promoted in all ramifications in health establishments in order to help those that wish to become health practitioners such as student nurses as well as those already practicing in the field to understand conflict behavioural dynamics for constructive mitigation to enhance their productivity and healthcare service delivery.

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Morrell-Scott, Nicola. "A phenomenological insight into what final year undergraduate student nurses perceive is the role of the Registered Nurse and who they learn this from". Journal of Research in Nursing 27, nr 8 (grudzień 2022): 767–78. http://dx.doi.org/10.1177/17449871221139112.

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Background: This paper considers the perceptions of 18 final year student nurses around their perception of the role of the nurse. Methods: A qualitative phenomenological research study was undertaken, with final year student nurses as the data source, undertaking semi-structured interviews from a United Kingdom Higher Education Institution. Data analysis was undertaken by using interpretative phenomenological analysis. Results: Findings indicate that student nurses had little insight as to the role of the nurse when commencing the programme. Being on the programme has led them to understand there are many aspects of a nurse’s role including, surprisingly for them, much responsibility. It was also found that a lot of the learning that takes place comes from working with healthcare assistants, and due to this, the student nurses perceive that the role of the modern nurse is task orientated and there is little holistic care. Conclusions: The future practice of this group of registrants may be affected depending on how they move forward with their role, alongside the holistic role of the nurse being detracted from. While phenomenology does not account for generalisations but does seek to illuminate this phenomenon; however if this view were to be shared globally, then the caring aspect of nursing may well be in danger of being lost. If this assumption of the role of the nurse is shared globally, then there are inevitably implications for the nursing profession, and more importantly patient care may be affected.

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Volkman, Julie E., i Marianne M. Hillemeier. "School Nurse Communication Effectiveness With Physicians and Satisfaction With School Health Services". Journal of School Nursing 24, nr 5 (październik 2008): 310–18. http://dx.doi.org/10.1177/1059840508323199.

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

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Agusthia, Mira, i Rachmawaty M. Noer. "Perception Student of Nursing Bachelor with Motivation Continuing Education in Professional Field in Nursing Program STIKES Awal Bros Batam". IJECA (International Journal of Education and Curriculum Application) 1, nr 1 (30.04.2018): 7. http://dx.doi.org/10.31764/ijeca.v1i1.2078.

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Preception is the one of factors influencing one’s motivation. A student who has negative preception could make them less motivate, otherwise a student who has positive preception make them more motivate, especially if they are motivated to continue their education on nursing professional development . This program is the program of graduate nursing student and professional in Nurse with attitude, behaviour, and professional abilities, and be able to carry out basic nursing care independently. Nursing Profesional Development Sepcialist is higher education level for nurse who has graduated from nursing education (nursing degree) to become profesion of nurse. the purpose of this program to prepare the nurses develop their knowledge and skills in adult learning principles and nursing career development in each specialities. This purpose of research to describe preception students of nursing with motivation to continue professional education in nursing science programs. types of research used on research in this qualitative research. By using method phenomenological research that is: using method (in depth interview). research participants it consists of 10 students. The results of this research is to identify 3 theme clusters according to the goals: according to the cluster theme perception participant is continue the nurses profession, goal of continuing nurses profession, interested in the nursing profession, motivation to continue the nurses profession, perception of nurses profession. The theme cluster hope is to accomplish grade point and program accomplishment nurse profession. The theme cluster support is family and lectures support. Based on the results of the research it is recommended for the undergraduate nursing student to continue the nurses profession, important to be improved because this matter will to increase quality of nursing services.

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Jooste, K., i E. Joordan. "Student nurses' perceptions of the nurse manager as a 'servant leader'". Africa Journal of Nursing and Midwifery 14, nr 1 (29.03.2022): 76–88. http://dx.doi.org/10.25159/2520-5293/9185.

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South Africa focuses on service delivery at primary health care (PHC) clinics. A 'servant leader' could guide student nurses towards service delivery at PHC clinics. The purpose of this study was to describe the role of nurse managers acting as servant leaders of student nurses at some PHC clinics in the Johannesburg, South Africa, area. A quantitative, exploratory and descriptive design was followed. The accessible population comprised 302 third- and fourth-year diploma and degree student nurses enrolled at a university in Johannesburg and its affiliated nursing college who were allocated to PHC clinics for learning experience. A survey was conducted by means of a structured questionnaire which was returned by 288 (95%) respondents. The findings indicated that student nurses perceived shortcomings in the nurse managers as 'servant leaders' regarding empowerment, compassion and role modelling. Nurse managers should be briefed with regard to empowering student nurses, showing compassion and role modelling during interaction with them as well as building relationships of trust between them and the student nurses.

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Wyman, Linda L. "Comparing the Number of Ill or Injured Students Who Are Released Early From School by School Nursing and Nonnursing Personnel". Journal of School Nursing 21, nr 6 (grudzień 2005): 350–55. http://dx.doi.org/10.1177/10598405050210060901.

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There is a growing demand for research linking specific educational services with positive student outcomes. Little empirical evidence exists to show that school nursing services improve student success. School attendance is one of many factors that has been associated with improved learning; school nurses can affect that factor. This study compared the number of students in a Midwest urban public school district who were dismissed from school early for illness or injury with and without interaction with a school nurse. A student sign-out and sign-in log identified the number of students who left school prior to the official dismissal time, and a school nurse activity log indicated the students who were dismissed early from school after contact with a school nurse. Analysis of these data indicates that 57% fewer students left school early with school nurse contact compared with those who left school early without such contact. The results of this study indicate school nurses may positively influence student school success by reducing avoidable early release from school for ill or injured students.

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Johargy, Dr Ayman, Dr Pushpamala Ramaiah i Dr Ibtesam Nomani Lamia Ahmed Elsayed Grace Lindsey. "Student Nurses Academic Performance- Multidimensional Constructs". International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (30.04.2019): 818–22. http://dx.doi.org/10.31142/ijtsrd23144.

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jinny, Langford. "Helping student nurses". Nursing Standard 5, nr 20 (13.02.1991): 42–43. http://dx.doi.org/10.7748/ns.5.20.42.s51.

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Coutts, Alison. "Supporting student nurses". Gastrointestinal Nursing 14, nr 10 (2.12.2016): 12–15. http://dx.doi.org/10.12968/gasn.2016.14.10.12.

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Schuster, Claire A. "Student nurses can be good nurses". Geriatric Nursing 17, nr 4 (lipiec 1996): 154. http://dx.doi.org/10.1016/s0197-4572(96)80059-0.

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Mitchell, Jinjer B. "Student Paper: Enhancing Patient Connectedness". International Journal of Human Caring 11, nr 4 (czerwiec 2007): 79–82. http://dx.doi.org/10.20467/1091-5710.11.4.79.

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Patient connectedness is the bond that develops between a nurse and a patient. Enhancing patient connectedness is a worthwhile skill to practice. There are several basic principles that nurses can use when learning or perfecting that skill. Nurses should keep in mind, however, that there are benefits as well as challenges to developing patient connectedness. Despite the challenges, what is gained by the nurse and the patient from each other is rewarding and inestimable. This manuscript will explore patient connectedness from several different perspectives, showing the positive and more challenging elements so that there can be a deeper understanding and appreciation for our patients and our impact on each other.

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Jack, Kirsten, i Sam Illingworth. "‘Saying it without saying it’: using poetry as a way to talk about important issues in nursing practice". Journal of Research in Nursing 22, nr 6-7 (listopad 2017): 508–19. http://dx.doi.org/10.1177/1744987117715293.

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The aim of this study was to explore the ways in which student nurses use self-authored poems to think about important aspects of nursing practice. Being a nurse can be rewarding in that it affords opportunities to care for and communicate with others. However, it can also yield challenges, and nurses are often faced with practice filled with uncertainty, grief and loss. Our findings suggest that students can use poetry writing to meaningfully explore nursing practice, engage with critical thinking and consider the feelings of others. Of particular note were the ways in which students use metaphor to explore emotional and relational aspects of practice and the technique of self-distancing when describing difficult and angering events. The work has implications for nurse education and practice. Proactively encouraging students to adopt particular ways of expressive writing might be beneficial for student health and wellbeing. Such an approach has the potential to improve quality care provision and support the emotional health of student nurses, which might lead to a reduction in compassion fatigue, stress and attrition.

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Best, Nakia C., Sonda Oppewal i Debbie Travers. "Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review". Journal of School Nursing 34, nr 1 (5.12.2017): 14–27. http://dx.doi.org/10.1177/1059840517745359.

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School nurses intervene with students, parents, and school staff to advance the health and academic success of students. We conducted an integrative literature review of published research to describe the types of school nurse interventions and health and education outcome measures and to examine how school nurse interventions were linked to student outcomes. Sixty-five studies met the inclusion criteria. We used the National Association of School Nurses’ Framework for 21st Century School Nursing Practice to categorize school nurse interventions and health and education outcome measures. The majority of interventions were categorized under the care coordination principle, most commonly, motivational interviewing and counseling. In 17 studies, school nurse interventions were linked to improved student outcomes. Most studies (80%) were descriptive. To advance school nursing science, researchers can build on this foundation with more rigorous research methods to evaluate the impact of school nurse interventions and activities on student health and education outcomes.

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Weismuller, Penny C., Merry A. Grasska, Marilyn Alexander, Catherine G. White i Pat Kramer. "Elementary School Nurse Interventions: Attendance and Health Outcomes". Journal of School Nursing 23, nr 2 (kwiecień 2007): 111–18. http://dx.doi.org/10.1177/10598405070230020901.

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Regular school attendance is a necessary part of the learning process; student absenteeism has a direct association with poor academic performance. School nurses can influence student attendance. This study describes the impact of school nurse interventions on student absenteeism and student health. A retrospective review of 240 randomly selected elementary student health folders and attendance records was conducted. School nurses were involved with 75% of high-absence students as compared to 66% of low-absence students; they were also more involved with students who had previously identified health conditions. There were no referrals to the school nurse for absenteeism and school nurse interventions were not targeted to attendance, despite 17% of students missing 11 or more school days. Nursing documentation was sparse and primarily task related. Few records contained entries of nursing diagnoses, interventions, or outcomes. Of the 134 interventions provided, only 56 (41.2%) had some information about the condition outcome, but it was insufficient to determine the effectiveness of nursing interventions. Furthermore, the record system did not support the collection of standard information for interventions or outcomes from which effectiveness could be determined. Recommendations include establishment of an attendance referral policy and improved documentation systems, including the use of standardized nursing language to demonstrate student outcomes.

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Heydari, Abbas, Hossein Kareshki i Mohammad Reza Armat. "How Likely Is It for a Nurse Student to Become a Competent Nurse? A Protocol for Scale Development and Validation Using a Mixed Methods Study". Acta Facultatis Medicae Naissensis 33, nr 1 (1.03.2016): 49–61. http://dx.doi.org/10.1515/afmnai-2016-0006.

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Summary The aim of the paper was to develop and validate a scale for estimating the likelihood of a nurse student to become a competent nurse. Admitting students to nursing schools without assessing their personal characteristics has led to serious consequences, including low quality of nursing care. Early detection of students who are at risk of attrition or becoming non-competent nurses can save the time, money, and energy devoted to educating and training the future nurses. A mixed methods design will be employed. Using literature review and interviews with nurse students, clinical nurses, nurse experts, and nurse managers during the first qualitative phase, we will build a comprehensive item pool that has a focus on nurse students’ personal characteristics. To increase the trustworthiness of interview findings, we will distinguish competent versus incompetent nurses by measuring their competence levels. In the second quantitative phase, the Nurse Competence Predicting Scale will be developed and tested for psychometric properties. We believe that Nurse Competence Predicting Scale may help in early identification of nurse students who are at risk of not acquiring expected nurse competencies on graduation or joining the workforce. In such cases, educational managers may take timely remedial interventions.

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Heath, Shaun. "Is the primary care network the answer to increase student nurse capacity in general practice?" Practice Nursing 30, nr 12 (2.12.2019): 600–605. http://dx.doi.org/10.12968/pnur.2019.30.12.600.

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Primary care networks have the potential to increase student nurse placements in general practice. Shaun Heath explores how effective learning environments can be created and the concept of the ‘community of practice’ This article explores how the emerging primary care networks (PCNs) could be used to increase student nurse placements in primary care, and how they could facilitate nurses in breaking free from isolative working. Known as a ‘community of practice’, working with our peers and colleagues from neighbouring practices alongside students could facilitate the growth of the network itself, share the educational load with the nurses in the PCN, and create nursing leadership with shared educational advancements. Could PCNs be what general practice nurses need to find their voices and develop their ambitions of becoming leaders?

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Pryde, Eleanor. "Student nurses are not student auxiliaries". Nursing Standard 16, nr 40 (19.06.2002): 31. http://dx.doi.org/10.7748/ns.16.40.31.s58.

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Allen, Gay. "The Impact of Elementary School Nurses on Student Attendance". Journal of School Nursing 19, nr 4 (sierpień 2003): 225–31. http://dx.doi.org/10.1177/10598405030190040801.

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This study analyzed the impact of school nurses on economic efficiency. Public schools must provide resources such as books, teachers, and buses necessary to accommodate all enrolled students even if all students do not come to school every day and even if some leave school before the end of the school day. To the extent that resources are allocated but unused, there will be an increase in what is termed X-inefficiency. To investigate this phenomenon, data related to student absences and student checkouts were collected from 22 schools with a total student population just over 10,000 students during a 20-day period in the fall of 2001. This study found that fewer children checked out of school for medical reasons when a full-time school nurse was available at the school. Additionally, this study supports the contention that full-time school nurses might have a positive impact on the percentage of children with health care insurance coverage. However, a large number of students did check out for what appeared to be less than valid reasons. Thus, although the presence of a school nurse reduced the X-inefficiency, school policy and procedures allowed a degree of X-inefficiency to remain.

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Wong, Sze Wing Julia, Baaska Anderson i Martin Gough. "The effects of concept mapping on student nurses’ learning of medical-surgical nursing". Journal of Nursing Education and Practice 10, nr 7 (25.03.2020): 1. http://dx.doi.org/10.5430/jnep.v10n7p1.

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Background and objective: Many student nurses are weak in studying medical-surgical nursing because higher-order skills are required to understand and incorporate prior knowledge with new knowledge. Hence, this study tried to employ concept mapping (CM) in teaching one medical-surgical nursing course to enhance their learning. The aims of this study are to explore the effects on student nurses’ learning experience and examine the difference in academic performance of students who learned this subject by using CM and those who did not.Methods: This was a mixed research study conducted in 2017. The overall grade and pass rate were used to compare the differences between CM and non-CM groups. Moreover, focus group discussions after semesters were used to explore the impact of CM on student nurses’ learning.Results: The difference of marks between the CM group (M = 77.90 and SD = 8.09) and non-CM group (M = 57.56 and SD = 10.16) was statistically significant (p = .000) with a large effect (Cohen’s d = 2.21). Twenty-six student nurses were interviewed in focus group discussions. The advantages and shortcomings of CM were identified. After new and prior knowledge was bridged, students used their own perceived effective method to re-organise knowledge and enhance their memory to prepare for written examinations.Conclusions: To conclude, CM seems able to improve students’ academic performance, and students gained a good understanding of the relationships between concepts in medical-surgical nursing, especially for the students who were new to the subject. The results of this study will provide insights for nurse educators who teach Chinese student nurses.

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Akans, Merlana, Maura Harrington, John McCash, Ashlyn Childs, Jessica Gripentrog, Sharon Cole, Kevin Fitzgerald, Kimberly Searing i Patricia Fuehr. "Cultivating Future Nurse Leaders With Student Nurses Associations". Nursing for Women's Health 17, nr 4 (sierpień 2013): 343–46. http://dx.doi.org/10.1111/1751-486x.12054.

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Roper Carty MSN, Michelle, Jascinth LM Lindo PhD i Rosain Stennett MPH. "Registered nurses’ attitude and willingness to precept nursing students in Jamaica". International Journal of Advanced Nursing Studies 8, nr 2 (2.10.2019): 40. http://dx.doi.org/10.14419/ijans.v8i2.28909.

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Background: Registered nurses’ willingness to precept nursing students is an important factor in ensuring a positive clinical learning environment. However, in resource poor settings with high patient to nurse ratio and other challenges in the delivery of nursing care preceptorship may represent an additional challenge.Aim: To determine the willingness of registered nurses to precept student nurses in Jamaica; their attitude towards the paired preceptorship model and factors which may influence the precepting process.Design: This descriptive cross-sectional study utilized a 32-item self-administered questionnaire to collect data from 76 full-time registered nurses assigned to medical/surgical wards at a major teaching hospital.Results: Nurses had a positive attitude towards precepting (97%) and believed their actions and attitudes positively influenced the learning outcomes of students. Two-thirds of registered nurses (63%) were willing to precept students and 87% preferred the paired preceptorship model. Self-efficacy (p<0.05) best explained their willingness to participate in both paired preceptorship and clinical teaching associate models while, normative beliefs regarding clinical learning environment was significant predictor of overall willingness.Conclusion: Registered nurses studied displayed positive attitude towards preceptorship and were willing to precept students. Policy makers should note that the paired preceptorship model was favoured by the group and that personal satisfaction and professional development were motivating factors for nurses’ willingness to precept students. Formal training opportunities are needed to enhance students’ clinical learning experience. Keywords: Precept; Willingness; Registered Nurses; Student Nurses; Jamaica.

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Rani, Ms Seema Rani. "Stressors and De-stressors among Student Nurses". Indian Journal of Youth and Adolescent Health 4, nr 2 (23.08.2017): 51–55. http://dx.doi.org/10.24321/2349.2880.201715.

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Bandadi, Lahcen, Nadia Chamkal, Siham Belbachir i Ahmed O. T. Ahami. "The use of the Adaptive and the Maladaptive Cognitive Emotion Regulation Strategies by Nurses Student in Morocco Facing to the Patient Death in a Clinical Setting". Biomedical and Pharmacology Journal 12, nr 1 (28.03.2019): 175–81. http://dx.doi.org/10.13005/bpj/1626.

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The purpose of this study is to describe the adaptive and the maladaptive cognitive emotion regulation strategies used by nurse’s student having experienced the death of a patient in a clinical setting. The study was conducted in the Institute of Nursing and Technical Health of Rabat in Morocco. To carry out this study, 64 nurses student from license cycle have recruited (56,2% female, 43,8% male). 37,5% nurses student are from semester two and 62,5% are from the final semester (S6). The mean age is 20,33±1,67. The tool used to conduct this study is the Cognitive Emotion Regulation Strategies Questionnaire. For the all group, the students use less the adaptive cognitive regulation strategies. However we could say that the use of maladptaive cognitive emotion regulation strategies is in the norms. There was significant difference between males and females in terms of catastrophizing (p<0,001), self-blame (p=0,01), rumination (p=0,04) with a high scores among females. Compared to the nurses student from the semester two, the nurses student from the final semester had law self-blame, law catastrophizing, law rumination, and high positive refocusing. The study shows that, facing to the death, nurses student underutilized the adaptive cognitive emotion regulation strategies. The use of the maladaptive cognitive emotion regulation strategies is in the norms. However, significant differences related to the gender and to the study level were observed. These results show the great interest of intervention to promote the cognitive emotion regulation strategies while taking into account the gender approach. Other studies are also essential to deepen this aspect to see the impact of its strategies on nurses students' psychological health as well as on their performance.

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Zrinyi, Miklos, i Zoltan Balogh. "Student Nurse Attitudes Towards Homeless Clients: a challenge for education and Practice". Nursing Ethics 11, nr 4 (lipiec 2004): 334–48. http://dx.doi.org/10.1191/0969733004ne707oa.

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The purpose of this research was to describe attitudes of nursing students (and paramedic officers) towards marginalized clients. Convenience quota sampling in a major health faculty was employed. Students participated on a voluntary basis. A 58-item Likert scale, developed by the authors, assessed the student nurses’ attitudes. In general, attitudes towards homeless clients were neutral; detailed analyses, however, revealed that student nurses would decline to care for homeless clients in various situations. Personal experience with homeless patients and positive attitudes of nurses significantly contributed to increased quality of care and equality of treatment for homeless clients. Certain student nurse behaviors warrant immediate attention to prevent marginalized patients from being exposed to unfair, inaccessible and biased nursing care. Based on our results, we recommend that further research attention be paid to the role of ethics education and faculty behaviors, as faculty members serve as role models for professionalization.

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Arries, Ebin J. "Interactional Justice in Student— Staff Nurse Encounters". Nursing Ethics 16, nr 2 (marzec 2009): 147–60. http://dx.doi.org/10.1177/0969733008100075.

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The focus of this article is on nursing students' perceptions of interactional justice during student—staff nurse encounters. A descriptive survey using a combined questionnaire on interactional justice was used to collect the data. Reliability analysis for the theoretical dimensions of interactional justice revealed a Cronbach's alpha value greater than 0.70. The student nurses perceived staff nurses to be interactionally unjust during their contact with them. Significant differences were observed between interactional justice and some demographic characteristics of students. Fourth year students perceived staff to provide better justifications for decisions that affect them than third and second year students. Although black students, in contrast to white students, perceived clinical staff as significantly more truthful, these results are inconclusive. Students who engage for longer periods of time in the clinical learning context perceived their relationships and how they are treated by clinical staff as more just. Recommendations for further research are made.

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Kerstein, MB, i M. Hasler. "Introducing student nurses to critical care: shadow a critical care nurse". Critical Care Nurse 10, nr 7 (1.06.1990): 16–18. http://dx.doi.org/10.4037/ccn1990.10.7.16.

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The lack of student experience in critical care makes it difficult for graduate nurses to anticipate what expectations and demands might confront them in intensive care. Consequently, some new graduates discounted critical care as an opportunity available to them. Our institution believed that critical care had special qualities and if those qualities could be demonstrated to nurses, recruitment would improve. An unexpected benefit from the program was the positive staff nurse response to showcasing their skills and expertise. The success of the program was evidenced by the student evaluations and the hiring of students. To date, seven nursing students out of 20 who attended the program have been hired by the hospital. The long-term impact of the program on retention and recruitment is difficult to predict. The department will track these students, as they do all new hires; however, the initial success warranted continuation of the program. Student response to the program has resulted in plans to expand the "shadow a nurse" concept housewide to showcase the nursing specialities such as rehabilitation, maternal/child health, oncology, orthopedics, chemical dependency, and critical care. Current planning involves designing a program aimed toward high school students, with the goal of encouraging young people to consider nursing as a career.

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Maughan, Erin D. "School nurses: An investment in student achievement". Phi Delta Kappan 99, nr 7 (26.03.2018): 8–14. http://dx.doi.org/10.1177/0031721718767853.

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School nurses help students with the prevention and management of chronic physical and mental health issues, but not all schools have a full-time registered nurse on their staff. The author argues that investing in school nursing has benefits that extend beyond the school and into the community.

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Haugan, Grethe, i Ingrid Hanssen. "Familiarity Knowledge in Student Nurses’ Clinical Studies: Exemplified by Student Nurses in Palliative Care". Research and Theory for Nursing Practice 26, nr 2 (2012): 95–107. http://dx.doi.org/10.1891/1541-6577.26.2.95.

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In this article based on a literary study, the form of knowledge namedfamiliarity knowledgeis examined. Although rooted in the philosophical tradition of Wittgenstein and Polanyi, the development of familiarity knowledge is tied in with clinical practice and particular patients and contexts while paying attention to the framework factors influencing the setting as a whole as well as with theoretical knowledge relevant to the situation at hand. Palliative care makes a backdrop for some of the discussion. Familiarity knowledge can never be context free and attends to that which is unique in every nurse–patient relationship. Both assertive and familiarity knowledge are needed to care for dying patients in a competent, sensitive, and truly caring manner. Mentors need to help students synthesize assertive knowledge and familiarity knowledge during their clinical studies to enrich both kinds of knowledge and deepen their understanding. Student nurses expertly mentored and tutored while caring for dying patients living at home become, for instance, less apprehensive about facing dying patients than students not so mentored. Nurses need to understand the complexity of nursing care to be able to see the uniqueness of the situation and approach the individual patient on the bases of experience and insight.

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Kreedi, Fatmah, Michael Brown i Lynne Marsh. "The Experience of the Transition from a Student Nurse to a Registered Nurse of Kuwaiti Newly Graduated Registered Nurses: A Qualitative Study". Healthcare 10, nr 10 (23.09.2022): 1856. http://dx.doi.org/10.3390/healthcare10101856.

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Background: The experience of the transition from a student nurse to a registered nurse is a challenging period for newly graduated registered nurses. Aim: To explore newly graduated registered nurses’ experiences of transition from student to registered nurse in clinical practice. Design: A qualitative approach using semi-structured interviews conducted with 12 Kuwaiti newly graduated registered nurses. Findings: The findings generated three themes: nursing support; education preparation; and psychological wellbeing. Discussion and conclusion: This study is the first in Kuwait aiming to understand Kuwaiti national newly graduated registered nurses’ transition experiences from student nurses to registered nurses in clinical practice. While the study revealed that newly graduated registered nurses received limited organisational support, the nursing policymakers in health care organisations and nursing education in Kuwait need to develop plans to improve newly graduated registered nurses’ knowledge, skills and confidence and align them with the roles and realities of actual nursing practice, to improve retention. There is a need to change the societal image of nursing in Kuwait by highlighting the importance of the nursing profession within the health care delivery. The study recommends further research on newly graduated registered nurses’ transition experiences into their new nursing roles to identify the factors behind their decision to stay or to leave, as this could offer possible solutions to address newly graduated registered nurses’ retention in the future.

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Hendershot, Candace, Joseph A. Dake, James H. Price i Grace K. Lartey. "Elementary School Nurses’ Perceptions of Student Bullying". Journal of School Nursing 22, nr 4 (sierpień 2006): 229–36. http://dx.doi.org/10.1177/10598405050220040801.

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The aim of this study was to assess elementary school nurses’ perceptions of student bullying, actions when they encounter bullies or victims, and perceived level of preparation for dealing with this problem. School nurses identified the most common barriers to dealing with bullying, which included bullying taking place where the nurse is not supervising (49%), someone else in the school being more qualified to address bullying (41%), not having enough time (26%), and not being prepared to handle the problem (25%). Only 14% stated that there were no barriers to dealing with student bullying. School nurses believed that the most effective means to reduce school bullying were consistent discipline and improved supervision. However, these perceptions are not in line with current research, which indicates that the most effective method to reduce bullying is to create a whole-school atmosphere to prevent the problem from occurring.

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Minchella, Lindsey, Nina Fekaris i Laurie G. Combe. "Power of the Past, Celebrate the Present, Force of the Future, Part 3: Interview With NASN Leaders". NASN School Nurse 33, nr 6 (28.09.2018): 380–85. http://dx.doi.org/10.1177/1942602x18802338.

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For Part 3 of the NASN School Nurse series exploring NASN’s past, present, and future, Lindsey Minchella interviews NASN President, Nina Fekaris and President-elect, Laurie Combe to discuss their school nursing perspective and philosophies. These three school nursing leaders discuss what is responsible for their long tenure as school nurses, changes witnessed in student health over the years, how NASN makes a difference for students and school nurses, the future of school nursing, and the power of NASN members’ voices to improve student health and academic outcomes.

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Smith, Gloria Copeland, i Troy Keith Knudson. "Student nurses’ unethical behavior, social media, and year of birth". Nursing Ethics 23, nr 8 (3.08.2016): 910–18. http://dx.doi.org/10.1177/0969733015590009.

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Background: This study is the result of findings from a previous dissertation conducted by this author on Student Nurses’ Unethical Behavior, Boundaries, and Social Media. The use of social media can be detrimental to the nurse–patient relationship if used in an unethical manner. Method: A mixed method, using a quantitative approach based on research questions that explored differences in student nurses’ unethical behavior by age (millennial vs nonmillennial) and clinical cohort, the relationship of unethical behavior to the utilization of social media, and analysis on year of birth and unethical behavior. A qualitative approach was used based on a guided faculty interview and common themes of student nurses’ unethical behavior. Participants and Research Context: In total, 55 Associate Degree nursing students participated in the study; the research was conducted at Central Texas College. There were eight faculty-guided interviews. Ethical considerations: The main research instrument was an anonymous survey. All participants were assured of their right to an informed consent. All participants were informed of the right to withdraw from the study at any time. Findings: Findings indicate a significant correlation between student nurses’ unethical behavior and use of social media (p = 0.036) and a significant difference between student unethical conduct by generation (millennials vs nonmillennials (p = 0.033)) and by clinical cohort (p = 0.045). Further findings from the follow-up study on year of birth and student unethical behavior reveal a correlation coefficient of 0.384 with a significance level of 0.003. Discussion: Surprisingly, the study found that second-semester students had less unethical behavior than first-, third-, and fourth-semester students. The follow-up study found that this is because second-semester students were the oldest cohort. Conclusion: Implications for positive social change for nursing students include improved ethics education that may motivate ethical conduct throughout students’ careers nationally and globally for better understanding and promotion of ethics and behavior.

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Quinn, Brenna L. "Precepted Experiences for Doctoral Student Nurses". Creative Nursing 23, nr 2 (2017): 124–28. http://dx.doi.org/10.1891/1078-4535.23.2.124.

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Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.

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Southampton, Amy Simpson. "Student nurses treated badly". Nursing Standard 10, nr 44 (24.07.1996): 10. http://dx.doi.org/10.7748/ns.10.44.10.s24.

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Vieites, Andre Escudeiro. "Supporting student veterinary nurses". Veterinary Record 183, nr 20 (22.11.2018): 627.1–627. http://dx.doi.org/10.1136/vr.k4570.

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Himeyuri Peace Museum. "Testimonials--Himeyuri Student Nurses". Manoa 13, nr 1 (2001): 142–51. http://dx.doi.org/10.1353/man.2001.0011.

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White, Sara J. "Student nurses harassing academics". Nurse Education Today 33, nr 1 (styczeń 2013): 41–45. http://dx.doi.org/10.1016/j.nedt.2011.11.004.

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Faulkner, Raymond. "Bursaries for student nurses". Nursing Standard 4, nr 12 (19.12.1989): 56. http://dx.doi.org/10.7748/ns.4.12.56.s56.

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Gazo, Ahmad M., Fatin A. Mhaidat i Bassam H. Alharbi. "Empathic Tendencies among Student Nurses and Student Teachers: A Comparative Study". Journal of Educational and Social Research 11, nr 3 (10.05.2021): 202. http://dx.doi.org/10.36941/jesr-2021-0063.

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The current study compares the empathic tendencies of student nurses and student teachers and identifies whether there are significant differences in the levels due to gender and academic level, data were collected from a study sample of 552 student nurses and student teachers using the Empathic Tendencies Scale. Results showed moderate levels with no significant differences between nurses and teachers, but showed significant differences in the level of empathic tendencies by gender, in favour of female students, and by academic level, in favour of third- and fourth-year academic students. Received: 17 January 2021 / Accepted: 3 March 2021 / Published: 10 May 2021

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Kirk, Mary, i Christine Wright. "Do registered nurses have the tools to appropriately assess student nurses in the taking and interpretation of electrocardiograms?" British Journal of Cardiac Nursing 16, nr 11 (2.11.2021): 1–6. http://dx.doi.org/10.12968/bjca.2021.0083.

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The Nursing and Midwifery Council highlights that, at the point of qualifying, registered nurses should be able to undertake routine investigations, interpret and share the findings, as appropriate. This includes electrocardiograms. Registered nurses who act as practice assessors for student nurses need to have the skills themselves to be able to appropriately assess the student. This article investigates whether practice assessors hold the appropriate knowledge and skills to be able to undertake assessments. The understanding of the terminology ‘interpreting findings’ can be seen in different ways and this could influence nurses' skills acquisition. At what point does a nurse not require supervision and is considered competent in the skill of taking an electrocardiogram and interpretation? There is no national standard in England to agree the level at which competence is achieved. Student training in practice may vary due to the placement experiences gained throughout their training. From reviewing the literature and standards, it is suggested that registered nurses have varying standards of skills when it comes to interpreting electrocardiograms, derived from their training both as a student and as a nurse. It may also be influenced by the Registered Nurses workplace setting and whether regular and specialist electrocardiogram analysis is required. There appears to be no published evidence/information into current training provision for electrocardiogram analysis within England within a student nurses core curriculum.

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Austria, Mary Jean, Katie Baraki i Alexa K. Doig. "Collaborative Learning Using Nursing Student Dyads in the Clinical Setting". International Journal of Nursing Education Scholarship 10, nr 1 (8.06.2013): 73–80. http://dx.doi.org/10.1515/ijnes-2012-0026.

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AbstractFormal pairing of student nurses to work collaboratively on one patient assignment is a strategy for improving the quality and efficiency of clinical instruction while better utilizing the limited resources at clinical agencies. The aim of this qualitative study was to explore the student nurse and patient experiences of collaborative learning when peer dyads are used in clinical nursing education. Interviews were conducted with 11 students and 9 patients. Students described the process of collaborative learning as information sharing, cross-checking when making clinical decisions, and group processing when assessing the outcomes of nursing interventions. Positive outcomes reported by students and patients included reduced student anxiety, increased confidence and task efficiency. Students’ primary concern was reduced opportunity to perform hands-on skills which had to be negotiated within each dyad. Meeting the present and future challenges of educating nurses will require innovative models of clinical instruction such as collaborative learning using student peer dyads.

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Yoder, Claire McKinley. "School Nurses and Student Academic Outcomes: An Integrative Review". Journal of School Nursing 36, nr 1 (23.01.2019): 49–60. http://dx.doi.org/10.1177/1059840518824397.

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The empirical evidence from previous studies has demonstrated that school nurses are effective in assisting children and families to address health concerns, reduce absenteeism, and provide children with the opportunity to reach their potential academically. Impoverished children and those with disabilities and chronic illness are at risk of school failure. An integrative review was undertaken to critique the research between 2002 and 2018 that addressed the influence of school nurses on academic outcomes such as absenteeism, missed class time, grades, and test scores. The findings of the review suggest that the presence of a school nurse is associated with reduced absenteeism and missed class time but not with academic achievement. Overall, the research in this area is weak and future research using more rigorous study designs, examining broader school nurse roles, and long-term academic outcomes is indicated to evaluate the impact of school nurses on educational outcomes.

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Telljohann, Susan K., James H. Price, Joseph A. Dake i Joan Durgin. "Access to School Health Services: Differences Between Full-Time and Part-Time School Nurses". Journal of School Nursing 20, nr 3 (czerwiec 2004): 176–81. http://dx.doi.org/10.1177/10598405040200030801.

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This study examined differences in student access to health services between schools with nurses 2 days/week ( n = 7) compared to schools with nurses 5 days/week ( n = 7). The study found statistically significant differences in numbers of nurse visits per 100 students. Of the 30 health conditions/activities investigated, 28 were statistically significantly higher with full-time school nurses than with part-time school nurses. It would be expected that 5-day/week nurses would be involved in health service activities 2.5 times as often as 2-day/week nurses. However, this study found that 21 of the 30 health service activities in schools with 5-day/week nurses were accessed by students more often than the expected 2.5 times that of the schools with nurses 2 days/week. This suggests a significant unmet need for access to health care services in schools with only 2-day/week nurses.

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