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Nurse Education in Practice

Hillegonda A Stallinga, Pieter U Dijkstra, Huib Ten Napel, Gabriël Roodbol, Jeroen W B Peters, Yvonne F Heerkens, Petrie F Roodbol
The Master program of Advanced Nursing Practice (MANP) educates nurses to become a nurse practitioner. Nurse practitioners are health care professionals focusing on the intersection of cure and care. However, a clear model covering that area is lacking. The use of the International Classification of Functioning, Disability and Health (ICF) may be considered for incorporation in curricula due to its focus on the integration of cure and care. The purpose of this study is to test the effects of a short (= 4-h instructor-led) ICF training on perceived usefulness of the ICF...
September 11, 2018: Nurse Education in Practice
Barbara A Parker, Carol Grech
This paper reports on a unique practice based learning model to prepare undergraduate nursing students for clinical placement. The learning and teaching model described in this paper outlines the establishment of an entire on-campus simulated hospital and health service (SHHS) at the University of South Australia, School of Nursing and Midwifery. The model is pedagogically structured to immerse students in an authentic clinical environment to achieve deep learning in preparation for safe practice. A quality improvement cycle was used to evaluate the outcomes of the model in two phases: Phase 1: Purposive sampling of first and second year Bachelor of Nursing students from 2012 to 2015 who were surveyed about their satisfaction with the model of learning...
September 8, 2018: Nurse Education in Practice
Graham G Munro, Peter O'Meara, Bernice Mathisen
Those transitioning from practice to academia can struggle with the perception that they might lose their hard-won and deeply-held professional identity, while grappling with the difficulty of creating an academic identity. This is a common experience for those entering universities with strong clinical identities. Paramedics, as members of an emerging health profession, share these challenges with nursing and allied health professionals. In this study of paramedic academics in Australia and New Zealand, a majority did not consider themselves to still be paramedics on the basis that they were no longer clinically active...
September 8, 2018: Nurse Education in Practice
Sharon A Denham, Mari Tietze, Zoheb Allam, Jennifer Talleff, Nola Schrum, Tao Wang
No abstract text is available yet for this article.
September 7, 2018: Nurse Education in Practice
Nicola Wright, David Charnock
Some aspects of mental health nursing practice are inherently oppressive; for example detention in hospital or forced medication under restraint. What is more challenging is thinking about oppression in the context of everyday mental health nursing work, such as nursing handovers, and the impact this has on the quality and safety of service user care. An online resource was co-developed for use (via a workshop) with student mental health nurses to assist them with questioning their own and others practice in relation to oppression as exhibited in the nursing handover...
September 7, 2018: Nurse Education in Practice
Ann Wakefield, Pat Cartney, Janice Christie, Rebecca Smyth, Alison Cooke, Tracey Jones, Erin King, Helen White, Jennifer Kennedy
This paper explores institutional drivers for developing MOOCs by juxtaposing them against the original drivers for generating MOOCs: to offer open access education. However, the original impetus for MOOC development may be shifting towards a business oriented model. Therefore, instead of contributing to corporate social responsibility and inclusivity agendas facilitating open access to education, MOOCs are akin to an institution's shop window allowing the pseudo 'purchaser' the opportunity to glimpse behind the scenes...
September 7, 2018: Nurse Education in Practice
V L Haugland, M H Reime
Dementia is a debilitating condition affecting personality, day-to-day activities and cognitive function, which in turn may hamper the patient's decision-making capacity. This challenges staff competence in ethics and legislation in order to enhance dignity through improved communication and avoid coercive treatment. Scenario-based simulation training can increase communication skills in demanding situations. This study aimed to explore if this also applies to nursing students within dementia care, and if nursing students improve their ethical reflection and ability to avoid the use of coercion...
September 7, 2018: Nurse Education in Practice
Michelle Roxburgh, Jacqueline McCallum, Gill McCrossan, Fiona Smith
This paper will share how one country within the United Kingdom (UK) collaborated on a national partnership approach in developing a consistent pre-registration undergraduate nursing practice learning assessment document. In 2011 the Scottish Heads of Academic Nursing and Allied Health Professionals (SHANAHP, now Council of Deans Scotland, CoDS) agreed to support the development of a Scottish national approach to practice learning assessment document (the "Scottish Ongoing Achievement Record"). Whilst no direct funding was received to support this work, each HEI agreed that this work would be recognised via the release of staff time to enable completion...
September 7, 2018: Nurse Education in Practice
Tara Lafrance
No abstract text is available yet for this article.
September 7, 2018: Nurse Education in Practice
Connie Harris
The number of students with learning difficulties enrolled in nursing programs has increased. Under the current educational paradigm, nurse educators grant requests for reasonable adjustments from students with diverse learning needs in an attempt to promote equity and inclusivity in nursing programs. This system has fundamental flaws which reduce its effectiveness and perpetuates the differences between students with learning difficulties and their peers. A new educational paradigm based on Universal Design principles is proposed...
September 5, 2018: Nurse Education in Practice
Cynthia L Foronda, Sandra M Swoboda, Myrthle N Henry, Emma Kamau, Nancy Sullivan, Krysia Warren Hudson
This study explored BSN students' perceptions of learning with vSim for Nursing™. Using a mixed methods design with 99 students, key points of learning were medication administration and respiratory interventions. Qualitative data demonstrated learning of assessment, prioritization, and emergency management. The top student preferences of how to use virtual simulation were as a clinical makeup or to enhance lecture. The findings support the use of virtual simulation and provide data to guide nurse educators to more strategically integrate virtual simulation exercises...
September 5, 2018: Nurse Education in Practice
Angela R Schneider, Laurel A M Stephens, Sandra Catalina Ochoa Marín, Sonia Semenic
Service-learning partnerships between nursing programs and health care settings in vulnerable communities may be challenging to initiate, but can offer multiple benefits for students, faculty, and the community served. The aim of this qualitative descriptive study was to explore the benefits and challenges of establishing a service-learning partnership between a university nursing program and an isolated community of internally-displaced persons in Medellin, Colombia. Semi-structured, in-depth interviews were conducted with 10 nursing professors and nine students who participated in the service-learning partnership...
September 5, 2018: Nurse Education in Practice
Lorna J Walsh, Allan J Anstey, Anne Marie Tracey
Nursing students make medication errors as they progress through educational programs. It is important that faculty feedback is such that students feel comfortable reporting subsequent medication errors. The objectives of this study are to determine factors which increase the likelihood of nursing students reporting medication errors; to elicit nursing student perception of faculty feedback following a medication error, and determine how this faculty feedback impacts reporting of subsequent medication errors; and to develop recommendations regarding the most effective faculty approaches when providing feedback to nursing students following medication errors...
September 5, 2018: Nurse Education in Practice
Christopher Patterson, Dana Perlman, Ellie K Taylor, Lorna Moxham, Renee Brighton, Jacob Rath
Professional placement experiences have been considered as an approach to improving nursing attitudes towards mental health nursing and selection of mental health nursing as a career. Mental health nursing placements are now occurring in less traditional settings, however, published research of these placements remains scarce. The aim of this non-experimental comparative study was to investigate the impact of nursing student participation in a non-traditional placement, compared to participation in traditional placement...
September 3, 2018: Nurse Education in Practice
Margriet van Iersel, Rien de Vos, Corine Latour, Paul A Kirschner, Wilma Scholte Op Reimer
No abstract text is available yet for this article.
August 28, 2018: Nurse Education in Practice
Mary Sidebotham, Kathleen Baird, Caroline Walters, Jenny Gamble
Capstone experiences facilitate consolidation and application of previous learning, strengthening professional identity and competency. This study evaluates the effectiveness and acceptability of a capstone assessment item, in the form of an e-portfolio, designed to identify and demonstrate preparedness for professional midwifery practice. A sequential explanatory strategy occurred within a mixed method research design. Final year Bachelor of Midwifery students at an Australian university, having completed the e-portfolio assessment, participated in two phases of data collection; an initial online-survey, followed by in-depth exploration of emergent concepts within a focus group...
August 4, 2018: Nurse Education in Practice
Karen Harrison-White, John Owens
In the United Kingdom student nurses spend approximately half of their education programme in a practical setting commonly referred to as the Clinical Learning Environment (CLE). The significant amount of time student nurses spend in CLEs, combined with reports of negative experiences, indicate that it is important to consider the challenges of learning within this environment. Nurse Link Lecturers spend up to 20% of their teaching time supporting student nurses in CLEs. Link lecturers' proximity to the CLE means that they are well-placed to articulate the challenges facing student nurses in this context...
July 24, 2018: Nurse Education in Practice
Alisha L Jones, Ann W Lambert, Megan Barnett
The purpose of the study was to obtain information concerning the effectiveness of a training program to equip nursing students in administering universal newborn hearing screening procedures, correctly recording results and clearly explaining outcomes to parent/guardians. First semester and third semester nursing students completed the National Center for Hearing Assessment and Management (NCHAM) Utah State University™ Universal Newborn Hearing Screening (UNHS) training as an in-class assignment. Students were surveyed and knowledge assessed prior to and post training...
July 20, 2018: Nurse Education in Practice
Judit Sánchez Expósito, César Leal Costa, José Luis Díaz Agea, María Dolores Carrillo Izquierdo, Diana Jiménez Rodríguez
INTRODUCTION: Socio-emotional competencies positively influence academic performance and clinical practice of students enrolled in a Nursing degree. However, there is a lack of studies that relate these competencies with performance in a high-fidelity clinical simulation training scenario. OBJECTIVES: To analyze the relationship between socio-emotional competencies and performance in simulated clinical practices of a sample of 4th -year Nursing degree students. METHODS: Transversal descriptive study conducted in Spain...
July 18, 2018: Nurse Education in Practice
Lois McKellar, Julie Fleet, Rachael Vernon, Ms Kristen Graham, Megan Cooper
Clinical placement is a core feature of Australian midwifery education programs, with clinical supervision acknowledged as a key component for student success. The aim of this study was to evaluate the clinical facilitation models in South Australia, specifically the quality of clinical supervision to facilitate learning, and key stakeholder satisfaction. A mixed method evaluation research design was used to compare three models of clinical facilitation for midwifery students undertaking clinical placement across five venues...
July 17, 2018: Nurse Education in Practice
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