Read by QxMD icon Read

Learning theories AND nursing AND EDUCATION

Jiyeon Kang, Yeon Jin Jeong, Kyoung Ran Kong
PURPOSE: This qualitative study aimed to explore the experience of incivility among nursing students. METHODS: Sixteen nursing students who had experienced incivility during their clinical placement were invited for one-on-one interviews until the point of theoretical saturation. The grounded theory approach of Corbin and Strauss was adopted to analyze transcribed interview contents. RESULTS: Incivility occurred in the context of a hierarchical organizational culture, due to nursing students' position as outsiders, non-systematic clinical education, and poor nursing work environment...
February 2018: Journal of Korean Academy of Nursing
Lisa Beccaria, Megan Y C A Kek, Henk Huijser
OBJECTIVES: In this paper, a review of nursing education literature is employed to ascertain the extent to which nursing educators apply theory to their research, as well as the types of theory they employ. In addition, the use of research methodologies in the nursing education literature is explored. DESIGN: An integrative review. METHODS: A systematic search was conducted for English-language, peer reviewed publications of any research design via Academic Search Complete, Science Direct, CINAHL, and Health Source: Nursing/Academic Edition databases from 2001 to 2016, of which 140 were reviewed...
March 2, 2018: Nurse Education Today
Elisabet Eriksson, Maria Engström
AIM: To examine internationally educated nurses' experiences of empowerment structures using Kanter's theory of structural empowerment. BACKGROUND: There has been an increase in the number of nurses working in other countries worldwide and concerns have been raised regarding their working conditions. METHOD: Semi-structured interviews were conducted with a purposive sample of 11 internationally educated nurses. Directed content analysis was used to analyse the data and Kanter's theory of empowerment was used as a framework...
March 12, 2018: Journal of Nursing Management
Morgan R Smith, Laurie Grealish, Saras Henderson
BACKGROUND: Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders...
February 22, 2018: Nurse Education Today
Saeed Ghasemi, Fazlollah Ahmadi, Anoshirvan Kazemnejad
BACKGROUND: Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature...
January 1, 2018: Nursing Ethics
Cora L F Visser, Rashmi A Kusurkar, Gerda Croiset, Olle Ten Cate, Hendrika E Westerveld
PURPOSE: Interprofessional Education (IPE) may depend for its success not only on cognitive gains of learners, but also on affective and motivational benefits. According to Self-Determination Theory (SDT), a major motivation theory, autonomy (feeling of choice), competence (feeling of capability), and relatedness (feeling of belonging) drive motivation in a way that can improve performance. We investigated which elements of IPE in a clinical ward potentially influence students' feelings in these three areas...
February 28, 2018: Medical Teacher
Louise Ward, Sinead Barry
The Master Class was developed as an additional educational innovation designed to promote learning about mental health and illness and mental health nursing as a career option to 2nd-year undergraduate nursing students. A number of students had approached the mental health nursing academics expressing two polar views on mental health. They either expressed extreme interest in mental health nursing or significant distress and concern related to studying the core 2nd-year subject. It was considered that the Master Class could potentially provide students with additional support...
February 23, 2018: International Journal of Mental Health Nursing
Veronica B Decker, Roger M Hamilton
A theory of the structure of nursing knowledge is proposed. Using retroductive reasoning to build upon an existing theory, the goal of the Nursing Knowledge Pyramid is to integrate disparate forms of nursing knowledge into a comprehensive, coherent, and useful structure to enhance the learning, development, automation, and accessibility of nursing knowledge. Education uses are discussed.
February 22, 2018: ANS. Advances in Nursing Science
Javeed Sukhera, Alexandra Milne, Pim W Teunissen, Lorelei Lingard, Chris Watling
Emerging research on implicit bias recognition and management within health professions describes individually focused educational interventions without considering workplace influences. Workplace learning theories highlight how individual agency and workplace structures dynamically interact to produce change within individuals and learning environments. Promoting awareness of individual biases shaped by clinical learning environments may therefore represent a unique type of workplace learning. We sought to explore how individuals and the workplace learning environment interact once awareness of implicit biases are triggered within learners...
February 17, 2018: Advances in Health Sciences Education: Theory and Practice
Susan L Bannister, Mark S Dolson, Lorelei Lingard, David A Keegan
CONTEXT: As part of their training, physicians are required to learn how to perform technical skills on patients. The previous literature reveals that this learning is complex and that many opportunities to perform these skills are not converted into attempts to do so by learners. This study sought to explore and understand this phenomenon better. METHODS: A multi-phased qualitative study including ethnographic observations, interviews and focus groups was conducted to explore the factors that influence technical skill learning...
February 15, 2018: Medical Education
Judith A Vessey, Judith Wendt, Donna M Glynn, Cecilia McVey
Determining the best ways to teach military culture and the veteran experience to nursing students and new nurses is an essential component in developing a culturally sensitive nursing workforce. The purpose of this article is to describe a theory-driven, experiential learning approach to integrating the Veterans History Project into the curricula for a postbaccalaureate nurse residency program. Participants acknowledged that this educational project better prepared them to care for the veteran population.
February 13, 2018: Nurse Educator
Elisabeth Coyne, Hazel Rands, Valda Frommolt, Victoria Kain, Melanie Plugge, Marion Mitchell
OBJECTIVES: The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. DESIGN: An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases...
January 31, 2018: Nurse Education Today
Mary Ann Jessee
BACKGROUND: The link between clinical education and development of clinical reasoning is not well supported by one theoretical perspective. Learning to reason during clinical education may be best achieved in a supportive sociocultural context of nursing practice that maximizes reasoning opportunities and facilitates discourse and meaningful feedback. Prelicensure clinical education seldom incorporates these critical components and thus may fail to directly promote clinical reasoning skill...
January 1, 2018: Journal of Nursing Education
Melanie Stephens, Paula Ormandy
Interprofessional learning (IPL) can influence affective domain development of students through teaching activities that facilitate learning with, from, and about other professions. Current quantitative evidence offers limited explanation of how this learning is achieved within IPL programmes. This article tests a conceptual framework drawn from theories on IPL and affective domain development (attitudes, values, and behaviours) to explain what works for whom, when, and in what circumstances. The objectives of the study were twofold: to evaluate the impact of the IPL programme on the student's attitudes and values, and to identify behaviour changes in clinical practice towards interprofessional working...
January 25, 2018: Journal of Interprofessional Care
Sharon Edwards, Samantha McCormack
This article shows how simulation can be modified and adapted to benefit higher education institutions (HEIs) in a variety of situations. These situations can involve the engagement of service users (SUs) and moulage, or application of make-up to simulate clinical presentations, to ensure skill enhancement, ultimately to support and empower students so they can achieve their potential. This article describes a unique collaboration between staff at an HEI and SUs, who have worked together in simulation activities...
January 25, 2018: Nursing Management (Harrow)
Francine Laurencelle, Judith Scanlan
The nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura's self-efficacy theory. The population for this study included 15 nurse educators with a master's or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences...
January 9, 2018: International Journal of Nursing Education Scholarship
Marla Seacrist, Debra Bingham, Ben Scheich, Renee Byfield
OBJECTIVE: To describe the barriers and facilitators to implementing the Association of Women's Health, Obstetric and Neonatal Nurses Postpartum Hemorrhage (AWHONN PPH) Project experienced by hospital leaders, project champions, and staff. DESIGN: Qualitative descriptive study with a grounded theory approach. SETTING: Hospital leaders, champions, and staff from hospitals in New Jersey and Georgia. PARTICIPANTS: A total of 21 nurses and physicians who worked at six hospitals shared their experiences with regard to implementation of the AWHONN PPH Project...
December 28, 2017: Journal of Obstetric, Gynecologic, and Neonatal Nursing: JOGNN
Deborah A Raines
As nursing is a practice discipline, theory and practice cannot be separated. Yet nursing education is traditionally divided into two components: classroom or theory-based learning and clinical or practice-based learning. The theory-practice gap is one of the most significant issues in nursing today, given the emphasis on evidence-based practice. This article describes the use of a K-W-L chart as an approach to bridge the theory-practice gap and encourage students to become self-directed and take ownership of their knowledge...
December 28, 2017: Nursing Education Perspectives
Jung Jae Lee, Charlotte L Clarke, Maggie N Carson
Clinical placements are essential for students to develop clinical skills to qualify as nurses. However, various difficulties encountered by nursing students during their clinical education detract from developing clinical competencies. This constructivist grounded theory study aims to explore nursing students' experiences in clinical nursing education, and to identify the factors that influence the clinical education students receive. Twenty-one individual and six group semi-structured interviews were conducted with sixteen fourth year nursing students and four registered nurses...
December 7, 2017: Nurse Education in Practice
Karen Campbell, Vanessa Taylor, Sheila Douglas
Embedding online learning within higher education can provide engaging, cost-effective, interactive and flexible education. By evaluating the impact, outcomes and pedagogical influence of online cancer and education, future curricula can be shaped and delivered by higher education providers to better meet learner, health care provider and educational commissioners' requirements for enhanced patient care and service delivery needs. Using the Kirkpatrick's four-level model of educational evaluation, a systematic review of the effectiveness of online cancer education for nurses and allied health professionals was conducted...
December 12, 2017: Journal of Cancer Education: the Official Journal of the American Association for Cancer Education
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"