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Menzies JC, Ford R, Henshall C. Assessing the success of a research leadership programme for senior nurses and midwives: A mixed methods programme evaluation. Nurs Open 2024; 11:e2176. [PMID: 39021289 PMCID: PMC11255376 DOI: 10.1002/nop2.2176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Revised: 03/21/2024] [Accepted: 04/24/2024] [Indexed: 07/20/2024] Open
Abstract
AIMS In 2018 the National Institute of Health and Care Research, United Kingdom, launched a 3-year Senior Nurse and Midwife Research Leader Programme to support nurse and midwifery research leaders to develop research capacity and capability within NHS organisations. We report the results of a service evaluation of the programme strengths, areas for improvement and achievement of programme aims. DESIGN Partially mixed, concurrent mixed methods programme evaluation, including: (a) meeting evaluation (survey), (b) annual evaluation (survey) and (c) qualitative stakeholder interviews. METHODS Survey results were quantitatively analysed using descriptive statistics. Interviews were audio-recorded, transcribed, deductively coded using elements within the logic model and analysed using the seven-stage framework analysis method. RESULTS Satisfaction with the programme was high (75%). The main perceived benefit of the programme was being part of a network. Challenges included accessing learning resources, lack of opportunity to network and lack of clarity about the programme aims. Meetings were evaluated as relevant and helpful (mean 93%), thought-provoking (92%), inspiring (91%), at the appropriate level (91%) and aligned with the programme aims (90%). All meetings were ranked as highly beneficial by attendees (92%). Stakeholder feedback on the programme success reflected the importance of leadership, the programme design and content, 'connection and community' and communication with and about the cohort. Overall, the anticipated programme aims were met, evaluating well from both the perspective of those on the programme and the wider stakeholder group. There has been a lack of investment in schemes to support research leadership development for nurses/midwives. A novel programme to support nursing/midwifery research leadership was positively evaluated. The programme is a useful model to support future capacity and capability building for nurses/midwives. The work is reported with reference to the SQUIRE 2 and SRQR checklists. No patient or public contribution.
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Affiliation(s)
- Julie Christine Menzies
- Paediatric Intensive Care Unit, Bristol Royal Hospital for ChildrenUniversity Hospitals Bristol and Weston NHS Foundation TrustBristolUK
- Honorary Senior Research Fellow University of BirminghamBirminghamUK
- Visiting FellowUniversity West EnglandBristolUK
| | | | - Catherine Henshall
- Nursing and Midwifery Office, NIHRLeedsUK
- Oxford Institute of Nursing, Midwifery and Allied Health Research (OxINMAHR), Faculty of Health and Life SciencesOxford Brookes UniversityOxfordUK
- Research and Development, Warneford HospitalOxford Health NHS Foundation TrustOxfordUK
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Holt SL, Mason J, Farrell M, Corrigan RH, Warman S. Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory. Vet Rec 2024; 194:e3956. [PMID: 38468387 DOI: 10.1002/vetr.3956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2023] [Revised: 01/23/2024] [Accepted: 01/30/2024] [Indexed: 03/13/2024]
Abstract
BACKGROUND Student veterinary nurses (SVNs) complete significant time in clinical placements and this training can have a positive or negative impact on the development of professional skills and identity. METHODS A cross-sectional design, using semi-structured interviews, explored 12 SVNs' experiences of clinical placements. Interpretative phenomenological analysis was used to explore each individual participant's experience, prior to the identification of themes across participants' experiences. RESULTS Most students reported a sense of belonging within the practice team, which fostered engagement. Clinical supervisors were considered key role models and vital support for student progress. Students reported conflict between the demands of the practice and the requirements of their student status. Some poor interpersonal interactions led to reduced confidence. LIMITATIONS The results may not reflect experiences of the diversity of student demographics, such as those students with protected characteristics, as described in the Equality Act 2010, who may encounter specific workplace challenges. CONCLUSION To ensure parity and positive experiences, accredited educational institutes can plan regular engagement with student feedback and support of the training practice. Training practice teams can ensure they are meeting the student's needs and fostering a positive learning environment by adhering to the RCVS Framework for Veterinary Nurse Education and Training, which will, in turn, benefit the whole team. Clinical supervisors can play a convening role in increasing belonging and participation within the clinical learning environment.
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Affiliation(s)
- Susan L Holt
- Bristol Veterinary School, University of Bristol, Langford, UK
| | - Jenny Mason
- Bristol Veterinary School, University of Bristol, Langford, UK
| | - Mary Farrell
- Institute of Science, Natural Resources and Outdoor Studies, University of Cumbria, Carlisle, UK
| | | | - Sheena Warman
- Bristol Veterinary School, University of Bristol, Langford, UK
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Lin S, Chen S, Tu Q, Xu X, Xie S, Yang B, Zhang Q, Chen L. Barriers and facilitators to the formation of professional identity among nursing students: A four-year longitudinal qualitative study. NURSE EDUCATION TODAY 2024; 134:106087. [PMID: 38232627 DOI: 10.1016/j.nedt.2023.106087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 12/02/2023] [Accepted: 12/19/2023] [Indexed: 01/19/2024]
Abstract
BACKGROUND Nursing professional identity (NPI) is essential for nurses to develop their nursing profession. It reflects the competencies consistent with the professional practices of nurses and contributes to them providing better healthcare and public health. The formation process of NPI started with undergraduate nursing education and continued throughout the nursing career. OBJECTIVE To explore nursing students' perceptions of facilitators and barriers to the formation of NPI during their study. METHODS A 4-year longitudinal, qualitative research design with yearly semi-structured interviews undertaken from 2019 to 2022. The reflexive thematic analysis methodology was applied for the data analysis. RESULTS Ninety-three nursing students were recruited, joining a group or individual interview. The four-year nursing baccalaureate program revealed a dynamic formation process of NPI: "Outsider of nursing", "Entering the nursing courses", "Building nursing competence", and "Thinking and acting like a nurse". A total of 12 themes were identified to present the barriers and facilitators to the NPI formation at different stages. Specifically, the six barriers include conflict between their ideals and reality, sociocultural stereotypes about nursing, the negative impact of COVID-19, the pre-internship concerns, struggling to meet expectations, and potential danger and discrimination in the healthcare settings. The enablers were: self-motivation and inner belief towards the nursing profession, the power of role models, the improvement of nursing capacity, well integration into the healthcare professional teams, understanding of the clinical environment, and recognition and encouragement from others. CONCLUSIONS The formation of nursing students' NPI is an ever-changing process, with various intrinsic and extrinsic influences during their four-year study. Nursing educators are suggested to prepare and develop students' professional comportment in their theoretical and clinical practice to develop their professional identity as a nurse.
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Affiliation(s)
- Shuanglan Lin
- Nursing College of Chongqing Medical University, Chongqing, China
| | - Shucheng Chen
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
| | - Qiang Tu
- Faculty of Medicine and Health, The University of Sydney, Australia.
| | - Xinyu Xu
- Nursing College of Chongqing Medical University, Chongqing, China
| | - Shiqi Xie
- Nursing College of Chongqing Medical University, Chongqing, China.
| | - Bing Yang
- Department of Nursing, Stomatological Hospital of Chongqing Medical University, Chongqing, China.
| | - Quanzhi Zhang
- School of Nursing, Harbin Medical University, Heilongjiang Province, China
| | - Liping Chen
- Nursing College of Chongqing Medical University, Chongqing, China.
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Kurt Y, Turhal E, Batmaz F. Nursing students' processes of taking role models and being role models: A descriptive phenomenological study. NURSE EDUCATION TODAY 2024; 132:106015. [PMID: 37939572 DOI: 10.1016/j.nedt.2023.106015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 10/18/2023] [Accepted: 10/29/2023] [Indexed: 11/10/2023]
Abstract
BACKGROUND Role models are frequently viewed as a means of motivating people to adopt new behaviors and inspiring them to establish ambitious targets. Role models play a significant role in the characters of individuals and can be effective in shaping their career choices, education, and identities. Within the nursing profession, role models are integral to nursing students' journey towards understanding the nursing role and professional responsibility. For this reason, it is very important for nursing students to identify role models that support the development of students growth and development. OBJECTIVES This study aimed to investigate the qualities of nurses who serve as role models for senior undergraduate nursing students in shaping their professional attitudes and behaviors, identify the motivations behind selecting these individuals as role models. DESIGN A descriptive phenomenological research method was used. SETTINGS The research was conducted at a state university nursing school. PARTICIPANTS The study was conducted with the participation of 16 senior nursing students. METHODS Data collected from one-on-one interviews. A thematic analysis was used to analyze the data. RESULTS Student nurses mostly took clinical nurses and lecturers as professional role models. They were most impressed by their role models' knowledge, strong communication skills, and respect for human beings. To imitate their role models, students were willing to work in the clinic to improve their communication and psychomotor abilities and engaged in research and inquiry in areas where they felt insufficient. However, they also reported that most clinical nurses were not positive role models. They avoided taking nurses as role models because they had low communication skills, did not guide the student, and did not value human beings. CONCLUSIONS The study's findings indicated that student nurses were primarily influenced by clinical nurses and viewed them as both positive and negative role models, and they aspired to emulate the qualities of the nurses they considered positive role models while actively avoiding behaviors and traits associated with those seen as negative role models. Clinical nurses, who are in contact with prospective nurses the most, have an important role in guiding them.
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Affiliation(s)
- Yeter Kurt
- Faculty of Health Sciences, Fundamentals of Nursing Department, Karadeniz Technical University, Trabzon, Turkey.
| | - Ebru Turhal
- Medical Education and Training Simulation Center, Karadeniz Technical University, Trabzon, Turkey
| | - Fulya Batmaz
- Medical Education and Training Simulation Center, Karadeniz Technical University, Trabzon, Turkey
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Umubyeyi B, Babenko-Mould Y, Hynie M, Regan S, Leipert B. A nurturing and caring environment to facilitate nursing students' professional development in Rwanda: a focused ethnographic study. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2023-0064. [PMID: 38167136 DOI: 10.1515/ijnes-2023-0064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Accepted: 12/17/2023] [Indexed: 01/05/2024]
Abstract
OBJECTIVES To explore the values, practices, and behaviours that support nursing students' professional development in practice-based learning environments in Rwanda. METHODS A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation. RESULTS Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth. CONCLUSIONS Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally. IMPLICATIONS FOR INTERNATIONAL AUDIENCE Findings underscore the need to enhance caring values within nursing curricula.
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Affiliation(s)
- Benoite Umubyeyi
- Département de Recherche, Enseignement et Formation, Maison Médicale Jeanne Garnier, Paris, France
- Faculty of Health Sciences, Arthur Labatt Family School of Nursing, Western University, London, ON, Canada
| | - Yolanda Babenko-Mould
- Faculty of Health Sciences, Arthur Labatt Family School of Nursing, Western University, London, ON, Canada
| | - Michaela Hynie
- Department of Psychology, York University, Toronto, ON, Canada
| | - Sandra Regan
- Faculty of Health Sciences, Arthur Labatt Family School of Nursing, Western University, London, ON, Canada
| | - Beverly Leipert
- Faculty of Health Sciences, Arthur Labatt Family School of Nursing, Western University, London, ON, Canada
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Morrell-Scott N. The approaches and motivations to learning of student nurses: a phenomenological study. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:684-689. [PMID: 37495406 DOI: 10.12968/bjon.2023.32.14.684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/28/2023]
Abstract
This research study was undertaken to elicit a group of final-year student nurses' perceptions of their motivations and approaches to learning, and the implications of their views. It is important to explore this subject because students' motivations and approaches to learning can potentially impact patient care. This study was part of a larger research project. The sample consisted of 18 final-year student nurses at a large UK university. Students completed semi-structured interviews that used a qualitative constructivist approach to explore their educational experience. Students described what motivated them to learn, and how they approached their learning because of their understanding of which subjects they believed were and were not important. Students felt that clinical skills were the most important subjects, and topics such as health promotion, law and ethics, were less important and therefore they approached these subjects in a superficial way, learning just enough to pass their course. Clinical skills were perceived as more useful because they would be used directly in clinical practice. The findings of this study are significant to inform nurse educators as they plan curricula and provide an insight into what may potentially adversely affect patient care when students become registered nurses.
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Affiliation(s)
- Nicola Morrell-Scott
- Subject Head, Postgraduate Nursing and Advanced Practice/Associate Dean, Education, Liverpool John Moores University
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Romero-Martín M, Safont-Montes JC, Robles-Romero JM, Jiménez-Picón N, da Costa EIMT, Gómez-Salgado J. Caring behaviours demonstrated to nursing students in the interpersonal relation with the faculty: A cross sectional study. NURSE EDUCATION TODAY 2022; 119:105612. [PMID: 36306634 DOI: 10.1016/j.nedt.2022.105612] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2022] [Revised: 10/09/2022] [Accepted: 10/15/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Nursing students need to experience caring in their educational environment in order to learn how to care for the patients. OBJECTIVE The present study describes the caring model demonstrated by the faculty to the nursing students through their behaviours, from the perspective of both students and faculty members. DESIGN A cross-sectional, descriptive, observational study was conducted. PARTICIPANTS The sample included 286 students and faculty members. METHODS The Nursing Students' Perceptions of Instructor Caring assessing tool was used to gather the data. RESULTS After analysing 676 questionnaires, it was revealed a moderately high level of caring perceived by the students. The most appreciated dimension was control versus flexibility, reporting a mean value of 82.29 and a confidence interval from 81.14 to 83.44, and the least valued was appreciation of life's meanings, reporting a mean value of 63.90 and a confidence interval from 62.20 to 65.60. The students' perception of the care demonstrated by the faculty was significantly lower than the care that the latter believed to transmit in all dimensions (p < 0.001). CONCLUSIONS The caring perceived by the student was expressed through behaviours that inspired confidence in them, promoted a climate of learning and support, helped them to recognise the meaning of life, showed them flexibility and fostered their professional autonomy. The findings of this study can help to improve nursing education by providing a view of the interpersonal relations that the students established during their training with the faculty.
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Affiliation(s)
| | | | | | | | | | - Juan Gómez-Salgado
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, Spain; Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Guayaquil, Ecuador
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Morrell-Scott N. A phenomenological insight into what final year undergraduate student nurses perceive is the role of the Registered Nurse and who they learn this from. J Res Nurs 2022; 27:767-778. [PMID: 36530744 PMCID: PMC9755564 DOI: 10.1177/17449871221139112] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2023] Open
Abstract
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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Affiliation(s)
- Nicola Morrell-Scott
- Programme Manager Pre-registration Nursing/Associate Dean Education, School of Nursing and Allied Health, Liverpool John Moores University, Liverpool, UK
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Xianjiao D, Fenfang L, Shihao C, Chenxi Z, Chuxia T, Ranran M, Wei L, Man Y. How to achieve self-growth as an intern nursing student in Intensive Care Unit: A qualitative study. Nurse Educ Pract 2022; 65:103490. [DOI: 10.1016/j.nepr.2022.103490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Revised: 10/25/2022] [Accepted: 10/27/2022] [Indexed: 11/05/2022]
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10
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Suliman M, Warshawski S. Nursing students' satisfaction with clinical placements: The contribution of role modeling, epistemic authority, and resilience-a cross- sectional study. NURSE EDUCATION TODAY 2022; 115:105404. [PMID: 35598583 DOI: 10.1016/j.nedt.2022.105404] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Revised: 04/16/2022] [Accepted: 05/10/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Clinical learning is an essential and irreplaceable component of nursing studies. Satisfaction with clinical placements may improve students' learning outcomes as well as their retention in nursing studies. Satisfaction with clinical placements has mostly been associated with environmental factors. The associations between students' satisfaction with clinical placement and students' resilience, clinical instructors' (CI) epistemic authority and perception as a role model have yet to be fully explored. OBJECTIVE To explore the associations between students' satisfaction with clinical placement and resilience, as well as CI epistemic authority and perception as a role model. DESIGN AND METHODS A cross-sectional survey design with a convenience sample of 131 Israeli nursing students in advanced years of studies, at a large university in central Israel. Data were collected through a self-administered structured questionnaire. RESULTS Strong positive correlations were found between students' satisfaction with the clinical placement and their perception of the CI as an epistemic authority and as a role model. Additionally, strong positive correlations were also found between students' satisfaction with the clinical placements and the three sub-categories included in the perception of their CI as a role model (personal traits, clinical skills, and teaching skills). Resilience and CI's teaching skills explained 75.3% of students' satisfaction with their clinical placement. CONCLUSIONS Nurse educators and CIs should be aware of their significant role in students' professional development and satisfaction with clinical placements. Special attention should be given to the refinement of clinical skills and teaching skills during CI training, along with deeper awareness of one's personal traits. CIs have the potential to be significant professional role models for their students, while enhancing students' resilience and promoting clinical competencies and quality care. These lead to higher student satisfaction and retention in studies as future nurses.
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Affiliation(s)
- Moriya Suliman
- Intensive care unit, Sheba medical center, Tel HaShomer, Israel.
| | - Sigalit Warshawski
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Israel.
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Yang MM, Golden BP, Cameron KA, Gard L, Bierman JA, Evans DB, Henschen BL. Learning through Teaching: Peer Teaching and Mentoring Experiences among Third-Year Medical Students. TEACHING AND LEARNING IN MEDICINE 2022; 34:360-367. [PMID: 33934679 DOI: 10.1080/10401334.2021.1899930] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PHENOMENON Classroom studies of peer-led teaching and mentoring report benefits for students both as teachers and learners. Such benefits include both improved content mastery and personal and professional development. While benefits of peer-led teaching in the clinical setting have been well characterized among other health professions, less is known within undergraduate medical education. In this study, we explored medical students' perceptions and experiences relevant to peer teaching and mentoring in outpatient clinical clerkships. APPROACH Third-year medical students enrolled in two different longitudinal primary care clerkships, Education Centered Medical Home (ECMH) or Individual Preceptorship (IP), participated in semi-structured interviews in 2018. Students were asked to describe their peer teaching experiences during the clerkship and to reflect on their experiences serving as role models or mentors. We analyzed transcripts utilizing a two-cycle team-based inductive approach. FINDINGS Thirty-three students completed interviews. We derived three main themes: (1) diversity of peer teaching and mentoring opportunities, (2) transitioning one's role from learner to teacher, and (3) personal and professional development. While participants from both clerkships participated in peer teaching and mentoring experiences, ECMH students described more opportunities to interact with students across all years of medical school training, noting that "getting that guidance and in turn being able to teach is a valuable experience." ECMH students further perceived the responsibility of creating a comfortable learning environment for others. Students from both clerkships reflected on 'learning through teaching,' that teaching served as a reaffirmation of the knowledge they gained, and that teaching experience contributed to their personal and professional growth. INSIGHTS Students perceived their participation in peer teaching and mentoring experiences in the clinical setting as contributing positively to personal and professional development. Students from both clerkships reflected on their teaching and mentoring opportunities as a facilitator of growth in their own teaching skills; ECMH students further described a heightened sense of self-confidence and fulfillment. These findings highlight the importance of creating learning environments that foster peer teaching and mentoring, as such opportunities may lead to further growth as a learner and as a physician.
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Affiliation(s)
- Monica M Yang
- Division of Rheumatology, University of California San Francisco, San Francisco, California, USA
| | - Blair P Golden
- Division of Hospital Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin, USA
| | - Kenzie A Cameron
- Division of General Internal Medicine and Geriatrics, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Lauren Gard
- Chicago Medical School, Rosalind Franklin University of Medicine and Science, North Chicago, Illinois, USA
| | - Jennifer A Bierman
- Division of General Internal Medicine and Geriatrics, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Daniel B Evans
- Division of General Internal Medicine and Geriatrics, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Bruce L Henschen
- Division of General Internal Medicine and Geriatrics, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
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Wang Q, Wang C, Luo D, Li J, Duan Z. Study of Nightingale's nursing professionalism: a survey of nurses and nursing students in China. BMC Nurs 2022; 21:118. [PMID: 35578206 PMCID: PMC9109426 DOI: 10.1186/s12912-022-00894-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Accepted: 05/04/2022] [Indexed: 11/10/2022] Open
Abstract
Background Nursing professionalism is highly significant to the development of nursing. Florence Nightingale was the founder and leader of modern nursing, and Nightingale’s nursing professionalism has a significant impact on nursing in China and all over the world. In the new era, a new understanding of Nightingale’s nursing professionalism should be developed, and its positive role in nursing reshaped. Methods A total of 1,557 nurses and nursing students from 27 provincial administrative regions of China were surveyed using a customized questionnaire. Their recognitions of Nightingale’s nursing professionalism were evaluated based on scores, and statistical differences between and within the groups were analyzed using an Analysis of Variance (ANOVA). The elements of Nightingale’s nursing professionalism were extracted by the exploratory factor method and a principal component analysis. Results The Cronbach’s α of the questionnaire was 0.965, and the two groups did not differ significantly (p > 0.05). Based on the standard that the cumulative contribution rate of common factor should be > 85%, three common factors of Nightingale’s nursing professionalism, including professional emotion, professional ability and professional ethics, were extracted based on the Scree plot. Conclusions This study aimed to explore the connotation of Nightingale’s nursing professionalism. Our survey indicates that Nightingale’s nursing professionalism is highly recognized by nurses and nursing students in China. Its connotation includes professional emotion, ability and ethics. Nursing education and nursing management should fully utilize the leading role of Nightingale and guide the professional behaviors of nurses to be consistent with Nightingale’s nursing professionalism, thus, improving the degree of nurse professionalism.
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Affiliation(s)
- Qian Wang
- College of Nursing, Shanxi Medical University, Taiyuan, 030001, Shanxi, China
| | - Chen Wang
- Shanxi Medical University, No.56 Xinjian South Road, Taiyuan, 030001, Shanxi, China
| | - Dan Luo
- Shanxi Medical University, No.56 Xinjian South Road, Taiyuan, 030001, Shanxi, China
| | - Jin Li
- Shanxi Medical University, No.56 Xinjian South Road, Taiyuan, 030001, Shanxi, China
| | - Zhiguang Duan
- Shanxi Medical University, No.56 Xinjian South Road, Taiyuan, 030001, Shanxi, China.
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Mafumo JL, Tshililo AR, Luhalima TR. Facilitators of professional socialisation of learners in the clinical learning areas: A qualitative systematic review. Curationis 2022; 45:e1-e11. [PMID: 35261253 PMCID: PMC8905489 DOI: 10.4102/curationis.v45i1.2172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 09/20/2021] [Accepted: 11/12/2021] [Indexed: 11/24/2022] Open
Abstract
Background Professional socialisation is significant in nursing as it involves immersing learners in the profession so that they adopt the ethical values and conduct of the profession. It is in the clinical learning areas where learners observe and practise those values. The objective of the review was to explore the factors that promote professional socialisation of learners in the clinical learning areas. The problem is the inadequate support for learner nurses in the clinical learning areas. The South African community has lost trust in nurses and that was even acknowledged in the national nursing summit in 2011. Objectives To present a review of the factors that facilitate professional socialisation among undergraduate nursing learners. Method A systematic review was conducted on literature from 2008 to 2018. The literature search focused on factors that facilitate professional socialisation of learner nurses. A search of databases was conducted in CINAHL, MEDLINE, Google Scholar and Science Direct. The search focused on literature on professional socialisation of learner nurses published from 2008 to 2018. The search resulted in 3035 articles which were further reduced to 13 after further synthesis. Critical appraisal skills programme was used to assess the quality of the studies. Results Three main themes emerged. Learner factors, factors in the clinical learning areas and interpersonal factors were identified as the factors that facilitate professional socialisation of learners. Conclusion Learners should have self-motivation and be supported and assisted to develop a positive professional identity. The clinical learning environment should have effective communication that fosters learning. Professional nurses should act as exemplary role models so that learners can emulate the conduct and practice. The review brought to light that the professional socialisation of learners is affected by the learner factors, clinical learning areas and personal factors.
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Affiliation(s)
- Julia L Mafumo
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou.
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Özkaya Sağlam B, Sözeri Eser İ, Ayvaz S, Çağı N, Mert H, Küçükgüçlü Ö. Intensive care experiences of intern nurse students: A qualitative study. NURSE EDUCATION TODAY 2021; 107:105098. [PMID: 34464908 DOI: 10.1016/j.nedt.2021.105098] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 07/15/2021] [Accepted: 08/13/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES This study aimed to describe the experiences of nursing interns in the intensive care unit (ICU). DESIGN This study was a descriptive qualitative research. SETTINGS, PARTICIPANTS, METHODS The study data were collected via focus group interviews of 25 nursing interns in the two different ICUs of a university hospital who had volunteered to participate in the study. There were four focus group interviews in all, one for each of four different groups of nursing interns. The semi-structured interview form was used in the study. RESULTS Seven themes emerged in the study: fear, awareness of nurses' roles, finding opportunities for self-improvement, difficulty in caregiving, difficulty in communicating with the patients and the care team, experiencing ambivalent feelings related to death, and adaptation to the clinical environment. CONCLUSIONS Doing one's internship in the ICU was evaluated by the nursing interns in this study as a beneficial practice despite the difficulties involved in it. It is recommended, that intensive-care practices be included in the undergraduate education program for nurses and that appropriate guidance and monitoring be given to the nursing interns in ICUs.
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Affiliation(s)
- Bilgehan Özkaya Sağlam
- Department of Internal Medicine Nursing, Faculty of Nursing, Dokuz Eylul University, Izmir, Turkey; Department of Internal Medicine Nursing, Institute of Health Sciences, Dokuz Eylul University, İzmir, Turkey.
| | - İzlem Sözeri Eser
- Department of Internal Medicine Nursing, Faculty of Nursing, Dokuz Eylul University, Izmir, Turkey; Department of Internal Medicine Nursing, Institute of Health Sciences, Dokuz Eylul University, İzmir, Turkey.
| | - Sermin Ayvaz
- Department of Internal Medicine Nursing, Faculty of Nursing, Dokuz Eylul University, Izmir, Turkey
| | - Neslihan Çağı
- Department of Internal Medicine Nursing, Faculty of Nursing, Dokuz Eylul University, Izmir, Turkey
| | - Hatice Mert
- Department of Internal Medicine Nursing, Faculty of Nursing, Dokuz Eylul University, Izmir, Turkey.
| | - Özlem Küçükgüçlü
- Department of Internal Medicine Nursing, Faculty of Nursing, Dokuz Eylul University, Izmir, Turkey.
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Gill Meeley N. Undergraduate student nurses' experiences of their community placements. NURSE EDUCATION TODAY 2021; 106:105054. [PMID: 34329964 DOI: 10.1016/j.nedt.2021.105054] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 06/14/2021] [Accepted: 07/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Community nursing placements play an increasingly important part in the undergraduate nursing students learning experience as a greater proportion of health care delivery is set to migrate to community care settings. Therefore, nursing education programmes and health services must ensure that student nurses are exposed to high quality community placements that provide suitable learning experiences for students to acquire the skills and knowledge required for the health service of the future. OBJECTIVES This qualitative evidence synthesis examines undergraduate nursing students' experiences of community nursing placements from 1996 to date. DESIGN Qualitative Evidence Synthesis, Thematic synthesis. DATA SOURCES CINHAL, EMBASE, ProQuest, Medline, Embase, Scopus, Psycinfo. REVIEW METHODS A systematic search across electronic databases was carried out to identify all available existing evidence relevant to the search question. Data was extracted and synthesised through thematic synthesis to identify and interpret emerging themes. RESULTS Six qualitative studies were included in the data, from these three themes were identified. The first of these highlighted the important influence of the community nursing teams and mentor on the students' placement experience. The second theme highlights the students' professional development as a result of their community placements and finally the third theme explores the students' perceptions of the essence of caring in the community. CONCLUSION The community provides valuable learning experiences of nursing from an alternative perspective, enhancing professional development and understanding of the nurse patient relationship. Mentorship and inclusion in teams are key factors that influence students' experiences and this working environment is useful for teaching about holistic care that is person and family centered. Role modeling is enhanced by the pace and proximity of the mentoring relationship.
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Stikholmen T, Nåden D, Alvsvåg H. Discovering dignity through experience: How nursing students discover the expression of dignity. Nurs Ethics 2021; 29:194-207. [PMID: 34525863 PMCID: PMC8866746 DOI: 10.1177/09697330211012042] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Introduction: Dignity is a core value in nursing. Nursing education shall prepare students for
ethical professional practice and facilitate insight into the phenomenon of dignity and
its significance. There is limited knowledge about how nursing students discover dignity
in their education. Research aim: The aim of the study is to develop an understanding of how nursing students discover
and acquire dignity. Research design: The study has a hermeneutic approach where qualitative interviews of nursing students
were employed. The process of interpretation was inspired by text of Fleming, Gaidys and
Robbs. Participants and research context: Nineteen nursing students agreed to be included in the study, representing six
different campuses at three different educational institutions. All were in the final
year of their study. The interviews took place at the educational institutions. Ethical considerations: The educational institutions facilitated recruitment of the students who signed
voluntarily for participation and continuous informed consent. The study was approved by
The Norwegian Center of Reporting Data (NSD). The research recommendations of the
Declaration of Helsinki were followed. Findings: The nursing students discovered the expression and significance of dignity through
experiences, gained through introspection and in interaction with others during the
education. Discussion: The findings are discussed using Gadamer’s concept of experience and how experiences
can create new insight. In particular, the students’ experiences with the inner ethical
and external aesthetic dimension of dignity are discussed. Conclusion: The study shows that students discovered the inner ethical dignity through experiencing
vulnerability, pride and shame. They discovered the external aesthetic dignity through
incidents, where they experienced both to be confirmed and not to be confirmed, and
through observation of good or bad role models. Crucial negative and positive
experiences are important for discovering the expression and significance of
dignity.
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Dimitriadou M, Merkouris A, Charalambous A, Lemonidou C, Papastavrou E. The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study. BMC Nurs 2021; 20:110. [PMID: 34172054 PMCID: PMC8234646 DOI: 10.1186/s12912-021-00610-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Accepted: 05/25/2021] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND The Patient safety movement contributed to the reduction of preventable adverse events associated with health care. Although patient safety issues have received the attention of educators in the health care studies, there is evidence that in nursing education and the associated curricula it is not well-incorporated. This may not allow students to acquire scientific knowledge and develop strong competencies to assure patient safety throughout their professional life. The aım of the study was the exploration of the undergraduate nursing student perspectives regarding knowledge received during their training about patient safety-related issues. METHODS A descriptive comparative study was conducted with three and four-year undergraduate nursing students from the Cyprus Republic (n = 243) and Greece (n = 367). All students were surveyed using the Health Professional Education Patient Safety Survey (H-PEPSS) to describe students' knowledge in the classroom and clinical setting. RESULTS Students' Knowledge about patient safety was expressed significantly higher (p < 0.001) in the classroom (mean = 4.0) than the clinical setting (3.7) (1-5 scale). The knowledge in the dimension "clinical aspects" received the highest score and "working in teams" received the lowest. Also, differences were recorded between countries wıth Cypriot students reporting hıgher level of knowledge than the Greek students in most of the dimensions. CONCLUSıON: The findings revealed the gap between theory and practice and the need for collaboration between the two settings. Also, students reported relatively higher knowledge with regards to the technical aspects of patient safety. Still, they were less knowledgable about the sociocultural aspects of the patient, such as working in teams.
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Affiliation(s)
- Maria Dimitriadou
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Anastasios Merkouris
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Andreas Charalambous
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Chrysoula Lemonidou
- Department of Nursing, National and Kapodistrian University, 123 Papadiamadopoulou str, 11517 Goudi, Athens, Greece
| | - Evridiki Papastavrou
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
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Aamlid H, Tveit B. Simulation as a joint learning activity in clinical placement-interaction between first-year nursing students and qualified nurses. J Clin Nurs 2021; 31:250-261. [PMID: 34101278 DOI: 10.1111/jocn.15903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 05/13/2021] [Accepted: 05/17/2021] [Indexed: 11/29/2022]
Abstract
AIMS The purpose of the study was to explore students' experiences from joint simulation training with qualified nurses that took place in students´ first-year placement at a nursing home. BACKGROUND Nursing students' clinical placement in nursing homes has been pictured as inadequate, boring and irrelevant. There is a need for innovative learning designs that include increased collaboration between the educational institution and clinical placement site to support student learning in practice. Simulation training is highlighted as a learning activity that enhances practical skills and reflection. DESIGN The study had a qualitative evaluation design to explore and capture students' experiences and provide an understanding of the impact of the joint simulation activity during placement. METHODS Three retrospective focus group interviews were conducted with a total of twenty nursing students. Written reflective notes from sixteen of the students were included in the study. The data were analysed by means of a thematic content analysis. COREQ reporting guidelines were used. RESULTS Four themes were identified as follows: (a) anxiety and arrangements, (b) realistic scenarios-real nurses, (c) debriefing and reflection and (d) the aftereffect of the simulation training for the clinical placement. CONCLUSIONS The joint simulation training gave the students an opportunity to actively participate in a complex clinical learning situation together with qualified nurses and within a safe environment. This learning activity provoked feelings and stress within the students. However, it also enriched the students' learning experience and strengthened the outcome of the clinical placement through an improved relationship between the students and qualified nurses. RELEVANCE TO CLINICAL PRACTICE Creating collaborative learning activities between nursing homes and universities, such as joint simulation, can increase relevance and enhance learning and student satisfaction in their clinical placement. It can also promote nursing homes as interesting learning arena and future workplace for nursing students.
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Affiliation(s)
- Hege Aamlid
- Faculty of Health Studies, VID Specialized University, Oslo, Norway
| | - Bodil Tveit
- Faculty of Health Studies, VID Specialized University, Oslo, Norway
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Zhao Y, Zhou Q, Li J, Luan J, Wang B, Zhao Y, Mu X, Chen H. Influence of psychological stress and coping styles in the professional identity of undergraduate nursing students after the outbreak of COVID-19: A cross-sectional study in China. Nurs Open 2021; 8:3527-3537. [PMID: 33960736 PMCID: PMC8242557 DOI: 10.1002/nop2.902] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Revised: 02/26/2021] [Accepted: 03/29/2021] [Indexed: 12/20/2022] Open
Abstract
Aim To investigate the influencing factors in professional identity of undergraduate nursing students after the outbreak of COVID‐19. Design Cross‐sectional study. Methods The study covered 2,999 nursing students in six undergraduate nursing schools. Several self‐report questionnaires were used to collect the general information, psychological stress, coping styles and professional identity of the undergraduate nursing students. Results The overall average score of the professional identity of nursing students (3.67 ± 0.51) has increased significantly after the outbreak of COVID‐19. The professional identity of the undergraduate nursing students was negatively correlated with psychological stress (r = −0.23, p < .001), expectation (r = −0.12, p < .001) and avoidance (r = −0.16, p < .001), but was positively correlated with solving problems (r = 0.18, p < .001) and seeking support (r = 0.12, p < .001). Academic performance, positions, grades, reasons for choosing a nursing profession, parents or relatives engaged in nursing work and the risk degree of residence were the factors influencing the professional identity score of undergraduate nursing students' (p < .001).
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Affiliation(s)
- Yanyan Zhao
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Qiang Zhou
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Jie Li
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Jiage Luan
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Bingfei Wang
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Yan Zhao
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Xinru Mu
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Haiying Chen
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
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Ness V, Currie K, Reilly J, McAloney-Kocaman K, Price L. Factors associated with independent nurse prescribers' antibiotic prescribing practice: a mixed-methods study using the Reasoned Action Approach. J Hosp Infect 2021; 113:22-29. [PMID: 33864894 DOI: 10.1016/j.jhin.2021.04.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Revised: 03/26/2021] [Accepted: 04/12/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND The number of nurse prescribers is increasing, yet little evidence exists about their antibiotic prescribing behaviour. AIM To measure nurse independent prescribers' (NIPs) intention to manage patients, presenting with an upper respiratory tract infection (URTI) for the first time, without prescribing an antibiotic and to examine the determinants of this behaviour. METHODS This was a mixed-method study using the Reasoned Action Approach (RAA). Content analysis of data from 27 telephone interviews with NIPs informed the development of a questionnaire which was tested for validity and reliability and used in a national survey of NIPs across Scotland. Descriptive and inferential statistical analysis was carried out to determine intention to manage patients without prescribing an antibiotic and the significant influences on this intention. FINDINGS From 184 participants it was found that NIPs intended to manage patients, presenting with a URTI for the first time, without prescribing an antibiotic. Key determinants were perceived norm, perceived behavioural control, and moral norm. Significant beliefs were positive social influence from other non-medical prescribers (P = 0.007) and nurse prescribers (P = 0.045), the enablers of prescriber experience and confidence (P ≤ 0.001), and the barrier of pressure from patients/carers (P = 0.010). CONCLUSION The findings provide reassurance that NIPs intend to prescribe appropriately. The identification of nurse-specific barriers and enablers to this intention should be acknowledged and targeted in future interventions to manage this behaviour.
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Affiliation(s)
- V Ness
- Glasgow Caledonian University, Glasgow, UK.
| | - K Currie
- Glasgow Caledonian University, Glasgow, UK
| | - J Reilly
- Glasgow Caledonian University, Glasgow, UK; NHS National Services Scotland, Glasgow, UK
| | | | - L Price
- Glasgow Caledonian University, Glasgow, UK
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Mathe TL, Downing C, Kearns I. South African student nurses' experiences of professional nurses' role-modelling of caring. J Prof Nurs 2021; 37:5-11. [PMID: 33674109 DOI: 10.1016/j.profnurs.2020.10.010] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Indexed: 02/06/2023]
Abstract
BACKGROUND Student nurses are expected to implement a caring practice in order to become professional nurses. Caring has remained the art and science of nursing, which student nurses learn from professional nurses during clinical practice. The South African Nursing Council mandates professional nurses to teach and supervise student nurses to master the art of caring during clinical practice. Caring is taught through role-modelling of daily nursing activities. RESEARCH PURPOSE This study was performed to gain an understanding of South African student nurses' experiences of professional nurses' role-modelling of caring. METHODS Phenomenological, qualitative research. Purposive sampling of fourth-year student nurses. DATA COLLECTION focus groups, observations and field notes. The data were analysed using Giorgi's modified Husserlian five-step method. Ethical principles were respected. RESULTS Three themes were identified. Theme 1: inconsistency in the clinical environment; Theme 2: effective and ineffective role-modelling of caring and Theme 3: carelessness cascading. CONCLUSIONS The study facilitated an understanding of student nurses' experiences of professional nurses' role-modelling of caring. Recommendations to facilitate professional nurses' role-modelling of caring in a public hospital were formulated: Mentorship training, recognition system for professional nurses, clinical support for student nurses, open channels of communication, random nurse leader rounds, employee wellness program, workshops and positive learning environment promotion.
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Affiliation(s)
- Thabiso Lamlile Mathe
- Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa
| | - Charlene Downing
- Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa.
| | - Irene Kearns
- Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa
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Kruse JA, Didion J, Perzynski K. Strengthening Student Nurses’ Sense of Belonging Through Attendance at a Professional Nursing Conference. AORN J 2020; 112:227-236. [DOI: 10.1002/aorn.13141] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Lima RS, Silva MAI, Andrade LSD, Góes FDSND, Mello MA, Gonçalves MFC. Construction of professional identity in nursing students: qualitative research from the historical-cultural perspective. Rev Lat Am Enfermagem 2020; 28:e3284. [PMID: 32520240 PMCID: PMC7282719 DOI: 10.1590/1518-8345.3820.3284] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2019] [Accepted: 03/07/2020] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE to analyze the process of professional identity construction in undergraduate nursing students during their education. METHOD qualitative research, anchored in the Historical-Cultural framework. Twenty-three undergraduate nursing students took part. Data were collected through individual interviews, with a semi-structured script. Thematic Analysis was used to analyze the data. RESULTS the following four themes were obtained, "The subject in movement to become a nurse: from previous experiences to entering the courses"; "The nursing professor in the construction of the undergraduate's professional identity: a two-way mirror"; "Pedagogical relationship: instrument for constructing the student's professional identity" and "Historical-cultural conditions: space for the construction of the student's professional identity". CONCLUSION the construction of the students' professional identity is limited to the material conditions of existence, translating appropriation to the intrapsychic scope of elements that occur, first, in the inter-psychological space of interactions. Nursing professors can become a paradoxical mirror, with one face to be imitated and the other, which materializes meanings of a model not to be followed. This construction is also influenced by the conditions of professional practice and university education.
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Affiliation(s)
- Rogério Silva Lima
- Universidade Federal de Alfenas, Escola de Enfermagem, Alfenas, MG, Brazil
| | - Marta Angélica Iossi Silva
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Colaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Luciane Sá de Andrade
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Colaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Fernanda Dos Santos Nogueira De Góes
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Colaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Maria Aparecida Mello
- Universidade Federal de São Carlos, Centro de Educação e Ciências Humanas, São Carlos, SP, Brazil
| | - Marlene Fagundes Carvalho Gonçalves
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Colaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
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Hattingh H, Downing C. Clinical learning environment: Lived experiences of post-basic critical care nursing students. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2020. [DOI: 10.1016/j.ijans.2020.100263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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Pramila‐Savukoski S, Juntunen J, Tuomikoski A, Kääriäinen M, Tomietto M, Kaučič BM, Filej B, Riklikiene O, Vizcaya‐Moreno MF, Perez‐Cañaveras RM, De Raeve P, Mikkonen K. Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies. J Clin Nurs 2019; 29:684-705. [DOI: 10.1111/jocn.15127] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 10/28/2019] [Accepted: 11/10/2019] [Indexed: 11/26/2022]
Affiliation(s)
| | - Jonna Juntunen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
| | - Anna‐Maria Tuomikoski
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- The Finnish Centre for Evidence‐Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland
| | - Marco Tomietto
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- Hospital Administration Department Azienda per l'Assistenza Sanitaria n.5 “Friuli Occidentale” Pordenone Italy
| | | | | | - Olga Riklikiene
- Faculty of Nursing Lithuanian University of Health Sciences Kaunas Lithuania
| | | | - Rosa M Perez‐Cañaveras
- Nursing Department, Clinical Nursing Research Group University of Alicante Alicante Spain
| | - Paul De Raeve
- European Federation of Nurses Associations Brussels Belgium
| | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
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Morrell-Scott N. Final year pre-registration student nurses perceptions of which taught theoretical knowledge is important for practice. Nurse Educ Pract 2019; 36:151-156. [PMID: 30986660 DOI: 10.1016/j.nepr.2019.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2018] [Revised: 04/01/2019] [Accepted: 04/02/2019] [Indexed: 11/30/2022]
Abstract
This research illuminates the perceptions of eighteen final year undergraduate pre-registration student nurses, to understand what theoretical knowledge was perceived to be useful during their pre-registration nursing education, and what was not. The research adopted a qualitative phenomenological approach, and utilised a sample size of eighteen final year student nurses as the data source. The data collection method consisted of semi-structured interviews and the study took place at a Higher Education Institution within the North West of England approved to provide pre-registration nurse education. Participants provided their data during their final year of their undergraduate pre-registration nursing programme, via semi-structured, digitally recorded interviews, which were transcribed verbatim. The transcribed interviews were then analysed using Interpretive Phenomenological Analysis. The findings generated three themes, these were; important knowledge to learn for everyday practice, irrelevant for my future role, and, can we have some more? Findings demonstrate what aspects of the taught curriculum student nurses perceive to be of use to their practice, and why they perceive this to be the case. This affects how student nurses approach their learning during their nursing education. In addition it was clear what participants perceived was not useful for their practice and why this was the case. Additionally, participants offered suggestions of what they would also like adding to their curriculum, and provided insights for what they would like adding to the curriculum, which can be used for enhancing this. This is useful when developing future curricula to understand which aspects student nurses learn in a deep and superficial way. This can provide a useful insight for to ensure that patient care is not compromised.
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Affiliation(s)
- Nicola Morrell-Scott
- Liverpool John Moores University, 15-21 Webster Street, Liverpool, L32ET, United Kingdom.
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Tang FWK, Chan AWK. Learning experience of nursing students in a clinical partnership model: An exploratory qualitative analysis. NURSE EDUCATION TODAY 2019; 75:6-12. [PMID: 30665083 DOI: 10.1016/j.nedt.2019.01.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2018] [Revised: 10/16/2018] [Accepted: 01/07/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Clinical teaching models are crucial for nursing students' learning experiences as students learn and socialise in a complex clinical context. An innovative clinical partnership model, employing hospital-based clinical teachers to provide supervision and university teachers to liaise with students, has been developed to facilitate clinical teaching and enhance learning experiences. OBJECTIVES The study aims to explore nursing students' learning experiences under this clinical partnership model. DESIGN An exploratory qualitative study using focus group interviews. PARTICIPANTS Twenty-eight pre-registration nursing students at undergraduate and postgraduate level participated in this study. METHODS Students formed four groups with each consisting of six to eight students. Semi-structured interviews were conducted to explore students' experiences and perceptions of clinical learning in the clinical partnership model. The data analysis was guided by an inductive approach using content analysis. RESULTS The narrative data relates to the clinical learning environment and experience. Nursing students found the clinical partnership model provided a conducive learning context facilitating their adaption to the new environment and integration with the healthcare team. Though students spent time developing mutual understanding with their clinical teachers, they were satisfied with the ample opportunities to practise and learn from their teachers. They appreciated the fact that teachers enriched their learning through bridging the theory-practice gap and acting as role models. CONCLUSION The clinical partnership model enriches students' learning experiences. It provides a student-centred learning approach and supportive clinical environment which engages nursing students in learning.
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Affiliation(s)
- Fiona W K Tang
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong Special Administrative Region.
| | - Aileen W K Chan
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong Special Administrative Region
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Morgan K, Campbell KL, Reidlinger DP. Dietetics students' experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis. J Hum Nutr Diet 2018; 32:226-246. [PMID: 30328172 DOI: 10.1111/jhn.12600] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Dietetics students are a widely researched group. As emerging dietitians, they can provide valuable insights to inform how dietetics education programmes may be enhanced to meet contemporary healthcare needs. This review aimed to systematically synthesise dietetics students' experiences of dietetics workforce preparation. METHODS MEDLINE, CINAHL, Embase, PsycINFO, ERIC, Informit and ProQuest Dissertations and Theses Global were searched to identify research published until June 2017. Studies investigating dietetics students' experiences of dietetics workforce preparation, and employing qualitative data collection and analysis methods were included. Data analysis was guided by thematic synthesis, where themes were constructed through an iterative and inductive process. Study quality was appraised using the RATS Qualitative Research Review Guidelines. RESULTS From the 3301 records identified, five studies met the inclusion criteria and the views of 120 dietetics students from two countries over a 9-year period were synthesised. The overarching theme of 'navigating through the ups and downs' was underpinned by four main themes: enduring hurdles; reconciling expectations; transforming self; and making and breaking connections. Quality appraisal results rated selection bias as being inadequate/inappropriate across all studies. CONCLUSIONS Dietetics students undertake a transformational journey through dietetics education. They are inspired by seeing what is possible through meaningful encounters with practitioners in diverse settings. However, they are challenged by competitive environments and perceived ideals that are embedded in the profession. Strategies that focus on exposing dietetics students to inspirational practitioners, increasing and celebrating diversity in academic/placement settings, and incentivising collaboration across dietetics education, could act as catalysts to enhance the experience of future dietetics students and the nutrition-related health of those they will serve.
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Affiliation(s)
- K Morgan
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
| | - K L Campbell
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
| | - D P Reidlinger
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
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Tantillo M, Marconi MA, Rideout K, Anson EA, Reifenstein KA. Creating a Nursing Student Center for Academic and Professional Success. J Nurs Educ 2017; 56:235-239. [PMID: 28383749 DOI: 10.3928/01484834-20170323-09] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2016] [Accepted: 10/26/2016] [Indexed: 11/20/2022]
Abstract
BACKGROUND The purpose of this article is to describe the development of an innovative broad-based initiative supportive of academic and professional success, the Center for Academic and Professional Success (CAPS) at the University of Rochester School of Nursing. While CAPS was founded to support all nursing students, it was also carefully developed to meet the special needs of students in the accelerated program for non-nurses (APNN) due to their diversity and the intensity and rapidity of the APNN program. METHOD Faculty discussion, literature review, and student needs assessment findings informed program development. Outcome data obtained during the past 4 years are presented. RESULTS Data revealed a correspondence between identified student needs and use of program services, as well as high satisfaction ratings. CONCLUSION Findings supported the provision of both traditional academic support, as well as other critical supports to address the academic and social stressors associated with the transitions experienced by nontraditional, working, and graduate nursing students. [J Nurs Educ. 2017;56(4):235-239.].
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