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McPherson S, Wendler MC. "Finding My Place in Academia": Understanding the Experiences of Novice Faculty. J Nurs Educ 2023; 62:433-442. [PMID: 37561897 DOI: 10.3928/01484834-20230612-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/12/2023]
Abstract
BACKGROUND The current nursing faculty shortage rapidly has expanded the need to hire faculty. New faculty are clinical experts in their own practice; however, many lack formal knowledge about the academic setting, making the transition from practice to academia difficult. METHOD A qualitative descriptive study was developed to identify how new faculty transition into their academic positions. The sample consisted of 12 clinical nursing faculty participants. RESULTS A total of 12 themes emerged: awful day as faculty, career plans, compensation, finding my place in academia, great day at clinical, "I wanted to be successful," preparation for the faculty role, struggling, student experiences, support, lack of support, and surprise. Finding ways to recruit and retain qualified faculty is imperative. CONCLUSION Inadequate support for transitioning to the faculty role may contribute to faculty turnover; developing a strong mentoring program may help retain qualified faculty. [J Nurs Educ. 2023;62(8):433-442.].
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KARAMAN F, ALAN H. Turkish Adaptation of the Scale of the Attitudes to Patient Safety: Nursing Student Sample. BEZMIALEM SCIENCE 2022. [DOI: 10.14235/bas.galenos.2021.5350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Browne CA, Fetherston CM. How do we facilitate international clinical placements for nursing students: A cross-sectional exploration of the structure, aims and objectives of placements. NURSE EDUCATION TODAY 2018; 66:1-7. [PMID: 29627757 DOI: 10.1016/j.nedt.2018.03.023] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2016] [Revised: 03/01/2018] [Accepted: 03/26/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND International clinical placements provide undergraduate students with a unique and complex clinical learning environment, to explore cultural awareness, experience different health care settings and achieve clinical competencies. Higher education institutions need to consider how to structure these placements to ensure appropriate and achievable aims and learning outcomes. OBJECTIVES In this study we described the structure, aims and learning outcomes associated with international clinical placement opportunities currently undertaken by Australian undergraduate nursing students in the Asia region. PARTICIPANTS Forty eight percent (n = 18) of the institutions invited responded. Eight institutions met the inclusion criteria, one of which offered three placements in the region, resulting in 10 international placements for which data were provided. METHODS An online survey tool was used to collect data during August and September 2015 on international clinical placements conducted by the participating universities. Descriptive data on type and numbers of placements is presented, along with results from the content analysis conducted to explore data from open ended questions on learning aims and outcomes. RESULTS One hundred students undertook 10 International Clinical Placements offered in the Asian region by eight universities. Variations across placements were found in the length of placement, the number of students participating, facilitator to student ratios and assessment techniques used. Five categories related to the aims of the programs were identified: 'becoming culturally aware through immersion', 'working with the community to promote health', 'understanding the role of nursing within the health care setting', 'translating theory into professional clinical practice', and 'developing relationships in international learning environments'. Four categories related to learning outcomes were identified: 'understanding healthcare and determinants of health', 'managing challenges', 'understanding the role of culture within healthcare' and 'demonstrating professional knowledge, skills and behaviour'. CONCLUSIONS International clinical placements in the Asia region appear to vary greatly from one education institution to the next with no clear consensus from either this study's findings or the literature on which structure, support and assessments lead to greater student learning.
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Affiliation(s)
- Caroline A Browne
- School of Health Professions, Murdoch University, PO Box 1937, Mandurah, WA 6210, Australia.
| | - Catherine M Fetherston
- School of Health Professions, Murdoch University, PO Box 1937, Mandurah, WA 6210, Australia.
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Usher K, Woods C, Conway J, Lea J, Parker V, Barrett F, O'Shea E, Jackson D. Patient safety content and delivery in pre-registration nursing curricula: A national cross-sectional survey study. NURSE EDUCATION TODAY 2018; 66:82-89. [PMID: 29684837 DOI: 10.1016/j.nedt.2018.04.013] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2017] [Revised: 03/21/2018] [Accepted: 04/12/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Patient safety is a core principle of health professional practice and as such requires significant attention within undergraduate curricula. However, patient safety practice is complex requiring a broad range of skills and behaviours including the application of sound clinical knowledge within a range of health care contexts and cultures. There is very little research that explores how this is taught within Australian nursing curricula. OBJECTIVES To examine how Australian nursing curricula address patient safety; identify where and how patient safety learning occurs; and describe who is responsible for facilitating this learning. DESIGN A cross-sectional study. SETTING Eighteen universities across seven Australian States and Territories. PARTICIPANTS The sample consisted of 18 nursing course coordinators or those responsible for the inclusion of patient safety content within a Bachelor of Nursing course at Australian universities. METHODS An online survey was conducted to evaluate the patient safety content included and teaching methods used in Australian pre-registration nursing curricula. RESULTS Approaches to teaching patient safety vary considerably between universities where patient safety tended to be integrated within undergraduate nursing course subjects rather than explicitly taught in separate, stand-alone subjects. Three-quarters of the surveyed staff believed patient safety was currently being adequately covered in their undergraduate nursing curricula. CONCLUSION Although there is consensus in relation to the importance of patient safety across universities, and similarity in views about what knowledge, skills and attitudes should be taught, there were differences in: the amount of time allocated, who was responsible for the teaching and learning, and in which setting the learning occurred and was assessed. There was little indication of the existence of a systematic approach to learning patient safety, with most participants reporting emphasis on learning applied to infection control and medication safety.
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Affiliation(s)
- Kim Usher
- School of Health, University of New England, Armidale, NSW 2351, Australia; Oxford Institute of Nursing, Midwifery & Allied Health Research (OxINMAHR), Oxford School of Nursing and Midwifery, Faculty of Health & Life Sciences, Oxford-Brookes University, Oxford, UK.
| | - Cindy Woods
- School of Health, University of New England, Armidale, NSW 2351, Australia.
| | - Jane Conway
- School of Health, University of New England, Armidale, NSW 2351, Australia.
| | - Jackie Lea
- School of Health, University of New England, Armidale, NSW 2351, Australia.
| | - Vicki Parker
- School of Health, University of New England, Armidale, NSW 2351, Australia.
| | - Fiona Barrett
- School of Health, University of New England, Armidale, NSW 2351, Australia.
| | - Eilish O'Shea
- School of Health, University of New England, Armidale, NSW 2351, Australia.
| | - Debra Jackson
- School of Health, University of New England, Armidale, NSW 2351, Australia; Oxford Institute of Nursing, Midwifery & Allied Health Research (OxINMAHR), Oxford School of Nursing and Midwifery, Faculty of Health & Life Sciences, Oxford-Brookes University, Oxford, UK; Faculty of Health, University of Technology Sydney, NSW 2007, Australia.
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Gardner A, Gardner G, Coyer F, Gosby H. Educating for health service reform: clinical learning, governance and capability - a case study protocol. BMC Nurs 2016; 15:32. [PMID: 27239161 PMCID: PMC4884365 DOI: 10.1186/s12912-016-0152-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2016] [Accepted: 04/28/2016] [Indexed: 11/11/2022] Open
Abstract
Background The nurse practitioner is a growing clinical role in Australia and internationally, with an expanded scope of practice including prescribing, referring and diagnosing. However, key gaps exist in nurse practitioner education regarding governance of specialty clinical learning and teaching. Specifically, there is no internationally accepted framework against which to measure the quality of clinical learning and teaching for advanced specialty practice. Methods A case study design will be used to investigate educational governance and capability theory in nurse practitioner education. Nurse practitioner students, their clinical mentors and university academic staff, from an Australian university that offers an accredited nurse practitioner Master’s degree, will be invited to participate in the study. Semi-structured interviews will be conducted with students and their respective clinical mentors and university academic staff to investigate learning objectives related to educational governance and attributes of capability learning. Limited demographic data on age, gender, specialty, education level and nature of the clinical healthcare learning site will also be collected. Episodes of nurse practitioner student specialty clinical learning will be observed and documentation from the students’ healthcare learning sites will be collected. Descriptive statistics will be used to report age groups, areas of specialty and types of facilities where clinical learning and teaching is observed. Qualitative data from interviews, observations and student documents will be coded, aggregated and explored to inform a framework of educational governance, to confirm the existing capability framework and describe any additional characteristics of capability and capability learning. Discussion This research has widespread significance and will contribute to ongoing development of the Australian health workforce. Stakeholders from industry and academic bodies will be involved in shaping the framework that guides the quality and governance of clinical learning and teaching in specialty nurse practitioner practice. Through developing standards for advanced clinical learning and teaching, and furthering understanding of capability theory for advanced healthcare practitioners, this research will contribute to evidence-based models of advanced specialty postgraduate education.
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Affiliation(s)
- Anne Gardner
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Canberra, ACT Australia
| | - Glenn Gardner
- School of Nursing, Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, QLD Australia
| | - Fiona Coyer
- School of Nursing, Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, QLD Australia ; Intensive Care Services, Royal Brisbane and Women's Hospital, Brisbane, QLD Australia
| | - Helen Gosby
- Emergency Department, The Children's Hospital at Westmead, Sydney, NSW Australia
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Ashktorab T, Hasanvand S, Seyedfatemi N, Zayeri F, Levett-Jones T, Pournia Y. Psychometric testing of the Persian version of the Belongingness Scale-Clinical Placement Experience. NURSE EDUCATION TODAY 2015; 35:439-443. [PMID: 25468309 DOI: 10.1016/j.nedt.2014.11.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2014] [Revised: 11/02/2014] [Accepted: 11/10/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Belongingness has been identified both as a fundamental human need and as a prerequisite for nursing students' clinical learning. Belongingness has also been associated with students' academic achievement, retention, self-esteem, self-directed learning, and self-efficacy. The Belongingness Scale-Clinical Placement Experience is a valid and reliable measure of nursing students' belongingness scores; however, a Persian version of this scale is not currently available. AIM This study aimed to translate the Belongingness Scale-Clinical Placement Experience into Persian, to evaluate its psychometric properties, and to measure the belongingness experiences of Iranian nursing students. METHODS Following translation and initial validity and reliability testing of the scale, 300 nursing students from three universities in Iran completed the survey. Further psychometric testing was undertaken followed by analysis of descriptive statistics. RESULTS Based on the results of confirmatory factor analysis two items were removed from the scale. The mean score of Persian version of the Belongingness Scale-Clinical Placement Experience was 3.21 (0.57). The whole scale had a high internal consistency (Cronbach's alpha=0.92). The alpha coefficients of the subscales of "self-esteem", "connectedness", and "efficacy" were 0.85, 0.86, and 0.80 respectively. CONCLUSION Similar to previous versions of the Belongingness Scale-Clinical Placement Experience, the Persian version demonstrated strong psychometric properties with strong validity and reliability, indicating its utility and appropriateness when measuring Iranian nursing students' belongingness experiences. Further testing with other cohorts would strengthen these results.
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Affiliation(s)
- Tahereh Ashktorab
- School of Nursing and Midwifery, Shahid Beheshti University of Medical, Tehran, Iran.
| | - Shirin Hasanvand
- School of Nursing and Midwifery, Shahid Beheshti University of Medical, Tehran, Iran.
| | - Naemeh Seyedfatemi
- School of Nursing and Midwifery, Iran University of Medical, Tehran, Iran.
| | - Farid Zayeri
- Department of Biostatistics, School of Paramedical, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Tracy Levett-Jones
- School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Yadollah Pournia
- School of Medicine, Lorestan University of Medical Sciences, Khorramabad, Iran.
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McKenna L, Gilmour C, Biro MA, McIntyre M, Bailey C, Jones J, Miles M, Hall H, McLelland G. Undergraduate midwifery students' sense of belongingness in clinical practice. NURSE EDUCATION TODAY 2013; 33:880-883. [PMID: 23079722 DOI: 10.1016/j.nedt.2012.09.009] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2012] [Revised: 09/10/2012] [Accepted: 09/17/2012] [Indexed: 06/01/2023]
Abstract
BACKGROUND Clinical placements form a large and integral part of midwifery education. While much has been written about nursing students' clinical placements, less is known about clinical experiences of undergraduate midwifery students. In nursing, belongingness has been demonstrated to be a key factor in clinical learning but little is known about this in midwifery education. OBJECTIVES This study sought to examine undergraduate midwifery students' sense of belongingness in their clinical practice. DESIGN A quantitative design using an online questionnaire was employed. A tool adapted by Levett-Jones (2009a), and previously used with nursing students, was utilised to examine sense of belonging in undergraduate midwifery students. PARTICIPANTS Sixty undergraduate midwifery students from two campuses at one Australian university participated in the study. Students were drawn from a single Bachelor of Midwifery degree and a double Bachelor of Nursing/Bachelor of Midwifery degree. METHODS On completion of a scheduled lecture, students were invited by one of the researchers to participate in the study by completing the online questionnaire and the link provided. Data were analysed using descriptive statistics. RESULTS Midwifery students generally reported similar perceptions of belongingness with previous studies on nursing students. However, a few differences were noted that require further exploration to fully understand. CONCLUSIONS Midwifery students experienced a sense of belonging in their clinical placements. The findings contribute to understandings of the experiences for midwifery students and provide a foundation on which to develop future clinical placement experiences.
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Affiliation(s)
- Lisa McKenna
- School of Nursing and Midwifery, Monash University, Clayton campus, Australia.
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Killam LA, Mossey S, Montgomery P, Timmermans KE. First year nursing students' viewpoints about compromised clinical safety. NURSE EDUCATION TODAY 2013; 33:475-480. [PMID: 22658213 DOI: 10.1016/j.nedt.2012.05.010] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2012] [Revised: 05/03/2012] [Accepted: 05/09/2012] [Indexed: 06/01/2023]
Abstract
OBJECTIVE Undergraduate nursing students must uphold patient safety as a professional and moral obligation across all clinical learning experiences. This expectation commences at entry into the nursing program. As part of a larger study exploring undergraduate baccalaureate nursing students' understanding of clinical safety, this paper specifically focuses on first year students' viewpoints about unsafe clinical learning situations. METHODS Q-methodology was used. Sixty-eight first year nursing students participated in the ranking of 43 statements indicative of unsafe clinical situations and practices. Data was entered into a Q-program for factor analysis. RESULTS The results revealed a typology of four discrete viewpoints of unsafe clinical situations for first year students. These viewpoints included an overwhelming sense of inner discomfort, practicing contrary to conventions, lacking in professional integrity and disharmonizing relations. Overall, a consensus viewpoint described exonerating the clinical educator as not being solely responsible for clinical safety. DISCUSSION This information may assist students and educators to cooperatively and purposefully construct a clinical learning milieu conducive to safety.
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Affiliation(s)
- Laura A Killam
- School of Health Sciences and Emergency Services, Cambrian College, 1400 Barrydowne Road, Sudbury, Ontario, Canada P3A 3V8.
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Vaismoradi M, Salsali M, Turunen H, Bondas T. A qualitative study on Iranian nurses’ experiences and perspectives on how to provide safe care in clinical practice. J Res Nurs 2012. [DOI: 10.1177/1744987112451578] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Nurses are the healthcare providers who are well positioned to strengthen patient safety through providing safe care in clinical practice. The purpose of this study was to explore and describe the experiences and perspectives of Iranian nurses in relation to how to provide safe care in clinical practice. A qualitative design by using a content analysis approach was applied for the data gathering and analysis. After employing a purposive sampling to choose 16 bachelor’s degree nurses working in the medical and surgical wards of a referral teaching hospital in an urban area of Iran, semi-structured interviews were conducted to collect data. During the data analysis, three main themes emerged: ‘providing safe care as the patient’s right’, with the subthemes: ‘feeling a personal commitment’ and ‘incorporating patients’ feelings of safety into providing safe care’, ‘encouraging reciprocal accountability in healthcare professionals’ and ‘leadership commitment to safe care’. The findings suggest that educators should provide more information during nurses’ education to focus on the moral duty to provide safe care. In addition, the provision of safe care needs the commitment and collaboration of all healthcare professionals, as well as the leadership of nursing for removing obstacles to nurses’ efforts to making the healthcare system safer.
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Affiliation(s)
- Mojtaba Vaismoradi
- PhD Candidate, Faculty of Nursing & Midwifery, Tehran University of Medical Sciences, Iran
| | - Mahvash Salsali
- Professor, Faculty of Nursing & Midwifery, Tehran University of Medical Sciences, Iran
| | - Hannele Turunen
- Professor, Department of Nursing Science, University of Eastern Finland, Finland and Nurse Manager, Kuopio University Hospital, Finland
| | - Terese Bondas
- Professor, Faculty of Professional Studies, University of Nordland, Norway
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Henderson A, Tyler S. Facilitating learning in clinical practice: Evaluation of a trial of a supervisor of clinical education role. Nurse Educ Pract 2011; 11:288-92. [DOI: 10.1016/j.nepr.2011.01.003] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2010] [Revised: 12/08/2010] [Accepted: 01/23/2011] [Indexed: 11/28/2022]
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Attree M, Cooke H, Wakefield A. Patient safety in an English pre-registration nursing curriculum. Nurse Educ Pract 2007; 8:239-48. [PMID: 17945535 DOI: 10.1016/j.nepr.2007.09.003] [Citation(s) in RCA: 49] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2006] [Revised: 08/08/2007] [Accepted: 09/05/2007] [Indexed: 10/22/2022]
Abstract
This study explored patient safety in an English pre-registration nursing curriculum. The need to improve patient safety has been recognised as a key priority, both nationally and internationally. Education has a crucial role in developing the knowledge, skills and attitudes that promote patient safety. However, evidence about how patient safety is addressed in healthcare professional curricula and how organisations develop safe practitioners is limited. An organisational case study identified factors affecting patient safety educational provision. Content analysis revealed what aspects of patient safety featured in the formal pre-registration nursing curriculum. Interviews were conducted with students, lecturers and key education stakeholders from various levels of the educational organisation, to explore their perceptions of patient safety and its location in the curriculum and practice. Patient safety was not explicit in the formal curriculum, but was included in teaching. Students reported gaining most knowledge and experience from clinical practice. The organisational culture of both education and practice was characterised as defensive and closed, and as having an individual versus a systems approach. Findings suggest the need for clarification of the concept of patient safety, as well as revision of curricula and teaching, learning and assessment strategies in order to address patient safety explicitly.
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Affiliation(s)
- Moira Attree
- School of Nursing, Midwifery and Social Work, University of Manchester, Coupland III, Coupland Street, Oxford Rd, Manchester M13 9PL, United Kingdom.
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