Feasibility and short-term impact of the "case study in-house group training program for family nursing" at medical facilities

The aim of this study was to evaluate the feasibility and short-term impact of case study training in family nursing care targeting midlevel nursing professionals. The intervention group participated in four 90-minute case study training sessions over 6 months, while the control group participated in two 90-minute lectures. Using primary outcome variables as evaluation indexes, we measured the participants' total scores on the Family Importance in Nursing Care Scale and 4 subitems 3 times (before, immediately after and 1 month after training) from May 2014 to March 2015 and then conducted 2-way repeated-measure analysis of variance. We asked the participants and training planners/managers to provide feedback on their evaluation and then performed content analysis on their responses. Although the primary impact due to the different measurement times was significant, no significant difference was observed in the interaction between measurement time and training differences. Of the 4 subitems, significant interactions because of measurement time and training differences were observed only in Fam-B. Feedback data showed all participants felt that their understanding of the importance of family nursing care was strengthened, and participants in the intervention group specifically described how they were utilizing what they had learned from training in practice.

Involving carers in the teaching, learning and assessment of masters students

Involving patients and carers in teaching, learning and assessment focuses the students on person-centred care by providing the opportunity to listen to, and reflect on, the perspective of patient and/or carer and also allows the students the opportunity to work in partnership with them to effect meaningful change. This paper presents an example at Teesside University where two informal carers have been involved as partners in the programme team of The Master of Arts in Advancing Practice over the past four years. In year two of the programme, the student is required to work within their organisation and governance policies to identify, implement and evaluate a practice development change project. Involving carers at critical points throughout the year has enriched, supported and challenged the students' learning. Evaluation has highlighted the role that carers can play in bringing a new dimension to the students' learning experience. The authors believe that direct involvement of this kind has much potential for other programmes in improving health and social care education which, in turn, will improve health and social care services.

Exploration of artistry in nursing teaching activities

BACKGROUND

By promoting hope and providing care to patients, nurses serve as both artists and professionals in clinical contexts. However, current nursing education mainly emphasises the teaching of medical knowledge and skills.

AIM

The aim of this study is to explore the perspectives of year one nursing undergraduates on the definitions of artistry and the relationship of artistry with the sciences and nursing care.

DESIGN

A qualitative approach with content analysis was adopted in this study.

METHODS

Seventeen students from a nursing problem-based learning (PBL) class participated in three artistic activities, namely composing songs, writing poems, and drawing, and in two rounds of interviews. Content analysis and peer checking was implemented to ensure that the generated results were trustworthy.

RESULTS

According to the participants, it is probable that the artistic activities encouraged them to relate the arts to their daily lives. Some participants stated that they would like to show their consideration for patients through the arts.

CONCLUSIONS

Although there was no consensus among the participants on the relation between artistry and the sciences/nursing, most of the students gained a better understanding of artistry and some were able to link nursing care with artistry. Nursing educators are encouraged to think beyond the boundaries of traditional teaching approaches and nurture their students with the artistry of clinical practice.

Evaluation of the case method in nursing education

The case based learning (CBL) is a problem-based learning which engaging students and presenting them with learning-related and cognitive challenges. The purpose of the study was to elucidate nursing students experiences of the CBL as an educational tool in order to find out if it supports their learning. Qualitative content analysis was used and performed on the statements from nursing students' course evaluations. Students perceived the CBL as an approach combining theory with practice which provides an overview of upcoming profession. Students gain adequate knowledge about patient care in reality and thereby enabling them to obtain a holistic understanding of patients health problems. Reflections related to case seminars widen students perspectives, improve their capacity for cooperation and help them to achieve long-lasting knowledge. This learning method offers nursing students an opportunity to enhance their judgement and critical thinking skills by applying theory in practice. Students gain adequate knowledge about patient care which may benefit patient care due to students acting professionally in their future role.

The use of case studies as a learning method during pre-registration critical care placements

Critical care nursing is no longer confined to intensive care units. It is now recognised that patients outside intensive care require critical care nursing. () Pre-registration nursing students must be prepared both clinically and theoretically to provide holistic care for critically ill patients and their families. This project examines how the development of case studies by one cohort of pre-registration students during their critical care placements supported their learning, and encouraged a holistic approach to patient care. Students developed case studies based on actual patients they cared for. The students critically analysed the care they provided and grounded their assignment and practice in recent research findings. To evaluate the effectiveness of this method of learning, nominal group technique and questionnaires were employed to gather data from the students. Analysis of both quantitative and qualitative data illustrated that the use of case studies as part of the academic assignment encouraged students to develop a holistic approach in caring for the critically ill patient and family. Students also agreed that they incorporated previous theoretical and clinical experience into the care of the patients. It is recommended that this learning method could be used and evaluated within assignments associated with other clinical placements both at pre-registration and post registration levels.

Implementing case study methodology in critical care nursing: a discourse analysis

The authors provide a description of the classroom interactions as one nursing education professor transformed his teaching from a lecture format to a case study approach. This description serves as a road map for nursing educators who are interested in making the transition to a case study approach by showing how, when, and to what degree they can maximize both student participation and content acquisition.

Case reviews: promoting shared learning and collaborative practice

This article identifies the way a hospice team and their community colleagues are taking a different approach to the case review process, aimed at enhancing professional development and palliative care practices by fostering multiprofessional relationships. Case reviews or studies are a traditionally recognized teaching and learning strategy. This group takes a different view of the case review process and uses it as a proactive learning tool, valued by the participants. The audit of the process highlights how this forum assists in the development of mutual trust and respect among teams. The formal evaluation has shown evidence of improved communication and challenged thinking in relation to changing practice. The results of this experience could be considered in other areas where multiprofessional teamwork is essential.

Using computer-assisted learning to gain knowledge about child death and bereavement

Computer-assisted learning (CAL) can be a useful tool in helping nurses to learn about child death and bereavement. A CAL package on the care of children with life-limited illnesses and their families has been designed, developed and evaluated with students on the diploma in nursing (child) programme. Early indications are that CAL, in conjunction with teacher support, can offer a means to allow individuals to work at their own pace, apply learning and explore new learning in a non-threatening environment. This article argues that the skills required to care holistically for children with life-threatening illnesses and their families are complex. Extensive applications of previously learnt transferable skills, as well as a good grasp of multidisciplinary working, are needed. In turn, these skills are transferable and applicable in almost any other professional situation. CAL combines different learning styles, such as factual information giving, enquiry-based and practice-based learning; therefore, integrating learning about child death and bereavement both in theory and in practice.

A busca das melhores evidências

A prática baseada em evidências é uma abordagem que envolve a definição de um problema, a busca e avaliação crítica das evidências disponíveis, implementação das evidências na prática e avaliação dos resultados obtidos. Para a implementação desta abordagem, na enfermagem, o enfermeiro necessita saber como obter, interpretar e integrar as evidências oriundas de pesquisas na assistência prestada ao cliente e seu familiares. Fundamentados na literatura apresentamos considerações teóricas acerca da hierarquia das evidências e onde realizar a busca das melhores evidências.

Academic nursing education guidelines: tool for bridging the gap between theory, research and practice

The aim of the present study was to develop educational guidelines to be used as a tool for the integration of theory, research and practice to ensure that nursing knowledge and practical skills form the basis of academic nursing education. An additional aim was to describe the nursing competence expected of the students at four academic levels: introductory, intermediate and advanced levels I and II. Clinical nursing education plays a crucial role in assisting nursing students to integrate the theory and practice of nursing at the baccalaureate level, as well as in further specialization and in-depth nursing studies at the advanced level. A research group consisting of lecturers from the Institute of Nursing, Göteborg University, Sweden, was given the objective to formulate educational guidelines for clinical practice within nursing education. The study took the form of a literature search. In addition, the Delphi method, aimed at reaching a consensus of opinion among colleagues, was used. Based on the literature review and the collegial discussions, four core concepts emerged: professional stance, reflective processes, problem-solving processes, and practical skills, from which the educational guidelines were developed. Guidelines were formulated both in general and abstract form. They were not connected to a specific care context, specific patient group or specific nursing problems. The most important objective of academic education is that the student develops abilities and techniques necessary for life-long learning. Students will, in their professional life as nurses, continuously meet situations where they are challenged to take appropriate decisions and actions. This demands training in problem-solving, reflection, decision-making and the ability to use both deductive and inductive learning strategies. The guidelines describe what is expected of the students in terms of nursing competence and personal qualifications to ensure that they will be ready to meet the demands of their future profession.

[Evidence based practice: theoretical considerations for its implementation in perioperative nursing]

Evidence-based practice enables the quality improvement of the nursing care delivered to clients/patients. This work aimed at providing elements that will lead to reflections on the scenario concerning perioperative nursing. Accordingly, based on literature, authors have made considerations regarding evidence-based nursing practice, general concepts, its importance and the obstacles to its implementation in professional practice, aiming at encouraging surgical nurses to seek for scientific knowledge by developing research and applying its results.