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Walsh SA, Walker SB, Wirihana LA. Preregistration nursing students' motivation for speaking up for patient safety: An integrated literature review. NURSE EDUCATION TODAY 2024; 140:106291. [PMID: 38917742 DOI: 10.1016/j.nedt.2024.106291] [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: 11/20/2023] [Revised: 05/17/2024] [Accepted: 06/17/2024] [Indexed: 06/27/2024]
Abstract
AIM The aim of this review was to uncover what motivates preregistration nursing students to speak up for patient safety during work integrated learning (WIL) and to develop an evidence-based safety motivation framework for use by educators, clinicians, and preregistration nursing students. DESIGN This study used an integrative literature review design guided by Whittemore and Knafl's methodological framework. DATA SOURCES Five research databases, CINAHL, MEDLINE, PubMed, Scopus, and Web of Science, were searched for relevant peer reviewed research literature published in English between January 2011 and January 2024. The use of MeSH terms "undergraduate nursing student," or "preregistration nursing student" and "speaking up," "patient safety," and "motivation," resulted in 489 search returns. Following application of filters and inclusion criteria fifty-four (n = 54) studies were identified as being relevant to the research aim. REVIEW METHODS The fifty-four (n = 54) research studies were reviewed using the JBI Critical Appraisal tool relevant to the study methodology. The JBI critical appraisal tools are checklists used to determine research quality, validity, results, and meaning. Following appraisal, 27 studies were included in the integrative literature review. RESULTS Authentic learning, view of self as a nurse, and positive work integrated learning experiences were found to be the primary motivators for preregistration nursing students to speak up for patient safety during work integrated learning. These three motivators provided the foundation for an evidence-based framework, underpinned by self-determination theory, that can be used to enhance preregistration nursing students' motivation to speak up for patient safety. CONCLUSIONS The integrative review design enabled the development of the evidence-based Safety Motivation Framework to support preregistration nursing students' during work integrated learning however missing from the literature was information about the lived experience of this group of students when speaking up for patient safety.
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Affiliation(s)
- Samantha A Walsh
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
| | - Sandra B Walker
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
| | - Lisa A Wirihana
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
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Matinlompolo N, Mikkonen K, Koskenranta M, Kamau S, Oikarainen A, Martikainen R, Juntunen J, Kuivila HM. Exploring educator perceptions and profiles in supporting culturally and linguistically diverse students integration in healthcare work environments - A cross-sectional study. NURSE EDUCATION TODAY 2024; 143:106344. [PMID: 39180898 DOI: 10.1016/j.nedt.2024.106344] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Revised: 07/31/2024] [Accepted: 08/07/2024] [Indexed: 08/27/2024]
Abstract
BACKGROUND The global shortage of healthcare workers, an ageing population, and increasing retirement within the healthcare workforce are causing social and healthcare systems to undergo significant internationalisation and cultural-linguistic diversification. Despite the crucial role educators play in imparting healthcare education and supporting the integration of professionals into these diverse environments, there is a lack of effective strategies and understanding to achieve this integration successfully. AIM To explore and understand how social and healthcare educators self-perceive their role in supporting the integration of culturally and linguistically diverse (CALD) students into healthcare working environments, and to identify whether these perceptions can be categorised into specific educator profiles. METHODS A cross-sectional survey was conducted in the spring of 2022 in Finland, collecting observational data from 59 social and healthcare educators across 15 universities of applied sciences providing nurse education to CALD students. Four instruments were developed to measure educators' perceptions of supporting students in healthcare work environment integration. K-means clustering analysis identified two distinct educator profiles, and statistically significant differences between these profiles were analysed using t-tests, Chi-square tests, and Mann-Whitney U tests. RESULTS Educators perceived their highest strengths as ensuring equality for students (mean 3.81), possessing suitable characteristics (mean 3.78), and being culturally sensitive and aware (mean 3.73). They felt least confident in knowing their institution's integration practices (mean score of 2.43) and personally supporting cultural diversity among students (mean 2.93). Educators were classified into two profiles: less confident educators (mean 2.27-3.66) and confident educators (mean 2.58-3.94). Confident educators, who more effectively support CALD students, have been more involved in continuous education. CONCLUSIONS Continuous education is critical for enhancing educators' confidence and effectiveness in supporting CALD students. Improved training and resources focused on institutional integration practices and personal support for cultural diversity are needed to address areas where educators feel less confident.
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Affiliation(s)
- N Matinlompolo
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - K Mikkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
| | - M Koskenranta
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - S Kamau
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Department of healthcare and social services, JAMK- University of Applied Sciences, Jyvaskyla, Finland.
| | - A Oikarainen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - R Martikainen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - J Juntunen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - H-M Kuivila
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
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Graham-Perel A. Cultural Humility and Diversity in Nursing Academia: Understanding History to Create a "Brave Space" Culture in the Classroom. Nurs Clin North Am 2024; 59:11-19. [PMID: 38272577 DOI: 10.1016/j.cnur.2023.11.003] [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] [Indexed: 01/27/2024]
Abstract
Nursing academicians are positioned at a critical juncture to mold the future generations of nursing with the skills of cultural humility, starting with fostering humility in the classroom. The dynamic culture of nursing education, with consideration of the diversity of nursing students and faculty, commands attention before the exploration of what is taught about the culture of patients. Classroom cultural humility must become the "brave space" of nursing academia. This is possible with strategic approaches and revisiting the history of the culture of nursing education before trying to shape its future.
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Affiliation(s)
- Ashley Graham-Perel
- Columbia University School of Nursing, 560 West 168th Street, New York, NY 10032, USA.
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Hari R, Geraghty S, Kumar K. Clinical supervisors' perspectives of factors influencing clinical learning experience of nursing students from culturally and linguistically diverse backgrounds during placement: A qualitative study. NURSE EDUCATION TODAY 2021; 102:104934. [PMID: 33934040 DOI: 10.1016/j.nedt.2021.104934] [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: 10/30/2020] [Revised: 03/26/2021] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Undergraduate nursing students from culturally and linguistically diverse backgrounds experience unique challenges with their learning needs during clinical placements. There is limited research on clinical supervisors' perspectives of the factors impacting clinical learning experience of nursing students from culturally and linguistically diverse backgrounds during placement. OBJECTIVES This study sought to identify clinical supervisors' perspectives of the factors impacting on the clinical learning experience of nursing students from culturally and linguistically diverse backgrounds and strategies to overcome challenges. DESIGN A qualitative research design using semi-structured interviews. METHODS Nine nurses who had experience supervising culturally and linguistically diverse nursing students were interviewed as part of data collection. Thematic analysis was used for data interpretation. RESULTS Identified factors include: Poor proficiency in English language, unfamiliarity with Australian slang and medical terminologies, cultural expectations interfering with professional responsibilities, incongruity with teaching delivery and learning style, short duration of placement, inconsistency with preceptor allocation and inadequate preceptor training. CONCLUSION Recommendations to facilitate the learning of nursing students from culturally and linguistically diverse (CALD) backgrounds on clinical placement include flexibility with assessments, modifying teaching styles according to learning needs, providing appropriate orientation, creating a welcoming environment, providing consistency with allocation of preceptors, and providing appropriate training for preceptors. Inconsistency in preceptor allocation was reported to have a negative influence on CALD student learning. A collaborative approach between Universities and the health care settings is essential in assisting clinical supervisors to address the unique learning needs of nursing students from culturally and linguistically diverse backgrounds while on clinical placement.
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Affiliation(s)
- Renjith Hari
- University of New England, New South Wales, Australia.
| | | | - Koshila Kumar
- University of New England, New South Wales, Australia.
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Chamunyonga C, Singh A, Gunn T, Edwards C. Authors' response re: Strategies to develop student support mechanisms in medical radiation sciences clinical education. J Med Imaging Radiat Sci 2020; 51:697-698. [DOI: 10.1016/j.jmir.2020.09.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Accepted: 09/22/2020] [Indexed: 11/16/2022]
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Chicca J, Shellenbarger T. Fostering Inclusive Clinical Learning Environments Using a Psychological Safety Lens. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2020.03.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Hutchinson M, Doran F, Brown J, Douglas T, East L, Irwin P, Mainey L, Saunders A, Sweet L, Van De Mortel T, Yates K. A cross-sectional study of domestic violence instruction in nursing and midwifery programs: Out of step with community and student expectations. NURSE EDUCATION TODAY 2020; 84:104209. [PMID: 31726284 DOI: 10.1016/j.nedt.2019.104209] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2019] [Revised: 07/29/2019] [Accepted: 09/06/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Domestic violence is a global health concern. Nurses and midwives must respond to those who experience domestic violence, although many are not prepared to do this. The World Health Organization recommend that domestic violence content be included in all pre-registration training as a matter of urgency. OBJECTIVES To examine self-reported undergraduate student perceptions of domestic violence content in their programs of study and student attitudes and beliefs about domestic violence. DESIGN A cross-sectional research design with online survey was employed from June to October 2017. METHODS Using convenience sampling, 1076 students were recruited to the study from a total population sample of just over 6000 undergraduate nursing and midwifery students; a response rate of 17.9%. Survey data reported the nature and frequency of teaching and learning along with student attitudes and beliefs about domestic violence. Open ended responses were examined via thematic analysis. SETTINGS Nine Australian universities offering undergraduate nursing and midwifery degrees. PARTICIPANTS Undergraduate university nursing and midwifery students. RESULTS Over half of students surveyed (53.7%, n = 578) reported that domestic violence was not addressed in their program of study. A direct correlation was found between students' perceived preparedness to assess and respond to domestic violence, and the amount of taught content in their program of study. CONCLUSION This major gap in curricula has significant implications for professional practice preparedness. Further research should focus on examining the reasons why quality domestic violence content is lacking in undergraduate nursing and midwifery programs and how prioritisation of domestic violence content can be improved.
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Affiliation(s)
- Marie Hutchinson
- School of Health and Human Sciences, Souther Cross University, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| | - Frances Doran
- School of Health and Human Sciences, PO Box 150, Lismore 2480, NSW, Australia.
| | - Janie Brown
- School of Nursing, Midwifery and Paramedicine, Curtin University, Bentley, Western Australia, Australia.
| | - Tracy Douglas
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Private Bag 1322, Launceston, TAS 7250, Australia.
| | - Leah East
- University of New England, Armidale, NSW 2350, Australia.
| | - Pauletta Irwin
- School of Nursing and Midwifery, University of Newcastle, Widderson Street, Port Macquarie, NSW 2444, Australia.
| | - Lydia Mainey
- School of Nursing, Midwifery and Social Sciences, Central Queensland University Australia, Lvl 3 Cairns Square, Cairns 4870, Queensland, Australia.
| | - Annette Saunders
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Private Bag 1322, Launceston, TAS 7250, Australia.
| | - Linda Sweet
- Deakin University Western Health Partnership, Burwood VIC 3125, Australia.
| | - Thea Van De Mortel
- School of Nursing and Midwifery, Griffith University, Parklands Drive, Southport, 4222, QLD, Australia.
| | - Karen Yates
- Centre for Nursing and Midwifery Research, College of Healthcare Sciences, James Cook University, Qld, Australia.
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Perceived Discrimination, Harassment, and Abuse in Physician Assistant Education: A Pilot Study. J Physician Assist Educ 2019; 29:77-85. [PMID: 29727429 DOI: 10.1097/jpa.0000000000000192] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
PURPOSE A 2014 meta-analysis found that by graduation, 16.6% of medical students had reported abuse, harassment, or discrimination and that this hostile environment caused an increase in depression and anxiety. The purpose of this research study was to increase the understanding of discrimination and psychological/physical abuse in physician assistant (PA) education programs and the potential impact on student attrition. METHODS Information was collected using an online, anonymous survey that asked about witnessed or experienced discrimination and psychological or physical abuse during the didactic and clinical years of training in PA programs in the United States. RESULTS The survey received 1159 respondents, which represents 6.1% of total PA student enrollment. Up to 30% of respondents had witnessed or experienced discrimination, and up to 2.3% had experienced psychological abuse while in PA school. The majority of witnessed or experienced discrimination during PA education was not reported (<2%). Reports were not made because students feared retribution or they simply did not know who to report to, particularly if the incident involved faculty. CONCLUSION Reducing the prevalence of discrimination in PA education requires recognition of this issue and targeted efforts to ensure that the infrastructure of every program is inclusive and values diversity of all kinds. The authors advocate that PA programs discuss their current institutional reporting structure; develop a universal curriculum on workplace violence, discrimination, and harassment; and develop value statements that explicitly identify diversity and equity as a core value as an important first step to improving the overall "climate" and culture of the program.
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Lee DCA, Haines TP, Maneephong S, Zeng Q. Barriers to fieldwork placements for international higher degree students: A systematic literature review. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/1038416219849645] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
| | - Terry P Haines
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Victoria, Australia
| | - Supitcha Maneephong
- Department of Social Work, School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Caulfield East, Victoria, Australia
| | - Qianyu Zeng
- Department of Social Work, School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Caulfield East, Victoria, Australia
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Lee DCA, Jian M, Sora G, Haines TP. Fieldwork placement outcomes for international higher education students: A systematic literature review. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/1038416219843628] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- Den-Ching A Lee
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Australia
| | - Mengying Jian
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Australia
| | - Gepi Sora
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Australia
| | - Terry P Haines
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Australia
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Graj E, Sheen J, Dudley A, Sutherland-Smith W. Adverse health events associated with clinical placement: A systematic review. NURSE EDUCATION TODAY 2019; 76:178-190. [PMID: 30807929 DOI: 10.1016/j.nedt.2019.01.024] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 12/10/2018] [Accepted: 01/28/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVE Clinical placement is a fundamental aspect of student learning and skill development across healthcare disciplines. However, participation in clinical placements can also present significant risk to students. This systematic literature review sought to examine the range of risks and hazards encountered by students across healthcare disciplines during their clinical placements. DESIGN The Preferred Reporting Items for Systematic Reviews and Meta-Analysis reporting guidelines were utilised in conducting this exploratory systematic review. DATA SOURCES The CINAHL Complete, Medline Complete, and PsycINFO databases were searched. Reference lists of eligible records obtained via database searching were screened, and a supplementary key author search was conducted. Research published between 2013 and 2018 and conducted in the context of comparative international healthcare systems was the focus of this study. REVIEW METHODS Study titles and abstracts were screened, and the full text of potentially relevant records was perused. Records meeting key eligibility criteria by addressing risk posed to students in healthcare disciplines within a clinical placement context were included in the final synthesis. RESULTS The search identified 46 eligible records. The literature highlighted the worrying trend that students, most notably in the nursing discipline, can be exposed to a wide range of risks and adverse health events during clinical placement. CONCLUSIONS As risks in unpredictable clinical environments cannot be eradicated, this review demonstrated a critical need for educative action to enable students to competently and confidently manage risks, and to reduce occurrence of adverse health events.
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Affiliation(s)
- Ella Graj
- Deakin University, Melbourne Burwood Campus, School of Psychology, 221 Burwood Highway, Burwood, VIC 3125, Australia.
| | - Jade Sheen
- Deakin University, Melbourne Burwood Campus, School of Psychology, 221 Burwood Highway, Burwood, VIC 3125, Australia.
| | - Amanda Dudley
- Deakin University, Melbourne Burwood Campus, School of Psychology, 221 Burwood Highway, Burwood, VIC 3125, Australia.
| | - Wendy Sutherland-Smith
- Deakin University, Melbourne Burwood Campus, School of Psychology, 221 Burwood Highway, Burwood, VIC 3125, Australia.
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12
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Ruvalcaba JG, Welch S, Carlisle J. ESL Versus Non-ESL Nursing Students' Perceptions of Incivility in the Clinical Setting. J Nurs Educ 2018; 57:720-726. [DOI: 10.3928/01484834-20181119-04] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2018] [Accepted: 07/11/2018] [Indexed: 11/20/2022]
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13
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Mackey S, Kwok C, Anderson J, Hatcher D, Laver S, Dickson C, Stewart L. Australian student nurse's knowledge of and attitudes toward primary health care: A cross-sectional study. NURSE EDUCATION TODAY 2018; 60:127-132. [PMID: 29100077 DOI: 10.1016/j.nedt.2017.10.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Revised: 07/18/2017] [Accepted: 10/18/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Nurses have a pivotal role in changing the focus of the health system toward a primary health care approach, yet little is known about the effectiveness of nursing students' educational preparation for this role. OBJECTIVES The aim of the study was to investigate undergraduate Australian nursing students' knowledge of and attitudes toward the primary health care approach. DESIGN A cross-sectional, descriptive research design was applied. SETTING Two Australian universities, one with a rural base and one in the metropolitan area of Sydney, were involved. Both universities offer undergraduate and postgraduate nursing courses on multiple campuses. PARTICIPANTS A convenience sample of 286 undergraduate nursing students, each of whom had completed a unit of study on PHC. All provided consent to participate in the study. METHODS Data was collected using the Primary Health Care Questionnaire via online survey platform SurveyMonkey for a period of three weeks in June 2015. RESULTS Total knowledge scores ranged from 19.68 to 95.78 with the mean knowledge score being 69.19. Total attitude scores ranged from 33.12 to 93.88 with a mean score of 70.45. Comparison of knowledge scores showed mean scores of students born in Australia were significantly higher than those of students who were born overseas (p=0.01), and mean scores of students enrolled in the metropolitan university were also significantly higher than mean scores of students' enrolled in the rural university (p=0.002). In terms of attitudes scores, mean scores of Australian-born students were significantly higher than those of students born overseas (p=0.001), and older students' mean attitude scores were shown to be significantly higher than younger students' (p<0.005). CONCLUSIONS Student's age, country of origin and university location were shown to be significant influences on student's knowledge of and attitudes toward primary health care.
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Affiliation(s)
- Sandra Mackey
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
| | - Cannas Kwok
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
| | - Judith Anderson
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Bathurst Campus, Bathurst, NSW, Australia.
| | - Deborah Hatcher
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
| | - Sharon Laver
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Albury Wodonga Campus, Albury, NSW, Australia.
| | - Cathy Dickson
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
| | - Lyn Stewart
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
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Blanchet Garneau A, Browne AJ, Varcoe C. Drawing on antiracist approaches toward a critical antidiscriminatory pedagogy for nursing. Nurs Inq 2017; 25. [PMID: 28685947 DOI: 10.1111/nin.12211] [Citation(s) in RCA: 47] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/23/2017] [Indexed: 01/24/2023]
Abstract
Although nursing has a unique contribution to advancing social justice in health care practices and education, and although social justice has been claimed as a core value of nursing, there is little guidance regarding how to enact social justice in nursing practice and education. In this paper, we propose a critical antidiscriminatory pedagogy (CADP) for nursing as a promising path in this direction. We argue that because discrimination is inherent to the production and maintenance of inequities and injustices, adopting a CADP offers opportunities for students and practicing nurses to develop their capacity to counteract racism and other forms of individual and systemic discrimination in health care, and thus promote social justice. The CADP we propose has the following features: it is grounded in a critical intersectional perspective of discrimination, it aims at fostering transformative learning, and it involves a praxis-oriented critical consciousness. A CADP challenges the liberal individualist paradigm that dominates much of western-based health care, and the culturalist and racializing processes prevalent in nursing education. It also situates nursing practice as responsive to health inequities. Thus, a CADP is a promising way to translate social justice into nursing practice and education through transformative learning.
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Affiliation(s)
| | - Annette J Browne
- School of Nursing, University of British Columbia, Vancouver, BC, Canada
| | - Colleen Varcoe
- School of Nursing, University of British Columbia, Vancouver, BC, Canada
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Fuller BL, Mott-Smith JA. Issues Influencing Success: Comparing the Perspectives of Nurse Educators and Diverse Nursing Students. J Nurs Educ 2017; 56:389-396. [DOI: 10.3928/01484834-20170619-02] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2016] [Accepted: 02/01/2017] [Indexed: 11/20/2022]
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Forber J, DiGiacomo M, Davidson P, Carter B, Jackson D. The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue. NURSE EDUCATION TODAY 2015; 35:1114-1118. [PMID: 26264968 DOI: 10.1016/j.nedt.2015.07.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2015] [Revised: 06/23/2015] [Accepted: 07/13/2015] [Indexed: 06/04/2023]
Abstract
INTRODUCTION Approaches to clinical education are highly diverse and becoming increasingly complex to sustain in complex milieu OBJECTIVE To identify the influences and challenges of providing nurse clinical education in the undergraduate setting and to illustrate emerging solutions. METHOD A discursive exploration into the broad and varied body of evidence including peer reviewed and grey literature. DISCUSSION Internationally, enabling undergraduate clinical learning opportunities faces a range of challenges. These can be illustrated under two broad themes: (1) legacies from the past and the inherent features of nurse education and (2) challenges of the present, including, population changes, workforce changes, and the disconnection between the health and education sectors. Responses to these challenges are triggering the emergence of novel approaches, such as collaborative models. CONCLUSION(S) Ongoing challenges in providing accessible, effective and quality clinical learning experiences are apparent.
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Affiliation(s)
- Jan Forber
- Faculty of Health, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia.
| | - Michelle DiGiacomo
- Centre for Cardiovascular and Chronic Care, Faculty of Health, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia
| | - Patricia Davidson
- Centre for Cardiovascular and Chronic Care, Faculty of Health, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia; School of Nursing, John Hopkins University, 525N Wolfe Street, Baltimore, MD 21205, USA
| | - Bernie Carter
- School of Health, University of Central Lancashire, Fylde Road, Preston, PR1 2HE, United Kingdom; University of Tasmania, Churchill Avenue, Hobart, Tasmania 7005, Australia
| | - Debra Jackson
- Faculty of Health & Life Sciences, Oxford Brookes University Jack Straws Lane, Marston, Oxford OX3 0FL, United Kingdom; Oxford University Hospitals NHS Trust, Windmill Road, Headington, Oxford, United Kingdom
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