Despite increasing use of simulation in nursing education, there is limited understanding of how simulation experiences influence students' future practice. The aim of this study was to explore ...recently graduated registered nurses' perceptions of how their learning from undergraduate university-based simulation experiences informed their current practice and the factors that facilitated or inhibited this transfer of learning.
The study used an exploratory design framed by a qualitative descriptive methodology. Six nurses who had completed 3 to 12 months of clinical practice after graduation participated in semistructured interviews which were thematically analysed.
The importance of accepting responsibility, interprofessional communication, leadership skills, and promoting patient safety emerged as recurring themes.
This study provided new insights into the transfer of learning from university-based simulation experiences to students' practice after graduation. Further research with other groups of learners and larger sample sizes will be valuable in taking this work forward.
•Learning from university-based simulation experiences is transferable to new graduate nurses' future clinical practice.•Examples of the types of skills transferred from simulations to clinical practice include patient assessment, recognition, and management of the deteriorating patient, interprofessional communication, critical thinking, and assertiveness.•The frequency of exposure to simulation experiences may influence transfer to practice.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPUK, ZAGLJ, ZRSKP
Nursing students' first clinical placement experience can be a critical turning point –reinforcing professional aspirations for some, and for others, a time of emotional turbulence. There is a ...paucity of research focusing on students’ perceptions and concerns prior to their first placement experience. Thus, the aim of this study was to explore the concerns of first year bachelor of nursing students from one Australian university as they prepared for their first clinical placement.
Participants completed an online ‘readiness for practice’ survey consisting of 22 items. This paper focuses on participants' responses to the one open ended question: ‘Please comment on any concerns that you have in relation to being prepared for your first clinical placement’. Summative qualitative content analysis was used for analysis.
144 students (55%) responded to the open ended question. Responses were categorised into six themes including: Not prepared for placement; feeling nervous, anxious and worried; bullying and belonging; practicalities; patient safety and making mistakes; and working outside of my scope of practice.
It appears that activities designed to equip students with the capacity to manage the inherent challenges of undertaking a clinical placement may sometimes have a paradoxical effect by increasing students' level of stress and anxiety. An enhanced understanding of students’ concerns may help educators implement appropriate support strategies.
•Nursing students' first clinical placement experience can be a critical turning point in their educational journey.•There is a paucity of research focusing on students' perceptions and concerns prior to their first placement experience.•Students concerns include a perceived lack of skills and knowledge, overwhelming anxiety, being bullied, and making mistakes.•Activities designed to equip students to manage the challenges of undertaking a placement may have a paradoxical effect.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPUK
This article reviews selective comments on the concept of Mental Retardation (MR) in adolescents. Issues covered include the definition, prevalence, and differential diagnosis of MR. Some of the ...syndromes and disorders associated with MR in the adolescents are also considered with emphasis on the behavioral concerns that may be present in this age group. Finally, concepts of management by the clinician are reviewed. It is recommended that health care professionals caring for adolescents with MR should help these youths maximize their potential as human beings, helping them achieve meaningful functioning in adulthood.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
People with dementia often experience poor outcomes in hospital and prolonged lengths of stay. They are sometimes labelled as having "poor rehabilitation potential". This study aimed to understand ...the inpatient rehabilitation experiences of people with dementia or cognitive impairment, and their support people, to inform future work to improve rehabilitation access and outcomes.
An exploratory qualitative study from an interpretivist perspective. Participants were inpatients of a geriatric rehabilitation unit in Australia, and their chosen support people. Semi-structured interviews were audio-recorded and transcribed. An analytical framework was developed and indexed to the dataset, followed by charting and thematic analysis.
Ten people with dementia or cognitive impairment and nine support people participated (
= 19). Four themes were identified representing an interpretation of the analysis intended to inform clinical practice:
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Practical, emotional, process-related, and dementia-specific factors may influence the experiences of people living with dementia or cognitive impairment when participating in inpatient rehabilitation. Future research could investigate whether improvements focused on these factors might enhance quality of care for people with dementia.
Lifestyle choices result in the development and increased severity of many adult diseases that can cause death (eg, heart disease, stroke, cancer, obesity). Most health-damaging behaviors are learned ...during childhood and adolescence, making that time period a critical window of opportunity to teach health-promoting behaviors. Primary care physicians can implement their overall commitment to providing comprehensive health care to patients and their families by following the anticipatory guidelines of their discipline (eg, pediatrics, family and internal medicine) and by educating patients and their families about the recommendations included on the Web sites of the Centers for Disease Control and Prevention Office of Women's Health and Office of Strategy and Innovation.
This article addresses the issue of teaching youth skills that will help them to maximize opportunities and positive consequences and minimize exposure to negative consequences in their lives. These ...skills will allow them to mature into mentally healthy, productive members of society. Essential skills that are critical to allow this maturational process include developing prosocial skills; the ability to recognize, discriminate the level of threat, and use strategies to avoid danger; and the ability to adapt to the changing demands of his or her environment.
Findings indicate that students with severe learning disabilities can profit from instruction geared toward abstract higher-order comprehension when it is designed according to their particular ...instructional requirements. Early intervention improves outcomes for most children with disorders of learning, attention, and cognition. Impairments in the physical, language, sensory, or mental domains are usually harder to diagnose before a child's entry into school system, but they are easier to treat if caught early. Children with above-average intellectual abilities often have the ability to compensate or master appropriate coping mechanisms that greatly minimize their overall negative outcomes. Parental attitudes and commitment, availability of resources, and the presence of an associated neurologic deficit or medical disorder can also significantly impact outcomes.
The development of dementia-friendly communities underpins inclusion and enablement of individuals to live well with dementia in communities for as long as possible. A number of strategies are being ...developed that present communities with models of "how to" become dementia-friendly. Communities are unique, with varying demographics, strengths, and resources that support local action. Indeed, the most valuable first step in the process of building a dementia-friendly community may be a targeted conversation within the community itself. To this end, four unique Australian communities participated in facilitated workshops to explore their collective dementia knowledge, visions for the future, community strengths, and possible actions to promote dementia-friendly initiatives.
The diversity of communities that attended confirms that no single model of dementia-friendly communities should be imposed. A consultative-transformative approach to planning may meet the needs of specific communities and will focus responsibility and reward for implementation at the local and individual level.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Although eating disorders often begin during adolescence, characteristics of this population can complicate early detection by clinicians. The purpose of this article is to selectively review the ...literature on the diagnostic criteria for eating disorders (anorexia nervosa, bulimia nervosa, and binge-eating disorder) as described in Diagnostic and Statistical Manual of Mental Disorders (4th ed.) and International Classification of Diseases (10th ed.). The prevalence and course of eating disorders, theories regarding their etiology, and issues of comorbidity and differential diagnosis are also discussed.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
