courtney‐pratt h., fitzgerald m., ford k., marsden k. & marlow a. (2012) Quality clinical placements for undergraduate nursing students: a cross‐sectional survey of undergraduates and supervising ...nurses. Journal of Advanced Nursing68(6), 1380–1390.
Aim. This article is a report of a mixed method study of the quality of clinical placements for second year undergraduate nursing students in an acute care hospital.
Background. In response to the current and predicted workforce shortages, greater numbers of nursing undergraduate places are being offered at tertiary institutions. This means that requests for clinical places in hospitals to support undergraduate students has risen. Little is known about the impact of increased numbers on the quality of clinical placement as a learning experience and this is of concern as demand grows and the means of assessing capacity is still unknown.
Methods. A 5‐point Likert Scale questionnaire, including free text fields, was administered to undergraduates (n = 178), clinical facilitators (n = 22) and supervising ward nurses (n = 163) at two time points in 2009. The survey targeted the quality of the clinical placement in four domains: welcoming and belongingness; teaching and learning; feedback; confidence and competence.
Findings. The findings demonstrated consistently high scoring of the clinical placement experience by both undergraduates and registered nurses. There were higher ratings of levels of support from clinical facilitators compared to supervising ward nurses evident in data associated with the items on the questionnaire relating to teaching and learning.
Conclusion. The results are indicative of the professional commitment of nursing staff to support the next generation of nurses. The findings also give a mechanism to communicate outcomes of undergraduate support to nurses in practice, and highlight steps which can be taken to ensure high quality clinical placement continues.
Evidence-based practice (EBP) is imperative for ensuring patient safety. Although teaching strategies to enhance EBP knowledge and skills are recommended, recent research indicates that nurses may ...not be well prepared to apply EBP. A three-level hierarchy for teaching and learning evidence-based medicine is suggested, including the requirement for interactive clinical activities in EBP teaching strategies. This literature review identifies the teaching strategies for EBP knowledge and skills currently used in undergraduate nursing education. We also describe students' and educators' experiences with learning outcomes and barriers.
We conducted literature searches using Medline, Embase, CINAHL, ERIC and Academic Search Premier. Six qualitative studies and one mixed-method study met the inclusion criteria and were critically evaluated based on the Critical Appraisal Skills Programme. Using Braun and Clarke's six phases, the seven studies were deductively and thematically analysed to discover themes.
Four teaching strategy themes were identified, including subthemes within each theme: i.e., interactive teaching strategies; interactive and clinical integrated teaching strategies; learning outcomes; and barriers. Although four studies included a vague focus on teaching EBP principles, they all included research utilisation and interactive teaching strategies. Reported learning outcomes included enhanced analytical and critical skills and using research to ensure patient safety. Barriers included challenging collaborations, limited awareness of EBP principles and poor information literacy skills.
Four of the seven analysed studies included a vague focus on the use of EBP teaching strategies. Interactive teaching strategies are used, but primary strategies focus on searching for and critically appraising research for practice-based application. Although this review included a relatively small sample of literature, the findings indicate a need for more qualitative research investigating interactive and clinically integrated teaching strategies towards further enhancing EBP undergraduate nursing students' knowledge and skills.
The development of and the issues arising in the nursing educational sector as the provider for nursing workforce have drawn increasing attention.
To describe the development of nursing education in ...mainland China and to analyze related issues.
A retrospective, descriptive study with secondary data analysis.
The scale and composition of nursing education programs from 2006 to 2012 in mainland China were analyzed, and changes in the scale of the nursing workforce from 2002 to 2013 were compared to facilitate an interpretation of nursing education.
The scale of initial nursing education was large and expanded rapidly. In 2012, the total recruitment was 515,710, including 39,747 (7.71%) students training for a baccalaureate degree, 143,726 (27.87%) students training for an advanced diploma, and 332,237 (64.42%) students training in secondary diploma programs. The nursing workforce in China grew dramatically, with an increase of 120,000 to 286,000 nurses each year since 2006, but the nurse shortage remained existed (there were only 2.05 nurses per 1000 population, and the nurse to doctor ratio was 1:1 in 2013). The recruitment of nursing students per 1000 population was greater in the west (0.51) and middle (0.40) regions than in the east region (0.28), while the number of nurses per 1000 population had the opposite pattern (1.71, 1.75, and 2.02 nurses per 1000 population in the west, middle, and east regions, respectively) in 2012.
Nursing education in China has developed rapidly, and some issues require attention. We suggest that initial nursing education be improved by increasing the recruitment to advanced diploma and baccalaureate programs and decreasing the recruitment to secondary diploma programs and by ensuring the quality of education. Multiple strategies should be taken to effectively raise the social status and prestige of the nursing profession and to ease the nurse shortage.
Digital age nursing: the reality Peate, Ian
British journal of nursing (Mark Allen Publishing),
2024-Jan-25, 2024-01-25, 20240125, Letnik:
33, Številka:
2
Journal Article
There are a wide variety of drugs used in acute care hospitals. When giving medication, the nurse must first understand the instructions and decide whether the instructions are safe for the patient ...or can be implemented by the nurse. Then, after the work of preparing the drug, he plays the role of giving the drug by using nursing techniques such as injection, infusion, and tube injection as the final performer. In addition, it plays a role in observing the patient’s reaction and promptly responding to any abnormalities. The medication by nurses is a very important, responsible and complex task. In clinical field, we are working to improve knowledge about drugs and simplify work in order to avoid medical accidents caused by medication. However, incidents of medication by nurses have not diminished, and serious medical accidents have not disappeared. In clinical field, we are exploring how to improve the education system and working environment. Appropriate judgment and reliable medication technology are required to safely administer medication. The basis for this is understanding of treatment and knowledge of drugs. What we hope for basic nursing education from the clinical field is to deepen our understanding of the pathophysiology and treatment methods of diseases, the various actions of drugs and their mechanisms, and to practice learning about the dangers hidden in medications performed by nurses.
Telehealth Education in Nursing Curricula Ali, Nagia S; Carlton, Kay Hodson; Ali, Omar S
Nurse educator,
2015-September/October, Letnik:
40, Številka:
5
Journal Article
Recenzirano
Telehealth care is a fast-growing avenue of providing health care services at a distance. A descriptive study was conducted to identify trends of telehealth education in 43 schools of nursing. ...Findings reflected inadequate integration of telehealth in classroom content, simulation, and clinical experiences. Interviews with 4 nursing leaders of telehealth provided some recommendations on how to integrate telehealth education in nursing curricula.
Technological advances have expanded nursing education to include generative artificial intelligence (AI) tools such as ChatGPT.
Generative AI tools challenge academic integrity, pose a challenge to ...validating information accuracy, and require strategies to ensure the credibility of AI-generated information.
This article presents a dual-purpose approach integrating AI tools into prelicensure nursing education to enhance learning while promoting critical evaluation skills. Constructivist theories and Vygotsky's Zone of Proximal Development framework support this integration, with AI as a scaffold for developing critical thinking.
The approach involves practical activities for students to engage with AI-generated content critically, thereby reinforcing clinical judgment and preparing them for AI-prevalent health care environments.
Incorporating AI tools such as ChatGPT into nursing curricula represents a strategic educational advancement, equipping students with essential skills to navigate modern health care.
Aim
To explore undergraduate student's preparation for leadership roles upon registration.
Background
Effective leadership is vital when promoting positive workplace cultures and high‐quality care ...provision. However, newly registered nurses are not always well‐prepared for leadership roles.
Evaluation
A scoping review of primary research published in English between 2009 and 2019 was undertaken. Data were analysed using an adapted version of Arksey and O'Malleys' (2005. International Journal of Social Research Methodology: Theory and Practice, 8, 19) framework. Nine papers met the review eligibility criteria.
Key issues
Findings revealed three themes: leadership education content; positioning of leadership education within the nursing programme; and teaching and learning delivery.
Conclusions
The review highlighted some agreement about the knowledge, skills and behaviours to be addressed in leadership education. What varied more was the pedagogical methods used to deliver this, the extent of its integration throughout the programme and the nature of collaborative academic–practice working to ensure good quality clinical supervision.
Implications for Nursing Management
(a) Students must be exposed to positive leadership practices during clinical placements to facilitate theory–practice integration. (b) Bullying negatively impacts on students' self‐efficacy whereas positive role modelling from registered nurses supports development of leadership competence. (c) Leadership theory and competence should be introduced early and revisited throughout the programme.
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