With the current emphasis on including registered nurses (RNs) on the primary care teams, it is essential that nursing programs prepare students for employment in these settings.
This study explored ...the current state of prelicensure and RN-to-Bachelor of Science in Nursing (BSN) online education regarding the implementation of primary care content in the curricula.
A sample of 1,409 schools and/or colleges from across the United States was invited to participate in an online survey. About 529 surveys were returned for an overall response rate of 37.5%. Summative content analysis was used to analyze survey data.
Although most respondents have implemented some primary care content, some found it challenging and others have demurred from incorporating primary care content altogether.
Nursing leaders and faculty in academia must collaborate with clinical partners to design and expand didactic and clinical learning experiences that emphasize primary care content in the prelicensure and RN-to-BSN education.
•Primary care in the United States is in urgent need for transformation to meet the health care needs of people it serves.•Primary care services need to shift toward practices operated by highly functioning interdisciplinary teams.•Registered nurses (RNs) with education and training in primary care can effectively assist in management of the increasingly complex primary care population.•Although most programs surveyed have implemented some primary care content in their curricula, many found it challenging. Some have demurred from incorporating primary care content altogether.•Forward thinking faculty and nurse leaders in academia must collaborate with clinical partners to emphasize the didactic content and clinical learning experiences in primary care in the prelicensure and Bachelor of Science in Nursing-to-RN programs.
Mathematical skill and proficiency underpin a number of nursing activities, with the most common application being in relation to drug dosage calculation and administration. Medication errors have ...been identified as the most common type of error affecting patient safety and the most common single preventable cause of adverse events and they can occur as a result of mathematical calculation error and or conceptual error. The purpose of this study was to evaluate the drug calculation skills of registered nurses (n = 124) on commencement of employment. The findings of this study indicate that there are inconsistencies in the amount of pharmacology content and drug calculation skills delivered within nursing curricula. The most frequent type of drug calculation errors are attributed to conceptual errors and participants identified ward based education on drug calculation as a pathway for improving the drug calculation skills of registered nurses. The study recommends that medication education, encompassing mathematical and conceptual drug calculation skills should be identified as a distinct competency in nursing curricula and continuing education programme.
Background
Nursing students should gain cultural knowledge and skills necessary for providing care to all types of patients.
Aim
This study aimed to determine problems faced by nursing students who ...care for refugee patients.
Method
The study used phenomenological qualitative design. The sample comprised 25 nursing students who cared for refugee patients in a clinic. Data were analysed using Colaizzi’s seven‐step method following focus group interviews.
Results
Two themes were identified for the interviews: (i) language barrier: insufficient care and (ii) students’ perspectives on being a refugee. Furthermore, three subthemes were also identified by analysis of the interviews: (i) superficial communication and insufficiency in psychological support, (ii) health problems in difficult living conditions and (iii) unchanged basic human needs and unmet care needs.
Conclusions
Nursing students find it difficult to care for refugee patients, but nursing education programmes based on culture care improve their knowledge and perceptions and the quality of care they provide to patients from different cultures.
Implication for nursing and health policy
In a multicultural society, nursing students must recognize cultural differences. Consequently, a multicultural education programme helps lay the groundwork for successful integration of nursing students in new cultures.
It is considered to be extremely important to ensure that nurses adopt professional values during their education in order to improve nursing practices and develop a professional identity.
The aim of ...this study is to investigate the effects of nursing education on development of professional values.
This study was designed as a longitudinal study.
The study was conducted in a nursing department at a nursing school in the western Turkey.
The population of the study consisted of nursing students who were enrolled in the nursing department in academic year of 2011–2012. The data of the study were collected from 59 first-year students in 2011 and 83 fourth-year students in 2015.
The data of the study were collected using Personal Information Form and Nursing Professional Values Scale-NPVS. The participants responded to the same questionnaire in their first and fourth years in the department.
The scale mean score of the students in their first year was 3.44±0.635. The highest scores were obtained from the subscales of responsibility, security, and autonomy. Their scale mean score in their fourth year was 3.93±0.727. The highest scores were obtained from the subscales of dignity and autonomy. The difference between the mean scores was statistically significant (p=0.001).
It was concluded that nursing education had a significant effect on development of professional values.
•Professional values scores of nursing students are high.•Professional values scores are positively correlated with job nursing education.•Nursing education had a significant impact on the development of professional values.•Nursing education created changes in the perception of prioritized professional values.
The COVID-19 pandemic has sparked radical shifts in the ways that both health care and health professions education are delivered. Before the pandemic, some degree programs were offered fully online ...or in a hybrid format, but in-person learning was considered essential to the education and training of health professionals. Similarly, even as the use of telehealth was slowly expanding, most health care visits were conducted in-person. The need to maintain a safe physical distance during the pandemic rapidly increased the online provision of health care and health professions education, accelerating technology adoption in both academic and professional health care settings. Many health care professionals, educators, and patients have had to adapt to new communication modalities, often with little or no preparation. Before the pandemic, the need for cost-effective, robust methodologies to enable teaching across distances electronically was recognized. During the pandemic, online learning and simulation became essential and were often the only means available for continuity of education and clinical training. This paper reviews the transition to online health professions education and delivery during the COVID-19 pandemic and provides recommendations for moving forward.
Introduction: Globally, higher education institutions are faced with training nursing students to meet the healthcare demands of an ever-changing society. In nursing education, innovative ways are ...essential to instil professionalism among nursing students to prepare them for managing complex practice issues without compromising the professional standards of nursing. This paper concentrates on developing a conceptual framework, for the facilitation of professionalism among undergraduate nursing students at a higher education institution in South Africa.
Methods: This study was a constructive paradigm research with qualitative descriptive approach. Data was collected by focus group interviews with participants (three cases). Different phases were followed in the framework development using the case method. In Case 1, focus groups (n=8) were held with student nurses from each of the levels of a four-year degree program (n=42). In Case 2, focus groups (n=3) and unstructured interviews (n=1) were conducted with purposively selected nurse educators (n=20), representing academics and clinical facilitators. Case 3 comprised of semi-structured individual interviews (n=5) and focus groups (n=5), a total of 29 preceptors in professional practice. An analysis of a within-case followed by cross-case data analysis, resulted in merged themes of three cases that emerged as an overall case study.
Results: Actual accounts of the participants` experiences on nursing professionalism during theory and practice education were captured in the six concepts of the Practice Orientated Theory that structured the developed framework.
Conclusion: A logical methodological description of creating a framework on nursing professionalism was outlined and the conceptual framework can be evaluated for transferability to other similar nursing education training environments.
over the last decade Afghanistan has made large investments in scaling up the number of midwives to address access to skilled care and the high burden of maternal and newborn mortality.
at the ...request of the Ministry of Public Health (MOPH) an evaluation was undertaken to improve the pre-service midwifery education programme through identification of its strengths and weaknesses. The qualitative component of the evaluation specifically examined: (1) programme strengths; (2) programme weaknesses; (3) perceptions of the programme's community impact; (4) barriers to provision of care and challenges to impact; (5) perceptions of the recently graduated midwife's field experience, and (6) recommendations for programme improvement.
the evaluation used a mixed methods approach that included qualitative and quantitative components. This paper focuses on the qualitative components which included in-depth interviews with 138 graduated midwives and 20 key informants as well as 24 focus group discussions with women.
eight provinces in Afghanistan with functioning and accredited midwifery schools between June 2008 and November 2010.
midwives graduated from one of the two national midwifery programmes: Institute of Health Sciences and Community Midwifery Education. Key informants comprised of stakeholders and female residents of the midwives catchment areas.
midwives described overall satisfaction with the quality of their education. Midwives and stakeholders perceived that women were more likely to use maternal and child health services in communities where midwives had been deployed. Strengths included evidence-based content, standardised materials, clinical training, and supportive learning environment. Self-reported aspects of the quality education in respect to midwives empowerment included feeling competent and confident as demonstrated by respect shown by co-workers. Weaknesses of the programme included perceived low educational requirement to enter the programme and readiness of programmes to commence education. Insecurity and geographical remoteness are perceived as challenges with clients' access to care and the ability of midwives to make home visits.
the depth of midwives' contribution in Afghanistan – from increased maternal health care service utilisation to changing community's perceptions of women's education and professional independence – is overwhelmingly positive. Lessons learned can serve as a model to other low resource, post-conflict settings that are striving to increase the workforce of skilled providers.
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