Nursing Degree (nursing + degree)

Distribution by Scientific Domains


Selected Abstracts


Process-oriented group supervision implemented during nursing education: nurses' conceptions 1 year after their nursing degree

JOURNAL OF NURSING MANAGEMENT, Issue 7 2008
BARBRO ARVIDSSON PhD
Aim, To describe the variation in how nurses conceive process-oriented group supervision, implemented during nursing education, 1 year after their nursing degree. Background, Process-oriented group supervision can be an effective support system for helping nursing students and nurses to reflect on their activities. Methods, A descriptive qualitative design was chosen for the study. Conceptions were collected through interviews with 18 strategically selected Swedish nurses in 2005. Results, Three descriptive categories comprising seven conceptions were emerged. Supportive actions comprised: a sense of security, belonging and encouragement. Learning actions involved: sharing and reflecting while developmental actions described: enabling professional identity and facilitating personal development. Conclusions, Process-oriented group supervision has a lasting influence on nurses' development. The possibility to reflect over new stances during nursing education was a prerequisite for the provision of high-quality care. Process-oriented group supervision can make an important contribution to nursing education. Implications for Nursing Management, Process-oriented group supervision provides nurses with the strength to achieve resilience to stress in their work. It may lead to autonomy as well as clarity in the nurse's professional function. This indicates the need for nurse managers to organize reflective group supervision as an integral part of the nurse's work. [source]


Changes in Nursing Education in the European Union

JOURNAL OF NURSING SCHOLARSHIP, Issue 2 2006
Adelaida Zabalegui
Purpose: To provide an overview of changes in nursing education in the European Union (EU) within the framework of the Bologna Declaration, signed in 1999 by the European ministers of education, and to describe specific efforts and changes in Spain. Organizing Constructs: (a) the Bologna Declaration process, its recent reforms in all disciplines including nursing, and perspectives on future developments; (b) the Tuning Project, designed and carried out by a group of European universities to meet the challenges posed by the Bologna Declaration; and (c) efforts in a group of Spanish universities to promote higher education in nursing. Findings and Conclusions: These changes promote enhanced academic recognition, professionalism in nursing education, and graduates' competencies in practice in most European countries by specifying the undergraduate nursing degree as the minimal entrance level for practice and master's and doctoral programs for further career development. [source]


Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing

PUBLIC HEALTH NURSING, Issue 4 2010
Education Committee of the Association of Community Health Nurse Educators
ABSTRACT Community/public health nursing (C/PHN) educators and practitioners need a framework from which to plan, implement, and evaluate curriculum and community-based practice. The Association of Community Health Nursing Educators (ACHNE) periodically updates the Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing to reflect changes in core knowledge, basic competencies, and practice. This update reflects relevance to 21st-century health care and to national trends influencing nursing education. The 2009 revision is based on critical analysis of key C/PHN literature and input from public health nursing educators and practitioners. A key assumption is that a baccalaureate nursing degree is the minimum requirement for professional C/PHN. Fifteen essential concepts for baccalaureate nursing education are delineated along with related competencies. Newly defined essentials include communication, social justice, and emergency preparedness, response, and recovery. Issues related to didactic and clinical experiences are addressed. The ACHNE Essentials is an important guide for baccalaureate education curriculum planning and evaluation. The Essentials may be useful as a baseline from which to develop competencies of graduate nursing programs. The document is also useful for guiding practice setting orientation and professional development. [source]


Understanding clinical expertise: Nurse education, experience, and the hospital context,

RESEARCH IN NURSING & HEALTH, Issue 4 2010
Matthew D. McHugh
Abstract Clinical nursing expertise is central to quality patient care. Research on factors that contribute to expertise has focused largely on individual nurse characteristics to the exclusion of contextual factors. To address this, we examined effects of hospital contextual factors and individual nurse education and experience on clinical nursing expertise in a cross-sectional analysis of data from 8,611 registered nurses. In a generalized ordered logistic regression analysis, the composition of the hospital staff, particularly the proportion of nurses with at least a bachelor of science in nursing degree, was associated with significantly greater odds of a nurse reporting a more advanced expertise level. Our findings suggest that, controlling for individual characteristics, the hospital context significantly influences clinical nursing expertise. 2010 Wiley Periodicals, Inc. Res Nurs Health 33:276,287, 2010 [source]


Preliminary study of stress in undergraduate nursing students in Singapore

ASIA-PACIFIC PSYCHIATRY, Issue 2 2009
Chi Ching Lim BScN
Abstract Introduction: Stress experienced by nursing students may adversely affect academic achievement, personal wellbeing and long-term professional capabilities. The current study is the first to report levels and sources of stress among Singaporean students undertaking a pre-registration baccalaureate nursing degree. Methods: An exploratory survey was conducted with students from all three year levels (n=112, 65% response rate) using the Stress in Nursing Students (SINS) scale. Use of this tool also enabled a regional comparison of results with published data from a nursing cohort in Hong Kong. Perceptions of support were measured using the Social Support Rating Scale (SSRS). It was hypothesized that students with higher levels of social support would report less stress. Results: In comparison to other year levels, Year 3 students reported higher levels of overall, clinical, and financial stress. There were statistical differences between Year 3 and Year 1 students in relation to clinical and financial stressors, but not with Year 2, nor were relationships found across year of study and confidence and education subscales. Level of stress was lower compared to Hong Kong nursing students. There were statistically significant differences on stress associated with clinical (P<0.01) and confidence (P<0.001) domains between datasets, but no differences on subscale scores for education and financial stressors. Social support was not statistically associated with stress. Discussion: Student stress increased throughout the program and was not mediated by social support. Awareness of types and progression of stress can inform professional development activities to bolster coping, and minimize adverse psychological, academic and professional consequences. [source]


Assessing competency in nursing: a comparison of nurses prepared through degree and diploma programmes

JOURNAL OF CLINICAL NURSING, Issue 1 2005
Michael Clinton MSc
Aims and objectives., The present study aimed to investigate the competencies of qualifiers from three-year degree and three-year diploma courses in England at one, two and three years after qualification. Background., The provision of three-year preregistration nursing degrees in the UK has increased in recent years and in many colleges degrees are offered alongside the existing three-year diploma courses. Yet little is known about the relationship between these different education programmes and the competence of qualifiers. Methods., A cross-sectional survey design was employed to make comparisons of both self-reported and line-manager-rated competencies of graduate and diplomate nurses who had qualified up to three years previously. Instruments., A revised version of the Nursing Competencies Questionnaire was used to measure both overall competence and also eight specific nursing competencies. A shortened version of this scale was also used to assess internal consistency across measures. Two additional competencies, research awareness and policy awareness, were also measured. Results., Structural equation modelling found very little difference in the overall competence and specific competencies of graduates and diplomates. Where differences were found in the self-report data, diplomates scored more highly than graduates in the constructs of planning and social participation; however, these differences became non-significant when background variables were controlled for. Limitations., The findings are interpreted with caution due to the size of differences, the size of some of the samples of respondents and the developmental stage of the instrument used. Conclusions., It does not appear that graduates and diplomates in England differ in their level of competence to any great extent as measured by the Nursing Competencies Questionnaire. Areas of further work are discussed in the light of the findings. Relevance to clinical practice., While this may alleviate concerns about clinical disparities between the two groups, it raises questions about the proposed benefits to nursing of three-year preregistration degrees in terms of quality of care during the first three years of qualification. [source]


Training psychologists in clinical psychopharmacology

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 6 2002
Ronald F. Levant
This article first describes three types of psychopharmacology training programs for psychologists: 1. postdoctoral programs that award certificates and/or continuing education credit; 2. postdoctoral programs that award master's degrees in psychopharmacology; 3. a predoctoral program that awards joint psychology and nursing degrees. Next, the postdoctoral masters degree program at Nova Southeastern University is described in some detail. We close with some general comments about the current status of these training efforts. 2002 Wiley Periodicals, Inc. J Clin Psychol 58: 611,615, 2002. [source]