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Student Nurses (student + nurse)
Kinds of Student Nurses Selected AbstractsThe impact of international experience on student nurses' personal and professional developmentINTERNATIONAL NURSING REVIEW, Issue 2 2004BA (hons), Cert Ed, N.-J. Lee PhD Abstract Background:, Many student nurses undertake international clinical experience during their education programmes, which raises the question ,How do these experiences impact on students nurses' personal and professional development?' Method:, A case study was conducted in one School of Nursing in the United Kingdom. Student nurses participating in a new module, International Nursing and Health Care, which included clinical experience overseas, gave qualitative accounts of their international experiences and subsequent learning. Their accounts were also compared with the perceptions and expectations of the module facilitators. Findings:, While there were some similarities in student experience and facilitator expectations, there were also notable differences. The students believed that their international experiences had a deep impact on their personal development, helping them make the transition from student to qualified nurse. The case study raised further questions about the acquisition of cultural knowledge and the facilitation and provision of learning from experience. [source] Swedish student nurses' knowledge of health statutes: a descriptive surveyINTERNATIONAL NURSING REVIEW, Issue 2 2009I.D. Kapborg rnt Background:, The nurse's function, no matter the working area, is guided by ethical approaches, grounded in science and well-tried experiences, and has to be conducted according to national laws, statutes and instructions. Aim:, To survey newly graduated Swedish nurses' knowledge about current statutes and laws that govern their healthcare system. Method:, A questionnaire was developed from facts in relevant statutes and laws presented and used in the nursing education programmes. Following a pilot study testing the items, a 20-item questionnaire, with mostly open-ended questions, was distributed to student nurses in the last semester of their nursing education programme before graduation. Results:, One hundred and seventy-eight participants answered the questionnaire (response rate 59%). Only 29% of responses on all questions showed correct knowledge about the different statutes and laws that regulate their work as nurses. The best knowledge was found in the area of documentation (range 35,86%) and in the area of information (range 16,54%) on group scores. Conclusion:, This survey concerning novice nurses' knowledge about statutes and laws showed great deficiencies. It was surprising to find that, on existing demands regarding nurses delegating medical tasks, not a single respondent presented a correct answer. Evidence-based knowledge was difficult to recognize. Nurses will be more conscious of their own limitations and more prepared to meet the reality of practice if there is emphasis on relevant statutes and laws during their education. [source] The impact of international experience on student nurses' personal and professional developmentINTERNATIONAL NURSING REVIEW, Issue 2 2004BA (hons), Cert Ed, N.-J. Lee PhD Abstract Background:, Many student nurses undertake international clinical experience during their education programmes, which raises the question ,How do these experiences impact on students nurses' personal and professional development?' Method:, A case study was conducted in one School of Nursing in the United Kingdom. Student nurses participating in a new module, International Nursing and Health Care, which included clinical experience overseas, gave qualitative accounts of their international experiences and subsequent learning. Their accounts were also compared with the perceptions and expectations of the module facilitators. Findings:, While there were some similarities in student experience and facilitator expectations, there were also notable differences. The students believed that their international experiences had a deep impact on their personal development, helping them make the transition from student to qualified nurse. The case study raised further questions about the acquisition of cultural knowledge and the facilitation and provision of learning from experience. [source] Student characteristics and subculture trends in interpersonal skills workshopsINTERNATIONAL NURSING REVIEW, Issue 3 2002C ert E d, J. Gilmartin P h D Abstract The aim of this study was to explore the experiences of student nurses when learning interpersonal skills and to examine the impact of small group work. A qualitative methodology was used. The sample comprised 50 student nurses who were undertaking the preregistration diploma course. In-depth interviews were employed to collect the data. The findings indicated that many students resisted learning owing to a range of personal characteristics that influenced the learning process. A student typology was constructed which highlighted four types of student characteristics that emerged from the data. Significant characteristics relating to each type of student behaviour are emphasized. This report also combines the student typology with the emergence of three distinct subcultures that frequently both interrupt and enhance learning. In presenting the subcultures the implications for group work are considered in conjunction with study limitations. [source] Should service providers be paid for providing pre-registration clinical placements?JOURNAL OF ADVANCED NURSING, Issue 2 2000Myfanwy Lloyd Jones MA MPhil Dphil CHSM Should service providers be paid for providing pre-registration clinical placements? The authors have argued elsewhere that second- and third-year student nurses and midwives on ward-based clinical placements make a service contribution which is of significant value to the service provider. The value of the service contribution made by students in community-based clinical placements is lower, not least because such placements cannot free staff time in the same way as on the wards, and thus the presence of students appears to form a cost to the service provider. It is clear that there is no case for introducing a system of payments for ward-based placements, but in community-based placements the position is less obvious. The argument hinges upon the perceived value to the service provider of the qualitative benefits associated with the presence of students on placement. Other studies have suggested that these benefits are such as to outweigh the associated costs. Because the presence of students on clinical placement is associated with both costs and benefits, efforts should be made to ensure that both ward-based and community-based placements are distributed as fairly as possible between locations so that no one location is unduly advantaged or disadvantaged by the number of students which it receives. [source] Creating supportive clinical learning environments: an intervention studyJOURNAL OF CLINICAL NURSING, Issue 1-2 2010Amanda Henderson Aim., To assess the impact of an intervention aimed to build capacity of registered nurses to enhance the clinical learning environment for undergraduate nursing students. Workplace learning is vital for the development of skills, attributes and knowledge of student nurses. Registered nurses need to be appropriately prepared to maximise student learning during clinical placement. Background., The quality of student learning during clinical practicum is largely dependent on interactions with ward staff. Design., A quasi-experimental design. Method., Measurement of students' perceptions of the psycho social learning environment during and outside of the intervention period was used to evaluate the capacity building intervention. The capacity building intervention consisted of interactive education in clinical areas over a six-week period for registered nurses in two acute surgical wards. Results., First, second and third year students (n = 62) who undertook their clinical practicum in the two surgical wards, before, during and six months after the capacity building intervention assessed the psycho-social learning environment at the time of their clinical practicum. Findings showed that students who undertook their clinical practicum during the intervention period rated the psycho-social clinical learning environment significantly higher than students who undertook their practicum at times outside of the intervention period. Conclusions., An experienced researcher/educator conducting capacity building sessions can effectively assist and support registered nurses to engage with students. Relevance to clinical practice., Capacity building sessions can improve practice, however, structures and processes that ensure continuation of practice change need to be embedded for improvements to be sustained. [source] Obesity: attitudes of undergraduate student nurses and registered nursesJOURNAL OF CLINICAL NURSING, Issue 16 2009Man-Yuk Poon Aim., To investigate undergraduate student nurses' and registered nurses' attitudes towards obese persons and towards the management of obese patients. Background., Obesity is a global public health problem. Escalating rates of overweight and obesity are also taking a toll in Asian countries that have historically had much lower rates. Despite the growing prevalence of obesity worldwide, studies show that nurses and other health professionals hold negative attitudes towards obese people, which may affect the care of obese patients. Design., Cross-sectional study. Methods., A self-administered questionnaire was completed by 352 undergraduate student nurses and 198 registered nurses. The questionnaire consisted of the Fat Phobia Scale, the Attitudes Toward Obese Adult Patients Scale and a demographic profile. Data were analysed using descriptive statistics and student's t -tests. Results., Overall mean scores on the Fat Phobia Scale (3·53 SD 0·47) indicated average levels of fat phobia and mean scores on the Attitudes Toward Obese Adult Patients scale (2·64 SD 0·51) indicated neutral attitudes towards obese patients. Registered nurses had significantly higher levels of fat phobia and more negative attitudes than did student nurses. The majority of participants perceived that obese people liked food, overate and were shapeless, slow and unattractive. Additionally, over one-half of participants believed that obese adults should be put on a diet while in hospital. Conclusions., Results of this study show that both registered nurses and student nurses have negative perceptions of obesity and are unlikely to attribute positive characteristics to obese individuals. That registered nurses hold more negative attitudes towards obese person is cause for concern. Relevance to clinical practice., Given the increasing prevalence of obesity and the disproportionate number of obese persons affected by many health conditions, current and future nurses should have positive professional attitudes towards obese individuals. Obesity needs to more be adequately addressed, both in basic nursing education programs and in continuing professional education for practising nurses. [source] An evaluation of the hand and nasal flora of Turkish nursing students after clinical practiceJOURNAL OF CLINICAL NURSING, Issue 3 2009Reva Balc Aim., The purpose of this study was to evaluate and compare the hand and nasal flora of nursing students before and after the clinical practice. Background., Hospitals are places where infective agents abound. Healthcare workers, relatives of patients and students practising in the hospital medium are often exposed to these infective agents. Although the role of the hand and nasal flora of healthcare workers in the development of nosocomial infections has been emphasised by earlier studies, there are a limited number of studies which investigate the hand and nasal flora of nursing students. Design., Descriptive. Methods., This descriptive study involved 66 volunteer nursing students. Two samples of flora from both hands and nose of each student were obtained. The inoculated samples were then evaluated through routine bacteriological study methods. Chi-square and percentage calculations were used in comparisons. Results., None of the students had methicillin-resistant Staphylococcus aureus or methicillin-resistant coagulase-negative Staphylococcus colonisation in the hand samples before clinical practice, 6·1% of the students had methicillin-resistant Staphylococcus aureus and 4·5% had methicillin-resistant coagulase-negative Staphylococcus colonisation after the practice. Although the differences between the rates of contamination with pathogen micro-organisms in the hand and nasal flora of the student nurses before and after clinical practice were not significant, the rate of colonisation after clinical practice was higher. Conclusions., In this study, the rate of colonisation after clinical practice was higher. These findings indicate that students might have been contaminated with bacteria during clinical practice. Relevance to clinical practice., The results of this study have practical importance in clinical practice. The role of the hand and nasal flora of nursing students in the development of nosocomial infections is significant. For this reason, some precautions, such as using gloves and handwashing with special solutions when needed, should be taken to prevent nosocomial infections and protect students against associated risks. [source] Locally targeted initiatives to recruit and retain nurses in EnglandJOURNAL OF NURSING MANAGEMENT, Issue 4 2006DINAH GOULD BSc MPhil PhD RGN RNT Aim, The aim of this study is to provide a detailed account of the locally targeted strategies to improve staffing levels by senior nurses responsible for recruitment and retention in acute trusts in the National Health Service in England. Background, There is a shortfall in nursing numbers throughout England. Some trusts have employed senior nurses with a specific remit to improve recruitment and retention, but little has been published about their work or its success. Methods, Data were collected by telephone using semi-structured interviews with standard probes. The tape-recorded interview data were transcribed verbatim and analysed by content. Results, Of the 156 acute trusts in England, 36 employed a senior nurse to deal with recruitment and retention. Twenty-nine were interviewed. All were using a range of locally targeted initiatives to attract and retain health-care assistants, newly qualified and more experienced practitioners. They also worked closely with university staff to attract and retain student nurses who would later seek employment locally. Different approaches were used to secure the services of different types of staff. Conclusion, This exploratory study has revealed a wealth of valuable data concerning locally targeted recruitment and retention strategies. Further research is needed to examine the effectiveness and cost-effectiveness of the initiatives described. [source] Valuing ,voices from below'JOURNAL OF NURSING MANAGEMENT, Issue 6 2002DipPsych, HON MFPHM, Jean Faugier RMN The publication of Commission for Health Improvement (CHI) reports in recent years have revealed that employees attempted to blow the whistle on abuse, corruption or malpractice but were largely ignored by senior members of staff. The CHI report into the North Lakeland National Health Service (NHS) Trust (November 2000), for instance, states that an initial failure among management to listen to the concerns of student nurses led to the sustained abuse of patients. To protect patients from incompetent and unethical practitioners and improve standards of care, an environment needs to be created where health care professionals feel able to express legitimate concerns openly and honestly to senior staff, safe in the knowledge that senior managers will take their concerns seriously and act accordingly. The government has pledged to create an ,open culture' in the NHS to encourage staff with genuine concerns to speak out. This can only be achieved if the current leadership culture characterized by conflict avoidance, blame and hierarchical control is replaced with openness and accountability. To produce the desired changes in culture and attitudes, the NHS needs strong leaders capable of challenging the existing social equilibrium. [source] Absenteeism among nursing students , fact or fiction?JOURNAL OF NURSING MANAGEMENT, Issue 5 2002F. Timmins RGN, FFNRCSI This study explores absenteeism patterns and trends among a group of third-year student nurses. A questionnaire was used to elicit information about absence behaviour from 110 students at two hospital sites. Retrospective analysis of attendance records of 70 of these students, covering a period of 123 weeks, was also performed to determine absenteeism trends. The findings of the study reveal that 1567 days were lost because of absenteeism during this period on 1027 episodes. This represents a time lost index, which is the amount of days lost expressed as a percentage of total days available, of 4% among the group. Most absenteeism episodes lasted 3 days or less, with 73% of episodes lasting only 1 day. Absenteeism commencing either on Mondays or Fridays accounted for more than half of the absenteeism episodes in the group. Voluntary absence was a reported feature of this group, which occurred more frequently from lectures than wards. The main reasons cited for absence from both lectures and ward duties were personal and social commitments and stress. Students' views on nursing as a career and responses to factors that may cause stress were examined and revealed an association with reported absence behaviour. [source] Mental health nursing students' experience of stress: burdened by a heavy loadJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 4 2009M. FREEBURN msc pgrad dip bsc(hons) rpn rnt This paper reports research outcomes of a study into personal stress experienced by mental health student nurses undertaking a diploma programme in Ireland. It uses a phenomenological research approach. The sample was purposive and involved in-depth interviews with six students. The purpose of the study was to contribute to the knowledge of the impact of personal life stressors. Findings from this study focus on the following themes: event, meaning, effects, ability to move beyond the stress, influence on life and constraints and demands. Key points arising are that the stress experience does impact students' internal and external worlds, potentially lessening functioning and inhibiting growth and development. This paper presents student narratives that offer insights into their inner worlds, providing true accounts of the essence of stress for them. This knowledge has implications for lecturers, personal tutors, nurse educationalists and nursing curricula, highlighting need for more proactive approaches to the provision of guidance on professional support for students and staff. Insights derived from this study are relevant not only to mental health nurse education but also to academic staff delivering professional education programmes to healthcare practitioners in a variety of settings. [source] Mental health student nurses' perception of the role of the mental health nurseJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 6 2004D. M. RUNGAPADIACHY phd msc bsc (hons) rmn rgn cert ed Clear role definition is essential for directing the focus of nurse education and several studies have attempted to define the role of the mental health nurse (MHN). These, however, came to the conclusion that mental health nursing was difficult to articulate. The aim of this study was to understand how, during their transition to first level registration, mental health student nurses (MHSNs) perceived the role of the MHN. Semi-structured interviews were conducted with 14 MHSNs during the last 6 months of their transition to MHN. Transcripts were analysed using a qualitative approach based on grounded theory. Six key themes were identified, five of which were defined mental health nursing roles. The sixth theme related to non-therapeutic intervention on the part of some MHNs. Several areas of concern were identified. First, MHSNs expected to conduct more psychologically based interventions than were achievable in practice. Second, emphasis on drug administration can lead to a conflict of interest in the nurses' advocacy role with patients. Third, MHSNs sometimes observed poor role models in their placements, which could have a negative impact on the way in which future MHNs view the role of the MHN. [source] Self-esteem and student nurses: A cross-cultural study of nursing students in Thailand and the UKNURSING & HEALTH SCIENCES, Issue 1-2 2002Siriphan Sasat PhD Abstract Self-esteem is a key feature in a person's perception of their own worth. This report is of a study of the reported self-esteem levels of two groups of student nurses: one in Thailand and one in the UK. Purposive samples of 120 Thai students and 101 UK undergraduate nursing students were given the Culture-Free Self-Esteem Inventory (CFSEI-2). The CFSEI-2 is a self-reported inventory, which measures an individual's perception of self. The findings of the study indicate that the perceptions of own self-esteem in undergraduate student nurses in the UK and in Thailand were comparable to the normal ranges of self-esteem as assessed by the instrument. An independent sample t -test revealed that there were no significant differences in mean overall and subscale self-esteem scores between UK and Thai nursing students. There were no indications of differences in levels of self-esteem for UK and Thai nursing students experiencing different parts of their training. [source] Self-esteem and student nurses: An account of a descriptive studyNURSING & HEALTH SCIENCES, Issue 1 2001Philip Burnard PhD Abstract In this paper the authors describe a study of nursing students' self-reported self-esteem levels using a validated instrument: the Culture-Free Self-Esteem Inventory 2 (CFSEI-2). The research question was: How do student nurses rate their own self-esteem levels? The paper offers a short review of some of the literature, followed by a description of the sample (a convenience sample of 101 undergraduate nursing students), data collection and analysis methods and the findings. The self-esteem components of CFSEI-2 are general, personal and social and these terms are defined in the text of this paper. The findings indicated that the mean scores for this sample of nursing students fell within normal levels for all three components of self-esteem. Younger students were found to have higher scores for the social subscale, which indicates that they had a higher perception of the quality of their relationships with their peers. The findings of this study indicate that these undergraduate student nurses' perceptions of their self-esteem were comparable to the normal ranges of self-esteem as assessed by the instrument. [source] E-learning: Is This Teaching at Students or Teaching With Students?NURSING FORUM, Issue 4 2007Robert John Muirhead BN The development of e-learning as a teaching strategy in higher education has implications relating to student learning, the role of the teacher, and the institution of higher education. This paper debates the andragogical and pedagogical theories that support the development of e-learning to date. Leading to a discussion on how the process of e-learning may be contributing to the "stamp-me-smart" culture and restricting the development of critical thinking within student nurses. Concluding that e-learning has a top-down institution-led development that is contrary to the student-led development espoused by universities. [source] Prevention of Smoking Behaviors in Middle School Students: Student Nurse InterventionsPUBLIC HEALTH NURSING, Issue 2 2001Marilyn P. Miller Ph.D. This article examines the use of the Tar Wars curriculum with the public health problem of preteen smoking and outlines interventions with a middle school population by community health student nurses from a state university. Smoking is the single most preventable cause of death and disability. Three million people die worldwide each year as a result of smoking. Cigarette smoking has now been labeled a pediatric disease. Estimates are that 3,000 children will begin a lifelong addiction to cigarettes every day. They will face a life of poor quality based on the medical consequences of smoking cigarettes. Mortality from tobacco use is annually greater than that from drug abuse, AIDS, suicide, homicide, and motor vehicle accidents combined. Preteen and teenage smoking is now a public health problem, therefore implications for service learning, nursing advocacy, and interventions with this health problem are discussed. [source] Obesity: attitudes of undergraduate student nurses and registered nursesJOURNAL OF CLINICAL NURSING, Issue 16 2009Man-Yuk Poon Aim., To investigate undergraduate student nurses' and registered nurses' attitudes towards obese persons and towards the management of obese patients. Background., Obesity is a global public health problem. Escalating rates of overweight and obesity are also taking a toll in Asian countries that have historically had much lower rates. Despite the growing prevalence of obesity worldwide, studies show that nurses and other health professionals hold negative attitudes towards obese people, which may affect the care of obese patients. Design., Cross-sectional study. Methods., A self-administered questionnaire was completed by 352 undergraduate student nurses and 198 registered nurses. The questionnaire consisted of the Fat Phobia Scale, the Attitudes Toward Obese Adult Patients Scale and a demographic profile. Data were analysed using descriptive statistics and student's t -tests. Results., Overall mean scores on the Fat Phobia Scale (3·53 SD 0·47) indicated average levels of fat phobia and mean scores on the Attitudes Toward Obese Adult Patients scale (2·64 SD 0·51) indicated neutral attitudes towards obese patients. Registered nurses had significantly higher levels of fat phobia and more negative attitudes than did student nurses. The majority of participants perceived that obese people liked food, overate and were shapeless, slow and unattractive. Additionally, over one-half of participants believed that obese adults should be put on a diet while in hospital. Conclusions., Results of this study show that both registered nurses and student nurses have negative perceptions of obesity and are unlikely to attribute positive characteristics to obese individuals. That registered nurses hold more negative attitudes towards obese person is cause for concern. Relevance to clinical practice., Given the increasing prevalence of obesity and the disproportionate number of obese persons affected by many health conditions, current and future nurses should have positive professional attitudes towards obese individuals. Obesity needs to more be adequately addressed, both in basic nursing education programs and in continuing professional education for practising nurses. [source] | ||||||||||