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Health Nursing Education (health + nursing_education)

Distribution by Scientific Domains
Medical Sciences100%

Kinds of Health Nursing Education

  • mental health nursing education
    		•

    Selected Abstracts

    Public Health Nursing Education: Looking Back While Moving Forward

    PUBLIC HEALTH NURSING, Issue 6 2008
    Naomi E. Ervin
    No abstract is available for this article. [source]

    Rethinking mental health nursing education in Australia: A case for direct entry

    INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 3 2005
    Cynthia Stuhlmiller
    ABSTRACT:, Desperate times call for creative solutions. The mental health workforce shortage has created an opportunity to rethink current and future education and training needs in order to prepare competent and compassionate practitioners to meet the changing demands of consumers and their carers requiring mental heath treatment and support. This article urges consideration of an undergraduate direct entry mental health programme similar to that of midwifery or the nursing foundation/mental health branch programmes of the UK. [source]

    Scoping mental health nursing education

    INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 1 2000
    Michael Clinton
    ABSTRACT: In late 1999 the National Mental Health Working Group of the Australian Health Ministers Advisory Council commissioned the Australian and New Zealand College of Mental Health Nurses to undertake a scoping study of mental health nursing. A final report will be submitted to the National Mental Health Working Group in February 2000. The purpose of this article is to draw attention to some of the systemic problems that confront the education of mental health nurses in Australia. Shortcomings in the preparation of undergraduate students of nursing for commencing practice in mental health nursing are described and comments are given on issues affecting the quality of postgraduate mental health nursing education. KEY WORDS: mental health, nursing education. [source]

    Undergraduate occupational health nursing education in Turkey: a national survey

    INTERNATIONAL NURSING REVIEW, Issue 2 2008
    M.N. Esin phd
    Background:, Occupational health nursing practice responds to and is influenced by the changing needs of the worker and workplace. Correspondingly, the International Labour Organization's recommendation on occupational health services includes a proposal for specialized training of occupational health nurses (OHNs). It was not known what OH nursing topics were covered and in how many hours at schools offering undergraduate nursing education in Turkey. These data were necessary to prepare the curriculum to train OHNs. Aim:, A national survey to evaluate undergraduate OH nursing education in nursing schools in Turkey. Design:, This descriptive survey included all of the nursing schools (n = 80) providing university level education in Turkey. Methods:, A questionnaire developed by the researchers as a data-gathering tool was sent to the presidents of 80 nursing schools. The study achieved a response rate of 60 (82.5%). Frequency distribution and descriptive statistics were used to analyse the data. Findings:, Occupational health nursing topics were covered in public health courses at all schools. The length of time allotted for OH nursing topics was only on average of 3.2 ± 1.5 h (range: 1,6 h) in each semester. A total of 62 lecturers were responsible for teaching OH nursing. Conclusions:, The study results show that there is a need for the development of a standardized education programme in Turkey. It was decided therefore to develop a new curriculum for OH nursing that would address the amount of time spent on this subject and the content. [source]

    Integration of theory and practice in learning mental health nursing

    JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 1 2002
    T. MUNNUKKA RN PhD(Nursing science) PhD(Education)
    This article describes an action research project that aimed at a better integration of theory and practice in the education of mental health nursing students. Two partners, an institute of nursing and health care and a university hospital, collaborated to develop a new educational programme for mental health nursing. The blocks of theoretical studies were implemented simultaneously with practical training, and the theory content was taught by nursing teachers as well as by nurse practitioners who worked on the teaching wards. In addition, the students had their own personal nurse-preceptors on the wards. The nurse managers were responsible for the educational level of the teaching wards and the director of nursing planned the teaching arrangements together with the nursing teachers. In all, the project involved over 50 different actors and several researchers. The results are encouraging: all the participants , students, preceptors, nurse managers and nursing teachers , found the project rewarding and they want to continue to develop and improve the level of teaching and learning in mental health nursing education. All the participants grew and developed professionally during the project. [source]

    Association of Community Health Nursing Educators: Disaster Preparedness White Paper for Community/Public Health Nursing Educators

    PUBLIC HEALTH NURSING, Issue 4 2008
    Sandra W. Kuntz
    ABSTRACT The Association of Community Health Nursing Educators (ACHNE) has developed a number of documents designed to delineate the scope and function of community/public health nursing educators, researchers, and practitioners. In response to societal issues, increased emphasis on disaster preparedness in nursing and public health, and requests from partner organizations to contribute to curriculum development endeavors regarding disaster preparedness, the ACHNE Disaster Preparedness Task Force was appointed in spring 2007 for the purpose of developing this document. Task Force members developed a draft of the document in summer and fall 2007, input was solicited and received from ACHNE members in fall 2007, and the document was approved and published in January 2008. The members of ACHNE extend their appreciation to the members of the Emergency Preparedness Task Force for their efforts: Pam Frable, N.D., R.N.; Sandra Kuntz, Ph.D., C.N.S.-B.C. (Chair); Kristine Qureshi, D.N.Sc., C.E.N., R.N.; Linda Strong, Ed.D., R.N. This white paper is aimed at meeting the needs of community/public health nursing educators and clarifying issues for the nursing and public health communities. ACHNE is committed to promotion of the public's health through ensuring leadership and excellence in community and public health nursing education, research, and practice. [source]