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Nurse Education (nurse + education)
Selected AbstractsThe scope of nursing in Australia: a snapshot of the challenges and skills neededJOURNAL OF NURSING MANAGEMENT, Issue 2 2003Jacqueline Jones RN Contemporary nursing is an increasingly complex concept encompassing and encapsulating wide variation under the broad rubric of the nursing work place. This paper reports on a study that was designed to contribute to understandings of nursing practice by describing what nurses in Australia are doing everyday in various practice and work settings, the type of skills they need, the challenges they face and the interactions nurses have with other health workers. Drawing on the research which informed the National Review of Nurse Education in Australia in 2001, the paper raises issues critical to the management of contemporary nursing practice. Flexible approaches both to the day-to-day management of nurses and nursing, and educational preparation in partnership with key stakeholders, are a necessity if management of nursing is to keep pace with constant change in health care systems as well as facilitating the attraction and retention of nurses in those systems. [source] Commentary on Gillespie M & McFetridge B (2006) Nurse education: the role of the nurse teacher.JOURNAL OF CLINICAL NURSING, Issue 11 2007Journal of Clinical Nursing 1 [source] Editorial: Nurse education: time to get it rightJOURNAL OF CLINICAL NURSING, Issue 9 2006Jan Draper PhD [source] Understanding clinical expertise: Nurse education, experience, and the hospital context,RESEARCH IN NURSING & HEALTH, Issue 4 2010Matthew 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] NANDA and NIC: Mediators to Describe Irish Intellectual Disability NursingINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 2003Fintan Sheerin PURPOSE To identify the foci of interest specific to nursing interventions within residential, intellectual disability nursing through the use of the terms and meanings presented in NANDA and NIC. METHODS Data were collected using a Delphi approach involving a purposive sample of 8 individuals with relevant expertise, followed up by the conduct of three focus groups held with a total sample of 17 intellectual disability nurses working in three Irish service settings: traditional residential, community residential, and nurse education. Data were examined for contextual meaning as well as consensus of perceptions. FINDINGS Many potential interventions and diagnoses were identified for the field of residential learning disability nursing. Interventions that elicited a >50% consensus among participants across groups were examined for contextual meaning, based on the taped and noted responses, and potentially related NIC interventional labels were then applied. These led, through a reverse NIC-NANDA linkage exercise, to the identification of 8 potentially related interventions. The contextual aspect directed the analysis process to identify the nursing diagnoses associated with the interventions to be used, and 21 resultant diagnoses were identified. DISCUSSION Further analysis and study are needed to verify the relevance of these diagnoses and interventions to residential learning disability. A quick comparison of the results with those of studies carried out in other countries demonstrates that certain diagnoses have been identified by one or more authors in their studies. CONCLUSIONS This study identified a number of foci that have achieved various levels of consensus among the study participants. The ongoing study plan will further examine nurses' and managers' perceptions while also looking at these within the context of current service philosophy. [source] The past, present and future of nurse education in Poland: stages, conditions and activitiesINTERNATIONAL NURSING REVIEW, Issue 2 2006B. Sztembis rn Aim:, This paper describes the multidirectional activities recently completed to adapt nurse education in Poland to European standards. Background:, The Polish system transformation and the changes that have taken place in health care since the 1980s required intensive effort and change in the nursing care and education systems of nurses and midwives. Outcomes:, Changes accomplished include: (1) preparation and implementation of a nurse education model complying with European standards; (2) discontinuance of the previous system of nurse education taught at the secondary school level; and (3) adjusting the organization and post-basic curricula of nurses and midwives to the actual needs of the society as well as for the nurses themselves. The goal of a uniform nurse education system in Poland that met European requirements motivated the Polish change agents. This change ensures the integration of Polish nurses with the nurses from Europe and other countries in their common endeavours to improve nursing care and health outcomes. Conclusions:, The adopted changes in the system of nurse education resulted in uniformity of education and acceptance of bachelor's level education, which complies with European standards as well as adjusting the post-basic education to actual needs. Describing the substance and process of our work may be helpful to nurses in other countries who are working on their own models of nursing and healthcare restructuring. [source] Simulation-based learning in nurse education: systematic reviewJOURNAL OF ADVANCED NURSING, Issue 1 2010Robyn P. Cant Abstract Title.,Simulation-based learning in nurse education: systematic review. Aim., This paper is a report of a review of the quantitative evidence for medium to high fidelity simulation using manikins in nursing, in comparison to other educational strategies. Background., Human simulation is an educational process that can replicate clinical practices in a safe environment. Although endorsed in nursing curricula, its effectiveness is largely unknown. Review methods., A systematic review of quantitative studies published between 1999 and January 2009 was undertaken using the following databases: CINAHL Plus, ERIC, Embase, Medline, SCOPUS, ProQuest and ProQuest Dissertation and Theses Database. The primary search terms were ,simulation' and ,human simulation'. Reference lists from relevant papers and the websites of relevant nursing organizations were also searched. The quality of the included studies was appraised using the Critical Appraisal Skills Programme criteria. Results. Twelve studies were included in the review. These used experimental or quasi-experimental designs. All reported simulation as a valid teaching/learning strategy. Six of the studies showed additional gains in knowledge, critical thinking ability, satisfaction or confidence compared with a control group (range 7,11%). The validity and reliability of the studies varied due to differences in design and assessment methods. Conclusion. Medium and/or high fidelity simulation using manikins is an effective teaching and learning method when best practice guidelines are adhered to. Simulation may have some advantage over other teaching methods, depending on the context, topic and method. Further exploration is needed to determine the effect of team size on learning and to develop a universal method of outcome measurement. [source] Learning for holistic care: addressing practical wisdom (phronesis) and the spiritual sphereJOURNAL OF ADVANCED NURSING, Issue 6 2009Helen L. Leathard Abstract Title.,Learning for holistic care: addressing practical wisdom (phronesis) and the spiritual sphere. Aim., This paper is a discussion of practical wisdom (phronesis) and spirituality in holistic caring and strategies to facilitate their application in nurse education. Background.,Phronesis, with its inherent spiritual qualities, is an established aspect of the persona of excellent clinical leaders. There is a strong case for recognizing the value of this characteristic in all nurses, and a strategy is required for engendering the development of phronesis during nurse education. Data sources., Electronic searches of Google Scholar and CINAHL were conducted for English language publications in the period 1996,2008. Search terms included combinations of phronesis, spirituality, health, education, pharmacology, medicines and medication education, holistic care and spiritual care. Selection of items for inclusion was based on their pertinence to the arguments being developed and their value as leads to earlier material. Discussion., The links between the attributes of effective clinical leaders and those required for holistic caring are explicated and related to phronesis, the acquisition of which involves spiritual development. An explanatory account of phronesis and its applicability to nursing leads to an explanation of how its spiritual aspects in particular might be incorporated into learning for holistic care. Reference to research in medicines-related education illustrates how the principles can be applied in nurse education. Conclusion., Nursing quality could be enhanced if adequate opportunities for acquiring phronesis through experiential learning were provided in nursing curricula. Phronesis and spiritual care could be incorporated into existing models of nursing care or new models devised to use these critical concepts. [source] Editorial: The need for complementary and alternative medicine familiarisation in undergraduate nurse educationJOURNAL OF CLINICAL NURSING, Issue 15 2009Graeme D Smith [source] Nursing competence 10 years on: fit for practice and purpose yet?JOURNAL OF CLINICAL NURSING, Issue 10 2008Ann Bradshaw PhD, Dip N Aims and objectives., This paper examines how nurses are prepared to be clinically competent and safe at registration, so that they are fit for practice and purpose. It follows up two papers on competence published in 1997 and 1998 and investigates subsequent developments. Background., In 1979, major changes in nursing affected nurse education and preparation for competence. In the following two decades, it became clear that nurses lacked clinical skills. This paper examines subsequent changes and asks the question whether this crucial shortcoming has now been remedied. This paper considers the background and context of change in nursing and nurse education in the 1980s. It looks at the new ideology, to prepare the ,knowledgeable doer' and examines the consequences of the change on nursing competency from the 1990s to the present day. Methods., This is a position paper. Professional policy documents from the English National Board for Nursing, Midwifery and Health Visiting, United Kingdom Central Council for Nursing, Midwifery and Health Visiting and Nursing and Midwifery Council, government reports and legislation on nursing and relevant nursing literature are examined and critically analysed and conclusions drawn. Conclusions., From 1923,1977, mandatory nursing syllabuses set by the General Nursing Council of England and Wales required the registered nurse to have acquired certain specific clinical skills. These were rigorously tested to an explicit standard set by the General Nursing Council before a nurse was awarded state registration. Twenty-five years later, the loss of this system for ensuring this competence and the implications of this loss, have been widely recognised. As a result, many nurse training institutions have introduced clinical skills laboratories, simulation of practice and the Objective Structured Clinical Examination. However, to the authors' surprise and contrary to their initial expectations, the Nursing and Midwifery Council has not made these systems uniform or mandatory and so still has no way of ensuring all nurse training is producing safe nurses in the United Kingdom. The authors conclude that the untested educational ideology that brought root and branch change to nurse training in 1983 and which failed to produce nurses ,fit for practice and purpose' may still prevail. Relevance to clinical practice., The present paper demonstrates that United Kingdom nurse training still has no uniform and mandatory system in place to ensure, as far as is possible, that all registered nurses are clinically competent and safe to practice. [source] An exploratory study of web-enhanced learning in undergraduate nurse educationJOURNAL OF CLINICAL NURSING, Issue 12 2007BSc (Hons), Elizabeth A Mitchell MSc, PG Dip Ed Aim.,The aim of the study was to explore undergraduate nursing students' views of web-enhanced learning and to examine issues relating to their pattern of access to a rehabilitation nursing module website. Background.,As information technology is an integral component of western health care, all nurses are expected to have the necessary knowledge, skills and attitudes to be competent in its use. Methods.,In phase 1, a focus group interview was conducted with students (n = 6) who had not logged onto a similar module website. In phase 2, a questionnaire was administered to students undertaking the web-enhanced module. In phase 3, each student's (n = 231) pattern of access to the module was identified and compared with the student's performance as evidenced by their module assignment mark. Results.,Students held favourable attitudes towards web-enhanced learning but some students experienced difficulties. There was a significant positive association between the students' assignment mark and the number of times logged onto the module website. Significant negative correlations were found between mark and week of first log on, and week of first log on and number of hits onto the module site. This suggests that students who logged onto the module in the first few weeks were more likely to achieve higher marks. Conclusions.,This study's findings suggest that students who accessed the module website early and often were more likely to produce more comprehensive nursing assessments and consequently achieve higher assignment marks than their colleagues. Relevance to clinical practice.,The findings have relevance to all nurses as lifelong learning is a mandatory requirement for maintaining clinical competence and electronic learning can provide students (regardless of registration status) with the flexibility to gain access to course content at a time and place convenient to them. The role of electronic learning in promoting a more holistic nursing assessment is also discussed. [source] The times they are a changinJOURNAL OF NURSING MANAGEMENT, Issue 5 2009Cert Ed, MIKE THOMAS PhD Aim, A discussion paper outlining the potential for a multi-qualified health practitioner who has undertaken a programme of study incorporating the strengths of the specialist nurse with other professional routes. Background and rationale, The concept and the context of ,nursing' is wide and generalized across the healthcare spectrum with a huge number of practitioners in separate branches, specialities and sub-specialities. As a profession, nursing consists of different groups in alliance with each other. How different is the work of the mental health forensic expert from an acute interventionalist, or a nurse therapist, from a clinical expert in neurological deterioration? The alliance holds because of the way nurses are educated and culturalized into the profession, and the influence of the statutory bodies and the context of a historical nationalized health system. This paper discusses the potential for a new type of healthcare professional, one which pushes the intra- and inter-professional agenda towards multi-qualified staff who would be able to work across current care boundaries and be more flexible regarding future care delivery. In September 2003, the Nursing and Midwifery Council stated that there were ,more than 656 000 practitioners' on its register and proposed that from April 2004, there were new entry descriptors. Identifying such large numbers of practitioners across a wide range of specialities brings several areas of the profession into question. Above all else, it highlights how nursing has fought and gained recognition for specialisms and that through this, it may be argued client groups receive the best possible ,fit' for their needs, wants and demands. However, it also highlights deficits in certain disciplines of care, for example, in mental health and learning disabilities. We argue that a practitioner holding different professional qualifications would be in a position to provide a more holistic service to the client. Is there then a gap for a ,new breed' of practitioner; ,a hybrid' that can achieve a balanced care provision to reduce the stress of multiple visits and multiple explanations? Methods, Review of the literature but essentially informed by the authors personal vision relating to the future of health practitioner education. Implications for nursing management, This article is of significance for nurse managers as the future workforce and skill mix of both acute and community settings will be strongly influenced by the initial preregistration nurse education. [source] Competition or collaboration , the tensions within the purchaser provider relationship in nurse educationJOURNAL OF NURSING MANAGEMENT, Issue 3 2006LINDA M. BURKE BA Aims, To explore the nature of the relationship between purchasers and providers from the perspectives of the key individuals involved in healthcare education in the late 1990s. To discuss the lessons that can be learned for nursing from their experiences. Background, Although the findings illustrate experiences of individuals at a specific time, the issues that arise have implications for contemporary health care, as contract use is increasing and, with the introduction of foundation trusts, contracts may replace Service Level Agreements. Method, The design was qualitative and the methods used were policy analysis and interviews. Interviews were conducted with a national, purposive sample of 70 participants. Results, The key finding was the amount of variation in effectiveness of relationships. Many purchasers and providers formed strong partnerships but a number had fraught relationships , a situation perceived as detrimental to productive working. A significant issue for current healthcare was the reasons why relationships worked well in some institutions and were ineffective in others. Conclusions, There are a number of key lessons that can be learned about the nature of the relationship between purchasers and providers and applied to contemporary health care. Notably: ,,the value of clear policy aims; ,,the importance of context and history in shaping the relationship; ,,the necessity of ensuring that individuals involved have the ability and commitment to make the relationship work; ,,the need to view the contracting relationship as a dynamic ,project' that must be worked on; ,,the value of sharing good practice. [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] Undergraduate psychiatric nursing education at the crossroads in Ireland.JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 6 2006The generalist vs. specialist approach: towards a common foundation This paper provides a critical overview of undergraduate educational preparation for psychiatric nursing and proposes the use of a model, which may equip psychiatric nurses to adapt to current and future directions in psychiatric nursing practice. It contends that mental health nursing is a distinct scope of practice and as such requires specialty undergraduate education. A major difference between educational preparation for psychiatric nursing in the Republic of Ireland and the UK, and distinct from most other developed countries, is the existence of separate, specialized pre-registration programmes that, upon graduation, allow the nurse to register as a psychiatric nurse. In other countries such as, Australia, the integration of pre-registration nurse education into the university sector resulted in the wide-scale adoption of a generalist approach to nurse education. In light of the recent changes in pre-registration nursing education in Ireland, and the integration of nursing into higher-level education, this paper examines the generalist vs. specialist approach to nurse education. It contends that neither the generalist nor the specialist model best serve the nursing profession in preparing safe and competent practitioners. Rather, it argues that the use of a model which incorporates both generalist and specialist perspectives will help to redress the imbalance inherent in both of the existing approaches and promote a sense of unity in the profession without sacrificing the real strengths of specialization. Such a model will also facilitate psychiatric nurses to adapt to current and future directions in psychiatric nursing practice. [source] Organizing and delivering training for acute mental health services: a discussion paperJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2005P. E. BEE phd bsc Recent policy statements that address the quality of care provided by acute mental health services have highlighted an urgent need for specialist nurse education and training. However, examples of how to design and implement such training initiatives are sparse. Drawing on recent experience of developing an innovative training programme for acute psychiatric settings, this paper seeks to examine some of the key issues associated with current training provision for acute inpatient mental health workers. The methodological and practical concerns surrounding this type of initiative are discussed with the main aspects of programme content, service user participation, team training and organizational challenges being explored. Resulting from this work, several recommendations regarding the content, organization and delivery of future training initiatives are made. [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] Pedagogy, power and service user involvementJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 1 2004A. FELTON mn rn (mental health) This paper explores mental health nurse educators' perceptions of the involvement of service users in preregistration nurse education. The idea for the study was developed from a local group of people including service users, lecturers and students committed to finding ways to develop service user involvement in education. This qualitative study uses semi-structured interviews to explore participants' perceptions in depth. Five lecturers who teach on the diploma programme based at a large teaching hospital were interviewed. The results suggest that the current situation of involving service users at the research site was ineffective. The concepts of ,role' and power relationships were used to explore the reasons for this. The development of service user involvement in education is complex and requires further research. [source] From ,part of,' to ,partnership': the changing relationship between nurse education and the National Health ServiceNURSING INQUIRY, Issue 3 2010Karen Gillett GILLETT K,. Nursing Inquiry 2010; 17: 197,207 From ,part of,' to ,partnership': the changing relationship between nurse education and the National Health Service Worldwide, many countries have moved towards incorporating nurse education into the higher education sector and this inevitably has implications for the relationship between nurse education providers and local health service providers. This study explores the changes to the relationship in the UK between nurse education providers and the UK National Health Service over the past 20 years and demonstrates how two political ideologies have been central to those changes. The two ideologies of interest are the introduction of internal markets to the National Health Service by the Conservative government at the end of the 1980s and the New Labour response to the fragmentation of public services caused by Conservative neoliberal policy, which was to introduce the notion of ,partnership working'. This study reviews the wider debate around partnership policy and applies that debate to evaluate the way that nurse education providers and the National Health Service are working in partnership to provide clinical practice placements for nursing students. [source] Mobilizing Foucault: history, subjectivity and autonomous learners in nurse educationNURSING INQUIRY, Issue 4 2008Chris Darbyshire In the past 20, years the impact of progressive educational theories have become influential in nurse education particularly in relation to partnership and empowerment between lecturers and students and the development of student autonomy. The introduction of these progressive theories was in response to the criticisms that nurse education was characterized by hierarchical and asymmetrical power relationships between lecturers and students that encouraged rote learning and stifled student autonomy. This article explores how the work of Michel Foucault can be mobilized to think about autonomy in three different yet overlapping ways: as a historical event; as a discursive practice; and as part of an overall strategy to produce a specific student subject position. The implications for educational practice are that, rather than a site where students are empowered, nurse education is both a factory and a laboratory where new subjectivities are continually being constructed. This suggests that empowering practices and disciplinary practices uneasily co-exist. Critical reflection needs to be directed not only at structural dimensions of power but also on ourselves as students and lecturers by asking a Foucauldian question: How are you interested in autonomy? [source] Understanding clinical expertise: Nurse education, experience, and the hospital context,RESEARCH IN NURSING & HEALTH, Issue 4 2010Matthew 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] Rural generalist nurses' perceptions of the effectiveness of their therapeutic interventions for patients with mental illnessAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 4 2005Chanelle Clark Abstract Objective:,To explore generalist nurses' perceptions of their efficacy in caring for mentally ill clients in rural and remote settings, and their educational needs in the area of mental health care. Design:,A self-administered questionnaire adapted from the Mental Health Problems Perception Questionnaire; a Likert scale used to rate the perceptions of nursing staff of their own ability to adequately treat and care for patients experiencing mental illness. Setting:,The Roma and Charleville Health Service Districts, Queensland, Australia. Subjects:,Nurses (Registered Nurses, Assistants in Nursing and Enrolled Nurses) in the Roma and Charleville health service districts (n = 163). Main outcome measures:,Generalist nurses' perceptions regarding their therapeutic commitment, role competency and role support. Results:,Seventy per cent of respondents indicated that limited knowledge of mental health problems was an issue preventing nursing staff in rural and remote settings from providing optimum care to patients with mental illness. Twenty-nine per cent of respondents indicated that they had never received or undertaken training or education in relation to the care, treatment or assessment of patients with mental illness. Conclusion:,Rural nurses do not feel competent, nor adequately supported, to deal with patients with mental health problems. In addition, the nurses' education and ongoing training do not adequately prepare them for this sphere. [source] | ||||||||||