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Nursing Schools (nursing + school)
Selected AbstractsThe world's first secular autonomous nursing school against the power of the churchesNURSING INQUIRY, Issue 2 2010Michel Nadot NADOT M. Nursing Inquiry 2010; 17: 118,127 The world's first secular autonomous nursing school against the power of the churches Secular healthcare practices were standardized well before the churches' established their influence over the nursing profession. Indeed, such practices, resting on the tripartite axiom of domus, familia, hominem, were already established in hospitals during the middle ages. It was not until the last third of the eighteenth century that the Catholic Church imposed its culture on secular health institutions; the Protestant church followed suit in 1836. In reaction to the encroachment of religious orders on civil society and the amalgam of religious denominations favored, for example, by the devout Florence Nightingale (supported, in 1854, by Sir Sidney Herbert, the influential Puseyite), it is on 20 July 1859 that the great Swiss nineteenth century pedagogue and recipient of the Académie française Gold Medal, Valérie de Gasparin-Boissier (1813,94), proposed a model of secular healthcare training for nurses that would become a counter-model set in opposition to religious health institutions. Forerunner of later schools, the world's first secular autonomous Nursing School was founded in Lausanne, Switzerland. Its mission was to bring decisive changes to the statutes of nurses' training, which were then still based on six principles not far removed from those of religious communities at the time: commitment for life, the Rule of St Augustine, obedience, celibacy, the renouncement of salary, and the uniform. [source] The establishment of an academic nursing faculty: action research in IsraelINTERNATIONAL NURSING REVIEW, Issue 3 2009D. Arieli phd Aim:, The aim of this paper is twofold: to conceptualize tensions related to the academization of nursing, and to analyse a case study, describing how such tensions were dealt with in the process of establishing a new nursing department. Background:, This paper represents the first stage of a case study of the transformation of a hospital-based nursing school into an academic programme, carried out as a joint venture between a local hospital school and a college in northern Israel. Methods:, This paper is based on action research. The participants were 19 members of the new academic faculty and 3 members of an action research center. Findings:, The three inter-related tensions surfaced in the research process are: (1) the status of nursing and nurses, (2) the role of research and critical thinking in nursing education and practice, and (3) the characteristics of students, who should enrol in and graduate from nursing programmes, or in other words, the character of the ,ideal nurse'. Conclusions:, An action research process enables new teams to put tensions on the table so they can be openly addressed through ongoing reflection, inquiry, learning, evaluation and redesign. [source] Acculturation and socialization: voices of internationally educated nurses in OntarioINTERNATIONAL NURSING REVIEW, Issue 2 2007A. Sochan rn Background:, This paper describes a study that explores the experiences of internationally educated nurses (IENs) in their efforts to gain entry to practice as Registered Nurses (RNs) in the province of Ontario, Canada. Aim:, The aim was to uncover, in part, the issues related to professional nursing credentialling. Methods:, This study was guided by a biographical narrative (qualitative) research methodology. A convenience sample of 12 IEN students volunteered for this study representing the Philippines, Mainland China, Korea, Ukraine and India. Findings:, The findings were that the IENs progress through a three-phase journey in their quest for licensure in Ontario. These phases include: (1) hope , wanting the Canadian dream of becoming an RN in Ontario; (2) disillusionment , discovering that their home-country nursing qualifications do not meet Ontario RN entry to practice; and (3) navigating disillusionment , living the redefined Canadian dream by returning to nursing school to upgrade their nursing qualifications. Conclusions:, Professional regulatory nursing bodies and nursing educators, as well as practising nurses, must be aware of the potentially confusing and unpleasant processes IENs go through as they qualify for the privilege of practising nursing in Ontario. [source] Centennial history and leadership of College of Nursing, Yonsei UniversityJAPAN JOURNAL OF NURSING SCIENCE, Issue 2 2006Chung Yul LEE Abstract In 2006, the College of Nursing, Yonsei University, celerated its centennial history as being the first formal nursing education institution that has been producing graduates every year in Korea since 1906. The purpose of this paper was to illustrate the contribution to nursing education, nursing and health policy, international participation, and nursing leadership of the college. Based its contribution, the college can be recognized as the leading nursing school in South Korea, leading Korean nursing throughout the 20th century. [source] Organizational culture in nursing schools in Turkey: faculty members' perspectivesINTERNATIONAL NURSING REVIEW, Issue 3 2009F. Kantek rn Background:, Among the benefits of examining an organization's culture are the opportunity to understand the basic mechanisms of the institutional and structural procedures, to determine the need for change and to ensure the development and satisfaction of the faculty members. Aim:, To determine the perceptions of faculty members of organizational culture at nursing schools in Turkey and to examine different perceptions in relation to demographic variables. Method:, The study was conducted with 180 faculty members from seven nursing schools in state universities located in different geographical regions of Turkey that granted permission for the study. All faculty members in these schools with at least 1 year of institutional experience were included in the research. No sampling was required. A demographic information form and an organizational culture scale were used as data collection materials. The organizational culture scale contains 30 items and resolves the organizational culture in three dimensions. The minimum score obtained was 1 and the maximum was 5. Findings:, The mean score for faculty members' in total scale was 3.40 (SD = 0.68), while it was 3.26 (SD = 0.77) for the management style dimension, 3.39 (SD = 0.73) for the organizational commitment/relations dimension and 3.68 (SD = 0.73) for the student-oriented dimension. There was no statistical difference between the perception of organizational culture and work experience at the institution, marital status or educational status, but there were differences in age, number of years in the profession and academic titles. Conclusion:, It was found that strong perceptions have been established in nursing schools in regard to student-oriented practices, and that groups consisting of senior academic personnel and experienced academicians are considered to be better at perceiving the importance of the organizational culture. The administrators are recommended to promote policies to enhance the participation in decision-making processes and regularly monitor the cultural changes in the organization. [source] Undergraduate occupational health nursing education in Turkey: a national surveyINTERNATIONAL NURSING REVIEW, Issue 2 2008M.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] Dundee Ready Education Environment Measure: psychometric testing with Chinese nursing studentsJOURNAL OF ADVANCED NURSING, Issue 12 2009Jian Wang Abstract Title.,Dundee Ready Education Environment Measure: psychometric testing with Chinese nursing students. Aim., This paper is a report of the psychometric testing of the Dundee Ready Education Environment Measure with Chinese nursing students. Background., Although the Dundee Ready Education Environment Measure has been widely used to measure educational environments in the healthcare professions, no psychometric evaluation of the measure with Chinese nursing students has been reported. Method., Data from 214 nursing students were collected during a 2-month period between December, 2004 and January, 2005. Exploratory factor analysis, internal consistency reliability and Cronbach's alpha were examined. Results., Five factors were found by principal components analysis with Oblimin with Kaiser Normalization rotation. The original factor names were maintained, but items in each factor changed. These five factors all achieved eigenvalues >1, and in total accounted for 52·186% of the variance. Cronbach's alpha ranged from 0·623 to 0·9 across factors, with an overall alpha of 0·949. Conclusion., The Chinese version of the Dundee Ready Education Environment Measure could be a valuable measurement for nursing educators in professional development programmes and nursing curriculum design. Further studies need in different Chinese nursing schools and larger sample sizes to be conducted to validate its stability and factor structure. [source] Evidence-based practice-focused interactive teaching strategy: a controlled studyJOURNAL OF ADVANCED NURSING, Issue 6 2009Son C. Kim Abstract Title.,Evidence-based practice-focused interactive teaching strategy: a controlled study. Aim., This paper is a report of a study to evaluate the effectiveness of the evidence-based practice (EBP)-focused interactive teaching (E-FIT) strategy. Background., Although EBP is a mandatory competency for all healthcare professionals, little is known about the effectiveness of E-FIT in nursing. Methods., A quasi-experimental, controlled, pre- and post-test study involving senior, 4th-year nursing students (N = 208) at two nursing schools in the USA was carried out from August 2007 to May 2008. The experimental group (n = 88) received the E-FIT strategy intervention and the control group (n = 120) received standard teaching. A Knowledge, Attitudes and Behaviors Questionnaire for Evidence-Based Practice was used to assess the effectiveness of the E-FIT strategy. Results., Independent t -tests showed that the experimental group had statistically significant higher post-test Evidence-Based Practice Knowledge (mean difference = 0·25; P = 0·001) and Evidence-Based Practice Use (mean difference = 0·26; P = 0·015) subscale scores compared to the control group, but showed no statistically significant differences in Attitudes toward Evidence-Based Practice and Future Use of Evidence-Based Practice (mean difference = ,0·12; P = 0·398 and mean difference = 0·13; P = 0·255 respectively). Hierarchical multiple regression analyses of the post-test data indicated that the intervention explained 7·6% and 5·1% of variance in Evidence-Based Practice Knowledge and Evidence-Based Practice Use respectively. Conclusion., The EBP-focused interactive teaching strategy was effective in improving the knowledge and use of EBP among nursing students but not attitudes toward or future use of EBP. [source] The effectiveness of an educational programme for nursing students on developing competence in the provision of spiritual careJOURNAL OF CLINICAL NURSING, Issue 20 2008René Van Leeuwen Aim., To determine the effects of a course for nursing students on developing competence in spiritual care and the factors that might influence the effects. Background., Studies suggest that role preparation in nursing for spiritual care is poor. For the assessment of competence, few or no explicit competency framework or assessment tools seemed to be used. Design., Quasi-experimental crossover design (pre,post-test). Method., The subjects were students from Christian nursing schools in the Netherlands (n = 97). The intervention consisted of a course in spiritual care. Competencies were measured with an assessment tool, the Spiritual Care Competence Scale. Data were analysed by t -test procedures (paired-samples t -test). At T1 vignettes were added to assess the quality of the students' own analyses. These data were analysed by a Mann,Whitney test. Regression analyses were performed on the influence of student characteristics on the subscales of the assessment tool. Results., Ninety-seven students participated in this study. Analysis showed statistically significant changes in scores on three subscales of the Spiritual Care Competence Scale between groups (T1) and over time for the whole cohort of students on all subscales (T2). Clinical placement showed as a negative predictor for three subscales of the Spiritual Care Competence Scale. Experience in spiritual care and a holistic vision of nursing both showed as positive predictors on certain competencies. A statistically significant difference was observed between groups in the student analysis of a vignette with explicit spiritual content. Conclusions., The outcomes raise questions about the content of education in spiritual care, the measurement of competencies and the factors that influence competency development. Relevance to clinical practice., The results provide nurse educators with insight into the effects of education in spiritual care on students' competencies and help them consider a systematic place for spiritual care within the nursing curriculum. [source] The spectrum of barriers to and facilitators of research utilization in Iranian nursingJOURNAL OF CLINICAL NURSING, Issue 16 2008Neda Mehrdad MSN Aim., The focus of the study is the identification of barriers to and facilitators of research utilization in nursing practice from the perspective of Iranian nurses. Background., In Iran, research utilization is a new phenomenon thus our knowledge with regard to those factors that promote or discourage research use is limited. No overall picture of the state of research utilization in Iran therefore exists. Method., A descriptive design is used. The questionnaire was distributed to 410 nurses from educational hospitals and nursing schools affiliated with Tehran Medical Sciences University in Iran. Results., The major barriers to research utilization were that the nurses do not have time to read research; facilities are inadequate for implementation; and nurses do not feel they have enough authority to change patient care procedures. Findings revealed a number of facilitators which were categorised into two main groups of human resources and individual/organisational factors. Conclusion., The healthcare system in Iran does not provide the incentive for nurses to engage in research or to avail themselves of research findings. Also, time is the major issue owing to a nursing shortage. If research utilization is to increase in Iran, therefore, the most important organisational change that needs to occur is the provision of available facilities for nurses to use research evidence. Relevance to clinical practice., Key factors that need attention in implementing research results into practice are suggested. Clearly, identification of barriers and facilitators is useful potentially to overcome barriers and enforce facilitators and this could ultimately improve nursing practice. [source] Study of Gerontological Nursing CurriculumNURSING & HEALTH SCIENCES, Issue 3 2002S.J. Chon The purpose of this study was: (i) to survey the present status of the gerontological nursing course in 3-year diploma programs, baccalaureate degree programs (BSN), and graduate programs in Korea; and (ii) to analyze the contents of the syllabus, credits, clinical practise, and gerontological nursing textbooks used within these programs, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Primary data were collected from all the nursing programs in Korea, from November 2000 to February 2001, by way of mail and fax. Data on the detailed contents of the gerontological nursing curriculum were collected from those programs that had a gerontological nursing course. The results of the study revealed that 36 diploma programs (58%), 40 BSN (80%), and 17 graduate programs (63%) offered gerontological nursing courses. The credits of the gerontological nursing course offered, by program, were found to be: one credit (10 diploma programs, eight BSN programs), two credits (22 diploma programs, 29 BSN programs) and three credits (one BSN program). The gerontological nursing courses were found to be taught mostly by adult health nursing professors. The contents of gerontological nursing curricula were analyzed by comparison with the core curriculum of NGNA. The majority of the nursing schools were found to include the following: gerontological nursing in general; theory of aging; aging processes; care plan options; and common health problems. Legal/ethical issues; evaluation; regulatory and reimbursement issues; education issues; nursing research in gerontology; and environment issues of older adults were not covered in most of the programs. Differences were noted between ADN, BSN, and graduate school curricula. However, similar curriculum contents were found among the undergraduate programs, suggesting that these curricula used gerontological nursing textbooks as references. [source] Soy, fat and other dietary factors in relation to premenstrual symptoms in Japanese womenBJOG : AN INTERNATIONAL JOURNAL OF OBSTETRICS & GYNAECOLOGY, Issue 6 2004Chisato Nagata Objective To evaluate the relations of intakes of soy, fat and other dietary components to premenstrual symptoms. Design Cross sectional study. Setting Three colleges and two nursing schools. Population One hundred and eighty-nine Japanese women aged 19 to 34 years. Methods Intakes of nutrients and foods, including soy products and isoflavones, were estimated by a semiquantitative food frequency questionnaire. Change in menstrual cycle symptoms were assessed by the Moos Menstrual Distress Questionnaire (MDQ). Main outcome measures Spearman rank correlation of soy and other dietary factors with changes in MDQ scores between the follicular and the premenstrual phases after controlling for age, marital status, exercise, smoking status, age at menarche and number of days of bleeding. Results Neither soy product nor isoflavone intake was significantly associated with change in MDQ score in the premenstrual phase. Intakes of total, saturated and monounsaturated fats were significantly correlated with change in scores for total MDQ and subscale ,pain' in the premenstrual phase after controlling for the covariates. Intake of cereals/potatoes/starches was significantly inversely correlated with a change in total MDQ score in the premenstrual phase. Conclusions High intake of fats and low intake of foods with high concentration of carbohydrate may be associated with premenstrual symptoms. [source] | ||||||||||