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Baccalaureate Nursing Students (baccalaureate + nursing_student)
Selected AbstractsAn Active Learning Experience in Health Policy for Baccalaureate Nursing StudentsPUBLIC HEALTH NURSING, Issue 5 2004Mary E. Byrd R.N., Ph.D. Abstract Nurses have the potential to promote the public's health through active involvement in shaping health and social policy. Preparing nursing students to influence public policy is a major component of the curriculum in public/community health nursing. A series of learning experiences was designed to engage students in this process. First, students participate in information sessions at the State Health Department and the State House. This provides them with opportunities to engage in dialogue with public health leaders as well as advocates from both professional organizations and community groups. Next, students identify the legislators who represent them in the community and write a narrative that describes the legislators' interest and commitment to health-related legislation. Lastly, students work in clinical groups to analyze a public health problem that can be addressed through public policy interventions. This has led to the students testifying at legislative hearings and working with community groups involved with the issue. The students present their findings to their peers and to the wider college community. Through these learning experiences, students gain practical experience in understanding the political process that leads to important policy change. This in turn prepares them for their roles as professional nurses and involved citizens. [source] Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competenciesJOURNAL OF ADVANCED NURSING, Issue 11 2009Li-Ling Hsu Abstract Title.,Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competencies. Aim. This paper is a report of a study to test the psychometric properties of the Self-Evaluated Core Competencies Scale for baccalaureate nursing students. Background. Baccalaureate nursing students receive basic nursing education and continue to build competency in practice settings after graduation. Nursing students today face great challenges. Society demands analytic, critical, reflective and transformative attitudes from graduates. It also demands that institutions of higher education take the responsibility to encourage students, through academic work, to acquire knowledge and skills that meet the needs of the modern workplace, which favours highly skilled and qualified workers. Methods. A survey of 802 senior nursing students in their last semester at college or university was conducted in Taiwan in 2007 using the Self-Evaluated Core Competencies Scale. Half of the participants were randomly assigned either to principal components analysis with varimax rotation or confirmatory factor analysis. Results. Principal components analysis revealed two components of core competencies that were named as humanity/responsibility and cognitive/performance. The initial model of confirmatory factor analysis was then converged to an acceptable solution but did not show a good fit; however, the final model of confirmatory factor analysis was converged to an acceptable solution with acceptable fit. The final model has two components, namely humanity/responsibility and cognitive/performance. Both components have four indicators. In addition, six indicators have their correlated measurement errors. Conclusion. Self-Evaluated Core Competencies Scale could be used to assess the core competencies of undergraduate nursing students. In addition, it should be used as a teaching guide to increase students' competencies to ensure quality patient care in hospitals. [source] Critical thinking dispositions in baccalaureate nursing studentsJOURNAL OF ADVANCED NURSING, Issue 2 2006Kyung Rim Shin EdD RN FAAN Aim., This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Background., Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. Methods., A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. Results., There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7·54, P = 0·0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0·0194, 0·0041, 0·0044). Conclusion., Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture. [source] Putting the pieces together: teaching undergraduate research from a theoretical perspectiveJOURNAL OF ADVANCED NURSING, Issue 4 2003Marjorie C. Dobratz DNSc RN Problem/purpose.,Baccalaureate graduates are expected to utilize research across a wide variety of practice settings. While the literature reports a variety of teaching approaches, few studies examine baccalaureate students' comprehension of research content. Teaching techniques that focus on a conceptual or theoretical approach may foster research comprehension. Therefore, the purpose of this paper is to evaluate teaching/learning outcomes of an undergraduate nursing research course designed from a conceptual or theoretical approach. Procedure/findings.,Two classes of senior baccalaureate nursing students (n = 47) at a private institution, whose curriculum was based on the Roy adaptation model, were surveyed in 1990 and 1991 at the end of their undergraduate research course. The survey tool consisted of seven three-point Likert scale questions, four open-ended questions, and one unstructured comment. Findings showed that 72% strongly agreed that they would continue to read nursing articles in their practice field, 57% disagreed that they were intimidated by research language, and 55% agreed that they trusted their ability to use and utilize nursing research in practice. The most helpful learning activity was the research critique (34%) followed by group work (28%). The support of the teacher and Instructor's use of own research examples was also seen as most helpful (36%), while abstract cards (8%) were least helpful. Nonetheless, 23% requested more group activities, 13% wanted more class examples, and 11% asked for more time to comprehend definitions. Implications.,Students who approached research from the perspective of a nursing conceptual framework indicated that they put the pieces of the research puzzle together by working in groups, being supported by the Instructor, and learning from a variety of teaching methods. [source] The effect of psychological and educational counselling in reducing anxiety in nursing studentsJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 4 2004F. SHARIF rn msc phd A quasi-experimental pre-, post-test, follow-up and control group design was used to investigate the effect of psychological and educational counselling in reducing anxiety in nursing students. The research study used methodological triangulation, involving the use of structured data collection techniques such as standardized questionnaires and semi-structured focus groups. Focus groups were used to provide greater insight regarding the student's opinions. The sample consisted of 100 second- and fourth-year baccalaureate nursing students from the Faculty of Nursing at Shiraz University of Medical Sciences, Iran. They were randomly assigned to either an experimental group (n = 50) or a control group (n = 50). The experimental group received a 12-week intervention programme. Quantitative analysis of data was undertaken using t -test and analysis of variance for repeated measures to test differences between and within groups. The results indicated that from pre- to post-test there was no statistically significant reduction in anxiety between groups, but there was a statistically significant reduction in anxiety after one semester (in the follow-up). Student self-esteem was increased significantly from pre- to post-test. This increase was statistically significant and remained the same in follow-up. A statistically significant difference was seen in the student grade point average from pre-test to follow-up in the experimental group but not for the control group. The implementation of an intervention programme reduced their anxiety, increased their self-esteem and improved their grade point average over time. [source] Developing Political Competence: A Comparative Study Across DisciplinesPUBLIC HEALTH NURSING, Issue 4 2001Joanne W Rains D.N.S. Political activism is one way that nurses care for individuals and communities, and intervene in the broad range of socioeconomic factors influencing health. Though policy advocacy is a core public health function and a valuable nursing activity, the process of acquiring requisite skills and attitudes for political involvement is not often explored. What crucial experiences enfranchise nursing students toward future policy involvement? What is the student journey toward political competence? Do nursing students vary from students of other disciplines in this process? In-depth interviews were conducted with baccalaureate nursing students and political science students who were near graduation. Content analysis of interview transcripts revealed several themes. Despite rich examples of activism, nursing students viewed public policy as a barrier, and did not see connections between the personal, professional, and political. Nursing seemed grounded in application and service, demonstrating by involvement that they could "walk the walk." Political science involvement originated in theory, and resulted in more articulate discourse on the subject: they could "talk the talk." The data suggest a need for interdisciplinary dialogue, faculty modelling of political competence, opportunities for students to realize personal, professional, and political connections, and a concern of socialization in the context of global citizenship. [source] | ||||||||||