Australian Nursing Students Research Articles

Can Nursing Students Practice What Is Preached? Factors Impacting Graduating Nurses' Abilities and Achievement to Apply Evidence‐Based Practices

In order to meet national Australian nursing registration requisites, nurses need to meet competency requirements for evidence-based practices (EBPs). A hypothetical model was formulated to explore factors that influenced Australian nursing students' ability and achievement to understand and employ EBPs related to health care provision. A nonexperimental, descriptive survey method was used to identify self-reported EBP efficacy estimates of 375 completing undergraduate nursing students. Factors influencing participants' self-rated EBP abilities were validated by Rasch analysis and then modeled using the partial least squares analysis (PLS Path) program. Graduating nursing students' ability to understand and apply EBPs for clinical improvement can be directly and indirectly predicted by eight variables including their understanding in the analysis, critique and synthesis of clinically based nursing research, their ability to communicate research to others and whether they had actually witnessed other staff delivering EBP. Forty-one percent of the variance in the nursing students' self-rated EBP efficacy scores is able to be accounted for by this model. Previous exposure to EBP studies facilitates participants' confidence with EBP, particularly with concurrent clinical EBP experiences.

Experiences of Australian and New Zealand new nursing and midwifery graduates looking for employment.

The aim of this research is to describe the experiences of Australian and New Zealand nursing and midwifery students looking for employment after graduation. This qualitative study draws from 2008, 2009 and 2010 responses provided by 197 recently graduated Australian and New Zealand nurses and midwives to, Describe your experiences gaining employment as a nurse or midwife after graduation. Two themes were inductively derived, Taking what you can get and I had a job lined up. Within the taking what you can get theme, respondents efforts to gain employment as a nurse or midwife after graduation were challenged by limited choices round the type of clinical practice available and/or job insecurity. In contrast, for respondents in the I had a job lined up theme, employment after graduation was linked to job offers during student's clinical placements and/or hospitals where they completed their final practicum. Understanding and better facilitating the transition of new nurse/midwife graduates to healthcare institutions are vitally important to sustaining the nursing workforce.

Self-medication practices among undergraduate nursing and midwifery students in Australia: a cross-sectional study

Background: Self-medication is a global phenomenon and a major form of self-care. Objectives: To explore the self-medication practices of Australian nursing and midwifery students. Methods: An online questionnaire that examined the prevalence of self-medication, reasons for self-medication, medications consumed and medication knowledge was distributed to student nurses and midwives at one university in Victoria, Australia. Data were collected between February and May 2014. Results: Self-medication practices were reported in 91.7% (n = 110) of students. Students reported the main reason for self-medication was to play an active role in their health. The incidence of stress was high (n = 82, 74.5%), along with back pain (n = 84, 76.4%) and nearly half the students (n = 46, 42.2%) reported using antibiotics that were prescribed for a previous health problem. Conclusion: Self-medication practices were common in this student cohort and some results give rise to concern for the general wellbeing of our future nursing and midwifery workforce.

Australian nursing students' stories of end-of-life care simulation.

Because nurses are at the forefront of end-of-life care, it is imperative that nursing students are prepared for this role upon graduation. Research suggests that many nursing students are unprepared to deliver compassionate and quality end-of-life care. There have been many attempts to address this need; one emerging method is end-of-life care simulation. This paper explores the experiences of 18 undergraduate nursing students of end-of-life care simulation. Participants' stories were obtained via observation during end-of-life care simulation, audio-recorded post simulation debriefing, and semi-structured interviews. Using Clandinin and Connolly's three dimensions of Narrative Inquiry (temporality, spatiality, and sociality) participants' stories reflected convergence of time, place, and person. Findings revealed three distinct plotlines along a time continuum, specifically surrounding time of death: (i) "The privilege of end-of-life care;" (ii) "Witnessing death as surreal;" and (iii) "The honor of providing after-death care." Participants' narratives suggest that end-of-life care simulation is an important means of preparing students for clinical end-of-life care experiences. This has implications for nursing educators wishing to consider simulation in end-of-life care education.

Australian nursing students’ experience of bullying and/or harassment during clinical placement

Summary Bullying and harassment in nursing are unacceptable behaviours in the workplace. There is a large body of evidence relating this problem, however little of it focuses on the experiences of nursing students. This prospective cross-sectional survey investigated Australian undergraduate nursing students' (N=888) experiences of bullying and/or harassment during clinical placement. Half (50.1%) of the students indicated they had experienced this behaviour in the previous 12 months. Younger students were more likely to be bullied/harassed than older students (p=0.05). Participants identified perpetrators of bullying/harassment as registered nurses (56.6%), patients (37.4%), enrolled nurse's (36.4%), clinical facilitators (25.9%), preceptors (24.6%), nurse managers (22.8%) and other student nurses (11.8%). The majority of students reported that the experience of being bullied/harassed made them feel anxious (71.5%) and depressed (53.6%). Almost a third of students (32.8%) indicated that these experiences negatively affected the standard of care they provided to patients with many (46.9%) reconsidering nursing as their intended career. In the face of workforce attrition in nursing, the findings of this study have implications for education providers, clinical institutions and the profession at large.

Transition to practice programs: What Australian and New Zealand nursing and midwifery graduates said. A Graduate eCohort Sub-Study

Summary Aim To describe what Australian and New Zealand graduates said about the Nurse Entry to Practice program. Background The Nurse Entry to Practice is a structured programme that offers professional and educational support for graduate nurses in their first year of practice. Method The qualitative research described and reported herein constitutes a sub-study of the Graduate e-Cohort Study. This qualitative sub-study describes the responses to one on-line survey question offered in 2013 which asked about issues around gaining employment. Only those responses related to the Nurse Entry to Practice program by 197 recently graduated Australian and New Zealand nursing and midwifery students as they transitioned into professional practice are presented. Results Graduates looking for jobs in the year 2009 and 2010 were positive about their uptake of a Nurse Entry to Practice program. At the time the programs were a viable and plentiful option in which the graduate could take a program associated with a final undergraduate clinical placement. This resulted in these graduates remaining in the ward or organisation where the program was undertaken. This consequence was reported more widely by 2008 graduates, 2009 graduates from New Zealand but was not reported at all by 2010 graduates. Nurses or midwives looking for a job in 2011 reported less on a Nurse Entry to Practice program and when they did they indicated that the program was hard to get into. Conclusion This research offers educators, employers and administrators insights into improving the transition experience for recently graduated nurses and midwives.

The implementation of innovative initiatives to enhance distance learning for Australian undergraduate nursing and midwifery students

Providing distance education students with different modes of study and interactive online learning resources has become an increasingly important part of nursing and midwifery higher education. In 2006, the number of students enrolled ‘externally’ in a compulsory foundation course (anatomy and physiology) comprised 38% of the total cohort of students (this percentage is three times the Australian HE standard for students studying externally). In response to student feedback and ongoing critical reflection a number of factors were identified that led to student dissatisfaction as well as a lower retention rate compared to the on-campus cohort. External students also reported anxiety about studying in an online environment, returning to study and study workload. In order to overcome these anxieties, provide support and assist with student retention and satisfaction, a number of innovative learning initiatives using emerging educational tools and technologies were developed and implemented. This paper discusses the results of both the early and more recent initiatives introduced into a course that was initially designed for only face-to-face students but has since been redesigned to include and support the unique needs of the external learner.

Learning in primary health care settings: Australian undergraduate nursing students’ perspectives

Objective: Primary based health care is increasing. While student clinical placements in primary health care are not new, little is known about what students can learn and there is little evidence around the value they add to overall clinical learning. This study explored undergraduate nursing students’ experiences of learning in two primary health care settings: general practice and Royal District Nursing Service. Design: A qualitative design using semi-structured interviews and focus groups was chosen. Data were analysed thematically. Methods: Nine undergraduate students undertook voluntary one-week placements in each of general practice and district nursing. Following completion of placements, students were interviewed about their placement experiences and focus groups were undertaken with the nurses involved in the study from both the GP setting and District Nursing setting. Results: Three key themes emerged: broadened perspectives, where students’ initial perceptions of primary health nursing were challenged; skills development, with students receiving opportunities to consolidate previously learned skills alongside new skills to be acquired; and contexts of care, enabling students to see the bigger picture of health care delivery, beyond what is delivered in acute settings. Conclusions: Nursing students need to be exposed to expanded settings of care in order to fully appreciate autonomous primary health care nursing roles and gain understandings of how this links to care in the acute care setting. Primary health care based placements are also a vital component in workforce planning exposing careers in this setting as sustainable, viable and highly rewarding.

Barriers and enablers to learning during team-based clinical simulations: Reflective interviews with final year undergraduate nursing students

800x600 Background: Contemporary approaches to clinical simulation can enhance educational outcomes. However, simulation approaches do have limitations with possible compromises for learning and teaching. This paper aims to identify barriers and enablers to learning in simulated clinical settings. Methods: A generic qualitative design was applied. Semi-structured group video debriefing interviews were held with Australian final-year nursing students who completed three patient deterioration scenarios with a standardized patient. Audio-recorded interviews were transcribed and analysed to identify emergent themes. Results: Interviews with 15 teams of three students (n = 45) from three universities were analysed. Learning enablers were ‘Realism of the simulated environment’; ‘Practicing: we should do this at uni’; ‘Learning from reflection and expert feedback’, and ‘How to become competent: know the gaps’. Barriers to learning included ‘Increased stress from inexperience; ‘Expectations when pretending’ and ‘Lack of assistance’. Skills practice in team-based settings with applicable reflection and debriefing was regarded as beneficial. Simulated patients enhanced fidelity but were unable to replicate actual clinical signs. High stress levels were perceived as a barrier to learning. Conclusions: Applicably designed high fidelity simulations with video-based reflective review offer repeated rehearsal of clinical situations to enable learning. This educational strategy may reduce the time it takes undergraduate students to reach competency. Normal 0 7.8 磅 0 2 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4

Qualitative understanding of an international learning experience: What Australian undergraduate nurses and midwives said about a Cambodia placement?

The aim of this study is to report the experiences of three groups of Australian undergraduate nursing and midwifery students undertaking an international learning experience in Cambodia. Relying on an interpretative research design using qualitative content analysis, data were drawn from a sub-group of undergraduate third-year bachelor and dual degree nursing/midwifery students at a Queensland university, Australia. Students from a clinical placement in Siem Reap, Cambodia for a 4-week period in the January of 2010-2012 completed a formal expression of interest, and at three time intervals a questionnaire comprising open-ended questions. The evaluation by the undergraduate nursing/midwifery students of the clinical experience in Cambodia is understood through two core themes: global citizen/better citizen, personal/professional development. The findings have implications for university curriculum developers interested in the internationalization of nursing and midwifery programmes to ensure students are well equipped to practice in diverse multicultural and global health systems.

Why nursing? Applying a socio‐ecological framework to study career choices of double degree nursing students and graduates

To report a study that investigated the career development, aspirations, and choices of undergraduate students and graduates of nursing double degree programmes. Over one-third of Australian undergraduate nursing students study by double degree mode. Their career destinations will have an impact on the availability of graduates in a time of nursing shortages, but little is known about why nursing students choose double degrees or take up a career in nursing vs. the other specialization. A qualitative study using two longitudinal methods. The study was conducted in 2008-2009 with 68 participants from an Australian regional university offering double degrees in nursing. A time series method involved interviews with 12 first year students followed by focus group interviews with 22 final year students. A longitudinal method involved repeated interviews with 34 graduates. Interview transcripts were analysed thematically. Enrolment in a double degree was influenced by advice from significant others; previous experiences of health care; and the anticipated rewards associated with a choice of two careers. Career development and decisions of undergraduates were influenced by intrinsic and extrinsic rewards distinctive to each area of specialization and marketing and job availability. For graduates, the impact of workplace experiences such as prior practicums and past and present workplace support were foremost. This study provides previously unknown information about double degree nursing students' and graduates' career development and career choices over time. A socio-ecological framework adapted to nursing enabled a broad understanding of the many environments and contexts that confirm or discourage a nursing career.

Utilising culturally congruent strategies to enhance recruitment and retention of Australian indigenous nursing students.

Recruitment and retention of Aboriginal and Torres Strait Islander (ATSI) nursing students has been the concern of many faculties of nursing across Australia for some time. Multiple factors and issues have been raised to address recruitment, and most important retention, of ATSI students in undergraduate nursing programs. This article, through a review of the literature, explores and describes discoveries and discusses the importance of culturally meaningful strategies and knowledge as significant in addressing this core issue. Strategies for change in relation to curriculum design and faculty education in transcultural nursing are described.