Development Of Nursing Students Research Articles

The role of case nursing teaching method in training nursing students′ clinical comprehensive ability

Objective To study the effect of special case nursing teaching method on improving the clinical practice ability and comprehensive ability of nursing interns. Methods In January 2017, the teaching method of specialized case nursing was implemented in Heze Municipal Hospital, Shandong Province. Before and after the implementation of the teaching method (January 2016 to December 2017), 65 nursing interns were selected to be included in the reference group and the research group respectively. The scores of medical examination, other evaluation and self-evaluation of the two groups were counted and compared. Results In terms of academic, practical and case analysis scores, the research group had (87.50±0.52), (88.45±0.63) and (84.48±0.36) scores respectively, while the control group had (76.82±0.62) , (80.56±0.45) and (73.35±0.43) scores respectively. The research group had higher scores than the control group, with a difference between the two groups, there was statistical significance (t=95.174, 73.489, 143.115, all P<0.01). In terms of his evaluation results, the scores of other evaluation satisfaction, holistic nursing ability, communication ability, discovery and problem solving ability of nursing students in the study group were (9.62±0.34), (9.45±0.63), (9.38±0.36) and (9.20±0.16) respectively, while those in the control group were (8.28±0.32) , (8.56±0.45) , (8.05±0.43) and (8.12±0.23) , there were significant differences between the two groups (t = 8.290-27.797, all P<0.01). In terms of self-assessment scores, the study group scored (8.45±0.26) , (8.78±0.32) , (8.55±0.43) , (8.74±0.34) , (9.32±0.27) , (8.46±0.33) , (8.72±0.31) respectively on the satisfaction of teachers, the recognition of teaching methods, professional identity, internship harvest, the improvement of holistic nursing ability, the improvement of discovery and problem solving ability and the improvement of communication ability. The scores of the control group were (9.35±0.40) , (7.56±0.45) , (7.15±0.63) , (7.26±0.61) , (8.26±0.32) , (7.06±0.30) , (7.37±0.69) ,the differences between the two groups were significant (t=14.389-25.309, all P<0.01). Conclusion Specialized case nursing teaching method can not only improve the theoretical knowledge, operation and case analysis ability of nursing interns, but also improve their comprehensive abilities of holistic nursing, communication, problem finding and problem solving. It can also improve the professional identity of nursing students, the satisfaction of medical staff and patients, which is beneficial to the professional development of nursing students in clinical work. Key words: Student, nursing; Specialist case nursing teaching; Clinical practice ability; Comprehensive ability

Challenges nurse educators experience with development of student nurses’ clinical reasoning skills

Traditional teacher-centred teaching strategies do not always facilitate the development of desired clinical reasoning skills required for nursing practice. A multiphase study was conducted to facilitate a process of change towards improving educational practices in order to promote the development of undergraduate student nurses’ clinical reasoning skills. The study was conducted at a military nursing education institution. This paper reflects on Phase 1, where a descriptive, qualitative study was conducted to explore the challenges nurse educators experienced in utilizing teaching and learning strategies that could promote the development of clinical reasoning skills in undergraduate student nurses.Unstructured interviews were conducted with 16 nurse educators who were selected purposively. Interviews were recorded, transcribed and data were analysed for content. The findings indicate that the clinical learning environment, the military environment, and various role players in the environment are instrumental in nurse educators not utilizing educational practices that promote the development of clinical reasoning skills in undergraduate student nurses.Addressing nurse educator challenges and empowering them with the means, opportunity and skills to utilize student-centred teaching and learning strategies may contribute to the development of undergraduate student nurses’ clinical reasoning skills. Raising awareness of challenges nurse educators experience in implementing student-centred facilitation of learning can assist in developing strategies to ensure nurse educators become more student-centred in their teaching.

Assessing the value of action research: Using a world café to explore the professional journey of nurse educators

Nurse educators play a crucial role in the development of student nurses’ clinical reasoning skills. To promote clinical reasoning skills, nurse educators should identify and implement appropriate student-centred teaching practices. We used the World Cafe data collection method to explore nurse educator’s professional journey through action research. We describe how action research, participating in the study and collaborative inquiry changed teaching practices . Action research contributed to nurse educators’ professional development, allowing them to reflect on own practices and develop critical thinking and clinical reasoning skills . Nurse educators reported using more student-centred teaching and learning practices. We describe the World Cafe method, which we used to collect data. The method can also be used in nursing education as a teaching strategy, students can explore various topics of interest whilst developing competencies in communication, building relationships and collaborative learning.

Feedback in clinical practice: Enhancing the students' experience through action research.

Feedback within clinical practice is known to be central to the learning and development of student nurses and midwives. A study that focused on student experience of assessment identified that a high proportion of students reported that they had received insufficient feedback whilst on clinical placement. In response to this academics and members of the clinical education team set out to explore this with a view to improving the student experience using action research. Key findings indicated that responsibility for feedback on clinical placement lies with both students and mentors, distinct factors can enable effective feedback and that positive outcomes for mentors and students resulted through engaging with the project. The process, outcomes and actions taken to improve practice are the focus of this paper.

A Discussion of Professional Identity Development in Nursing Students

Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI). A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions.&#x0D; An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

VChanging Student Nurses Values, Attitudes, and Behaviours: A Meta Ethnography of Enrichment Activities

Objective: The process of changing student nurses attitudes, values, and behaviours so that they become congruent with the profession are neither easy nor successful in all cases. This paper will clearly highlight to the reader the conditions necessary in order to both optimise teaching activities and measure the degree of change in the affective domain of student nurses. Method: The aim of the meta-ethnography was to analyse and synthesize literature on the impact of four undergraduate pre-registration programme enrichment activities (Inter-professional learning, International placements, simulation, and blended learning) on the affective domain development of student nurses. A systematic search of the literature identified qualitative studies using explicit criteria. Key concepts were identified and translated across the studies, by using a recognised framework that measured changes in values and attitudes: compliance, identification, and internalisation, from the collective views of the participants. The findings created a line of argument synthesis from the developed tables and mind maps. Results: Data were synthesised from twenty nine papers, across seven countries, with more than 755 student nurse participants. Reciprocal translation highlighted teaching activities that created significant modification in affective domain development, resulting in the internalisation of learning, were those that introduced the nursing students to a new patient, personal or professional culture via an international placement or an inter-professional training programme. Conclusion: The final synthesis presents conclusions not evident in the primary studies. To develop students so they have attitudes and values congruent with the profession, academics and registered practitioners need to focus on creating enrichment activities alongside the regular curriculum that are: based on cultural issues that challenge beliefs and assumptions, either immersive or repeated for more than 6 weeks, based around or in clinical practice, and provide regular opportunities for premise reflection with experienced staff.

Evaluation of graduate nursing education in China by students and faculty

Objective We aimed to investigate the evaluation of graduate nursing education by stu-dents and faculty in China. Methods Evaluation questionnaire was built based on literature review and interviews with participants and was finally indentified after expert consultation. 120 graduate students and 36 faculty members from five nursing schools nationwide were investigated. Results The overall evalua-tion by faculty members and students was positive. Compared with graduate students, the evaluation by fac-ulty tended to be more negative. Conclusions Nursing schools should put more effort on the quality of edu-cation program, facilitate the faculty education, provide abundant resources and build a firm foundation for the development of graduate nursing students. Key words: Nursing; Faculty; Graduate education; Evaluation

Application of the bucket theory in evaluating the effect of the cultivation of humanistic quality of post ;90s nursing students in practice

Objective To explore the clinical teaching intervention measure and effect of the cultivation of humanistic quality of post 90s nursing students in practice .Methods One hundred and forty-eight nursing students in practice from 2012 and 152 cases from 2013 were chosen and divided into the control group and the observation group .The control group received traditional way of teaching , the observation group received the intervention study on the cultivation of humanistic quality about ten months through the bucket theory .The comprehensive intervention measures were carried out through the way of joint teaching in all clinical departments so as to improve the teaching philosophy , update the concepts of education , reform the curriculum structure, optimize teaching contents , refine teaching processes , and strengthen the model and guidance .The evaluation was carried out according to the formulation of methods and standard of evaluating the humanistic quality and professional image of nursing students in practice , and the scores of evaluation were analyzed , and the interventional effect was compared .Results The cases of nursing students in practice who respectively got 10-20, 21-30, and 31-40 were 4 cases （2.6%）, 49 cases （32.3%）, 99 cases （65.1%） in the observation group, and were significantly higher than 22 cases （14.9%）, 53 cases （35.8%）, 73 cases （49.3%） in the control group, and the difference was statistically significant （Z=-3.351, P<0.05）.The score of hospital patients on the cultivation of humanistic quality and self-evaluation of nursing students in practice in the observation group were higher than those in the control group , and the difference was statistically significant （Z=-3.202, P <0.05 ）.Conclusions The implementation of the intervention of the cultivation of humanistic quality through the bucket theory can effectively improve the nursing students ’ humanistic quality , improve the professional image , and is benefit to all-round development of the nursing students in practice . Key words: Bucket theory; Post 90s; Nursing students in practice; Humanistic quality; Interventional effect

Perspectives on good preceptorship

Background: Clinical education is an essential part of the Bachelor’s program in Nursing and a keystone of professional nursing education. Through clinical experiences, the student nurses acquire nursing knowledge and essential skills for professional practice. The preceptor plays a vital role in the development of student nurses becoming professional nurses. Aim: The aim of this Nordic qualitative study was to explore the experiences of good preceptorship in relation to undergraduate student nurses in clinical education from the perspective of the preceptors themselves. Method: Data were collected by narrative interviews with 27 preceptors in Finland and Sweden and analyzed using a hermeneutical approach. Findings: A caring relationship, based on caring ethics, is seen as the foundation for learning and development. Moreover, a mutual respect is a prerequisite for fellowship and a good atmosphere. As such, encounters are characterized by reciprocity and mutuality. The preceptors have a deep sense of responsibility toward the students and the profession. Furthermore, the preceptors have an inner responsibility to guide the students into working life and to share their knowledge by acting as role models. Conclusion: The findings suggest that preceptorship should be examined through new lenses. Moreover, preceptorship is an ethical issue that should be recognized by all stakeholders.

Investigation of the occupation orientation and vocational development in the male nursing students

Objective To investigate the nursing professional recognition and occupation mentality in the male nursing students and analyze the influence factors and countermeasures, and to provide the basis for the occupation orientation and vocational development in the male nursing students. Methods Fifty-six undergraduate male nursing students were surveyed by the questionnaire designed by ourselves to investigate and analyze the cognitive status of self-occupation orientation and vocational development in the male nursing students. Results 37.5% male nursing students chose the nursing specialty as the first choice, the main motive in 75% male nursing students was easy to obtain employment, and 73.2% male nursing students would be engaged in the nursing work after graduation. The most important factors affecting the development of male nursing students were the social prejudice and traditional ideas. Conclusions According to psychological characteristics of male nursing students, the occupation orientation and planning are early carried out in order to increase their confidence and set up the good occupation outlook, and which play important role in changing into nurse role. Key words: Occupation orientation ; Vocational development ; Male nursing students ; Nursing undergraduate

Mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination to assess their competence in medicine administration.

The aim of this study was to evaluate mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination (OSCE) in assessing their administration of medicine competence. Learning disability (n = 24) and mental health (n = 46) students from a single cohort were invited to evaluate their experience of the OSCE. A 10-item survey questionnaire was used, comprising open- and closed-response questions. Twelve (50%) learning disability and 32 (69.6%) mental health nursing students participated. The OSCE was rated highly compared to other theoretical assessments; it was also reported as clinically real and as a motivational learning strategy. However, it did not rate as well as clinical practice. Content analysis of written responses identified four themes: (i) benefits of the OSCE; (ii) suggestions to improve the OSCE; (iii) concern about the lack of clinical reality of the OSCE; and (iv) OSCE-induced stress. The themes, although repeating some of the positive statistical findings, showed that participants were critical of the university setting as a place to conduct clinical assessment, highlighted OSCE-related stress, and questioned the validity of the OSCE as a real-world assessment. The OSCE has an important role in the development of student nurses' administration of medicine skills. However, it might hinder their performance as a result of the stress of being assessed in a simulated environment.

Nurses Practice Beyond Simple Advocacy to Engage in Relational Narratives: Expanding Opportunities for Persons to Influence the Public Space

In practicing existential and human advocacy, or engaging in a relational narrative, nurses may assist persons who experience health inequalities to clarify their values, and, in becoming more fully their authentic selves, community members who ordinarily feel powerless in the public space may act with confidence in influencing the distribution of health-care resources. In this paper, the writers describe research characterizing nurses’ advocacy practices and review the concepts of respect and self-interpretation as a foundation for arguing that nurses who engage in relational narratives with the persons they serve may encourage continuing acts of self-understanding. Investigators indicated that nurses characterized their practices as a therapeutic endeavor, and that their practices were grounded in respect. Practicing nurses may need self-awareness to habitually convey respect for human dignity, in addition, nurse educators ought to attend to the professional development of student nurses, providing opportunities for the formation of character traits or qualities.

Management of leisure time by prospective nurses.

A focus on the importance of leisure in the development of student nurses has been neglected in the 1990s. This study considers 444 prospective nurses on conventional, diploma and degree courses in two areas of England. It examines their activities associated with socializing, their social support networks and their use of clubs, sports and hobbies before entering nursing. It is evident that students enter nurse training with a wide variety of leisure experiences. Changing recruitment patterns and the structure of nurse training has an effect on the leisure needs of prospective nurses which must be addressed.

The Personality Development of Student Nurses

The Personality Development of Student Nurses

The Personality Development of Student Nurses

The Personality Development of Student Nurses