Higher Education In Nursing Research Articles

Nursing Students’ Scrapbooks 1938-1968


 
 
 When higher education for nurses was established at Aarhus University in 1938, a tradition started of designing scrapbooks where students could express themselves, their attitudes, and interests. The scrapbooks function as visual documentation of women at the border between profession and university. In this article, selected illustrations from the nursing students’ scrapbooks are analysed based on a diffractive methodological approach. The analysis takes shape through Sara Ahmed’s figureof the willful subject and argues that the nursing student emerges as a modern and strong-willed woman at a time when it was assumed that nurses willingly sacrificed themselves to serve a higher calling.
 
 

Higher Education in Nursing: Paving the Way to Success

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ADDRESSING THEMES RELATED TO STOMATHERAPY IN UNDERGRADUATE NURSING EDUCATION: DOCUMENT ANALYSIS

Objective: discuss the approach of themes related to stomatherapy in Pedagogical Projects (PP) and syllabuses of undergraduate nursing courses from public institutions of higher education (PIHE) in the Brazilian Midwest. Method: documentary research, exploratory, with a qualitative approach, developed from March to June 2020. The nursing courses were located through access to the Ministry of Education’s online portal (e-MEC) and the PP and the subject syllabuss were accessed, when available. Results: The sample consisted of 17 graduation nursing courses. Themes related to stomatherapy are present in mandatory, elective or extension activities. It was identified a predominance of wound content in mandatory subjects, and the themes ostomy and incontinence are offered mainly in elective subjects or extension activities. Conclusion: the research aims to offer the PIHE subsidies for reflection and curriculum evaluation in the dissemination of topics related to stomatherapy in higher education in nursing.

Entrepreneurial tendency of Nursing students: a comparison between graduating beginners and undergraduate students.

Objective:to compare the entrepreneurial tendency between beginner and graduating students from undergraduate Nursing courses.Method:this is a cross-sectional and quantitative research study. Data was collected from 377 Nursing students from four undergraduate Nursing courses in different Brazilian regions, 162 of them in first year and 215 in last year. Data was collected by means of a social and academic characterization form and the General Entrepreneurial Tendency Test. Data analysis was conducted by means of descriptive and inferential statistics.Results:the scores of the beginner students were below the mean in all dimensions of the instrument. The senior year students were above the test mean in the Impulse and determination dimension. A statistically significant difference was identified in relation to the course period and to the entrepreneurial tendency in the following dimensions: Need for achievement (p=0.001) and Impulse and determination (p=0.000).Conclusion:the results indicate the importance of investment by universities in the development of an entrepreneurial culture in higher education in Nursing.

Satisfacción del empleador sobre las competencias del egresado de enfermería de una universidad pública licenciada

Objetivo: Evaluar la satisfacción del empleador sobre las competencias del egresado de enfermería de la Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas.
 Método: El estudio fue de enfoque cuantitativo, nivel descriptivo, prospectivo, de corte transversal, teniendo como muestra 74 empleadores; el método fue hipotético - deductivo, técnica encuesta y el instrumento el cuestionario cuya validez se realizó a través de juicio de expertos obteniendo 8.881784 (adecuado) y confiabilidad a través de alfa de Crombach obteniendo 0.954 (fuerte confiabilidad), se aplicó a través del formulario de Google.
 Resultados principales: El 59.5% de los empleadores se encuentran medianamente satisfechos, el 32.4% se encuentra satisfecho y el 8.1% está insatisfecho; asimismo en las dimensiones de responsabilidad social, investigación, asistencia y gerencial los empleadores se encuentran medianamente satisfechos (58.1%, 63.5%, 52.7% y 55.4%, respectivamente).
 Conclusión general: El mayor porcentaje de los empleadores se encuentran medianamente satisfechos, a partir de ello se propone cinco objetivos educacionales a incluir en el currículo de formación por competencias y que permita clarificar metas de mejora continua de Educación superior en Enfermería.

Desafios e perspectivas da docência do ensino superior na Enfermagem: um ensaio literário

A docência pode ser considerada como o exercício do magistério que articula os processos de ensino e aprendizagem, atividades que caracterizam o fazer docente. No ensino superior ela pode ser entendida como sendo uma atividade de alta complexidade, uma vez que não se restringe ao fazer em sala de aula, já que articula o ensino, a pesquisa e a extensão. Trata-se de uma pesquisa bibliográfica de abordagem qualitativa, com objetivo de descrever desafios e perspectivas da docência no ensino superior na enfermagem. Após a associação de todos os descritores foram encontrados 453 artigos, excluídos 441 e selecionados 12. Posterior à leitura reflexiva emergiram duas categorias: desafios da docência no ensino superior na enfermagem e perspectiva da docência no ensino superior na enfermagem. A prática docente do enfermeiro deve conter domínios específicos que garantam um desempenho suficientemente capaz de contribuir com a formação de futuros enfermeiros. Domínio do conhecimento científico e habilidade para transmitir, de modo produtivo e claro, todo o conteúdo para os seus alunos, são apontados como a base necessária para o bem ensinar. Outros domínios permeiam o campo da experiência profissional nos serviços de saúde, detenção de conhecimentos éticos, morais e filosóficos. Conclui-se que o investimento na pedagógica dos docentes do ensino superior em enfermagem, com as novas tecnologias de informação e comunicação, é importante e necessária para que sejam capazes de criar um ambiente propício à aprendizagem, em que o professor é mediador da construção do saber, e não mero transmissor.

Clinical supervision and preceptorship/tutorship: contributions to the Supervised Curricular Internship in Nursing Education.

To reflect on the contributions of the clinical supervision and preceptorship/tutorship as means to approach and engage nurses of healthcare services in activities related to the Supervised Curricular Internship, discussing conceptual, theoretical, and practical approaches for higher education in nursing. This is a reflection based on the discursive formulation concerning clinical supervision and preceptorship/tutorship. Clinical supervision has been widely used by international healthcare institutions to qualify the work processes of nurses, supporting their self-development. Currently, is has been supporting the work of nurses who are preceptors/tutors and monitors students on clinical internships. The clinical supervision of nursing students features a robust and effective strategy for the development of interns and for the completion of the teaching-service integration.

Development and tendencies of education of nurses-technicians in the process of reforming the educational system of the Republic of Serbia // Razvoj i tendencije obrazovanja medicinskih sestara-tehničara u procesu reformi obrazovnog sistema Republike Srbije

Education of nurses in Serbia as in developed countries must follow the development and needs of the health system. This is still very difficult to implement because of the multi-week ‘hyperproduction’ of healthcare staff, and insufficiently basic systematization of jobs, mismatch of professional titles, as well as the ever more intensive departure of our healthcare workers abroad, primarily in the countries of the European Union. Also, the development of society, the political and economic situation, significantly disturb the development of sisterly practice as well as education that plays a key role.The issue of education and harmonization with European standards also entails the question of the competencies and competencies of teaching staff dealing with the education of future nurses, which still, at least in terms of secondary education, shows quite a strong resistance to change.The results of this research indicate that reforming the educational system in Serbia is present in higher education of nurses while in secondary education continues to stagnate. There is no complete harmonization of the education system with respect to the lesson of hours, the structure of study programs, or the unique nomenclature of vocational titles.The level of the pre-term for enrollment in the secondary medical school as well as the continuation of education is incompatible with European frameworks and makes it difficult to integrate into the European system of secondary education.Teaching and study programs are not fully comparable to the European ones, except for ESPB credits and study levels.There is a tendency for the development of nursing education in Serbia, but there is only partial preparation of nursing teachers in terms of upgrading professional titles and competences for the new education system.

We need higher education: Voice of nursing administration from Kabul, Afghanistan.

AimTo explore the educational profile of nursing managers and head nurses at public hospitals in Kabul, Afghanistan.DesignA descriptive cross‐sectional study design was employed.MethodA self‐administered pre‐tested questionnaire was used to recruit 86 nursing managers and head nurses from 17 public hospitals in Kabul. SPSS version 19 was used to analyze and report the data through descriptive statistics.ResultsIt was found that, none of the participant was prepared with higher education in nursing; rather they had only diploma in nursing; and 84.9% of them had completed their nursing diploma before 2002.; 11.6% of participants were currently studying; and all were in non‐nursing disciplines. On the other hand 100% of the participants expressed intention for further studies mainly in leadership and management, computer skill, English language, in‐service nursing trainings and higher education in nursing.

The teacher's body elements that influence the teaching-learning process of university nursing students.

To identify the body elements of the teacher that influence the teaching-learning process and to analyze their effects on university nursing students. Qualitative research with descriptive approach implemented through a dramatic play dynamics. In the second half of 2015, sixteen students from a private university center located in Rio de Janeiro (Brazil) participated in the study. The data processing was carried out by using Bardin's theoretical and analytical framework. Four decoding units were created. They verse about the teacher's positioning, body movements, eyes, facial expressions as well as the clothes used to teach nursing. The teacher's elements are capable of generating effects that influence the process of learning nursing. This leads us to believe that the body should continue to be an object of study and discussion in the higher education of nurses.

Barriers to Higher Education in Nursing: Sindh, Pakistan

Nurses who are educationally prepared can make a difference in the outcome of health care. It is a consensus that nurses need to possess advanced up-to-date knowledge that enable them to analyze complex problems, take critical decisions, and move on to appropriate actions. The objective of this study was to identify, the demographic profile of the selected respondents and the barriers to higher education in nursing as perceived by the respondents selected from private and public hospitals.

Professores de enfermagem e o desenvolvimento de competências: reflexões sobre a teoria de Philippe Perrenoud

Aim: to reflect about the ten competencies necessary to the teacher, proposed by Perrenoud, from the perspective of higher education in nursing. Method: theoretical reflection. Results: in nursing education, considering the National Curriculum Guidelines established for over a decade, it is emphasized the need to develop skills and competencies in numerous orders. However, the need of teachers to build knowledge and foster reflection, appropriating themselves of possibilities offered by the notion of competence, in this scenario, remains. Conclusion: it is reflected that the ten competencies presented by Philippe Perrenoud offer possibilities that allow teachers to rethink and redirect their practices, adapting or offering new educational possibilities as situation or learning space

Linda Burnes Bolton, DrPH, RN, FAAN

Dr. Linda Burnes Bolton is an extraordinary nurse leader: visionary, purposeful, committed to mentoring and sponsoring nurses in multiple roles and locations, including advanced practice nurses. An accomplished author, speaker and educator, Linda truly exemplifies "servant leadership." A long-tenured senior nurse executive at Cedars-Sinai Health System, Linda balances local community leadership with her national and international nursing leadership activities. A special view into Linda's success begins with following her "true north" or guiding light, centered on human caring.

A organização do trabalho docente e ocorrência de assédio moral no ensino público superior de enfermagem

“!e organization of the teaching work and occurrence of moral harassment in upper public education nursing” BACKGROUND: Bullying composes a complex issue, given that o#en is characterized only by the victim’s own perception. $is re search came from the observation of situations of bullying during teaching in public higher education in nursing. OBJECTIVES: Identify the literature the occurrence of Harassment in the Work-nurses and teachers and reect on the occur rence of Harassment in work and its relation to the organization of work in public higher education. METHODS: $is is an article of reection from the literature re view, covering the time frame 2001-2012, the virtual databases in health. RESULTS: It was observed that there is a scienti!c knowledge gap related to harassment in employment relationships, particularly with respect to the nurse-teacher category, addressing the organization of the work of these professionals. CONCLUSIONS: It is concluded that bullying is an occurrence in the public higher education nursing environment, and brings harm to the physical and mental health worker. It is suggested that studies be expanded in order to bring out this reality and contribute to the problem in focus is tackled.

School Nurse Intention to Pursue Higher Education

In 2011, the Institute of Medicine recommended that 80% of the nurses possess a minimum of a bachelor of science in nursing by 2020 and double the number of doctorally prepared nurses. This has prompted a significant number of registered nurses to advance their educational level. School nurses in Louisiana are not required to have a bachelor's degree. In many states, the bachelor's degree is required for all school nurses, and many school nurses are prepared at the masters' and doctoral levels. The purpose of this study was to examine the intention of Louisiana school nurses to pursue higher education in nursing. A survey was distributed to all members of the Louisiana School Nurses Organization, and results indicated that 65% of the participants were motivated to return to school. Incentives and barriers to pursuing higher education were identified, and strategies for overcoming these barriers were proposed.

Research on motives and influence factors of scientific research of nursing staff

Objective To analyse the research motives and its influencing factors of nursing staff.Methods 1000 authors who wrote for “Nursing Research” were chosen with a random code sampling method and were surveyed with a questionnaire,which inquired about their research motivation and self-rated research ability scale.Results Nursing research motives include to summarise clinical experience66.2％ (524/793),to get promotion 55.4％ (420/793),to contribute to nursing profession 37.2％ (295/793),to report research achievements 35.6％ (282/793),and to meet the requirements of the institution17.5％ (139/793).Research motives were statistically different in terms of age,work expirence,educational background,professional title,attitude,research training,research ability,and work institution (P =0.013,0.037,0.048,0.002,0.024,0.008,0.005,0.009,0.004,P＜0.05).Conclusions To stimulate the enthusiasm for research in nursing staff,administrators need to pay great attention to higher education for nurses,enhance their research training,provide research platform,and to improve the incentive system. Key words: Nursing staff; Research motivation; Research ability; Nursing administration research

The student perspective on RN-Plus-10 legislation: a survey of associate degree and diploma nursing program students.

This article reports on a survey of associate degree and diploma nursing students in Pennsylvania designed to elicit their future educational goals and opinions regarding proposed educational advancement legislation. Results indicated the majority of respondents (86.3 percent) planned to pursue the bachelor's degree in nursing; most (94.8 percent) hoped to be enrolled in a BSN program within four years of graduation. The majority (78.9 percent) indicated that even if they were mandated to complete the bachelor's degree in nursing within 10 years, they would still enroll in their current associate degree or diploma program. Asked if 10 years is a reasonable amount of time to complete the BSN, 79.4 percent agreed it is. If money were not an obstacle, 95.8 percent of participants indicated they would pursue a BSN or higher. The results of this survey suggest that the vast majority of associate degree and diploma nursing students value and hope to pursue higher education in nursing.

Is there a role for higher education in preparing nurses?

Nurse education is now almost wholly situated within universities internationally. However, issues such as the necessity of higher education for what is seen as a practical occupation and the question of whether or not nursing is a profession arise. Newman viewed universities as places where training was given but character was also formed and self-awareness was developed through exposure to a wide range of disciplines and this type of education has helped to shape other professions. If nursing fulfills the criteria for a profession then it requires nurses to be properly educated in higher education. Poor media images of nursing, opposition from within and outside of the profession and poor funding for research, especially in the UK, where most nurses still do not enter the register with a degree, mean that the place of nursing in higher education remains on the periphery. Nurses must be competent to practice and higher education is not incompatible with the development of competent practitioners. However, higher education should take competent practitioners to a higher level whereby they become capable: able to respond appropriately in unfamiliar situations and to unfamiliar events. This paper argues for the role of higher education for nurses in terms of developing capability.

Clinical competence assessment in nursing: a systematic review of the literature.

The assessment of clinical competence has returned to centre stage of nurse education. However, there is little evidence to support the use of clinical competence and a wide variety of methods for its use. The present study was designed to investigate the evidence for the use of clinical competence assessment in nursing. A review using systematic methods of literature pertaining to clinical competence in nursing was conducted using defined dates, databases and search terms. There is still considerable confusion about the definition of clinical competence and most of the methods in use to define or measure competence have not been developed systematically and issues of reliability and validity have barely been addressed. The assessment of clinical competence remains almost universally accepted in the nurse education literature as a laudable pursuit yet there are aspects of it that remain at odds with the higher education of nurses.

Changes in Nursing Students’ Out of College Relationships Arising from the Diploma of Higher Education in Nursing

This research examined changes in relationships experienced by students undertakingthe Diploma of Higher Education in Nursing (DipHE Nursing). Anecdotal reports suggested a high level of relationship distress among nursing students. Using a triangulation approach, 10 students were initially interviewed to discuss how their experiences of the course influenced their livesoutside college. The findings of these interviews were subsequently tested by examining the relationship pathways of 135 students drawn from seven cohorts of students across five centres of nurse education in the East Midlands. Of these, 58 were in permanent relationships at the beginning of the course but, by the end, 20 had permanently separated from their partners. On average, this occurred 8 months into the course and was precipitated by distress associated withrole development and time pressures. Role conflicts and time pressures have also been implicated in marital distress in other areas of adult education. Therefore, these findings are likelyto be of interest to other areas of higher education that recruit similar groups of students.