Nursing Education Literature Research Articles

The Effect of a Metacognitive Intervention on Approach to and Self-Regulation of Learning in Baccalaureate Nursing Students

There is little empirical support in the nursing education literature related to the process of learning. This quasi-experimental study examined the effect of a metacognitive intervention (concept mapping) on approach to learning and self-regulation of learning in a sample of baccalaureate nursing students. Significant group differences were found in the concept mapping group, with an increase in deep approach to learning and adaptive control belief mean scores at the end of the semester. Students in the control group experienced a decrease in the deep approach to learning mean score and an increase in the surface approach to learning mean score at the end of the semester. Therefore, students who used concept mapping demonstrated an increase in deep approach to learning and the self-regulation of that learning, compared with students who did not use concept mapping. The results of this study provide empirical support for the use of concept mapping as a metacognitive intervention.

Scholarly Teaching and Scholarship of Teaching: Noting the Difference

Scholarly teaching and the scholarship of teaching are being discussed more frequently in the nursing education literature, yet a clear distinction between the two is often not made. In this paper we will identify the differences between the two and the role each plays in faculty evaluation. We argue that all faculty members should be scholarly teachers but not all will or should engage in the scholarship of teaching.

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.

Genomic-based health care in nursing: a bidirectional approach to bringing genetics into nursing's body of knowledge.

Nurses can expect to become partners with patients and their families as genomic-based health care brings decisions involving gene-based diagnostics and therapeutics into commonplace practice. All health professionals need genetic literacy to continue competence in clinical practice in the future. This article explores the efforts nursing has undertaken during the past decade to integrate human and clinical genetics into practice and scholarship. Genetics nursing education literature in the second half of the 20th century was analyzed. A focused survey of 15 genetics nurses and nursing leaders regarding key national initiatives, genetics research training programs, and genetics education models was conducted. Nursing has taken a bidirectional approach (through grass roots and top-down initiatives) to implementing change and advancing genetics in nursing practice, research, and education. For optimal leadership in genetics education for nursing and other disciplines, bidirectional efforts must continue and concentrate on bringing genetics into clinical practice and scholarship as genomic-based health care spreads worldwide. Evidence of nursing's interdisciplinary leadership is recognized. Recommendations and strategies for continued nursing leadership and programs that build on previous work are presented.

The approaches to learning of student nurses in the Republic of Ireland and Northern Ireland.

In recent years during a period of change in nurse education, there has been an increased interest in educational theory and nurse educators have examined and questioned the fundamental principles upon which the system of education is constructed. In nurse education it is likely that no single theory of learning can account for all aspects of learning and there are reflections of many learning theories in the nursing curriculum. The literature in the area of student learning is complex and wide ranging and is poorly represented in the nurse education literature. In recognition of a lack of understanding and clarity on learning approaches in nurse education during a period of unprecedented change in Irish and United Kingdom (UK) nurse education, this paper aims to highlight the importance of understanding student nurse learning. A study is described which investigated the approaches to learning of student nurses from the Republic of Ireland, who were receiving a traditional apprenticeship training, and student nurses from Northern Ireland in a Project 2000 programme. On comparative statistical analysis significant differences were identified between the two groups in their approaches to learning. It is concluded that students' constructs of learning in nurse education are primarily dependent on their interpretation of the demands of the task, on assessment, teaching and the learning environment. The study provides nurse educationalists with important evaluative information from the students' perspective. It suggests that the way forward is to identify the significant contextual factors influencing student learning and to incorporate them into the nursing curriculum. Such an approach will serve to focus the system on variability in the quality of learning rather than on stability in human attributes.

Problem‐based learning in an undergraduate nursing programme: a case study

Over the past 15 years, the 'theory-practice gap' has been a recurrent theme in the nurse education literature. Numerous explanations are put forward for its existence, along with many suggestions as to how the apparent divide can be bridged. A key component of nursing practice is problem-solving but not all nurses are competent at finding suitable solutions to the problems they face in practice settings. Therefore ways of developing learner proficiency in problem-solving is crucial and should occupy a substantial part of teacher activity. One recent educational method for promoting problem-solving skills is problem-based learning [PBL] using the hypothetico-deductive technique. This approach encourages students to work through problem situations, generating hypotheses and testing these against the relevant literature and personal experience. The process itself is seen as the essential element in developing problem-solving skills, so that when the students are qualified they can apply the same methods to patient care. This paper explores the use of the PBL approach with a group of 11 fourth-year undergraduate students. The method employed was a case study design using observation as the main data collection technique. Subsequent analysis focused on: (a) practice; (b) teaching method; (c) knowledge attainment; and (d) the role of the teacher.

Psychosocial impact of HIV-related caregiving on health providers: a review and recommendations for the role of psychiatry.

The author considers current knowledge about the stresses of HIV-related care and assesses available evidence for the presence of major occupational, physical, and psychiatric morbidity in health care providers involved in intensive HIV-related caregiving. The review is based on anecdotal reports of AIDS-care-related psychosocial distress and the literature concerning caregivers' attitudes toward people with HIV illness and HIV-related caregiving, the psychosocial impact of HIV work, and stress related to the ethical and philosophical challenges facing HIV caregivers. Few of the current publications concerning HIV caregiver stress come from the psychiatric literature. Psychiatry appears to lack a strong clinical, educational, research, or policy presence regarding psychosocial stress in HIV care providers. The numerous studies in the nursing, medical, public health, and health education literature do not include any controlled investigations documenting the incidence and prevalence of physical, psychological, occupational, or interpersonal symptoms or disorders in health care professionals who devote a substantial amount of their clinical activities to patients with HIV illness. Major HIV-related stress in conjunction with other psychiatric morbidity, such as mood disorders, anxiety disorders, substance abuse, and relationship and occupational problems, seems likely in susceptible caregivers. Decisions about the structure and form of delivery of HIV-related care and programs for caregivers must be based on more carefully controlled psychiatric observations of occupational, physical, psychological, and social adaptation to HIV-related work. The author suggests several areas in which psychiatric clinicians, educators, researchers, and policy experts can make major contributions.

Defining experiential learning: nurse tutors' perceptions

Experiential learning and experiential learning methods have been widely discussed in the nursing education literature. This paper offers some of the findings from a study into nurse tutors' and student nurses' perceptions of experiential learning. In the part of the study described here, 12 nurse tutors were interviewed in depth about the way that they defined experiential learning and experiential learning methods. In this paper, those definitions are compared and contrasted with definitions in the literature and implications for nurse education are identified.

Using video as a reflective tool in interpersonal skills training

The need for interpersonal skills training in nursing has been discussed in the nurse education literature. Reflection on practice is a key feature of interpersonal skills training. This paper offers a straightforward structure for enhancing interpersonal skills through the use of video.