Journal of Nursing Education and Practice
About: Journal of Nursing Education and Practice is an academic journal. The journal publishes majorly in the area(s): Nurse education & Health care. It has an ISSN identifier of 1925-4040. It is also open access. Over the lifetime, 1641 publication(s) have been published receiving 10510 citation(s).
Topics: Nurse education, Health care, Population, Curriculum, Nursing care
TL;DR: In this article, the authors describe the meaning of theme and offer a method on theme construction that can be used by qualitative content analysis and thematic analysis researchers in line with the underpinning specific approach to data analysis.
Abstract: Sufficient knowledge is available about the definition, details and differences of qualitative content and thematic analysis as two approaches of qualitative descriptive research. However, identifying the main features of theme as the data analysis product and the method of its development remain unclear. The purpose of this study was to describe the meaning of theme and offer a method on theme construction that can be used by qualitative content analysis and thematic analysis researchers in line with the underpinning specific approach to data analysis. This methodological paper comprises an analytical overview of qualitative descriptive research products and the meaning of theme. Also, our practical experiences of qualitative analysis supported by relevant published literature informed the generation of a stage like model of theme construction for qualitative content analysis and thematic analysis. This paper comprises: (i) analytical importance of theme, (ii) meaning of theme, (iii) meaning of category, (iv) theme and category in terms of level of content, and (v) theme development. This paper offers a conceptual clarification and a pragmatic step by step method of theme development that has the capacity of assisting nurse researchers understand how theme is developed. As nursing is a pragmatic discipline, nurse researchers have tried to develop practical findings and devise some way to “do something” with findings to enhance the action and impact of nursing. The application of a precise method of theme development for qualitative descriptive data analysis suggested in this paper helps yield meaningful, credible and practical results for nursing.
TL;DR: In this paper, the authors describe the use of a toolbox gaming strategy based on an escape room concept to help students learn about cardiovascular medications in a pharmacology course, which resulted in three themes: engaging, teamwork, and frustration.
Abstract: Background: Faculty are encouraged to use a variety of teaching/learning strategies to engage nursing students. While simulation and games are now common, there were no reports in the nursing literature using an “escape room” concept. Escape rooms use an entertainment approach as teams engage in critical thinking to solve puzzles and find clues to escape a room. In the classroom setting, this concept is modified to solve a mystery by finding various objects through a series of puzzles to locate clues. Some of these games involve finding numerical clues to open locks on a box, such as a toolbox. The purpose of this study was to describe the use of a toolbox gaming strategy based on an escape room concept to help students learn about cardiovascular medications in a pharmacology course. Methods: This pilot study employed a descriptive qualitative method to investigate an approach to pharmacology education. The sample consisted of first semester nursing students. Results: Student responses to criteria-based questions resulted in three themes: engaging, teamwork, and frustration, related to using a toolbox scenario strategy as a pathway to learning. Conclusions: This descriptive study yielded mixed results from the students who were frustrated by time constraints but engaged in the learning experience. Lessons are offered for future improvements.
TL;DR: In this paper, the authors conducted a systematic review of the literature between 2008 and 2014 and found that substitution of clinical placement with simulation does not seem to have a significant impact on clinical competency, critical thinking, knowledge acquisition, and self-confidence.
Abstract: Background: In recent years, nursing education has undergone changes and restructuring due to changes that have occurred in clinical and academic settings. Currently, academic leaders are facing the challenges of an increasing number of students, the difficulty of recruiting teachers and preceptors to accompany students, and fewer clinical settings that can accommodate many interns at once. To come to terms with these changes, the idea of replacing clinical hours with simulation has emerged. On this issue, little conclusive data is available. The objective of this article is to clarify the contribution of simulation in clinical nursing education in preparation or substitution for clinical placement. Methods: The CIHNAL, MedLine, and PubMed databases, and Google and Google Scholar search engines were consulted between to conduct a systematic review of the literature between 2008 and 2014. Thirty-three articles were selected. Results: Students and teachers perceive the benefits of simulation as an adjunct to clinical placement in terms of effectiveness, self-confidence, and preparation for clinical practice. Substituting clinical placement with simulation does not seem to have a significant impact on clinical competency, critical thinking, knowledge acquisition, and self-confidence. Conclusions: The findings question the very concept of substitution and suggest that the strengths of clinical exposure through both simulation and clinical placement should be highlighted.
TL;DR: Nursing students are not well prepared for working with predominately older people and revision and improvement in the curricula might be needed to enhance the knowledge and attitudes of the Dutch nursing students.
Abstract: Background: Due to changing demographics in the population, the majority of current nursing students will work mostlywith older people after graduation. It is known that most nursing student have little knowledge and interests in workingwith older people. There is a growing need for motivated nurses to provide care for older people as the quality of care isinfluenced by their attitudes. The objective of this study is to investigate Dutch nursing students’ knowledge of andattitudes toward older people and their willingness to work with older people and how this knowledge and attitudeschanges after three years education. Methods: A longitudinal cohort study with follow-up among 113 first-year Dutch nursing students pursuing a Bachelor’sdegree was conducted. Data for this study was collected with three instruments. Knowledge of the first-year students wasassessed with Palmore’s Facts on Aging Quiz. Students’ attitudes were measured with the Aging Semantic Differentialscale and Kogan’s Attitudes toward Older People scale. The same measurements were also obtained three years later whenthey were fourth-year nursing students. The first data collection started in 2005. The follow-up period took place between2008 and 2009. Results: The results show that the nursing students have a moderate knowledge level about older people: first-yearstudents answered less than half of the questions correctly and after three years, almost half of the questions were answeredproperly. The attitude of the students toward older people on the ASD changed from slightly negative to neutral after threeyears of education. The attitude of nursing students on the OP changed from moderately neutral to slightly positive. Fewfirst and fourth-year students (2.7% and 3.7%) were interested in working with older people after their nursing education.Most students (72.8%) indicated that working with older people would be as satisfying as working with younger people. Conclusion: Nursing students are not well prepared for working with predominately older people. Education should focuson increasing positive working experiences with older people. Revision and improvement in the curricula might be neededto enhance the knowledge and attitudes of the Dutch nursing students.
TL;DR: This study explored and understand the meaning of lived experiences of stress for Indonesian novice nursing students in clinical education and identified three main themes emerging from the study: “feelings of pressure”, “challenging relationships” and “using coping strategies”.
Abstract: Background : Clinical education is an essential part of the nursing education program. It aims to achieve a set of competencies, integrate the theory with practice and enhance critical thinking and decision making abilities in the clinical setting. However, clinical education has been recognised to be perceived as a stressful event, especially for novice nursing students or nursing students who have no previous clinical experiences. Purpose : The purpose of this study was to explore and understand the meaning of lived experiences of stress for Indonesian novice nursing students in clinical education. Methods : It was an interpretive qualitative study informed by phenomenology and, in particular, van Manen’s method. Six Indonesian novice nursing students undertaking clinical education at a nursing school on the Indonesian island of Sumatera participated via an international telephone interview. Thematic analysis, proposed by van Manen, was used to analyse the data and capture the themes. Results and conclusion: Three main themes emerging from the study were “feelings of pressure”, “challenging relationships”, and “using coping strategies”. There were ten sub-themes, grouped as Clinical, Relationships and Responses and Coping. Nurses as educators play significant roles in assisting nursing students in clinical education to reduce feelings of stress, so that nursing students can undergo clinical education successfully.
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