Showing papers in "Nurse Education Today in 1986"
TL;DR: This article outlines one approach to organising a workshop for the development of facilitation skills and covers both the theoretical and practical aspects of such a workshop and may be adapted for use in a variety of settings in both basic and continuing nurse education.
Abstract: Psychiatric nurses of all grades can benefit from developing group facilitation skills. There are a variety of situations in which such skills are called for: in running ward meetings; in organising discussion groups and in facilitating therapy groups. In order to gain such skills, those nurses require a theoretical knowledge base and practical experience. Such experience can be gained through the use of structured experiential exercises. This article outlines one approach to organising a workshop for the development of facilitation skills. It covers both the theoretical and practical aspects of such a workshop and may be adapted for use in a variety of settings in both basic and continuing nurse education.
174 citations
47 citations
TL;DR: The consequences for nursing of maintaining a teacher-centred approach to learning include failure to develop critical thinking, in its students research mindedness and a positive attitude to change and a self-directed attitude to continuing education.
Abstract: Although the characteristics of an ideal ‘ward learning climate’ have been well documented, nurse educationalists have devoted less attention to the learning climate in schools of nursing. Several commentators have noted the profession's failure to treat students of nursing as adult learners. The contrasts between learner-centred and teacher-centred approaches are explored in the context of differing ideologies of education. Major themes from adult education such as self-directed learning, student-centred learning and andragogy, are discussed in relation to learner-centred education. Teacher-centred learning, implicit in many schools of nursing, stressing a role-based, asymmetrical power relationship between teacher and student, provides a poor role model for empathic nurse-patient interactions. Its emphasis on treating nursing students as a passive homogeneous group conflicts with the philosophy of individualisation inherent in the nursing process. The consequences for nursing of maintaining a teacher-centred approach to learning include failure to develop critical thinking, in its students research mindedness and a positive attitude to change and a self-directed attitude to continuing education.
37 citations
TL;DR: The findings of a short questionnaire survey of UK nursing schools conducted in May 1984 are reported, finding that those who evaluated their teaching were most likely to be positive about its effects.
Abstract: This article reports the findings of a short questionnaire survey of UK nursing schools conducted in May 1984. Only basic SRN/RGN and SEN/EN courses and nursing degree courses were surveyed. All respondents provided formal instruction about death and dying. Those who evaluated their teaching were most likely to be positive about its effects. The main reservations expressed related to the differences between ‘in school’ and ward experiences.
34 citations
TL;DR: Encouragement, especially from other smokers trying to stop smoking, help with cessation techniques, regular opportunities to monitor progress and receive support were all features identified by current smokers and ex-smokers as being useful in the design of a support system which might help those nurses who wished to stopsmoking.
Abstract: The thoughts and feelings of nurses in training about cigarette smoking were studied by means of a survey of nurses in four schools of nursing in the north-west of England. Questionnaire data, together with material from in-depth interviews with a 10% sample from those nurses who were current smokers was the basis of an exploration of various issues concerned with nurses and smoking cessation. Analysis of the data suggested that the prevalence of cigarette smoking amongst nurses in training was similar to that amongst comparable members of the general population, and that nurses did not attribute increased cigarette consumption to specifically nursing situations. In comparison with their colleagues, nurses who were current smokers appeared to believe that cigarettes are less dangerous to health, and demonstrated some differences in their responses to a situation which had potential for health education. A considerable proportion of the current smokers both wanted to stop smoking and were prepared to give up time in order to do so; many others had made a previous attempt at smoking cessation. Interview data suggested that many felt guilty about their smoking, and considered their smoking to be linked with social activities, the management of difficult situations and (for female nurses) weight control. Encouragement, especially from other smokers trying to stop smoking, help with cessation techniques, regular opportunities to monitor progress and receive support were all features identified by current smokers and ex-smokers as being useful in the design of a support system which might help those nurses who wished to stop smoking.
26 citations
24 citations
TL;DR: The ward sister as role model for staff nurse is discussed, and with the increase of staff nurses in the wards and the introduction of continuous assessment for nurse learners, attention is drawn to the altered relationships between ward sister, staff nurse and nurse learners.
Abstract: This paper presents the results from part of a small study which was conducted in the autumn of 1984 in order to replicate earlier research. In the original study conducted between 1977 and 1979 certain attributes of the ward sister had been revealed as being propitious for nurse learning. Ward sister as role model for staff nurse is now discussed. In addition, with the increase of staff nurses in the wards and the introduction of continuous assessment for nurse learners, attention is drawn to the altered relationships between ward sister, staff nurse and nurse learner. The staff nurse figures more in the learner's experience, especially in a supportive capacity, while the learner looks to the sister more for planning and directing the work than for learning experience.
22 citations
TL;DR: Various aspects of nursing research are considered, including nursing research units, chairs in nursing, nursing research liaison officers, the funding of nursing Research literature, approaches to nursing research, and the matter of the application of research findings in nursing practice.
Abstract: Various aspects of nursing research are considered. There is a brief resume of medical research, and the development of nursing research is considered in that context. Among the matters discussed are nursing research units, chairs in nursing, nursing research liaison officers, the funding of nursing research, nursing research literature, approaches to nursing research, and finally the matter of the application of research findings in nursing practice.
19 citations
TL;DR: The use of learning contracts by nurse teachers in a school of nursing could facilitate the development of informal in-service education programmes based on individual and group needs for further education.
Abstract: This paper is taken from a research study (Keyzer 1985) in which the writer negotiated learning contracts with the clinical staff employed in four wards of four hospitals in one Health Authority (Table 1). The learning contracts were used to support the clinical staff in their attempts to promote a nursing model in practice and education. The study was an extension of an earlier one (Keyzer 1980) which indicated that informal learning contracts provided a means of supporting the clinical nurse in her attempts to implement the nursing process. The need for supportive education programmes for nurses involved in the move toward the implementation of a nursing model in practice and education was identified by the United Kingdom Central Council (UKCC 1982). This need for further education was perceived by the UKCC to lie in the gap between the existing level of practice and the new role that the ‘practitioner’ nurse was expected to perform. One of the major issues arising out of this need for continuing education is the degree of support the nurse can expect from a bureaucratic organisation which hitherto, has placed little value on the continuing educational needs of the nursing staff. Data recorded in an earlier study (Keyzer 1980) suggested that neither did the nursing hierarchy place much value on in-service education, nor were the majority of clinical nurses very active in supporting their individual learning needs by reading journals. There were, however, individual nurses who read journals, discussed the contents with their colleagues and perceived a change in the quality of care provided for the patient population. The use of learning contracts by nurse teachers in a school of nursing could facilitate the development of informal in-service education programmes based on individual and group needs for further education. The purpose of this paper is to review the literature on learning contracts and to discuss the findings of the research study (Keyzer 1985) in which learning contracts were the vehicle used to D M Keyzer PhD MSc DANS RGN Projects Coordination Dfficer, Welsh National Board for Nursing, Midwifety and support change in the role of the nurse. The
17 citations
TL;DR: It is suggested that many nursing instructors have inadequate backgrounds in clinical evaluation of student nurses and the existing course ‘Evaluation in Nursing Education’, which had a clinical evaluation component lasting seven weeks, was significantly altered to reflect the needs of the nursing instructors.
Abstract: This paper outlines a project carried out to assess nursing instructors' needs for instruction in clinical evaluation. One of the frustrating tasks for the nursing instructor is that of evaluating the student nurse's clinical experience. Often problems result from inadequate clinical evaluation. What course preparation have the nursing instructors had in this aspect of teaching? What should be included in the current curriculum for nurse educators, given the demands for accountability to students, patients and educational institutions? The findings suggest that many nursing instructors have inadequate backgrounds in clinical evaluation of student nurses. Hence, the existing course ‘Evaluation in Nursing Education’, which had a clinical evaluation component lasting seven weeks, was significantly altered to reflect the needs of the nursing instructors as revealed by the survey.
17 citations
TL;DR: The research succeeded in identifying a number of elements apparently fundamental to the preparation and development needed for the job of sister and various options were considered which could influence the nature and orientation of any programme.
Abstract: There is increasing recognition that preparation and training for the role of ward sister is vital in a health service where there is emphasis on effective clinical management, the maintenance of good standards of patient care and economy in use of resources. One such scheme for the preparation of sisters was organised by the King Edward's Hospital Fund for London. It was evaluated independently throughout the four-and-a-half year experimental period. The outcomes of the evaluation were not only related to the effects of the scheme on the participants and the two hospital districts involved. The research succeeded in identifying a number of elements apparently fundamental to the preparation and development needed for the job of sister. In addition, various options were considered which could influence the nature and orientation of any programme. The article discusses these key elements and options with a view to informing professional and statutory organisations and other health districts who are concerned about the training needs of their sisters. It also refers to the whole issue of the complexity of the role, and the difficulty of individuals achieving all that is expected, particularly in a time of maximum change and disruption in the organisation of nursing.
TL;DR: The rationale for and reports on the development and application of an instrument designed to assess clinical skills in the learner nurse are presented.
Abstract: This paper present the rationale for and reports on the development and application of an instrument designed to assess clinical skills in the learner nurse.
TL;DR: The need for lifelong learning and nurses' attitudes to it are explored followed by a discussion on whether continuing education should be voluntary, or mandatorily linked to relicensure and promotion.
Abstract: Continuing education and in-service education are defined. The provision of continuing education for the medical profession in general and for nursing in particular is described. The importance of self-directed continuing education is outlined and linked to the deterrents nurses face when participating in ‘other-directed’ continuing education. The need for lifelong learning and nurses' attitudes to it are explored followed by a discussion on whether continuing education should be voluntary, or mandatorily linked to relicensure and promotion. Finally, methods of measuring and recording continuing education are identified.
TL;DR: An overview of some studies concerned with the nurse's role as a health educator in relation to smoking, as identified and discussed in selected research studies and accounts is presented.
Abstract: An overview of some studies concerned with the nurse's role as a health educator in relation to smoking, as identified and discussed in selected research studies and accounts. Some possible future directions for this aspect of the nurse's health education role are also explored.
TL;DR: The purpose of this historiographic account is to illuminate, and gain a perspective on, the education and training of nurses for the statutory specialist qualification of the Registered Sick Children's Nurse (RSCN).
Abstract: The purpose of this historiographic account is to illuminate, and gain a perspective on, the education and training of nurses for the statutory specialist qualification of the Registered Sick Children's Nurse (RSCN). This qualification was established in December 1919 by the passing of the Nurses Registration Act. After the passing of the Nurses Act of July 1983, and the recent publication of the reports of the Commission on Nursing Education by the Royal College of Nursing and the English National Board for Nursing, Midwifery and Health Visting, the RSCN qualification is now being questioned. There have been great changes affecting the care of the sick child since 1919. The emphasis on nursing care of the sick child in hospital in isolation from his family, has changed to the psychosocial and physical care of the child within the family. Recommendations made by the Department of Health and Social Security (1976), in the Court Report and by the Scottish Home and Health Department (1973) suggesting that a move be made towards an integrated child health service indicate that the education and training of the sick children's nurse is not meeting the changing needs of childhood. Part 1 outlines the nursing care of sick children in the 19th century. Part 2 describes the efforts and achievements of the early 20th century to secure registration, and discusses changes in the development of the role of the sick children's nurse and a summary of currently emerging ideas.
TL;DR: A study which compared views about training held by a group of midwives who took the 18 month course with a group who took a 12 month course to find out whether they felt they had sufficient clinical experience during training.
Abstract: In 1981 midwifery training for State Registered Nurses was extended from 12 to 18 months. It is hoped that this extended course, will improve the newly qualified midwife's confidence in her clinical skills and in her ability to practise midwifery. This article reports the findings of a study which compared views about training held by a group of midwives who took the 18 month course with the views of a group who took the 12 month course. Data obtained from the two groups on the following topics are discussed and compared: whether they felt they had sufficient clinical experience during training; their views on the amount and content of clinical and classroom teaching; the extent to which they felt the course had prepared them for the various responsibilities involved in practising as a midwife; their career intentions having qualified.
TL;DR: A reappraisal of the educational merits of video technology in education seems long overdue, if only to prevent a perpetuation of the hostility that some teachers feel towards its use.
Abstract: Reasons for the rejection of video technology in education have been identified and discussed in the first part of this paper (see volume 6, number 4). A reappraisal of the educational merits of this medium seems long overdue, if only to prevent a perpetuation of the hostility that some teachers feel towards its use. There are many and varied applications of video technology in nurse education; many nurse teachers may not be aware of the full potential of this medium in nurse education; its application is the subject of part two of this paper.
TL;DR: This paper begins by relating research to the creation of knowledge and leads into examples of research methods, which are: historical, developmental, survey, correlational, experimental, and action research.
Abstract: It is the attention given to the methodology which is the hallmark of a good piece of research. This concern about methodology is nothing new but extends back to the dawn of the scientific area. Nearly four centuries ago Rene Descartes (1637) in his Discourse on Method wrote ‘In the search for the truth of things method is indispensable'. This paper begins by relating research to the creation of knowledge and leads into examples of research methods. Six examples have been chosen and these are: historical, developmental, survey, correlational, experimental, and action research. The principal features and potential of each method are discussed. A brief reminder of the importance of the ethical aspects of research is included.
TL;DR: The way in which clinical teaching developed in this country is discussed, based on an historical study which formed part of the author's PhD thesis, and the effect which conflicting perceptions of clinical teaching had on the ways in which it was conceived and organised.
Abstract: This paper discusses the way in which clinical teaching developed in this country. It is based on an historical study which formed part of the author's PhD thesis and specifically considers the effect which conflicting perceptions of clinical teaching had on the ways in which it was conceived and organised.
TL;DR: Developed and used imaginatively, small-scale projects based on ethnographic research methods can help to provide the experience needed for developing cultural awareness and sensitivity amongst nurse learners.
Abstract: Although the question of including ethnographic studies in nursing curricula is seldom discussed in the British nursing literature, the need for such perspectives is recognised. Developed and used imaginatively, small-scale projects based on ethnographic research methods can help to provide the experience needed for developing cultural awareness and sensitivity amongst nurse learners. A wealth of texts, mostly in the field of social anthropology, exist which provide insight into this approach to cultural discovery.
TL;DR: A comprehensive model of the nature of self-awareness methods is offered: first is the classical/romantic dimension, second is the Apollonian/Dionysian dimension; both dimensions and the quadrants thrown up by them are discussed in relation to structured self- awareness development.
Abstract: It has been suggested in the recent literature that nurses need to develop self-awareness as a prerequisite for skilled nursing intervention. This article offers a comprehensive model of the nature of self-awareness methods. The model is two-dimensional: first is the classical/romantic dimension, second is the Apollonian/Dionysian dimension. Both dimensions and the quadrants thrown up by them are discussed in relation to structured self-awareness development. Suggestions are then made bout the implication of the model for nurse education.
TL;DR: The procedure for evaluation was based on Stufflebeam's (1969) model of evaluation and both formative and summative methods of data collection were used and at present a framework for collecting relevant data has been established.
Abstract: Evaluation of nurse training programmes is seen by most nurse educators as a very important activity. The planning and implementation of an evaluation procedure can however, be a complex activity; it is complex because it requires not only a systematic approach to curriculum evaluation but also a satisfactory degree of compliance by those who in any way contribute or participate in the programme. Shortly after the Liverpool School of Nursing started its modular scheme of training, it set up an evaluation committee to work out a system of data collection so that the new programme could be evaluated. The procedure for evaluation was based on Stufflebeam's (1969) model of evaluation and both formative and summative methods of data collection were used. Although the effectiveness of the procedure will have to be reviewed at a later date, at present a framework for collecting relevant data has been established.
TL;DR: The use of video within nurse education is examined, both historic and current reasons for its apparent lack of use are examined and some suggestions to enhance usage are explored.
Abstract: When one considers the way in which our daily lives are increasingly influenced by technology, especially television, it seems surprising that teachers in general education have dismissed all but the simplest technological innovations to aid learning. There is little indication to show that nurse education has responded any differently. The use of computers in nurse learning is patchy at best. Many tutors rely on the overhead projector to the exclusion of all else. The considerable advantages of video, particularly in provoking learning by exhibiting experiences to two of our senses — sight and sound — simultaneously, are either frequently neglected or used as a ‘class-minding’ service. This paper concentrates on the use of video. In part one it sets out to examine both historic and current reasons for its apparent lack of use. Part two begins with a brief discussion of the capacities of video technology. The current usage of video within nurse education is then reviewed and finally some suggestions to enhance usage are explored.
TL;DR: The development of a new curriculum and the more facilitative approaches to education being adopted by one nurse education centre in Wales are traced.
Abstract: This paper traces the development of a new curriculum and the more facilitative approaches to education being adopted by one nurse education centre in Wales. A thematic approach to curriculum design is described. Consideration is also given to the implications for teachers of the new learning strategies.
TL;DR: A range of problems encountered while setting up support groups were described, some of which were specifically to help nurses give up smoking while others were planned to help with a widerange of problems.
Abstract: There has been much discussion on the value of support groups as a means of enabling nurses to deal with the emotional costs of their daily work. This paper describes a range of problems encountered while setting up support groups. Some of the groups were specifically to help nurses give up smoking while others were planned to help with a wide range of problems. From the findings, suggestions are made which may be of value to nurses in all specialties.
TL;DR: The demands on the children’s hospitals in the early 20th century were to outstrip the voluntary hospitals’ ability to cope Dee at Heswall on the Wirral, and it was with them.
Abstract: The demands on the children’s hospitals reA new hospital for children was opened in sources in the early 20th century were to 1909 on a splendid site overlooking the River outstrip the voluntary hospitals’ ability to cope Dee at Heswall on the Wirral, and it was with them. Larger premises were acquired and noted for the work of the orthopaedic surgeon, new wings added to existing premises. At the Robert Jones. Known as the Royal Liverpool turn of the century Great Ormonde Street had Country Hospital for Children, this world about 240 beds. In 1912 there were 16 sisters, famous hospital was one of many to be opened 16 Staff Nurses and 65 probationers (Saxton in the provinces at the beginning of the cen1978). The Royal Edinburgh Hospital for Sick tury to treat the unfortunate numbers of chilChildren was transferred in 1895 to a new dren suffering from tuberculosis and other hospital with a south frontage to Sciennes diseases of the bones and joints. In 1920 when Road and close to the Meadows, one of the the Royal Liverpool Children’s Hospital was most important open spaces in the city. The formed as a result of the amalgamation of the bed occupancy was increased to 120 beds and Infirmary for Children, Myrtle Street, the the back entrance, to the north on to Hillbank Royal Liverpool Country Hospital for ChilTerrace, has ensured that the hospital still has dren, Heswall, and the convalescent home at room to expand into adjacent properties Thingwall in Cheshire, the total number of