Showing papers in "Nurse Education Today in 1988"

TL;DR: Students nurses from mental handicap, psychiatry, and general tend to have different preferences for the teaching methods of lecture and experiential learning used in their nurse training schools, according to a three-part questionnaire.

TL;DR: It was found that a majority of nurses described themselves as being more authoritative in their interpersonal style and less facilitative and this has implications for the training and evaluation of nurses in the field of interpersonal skills.

TL;DR: It is suggested that nurse education acknowledge the importance of ‘tacit knowledge’ in Nurse Education curricula and develop the practising nurse’s skill in recognising the important of integrating ‘Tacit Knowledge” in the decision process about patient care.

TL;DR: Control of post-operative pain can be improved by pre-operative preparation and effective use of pain assessment tools, and the author describes the changes process in which staff were actively involved at each stage.

TL;DR: It is suggested that state empathy may not be stable, and that it is a promising target for nurse educators, while trait empathy was shown to be more closely associated with other (stable) aspects of personality than was state empathy.

TL;DR: The writer concludes that what is necessary is an approach which is fully integrated in terms of personnel, material and teaching environment to achieve the aims of teaching nursing students about research.

TL;DR: A student centred approach to assessment and evaluation is described through the medium of the journal or diary as methods of assessing and evaluating the completed work.

TL;DR: The results indicate that student nurses do not generally show any preference for a particular learning style, and that there is no relationship between learning styles and learning effectiveness or the ability to solve problems, but the data suggest that training in Learning How to Learn can significantly improve the student nurses' performance in learning and problem solving.

TL;DR: This research evaluated over a 12 month period the introduction of self initiated and self directed study contracting with student nurses and the potential significance of independent contracted study is related to androgogical teaching and learning philosophy.

TL;DR: The view is reinforced that, although continuing learning is vital to professionalism, the introduction of mandatory continuing education for nurses and health visitors should not necessarily be seen as the panacea to cure the disease of laggards.

TL;DR: The typical beginning student of nursing favours a learning environment characterised by a caring relationship, structure, permission to be assertive and utilise nurturing behaviours, use of practical material that relates to concrete realities and learning activities that require touch, muscular sensations, and kinesthetic senses.

TL;DR: The paper considers the implications of student experience in relation to the proposed changes in nurse education, and recognises the need to consider the situation of those who have graduated from nursing degree programmes.

TL;DR: The findings of the study show that the course was highly rated by the course members on all aspects, that it was perceived to be a valuable learning experience, and that course members gained from it being a joint venture with other Health Districts.

TL;DR: A means by which nurses in one Health District identify their learning needs and plan to meet them is described and the contribution to this process of competency rating scales and learning contracts is explored.

TL;DR: The author discusses the ideas for inclusion of death and bereavement subjects in the continuing education curriculum and the views of 65 nurses are reported here.

TL;DR: Three practical methods of self-evaluation are described and it is indicated how they can be used in a variety of nursing educational contexts, to evaluate both cognitive and affective learning.

TL;DR: The rationale for the development and use of an extended simulation as a tool for the teaching of ward management skills and the criteria used in the design of such a simulation for the 1st level nursing course at Oxford School of Nursing are provided.

TL;DR: Smoking among recruits to nursing and teaching at their entry to training and during the first year of that training is examined, demonstrating that differences in prevalence among qualified nurses and teachers are already established before training begins.

TL;DR: The findings of the study indicate that the qualified nurses entering the first degree programmes are a heterogeneous group who are highly motivated and have already gained knowledge through life and work experience but are also burdened with a high degree of anxiety and fear.

TL;DR: An alternative format which has been in use for 5 years is presented, built around the use of experiential exercises designed to give the candidate a better chance to show what they have to offer and for the school to gain a greater insight into the persons potential as a nurse.