Showing papers in "Nurse Education Today in 1991"

TL;DR: A method of analysing qualitative interview data is outlined as a stage-by-stage process and the researcher in the field of qualitative work is urged to be systematic and open to the difficulties of the task of understanding other people's perceptions.

TL;DR: The roles of the mentor and preceptor are compared and some suggestions as to how those roles may help to narrow the theory/practice gap in nursing are offered.

TL;DR: Individual stress experiences were similar for learners who left training as a result of stress and those who remained, and a number of individual strategies for coping with stress are presented.

TL;DR: It is argued that this strategy is faulty and ill-conceived; the inherent difficulties of the competence-based model of curriculum design are highlighted and are of fundamental concern to nurse educators and students in the UK.

TL;DR: It is suggested that a balance must be established between maximising the student's control of her own learning and the constraints imposed by statutory educational requirements, particularly with regard to learning outcomes.

TL;DR: The authors conclude that the use of such a strategy can make a valuable contribution to nurse education, enabling students to look at situations from multiple perspectives and heightening awareness of the complex skills involved in nursing.

TL;DR: The aim of the study was to determine the validity and reliability of the use of the OSCA as an integrated assessment tool as a measurement of the extent to which a student nurse can plan and deliver safe and effective comprehensive nursing care.

TL;DR: More research needs to be carried out into the mentorship of nurse learners in Britain in view of its increasingly wide use, especially with the advent of Project 2000 and the implications of supernumerary status for learners.

TL;DR: In more, this is the real condition as mentioned in this paper, people will be bored to open the thick book with small words to read, and this will happen probably with this perspectives in sociology.

TL;DR: Kelly's (1955) personal construct theory and the repertory grid interview technique were used to elicit trained nurses' views about caring in relation to the practice of nursing to explore nurses' perceptions of the concept of caring.

TL;DR: An evaluation project developed by the staff and supported by a research grant from the New South Wales Nurses Registration Board was described, to determine the validity and reliability of the Objective Structured Clinical Assessment technique.

TL;DR: The attitudes of university nursing students to elderly people, people who are disabled and people with a mental handicap were assessed and it was found that students had a more favourable attitude towards elderly people and towards those who is disabled than towards those with amental handicap.

TL;DR: A review of the literature shows that clinical evaluation still poses problems for nurse educationalists despite its prominence in nurse education.

TL;DR: The rationale for this work, which is based on a psycho dynamic way of thinking and in particular on ideas about psychic functioning in nurses first proposed by Menzies (1959), is outlined.

TL;DR: Six Category Intervention Analysis was used as the framework of a study which suggested that nurses viewed themselves as being more skilled in offering support, information and prescription in their dealings with patients and less skilled in being catalytic, cathartic and confronting in similar circumstances.

TL;DR: This paper offers a straightforward structure for enhancing interpersonal skills through the use of video in nursing, and provides a simple structure for reflection on practice.

TL;DR: It was found that repeated drilling improved students' ability to calculate drug doses but that this skill level diminished over time, in some instances to predrill levels of accuracy.

TL;DR: A tool to measure clinical performance was required by a college-based programme for undergraduate nursing students and it was found that scores lacked reliability across the six occasions of measurement and hence validity could not be established.

TL;DR: The changes in nurse education add a new dynamic to the old tensions between academic and vocational training and raise new questions about the relationship of nurse education to the academic tribalism of higher education.

TL;DR: The design of a classroom exercise 'Changes' was an attempt to overcome undesirable features of post-allocation evaluation of clinical areas and involved the student nurses in identifying changes that they would wish to make if returning to the clinical areas.

TL;DR: It is argued that two major issues for nurse educational planning in the 1990s are developing a higher education ethos within the colleges and the contracts for educational provision.

TL;DR: Changing pedagogic relationships with students, changing assessment strategies, their new supernumerary position in clinical environments, and reference groups likely to be selected by students are explored.

TL;DR: Reasons are suggested as to why a comprehensive evaluation of post-registration degree courses in nursing is required and the present position of master's degrees in Nursing is highlighted.

TL;DR: It is argued that British nurses have overemphasized the importance of idealistic theory, and this has retarded the development of the authors' understanding of the real world of nursing.

TL;DR: In the light of recent educational reforms, the unprecedented opportunities for nurse and midwife teachers to explore the role of research in the curriculum and in teaching are considered.

TL;DR: A significant change in the distribution of role-conceptions was found which occurred after the nurses had experienced their first year as registered nurses, and which did not occur during the educational process, indicating that the conceptions of the need for a more clearly defined nursing role are assimilated during work experience.