Showing papers in "Nurse Education Today in 2004"

TL;DR: An overview of important concepts related to qualitative content analysis is provided and measures to achieve trustworthiness (credibility, dependability and transferability) throughout the steps of the research procedure are proposed.

TL;DR: Examination of stress experiences of Diploma student nurses in a large Dublin Teaching Hospital showed that examinations, the level and intensity of academic workload, the theory-practice gap and poor relationships with clinical staff were the leading stressors identified.

TL;DR: Three main themes: ward culture; mentors; and learning from the negative reflect the students' accounts of the influence of their clinical experiences on their motivation for a nursing career.

TL;DR: The study highlights the importance of both rural and metropolitan clinical environments in developing not only student competency but also students' satisfaction with their clinical experience and suggests that the selection of a rural placement is more likely to occur when students feel competent, confident and organised about theirclinical experience.

TL;DR: The assertiveness and self-esteem of the experimental group were significantly improved in nursing and medical students after assertiveness training, although interpersonal communication satisfaction of the Experimental group was not significantly improved after the training program.

TL;DR: It is suggested that only three 'stories' are legitimate and identifies these as 'valedictory' 'condemnatory' and 'redemptive'

TL;DR: A wide review of educational literature is presented, to discover how both the constructivist and the sociocultural approach to learning will promote nursing expertise.

TL;DR: This article explains one solution, which was considered and explored prior to implementation for the assessment of an inquiry-based module in nurse education, to provide consolidation of prior learning from the core content of the module.

TL;DR: The findings support the interpretation that the relative evaluations of psychiatric containment methods are a property of wider national cultures, rather than an isolated tradition of professional psychiatric practice.

TL;DR: It is highlighted that continued efforts need to be applied in relation to dispelling traditional nurse role stereotypes if the goal of retaining male nursing students is to be realised.

TL;DR: Although students did not demonstrate any increase in SDLRS at the end of one year in a PBL program, they were able to describe themselves as having developed many of the documented characteristics associated with self directed learners.

TL;DR: Findings from a study of 301 Norwegian nursing students' opinions of their future career indicate that motives like human contact, helping others and job security were important, and nursing students who emphasise this importance are less interested in giving care and help to others.

TL;DR: Nursing has so enthusiastically embraced the notion of a gap between theory and practice that it may have inhibited creativity in the design and delivery of programmes and thereby missing other opportunities for student nurses to learn from practical contexts.

TL;DR: The overall high scores and implied propensity towards beliefs in gender and nursing stereotypes in the 1992 study was found not to be the case for the 2002 sample, which was generally older and had more healthcare experience.

TL;DR: A didactic model based on educational drama was developed and practised with the intention of encouraging a reflective attitude within the student, considering caring science in theory as well as in praxis.

TL;DR: Nursing students' assertiveness skills could be augmented through concentrated efforts from nurse educationalists and clinicians to reduce the communication theory practice gap in nurse education today.

TL;DR: The results showed that students who had had to deal with ethical dilemmas in their practical training had higher moral judgment than students who did not and that nursing education may has an effect upon students' moral judgment.

TL;DR: Recommendations are proposed regarding curriculum review for Japanese nursing education and reflection on professional boundaries for Japanese nurses' and students' critical thinking skills.

TL;DR: Traditional educational theories and discussions on curriculum to web-based teaching, such as constructivism and the process model of curriculum development are discussed, to provide a solid theoretical framework from which to expand the Internet-based pedagogical approach among those whose interest is the promotion of learning.

TL;DR: A critical appraisal is a collation of the evidence as a means of identifying current practice and the theoretical difficulties and debates that characterise this area of multiculturalism and anti-racism in student nurses.

TL;DR: A similar pattern of course-related problems were reported by both Australian and Scottish students with the exception that Scottish students experienced more problems with childcare and caring for elderly relatives.

TL;DR: It is argued that universities cannot survive without harnessing the power of IT to improve the educational experience of students but lecturers should ensure that this is underpinned by sound educational theory.

TL;DR: Results indicated that many of the students were taking a surface approach or surface-achieving approach to their studies, and there was little difference in results between undergraduates and diploma students or between students majoring in different nursing specialties.

TL;DR: There were three main findings: the nature of the relationship between the preceptor and preceptee is pivotal, evaluation is a challenge, and preceptorship is distinct from mentorship.

TL;DR: Using the work of Foucault, dominant and competing discourses influencing clinical teaching through their constructions within the literature are examined, including discourses of academia, nursing, and economics.

TL;DR: The results of this study indicate that the majority of questions asked by tutors and students in the first three years of the program were framed at the low level and were aimed at seeking yes/no responses and factual information more so than probing.

TL;DR: The findings revealed that fourth year students, exposed to increased theoretical information and clinical experience, had a more positive perception of their self-efficacy in providing transcultural nursing skills than the first year students.

TL;DR: This paper argues that nurses are duty-bound to consolidate and incorporate health education and health promotion practices in the clinical setting and have a similar responsibility in the Higher Education setting.

TL;DR: Results show that students value traditional elements of nursing education - clinical practice and lectures - more highly than recent additions such as computer-aided instruction and multimedia teaching.