Showing papers in "Nurse Education Today in 2007"

TL;DR: It is concluded that whilst caution must be applied in relying on OSCE as a sole means of practitioner assessment, used carefully it can make a helpful and meaningful contribution to health professional education.

TL;DR: In this retrospective study, data collection included student profile characteristics, academic outcomes, type of retention or attrition, program completion length, and licensure, which suggested several variables that influenced first time pass rate on the nurse licensing exam.

TL;DR: Investigating the perceptions of second year undergraduate nurses and their academic teachers of their experiences of high-fidelity simulation using the Laerdal Vital Sim Nursing Kelly and Nursing Anne technology indicated that undergraduate nursing students value the opportunity to practice nursing activities in a safe environment prior to clinical placement.

TL;DR: The findings suggest that student writing can be used as evidence for the presence or absence of reflective thinking and suggests that journals are a useful tool for promoting reflection and learning.

TL;DR: This research used a generative approach to elicit learner's views of what teacher characteristics and contextual influences impact them in clinical settings and found teacher knowledge appeared critical in four areas: as it pertains to the clinical setting, the curriculum, the learner and teaching/learning theory.

TL;DR: The findings reveal that male nursing students face particular challenges from an academic and clinical practice perspective during their university experience, with themes identified from interviews and narratives highlighted the fact that there is a tendency for male Nursing students to feel isolated and excluded from an academics and clinical perspective.

TL;DR: Simulation based training is an appropriate proactive approach to reducing errors and risk in obstetrics, improving teamwork and communication, whilst giving the student a multiplicity of transferable skills to improve their performance.

TL;DR: Most responses were positive, but the demands of taking courses were perceived to encroach on life outside work, especially the need to complete lengthy assignments, and five main themes emerged: who and what is continuing professional development for?

TL;DR: It is argued that this model not only better prepares the student for the time they will spend in the practice setting, but also lays the foundation for the development of a clinically competent practitioner with the requisite physical and cognitive skills who is fit for purpose.

TL;DR: It is proposed that the problematic nature of clinical placements may be better understood through the lens of 'belongingness'; a critical review of selected studies drawn from the psychological and social science literature provides insight and useful direction for a more focused review of the nursing literature.

TL;DR: The mentors participating in the study struggled with their dual role as assessor and mentor and found conflict within this responsibility, and the role of assessor was poorly recognised and the complexity of being both an assessors and a supporter/friend is discussed.

TL;DR: Results showed that both groups overall CT was marginal indicating no serious deficiency, their SE was average, and their SA was relatively high; they reported analyticity, open-mindedness, systematicity, inquisitiveness, and truth seeking as predominant critical thinking dispositions with no significant difference between them.

TL;DR: Recommendations were that educators should offer information in the direction of student expectations, increase their positive feedback and lighten the academic workload of these students.

TL;DR: A fresh look is taken at the literature on the advantages and disadvantages of simulation education as a teaching, learning and assessment methodology within pre-registration nurse education in the United Kingdom.

TL;DR: Examining everyday discourse used in the nursing literature identified the critical attributes, antecedents and consequence of continuing education in nursing, which are synthesised into a conceptual model.

TL;DR: An audit to explore the predictive relationship between entry qualifications, age, gender, attendance and academic performance in a cohort of pre-registration Diploma of Nursing students found that students with higher level entry qualifications performed consistently better than those with lower level qualifications.

TL;DR: The findings revealed that newly qualified nurses have specific needs, many of which are unrealised, and that management and staff must remain cognisant of the fact that many newly registered nurses have relatively limited clinical experience at the time of registration.

TL;DR: Suggests for strategies to resolve the ongoing debate surrounding the clinical role of nurse lecturers are suggested, including a review of staff:student ratios in nurse education, re-evaluation of the need for a clinical role, and the use of innovative recruitment and development strategies by higher education institutions.

TL;DR: It is argued that the process of making significant moves towards a patient safety culture requires changes in healthcare education, and specifically mention made of the Human Factors Analysis and Classification System (HFACS).

TL;DR: A study was undertaken to investigate the effectiveness of implementing several strategies which focussed on developing the mathematical and conceptual skills of student nurses to improve their drug calculation skills, and found that implementing a range of strategies significantly improved the drug calculations skills of nurses.

TL;DR: This survey study examined Hong Kong nursing students' perception of the social climate of the clinical learning environment and found that there were significant differences between students' perceptions of the actual and ideal clinical learning environments.

TL;DR: The paper is intended to encourage those wanting to write for publication, whilst trying to persuade those with influence on developing academic writing to think more broadly in regards to the support provided and need for research.

TL;DR: A high feasibility of developing e-learning that coexists with other CE models (e.g. traditional instruction) is revealed and directions for decreasing barriers for developing a learning model of this new medium for nurses' CE are provided.

TL;DR: There is no strong research evidence to suggest changes occur in baccalaureate nursing students' CT during their educational programs, including those using PBL, and similar results were found among post RN students.

TL;DR: Most of the stressors found to lose stressor power during the course of nursing training are found, and some recommendations based on the findings are provided.

TL;DR: In depth interviewing of 18 adult branch student nurses, a range of difficulties encountered and a variety of coping mechanisms to manage these were revealed, including the decision to conceal or disclose their dyslexia was particularly prominent and contentious for these participants.

TL;DR: An historical overview of the development of nursing education in Iran is presented within its economic and sociopolitical contexts and recommendations based upon lessons learned from historical and contemporary realities are presented.

TL;DR: Instructional strategies need to account for the presence of mathematical and computer anxiety when planning an educational program to develop competency in dosage calculations.

TL;DR: Results show that coverage of dementia within the mental health branch of pre-registration nursing programmes is very variable, and may be related to the presence of an experienced and committed lecturer within the HEI.

TL;DR: Contrary to some anecdotal views, the participants generally felt that higher education contributed to enhanced client care, reporting additional personal and professional satisfaction and their determination to learn remained strong.