Showing papers in "Nurse Education Today in 2008"

TL;DR: Most students are able to learn effectively as long as the instructor provides different learning activities in the areas assessed in VARK, and active learning might be enhanced in large classrooms by presenting models and demonstrations, discussions, debates, answering questions, and role playing.

TL;DR: The framework created by Wenger is debated and the role of the CoP as an innovative way for educators and practitioners to collaborate to develop and manage new knowledge and emerging practice is reviewed.

TL;DR: The available evidence did not provide supportive evidence on developing nursing students' critical thinking through PBL and there is a need for additional research with larger sample size and high quality to clarify the effects of PBL on critical thinking development within nursing educational context.

TL;DR: Emerging developments in practice education are increased inter-professional and community-based practice education, and new partnerships among academic and practice organizations intended to alleviate model limitations, ease pressures from organizational contexts and respond to large integrated health care systems.

TL;DR: The results suggest that blended learning integrating e-learning and face-to-face instruction in the classroom is useful for enhancing medication knowledge, suggesting that it can be an effective component in nurse education programs.

TL;DR: Findings add to the evidence that the active and self-directed nature of PBL encourages students' ability to think critically, be tolerant of the ideas of others and evaluate conflicting information before reaching a conclusion.

TL;DR: An analysis of the concept of experiential learning indicates that it is the product of reflection upon experience, with the nature of the reflection and the quality of the experience, being significant to the overall learning.

TL;DR: The main thrust of the paper is that, if the 'Bologna Process' were achieved, it would have a positive impact on the health care systems and populations of participating countries as well as their economies.

TL;DR: It emerged that although nursing was not everybody's first career choice, all participants had sought a career which involved caring and family or friends in the profession played a role in influencing participants' career selection.

TL;DR: The findings indicate that student nurses worldwide do share much in common while still retaining individual cultural features relating to stress throughout their course of study.

TL;DR: Simulation was positively received by both students and mentors as it was apparent that it offered scope for interdisciplinary learning that could be broadened to inter-professional applications.

TL;DR: The aim of this study was to deepen understanding of how mentors actually make judgements about students' clinical competence, using a critical incident technique in interviews with a convenience sample of students and mentors from two different geographical regions in the UK.

TL;DR: Attempts to retain students in the first semester may be futile as these students may be unsuited or uncommitted whereas there is greater scope to retain those who leave in the second semester.

TL;DR: The experiences of nursing students undertaking an international placement during their pre-registration education were beneficial; however, there is a need for change in the preparation, support and monitoring of students, greater engagement with the partner institutions, and more effective mentoring of staff.

TL;DR: The Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students, finding it to be useful.

TL;DR: The first underscores the responsibility of health care organisations to sustain and develop clinical supervision and the second points to the potential benefit that clinical supervision may have on patient outcomes.

TL;DR: Findings from this descriptive study revealed that many preceptors were inexperienced, did not fully comprehend the assessment process and were not applying all of the recommended assessment strategies when assessing students in clinical practice.

TL;DR: This process oriented method has been successfully used to develop reasoning skills in nursing students and is one that should be adopted by nurse educators as a core teaching and learning strategy when educating pre-registration student nurses.

TL;DR: The effect of high quality multiple-choice tests on the learning approaches of students enrolled in a mental health nursing course as measured by the revised two-factor study process questionnaire (R-SPQ-2F) was examined.

TL;DR: By highlighting dying and death in the curricula, nursing schools appeared to be giving nursing students an opportunity to face the issue of death, thus helping them to be better prepared to help their patients and their families to do so.

TL;DR: It is concluded that the transition from expert practitioner to novice lecturer can be problematic and recommendations for facilitating the process include the introduction of a more robust mentoring system, specific preparation for the mentors, and the development of a positive departmental learning culture.

TL;DR: This study can guide nursing educators in the design of classroom and clinical instructional strategies to respond to individual needs in order to enhance student success.

TL;DR: The ethical basis of teaching student nurses about the concepts of spirituality and spiritual care is explored by reporting the findings from the first year of a 3 year investigation.

TL;DR: The content structure of the study unit based on the ASSET model, a model for actioning spirituality and spiritual care education and training in nursing, and the various teaching methods used are described.

TL;DR: Positive feedback from students sheds light on the importance of teaching undergraduate students on the spiritual dimension in care and implies that such a study unit is to be integrated within the curriculum of nursing education for the benefit of nurses themselves and to enable delivery of holistic care.

TL;DR: Results suggest that first year student nurses were disillusioned with the reality of clinical nursing and that their expectations of nursing were not realised, and perceived that paperwork, completing tasks and meeting targets were dominant features of nursing work at the expense of patient contact and communication.

TL;DR: Although each participant shared instances where ESL may have contributed to his/her academic difficulty, the participants did not perceive that ESL was the primary reason for course failure, but attributed it to the discrimination and stereotyping they experienced.

TL;DR: The theoretical underpinnings of Q-methodology are explored and its application as a research method in the field of nurse education is illustrated, providing a brief illustration of its use in mental health nurse education.

TL;DR: It is suggested that if one of the major aims of nurse higher education is the development of culturally competent practitioners, study abroad is deserving of far greater attention than is currently the case.

TL;DR: An overview of learning-centered education, a systematic method for de-crowding the curriculum, and a discussion of challenges encountered are presented.