Current Issue : January - March Volume : 2016 Issue Number : 1 Articles : 8 Articles
Introduction: Clinical competency and knowledge of the effective factors are of critical importance\nin nursing. Competency, self-esteem, and self-knowledge are achievable through professional identity.\nEmployees� participation in and attachment to their professional role is contingent considerably\nupon their professional identity. In light of this, the present study is aimed at determining\ncorrelation between professional identity and clinical competence of the nurses working in psychiatric\nwards of the hospitals affiliated with Tehran-based medical sciences universities. Methodology:\nThis correlative study was conducted on 125 nurses working in psychiatric wards of Tehran-\nbased hospitals affiliated with medical sciences universities. Data gathering tool of the study\nwas a researcher-designed questionnaire to collect demographic, clinical competency, and professional\nidentity data of the participants. For data analyzing, Statistical Package for the Social\nSciences (SPSS) version 18 was used. Findings: The results showed 91.2% of the participants evaluated\ntheir professional identity at good (47.2%) and very good (44%) levels; and 78.2% evaluated\ntheir clinical competency at very good level. The results also indicated positive and significant\nrelationship between professional identity and clinical competency(r = 0.32, p = 0.001). In addition, none of the demographical variables were related to professional identity and clinical\ncompetency. Conclusion: There is positive relationship between clinical competency and professional\nidentity, which means that development of positive attitudes regarding the psychiatric\nnursing can lead to higher clinical competency of the participants. The findings of the study highlighted\nthe weight and role of positive attitude regarding the professional identity. It could result\nin increase of clinical competency and deserved attention of hospital�s managers....
The quality of palliative care given to terminally ill patients and their family members can be directly impacted by the attitudes\nthat nurses hold towards palliative care.This study aimed to investigate the attitudes of nonpalliative care nurses towards death\nand dying in the context of palliative care. Nurses working within the medical aged care, cardiology and respiratory wards at two\nmetropolitan teaching hospitals in Sydney completed the Frommelt Attitudes Towards Care of the Dying (FATCOD) scale, an\nanonymous self-administered questionnaire, and a twelve-item demographic questionnaire. A total of 95 completed surveys were\nused in the final analysis. The total FATCOD score was 119.8 �± 11.1, patient FATCOD was 79.6 �± 8.6, and family FATCOD was\n40.2 �± 4.4. Of significance, the professional variables designation and role were associated with attitudes in the total FATCOD and\ncountry of birth, designation, highest level of education, and rolewere associatedwith attitudes towards the patient FATCOD. Scores\nfor communication between the nurse and the terminally ill patient were poor. Health care facilities should focus on developing\nstrategies to improve the communication skills among nonpalliative care nurses in order to optimize patient outcomes....
When patients die relatives and healthcare professionals may appreciate the quality of the dying phase differently, but comparisons\nare rare. In a cross-sectional study (June 2009ââ?¬â??July 2012) the experiences of bereaved relatives, physicians, and nurses concerning the\nquality of dying in a large Dutch university hospital were compared, and the relation to communication was explored.Measurements\nwere concordance on the quality of dying (QOD) (0ââ?¬â??10 scale), awareness of impending death, and end-of-life communication.\nResults. Data on all three perspectives were available for 200 patients. Concordance in general was poor. Relativesââ?¬â?¢ scores for QOD\n(median 7; IQR 5ââ?¬â??8) were lower than physicians and nursesââ?¬â?¢ (both median 7; IQR 6ââ?¬â??8) (...
Background. Multiple sclerosis (MS) or stroke causes functional impairment which can have a major impact on patientsââ?¬â?¢ life.\nObjectives. This RCT investigated the effect of a new nursing intervention (Mobility Enhancing Nursing Interventionââ?¬â?MFP)\ndesigned to improve rehabilitation outcomes. Method.The study took place in a rehabilitation clinic in Switzerland. One hundred\nforty participants diagnosed with MS, stroke, and brain injuries were randomly assigned to control group (CG = standard care)\nor intervention group (IG).The IG combined standard care with 30 days of MFB. MFP placed patients on a mattress on the floor\nand used tactile-kinaesthetic stimulation to increase spatial orientation and independency. Outcomes were functionality (Extended\nBarthel Index, EBI), quality of life (WHOQoL), and fall-related self-efficacy (FES-I). Results.There was a significant main effect of\nthe intervention on functionality (EBI-diff/day mean = 0.30, versus mean = 0.16, ...
Bachelor of Science Nursing (BSN) students� education comprises both theories and practical aspects.\nAccess to resources is required for the development of a professional identity, which includes\ngaining technical knowledge and receiving feedback, guidance as well as social and emotional\nsupport from clinical supervisors. The aim of this study was to evaluate BSN students� views\nof professional development after clinical supervision (CS) during their undergraduate education.\nAn additional aim was to illuminate how competence development was related to the WHO Patient\nSafety Educational Model. A cross-sectional study was conducted, in which CS was measured as\npart of a survey completed by a sample of nursing students after their clinical placement at two\ntime-points, namely 2012 and 2013. Statistical descriptive and inferential analyses were used and\ndifferences in the responses between Time 1 and Time 2 compared. The benefit of CS for nursing\nstudents� competence development revealed a positive significant relationship between students�\nInterpersonal skills and the factor Improved care/skills. There were differences in terms of variables\nrelated to the Importance value of CS and Professional skills. The results can be used to inform\nundergraduate nursing education leaders, teachers and practice partners on individual,\ngroup and organisational level in order to enhance patient safety and highlight the importance of\nCS for BSN students� professional development....
The university monitoring is an auxiliary activity of educational support offered to students interested\nin deepening content and solving questions about the topics learned in the classroom, as\nwell as an opportunity for the development in the student-monitor relationship next to the teaching\npractice. This study aimed to report the experience lived by the student-monitors linked to\nmonitoring project entitled ââ?¬Å?Interdisciplinary for improving the quality of education: Physiology,\nAnatomy and Pathology for Clinical Nursing teachingââ?¬Â. It is an experience report experienced by\nstudent-monitors linked to the project developed for curriculum component Comprehensive\nHealth Care I, taught in the fifth period of the Undergraduate Nursing course at the Federal University\nof Rio Grande do Norte, Brazil. This project has four stages: preparation of laboratories\nand fellows training, construction and application of clinical cases, development of simulations in\nthe laboratory with the students and the final evaluation of the changing process in curriculum\npractice. The monitoring project has provided contact with a simulation environment for students,\nfor the development of skills and attitudes in solving clinical nursing problems through an innovative\napproach to integrating disciplinary learning in the classroom and development initiation\nskills in student-monitors teaching. The approximate relationship with the teacher allows the exchange\nof knowledge, which makes proactive student-monitor in the very process of teaching and\nlearning, as well as the teacher provides the formation of a more qualified and secure professional\nfor the exercise of appropriate assistance....
The problem of lack of nurses can be solved by employing student nurses. Obviously, nurse instructors\nand preceptors have to work extremely hard to train student nurses to meet the standard of nursing.\nThe preceptorship model is yet to be explored as to what it means to have an effective program or the\nrequisite skills to be an effective preceptor. The purpose of this study is to explore how competencies\nand learning methods can improve nurse preceptors. The objectives of this study are to (1) identify the\ncomponents of nurse preceptors� competency and their indicators, (2) determine learning method\napplicable to program development of qualified preceptors, (3) obtain empirical evidence of the degree\nof the importance of the competencies and indicators to the constituents associated with program\ndevelopment of qualified preceptors. This study is a descriptive survey design. A purposive literature\nreview identified 7 relevant preceptors� competencies and 23 indicators. A total of 291 nurses\nvolunteered to complete a questionnaire, indicating support of the desired competencies and preferred\nlearning methods. Findings provide a competency-based model for program development to train\nnursing student preceptors in Thailand....
Evaluating the clinical performance of nursing students effectively and fairly is a challenge which\ncontinues to confront nurse education and there is evidence of both faculty and student concerns.\nThis paper reports part findings of a hermeneutic phenomenological study which explored the\nclinical learning experience of Malawian undergraduate student nurses. The study took place at a\nUniversity Nursing College in Malawi, using a purposive sample of thirty student nurse participants.\nConversational interviews were conducted to obtain participantsââ?¬â?¢ accounts of their clinical\nlearning experience and a framework developed by modifying Colaizziââ?¬â?¢s procedural steps guided\nthe phenomenological analysis. Several issues emerged from this study, but for this paper the assessment\nissues which the study revealed were discussed. It revealed concerns of unfairness and\nlack of objectivity during the evaluation of the clinical performance of nursing students. It also revealed\nthat interpersonal relationships significantly influenced the evaluation process. Consequently,\nnursing students become preoccupied with building relationships with qualified nurses\nknowing the impact of such relationships on the clinical grade. The findings reveal that students\nemploy various strategies in order to obtain good grades and this illustrates studentsââ?¬â?¢ overall\npreoccupation with ââ?¬Å?making the gradeââ?¬Â. It is argued that the evaluation of the clinical performance\nof nursing students is a vital component of nursing education and it must be conducted in a manner\nthat enables nurse educators to effectively determine the clinical proficiency of nursing students....
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