Current Issue : April - June Volume : 2016 Issue Number : 2 Articles : 8 Articles
Over the past decade, entry-to-practice emergency preparedness competencies have been identified\nas an essential component of nursing education. In this paper the author reports upon a small\nCanadian study which explores the perspective of undergraduate learners and faculty members\nwho participated in and/or facilitated an Emergency Preparedness Simulation (EPS) module during\na primary health care praxis course. The central purpose of this study was to explore the related\nexperiences of learners and faculty who participated in or facilitated an Emergency Preparedness\nSimulation (EPS) module academic year and their perspectives on the effectiveness of the simulation\nin preparing learners to respond to emergencies in the future. The EPS module included a seminar\nfollowed by a mass-casualty simulation experience. The mass-casualty simulation experience\nincluded a ââ?¬Å?Teddy Bearââ?¬Â triage and an ââ?¬Å?Explosionââ?¬Â triage. The constructivist data analysis\nidentified four related patterns for both the learner and faculty participants: Strengths (S), Objections\n(O), Suggestions (S), and Feelings (!) [SOS!]. Three themes were identified in each pattern: relevance,\ndesign, and engagement. In comparing the learner and faculty perspectives, there is a clear\ncongruence between the strengths identified, the objections identified, and the power of feelings\nfor both learners and faculty who participate in the emergency preparedness scenarios. Learners\nand faculty had different suggestions. Learners suggested more time on developing skills, particularly\naround first aid of individual clients, and recommended all students begin with the ââ?¬Å?Teddy\nBearââ?¬Â triage. Faculty suggested a re-thinking of the ââ?¬Å?Explosionââ?¬Â triage simulation to emphasize\ncommunity based emergency preparedness and responsiveness. Such re-focusing would support\nthe integration of key primary health care principles and values including equity, social justice, and\nsocial determinants of health. Learners and faculty valued the EPS module and recommended it\ncontinue to be a learning component of the primary health care course....
Introduction Aim: Empathy is the study of understanding the feelings of the person by placing\nhimself/herself in another's shoes. This study was planned to evaluate the empathic tendencies of\nnursing students.\nMethod: This study is a descriptive study. 216 nursing students studying in ArtvinÃ?â?¡oruh University\nHealth High School formed the sample of the study. \"Sociodemographic characteristics form\" and\n\"Empathic Tendency Scale\" were used as a data collection tool.\nFindings: The average age of the sample was 20.57, and empathic tendencies did not vary according\nto age group (p>0.05). Although females had higher tendencies than males, the difference was not\nsignificant (p>0.05). The empathic tendencies of 3rd and 2nd grade students were higher than other\ngrades but the difference was not significant (p>0.05). Students were regular high school graduates\n(52.8%), medical vocational high schoolgraduates (11.6%) and other high school graduates (35.6%),\nthere was no difference between the groups (p>0.05). The majority of the sample (46.8%) lived in\ncities, however, their empathic tendencies did not vary significantly according to place of living\n(p>0.05).Although the empathic tendency point average of students with nuclear families (68.486)\nwas higher than the average of students with extended family (67.342), there was no significant\ndifference between these two groups (p>0.05). The majority of families of the students (81.5%) were\nfrom middle income group, 14.4% of them were from low income group and 4.2% of them were from\nhigh income group, and the empathic tendency point averages of these groups were significantly\ndifferent from each other (p<0.05). Educational statuses of fathers and mothers were, respectively,\nprimary school, secondary school and higher education, and the empathic tendencies of both fathers\nand mothers did not vary according to educational status (p>0.05).\nResult: It was observed that the empathic tendencies of the students did not vary according to\nvariables such as age, gender, grade, place of living, graduated high school, family type, family\nincome level and the educational statuses of father and mother. It was observed that students with\nmiddle and high family income levels had higher points than the students with low family income\nlevels....
Background: The number of individuals with dementia is increasing substantially due to South Koreaââ?¬â?¢s rapidly\naging society. Undergraduate nursing students need to have adequate knowledge about dementia to deliver\nappropriate nursing services. The purpose of this study was to assess the knowledge about dementia among\nundergraduate nursing students.\nMethods: A total of 148 students ranging from freshmen to seniors at a nursing university participated in this\nstudy. Data were collected through self-reports using 12-item questionnaires with true/false responses. Knowledge\nlevels about the general characteristics including demographic categories and dementia- related education and\ntraining were determined. Factors affecting the score of dementia knowledge were also investigated.\nResults: The average score and standard deviation for knowledge about dementia were 10.26 and 1.24 out of 12\npoints. They had relatively low knowledge about the ââ?¬Å?prevention and treatmentââ?¬Â and ââ?¬Å?causesââ?¬Â of dementia, with\noverall correct rate of 78.6 % and 85.4 %, respectively. Higher level of knowledge about dementia was associated\nwith increase in grade level (p < 0.001), experience in education on dementia (p = 0.01), previous experience in\ncaring for people with dementia during clinical practice (p < 0.001), and acquiring information on dementia\n(p = 0.02). Factors that influenced knowledge about dementia included grade level and experience in caring for\ndementia patients during clinical practice.\nConclusions: This study showed that the level of knowledge about dementia among nursing students was\nreasonably good. Integrating dementia education and clinical experience into the curricula of undergraduates could\nimprove knowledge about the causes, prevention, and treatment methods for dementia....
Background: Nursing education has evolved over time to fit societiesââ?¬â?¢ increasing care needs. Innovations in\nnursing education draw thorny debates on potential jeopardy in the quality, safety, and efficacy of nurse graduates.\nAccelerated nursing education programs have been among landmark strategic changes to address the persistent\nbedside nurse shortage. Despite the dearth of empirical studies in sub-Saharan Africa (SSA), the National School of\nPublic Health of Burkina Faso has developed a State Diploma Nursing (SDN) fast-track program. With innovative\nfeatures, the program is nested into the traditional SDN program. This study investigates preliminary outcomes of\nthe implemented policy using the initial cohort that went through the program. Comparison of the traditional\ngeneric program and the fast-track one is drawn to inform nursing education policy.\nMethods: The study was conducted in the three campuses delivering the SDN program. Data collected from a\nrepresentative sample included 255 students from the 2006ââ?¬â??2009 cohort, after concluding the program. Surveyed\nstudents were assessed according to the program entry status. Outcomes were measured using studentsââ?¬â?¢ academic\nperformance. Besides descriptive analysis, bivariate t-test, F-test, and multivariate ordinary least square regression (OLSR)\nwere employed to determine the comparative pattern between the traditional generic and the newly nested fast-track\nprogram. Studentsââ?¬â?¢ varied statuses (private pre-registration, state pre-registration, private post-registration, and state\npost-registration) were kept to better outline the findings trend.\nResults: A fifth (19.6 %) of surveyed students were enrolled in the fast-track stream from which, one third (33.7 %)\nconsisted of post-registered students. Fast-track students comparatively achieved the best academic performance\n(mean: 73.68/100, SD: 5.52). Multivariate OLSR confirmed that fast-track students performed better (Ã?²: 5.559, p < 0.001),\nand further informed differences between campuses. Students entry status also displayed significant differences, yet\nthe academic performance of post-registered students from traditional generic versus fast-track was similar (p = 0.409).\nConclusion: Findings suggest that fast-track program students performed better than the ones from the traditional\ngeneric program. The uniqueness and success of this mixed nursing program experience sheds light for nursing\neducators engaged in policy making. The study results can serve as a crucial foundation for policymakers to alleviate\nthe nurse shortage in SSA....
Background: Peer learning, a collaborative learning model has no tradition in clinical education for undergraduate\nstudent nurses in Sweden, and little is reported of the student experience. An increasing number of students\nhave led to a pressing need for preceptors and clinical placements thus, highlighting the need for a supportive\neducational model. The objectives for the current study were to explore how student nursesââ?¬â?¢ evaluated peer\nlearning as an educational model during clinical practice in a hospital setting, and to compare perceptions among\nstudent nurses from year one and three.\nMethods: A questionnaire developed for the purpose of this study was developed and responded to by\n62 (year one) and 73 (year three) student nurses. Data were collected between 2011 and 2013. The questionnaire\ncontained six open- ended and eight closed questions on a four point Likert-scale. Written responses were analysed\nby content analysis and the closed questions by using descriptive statistics. Mannââ?¬â??Whitney U-test was used to\nexamine differences in relation to students from year one and three.\nResults: The peer learning experience was evaluated in a positive way. Statistical significance differences were\nshown for two out of eight closed questions. The peer learning activities were evaluated as supportive and relevant\nfor learning. Three categories emerged from the content analysis: ââ?¬Å?a feeling of safetyââ?¬Â, ââ?¬Å?a sense of competitionââ?¬Â\nand ââ?¬Å?the learning experienceââ?¬Â.\nConclusion: A feeling of safety seems to be connected to studentsââ?¬â?¢ perception of increased learning and\nindependence. However, the sense of negative competition needs to be addressed when students are prepared for\nthe teaching and learning activities in the peer learning model. Finally, what needs to be further investigated is\nwhat challenges and opportunities the peer learning model presents to preceptors....
The use of technology in social and educational settings has expanded over the last decade. Millennial\nstudents are more likely to multitask, using a variety of devices, in social and classroom\nactivities. The aim of this study was to determine if in-class multitasking, specifically texting, had\nan impact on test scores of beginning nursing students. In this experimental study, ninety-one\nstudents enrolled in a first-level nursing course were randomly assigned to texting and non-texting\ngroups during a class lecture. The students listened to a twenty-minute lecture on the concept\nof infection and a sexually transmitted disease. The texting group was asked to send three text\nmessages to the instructor during the lecture. All students completed a ten-question quiz that\npertained to the lecture content and two questions on demographics following the lecture. Most\nstudents who participated in the study were females and had a grade point average between 3.0\nand 3.5. The results identified significant differences between the groups with lower scores in the\ntexting group. One may conclude that multitasking during class affects outcomes in terms of grading....
Background: In recent years, increasing emphasis has been placed on the importance of collaboration within\nmulti-disciplinary healthcare teams, so as to facilitate holistic patient care and thus allow improved treatment\noutcomes. There is hence an urgent need to educate healthcare undergraduates early in their professional careers\non the importance of and complexities involved in cooperating with counterparts from other allied healthcare\nprofessions. In conjunction with this, a milestone student-led conference for undergraduate students, the 9th\nStudent Medical-Nursing Education Conference (SMEC), was organised in 2013 to provide a unique opportunity for\nshared learning among the entire cohort of undergraduate medical and nursing students in Singapore\nmatriculating in that year.\nMethods: This study evaluated the effectiveness of the 9th SMEC 2013 as a shared conference experience in\nimproving the attitudes of undergraduate medical and nursing students in Singapore towards inter-professional\neducation (IPE). A 19-point Readiness for Inter-Professional Learning Scale (RIPLS) questionnaire comprising\nthree subscales was administered to participants both before and after the conference. 352 responses were\ncollected, giving a response rate of 75.1 %. Results were analysed using paired-samples t-tests with statistical\nsignificance set at p = 0.05.\nResults: Improvements in overall scores for both medical and nursing students were reported for all three\nRIPLS subscales. Examining the RIPLS items individually, significant improvement in scores for both medical\nand nursing students was obtained in all 19 items. Prior exposure to IPE activities was not a predictor of\nimprovement in IPE attitudes.\nConclusion: The authors propose that student-led jointly-organised conference experiences are effective in\nimproving healthcare students� attitudes towards IPE. This study provides valuable insights to facilitate the\ndevelopment of further IPE programs to allow for the rapid and effective promotion of cooperation and\ncollaboration between students across various healthcare disciplines....
Patients with mental illness are stigmatized. Health care professionals may even perpetuate\nstigma towards mental illness. Thus it is important to ensure that health care professionals have\npositive attitudes towards patients with mental illness. The aim of this study was to estimate the\nimpact of an eLearning course on psychiatric nurses� attitudes towards mental illness. A cluster-\nrandomized trial (ISRCTN32869544) design was used. Twelve wards were randomly assigned\nto the eLearning course (ePsychNurse.Net) group or the education as a usual group. The participants\n(N = 228) were allocated to the intervention (n = 115) or control group (n = 113) according\ntheir baseline ward affiliation. Attitudes were rated according to the Community Attitude towards\nthe Mentally Ill scale. Both groups were found to have positive, not stigmatized attitudes towards\nmental illness. No statistically significant changes were found at three-month or nine-month follow-\nup. It may be that by developing the ePsychNurse.Net course to include more material related\nto nurses� attitudes and as nurses become more familiar with eLearning, the course may be effective\nin shaping nurses� attitudes towards mental illness. On the other hand, our study�s ninemonth\ntime span may have been too short to change nurses� attitudes....
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