Current Issue : July - September Volume : 2016 Issue Number : 3 Articles : 6 Articles
Background: Self-Directed Learning develops when students take the initiative for their learning, recognising needs,\nformulating goals, identifying resources, implementing appropriate strategies and evaluating learning outcomes. This\nshould be seen as a collaborative process between the nurse educator and the learner. At the international level, various\ninstruments have been used to measure Self-Directed Learning abilities (SDL), both in original and in culturally-adapted\nversions. However, few instruments have been subjected to full validation, and no gold standard reference has been\nestablished to date. In addition, few researchers have adopted the established tools to assess the concurrent validity of\nthe emerging new tools. Therefore, the aim of this study was to measure the concurrent validity between the\nSelf-Rating Scale of Self-Directed Learning (SRSSDL_Ita) ââ?¬â?? Italian version and the Self-Directed Learning Instruments\n(SDLI) in undergraduate nursing students.\nMethods: A concurrent validity study design was conducted in a Bachelor level nursing degree programme located in\nItaly. All nursing students attending the first, second or third year (n = 428) were the target sample. The SRSSDL_Ita, and\nthe SDLI were used. The Pearson correlation was used to determine the concurrent validity between the instruments;\nthe confidence of intervals (CI 95 %) bias-corrected and accelerated bootstrap (BCa), were also calculated.\nResults: The majority of participants were students attending their first year (47.9 %), and were predominately female\n(78.5 %). Their average age was 22.5 Ã?± 4.1. The SDL abilities scores, as measured with the SRSSDL_Ita (min 40, max 200),\nwere, on average, 160.79 (95 % CI 159.10ââ?¬â??162.57; median 160); while with the SDLI (min 20, max 100), they were on\naverage 82.57 (95 % CI 81.79ââ?¬â??83.38; median 83). The Pearson correlation between the SRSSDL_Ita and SDLI instruments\nwas 0.815 (CI BCa 95 % 0.774ââ?¬â??0.848), (p = 0.000).\nConclusions: The findings confirm the concurrent validity of the SRSSDL_Ita with the SDLI. The SRSSDL_Ita instrument\ncan be useful in the process of identifying Self-Directed Learning abilities, which are essential for students to achieve\nthe expected learning goals and become lifelong learners....
Purpose: The study was carried out to analyze the strengths,\n \n\n\n\n \n\n \n\n \n \n \nsituation of nursing in Turkey and to develop suggestions.\nMethod: This study is a qualitative research. SWOT analysis\nwas performed among key informants in the study.A purposive\nsampling technique targeted key informants involved in 12 students\nattending Nursing Doctorate Program. The data in the study were\ncollected by instruments include self-reporting tools which Personal\nInformation Form and Semi-Constructed Interview Form.Using a\nsemi-structured group interview in this study. The thematic analysis\nmethod was used for data evaluation. The points compiled were\ngrouped by theme for each of the 4 categories which the strengths,\nweaknesses, opportunities and threats to the nursing profession\nin Turkey.\nResults: The average age of the participants in the study was\n32.5 �± 0.6 and theprofession year average was 12.5 �± 6.6. In the\nstudy, nursing education, the numerical majority of nurses,and\ntheir legal rights, presence of occupational associations, increasing\n \n \n \n \n\n \n \n \nnursing profession; unfavorable work conditions, an inadequacy of\nprofessional awareness and organizing, inequalites in educational\n \n \n \n \n \n \n \n \n \n\n \n \n \nopportunities, career chance, wide research area, gaining problem\nsolution and practical thinking ability and spiritual satisfaction were\nexpressed as the opportunities in the nursing profession; negative\nworkersâ�� health, high anxiety of malpractice and making mistakes,\nincreasing rate of work load, nurse aides and male nurses having\nadministrative duties were expressed as threats against the nursing\nprofession.\nConclusion: According to the obtained data, it was determined that\nthere are new opportunities in the nursing profession in the face of\nrapidly changing conditions and at the same time, structuring was\nneeded to be directed to this....
Background: Nursing professional practice in different contexts of care has been widely described in evidence-based\nliterature. Currently, there is no consensus on a common structure for these descriptions. Understanding and\ncomparing similar practices is made difficult by the varying nature of descriptions provided in scientific literature.\nPurpose of the study: 1) to report research methods found in the scientific literature that were used to describe the\npractice of different health professionals; 2) to report on the main concepts used to describe the practice of these\nhealth professionals; 3) to propose a structure for the description of the practice in nursing.\nMethods: A scoping review following a five-stage approach: 1) identifying the research question; 2) identifying\nrelevant studies; 3) selecting studies; 4) charting data; 5) reporting results. The Medline, CINAHL, psychARTICLES,\npsyCRITIQUES, psycEXTRA, Psychology and Behavioral Science Collection and psycINFO databases were searched. Each\nstudy was analyzed and extracted data were classified by categories and structures used to describe the health\nprofessional practices.\nResults: Forty-nine studies were included. In these studies, quantitative, qualitative or mixed methods were used to\ndescribe professional practice in different health disciplines. Three major concepts were reported most frequently in\ndescribing professional practice: roles, domains and activities. The concepts varied greatly among authors. We found\nthat to define roles or to characterize a professional practice, activities must be described and organized on the basis\nof different domains.\nConclusions: A promising structure for describing nursing professional practice is proposed by the authors of this\nreview. The structure facilitates the accurate description of all domains and activities performed by nurses in different\ncontexts of practice, and will contribute to the development of knowledge about nursing practice in different contexts\nbased on shared concepts....
Background: The frequency of dental trauma in schools is secondary only to accidents at home. The aim of this\nstudy was to evaluate the knowledge of first aid in the avulsion of permanent teeth presented by Polish school\nnurses from different areas.\nMethods: A cross-sectional study with the use of a structured self-administrative questionnaire was conducted in\n2014 on school nurses working in randomly selected Polish provinces. The instrument consisted of demographic\nquestions, questions referring to nursesââ?¬â?¢ experience and training in dental trauma and questions checking\nknowledge of first-aid in the avulsion of permanent teeth. The maximum number of points to be scored was eight.\nData were analyzed with the Kruskal-Wallis, the Mannââ?¬â??Whitney U and Chi2 tests with the level of statistical\nsignificance at p < 0.05.\nResults: The final sample consisted of 164 nurses of which 70.1 % had experience with dental injuries and 45.7 %\nwitnessed a tooth avulsion in pupils. 10.4 % nurses participated in training courses concerning tooth avulsion and\n67.1 % of them independently broadened their knowledge. The knowledge of the first-aid management of an avulsed\ntooth was moderate (4.72 Ã?± 1.95 points). 78.1 % of nurses chose a correct definition of the term of ââ?¬Ë?tooth avulsionââ?¬â?¢. Only\n7.3 % of them were aware that the replantation could be conducted by any witness of an accident. Saline was most\noften chosen as a proper transport medium for an avulsed tooth (57.9 %), whereas 16.1 % of nurses indicated milk.\n13.4 % of evaluated nurses showed readiness to conduct an immediate replantation. Most respondents preferred\ncalling childââ?¬â?¢s parents and advising them to bring the child to a dentist (63.4 %). The main factor influencing nursesââ?¬â?¢\nlevel of knowledge was self-education (p < 0.001). Being a witness to dental trauma (p = 0.0032) and working in schools\nwith sports classes (p = 0.0423) were positive determinants of improved knowledge. Nurses from large agglomerations\nhad significantly lower knowledge (p = 0.005). The main source of information for self-education was the Internet.\nConclusions: The evaluated nurses were in need of education with regard to the management of dental trauma cases.\nThe Internet should be used to deliver evidence-based knowledge to medical staff working at schools...
Psychology is a central part of undergraduate nursing curricula in the UK.\nHowever, student nurses report difficulties recognising the relevance and value of\npsychology. We sought to strengthen first-year student nursesââ?¬â?¢ application of\npsychology by developing a set of digital stories based around ââ?¬Ë?Talking Headââ?¬â?¢\nvideo clips where authentic patients relate their experiences of illness and nursing\ncare. The aim of this article is to discuss the technological, organisational and\npedagogical challenges, student and staff evaluations and our recommendations\nfor the future of Talking Heads. First-year student nurses were shown a video clip\nof a patient talking about their illness experiences followed by a group learning\nsituation linking main themes to psychology and nursing. Students and staff\nvalued the authenticity of patientââ?¬â?¢s narrative, found the video clip easy to follow,\nreported a raised awareness of psychological concepts and improved empathetic\nunderstanding of chronic illness. Negative evaluations were related to a sanitised,\nuntypical representation and limited internet access. This small-scale study\nhighlighted how patient narrative may enhance students understanding of illness\nexperience. It chronicles the development and evaluation of a Talking Head in a\nspecific context but which may be useful across disciplines....
Background: Positive effects of physical activity, health promotion and disease prevention, in treatment of mental\nillnesses are well documented. Mental health practice for nursing students highlights the important connection\nbetween physical activities and mental health. This study aims to examine the outcome from nursing students�\nparticipation using The forest as a classroom. Students� collaboration by problem solving, theoretical discussions and\nperformance of activities in the forest serves as a repertoire of non-medical treatment strategies in mental health.\nMethods: The forest as a classroom was evaluated by means of an ad-hoc questionnaire including both standardized\nand open-ended questions. Data was analyzed by means of descriptive statistics and content analysis.\nResults: The results indicated enhanced knowledge about physical activity and its impact on mental health. However,\nthe nursing students� experience challenge preserving theoretical exercises outdoor because sensory stimulation took\nattention away from learning.\nConclusions: For nursing students it is essential to build a repertoire of treatment activities to care for patients having\nmental health problems. This kind of approach is supported by the students� learning in the forest. The pilot study\nhighlights the importance of multiple methods of learning in nursing education....
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