Current Issue : October - December Volume : 2016 Issue Number : 4 Articles : 7 Articles
Background: Current evidence suggests that palliative care education can improve preregistration nursing\nstudents� competencies in palliative care. However, it is not known whether these competencies are translated into\nstudents� practice in the care of patients who are approaching the end of life. This paper seeks to contribute to the\npalliative care evidence base by examining how nursing students in receipt of education report transfer of learning\nto practice, and what the barriers and facilitators may be, in a resource-poor country.\nMethods: We utilised focus groups and individual critical incident interviews to explore nursing students� palliative\ncare learning transfer. Three focus groups, consisting of 23 participants and 10 individual critical incident interviews\nwere conducted with preregistration nursing student who had attended a palliative care course in Cameroon and\nhad experience caring for a patient approaching the end of life. Data was analysed thematically, using the\nframework approach.\nResults: The results suggest that nursing students in receipt of palliative care education can transfer their learning\nto practice. Students reported recognizing patients with palliative care needs, providing patients with physical,\npsychosocial and spiritual support and communicating patient information to the wider care team. They did\nhowever perceive some barriers to this transfer which were either related to themselves, qualified nurses, the\npractice setting or family caregivers and patients.\nConclusion: The findings from this study suggest that nursing student in receipt of palliative care education can\nuse their learning in practice to provide care to patients and their families approaching the end of life. Nevertheless,\nthese findings need to be treated with some caution given the self-reported nature of the data. Demonstrating the\nlink between preregistration palliative care education and patient care is vital to ensuring that newly acquired\nknowledge and skills are translated and embedded into clinical practice. This study also has implications for\nadvocating for palliative care policies and adequately preparing clinical placement sites for students� learning and\ntransfer of learning....
Background: Providing high-quality diabetes care in nursing homes and home-based care facilities requires\nsuitable instruments to evaluate the level of diabetes knowledge among the health-care providers. Thus, the\naim of this study was to examine the psychometric properties of the Michigan Diabetes Knowledge Test adapted\nfor use among nursing personnel.\nMethods: The study included 127 nursing personnel (32 registered nurses, 69 nursing aides and 26 nursing\nassistants) at three nursing homes and one home-based care facility in Norway. We examined the reliability and\ncontent and construct validity of the Michigan Diabetes Knowledge Test.\nResults: The items in both the general diabetes subscale and the insulin-use subscale were considered relevant\nand appropriate. The instrument showed satisfactory properties for distinguishing between groups. Item response\ntheory-based measurements and item information curves indicate maximum information at average or lower\nknowledge scores. Internal consistency and the item-total correlations were quite weak, indicating that the\nMichigan Diabetes Knowledge Test measures a set of items related to various relevant knowledge topics but\nnot necessarily related to each other.\nConclusions: The Michigan Diabetes Knowledge Test measures a broad range of topics relevant to diabetes\ncare. It is an appropriate instrument for identifying individual and distinct needs for diabetes education among\nnursing personnel. The knowledge gaps identified by the Michigan Diabetes Knowledge Test could also\nprovide useful input for the content of educational activities. However, some revision of the test should be\nconsidered....
Today, in the digital age, we are committed to prepare the future nurse for\nthe information technology-rich workplace, and to help them reducing the ââ?¬Å?shock\nrealityââ?¬Â upon arriving at the clinical setting. The main aim of the study is to promote\nthe knowledge of Information Competencies Technology among nursesââ?¬â?¢ educators\nand student. The method was an action research process that started by collecting\nthe dataââ?¬â?by literature review, nursesââ?¬â?¢ interviews and studentsââ?¬â?¢ survey, analyzing\nand interpreting the data, and developing a plan of action, including curriculum\nchange for the students and workshops for the nurse educators. Two benefits were\ndriven from this action: updating and developing academic courses and adopting\npedagogic tools for nursesââ?¬â?¢ educators. In conclusion, the overarching theme\nof this project is the need for Information Technology to be integrated within the\nlarger body of the nursing learning program, and its implication for educators and\nstudents. Subjects: Curriculum; I.T. Teaching; Information Technology; Nurse Education & Management;\nTechnology in Education...
Background: Occupational stress exists in every profession, nevertheless, the nursing profession appears to\nexperience more stress at work compared to other health care workers. Unmanaged stress leads to high levels\nof employee dissatisfaction, illness, absenteeism, high turnover, and decreased productivity that compromise\nprovision of quality service to clients. However, there is a scarcity of information about nursesâ�� job stress in\nJimma zone public hospital nurses.\nThe aim of the present study was to assess job related stress and its predictors among nurses working in Jimma\nZone public hospitals, South-West Ethiopia in 2014.\nMethod: An institution based cross sectional study was conducted from March 10 to April 10, 2014 through a\ncensus of nurses who are working in Jimma Zone public hospitals using a structured self-administered\nquestionnaire. SPSS Statistics Version 20 used. For the outcome variable: overall job related stress, the\nparticipantâ��s responses on each item score summed: a stress score ranging from a minimum of 26 and\nmaximum score of 116. The higher the sum the more the stressed the nurse. The level of stress calculated\nthrough tertial the lower to low stress, the middle to moderate & the higher to high stress. Moreover,\nbivariate and multivariable linear regressions done to see the association between the predictor (sex, age,\nmutual understanding at work, Job satisfaction and working unit/department) and the outcome variable\n(Job related stress).\nResults: A total of 341 nurses working in Jimma Zone public hospitals were given the questionnaire, and\nthe response rate was 92.3 % (315). This study indicated an average overall job related stress level of\n58.46 �± 12.62. The highest level of job related stress was on the sub scale of dealing with death & dying\nmean score of 62.94 % followed by uncertainty regarding patient treatment 57.72 % and workload 57.6 %.\nWhile job related stress from sexual harassment had the lowest mean score of 46.19 %.\nConclusion: Overall job related stress varies across working unit. Working in a chronic illness follow up clinic,\nthe mutual understanding at work between nurse & physician and job satisfaction were negatively associated\npredictors of job related stress....
In any community mothers and children constitute a priority group. These considerations have led to the formulation of special Health services for mothers and children all over the World, Reproductive and Child Health (RCH) services are one of them. To assess the knowledge and utilization of RCH services among married women of reproductive age group in selected rural area of district Ludhiana, Punjab. A Descriptive study was undertaken to assess the knowledge and utilization of RCH services. A sample of 150 married women of reproductive age group having child of age 1-6 years was selected by convenience sampling technique from rural area of district Ludhiana. Interview method was used to collect the data. The present study revealed that majority 60.7% of subjects were in age group of 24-29 years, 47.3% and 52.7% married women and their husband respectively had elementary level of education. Maximum 90.7% of women were housewives. While majority of husbands were driver and labourer. 71.3% of women had 2 or more child, 82.7% of subjects belonged to joint family and were Sikh. Health personnel were the source of information among majority 67.3% and half 50% of subjects were from upper lower class. 87(58%) subjects had good level of knowledge and 107(71.3%) were adequately utilizing the RCH services. The correlation between knowledge and utilization was found to be 0.086 which was non significant at 5% level of significance. Women and her husband’s Level of education had impact on level of knowledge regarding RCH services. While women and her husband’s education, husband’s occupation, source of information, socio economic status of the family had impact on level of utilization of RCH services among married women of reproductive age group. Study concluded that women of reproductive age group had good knowledge and adequate utilization of RCH services. There is positive relationship between knowledge and utilization and found to be non significant at p˂0.05 level....
Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to\npredict differences in learnersââ?¬â?¢ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the\nmost suitable teaching strategies, which enable them to manage adult learners effectively. This studyââ?¬â?¢s objective is to explore the relationship\nbetween learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University\n(KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female\nand male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolbââ?¬â?¢s learning styles inventory\nand the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The studyââ?¬â?¢s\nfindings suggested that the majority of nursing students had a ââ?¬Å?Divergingââ?¬Â style of learning. The ââ?¬Å?self-controlââ?¬Â subscale was used to determine\nthe willingness for self-directed learning. It recorded the highest mean score compared to the subscales of ââ?¬Å?self-managementââ?¬Â\nand ââ?¬Å?desire for learning.ââ?¬Â However, no statistically significant association was found between learning styles and self-directed learning\nreadiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the selfdirected\nlearning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning\nstyle and readiness for self-directed learning before and throughout the studentsââ?¬â?¢ enrollment in the college. Further, the nursing faculty\nshould apply a variety of teaching methods to manage studentsââ?¬â?¢ learning needs effectively....
Background: Individuals who have recently completed accredited courses and are eligible to register as a nurse in\nAustralia are often referred to as not being ââ?¬Ë?work-readyââ?¬â?¢ by clinically based colleagues. This project identified the\nlevel of competence that can be reasonably expected of a newly registered nurse (RN) graduating in Australia. The\nresearch was undertaken using the necessary skills identified by Crookes and Brown in 2010.\nMethods: A consensus methodology using a modified Delphi technique invited experienced nurses to identify the\nlevel of competency expected by the new RN in each of the skills areas.\nResults: More than half of respondents did not believe that new graduates could practice independently in 18 of\nthe 30 skills areas. There were only four skills areas where more than two thirds of the respondents believed the\nnew graduate could operate independently.\nConclusions: There is a lack of clarity about the level of competency of the newly graduating registered nurse in\nAustralia. The profession and employers need clarity regarding the areas and level of competence that can\nreasonably be expected of a newly graduated RN. Utilising the findings of this research will enable the skills and\ncompetencies to be integrated into eligibility to practice programmes. Further research needs to be undertaken to\nreview the foci of nursing preparation programmes to meet the needs of novice practitioners and the health care\nconsumer population....
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