Current Issue : July - September Volume : 2017 Issue Number : 3 Articles : 7 Articles
Background: The purpose of this study was to clarify the effects of a facilitator\ntraining course focused on teaching beginners facilitator intervention\nskills. Intervention Method: One-and-a-half-day program combining education,\nrole plays and relaxation. Methods: Participants were 11 participants,\nand of these 8 gave valid responses to our questionnaire. The scores of the\nparticipants on a facilitator intervention skills scale and on a scale of facilitator\nskills to cope with difficult situations were compared before and after the\ncourse, using SPSS16 for windows. In addition, the participants� impressions\nbefore and after the course were analyzed qualitatively and inductively. Results:\nSeven of the 16 items on the facilitator intervention skills scale and 7 of\nthe 12 items on the facilitator skills to cope with difficult situations improved\nthe participants after the facilitator training. All participants indicated that\nthey could understand the lectures. Their impressions changed from anxiety\nand enthusiasm to pleasure of learning and discovery of specific problems.\nConclusion: The results suggested that the educational method created in this\nstudy, with emphasis on role-playing, is useful....
Background: The educational experiences of undergraduate male nursing students\nin developing countries such as Jordan have yet to be fully investigated\nin the literature. Purpose: The purpose of this study was to explore the educational\nexperiences of Jordanian undergraduate male nursing students. Methods:\nA qualitative research design using inductive content analysis approach\nwas used to explore educational experiences of undergraduate male nursing\nstudents at a prominent public university. Focus group interviews were used\nto obtain information of an interactive, conversational nature from male nursing\nstudents and to gain in-depth insight regarding their educational experiences.\nTwenty undergraduate male nursing participants representing the four academic\nlevels of a nursing program were recruited. Four focus groups ranging\nbetween 4 - 6 students were used to gather data. Inductive content analysis\nwas used. Results: Three themes emerged from this study: ââ?¬Å?nursing: a deliberate\nchoiceââ?¬Â, ââ?¬Å?nursing is wonderful yet challengingââ?¬Â, and ââ?¬Å?nursing is not for\nmenââ?¬Â. Students articulated that they deliberately chose to study nursing and to\nenter this academic field. Participants indicated that studying nursing was a\nwonderful experience that was intertwined with several challenges. Students\nfrom different levels explicitly emphasized that they were challenged and bombarded\nwith enduring negative stereotypes and negative societal views regarding\nmales in nursing. Conclusions and Implications: Findings illustrated that\neducational experiences of undergraduate male nursing students varied between\nwonderful experiences upon deliberate entry into nursing programs to enduring\nnegative stereotypes and views regarding male nurses. Nursing educators\nare expected to comprehend the educational experiences of their students,\nparticularly male students, and provide counseling, role-modeling and support\nas needed. Additionally, nurse educators should encourage all students to manage gender related problems by emphasizing a nurseââ?¬â?¢s role identity without\ngender segregation or discrimination....
Introduction: health education becomes a more complex process\nsince it aims to ensure the training of professionals with the knowledge,\nskills, attitudes and values necessary for their performance. Thus,\nthe adoption of strategies that allow the integral evaluation of the\ncompetence is required.\nObjective: to analyze the scientific evidence about the evaluation of\nlearning and competence in undergraduate nursing education.\nMethod: An integrative literature review with online search in LILACS,\nMEDLINE, Web of Science, SCOPUS and CINAHL databases,\nthrough the following descriptors: Competence-Based Education, Nursing\nEducation, Learning, and Assessment.\nResults: The 18 articles selected and careful read had a synthesis\nand critical analysis, identifying the following thematic categories: the\nconcept of competence; essential competence to the training of nurses;\nlearning strategies; and evaluation. It was evidenced that, despite\nsome polysemy around the term competence, the concept presented\nmore similarities than differences and the nursing competence identified\nare similar to those recommended by the National Curricular\nGuidelines. It was also observed the emphasis in the learning strategies\nin simulated settings, and there are doubts about methods and the\nconstruction of evaluation tools.\nConclusions: The evaluation of learning and competence continues\nto be a challenge for nursing educators, and it is recognized that there\nare difficulties in this process. Therefore, the development of reliable\nevaluation tools based on criteria and indicators that can verify the\nperformance of the student in action and their earliest possible approximation\nto real learning scenarios are necessary....
Background: Despite the fact that public and private nursing schools have contributed significantly to the Thai\nhealth system, it is not clear whether and to what extent there was difference in job preferences between types\nof training institutions.\nThis study aimed to examine attitudes towards rural practice, intention to work in public service after\ngraduation, and factors affecting workplace selection among nursing students in both public and private\ninstitutions.\nMethods: A descriptive comparative cross-sectional survey was conducted among 3349 students from 36\nnursing schools (26 public and 10 private) during February-March 2012, using a questionnaire to assess the\nassociation between training institution characteristics and students� attitudes, job choices, and intention to\nwork in the public sector upon graduation. Comparisons between school types were done using ANOVA, and\nBonferroni-adjusted multiple comparisons tests. Principal component analysis (PCA) was used to construct a\ncomposite rural attitude index (14 questions). Cronbach�s alpha was used to examine the internal consistency\nof the scales, and ANOVA was then used to determine the differences. These relationships were further\ninvestigated through multiple regression.\nResults: A higher proportion of public nursing students (86.4% from the Ministry of Public Health and 74.1%\nfrom the Ministry of Education) preferred working in the public sector, compared to 32.4% of students from\nthe private sector (p = <0.001). Rural upbringing and entering a nursing education program by local recruitment were\npositively associated with rural attitude. Students who were trained in public nursing schools were less motivated by\nfinancial incentive regarding workplace choices relative to students trained by private institutions.\nConclusions: To increase nursing workforce in the public sector, the following policy options should be promoted: 1)\nrecruiting more students with a rural upbringing, 2) nurturing good attitudes towards working in rural areas through\nappropriate training at schools, 3) providing government scholarships for private students in exchange for compulsory\nwork in rural areas, and 4) providing a non-financial incentive package (e.g. increased social benefits) in addition to\nfinancial incentives for subsequent years of work....
Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills\nnecessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however,\nthere may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups\nwere formed to uncover how nursing faculty in an online programdefine and describe teaching effectiveness and quality indicators\nin an asynchronous online environment. A semistructured interview format guided group discussion. Participants (...
Background: The incidence of incivility in nursing education is increasing in most countries and it is affecting the\nculture of safety and the teaching-learning processes. Despite reports of increasing trends, little is known about\nnursing students� academic incivility in the Middle East. This study aimed at exploring the perceptions and extent of\nacademic incivility among nursing students (NS) and nursing faculty members (NF) in a university based\nundergraduate nursing program in Oman.\nMethods: A quantitative cross sectional survey was used to explore NS academic incivility from the perspective of\nNS and NF in a public university in Oman. Data was obtained from a sample of 155 NS and 40 NF using the Incivility in\nNursing Education Survey.\nResults: There was agreement between NS and NF on the majority of behaviors perceived to be disruptive. The incidence\nof NS academic incivility was moderate. The most common uncivil behaviors were acting bored or apathetic in class,\nholding conversations that distract others in class, using cell phones during class, arriving late for class, and being\nunprepared for class. There were significant differences between NF and NS perceived incidence of uncivil\nbehaviors such as sleeping in class (p = 0.016); not paying attention in class (p = 0.004); refusing to answer direct questions\n(p = 0.013); leaving class early (p = 0.000); cutting or not coming to class (p = 0.024); and creating tension by dominating\nclass discussions (p = 0.002).\nConclusion: Student academic incivility is moderately present in nursing education in Oman, and this may have\nimplications in terms of the future of the profession and patient care. There is need for more streamlined policies and\nstrategies to curtail the incidence of academic incivility and to maintain safe and effective learning environments...
This article provides a snapshot of pass/fail and discretionary grading approaches,\nhighlighting the advantages and disadvantages of each. Normreferenced\nand criterion-referenced grading practices and their associations\nwith learning are identified. A brief historical backdrop illustrates how grading\npractices have evolved. The inherent subjectivity of grading is emphasized.\nPass/fail grading supports intrinsic motivation and self-direction, but limits\nopportunities for recognizing excelling students. Discretionary grading, which\nincludes letter (FâË?â?? to A+) and numeric (0% to 100%) representations, supports\nextrinsic motivation and self-improvement, but promotes unhealthy\ncompetition. Both approaches have merit and can effectively measure student\nachievement in nursing education programs....
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