Current Issue : October - December Volume : 2017 Issue Number : 4 Articles : 8 Articles
Purpose: The purpose of this study was to explore and describe the significance of clinical supervision amongst\nBridging course learners at the selected hospitals in Vhembe district, Limpopo province.\nMethods: A qualitative, exploratory, contextual and descriptive design was used and this approach was regarded\nas the most appropriate for this study. The population of this study consisted of the learner nurses in the Bridging\nCourse Programme (R683) leading to registration as a General Nurse. Purposive, non-probability sampling method\nwas used to select the participants.\nData collection: Data was collected by means of focus group discussion interviews during which participants\nwere able to describe their experiences of the clinical placement in the real life setting and the support received from\nthe professional nurses, data were collected until data saturation was reached.\nData analysis: The researcher used the process of bracketing and remained neutral, setting aside previous\nknowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used\nfor data collection several times until the researcher completely satisfied with the interpretation of the verbatim data.\nEthical consideration: The researcher sought for approval to collect data from the appropriate authority at the\nUniversity of Venda, the Provincial Department of Health and the bridging students in each institution....
Background: Diabetes mellitus (DM) is one of the most common endocrine and metabolic conditions in childhood.\nObjectives: to determine the effect of educational program on the adolescences children knowledge and reported practices with type 1\ndiabetes.\nMethod: Design pretest -posttest design was utilized to conduct this study.\nSetting: study was conducted at outpatient clinic for diabetes at Minia University Hospital for Obstetrics and Pediatrics.\nSample: 50 adolescences children with type 1 diabetes.\nTools: Pre-designed questionnaire sheet and Educational and training program.\nResults: this study showed significant improvement in adolescences knowledge and reported practices in post/test I and II.\nConclusion: after the implementation of the program, there was remarkable improvement of adolescences children knowledge and reported\npractices.\nRecommendations: a developed program should be applied and repeat again every 6 months in the same study setting and adopted in\nother similar settings with required modifications, provision of continuing education programs...
The increasing use of social media is revolutionizing the way students learn, communicate\nand collaborate. Many of the skills used with social media are similar to those needed to work in a\nknowledge-based society. To better understand student nurses� use of social media in relation to their\nlearning, an anonymous survey was distributed to all undergraduate nursing students enrolled at\none nursing school in New Zealand in 2015. A 75% response rate (n = 226) found that almost all (99%)\nstudents use social media outside their studies. However, in relation to their study, 61% use social\nnetworking sites (such as Facebook) on a daily basis and only four students (2%) do not use social\nmedia at all. Professional networking sites are used far less in relation to study, with 65% not using\nthese networks at all. The most common digital option used to communicate and work with fellow\nstudents was online groups and document sharing sites, such as Google docs, were also popular.\nThe study provides a useful baseline on social media use by student nurses. Implications from this\nstudy include opportunities for educators to incorporate social media into teaching and learning\nactivities, including its safe and ethical use....
Simulation as a teaching/learning tool has evolved at an unprecedented pace\nwhich some believe has occurred despite a lack of research into pedagogies\nappropriate to guide this technology-based learning tool. There seems to be\nsome confusion as to what simulation actually is. Some have called simulation\na pedagogy, which is incorrect. Simulation is not a pedagogy, but an immersive\nteaching/learning platform which is a representation of a functioning\nsystem or process. Simulation has been used in undergraduate nursing education\nin a focused manner for nearly 20 years. Its effectiveness in improving\nclinical reasoning and critical thinking is not certain if overall instructional\ndesign principles do not reflect suitable philosophical paradigms. Simulation\nas a teaching/learning platform is maximized when instructional design includes\nthe inspiration of behaviorism, cognitivism, and constructivism. Behaviorist\ndesign principles include rote learning, repetition, modular learning,\nstimulus-response, and conditioning. Cognitivist design principles include\nobservational techniques, bootstrapping, and equilibration in the form\nof assimilation and accommodation. Constructivist design principles include\nnew habit formation through experience and interaction with a ââ?¬Å?mature\nsocial mediumââ?¬Â in the form of a simulation facilitator. All of these philosophical\nunderpinnings have the potential to maximize simulation when used as\nunderpinnings in the overall design....
The advances in social media offer many opportunities for developing understanding of\ndifferent countries and cultures without any implications of travel. Nursing has a global presence\nand yet it appears as though students have little knowledge of the health and social care needs and\nprovision outside their local environment. Our collaboration across three countries, New Zealand,\nUnited Kingdom, and the United States of America, brought the two themes together with the aim\nof senior student nurses having a communication channel to explore public health issues in each\ncountry. Using a closed Facebookââ??¢ page, third year undergraduate adult nursing students were\ninvited to take part in a three month pilot study to test the feasibility of virtual collaboration through\nexchanging public health issues. Here we report upon the collaboration, operation of the social media,\nand main findings of the study. Three core areas will be reported upon, these being the studentââ?¬â?¢s\nviews of using social media for learning about international perspectives of health, seeing nursing\nas a global profession and recommendations for future development of this positively reviewed\nlearning technique. To conclude consideration will be given to further development of this work by\nthe collaborative team expanding the countries involved....
Objective. The present study aimed to identify the most common learning preferences among the nursing students in Saudi\nArabia and to investigate the associations of certain demographic variables with the learning preferences. Methods. All the\nundergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An\nArabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences\namong undergraduate nursing students. Results. A total of 56 (43%) completed questionnaires were included in the final analysis.\nResults of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%),\nfollowed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference\n(3.6%) among the nursing students. There was no association between gender and learning preferences (...
Objective: to assess the situation of nursing education and to analyze the extent to which\nbaccalaureate level nursing education programs in Latin America and the Caribbean are preparing\ngraduates to contribute to the achievement of Universal Health. Method: quantitative, descriptive/\nexploratory, cross-sectional study carried out in 25 countries. Results: a total of 246 nursing\nschools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without\nBrazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to\nhospital-based services was 0.63, indicating that students receive more clinical experiences in\nhospital settings. The results suggested a need for improvement in internet access; information\ntechnology; accessibility for the disabled; program, faculty and student evaluation; and teaching/\nlearning methods. Conclusion: there is heterogeneity in nursing education in Latin America and\nthe Caribbean. The nursing curricula generally includes the principles and values of Universal\nHealth and primary health care, as well as those principles underpinning transformative education\nmodalities such as critical and complex thinking development, problem-solving, evidence-based\nclinical decision-making, and lifelong learning. However, there is a need to promote a paradigm\nshift in nursing education to include more training in primary health care....
According to the American Association of Colleges of Nursing (AACN) the entry level\nenrollment for Baccalaureate nursing programs has risen 82.7% since 2002. The\nincreased enrollment has translated into a need for clinical sites and experiences\nrequired to develop skilled, knowledgeable nurses. Nursing schools are looking at\nadvances in technology to help maintain a high standard of education and provide\nneeded clinical opportunities.\nCurrent research suggests that the use of high-fidelity simulation is an effective\nmethod of preparing nursing students to care for patients. Students can develop\nteaching, technical, and critical thinking skills during the high-fidelity simulations\nthat can be readily transferred to living patients in a standard care situation.\nThis project investigated the premise that simulation experiences are comparable\nin effectiveness to hospital clinicals by comparing pretest/posttest scores and\nsemester exams scores after a four week clinical rotation. Statistical results showed\nno difference in scores between the test and control groups, thus supporting the\nliterature review and the null hypothesis....
Loading....