| 1. |
- Aarts, Clara, et al.
(författare)
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Enabling nursing students to focus on the Ottawa Charter and the nurses role in tackling inequalities in health through international exchange
- 2010
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 30:5, s. 448-452
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Tidskriftsartikel (refereegranskat)abstract
- Student nurses in a transatlantic exchange program explored the role of registered nurses in five countries' public health systems. The Ottawa Charter provided a framework for students to examine the nurse's responsibilities in public health. Students took practice placements in geographically rural areas on another continent and explored inequalities in health care. If nurses are to understand their role in the health care system then they must be taught the scope of their practice including their role in health promotion, public health practice and community development. For this project nursing instructors developed an assignment relevant to the aims and suitable for students in all five nursing programs. Only three of 48 students offered an assignment which focused on building healthy public policy. Nurse educators need to explore this further to ensure nurses of the future are aware of their role and responsibilities in this area and have skills to work effectively to influence and build healthy policy. The international student exchange supported the students' developing understanding of the breadth of initiatives around the globe where nurses are actively engaged in addressing inequalities of health. Findings from an analysis of their assignments are presented in this evaluative report.
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| 2. |
- Al Qadire, Mohammad, et al.
(författare)
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Student nurses' knowledge about the management of chemotherapy-induced neutropenia : Multi-national survey
- 2021
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 105, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Chemotherapy-induced neutropenia is a serious global health concern. It is essential that student nurses who are the future of healthcare are equipped with the right knowledge to care for the unique needs of patients with neutropenia.OBJECTIVE: The study assesses student nurses' knowledge of neutropenia management and examines the difference in their knowledge with regard to their demographics.DESIGN: A descriptive cross-sectional survey design was used.SETTINGS: Participants for this survey were recruited from four nursing schools from three countries: Jordan, Oman, and Saudi Arabia.PARTICIPANTS: The study sample comprised 230 student nurses representing all three countries.METHODS: Online data collection was implemented. A message including the link to the study questionnaire was sent to students through their university portal. Demographic data and the neutropenia knowledge questionnaire were collected.RESULTS: The student nurses showed poor knowledge of neutropenia and its management (mean = 10.1 out of 30). The bridging students (M = 12.6, SD = 9.8) had significantly higher mean total knowledge scores than the regular students (M = 9.8, SD = 5.5) (t = 2.9, df = 38.9, p = 0.006). However, students who had received previous education about neutropenia management (M = 11.6, SD = 5.0) had significantly higher mean knowledge scores than those who had not (M = 9.5, SD = 5.6) (t = -2.73, df = 134.8, p = 0.007).CONCLUSIONS: The study findings underscore the overarching necessity to improve students' knowledge of neutropenia and its management. However, addressing this concern is multifaceted and requires deliberate effort from various agencies. Developing innovative strategies to increase the coverage of oncology nursing in the curriculum, improving faculty expertise, enhancing staff nurses' knowledge and skills, provision of funding, and adoption of oncology-related competencies in the nursing program need to be explored as key solutions.
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| 3. |
- Al Qadire, Mohammad, et al.
(författare)
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Student nurses' knowledge about the management of chemotherapy-induced neutropenia : Multi-national survey
- 2024
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Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 105, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Chemotherapy-induced neutropenia is a serious global health concern. It is essential that student nurses who are the future of healthcare are equipped with the right knowledge to care for the unique needs of patients with neutropenia. OBJECTIVE: The study assesses student nurses' knowledge of neutropenia management and examines the difference in their knowledge with regard to their demographics. DESIGN: A descriptive cross-sectional survey design was used. SETTINGS: Participants for this survey were recruited from four nursing schools from three countries: Jordan, Oman, and Saudi Arabia. PARTICIPANTS: The study sample comprised 230 student nurses representing all three countries. METHODS: Online data collection was implemented. A message including the link to the study questionnaire was sent to students through their university portal. Demographic data and the neutropenia knowledge questionnaire were collected. RESULTS: The student nurses showed poor knowledge of neutropenia and its management (mean = 10.1 out of 30). The bridging students (M = 12.6, SD = 9.8) had significantly higher mean total knowledge scores than the regular students (M = 9.8, SD = 5.5) (t = 2.9, df = 38.9, p = 0.006). However, students who had received previous education about neutropenia management (M = 11.6, SD = 5.0) had significantly higher mean knowledge scores than those who had not (M = 9.5, SD = 5.6) (t = -2.73, df = 134.8, p = 0.007). CONCLUSIONS: The study findings underscore the overarching necessity to improve students' knowledge of neutropenia and its management. However, addressing this concern is multifaceted and requires deliberate effort from various agencies. Developing innovative strategies to increase the coverage of oncology nursing in the curriculum, improving faculty expertise, enhancing staff nurses' knowledge and skills, provision of funding, and adoption of oncology-related competencies in the nursing program need to be explored as key solutions.
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| 4. |
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| 5. |
- Andersson, Anna, et al.
(författare)
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Development and validation of experienced work-integrated learning instrument (E-WIL) using a sample of newly graduated registered nurses : A confirmatory factor analysis
- 2023
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 128, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric properties of an instrument assessing work-integrated learning for newly graduated registered nurses, the Experienced Work-Integrated Learning (E-WIL) instrument.METHOD: The study utilized the methodology of a survey and a cross-sectional research design. The sample consisted of newly graduated registered nurses (n = 221) working at hospitals in western Sweden. The E-WIL instrument was validated using confirmatory factor analysis (CFA).RESULTS: The majority of the study participants were female, the average age was 28 years, and participants had an average of five months' experience in the profession. The results confirmed the construct validity of the global latent variable E-WIL, "Transforming previous notions and new contextual knowledge into practical meaning," including six dimensions representing work-integrated learning. The factor loadings between the final 29 indicators and the six factors ranged from 0.30 to 0.89, and between the latent factor and the six factors from 0.64 to 0.79. The indices of fit indicated satisfactory goodness-of-fit and good reliability in five dimensions with values ranging from α = 0.70 to 0.81, except for one dimension showing a slightly lower reliability, α = 0.63, due to the low item number. Confirmatory factor analysis also confirmed two second-order latent variables, "Personal mastering of professional roles" with 18 indicators, and "Adapting to organisational requirements" with 11 indicators. Both showed satisfactory goodness-of-fit, and factor loading between indicators and the latent variables ranged from 0.44 to 0.90 and from 0.37 to 0.81, respectively.CONCLUSION: The validity of the E-WIL instrument was confirmed. All three latent variables could be measured in their entirety, and all dimensions could be used separately for the assessment of work-integrated learning. The E-WIL instrument could be useful for healthcare organisations when the goal is to assess aspects of newly graduated registered nurses' learning and professional development.
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| 6. |
- Andersson, Erika, et al.
(författare)
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To Be Involved – a Qualitative Study of Nurses' with Limited Experiences of Caring for Dying Patients
- 2016
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 38, s. 144-149
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Tidskriftsartikel (refereegranskat)abstract
- Objective The aim of this study was to describe nurses' experiences (> two years) of caring for dying patients in surgical wards. Background Palliative care is included in education for nurses. However, the training content varies, and nurse educators need to be committed to the curriculum regarding end-of-life situations. A lack of preparation among newly graduated nurses regarding dying and death could lead to anxiety, stress and burnout. Therefore, it is important to improve knowledge regarding end-of-life situations. Setting, Participants and Method A qualitative descriptive study was carried out in two surgical wards in the southern part of Sweden. The study comprised six interviews with registered nurses and was analysed using manifest qualitative content analysis, a qualitative method that involves an inductive approach, to increase our understanding of nurses' perspectives and thoughts regarding dying patients. Results The results formed one category (caring—to be involved) and three subcategories (being supportive, being frustrated and being sensitive in the caring processes). Nurses were personally affected and felt unprepared to face dying patients due to a lack of knowledge about the field of palliative care. Their experiences could be described as processes of transition from theory to practice by trial and error. Conclusion Supervision is a valuable tool for bridging the gap between theory and practice in nursing during the transition from novice to expert. Improved knowledge about palliative care during nursing education and committed nursing leadership at the ward level facilitate preparation for end-of-life situations.
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| 7. |
- Anåker, Anna, et al.
(författare)
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Nursing students' perception of climate change and sustainability actions - A mismatched discourse : A qualitative, descriptive exploratory study.
- 2021
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 105
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Climate change is described as the biggest global challenge for human health in the upcoming decade. Nurses play a central role in mitigating the effect of climate change on the healthcare sector and adapting to the phenomenon. Therefore, nursing students must be prepared for a new professional role keeping climate change in mind; consequently, it is important to study students' perceptions of climate change and sustainability.OBJECTIVES: To explore nursing students' perceptions of climate change and sustainability and examine how they perceive their role as nursing students in working towards a more sustainable development within the healthcare sector.DESIGN: It is a qualitative, descriptive exploratory study.SETTINGS: A nursing program at a university in central Sweden.PARTICIPANTS: Nursing students.METHODS: Individual in-depth interviews and one group interview were conducted for the study.RESULTS: The main findings revealed that students saw themselves living in a mismatched discourse. They perceived the future of humanity as gloomy but thought that sustainability is the society's joint obligation to achieve the right to a good life for all people equally.CONCLUSIONS: Nursing students perceived themselves as important actors in the work of climate change and sustainability. Thus, nursing education needs to integrate the impact of climate change on healthcare and promote sustainability into the curriculum for preparing students to take responsibility for sustainability in society.
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| 8. |
- Arveklev Höglund, Susanna, et al.
(författare)
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The use and application of drama in nursing education : An integrative review of the literature
- 2015
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Ingår i: Nurse Education Today. - Edinburgh : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; :7, s. e12-e17
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Tidskriftsartikel (refereegranskat)abstract
- Background Caring is grounded on universal humanistic values such as kindness, empathy, concern and love for self and others. Nurses need to learn how to implement these values in the care for patients. Nursing students find it hard to assimilate theoretical knowledge in practice. Experiential learning in the form of drama has been used in several studies to enhance nursing students' learning. Aim The aim of this study was to review empirical and theoretical articles on the use and application of drama in nursing education. Design An integrative review of the literature.MethodThe databases CINAHL, PubMed, ProQuest and Academic search elite were searched for articles. Result The search generated 64 articles, with 20 articles meeting the inclusive criteria. Three themes with their attendant subthemes emerged through the analysis. The themes are: The Framing, The Objectives and The Embodiment. Conclusion Drama is effective in entry level courses in nursing education to enhance student learning and can be flexible and adjusted to various contexts. Further research using drama to enroll nursing students as fictive patients and relatives and thereby explore different perspectives is suggested, and more research on the application of drama in nursing education at an advanced level is required.
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| 9. |
- Arveklev, Susanna H., et al.
(författare)
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Learning to teach at a norm-critical clinical learning centre : A Phenomenographic study
- 2024
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 139
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Tidskriftsartikel (refereegranskat)abstract
- Background: Campus-based clinical learning centres are used for practice and learning in nursing students' education and can be arenas in which to enhance students' awareness and competence in social justice issues. Norm-critical approaches can be used as pedagogical tools in these centres to prepare students for hands-on caring situations in which social norms can bias the outcome. Objectives: To describe nursing teachers' conceptions of learning norm-critical approaches and implementing them in a clinical training centre. Setting and participants: The study is based on interviews with 10 teachers at a Swedish university college. Methods: The data was analysed using a phenomenographic approach. Results: Five categories of description emerged in the analysis that described conceptions related to norm-critical approaches. These categories were: personally developing and meaningful; easily integrated with established nursing concepts; highlighting surrounding power; something to lean on when letting students take the first steps in norm-critical initiatives; and helping implementation in teaching and education. Conclusions: Teachers who are facing the task of providing norm-critical, practical education to nursing students in campus-based clinical learning environments are ambivalent towards the core principles of norm criticism, which they conceive as natural and provoking, at the same time. We therefore need to un-dramatise norm criticism and better prepare teachers in how to use it. Teachers would benefit from follow-up activities and formal collaborations regarding norm-critical teaching, so that they are given context to discuss, reflect, and learn from each other.
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| 10. |
- Axelsson, Christer, et al.
(författare)
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How the context of ambulance care influences learning to become a specialist ambulance nurse a Swedish perspective.
- 2015
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793.
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: Ambulance emergency care is multifaceted with extraordinary challenges to implement accurate assessment and care. A clinical learning environment providing opportunities for mastering these essential skills is a key component in ensuring that prehospital emergency nurse (PEN) students acquire the necessary clinical competence.AIM: The aim is to understand how PEN students experience their clinically based training, focusing on their learning process.METHOD: We applied content analysis with its qualitative method to our material that consisted of three reflections each by 28 PEN students over their learning process during their 8weeks of clinical ambulance practice. The research was carried out at the Center for Prehospital Care, University of Borås, Sweden.RESULTS: The broad spectrum of ambulance assignments seems to awaken great uncertainty and excessive respect in the students. Student vulnerability appears to decrease when the clinical supervisor behaves calmly, knowledgeably, confidently and reflectively. Early traumatic incidents on the other hand may increase the students' anxiety. Each student is offered a unique opportunity to learn how to approach patients and relatives in their own environments, and likewise an opportunity to gather information for assessment. Infrequency of missions seems to make PEN students less active in their student role, thereby preventing them from availing themselves of potential learning situations. Fatigue and hunger due to lack of breaks or long periods of transportation also inhibit learning mode.CONCLUSION: Our findings suggest the need for appraisal of the significance of the clinical supervisor, the ambulance environment, and student vulnerability. The broad spectrum of conditions in combination with infrequent assignments make simulation necessary. However, the unique possibilities provided for meeting patients and relatives in their own environments offer the PEN student excellent opportunities for learning how to make assessments.
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