| 1. |
- Löfmark, Anna, et al.
(author)
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Student nurses' ability to perform pain assessment.
- 2003
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In: Nurse Education in Practice. - 1471-5953 .- 1873-5223. ; 3:3, s. 133-43
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Journal article (peer-reviewed)abstract
- The objective of this study was to investigate student nurses' ability to handle a pain assessment situation. A systematic way of working based on knowledge within the area is emphasised in nursing education today. The performance of 32 student nurses at a university college in Sweden took place in an arranged assessment situation that closely simulated clinical practice. The conversation between the student and the patient (a voluntary patient) was videotaped and analysed with content analysis according to predetermined components of pain assessment. The results showed that one-third of the students had performed adequately based on the requirements for pain assessment in the curriculum for nursing education. Two-thirds of the group did not handle the situation systematically and also showed a lack of knowledge of pain assessment, and among these was a group of students whose performance was inadequate. The results indicate that during their education it is very important for student nurses to obtain experience and guidance in how to work systematically and to have their knowledge and skills in pain assessment evaluated.
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| 2. |
- Bendz, Mona, et al.
(author)
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Student nurses' views of a learning model : a multi-method research study
- 2004
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 4:4, s. 279-286
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Journal article (peer-reviewed)abstract
- The aim of this study is to describe students´ perceptions of various assignments within a specific learning model. In particular the study focuses on how the students perceived and reacted to the assessment processes used. A learning model was developed in which the learning of nursing theory and practice was integrated with the overall aim of motivating students to integrate their cognitive, affective and psychomotor skills.A multi-methods design was applied using a questionnaire and qualitative interviews. Two hundred and eighty four students were asked to complete the questionnaire. Fifteen of the 252 students who returned the questionnaire were interviewed. The main findings were that the students constructed their own learning depending on how they understood the specific assignment and there was diversity and the students´ interpretation of f the assignments.They focused on the assignments in accordance to the demands they expected to face as registered nurses and their interpretations on the demands differed between them.The way the individual student understands the paradigm of nursing must therefore be challenged; what does the student intend to achieve and why. Dialogues in which students and teachers share their understandings of the meaning of various aspects of nursing must be emphasized in nursing education.
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| 3. |
- Kapborg, Inez, et al.
(author)
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Swedish student nurses solving mathematical items with or without help of a hand-held calculator : a comparison of results
- 2001
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 1:2, s. 80-84
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Journal article (peer-reviewed)abstract
- Drug dosage calculations can be worrying for student nurses. Every nursing education programme therefore presupposes knowledge of basic mathematics. A well-tried and validated mathematical test was given to two groups of beginner student nurses. The purp ose of this paper is to compare the results on the diagnostic mathematical test between student nurses who used a hand-held calculator and student nurses who worked without a calculator. The results showed that student nurses who carried out the test using a calculator correctly solved considerably more items than the other group. A separate analysis of rote learning items versus concept learning items was performed. This study gave evidence that student nurses will increase their ability to solve mathematical problems, comparable to the type and level of difficulty found in drug dosage calculations, using a calculator. Therefore, all future teaching and examinations during the nursing education programme should permit the use of calculators.
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| 4. |
- Rystedt, Hans, 1951-, et al.
(author)
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Introducing simulation technologies in nurse education : a nursing practice perspective.
- 2001
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In: Nurse education in practice. - : Elsevier BV. - 1873-5223 .- 1471-5953. ; 1:3, s. 134-41
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Journal article (peer-reviewed)abstract
- Computer simulations have been widely used for training purposes and proliferate in nursing and medicine. To take account of the multifaceted nature of nursing, a participatory design approach was applied in which nursing practice was utilized as a point of departure for exploring the educational value of the new technologies. In an empirical study, nurses with different degrees of experience were interviewed about those tasks within nursing that they perceived as difficult to learn, and how simulation technologies might contribute to learning the management of these. Six aspects of expertise emerged:judging the patient's health status; monitoring care interventions; prioritizing and carrying out interventions efficiently; communicating with patients and their relatives; cooperating with other members of the staff; and managing complexity. Most aspects include dynamic and complex features, and simulations were judged to be useful for capturing these and, subsequently, for training. Other aspects, such as focusing on human interaction, were assessed to be less prolific. Compared to traditio nal teaching media, the dynamic featuresof simulations were judged to be most useful. Training with simulations was regarded as complementary to other forms of instruction, and the curricular integration of simulations decisive in determining their cont ribution to learning in nurse education.
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