| 1. |
- Fagerberg, Ingegerd, et al.
(författare)
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Two studies of the new nursing education in Sweden : I. The place of gerontology and geriatrics. 2. Student characteristics and expectations.
- 1997
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 17:2, s. 150-7
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Tidskriftsartikel (refereegranskat)abstract
- In the autumn of 1993, a new system of nursing education started in Sweden. A questionnaire was sent to the presidents of all the colleges of nursing, health and the caring sciences, and questions were asked about the part played by gerontology and geriatrics in the new curricula. The responses showed a considerable variety in the amounts of theoretical and clinical education given at the colleges. During the first or second week of their education, the students admitted to three colleges in the Mälaren area answered a questionnaire containing questions about their educational backgrounds, their working experiences in the health care system, why they chose nursing education, their ideas of the tasks that a registered nurse primarily carries out, and their preferences for work after graduation. The result shows a correlation between working experience and the reasons for studies. The students stated a preference for working in emergency care rather than in geriatric care after graduation from college.
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| 2. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and definition of the professional nurse role. Expectations and knowledge of the nurse role
- 1991
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 11:1, s. 30-36
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Tidskriftsartikel (refereegranskat)abstract
- The aim of nursing education is a development of the nursing profession. One way to promote development is to clarify the professional role. The role definition for nursing is mostly transmitted through tacit knowledge. We consider that the professional development of the nursing profession in Sweden requires a clear and well-defined nurse role. Stated goals of professional programmes for nursing do not include the entire body of tacit knowledge. The overall development requires recognition of a professional status together with a clear and well-defined role. We have found a significant change in the distribution of role-conceptions which occurred after the nurses had experienced their first year as registered nurses, and which did not occur during the educational process. This indicates that the conceptions of the need for a more clearly defined nursing role are assimilated during work experience. This confirms the necessity and importance of role modelling, role repetition and interactions with a professional group as part of the educational process.
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| 3. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and professional role acquisition. A longitudinal study of expectations and attitudes towards nurse role acquisition.
- 1987
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 7:6, s. 270-277
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with professional role acquisition in nurses and discusses results from three studies concerning expectations and attitudes towards this acquisition. The studies have been carried out in Sweden. The discussion comprises expressed expectations and attitudes of nurse students and registered nurses in relation to our theoretical perspectives presented in a former article. The theoretical perspectives concentrate on three aspects of social action: change-drama, interchange-ritual, and maintenance-routine. The results indicate that the professional nurse role is acquired according to a traditional pattern, in spite of changes in curriculum and goals of nursing education and health care. Changes made to develop and improve the conditions under which role acquisitions take place.
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| 4. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and professional role acquisition--theoretical perspectives
- 1987
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 7:4, s. 171-176
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with professional role acquisition in nurses. All nursing education take place in specific social settings. Each social setting is one element of a complex system of process factors. The student nurse's own role-enaction is constantly subject to modification or adaptation. Role-enaction as well as all social interaction can be grouped into three types: change-drama, interchange-ritual and maintenance-routine. Student nurses must learn what is significant for the role of the professional nurse. How is this accomplished and how do they learn the nurses's role in a specific situation?
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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
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| 9. |
- 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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| 10. |
- 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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