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Nursing Education Perspective最新文献

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Motivational Factors and Barriers Related to Saudi Arabian Nurses’ Pursuit of a Bachelor of Science in Nursing Degree 沙特阿拉伯护士追求护理学学士学位的动机因素和障碍
Nursing Education Perspective Pub Date : 2014-04-04 DOI: 10.5480/14-1376
Majed S Alamri, N. Sharts‐Hopko
{"title":"Motivational Factors and Barriers Related to Saudi Arabian Nurses’ Pursuit of a Bachelor of Science in Nursing Degree","authors":"Majed S Alamri, N. Sharts‐Hopko","doi":"10.5480/14-1376","DOIUrl":"https://doi.org/10.5480/14-1376","url":null,"abstract":"AIM The purpose of this study was to identify motivational factors for retuning to school for a BSN degree for nurses in Saudi Arabia and the barriers they encounter. Results are compared for different health care sectors in Saudi Arabia. BACKGROUND Nurses require extensive knowledge in the sciences and humanities, specialized technical skills, and the capability for higher‐order thinking, particularly critical thinking. METHOD A convenience sample (N = 158) was recruited for this exploratory descriptive study from universities, colleges, and hospitals in the western region of Saudi Arabia. RESULTS Primary motivators for returning to school were the ability to pursue a master’s of science in nursing or other degree and personal satisfaction. Bureaucratic and financial factors were barriers. CONCLUSION Research is needed to understand the incentives that may help nurses become motivated to pursue a higher degree.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132960428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
A Mixed‐Method Study on the Socialization Process in Clinical Nursing Faculty 临床护理教师社会化过程的混合方法研究
Nursing Education Perspective Pub Date : 2013-03-01 DOI: 10.5480/1536-5026-34.2.106
C. Clark
{"title":"A Mixed‐Method Study on the Socialization Process in Clinical Nursing Faculty","authors":"C. Clark","doi":"10.5480/1536-5026-34.2.106","DOIUrl":"https://doi.org/10.5480/1536-5026-34.2.106","url":null,"abstract":"Aim. To explore the socialization process from staff nurse to clinical faculty member and identify an emerging theory of this process. To identify characteristics essential to the clinical faculty role and the areas of role strain experienced by clinical faculty. Background. Nursing faculty, including clinical faculty, are the greatest area of need in today's nursing shortage. Their retention requires socialization to the role. Method. In this mixed‐method study, 10 clinical faculty shared their experience of transition from staff nurse to faculty in focus groups or interviews and completed the Nursing Clinical Teaching Effectiveness Inventory and Role Strain Scale. Results. Statistically significant correlations were found between responses to both instruments. Five stages of an emerging substantive theory on socialization of clinical faculty were identified. Conclusion. There is a process of socialization to the role of clinical faculty member. Administrators and course coordinators can take specific actions in facilitating successful transition to the role.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128415911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 26
An Intervention to Promote Civility Among Nursing Students 促进护生文明行为的干预措施
Nursing Education Perspective Pub Date : 2013-03-01 DOI: 10.5480/1536-5026-34.2.95
S. Jenkins, C. Kerber, W. Woith
{"title":"An Intervention to Promote Civility Among Nursing Students","authors":"S. Jenkins, C. Kerber, W. Woith","doi":"10.5480/1536-5026-34.2.95","DOIUrl":"https://doi.org/10.5480/1536-5026-34.2.95","url":null,"abstract":"Aim. The purpose of this exploratory, mixed‐methods study was to test an intervention to build social capital and civility among nursing students. Background. Incivility impacts nurses and nursing students, and can negatively influence patient care and the quality of nursing education. The Institute of Medicine and the Joint Commission recommended implementation of strategies to manage incivility and build social capital. Method. Twenty‐five student nurses completed the Ways of Coping Questionnaire and participated in interviews; 10 participated in the intervention, a journal club focused on civility in nursing. This study provided insight into student nurses' perceptions of civility. Results. Participation in the intervention changed students' attitudes and behavior regarding civility. Specifically, students refused to participate in uncivil behavior, helped peers, were supportive, and tried to prevent or avoid incivility. Conclusion. Expansion of this study to further test the impact of civility‐focused journal clubs is recommended.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126239089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 42
Institute of Medicine Core Competencies as a Foundation for NURSING PROGRAM EVALUATION 作为护理项目评估基础的医学核心能力研究所
Nursing Education Perspective Pub Date : 2013-01-01 DOI: 10.5480/1536-5026-34.1.29
Tama L. Morris, D. Hancock
{"title":"Institute of Medicine Core Competencies as a Foundation for NURSING PROGRAM EVALUATION","authors":"Tama L. Morris, D. Hancock","doi":"10.5480/1536-5026-34.1.29","DOIUrl":"https://doi.org/10.5480/1536-5026-34.1.29","url":null,"abstract":"Aim. The purpose of this case study was to explore one institution's experience integrating the Institute of Medicine (IOM) competencies into a pre‐licensure baccalaureate nursing curriculum. Background. In response to a growing number of errors in the health care system and efforts to increase patient safety and quality of care, the IOM proposed that students in health care professions learn to implement five core competencies. Method. The program evaluation encompassed a mixed‐method, stakeholder‐focused methodology using a curriculum matrix triangulated with Student and Faculty Core Competency surveys. Results. Results of the study indicate that all competencies were evident in the curriculum. Students often cited barriers to implementation of the competencies while faculty cited opportunities. Conclusion. Findings suggest that faculty need to raise student awareness of performing the competencies and be deliberate in the design of experiences to facilitate competency implementation.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126442350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
The Use of POSITION STATEMENTS in Teaching Best Practices in Nursing 职位陈述在护理最佳实践教学中的应用
Nursing Education Perspective Pub Date : 2012-11-01 DOI: 10.5480/1536-5026-33.6.378
S. Malloy
{"title":"The Use of POSITION STATEMENTS in Teaching Best Practices in Nursing","authors":"S. Malloy","doi":"10.5480/1536-5026-33.6.378","DOIUrl":"https://doi.org/10.5480/1536-5026-33.6.378","url":null,"abstract":"&NA; The use of nursing position statements to guide nursing students' discovery of nursing practice was found to be an effective teaching strategy in preparing future clinicians. Nurse educators, seeking to develop strategies for applying research to practice, can use nursing specialty organizations' position statements to promote nursing knowledge dissemination and provide an avenue for sharing evidence‐based practice. This article reports on the development of position statements, obstacles to their dissemination, and offers recommendations for nurse educators.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"599 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116278864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
DEVELOPMENT and PSYCHOMETRIC TESTING of the Nursing Student Satisfaction Scale 护生满意度量表的编制与心理测试
Nursing Education Perspective Pub Date : 2012-11-01 DOI: 10.5480/1536-5026-33.6.369
Hsiu-Chin Chen, S. Farmer, L. Barber, Mina Wayman
{"title":"DEVELOPMENT and PSYCHOMETRIC TESTING of the Nursing Student Satisfaction Scale","authors":"Hsiu-Chin Chen, S. Farmer, L. Barber, Mina Wayman","doi":"10.5480/1536-5026-33.6.369","DOIUrl":"https://doi.org/10.5480/1536-5026-33.6.369","url":null,"abstract":"Aim. The purpose of this study was to develop an instrument with rigorous psychometric properties to comprehensively measure nursing student satisfaction and to identify areas for nursing program enhancement. Background. Measures of program quality are frequently designed to demonstrate to professional groups that the educational program will prepare graduates for success in a rapidly changing world. Method. This was a longitudinal methodological study. The Nursing Student Satisfaction Scale (NSSS) was used to gather students' perceptions of satisfaction with a nursing program at a university. Results. In total, 303 nursing students enrolled in the final semester of the associate degree in nursing program participated in the study. Psychometric evaluation of the NSSS included content validity, item analysis for internal consistency reliability, and construct validity. Conclusion. The NSSS demonstrated sound psychometric properties through the pilot test and the three‐year longitudinal study. It provides a theory‐based approach to the measurement of nursing student satisfaction.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115214129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 22
Program Outcomes Following Implementation of a HYBRID CURRICULUM at the CERTIFICATE LEVEL 在证书级别实施混合课程后的项目成果
Nursing Education Perspective Pub Date : 2012-11-01 DOI: 10.5480/1536-5026-33.6.374
Kristi Robinia, N. Maas, Michelle Johnson, Rachel M Nye
{"title":"Program Outcomes Following Implementation of a HYBRID CURRICULUM at the CERTIFICATE LEVEL","authors":"Kristi Robinia, N. Maas, Michelle Johnson, Rachel M Nye","doi":"10.5480/1536-5026-33.6.374","DOIUrl":"https://doi.org/10.5480/1536-5026-33.6.374","url":null,"abstract":"Aim. This study examined satisfaction levels and learning outcomes before and after implementation of a hybrid curriculum. Background. Increased competition for clinical sites pressured a practical nursing program to explore alternative placement solutions. A hybrid curriculum, defined as offering 50 percent of second‐semester theory course content online, was implemented in order to free students from place‐bound instruction and thereby open new clinical opportunities. Methods. A summative evaluation was conducted to compare NCLEX‐PN® pass rates, grade outcomes, student satisfaction, and attrition rates between a prehybrid group of 119 practical nursing students and a hybrid group of 106 practical nursing students. Results. Findings indicate no significant differences in NCLEX pass rates and grade outcomes between the groups and an improvement in satisfaction and attrition rates. Conclusion. It was concluded that use of a hybrid curriculum can open new clinical opportunities while maintaining the learning outcomes of NCLEX‐PN pass rates and course grades.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129691707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Cultural Safety and Nursing Education in DIVIDED SOCIETIES 分裂社会中的文化安全与护理教育
Nursing Education Perspective Pub Date : 2012-11-01 DOI: 10.5480/1536-5026-33.6.364
D. Arieli, M. Mashiach, M. Hirschfeld, Victor J. Friedman
{"title":"Cultural Safety and Nursing Education in DIVIDED SOCIETIES","authors":"D. Arieli, M. Mashiach, M. Hirschfeld, Victor J. Friedman","doi":"10.5480/1536-5026-33.6.364","DOIUrl":"https://doi.org/10.5480/1536-5026-33.6.364","url":null,"abstract":"Aim. This research explores the experiences of cultural safety among nursing students from majority and minority groups in a divided society with implications for academic satisfaction and success. Background. The study takes place in an academic nursing program in Israel, where Arab and Jewish students study together. Methods. A researcher‐developed questionnaire was used with 17 statements concerning social relations between students, faculty support, and the effects of social relations on academic satisfaction and outcomes. Results. Significant differences were found in the ways Arab and Jewish students perceived the cultural safety of the environment. Arab students perceived social relations and faculty attitude as less positive than Jewish students and perceived cultural safety as having greater influence on academic satisfaction and success. Conclusion. The findings indicate that students from different groups will perceive the same shared reality in significantly different ways. Nurse faculty and administrators need to make efforts to bring perceptions into closer alignment and to minimize the negative impact of external conflicts on feelings of cultural safety.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"49 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134512238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
A METHOD and RESOURCES for ASSESSING the Reliability of Simulation Evaluation Instruments 仿真评估仪器可靠性评估方法与资源
Nursing Education Perspective Pub Date : 2012-09-01 DOI: 10.5480/1536-5026-33.5.334
K. Adamson, S. Kardong-Edgren
{"title":"A METHOD and RESOURCES for ASSESSING the Reliability of Simulation Evaluation Instruments","authors":"K. Adamson, S. Kardong-Edgren","doi":"10.5480/1536-5026-33.5.334","DOIUrl":"https://doi.org/10.5480/1536-5026-33.5.334","url":null,"abstract":"Aim. This article describes a successfully piloted method for facilitating rapid psychometric assessments of three simulation evaluation instruments: the Lasater Clinical Judgment Rubric, the Seattle University Evaluation Tool, and the Creighton‐Simulation Evaluation Instrument™. Background. To provide valid and reliable evaluations of student performance in simulation activities, it is important to assess the psychometric properties of evaluation instruments. Method. This novel method incorporates the use of a database of validated, video‐archived simulations depicting nursing students performing at varying levels of proficiency. A widely dispersed sample of 29 raters viewed and scored multiple scenarios over a six‐week period. Analyses are described including inter‐ and intrarater reliability, internal consistency, and validity assessments. Results and Conclusion. Descriptive and inferential statistics supported the validity of the leveled scenarios. The inter‐ and intrarater reliability and internal consistencies of data from the three tools are provided. The article provides information and resources for readers to access in order to assess their own simulation evaluation instruments using the described methods.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133379480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 64
A Framework of Academic Persistence and Success for ETHNICALLY DIVERSE GRADUATE NURSING STUDENTS 不同种族护理研究生学业坚持与成功的框架
Nursing Education Perspective Pub Date : 2012-09-01 DOI: 10.5480/1536-5026-33.5.322
J. Veal, M. Bull, J. Miller
{"title":"A Framework of Academic Persistence and Success for ETHNICALLY DIVERSE GRADUATE NURSING STUDENTS","authors":"J. Veal, M. Bull, J. Miller","doi":"10.5480/1536-5026-33.5.322","DOIUrl":"https://doi.org/10.5480/1536-5026-33.5.322","url":null,"abstract":"Aim. The goal of this qualitative study was to examine how ethnically diverse graduate nursing students persisted with academic studies. Background. Ethnically diverse nurses are vastly underrepresented in the workforce. This problem is accentuated by high attrition rates in academic programs. Method. A grounded theory approach was used. Five focus groups were conducted with 16 ethnically diverse graduate students in nursing and interviews were conducted with two diversity advisers. Results. Analysis of the data indicated that the process of learning to balance stressors with moderators was key to academic persistence and retention. A conceptual framework emerged from the data that provides a guide for academic institutions seeking to implement strategies to promote retention and graduation of diverse graduate nursing students. Conclusion. Recommendations are offered to address faculty development, administrative action, and student resources.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"317 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123234254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 57
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