Nursing students are part of the larger nursing community, and their well-being is closely related to that of the community in which they function. Various reports indicate that the South African nursing profession is in crisis due to staff shortages and poor working conditions. Insufficient numbers of registered nurses are entering the profession, and the resultant work pressure, especially for nurses working in the public sector, increases the risk of burnout. A pressing need exists for nursing students to graduate and enter the workforce to alleviate the serious staff shortage. The aim of the research was to explore the different dimensions of well-being as described by nursing students during their nursing studies. A purposive and availability sample was used to explore the experiences of first-year students of the School of Nursing Science at the North-West University during 2008. Qualitative data-gathering methods included in-depth interviews, focus group discussions, personal diaries and visual data-gathering methods such as collages and the Mmogo-method™. A secondary analysis of the qualitative data obtained during 2008 was conducted, and the findings were complemented by a qualitative, exploratory and inductive design to explore the experiences of the same students in the same context two years later in 2010. A case study method was used to explore the experiences of the students. Themes that emerged from the data gathered during the first and the second phase of the research relate to the three sites of well-being as described by Prilleltensky and Prilleltensky (2006), namely personal, relational and collective well-being. Well-being in this research refers to the complexity inherent in the multifaceted profession of nursing and is understood as optimal functioning in all aspects of the person in relation to other people as well as the broader context of the nursing community. The findings should be contextualised against the many adverse circumstances to which students are exposed during their first weeks of training. Many of the students are away from home, often for their first time, and they have to adapt to academic workloads and practical training hours as well as acquire the coping skills needed to manage these new challenges. The students in this study reported high levels of stress and anxiety during their training and said they felt under pressure because of the long hours and heavy workloads. Despite this pressure, many of the students maintained a positive attitude and reiterated their desire to become nurses. Relational well-being included support from friends, family members and lecturers. These were important sources of support for the students. Collective well-being was a major concern, and the students were outspoken about the unhealthy broader context in which they had to function. The situation in the nursing community generally is reflected in the training of nurses. This research highlighted a collective environment that was not conducive to the holistic well-being of the student nurses in the study. Such well-being is crucial as they enter the workforce and face the challenges encountered there. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2010.

Nursing students are part of the larger nursing community, and their well-being is closely related to that of the community in which they function. Various reports indicate that the South African nursing profession is in crisis due to staff shortages and poor working conditions. Insufficient numbers of registered nurses are entering the profession, and the resultant work pressure, especially for nurses working in the public sector, increases the risk of burnout. A pressing need exists for nursing students to graduate and enter the workforce to alleviate the serious staff shortage. The aim of the research was to explore the different dimensions of well-being as described by nursing students during their nursing studies. A purposive and availability sample was used to explore the experiences of first-year students of the School of Nursing Science at the North-West University during 2008. Qualitative data-gathering methods included in-depth interviews, focus group discussions, personal diaries and visual data-gathering methods such as collages and the Mmogo-method™. A secondary analysis of the qualitative data obtained during 2008 was conducted, and the findings were complemented by a qualitative, exploratory and inductive design to explore the experiences of the same students in the same context two years later in 2010. A case study method was used to explore the experiences of the students. Themes that emerged from the data gathered during the first and the second phase of the research relate to the three sites of well-being as described by Prilleltensky and Prilleltensky (2006), namely personal, relational and collective well-being. Well-being in this research refers to the complexity inherent in the multifaceted profession of nursing and is understood as optimal functioning in all aspects of the person in relation to other people as well as the broader context of the nursing community. The findings should be contextualised against the many adverse circumstances to which students are exposed during their first weeks of training. Many of the students are away from home, often for their first time, and they have to adapt to academic workloads and practical training hours as well as acquire the coping skills needed to manage these new challenges. The students in this study reported high levels of stress and anxiety during their training and said they felt under pressure because of the long hours and heavy workloads. Despite this pressure, many of the students maintained a positive attitude and reiterated their desire to become nurses. Relational well-being included support from friends, family members and lecturers. These were important sources of support for the students. Collective well-being was a major concern, and the students were outspoken about the unhealthy broader context in which they had to function. The situation in the nursing community generally is reflected in the training of nurses. This research highlighted a collective environment that was not conducive to the holistic well-being of the student nurses in the study. Such well-being is crucial as they enter the workforce and face the challenges encountered there. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2010.

Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on June 8, 2009). Includes bibliographical references (p. 47-50).

Thesis (M.S.)--University of Michigan, 1981.

Thesis (M.S.)--University of Michigan, 1981.

The purpose of this study was to focus on the Omnibus Budget Reconciliation Act of 1987 and the amendments of 1989 and 1990. Nursing assistants were placed in cluster groups of 300-hours, 120-hours, and 0-hours. Each subject's job performance of nursing care was observed using the Francis's Task Performance Rating Scale. The purpose of the analysis was to determine (1) if there was a significant difference in job performance of patient care between program completers and the challengers, (2) if there was a significant difference in the job performance of patient care between 300-hour and 120-hour, and (3) if there was a significant difference between the content required in OBRA mandated nursing assistant programs and actual job performance skills needed in patient care. It was determined that program completers' job performance of patient care was significantly different from the challengers.

This two-part study evaluates a government sponsored Long Term Care Aide/ESL Program taken by a group of immigrant women. The purpose of the first part of the study was to assess how effective a B.C. government sponsored Long Term Care Aide/ESL program was in preparing a group of immigrant women for the workplace. A questionnaire was used to determine demographics and employment status. Also, it obtained perceptions on the strengths and weaknesses of the program. The purpose of the second part of this study was to hear the women's personal insights and voices about their experiences while taking the program and after the program. Semi-structured interviews were used to obtain these stories. Results from the quantitative questionnaire indicated that 94% of the immigrant women who had taken this course were employed as care aides. Three years after the completion this program, the women felt that the course had provided them with both a vocational skill and more English language skills. Results from the qualitative portion of this paper focused on how the women felt about their experiences in this Long Term Care Aide/ESL program in their own words. The data were analyzed and put into themes. Theme 1 was "The pain of renewal". It presented their collective stories of being an immigrant and struggling to begin again. Theme 2 was "The costs and the benefits". This theme presented the women's insights on working as care aides. Most of the women liked their jobs but found trying to secure a full time job difficult. Theme 3 was "The need to learn the language of care". All the women interviewed wanted to have more "caring" language, the "everyday" language to relate to their clients. Theme 4 was "Advice to other immigrant women". This theme revealed how some women felt about the work they did. The last theme, Theme 5, was "Hopes and dreams". Half of the women interviewed had aspirations to continue their education and these women were already enrolled in other health care courses. The results of the study are discussed and implications are drawn for research and pedagogy.

This two-part study evaluates a government sponsored Long Term Care Aide/ESL Program taken by a group of immigrant women. The purpose of the first part of the study was to assess how effective a B.C. government sponsored Long Term Care Aide/ESL program was in preparing a group of immigrant women for the workplace. A questionnaire was used to determine demographics and employment status. Also, it obtained perceptions on the strengths and weaknesses of the program. The purpose of the second part of this study was to hear the women's personal insights and voices about their experiences while taking the program and after the program. Semi-structured interviews were used to obtain these stories. Results from the quantitative questionnaire indicated that 94% of the immigrant women who had taken this course were employed as care aides. Three years after the completion this program, the women felt that the course had provided them with both a vocational skill and more English language skills. Results from the qualitative portion of this paper focused on how the women felt about their experiences in this Long Term Care Aide/ESL program in their own words. The data were analyzed and put into themes. Theme 1 was "The pain of renewal". It presented their collective stories of being an immigrant and struggling to begin again. Theme 2 was "The costs and the benefits". This theme presented the women's insights on working as care aides. Most of the women liked their jobs but found trying to secure a full time job difficult. Theme 3 was "The need to learn the language of care". All the women interviewed wanted to have more "caring" language, the "everyday" language to relate to their clients. Theme 4 was "Advice to other immigrant women". This theme revealed how some women felt about the work they did. The last theme, Theme 5, was "Hopes and dreams". Half of the women interviewed had aspirations to continue their education and these women were already enrolled in other health care courses. The results of the study are discussed and implications are drawn for research and pedagogy. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-27T11:20:48Z No. of bitstreams: 1 Ana Kelley de Rezende.pdf: 1546997 bytes, checksum: 7e921fb1d196ce3c0cfef82335d86bea (MD5) / Made available in DSpace on 2018-11-27T11:20:48Z (GMT). No. of bitstreams: 1 Ana Kelley de Rezende.pdf: 1546997 bytes, checksum: 7e921fb1d196ce3c0cfef82335d86bea (MD5) Previous issue date: 2018-09-14 / Introduction: Quality food and in sufficient amounts is a right of the Brazilian citizen and to guarantee this right, the concept of Food and Nutritional Security (FNS) in Brazil is ensured by the Federal Food and Nutritional Security Law – n. 11.346, of September 15, 2006. The realization of how important the understanding of this concept of FNS is for nursing professionals can contribute to the implementation of multidisciplinary actions of health promotion and construction of citizenship. Objective: to understand the view of newly-graduated nurses on aspects related to the FNS concept. Method: This was a qualitative, descriptive and exploratory study. Data interpretation was carried out through content analysis, as proposed by Bardin (2009). The project was developed between the years 2017 and 2018. The study participants comprised nurses who had completed academic training in the last three years. The project was approved by REC/ UNIFAL-MG - CAAE nº 69042817400005142 on 08/01/2017. Results: Fifteen nurses participated in the study. The analysis categories according to Bardin (2009), elaborated on the topic were: “fragmented knowledge about food policies/programs”; “Teaching about feeding in the university”; and “feeding in the biomedical context”. Implications for the practice: We consider that evidence indicates that the appropriation of the FNS concept by the nurses can be better structured in the teaching during Nursing Program courses for the better development of food and nutrition actions. Conclusion: We conclude that newly graduated nurses do not recognize the concept of FNS. However, they understand several elements that constitute this concept. We also understand that it is crucial that nurses study the topic, by assimilating the concept of FNS during the graduation course for the effective development of the topic in their professional practice / Introdução: a alimentação de qualidade e em quantidade suficiente é um direito do cidadão brasileiro e, para promover a garantia a esse direito direito o conceito de Segurança Alimentar e Nutricional (SAN) no Brasil é assegurado pela Lei Federal de Segurança Alimentar e Nutricional (Losan) - nº 11.346, de 15 de setembro de 2006. A constatação do quão importante é a compreensão desse conceito de SAN para os profissionais enfermeiros pode contribuir no estabelecimento de ações multidisciplinares de promoção da saúde e construção da cidadania. Objetivo: compreender a visão dos enfermeiros recém-formados sobre os aspectos relacionados ao conceito de SAN. Método: estudo qualitativo, descritivo e exploratório. A interpretação dos dados foi por meio da análise de conteúdo, proposta por Bardin (2009). O projeto foi desenvolvido entre os anos de 2017 e 2018. Tendo como participantes enfermeiros cuja formação acadêmica se completou nos últimos três anos. O projeto foi aprovado pelo CEP/UNIFAL-MG - CAAE n. 69042817400005142 em 01/08/2017. Resultados: participaram do estudo 15 enfermeiros. As categorias de análise, elaboradas sobre o tema, conforme Bardin (2009), foram: “conhecimento fragmentado sobre as políticas/programas voltados para a alimentação”; “ensino sobre alimentação na universidade”; e “alimentação no contexto biomédico”. Implicações para a prática: as evidências apontam que a apropriação do conceito de SAN pelos enfermeiros poderá ser mais bem estruturada no ensino na graduação dos cursos de enfermagem para o melhor desenvolvimento das ações de alimentação e nutrição. Conclusão: constatou-se que os profissionais enfermeiros com formação recente não reconhecem o conceito de SAN. Porém entendem vários elementos que o compõem. Foi possível também compreender com este trabalho que é premente que os enfermeiros se apropriem do tema, assimilando o conceito de SAN já durante a graduação para seu efetivo desenvolvimento em suas práticas profissionais

The purpose of this project was to develop an instructional manual on in-service education for Certified Nurses' Aides. It provides examples of classes for staff developers to use when teaching continuing education classes. Topics covered include caring for the elderly, Alzheimer's disease, infection control, adult cardiopulmonary resuscitation, and end of life care.