Background: Encounters between patient and health care have been shortened and fragmented. Times when the patient is in the continuum of care is related to how well the patient feels confirmed in the meeting with his/her carers. Aim : The aim of this study is to highlight skills that nurses use to provide good care relationships with patients in the ambulance and emergency room. Method: A literature review was done. Search for articles was conducted in the databases Cinahl and Pubmed. Nine articles were selected for analysis. Results: Nurses used various communication strategies to successfully establish a good nursing relationship in the meeting with the patient. Patients experienced the nurse who took time and was present in the meeting as the one who was really professional. Six themes were found. These were: Establish a communicative environment, establish contact, listening, verbal and nonverbal communication, being available and provide information. Conclusion : Nurses need to use his special skill to meet patient's need to feel valuable, seen and significant.

The purposes of this study are to determine the extent to which nursing education administrators accept the use of an adapted Montessori method in teaching basic nursing skills and to determine the feasibility of implementing such a method.

The Doctor of Nursing Practice (DNP) Family Nurse Practitioner (FNP) curriculum was developed to incorporate learning outcomes and experiential opportunities for students to attain the core FNP knowledge for doctoral education. Historically, challenges related to developing clinical skills in blended/online programs has been problematic. The appeal of online FNP education has challenged educators to develop new ways to provide students opportunities to experience hands-on clinical skills within the subspecialties of the DNP, FNP role. With limited clinical sites, and now with more clinical access constraints imposed by the COVID-19 pandemic, it is imperative that new models of instruction provide students opportunities for skills training. The purpose of this project is to describe use of scaffolding methodology to design student skills learning activities using synchronous online and on-ground sessions during DNP intensives. Student and faculty input identified the types of practice skills and procedures needing improvement, such as suturing, electrocardiogram, etc. An intensive task force was organized to evaluate curricular elements; content was then mapped to analyze gaps. The first step included aligning advanced practice nursing skills sessions in each intensive with the related clinical courses offered within that semester. Then, students were organized into a skills rotation plan based on their date of admission and place within their program of study. Modifications required by COVID-19 on-ground restrictions necessitated re-thinking intensive skills sessions. Student satisfaction scores significantly improved after the intensive sessions were restructured. Faculty continue to seek feedback from the students to provide beneficial practice opportunities during the DNP intensives.

No description available.

Magister Curationis - MCur / Professional nurses, with additional training in mental health, report attitudes and perceptions of mental health nursing that are more positive, whilst those with less training report more negative attitudes and perceptions to mental health nursing. The primary aim of this research study was to describe the attitudes and perceptions of professional nurses towards the mentally ill in a psychiatric hospital in the Cape Metropole. The objectives of the study were: to explore the attitudes and perceptions of professional nurses towards the mentally ill; to identify common factors that influence the professional nurses’ attitudes and perceptions towards the mentally ill; to compare the attitudes and perceptions of professional nurses who have completed the Regulation 425, Regulation 808 and Regulation 212 training in mental health nursing towards the mentally ill. A quantitative, exploratory, descriptive design was employed and cross-sectional survey was carried out. Participants comprised all permanent professional nurses (n=60) at a governmental Associated Psychiatric Hospital in the Cape Metropole. Participants completed a demographic questionnaire and two self-report questionnaires, measuring attitudes to and perceptions of mental health problems. Nurses with a diploma report significantly higher role competency than those nurses with a degree. The ethnicity of nurses played a role in the stereotyping of the mentally ill. No significant differences were evident between those professional nurses who had completed the advanced mental health course and those whom had not. However, the combined effects of learning the appropriate course and experience in the practical field of the mentally ill are necessary for the task of impacting positively on the attitudes of the nurses towards the mentally ill.

Abstract The aim of this study is to describe the development of nursing students' decision-making as a part of their professional skills during their nursing education. The population consisted of 32 college nursing students who had started their education in January 1987 or 1988 and 23 polytechnic nursing students who had started their education in 1996. The college students' process of learning decision - making was studied during 1988-1991 by taping clinical lessons about planning patient care (terms IV-VI) and by collecting essays prodeced by the students during the clinical periods (terms III, V and VII). Essays produced by the polytechnic students (terms III and IV) during 1997-1998 were also collected. The data were analyzed by using both quantitatively and qualitatively content analysis (deductive and inductive analysis). The results show that rational decision-making was emphasized both in college and in polytechnic. The care plans made by the students were consistent with the phases of the nursing process. Of the different phases of the nursing process the implementation and the evaluation of nursing care were most important. At the beginning of their practical training college students emphazised nursing methods, while polytechnic students focused on medical methods. In all data sets, most uttrances pertained to the physical aspects in the implementation of nursing, in the definition of nursing problems and in the evaluation of nursing. As learning proceeded from one term to the next no changes were seen. The only exception were the clinical lessons at the beginning of the education and the essays and clinical lessons during the last phases of education in which psychic support and the need to evaluate the patient's psychic condition were emphazised. At the beginning of practical training polytechnic students gave more attention to physic support of the patient than college students. Plenty of knowledge was collected about a patient for purposes of decision-making, but it was only partly utilized as the planning of care proceeded. All data sets clearly reflected the mechanical decision-making model. At the beginning of practical training the next largest category in the college students' data was the patient-centered model which was only rarely seen in the polytechnic data. In all data sets the objectives of nursing were defined in a patient-centered manner. The college data included a small number of features of the model-oriented and creative decision-making model which were not found in the polytechnic data at the beginning of practical training at all. The following features of the creative decision-making model were found setting priorities, giving reasons for choosing the nursing model, nursing problems and methods and producing alternative nursing solutions. In both data sets the students' learning level appeared to be quite low. The findings reflected superficial mechanical learning without reflection and critical thinking.

No description available.