Adjunct faculty members make up a growing proportion of nursing school clinical faculty in the United States due to a nurse educator shortage in higher education. Many of the nurses hired as clinical faculty members have years of experience providing patient care, but they lack experience in clinical instruction and assessment. At a state community college in the southeastern United States, nursing students have expressed dissatisfaction in their course evaluations with inexperienced faculty in clinical programs. The experiences of both nursing students under the guidance of novice clinical instructors and clinical faculty were examined in this case study. The National League for Nursing's (NLN) standards for practice for academic nurse educators served as the conceptual framework for this study and was used to develop research questions related to clinical practice and assessment. Data were collected from 9 students and 6 clinical nursing faculty members who participated in anonymous, open-ended electronic questionnaires regarding use of the standards in instruction and assessment. Student clinical experience collective evaluations from 3nursing programs across the state were also used for data collection and analysis. Data were coded and themes were identified and verified through triangulation. Themes were inconsistent with the NLN standards and included no formal orientation, no preparation for the clinical instructor role, use of subjective instructor evaluations, and lack of instructor feedback. Results were used to develop a professional development program to prepare novice clinical instructors for the clinical environment according to the NLN standards. This study may result in positive social change by improving clinical experiences for nursing students in community colleges, resulting in better patient care as they assume their roles in the larger medical community.

High nursing student attrition has been a pervasive problem in the nursing program at the research site of this study. The purpose of this project study was to investigate the relationship between attrition and nursing student characteristics, including age, gender, ethnicity, English as Second Language (ESL) background, licensed practical nurse (LPN) licensure, grade point average (GPA), the number of preadmission college credits, and the Test of Essential Academic Skills (TEAS) scores. This correlational study of archival data was guided by Jeffreys's nursing undergraduate retention and success model and included a convenience sample of 240 students admitted to the program between the Spring 2011 and Fall 2013 semesters. Point biserial and phi coefficient statistical analyses indicated that significant relationships existed between attrition and ethnicity, GPA, TEAS scores, college credits, and LPN status. There were no significant relationships between attrition and age, gender, and ESL background. Student characteristics correlated with higher attrition included ethnic minority background, more college credits, lower TEAS composite and math scores, lower GPA scores, and not having LPN licensure. These research results were the basis for policy recommendations for changes to the admission process within the nursing program and for early identification of students at risk for attrition, with the goal of providing early supportive measures. The overall goal of the policy recommendations was to decrease attrition at the local research site, which may help foster positive social change by promoting the educational and professional progress of nursing students. Nursing student attrition can negatively affect a nursing program's finances and reputation. For students, attrition represents lost time, lost finances, and a limited possibility for achieving socioeconomic progress.

<p>Anledningar till att ilska väcks till liv är individuella och kan exempelvis bero på orättvis behandling eller maktlöshet. Ilska känns på liknande sätt inombords hos alla individer vilket innebär att en student som känner ilska över att kamraten fuskat på en tenta, kan uppleva liknande känslor av ilska inombords som patienten som tvingas vänta på sina mediciner. När ilska väl kommit in i kroppen måste den ”komma ut”.  Ilskans väg ut ur kroppen skiljer sig åt från person till person där en del yttrar sin ilska fysiskt medan andra yttrar den verbalt eller via tårar. När ilska försvunnit ut ur kroppen skapas möjlighet för reflektion. En del upplever ilska som en drivkraft för förändring medan andra känner skam och ånger över sitt beteende. Ilska är något vi alla har upplevt och fortsättningsvis kommer att uppleva. Att skapa en förståelse för fenomenet ilska kan skapa förutsättningar för vårdpersonalen att förstå ilska hos patienter. Genom att förstå orsakerna till varför ilska uppstår kan en bra relation mellan vårdpersonal och patient skapas vilket är av stor betydelse för att en god omvårdnad ska kunna utövas.</p> / <p>Reasons why anger evokes is individual and can elicit when a person experience unfairness or feel powerlessness. Anger feels similar on the inside among all individuals which means that a student who feels anger due to a friend who as cheated on an exam can experience the same anger as the patient who is forced to wait for his/her medications. When anger has entered the body it has to “come out”. How anger leaves the body differs from person to person where some express their anger physically while others get their anger out verbally or through tears. When anger has left the body, reflections become possible. Some people experience anger as a driving force for making a change while others feel disgrace and regret due to their behaviour. Anger is something we all have experienced and will continue to do. Understanding the phenomenon anger can create conditions for professionals to understand the patient’s anger. A good relationship between professionals and patients can be founded through understanding why anger evokes which is important for developing a good nursing care</p>

<p>This is a qualitative study, the aim of which is to explore experiences influencing the<br /> academic performance of 1st Year nursing students at the Western Cape College of Nursing,<br /> South Africa, during 2008 when the College was confronted with unprecedented failure rates<br /> among 1st Year students. It describes the College‟s collaboration with a higher education<br /> institution and the changes that emanated from this collaboration. The influence of<br /> situational factors on 1st Year nursing students is explored. These include the legacy of the<br /> inequality of past learning opportunities, institutional factors which hamper students‟ sense of<br /> belonging, and the social and academic integration of students into their learning<br /> environment. The methodology used in the process of exploring these factors included focus<br /> group discussions with students and in-depth interviews with staff in order to explore their<br /> respective perceptions of the problem. From this it is hoped that the quality of human<br /> resources for health will be enhanced.</p>

Bakgrund: Sjuksköterskestudenten och sjuksköterskan möter människor i kris eller oro, människor som får allvariga besked om till exempel HIV/Aids. Dessa möten kräver flexibilitet, förmåga till empati och kommunikation av sjuksköterskan. Omvårdnaden innefattar de fysiska, psykiska, kulturella, andliga och sociala behoven hos patienten. Genom att tillgodose dessa behov arbetar sjuksköterskor för att ge bästa tänkbara livskvalitet. Syfte: Syftet var att beskriva sjuksköterskors och sjuksköterskestudenters upplevelser och attityder vid mötet och i omvårdnad av patienter med HIV/Aids. Metod: Litteraturstudien baseras på 12 kvalitativa och kvantitativa vetenskapliga artiklar som är granskade enligt Fribergs modell. Katie Erikssons omvårdnadsteori relateras till resultatdiskussionen. Resultat: Resultatet visade att sjuksköterskestudenter och sjuksköterskor hade positiva och negativa attityder och att deras upplevelser bestod av empati, medkänsla, rädsla, obehag och förakt. Sjuksköterskors huvudsakliga upplevelser var rädsla och deras attityder var positiva. Sjuksköterskestudenters upplevelser bestod också mest av rädsla och deras attityder var negativa. Resultatdiskussion: Kunskap är huvudsakligen vad som fattas och behövs för att minska rädslan och de negativa attityderna. Slutsats: Uppsatsens slutsats belyser att kunskap är nyckelordet för ett gott möte och god omvårdad för patienter med HIV/Aids. Att negativa attityder och upplevelser kan förhindras/minskas med kunskap. Slutsatsen visar även på att kultur och förförståelse spelar roll vid attityderna. / Background: Nursing students and nurses meets patients newly informed about HIV/Aids. These patients often indicate crisis and anxiety. The meetings require flexibility, empathy and communication skills. Nursing care includes the patients physical, psychological, cultural, spiritual and social needs. With these needs in mind the aim is providing best possible quality of life. Purpose: The purpose was to describe the different experiences and attitudes in the meeting and care of HIV/Aids patients. Method: Literature based on 12 qualitative and quantitative articles using The Friberg model. The use of Katie Eriksson's nursing theory relates to the result discussion. Results: Nursing students and nurses have positive and negative attitudes and different experience of empathy, compassion, fear, discomfort and contempt. While main experience of the nurses was fear with a positive attitude the nursing students were fear with a negative attitude. Discussion of the result: Knowledge is what is missing and strongly needs for loose fear and negative attitudes. Conclusion: The conclusion illustrates that knowledge is the key to a good meeting and well care for patients with HIV/Aids. The negative attitudes and experiences can be prevented/ reduced by knowledge. The conclusion also shows that culture and pre-understanding plays a role in attitudes.

Anledningar till att ilska väcks till liv är individuella och kan exempelvis bero på orättvis behandling eller maktlöshet. Ilska känns på liknande sätt inombords hos alla individer vilket innebär att en student som känner ilska över att kamraten fuskat på en tenta, kan uppleva liknande känslor av ilska inombords som patienten som tvingas vänta på sina mediciner. När ilska väl kommit in i kroppen måste den ”komma ut”.  Ilskans väg ut ur kroppen skiljer sig åt från person till person där en del yttrar sin ilska fysiskt medan andra yttrar den verbalt eller via tårar. När ilska försvunnit ut ur kroppen skapas möjlighet för reflektion. En del upplever ilska som en drivkraft för förändring medan andra känner skam och ånger över sitt beteende. Ilska är något vi alla har upplevt och fortsättningsvis kommer att uppleva. Att skapa en förståelse för fenomenet ilska kan skapa förutsättningar för vårdpersonalen att förstå ilska hos patienter. Genom att förstå orsakerna till varför ilska uppstår kan en bra relation mellan vårdpersonal och patient skapas vilket är av stor betydelse för att en god omvårdnad ska kunna utövas. / Reasons why anger evokes is individual and can elicit when a person experience unfairness or feel powerlessness. Anger feels similar on the inside among all individuals which means that a student who feels anger due to a friend who as cheated on an exam can experience the same anger as the patient who is forced to wait for his/her medications. When anger has entered the body it has to “come out”. How anger leaves the body differs from person to person where some express their anger physically while others get their anger out verbally or through tears. When anger has left the body, reflections become possible. Some people experience anger as a driving force for making a change while others feel disgrace and regret due to their behaviour. Anger is something we all have experienced and will continue to do. Understanding the phenomenon anger can create conditions for professionals to understand the patient’s anger. A good relationship between professionals and patients can be founded through understanding why anger evokes which is important for developing a good nursing care

Darbo tikslas: Nustatyti praktikos mokytojo (mentoriaus) vaidmenį ir funkcijas slaugos studentų praktiniame mokyme. Darbo uždaviniai: Išnagrinėti praktikos mokytojo (mentoriaus) ir slaugos studentų santykius praktikos metu; Nustatyti praktikos mokytojo (mentoriaus) vadovavimo ypatumus praktikos metu; Išanalizuoti praktikos mokytojo (mentoriaus) vaidmenį ir funkcijas praktikiniame mokyme slaugos studentų požiūriu; Pateikti praktines rekomendacijas. Tyrimo metodika: Tyrimo objektas – Kauno medicinos universiteto Slaugos fakulteto bei Kauno kolegijos Sveikatos priežiūros fakulteto bendrosios slaugos specialybės studentai; Tyrimo metodas – anketinė apklausa. Klausimynas sudarytas remiantis moksline literatūra. Statistinė duomenų analizė buvo atliekama Microsoft Excel 2003 programa. Duomenų priklausomybei nustatyti naudota SPSS for Windows 13.0 programa. Tyrimo rezultatai ir išvados: Tyrimo metu paaiškėjo, kad dauguma respondentų turėjo pastovų praktikos mokytoją (mentorių), su kuriuo bendradarbiavimas buvo sėkmingas, teiktas vadovavimas buvo grįstas lygiais santykiais ir stiprino mokymąsi bei rėmėsi abipuse sąveika. Trečdalis respondentų praktikos metu jautėsi visaverčiais komandos nariais, beveik trečdalis apklaustų studentų bendravo neutralioje aplinkoje bei beveik trečdalis jautė praktikos mokytojo (mentoriaus) pagarbą. Praktikos metu dažniausiai buvo akcentuojamas slaugos technikos mokymas. Geriausias įvykdytas praktikinio mokymo uždavinys – instruktavimas... [toliau žr. visą tekstą] / AIM AND OBJECTIVES OF THE STUDY Aim: The aim of this study was to determine a practice teacher‘s (mentor‘s) role and functions during nursing students' practical training. Objectives: • to analyze relationship between the practice teacher (mentor) and students of nursing during practice • to set practice teacher‘s (mentor‘s) management features during practical training; • to determine practice teacher‘s (mentor‘s) role and functions during practise training of nursing students; • to provide practical recommendations. The study methodology: Subjects - nurse students Methods - Survey questionnaire. The questionnaire concluded on the basis of scientific literature. Statistical methods – all data was analysed using Microsoft Excel 2003 program. Dependence of data set used SPSS for Windows 13.0 program. The results of the survey and conclusions: The investigation revealed that the majority of respondents had a regular practice with the teacher (mentor), whose cooperation has been successful. Menthors leadership has been based on equel intercource, which strengthened the relationship, based on mutual learning and interaction. One third of the respondents felt full-rate team members during practice, , nearly one-third of surveyed students were socialized in neutral environment and nearly a third of them felt respect for the practice teachers (mentors). The technical nursing training was main focus during practice,. The best executed training task -... [to full text]

<p>This is a qualitative study, the aim of which is to explore experiences influencing the<br /> academic performance of 1st Year nursing students at the Western Cape College of Nursing,<br /> South Africa, during 2008 when the College was confronted with unprecedented failure rates<br /> among 1st Year students. It describes the College‟s collaboration with a higher education<br /> institution and the changes that emanated from this collaboration. The influence of<br /> situational factors on 1st Year nursing students is explored. These include the legacy of the<br /> inequality of past learning opportunities, institutional factors which hamper students‟ sense of<br /> belonging, and the social and academic integration of students into their learning<br /> environment. The methodology used in the process of exploring these factors included focus<br /> group discussions with students and in-depth interviews with staff in order to explore their<br /> respective perceptions of the problem. From this it is hoped that the quality of human<br /> resources for health will be enhanced.</p>

In 1998 the Institutes of Nursing in the United Arab Emirates adopted a new approach of Case-Based learning in their three year nursing program. This categorical change created a need to examine the development of nursing students' self-efficacy and motivation under this new curriculum. The aims of this study were to investigate whether the students in the final year of the program will evidence higher levels of motivation and self-efficacy compared to those in the second and first year of the program, and to demonstrate that the higher the level of self-efficacy, the more internal, unstable and controllable the attributions for success and/or failure. This study was based on Bandura's theory of self-efficacy. A randomly selected cross-sectional survey involving nursing students in the three-year diploma nursing program of Abu-Dhabi and AI Ain Institutes was studied (N=178). The participants of this study involved a total of 86 (48.3%) enrolled in year one diploma, 51 (28.7%) enrolled in year two and 41 (23.0%) in year three diploma. On the whole the participants' levels of motivation and self-efficacy were high, but both ANOVA and Kruskall Wallis tests did not support any level increase by year of education as was expected. However, the Spearman's rho (r) test yielded low but positive and significant correlations between the levels of self-efficacy and students attribution for success and/or failure. / Thesis (M.Cur.)-University of Natal, Durban, 2002.

Introduction e-Learning has been integrated and implemented in education and training to the level that it is now a well-established global practice. If used judiciously, e-Learning is a tool that enables active, individual and flexible learning. When integrated into medical education, it offers features that allow lecturers to be not merely content distributors, but also facilitators of learning. Aim The aim of this study was to assess the readiness of students to make the shift from traditional learning, to the technological culture of e-Learning. Methods An observational, cross-sectional, analytical study design was used and data was collected using a validated questionnaire. The sample comprised of all students enrolled in the first year nursing programme at the Durban University of Technology registered for anatomy and physiology in 2013. Informed consent was obtained from each participant prior to conducting the study. Results Three quarters (77/101 76%) of the participants were females. The psychological readiness score was noted to be high in the “could be worse” category (pre-72%, post- 64%). The technological readiness score was noted to be in the “dig deeper” category (pre- 58%, post- 65%) whilst the equipment readiness score fell in the e-Learning “not ready category” (pre- and post- 68%). Discussion The Chapnick Readiness Score Guide was used to analyse psychological, technological and equipment readiness. e-Learning has been identified as a multi-disciplinary field, which is dominated by information technology. Technological and equipment readiness factors of e-Learning are easier to resolve than the psychological readiness factor. Recommendations Although e-Learning could be a key tool in nursing education, a few factors require attention before it can be effectively implemented in this tertiary level education facility. / Thesis (M.Med.Sc.)-University of KwaZulu-Natal, Durban, 2014.