Background: Nursing staff are often involved in counseling patients with regard to health behavior. Although care promoting healthy lifestyle choices is included in the curriculum of nursing students in Germany, several studies of nursing students have reported a high prevalence of unhealthy behavior. This paper focuses on the behavior of female nursing students with regard to body mass index (BMI), physical activity, and cigarette and alcohol consumption. It describes trends through the comparison of results from 2008 and 2013. Methods: Data was collected in two waves at a regional medical training college. First, 301 nursing students were asked to fill out a 12 page questionnaire on health behavior in 2008. The questioning was repeated in 2013 with 316 participating nursing students using the previous questionnaire. Results: 259 female nursing students completed the questionnaire in 2013. 31.6% of them were either overweight or obese, 28.5% exercised less than once a week, 42.9% smoked between 10 and 20 cigarettes a day and 72.6% drank alcohol, wherefrom 19.7% consumed alcohol in risky quantities. In comparison to the data of 266 female nursing students from 2008, there were significant differences in the BMI and alcohol consumption: The percentage of overweight and obese students and the percentage of alcohol consumers at risk increased significantly. Conclusions: Health behavior of female nursing students is often inadequate especially in regard to weight and cigarette and alcohol consumption. Strategies are required to promote healthy lifestyle choices.

Peu d’écrits décrivent la conception personnelle de la discipline infirmière des étudiants ou son évolution. Pourtant, celle-ci guide la pratique des étudiants (Fawcett, 2002; Pepin, Kérouac, & Ducharme, 2010) et a des impacts sur leur persévérance dans leur formation (Spouse, 2000). Le but de cette recherche était d’explorer l’évolution de la conception personnelle de la discipline infirmière d’étudiants pendant leur formation collégiale. Ce mémoire présente une étude qualitative exploratoire fondée sur un cadre de référence liant le constructivisme radical (Glasersfeld, 1994) et le centre d’intérêt de la discipline (Pepin et al., 2010). Des entrevues individuelles ont été menées auprès de onze étudiants de première, troisième et cinquième sessions (n=11). Les données ont été analysées par questionnement analytique (Paillé & Mucchielli, 2010). Selon les participants, un soin « humain » est préalable aux « soins » de l’infirmier. Ils décrivent que l’infirmier guide une personne unique, détenant des capacités afin qu’elle accomplisse ses activités et prenne soin d’elle-même pour maintenir sa santé mentale et physique ; l’environnement hospitalier ne rejoint pas les conditions idéales identifiées par les participants. La compréhension des concepts centraux devient plus complexe durant leur formation. Les participants attribuent surtout ces changements à leurs expériences de stages. Finalement, la présente étude fournit des pistes aux enseignants afin qu’ils puissent soutenir l’apprentissage des conceptions de la discipline et orienter la construction d’une conception personnelle de la discipline infirmière utile à la pratique des étudiants. / Few studies describe the nursing students’ personal conceptual framework of the discipline nor its evolution though it influence their pratice and their continuation in the educational program (Fawcett, 2002; Pepin et al., 2010; Spouse, 2000). The goal of this research was to explore the evolution of nursing students’ personal conceptual framework during their nursing educational program. This paper presents a exploratory qualitative study inspired by a theoretical framework linking the radical constructivism (Glasersfeld, 1994) and the center of interest of the discipline (Pepin et al., 2010). Individual interviews were conducted with first, third and fifth semester nursing students (n=11). The data were analysed by analytic questioning (Paillé & Mucchielli, 2010). The participants describe « human » nursing as a precondition of the « nursing activities ». They describe the person has unique having abilities. The nurse guide the person to be able to accomplish his activities and to take care of himself to maintain mental and physical health. The hospital environment is not meeting the ideal conditions set by the participants. Throughout their educational program, the comprehension of the central concepts of nursing seems to get more complex and mature. The participants identify the experience gained through clinical placements as the main factor of influence on their personal conceptual framework. Finally, this research provides new knowledge to the nursing teachers facilitating the learning of the nursing theory and orient the construction of a useful personal framework for the future practice of the nursing students.

A qualitative exploratory, descriptive and contextual research design was used to conduct a study. In-depth individual phenomenological interviews with students purposively selected were conducted. Data saturation was reached after interviewing eight students. The following categories emerged: the participants experienced problem-based learning (PBL) as challenging, problematic group collaboration and cohesion, PBL as a good strategy. The challenges experienced included: unfamiliarity with the strategy, inadequate resources in the library, inaccessible computer laboratories because of limited space and operational hours, time pressures and overload. Clinical learning is not given adequate attention and some professional nurses in the clinical areas are not supportive to the university students as compared to college students. Positive conclusions about PBL include that students need the strategy as it promoted critical thinking, improved communication and presentation skills, helped teamwork and learning from others. / Health Studies / M.A. (Health studies)

Il existe une grande diversité dans les programmes de formation en sciences infirmières concernant l’organisation de stages d’immersion clinique à l’international et le soutien offert aux étudiantes (Kokko, 2011). Cette étude de cas qualitative explore, selon la perspective d’étudiantes infirmières, les éléments de l’environnement d’apprentissage de la pratique en contexte de diversité culturelle dans le cadre d’une immersion clinique à l’international. Le modèle constructiviste de développement de la compétence culturelle de Blanchet Garneau (2013 ; Blanchet Garneau et Pepin, 2015a) a servi de cadre de référence à cette étude. Dix étudiantes ayant participé à l’immersion clinique ont pris part à une entrevue individuelle en profondeur. Suite à une analyse qualitative thématique des données inspirée de Miles, Huberman et Saldana (2014), trois thèmes inter reliés ressortent : accompagnement par de multiples collaborations, trouver sa place dans le milieu d’accueil et écart entre les attentes des étudiantes et l’expérience vécue. Ces thèmes permettent de comprendre l’environnement d’apprentissage des étudiantes dans le développement de leur compétence culturelle, notamment leur capacité de s’ouvrir aux différentes réalités en contexte de diversité culturelle. Puisque peu d’écrits abordent spécifiquement les éléments de l’environnement d’apprentissage liés à la capacité de s’ouvrir aux différentes réalités de la pratique en contexte de diversité culturelle à l’étranger, cette étude contribue à l’approfondissement des éléments de l’environnement d’apprentissage présenté dans le modèle de Blanchet Garneau (2013 ; Blanchet Garneau et Pepin, 2015) et constitue un ajout aux connaissances actuelles liées au développement de la compétence culturelle. / There is a wide diversity in nursing education programs concerning the organization of international clinical immersion curricula and the support offered to students (Kokko, 2011). Guided by the constructivist cultural competence development model designed by Blanchet Garneau (2013 ; Blanchet Garneau et Pepin, 2015a), this qualitative case study explored the learning environment that promotes the development of nursing practice in culturally diverse contexts through an international clinical immersion. Ten students who had recently undergone international clinical immersion participated in an individual in depth interview. Thematic qualitative data analysis was inspired by Miles, Huberman and Saldana (2014). Results of this study yield three interrelated themes: support through multiple collaborations, finding one’s place in the host environment and gap between the expectations of the students and the lived experience. These themes develop our understanding of learning environments in students’ cultural competence development, particularly with respect to their capacity to open up to different realities of practice in a culturally diverse context. In summary, this study adds to current knowledge related to cultural competence development and contributes to Blanchet Garneau’s model (2013 ; Blanchet Garneau et Pepin, 2015b).

No description available.

Biological nursing science, also known as Bioscience, is a difficult subject or module in nurse training and education worldwide. In the four-year comprehensive nursing diploma programme, Biological Nursing Science (BNS) is one of the core subjects taught in the first year. One of the major bioscience concepts integrated in the undergraduate nursing curriculum is Anatomy and Physiology (A&P). It is essential for students to pass A&P before enrolling for GNS because the two subjects provide details of the normal structures of the body and how they function, which is the foundation of GNS. The failure of students in BNS (Anatomy and Physiology) enrolled for the Diploma in Nursing (General, Psychiatry and Community) and Midwifery is of great concern to the nurse educators and campus principals at the KwaZulu-Natal College of Nursing. The results for the BNS module between 2014 and 2017 indicated that students had problems with the course. Accordingly, the researcher wished to determine the factors that contributed to student failure in BNS (Anatomy and Physiology) in the KwaZulu-Natal College of Nursing. The aim of the study was to identify factors that contributed to the BNS failure rate and make recommendations to improve the pass rate in BNS. The researcher used Jeffreys’ (2013) NURS model as the conceptual framework to examine the influence of student profile characteristics, academic factors, environmental factors and psychological outcomes on Anatomy and Physiology performance. A quantitative, non-experimental, descriptive research design was selected to describe, explain, and predict factors contributing to students’ failure in BNS. Data was collected from 114 respondents by means of a Likert scale-based self-administered structured questionnaire.The study found that shorter breaks between lectures, which caused exhaustion; the one-day study time between examinations; two hours for the subject examination, and educators not involving students in lessons or providing after-class sessions were among the factors contributing to the high failure rate. It is recommended that the curriculum allow sufficient notional hours for teaching; learner support programmes be introduced to assist students who need help; examination timetables be adjusted to allow adequate study and preparation time, and educators involve students in active learning. Recommendations are also made for further research. / Health Studies / M.A. (Health Studies)

This study intends to determine how stress levels change over time in nursing students in the Baccalaureate program at East Tennessee State University. The instrument utilized for this survey was the Perceived Stress Scale by Mind Garden, Inc. This survey was passed at the beginning of the semester and at the end of the semester. There was no-significant difference found between the two time spots, leading us to conclude that the level of stress perceived by nursing students is a steady factor during their school semester.

Child abuse and neglect has been an historical problem which has only entered our consciousness as legislation to protect children has been passed. Public and media awareness has mushroomed along with the number of disclosures and increasingly dramatic stories of abuse and neglect. Nurses, because of their many different places of practise, come in contact with many victims and offenders. How does their education prepare them for this task? The study surveyed of schools of nursing in British Columbia and the state of Washington through the directors of nursing, associate deans, deans and coordinators, to instructors and faculty members who teach child abuse and neglect education. Instructors and faculty members completed a questionnaire of 23 questions about child abuse and neglect education in their schools of nursing and about their own educational preparation and experience. The questionnaire was expanded from a similar study done in 1985-86. Not all schools of nursing have child abuse and neglect education. Of those indicating they teach child abuse and neglect, most devote 2-4 hours to teaching. Child abuse and neglect education is taught in a wide variety of nursing subject areas. There are fewer resources (both personnel and print and media) being used in teaching child abuse and neglect in 1993 than in 1985-86. The majority of faculty members and instructors were not educated in the province or state in which they now teach and also the majority did not receive child abuse and neglect education during their baccalaureate education. Instructors and faculty members from Washington had more suggestions for improving child abuse and neglect education than did those from British Columbia. Education about reporting child abuse and nursing and sexually transmitted diseases is inconsistent. There is very little child abuse and neglect interprofessional education. While the diversification of nurses' job placements makes them ideal professionals to identify, prevent, and treat child abuse and neglect, their educational preparation does not appear adequate for this task.

An exploratory, descriptive design in the phenomenological approach was used to describe and explore how student tutors' experienced the process of evaluation of their clinical teaching in a specific distance-learning programme. The researcher conducted a tape-recorded focus group interview with seven participants who voluntarily agreed to participate. After transcription, the data was analysed using Tesch's (1992:92) method of analysis to code the data into themes in order to identify commonalities. The findings of this study indicated that participants experienced the evaluation process positively and negatively. The negative experiences included difficulty in obtaining access to evaluators, practica facilities, and inconsistencies of evaluators. Recommendations were made for improving evaluation of teaching skills of student tutors in this distance programme. / Health Studies / M. A. (Health Studies)

The purpose of the study was to explore and describe the perceptions of the pupil nurses at their second year level towards clinical support at the private hospital in the Limpopo Province. Qualitative approach including exploratory, descriptive and contextual study design was followed. The target population for this study included pupil nurses at their second year level (n=20) following a two year programme leading to enrolment as a nurse from a private nursing education institution in the Limpopo Province. Data was collected utilizing written narratives, and focus group interviews. Field notes and audio tape were used to capture data. Data saturation was reached on twelve participants. Data were thematically analysed using Tesch’s method of open coding. The results revealed lack of clinical support. Lack of clinical support was attributed to inadequate educators for accompaniment, registered nurses’ uncaring attitude and not fulfilling their mentorship role, and pressure on pupil nurses to meet the high clinical demands. Pupil nurses were found not to be assuming full responsibilities over their practical learning. Therefore, it is mandatory as nurse educators, managers and researchers to take note of the gaps identified and intervene utilising recommendations provided to enhance clinical support. / Health Studies / M.A. (Nursing Science)