The purpose of this exploratory, retrospective study was to determine if student demographics and academic variables predicted student persistence and success in an associate degree nursing program in Florida and to investigate the variables in Tinto's Longitudinal Model of Dropout (1975).The sample population (N=304) for this study was students enrolled in one of the initial courses of the associate degree nursing program at Daytona Beach Community College (DBCC) in Daytona Beach, FL from August 2002 through August 2003. Students were assigned to one of three groups (a) passing group, (b) failing group, or (c) withdrawing group. The convenience sample of (N=304) included: 242 students who successfully completed the nursing program, 32 students who failed a nursing course, and 38 students who withdrew from a course prior to successful completion. Demographic variables, admission and college science course grade point averages, and Nurse Entrance Test (NET) scores were collected on the sample population. Descriptive statistics were used to identify any unique differences that may have existed between the three groups, and multinomial logistic regression was used to determine the variables that best predicted success in the associate degree nursing program. Students in the passing group were found to be slightly older than students in the failing and withdrawing groups. The passing group had a higher percentage of females; the failing and withdrawing groups had higher percentages of males. The failing and withdrawing groups also contained higher percentages of minority students and students with English as a second language. Ethnicity was considered a significant predictor for student success in this study. Grade point average (GPA) score at the time of admission to the nursing program and college mean science course GPA scores were significant predictors. Students in the passing group had higher mean admission grade point averages than the failing and withdrawing groups. Students in the passing group also had noticeably higher mean grade point averages in all college science courses. NET scores were not considered significant predictors, at least for students who met the requirements for admission, and minimal differences were noted between the three groups in the study. The results of the study supported the use of variables identified in Tinto's Longitudinal Model of Dropout (1975) for predicting program success with nursing students. Individual attributes and pre-college experiences were predictors of student success for this sample, and demographic differences were identified between successful and unsuccessful students. Based on the results, the nursing department should consider placing more emphasis on admission and college science course grade point averages during the application process. A future conceptual model should include college science course GPAs, specifically anatomy and physiology and microbiology, and admission grade point average. Remedial or support services should be emphasized for minority students and students with English as a second language. Strategies should be implemented to retain men in the nursing program.

Background: Nursing shortage is a worldwide phenomenon; in rural areas, this shortage is exacerbated by geographical imbalances. Reducing the inequality of health outcomes between rural and urban areas requires improvement in the rural nursing workforce. Thus far, little research has been conducted on the recruitment of nursing students to rural nursing in China. Aim: This study aimed to explore nursing students’ perspectives of rural nursing practice and their intentions to work rurally after graduation, and to identify factors contributing to those intentions. Methods: Exploratory interviews were conducted with eleven nursing students to obtain their perspectives of rural nursing practice. This was followed by a hand distributed and collected self-completion questionnaire survey that involved 445 final year nursing students in six nursing schools in one province in China. The questionnaire measured students’ rural career intentions and their perceptions of rural nursing practice. The survey data were collected between December 2011 and March 2012. The response rate for the questionnaire survey was 89%. Results: The results indicated that the majority of final year nursing students did not intend to work rurally. The most frequently cited barriers deterring them from considering a rural job were the perceived fewer opportunities for skills development and learning, potentially lower financial rewards, and family members’ disapproval of rural working. Regression analysis showed that the length of time living rurally and educational level were the most important predictors of nursing students’ intentions to take a rural job immediately following graduation. The logistic regression illustrated that rural identification, degree, and rural placement experiences were significant predictors for nursing students’ intentions to work rurally in their future nursing career. Conclusion: Nursing students with high intentions to work rurally were rare in China. Rural background had a positive impact on students’ intentions to work rurally. Students with a degree were less likely to work rurally.

The clinical learning environment (CLE) provides students with an opportunity to build confidence and competence in the provision of patient care (Benner, 2010). The aim of this qualitative descriptive research was to explore and describe student perceptions of developing confidence through their clinical learning experiences, discovering what features of the CLE support their learning and the development of confidence. Ten students were recruited through purposive sampling and participated in one-on-one semi-structured interviews. Self-efficacy theory (Bandura, 1997) was used as a theoretical framework to guide this research and for the interpretation of the content analysis. The analysis revealed five socio-structural themes that support student learning and development of confidence. These findings elaborate Bandura’s (1997) theory. The most influential, through verbal persuasion was the clinical nursing instructor (CNI) followed by self, the buddy nurse, peers, and the staff/unit environment. Students perceived their development of confidence through a bi-directional interaction between their cognitive/affective processes, behaviour and the CLE. Understanding student perceptions of their confidence development, signals the need for informed pedagogical strategies to support student learning and development of confidence. / October 2016

Magister Curationis - MCur / Background: Nursing as a profession is based on firm knowledge, values, clinical skills and attitudes. In the current dynamic healthcare system nursing students are challenged to be insightful and have clinical reasoning and psychomotor skills in order to apply theory to practice. Clinical teaching is therefore considered an essential part of the undergraduate nursing curriculum, as it provides the opportunity for students to apply theory to practice in the skills laboratory and then to transfer it into real life situations. Nursing students spend time in the clinical practice environment learning the skills and values of the nursing profession, with the goal of achieving the clinical learning outcomes, as prescribed by their nursing education institution and the South African Nursing Council. During this time nursing students depend on the support of clinical supervisors and nursing staff in the clinical practice environment to meet their learning outcomes. Clinical supervisors for the undergraduate nursing programme, at the university included in the study, are tasked with clinical teaching in the skills laboratory, supervision of nursing students in clinical practice and assessment of learning. Nonetheless, there are challenges ascertained by the clinical supervisors, which inhibits students from achieving their learning outcomes. Purpose of the study: The purpose of the study was to explore and describe the clinical supervisor’s perception of students’ skills transfer from skills laboratory to the clinical environment.

<p>Abstract</p><p>The aim with the study was to describe and to compare nurse students' views about important</p><p>caring behaviors in order to give good caring. An empirical comparative study was</p><p>implemented on a college in the middle of Sweden. Nurse students in the beginning and at the</p><p>end of their education sorted and prioritized 50 caring behaviors (CARE-Q). The result showed</p><p>that the students' description of important caring behaviors has many similarities. However, the</p><p>result also showed that there were significant differences between the student-groups where the</p><p>students at the beginning of their education rated several caring behavior as significant more</p><p>important than the students in the end of their education. The findings showed that there were</p><p>significant differences in 7 caring behaviors. “Gets to know the patient as an individual</p><p>person”, “Volunteers to do “little” things for the patient, e.g., brings a cup of coffee, a paper</p><p>etc.”, “Offers reasonable alternatives to the patient, such as choice of appointment times, bath</p><p>times etc.”, “Is cheerful”, “Introduces herself/himself and tells the patient what he/she does”,</p><p>“Touches the patient when he/she needs comfort”, “Knows when to call the doctor”. The result</p><p>showed on that there was not any significant difference between the study-groups in CARE-Q</p><p>different dimensions. Conclusion; In those cases where differences were found between the</p><p>student groups these most often concerned caring behavior of human nature, i e. the more</p><p>fundamental in the nurse trade's area of responsibility and that students at beginning of their</p><p>education assessed these as more important in order to provide good care.</p><p>Keywords: Nursing student, Caring behavior, Perceptions, CARE-Q.</p>

Abstract The aim with the study was to describe and to compare nurse students' views about important caring behaviors in order to give good caring. An empirical comparative study was implemented on a college in the middle of Sweden. Nurse students in the beginning and at the end of their education sorted and prioritized 50 caring behaviors (CARE-Q). The result showed that the students' description of important caring behaviors has many similarities. However, the result also showed that there were significant differences between the student-groups where the students at the beginning of their education rated several caring behavior as significant more important than the students in the end of their education. The findings showed that there were significant differences in 7 caring behaviors. “Gets to know the patient as an individual person”, “Volunteers to do “little” things for the patient, e.g., brings a cup of coffee, a paper etc.”, “Offers reasonable alternatives to the patient, such as choice of appointment times, bath times etc.”, “Is cheerful”, “Introduces herself/himself and tells the patient what he/she does”, “Touches the patient when he/she needs comfort”, “Knows when to call the doctor”. The result showed on that there was not any significant difference between the study-groups in CARE-Q different dimensions. Conclusion; In those cases where differences were found between the student groups these most often concerned caring behavior of human nature, i e. the more fundamental in the nurse trade's area of responsibility and that students at beginning of their education assessed these as more important in order to provide good care. Keywords: Nursing student, Caring behavior, Perceptions, CARE-Q.

<p>In nursing education the clinical component comprises an important part of the students&rsquo / training. Clinical teaching and learning happens in simulated as well as real world settings. First&ndash / year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was &ldquo / Describe your experiences during your first placement in hospital?&rdquo / Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described theirexperience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients&rsquo / acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to&nbsp / provide practical and emotional support to students during their hospital placement</p>

<p>In nursing education the clinical component comprises an important part of the students&rsquo / training. Clinical teaching and learning happens in simulated as well as real world settings. First&ndash / year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was &ldquo / Describe your experiences during your first placement in hospital?&rdquo / Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described theirexperience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients&rsquo / acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to&nbsp / provide practical and emotional support to students during their hospital placement</p>

This study explores the experiences of women undergraduate nursing students within a feminist framework. In enquiring into the lives of undergraduate women nurses, this study sought to develop a deeper understanding of the social, historical and political factors that shape the lives of these women. An important aim of the study was to provide the women participants a political voice by which they could communicate their experiences. The methodology is developed from the theoretical insights of a range of feminist theorists and researchers and draws on some fundamental assumptions about the gendered social location of women. The study sought to test out these assumptions through an exploration of key themes within data collected from unstructured interviews with a purposeful sample of 13 undergraduate women students from a School of Nursing within a major Brisbane university. The emerging themes reveal that women have roles that are gendered in construction and that their personal stresses and traumas are shaped by gender role construction.

Bakgrund: För att ge patientsäker omvårdnad utifrån ett etiskt- och holistiskt förhållningssätt behövs välutbildade sjuksköterskor. Den verksamhetsförlagda utbildningen inom sjuksköterskeprogrammet ska medverka till att praktiska omvårdnadskunskaper införlivas och grundläggs hos den blivande sjuksköterskan. Det är viktigt att sjuksköterskestudenten får ut så mycket som möjligt av sin verksamhetsförlagda utbildning för att vara förberedd för det kommande yrkeslivet. För att förbättra kommande studenters lärandemöjligheter är därför en beskrivning av tidigare studenters erfarenheter och upplevelser av att lära sig omvårdnad på verksamhetsförlagd utbildning relevant att studera. Syfte: Att beskriva avgörande situationer som leder till att sjuksköterskestudenten lär sig omvårdnad under verksamhetsförlagd utbildning. Metod: Kvalitativ studie. Litteraturöversikt av nio vetenskapliga artiklar. Teoretisk referensram är Benners novis-expertmodell. Resultat: Tre kategorier framkom: Avgörande situationer i mötet med patienten; Avgörande situationer med handledaren och vårdpersonalen under den verksamhetsförlagda utbildningen; Avgörande situationer då studenterna uppfattar att deras självförtroende ökar. Diskussion: Studierna visar att det finns många sätt att lära sig omvårdnad praktiskt. Många handlade om att studenten lärde sig bäst när den kände att självförtroendet höjdes. Förutom detta nästan övergripande resultat så behövs alla lärandemetoder, de kompletterar varandra. Benner har betonat att om den så kallade sjuksköterskeexperten dokumenterar hur hen går tillväga i sitt praktiska arbete kan de som är i andra lärandefaser få möjligheten att ta till sig denna praktiska, tysta kunskap.