The development of mindfully-attentive nursing graduates is a heightened charge for pre-licensure nurse educators given an increasingly complex healthcare workplace in which nurse’s must detect patient risk among multiple stimuli, distractions, and interruption (Beyea, 2007; Cornell et al., 2010; Ebright, et al., 2006). Novice nurses frequently report symptoms of cognitive overload associated with error and other negative patient outcomes (Ebright, Urden, Patterson, & Chalko, 2004; McGillis Hall et al., 2010; Unver, Tastan, & Akbayrak, 2012) yet standard pre-licensure nursing curricula does not specifically prepare students for the needed attention regulation skills of safe nursing practice. Recent and accumulating neuroscientific research suggests a strong correlation between regular practice of mindfulness meditation (MM) (Eberth & Sedlmeier, 2012) and enhanced attentional capacity. This randomized controlled trial therefore investigated the effect of MM as compared to standard nursing education on the efficiency of attentional processes (alerting, orienting, and executive function) in pre-licensure registered nursing students (N=52) as well as on accuracy in performance of a nursing skill. It was framed by Posner and Gilbert’s (2002) neuropsychological Model of Attention. Main outcome data were collected using the Attention Network Test (ANT) (Fan, McCandliss, Sommer, Raz & Posner, 2002), and an investigator-developed Medication Administration Task (MAT). Examination of possible confounding influences of perceived stress using the Perceived Stress Scale - 10 (PSS-10) (Cohen, Kamarck, & Mermelstein, 1983) and mindfulness using the Five -Facet Mindfulness Questionnaire (FFMQ) (Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006) were also included. Nursing students who participated in online training and four weeks of daily MM practice demonstrated improvement to executive attention efficiency as compared to a non-meditating control group F (1, 49) =4.26, p = .044, although interpretation was restricted by accompanied low power .53. MAT results on nursing skill accuracy were non-significant, but group differences on posttests of PSS-10 and FFMQ were significant F (2, 47) = 7.16, p = .002, power .92. After four weeks of meditation, participants in the MM group scored higher in mindfulness characteristics and lower in perceived stress than control group participants who did not meditate. / School of Nursing; / Nursing / PhD; / Dissertation;

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<p>In human service organizations it is important to enlighten the significance of human encounters. The aim of this study was to explore nursing students experiences of developing empathy and professional relationship in encounters with patients and next of kin during their education. Interviews with five nursing students were carried out. The method of analysing content analysis was used. One main theme and five subthemes were presented. The main theme was described as a process of developing courage and awareness. The students challenged themselves and their beliefs and through this they gained self-knowledge and courage. During periods of clinical practice the usefulness of theoretic knowledge became evident for the students. The developing of awareness and the gain of courage made them more secure in human encounters. The result of this study lead to a deeper understanding of the significant elements for nursing students development towards a professional relationship in human encounters.</p>

Bakgrund: Sjuksköterskestudenter kan känna sig sårbara i början av sin verksamhetsförlagda utbildning (VFU) och kan påverkas både positivt och negativt av bemötandet från både handledare och övrig personalgrupp. Syfte: Att undersöka sjuksköterskestudenters upplevelser av bemötande från handledare och övrig personalgrupp och hur detta påverkar förmågan att utföra omvårdnad, samt studenternas upplevelse av studentrollen. Metod: Kvalitativ forskningsdesign med fem semistrukturerade intervjuer. Resultat: Resultatet delades in i tre huvudkategorier: Bemötande från handledare; Bemötande från övrig personalgrupp och Studentroll. Ett bra bemötande karaktäriserades av vänlighet, involvering i arbetet och förmedlande av trygghet. Ett dåligt bemötande kunde bestå av försummelse, att känna sig i vägen och dålig struktur. Studenterna hade haft skiftande roller under VFU och samtliga hade positiva aspekter. Studenterna upplevde att de hade utvecklats i sin förmåga att utföra omvårdnad. Slutsats: Studien påvisar att det är viktigt för studenter hur de blir bemötta på sin VFU, och vilken roll de får på arbetsplatsen. Den visar även att det är betydelsefullt att samtliga ur personalgruppen visar studenten ett bra bemötande. En undersköterskeroll kan vara utvecklande för sjuksköterskestudenter i termin två. Det förekommer dock negativa aspekter i bemötande från handledare och personalgrupp, vilket tyder på att studentens roll på VFU bör förtydligas. / Background: Nursing students may feel vulnerable in the beginning of a clinical practice placement. The relationship and interaction with their preceptors and other staff members can have a positive as well as a negative effect on the nursing student. Aim: To investigate nursing students’ experiences of the relationship and interaction with their preceptors and other staff members and the influence these factors have on their ability to perform nursing care, and also how the students experienced the student role. Method: Qualitative design with five semi-structured interviews. Result: The result was divided into three main categories: Relationship and interaction from preceptors; Relationship and interaction from other staff members and Student role. A good relationship and interaction was characterised by kindness, involvement in tasks and a sensation of safety. A bad relationship and interaction would consist of neglect, the sensation of being in the way and a bad structure. The students had a variety of roles that emerged during their clinical practice which all had positive aspects on their ability to perform nursing care. Conclusion: The study presented how important the relationship and interaction with the preceptors and other staff members are for nursing students during their clinical practice placement. As important is the role the student acquires. The study presents the importance of a good relationship with all staff members. A health care assistant role can be of value for nursing students during their first clinical practice placement. Certain negative aspects emerged indicating that clarifying information about the student role during clinical practice placement is needed.

Supervision has a strong impact on students` professional development. It is during clinical education that students will receive help in linking theory and practice. This study aimed to describe the meaning of good supervision among nursing students in clinical practice. A qualitative design was used. Nine nursing students in western Sweden, who had all experienced good supervision in clinical practice, were interviewed.The interviews were analyzed using a descriptive phenomenological methodology.The meaning of the phenomenon, good supervision in clinical education among nursing students, was shown as the students were gradually piloted to increased responsibility. The students felt secure with their supervisor and the environment in which supervision takes place, and have continuously moments for communication and reflection with their supervisor. A prerequisite is that the supervisor is involved and actively present. Good supervision also means that students have confidence to act independently, and have the opportunity to prepare for new situations. Finally good supervision means that the supervisor shows an understanding attitude to the students` lack of clinical experience. / Handledning har en stark påverkan på studentens professionella utveckling. Det är under den verksamhetsförlagda utbildningen som studenten ska få hjälp att knyta samman teori och praktik. Syftet med studien var att beskriva innebörden av god handledning bland sjuk­- sköterskestudenter i verksamhetsförlagd utbildning. En kvalitativ design användes. Nio sjuksköterske­studenter i västra Sverige intervjuades, som alla hade erfarenhet av god handledning i verksamhetsförlagd utbildning. Intervjuerna analyserades med en deskriptiv fenomenologisk metod. Fenomenet god handledning i verksamhetsförlagd utbildning visade sig som att studenten successivt lotsas till ett ökat ansvar. Studenten kände sig trygg med handledaren och i den miljö där handledningen skedde, och hade kontinuerligt möjlighet till kommunika­tion och reflektion med handledaren som var engagerad och aktivt närvarande. Studenten hade möjlighet att agera självständigt och förbereda sig inför en omvårdnadssituation. Slutligen visade sig god handledning när handledaren visade förståelse för studentens bristande erfarenhet.

Learning to care and first encounter to care patients for male nursing students introduce a unique set of dilemmas to the predominantly female nursing educational process. The purpose of this study was to describe the experience male nursing students learning to care and first encounter care patients in their first nursing practice. A purposive sampling of seven male nursing students were interviewed by internet interview and analyzed by Qualitative content analysis. The results show that the Thai male nursing student stairway to confidence in nursing they start with feelings of stressfulness, developing sensitiveness, developing co—operation and developing strategies to care and encounter with patient. The results also seem to include gender specific questions on how to handle dilemmas in the predominantly female nursing education. These may reflect facilitators and barriers of developing a caring mind among male nursing students. Implication for nursing education and practice are presented and discussed.  In the clinical practice, the method of teaching was important to encourage, but also to gain additional knowledge and support peer groups as a suitable learning environment.

Bakgrund: Human Immunodeficiency virus (HIV) har utvecklats till en världsomspännande epidemi. HIV präglas av tankar, synsätt och inställningar vilket gör det svårt att leva med sjukdomen. Det är tidigare påvisat att patienter med HIV upplevt ett negativt förhållningsätt av sjuksköterskan, vilket hindrar en god relation. Ett gott förhållningssätt, utövat av sjuksköterskan och sjuksköterskestudenten, samt en god relation är av stor betydelse för patientens hälsa och välbefinnande. Syfte: Syftet var att beskriva faktorer som påverkade sjuksköterskans och sjuksköterskestudentens förhållningssätt gentemot patienter med HIV. Metod: Studien genomfördes som en allmän litteraturstudie baserad på kvalitativa samt kvantitativa vetenskapliga originalartiklar. Resultat: I resultatet framgick att kunskap, attityder samt känslor var faktorer vilka påverkade sjuksköterskans och sjuksköterskestudentens förhållningssätt gentemot patienter med HIV. Slutsats: En negativ attityd samt en rädsla för att bli smittad påverkade förhållningssättet negativt. Däremot skapade känslor av empati och medlidande ett positivare förhållningssätt och därmed en god relation mellan patient och sjuksköterska. Den kunskapsnivå sjuksköterskan och sjuksköterskestudenten besatt utgjorde grunden för deras förhållningssätt. En bredare kunskap är således vägen till ett bättre förhållningssätt och därmed en god omvårdnad. / Background: Human Immunodeficiency Virus (HIV) has developed into a global epidemic. HIV is characterized by thoughts, views and attitudes which makes it difficult to live with the disease. It is previously shown that patients with HIV have experienced negative attitude´s of nurses, which prevents a good relationship. The approach, performed by the nurse and the nursing student, and a good relationship is vital to a patients health and wellbeing. Aim: The aim of this study was to describe factors that influenced the nurse and the nursing student approach towards patients with HIV. Method: The study was conducted as a literature review based on qualitative and quantitative scientific original articles. Results: The study showed that knowledge, attitudes and feelings were factors which affected the nurse and nursing student approach towards patients with HIV. Conclusion: A negative attitude, and a fear of becoming infected, influenced the approach negatively. However, feelings of empathy and compassion affected the approach and the relationship between them in a positive direction. The level of knowledge the nurse and the nursing student had was the source for their apporach. A wider knowledge is thus the way to a better approach and thus good health care.

In human service organizations it is important to enlighten the significance of human encounters. The aim of this study was to explore nursing students experiences of developing empathy and professional relationship in encounters with patients and next of kin during their education. Interviews with five nursing students were carried out. The method of analysing content analysis was used. One main theme and five subthemes were presented. The main theme was described as a process of developing courage and awareness. The students challenged themselves and their beliefs and through this they gained self-knowledge and courage. During periods of clinical practice the usefulness of theoretic knowledge became evident for the students. The developing of awareness and the gain of courage made them more secure in human encounters. The result of this study lead to a deeper understanding of the significant elements for nursing students development towards a professional relationship in human encounters.

SAMMANFATTNING Bakgrund: Att utbilda sig till sjuksköterska är inte bara en utbildning som slutförs och sedan står där en färdig sjuksköterska, det är en process för många och det händer olika saker som också förändrar sjuksköterskestudenten som människa. Vårdandet av den döende patienten förändrar studentens attityd till vårdandet och studenterna önskar att utbildning i palliativ vård bör ligga med i grunden av sjuksköterskeutbildningen. Studenterna skall kunna förstå både patienten och omvårdnadsprocessen vilket är målet med den verksamhetsförlagd utbildning (VFU). Om inte studenten är väl förberedd inför mötet med den döende patienten, finns risken att studenten undviker dessa möten. De beskriver känslor så som ångest och frustration i samband med palliativ vård. För att höja studenternas upplevelse av palliativ vård är det viktigt att få dela med sig av sina känslor, tankar och upplevelser. Syfte: Syftet med studien var att belysa sjuksköterskestudenters förväntningar av att ge palliativ vård, samt hur en kurs inom ämnet palliativ vård förbereder sjuksköterskestudenten inför sin första verksamhetsförlagda utbildning på sjukhus samt sin kommande roll som sjuksköterska. Metod: Data har samlats in genom en kvalitativ metod med induktiv ansats. Data samlades in under december 2014 på ett universitet i Sverige via en fokusgruppsdiskussion samt genom valda delar ur sjuksköterskestudenters reflektionsuppgifter. Deskriptiv studiedesign har använts. Den insamlade data analyserades genom innehållsanalys. Resultat: Den egna erfarenheten, både personlig och yrkesförvärvad, påverkar sjuksköterskestudentens förväntningar på palliativ vård och det ansågs viktigt att samla erfarenhet av palliativ vård. Studenterna förväntade sig ny kunskap inom palliativ vård dock förväntade de sig inte att bli så berörda som de blev. Känslor och tankar väcktes under kursen och rörde sig från sorg och förtvivlan till glädje och kärlek. Förberedande inför döden beskrevs där döden är något fint där oro och ängslan inte finns. Sjuksköterskan måste kunna kommunicera, detta ansågs som grunden i vården, balans mellan medmänsklighet och professionalitet ansågs viktigt. Sjuksköterskan som arbetar med palliativ vård får inte vara rädd för döden utan att döden ska ses som en normal process där livet bejakas. Alla har samma rätt till god palliativ vård oavsett diagnos eller kultur. En kurs i palliativ vård förbereder studenten inför kommande VFU och den kommande rollen som sjuksköterska och anses som en viktig del i utbildningen. Kursen i palliativ vård fångade intresse för ämnet samt befäste ett redan befintligt intresse. Olika utbildningsformer bör blandas, det viktigaste ansåg studenterna vara tid för reflektion samt att få dela erfarenheter. Studenterna reflekterade över den egna döden samt också anhörigas eventuella död, detta ansågs som viktigt och en del i processen och mognaden. Slutsatser: Sjuksköterskestudenterna som deltog i föreliggande studie beskriver att palliativ vård är ett viktigt och intressant ämne där helhet och trygghet är centralt, där livet bejakas och döden ses som en normal process. Att studenterna får möjlighet till reflektion över känslor och ges möjlighet att reflektera över den egna eller anhörigas eventuella död framträder starkt i resultatet. Studenterna beskriver vikten av varierande utbildningsformer, reflektion och delad erfarenhet är de viktigaste i utbildningen. Förväntningarna på palliativ vård handlar om nyfikenhet på mötet med den döende patienten och dennes anhöriga. / ABSTRACT Background: To train as a nurse is not just an education that is completed and when done there is a nurse ready for everything. There is a process for many students and things might happen that changes the student as a person. Caring for the dying patient changes student's attitude towards nursing. Students wish that education in palliative care should be included in the foundation of nursing. Students should be able to understand both the patient and the nursing process which is the goal of clinical training (CT). Unless the student is well prepared for meeting with the dying patient, there is a risk that the student avoids these meetings. Students describes that they have feelings such as anxiety and frustration associated with palliative care. To raise students' experience of palliative care, it is important to share their feelings, thoughts and experience. Aim: The aim of this study was to illuminate nursing students' expectations of giving palliative care and how dose a course in palliative care prepare the student for their first CT in hospitals and their future role as a nurse Method: Data has been collected through qualitative method with an inductive approach. Data were collected during December 2014 from a university in Sweden through a focus group discussion and through selected parts from the nursing students' reflection data. Descriptive study design was used. The collected data were analysed by qualitative content analysis. Results: The own experience, both personal and professional, affecting nursing student's expectations of palliative care. It was considered important to gather experience in palliative care. The nursing student's expected new knowledge. However, they did not expect to be affected as they were. Feelings and thoughts were raised during the course that moved from sadness and despair to joy and love. Preparatory face of death was described in which death is something beautiful where worry and anxiety do not exist. It was considered important as the foundation of care balance between compassion and professionalism and that the nurse must be able to communicate. The nurse working in palliative care should not be afraid of death. Death should be seen as a normal process where life is affirmed. Everyone have the same right to palliative care regardless of diagnosis or culture. A course in palliative care prepares the student for future CT and the future role as a nurse and is considered as an important part of education. The course in palliative care caught some of the student's interest and strengthened an already existing interest. Different forms of education should be mixed for a good result and most importantly in the education is time for reflection and to share experiences. Students reflected about their own death, and also family member's eventual death, this was considered as important and part of the process and the maturity of the students. Conclusions: Nursing students in the present study discloses that palliative care is important and interesting topic where life is affirmed and death is seen as a normal process. Nursing students get the opportunity to reflect on feelings. Given opportunity to reflect on their own or family members' possible death is what emerges strongly in the results. The students describe the importance of varying forms of training where reflection and shared experience is highlighted as the main components of the program. The expectation of palliative care is about curiosity to meet with the dying patient and his relatives.

No description available.