According to the Council on Higher Education (CHE, 2011:78) the term Work Integrated Learning (WIL) refers to an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. The CHE (2011:4) further describes WIL as an approach to career-focussed education that includes classroom-based and workplace-based forms of learning that are appropriate for the professional qualifications. WIL forms part of many training programmes for professions across the globe and is considered an important aspect of preparing the trainee or student to integrate theoretical learning into the clinical environment in which he or she will be building his or her career. WIL is considered crucial for the development of professional attributes and competencies needed to perform duties within the chosen profession once the trainee is qualified. Health care professions across the world employ WIL in clinical areas as an integral part of their curricula and nursing specifically is one of the health care professions that utilise a large component of WIL for clinical development of the student nurses. In South Africa, student nurses are currently placed in a variety of clinical settings in order to obtain the required and regulated clinical experience that work integrated learning should offer them. However, anecdotal evidence indicated that student nurses from the various Nursing Education Institutions in Nelson Mandela Bay experienced difficulty in finding adequate opportunities to develop their newly acquired skills when in the clinical areas and reported great difficulties in achieving their WIL outcomes. The aim of this study was to explore and describe the student nurses’ experiences of work integrated learning in various clinical areas in the Nelson Mandela Bay. This study followed a qualitative, exploratory, descriptive and contextual design with two phases. Thirty-five student nurses in their third and fourth-year were purposely sampled. In phase one data was collected using two steps, where the first step comprised using naïve sketches. During the second step interviews were done by means of focus groups using semi-structured questions and responsive interviewing. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. In phase two recommendations for nurse educators to optimise WIL were formulated. The following three themes and related sub-themes emerged from the analysis: 1) Student nurses experienced a multitude of challenges in the clinical placement areas (CPA) and at the nursing education institution (NEI) that negatively impact on their morale and hinder WIL, namely lack of resources, unsupportive learning environments, a lack of belonging and workplace violence. 2) Positive experiences resulted in motivated and enthusiastic students, namely being inspired by role models, enhanced learning when support was offered and personal growth. 3) Students offered recommendations for enabling their WIL, namely adequate mentoring and clinical support, adequate financial support related to WIL and adjusting the nursing programmes to better incorporate the students’ needs. Relevant literature and recommendations offered by the student nurses were used to formulate recommendations with action steps for nurse educators to optimise work integrated learning of student nurses.

Background: There has been an increasing shift in patient care from the acute hospital setting to the community. Nurses play an essential role as part of the community health care workforce; however, only a limited number of baccalaureate nursing students tend to choose a career in community health nursing after graduation. There is currently a gap in knowledge surrounding nursing students’ perception of a career in Community Health Nursing and the issues influencing their career choice upon graduation. Purpose: To explore issues that influence career choice in community health nursing from the perspective of baccalaureate nursing students. Research Methodology: The study was guided by a descriptive qualitative research approach. Individual semi-guided interviews and focus groups were conducted with 11 nursing students and a group of key stakeholders to share their thoughts on pursuing a career in community health nursing and the factors that enabled or hindered their decision making. Thematic analysis of the interview and focus group data generated relevant themes. Findings: Five major themes were revealed from study. These are 1) defining community health nursing, 2) the clinical practicum experience, 3) stereotypes of community health nursing, 4) societal trends and expectations, and 5) issues influencing career choice in community health nursing. Discussion and Implications: The personal and contextual factors influencing the perceptions and attitudes of students towards pursuing community health nursing were discussed. Existing literature was integrated into the discussion of the many factors that both motivated and hindered baccalaureate nursing students from pursuing community health nursing. The underrepresentation of new graduates in community health nursing calls for directed efforts by community health nursing organizations and the university to improve the situation. Conscientious efforts need to be made to provide students with knowledge and information surrounding the roles of community health nurses and the opportunities for nursing students and nurses in community health nursing settings. Conclusion: There is a need to increase awareness about community health nursing in order for nursing students to understand the importance and impact it has on the health status of communities and healthcare delivery infrastructure. Nursing education programs would be an ideal platform for this awareness-raising and facilitate student nurses decision to pursue community health nursing as a career.

A pre-test post-test group design was used to determine whether student nurses who received a relationship-building intervention would rate their relationship with the instructor higher than those who received a placebo/ whether student nurses who received the intervention would have less state anxiety than those who received a placebo/ and whether there was a relationship between ratings of state anxiety and student-instructor relationships. The intervention was designed to occur over a three-day period. Data were collected from a homogenous sample of 30 control nursing students and 31 experimental nursing students. Effectiveness of the intervention was determined by measuring student anxiety levels using the State-Trait Anxiety Inventory (Spielberger/ Gorsuch/ & Lushene/ 1970) and by measuring the student-instructor relationship using the Relationship Questionnaire (adapted from Truax & Carkhuff/ 1967). Additional data were collected from a Stressful Event Questionnaire/ a demographic data form/ and a debriefing session with participating instructors. Analysis of data indicated a treatment main effect was statistically significant. Members of the experimental group rated the perceived relationship with the instructor higher than members of the control group. There was no significant difference between groups in their ratings of anxiety. There was a trend/ however/ for those in the experimental group to have lower state anxiety than those in the control group. Correlations between the student-instructor relationship scores and the anxiety scores were low but were in the anticipated negative direction. / Applied Science, Faculty of / Nursing, School of / Graduate

This study examines the stress and coping behaviors of registered nurses returning to school to pursue a baccalaureate degree in nursing (returning RNs). The sample included 72 volunteers who were returning RNs currently enrolled in a nursing program. Data were collected using the Ways of Coping Checklist and the Personal Strain Questionnaire which assessed the causes of stress related to attending school/ the use of specific coping behaviors, and the effectiveness of those coping behaviors in reducing stress. The major sources of stress included: 1. school-related stressors such as lack of academic skills and concerns with the program and faculty, 2. social and domestic concerns, 3. lack of time, and 4. lack of money. The study concludes that coping strategies used most frequently were also rated as most effective. These coping strategies dealt directly with the stressor or the emotional reaction to it by problem-solving or seeking social support. Coping strategies seldom used and rated as ineffective, on the other hand, avoided dealing with the stressor, for example, by the use of wishful thinking. After an initial term at school, returning RNs, who had not been students for at least two years, had no more distress than returning RNs who had attended school recently. Returning RNs In the fourth year of the program were less stressed by school-specific stressors such as study skills and managing school assignments than were students in the third year. This implies that these students learn to cope with stressors, a process which could perhaps be facilitated through an orientation program. In summary, the majority of returning RNs cope quite well in the present structure by using the strategies of problem-solving and seeking social support. Implications for nursing education are discussed and areas for further research are identified. / Applied Science, Faculty of / Nursing, School of / Graduate

Trata-se de um estudo descritivo, exploratório, com abordagem de análise quantitativa, cujo objetivo foi verificar os acidentes com material biológico potencialmente contaminado, ocorridos entre acadêmicos de enfermagem de três instituições de ensino de um município do interior paulista. Para a coleta de dados aplicou-se um questionário com questões abertas e fechadas, após a observação dos aspectos ético-legais. Participaram do estudo 355 alunos que estavam presentes em sala de aula por ocasião da coleta de dados e que já realizavam atividades de ensino-aprendizagem. Os dados foram analisados em Epi Info versão 3.4.3. Verificou-se que, 44 (12,4%) estudantes referiram ter sofrido exposição acidental a material biológico. A maioria era do sexo feminino (93,1%), tinha entre 22 a 25 anos (56,8%), cursava o quarto ano do curso de enfermagem (68,1%), em período integral (75%). O número de acidentes mencionados pelos alunos totalizou 55. Quanto ao tipo de exposição, a de pele íntegra foi a mais freqüente (70,9%), seguida de acidente percutâneo (25,5%), exposição em mucosa (1,8%) e pele lesada (1,8%). As topografias mais afetadas nesses acidentes foram os dedos e as mãos (74,6%). As agulhas foram citadas como o objeto causador de 64,3% dos acidentes percutâneos e o sangue foi o material biológico envolvido em 72,7% do total de acidentes. O maior número de acidentes ocorreu na retirada da punção venosa/soro (18,2%), ao puncionar ou coletar sangue (16,4%) e ao aspirar paciente (12,7%). Os alunos não utilizavam Equipamento de Proteção Individual em 49,1 % dos acidentes, embora em mais de 80% das atividades seria recomendado ao menos o uso das luvas de procedimento. Os alunos lavaram o local do acidente em 92,7% dos casos e dois alunos espremeram a área lesada após acidente percutâneo. Em 40% dos acidentes, os estudantes não notificaram a ocorrência aos docentes supervisores; em 38,2% das exposições os alunos não tomaram nenhuma conduta, não notificaram e não procuraram atendimento médico. A maioria dos docentes, quando notificados, orientou seus alunos quanto às condutas corretas e os encaminharam para avaliação médica; um docente, apesar de notificado, ignorou o fato. As situações mais apontadas pelos alunos como as que favoreceram a exposição acidental foram não utilizar Equipamento de Proteção Individual (49,1%) e a desatenção (45,5%). Como sugestões para prevenir e controlar acidentes com material biológico entre alunos, 21,4% referiu a educação permanente/continuada e 19,7% a utilização de Equipamento de Proteção Individual e a conscientização quanto ao uso. Para minimização de acidentes com material biológico potencialmente contaminado, entre alunos de enfermagem, nota-se a necessidade de envolver não apenas os alunos, mas também docentes e profissionais dos campos de ensino-aprendizagem, num programa efetivo de prevenção e controle dos acidentes. / This is a descriptive and exploratory study with a quantitative analytic approach. The aim was to verify the occurrence of accidents involving potentially contaminated biological material among nursing students from three teaching institutions in an interior city of São Paulo State, Brazil. After observing ethical-legal aspects, a questionnaire with open and closed questions was applied for data collection. Study participants were 355 students present in the classroom at the moment of data collection and who had already been involved in practical teachinglearning activities. Data were analyzed in Epi Info version 3.4.3. Forty-four (12.4%) students indicated accidental exposure to biological material. Most of them were female (93.1%), between 22 and 25 years old (56.8%), taking the forth year of the nursing course (68.1%) and studying full-time (75%). The students mentioned 55 accidents. As to the type of exposure, intact skin exposure was the most frequent (70.9%), followed by percutaneous accident (25.5%), mucous membrane exposure (1.8%) and injured skin (1.8%). The most affected topographic areas during these accidents were fingers and hands (74.6%). Needles were mentioned as the causal object in 64.3% of percutaneous accidents and blood was the biological material involved in 72.7% of all accidents. The largest number of accidents occurred when removing venipuncture/serum (18.2%), while puncturing or collecting blood (16.4%) and while aspirating a patient (12.7%). The students were not using Individual Protection Equipment in 49.1% of the accidents, although at least the use of procedure gloves would be recommended in more than 80% of activities. The students washed the accident site in 92.7% of cases and two students squeezed the injured area after a percutaneous accident. In 40% of the accidents, the students did not notify the occurrence to the supervising faculty members; in 38.2% of the exposures, the students did not take any action and neither notified nor looked for medical help. When notified, most faculty members advised their students about correct conducts and referred them for medical evaluation; despite the notification, one faculty member ignored the fact. The situations students most indicated as favoring accidental exposure were not using Individual Protection Equipment (49.1%) and lack of attention (45.5%). As suggestions to prevent and control accidents involving biological material among students, 21.4% mentioned permanent/continuing education and 19.7% the use of Individual Protection Equipment and creating awareness about the use. To minimize accidents with potentially contaminated biological material among nursing students, the need to involve not only students is observed, but also faculty members and professionals from teaching-learning areas, as part of an effective accident prevention and control program.

Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN’s perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

No description available.

No description available.

Academic integrity is an important part of higher education. This is especially true in nursing education programs. Nurses must be able to think critically, have sound clinical judgement, and make autonomous decisions. If there are concerns of academic integrity violations during nursing programs, these skills become questionable when the student enters the nursing profession. Nursing students believe that the severity of academic integrity violations occur along a continuum, which impacts their acceptance of these violations. Severity may also impact a student’s willingness to report a peer for a violation of academic integrity. This cross-sectional, correlational study assessed baccalaureate nursing students’ perceptions on various aspects of academic integrity violations using McCabe’s Academic Integrity Survey-Modified for Nursing Students (MAIS-MNS) and a knowledge assessment. Correlations, t tests, and regression analysis were used to identify relationships among variables and potential predictive factors between classroom and clinical violations, willingness to report peers, and perceived program supports. This study also considered the theory of neutralization as a factor in student acceptance of academic integrity violations. Results suggest that the perceived severity of cheating in the classroom can predict the perceived perception of severity in the clinical setting. Results also showed that students who neutralize their actions, do not perceive those actions as severe. Finally, the perception of severity does predict a student’s willingness to report peer violations of academic integrity. Creating a culture of academic integrity has the potential to reduce academic integrity violations. Creating this culture, partially through education on academic integrity and violations of academic integrity, is needed to enhance nursing education programs and ensure the continued excellence expected of nurses.

No description available.