scholarly journals A Critique of the Undergraduate Nursing Preceptorship Model

2012 ◽  
Vol 2012 ◽  
pp. 1-6 ◽  
Author(s):  
Monique Sedgwick ◽  
Suzanne Harris
Keyword(s):  
Nursing Education ◽  
Nursing Programs ◽  
Learning Needs ◽  
Program Outcomes ◽  
Clinical Model ◽  
Undergraduate Nursing ◽  
Clinical Nursing ◽  
Faculty Shortages ◽  
Preceptor Role ◽  
Education Discourse

The preceptorship model is a cornerstone of clinical undergraduate nursing education in Canadian nursing programs. Their extensive use means that nursing programs depend heavily on the availability and willingness of Registered Nurses to take on the preceptor role. However, both the health service and education industries are faced with challenges that seem to undermine the effectiveness of the preceptorship clinical model. Indeed, the unstable nature of the clinical setting as a learning environment in conjunction with faculty shortages and inadequate preparation for preceptors and supervising faculty calls us to question if the preceptorship model is able to meet student learning needs and program outcomes. In a critical analysis of preceptorship, we offer a deconstruction of the model to advance clinical nursing education discourse.

scholarly journals “I’m not an investigator and I’m not a police officer" - a faculty’s view on academic integrity in an undergraduate nursing degree

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Joan Lynch ◽  
Yenna Salamonson ◽  
Paul Glew ◽  
Lucie M. Ramjan
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Academic Integrity ◽  
Codes Of Conduct ◽  
Learning Needs ◽  
Policy And Practice ◽  
Undergraduate Nursing ◽  
Large Numbers ◽  
Academic Integrity Policy

AbstractIn nursing, expectations of honesty and integrity are clearly stipulated throughout professional standards and codes of conduct, thus the concept of academic integrity has even more impetus in preparing students for graduate practice. However, a disparity between policy and practice misses the opportunity to instil the principles of academic integrity, and at its core honesty, a pivotal trait in the nursing profession. This study draws upon the experience of the nursing faculty to explore how academic integrity policy of deterrence operate in nursing education.While participants deplored cheating behaviours, they expressed frustration in having to ‘police’ large numbers of students who had little awareness of the academic standards to meet policy requirements. In addition, they were cynical because of a perceived lack of severity in sanctions for students who repeatedly breached integrity. Participants expressed a moral obligation as educators to meet student learning needs and preferred to engage with students in a more meaningful way to uphold academic integrity. The ambivalence to detect and report breaches in integrity undermines the effectiveness of policy. Therefore, faculty must recognise the importance of their role in detecting and escalating cases of dishonesty and execute deterrence in a more consistent way. To do this, greater support at an institutional level, such as smaller class sizes, inclusion in decision making around sanctions and recognition of additional workload, will enable faculty to uphold policy. Although policing was not their preferred approach, the role of faculty in detecting and reporting cases of misconduct is crucial to increase the certainty of students getting caught, which is essential if policy is to be effective in deterring dishonest behaviour.

Simulation in Undergraduate Education

2020 ◽  
Vol 39 (1) ◽  
pp. 3-31
Author(s):  
Ashley E. Franklin ◽  
Nicole Petsas Blodgett
Keyword(s):  
Nursing Education ◽  
Best Practices ◽  
Undergraduate Education ◽  
Academic Programs ◽  
Learning Objectives ◽  
Review Of The Literature ◽  
Program Outcomes ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Policy Statements

Simulation is an integral component of undergraduate nursing education because it allows for a safe, timely, and prescriptive approach to meet learning objectives at the levels of individual simulations, courses, and academic programs. This review of the literature provides an overview of steps taken to move simulation forward in undergraduate nursing education, and it highlights educational theories, research, best practices, and policy statements underpinning modern nursing simulation. This chapter outlines simulation and curriculum integration approaches and provides examples of participant, course, and program outcomes.

scholarly journals Nursing students' motivation regulation and its relationship with engagement and burnout

2017 ◽  
Vol 38 (3) ◽  
pp. 143-150 ◽  
Author(s):  
Kati Mäenpää ◽  
Kirsi Pyhältö ◽  
Hanna Järvenoja ◽  
Jouni Peltonen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Programs ◽  
Traditional Learning ◽  
First Year ◽  
Self Regulated Learning ◽  
Undergraduate Nursing ◽  
Critical Components ◽  
Traditional Learning Environments ◽  
Study Engagement

Motivation regulation, study engagement, and students' wellbeing are critical components of skillful self-regulated learning. However, few studies have focused on these factors and their relationship in nursing education and as there is an increased usage of blended learning in nursing education, measuring students' learning in this setting is increasingly important. This person-oriented, quantitative study explored first-year nursing students' ( N = 90) motivation regulation related to study engagement and study burnout in blended and traditional learning environments in two undergraduate nursing programs. Regardless of the learning environment, the majority of the nursing students (65.6%) had a highly developed motivation regulation profile. They performed highly on motivation regulation, showed strong engagement, and exibhited reduced exposure for study burnout compared to those with less-developed motivation regulation profiles. It is suggested that motivation regulation, study engagement, and experienced burnout influence nursing students' learning. These components should be emphasized in developing nursing education and facilitating nursing students' learning.

scholarly journals The Perceived Usefulness of Digital Simulators in the Acquisition of Professional Competencies by Undergraduate Nursing Students

2020 ◽  
Vol 15 (22) ◽  
pp. 258
Author(s):  
Rabia Qaisar ◽  
Halima Lajane ◽  
Abderrahmane Lamiri ◽  
Hind Bouzoubaa ◽  
Omar Abidi ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Methods ◽  
Nursing Practice ◽  
Perceived Usefulness ◽  
Training Module ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Abstract— Digital virtual simulators are considered one of the most innovative teaching methods currently available for overcoming training difficulties in clinical nursing practice. This study aimed to measure the perceived usefulness of digital simulators in the acquisition of professional nursing skills among undergraduate nursing students. A group of 50 students participated in an online training module on a digital simulator over six sessions. They then responded to a survey about the training. The results indicated that 80% of the participants found learning with a digital simulator to be an enriching experience and 82% of the students felt that it could be beneficial to adopt this mode of teaching in other areas of nursing education. It is hoped that these findings will encourage teachers to adopt this approach to nursing education as a solution to the various constraints related to student placements. It may be especially useful in situations where there is a lack of supervisors or a large number of students.

scholarly journals Protocol for a scoping review on the conceptualisation of learning in undergraduate clinical nursing practice

BMJ Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. e024360 ◽  
Author(s):  
Malou Stoffels ◽  
Saskia M Peerdeman ◽  
Hester E M Daelmans ◽  
Johannes C F Ket ◽  
Rashmi A Kusurkar
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Scoping Review ◽  
Nursing Practice ◽  
Medical Information ◽  
Hospital Setting ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Clinical Nursing ◽  
Conceptual Clarity

IntroductionLearning in the clinical setting is a major form of learning in undergraduate nursing education. In spite of this, how nursing students learn in clinical practice is still largely unknown. Moreover, there is no conceptual clarity on learning in practice in the current literature. This paper aims to set up a protocol for a scoping review of the literature in order to map different conceptualisations of learning in practice in undergraduate clinical nursing education in the hospital setting. The operationalisations of different concepts will be compared and the findings of the studies will be synthesised.Methods and analysisThis scoping review will be guided by the methodological framework proposed by Arksey and O’Malley and refined by Levac et al. and the Joanna Briggs Institute. The search strategy will be developed together with a medical information specialist and the search will be performed in electronic databases (PubMed, EBSCO/ERIC and EBSCO/CINAHL). In a first search, we will identify concepts that are used as an equivalent to learning in practice. Next, we will search for studies operationalising these concepts in undergraduate nursing education. Finally, we will check reference lists for additional publications. Abstracts and full-text studies will independently be screened by two researchers. All studies that have ‘learning in undergraduate clinical nursing practice’ as their main topic and that include a definition and operationalisation of an equivalent to learning in clinical practice, will be considered for inclusion. We will chart different conceptualisations and their theoretical underpinnings, as well as reported learning opportunities, informal and formal aspects of learning, social aspects of learning and gaps in the literature.Ethics and disseminationThis review will help design future studies on learning in clinical nursing practice using well-defined and agreed on terminology. The results will be disseminated through journal publications and conference presentations.

scholarly journals Use of simulation-based learning in Japanese undergraduate nursing education: National survey results

2022 ◽  
Vol 7 (1) ◽  
pp. 44-54
Author(s):  
Mitsumi Masuda ◽  
Machiko Saeki Yagi ◽  
Fumino Sugiyama
Keyword(s):  
Nursing Education ◽  
National Survey ◽  
Clinical Education ◽  
Best Practice ◽  
The United States ◽  
Nursing Programs ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Efficient Learning

Introduction: Simulation-based learning (SBL) is a practical and efficient learning method that involves the replacement of a portion of clinical education with quality simulation experiences. It has been utilised in various countries, such as the United States, Canada, and South Korea. However, based on current regulations in Japan, clinical education cannot be replaced with simulation experience. For future curriculum integration, it is necessary to clarify the current use of SBL and tackle systematic educational strategies of SBL. Therefore, this national survey aimed to clarify the prevalence and practices of SBL in undergraduate nursing education programs in Japan. Methods: This article presents the results of our national survey in Japan. It presents the questionnaire based on the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice and demonstrates the use of simulation-based learning in Japanese undergraduate nursing programs. Results: Overall, the schools using simulation-based education (SBE) comprised 346 schools (82.4%) of the sample. Those equipped with high-fidelity simulators were 146 schools (27.6%); the rest owned medium-fidelity simulators. Almost all undergraduate nursing education systems were equipped with simulators, however, the frequency of use was low. SBL was incorporated into the curriculum at many undergraduate nursing education institutions, and awareness of the INACSL Standard of Best Practice: SimulationSM was extremely low. Conclusion: This study shows that SBL is not properly utilised in undergraduate nursing programs, even though many schools are equipped with simulators. Thus, further study on barriers to simulator use is needed.

scholarly journals Situational analysis and reflections on the introduction of advanced practice nurses in Brazilian primary healthcare

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Carinne Magnago ◽  
Celia Regina Pierantoni
Keyword(s):  
Nursing Education ◽  
Primary Healthcare ◽  
Nursing Programs ◽  
Local Context ◽  
Prescribe Medication ◽  
Situational Analysis ◽  
Daily Routine ◽  
Advanced Practice ◽  
Unequal Distribution ◽  
Undergraduate Nursing

Abstract Background The shortage of doctors and their unequal distribution serve as challenges to advancing primary healthcare (PHC) and achieving effective universal healthcare coverage in Brazil. In an effort to use nurses’ potential more efficiently, the country is investigating the introduction of the advanced practice nurse (APN) into PHC. This paper presents a situational analysis of the practices of Brazilian nurses based on the following components: regulation, practice, and education. Methods This is a national multi-method study with triangulated data from a documentary study, a scoping review, and an exploratory study. The regulation component involved the analysis of official normative documents on the regulation of nursing education and nurses’ scope of practice. The practice component aimed to identify the practices performed by nurses in Brazilian PHC based on primary studies. The education component intended to identify the practices taught in nursing training based on a survey and interviews with directors of undergraduate nursing programs. Results Federal legislation in Brazil authorizes nursing graduates to perform a set of advanced practices as part of the PHC nurse's daily routine. They can request and interpret complementary tests and prescribe medication. However, in the local context, municipalities define the scope of this assistance based on technical norms or nursing protocols. Furthermore, this study indicates that undergraduate nursing programs do not fully prepare students to adequately execute these tasks. Conclusions In the context of Brazilian PHC, advanced practices have already been implemented and respond to main healthcare demands. Therefore, it is unnecessary to introduce the APN as a new professional category. Upon detecting deficiencies in the training process, the current education model should undergo reforms that seek to incorporate the skills compatible with the regulated advanced practices and in-service training for practicing nurses. Regarding the introduction of APN along international lines, this article presents recommendations that may support the operationalization of a Brazilian APN model.

scholarly journals A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy

2021 ◽  
Vol 7 ◽  
pp. 237796082199852
Author(s):  
Karen Aul ◽  
Lisa Bagnall ◽  
Michael D. Bumbach ◽  
Jane Gannon ◽  
Sallie Shipman ◽  
...  
Keyword(s):  
Nursing Education ◽  
Continuous Improvement ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Nursing Curriculum ◽  
Learning Needs ◽  
Improvement Strategy ◽  
New Graduates ◽  
Undergraduate Nursing ◽  
Simulation Based

IntroductionChanges in nursing, health care, and education warrant continued pedagogical innovations. Faculty are challenged to develop many innovative strategies in the clinical and simulation laboratory setting. Intentional simulation-based learning experiences are one method to prepare new graduates for nursing practice.MethodsOne college integrated intentional simulation-based learning experiences as an improvement strategy in a newly transformed undergraduate nursing curriculum, from mapping through evaluation and revision. Simulation-based learning experiences that were intentionally mapped, organized, and interactive enhanced the teaching and learning needs of students and faculty.ConclusionThe positive outcomes from this curricular transformation serve as a platform for continuous improvement for future approaches to nursing education. This affirmed that the key to transforming a nursing curriculum encompasses intentional mapping, evaluation, and revision.

scholarly journals An evaluation of the relevance and appropriateness of post-basic nursing programmes offered by the University of Zululand in meeting graduates’ needs

Curationis ◽  
2005 ◽  
Vol 28 (1) ◽  
Author(s):  
BA Kubheka ◽  
PN Nzimande
Keyword(s):  
Nursing Education ◽  
Education Institution ◽  
Nursing Schools ◽  
Learning Needs ◽  
Nursing Graduates ◽  
Science Department ◽  
Nursing Science ◽  
Clinical Nursing ◽  
The University ◽  
Descriptive Survey

This article aims at evaluating the relevance and appropriateness of post-basic nursing programmes of the University of Zululand Nursing Science Department in meeting the educational needs of the graduates in the Province. An explanatory descriptive survey was conducted in the hospitals,clinics, nursing colleges, nursing schools and the University of Zululand where the nursing graduates worked. Two sets of interview schedules were designed, one for nursing graduates and one for their supervisors. These interview schedules consisted of open and closed-ended questions. The total number of graduates was 75 and 29 supervisors. The respondents were purposively and conveniently selected according to the availability of post-basic nursing graduates in each health and nursing education institution. The study revealed that post-basic nursing programmes of the University of Zululand catered for the changing learning needs of the graduates. This was due to the comprehensiveness of the programmes and their focus on community based and primary based health care from 1996. Based on the findings of the research it was recommended that a continuous evaluation of the post-basic nursing programmes is done , in order to check if they still meet the changing learning needs of the graduates. It was further recommended that the Nursing Science Department should develop more advanced clinical nursing programmes in order to cater for the recent learning needs of the graduates.

scholarly journals Integrating critical disability perspectives in nursing education

2019 ◽  
Vol 9 (9) ◽  
pp. 63
Author(s):  
Charles K. Anyinam ◽  
Sue Coffey ◽  
Celina Da Silva
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Practice ◽  
Nursing Programs ◽  
Disabled People ◽  
Nursing Educators ◽  
Undergraduate Nursing Education ◽  
Effective Strategies ◽  
Insufficient Attention ◽  
Undergraduate Nursing

Undergraduate nursing education has a duty to make certain that the focus of both nursing practice with disabled people and nursing education are enabling, rather than disabling. However, depictions of disability in nursing education have been identified as inadequate and at times problematic, with insufficient attention paid to disability in curricula. In this paper, we provide an overview of representations of disability in nursing and examine the gaps and inadequacies in nursing education. We also support the argument that nursing educators must utilize critical perspectives on disability to challenge discrimination and address the gaps that currently exist. Finally, we focus on how nursing programs and educators can take action to support all nursing students to develop the knowledge, attitudes, and behaviours to meet the needs of disabled people in a more comprehensive and meaningful way. Practical and effective strategies are shared.

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