Student nurses’ experience of workplace relationships

2001 ◽  
pp. 63-76
Author(s):  
Cheryl Hume ◽  
Jacqueline Randle ◽  
Keith Stevenson
Keyword(s):  
Student Nurses ◽  
Workplace Relationships

Factors Contributing to Unprofessional Behaviour among Nursing Students at the University of Namibia

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Daniel Opotamutale Ashipala ◽  
Selma Iyaalo Shaluwawa
Keyword(s):  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Student Nurses ◽  
Workplace Relationships ◽  
Structured Interviews ◽  
Undergraduate Nursing Students ◽  
Unprofessional Behaviour ◽  
Undergraduate Nursing ◽  
Codes Of Practice ◽  
The University

Globally, there is a universal expectation that nurses should have a duty to serve others with commitment and dedication. Therefore, it is expected from all professional nurses including nursing students that they behave professionally and ethically in accordance with the ethical codes of practice and conduct. Unprofessional behaviour among student nurses has the potential to negatively affect staff and workplace relationships, and most importantly, compromise patient safety and care. The factors contributing to unprofessional behaviour among nursing students in Namibia have not been extensively researched. This requires institutions of higher learning to establish which factors are likely to promote unprofessional behaviour among student nurses, which could then be used to deal with unprofessional behaviour among these students. The objectives of this study were to explore and understand the factors contributing to unprofessional behaviour among nursing students at the University of Namibia. A qualitative, explorative, descriptive and contextual study was conducted. The accessible population in this study consisted of 17 undergraduate nursing students. Purposive sampling was used and the requisite data collected from the 17 participants using individual semi-structured interviews. The data were analysed by means of qualitative content analysis. Three themes were subsequently identified, namely, unprofessional behaviour in nursing, factors contributing to unprofessional behaviour, and moulding unprofessional behaviour. These findings call for well-articulated plans on the part of the faculty management team to deal with unprofessional behaviour among nursing students. It is recommended that further research be conducted to identify specific curriculum components that may be incorporated to strengthen the teaching of nursing ethics to students.

Organizational Attachment

2020 ◽  
Vol 19 (3) ◽  
pp. 113-124
Author(s):  
Justin R. Feeney ◽  
Ian R. Gellatly ◽  
Richard D. Goffin ◽  
Michelle Inness
Keyword(s):  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Work Behavior ◽  
Citizenship Behavior ◽  
Workplace Relationships ◽  
Factor Solution ◽  
Anxious Attachment ◽  
Organizational Attachment ◽  
Study Materials ◽  
Avoidant Attachment

Abstract. There is a trend to view workplace relationships through the lens of attachment theory. We developed and validated a 7-item Organizational Attachment Scale (OAS). In Study 1, we recruited 957 participants, who filled out study materials at three separate times. The OAS preserved the two-factor solution in traditional attachment measures – anxious attachment and avoidant attachment – and was invariant across time. In Study 2, we recruited 400 participants who completed the OAS in addition to several other surveys. The OAS was conceptually unique from Richards and Schat’s (2011) Co-Worker Attachment Scale (CWAS). The OAS incrementally predicted organizational commitment, job satisfaction, and organizational identity beyond the CWAS. Additionally, the OAS incrementally predicted organizational citizenship behavior and counterproductive work behavior beyond the CWAS.

Clinical Skills in Children's Nursing

2010 ◽  
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Quality Care ◽  
Student Nurses ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Family Needs ◽  
Online Resource ◽  
Key Terms

Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

scholarly journals Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Katlego D.T. Mthimunye ◽  
Felicity M. Daniels
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Predictive Validity ◽  
Life Science ◽  
Student Nurses ◽  
First Year ◽  
Western Cape ◽  
Cross Sectional ◽  
Mathematics And Science ◽  
First Year Student

Background: The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence.Aim: The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Method: A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman’s rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Results: The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions.Conclusion: Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

Assessing Undergraduate Student Nurses’ Performance in Various Public Health Roles Using Simulation

2021 ◽  
Vol 38 (3) ◽  
pp. 139-150
Author(s):  
Evan McEwing ◽  
Regine Placide-Reaves ◽  
Yui Matsuda ◽  
Susan Prather ◽  
Ruth Everett-Thomas
Keyword(s):  
Public Health ◽  
Undergraduate Student ◽  
Student Nurses
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