An Exploration of the Clinical Accommodation Process for Nursing Students with Physical Disabilities Using Grounded Theory

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Erin Horkey
Keyword(s):  
Grounded Theory ◽  
Nursing Education ◽  
Nursing Students ◽  
Students With Disabilities ◽  
Nursing Faculty ◽  
Implementation Process ◽  
Essential Elements ◽  
Clinical Environment ◽  
Bottom Line ◽  
Accommodation Process

AbstractAim: The purpose of this study was to uncover the process by which nursing faculty make reasonable academic accommodations in the clinical environment for nursing students with orthopedic impairments. Background: Accommodating students with disabilities is necessary in nursing education. Unfortunately, policies, procedures, and practices for accommodation in nursing education are lacking. Nursing faculty lack resources for accommodation implementation for students with disabilities. Method: Constructivist grounded theory methods according to Charmaz, K. (2014). Constructing grounded theory (2nd ed. ed.). Thousand Oaks, California: Sage guided data collection and analysis. Results: Two defined processes were uncovered. “Faculty Perceptions of Their Experience Navigating the Clinical Accommodation Process” discusses external factors that affected implementation. “Reaching the Bottom Line” describes the essential elements of the implementation process. Conclusion: Seven steps of the accommodation process were identified. Additional research is needed to determine the effectiveness of each step and explore possible ways to mitigate numerous barriers to the accommodation process which participants also described.

scholarly journals Perceptions of nursing students regarding responsible use of social media in the Eastern Cape

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Thando Nyangeni ◽  
Suzette Du Rand ◽  
Dalena Van Rooyen
Keyword(s):  
South Africa ◽  
Social Media ◽  
Nursing Education ◽  
Nursing Students ◽  
Research Study ◽  
Structured Interview ◽  
Eastern Cape ◽  
Clinical Environment ◽  
Healthcare Facilities ◽  
Use Of Social Media

Background: Social media have become a popular communication system that has transformed communication from the traditional to the Web-based model. Because social media use has no limitations to place and time, it is now used extensively at clinical facilities. Social media useis becoming a popular activity amongst students at Nursing Education Institutions (NEI) in South Africa. However, lack of accountability and unethical use of social media by nursing students in South Africa has been reported.Objectives: The aim of the study was to explore and describe the perceptions of nursing students regarding responsible use of social media.Methods: A qualitative, descriptive, explorative and contextual research design was used to explore and describe the perceptions of nursing students regarding the responsible use of social media. Twelve nursing students registered for the undergraduate nursing degree were purposely selected and interviewed individually using a semi-structured interview method.Results: The results of this research study demonstrate that nursing students use socialmedia irresponsibly. Nursing students experience blurred boundaries between personal and professional lines and lack accountability when using social media.Conclusion: The extensive use of social media in the clinical environment, by healthcare students, requires a joint effort by Nursing Education Institutions and healthcare facilities to ensure that social media are used in an ethically acceptable manner. The implementation of the recommendations of this research study could positively influence legally and ethically acceptable use of social media at healthcare facilities.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

scholarly journals Encompassing multiple moral paradigms: A challenge for nursing educators

2010 ◽  
Vol 17 (2) ◽  
pp. 189-199 ◽  
Author(s):  
Elizabeth Shirin Caldwell ◽  
Hongyan Lu ◽  
Thomas Harding
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Values ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Chinese Students ◽  
Real Life ◽  
Chinese Student ◽  
Nursing Educators

Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.

Evaluation of nursing students’ training in medical law

2010 ◽  
Vol 17 (6) ◽  
pp. 759-768
Author(s):  
Nevin Kuzu Kurban ◽  
Halide Savaş ◽  
Bengü Çetinkaya ◽  
Türkan Turan ◽  
Asiye Kartal
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Great Majority ◽  
Criminal Code ◽  
Point Of View ◽  
Nursing Schools ◽  
Medical Interventions ◽  
Code Of Practice ◽  
Ethics Code

There is no co-ordinated focus on liabilities arising from nurses’ medical interventions in terms of occupational, administrative, civil legal and criminal activities. However, the Turkish Criminal Code, the Turkish Medical Ethics Code of Practice, and guidelines for patients’ rights offer some framework for the relevant ethical principles and responsibilities of nurses. The aim of this study was to investigate the evaluation of nursing students’ training in their legal liabilities. The sample consisted of 309 students who were taking a course entitled ‘Nurses’ legal liabilities under Turkish criminal and civil law arising from medical interventions’. Data were obtained by means of self-administered questionnaires and McNemar’s test was used to evaluate the answers. In conclusion, after their training, a great majority of the students demonstrated an improvement in terms of their percentage of correct answers relating to malpractice. This does not, however, mean that they will not face malpractice charges after graduating, but their increased awareness of the issue may encourage them to make more effort to reduce the risk of mistakes. It is recommended that nursing faculty carry out studies into medical malpractice, that they focus more on this subject in nursing education, and that all nursing schools review their curricula from the point of view of malpractice.

scholarly journals Faculty attitudes towards nursing students with disabilities in the clinical setting

2021 ◽  
Vol 11 (9) ◽  
pp. 52
Author(s):  
Susan B. Prude ◽  
Rhonda K. Pecoraro ◽  
Dari K. Calamia ◽  
Eileen L. Creel
Keyword(s):  
Data Analysis ◽  
Nursing Students ◽  
Students With Disabilities ◽  
Nursing Faculty ◽  
Clinical Setting ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Faculty Attitudes ◽  
Social Model ◽  
Snowball Sampling

Objective: The purpose of this phenomenological study was to explore nursing faculty attitudes towards students with disabilities enrolled in baccalaureate nursing programs. Additionally, we aimed to describe the types of accommodations provided to students with disabilities in the clinical setting.Methods: In two institutions of higher education in the southeastern United States, purposive and snowball sampling was used to recruit 14 nursing faculty with experience teaching in clinical courses. One-on-one interviews were conducted using a semi-structured interview guide. Data were transcribed and analyzed using Colaizzi’s process for phenomenological data analysis. The social model of disability served as the conceptual framework for the study.Results: Six themes emerged from the data analysis: ‘Math is a basic required skill,’ ‘You can’t just skip clinical,’ ‘It’s my job to help them learn,’ ‘I’m not prepared for this,’ ‘What type of job will they get,’ and ‘overcoming obstacles.’ Nursing faculty reported positive attitudes towards students with disabilities, but also voiced concerns about patient safety and the ability for a student with a disability to find success. Several barriers including disclosure, lack of accessibility in hospitals, nursing culture, and faculty workload were identified.Conclusions: A lack of clear policies and guidelines leaves nursing faculty unsure of what accommodations are appropriate for students with disabilities and how to implement accommodations in clinical courses. The study demonstrates a need for continuing education regarding teaching methodologies that are effective and meaningful for students with attention deficit hyperactivity disorder, diagnosed anxiety, and specific learning disabilities. Further research is warranted to identify appropriate accommodations for students with disabilities in the clinical setting.

scholarly journals Application of a Documentary about High-risk Newborns in Nursing Education: An Exploratory Study

2020 ◽  
Vol 26 (2) ◽  
pp. 173-180
Author(s):  
Hyun-Ju Kang ◽  
Juyoun Yu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
High Risk ◽  
Exploratory Study ◽  
Neonatal Intensive Care ◽  
Qualitative Content Analysis ◽  
Clinical Environment ◽  
Personal Essays ◽  
Nursing Knowledge ◽  
Neonatal Nursing

Purpose: The purpose of this study was to explore nursing students' recognition and understanding of the clinical environment of high-risk neonatal nursing care after watching a documentary about the neonatal intensive care unit (NICU), where high-risk newborns are treated. Methods: This study was a qualitative content analysis. In total, 151 nursing students’ personal essays describing their reactions to a documentary about the NICU were analyzed using the NVivo 12 program. Results: Nursing students’ experiences of engaging with a documentary about the NICU were structured into four thematic categories: ‘actual observations of the imagined NICU’, ‘observation and recognition of nursing knowledge’, ‘empathy with people related to the baby’, and ‘establishing attitudes and values as a nurse’. Conclusion: Based on the results of this study, it is suggested that documentaries can be applied in nursing education about high-risk newborns.

Finding Meaning Through Kristen Swanson’s Caring Behaviors: A Cornerstone of Healing for Nursing Education

2018 ◽  
Vol 24 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Michele M. McKelvey
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Caring Behaviors ◽  
Teaching Pedagogy ◽  
Middle Range ◽  
Healing Relationships ◽  
Range Theory ◽  
The Relationship

Swanson’s (1991) middle range theory of caring has traditionally been used to define the care of patients and family members. Swanson’s caring theory outlines five caring processes: knowing, being with, doing for, enabling, and maintaining belief (p. 163). Nurse educators can utilize these caring processes to teach nursing students by cultivating meaningful, healing relationships. This article presents an example of a nursing faculty member’s application of this theory to her teaching pedagogy. This account serves to guide therapeutic teaching as well as to encourage further scholarly work examining the relationship between Swanson’s caring theory and nursing education.

scholarly journals Removing Ableist Barriers in Nursing Education: Clinical Essential Requirements

2021 ◽  
Vol 10 (3) ◽  
pp. 147-176
Author(s):  
Tracy Mack ◽  
Lindsay Stephens ◽  
Iris Epstein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Students With Disabilities ◽  
Current Approach ◽  
Nursing Programs ◽  
Clinical Placement ◽  
Collaborative Process ◽  
Step Model ◽  
Clinical Environments

The current approach to clinical placement training for nurses excludes students with disabilities. The purpose of this article is to introduce a four-step model for nursing programs to identify clinical essential requirements – specific skills and competencies students must gain during placement. Engaging this four-step model will allow educators to identify how essential requirements can be achieved in a variety of ways, and thus can involve accommodations. It will also allow for the identification of which essential requirements cannot be accommodated and must be demonstrated in a prescribed manner due to impacting the nature or integrity of the task. Analyzing clinical essential requirements using this framework will create a consistent and defensible method to determine the flexibility or inflexibility of clinical tasks. The framework provided requires a collaborative process including key experts, nursing students and nurses with disabilities to comprehensively address the challenges clinical environments pose to inclusiveness.

scholarly journals Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Amina Aijaz Khowaja ◽  
Jacqueline Maria Dias
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Private School ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
Creative Commons ◽  
Undergraduate Nursing

Introduction Clinical practice is considered an integral part of nursing education. It is in the clinical area that the students integrate the theory learnt in the classroom into practice. An enabling clinical environment with the assistance of a clinical preceptor (CP) ensures that student nurses become independent practitioners and competent in their roles and responsibilities. DesignA comprehensive study was undertaken to explore the emerging role of CPs in Pakistan. This research has been reported in the literature. This paper will deal exclusively with the perceptions of nursing students when working with CPs in the four-year undergraduate baccalaureate program at a private school of nursing (SON) in Pakistan. Through focus group discussions, the perceptions of undergraduate students were explored. ResultsFour main themes emerged. These included the creation of a conducive clinical environment, development of competencies, engagement in patient care, and personal and professional development. ConclusionBased on the study findings, recommendations for strengthening the role of CPs in supporting undergraduate nursing students in their clinical practice are presented.   How to cite this article:  KHOWAJA, Amina Aijaz; DIAS, Jacqueline Maria. Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 26-35, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=68&path%5B%5D=39   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals Perception of Nursing Students of a Good Clinical Preceptor

2021 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Amel Ahmed Hassan ◽  
Eltayeb Mohammed Awad Alkareem ◽  
Hammad Fadlalmola
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cross Sectional Study ◽  
Study Data ◽  
Clinical Settings ◽  
Clinical Instructors ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Teaching Behavior ◽  
Nursing Training

Nursing training is a blend of both theoretical and practical learning.  Students learn practically in the clinical environment. Despite the progression in nursing education, in some clinical settings, the effective teaching behavior of clinical instructors is absent that affects student learning. The aim of this study is to assess nursing students' perception of a good clinical preceptor. A descriptive cross-sectional study design was used for the study. Data were collected from all 4th year nursing students (n=130) in the Department of Nursing at the Faculty of Medical Technical Sciences, Alzaiem Alazhari University (AAU). The result shows that 68 out of 130 (52.3%) nursing students considered teaching ability as very important followed by competencies 57 (43.8%).    

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