scholarly journals Kan en felles læringsarena gi sykepleiestudenter økt klinisk kompetanse?

2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Henny ◽  
Rigmor Hammer ◽  
Bente Skagøy ◽  
Ingunn Remen Nesje ◽  
June Pettersen ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Competence ◽  
Practical Knowledge ◽  
Theoretical Knowledge ◽  
Student Groups ◽  
The Third ◽  
Practical Nurse ◽  
Preparedness For Practice ◽  
Second Year ◽  
Common Learning

Studiens hensikt var å finne ut om samarbeidsdager mellom studenter, praksisveiledere og praksislærere kan gi læring som har betydning for studentenes utvikling av klinisk kompetanse. Stedet, rommet og sosiale samspill har betydning for læreprosesser, ifølge Etienne Wenger og Kari Martinsen. «Det tredje rommet» er brukt som en metafor om rommet der mennesker med kompetanse i teoretisk kunnskap og praksiskunnskap møtes sammen med studenter. Samarbeidsdager mellom studenter, praksisveiledere og praksislærere ble gjennomført for fire andreårs studentgrupper (N=23). Fokusgruppeintervju ble brukt for å samle inn data. De transkriberte intervjuene ble analysert gjennom meningsfortetning basert på Amedeo Giorgis fenomenologiske analysemetode. Essensen fra studentenes erfaringer fra samarbeidsdagene er at «Det tredje rommet» er en trygg arena der studentenes kliniske kompetanse ble stimulert og økt. Fire temaer beskriver studentenes erfaring: praksisforberedthet, trygghet, refleksjon og samarbeidslæring. Et styrket samarbeid mellom akademia og helseforetak gjennom arbeidsfellesskap i «Det tredje rommet» kan fremme sykepleiestudenters læring. Abstract Is a common learning arena a "Room of Possibility” that gives nursing students increased clinical competence? The aim of the study was to find out whether collaboration days between students, practice supervisors and nurse teachers can provide learning that facilitates students' development of clinical competence. The place, space and social interaction are important for learning processes, according to Etienne Wenger and Kari Martinsen. "The Third Room" is used as a metaphor about the room where people with competence in theoretical knowledge and practical knowledge collaborate with students. Collaboration days between students, practical nurse supervisors and nurse teachers were conducted for four second-year student groups (N=23). Focus groups were used to collect data. The transcribed interviews have been analyzed through meaning condensation. An essential structure of the students 'experiences from the collaboration days describes The Third Room as a good arena where the students' clinical competence was stimulated and increased. Four themes describe the student’s experiences; preparedness for practice, confidence, reflection and collaborative learning. A strengthened collaboration between universities and hospitals through working communities in The Third Room can facilitate nursing students' learning.

Artifacts at Work

2014 ◽  
Vol 6 (2) ◽  
pp. 53-66
Author(s):  
Thomas Winman
Keyword(s):  
Nursing Students ◽  
Medical Records ◽  
Practical Knowledge ◽  
Nursing School ◽  
Approach To Learning ◽  
Video Recordings ◽  
Use Of Technology ◽  
Different Types ◽  
Second Year ◽  
Source Of Information

This study focuses on nursing students' internships and how the students are handling the tension created by expectations and dilemmas when using medical records (MRs) in practice. The overall aim of this study is to develop knowledge about what is required by nursing students in order to coordinate and sustain knowledge through the use of MRs. The theoretical approach to learning that has been adopted implies that learning takes place in social activities, and empirically this means that the study of learning and professional knowledge is a matter of studying activities where, for example, technologies are put into practical use, where experience and knowledge are brought to life. The data consists of observations of five nursing students during their second year in nursing school, interviews and ten video-recordings from shift reports. The result shows that nursing students regularly use MRs as a source of information and that they are struggling with transforming that information into action-oriented knowledge. The conclusion is that information systems such as MRs need to be understood and defined by teachers as materials and devices created or adapted to solving practical problems, and should be treated thereafter. Providers of education need to take into account the different types of intellectual or practical knowledge that professionals like nurses are expected to have, where the use of technology cannot be separated from, but need to be integrated into other aspects of knowledge.

scholarly journals Teaching practical topics to nursing students at clinical skills centres: A total mapping of Swedish universities

2020 ◽  
pp. 205715852097004
Author(s):  
Malin Tiger Axelsson ◽  
Liselott Årestedt ◽  
Katarina Swahnberg ◽  
Marie Oscarsson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Skills ◽  
Descriptive Statistics ◽  
Theoretical Knowledge ◽  
Complex Task ◽  
Student Groups ◽  
Telephone Interviews ◽  
Organisation Structure ◽  
Specific Education

Teaching practical topics is a central part of nursing education. The aim of this study was to describe the teaching of practical topics to nursing students at clinical skills centres (CSCs) in Sweden regarding organisation, structure and content. Data collection consisted of structured and open-ended questions through telephone interviews with responsible educators at all Swedish Universities ( n = 25). The analyses consisted of descriptive statistics and compilation. The results showed that teaching of practical topics varied, depending on each university’s pre-requisites, and a lot of resources were needed. Teaching at CSCs enabled integration of practical and theoretical knowledge. Having large student groups and confusion over terms hamper the teaching, and there was lack of a specific education for the educators at CSCs. Teaching practical topics at CSCs is a complex task, and educators need competences in nursing, theoretical knowledge and pedagogy.

scholarly journals THE EPISTEMOLOGY OF SHARḤ HADITH IN AL-ANDALUS IN THE SECOND TO THE THIRD CENTURY AH: A BOOK STUDY OF TAFSÎR GHARÎB ALMUWAṬṬA BY ‘ABD AL-MALIK BIN ḤABÎB

2018 ◽  
Vol 26 (2) ◽  
pp. 113
Author(s):  
Muhammad Akmaluddin
Keyword(s):  
Local Knowledge ◽  
Practical Knowledge ◽  
Active Role ◽  
Third Century ◽  
Theoretical Knowledge ◽  
The Third ◽  
The People ◽  
Book Study

The fuqahâ’ (Legal Scholars) and muḥadditsûn (Hadith experts) have constructed theepistemology of Sharḥ Hadith in al-Andalus by its use and application. Interpreting Hadithby understanding the reality and context in al-Andalus provides a comparative understandingfor society to better get the messages of the Hadith, rather than focus on its transmission andvalidity rules. Such approach is taken considering the situation and condition in al-Andalusdemand the dissemination of practical knowledge, not theoretical knowledge as in Masyriq (theEast) where the people have achieved deeper knowledge. The epistemology developed by ‘Abdal-Malik bin Ḥabîb (d. 238/852) in the second to the third century AH gives an illustration thatSharḥ Hadith is developed in its epistemic corridor. Basically, the study of Sharḥ Hadith in Al-Andalus does not only have a passive role in the domination of Islamic centrist in the Masyriq,but also play an active role in interpreting various situations and conditions in the region.The relation of power between the Mâlik School and local knowledge in the epistemology ofSharḥ Hadith hadith are productive, producing practical and principle-based knowledge forthe people in al-Andalus

Bonding Social Capital, Afghan Refugees, and Early Access to Employment

2021 ◽  
pp. 019791832110002
Author(s):  
Matteo Vergani ◽  
Ihsan Yilmaz ◽  
Greg Barton ◽  
James Barry ◽  
Galib Bashirov ◽  
...  
Keyword(s):  
Social Capital ◽  
Migration Policy ◽  
Research Note ◽  
Bonding Social Capital ◽  
Afghan Refugees ◽  
Employment Success ◽  
The Third ◽  
Early Access ◽  
Second Year ◽  
The Impact

This IMR Research Note examines the impact of the level of bonding social capital on access to employment among newly arrived Afghan refugees in Victoria (Australia). Based on a mixed-methods analysis of biographical interviews with 80 Afghan refugees, it examines their use of social capital, year by year, during the first three years after their arrival. Our analysis shows that higher levels of bonding social capital are associated with greater success in finding employment during the first and second year of settlement. In the third year, however, bonding social capital for Afghan refugees in Victoria is no longer a significant predictor of employment. This Research Note helps clarify inconsistent findings in the literature on the effects of social capital on obtaining employment by suggesting that bonding social capital’s impact on refugee employment success changes significantly across the first three years after arrival. This finding has important implications for migration policy and the prioritization of resources toward services for newly arrived refugees.

scholarly journals AB0751 SAFETY AND PERSISTENCE OF USTEKINUMAB IN PATIENTS WITH PSORIATIC ARTHRITIS IN BIOBADASER

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1672.2-1672
Author(s):  
N. Busquets-Pérez ◽  
C. Sánchez-Piedra ◽  
P. Vela-Casasempere ◽  
M. Freire-Gonzalez ◽  
C. Bohórquez ◽  
...  
Keyword(s):  
Psoriatic Arthritis ◽  
Adverse Events ◽  
First Year ◽  
Line Treatment ◽  
Minimal Disease Activity ◽  
First Line ◽  
The Third ◽  
Minimal Disease ◽  
Second Year ◽  
Third Line

Background:Ustekinumab has been efficacy and safety for psoriatic artritis in clinical trials.Objectives:To assess effectiveness, by means of drug persistence analisys, and safety of ustekinumab in patients with psoriastic arthritis in Biobadaser.Methods:BIOBADASER is the Spanish registry of biological drugs of the Spanish Society of Rheumatology and the Spanish Medicines Agency. We identified patients aged 18 years or more with psoriatic arthritis on Ustekinumab. A descriptive analysis was performed.The persistence of ustekinumab therapy was calculated with a Kaplan-Meier curve and was compared with the persistence of anti-TNF, according to line treatment. Log Rank test was used to establish a comparison. Adverse events occurring with ustekinumab are described according to year treatment.Results:One hundred and twelve patients were on ustekinumab. Most of them were on their second or third line treatment: 53.57% more than one biological therapy (BT), 19.64% second BT, 26.79% were naïve for BT. Most of them were on 45 mg dose: 88.24%. Median duration of disease at Ustekinumab initiation was 10.1 SD 7.2 years; 69.23% had peripheral arthritis; 45.24% had obesity and 39.29% were overweight; 40,6% were on prednisone and 59.82% on DMARD. The cause of discontinuation of treatment was mainly inefficacy (82.61%) and less common an adverse event (6.52%). The probability of persistence of treatment with ustekinumab was 0.83 (95% CI 0.63-0.92) at year 1, 0.79 (0.58-0.90) at year 2 and 0.79 (0.58-0.9) at year 3 when ustekinumab was prescribed as the first line treatment. The persistence decrease when ustekinumab was prescribe as a second and third treatment: being 0.53 (0.27-0.73) the first year, 0.46 (0.22-0.67) the second year and 0.46 (0.22-0.67) as a second line treatment and 0.58 (0.44-0.70) the first year, 0.33 (0.17-0.50) the second year and 0.33 (0.17-0.50) the third year as a third line treatment.The persistence was similar to anti-TNF treatment, according to line treatment. Adverse events were mainly mild (97.83%) and occurred the first year of treatment. Most of the adverse events were classified as “infections and infestations” (36.96%).Conclusion:The persistence of ustekinumab was high, being 83% at the end of the first year on treatment and 79% the second and the third year of treatment. The persistence of ustekinumab was higher when if it was the first line treatment compared as if it was used as the second o third BT option. The persistence of Ustekinumab is similar to the persistence of anti-TNF treatments in all the analyzed treatment lines (no statistically differences were found). Adverse events occurred mainly during the first year treatment. They were mainly mild adverse events and the frequency decreased within the second and third year of treatment.References:[1]Treatment with ustekinumab in a Spanish cohort of patients with psoriasis and psoriatic arthritis in daily clinical practice.Almirall M, Rodriguez J, Mateo L, Carrascosa JM, Notario J, Gallardo F. Clin Rheumatol. 2017 Feb;36(2):439-443;[2]Minimal disease activity in patients with psoriatic arthritis treated with ustekinumab: results from a 24-week real-world study.Napolitano M, Costa L, Caso F, Megna M, Scarpa R, Balato N, Ayala F, Balato A. J Clin Rheumatol. 2018 Oct;24(7):381-384;[3]Minimal Disease Activity and Patient-Acceptable Symptom State in Psoriatic Arthritis: A Real-World Evidence Study With Ustekinumab.Queiro R, Brandy A, Rosado MC, Lorenzo A, Coto P, Carriles C, Alperi M, Ballina J. Actas Dermosifiliogr. 2018 Jun 28;[4]An analysis of Drug Survival, Effectiveness, and Safety in Moderate to Severe Psoriasis Treated With Ustekinumab: An Observational Study of 69 Patients in Routine Clinical Practice.Salgüero Fernández I, Gil MH, Sanz MS, Gullón GR;Disclosure of Interests:None declared

scholarly journals Formal education and nurses' attitudes towards alcohol and alcoholism in a Brazilian sample

2005 ◽  
Vol 123 (4) ◽  
pp. 175-180 ◽  
Author(s):  
Sandra Cristina Pillon ◽  
Ronaldo Ramos Laranjeira
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Formal Education ◽  
Practical Knowledge ◽  
Sao Paulo ◽  
São Paulo ◽  
Brazilian Sample ◽  
Postgraduate Studies ◽  
Quantitative Descriptive ◽  
Nursing Teachers

CONTEXT AND OBJECTIVE: Nurses are one of the largest groups of healthcare professionals sharing in patient care responsibilities, including caring for those who use and abuse psychoactive substances. The objective was to evaluate the theoretical-practical knowledge acquired by nurses in undergraduate and postgraduate studies and their perceptions about alcohol users. DESIGN AND SETTING: Quantitative, descriptive survey at Universidade Federal de São Paulo - Escola Paulista de Medicina and Hospital São Paulo. METHODS: The sample included nurses, students and nursing teachers. The survey included questions about sociodemographic characteristics; a nurses' attitudes and beliefs scale; and a questionnaire to identify formal nursing education on the use of alcohol and its consequences. RESULTS: 59.7% out of 319 volunteers were nurses, 22.7% were nursing teachers and 17.6% were nursing students. 70% of the participants had received little or no information on physical, family and social problems related to alcohol use; 87% had received little or no information on high risk related to specific segments of the population; 95% had received little or no information on nursing procedures for alcohol-abuse patients. CONCLUSION: Formal education regarding the use of alcohol and its consequences is limited, especially with regard to offering adequate care and management for patients who have problems with or are addicted to alcohol.

“The Sympathy of Experience With Life!” – Understanding Practical Knowledge From Heidegger to Gadamer and Back

2021 ◽  
Vol 66 (2 supplement) ◽  
pp. 165-179
Author(s):  
Alina Noveanu
Keyword(s):  
Human Body ◽  
Practical Knowledge ◽  
Theoretical Knowledge ◽  
Philosophical Hermeneutics ◽  
Phenomenological Hermeneutics

"For both Gadamer’s project of a philosophical hermeneutics as for Heidegger’s early understanding of facticity (Faktizität) as practical knowledge, the problem of application is central and is always linked to the specific conditions under which an individual decides to act within a community. Both also agree on the fact that the sciences of man do involve more than the epistemic subject, this is why the context i.e. the phenomenological concept of ‘world’ becomes part of the understanding process, one that cannot be ignored or transformed into an abstract matter. Understanding is therefore also in a specific way ‘historical’, as the application is dictated by momentary circumstances in life situations, which come before any use of theoretical knowledge and thus do not represent an appendix to theory. While Gadamer continuously insisted on the idea of a practical knowledge (Wissen) that surpasses the separations between theory and praxis, sophia and phronesis, Heidegger radicalized the idea of active thinking as an experience of language in connection to an essential ‘perception’ of Being itself, that goes beyond any subjectivity. The term by which he often characterizes this essential thinking (wesentliches Denken) is Vernehmen: a kind of receptive thinking. This conception of receptive thinking, as some conversations around the Zollikon Seminars and Le Thor/Zähringen will briefly show, lead Heidegger also to some interesting considerations on the human body. Keywords: practical knowledge, historicity, life, body, Vernehmen, phenomenological hermeneutics, world. "

scholarly journals Efficacy of auriculotherapy for the reduction of stress in nursing students: a randomized clinical trial

2012 ◽  
Vol 20 (4) ◽  
pp. 727-735 ◽  
Author(s):  
Juliana Miyuki do Prado ◽  
Leonice Fumiko Sato Kurebayashi ◽  
Maria Júlia Paes da Silva
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Sham Group ◽  
School Of Nursing ◽  
The Third ◽  
Stress Symptoms ◽  
Single Blind ◽  
Very High ◽  
Single Blind Trial

This study is a randomized single-blind trial, which aimed to evaluate the efficacy of true auriculotherapy and placebo auriculotherapy in reducing the stress levels of mid-level Nursing students of the School of Nursing of the Beneficência Portuguesa Hospital. Seventy-one students with average, high and very high scores, according to Vasconcellos' List of Stress Symptoms, were divided into three groups: Control (25), Auriculotherapy (24), and Placebo/Sham (22). They were evaluated at the baseline, 8th and 12th sessions and at the follow-up (15 days) and received Shen Men and Brainstem points (Auriculotherapy Group) and Wrist and Outer Ear points (Placebo/Sham Group). The analysis of variance (ANOVA) showed statistically significant differences between the Control/Auriculotherapy groups from the 8th session, which was maintained in the third and fourth evaluations (p=0.000) and between the Control/Placebo groups (p<0.05) at the three evaluations. It was concluded that the true auriculotherapy obtained better responses (45.39%) than the placebo (34.18%) in the reduction of the stress, but further studies are recommended for the re-evaluation of the sham points for stress. ClinicalTrials.gov Identifier: NCT01420848.

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