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The effect of an unfolding case study on critical thinking, knowledge acquisition, and handoff communication in baccalaureate nursing students
Miscommunication during handoffs at time of transition for the older adult patient often results in hospital readmissions, penalties and nursing malpractice. Handoff communication (HOC) is a necessary and critical factor ...
Effects of simulated clinical experiences on empathy, self-confidence, and satisfaction in nursing students
Empathetic communication enhances the nurse-patient relationship and improves patient outcomes and needs to be taught and evaluated during simulated clinical experiences. Experience in healthcare education has shown ...
Teacher perspectives and the psychosocial climate of the classroom in a traditional BSN program
An outstanding educator can be defined as one who "helps their students learn in ways that make a sustained, substantial, and positive influence on how those students think, act, and feel" (Bain, 2004, p. 5). The goal of teaching is to use all aspects of the teaching-learning exchange in a way to maximize the opportunity for learning. The role an educator plays in this teaching-learning exchange is critical in developing an exchange that is conducive to learning. The educator sets the stage for creating a learning environment that encourages learning. Developing and implementing a positive psychosocial environment should be one of the main responsibilities of educators. Knowles (1980, p. 47) states "the behavior of the teacher probably influences the character of the learning climate more than any other single factor." As educators influence the climate, learning is enhanced or hindered. To accomplish this, educators need to understand what an effective educator is, what their own teaching perspectives are and how that in turn influences the classroom and finally they need to understand andragogy and adult learning.
Data were collected from nurse educators and nursing students in a traditional BSN program. The relationship between faculty teaching perspectives and students' perceptions of the learning environment was examined. Educators' perspectives were measured using the Instructional Perspective Inventory (IPI), and students' perceptions were measured using the Adult Classroom Environment Scale (ACES). Analyses revealed that educators who were high in Teacher Responsiveness (Teacher Empathy for Students, Teacher Trust in Students, and Accommodating Learner Uniqueness) had students who reported greater: Teacher Support, Task Orientation, Organization and Clarity, and Involvement. Implications of these findings indicate when educators are more responsive to the needs of their students, the students feel more supported, more involved and more satisfied with the class. Students also perceive the educator to be more organized and clear in teaching, and able to stay on task and focused....
How do faculty foster the development of nursing student empathy in the clinical learning environment?
Purpose. The purpose of this qualitative case study was to explore how faculty foster the development of nursing student empathy in the clinical learning environment. While much of nursing education focuses on building ...
The lived experience of becoming a professional nurse for associate degree nursing graduates: A phenomenological study
This qualitative study used a hermeneutic phenomenological design to investigate the lived experience of becoming a professional nurse for associate degree nursing graduates. The study looked specifically at the process ...
The lived experience of observant Jewish nursing students: A phenomenological study
Background: With expanding cultural diversity in the United States (U.S. Department of Health and Human Services, 2009), it is essential to increase the diversity of the nursing profession to match the patients who are being cared for in our healthcare system (IOM, 2003; Sullivan Commission, 2004). Despite improvements to the demographic composition of the nursing workforce in recent decades, the nursing workforce has remained predominantly homogeneous and to meet the current and future health needs of the public while providing culturally relevant care, the nursing workforce needs to increase its diversity (IOM, 2010). This demographic shift creates a social imperative that requires healthcare agencies to attract and retain nurses from diverse cultural groups.
Objective: The purpose of this research was to understand the lived experience of observant Jewish nursing students (OJNS). Lessons learned from this research may be translatable to other racial, ethnic and religious minority groups. This study relied on phenomenological inquiry to illustrate the experience of observant Jewish female nursing students in the Northeastern region of the United States, all of whom self-identified as observant Jews. The criteria of being an observant Jew was observance of the Sabbath and holidays, adherence to the dietary laws of kashrut and observance of the principles of modesty (skirts that cover the knees and shirts or loose fitting blouses that cover the elbows and the neck).
Method: This study used descriptive phenomenological research methods. A convenient purposive sampling of junior and senior baccalaureate students in the Northeastern region of the United States and consisted of eight female nursing students who had all self-identified as observant Jews. In depth face-to-face interviews using semi-structured interview questions was conducted and audio recorded. The interviews were transcribed verbatim. NVIVO software wassed for data management and analysis. The analytic approach of Husserl (1913/1962) and Fu (2008) descriptive phenomenological methods were employed to synthesize data, in order to focus on the lived experience of all the participants.
Results: This study illuminated the lived experience of these OJNS. Seven themes synthesized from the data were: 1) Nursing and Mitzvot (commandment or charitable act) the ultimate chesed (acts of loving kindness); 2) External differences reflecting inner values; 3) Concealing or revealing: obligations responding to cultural curiosity; 4) Cultural immersion and the awareness of the other; 5) Blurred lines: accepted social norms and expected social graces; 6) Supportive nurturance and the teachers’ role; 7) Wanting to make a good impression Kiddush Hashem (sanctifying G-d’s name). Findings from this study illustrate the interaction between students’ motivation to become a nurse experience, academic experience and faith-based and cultural values. Modest dress as an external difference that reflected inner differences and values, appreciation of inner strength and their devotion to personal/academic growth emerged.
Conclusion: Understanding the experience of OJNS is important due to increasing nursing workforce diversity, validating cultural awareness and sensitivity and transcultural nursing. These findings may be used to influence educational program development for Orthodox Jewish nursing students and other religious minority groups. Findings from this study might inform curricula design and interventions pertinent to developing greater awareness, sensitivity, and understanding of religious and culturally diverse nursing students in order to maximize the recruitment and retention of diverse ethnic minorities in nursing education....
The lived experience in the clinical setting of nursing students with disabilities
With the implementation of the 504 Rehabilitation Act, the American with Disabilities Act of 1990 (ADA), and the ADA Amendments Act of 2008 (ADAAA), more students with disabilities are being admitted into universities and ...
Comparing the effects of two debriefing frameworks; Promoting excellence and reflective learning in simulation (PEARLS) framework and structured and supported debriefing model (GAS) framework
Essential learning occurs during the debriefing phase of simulation-based learning experiences. Despite this knowledge, evidence regarding the most effective debriefing method is insufficient. The primary purpose of this ...
The relationship between nursing students' test-taking motivation and the exit examination score
A primary objective of nursing students and nursing programs includes first-time success on the NCLEX-RN®. As the nursing shortage continues, it is essential to have qualified nursing graduates pass the NCLEX-RN ®. ...
Effectiveness of a simulated hospital day with undergraduate student nurses: A comparative descriptive design
Currently, outside forces create blocks that affect the quality and quantity of clinical experiences for pre-licensure nursing students. These limitations create an environment in which entry-level nursing students enter ...