Surgical patient education: Turkish nursing students experiences

Patient education has been widely used by medical schools and schools of nursing as a method for evaluating clinical performance. Training of patients provides a viable method for teaching and evaluating nurse practitioner students as they progress through their educational programs toward clinical competency. Evaluation of patient education experience provided objective and valid information regarding the students' delivery of didactic information and ability to apply knowledge in the clinical setting. The purpose of this article is to describe the preparation of materials for preoperative patient education and to evaluate patient education carried out by second-year students of the University Of Ege School Of Nursing. In this study, students, patients and lecturers evaluated patient education carried out by the nursing students. Criteria including relationships between people (listening, talking and communication ability), and behavior before education (prepare topic content, develop appropriate material for the topic, communicate which topic will be explained, etc.) and during education (attract listeners' attention to the topic, give information about the target, present the content and material of the subject well, etc.) were appraised. According to the results of evaluation, the education carried out by the students achieved the highest score from patients; the students gave the second-highest score. The lecturers gave scores that were lower than those of students and patients. At the end of this study, it has been found that patients were pleased with the education prepared according to their individual requirements and the students were pleased with giving education with the material they have prepared employing their own creativity.     

肝胆专科医院护生不同实习阶段压力源的分析与对策

目的:探索肝胆专科医院护生在不同实习阶段压力、压力源及对策。方法:采用自行设计的压力源量表,对2011年5月至2012年3月在我院实习的68名护生进行问卷调查。结果:肝胆专科医院护生实习早期排在首位的压力源为时间分配及工作量,实习中、后期则为病人护理;护生的压力在三个阶段均处于中度水平。结论:在实习早期,通过向护生传授时间管理方法,使带教计划透明化,缓解护生在时间及工作量分配方面压力;实习中、后期则可通过开展人文和心理教育、"一对一导师制"带教,缓解护生在病人护理方面压力。     

Incivility in nursing practice education in the operating room

BackgroundIncivility toward nursing students has been identified as a contributor to negative experiences in clinical education and may cause a weakened learning environment, anxiety, depression and workplace violence. However, few data with regard to uncivilized behavior toward nursing students in the operating room are available. The operation room is a special place where the tempo is fast and the risk is high. Nursing students may have to face pressure from different people, such as anesthesiologists, surgeons, clinical instructors, and staff nurses.ObjectivesTo explore uncivilized behavior toward nursing students in the operating room and to discuss the source of uncivilized behavior and the attitude of clinical instructors when it occurs.MethodA total of 215 nursing students in the operating room of the Second XiangYa Hospital from January to December 2018 were investigated. The uncivilized behavior in clinical nursing education tool and self-designed questionnaire were used.ResultsThe incivility mean score was (4.6 ± 6.7). In all, 122 (56.7%) participants had experienced various degrees of uncivilized behavior in the operating room. There were significant differences in incivility toward students according to degree of education and age. The most frequent uncivilized behavior toward students was raising of the voice when speaking to students (41.9%), followed by inappropriate tone (36.7%), being embarrassed in front of others (36.3%), and snide remarks (34.4%). Surgeons (59%) were considered as the most important source of uncivil behaviors, followed by staff nurses (46.7%). When students experienced uncivilized behavior, 61.5% clinical instructors defended and comforted them, 23% comforted them privately, 13.1% ignored them, and 2.5% even criticized them together with the uncivil behavior actor.ConclusionNursing managers and instructors should pay more attention to the incivility toward students and take actions to foster a healthy, civilized and respectful work environment in the operating room for students.     

Incivility in nursing education: A review of the literature

This literature review defines incivility in nursing, describes different methodologies used to study incivility in nursing, synthesizes perceptions of uncivil behaviors in nursing students and faculty, and discusses gaps in the literature and needs for future research. Nurse educators' awareness of incivility in nursing education and the need for additional research will aid in curtailing the problem of incivility in nursing education.     

对护理实习生进行安全文化教育的方法及效果

目的探讨对护理实习生进行安全文化教育的方法及效果。方法在359名护理实习生临床实习岗前培训中加入28学时安全文化教育培训,在实习期间组织学生参加院内的安全分析及护理不良事件讨论会。比较培训后3个月与培训前学生的患者安全文化知识及护理不良事件认知情况;与上届学生对比临床实习前6个月发生患者安全及护理不良事件的情况。结果培训后3个月学生的患者安全文化知识及护理不良事件认知情况优于培训前(P<0.01);经过培训的学生临床实习前6个月患者安全及护理不良事件发生率低于上届未经过培训的学生(P<0.05)。结论院校和教学医院应积极对护理实习生进行安全文化教育,以提高学生对患者安全文化知识及护理不良事件认知,减少护理不良事件的发生。     

护理本科生临床教学实习体会

目前医学院校的培养计划主要是分两部分 :前部相对集中的理论教学 ,后面集中安排半年至一年的毕业实习。教学发现 ,学生的临床经验太少 ,严重影响后期的临床专业课的教学。而在美国 ,护理临床实习不是集中在最后一年 ,而是理论学习与临床实习呈阶段性交替进行的[1] 。我国临床教学主要有毕业实习、临床见习两种形式。为探讨一种临床教学形式 ,来弥补学生临床经验的不足 ,我校在四年制本科学生的培养计划中增加临床教学实习。在学完基础课程 ,并学完《护理学基础》、《内科护理学》后 ,其他临床课程学习前 ,进行了为期 6周的临床教学实习 ,以…     

Self-efficacy and concerns of nursing students regarding clinical experiences

BackgroundIt is important for nurses to provide safe, high-quality care for patients, and clinical experiences allow nursing students to integrate theory into practice. However, many students have anxiety about clinical rotations.ObjectivesThe concerns of nursing students about clinical experiences and factors relating to self-efficacy in a rural Bachelor of Science in Nursing (BSN) program were examined.DesignThis was a mixed-methods study, and students were surveyed prior to and at the end of their clinical experiences.SettingThe study location is a public liberal arts university in the rural, southeast United States.ParticipantsJunior level students (first and second semester) and senior level students (first and second semester) levels of BSN students participated in this project.ResultsQualitative themes were identified, including concerns regarding clinical competence, expectations of learning, aspects of patient/peer/instructor interactions, as well as learning strategies and preferences. The student's level of confidence regarding communication to patients and physicians, assessment of heart and lung sounds, interview skills, documentation, and discussion of nursing procedures increased significantly from pre to post-survey. Confidence levels in physical assessment skills rose significantly after the clinical experience (t′ = −6.3718 with 140 df, p < .001).ConclusionStrategies that nurse educators can use prior to, during, and after the clinical experience to address student concerns about clinical experiences include the use of caring, competent clinical instructors, orientation to clinical sites, laboratory and simulation days, self-reflection, peer-support, and debriefing.     

A collaborative approach to expand clinical experiences and cultural awareness among undergraduate nursing students.

Nurse educators are constantly seeking opportunities to expose undergraduate students to different cultures. This requirement is essential to prepare tomorrow's nursing professionals to practice culturally component care in diverse health care environments. This article describes a unique collaborative experience between the University of Pittsburgh School of Nursing and the Miami Children's Hospital that offers senior baccalaureate students the opportunity to complete one term of clinical experience in a culturally diverse health care facility.     

护理实习生的健康教育知识和能力的调查与对策

目的调查和分析实习护理学生（下称护生）的健康教育知识现状。方法采用自行设计的问卷对本院146名刚进入临床实习的护生进行问巷调查。结果大部分实习护生对健康教育理论知识和技巧知晓,能够正确认识其在护理工作中的重要性和必要性,但在临床实际运用中还有待通过更全面、系统的培训来强化和充实。在对影响实习护生健康教育的相关因素调查中,因为缺乏系统的健康教育知识和能力的培训以及带教老师健康教育能力欠缺和重视不够等原因,只有9．59％的护生曾独立地开展过健康教育。结论对护生健康教育能力的培养是一个长期的、系统的过程,建议通过多方面的培训来提高护生的健康教育水平。     

How nursing students explain their success and failure in clinical experiences

Student motivation is a faculty concern at all strata of the educational process. A major issue in motivation is the student's perception of the situation and explanation of the cause of success or failure. The education literature indicates little research on how student nurses actually perceive and explain their success and failure. This paper addresses success and failure issues by reviewing attribution theory and describing a study of attribution made by student nurses following completion of clinical nursing courses in one school. Explanations were obtained for success and failure both of nursing care provided and for mastery of theory. The data obtained reveal some interesting patterns and indicate the need for further research in this area.     

Promoting stigma self-awareness in nursing students through brief unconventional clinical experiences

Background: Literature reflects nursing student bias toward stigmatized groups. This article describes nursing students’ clinical experiences at a human immunodeficiency virus (HIV) community clinic, a state maximum-security carceral facility, and an HIV service-learning university campus project. Approach: Brief and unconventional experiences focused on linking cultural diversity concepts to stigma self-awareness in clinical settings and improving patient-centered care. The faculty implemented current recommendations to promote awareness of bias and stigmatizing behavior. Students’ experiences were first-person, participatory, and interactive. Students completed reflections and clinical evaluations focusing on thoughts, feelings, and awareness of bias, thereby bridging the gap of stigmatized populations and nursing practice. Conclusion: Associate degree nursing students participated in clinical learning environments with stigmatized populations. Students rated the clinical learning experiences as positive and meaningful in addressing stigma and bias. The brief clinical experiences align with the current National League for Nursing best practices to reduce stigma and promote bias awareness.     

Improving clinical experiences for nursing students in nursing homes: An integrative literature review

Well-organized clinical placements in older adult care settings will prepare nursing students to provide care for this growing population and may influence career choices. The purpose of this integrative review is to identify strategies that can be used to provide student nurses with effective clinical education experiences in residential aged care facilities offering skilled nursing (RACF-SNs). Twenty-three studies evaluating teaching and learning models and experiences were reviewed. Four themes were identified related to effective strategies for providing gerontological clinical education to students in residential aged care environments, principally nursing homes. These were: developing a partnership, comprehensive orientation, effective supervision for students, and supporting staff. Eight different models were described for enhancing clinical learning experiences in these environments. These models reflect the themes highlighted in the review. Relevance of the findings to a conceptual framework for evaluating gerontological clinical placements, the Senses Framework, is considered. Strong partnerships between schools of nursing and residential aged care environments can provide well-organized clinical education to undergraduate nursing students. To be sustainable, these partnerships must be developed in ways that do not require significant additional resources. A guideline for this process based on findings of the review has been developed.