The implementation of Narrative Pedagogy into nursing education in Japan

The conventional approach to nursing education has been dominant in the teaching and learning environment in Japan. Some teachers are now seeking alternative approaches that can offer new ways of practice for reforming nursing education. Narrative Pedagogy can be used to guide the reconstruction of nursing education in Japan. The author reviews contemporary approaches to nursing education in Japan and discusses the strategies for implementing Narrative Pedagogy into the nursing education environment.     

大专护理教育中的社区护理实践

目的 探索大专社区护理实践教学。方法 我院在原有课程设置的基础上增设了《社区护理》，其中理论24学时，实习30学时。结果 通过理论和实践的培养，提高了护生开展社区护理的兴趣，增强了护生从事社区服务的能力。结论 大专社区护理教育应积极开展实践教学。     

Critical thinking as an outcome of nursing education. What is it? Why is it important to nursing practice?

Critical thinking is currently a highly valued educational outcome throughout the educational spectrum, but particularly so in relation to higher and professional education. International concerns have focused upon citizen's thinking abilities and thus the nations' abilities to function and compete in complex societies and economies. Educationalists are questioning the wisdom of teaching content as opposed to teaching how to think as a means of dealing with relentless information development and change. Nursing education is also embracing the construct critical thinking as a desirable educational outcome. Some commentators refer to the importance of critical thinking in nursing practice as a central component or in some cases a given. This paper intends to examine the background to the construct and address in detail some of the important questions surrounding critical thinking, and its association with competent nursing practice.     

An evaluation of an Australian bachelor of nursing program for Japanese nurses: perceptions of Japanese nurses’ learning experience

The School of Nursing, Griffith University, Australia and the Japanese Research Institute-Nissoken of Japan jointly conduct a post-registration, Bachelor of Nursing degree for Japanese nurses. The program enables Japanese nurses to upgrade their initial diploma qualifications. Distance education allows the students to study from their home and in Japanese. The program has been previously evaluated using quantitative methods. However, this did not appear to fully portray concerns raised by students. Therefore, an illuminative evaluation was undertaken to expose the Japanese students’ perceptions of their learning experiences. The student’s perceptions were sought using focus group discussions. Content analysis revealed the way in which Japanese students are strongly affected by cultural values, traditional professional practices and previous educational experiences. The study reveals, that while the program provides Japanese nurses with an opportunity to extend their existing learning paradigm and professional boundaries, this requires reconciliation with their previous educational and cultural experiences and acknowledgement of the occurrence of hindrances to their learning. The outcomes of the study offer timely recommendations for international curriculum, nurse education, program providers offering programs in different countries to be mindful of the combination of student’s prior learning experiences and social and cultural sensitivities.     

An evaluation of the baccalaureate-nursing program within the (MOPH), Thailand

This research study was designed to evaluate the baccalaureate-nursing curricula undertaken in the nursing colleges under the jurisdiction of the Ministry of Public Health (MOPH), Thailand. A stakeholder approach was used to incorporate mixed methods of data collection and models of evaluation within the research framework. Both qualitative and quantitative approaches were used. Newly registered nurses and their colleagues were generally positive about the course outcomes. However, qualitative data demonstrate a need to focus more on the development of abilities related to life-long learning and critical thinking. The findings suggest challenges in achieving program outcomes attributed to the feasibility of implementation strategies. Concepts in the curriculum plan are not fully translated into practice. A number of factors have a major impact on the actual program implementation or course organisation and teaching/learning processes. There is evidence of competing or conflicting ideologies about nursing practice and education. Findings suggest that the preferable educational models for contemporary and future nursing education are process rather than content-based. It is challenging to develop ways of accommodating the more desirable professional nursing and educational approaches within the context of Thailand and MOPH nursing education policies where resources are limited and the maintenance of Thai culture is of paramount importance.     

Flexible education for new nursing roles: reflections on two approaches

Using reflection within a metacognitive model this paper aims to explore and discuss two recently developed approaches to flexible education. The increasing number of new nursing roles coupled with a dramatically changing health care environment determines the need for educational approaches that recognise and value learning in daily practice. By presenting a lecturer’s and a student’s reflections of two such approaches (accredited work-based learning at level 2/3 and the MA Advanced Practice) within one paper we have sought to capture the essence of learning that occurs at the interface between patient care and nurse education at three different academic levels and from two different perspectives. From the lecturer’s perspective, the pivotal role that work-based learning approaches can play in the ongoing development of health care is identified. The importance of collaboration in developing and delivering accredited work-based learning is recognised and the value of reflection in and on practice when facilitating the learning of work-based students has been demonstrated. The lecturer’s development of a facilitative teaching style is argued to be as important as the student’s development of reflective skills in order that education and practice can grow together. From the students perspective, completing the MA Advanced Practice fostered integration between theory and practice, alongside the opportunity for cross-fertilisation of ideas between two traditionally different practitioners of nursing and medicine. This exposed several benefits within clinical practice for the client group that the practice project was aimed at and the development of a more holistic understanding of the clinical experience as it related to individual learning, self-reflection and self-awareness.     

Issues surrounding educational preparation for intensive care nursing in the 21st century.

Major changes in intensive care provision, nursing and nurse education over the last ten years mean that it is a crucial time to take a look at the effectiveness of the post-registration intensive care nursing course [ENB 100]. This article examines whether nurse education is able to meet the current and future challenges. A call for more research regarding the effects of nurse education courses on participants' clinical practice is advocated. Key factors examined include teaching and learning strategies, the identification of common threshold core and specific competencies, and the assessment of practice. Post-registration assessment of practice within the writers' own educational institution is evaluated. Valid and reliable assessment which differentiates between the level of skills attainment of students and identifies the stage of development of the nurse (Benner 1984) is recommended. The question of who benefits from the current provision of ENB 100 courses is considered. It is argued that clinical and educational staff should work together to ensure nurses who undertake ENB 100 courses emerge 'fit for purpose' (DoH 1997a).     

日本护生临床实习方法的启示

目的通过对日本护生临床实习的学习感悟,探讨提高我国护生教育质量的方法。方法回顾性总结了在日本参与护生实习的半年研修体会,从实习计划安排、实习前教育、实习过程和实习后评价等方面介绍日本大分大学医学部附属医院的临床护理实习情况,结合我国目前情况进行对比分析。结果日本护生临床实习前教育到位,实习中注重综合实践能力的培养,实习后注重对护生和指导教员的双向评价。结论我国护生实习前可增加护患情景模拟演练的内容;选择适宜的病例进行护生和病人一对一的完整护理程序带教;带教中可尝试每日下午组织实习讨论会。     

The perceived need for Japanese nursing faculty members to learn English: issues related to career development

In Japan, nurses are increasingly expected to use English in various settings. English language proficiency is indispensable in almost all aspects of the clinical experience and for career development of Japanese nurses. This article introduces the idea of Japanese nurses learning the English language to enhance their career development and provides succinct survey results about the perceived need for learning English, based on responses from 145 nursing faculty members across Japan. Analyses showed that most faculty members considered English language proficiency important for nursing expertise and career development. Overall, the results indicated that Japanese nurses require continuing English language education. Further study of their need to learn English and ways to implement English education programs is required.     

Good nursing from the perspective of nurses

This qualitative study used an in-depth interview method to explore nurses' perspectives on good nursing practices. A balanced stratified sampling approach was employed to recruit 83 nurses from 18 hospitals that were relatively evenly distributed around Taiwan. Fifteen nurses educated to the masters' level and well trained in the in-depth interview approach collected research data from January through May 2002. Interviews were audiotaped and transcribed in verbatim narratives. Content analysis was used to identify good nursing practices common across narratives. Four good nursing practice categories emerged inductively. These included (1) good decision making and execution, (2) dexterous professional skills, (3) good patient-nurse relationships, and (4) a mature self. Findings present quality nursing care as a relationship that combines professionalism and humanism. In order to provide better care, a nurse must incorporate knowledge from empirical research into his or her practice and internalize his or her value as a nurse. A discussion of the process of self-maturation acquisition and reflective learning offers new insights to guide the construction of nursing education curricula and activities for clinical nursing practice. Further research in good nursing is suggested.     

Measuring the impact of an interprofessional multimedia learning resource on Japanese nurses and nursing students using the Theory of Planned Behavior Medication Safety Questionnaire

Interprofessional communication and teamwork are essential for medication safety; however, limited educational opportunities for health professionals and students to develop these skills exist in Japan. This study evaluated the impact of an interprofessional multimedia learning resource on registered nurses' and nursing students' intention to practice in a manner promoting medication safety. Using a quasi‐experimental design, Japanese registered nurses and nursing students (n = 203) were allocated to an experimental (n = 109) or control group (n = 94). Behavioral intentions of medication safety and the predictor variables of attitudes, perceived behavioral control, and subjective norms were measured using a Japanese version of the Theory of Planned Behavior Medication Safety Questionnaire. Registered nurses in the experimental group demonstrated a greater intention to collaborate and practice in a manner that enhanced medication safety, evidenced by higher scores than the control group on all predictor variables. The results demonstrate the potential for interprofessional multimedia learning resources to positively impact the behaviors of Japanese registered nurses in relation to safe medication practices. Further research in other contexts and with other cohorts is warranted.     

Developing nursing practice through work-based learning

Developing nursing practice in any area demands skills, knowledge, support and a long term commitment to the achievement of best practice. It is easy to become overwhelmed by the competing demands for client care and service delivery. It is not always easy to see how good ideas, clinical concerns and professionally led objectives, can be realised in practice. Ongoing professional development activities, including formal educational programmes can contribute to individual staff members’ ability to take on practice development projects. Too often however, educational programmes are seen as making little real difference to clinical practice. Work-based learning, a relatively new approach in higher education in the United Kingdom, presents opportunities for Universities and healthcare providers to work in partnership to realise the shared aims of developing nursing practice. Specific examples, drawn from the personal experiences of one of the authors, will examine the contribution of a work-based learning approach to integrating learning and developing practice in the field of cancer care. The work-based learning approach can bring about tangible benefits for patients, practitioners and organisations, but only if the organisational and contextual factors which impact on practice and its development are properly considered and managed through effective partnerships.     

Shaping modern nursing development in China before 1949

Nursing becoming a respectable, decent profession for educated Chinese women was a challenging undertaking. The early advancement of nursing in China was a collective effort of the missionary medicine, the private foundations, and the endurance, dedication and hardworking of the Chinese as well as foreign nurses. Western missionary introduced modern nursing in China and laid the preliminary foundation for its development, while the upgrading of nursing education from training to higher learning was a contribution by the School of Nursing Peking Union Medical College (PUMC), envisioned and supported by the China Medical Board. Its state-of-the-art and visionary education model, the high standard and the initiatives in public health nursing, and the heroic and patriotic military nursing created by the PUMC's outstanding graduates produced a cohort of leaders in nursing education and profession in China before 1949. All these efforts acting together shaped the modern nursing in China, leaving a great heritage to nursing education and practice to New China.     

Introduction to health care education: A course for new associate of science in nursing faculty

Adult learners entering nursing schools come from diverse backgrounds and have various characteristics and motivations for learning. To produce competent clinicians at the end of the program of study, nursing faculty must approach the learning process equipped with teaching strategies that are based on adult learning principles and educational theory. One method of assisting new faculty with acquiring this set of knowledge, skills, and abilities is to provide an orientation course that includes this content with opportunities to practice new learning with colleagues and the course facilitator.     

The implementation of problem–based learning: changing pedagogy in nurse education

Problem-based learning (PBL) employs approaches to teaching and learning in nurse education that develop meaningful links between theory and practice The adoption of such approaches, however, may require changes in pedagogical beliefs and practices which reflect a student-centred approach to teaching and learning This paper focuses on a group of volunteer nurse educators ( n = 14) who attended a 7-month professional development programme centred on introducing pedagogical changes when adopting PBL From this group, three nurse educators participated in an in-depth study which aimed to examine the processes of conceptual change associated with adopting PBL as part of alternative teaching strategies These three participants held common concerns about the changes required to their current teaching practices when moving to a new pedagogical approach On completion of the programme, varying degrees of change in existing instructional practices were evident This change was found to result from engaging educators in reflection about practice, providing opportunities to implement the new approaches on a trial basis, and providing feedback and support throughout the change process     

谈护理教育转型期师资队伍建设

做好护理专科教育向本科教育转变时期师资队伍建设,首先要明确护理本科教育对师资的要求,找出差距,采取多种形式和以多种渠道提高护理专业教师的教学能力、科研能力,丰富临床经验,加强外语水平和人文综合素质,提高护理专业教师学历层次,使其尽早适应护理本科教育的要求。     

A preliminary framework to guide implementation of The Flipped Classroom Method in nursing education

Healthcare environments have increased in complexity over the last 30 years. However, educational methods to prepare nurses have remained virtually unchanged. To prepare nurses to practice in today's complex practice environment, there are calls for change and transformation in how nursing education is implemented. This transformation requires nurse educators to shift their epistemic beliefs about teaching and learning by considering theories that promote effective learning. An innovative method being used in nursing education is the Flipped Classroom Method (FCM). The FCM is a teaching strategy that encourages critical thinking and application of knowledge obtained outside of the classroom to real-world situations and problems within the classroom. This paper presents a preliminary framework synthesized from multiple theories including andragogy, constructivism, self-efficacy, and diffusion of innovations. The purpose of this preliminary framework is to support the nurse educator's reflections about the learner, their abilities to implement the FCM and to synthesize theoretical constructs to implement the FCM.