A conceptual approach to the identification of essential ethics content for the undergraduate nursing curriculum

While the importance of ethics content in the nursing curriculum is recognized, few guidelines exist to aid faculty in decisions regarding 'essential' content. Comparison of documents from the Hastings Center Institute of Society, Ethics and the Life Sciences, and the American Association of Colleges of Nursing suggests that outcomes for the undergraduate nursing curriculum reflect the goals of both undergraduate and professional ethics education as identified by the Hastings Center study. Faculty are faced with the challenge of adequately addressing ethics in an already filled undergraduate curriculum. The conceptual integration of traditional clinical ethics with professional socialization and issues of professionalism provides a workable approach for identifying and integrating the necessary ethics content. Within this integrated approach the author identifies seven areas essential to the undergraduate curriculum: the moral ideals of the nursing profession, clarification of personal and professional values, moral issues/dilemmas common to nursing practice, recognizing ethical issues, basic ethical theory and principles, practice in analysis and debate, and the moral nature of a profession.     

Developing an innovative undergraduate curriculum--responding to the 2002 National Review of Nursing Education in Australia

The Australian government responded to the recent global critical shortage of registered nurses by initiating a national review into nursing education. The 36 recommendatons of the review report published in 2002 supported one or more of three strategies: building a sustainable workforce throuh partnership; maximising health outcomes through quaality education; and capacity building. The review drew extensively on the international research literature, invited submissions, previous reviews and commissioned research. This paper articulates the key features of a new innovative undergraduate nursing curriculum that incorporates several of the recommendations of the national review, specifically a new approach in delivery of the clinical component of the curriculum. The curriculum model emerged from a strategically planned partnership between a university and heath care providers committed to improving graduate outcomes and transition into professional practice. The curriculum was implemented in 2004 in a Faculty of Health Sciences that had not previously offered nursing programs. It is anticipated that the newly implemented undergraduate nursing program, modelled on a clinical schools partnership approach, will graduate registered nurses able to face the challenges of a rapidly changing health sector. The objective of this paper is to describe the key features of the program and share new insights that might challenge traditional curriculum approaches in undergraduate nursing.     

Standards of holistic nursing practice as guidelines for quality undergraduate nursing curricula

The accreditation criteria of the Commission for Collegiate Nursing Education (CCNE) direct faculty to select nationally developed standards for professional practice to guide curricula and to articulate curriculum outcomes. Recently, the CCNE proposed that all undergraduate programs should adopt the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education as one set of national standards for undergraduate and prelicensure programs. Standards of Holistic Nursing Practice, developed by the American Holistic Nurses' Association, is an additional set of standards that assists in defining quality for undergraduate nursing education. Standards of Holistic Nursing shares major concepts with Essentials; however, it accentuates the concepts of nurse self-care, articulated nursing theory as a foundation for practice, managing the care environment to promote healing, and care of the environment as essential to professional practice. These standards do not change the care being provided by professional nurses adhering to nursing theory and current evidence, but they do raise awareness and change emphasis of practice to reflect a holistic perspective. Used together, Standards and Essentials provide complementary guidelines for curricula-preparing professional nurses to care for client and self.     

护理本科生职业价值观、应对方式与临床实践行为的相关性研究

目的:通过对某医学院校护理本科生实习第一个月的职业价值观、应对方式、临床实践行为的调查,了解其现状,分析人口统计学变量对临床实践行为的影响,明确三者之间的关系。方法:采取整群抽样的方法,对在该校附属第一医院实习的75名2006级护理本科生进行职业价值观、应对方式、临床实践行为的问卷调查。结果:①护理本科生职业价值观得分为(3.46±0.58)分;积极应对方式得分为(2.19±0.50)分,消极应对方式得分为(1.59±0.88)分;临床实践行为得分为(2.93±0.77)分。②职业价值观、积极应对方式、入学第一志愿是否是护理专业、是否热爱护理专业为临床实践行为的影响因素(P<0.05)。③临床实践行为与职业价值观、积极应对方式呈正相关(r=0.35,P<0.01),与消极应对方式呈负相关。结论:职业价值观影响应对方式,应对方式与临床实践行为密切相关。     

Clinical Coaching – An innovative role to improve marginal nursing students' clinical practice

In order for undergraduate nursing students to demonstrate their ability to achieve the required level of competency with practice they must be able to integrate both the clinical skills and knowledge that are pivotal to safe and competent nursing practice. In response to ongoing concerns about students' level of competency expressed by the supervising clinical staff, one School of Nursing and Midwifery created a Clinical Coach (CC) role. The purpose of this paper is to present the data collected including outcomes achieved and the coaching strategies used when a CC role was implemented to support and develop nursing practice for the marginal performer or ‘at risk’ student. A literature review of the application of coaching to nursing, a detailed analysis and discussion of the outcomes identified from auditing of collected data and the specific coaching strategies that resulted in successful outcomes for students is presented. This model of Clinical Coaching for nursing students could readily be adopted by other Schools of Nursing and Midwifery. This account of the regime of coaching practices may also offer a transferable, adaptable and flexible approach for other health professions who require their undergraduate students to complete clinical placements in preparation for professional practice.     

Opening our hearts and minds: the meaning of international clinical nursing electives in the personal and professional lives of nurses

Although international opportunities are the hallmark of nursing education at a large private university, the meaning of participating in such clinical nursing electives has not been described. The purpose of this phenomenological study of nurses was to examine the personal and professional meaning of participating in international clinical nursing electives during their undergraduate nursing studies. Audiotaped interviews were conducted with 20 former nursing students who had had this opportunity. "Opening our hearts and minds" was described by the study's participants, with the following themes: increasing understanding of other cultures and peoples, increasing understanding of global sociopolitical and health issues, increasing the commitment to make a difference, experiencing personal and professional growth, contributing to professional development in the host country, making interpersonal connexions, and developing cultural competence. This study makes an important contribution to the documentation of the meaning of participating in international nursing clinical experiences. Data are being used for long-term curricular planning in the development and refinement of future international clinical nursing electives and to provide outcomes data for professional accreditation. There are broader implications for the movement beyond individual cultural competence to increasing global consciousness and the improvement of global health care.     

Development of the professional competence and professional self-concept of undergraduate nursing students during the clinical practice period: A cross-lagged panel analysis

AimTo explore the relationship of the development of professional competence and professional self-concept of undergraduate nursing students during the clinical practice period.BackgroundClinical practice is one of the most important aspects of nursing education. Nursing students combine theoretical knowledge, psychomotor skills and emotions in a professional socialization process through clinical practice sessions.DesignA two-time point longitudinal design was performed. A cross-lagged model was employed to analyze the relationship between the development of professional competence and professional self-concept of undergraduate nursing students during their clinical practice period.MethodsA total of 210 undergraduate nursing students were included in this study. The questionnaire was distributed two months and six months after their clinical practice started. Professional Self Concept of Nurses Instrument and Professional Competence Scale for Undergraduate Nursing Students were the two main instruments.ResultsBoth the professional competence and professional self-concept of Undergraduate nursing students increase at the end of the sixth month compared with the end of the second month after their clinical practice started. The results of the cross-lagged analysis showed that the professional self-concept was partially responsible for the development of professional competence. The effect of professional competence on the development of professional self-concept, in contrast, was not found in this study.ConclusionsClinical nursing educators should pay greater attention to the development of the professional self-concept of undergraduate nursing students. More attention should be paid to creating a supportive clinical learning environment to facilitate the improvement of undergraduate nursing students’ professional self-concept and professional competence.     

International collaboration on genomics education for nurses

The International Society of Nurses in Genetics began in 1988 as a venue for nurses around the world to advance their knowledge and practice related to genomics. This article discusses how the organization has conducted an annual international nursing conference, promoted the incorporation of genomics topics into continuing education programs and professional nursing journals, assisted with the incorporation of genomics content into undergraduate and graduate nursing curricula, and defined genetics as a clinical nursing specialty. Genomics education is relevant to nursing practice in all specialty areas and significant to the future of health care.     

本科护生实习初期专业能力及其影响因素调查分析

目的:了解实习早期本科护生的专业能力现状及其影响因素。方法:采用问卷调查法,调查了在6所医院实习的194位本科护生。结果:本科护生实习初期专业能力在"部分做到"和"完全做到"之间;专业态度、是否在学校所在地实习及本科学制对其专业能力有影响。结论:本科护生实习初期专业能力处于中等水平,应该针对不同特征的本科护生进行有针对性的教学,以使其能够更好地适应临床实习过程。     

Professional resilience, practice longevity, and Parse's theory for baccalaureate education

New nurses seem unable to find a means of flourishing professionally in acute care practice and, consequently, exit far earlier than expected. Worldviews of baccalaureate students have changed from previous generations; yet, the approaches to nursing education remain essentially the same. Just as clinical settings benefit from nursing theory as the basis for nursing practice and scientific inquiry, the science of nursing education would benefit from nursing theory as a basis for guiding educational practice. Parse's human science theory, the Human Becoming School of Thought, is a fitting theoretical framework for a model of teaching-learning for undergraduate baccalaureate nursing education. In addition, as a theory of dynamic relational synchrony, Parse's work provides an appropriate framework with which to promote professional resilience and career longevity by purposefully engaging students within student-faculty dyads to explore personal meanings and philosophies of caring, and to create strong professional identities.     

护理本科生英语教学行动研究实施与评价

目的:探索能够提高护理本科生英语学习效果的教学方法.方法:参与性行动研究,采用访谈法和问卷调查法进行教学效果评价.结果:护理本科生英语教学可分为单词积累、CBI教学法(护理英语查房)和即兴辩论三个阶段.结论:教学行动研究促使学生将英语学习与专业紧密结合,提高学生在专业活动中应用英语的能力;增强了学生团队合作能力,有利于...     

Portfolio learning/assessment in nursing and midwifery: an innovation in progress

This paper describes portfolio projects currently underway within three South Australian settings: an undergraduate general nursing curriculum, a postgraduate perioperative nursing course, and a major general hospital and health service. The projects share a common interest in achieving an organised, useful means for registered nurses and midwives to demonstrate their competence in accord with contemporary professional standards. Their beginnings in international research and experience is described, and the progress of each project tracked to date. Others wishing to develop similar innovations can follow this decision trail and the advice offered. Outcomes to date indicate portfolios hold promise for advancing professional nursing and midwifery practice. Research currently underway on the topic is highlighted.     

在本科实习护生中开展护理情感教育的实践

目的探讨本科实习护生护理情感教育的实践方法。方法在2003级本科护生进临床实习前,对临床带教老师进行培训,采用护士职业态度量表对临床实习结束后2002级和2003级护生进行问卷调查。结果临床实习结束后,试验组（2003级）的职业态度比对照组（2002级）趋于积极,差异具有统计学意义（t=-2．077,P〈0．05）。结论实习护生对护理工作的情感是可以培养的。临床实习阶段是培养护理本科生职业态度的重要阶段,充分发挥临床带教老师对护生护理情感培养的作用,能促进护生对护理工作的积极情感。     

基于职业发展的护理硕士专业学位研究生学习成果的质性研究

目的探讨护理硕士专业学位(master of nursing specialist,MNS)研究生的学习成果对其毕业后职业发展影响。方法2016年1-6月,采用方便抽样、滚雪球抽样法,从上海市3所高校中选择8名MNS研究生、6名导师作为访谈对象,采用现象学研究方法对其进行半结构式访谈,现场录音,借助N-VIVO 11.0软件,对资料进行分析,提炼主题。结果 MNS研究生的学习成果可归纳为5个主题,即专业价值感和职业规划能力的提升;专科实践能力的提高;自主学习能力的增强;系统性思维能力的形成;临床研究能力的强化。结论 MNS教育能够激发学生的职业发展潜力,但也提示护理教育者和管理者应加强对本科生临床实践能力的培养,考虑构建与专科护士培训融合的培养方案,并尽快规范专科护士岗位管理。     

建立学生导师制提高护理本科生临床实习质量

目的评价在本科护生临床实习中建立学生导师制提高护理本科生的临床实习质量。方法选取临床实习的护理本科生,选择讲师以上的专业临床护理教师作为导师,将循证护理引入实习教学,导师负责本科生的课题研究,采用新式“全程考试”模式,加强临床实习的管理。结果此方法激发了护理本科学生的学习兴趣和求知欲,提高了科研能力和综合素质,有利于临床工作能力的培养。结论在护理本科生实习中实行导师制可以普遍提高护理本科生的临床护理质量。     

临床学习环境对护理本科生专业能力发展的影响

目的 探讨临床学习环境对护理本科生实习1个月末至6个月末专业能力发展的影响.方法 采用问卷调查法,分别在护理本科生进入临床实习后1个月末和6个月末,发放护理本科生专业能力问卷,6个月末同时发放护理本科生临床学习环境评价问卷.结果 临床学习环境评价较好的护理本科生,在专业能力总分及运用护理程序、个体照顾、管理和评判性思维维度得分方面高于临床学习环境评价较差的护理本科生(P＜0.05).结论 临床学习环境对护理本科生专业能力发展有一定影响,临床学习环境评价越好,护理本科生越能够形成良好的专业能力.     

Professional nursing practice: impact on organizational and patient outcomes

OBJECTIVE: To test a causal model of the impact of (a) nursing unit context on professional nursing practice; (b) professional practice on selected organizational (nurses' work satisfaction, nursing turnover, average length of patient stay) and patient outcomes (patient satisfaction, rate of reported medication errors, and falls); and (c) nursing unit context on these same organizational and patient outcomes. SUMMARY BACKGROUND DATA: Professional nursing practice has been linked to positive outcomes for both nurses and patients. In contrast to other studies, this study focuses on professional nursing practice specifically at the nursing unit level, and uses a new analytic technique that permits examination of the simultaneous effects of professional nursing practice on both organizational and patient outcomes. METHODS: Data were collected from 1682 registered nurses, and 1326 patients on 124 general medical-surgical nursing units in 64 general short-term acute care hospitals in the southeast. Multilevel structural equation modeling was used to analyze the data. RESULTS: We found that professional nursing practice had consistent effects across model levels on nursing satisfaction, but very limited effects on other outcomes. Important differences in the hospital- and nursing unit level models support continued use of multilevel modeling techniques in the study of organizational and patient outcomes.     

护理本科生不同实习阶段临床能力需求调查

目的:了解护理本科生不同实习阶段对临床能力的需求情况,为不同实习阶段临床科室对护理本科生临床能力培养提出建设性意见。方法:采取方便抽样的方法,选取哈尔滨医科大学护理系2005级本科生100名在其临床实习初期、中期和末期进行临床能力需求的问卷调查。结果:在不同实习阶段,护理本科生对各临床能力需求的百分比在81.43%～100.00%之间。不同实习阶段临床能力需求比较,护理本科生对临床处置能力、护理沟通能力、临床科研能力和职业心理素质的需求存在差异(P0.05)。结论:各科室应适当地参照不同实习阶段护理本科生的心理状态和学习需求状况进行相关能力的锻炼和培养,对护理本科生的临床教学做好系统地规划与定位。     

本科护生实习初期和中期专业能力发展的调查研究

目的调查本科护生实习初期和中期专业能力的发展现状。方法采用自行设计的本科护生专业能力问卷,分别在本科护生进入临床实习后1个月末和6个月末对183名本科护生进行调查。结果本科护生实习6个月末的专业能力较1个月末有所提高(P<0.01),但专业能力的不同维度之间发展不平衡。结论临床护理教育者应关注本科护生运用护理程序、健康教育和个体照顾能力的培养。