Pathfinding for nursing science in the 21st century: where to from here?

In late 2002, the Office of Nursing Policy convened a "Think Tank" of Canadian nurse scientists and policy-makers to create an opportunity to articulate the major challenges in advancing the nursing science agenda in Canada, and also to discuss what action(s) might be taken to address these challenges. Together, participants identified a number of challenges as follows: * increasing the pool and critical mass of nurse scientists * maximizing career trajectory * aligning focus of research with sources of research funding * enhancing linkages between practice and science * building research programs evaluating scientific productivity, and recognizing individual scientists * capitalizing on nursing research opportunities and * investing in leadership and succession planning. Participants subsequently selected four of these challenges as priorities and identified key collaborative opportunities to address them. Given this promising start, it seems that nursing is positioning itself to make a significant contribution to health research.     

Assessing the critical thinking skills of faculty: What do the findings mean for nursing education?

The purpose of this study was twofold: to determine the critical thinking skills of nurse faculty and to examine the relationship between epistemological position and critical thinking. Most participants reported having no education on critical thinking. Data were collected using the California Critical Thinking Skills Test (CCTST) and the Learning Environment Preferences (LEP). Findings from the CCTST indicated that faculty varied considerably in their ability to think critically; LEP findings suggested that participants had not reached the intellectual level needed for critical thinking. In addition, 12 faculty participated in one-hour telephone interviews in which they described experiences in which students demonstrated critical thinking. Despite a lack of clarity on the definition of critical thinking, faculty described clinical examples where students engaged in analysis, inference, and evaluation. Based on these findings, it is recommended that faculty transfer their ability to engage students in critical thinking in the clinical setting to the classroom setting. Benchmarks can be established based on the ability of faculty to engage in critical thinking.     

Specialisation in nursing: are we ready for the year 2000?

The development of specialty nursing practice and nurse specialists in today's health care arena is a controversial yet growing force, fuelled by a complexity of factors from both within and external to the profession. By narrowing the focus on parts of the whole field of nursing, nurses have met the challenge of increasing technology, complexity of the health care system, and nursing care needs. Although the debate regarding nurse specialists continues to rage, the production of such nurses will push beyond the boundaries of the profession into the new millennium, in the interests of patient care.     

Getting it right? An exploration of issues relating to the biological sciences in nurse education and nursing practice

Concerns have been expressed that bioscience education is not meeting the needs of nursing students in the UK. This paper explores the situation further by comparing student perceptions with those of experienced practitioners (Part One of the study) and also evaluates the confidence of staff nurses in explaining the rationale for care applied to a common but specific disorder (influenza; Part Two). Questionnaires were used. Responses were elicited from DipHE Nursing (Project 2000) adult/child branch students (n=153) from two universities and from adult/child care staff from their local clinical placements (n=171 in Part One of study; n=266 in Part Two). The questions asked followed two themes: (1) confidence in understanding biological science and (2) issues of teaching and learning. Most questions utilized a rating scale from 1 to 10; this scale provides no central value and a vertical line was drawn to encourage respondents to identify which half of the scale their responses came under (basically, a negative or positive viewpoint). The significance of the data distribution either side of the midline was analysed statistically (simple sign test), as were any differences in distribution between the groups (chi-square test). Median values were also determined. The data do not provide support for views that the biosciences are being significantly diminished by modern curricula, but also show no evidence for a great improvement in the bioscience knowledge base in recent years. What was surprising was the lack of confidence expressed by staff nurses: one illuminating finding was the lack of confidence in articulating their knowledge to patients and, even less so, to other health professionals. The paper reiterates a need for a national teaching and learning strategy for pre- and postregistration education in the biosciences. In particular, a means to raise the level of understanding of staff nurses must be identified urgently so that the mentoring of students in these subjects is improved.     

Calling all nurses—Now is the time to take action on improving the quality of care in nursing homes

For a number of decades, nurses have raised concerns about nursing-related issues in nursing homes (NH) such as inadequate registered nurse (RN) staffing, insufficient RN and advanced practice registered nurse (APRN) gerontological expertise, and lack of RN leadership competencies. The NASEM Committee on the Quality of Care in Nursing Homes illuminated the long-standing issues and concerns affecting the quality of care in nursing homes and proposed seven goals and associated recommendations intended to achieve the Committee's vision: Nursing home residents receive care in a safe environment that honors their values and preferences, addresses goals of care, promotes equity, and assesses the benefits and risks of care and treatments. This paper outlines concrete and specific actions nurses and nursing organizations can take to ensure the recommendations are implemented     

Bonding theory–tying mothers in knots? A critical review of the application of a theory to nursing

• ? In recent times, nursing has witnessed a growing support for the notion of theory as being instrumental in enhancing nursing practice and ultimately patient care (Marriner, 1986). Whether generated from nursing practice, or ‘borrowed’ from other fields, the use of theory is viewed by some as the key to the ultimate recognition of nursing as a scientific, professional discipline in its own right (Stevens, 1984). Parallel to this view, there is a research perspective that questions the ultimate contribution of certain theories to health-care practice, particularly those emanating from other disciplines, urging caution in their practical utility. This paper enlarges upon this theme, focusing specifically upon the psychological theory of bonding, attempting to explore critically the degree to which it can be used in nursing practice, and to which it contributes towards our understanding of the attachment behaviour between a mother and her infant.
• ? A brief outline is given of the theory and its impact on health-care practice, and possible limitations discussed with reference to the conceptual origins of bonding theory, the validity of its research methodology, and its use within the wider health-care setting.
• ? A feminist sociological perspective is used in a brief attempt to explore the wider implications of the bonding theory in relation to the position of women.

     

“From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan

Students' experiences and preferences of learning styles have not been explored using qualitative research. This study uncovered nursing students' experiences and preferences of learning and teaching styles in Jordan. A qualitative approach using focus group discussions (n = 6) was used in this study. A purposive sample consisting of 48 participants was recruited from second-, third-, and fourth-year nursing students at a public nursing school. The findings indicated that receiving information in a methodical, structured, and one-dimensional manner was the predominant learning style experienced by students. Although some learning experiences were negative, guided by the fear of record of absenteeism and limited teaching resources, students displayed increased attention to simulation and education facilitated using YouTube.com. Integrating the students’ perspective in educational reform maximizes the students' willingness to learn. Increased engagement in academics enhances the educational experience.