Journal club intervention in promoting evidence-based nursing: Perceptions of nursing students

This study focused on nursing journal clubs as an intervention in promoting evidence-based nursing. Nursing journal clubs refer to arranged meetings where nurses convene to discuss the use of research knowledge in nursing practice. Researchers and directors of a university hospital planned the intervention. The study aimed to assess learning and utilization of research knowledge after implementation of nursing journal clubs from the perspective of nursing students. In journal clubs, answers were sought from scientific nursing articles to solve nursing problems specified by each ward/outpatient unit. Nursing students paired up to make an oral presentation of a research article to staff nurses. After the presentation, they acted as chairpersons in the discussion. The students had a vocational nursing diploma and were aiming at bachelor's degree in nursing. After the final club meeting, the students (n = 53) responded to a questionnaire.The results indicated that the students were not able to utilize the studies to the same extent as they learnt from them. Age, work experience and participation in research and development activities were connected to learning. Despite limitations, the results may be used to develop nursing journal clubs as a learning and collaboration method between nurse education and health care.     

护理查房结合案例教学法在产科临床教学中的应用

目的 探讨在产科临床教学中应用护理查房结合案例教学法的方法及效果.方法 在护理查房后,针对病例进行理论讲授,用问卷调查学生对教学方法的评价.结果 100％的学生认为有利于知识的临床应用和学会书写查房记录,83.75％的学生认为能提高学习兴趣.结论 护理查房结合案例教学法得到实习生的普遍认同,提高了实习生的学习积极性.     

护理临床教学中应用技能训练实验室的探讨

目的：探讨技能综合训练实验室在临床常数中的使用效果，为不断改进临床教学提供依据。方法：将2006年6月至2007年2月在该院内科实习的护理本科生31人，采用病房——技能实验室——病房——技能实验室循环带教模式。结果，实习结束时护生与教师之间进行双向平价，护生评价得分（100分制）为91.35士6．35分，其中学习能力得分（60分制）最低为52．39土5．16分，护生能力中排在后3位的依次是学习能力，解决问题的能力、认知能力。护生对教师的评价平均得分（100分制）91．03＋/-5．44分。结论；技能实验室的应用弥补了临床教学资源的不足，保证了临床教学质量。     

实习前期护生临床护理技能训练的调查

目的 探讨高职护生临床护理综合能力培养中存在的问题及解决办法.方法 对护生实习医院护理带教老师进行抽样问卷调查,并进行分析.结果 多数带教老师认为课间见习十分必要,但也存在许多困难,如看不到典型病例、见习时间不够、见习人数多影响医院工作、医院太远等.学校在护生临床护理技能训练与考核中存在的主要问题是对护生临床思维与综合分析解决实际问题的能力训练不够,没有仿真实训室,对临床护理技能训练和考核不重视等.结论 学校应建立综合性临床护理仿真训练与考核课程和仿真实训室,训练护生的临床思维与解决实际问题能力,加强临床思维与操作技能训练与考核.护生毕业实习下点前应强化训练其临床思维、观察与判断能力;进行医院内人际关系处理与沟通、自我防护、法律知识、护理文件书写等方面的培训.     

Student nurses' views of a learning model – a multi-method research study

The aim of this study is to describe students' perceptions of various assignments within a specific learning model. In particular the study focuses on how the students perceived and reacted to the assessment processes used. A learning model was developed in which the learning of nursing theory and practice was integrated with the overall aim of motivating students to integrate their cognitive, affective and psychomotor skills. A multi-methods design was applied using a questionnaire and qualitative interviews. Two hundred and eighty four students were asked to complete the questionnaire. Fifteen of the 252 students who returned the questionnaires were interviewed. The main findings were that the students constructed their own learning depending on how they understood the specific assignment and there was diversity in the students' interpretation of the assignments. They focused on the assignments in accordance to the demands they expected to face as registered nurses and their interpretations of the demands differed between them. The way the individual student understands the paradigm of nursing must therefore be challenged; what does the student intend to achieve and why. Dialogues in which students and teachers share their understandings of the meaning of various aspects of nursing must be emphasised in nursing education.     

The use of simulation as a learning approach to non-technical skills awareness in final year student nurses

Understanding what non-technical skills are and their relevance for healthcare practitioners has become a new area of exploration. Although recent literature has highlighted the necessity of introducing non-technical skills training and assessment within medical education, nursing education has still to fully embrace this skills training. The purpose of this paper is to explore the use of simulated practice as a learning approach to demonstrate and assess non-technical skills for final year nursing students. An established ward simulation exercise was refocused to incorporate opportunities for these nursing students to be assessed on their ability to demonstrate application of non-technical skills. Opinions on whether this was a successful strategy were sought from the students by means of module evaluation questionnaires. Analysis of this data revealed that the majority of the students agreed that it was an effective learning approach, allowing them to demonstrate their non-technical skills, be assessed and subsequently identify further learning needs.     

An exploratory study of web-enhanced learning in undergraduate nurse education

Aim. The aim of the study was to explore undergraduate nursing students’ views of web‐enhanced learning and to examine issues relating to their pattern of access to a rehabilitation nursing module website. Background. As information technology is an integral component of western health care, all nurses are expected to have the necessary knowledge, skills and attitudes to be competent in its use. Methods. In phase 1, a focus group interview was conducted with students (n = 6) who had not logged onto a similar module website. In phase 2, a questionnaire was administered to students undertaking the web‐enhanced module. In phase 3, each student's (n = 231) pattern of access to the module was identified and compared with the student's performance as evidenced by their module assignment mark. Results. Students held favourable attitudes towards web‐enhanced learning but some students experienced difficulties. There was a significant positive association between the students’ assignment mark and the number of times logged onto the module website. Significant negative correlations were found between mark and week of first log on, and week of first log on and number of hits onto the module site. This suggests that students who logged onto the module in the first few weeks were more likely to achieve higher marks. Conclusions. This study's findings suggest that students who accessed the module website early and often were more likely to produce more comprehensive nursing assessments and consequently achieve higher assignment marks than their colleagues. Relevance to clinical practice. The findings have relevance to all nurses as lifelong learning is a mandatory requirement for maintaining clinical competence and electronic learning can provide students (regardless of registration status) with the flexibility to gain access to course content at a time and place convenient to them. The role of electronic learning in promoting a more holistic nursing assessment is also discussed.     

Nursing Care Paper as a Writing Intensive Requirement in Clinical Nursing Courses

Writing has been identified as a requisite skill for nursing practice by the American Association of Colleges of Nursing, yet the literature indicated poor writing skills on the part of nursing students and few writing interventions to address the problem. This article aims to describe a structured writing assignment called Nursing Care Paper (NCP) that is designed to meet requirements for designated writing-intensive clinical nursing courses.The NCP consists of low-stakes, weekly reflection paper assignments and a high-stakes case report assignment based on anonymized data obtained by the student while taking care of a patient. The NCP case report is scaffolded and sequenced according to the nursing process framework and supported by ongoing post-conference workshops. Pilot implementation, design considerations, benefits, challenges, and student feedback were discussed in detail. The NCP is a thoughtfully crafted writing assignment that can be customized to meet the objectives of any clinical nursing course.     

Clinical touch points: Using the PREP framework to improve critical thinking among pre-licensure nursing students

Clinical care plan assignments and the use of concept mapping traditionally incite critical thinking and clinical judgment skills for pre-licensure nursing students. An ongoing debate in the literature apropos the effective use of both tools, either used alone or collectively, and which tool best promotes increased critical thinking skills among nursing students. Typically, the use of both tools requires the student to complete at least some elements of the assignment outside of the clinical setting after the clinical experience concludes. Standard clinical tasks take precedence during the clinical experience leaving little to no time to complete paperwork such as care plans or concept maps. This paper reconnoiters the concepts of critical thinking and clinical judgment among pre-licensure nursing students, the techniques to enhance these critical skills, and proposes a framework to promote an innovative solution for nurse educators and students easily deployed during clinical experiences with assignment recommendations following the clinical experience.     

Evidence of clinical competence

This cross-sectional research used a qualitative questionnaire to explore clinical competence in nursing. The aim was to look for evidence of how clinical competence showed itself in practice. In the research, the views from both education and working life are combined to broadly explore and describe clinical competence from the perspective of students, clinical preceptors and teachers. The questions were formulated on how clinical competence is characterised and experienced, what contributes to it and how it is maintained, and on the relation between clinical competence and evidence-based care. The answers were analysed by inductive content analysis. The results showed that clinical competence in practice is encountering, knowing, performing, maturing and improving. Clinical competence is an ongoing process, rather than a state and manifests itself in an ontological and a contextual dimension.     

德雷福斯技能获取模型在临床护理带教中的应用

目的:探讨德雷福斯技能获取模型在护理临床带教中的应用效果.方法:将我科83名护生随机分为两组,42名采用传统导师制带教方法作为对照组,41名应用德雷福斯技能获取模型作为试验组,实习结束前1d对实习护生进行考核,同时进行实习满意度状况问卷调查.结果:试验组护生满意度明显高于对照组.结论:在临床护理带教中应用德雷福斯技能获取模型,提高了护生的满意度,有利于培养护生的自学能力和评判性思维能力,为护生顺利走上工作岗位打下良好基础.     

组织护理实习生进行操作技能竞赛的实践与效果

目的通过每年举办护理操作技能竞赛,激发护理专业实习生的学习热情,提高实习生操作的规范性,以更快地适应临床工作。方法在每年临床实习的中后期开展护理操作技能竞赛,并评出名次给予奖励。结果各届实习生操作技能竞赛成绩均在90分以上;参加过操作技能竞赛的新护士岗前操作考核成绩高于未参加过操作技能竞赛的新护士(P<0.01)。结论实习期间举办操作技能竞赛可调动实习生的积极性,加强操作的规范性,为新护士适应临床护理工作打下良好基础。     

From research topic to research question: a challenging process

In this article, Rollanda Law reflects on personal experience of developing research questions for a PhD study. The research topic concerns palliative nursing care in the community; the initial research questions evolved from reflections on district nursing experiences and from the findings of a previous study. Observations of district nurse students in practice and discussions with district nurse colleagues raised questions about the term used to refer to their palliative care practice. This led to an exploration of these issues and subsequent pilot research activities to ensure that the research questions started from how district nurses themselves understand their role in palliative care in the community. The article illustrates the challenging process of developing a research question. This journey from research topic to refined research questions has been an important part of the study and is, according to Leininger (1985), an ongoing process.     

Translation and validation of the clinical learning environment,supervision and nurse teacher scale (CLES + T) in Croatian language

Clinical practice is essential to nursing education as it provides experience with patients and work environments that prepare students for future work as nurses. The aim of this study was to translate the “Clinical Learning Environment, Supervision and Nurse Teacher” questionnaire in Croatian language and test its validity and reliability in practice. The study was performed at the Faculty of medicine, Josip Juraj Strossmayer University of Osijek, Croatia in April 2014. The translated questionnaire was submitted to 136 nursing students: 20 males and 116 females. Our results reflected a slightly different factor structure, consisting of four factors. All translated items of the original constructs “Supervisory relationship”, “Role of nurse teacher” and “Leadership style of the ward manager” loaded on factor 1. Items of “Pedagogical atmosphere on the ward” are distributed on two factors (3 and 4). The items of “Premises of nursing on the ward” loaded on factor 2. Three items were identified as problematic and iteratively removed from the analysis. The translated version of the aforementioned questionnaire has properties suitable for the evaluation of clinical practice for nursing students within a Croatian context and reflects the specifics of the nursing clinical education in this country.     

临床实习中师生沟通情况及其影响因素的调查分析

目的 调查护理专业学生与临床带教教师之间的沟通情况,并分析其影响因素,为临床护理教学提供参考.方法 自行设计问卷,采用方便抽样的方法对155名护理本科实习学生和45名带教教师进行师生沟通现状及影响因素调查.结果 临床师生沟通状况得分为(12.58±10.93)分(学生问卷)和(15.24±17.33)分(带教教师问卷).在对师生间沟通的影响因素认知上,学生认为带教老师的性格、自身性格、带教教师忙碌是主要影响因素,带教教师认为学生性格、自身性格、学生态度差、学生不重视实习、工作忙碌是主要影响因素.结论 临床实习中师生沟通状况有待进一步提高,主要影响因素包括师生双方性格、工作忙碌、学生态度差、学生不重视实习,应关注其对师生沟通状况的影响,并开展相应的教育和培训,以促进师生沟通.     

护理本科生临床实践行为表现自评与他评的比较研究

目的了解护理本科生对自我评价的认识,并进行学生自我评价与教师评价差异性比较。方法采用问卷调查法,对53名护理本科生及6名教学老师用统一问卷进行调查,从临床护理、管理、教学指导、科研、专业和自我发展、沟通交流、评判性思维7个维度与教师评价相比较。结果学生对自我评价的认同率为88．68％,在临床护理、教学指导、管理、评判性思维、科研以及沟通与交流6个维度,学生自我评价和教师评价差异无统计学意义（P〉0．05）;在专业和自我发展维度,差异具有统计学意义（P〈0．05）。结论学生认可自我评价的模式,对自己的临床实践行为评价具有一定的客观性,但有的方面与教师对其评价存在差距。     

改良式PBL教学法在血液内科临床护理见习中的应用

[目的]探讨改良式基于问题的学习教学法(PBL)在血液内科临床护理见习中的应用效果。[方法]将42名护理本科生随机分为试验组和对照组,每组21人,分别以PBL联合案例教学法和传统教学法组织见习教学,采用实践考核、理论考试及问卷调查的方法分析教学效果。[结果]将改良式PBL教学方式应用在内科护理见习教学中,学生自认为能提高其学习主动性、临床思维能力、评判性思维能力等综合临床能力;在实践考核、阶段性理论考试成绩及其中应用型题的成绩方面,试验组优于对照组,但期末考试及阶段性理论考试中识记型和理解型题得分两组间差异无统计学意义。[结论]改良式PBL教学法在血液内科临床护理见习教学中取得较好的效果,但有待进一步改进,从而更广泛地应用于内科护理学教学。