The Evolution and Status of Genetics Education in Nursing in the United States 1983–1995

Despite rapid advances in genetic diagnosis andgene therapy, only a few nurses are addressing the need for widespread dissemination of genetic information. A critical question is: How long will nurses be able to maintain high-quality care and contend with the conundrums of genopathic medicine? The purpose of this state-of-the-science paper is to trace progress in nursing education in genetics and to recommend curriculum change. A recurrent theme—the need for knowledge—is found in nursing studies and national forums in genetics. Genetic knowledge for nurses should be a priority.     

护理本科生专业态度及其影响因素的研究

目的探索护理本科生护理专业态度状况及其影响因素.方法采用量性问卷调查研究与非结构访谈相结合方法;运用Arthur的"护理专业自我概念"问卷,调查护理本科学生315名,教师91名.非结构式访谈护理本科学生21名.结果护理本科生专业态度总体分值趋向积极;在学校学习中,护理专业态度呈现积极上升趋势,而在临床学习环境中,学生的专业态度趋向消极(P＜0.05).学生自身特点是形成专业态度核心,不同宗教信仰、学生来源、志愿选择、家庭成员从事护理工作背景等变量分析,对专业态度的影响均无显著差异.结论学校教育是逐步树立积极专业态度过程,以护理为主线课程设置、充分发挥学生主观能动性的良好教学方法、教师积极引导能够促进积极专业态度.在临床学习中,护理认知改变、专业挫折感形成、压力和应激等是使学生产生消极专业态度的原因.     

Enhancing Post‐Baccalaureate Doctor of Nursing Practice students' analytic skills

Programs with several paths to the Doctor of Nursing Practice (DNP) face significant difficulties in preparing clinical scholars who can transform healthcare. While Post‐Baccalaureate to DNP (BSN‐DNP) programs are fulfilling the Institute of Medicine's mandate for seamless academic progression, several factors need to be considered for students' successful program completion. These factors include: (1) the students' stage of cognitive development for strategic thinking (metacognition); (2) students' tendency to underestimate the rigors of doctoral educational requirements; and (3) faculty challenges in helping students to acquire skills needed to complete the DNP project. The purpose of this paper is to describe learner‐centered approaches to enhance analytic preparation of BSN‐DNP students.     

From ‘part of ’ to ‘partnership’: the changing relationship between nurse education and the National Health Service

GILLETT K . Nursing Inquiry 2010; 17 : 197–207
From ‘part of ’ to ‘partnership’: the changing relationship between nurse education and the National Health Service Worldwide, many countries have moved towards incorporating nurse education into the higher education sector and this inevitably has implications for the relationship between nurse education providers and local health service providers. This study explores the changes to the relationship in the UK between nurse education providers and the UK National Health Service over the past 20 years and demonstrates how two political ideologies have been central to those changes. The two ideologies of interest are the introduction of internal markets to the National Health Service by the Conservative government at the end of the 1980s and the New Labour response to the fragmentation of public services caused by Conservative neoliberal policy, which was to introduce the notion of ‘partnership working’. This study reviews the wider debate around partnership policy and applies that debate to evaluate the way that nurse education providers and the National Health Service are working in partnership to provide clinical practice placements for nursing students.     

Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study

This study explores the perceptions of newly graduated nurses regarding the baccalaureate thesis (BT) writing process. A qualitative approach with content analysis was adopted. Thirteen newly graduated nurses participated in the study. The inclusion criterion was having completed the BT during their university education as nurses within 3 years of the study. Information was obtained through semistructured interviews. Data collection began in June 2018 and ended in March 2019, once saturation of information was reached. Three major categories were identified: the beginning of the process, the advantages of Baccalaureate thesis writing, and the teacher's role. The participants expressed that their training focused on a synthetic and particular type of writing that is necessary for clinical scenarios but not suitable for scientific academic texts. Additionally, reflective diaries were described as a powerful writing practice during their studies. Participants conceive the realization of the baccalaureate thesis as a difficult process, especially as regards selecting, synthesizing, and writing about the available information, processes that they indicated generate anxiety. Academic writing skills should be specifically included in the nursing curriculum.     

护理本科实习生专业态度的探讨

目的 描述护理本科实习生专业态度现况,为教师开展有针对性的专业态度教育提供理论依据.方法 使用护理专业自我概念量表对117名护理本科实习生进行问卷调查.结果 研究对象态度总分为(84.17±8.64)分,整体专业态度趋于积极水平.领导、技能、灵活性、沟通交流4个维度的均分在2.5分以上,满意度维度均分为2.48分.问卷...     

Consumer involvement in the tertiary‐level education of mental health professionals: A systematic review

A systematic review of the published work on consumer involvement in the education of health professionals was undertaken using the PRISMA guidelines. Searches of the CINAHL, MEDLINE, and PsychINFO electronic databases returned 487 records, and 20 met the inclusion criteria. Further papers were obtained through scanning the reference lists of those articles included from the initial published work search (n = 9) and contacting researchers in the field (n = 1). Thirty papers (representing 28 studies) were included in this review. Findings from three studies indicate that consumer involvement in the education of mental health professionals is limited and variable across professions. Evaluations of consumer involvement in 16 courses suggest that students gain insight into consumers' perspectives of: (i) what life is like for people with mental illness; (ii) mental illness itself; (iii) the experiences of admission to, and treatment within, mental health services; and (iv) how these services could be improved. Some students and educators, however, raised numerous concerns about consumer involvement in education (e.g. whether consumers were pursuing their own agendas, whether consumers' views were representative). Evaluations of consumer involvement in education are limited in that their main focus is on the perceptions of students. The findings of this review suggest that public policy expectations regarding consumer involvement in mental health services appear to be slowly affecting the education of mental health professionals. Future research needs to focus on determining the effect of consumer involvement in education on the behaviours and attitudes of students in healthcare environments.     

Alleviating the nurse faculty shortage: designating and preparing the academic nurse educator as an advanced practice registered nurse

A lack of qualified nurse faculty is a persistent problem in the discipline of nursing. It limits the number of nurses prepared to provide safe, quality care in settings around the world. Many individuals, groups, and organizations have studied the nurse faculty shortage and recommended resolutions, yet the shortage persists. This opinion paper contends that designating the academic nurse educator (ANE) as an advanced practice registered nurse and identifying an educational pathway that ensures academic preparation for the role could help to alleviate the nurse faculty shortage. Evidence disseminated by national and international constituents that influence nursing and nursing education supports the perspective and serves as the basis for recommendations that could attract more nurses to faculty positions in nursing education and ensure preparation of ANEs for their role.     

International overview of high‐level simulation education initiatives in relation to critical care

The use of simulation in health care education has become very topical across all professions and specialties in order to improve patient safety and quality of care. In the last decade, the adoption of more realistic simulation‐based teaching methodologies, which serves as a bridge between the acquisition and application of clinical skills, knowledge, and attributes, has been accompanied by the development of a multitude of international and national simulation societies. These serve as important exchange fora for educators, clinicians, researchers, and engineers who desire to learn and share their experience and knowledge around simulation‐based education. Several countries have derived their own strategy in order to promote the use of such training methodology. Current key national strategies will be presented in this paper alongside a discussion of their expected impact. Various approaches have been adopted and each has their own place and the potential to be adopted by other nations depending on their political, economic or even geographic context. Within the critical care arena, simulation has generated considerable interest and there is a growing evidence base for its use as a learning and teaching strategy within this environment. A number of critical care‐related associations and societies are now recognizing simulation as an appropriate pedagogical approach and acknowledging its potential to improve patient care and clinical outcomes. Its implementation should be carefully considered to ensure that developments are based on current best educational practice to maximize the efficiency of these educational interventions.