Health education in basic nursing curriculum

The Highland College of Nursing was one of three institutions that contributed to the Scottish Health Education Group's project on the integration of health education into the basic nursing curriculum. Because of the College's specialist teaching approach it was the responsibility of the senior tutor concerned to develop the health education input within the context of the different teaching modules, working in cooperation with the team leaders. This integration was achieved by including health education in existing classes where the opportunity arose, by creating new classes, by arranging forums in a number of relevant modules in which students could explore their attitudes to their own and others' health. Within this latter part of the programme the practical, legal and ethical implications of health education were articulated through a number of teaching methods such as group discussion, the use of video recordings and the practice of inter-personal skills.     

Development through self-assessment: strategies used during clinical nursing placements

The question asked for this small research project was ‘how do senior students judge their progress towards being a ‘‘good nurse’’?’ A qualitative approach was taken and a convenience sample of 10 student midwives identified. Interviews were the main source of data collection. Since the method of analysis was that of grounded theory, the interviews became more focused as themes emerged. Results demonstrated that each student developed a range of self-assessment strategies which were used in any clinical placement. Some techniques were used only at a certain stage in a clinical placement while others were used throughout. Cyclical techniques were related to the achievement of short-term goals; strategies used for the duration of the placement had more long-term significance. Highlights of the findings were explored in the literature. These features included models of professional development, the need to feel part of a team, the necessity of identifying a role model, and the significance of the length of a clinical placement. Conclusions related to the duration of a clinical placement and the necessity for the student to have the opportunity to complete the cycle. The value of acquainting new students with self-assessment strategies is suggested.     

Student nurses' lived experience of the sudden death of their patients

This phenomenological study looks at the lived experience of third-year student nurses caring for dying patients in surgical, medical and elderly care units. Informal interviews were tape recorded and interpretive analysis was applied to narrative accounts of the nursing students' experiences. Themes which emerged from the students' narrative accounts included sudden death experience, vulnerability and support. These are evaluated in terms of their meaning for students and the possible implications for clinical care. In addition, the use of students' narratives is also suggested as a valuable learning tool both within clinical and academic frameworks.