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951.
AimNursing students have both positive and negative experiences during clinical education. This study was conducted to identify experiences of nursing students during clinical education in mental health clinics.DesignThis phenomenological qualitative design study was conducted with 4th year undergraduate nursing students from a university in Turkey to identify their experiences specifically in mental health clinics.MethodsThe data were collected using focus groups interviews with 40 nursing students and assessed with the 7-stage phenomenological analysis method described by Colaizzi.ResultsThree main themes were determined: (i) the need for supportive interventions to cope with negative emotions; (ii) difficulty in translating theoretical knowledge into practice; and (iii) the lack of role model nurses and teaching staff.ConclusionsThe results of this study indicate that supportive interventions should be given to nursing students before clinical education. Also, the duration of clinical education, the teaching methods to be used and role model nurses and teaching staff effectiveness in clinical education should be planned carefully. 相似文献
952.
AimThis study explores the faculty perspective of an interprofessional clinical scholars program to identify recommendations for strengthening team collaboration between academia and clinical practice.BackgroundInterprofessional evidence-based practice, pairing higher education and clinical practice, is a critical part of nursing education.DesignThis qualitative study consisted of two phases of participant engagement, in both data collection and data analysis.MethodsSpecifically, faculty participated in a focus group discussion followed by a card sort of initial codes.ResultsThe major themes identified are Unifying the Team and Navigating Layers of Challenge, encompassing concepts of teamwork and programmatic context that supported or disrupted interprofessional collaboration. This study affirms the importance of role clarity, connectedness, intentionality and continuity within clinical teams. Moreover, faculty identified barriers to teamwork based on workload, leadership turnover and constraining environmental forces.ConclusionsRecommendations for effective teamwork in an interprofessional setting will strengthen future collaboration between higher education and clinical settings. 相似文献
953.
AimTo investigate medical and nursing students’ education on hand hygiene, their attitude on hand hygiene education and how this education influences their hand hygiene knowledge and practices.BackgroundHospital-acquired infections are associated with prolonged hospitalisation and mortality. The most effective measure for their control is healthcare workers’ hand hygiene compliance. Since medical and nursing students constitute the future healthcare workers, our study focuses on them.DesignCross-sectional studyMethodsThis study was conducted during the academic year 2016–2017, using a modified World Health Organisation questionnaire. Our sample consisted of 132 medical and 111 nursing students from National and Kapodistrian University of Athens, Greece. In data analysis, the Mann-Whitney and Fisher’s exact tests were applied to compare differences in continuous variables and proportions in categorical variables, respectively. Knowledge and practices overall scores were calculated per student group. Multiple linear regression analyses were performed to assess the influence of potential confounders on these scores.ResultsWe found that 73.1% of medical and 98.2% of nursing students had received relevant education, which was reported as “only theoretical” by 77.4% of the former and as “hands-on and theoretical” by 88.1% of the latter group. Besides the risk of infection, knowledge acquired in lectures and trainer’s behaviour were also considered very influential factors shaping hand hygiene attitude in both groups. Overall, medical students reported better hand hygiene practices than nursing ones (69.9% and 59.7%, respectively; p < 0.001). The opposite finding was observed regarding their overall knowledge on hand hygiene (57.2% of medical versus 60.4% of nursing students, p = 0.04). The majority of students (86.6% of all participants; p < 0.001) supported the inclusion of compulsory hand hygiene education in their curriculum. Compulsory education and seminars were assessed as the most effective measures to increase hand hygiene compliance (71.4% of all students).ConclusionIn our study, medical students scored better in practices questions than nursing students; this did not apply for the knowledge score. The majority of students supported the inclusion of compulsory education on hand hygiene principles in their Departments’ curricula, highlighting compulsory education and seminars as the most effective measures to increase compliance with hand hygiene. 相似文献
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956.
目的 探讨基于移动平台的健康教育对宫外孕患者依从性、疾病知识知晓率以及满意度的影响。方法 选取我院2017年6月至2018年6月的110名宫外孕患者,随机分为观察组与对照组,各55例,观察组基于移动平台对宫外孕患者实施健康教育,对照组使用传统的宣教方式,比较两组患者负性情绪、治疗护理依从性、疾病知识知晓率以及患者满意度。 结果 观察组和对照组相比,患者的焦虑、抑郁均明显减轻（P值均＜0.001）,患者的满意度、依从性以及疾病知识知晓率均有所提高（P值均＜0.05）。结论 基于移动平台的健康教育能有效加强宫外孕患者及家属对疾病的了解,使其形成系统的知识体系,有利于缓解患者的不良情绪,建立和谐的护患关系,提高满意度及依从性,是促进患者康复,改善患者预后的有效途径。 相似文献
957.
《The Journal for Nurse Practitioners》2019,15(2):e29-e36
Nursing programs continue to transition or establish online education programs in response to the need for nursing faculty to teach in postlicensure to higher educational degree programs. Recruitment efforts target experienced nurse practitioners (NPs) in clinical practice who may be considering an academic role. Before the acceptance of the novice NP faculty role, the components of the role, faculty development resources, extent of orientation, and role expectations must be discussed. Limited preparation to online education environments jeopardizes the recruitment and retention of qualified NP faculty. This article reviews strategies for successfully acclimating novice faculty to online teaching. 相似文献
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《Journal of Medical Imaging and Radiation Sciences》2019,50(4):557-564
IntroductionIn addition to lessons and clinical training, simulation-based learning has become more ubiquitous in radiography students' learning. Plain examinations are in the core of radiography, and studying how students learn them in simulation is therefore essential when considering students' professional development. The purpose of this study was to describe radiography students' learning to perform plain X-ray examinations in simulation laboratory exercises. The aim was to understand how the students learned.MethodsThe data were gathered by observing and interviewing 17 radiography students as they performed laboratory exercises of plain X-ray examinations before clinical training. Learning was understood according to social constructivism and was examined from the perspective of interpretive ethnography. Data were analyzed using the constant comparative method.ResultsIn simulation laboratory exercises, radiography students learned by model-based experimentation. Learning consisted of imaging bone and chest examinations of a manikin, evaluation of the images, and patient positioning and guidance among students. The learning method was collaborative learning. Three learning outcomes were found: simulation promoted theory-practice connection, simulation guided the students to follow instructions, and simulation strengthened collaboration between students. The factors supporting and impeding learning were the same: academic studies before the simulation and learning tasks. In addition, experimentation without teacher's supervision was an impeding factor for some students.ConclusionSimulation laboratory exercises with a manikin proved to be a useful learning method for radiography students in learning to perform plain X-ray examinations. The results indicated the need to pay attention to simulation pedagogy and students' academic skills. 相似文献
960.