Is provision of professional development by RNs to nursing students a choice?

Objective This paper reports on a major category that emerged as a result of a Grounded Theory study that explored Registered Nurses’ (RN) understanding of the nursing standard requirement to provide nursing students with professional development during their clinical placements. Design Grounded Theory study. Setting Nursing clinical education. Subjects Fifteen registered nurses participated in this study (n=15). Thirteen were female and two were male. Main outcome measures In-depth semi-structured interviews were the means of data collection. Constant comparative method was used to analyse data. Results The notion of choice emerged as a major finding. Choice is conceptualised as choosing whether or not to be involved in the professional development of nursing students. The category choice is informed by two themes; unsuited to teaching, and respecting peers. Conclusion According to the Australian nursing standards RNs are responsible for providing professional development to nursing students on clinical placements. Results from this Grounded Theory study revealed that participants perceived it is an RNs choice whether or not to provide professional development to nursing students. © 2018, Australian Nursing Federation. All rights reserved

Providing support to nursing students in the clinical environment: A nursing standard requirement

Registered Nurses provide support and professional development to nursing students are important because nursing students depend on Registered Nurses to help them to become competent practitioners. Results: Contributing factors that enable and deter Registered Nurses from fulfilling this expectation to support nursing students in their clinical learning include; workloads, preparedness for the teaching role, confidence in teaching and awareness of the competency requirement to support students. Conclusion: Factors exist which can enable or deter Registered Nurses from carrying out the licence requirement to provide clinical education and support to nursing students

Teaching and supporting nursing students on clinical placements: Doing the right thing

Problem: Pre registration nursing students do not always feel supported by Registered Nurses during theirclinical placements. To help develop and refine clinical skills, in order to deliver safe, competent nursingcare, nursing students rely on Registered Nurses to teach and support them in their clinical learning.Background: Pre-registration nursing students in Australia must undertake a minimum of 800 clinicalplacement hours as part of their undergraduate nursing education. Registered Nurses are required toprovide professional development and to teach and support students during these clinical placements.Little is known about Registered Nurses’ understanding of this nursing standard requirement.Aim: To explore Registered Nurses’ understanding of the nursing standard requirement to provide pro-fessional development to pre-registration nursing students during their clinical placements.Methods: A Grounded Theory study was used involving in-depth semi-structured individual interviewsto gather data from fifteen Registered Nurse participants. Constant comparative analysis was used toanalyse the data and it was from this data analysis that the substantive theory emerged.Findings: The substantive theory developed as a result of this research is titled, Doing the Right Thing.The core category, the right thing to do, is informed by four elements; sense of responsibility, an added extra, choice, and nursing standard.Conclusion: Registered Nurses are motivated to teach and support nursing students on clinical placements because they believe it is the right thing to do

Mature aged "baby boomer" students' contributions to understanding nursing education

Background: Mature aged nursing students of the 'Baby Boomer' generation are important for health workforce retention and planning because once graduated, they are viewed as being more loyal to the profession and consequently likely to remain in the nursing workforce. A challenge though, related to this group is providing them with a fulfilling and worthwhile work integrated learning experience that enables them to engage with their new profession. Methods: An exploratory study was conducted using an online survey with open-ended questions to explore the supports for and barriers to the learning opportunities of "baby boomer" aged undergraduate-nursing students (n = 35) during their work integrated learning experience. The study sought to understand how these supports and barriers impact on their emergent Registered Nurse (RN) self-concept. Results: Four key themes emerged to explain the supports for and barriers to the development of the RN self-concept. These are: quality communication, feeling connected, role clarity, and feedback. Each theme was informed by several sub-themes that identified supports for and barriers to the development of the nurse self-concept in baby boomer undergraduate nursing students. The time era in which nursing students grow up has a significant impact on the way they learn as well as the way they expect to be taught. Understanding the fundamental differences between learners will help meet their needs more effectively. Attitudes deemed as supportive by 'baby boomer' students in this study are belonging- ness, supportiveness and appreciation of their role. 'Baby boomer' students indicated that it is important their facilitator or preceptor as well as ward staff demonstrate high levels of these attitudes. Many mature aged students may already have previous nursing experience (70% in this study). As such, it is imperative to take time to inquire about past experiences which contribute to learning new skills so as to ensure their past experience is not devalued. Besides the valuing of past experiences, 'baby boomers' appreciate immediate quality feedback and encouragement

Kozier and Erbs fundamentals of nursing

Kozier and Erb's Fundamentals of Nursing prepares students for practice in a range of diverse clinical settings and help them understand what it means to be a competent professional nurse in the twenty-first century. This third Australian edition has once again undergone a rigorous review and writing process. Contemporary changes in the regulation of nursing are reflected in the chapters and the third edition continues to focus on the three core philosophies: Person-centred care, critical thinking and clinical reasoning and cultural safety. Students will develop the knowledge, critical thinking and clinical reasoning skills to deliver care for their patients in ways that signify respect, acceptance, empathy, connectedness, cultural sensitivity and genuine concern

Review of transnational nursing education programme curricula: Process, findings, and recommendations

Background: The University ofWollongong (UOW) delivers two Transnational International Programmes (TNEP) in Hong Kong (HK): a 1-year undergraduate Bachelor of Nursing (Conversion) degree and a 2-year postgraduate Master of Nursing degree. A curriculum review of these programmes has been undertaken to ensure the quality of the programme remains consistently high and competitive in an international environment. Aim: The aim of the Curriculum Review Project was to utilise the experience of expert academic staff to review the TNEP curricula delivered by an Australian University in Hong Kong (HK) to ensure it met contemporary needs of students, the university, and the Hong Kong Authority. Methods: The curriculum review projects followed a qualitative research methodology. Thematic analysis was undertaken utilising Braun and Clarke's six-phase method (2006), as this method facilitated an inductive semantic approachwhere themes are strongly linked to the data and sourced fromthe explicitmeaning of the discourse within the interview (Braun and Clarke, 2006). Results: In total, therewere 6 participants who were all permanent academic staff members within the School of Nursing at the UOW. The results of this project have been reported within a strengths, weaknesses, opportunity, and threats (SWOT) framework. Participants recognised the value and challenges to both individual students and the broader nursing profession in HK. Overall, there was a perception that being involved as an academic staff member in a TNEP developed both their subject knowledge and teaching skills. Conclusions: This project has demonstrated that the TNEPmakes an important contribution to the nursing profession in HK, while also facilitating the growth and development of academic staff at UOW

A unified call to action from Australian nursing and midwifery leaders: Ensuring that Black lives matter

Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a ‘now window’ of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care