Helping students to self-care and enhance their health-promotion skills.

Nurses have a public health role, requiring them to promote the health of individuals and communities, and to engage at a political and policy level to improve population health. There is also a professional expectation that nurses will model healthy behaviours and take responsibility for their personal health and wellbeing. However, studies have indicated that undergraduate nurses find the academic and practice elements of their nursing programmes stressful. To manage their stress many use coping behaviours that negatively impact on their health and wellbeing and may influence their ability and willingness to effectively support health promotion in practice. It is widely recognised that environments influence health outcomes and personal health behaviours. This article addresses some of the structural causes of student nurse stress and highlights a recent educational initiative at a UK university that aims to equip student nurses with the practical skills required to engage in health promotion and thereby provide benefits for service users and student nurses alike

Measurement invariance of the Childhood Autism Rating Scale (CARS) across six countries

Education and Child Studie

Clinical placement in Jordan: qualitative views of final year nursing students

Objective: This study explored the nurse student’s experience of the final year placement, and uncovered contributing factors to a positive clinical experience in Jordan. Design: A qualitative explorative approach was used. Two focus group discussions were conducted in Arabic language with a total of 12 participants selected randomly from the list of students who completed the period of pre-graduation intensive clinical placement. The focus discussions were digitally recorded. Setting: The setting for this study was a public faculty of nursing located in the southern province, Jordan. Subjects: Twelve final year nursing students including seven males and five females took part in the study. Main outcomes measures: The recorded discussions were translated independently into English text and were uploaded into Nvivo 9 for thematic analysis. Results: Three themes emerged from the data. The first theme related to the environment of clinical placement and included two sub-themes: ‘from orientation-to-team work‘ and ‘from tiredness-to-ignorance’. The second theme is about the faculty and preceptors as reflected by the lack of coordination between the clinical settings and the faculty, plus inconsistency in students’ evaluation. The third theme concerned patient preferences that included a lack of interest in receiving care from students. Conclusion: Creating a supportive learning environment guided by issues identified and implications put forward by this research is a prerequisite for successfully executed nursing programs. Failure to do so could lead to a stressful transitional journey and detachment from the classroom and the real world of clinical work

Caring behaviours by midwives: Jordanian women's perceptions during childbirth

© 2019 Elsevier Ltd Background: It is agreed internationally that caring is a central part of nursing and midwifery. There is a growing concern about the lack of caring in childbirth settings in developing countries including Jordan. The aim of this study was to explore women's perceptions of midwives’ caring behaviours during childbirth to assist develop strategies for improvement. Methods: An exploratory and qualitative design utilizing semi-structured interviews was used to explore women's perceptions of midwives’ caring behaviours during childbirth. Interviews were digitally recorded and transcribed verbatim. Data were analysed by using thematic coding. Repetitive themes that described commonalties between the women's perceptions were identified and described. Findings: Twenty-one women participated in the interviews. Three main themes were identified: (1) Women's feelings during childbirth: they felt frightened, humiliated, ignored, and disrespected. Negative actions in term of tangible or physical non-caring behaviours and emotional behaviours were reported. (2) Women's perceptions of the caring behaviours of midwives during childbirth: women had negative experiences during childbirth, they reported disrespectful manners and physical and empathetic abandonment by midwives during childbirth. (3) Women's preferred caring behaviours: women wanted the midwives to listen to what they say, to demonstrate respect for them, and be truly ‘present’ for women when they needed them. Key conclusions and implications for practice: The absence of caring behaviours from a group of Jordanian midwives’ elicited negative responses from women in labour, who found this distressing. Devising strategies, informed by the study, focused on the preferred caring behaviours identified by women, could improve the standard of care provided by midwives currently working in labour wards in public hospitals in Jordan. These strategies should recognise that core competencies for midwifery care must go beyond skills training alone and highlight the importance of the psychosocial and emotional components of caring as well as routine procedural activities