Medication mathematics competency for bachelor of nursing students : results and challenges of a first year screening test

Getting undergraduate Bachelor of Nursing students to understand and to apply procedures accurately for calculating medication doses in the clinical setting has always been an educational challenge for nursing academics. The experience at Central Queensland University (CQU) appears to reflect that of other universities both in Australia and overseas. In the past, lecturers have reported that students experience difficulties with medication mathematics undertaken in the second and third year of the three year program. Medication calculations require students to have a command of knowledge associated with arithmetic, ratios, fractions, percentages and conversion of units. Students who failed to achieve competence were advised to seek assistance from remedial services such as the Mathematics Learning Centre at CQU. Prerequisites for entry into the program do not include any senior secondary level mathematics. In August 2003, 120 students enrolled in the first year of the Bachelor of Nursing program were invited to complete a mathematics screening test. The test included 25 multiple choice questions. Sections included arithmetic, percentages, fractions, ratios and units. Results showed an average overall score of 15.83/25 (63.32%). The greatest area of weakness was in fractions. Although the findings of this study suggest a level of deficiency in basic mathematics skills in first year undergraduate nursing students, they do not support the introduction of a mathematical prerequisite. Analysis of the findings did not demonstrate any significant correlation between scores and the mathematical entry level of students. The literature suggests a number of strategies that could be incorporated into the undergraduate curriculum; however, further research into the effectiveness of these strategies needs to be undertaken before full-scale adoption is warranted

The Gateway to a learning community within the Bachelor of Nursing : using Blackboard course management system

The Bachelor of Nursing (BN) program at Central Queensland University requires students to complete industry based clinical practicum in each of the 3 years of their program. Students spend 40- 60% of their week off campus in clinical practicum. The Bachelor of Nursing Program Gateway (BNPG) is the application of the traditional Blackboard course management system from a single course to a whole program. It has pushed the boundaries of online course management creating an online learning community that consists of students, lecturers, clinical laboratory managers, administration staff, program advisors and industry clinical staff from three Central Queensland University campuses (Rockhampton, Mackay and Bundaberg), one hub (Noosa) and flexible delivery. This paper will adopt Wenger, McDermott, and Synder’s (2002) seven principles of communities of practice to discuss development strategies that have proved successful, as well as some of the pitfalls experienced and lessons learned that will save valuable time for program coordinators hoping to adopt this technique

Supporting bachelor of nursing students within the clinical environment : perspectives of preceptors

Student learning in the clinical environment is a cornerstone of pedagogy for students undertaking a Bachelor of Nursing in Australia.Method: This paper presents the results of a survey that was conducted with registered nurses who preceptor students for universities in Australia.Findings: Findings reveal that some preceptors do not hold the qualification they are preceptoring students to obtain, that university involvement in preparation of preceptors is scant and that resource provision and communication from universities to preceptors is considered problematic. Registered nurses choose to act as preceptors for reasons that are both altruistic and professional. They are oftenemployed in senior positions and as such find it difficult to manage time and resolve role conflict.Conclusion: This paper concludes that the registered nurses who preceptor students generally have a positive experience but require greater involvement by universities in their preparation, particularly when they are responsible for the direct assessment of students. The paper posits this may be best achieved by universities creating effective lines of communication and ongoing support. This will sustain collaborativeand meaningful engagement with registered nurses who preceptor undergraduate students

Learning support needs of flex BN students when on clinical

The aim of this research was to examine the learning support needs of BN students who study via flex mode and who were undertaking clinical placement . DVD was to enhance students

Facilitator versus preceptor : which offers the best support to undergraduate nursing students?

Introduction: There is an abundance of literature regarding factors that influence student learning within the clinical environment. Within this discourse, there is a paucity of research on the impact of supervision models on the learning support needs of students. This paper presents the results of research that focused on nursing students' perceptions about the effectiveness of the support they received during their work integrated learning (WIL) experience. Background: The majority of students placed within health care facilities are in groups. The group model incorporates a facilitator who supervises the students who are placed across a number of wards. At the ward level students are then assigned a Registered Nurse (RN) who is their mentor. This occurs on a shift by shift basis. Another model of clinical supervision involves preceptorship. This approach is via a one-on-one supervision of students. Within the preceptorship model, students are supervised by a RN who is responsible for supporting them during their WIL experience and for completing their assessment. Methods: This study compared two models of clinical supervision to better understand the learning support needs as perceived by undergraduate nursing students during their WIL experience. Survey method using a self reporting online questionnaire developed by the researchers was used to collect data. Results: 159 undergraduate nursing students enrolled in a Bachelor level programme of study completed the on-line survey. When comparing the two models of supervision, students supervised within the facilitator model were statistically more likely to be challenged to reflect, think, build on existing skills and knowledge and to problem-solve issues. Notably, all factors integral to RN education. Overall, students considered the quality of support to be the most important facet of supervision. Conclusions: The findings of this study demonstrate that the facilitator model is the better approach for the development of critical thinking, but both models enable the development of a student's professional identity and the development of their role within nursing. This highlights the significance of clinical experiences during undergraduate nursing education

Distance and devices : potential barriers to use of wireless handheld devices

This paper reports the findings of a research project investigating the use of iPods by student nurses to enhance their interactions with content, instructors and peers while located at a distance from their university campus. Wireless handheld devices (WHD) are an important tool in nursing environments that are undergoing rapid technological change. Preferred treatments, drug dosages, postsurgical care, and preventive healthcare regimens continually change and such devices allow students to rapidly confirm information while in the clinical area, thus fostering active learning and safe practice. A case study approach was adopted with each participating student cohort comprising a case. Multiple data collection methods were used to enable rich descriptions of each case. This paper focusses on factors, relating to the use of iPods, which influenced student learning in distance courses at two regional Queensland universities. It furthermore highlights a range of creative interventions reported by students and educators in resolving issues with their devices. The study found that connectivity difficulties, technology literacy level, compatibility of study resources with the WHDs, and small screen size were all factors that impacted negatively on the use of iPods in distance courses. The paper describes the responses of students and educators to the use of iPods for learning. This study concluded that nursing students and nursing educators alike may experience problems when WHD's are introduced to courses as a platform for learning. However, both students and educators can be innovative and resourceful in managing these problems and, when access to course resources that were enabled for viewing on the WHDs were available, the learning experience of the students and the teaching experience for the educators were enhanced

Rediscovering the essence of nursing : exploring the impact of in clinical experience in Thailand for undergraduate nursing students from Australia

Cultural competence is now widely recognised as an essential characteristic for undergraduate nursing students. Clinical experience in foreign countries has become increasingly popular as a strategy to enhance cultural awareness and competence. However, published research articulating the experience and outcomes of these initiatives is relatively rare, particularly from an Australian perspective. This paper presents the findings of a qualitative, exploratory research project. Individual semi-structure interviews were conducted with eight undergraduate nursing students before, during and at the conclusion of a four week clinical placement in Surin, Thailand. Data analysis identified the following major themes: first interview – anticipation; second interview – making a difference; contrasting worlds; and part of the group; third interview — reality check and group dynamics. These findings suggest that international clinical experience has potential benefits beyond the development of cultural competence. The importance of caring in nursing and the importance of group dynamics were particularly valued by student participants

Constructing a nursing identity within the clinical environment: The student nurse experience

Abstract Background: Nursing identity is an important element of being a nurse. Student nurses begin the construction of their nursing identity during their clinical placements. Aim: The aim of this research was to examine how the student nurses of a regional Australian university construct their identity when on off-campus clinical placement. Methods/Design: Using a constructivist approach an online survey was used to elicit data in response to the question 'What elements are needed during the work integrated learning experience to enable undergraduate nursing students to construct their nursing identity?' Results/Findings: Findings reveal five key elements to the construction of students' nursing identity; positive role models, belonging, peer support, critical thinking abilities and confidence. Conclusion: Such findings are important as they provide information for student nurses, preceptors and educators in guiding clinical placement experiences that are able to facilitate the development of the nursing identity

Out of the mouths of baby boomers!

The question of how to best recruit and retain students into the health professions has been widely discussed. In the looming nursing shortage that is predicted, this is paramount. Many health education programs have large numbers of older mature aged students, so the provision of quality learning environment, both off campus and at university, which meet the needs of mature aged student, is beneficial. Our research has implications for practice by identifying supports for and barriers to the experiential learning opportunities of 'baby boomer' undergraduate-nursing students in their clinical spaces. Our study indicates that developing a sense of belongingness, appreciating the contribution of past experiences to the student role and providing timely quality feedback may support the learning opportunities of 'baby boomer' undergraduate-nursing students

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