Compassion in emergency departments. Part 1: nursing students’ perspectives

Compassion is a topical issue in clinical nursing practice, nurse education and policy, but a review of the literature reveals that nursing students’ experiences of compassionate care receives little attention. In this three-part series David Hunter and colleagues explore compassion in emergency departments (EDs) from nursing students’ point of view. Part one provides findings of a professional doctorate study of nursing students’ experiences of compassionate care in EDs, part two explores the barriers to compassionate care in this clinical setting that emerged from the study, and part three considers factors that enable and support compassionate care provision in EDs. Aim: The aim of the study was to explore nursing students’ experiences of the provision of compassionate care in EDs. Method: The underpinning methodology was an exploratory-descriptive qualitative design. A total of 15 nursing students from across the west of Scotland, who had been placed in eight different EDs, participated in face-to-face interviews which were audio recorded, transcribed and analysed. Findings: Two major themes emerged ‘doing the little things’ and ‘a strange, new world: the uniqueness of the ED’. The students also identified barriers and enablers to providing compassionate care which are discussed in parts two and three. Conclusion: Despite the challenges of working in the most acute of clinical settings, nurses can provide compassionate care to patients and their relatives. However, this is not universal because certain groups of patients considered ‘challenging’ do not receive equitable compassionate care

Defining Exploratory-Descriptive Qualitative (EDQ) research and considering its application to healthcare

No abstract available

Compassion in the emergency department. Part 3: enabling and supporting the delivery of compassionate care

In the final part of this three-part series, David Hunter and colleagues analyse the factors that enable and support delivery of compassionate care in emergency departments (EDs). Part one reported findings from doctoral-level research that explored nursing students' experiences of compassionate care in EDs, while part two considered the barriers to such care identified by the students. This article highlights and celebrates the ways in which emergency nurses provide compassionate care despite the challenges they face

Defining Exploratory-Descriptive Qualitative (EDQ) research and considering its application to healthcare.

This article aims to introduce readers to a distinctive approach to health research when the topic under investigation has received little previous attention. It provides details of the theoretical underpinnings of the methodology, as well as providing recommendations regarding the practicalities of its use. To address a specific research aim, the primary author believed that an exploratory descriptive qualitative approach was the most suitable. A subsequent review of the relevant literature identified a number of published research articles, which claimed to use an "exploratory descriptive qualitative" design. Closer inspection revealed that these papers lacked theoretical underpinning. As a result, the authors created a conceptual framework, underpinned by appropriate theory, to support the use of an exploratory descriptive qualitative approach. We refer to this approach as EDQ and argue that there is a place in health research when it is deemed the most appropriate methodology to achieve the aims of a study

Defining Exploratory-Descriptive Qualitative (EDQ) research and considering its application to healthcare

This article aims to introduce readers to a distinctive approach to health research when the topic under investigation has received little previous attention. It provides details of the theoretical underpinnings of the methodology, as well as providing recommendations regarding the practicalities of its use. To address a specific research aim, the primary author believed that an exploratory descriptive qualitative approach was the most suitable. A subsequent review of the relevant literature identified a number of published research articles, which claimed to use an "exploratory descriptive qualitative" design. Closer inspection revealed that these papers lacked theoretical underpinning. As a result, the authors created a conceptual framework, underpinned by appropriate theory, to support the use of an exploratory descriptive qualitative approach. We refer to this approach as EDQ and argue that there is a place in health research when it is deemed the most appropriate methodology to achieve the aims of a study

Compassion in the emergency department. Part 2: barriers to the provision of compassionate care

In the second part of this three-part series, David Hunter and colleagues discuss the barriers to the provision of compassionate care in emergency departments (EDs). Part one reported findings from doctoral-level research exploring nursing students' experiences of compassionate care in EDs. Many of the findings related to what the students considered as barriers to the provision of compassionate care in this clinical environment. Six barriers to compassionate care were identified and this article considers them in detail

Singapore nurses’ perception of professional identity

Introduction: Nurses’ professional identity is important for their career orientation and clinical practice. This study explored Singaporean nurses’ perceptions of professional identity. The results provide an understanding of how guided learning and reflection could help nurses in their professional identity formation and development. Methods: Using an exploratory descriptive qualitative research study and purposive sampling by researchers teaching in the programme, 64 Registered Nurses with a diploma qualification pursuing a Bachelor of Science degree with Honours in Nursing programme in Singapore were invited to participate. They responded to open ended survey questions online, which were analysed using a thematic analysis. Ethical approval was obtained. Results: All 64 first year students were invited to participate at the start of the module and upon the completion. The response rates were 94% and 81% respectively. Two overarching themes – “nurses as professionals with knowledge and moral character” and “the construction of professional identity” - emerged from the data. Conclusion: The nurses perceived their professional nursing identity as a construct comprised of knowledge and moral characteristics, which is consistent with international literature. A professional nursing identity, relationships with other healthcare professionals, patients and confidence in practice were all interrelated. Guided reflection and discussion on clinical experiences and social interactions helped students become aware of their professional identity and responsibilities. Such purposive educational effort needs to be started early and supported through the students’ educational journey into clinical practice

Evaluation of Student and Staff Perceptions on L&T Models Across Multiple Disciplines

Moving towards Education 4.0, there has been a gradual shift in learning and teaching (L&T) practices worldwide towards active and deep learning (Gardiner, 2015). With technological advancements, different models of learning and teaching utilising digital mediums have evolved, alongside with frameworks to support transitions into enhanced blended learning (Adekola, Dale, & Gardiner, 2017). It was proposed that the students’ learning needs and expectations must be considered in the L&T pedagogy. In Ithaca S+R and the Univer¬sity System of Maryland, parallel comparisons of traditional versus blended courses were conducted (Griffiths, Chingos, Mulhern, & Spies, 2014). In this study, students on the blended courses performed slightly better or as well as those on the traditional courses but enjoyed the course less. At the University of Glasgow Singapore, L&T with different modes of blended instruction was explored. Four courses in Computing Science, Nursing, Mechatronics and Civil Engineering, which were hosted on different learning management systems, FutureLearn, Moodle and xSiTe, were considered. Across these courses, varying lesson plans and proportion of digital versus Face-to-face (F2F) interactions were provided. Lesson plans ranged from supplementary learning with videos to active and blended learning. Two surveys were developed to evaluate the staffs’ and students’ experiences. These included MCQs with a Likert-scale, as well as open ended questions. In this study, quantitative data was imported into Excel for visualisation, while qualitative data was subjected to categorisation and analysis (Braun & Clarke, 2006). Results were collated from at least fifty respondents in each course. The evaluation study for the students was developed on the following areas: (1)Accessibility; (2)Acceptance Levels; (3)Learner’s Gain; (4)Learner’s Experience; (5)Learner’s Perception; (6)Viewing Duration; (7)Repeated Viewing; (8)Useful to Learning; (9)Higher Level Learning; and (10)Acceptance levels on proportion of Videos versus F2F interactions. Similar questions were posed to lecturers. Some of the key findings are as follows: (i) All four lecturers believe that the videos helped to raise the level of classroom discussion and channelled F2F consultation time to enhance the L&T gain for students. (ii) Most learners used a laptop for video viewing. This is closely followed by the smartphone, especially for Nursing. (iii) More than 93% of the learners believe that videos are helpful in their learning. (iv) Concept reinforcement was ranked to be most important approach for successful learning outcomes. Students also appreciate foundational materials and content to evoke active learning and critical thinking. (v) Over 78% of the students felt that they had to repeat the viewing of videos to grasp the concepts. (vi) Across all disciplines, more than 88% of the students felt that videos are useful to learning. Above 79% felt that they are learning at a higher level. (vii) Above 81% of the students are comfortable to engage in blended learning and felt that the optimal proportion of F2F consultation versus video time would be between 40% to 60%. In conclusion, it is evident that students are generally comfortable to engage in blended learning, if a good balance of digital and F2F interaction is provided. Students enjoy learning at their own pace and time. Many of the students felt that the digital content enabled them to review their learning and reinforce their understanding. Improvement in summative assessment scores is also demonstrated, where blended learning is offered to students. This project has provided the necessary guidance needed to develop successful courses for active and blended learning and demonstrates L&T examples with different pedagogical approaches. The results will be studied for future course development and lesson planning across all joint SIT-Glasgow degree programmes

Evolution through Experience: How Scottish Student Nurses Develop Their Understanding of Compassionate Care

No abstract available

The Use of Television Documentary Review and Group Discussion for Intercultural Learning between Nursing Students in Glasgow and Singapore

No abstract available