Nursing Students Behind Bars

Virginia Commonwealth University (VCU) School of Nursing and Virginia Commonwealth University Health System (VCUHS) have created a unique partnership in which brand new undergraduate baccalaureate nursing students are completing their first clinical rotation on VCUHS’s Secure Care Unit (SCU). The VCU School of Nursing has had a total of 50 beginner nursing students rotate through a semester long clinical on the SCU over the past three years

Are there any differences of learning orientation between level 1 and level 4 of nursing students?

Purpose: The aim of this research is to identify the differences of learning orientation between level 1 and level 4 nursing students. Method: Data were collected using ILS questioners which involved two students as respondents, level 1 and level 4 nursing students. The data were calculated based on scoring key in each sub component, and were compared with standard of psychology students. Result: The result showed that there were differences of learning orientation between level 1 and level 4 nursing students particularly in components personally interested, certificate directed, vocation directed, and ambivalent. One of reasons behind of this is level 1 nursing students get transition from senior high school into college while level 4 nursing students are settler, and can adapt with learning process in college. Conclusion: It will be better if every student has change to screen their learning orientation by completing ILS questioners, so it will help students to focus on their learning process on the other hand, students’ learning orientation will help teacher to facilitate students achieving the competencies. Keywords: learning orientation, nursing student

Coping Ability of Medical and Nursing Students: A Cause of Concern

Background: Medical students today are subject to a variety of stress; academic, social, emotional or stress in the form of affliction of health during their stay at medical school. The physiological response to these depends on various factors including their inherent coping abilities. This study was designed to examine the coping ability of medical and nursing students at the time of admission to medical school. Materials and Methods: 42 medical and 34 nursing students volunteered for the study. They were administered the BAI questionnaire and classified as good and poor adjusters based on their score. Results: The study revealed an unsatisfactory overall coping ability to be prevalent among medical and nursing students. Conclusion: This study showed that there is a need for orientation and counselling of medical and nursing students at the start of college

Factors Affecting Nursing Students\u27 Attitudes Towards Older Adults

The purpose of this study was to measure nursing students\u27 attitudes towards older adults and to determine, if possible, factors which affect nursing students\u27 attitudes toward older adults. A convenience sample of 94 senior, pre-licensed, baccalaureate nursing students, at a metropolitan university school of nursing in community and acute settings participated in the study. This non-experimental, descriptive survey focused on nursing students\u27 attitudes towards older adults using the Kogan\u27s Attitude Towards Old People Scale (KOP). A researcher developed questionnaire was also used to collect demographic information, as well as academic and non-academic experiences of students. The findings of this study showed a young, predominantly female, more Asian than non-Asian sample, with students having varied academic experiences with older adults. Being a caregiver to a grandparent was the most common non-academic experience of students, followed by no experiences at all with older adults. KOP results showed a very homogenous sample with KOP scores similar to those in other studies

‘It would not be tolerated in any other profession except medicine’: survey reporting on undergraduates’ exposure to bullying and harassment in their first placement year

OBJECTIVES: To determine the extent to which undergraduate medical students experience (and/or witness) bullying and harassment during their first year on full-time placements and to compare with new General Medical Council (GMC) evidence on bullying and harassment of doctors in training.SETTING: A UK university offering medical and nursing undergraduate programmes.PARTICIPANTS: 309 medical and nursing undergraduate students with 30-33?weeks' placement experience (123 medical students and 186 nursing students); overall response rate: 47%.PRIMARY AND SECONDARY OUTCOME MEASURES: (A) students' experience of bullying and harassment; (B) witnessing bullying and harassment; (C) actions taken by students; (D) comparison of medical and nursing students' data.RESULTS: Within 8?months of starting clinical placements, a fifth of medical and a quarter of nursing students reported experiencing bullying and harassment. Cohorts differ in the type of exposure reported and in their responses. Whereas some nursing students follow incidences with query and challenge, most medical students acquiesce.CONCLUSIONS: Bullying and harassment of medical (and nursing) students-as well as witnessing of such incidents-occurs as soon as students enter the clinical environment. This augments evidence published by the GMC in its first report on undermining of doctors in training (December 2013). The data suggest differences between nursing and medical students in how they respond to such incidents.<br/

Learning Cultural Humility Through Stories and Global Service-Learning

Service-learning experiences are often utilized by nursing programs in efforts to increase the cultural competence of nursing students. Through the use of sharing story, the concepts of cultural competence and cultural humility can be explained for students preparing for upcoming intercultural experiences. This case study describes the experience of nursing students and university faculty on their first service-learning trip to rural Kenya and how the intercultural issues were navigated there as students developed characteristics of cultural humility. This story is now being shared in preparations for subsequent international trips with nursing students and can be a model for programs wanting to prepare for service-learning experiences

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

Patient safety competencies in undergraduate nursing students: a rapid evidence assessment

Aims To identify patient safety competencies, and determine the clinical learning environments that facilitate the development of patient safety competencies in nursing students. Background Patient safety in nursing education is of key importance for health professional environments, settings, and care systems. To be effective, safe nursing practice requires a good integration between increasing knowledge and the different clinical practice settings. Nurse educators have the responsibility to develop effective learning processes and ensure patient safety. Design Rapid Evidence Assessment. Data Sources MEDLINE, CINAHL, SCOPUS, and ERIC were searched, yielding 500 citations published between 1 January 2004 - 30 September 2014. Review Methods Following the Rapid Evidence Assessment process, 17 studies were included in this review. Hawker's (2002) quality assessment tool was used to assess the quality of the selected studies. Results Undergraduate nursing students need to develop competencies to ensure patient safety. The quality of the pedagogical atmosphere in the clinical setting has an important impact on the students’ overall level of competence. Active student engagement in clinical processes stimulates their critical reasoning, improves interpersonal communication, and facilitates adequate supervision and feedback. Conclusion Few studies describe the nursing students’ patient safety competencies and exactly what they need to learn. In addition, studies describe only briefly which clinical learning environments facilitate the development of patient safety competencies in nursing students. Further research is needed to identify additional pedagogical strategies and the specific characteristics of the clinical learning environments that encourage the development of nursing students’ patient safety competencies

Perceptions of Nursing Students Regarding Evidence-Based Practice

The purpose of this descriptive quantitative study was to explore the nursing students\u27 perceptions of their attitude and knowledge regarding evidence-based practice (EBP). The Research Awareness Questionnaire (RAQ), previously used only with healthcare professionals was slightly modified and piloted with senior nursing students (N=22). Eighty-two percent (n=18) of the participants believe that EBP is part of their role. Only 41% (n=9) were confident to undertake research. On the actual knowledge measures, 96% (n=21) could define qualitative research, and 86 % (n=19) correctly defined quantitative research. Suggestions for revising the RAQ are discussed. With modifications, this instrument could be utilized by other schools to measure nursing students\u27 perceptions of their attitude and knowledge towards EBP

Student Perception of Clicker Usage in Nursing Education

Nurse educators must explore innovative ways to engage students and stimulate learning. Student response system (SRS) technology is one tool educators can use to increase participation, provide immediate feedback, and encourage critical thinking. This study evaluated perceptions of first-year nursing students using SRS technology. The findings support the use of SRS technology as a positive pedagogical approach to incorporate in teaching associate degree nursing students