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Biomedical subjects

Margaret McMillan

Publications and source records attributed to Margaret McMillan.

9 recordsLinked to original sources
PubMed2006

Belongingness: A critique of the concept and implications for nursing education.

Clinical experience is recognised as central to nursing education. Quality clinical placements across a range of venues are vital to the development of competent and confident professionals. However there is evidence, both empirical and anecdotal, suggesting that nursing students' clinical placement experiences are often fraught with problems. These problems are long standing and multi-dimensional. For many students clinical placements are typified by feelings of alienation and a lack of belongingness. This paper proposes that the problematic nature of clinical placements may be better understood through the lens of 'belongingness'. A critical review of selected studies drawn from the psychological and social science literature provides insight and useful direction for a more focused review of the nursing literature. The potential relationships between belongingness, nursing students, and their clinical placement experiences are then exemplified by excerpts taken from the nursing literature (including unpublished material). Finally, an ongoing study that seeks to address the paucity of empirical research in this area is highlighted.

Attitude of Health Personnel↗
PubMed2006

An exploration of the concept of patient education: implications for the development of educational programmes for relapsed post-bone marrow transplantation patients and their families in Korea.

Frequently, the nursing care of patients who undergo bone marrow transplantation (BMT) is focused on acute, curative care. However, given that recurrent disease following BMT has a poor prognosis, a focus on acute care alone appears inappropriate for those clients who experience relapse. Care for this group of patients should be more inclusive of principles that underpin palliative care. Patient education is an important element of palliative care. Therefore, patient education based on the principles of palliative care should play a significant part in the nursing care of BMT patients with recurrent disease. This paper proposes a framework for the development of a palliative educational programme for relapsed post-BMT patients and their families in Korea. The framework was developed through a concept analysis of patient education.

Attitude to Health↗
PubMed2002

An evaluation of the baccalaureate-nursing program within the (MOPH), Thailand.

This research study was designed to evaluate the baccalaureate-nursing curricula undertaken in the nursing colleges under the jurisdiction of the Ministry of Public Health (MOPH), Thailand. A stakeholder approach was used to incorporate mixed methods of data collection and models of evaluation within the research framework. Both qualitative and quantitative approaches were used. Newly registered nurses and their colleagues were generally positive about the course outcomes. However, qualitative data demonstrate a need to focus more on the development of abilities related to life-long learning and critical thinking. The findings suggest challenges in achieving program outcomes attributed to the feasibility of implementation strategies. Concepts in the curriculum plan are not fully translated into practice. A number of factors have a major impact on the actual program implementation or course organisation and teaching/learning processes. There is evidence of competing or conflicting ideologies about nursing practice and education. Findings suggest that the preferable educational models for contemporary and future nursing education are process rather than content-based. It is challenging to develop ways of accommodating the more desirable professional nursing and educational approaches within the context of Thailand and MOPH nursing education policies where resources are limited and the maintenance of Thai culture is of paramount importance.

Curriculum↗
PubMed2002

Congruence or conflict? Challenges in implementing problem-based learning across nursing cultures.

Using the "real-life" situation of delivering an Australian nursing curriculum in the Maldives, this paper argues that successful offshore delivery requires far more than simply implementing an existing programme on a different site. In health education, cultural and contextual circumstances necessitate a critical appraisal of the needs of the community and the corresponding attributes of those who provide health-care services. This means designing programmes that are process oriented and easily adapted to different circumstances, and a commitment to maintaining effective communication systems. Although it would seem that problem-based learning (PBL) provides the framework for a process-oriented, learner-centred curriculum, the paper raises questions about how universally relevant the processes embedded in PBL are and describes concerns about the intent and purpose of nominating PBL as the preferred instructional strategy for cross-cultural projects.

Australia↗
PubMed2002

Exploring the culture of an ICU. The imperative for facilitative leadership.

This article presents findings of a study conducted in an Australian Intensive Care Unit (ICU). The authors were invited by staff of the unit to provide education to them to improve their experience of the workplace. Attempts to determine what staff would see as useful professional development activity, however, revealed an inability to specify their professional development needs. Exploration of the workplace situation with all nurses in the unit revealed that issues related to the workplace culture--the impact of a changing health care contexts on ICU nurses, a lack of collegial support, and a lack of preperation for the roles of ICU nurses--resulted in increased tension in the workplace and heightened job dissatisfaction. The article provides a discussion of these issues and suggests that while all who work in ICU are accountable for their interaction, those employed as educators have both a right and a responsibility to undertake a leadership role in the workplace. It is argued that the current role of educators in demonstrating procedures and equipment, assessing clinical competence of those new to the area, and supporting students who participate in accredited ICU training does not embrace the potential role of ICU educators to facilitate a change in unit culture and behavior.

Attitude of Health Personnel↗