PubMed · 4499626
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J P Tyndall. 1974. Beginning a baccalaureate nursing program.. https://pubmed.ncbi.nlm.nih.gov/4499626/
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A current challenge in educating nurses of the future is to support them during periods of immersion into the realities of today's health care settings during clinical practice rotations. The professional development of nursing students is dependent on their ability to integrate what they learn in the classroom with the realities that confront them during their clinical experiences. The success of clinical practice as a learning experience is dependent upon comprehensive learning support that is a collaborative responsibility between the triad of educator, clinical practitioner and student. Educators and clinical practitioners who work with students during clinical practice rotations must have an ability to recognise, and understand, the organisational behaviour of student nurses, to act as a mentor and support agent. Undergraduate student nurses undertaking their first clinical practice experience participated in an ethnographic hermeneutic study that explored the ways clinical practice in a small rural community influenced the way they shaped their professional identity. A key concern of ethnography is the way participants use space thus the theme described in this paper presents the ways students traversed space within the clinical environment and discusses how this use of space is indicative of students' professional development.
BACKGROUND: The study is placed within the context of the Irish health care system, which has undergone tremendous change, at the dawn of the new millennium, in particular from the nursing management and leadership viewpoint. AIM OF THE STUDY: The aim of this study is to explore nurses' expectations of the content and delivery of a nursing management degree programme. METHODS: This is an on-going action research study. Data has been collected using a focus group interview, questionnaire, document analysis and a reflective diary. Data was analysed using thematic analysis and SPSS as appropriate to qualitative and quantitative data respectively. To date two action research cycles are near completion and a total sample of 117 students have taken part in the study. FINDINGS: Nurses commencing the programme were unsure of their education and training needs, as they had not yet taken on board the recommendations of the Irish Commission on Nursing (Government of Ireland 1998). The findings suggest that nurse managers may not know what they need to know in light of the many current changes taking place in the Irish health system. The introduction of personal development planning (PDP) is among new strategies taking place as part of the second action research cycle. PDP can help nurse managers to reflect on their current responsibilities and plan for their future career pathways. CONCLUSIONS: The findings are presented in the context of one institution. Action research, which nests comfortably with certain management styles, has proved suitable as a tool for developing and changing this programme. The need for university teachers to focus on management development skills as well as the transmission of management theory is supported.
AIM: The purpose of this descriptive study was to determine Jordanian nursing students' perception of their learning styles. METHOD: All nursing students enrolled in four universities offering a baccalaureate degree in nursing at the time of the research project (n = 420) were approached. A structured self-administered questionnaire (Autonomous Learner Index) developed by the researchers was used for data collection. The questionnaire was pilot tested on a sample of nursing students who were not included in the study. The tool was reliable with an alpha coefficient of 0.89. FINDINGS: The majority of Jordanian nursing students perceived themselves as independent learners. The vast majority of students indicated that they have a desire to learn new things, are curious to learn, and can identify their goal independently. However, a low percentage of students indicated having good study skills, ability to concentrate while studying and using their study time efficiently. The two-tailed t-test indicated no significant differences at alpha 0.05 levels between students' learning preferences and the selected demographic variables. CONCLUSION: Based on the study findings, it is suggested that nurse educators should provide positive reinforcement of students' active involvement in the learning process, which will stimulate continued self-direction. Moreover, courses on study skills, writing skills, and literature searching skills should be introduced early in nursing curricula.