1,499 results match your criteria Nurse Education in Practice [Journal]


Perceptions of the possible impact of dyslexia on nursing and midwifery students and of the coping strategies they develop and/or use to help them cope in clinical practice.

Authors:
Anna T Crouch

Nurse Educ Pract 2019 Jan 4;35:90-97. Epub 2019 Jan 4.

The University of Northampton, Faculty of Health and Society, Waterside Campus, University Drive, Northampton, NN1 5PH, United Kingdom. Electronic address:

This qualitative grounded theory case study aimed to explore the perceptions of the impact of dyslexia on nursing and midwifery students and of the coping strategies they develop and/or use to help them cope in practice. The questions addressed were: 1. What is the perceived impact of dyslexia on the nursing and midwifery student in clinical practice? 2. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.008DOI Listing
January 2019

Perceptions of nurse preceptors of students and new graduates with learning difficulties and their willingness to precept them in clinical practice (Part 2).

Nurse Educ Pract 2019 Jan 27;34:210-217. Epub 2018 Dec 27.

3525 Caroline St, St. Louis, MO, 63104, USA. Electronic address:

The aim of this study was to describe the perceptions of nurse preceptors of nursing students and new graduate nurses with learning disabilities in clinical settings. Learning disabilities pose potential challenges in nursing education, especially in clinical settings when working with preceptors. Preceptors (N = 166) who attended a state-wide preceptor workshop responded to an electronic survey that assessed their perceptions. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.004DOI Listing
January 2019
1 Read

Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study.

Nurse Educ Pract 2019 Feb 2;35:83-89. Epub 2019 Feb 2.

Department of Nursing, College of Health Sciences, University of Sharjah, United Arab Emirates. Electronic address:

This study explores the experiences of undergraduate nursing students and examiners with the Objective Structured Clinical Examination (OSCE) as an evaluation of physical assessment skills. A mixed methods approach captures participants' perceptions and experiences with the OSCE. The sample consisted of 55 students enrolled in the physical assessment course and eight external examiners. Read More

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http://dx.doi.org/10.1016/j.nepr.2019.01.006DOI Listing
February 2019

Readiness of newly licensed associated degree registered nurses to screen for domestic violence.

Nurse Educ Pract 2019 Jan 30;35:75-82. Epub 2019 Jan 30.

School of Social Sciences Ground Floor, Morven Brown Building, University of New South Wales, UNSW, Sydney, NSW, 2052, Australia. Electronic address:

Lack of education and training have been identified as common barriers nurses experience in implementing domestic violence screening. The reasons for the barriers are poorly understood. Participants were interviewed to determine if and how they screen for domestic violence, which patients are screened, and how pre-licensure education and current workplace training has influenced this practice. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.010DOI Listing
January 2019

Saudi female nursing students experiences of sense of belonging in the clinical settings: A qualitative study.

Nurse Educ Pract 2019 Jan 28;35:69-74. Epub 2019 Jan 28.

College of Nursing, University of Saskatchewan, Saskatoon, Canada.

Many studies have reported that nursing students' sense of belonging during their clinical experiences is essential to their motivation to learn. This study was conducted to learn more about the meaning of sense of belonging, the consequences of sense of belonging, and the factors that affect Saudi female nursing students' sense of belonging in clinical settings. Using interpretive description methodology, the data were collected via semi-structured interviews with 16 students about their sense of belonging in clinical settings. Read More

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http://dx.doi.org/10.1016/j.nepr.2019.01.008DOI Listing
January 2019

The impact of mentorship, preceptors, and debriefing on the quality of program experiences.

Nurse Educ Pract 2019 Jan 24;35:63-68. Epub 2019 Jan 24.

Department of Nursing, The Sage Colleges, 65 First Street, Troy, NY, 12180, USA. Electronic address:

With the prevalent problem of nurse retention and the lack of confidence new nurses experience, it is critical for nurse residency programs to have supportive factors that enhance residency experiences. By incorporating mentorship, preceptors, and debriefing components into these programs, skills in communication, organization, clinical reasoning, stress management, and self-confidence increase. This quantitative study was a descriptive analysis of secondary data using a cross-sectional design. Read More

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http://dx.doi.org/10.1016/j.nepr.2019.01.007DOI Listing
January 2019

Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities.

Nurse Educ Pract 2019 Jan 12;35:55-62. Epub 2019 Jan 12.

Faculty of Health Studies, VID Specialized University, Mail Box 184 Vinderen, 0319, Oslo, Norway. Electronic address:

Nursing students experience physiology as a challenging subject to learn. A learner-centred approach could enhance their learning. This study explored nursing students' experiences of actively studying anatomy and physiology off-campus within a flipped classroom using various digital tools. Read More

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http://dx.doi.org/10.1016/j.nepr.2019.01.004DOI Listing
January 2019

Using the case method to explore characteristics of the clinical reasoning process among ambulance nurse students and professionals.

Nurse Educ Pract 2019 Jan 10;35:48-54. Epub 2019 Jan 10.

Centre for Teaching and Learning, Faculty of Medicine, Lund University, 221 00, Lund, Sweden. Electronic address:

Clinical reasoning is proposed to represent cognitive processes, skills and decision-making aspects of nursing practice and is important for quality care. It has been suggested that the reasoning processes should be practiced during education to develop decision-making competence among nurses. The aim of the study was to explore and describe clinical reasoning processes at different times during specialist ambulance nurse education and among specialist ambulance nurses. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953173074
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http://dx.doi.org/10.1016/j.nepr.2019.01.001DOI Listing
January 2019
4 Reads

Multicenter study on midwifery students' attitudes towards abortion and it's place in their future practice - Comparison of respondents at early and late stages of the university education.

Nurse Educ Pract 2019 Jan 11;35:42-47. Epub 2019 Jan 11.

Department of Obstetrical and Gynecological Nursing, Medical University of Gdansk, 80-211, Gdansk, Debinki 7, Poland. Electronic address:

Evidence based midwifery education and practice are fundamental to assure high quality care of childbearing women, also with complications. In Poland, midwifery education includes aspects of participation in the abortion. A cross-sectional study was designed to describe the attitudes towards abortion at the beginning and at the end of students' university education. Read More

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http://dx.doi.org/10.1016/j.nepr.2019.01.003DOI Listing
January 2019
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Reflective writing in undergraduate clinical nursing education: A literature review.

Nurse Educ Pract 2018 Dec 3;35:32-41. Epub 2018 Dec 3.

Faculty of Nursing and Health Sciences, Nord University, 8049 Bodø, Norway. Electronic address:

The aim of this review was to explore the evidence of learning from reflective writing in undergraduate clinical nursing education. A combination of 17 quantitative and qualitative studies were included and three main categories emerged Development of clinical reasoning skills, Professional self-development and Facilitators and barriers for learning. The results revealed that reflective writing enhanced the students' reasoning skills and awareness in clinical situations. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.013DOI Listing
December 2018

Build professional competence and Equip with strategies to empower midwifery students - An interview study evaluating a simulation-based learning course for midwifery educators in Bangladesh.

Nurse Educ Pract 2019 Jan 10;35:27-31. Epub 2019 Jan 10.

Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden. Electronic address:

Use of simulation-based learning in midwifery education programmes is crucial. Due to midwifery educators in Bangladesh were lacking competence in using such pedagogical methods in their teaching, they were invited to participate in a simulation-based learning course. In this paper, we present a study on the perceived usefulness of this course. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183063
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http://dx.doi.org/10.1016/j.nepr.2019.01.002DOI Listing
January 2019
3 Reads

Designing and implementing asynchronous online deliberate practice to develop interprofessional communication competency.

Nurse Educ Pract 2019 Jan 4;35:21-26. Epub 2019 Jan 4.

School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, USA. Electronic address:

Communicating with healthcare providers is a core tenant in the Quality and Safety Education for Nurses and Institute of Medicine teamwork and collaboration competency but remains a major concern for pre-licensure nursing students and novice nurses. Pre-licensure nursing students rarely have opportunities to practice interprofessional communication skills with other healthcare providers even though lack of this skill competency may lead to patient harm. This article explores the feasibility of using story-guided online deliberate practice sessions as an educational strategy to improve students' interprofessional critical communication competency. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183007
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http://dx.doi.org/10.1016/j.nepr.2018.12.011DOI Listing
January 2019
2 Reads

Reliability and validity study of the Spanish adaptation of the "Creighton Simulation Evaluation Instrument (C-SEI)".

Nurse Educ Pract 2019 Jan 7;35:14-20. Epub 2019 Jan 7.

Department of Preventive Medicine, Hospital Germans Trias i Pujol, Carretera del Canyet sn, 08916, Badalona, Barcelona, Spain. Electronic address:

There are multiple advantages to using human patient simulation (HPS) as a teaching method for clinical nursing education. Valid, reliable tools that can be used when applying this teaching method are needed to evaluate nursing student skill acquisition. The aim of this study was to translate the Creighton Simulation Evaluation Instrument (C-SEI) into Spanish and to analyse the reliability and validity of the Spanish C-SEI version with nursing students. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.007DOI Listing
January 2019
1 Read

Effects of dyslexia on registered nurses in practice.

Nurse Educ Pract 2019 Jan 2;35:7-13. Epub 2019 Jan 2.

Department of Nursing, Manchester Metropolitan University, Birley Building, Birley Fields Campus, 53 Bonsall Street, Manchester, M15 6GX, UK. Electronic address:

While there is a growing body of research on the effects of dyslexia on student nurses, this is not the case for registered nurses. The purpose of this paper is to report key findings of a study that investigated the experiences of registered nurses who have dyslexia. The main aim of the study was to identify how dyslexia might affect registered nurses, with a particular focus on practice. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.012DOI Listing
January 2019

Don't spend, eat less, save more: Responses to the financial stress experienced by nursing students during unpaid clinical placements.

Nurse Educ Pract 2019 Jan 4;35:1-6. Epub 2019 Jan 4.

Griffith Business School, Griffith University Parklands Dr, Southport, QLD, 4215, Australia. Electronic address:

Using an online survey, this study explored the impact of participation in unpaid clinical placements on the financial wellbeing of 160 nursing students attending an Australian university. The research found that the majority of respondents struggle financially during clinical placements, yet are financially adequate or secure outside of semester or during normal periods of study. Increased transport costs and loss of income are the most significant financial stressors during this time, with additional meals, work-appropriate clothing, purchasing additional resources and materials, and childcare costs other causes of financial stress. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.005DOI Listing
January 2019

Nursing students' reflections on caring for end-of-life patients in a youth volunteer association.

Nurse Educ Pract 2019 Jan 29;34:204-209. Epub 2018 Dec 29.

Department of Nursing Sciences, Faculty of Medicine and Health, Lishui University, China; Faculty of Health and Occupational Studies, University of Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Sweden. Electronic address:

The aim of the study was to describe nursing students' reflections on caring for end-of-life patients in a youth volunteer service. A purposive sample of 11 nursing students in one province in China were interviewed and diaries were collected. The data were analysed using qualitative content analysis. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.006DOI Listing
January 2019
1 Read

Benner's model and Duchscher's theory: Providing the framework for understanding new graduate nurses' transition to practice.

Nurse Educ Pract 2019 Jan 26;34:199-203. Epub 2018 Dec 26.

School of Health Professions, Murdoch University, 90 South St MURDOCH, WA, 6150, Australia. Electronic address:

The transition to quality and safety in the new graduate registered nurses' practice remains problematic directly impacting patient outcomes. Effective mentoring during transition serves to enhance experiential learning, allowing the development and establishment of safe, quality nursing practice. Comprehensive understanding of the transition process, including the barriers and effective enablers to transition is the key to effective mentoring. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.003DOI Listing
January 2019
2 Reads

Clinical education of nursing students with learning difficulties: An integrative review (part 1).

Nurse Educ Pract 2019 Jan 5;34:173-184. Epub 2018 Dec 5.

PhD, RN, CNL, 3525 Caroline St., St. Louis, MO, 63104, USA. Electronic address:

Schools of Nursing have witnessed an increase in the number of nursing students who struggle with learning difficulties. Support and accommodations are available in academic settings. Because nursing is a practice profession students also learn in clinical settings, which may not have similar support and accommodations. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.015DOI Listing
January 2019
2 Reads

Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions.

Nurse Educ Pract 2019 Jan 5;34:192-198. Epub 2018 Dec 5.

College of Human & Health Sciences, Swansea University, Singleton Park, Swansea, SA2 8PP, United Kingdom.

Developing competence in digital literacy is an important component of health professional education in order to increase confidence in accessing best evidence for clinical practice. Regulators of pre-registration nursing programmes in the UK have stipulated an increasing number of digital competencies that will be required by future nurses. The teaching of digital literacy skills may be achieved through a range of methods, including didactic, experiential and peer-taught approaches. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183009
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http://dx.doi.org/10.1016/j.nepr.2018.11.016DOI Listing
January 2019
5 Reads

The learning experiences of immigrants who are graduates of an entry-level baccalaureate nursing program: A hermeneutic phenomenological study.

Nurse Educ Pract 2019 Jan 7;34:185-191. Epub 2018 Dec 7.

Academic Programs, University of Nebraska Medical Center, Omaha Division, 985330 Nebraska Medical Center, Omaha, NE, 68198-5330, USA. Electronic address:

International migration of individuals or families seeking to improve economic conditions or escape political oppression increases each year. With migrant movement, there is a need for appropriate health care to meet their health beliefs and cultural health traditions. Nurses comprise a large portion of the healthcare workforce and yet, the number of immigrant nurses educated in their adopted country remains low. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953173069
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http://dx.doi.org/10.1016/j.nepr.2018.12.002DOI Listing
January 2019
13 Reads

Educational needs for new graduate nurses in Korea.

Nurse Educ Pract 2019 Jan 5;34:167-172. Epub 2018 Dec 5.

College of Nursing, Ewha Womans University, Hellen hall, 52, Ewhayeodae-gil, Seodaemun-gu, Seoul, 03760, South Korea. Electronic address:

New nursing graduates often experience difficulty adjusting to clinical work environments, despite completing well-structured education programs. This study explored the educational needs of recent nursing graduates from the perspectives of new nurses and their clinical educators in Korea. Four focus-group interviews with 7 nurse educators and 8 new nurses were conducted. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.021DOI Listing
January 2019
10 Reads

Piloting a practice model in a Norwegian nursing home- A student-managed ward: A way to empower students for the nursing role.

Nurse Educ Pract 2019 Jan 29;34:161-166. Epub 2018 Nov 29.

Department of Nursing and Health Promotion, OsloMet - Oslo Metropolitan University, Norway; Health Services Research Unit, Akershus University Hospital, Lørenskog, Norway.

This paper focuses on the experiences of nursing students on a student-managed ward, the purpose of which was to empower students for the nursing role. Five nursing students operated and managed a nursing home ward for eight weeks during their final year of nursing education. The students claimed that a group of five students was beneficial. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.017DOI Listing
January 2019
2 Reads

National survey: Developing a common approach to grading of practice in pre-registration midwifery.

Nurse Educ Pract 2019 Jan 26;34:150-160. Epub 2018 Nov 26.

University College London, Gower St, Bloomsbury, London, WC1E 6BT, United Kingdom. Electronic address:

This paper presents the final phase of a national project exploring grading of practice in programmes leading to registration as a midwife in the United Kingdom. The aim was to develop a generic framework for grading practice, enhancing standardisation while enabling flexibility in application of current and new educational standards. A mixed method on-line survey considered existing practice assessment tools, factors contributing to robust and reliable assessment and perceptions of two assessment tools developed by the research team: a 'Lexicon Framework' and 'Rubric', which were tested through scenarios. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.014DOI Listing
January 2019

Assisting BSN students in moving from novice to advanced beginner through student-LED simulations.

Nurse Educ Pract 2019 Jan 1;34:145-149. Epub 2018 Dec 1.

Northern Michigan University, School of Nursing, 2301 New Science Facility, 1401 Presque Isle Avenue, Marquette, MI, 49855, USA. Electronic address:

Faculty in a baccalaureate nursing (BSN) program recognized that fundamentals students often expressed a lack of confidence regarding translating knowledge and skills from long-term care environments into acute medical-surgical environments. This study used Benner's novice to expert framework as the basis for designing and implementing a peer-coached student led simulation with the aim of easing student transition from novice to advanced beginner. A mixed-methods descriptive design was used to gather and analyze qualitative data from peer-coach and learner focus groups. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.020DOI Listing
January 2019
1 Read

New nurses and community maternal care education: A qualitative study.

Nurse Educ Pract 2019 Jan 20;34:139-144. Epub 2018 Nov 20.

School of Nursing and Midwifery, La Trobe University, Bundoora Victoria, 3083, Australia. Electronic address:

There is ongoing focus in Indonesia to lower the maternal mortality rate. One strategy has been increasing numbers of health care practitioners, including nurses, in the community. While much is known about transition experiences of new registered nurses, little is known about the adequacy of educational preparation of new nurses in Indonesia to provide maternal care in community settings. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.011DOI Listing
January 2019
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A pilot study on the simulation-based training for Ethiopia skilled birth attendants.

Nurse Educ Pract 2019 Jan 3;34:130-138. Epub 2018 Dec 3.

School of Public Health & Global Health Institute, Fudan University, Shanghai, PR China. Electronic address:

This simulation-based Ethiopia Midwife Train-the-Trainer program for skilled birth attendants is one part of the China-UK Global Health Support Program (GHSP) activities and an approach to improving the Ethiopia trainers' midwifery teaching skills. This pilot study aimed to evaluate the effectiveness of a simulation-based training for Ethiopia skilled birth attendants. This program was divided into three stages. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.12.001DOI Listing
January 2019
2 Reads

Social barriers experienced by female Saudi nursing students while studying nursing: A phenomenological study.

Nurse Educ Pract 2019 Jan 29;34:123-129. Epub 2018 Nov 29.

School of Nursing and Midwifery, Monash University, Victoria, Australia.

Saudi Arabia has a shortage of Saudi nurses in the workforce, particularly with limited numbers of local female nurses. Social factors may influence views towards the discipline of nursing thus influencing interest of local females choosing to undetake nursing studies. The aim of this paper is to explore the lived experiences of Saudi female nursing students regarding the social barriers encountered related to studying nursing. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.018DOI Listing
January 2019
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Translation and validation of a Vietnamese version of the modified Clinical Learning Environment Inventory (V-CLEI).

Nurse Educ Pract 2019 Jan 29;34:117-122. Epub 2018 Nov 29.

Division of Cancer Services, Princess Alexandra Hospital, School of Nursing, Faculty of Health, Queensland University of Technology, Victoria Park Rd, Kelvin Grove 4059, Queensland, Australia. Electronic address:

The quality of students' experiences in an education environment directly affect learning outcomes. In an applied profession such as nursing, students undertake work-integrated learning in unpredictable health settings where multiple influences interact. Understanding students' perspectives with a valid instrument is the first step in improving learning environments and maximizing learning outcomes. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.019DOI Listing
January 2019
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Essential evidence-based introductory bioterrorism content for practicing nurses.

Nurse Educ Pract 2019 Jan 20;34:104-110. Epub 2018 Oct 20.

Yale University School of Nursing, 400 West Campus Drive, Orange, CT, 06477, USA. Electronic address:

Bioterrorism content is too often absent from nursing education post-licensure. According to the Centers for Disease Control and Prevention (CDC), bioterrorism is defined as "the deliberate release of viruses, bacteria, or other germs (agents) used to cause illness or death in people, animals, or plants." The purpose of this scholarly work was to develop and pilot a curriculum on introductory bioterrorism concepts for practicing nurses. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.10.006DOI Listing
January 2019
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Safe medication administration: Perspectives from an appreciative inquiry of the practice of registered nurses in regional Australia.

Nurse Educ Pract 2019 Jan 23;34:111-116. Epub 2018 Nov 23.

Faculty of Health, Federation University Australia, Mt Helen Campus, PO Box, 663, Ballarat, VIC, 2353, Australia. Electronic address:

Registered Nurses (RNs) are regulated health professionals who are educated and accountable for safe medication administration (MA). Binding their practice are standards, policies, procedure and legislation. MA competence is taught and assessed during professional pre-registration education programs. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183009
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http://dx.doi.org/10.1016/j.nepr.2018.11.007DOI Listing
January 2019
9 Reads

Exploring the expectations of preceptors in graduate nurse transition; a qualitative interpretative study.

Nurse Educ Pract 2019 Jan 21;34:97-103. Epub 2018 Nov 21.

School of Nursing and Midwifery, Griffith University, 68 University Dr, Meadowbrook, QLD, 4131, Australia. Electronic address:

Preceptors provide fundamental support for the graduate registered nurse, acting as both teacher and role model with an aim to transition the graduate to becoming an independent practitioner. The purpose of this study was to investigate the expectations of the preceptor role from the preceptor's perspective. An interpretative phenomenological approach was used to explore the experience of being a preceptor with seven nurses working in acute clinical areas. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.012DOI Listing
January 2019

What and how … but where does the why fit in? The disconnection between practice and research evidence from the perspective of UK nurses involved in a qualitative study.

Authors:
F Moore S Tierney

Nurse Educ Pract 2019 Jan 21;34:90-96. Epub 2018 Nov 21.

Nuffield Department of Primary Care Health Sciences, University of Oxford, UK. Electronic address:

An emphasis has been placed on evidence during nurse training and practice over recent decades. A qualitative study was undertaken to explore the meaning of and involvement in evidence-based practice for recently qualified general nurses. A purposive sample of 11 general nurses was recruited. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.008DOI Listing
January 2019
2 Reads

Skills for safe practice - A qualitative study to evaluate the use of simulation in safeguarding children teaching for pre-registration children's nurses.

Nurse Educ Pract 2019 Jan 17;34:85-89. Epub 2018 Nov 17.

Lead for Child Field Nursing Programme, University of Huddersfield, Harold Wilson Building, Huddersfield, HD1 3DH, UK. Electronic address:

Safeguarding children teaching is a required component in all pre-registration nursing curricula. A structured approach to this teaching as part of preparation for registration as a children's nurse was developed jointly by the Course Leader and the Designated Nurse for Safeguarding Children. This approach aims to equip children's nurses with the necessary theoretical knowledge and practical skills needed for safe practice. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.009DOI Listing
January 2019
14 Reads

Comparative study of nomophobia among Spanish and Portuguese nursing students.

Nurse Educ Pract 2019 Jan 17;34:79-84. Epub 2018 Nov 17.

Department of Nursing, Physiotherapy and Medicine, Research Group for Health Sciences CTS-451, Faculty of Health Sciences, University of Almeria, Sacramento S/N, en La Cañada de San Urbano, CP: 04120, Spain. Electronic address:

Nomophobia is the fear of leaving the house without a mobile and being out of mobile phone contact and affects different areas of a person's life, especially in terms of social, work and academic relationships due to a dependence on the use of smartphones. Discovering the prevalence of nomophobia among nursing students is very important, as the misuse of smartphones in clinical practice may cause distractions, affecting the quality of care and putting patient safety at risk. Furthermore, it can lead to poorer academic performance during class. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183016
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http://dx.doi.org/10.1016/j.nepr.2018.11.010DOI Listing
January 2019
12 Reads

Implementing a competency-based midwifery programme in Lesotho: A gap analysis.

Nurse Educ Pract 2019 Jan 7;34:72-78. Epub 2018 Nov 7.

School of Nursing, University of the Free State, P.O. Box 339, 9300, Bloemfontein, South Africa. Electronic address:

Global reforms in health professions education, including midwifery, support the transformation of education programmes to adopt competency-based models. Lesotho, a small sub-Saharan African country, with perennially high maternal and neonatal mortality, adopted a competency-based education model in the design and subsequent implementation of a one-year post-basic midwifery programme. Through a gap analysis involving administrators, educators and students in all the nursing education institutions in Lesotho, we explored their experiences related to the implementation of a competency-based midwifery programme after three years of continuous implementation. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.005DOI Listing
January 2019
6 Reads

The HEIPS framework: Scaffolding interprofessional education starts with health professional educators.

Nurse Educ Pract 2019 Jan 12;34:63-71. Epub 2018 Nov 12.

School of Nursing and Midwifery, University of New England, Armidale, NSW 2350, Australia. Electronic address:

The link between interprofessional collaboration and interprofessional education has been at the centre of discourse for some time. To understand some of the challenges of interprofessional collaboration, a research study was undertaken. The study investigated the interprofessional socialisation experiences of health professional educators, across five higher education faculties in Perth, Western Australia (WA). Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.004DOI Listing
January 2019
9 Reads

Experiential learning in nursing and allied health education: Do we need a national framework to guide ethical practice?

Nurse Educ Pract 2019 Jan 12;34:56-62. Epub 2018 Nov 12.

School of Health and Human Sciences, Southern Cross University, Locked Mail Bag 4, Coolangatta, Qld, 4225, Australia. Electronic address:

Experiential learning is widely used in health courses to develop students' clinical skills. Students act as models for demonstrations of practical techniques and work in small groups to practise clinical skills. These classes present a number of ethical challenges including removing clothing, physical touch and disclosing personal information. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.003DOI Listing
January 2019
8 Reads

The student experience of clinical supervision across health disciplines - Perspectives and remedies to enhance clinical placement.

Nurse Educ Pract 2019 Jan 12;34:48-55. Epub 2018 Nov 12.

School of Medicine and Public Health, University of Newcastle, Corner Henry Parry Drive and Margin Street, Gosford, NSW, 2250, Australia. Electronic address:

Effective clinical practice supervision for health students is essential prior to commencing their respective professions. Students require adequate preparation before their clinical practice event with an experienced clinical supervisor able to impart professional 'know how' and skills to students. The purpose of this study was to describe final year health students' perspectives and experiences of clinical supervision, and to develop an interprofessional model of clinical supervision. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.11.006DOI Listing
January 2019
2 Reads

Nursing competency and educational needs for clinical practice of Korean nurses.

Nurse Educ Pract 2019 Jan 10;34:43-47. Epub 2018 Nov 10.

Red Cross College of Nursing, Chung-Ang University, Seoul, South Korea. Electronic address:

The purpose of this study was to investigate the nursing competency and educational needs of nurses on clinical nursing practice in order to provide basic evidences for a developing nursing education program. Participants of this study were 211 nurses working at a general hospital in Seoul, Korea. The data were collected using self-report questionnaires on nursing competencies and educational needs. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183007
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http://dx.doi.org/10.1016/j.nepr.2018.11.002DOI Listing
January 2019
11 Reads

A preliminary framework to guide implementation of The Flipped Classroom Method in nursing education.

Nurse Educ Pract 2019 Jan 3;34:36-42. Epub 2018 Nov 3.

University of West Georgia, Georgia.

Healthcare environments have increased in complexity over the last 30 years. However, educational methods to prepare nurses have remained virtually unchanged. To prepare nurses to practice in today's complex practice environment, there are calls for change and transformation in how nursing education is implemented. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953173023
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http://dx.doi.org/10.1016/j.nepr.2018.11.001DOI Listing
January 2019
7 Reads

Investigation of health literacy and affecting factors of nursing students.

Nurse Educ Pract 2019 Jan 30;34:31-35. Epub 2018 Oct 30.

Gazi University Faculty of Health Sciences Nursing Department, Muammer Yaşar Bostancı Caddesi No: 16, 06500, Beşevler, Ankara, Turkey. Electronic address:

Health literacy (HL) is a concept that concerns individuals, as well as health systems and health professionals. This study was conducted to determine health literacy and affecting factors of nursing students. A descriptive-cross sectional design was used. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953173046
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http://dx.doi.org/10.1016/j.nepr.2018.10.009DOI Listing
January 2019
10 Reads

Understanding the impact of mental health placements on student nurses' attitudes towards mental illness.

Nurse Educ Pract 2019 Jan 9;34:25-30. Epub 2018 Jun 9.

University at Buffalo, School of Nursing, Main Street, Buffalo, NY, USA; University of New England, School of Health, Armidale, NSW, Australia. Electronic address:

Student nurses maintain unfavorable views of people with mental health issues. Many continue to perpetuate common stereotypes, are fearful and believe people with mental health problems are in some way dangerous. The impact of placements greatly affects these views. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.06.004DOI Listing
January 2019
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Enhanced bioscience content is urgently needed in UK pre-registration nursing curricula.

Authors:
C Perkins

Nurse Educ Pract 2019 Jan 22;34:7-11. Epub 2018 Oct 22.

Birmingham City University, Westbourne Road, Edgbaston, Birmingham, B15 3TN, United Kingdom. Electronic address:

Achieving adequate bioscience learning and assessment in pre registration nursing programs has been problematic for many decades. This has been discussed extensively in national and international health care literature. Despite this, the quantity and quality of bioscience content appears currently in many UK registered nursing programs, to be in a period of decline. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183051
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http://dx.doi.org/10.1016/j.nepr.2018.10.008DOI Listing
January 2019
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The applicability of community of inquiry framework to online nursing education: A cross-sectional study.

Nurse Educ Pract 2019 Jan 21;34:17-24. Epub 2018 Oct 21.

Flinders University, College of Nursing and Health Sciences, Sturt Building, Bedford Park, Adelaide, South Australia, Australia. Electronic address:

The Community of Inquiry (CoI) framework has the potential to contribute to online education by addressing the nexus of pedagogy, technology, and learners' needs. However, there has been limited investigation of the application of CoI to Australian online tertiary education, with the awareness of CoI amongst Australian nurse educators being unknown. This paper reports on a project which used an online survey to investigate the level of awareness of the CoI framework and its applicability to the design of online and blended courses in Australian higher education nursing schools. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.10.003DOI Listing
January 2019
11 Reads

When saying 'go read it again' won't work: Multisensory ideas for more inclusive teaching & learning.

Authors:
Ivan Newman

Nurse Educ Pract 2019 Jan 20;34:12-16. Epub 2018 Oct 20.

Royal Agricultural University, Stroud Rd, Cirencester, Glos, GL7 6JS, UK. Electronic address:

For a progressively diverse student cohort whose members learn in a multiplicity of ways based on individuals' educational experiences, cognitive profiles and academic capabilities, medical (human and veterinary) studies may prove increasingly challenging. Traditional 'one size fits all' methods of instruction may no longer be appropriate nor allow students to reach their personal academic potential. More individually tailored approaches might prove more successful. Read More

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http://dx.doi.org/10.1016/j.nepr.2018.10.007DOI Listing
January 2019
7 Reads

What is a theory-practice gap? An exploration of the concept.

Nurse Educ Pract 2019 Jan 13;34:1-6. Epub 2018 Oct 13.

Faculty of Health & Life Sciences, Oxford Brookes University, Jack Straws Lane Marston, Oxford OX3 0FL, UK.

In nursing literature, the phrase 'theory-practice gap' is widely used without common definition or description of its underlying concept. This review paper presents a concept analysis using Rodgers (2000) evolutionary process to define and clarify the concept of the theory-practice gap as part of a doctoral study. In so doing it provides a deeper understanding of the concept to enable its consistent application within nurse education. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183020
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http://dx.doi.org/10.1016/j.nepr.2018.10.005DOI Listing
January 2019
2 Reads

Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study.

Nurse Educ Pract 2018 Sep 8. Epub 2018 Sep 8.

Mental Health Nursing Department, Faculty of Health and Applied Sciences, University of the West of England, Glenside Campus, Blackberry Hill, Stapleton, Bristol, BS16 1DD, UK. Electronic address:

Many student nurses require additional support to undertake university level education. Lecturers are well placed to deliver learning support, which may enrich attainment with assignments. Yet fairness in how support is offered, for example if it is accessible and enables learning abilities, may impact on its utility. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953173070
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http://dx.doi.org/10.1016/j.nepr.2018.08.014DOI Listing
September 2018
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Newly licensed nurses' perceptions on transitioning into hospital practice with simulation-based education.

Nurse Educ Pract 2018 Nov 12;33:154-158. Epub 2018 Oct 12.

Center for Nursing Education and Research of Baylor Scott & White Health, 3500 Gaston Avenue, Dallas, TX, 75246, USA. Electronic address:

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http://dx.doi.org/10.1016/j.nepr.2018.10.004DOI Listing
November 2018
13 Reads

Facilitating affective elements in learning - In a palliative care context.

Nurse Educ Pract 2018 Nov 3;33:148-153. Epub 2018 Oct 3.

The Swedish Red Cross University College, Department of Health Sciences, Department of Learning, Informatics, Management and Ethics, LIME, Karolinska Institut, Sweden. Electronic address:

The aim of this study was to explore ways clinical supervisors facilitate the learning of the affective elements of professional competence in a clinical palliative care environment. The secondary aim was to advocate for and raise awareness of the importance of the affective domain in medical education. A clinical palliative care learning environment has been reported to be emotionally challenging. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953183001
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http://dx.doi.org/10.1016/j.nepr.2018.09.007DOI Listing
November 2018
14 Reads

Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation.

Nurse Educ Pract 2018 Nov 1;33:141-147. Epub 2018 Oct 1.

Faculdade Israelita de Ciências da Saúde Albert Einstein - FICSAE, Nursing Course, São Paulo, SP, Postal Code 05521-200, Brazil. Electronic address:

Team-based learning (TBL) is an educational strategy based on learning teams. Despite the advantages identified in the TBL literature, student perceptions must be better investigated using valid, reliable instruments. This study constructed and validated an instrument to evaluate student perceptions of the TBL method. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S14715953173023
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http://dx.doi.org/10.1016/j.nepr.2018.09.008DOI Listing
November 2018
8 Reads