Nurse Education Today RSS feed: Current Issue. Nurse Education Today aims to publish high quality original research and reviews, debate and discussion in nursing, midwifery and health professional education. With an international authorship and readership, the journal welcomes scholarly contributions which are local, national or international in scope but are of wide interest and reflect the diversity of people, health and education systems worldwide. The journal wishes to encourage research of all traditions and will publish papers which show depth, rigour, originality and high standards of presentation. In particular, the journal will publish work which is analytical and constructively critical of both previous work and current initiatives. The editors and referees welcome works of research, policy, theory and philosophy of health professional education which meet and develop the high academic and ethical standards of the journal . The journal also publishes reviews of learning and teaching media and books. Together with other organisations the journal seeks to extend the boundaries of quality and availability of research and scholarship in nursing, midwifery and health professional education.http://www.nurseeducationtoday.com/?rss=yesElsevier Inc.en © 2010 Published by Elsevier Inc. All rights reserved. Nurse Education Today0260-6917306August 2010 © 2010 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationtoday.com/article/PIIS026069171000122X/abstract?rss=yesEditorial Board10.1016/S0260-6917(10)00122-XNurse Education Today 30, 6 (2010)2010-08-01Nurse Education Today2010-08-01306S0260-6917(10)X0006-5iihttp://www.nurseeducationtoday.com/article/PIIS0260691709002214/abstract?rss=yesWe are pleased that others have entered the fray about professorial standards in nursing and grateful, for once, for not being taken to task for our robust views on the deplorable state of the UK nursing professoriate that we have expressed on several occasions (). Taking one of our papers () as their starting point, argue that obtaining a professorship in most European countries ‘without the requisite academic credentials’ (p. 1) would be impossible. However, the point made in and subsequently by both of us on several occasions was specifically related to the UK and, while we agree that it would be almost impossible elsewhere, we wish to reiterate and emphasise that that it is eminently possible in the UK to obtain a professorship without fulfilling the accepted criteria – it is still happening. We do not take issue with but we feel that we can augment their argument significantly by focusing on some of the points they raise.How to be a professor: What Taylor et al. didn’t tell you!Roger Watson, David R. Thompson10.1016/j.nedt.2009.11.009Nurse Education Today 30, 6 (2010)2009-12-14Nurse Education Today2009-12-14306S0260-6917(10)X0006-5489491http://www.nurseeducationtoday.com/article/PIIS0260691709002068/abstract?rss=yesSummary: The purpose of this study was to assess the reliability and validity of a Chinese version of the revised nurses professional values scale (NPVS-R). The convenient sampling method, including senior undergraduate nursing students (n=110) and clinical nurses (n=223), was applied to recruit appropriate samples from southern Taiwan. The revised nurses professional values scale (NPVS-R) was used in this study. Content validity, construct validity, internal consistency, and reliability were assessed. The final sample consisted of 286 subjects. Findings: three factors were detected in the results, accounting for 60.12% of the explained variance. The first factor was titled professionalism, and included 13 items. The second factor was named caring, and consisted of seven items. Activism was the third factor, which included six items. Overall Cronbach’s alpha coefficient was 0.90, taken from values for each of the three factors of 0.88, 0.90, and 0.81, respectively. The Chinese version of the NPVS-R can be considered a reliable and valid scale for assigning values that can mark professionalism in Taiwanese nurses.A Chinese version of the revised nurses professional values scale: Reliability and validity assessmentYu-Hua Lin, Liching Sung Wang10.1016/j.nedt.2009.10.016Nurse Education Today 30, 6 (2010)2009-11-26Nurse Education Today2009-11-26306S0260-6917(10)X0006-5492498http://www.nurseeducationtoday.com/article/PIIS026069170900207X/abstract?rss=yesSummary: Aim: A systematic literature review of the experiences and perceptions of newly qualified nurses in the UK during the transition from student to staff nurse.Background: It has been widely recognised that newly qualified nurses experience a period of transition. Over the past decade there has been radical reorganisation of nurse education in the UK which has raised issues of preparation for practice.Data sources: Searches were made of the Cumulative Index to Nursing and Allied Health Literature (CINAHL) and MEDLINE.Methods: A systematic review was carried out. Papers were critically reviewed, relevant data were extracted and synthesised.Results: Four themes were identified from the empirical evidence base: transition and change, personal and professional development, pre-registration education, preceptorship and support.Conclusion: Transition remains a stressful experience for newly qualified nurses in the UK. Reasons include an increase in personal and professional development, changes in pre-registration education and lack of support once qualified.Recommendations: Further research is needed to address the current situation in relation to the transition period including pre-registration education, preparation for practice and support in both primary and secondary care.A systematic review of the experiences and perceptions of the newly qualified nurse in the United KingdomGeorgina Higgins, Rachael Louise Spencer, Ros Kane10.1016/j.nedt.2009.10.017Nurse Education Today 30, 6 (2010)2009-11-27Nurse Education Today2009-11-27306S0260-6917(10)X0006-5499508http://www.nurseeducationtoday.com/article/PIIS0260691709002093/abstract?rss=yesSummary: As part of a larger evaluation study, 20 members of staff in a Faculty of Health were interviewed about the impact of service user and carer involvement on learning and teaching. A qualitative approach was adopted and semi-structured interviews were used to explore current levels of involvement, barriers and solutions. The data generated was analysed using the principles of grounded theory. Findings suggest respondents recognised the requirement to involve service users and carers in their learning activities. Most wanted to develop this aspect of their educational provision but a number of barriers were described. Strategic and operational solutions were proposed to overcome these and respondents were positive about achieving meaningful involvement.Service user and carer involvement in learning and teaching: A faculty of health staff perspectiveRobin Gutteridge, Kerry Dobbins10.1016/j.nedt.2009.10.019Nurse Education Today 30, 6 (2010)2009-12-03Nurse Education Today2009-12-03306S0260-6917(10)X0006-5509514http://www.nurseeducationtoday.com/article/PIIS026069170900210X/abstract?rss=yesSummary: Acute care settings are characterised by patients with complex health problems who are more likely to be or become seriously ill during their hospital stay. Although warning signs often precede serious adverse events there is consistent evidence that ‘at risk’ patients are not always identified or managed appropriately. ‘Failure to rescue’, with rescue being the ability to recognise deteriorating patients and to intervene appropriately, is related to poor clinical reasoning skills. These factors provided the impetus for the development of an educational model that has the potential to enhance nursing students’ clinical reasoning skills and consequently their ability to manage ‘at risk’ patients. Clinical reasoning is the process by which nurses collect cues, process the information, come to an understanding of a patient problem or situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process. Effective clinical reasoning depends upon the nurse’s ability to collect the right cues and to take the right action for the right patient at the right time and for the right reason. This paper provides an overview of a clinical reasoning model and the literature underpinning the ‘five rights’ of clinical reasoning.The ‘five rights’ of clinical reasoning: An educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patientsTracy Levett-Jones, Kerry Hoffman, Jennifer Dempsey, Sarah Yeun-Sim Jeong, Danielle Noble, Carol Anne Norton, Janiece Roche, Noelene Hickey10.1016/j.nedt.2009.10.020Nurse Education Today 30, 6 (2010)2009-11-30Nurse Education Today2009-11-30306S0260-6917(10)X0006-5515520http://www.nurseeducationtoday.com/article/PIIS0260691709002111/abstract?rss=yesSummary: Nursing students are strategically positioned to influence adoption of evidence-based practice within the nursing profession. The purpose of this study was to identify the predictors of knowledge, attitudes, use and future use of evidence-based practice among baccalaureate nursing students at two universities.A cross-sectional survey design was used to study a convenience sample of 436 nursing students (response rate of 63.3%) enrolled at two baccalaureate nursing programs at the beginning of 2007 fall semester in the United States. The surveys included demographic questionnaire and knowledge, attitudes and behaviors questionnaire for evidence-based practice.EBP Knowledge, Attitudes toward EBP and Future Use of EBP subscales demonstrated statistically significant increase in mean scores with advancing academic levels. Confidence in clinical decision-making and clinical preparedness had moderate positive correlation with EBP Use and Future use of EBP. Simultaneous multiple regression analyses indicated that the clinical preparedness and confidence in clinical decision-making were statistically significant predictor variables for EBP use and Future use of EBP. Clinically well-prepared nursing students with high confidence in clinical decision-making are most likely to use evidence-based practice, both in the present and the future.Predictors of knowledge, attitudes, use and future use of evidence-based practice among baccalaureate nursing students at two universitiesCaroline E. Brown, Son Chae Kim, Jaynelle F. Stichler, Willa Fields10.1016/j.nedt.2009.10.021Nurse Education Today 30, 6 (2010)2009-11-30Nurse Education Today2009-11-30306S0260-6917(10)X0006-5521527http://www.nurseeducationtoday.com/article/PIIS0260691709002123/abstract?rss=yesSummary: Internationally, nursing faculty shortages have been reported and there is a potential for them to worsen into the next decade as existing faculty age. To, in part, address this issue, across disciplines there is clearly an international trend towards the increasing casualisation of the higher education workforce. Despite the potential impact of this two-tiered workforce structure, there has been limited examination of the discipline specific issues related to the employment of a growing number of sessional nursing staff. This paper provides a critical review of the literature related to the employment of sessional teachers in higher education. The paper advances the discourse around the role and implications of employing sessional teachers in undergraduate nursing schools. Recommendations for supporting sessional staff and further research are presented.Casualisation of the teaching workforce: Implications for nursing educationElizabeth J. Halcomb, Sharon Andrew, Kath Peters, Yenna Salamonson, Debra Jackson10.1016/j.nedt.2009.10.022Nurse Education Today 30, 6 (2010)2009-12-02Nurse Education Today2009-12-02306S0260-6917(10)X0006-5528532http://www.nurseeducationtoday.com/article/PIIS0260691709002135/abstract?rss=yesSummary: Background: The Case Method is a teaching method in which cases from real life inspire students to actively seek knowledge that they discuss in structured seminars. Case seminars in health education have been evaluated, compared and discussed, but descriptions that can help us understand how students learn in the seminars have not previously been published. In a Swedish nursing programme, where case seminars have been used for several years, students were asked to write about their experiences of learning in the seminars. The aim of the present study was to describe this learning process from the students’ point of view.Method: Written data were analysed using content analysis.Findings: A theme concerning how the Case Method opens doors to deeper understanding was identified as a thread running through different codes and categories. Students described the importance of new perspectives and their wish to participate in discussions with other students. The students indicated that the structure, which involved pre-prepared cases and writing on the white board, positioned their own knowledge in a wider context and that the learning atmosphere enabled everyone to participate.Conclusions: The Case Method seems to involve students in a way that deepens their understanding and critical thinking.Case seminars open doors to deeper understanding – Nursing students’ experiences of learningAnna Hofsten, Christina Gustafsson, Elisabeth Häggström10.1016/j.nedt.2009.11.001Nurse Education Today 30, 6 (2010)2009-12-14Nurse Education Today2009-12-14306S0260-6917(10)X0006-5533538http://www.nurseeducationtoday.com/article/PIIS0260691709002147/abstract?rss=yesSummary: In multiple-choice tests, four-option items are the standard in nursing education. There are few evidence-based reasons, however, for MCQs to have four or more options as studies have shown that three-option items perform equally as well and the additional options most often do not improve test reliability and validity. The aim of this study was to examine and compare the psychometric properties of four-option items with the same items rewritten as three-option items. Using item-analysis data to eliminate the distractor with the lowest response rate, we compared three- and four-option versions of 41 multiple-choice items administered to two student cohorts over two subsequent academic years. Removing the non-functioning distractor resulted in minimal changes in item difficulty and discrimination. Three-option items contained more functioning distractors despite having fewer distractors overall. Existing distractors became more discriminating when infrequently selected distractors were removed from items. Overall, three-option items perform equally as well as four-option items. Since three-option items require less time to develop and administer and additional options provide no psychometric advantage, teachers are encouraged to adopt three-option items as the standard on multiple-choice tests.A comparison of the psychometric properties of three- and four-option multiple-choice questions in nursing assessmentsMarie Tarrant, James Ware10.1016/j.nedt.2009.11.002Nurse Education Today 30, 6 (2010)2010-01-06Nurse Education Today2010-01-06306S0260-6917(10)X0006-5539543http://www.nurseeducationtoday.com/article/PIIS0260691709002184/abstract?rss=yesSummary: In this paper we argue that the concerns generated by the development of Foundation Degrees and the Assistant and Associate Practitioner roles have rekindled some of the unresolved debates regarding the status and identity of nursing and nurses. Through the application of the sociological theories of professionalisation and nostalgia we have identified the shifting and unresolved nature of nursing. We argue that these theories continue to have resonance in the current climate of change and ‘upskilling’ of the health care workforce and argue, that the shifts illuminated are perhaps so significant as to demonstrate that we have entered a post-nursing era.The shifting foundations of nursingKate Law, Kay Aranda10.1016/j.nedt.2009.11.006Nurse Education Today 30, 6 (2010)2009-12-18Nurse Education Today2009-12-18306S0260-6917(10)X0006-5544547http://www.nurseeducationtoday.com/article/PIIS0260691709002196/abstract?rss=yesSummary: Education that captures the attention of students is an essential aspect of promoting meaningful, active learning. Rather than standing at the front of a group of learners simply speaking about a topic, teachers have the opportunity of livening up their teaching with humour, games, and other fun activities. This article critically evaluates the benefits and limitations of humour within nursing education as well as the use of games and fun activities as teaching strategies. Examples of various games and interactive activities are also provided.Enjoyable learning: The role of humour, games, and fun activities in nursing and midwifery educationHeather Baid, Nicky Lambert10.1016/j.nedt.2009.11.007Nurse Education Today 30, 6 (2010)2009-12-31Nurse Education Today2009-12-31306S0260-6917(10)X0006-5548552http://www.nurseeducationtoday.com/article/PIIS0260691709002202/abstract?rss=yesSummary: Nurse lecturers are becoming more aware of the opportunities that web 2.0 offers and are slowly moving into the world of cyber-teaching. However, few consider the legal ramifications of this new teaching trend and how vulnerable they may be when posting information or teaching materials to the World Wide Web. The purpose of this paper is to explore the legal issues inherent in the use of virtual learning technologies. This paper poses a number of questions that novices in the world of virtual learning technologies may wish to consider. The paper makes some recommendation which may help to ensure that not only can nurse educators fully exploit the opportunities offered by the World Wide Web but they can do so in a legally responsible manner.Legality, the web and nurse educatorsCarol Haigh10.1016/j.nedt.2009.11.008Nurse Education Today 30, 6 (2010)2009-12-14Nurse Education Today2009-12-14306S0260-6917(10)X0006-5553556http://www.nurseeducationtoday.com/article/PIIS0260691709002226/abstract?rss=yesSummary: The purpose of this article is to examine the Promoting Excellence in Nursing Education (PENE) Pross evaluation model. A conceptual evaluation model, such as the one described here, may be useful to nurse academicians in the ongoing evaluation of educational programs, especially those with goals of excellence. Frameworks for evaluating nursing programs are necessary because they offer a way to systematically assess the educational effectiveness of complex nursing programs. This article describes the conceptual framework and its tenets of excellence.Promoting Excellence in Nursing Education (PENE): Pross evaluation modelElizabeth A. Pross10.1016/j.nedt.2009.11.010Nurse Education Today 30, 6 (2010)2009-12-14Nurse Education Today2009-12-14306S0260-6917(10)X0006-5557561http://www.nurseeducationtoday.com/article/PIIS0260691709002317/abstract?rss=yesSummary: In this article, we describe the development of a BScN (Honors) Program in a large Canadian university. We describe the elements of the program, including the application of a research apprenticeship model as the core of the program. We provide examples of student learning experiences culminating in the Honors project. Recruitment, balancing clinical and research interests, financial support, and manageability of the Honors project emerged as key challenges in our first offerings of the program. Overall, students perceived that experiential research learning enhanced their research skills, increased appreciation of the process and outcomes of nursing research, and inspired confidence to pursue graduate education. We conclude that an apprenticeship model providing students with experiential research learning with established faculty researchers is an effective and efficient way to deliver the Honors Program in the context of a research-intensive nursing faculty.Incorporating a research apprenticeship model in a Canadian nursing Honors ProgramLinda Reutter, Pauline Paul, Anne Sales, Hannah Jerke, Anra Lee, Meighan McColl, Erin Stafford, Alysha Visram10.1016/j.nedt.2009.12.001Nurse Education Today 30, 6 (2010)2009-12-23Nurse Education Today2009-12-23306S0260-6917(10)X0006-5562567http://www.nurseeducationtoday.com/article/PIIS0260691709002329/abstract?rss=yesSummary: Aims and objectives: We critique a new approach to reflection in nursing that uses thoughts and feelings as the focus of the reflective process.Background: We have developed the ‘Peshkin Approach to Reflection’; so-called because it is influenced by the work of Peshkin and his focus on the ‘subjective I’. Whereas most reflective models used in nursing take an incident as the starting point, this new approach focuses on subjective feelings and thoughts.Discussion: We offer an overview of the stages of the process: preparation; writing, analysis, and application to practice. Central to the paper is a critique of the approach with particular emphasis on the issues raised by focusing on emotions as part of the reflective process. We show that within the emotional labour of nursing, feelings may become repressed. Thus, we suggest that bringing emotions to the forefront of reflective practice in an appropriately supportive environment has significant benefits.Conclusions: Emotions are inextricably bound with nursing practice. For that reason, we argue that much can be gained from raising emotions in a manner that helps nursing students – or indeed nurses and other practitioners – gain a deeper self-understanding. In turn, this can enhance therapeutic use of self.Raised emotions: A critique of the Peshkin Approach to ReflectionCaroline Bradbury-Jones, Denise Coleman, Helen Davies, Kate Ellison, Colette Leigh10.1016/j.nedt.2009.12.002Nurse Education Today 30, 6 (2010)2009-12-30Nurse Education Today2009-12-30306S0260-6917(10)X0006-5568572http://www.nurseeducationtoday.com/article/PIIS0260691709002330/abstract?rss=yesSummary: Unauthorised student nurse absenteeism in higher education troubles many university lecturers. Anecdotally, absenteeism is occasionally raised as an issue by attending students who resent others “getting away” with non-attendance and some policy documents appear to suggest that attendance should be mandated. This paper argues against enforced attendance in higher education and challenges those who would mandate attendance to explain and justify their position. Drawing on a range of nursing and non-nursing material we here discuss some of the literature on attendance, absenteeism, effort or time spent in study and grade attainment. Informed by this admittedly partial review we maintain that the evidence linking grade attainment with attendance and study effort is less conclusive than intuition might initially suggest. We note that enforcing attendance apparently runs counter to important pedagogic (humanistic and androgogic) principles. We propose that responses to absenteeism cannot be separated from questions of ‘harm’ and we suggest that lecturers should refrain from associating non-attendance with unprofessional behaviour and poor professionalization.Student nurse absenteeism in higher education: An argument against enforced attendanceMartin Lipscomb, Paul C. Snelling10.1016/j.nedt.2009.12.003Nurse Education Today 30, 6 (2010)2010-01-07Nurse Education Today2010-01-07306S0260-6917(10)X0006-5573578http://www.nurseeducationtoday.com/article/PIIS0260691709002342/abstract?rss=yesSummary: The recent decision from the Nursing and Midwifery Council to make nursing a graduate profession has for some been the culmination of over a century of expectation. From the 1890s there were voices within the nursing and medical professions that nursing should be taught in universities. The purpose of this article is to explore two attempts in the mid-20th century to establish a degree in nursing at an English University; neither of which was successful. It will be demonstrated that there were too many conflicting ideas and personalities for these to have been achieved. The doctors wanted skilled assistants, many in the nursing profession considered that nurses should have ‘common-sense, courtesy and kindness’, in that order, the universities considered nursing to be a practical vocation, and the governments did not want the increased spending that such a move would necessitate.Degrees of ambivalence: Attitudes towards pre-registration university education for nurses in Britain, 1930–1960Jane Brooks, Anne Marie Rafferty10.1016/j.nedt.2009.12.004Nurse Education Today 30, 6 (2010)2010-01-11Nurse Education Today2010-01-11306S0260-6917(10)X0006-5579583http://www.nurseeducationtoday.com/article/PIIS0260691709002354/abstract?rss=yesSummary: Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point® presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students’ perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students’ perception of the web-based activities: ‘enhances my learning’, ‘study at my own pace’, and ‘about the activities: what I really liked/disliked’. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students’ learning in bioscience.Nursing students’ perception of a web-based intervention to support learningJane Koch, Sharon Andrew, Yenna Salamonson, Bronwyn Everett, Patricia M. Davidson10.1016/j.nedt.2009.12.005Nurse Education Today 30, 6 (2010)2010-01-04Nurse Education Today2010-01-04306S0260-6917(10)X0006-5584590http://www.nurseeducationtoday.com/article/PIIS0260691709002469/abstract?rss=yesSummary: A contemporary challenge for nursing educators is to connect theory with practice for nursing students in a curriculum which is largely theory based. The use of reflective writing has been widely used to increase students’ critical thinking, and writing skills, as well as to help students integrate concepts within the context of clinical nursing. In the clinical context, the concept of seeing the other can be challenging for students whose life experiences may not have included many of the crises faced by patients and their families. This paper embeds an undergraduate nursing student’s reflective writing response to an exercise, from a family nursing course, utilized to help students relate more confidently to the patient as the other.Learning to see the other: A vehicle of reflectionLinda L. Binding, Angela C. Morck, Nancy J. Moules10.1016/j.nedt.2009.12.014Nurse Education Today 30, 6 (2010)2010-01-13Nurse Education Today2010-01-13306S0260-6917(10)X0006-5591594