Nurse Education Today - Articles in Press

To abort or not? A Greek dilemma — case study - Corrected Proof

Dimitrios Theofanidis, Antigoni Fountouki, Ourania Pediaditaki — 2012-02-06

Summary: Abortion is a major issue in contemporary Greece as it is often practiced but not debated openly and accordingly.Aim: To present and discuss critically a real case scenario with strong ethical implications concerning abortion under two polar ethical doctrines, i.e. Utilitarianism and Deontologism.Discussion: From a Deontological point of view the baby's life should be spared regardless of reason. In contrast, Utilitarians reason that the effect on the mother and family life should be drawn into the decision equation. The mother, who was heavily influence by her religious beliefs, decided to keep the baby, and the pregnancy continued as planned.Conclusion: The importance of weighing up the views of the patient and respecting her autonomy is crucial when dealing with such issues. Health care professionals need to be adequately prepared in order to facilitate and support patients and families in similar circumstances.

The relationship between self-directed learning readiness and problem solving in Chinese baccalaureate nursing students - Corrected Proof

Hao Bin Yuan, Beverly A. Williams, Jin Bo Fang, Dong Pang — 2012-01-30

Summary: This descriptive cross-sectional study was conducted with 536 Chinese nursing students to describe the relationship between self-directed learning readiness and problem solving. A stratified random sampling was performed. The Self-Directed Learning Readiness (SDLR) scale for nursing education (Chinese translation version) and Chinese Social Problem Solving Inventory-Revised (C-SPSI-R) were used. Students possessed readiness for self-directed learning (item mean 3.87, S.D.=0.38). Students believed in their ability to adopt relevant strategies for solving problems. The item mean scores on each subscale of C-SPSI-R were 2.07 (S.D.=0.97, rational problem solving), 2.21 (S.D.=0.72, positive problem orientation), 1.31 (S.D.=0.81, negative problem orientation), 0.72 (S.D.=0.69, avoidance style), and 1.00 (S.D.=0.80, impulsivity or carelessness style). SDLR was positively related to Rational Problem Solving and Positive Problem Orientation (r=0.39, 0.49, P=0.000), but negatively related to Negative Problem Orientation, Avoidance Style, and Impulsivity/Carelessness (r=−0.29, −0.35, −0.13, P=0.000, 0.004). Problems may motivate students to become self-directed learners through collaborative working. Appropriate teaching strategies need to be further explored in order to promote student confidence, mutual responsibility for learning and thinking processes for solving problems.

Cultural meaning of course evaluation among nursing students and faculties in Korea - Corrected Proof

Miyoung Kim, Chiyoung Cha — 2012-01-25

Summary: Background: Course evaluations have been used widely in universities without studying how they are perceived in different cultural backgrounds.Purpose: The purpose of this study was to explore the perception of course evaluations in nursing schools in Korea from both students’ and faculty's perspectives with a consideration for their cultural background.Design: An ethnographic approach was used to explore the meaning of course evaluations in a cultural context.Settings: Participants were recruited from four nursing schools in urban and rural areas of Korea.Data: Data were acquired from individual and focus group interviews, course evaluation tools, a course evaluation diary, and debriefing notes.Methods: Data were analyzed using a five-step approach suggested by Roper and Shapira.Findings: Faculty changed their attitudes concerning course evaluations from negative to positive over time, while students maintained a negative attitude. Unique features of the nursing curriculum and nursing training were identified as influencing factors. Both the faculty and students made useful suggestions to create more meaningful course evaluations.Conclusions: A means to reconcile the gap in course evaluation perceptions between faculty and students is necessary. Evaluating systems and tools need to be developed with a consideration to particular disciplinary characteristics and cultural backgrounds.

Shared governance: A vehicle for engagement and change - Corrected Proof

Anita Bamford-Wade, Deborah Spence — 2012-01-25

After 3 decades of strength and stability, our nursing school experienced successive changes in leadership between 1999 and 2005 at a time when nursing was transitioning from polytechnic to university status. Previously a “school” in its own right, the discipline of nursing became part of a Division of Health Care Practice, along with midwifery, paramedicine, and emergency management. Prompted by feelings of loss and recognition that old structures and processes were not functioning as well as they could, in August 2006, we decided to review our ways of working. In my previous role as Director of Nursing for a tertiary health provider, I had introduced a shared governance model which is value based and had provided an effective vehicle for change in a healthcare setting. I believed the model also had potential in an academic setting.

Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency - Corrected Proof

Zu-Chun Lin — 2012-01-19

Summary: Background: The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better.Purpose: The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores.Methods: This study used a pretest–posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention.Results: The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups.Conclusions and applications: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals.

Developing information literacy skills in pre-registration nurses: An experimental study of teaching methods - Corrected Proof

Alison Brettle, Michael Raynor — 2012-01-18

Summary: Aim: To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses.Design: Randomised control trial.Participants: Seventy-seven first year undergraduate pre-registration diploma nursing students.Intervention: Online in-house information literacy tutorialComparison: One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian.Methods: Search histories were scored using a validated checklist covering keyword selection, Boolean operators, truncation and synonyms. Skills retention was measured at 1month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session.Results: The searching skills of first year pre-registration nursing students improve following information literacy sessions (p<0.001), and remain unchanged 1month later, regardless of teaching method. The two methods produce a comparable improvement (p=0.263). There is no improvement or degradation of skills 1month post-session for either method (p=0.216).Conclusion: Nurses Information literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1month post-intervention for either method.

A concept analysis of competence and its transition in nursing - Corrected Proof

Joanne R. Garside, Jean Z.Z. Nhemachena — 2012-01-18

Summary: Competence is one of the most commonly used words in nursing internationally, yet is a nebulous concept defined in diverse ways by different healthcare practitioners. The slippery nature of the concept often exists purely in the eye of the beholder however, the universal principles are deeply rooted in the measurement of the Registered Nurse's (RN) ability to perform effectively. Competence is a simpler thing to define when recognising where it does not exist in the form of incompetence. The aim of this paper is to present finding from a concept analysis that explored various facets of competence, particularly how it has been interpreted, applied and transformed over the years within nurse education in the United Kingdom. The analysis utilised a systematic review of contemporary evidence base based on theory construction by Walker and Avant (2005), a primary concern being to understand the underpinning conceptual principles that define the concept of competence and competency development and how these may be used to inform our understandings. The analysis identified how influential academics and professional bodies have attempted to provide definitions and concluded that it may be the existence of so many of these definitions, which has compounded the conundrum of what competence really is.

Facilitator versus preceptor: Which offers the best support to undergraduate nursing students? - Corrected Proof

Sandra Walker, Trudy Dwyer, Lorna Moxham, Marc Broadbent, Teresa Sander — 2012-01-13

Summary: Introduction: There is an abundance of literature regarding factors that influence student learning within the clinical environment. Within this discourse, there is a paucity of research on the impact of supervision models on the learning support needs of students. This paper presents the results of research that focused on nursing students' perceptions about the effectiveness of the support they received during their work integrated learning (WIL) experience.Background: The majority of students placed within health care facilities are in groups. The group model incorporates a facilitator who supervises the students who are placed across a number of wards. At the ward level students are then assigned a Registered Nurse (RN) who is their mentor. This occurs on a shift by shift basis. Another model of clinical supervision involves preceptorship. This approach is via a one-on-one supervision of students. Within the preceptorship model, students are supervised by a RN who is responsible for supporting them during their WIL experience and for completing their assessment.Methods: This study compared two models of clinical supervision to better understand the learning support needs as perceived by undergraduate nursing students during their WIL experience. Survey method using a self reporting online questionnaire developed by the researchers was used to collect data.Results: 159 undergraduate nursing students enrolled in a Bachelor level programme of study completed the on-line survey. When comparing the two models of supervision, students supervised within the facilitator model were statistically more likely to be challenged to reflect, think, build on existing skills and knowledge and to problem-solve issues. Notably, all factors integral to RN education. Overall, students considered the quality of support to be the most important facet of supervision.Conclusions: The findings of this study demonstrate that the facilitator model is the better approach for the development of critical thinking, but both models enable the development of a student's professional identity and the development of their role within nursing. This highlights the significance of clinical experiences during undergraduate nursing education.

A comparison of student and faculty perceptions of clinical post-conference learning environment - Corrected Proof

Mary E. Megel, Audrey E. Nelson, Joyce Black, Jenilee Vogel, Megan Uphoff — 2012-01-09

Summary: The purpose of this study was to repeat a study by Letizia and Jennrich that described and compared perceptions of the clinical post-conference learning environment of undergraduate baccalaureate student nurses (BSN) and faculty. The Clinical Post-Conference Learning Environment Survey (CPCLES) was sent electronically to all traditional and accelerated BSN students and faculty; 178 usable responses were returned. Both faculty and students perceived the environmental characteristics captured by the CPCLES were important, but were used less than expected (p<0.025). No differences were found between faculty and students in perceptions of importance and actual use of the post-conference learning environment. Results showed highest scores for the subscale Teacher Support for both faculty and students. Lowest scores were received for Innovation. The results suggest the important role faculty has in supporting students' efforts to understand and find meaning in clinical experiences. Post-conference learning experiences could be enriched by faculty efforts to increase active learning strategies and innovative experiences. Further research is needed to determine effectiveness of new approaches to the post-conference in facilitating clinical reasoning among student nurses, and promote students' ability to provide safe, high-quality care.

Nursing students' experiences of assessment by the Swedish National Clinical Final Examination - Corrected Proof

2012-01-09

Summary: The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part.

Student nurse perceptions of risk in relation to international placements: A phenomenological research study - Corrected Proof

Debra A. Morgan — 2012-01-03

Summary: Background: International nursing electives have been identified as a positive learning experience for students. However, whilst there are risks associated with international student placements in general, there is a scarcity of research specifically relating to student nurse's experiences of risk.Objective: This study aimed to investigate UK undergraduate student nurse experiences of risk during an international placement.Design and methods: A phenomenological methodology was applied and semi-structured interviews were conducted with student nurses who had recently returned from an international clinical placement abroad.Setting and participants: Ten, second year student nurses, studying on a pre-registration diploma/BSc (Hons) Nursing Studies/Registered Nurse programme from one UK University participated in the study.Findings and conclusions: Findings from the study highlighted that students felt that three types of risk existed; physical risk, clinical-professional risk and socio-cultural risk. Perceptions of risk were influenced by sociological theory relating to the concept of ‘the other’ and students attempted to reduce risk by employing strategies to reduce ‘Otherness’. They also applied psychological theory relating to heuristics such as ‘safety in numbers.’ It also emerged from the study that exposure to perceived risk enhanced learning as students reported that it encouraged personal and professional development in particular and so assisted students in their move toward self-actualisation. It is suggested, and intended, that findings from this study can be applied to the preparation of students to further enhance their safety and learning experience during international placements abroad.

A systematic review of the effectiveness of interprofessional education in health professional programs - Corrected Proof

Samuel Lapkin, Tracy Levett-Jones, Conor Gilligan — 2011-12-26

Summary: Objective: The objective of this systematic review was to identify the best available evidence for the effectiveness of university-based interprofessional education for health students.Background: Currently, most health professional education is delivered in a traditional, discipline specific way. This approach is limited in its ability to equip graduates with the necessary knowledge, skills and attitudes for effective interprofessional collaboration and for working as part of a complex health care team. Interprofessional education is widely seen as a way to improve communication between health professionals, ultimately leading to improved patient outcomes.Inclusion criteria: The review included all randomised controlled trials and quasi-experimental studies in which two or more undergraduate or post-graduate health professional groups are engaged in interprofessional education.Review methods: A three-stage comprehensive search of ten electronic databases as well as grey literature was conducted. Two independent reviewers assessed each paper prior to inclusion using the standardised critical appraisal instruments for evidence of effectiveness developed by the Joanna Briggs Institute.Results: Nine published studies consisting of three randomised controlled trials, five controlled before and after studies and one controlled longitudinal study were included in the review.Conclusion: Student's attitudes and perceptions towards interprofessional collaboration and clinical decision-making can be potentially enhanced through interprofessional education. However, the evidence for using interprofessional education to teach communication skills and clinical skills is inconclusive and requires further investigation.Implications for research: Future randomised controlled studies explicitly focused on interprofessional education with rigorous randomisation procedures, allocation concealment, larger sample sizes, and control groups, would improve the evidence base for interprofessional education.

Storytellers as partners in developing a genetics education resource for health professionals - Corrected Proof

2011-12-26

Summary: Advances in genetics are bringing unprecedented opportunities for understanding health and disease, developing new therapies and changes in healthcare practice. Many nurses and midwives lack competence and confidence in integrating genetics into professional practice.One approach to enhance understanding of genetics is to simulate clinical exposure through storytelling. Stories are acknowledged as a powerful learning tool, being understandable and memorable, stimulating critical thinking, and linking theory to practice. Telling Stories, Understanding Real Life Genetics is a freely accessible website that sets people's stories within an education framework. The links between the stories and professional practice are made explicit and additional features support learning and teaching.Care of the storytellers within an ethical framework is of paramount importance. Storytellers are viewed as partners in the project. The challenges encountered include preserving the authentic voice and dignity of the storyteller. Project team members have also experienced ‘professional shame’ when negative experiences have been recounted, and the stories have had an impact on the team.The experience of working with storytellers has been positive. The storytellers want to be heard so that others will benefit from their stories. They serve as a reminder of why this work is important.

Service user involvement in the assessment of student nurses: A note of caution - Corrected Proof

Gemma Stacey, Theodore Stickley, Brenda Rush — 2011-12-26

In the UK, the Nursing and Midwifery Council () have called for service user involvement in nurse education including the assessment of student nurses. As researchers and educationalists we have supported service user involvement in nurse education at the University of Nottingham, Division of Nursing for over a decade () and so we are keen to explore to further development in this area. However, what is noticeable in the NMC's requirement for involvement is the lack of acknowledgement that meaningful involvement may be problematic. In this commentary, we focus on one aspect of service user involvement in order to raise some debate about this very important topic. We have chosen to specifically focus upon service user involvement in the assessment of student nurses as this is an area that we have researched at our institution. What has become evident in our research is that this laudable initiative should be carefully contemplated before being implemented; in fact we question whether it should implemented at all without the required evidence-base.

An exploration of the midwifery continuity of care program at one Australian University as a symbiotic clinical education model - Corrected Proof

Linda P. Sweet, Pauline Glover — 2011-12-23

Summary: Objective: This discussion paper analyses a midwifery Continuity of Care program at an Australian University with the symbiotic clinical education model, to identify strengths and weakness, and identify ways in which this new pedagogical approach can be improved.Background: In 2002 a major change in Australian midwifery curricula was the introduction of a pedagogical innovation known as the Continuity of Care experience. This innovation contributes a significant portion of clinical experience for midwifery students. It is intended as a way to give midwifery students the opportunity to provide continuity of care in partnership with women, through their pregnancy and childbirth, thus imitating a model of continuity of care and continuity of carer.Methods: A qualitative study was conducted in 2008/9 as part of an Australian Learning and Teaching Council Associate Fellowship. Evidence and findings from this project (reported elsewhere) are used in this paper to illustrate the evaluation of midwifery Continuity of Care experience program at an Australian university with the symbiotic clinical education model.Findings: Strengths of the current Continuity of Care experience are the strong focus on relationships between midwifery students and women, and early clinical exposure to professional practice. Improved facilitation through the development of stronger relationships with clinicians will improve learning, and result in improved access to authentic supported learning and increased provision of formative feedback. This paper presents a timely review of the Continuity of Care experience for midwifery student learning and highlights the potential of applying the symbiotic clinical education model to enhance learning.Conclusion: Applying the symbiotic clinical education framework to evidence gathered about the Continuity of Care experience in Australian midwifery education highlights strengths and weaknesses which may be used to guide curricula and pedagogical improvements.

Clinical skills education for graduate-entry nursing students: Enhancing learning using a multimodal approach - Corrected Proof

2011-12-19

Summary: This paper discusses the development of a new clinical skills course at a school of nursing and midwifery in London. The course, part of a two year pre-registration programme for graduates in other disciplines, adopted an innovative multimodal approach. This comprised a range of teaching, learning and assessment strategies designed to maximise comprehensiveness, complementarity and flexibility. The background to the development is discussed and each component is described in detail. A brief summary of relevant feedback generated from anonymous student evaluations is included. This provides important insights into the perceived strengths and weakness of the module from a learner perspective. The paper concludes by identifying proposed future developments and recommending wider applications of the multimodal approach within nursing and healthcare education on an international level.

From Novice to Expert: Benner's legacy for nurse education - Corrected Proof

Lyn Gardner — 2011-12-19

Like most nurse academics, I am familiar with the basic tenets of Benner's seminal book From Novice to Expert, although like many of my colleagues, I had never sat down and read it from cover to cover. On properly reading it for the first time, I was struck by a double and somewhat unexpected irony. Firstly, that one of the most influential books on nursing theory in recent times is, if not anti-theoretical, then most certainly atheoretical. Thus, in the foreword to the original edition, Myrtle Aydelotte praises Benner for giving ‘a lucid, colourful description [rather than theory] of nursing practice as rendered by expert nurses’ (, p. v, my emphasis and brackets). She goes on to say that, ‘The value of this document lies in the understanding it gives us about the mystery of expert practice and in the creation of an awareness that we must respect this mystery, rather than pretend that we can dispel or standardise it by submitting it to rules, procedures, and regulation’ (pp. v–vi). This apparent warning, which is echoed by Benner later in the book, is that we should not (indeed, we cannot) look too deeply into the ‘mysteries’ of expert practice. Indeed, when expert practitioners are asked to describe their practice, the accounts they give are not a reflection of what they actually do; there is a mismatch between their espoused theories and their observed actions. Thus, ‘formal structural models, decision analysis, or process models cannot describe the advanced levels of clinical performance observable in actual practice’ (p. 38). Benner cautions that it is not simply ‘that the rules and formulas just move to the unconscious level or go underground’ (p. 37); there are no rules and formulas. Further, according to Benner, if experts are forced to practice by the book, according to established research- and theory-based procedures, their performance actually deteriorates. Benner's ‘theory’, then, is that expert practice cannot be theorised.

A closer look at academic probation and attrition: What courses are predictive of nursing student success? - Corrected Proof

Carrie Abele, Barbara Penprase, Rueben Ternes — 2011-12-19

Summary: The purpose of this retrospective study was to identify undergraduate courses that serve as predictors of success for nursing students completing a BSN program. The sample included records of 327 students placed on probation or dismissed from a Midwest school of nursing between 2002 and 2010. Though previous research has shown that science courses can be used as predictors of nursing student success, our results suggest that non-science courses can serve in this capacity as well. In particular, an across-the-life-span fundamental psychology course was found to be an important predictor in determining whether or not probationary students eventually completed the program. These results suggest that nursing programs need to evaluate their programs not only reviewing students success in nursing courses but also in prerequisites beyond just science courses such as chemistry and biology.

Nurses' knowledge of high-alert medications: A randomized controlled trial - Corrected Proof

Min-Chin Lu, Shu Yu, I.-Ju Chen, Kai-Wei K. Wang, Hsiang-Feng Wu, Fu-In Tang — 2011-12-19

Summary: Aim: This study explores the effectiveness of an educational intervention on nurses' knowledge regarding the administration of high-alert medications.Background: Nurses' insufficient knowledge is considered to be one of the most significant factors contributing to medication errors. Most medication errors cause no harm to patients, but the incorrect administration of high-alert medications can result in serious consequences. A previous study by the same authors validated 20 true/false questions concerning high-alert medications and suggested that the topic be taught to nurses (Hsaio, et al., 2010. Nurses' knowledge of high-alert medications: Instrument development and validation. Journal of Advanced Nursing, 66(1), 177–199.).Methods: A randomized controlled trial was employed in 2009 in Taiwan. Twenty-one hospital wards and 232 nurses were randomized to control and intervention groups. The sixty-minute educational intervention was based on the viewing of a Powerpoint file developed for this study. The results were compared pre-intervention and six weeks post-intervention by means of a test comprising the 20 questions regarding high-alert medications.Findings: The pre-intervention baseline data for correct answer rate was 75.8% (mean; n=232). After the intervention, the post-test showed significant improvement in the intervention group (n=113) (pre vs. post; 77.2±15.5 vs. 94.7±7.6; paired t=10.82, p<0.0001) but not in the control group (n=112) (pre vs. post; 74.3±14.7 vs. 75.5±14.2; paired t=0.60; p=0.247).Conclusions: Educational intervention appears to be effective in strengthening nurses' knowledge of high-alert medications. The Powerpoint file presented teaching material which is both suitable and feasible for hospital-based continuing education.

Development and psychometric testing of the Ascent to Competence Scale - Corrected Proof

Michelle A. McCoy, Tracy Levett-Jones, Victoria Pitt — 2011-12-12

Summary: Aim: This paper reports the development and psychometric testing of the Ascent to Competence Scale, an instrument designed to measure nursing students' perceptions of the quality of their clinical placement experience.Background: The key purpose of clinical placements is to facilitate students' learning and progress toward the attainment of competence. The attainment of competence requires personal commitment and active involvement of students; support and guidance of clinical and academic staff; and clinical environments that are welcoming and inclusive of students.Method: The items for the Ascent to Competence Scale were identified following a critical review of the literature. Content and face validity were established by an expert panel. During 2010 the instrument was tested with third year nursing students (n=88) from one Australian university. Exploratory factor analysis with promax oblique rotation was used to determine construct validity and Cronbach's coefficient alpha determined the scale's internal consistency reliability.Results: The final scale demonstrated satisfactory internal consistency (alpha 0.98). Exploratory factor analysis yielded a three-component structure termed “Being welcomed”; “Belongingness” and “Learning and competence”. Each subscale demonstrated high internal consistency: 0.89; 0.96; and 0.95 respectively.Conclusion: The Ascent to Competence Scale provides a fresh perspective on clinical placements as it allows for the relationship between belongingness, learning and competence to be explored. The scale was reliable and valid for this cohort. Further research in different contexts would be valuable in extending upon this work.Relevance to clinical practice: The Ascent to Competence Scale profiled in this paper will be of benefit to both educational and healthcare institutions. The use of a quantified yardstick, such as the Ascent to Competence Scale, is important in evaluating the efficacy of programs, placements and partnerships between higher education and health services.

Nurse educators and professional ethics—Ethical principles and their implementation from nurse educators' perspectives - Corrected Proof

Leena Salminen, Riikka Metsämäki, Olivia H. Numminen, Helena Leino-Kilpi — 2011-12-12

Summary: This study describes nurse educators' knowledge of the ethical principles of professional codes of ethics and educators' assessment of the implementation of principles of fairness and human respect. Data for this study was collected from nurse educators in Finland. The data was analyzed by SPSS (15.0) for Windows. A total of 342 nurse educators participated. The response rate was 46%. Nurse educators knew well the ethical principles of professional codes governing their work. Older and more experienced educators knew the principles better than younger and less experienced. According to the educators the principle of fairness was implemented the best whereas fair treatment of nurse educators and respect for educators' opinions in the society were implemented the weakest. Educators who knew the principles well assessed themselves to act in a fairer way and to respect other persons' opinions in a better way than educators who knew these principles less well. They also felt themselves to be better treated than educators having less knowledge of the principles. These findings can be utilized to develop nurse educators' ethics education. Further research should focus on students', colleagues' and superiors' assessments of nurse educators' ethical knowledge base to gain comparative data on the phenomenon.

A pilot project in distance education: Nurse practitioner students' experience of personal video capture technology as an assessment method of clinical skills - Corrected Proof

Haakan Strand, Stephanie Fox-Young, Phil Long, Fiona Bogossian — 2011-12-12

Summary: This paper reports on a pilot project aimed at exploring postgraduate distance students' experiences using personal video capture technology to complete competency assessments in physical examination. A pre-intervention survey gathered demographic data from nurse practitioner students (n=31) and measured their information communication technology fluency. Subsequently, thirteen (13) students were allocated a hand held video camera to use in their clinical setting. Those participating in the trial completed a post-intervention survey and further data were gathered using semi-structured interviews. Data were analysed by descriptive statistics and deductive content analysis, and the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) were used to guide the project.Uptake of the intervention was high (93%) as students recognised the potential benefit. Students were video recorded while performing physical examinations. They described high level of stress and some anxiety, which decreased rapidly while assessment was underway. Barriers experienced were in the areas of facilitating conditions (technical character e.g. upload of files) and social influence (e.g. local ethical approval). Students valued the opportunity to reflect on their recorded performance with their clinical mentors and by themselves. This project highlights the demands and difficulties of introducing technology to support work-based learning.

Mental health behaviours among undergraduate nursing students: Issues for consideration - Corrected Proof

Michelle Cleary, Jan Horsfall, Jenny Baines, Brenda Happell — 2011-12-12

Summary: It is clear that many university students across all disciplines (including nursing) experience a diverse range of intrapersonal and interpersonal difficulties. Some students are exposed to circumstances and expectations that may place them at risk for mental health or substance use disorders or exacerbate pre-existing problems. Research shows increasing rates of diagnosable mental health conditions such as substance use disorders, depression, personality disorders, and behavioural challenges that present themselves while students are undertaking their university education. It is therefore important that nurse educators are able to identify student problems in both academic and clinical settings, so that symptoms, signs and inexplicable behaviours are not ignored, and steps towards referral and early intervention are taken. In this paper, we discuss rates of mental health problems and substance use among undergraduate nursing students, problems in the teaching–learning and clinical settings which nurse educators are likely to witness, and the consequences of unacknowledged psychiatric difficulties and problematic behaviours.

The assessment of drug calculation skills — Time to rethink the whole process - Corrected Proof

Kerri Wright — 2011-12-08

Nurses and student nurses require assessment of their practice to ensure that they are meeting the standards specified by the nursing professional regulator; the Nursing and Midwifery council (NMC). The NMC has a role in protecting the public and ensuring that nurses have achieved specific competencies and standards of practice to become a qualified nurse and continue to practice at this level (). The competencies deemed to be essential are specified by the NMC and must be evidenced by student nurses before being accepted onto the NMC register (). An area of practice that has received a lot of attention in recent years is the standard of drug calculation skills of nurses. This led to drug calculation skills becoming one of the competencies outlined in the Essential Skills Clusters by the NMC and must now be assessed by individual Universities as part of their nursing programmes (). However, the method of assessment of this competency was not specified by the NMC and has led to a non uniform approach to drug calculation assessments both at universities and in Trusts as evidenced by research studies examining calculation skills of student nurses and nurses (). This article aims to evaluate the current assessment criteria used for drug calculation skills and calls for an urgent review of what constitutes drug calculation proficiency and how this is assessed.

Knowledge, attitudes and beliefs about tobacco use after an educative intervention in health sciences' students - Corrected Proof

2011-12-07

Summary: Purpose: To examine the effectiveness of a tobacco control course on the improvement of knowledge, attitudes and beliefs about smoking among health sciences' students.Methods: This was a quasi-experimental study of community intervention carried out during the years 2005–2008, at 2 university health science centres in northwest Spain. A total of 290 students on the intervention and 256 on the control campus took part in the study.The intervention consisted of a course on the prevention and control of tobacco use offered only on the intervention campus. Data were collected before the intervention and 6months afterwards.Results: After the course, significant differences between groups were observed in the improvement of knowledge, attitudes and perceived ability to act in tobacco control.Conclusions: The introduction of training concerning smoking through active methodologies had a positive impact on the knowledge, attitudes and beliefs about tobacco of students.

The Effects of Simulation-based Resuscitation Training on Nurses' Self-efficacy and Satisfaction - Corrected Proof

Young Sook Roh, Woo Sook Lee, Hyun Soo Chung, Young Mi Park — 2011-12-07

Summary: Background: Nurses are often the first responders in clinical emergencies that require effective training to ensure high-quality resuscitation and patient safety. The aim of the study was to evaluate the efficacy of simulation-based resuscitation training by assessing two different training modalities (computer-based simulation versus mannequin-based simulation) with practicing nurses.Method: The study used a comparative study design with random assignment to two simulation-based training modalities. A total of 38 nurses participated in the study: 18 nurses with computer-based simulation, and 20 nurses with mannequin-based simulation. Participants rated their self-efficacy and satisfaction after participating in a simulated scenario involving managing a cardiac arrest patient.Results: On a 10-point scale, the participants' overall self-efficacy rating was 6.50 (SD=1.66), and satisfaction rating was 7.53 (SD=1.20) for both groups. There were no significant differences between the groups. The computer-based simulation group had significant higher satisfaction ratings in ‘Setting priorities for nursing intervention’ and ‘Implementing nursing skills as protocol’ compared to the mannequin-based simulation group. Most nurses felt the simulation experience was useful for future performance in their workplace, but rated realism of simulation as unsatisfactory.Conclusion: The introduction of simulation-based resuscitation training as an active-learning format was positively embraced by nurses. Computer-based simulation might be beneficial for acquiring nursing skills and decision making skills in resuscitation. Further study is needed to verify the effects of simulation-based resuscitation training with more rigorous outcomes.

An action research approach for the professional development of Vietnamese nurse educators - Corrected Proof

Helen Chapman, Peter Lewis, Yvonne Osborne, Genevieve Gray — 2011-12-05

Summary: Nurse education in Viet Nam is undergoing substantial reform. In order to facilitate the change, in 2007 the Viet Nam Nurses Association formed a collaborative partnership with the School of Nursing and Midwifery at an Australia university. This collaboration gave rise to the Viet Nam Nursing Capacity Building Project under the leadership of Professor Genevieve Gray, funded by the Atlantic Philanthropies. The new four year competency based nursing curriculum frame is expected to be implemented in September 2011 following approval by the Viet Nam Ministry of Education. The focus of this paper is the Teaching Fellowship Program, an initiative of the Viet Nam Nursing Capacity Building Project, developed to help meet the challenges associated with leading and dealing with the curriculum change. The paper explores the development of the program and justifies an action research approach, illuminates key issues, and briefly refers to changes to the next fellowship program.

Do you want to play? Factors influencing nurse academics' adoption of simulation in their teaching practices - Corrected Proof

Andrea Miller, Rosalind M. Bull — 2011-12-02

Summary: Simulation based education (SBE) in healthcare is gaining popularity. It provides an opportunity for students to acquire and practice clinical skills in a safe and controlled environment and is also a potential solution to alleviating the increasing pressure on clinical placement availability. While there is growing evidence of the value of simulation to learners there is little understanding of the factors that influence academics attitudes towards and choices about the use simulation. Through an exploratory research design using semi-structured interviews, nurse academics' opinions, experiences and attitudes regarding simulation were captured. Thematic analysis was conducted utilising a cross comparative approach.Three themes Simulation as a Separate Entity; Getting Political, and Academic Adaptation were identified. These themes were then explored through the five essential characteristics of innovation identified in the persuasion phase of Roger's Diffusion of Innovation Model (1995). The findings indicated that in order to successfully integrate simulation into a university curriculum, the factors influencing nurse academics' attitudes and choices around simulation must be understood and addressed to avoid fragmentation of teaching and learning and to support strong learning outcomes.

Student nurses harassing academics - Corrected Proof

Sara J. White — 2011-12-02

Summary: Internationally there is growing awareness that workplace bullying and harassment are affecting workers and organisations. However, in England there is limited research which examines harassment of faculty by university students. Thus, by using Attribution Theory this research explored the experiences of the victims of harassment, who were faculty working in schools of Health and Social Care in Post-1992 Universities in England (1), the perpetrators were undergraduate students. Attribution Theory enabled exploration and understanding of faculty perceptions of the cause of harassment and the prevention strategies they used. Findings showed that faculty perceived that harassment occurred when student stress levels were high, which was associated with course and social demands, the changing nature of society, and the social political agenda of education.

Simulation-based smoking cessation intervention education for undergraduate nursing students - Corrected Proof

Min Sohn, Youngmee Ahn, Heami Park, Mijin Lee — 2011-12-02

Summary: Smoking is one of the most important preventable risk factors that contributes to premature death from many tobacco-related diseases. Clinicians should offer and provide effective smoking cessation interventions to their smoking patients. Yet, few clinicians receive training in smoking cessation intervention. This one-group, quasi-experimental study was conducted to describe a simulation-based training of smoking cessation intervention and to evaluate its effectiveness on nursing students' self-efficacy in performing smoking cessation intervention, based on 5-As recommended by the United States Department of Health and Human Services. In addition, nursing students' experience, attitude and perceived barriers of smoking cessation intervention were also described. Among the 21 students (mean age: 21.6±2.0years), 86% were female, 62% were in their third year and 1% were current smokers. Most of students believed the health benefits of smoking cessation (100.0–66.7%) and were well educated about health risks of smoking (81.0–61.9%). However, few were taught (33.3–14.4%) and practiced (28.6–0.0%) smoking cessation intervention. Students reported that they should be actively involved in smoking cessation for patients (100.0–95.2%), but lack of knowledge and skills were the main barriers (90.5–85.7%). The simulation-based training of smoking cessation intervention improved nursing students' self-efficacy in seven out of nine skills of smoking cessation intervention (mean scores of pre- vs. post-intervention: 30.86±3.80 vs. 34.05±5.10; paired t=2.298, p=.027). These findings indicate that simulation could be effectively used in teaching smoking cessation intervention education delivered to nursing students.

Student attrition and retention: Untangling the Gordian knot - Corrected Proof

2011-11-24

In 333 B.C., Alexander III of Macedon (now known to us as Alexander the Great) had invaded Asia Minor and arrived in the central mountains at the town of Gordium, near modern Yassıhüyük in Turkey. He was 23years old, and on his way to creating what is widely considered to be one of the largest empires in ancient history.

Writing approaches of nursing students - Corrected Proof

Ellen Lavelle, Susan C. Ball, Genevieve Maliszewski — 2011-11-24

Summary: Over the past 20years, research has focused on the writing processes of college students, however, despite recent support for writing as a tool of reflection in nursing education, little is known about how it is that nursing students go about writing papers and assignments as part of their professional education. In order to determine the writing processes of nursing students, the Inventory of Processes in College Composition, a self-response questionnaire, was administered to 169 nursing students. Results support the independence of the writing approaches that nursing students use and similarity to the writing approaches of a general college student population.

Are students’ impressions of improved learning through active learning methods reflected by improved test scores? - Corrected Proof

Marcee C. Everly — 2011-11-24

Summary: Purpose: To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores.Methods: The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared.Results: Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only.Implications: The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects.

Developing a pedagogy for nursing teaching–learning - Corrected Proof

Jan Horsfall, Michelle Cleary, Glenn E. Hunt — 2011-11-21

Summary: Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners.

Making research real: Embedding a longitudinal study in a taught research course for undergraduate nursing students - Corrected Proof

2011-11-21

Summary: Learning how and why scholarly research underpins and informs professional nursing practice is a continual challenge for undergraduate nursing students. They find the language and methods of research to be unfamiliar and unsettling. The work of educators thus becomes the process of breaking down barriers to students' understanding of research processes and application. Such work is increasingly important in the current era of evidence based practice, where students must be competent in sourcing, critiquing and applying research to meet real clinical questions. In response, as lecturers who taught the course, Research for Health Professionals, we have reinvented how research is taught to second year undergraduate students. This article outlines our creative approach to facilitate students learning research theory and methodology by conducting a “real-life” research study in a local retirement community.

Peer bullying in a pre-registration student nursing population - Corrected Proof

Brenda Cooper, Joan Curzio — 2011-11-17

Summary: Peer bullying is a major problem in schools and workplaces including the National Health Service. Although there are a few published studies exploring the incidence of peer bullying among university students, none is specific to pre-registration nursing students.Nursing programmes are delivered across two campuses of the university however students registered at individual campuses do not mix which makes the experiences of each campus individual. The aim of this study was to explore the incidence and manifestation of peer bullying amongst pre-registration nursing students in the university setting. The study describes the reported incidence of the three types of peer bullying behaviour: physical, verbal and non-verbal bullying.Participants in their final year of adult nurse education were asked to explore their perceptions of peer bullying, the frequency of witnessed or experienced behaviour and the location of where this behaviour occurred on the university campuses via a quantitative questionnaire. In total 190 students were surveyed with 156 (82%) responding. Participants reported peer bullying is experienced by student nurses on university premises and that academic members of staff are sometimes present when this behaviour is demonstrated. Reported levels of bullying decreased during their 2nd and 3rd years of the course compared to the foundation year. This decrease may have been in response to the university's strong anti-bullying stance.

Evaluation of the personal development portfolio in higher education: An explorative study - Corrected Proof

Kevin S. Head, Jacqueline H. Johnston — 2011-11-17

Summary: Personal Development Profiles (PDPs) have been an important and necessary feature of United Kingdom (UK) Higher Education for more than a decade. There is significant agreement as to their core purpose and their key features are of relevance to higher education institutions internationally, irrespective of whether an equivalent formal system or process is in place. The aim of this exploratory study was to evaluate the use of PDPs within a Child Health Nursing Programme in a UK University, looking at the experiences of both teaching staff and of students coming to the end of their three year programme of study.A convenience sample of final year pre-registration Child Health Nursing students and their lecturers was used for the purposes of this study with mixed methods of collection used to generate the required data. A survey was conducted with questionnaires. Following the analysis of the questionnaires, a discussion group was undertaken with the students. A series of questions was developed to guide this discussion.The structure offered by the system of PDPs evaluated here was seen to offer much in the way of potential value. Staff saw it as offering direction, a tool for discussion and a clear time and reason for meeting their students. Students similarly appreciated the structure it provided, but did describe it as somewhat repetitive. These findings were clearly of use in terms of evaluating this ongoing work, but also offer the potential to inform the work of other educational institutions.

Lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students - Corrected Proof

Jane Mc Carthy, Irene Cassidy, Dympna Tuohy — 2011-11-17

Summary: The development of reflective practitioners is integral to undergraduate nursing degree programmes. This study reports on lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students.The research purposively sampled lecturers (n=7) working in a department of nursing and midwifery at a third level institute in Ireland, all of whom were registered nurses. Using a qualitative research approach, data was collected through audio-taped semi-structured individual interviews. The data were thematically analysed using guidelines developed by Braun and Clarke (2006). Tripartite researcher discussion and further analysis of these initial individual analyses led to consensus regarding the three themes arising from the study. These were: Being a facilitator; Facilitating reflective learning and Creating structure. The discussion centred on: having knowledge and experience to effectively facilitate guided group reflection; the influence of the facilitator's personal philosophy on reflection and adult learning on group facilitation; and finally concerns regarding professional responsibility in response to students' reflective practice accounts.

Impact of a web based interactive simulation game (PULSE) on nursing students' experience and performance in life support training — A pilot study - Corrected Proof

Neal F. Cook, Toni McAloon, Philip O'Neill, Richard Beggs — 2011-11-15

Summary: The delivery of effective life support measures is highly associated with the quality, design and implementation of the education that underpins it. Effectively responding to a critical event is a requirement for all nurses illustrating the need for effective educational approaches from pre-registration training through to enhancing and maintaining life support skills after qualification. This paper reports the findings of utilising a web-based multimedia simulation game PULSE (Platform for Undergraduate Life Support Education). The platform was developed to enhance the student experience of life support education, to motivate on-going learning and engagement and to improve psychomotor skills associated with the provision of Intermediate Life Support (ILS) training. Pre training participants played PULSE and during life support training data was collected from an intervention and a control group of final year undergraduate nursing students (N=34). Quantitative analysis of performance took place and qualitative data was generated from a questionnaire assessing the learning experience. A statistically significant difference was found between the competence the groups displayed in the three skills sets of checking equipment, airway assessment and the safe/effective use of defibrillator at ILS level, and PULSE was positively evaluated as an educational tool when used alongside traditional life support training.

Evaluating human, social and cultural capital in nurse education - Corrected Proof

Jan Royal — 2011-11-15

Summary: Using the concepts of human, social and cultural capital this paper will review the literature on these theories and evaluate their application to nurse education in the United Kingdom (UK). Each concept will be explored before considering the impact and application within nurse education. Issues of sponsorship via mentoring and increased skills and contribution to the knowledge economy alongside the delivery of quality care by nursing students will be discussed with reference to theory and current policy drivers. As nursing education moves to a graduate profession in the UK this paper evaluates the drivers of human, social and cultural capital that affect this development.

Student nurses' perceptions of how they learn drug calculation skills - Corrected Proof

Kerri Wright — 2011-11-14

Summary: Aims and Outcomes: This study explored the area of learning styles in relation to drug calculations. Student nurses' perceptions of how they learn drug calculation skills were investigated in order to inform future teaching and learning strategies.Methodology: A semi-structured questionnaire was given to 67 student nurses to explore their perceptions of teaching and learning strategies implemented during a 2nd year nursing module. The results were analysed using descriptive statistics and grounded theory.Results: From this analysis three main themes emerged; students being able to measure their skills and gain feedback about their progress; being able to learn in their ‘own way’ and being given opportunities for this to happen; and being focussed on the goal of being able to calculate drugs in the ‘real world’. The implications of these findings are explored in relation to nurse education.

Staff and students' perceptions and experiences of teaching and assessment in Clinical Skills Laboratories: Interview findings from a multiple case study - Corrected Proof

Catherine E. Houghton, Dympna Casey, David Shaw, Kathy Murphy — 2011-11-14

Summary: Background: The Clinical Skills Laboratory has become an essential structure in nurse education and several benefits of its use have been identified. However, the literature identifies the need to examine the transferability of skills learned there into the reality of practice.Objective: This research explored the role of the Clinical Skills Laboratory in preparing nursing students for the real world of practice. This paper focuses specifically on the perceptions of the teaching and assessment strategies employed there.Design: Qualitative multiple case study design.Setting: Five case study sites.Participants: Interviewees (n=58) included academic staff, clinical staff and nursing students.Methods: Semi-structured interviews.Results: The Clinical Skills Laboratory can provide a pathway to practice and its authenticity is significant. Teaching strategies need to incorporate communication as well as psychomotor skills. Including audio-visual recording into assessment strategies is beneficial. Effective relationships between education institutions and clinical settings are needed to enhance the transferability of the skills learned.Conclusions: The Clinical Skills Laboratory should provide an authentic learning environment, with the appropriate use of teaching strategies. It is crucial that effective links between educators and clinical staff are established and maintained.

Essaying the essay: Nursing scholarship and the hegemony of the laboratory - Corrected Proof

Lyn Gardner, Gary Rolfe — 2011-11-14

Summary: It might appear odd or even perverse to be arguing for the essay as a vehicle for academic thought and writing, particularly given the current emphasis on scientific research and evidence-based practice. In fact, the scholarly essay has virtually ceased to exist as an academic form in practice disciplines such as nursing, excluded by what we will identify and refer to as the hegemony of the laboratory. In a practical as well as an intellectual attempt to reinstate it, this paper is structured in the form of two consecutive short essays. In the first, we identify the character, features and purpose of the scholarly essay and examine its demise as an academic form. In the second, we explore some possible reasons why the essay never became fully accepted as an academic form in nursing. We suggest that the essay is thematically eclectic and stylistically promiscuous, drawing from a broad range of cultural, disciplinary and academic reference points. As such, it presents a challenge to the dominant technical rational approach to academic nursing in both its form and its content, particularly in its disregard for the rigidly imposed genres and structures increasingly demanded by academic nursing journals.

The image of nursing as perceived by nurses - Corrected Proof

Lorraine Emeghebo — 2011-11-14

Summary: Purpose: To explore the image of nursing as perceived by nurses.Background: Nurses' image has always been a concern among those in the profession. The decision to enter nursing, to remain in nursing, to promote nursing, and to further a career in nursing may be the result of nurses' perception of the image of the profession. No recent studies have been done on how nurses perceive the professionMethods: A purposeful sample of 13 participants ranging in experience from senior student nurses to Registered Nurses with over 21years of experience in direct patient care, participated in in-depth interviews. For this descriptive exploratory design, qualitative data were collected and analyzed.Findings: Three broad categories that were significant in how nurses perceive the profession emerged: a) role of nurses, b) nursing knowledge, and c) attitude of nurses. Those about to enter the profession have a positive image of nursing based on their roles and their nursing knowledge. Attitude of nurses significantly influenced participants' perceptions of nursing's professional image. As they progress through their career, nurses have negative perceptions of the profession, influenced by working environment and interactions with others in the health care arena.Conclusion: Overall, nurses working in hospitals have negative perceptions of the profession; nurses working in maternal–child health have positive perceptions; nurses' perceptions of nurses working in areas different from theirs are negative; nurses perceive senior nurses in a negative light and senior nurses have negative perceptions of new nurses.

Dissecting the journey: Nursing student experiences with collaboration during the group work process - Corrected Proof

Lissa L. Gagnon, Ginette D. Roberge — 2011-11-14

Summary: Since the outset of nursing care, group work processes have evolved into essential components of a nurse's role and responsibilities within the health care system. To reflect this trend, group work is often utilized as a medium to promote professional socialization in undergraduate nursing curricula. The purpose of this qualitative study was to explore the ways undergraduate nursing students experience collaboration during group work activities. Braun and Clarke's (2006) theoretical thematic analysis combined with Pollio et al.'s (2006) interpretive framework was utilized to capture the students' lived experiences regarding group work. The participants of this study consisted of 96 undergraduate students enrolled in a nursing program in Canada. Written descriptions of their perceptions of their group work practices were analyzed to determine the extent to which these adhere to the collaborative practice essential elements (Jones and Way, 2006). Analysis of the results revealed an unexpected element of collaboration that of the psychosocial element in group work. The results from this study expose advantages and disadvantages of group work processes during group work in nursing education. This type of insight is valuable for educators to prepare nursing students for the complex demands of working with interdisciplinary teams.

Why should we bother with assessment moderation? - Corrected Proof

Colleen Smith — 2011-11-10

Summary: Assessment moderation is a significant component of a quality education system. How this practice is conceptualised, applied to the assessment process and embedded in teaching and learning, influence the quality of nurse education programmes. This paper challenges the traditional view that moderation is confined to what happens at the time of assessment which is evident in the use of language such as pre-moderation and post-moderation practice. It critiques traditional moderation practices such as double marking, applying assessment criteria and standards and assigning marks and grades and argues that these practices don't do justice to the complexity of assessment. It calls for a whole of course approach to moderation based on a set of principles which encompass constructive alignment, a community of practice group, the subjective nature of assessment and a reflective quality improvement cycle.

Interprofessional education for the quality use of medicines: Designing authentic multimedia learning resources - Corrected Proof

Tracy Levett-Jones, Conor Gilligan, Samuel Lapkin, Kerry Hoffman — 2011-11-10

Summary: It is claimed that health care students who learn together will be better prepared for contemporary practice and more able to work collaboratively and communicate effectively. In Australia, although recognised as important for preparing nursing, pharmacy and medical students for their roles in the medication team, interprofessional education is seldom used for teaching medication safety. This is despite evidence indicating that inadequate communication between health care professionals is the primary issue in the majority of medication errors. It is suggested that the pragmatic constraints inherent in university timetables, curricula and contexts limit opportunities for health professional students to learn collaboratively. Thus, there is a need for innovative approaches that will allow nursing, medical and pharmacy students to learn about and from other disciplines even when they do not have the opportunity to learn with them.This paper describes the development of authentic multimedia resources that allow for participative, interactive and engaging learning experiences based upon sound pedagogical principles. These resources provide opportunities for students to critically examine clinical scenarios where medication safety is, or has the potential to be compromised and to develop skills in interprofessional communication that will prepare them to manage these types of situations in clinical practice.

Implications of multiple-choice testing in nursing education - Corrected Proof

2011-11-09

Summary: The evaluation of knowledge/competence is understood as an essential component of nursing education and practice. As such, nurse educators have a plethora of existing evaluation strategies from which to choose. A common written evaluative format used across all higher education settings is multiple-choice testing. This evaluation approach is accepted as a ‘user-friendly’ strategy to assess knowledge. Researchers from the disciplines of psychology and education have long been concerned with the consequences of multiple-choice testing on learning outcomes, a discussion that is essentially absent from the nursing literature. The purpose of this paper is to address the professional implications of multiple-choice testing in nursing. The potential knowledge consequences for nurse-learners, and by extension the provision of care to healthcare recipients, resultant from use of this testing modality are addressed within the context of the implementation of best practice guidelines in a long-term care home in a mid-sized rural and northern Canadian community with both regulated and non-regulated care providers.

‘Tech’ versus ‘Talk’: A comparison study of two different lecture styles within a Master of Science nurse practitioner course - Corrected Proof

Jason W. Lancaster, Adrian Wong, Susan J. Roberts — 2011-11-09

Summary: Background: Generation Y students have a strong preference for technology that has caused educators to re-evaluate their instructional techniques. Limited published literature exists evaluating the benefits of electronic lecture delivery to students enrolled within nursing degree programs, with no publications to date comparing traditional to blended learning modalities.Objectives: To retrospectively compare student outcomes, including overall course grade and individual examination scores, between two cohorts of students utilizing two distinctly different methods of lecture delivery, traditional and blended.Methods: IRB approval was granted to retrospectively compare student outcomes from fifty-two students enrolled within Northeastern University's Master of Science Nurse Practitioner degree program. A total of 23 students were enrolled in the traditional section taught in 2010 and 29 students were enrolled in the blended section taught in 2011. Student'st-test was used to compare studied outcomes between each section. A p-value of ≤0.05 was considered to be statistically significant.Results: The students enrolled within blended course scored statistically significantly higher than their counterparts within the traditional course for three of the four studied outcomes, including overall course score.Conclusions: This study demonstrates that nursing students enrolled within a more technologically advanced course may have improved performance over students enrolled in courses with traditional lecture styles given their generational preferences for learning.

The concept of reflection in nursing: Qualitative findings on student and teacher perspectives - Corrected Proof

Chris Bulman, Judith Lathlean, Mary Gobbi — 2011-11-09

Summary: Background and Aim: This study sought to increase the understanding of the concept of reflection within nursing. The research focused on the social construction of reflection through a post-registration, palliative care programme in the United Kingdom (UK).Design and Participants: An interpretive ethnographic approach was used to study reflection from the perspective of students and teachers, whilst paying attention to local organisational, contextual and cultural issues.Methods: Data collection included: observations of teaching and learning interactions, interviews, extracts from programme documentation and student reflective learning contracts (RLCs).Findings: Findings identified a learning culture committed to reflection as a valuable way of helping nurses make sense of their practice. Similar to Barnett's (1997) concept of ‘critical being’, students and teachers described reflection as a way of ‘being’ rather than simply ‘thinking’ or ‘doing’, since reflection intertwined propositional, affective and active elements. This process of reflective ‘being’ was connected with a humanistic approach to nursing, which emphasises the importance of actively using and expressing oneself in order to care for people.Conclusion: This paper contributes empirical knowledge on the meaning of reflection in nursing regarding: teachers' and students' perspectives, reflection as a way to make sense of practice, and reflection as a way of ‘being’ and its association with humanistic nursing.