Nurse Education Today RSS feed: Articles in Press. 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//inpress?rss=yesElsevier Inc.en © 2010 Elsevier Ltd. All rights reserved. Nurse Education Today0260-69172010-07-26 © 2010 Elsevier Ltd. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationtoday.com/article/PIIS0260691710001115/abstract?rss=yesSummary: This paper examines the use of case studies as teaching strategies to promote critical thinking. Critical thinking and case studies are defined as teaching method. The benefits and limitations of case studies are also discussed. The literature review investigates research studies that have indicated how case studies facilitate and promote active learning, help clinical problem solving, and encourage the development of critical thinking skills. Using case studies in teaching will assist nurse educators in promoting active learning; furthermore, it will help in developing critical thinking skills, which are extremely important for nurses and other health care professionals.Promotion of critical thinking by using case studies as teaching method - Corrected ProofInna Popil10.1016/j.nedt.2010.06.002Nurse Education Today (2010)2010-07-26Nurse Education Today2010-07-26http://www.nurseeducationtoday.com/article/PIIS0260691710001139/abstract?rss=yesSummary: This research was part of a Health Canada funded initiative developed to provide evidence about the effectiveness of interprofessional education (IPE) interventions to promote collaborative patient-centred care. Health professional students' ratings of health professions and the effect of IPE on those ratings were examined. Participants were divided into three groups (N=51); control, education, and practice site immersion. Utilizing the Student Stereotypes Rating Questionnaire (SSRQ) which consists of a five point Likert-type scale each group rated health professionals on nine characteristics: academic ability, interpersonal skills, professional competence, leadership, practical skills, independence, confidence, decision-making, and being a team player (Hean, Macleod-Clark, Adams, and Humphris, 2006). Data were collected at four time points; prior to an IPE classroom intervention, following an IPE classroom intervention, following the IPE immersion experience, and four months post IPE immersion experience. Overall, perceptions of other health professions were more positive following the 2.5day interprofessional education session and immersion experience. Student ratings of the seven professions among the nine characteristics will be presented, highlighting similarities and differences across professional groups. Findings support the incorporation of IPE curricula that address the role and functions of other health care professions to facilitate the development collaborative patient-centred care health care teams.Stereotyping as a barrier to collaboration: Does interprofessional education make a difference? - Corrected ProofChristine A. Ateah, Wanda Snow, Pamela Wener, Laura MacDonald, Colleen Metge, Penny Davis, Moni Fricke, Sora Ludwig, Judy Anderson10.1016/j.nedt.2010.06.004Nurse Education Today (2010)2010-07-26Nurse Education Today2010-07-26http://www.nurseeducationtoday.com/article/PIIS0260691710001152/abstract?rss=yesSummary: Background: Few empirical studies have been undertaken on the communication styles of specific health-related disciplines. The objective of this study is to identify the communication styles of undergraduate health students at an Australian university.Methods: A cross-sectional study using a paper-based version of the Communicator Style Measure (CSM) was administered to a cohort of students enrolled in eight different undergraduate health-related courses. There were 1459 health students eligible for inclusion in the study.Results: 860 students (response rate of 59%) participated in the study. Participants overall preferred the Friendly and Attentive communicator styles and gave least preference to the Contentious and Dominant styles. There was considerable similarity between participants from each of the health-related courses. There was no statistical difference in relation to communicator styles between the age of the participant or the year level they were enrolled in.Conclusion: These results show a preference for communicator styles which are facilitative of a client-centred approach, empathetic, and positive with interpersonal relationships. The lack of significant difference in communicator styles by year level further suggests that people disposed to such communicator styles are drawn to these health-related courses, rather than the specific field of study affecting their style.Communication styles of undergraduate health students - Corrected ProofTed Brown, Brett Williams, Malcolm Boyle, Andrew Molloy, Lisa McKenna, Claire Palermo, Liz Molloy, Belinda Lewis10.1016/j.nedt.2010.06.006Nurse Education Today (2010)2010-07-26Nurse Education Today2010-07-26http://www.nurseeducationtoday.com/article/PIIS0260691710001164/abstract?rss=yesSummary: The purpose of this study was to identify the need and degree of interest for continuing education of paediatric nurses at the Institute for Child and Youth Health Care of Vojvodina.Design: Descriptive study with prospective approach, which involved the use of surveys to elicit data collection. Data were collected during January and May of 2008.Results: In this study 94% of paediatric nurses who participated in the study have secondary education in nursing, and 80% have not attended any forms of continuing education thus far, and 8% had presented papers at national seminars. No forms of continuing education were found dominant, while nurses with less years of work experience, showed statistically much greater interest in continuing education.Conclusion: Paediatric nurses in this study show the need for moral, ethical, and financial support from their supervisors and employers to realize their interest in continuing education, in accordance with their individual abilities.Implication for practice: Information about the specific educational needs of paediatric nurses in terms of content and methods provide a valuable guide for planning the effective continuing education programs, seminars, and professional conferences for improving clinical practice and providing exemplary nursing care to children.Continuing education of paediatric nurse in Vojvodina, Serbia - Corrected ProofBranislava Brestovacki, Dragana Milutinovic10.1016/j.nedt.2010.06.007Nurse Education Today (2010)2010-07-26Nurse Education Today2010-07-26http://www.nurseeducationtoday.com/article/PIIS0260691710001188/abstract?rss=yesSummary: The use of blended learning to develop the clinical knowledge and skills of healthcare professionals is increasing. This paper reports the qualitative findings from an evaluation of a blended learning course designed to equip registered nurses with the knowledge and skills required to practice competently in cardiac nursing. The aims of the study were to explore whether a cardiac care course could be successfully delivered mainly online and it had any impact on the students' clinical practice. The sample consisted of course members and their mentors. Data were obtained through focus groups and interviews and analysed using thematic analysis. All students felt they had benefited from undertaking the course. Mentors identified higher levels of confidence and greater depth of knowledge and skills amongst their students. Areas identified for further development by both groups were firstly, the preparation of mentors for their role in supporting the students undertaking an online course and secondly, the expected level of competence that students needed to display in practice. This study indicates online learning is useful in enhancing student competence but may be wrongly seen as requiring less time commitment for both course members and mentors when compared to taught courses.Developing competence in cardiac care through the use of blended learning: Course members' and mentors' accounts - Corrected ProofKaren Iley, Lorna McInulty, Ian Jones, Janelle Yorke, Martin Johnson10.1016/j.nedt.2010.06.009Nurse Education Today (2010)2010-07-26Nurse Education Today2010-07-26http://www.nurseeducationtoday.com/article/PIIS026069171000119X/abstract?rss=yesSummary: This paper reports on a survey of attitudes to mental illness that was completed with a cohort of pre-registration nurses in 2007 in a large university in Essex. The background literature highlights the effects of attitudes on stigma, disadvantage and discrimination and presents a brief review of the literature on cultural variations in attitudes. It also briefly reviews the attitudes of health professionals to mental illness. A survey using the Community Attitudes to Mental Illness questionnaire was completed and ethnicity proved to be an important factor in accounting for variations in attitudes to mental illness. The Black and Black British group displayed less positive attitudes across all nursing branches when compared to the white group. The differences raised questions about how best nurse training can prepare nurses to practice in culturally sensitive ways that acknowledge the beliefs of patients whilst avoiding stereotyping and discrimination. Personal contact with someone with mental illness was also found to be a significant factor and the importance of user involvement in training is discussed. The paper concludes with some recommendations for nurse training that include greater use of teaching strategies that challenge beliefs and assumptions and promote a commitment to multicultural mental health practice.A survey into student nurses' attitudes towards mental illness: Implications for nurse training - Corrected ProofTim Schafer, Steve Wood, Rena Williams10.1016/j.nedt.2010.06.010Nurse Education Today (2010)2010-07-26Nurse Education Today2010-07-26http://www.nurseeducationtoday.com/article/PIIS0260691710001097/abstract?rss=yesSummary: Metabolic diseases and cardiovascular disease (CVD), the incidence of which is currently increasing in Korea, can be managed well with dietary education and modification. However, it has yet to be established whether nurses have sufficient knowledge to impart appropriate nutritional counseling to patients with these diseases. Our study involved 506 nurses working at Asan Medical Center, Samsung Medical Center, and Seoul National University Hospital between March and May, 2006. The questionnaire was comprised of 42 diet-related questions pertaining to diabetes, obesity, and CVD. Nurses' correct-response rate for overall nutritional knowledge was worse than reported in Western countries (58.4%), and particularly so with regard to obesity and CVD. Although many nurses were aware of the therapeutic aspects of nutrients in relation to CVD, most of them had limited knowledge about low-cholesterol diets and sources of water-soluble fiber, fatty acids and the specific food items that prevent CVD. Our results suggest that there is an urgent need to update the contents of nutrition education for nurses to reflect the current changes in the Korean diet and the increasing incidence of metabolic diseases and CVD.Assessment of nurses' nutritional knowledge regarding therapeutic diet regimens - Corrected ProofK.A. Park, W.I. Cho, K.J. Song, Y.S. Lee, I.S. Sung, S.M. Choi-Kwon10.1016/j.nedt.2010.05.017Nurse Education Today (2010)2010-07-12Nurse Education Today2010-07-12http://www.nurseeducationtoday.com/article/PIIS0260691710001024/abstract?rss=yesSummary: Higher education institutions (HEIs) and national bodies are increasingly monitoring the satisfaction of their students with their educational experiences. Quantitative satisfaction surveys are often used, where HEI students rate the questionnaire items using Likert scale formats to express their perceived satisfaction. However, the literature shows considerable variations in how satisfaction has been gauged based on students' responses to such questionnaires. It is important to ascertain that methods used to gauge student satisfaction are appropriate.We explored the associations between the method employed in calculating the levels of student satisfaction with their educational experience and the emergent level of satisfaction. We employed data comprising 2650 module satisfaction questionnaires (18 items) from a University in the UK. Five common choices of satisfaction summary measures were tested: three different count summary measures; a sum summary measure; and a ratio summary measure. The 5 measures were correlated, but levels of student satisfaction varied widely according to the summary measure that was used. The behaviour of some satisfaction summary measures suggested that they might lack the ability to discriminate effectively between different levels of student satisfaction. We recommend the use of two summary measures and discuss the implications for research and practice.You get what you measure: Assessing and reporting student satisfaction with their health and social care educational experience - Corrected ProofWalid El Ansari, Laurence Moseley10.1016/j.nedt.2010.05.014Nurse Education Today (2010)2010-07-05Nurse Education Today2010-07-05http://www.nurseeducationtoday.com/article/PIIS0260691710001036/abstract?rss=yesSummary: Aim: The aim of this study was to describe health science university students' conceptions of group supervision during work on bachelor's thesis.Method: This study is a qualitative research. Data were collected with an open data collection form from health science students (N=77). It was analysed by using inductive content analysis, conducted by a multidisciplinary research team.Ethical issues: Appropriate ethical principles and scientific practice were followed. All the participants provided informed consent.Results: Students' conceptions of group supervisions consisted of organization of group supervision, the nature of supervision, the interaction between students, the role of the supervisor and learning results.Conclusion: Group supervision is a student-centred and problem-based method of supervision achieving a common target. It consists of interaction between students and supervisor. The supervisor's role is profiled as scientific and substantial expertise. Group supervision is a suitable supervision method for achieving theoretical and practical scientific skills.Health science students' conceptions of group supervision - Corrected ProofMari Kangasniemi, Sanna-Mari Ahonen, Eeva Liikanen, Kati Utriainen10.1016/j.nedt.2010.05.015Nurse Education Today (2010)2010-07-02Nurse Education Today2010-07-02http://www.nurseeducationtoday.com/article/PIIS0260691710001012/abstract?rss=yesSummary: This paper reports the findings from a study of newly qualified nurses and which subjects the nurses regarded as the most important in order to be able to live up to the requirements of clinical practice, and how they experience their potential for developing practical and moral skills, after the decrease in practical training. A qualitative approach guided the research process and the analysis of the data. The data was collected by participant observation and qualitative interviews with four nurses as informants.The conclusions made in this study are based on the statements and the observations of the newly qualified nurses. Our findings are discussed in relation to the Aristotelian concept and other relevant literature.The main message is that the newly qualified nurses did not feel equipped when they finished their training. This could be interpreted as a direct consequence of the decrease in practical training.Our study also underlines that the way nursing theory is perceived and taught is problematic. The interviews revealed that the nurses think that nursing theories should be applied directly in practice. This misunderstanding is probably also applicable to the teachers of the theories.The practical skills of newly qualified nurses - Corrected ProofDorthe Boe Danbjørg, Regner Birkelund10.1016/j.nedt.2010.05.013Nurse Education Today (2010)2010-07-01Nurse Education Today2010-07-01http://www.nurseeducationtoday.com/article/PIIS0260691710001048/abstract?rss=yesSummary: The different types of entrepreneurship, including social entrepreneurship and intrapreneurship, and the importance of social entrepreneurship skills in the changing world of health care are discussed. The term social intrapreneurship is introduced to characterise the many nurses introducing change and enhancing care working within the NHS. The strategy for development of entrepreneurship education within one region of the UK is presented and its integration into a pre-registration nursing programme is the main focus of this paper.The process of integration of skills in the changing world of health care is discussed. The strategy for development of entrepreneurship is presented under the headings of the NICENT (Northern Ireland Centre for Entrepreneurship) @ Ulster Integration Model: Awareness and Understanding; Interpretation; Contextualisation; Integration (Theoretical Content); Integration (Assessment); Validation/Revalidation; Implementation; and Review and Reflection. The most important stages were the first two in which nursing academic staff came to realise the relevance of the topic to nursing and the interpretation and translation into ‘nurse-speak’ of the business terminology to alleviate the initial rejection of entrepreneurship as of no relevance to nursing.Education for entrepreneurship in nursing - Corrected ProofJennifer Boore, Sharon Porter10.1016/j.nedt.2010.05.016Nurse Education Today (2010)2010-07-01Nurse Education Today2010-07-01http://www.nurseeducationtoday.com/article/PIIS0260691710000973/abstract?rss=yesSummary: Introduction: The auditing of nurse teaching is in its infancy in Greece. One area urgently in need of audit is the teaching of male catheterization.Aims: To assess the current educational model regarding male bladder catheterization at a sole tertiary education nursing establishment in a major Greek city and to improve nurse undergraduate training by implementing appropriate recommendations for change to the current educational module and support these changes in the long term.Methods: A systematic search of international databases for guidelines or best practice regarding bladder catheterization was conducted. Audit measures included direct observation of the teaching process and compilation of a checklist.Results: The shortcomings are discussed under the following headings: patient pre-preparation, choice and quality of materials used, appropriate aseptic techniques, catheter withdrawal, connecting and handling the drainage bag, diminishing risk of Catheter Associated Urinary Track Infections (CAUTIs), no problem solving trouble-shooting training, textbook and educational resources, lack of national guidelines, setting of the educational experience.Conclusions: The main problem with the teaching process exposed by the audit is entrenched use of an outmoded textbook with little effort to enrich teaching with current evidence base practices.Bladder catheterization in Greek nursing education: An audit of the skills taught - Corrected ProofDimitrios Theofanidis, Antigoni Fountouki10.1016/j.nedt.2010.05.009Nurse Education Today (2010)2010-06-28Nurse Education Today2010-06-28http://www.nurseeducationtoday.com/article/PIIS0260691710000808/abstract?rss=yesSummary: Background: There is a paucity of evidence regarding the efficacy in preparing medical–surgical nurses to respond to patients with acutely deteriorating conditions.Study aim: The aim of this study was to evaluate registered nurses' ability to respond to the deteriorating patient in clinical practise following training using immersive simulation and use of a high fidelity simulator.Methods: This study was a follow-up survey of medical–surgical graduate nurses following immersive high fidelity simulation training. Thirty eight registered nurses practising in medical–surgical areas completed the simulation as part of university graduate study. A follow-up survey of the graduate medical–surgical registered nurses conducted three months following completion of a high fidelity simulation-based learning experience. Outcomes consisted of the number of times skills were used in practise and the usefulness of simulation in preparing for actual emergency events.Results: Participants reported a total of 164 clinical patient emergencies in the follow-up time period including: 46% cardiac, 32% respiratory, 10% neurological, 7% cardiac arrest and 5% related to electrolyte disturbances. The ability to respond in a systematic way, handover to the emergency team and airway management were identified as the skills most improved during patient emergencies following simulation. The most useful aspects of the simulation experience identified were scenario debriefing and assertiveness training. Participants with less years of clinical experience were more likely to report practising the team leader role and debriefing as the most useful aspects of simulation.Conclusions: The skills practised in simulation were highly relevant to participants practise in medical–surgical areas. Non-technical skills, including assertiveness skills should be considered in future emergency training courses for nurses.The effectiveness of high fidelity simulation on medical–surgical registered nurses' ability to recognise and respond to clinical emergencies - Corrected ProofThomas Buckley, Christopher Gordon10.1016/j.nedt.2010.04.004Nurse Education Today (2010)2010-06-23Nurse Education Today2010-06-23http://www.nurseeducationtoday.com/article/PIIS0260691710000948/abstract?rss=yesSummary: Objective structured clinical examinations (OSCEs) are a regular component of Bachelor of Nursing (BN) programs within Australia and internationally. OSCEs are a valuable strategy to assess ‘fitness to practice’ at the students' expected level of clinical practice within a nursing context where the importance of accurate patient assessment is paramount. This report discusses the integration of seven proposed ‘Best Practice Guidelines’ (BPG) into an undergraduate BN program in Queensland, Australia. A range of learning and assessment strategies was introduced in accordance with the adoption of these guidelines to maximise student engagement. There is some evidence that these strategies have directly assisted in enhanced student confidence around clinical practice and provide preliminary evidence of the effectiveness of BPG for OSCEs within nursing programs internationally.Best Practice Guidelines for use of OSCEs: Maximising value for student learning - Corrected ProofD.D. Nulty, M.L. Mitchell, C.A. Jeffrey, A. Henderson, M. Groves10.1016/j.nedt.2010.05.006Nurse Education Today (2010)2010-06-23Nurse Education Today2010-06-23http://www.nurseeducationtoday.com/article/PIIS0260691710000894/abstract?rss=yesSummary: Despite some high profile reorganisation including the introduction of acute pain teams, many patients still experience unnecessary pain. Traditional teaching and learning strategies seem to have made little impact in clinical practice. This paper explores the possible reasons for this and identifies the need to help postregistration students transfer (re-contextualise) what they are learning to practice. A new, more flexible pain management module utilising a blended face to face/e-learning approach within a problem-based learning philosophy was introduced to increase knowledge in pain management whilst also attempting to overcome the barriers to knowledge transfer into practice. This is done by challenging attitudes and encouraging students to explore their clinical practice alongside theoretical concepts.Re-thinking pain educational strategies: Pain a new model using e-learning and PBL - Corrected ProofDonna Keyte, Cliff Richardson10.1016/j.nedt.2010.05.001Nurse Education Today (2010)2010-06-21Nurse Education Today2010-06-21http://www.nurseeducationtoday.com/article/PIIS0260691710000924/abstract?rss=yesSummary: Where students once were confined to the University library, they are now at liberty to wander through cyber-space at will. There is evidence to suggest that student have been very quick to exploit the opportunities that the Internet can offer them. Students frequently cited search engines such as Google and Web 2.0 information sharing sites such as Wikipedia as the first places they look when seeking information for an assignment. Although a number of disciplines have accepted that Wikipedia can be viewed as an accurate and legitimate evidence source nurse educators tend to view Wikipedia with a degree of suspicion. The purpose of this paper is to carry out an exploratory study of health and health related content on a sample of Wikipedia site with the overall intention of assessing the quality of their source and supporting information.A 10% sample of health related Wikipedia entries were evaluated, with a total of 2598 references assessed. In total 1473 (56%) of the references citied on the Wikipedia pages reviewed could be argued to come from clearly identifiable reputable sources. This translates to a mean number of reputable sources of M=29 per Wikipedia entry.The quality of the evidence taken obtained from the 2500 plus references from over 50 Wikipedia pages was of sufficiently sound quality to suggest that, for health related entries, Wikipedia is appropriate for use by nursing students.Wikipedia as an evidence source for nursing and healthcare students - Corrected ProofCarol A. Haigh10.1016/j.nedt.2010.05.004Nurse Education Today (2010)2010-06-21Nurse Education Today2010-06-21http://www.nurseeducationtoday.com/article/PIIS0260691710000985/abstract?rss=yesSeveral years ago I read a short piece by the French writer Roland entitled Et si je n'avais pas lu... (And if I hadn't read…) where he poses the question to academics: ‘Where do my reading duties begin?’ A better question, perhaps, is ‘where do my reading duties end?’ Is it enough for me as a professor of nursing to read only nursing texts, or only healthcare texts, supplemented perhaps with books and papers on research methodology? Perhaps I might read novels or biography or popular science in my spare time and for my own pleasure, but most people would probably say such reading is beyond the call of academic duty. Nevertheless, I wish to propose that, as academics, our reading duties extend far beyond our subject specialisms and even beyond what might usually be considered as academic texts.Only connect… an invitation to scholarship - Corrected ProofGary Rolfe10.1016/j.nedt.2010.05.010Nurse Education Today (2010)2010-06-21Nurse Education Today2010-06-21EDITORIALhttp://www.nurseeducationtoday.com/article/PIIS0260691710000997/abstract?rss=yesIn the first of this new occasional series Gary Rolfe, of Swansea University in the UK reminds us that all too frequently nurse educators and researchers get on with meeting their targets without really being aware of the intellectual antecedents of current policy and practice.Pause for thought: Big ideas for nursing education - Corrected ProofGary Rolfe10.1016/j.nedt.2010.05.011Nurse Education Today (2010)2010-06-21Nurse Education Today2010-06-21http://www.nurseeducationtoday.com/article/PIIS026069171000081X/abstract?rss=yesSummary: In this article we describe and critically analyse the process of developing an assessment tool designed by users of mental health services to assess student nurses in practice. The developmental process raised a number of complex and unexpected issues. The findings suggest that rather than “assess” student nurses in practice, service users should have a role in reviewing student's practice. Whilst there was a consensus amongst stake-holders that engaging in this feedback process is beneficial to both the student and service user, it is the manner in which it is sought which requires further investigation.Developing a service user designed tool for the assessment of student mental health nurses in practice: A collaborative process - Corrected ProofTheodore Stickley, Gemma Stacey, Angie Smith, Janet Betinis, Kristian Pollock, Sarah Fairbank10.1016/j.nedt.2010.04.005Nurse Education Today (2010)2010-06-14Nurse Education Today2010-06-14http://www.nurseeducationtoday.com/article/PIIS0260691710000900/abstract?rss=yesSummary: The higher education reform in Europe known as the “Bologna Process” implies further harmonisation and integration of nursing programmes into the higher education system. This study explores this process in Sweden, where the development of nursing education into an undergraduate programme started in 1977. The aim of this study was to analyse characteristics of the major subject and its relationship to other subject areas, such as medical sciences and social sciences, in Bachelor level nursing programmes in Sweden following initial implementation of the Bologna process. A constructivist approach and descriptive content analysis were employed to analyse the 2008 nursing curricula and syllabi of 27 undergraduate programmes at 26 Swedish universities and university colleges. The results revealed variation in terms and concepts used for the major subject as well as its scientific foundation, demarcation between the major subject and other subjects included in the study programmes and its relationship to the profession. These variations are linked to the variety of research orientations under debate in the Scandinavian countries: Nursing Science and Caring Science; representing different knowledge domains, focus, challenges and visions for the discipline. Potential implications of basing curricula on a major subject other than Nursing Science in a Bachelor level nursing programme are highlighted.Impact of the Bologna process in Bachelor nursing programmes: The Swedish case - Corrected ProofJoakim Öhlén, Carina Furåker, Eva Jakobsson, Ingrid Bergh, Evelyn Hermansson10.1016/j.nedt.2010.05.002Nurse Education Today (2010)2010-06-09Nurse Education Today2010-06-09http://www.nurseeducationtoday.com/article/PIIS0260691710000936/abstract?rss=yesSummary: Assessing nurses' practical capability was a challenge in the past as it is today. In 1901 New Zealand established state registration of nurses, with a standardised three-year hospital-based training system and state final examinations. Nurses' practical capability was assessed in an oral and practical examination and in general nursing questions in written medical and surgical nursing papers. This historical research identifies the practical component of nursing assessed in these examinations, categorising it as nursing the patient, the room and the doctor. It considers changes in the nursing profession's view, 1900–1945, of the best way to assess nurses' practical capability. This shifted from the artificial setting of the oral and practical examination held by doctors and matrons, to a process of senior nurses assessing candidates in the more realistic setting of a ward. The research also considers whether the nursing or medical profession defined nursing practice. By the end of the time period, the nursing profession was claiming for itself the right to both determine and assess the practical component of nursing.Nursing the patient, the room and the doctor: Assessing New Zealand nurses' practical capability, 1900–1945 - Corrected ProofPamela J. Wood10.1016/j.nedt.2010.05.005Nurse Education Today (2010)2010-06-08Nurse Education Today2010-06-08http://www.nurseeducationtoday.com/article/PIIS0260691710000778/abstract?rss=yesSummary: A significant number of patients requiring critical care are now being managed outside of critical care facilities. There is evidence that staff looking after these patients lack the necessary knowledge and skills to care for them safely, and that effective pre-registration education can play a significant role in addressing these shortfalls in nurses' knowledge and skills. A team from Sheffield Hallam University, in collaboration with the University of Sheffield, developed a pilot one day interprofessional acute illness programme which was called SMART® (Student Management of Acute illness — Recognition and Treatment). To evaluate the pilot programme, 16 student doctors and 72 student nurses were recruited. A pre- and post-course questionnaire based on the evaluation of ALERT was used to ascertain the students' general level of knowledge of the deteriorating patient, their experiences of and confidence in caring for an acutely unwell patient, and their level of comfort with interprofessional working. The results from the pilot study indicate that the students' levels of knowledge, their levels of confidence and their comfort with interprofessional working all rose after undertaking the programme. The pilot study has a number of implications for the future teaching and learning of acute care clinical skills, within a theoretically based curriculum.Learning the ‘SMART’ Way... Results from a Pilot Study Evaluating an Interprofessional Acute Care Study Day - Corrected ProofRobin Lewis10.1016/j.nedt.2010.04.001Nurse Education Today (2010)2010-06-03Nurse Education Today2010-06-03http://www.nurseeducationtoday.com/article/PIIS026069171000064X/abstract?rss=yesSummary: Evidence-based nursing practices using the latest knowledge require nursing education and further education based on the latest research findings. Anyhow, research utilisation by nursing teachers is poorly known. The aim of this study was to assess research utilisation by nursing teachers and connections of teachers background, further education and research activity variables to research utilisation on nursing education.A descriptive, cross-sectional survey design was used. A structured questionnaire specifically designed for this study which focused on research utilisation by nursing teachers were used. Data were collected from all nursing schools in Finland using a survey via the Internet. Participating nursing teachers totaled 339, with a response rate of 46%. The mean age of teachers was 51years and most had master's degrees, although 12% had a licentiate or PhD. Most nursing teachers had taken further education, were members of research and development teams and had publications. Research utilisation in nursing teaching was connected to teachers age, nursing diploma, academic degree, work experience, official title, further education, research and development activities and publication activity. Conclusion is that nursing teachers with doctoral degrees make better use of research on nursing education than those with master's degrees.Research utilisation among nursing teachers in Finland: A national survey - Corrected ProofMeeri Koivula, Marja-Terttu Tarkka, Maria Simonen, Jouko Katajisto, Leena Salminen10.1016/j.nedt.2010.03.008Nurse Education Today (2010)2010-06-02Nurse Education Today2010-06-02http://www.nurseeducationtoday.com/article/PIIS026069171000078X/abstract?rss=yesSUMMARY: Preceptorship is a teaching/learning method used in many undergraduate nursing programs whereby learners are individually assigned to expert practitioners in the clinical setting. The current reality in today's workplace setting encompasses four generations (Veterans, Baby Boomers, Generation X, and Millennials) working together and often these generations do not share the same work ethic or expectations. Given this generational diversity, increased knowledge and awareness of the intergenerational context of the preceptorship experience is both an important and timely topic for nursing education. The purpose of this paper is to discuss an integrative review of the literature using the methodology of Whittemore and Knafl (2005). The computerized databases of CINAHL, PubMed, ProQuest Education, ERIC, and EMBASE were used to generate relevant literature. The sample consisted of 98 articles; 18 being research and 80 theoretical. Given the large sample size, the authors focus on summarizing the research literature in this paper. This review calls attention to the need for further research into generational diversity and its influence on the preceptorship experience. It also highlights the limited research that currently exists on the topic of the intergenerational nursing workforce. Implications for nursing education and clinical practice are also discussed.Preceptorship in the intergenerational context: An integrative review of the literature - Corrected ProofVicki Earle, Florence Myrick, Olive Yonge10.1016/j.nedt.2010.04.002Nurse Education Today (2010)2010-06-01Nurse Education Today2010-06-01http://www.nurseeducationtoday.com/article/PIIS0260691710000821/abstract?rss=yesSummary: Aim: The paper reports on a study that highlighted the benefits to nursing students of taking part in research.Background: There is a great deal of literature and ethical guidance to protect research participants who take part in research. However, there is limited empirical evidence regarding the beneficial outcomes of research participation.Methods: The findings reported in this paper were part of a qualitative, longitudinal study undertaken in the UK between 2007 and 2009. The study explored the empowerment of nursing students in clinical practice. Thirteen undergraduate nursing students were recruited to the study. Data generation was in the form of annual, individual interviews. Over the course of the study, students were asked about their experiences of participating in the research.Findings: Nursing students reported significant benefits as a result of research participation. These were threefold: strengthening self; strengthening knowledge; and strengthening clinical practice. Protection of research participants is crucial, but emphasis on protection obscures the potential benefits that result from being a research participant.Conclusions: Researchers who recruit nursing students to educational research must protect them from harm. However, in the process of weighing up risks associated with their educational research, they need to be cognizant of potential benefits that can arise for nursing students when they are asked to participate in nursing research.Nursing students' experiences of being a research participant: Findings from a longitudinal study - Corrected ProofCaroline Bradbury-Jones, Sheila Stewart, Fiona Irvine, Sally Sambrook10.1016/j.nedt.2010.04.006Nurse Education Today (2010)2010-06-01Nurse Education Today2010-06-01http://www.nurseeducationtoday.com/article/PIIS0260691710000614/abstract?rss=yesSummary: This descriptive survey evaluates the role of medium to high fidelity simulation in the preparation for clinical nursing practice, from the perception of third year undergraduate students. A questionnaire was distributed to 153 Adult Branch undergraduate nursing students from one Higher Education Institution. Quantitative data was collected through use of Likert scales, whilst a comment box permitted the compilation of qualitative remarks. A 60% (n=93) response rate was achieved.Findings indicate that simulation using high fidelity simulators is perceived to be a valuable method of learning, which should positively impact on the clinical effectiveness of nursing students approaching the transition to registered nurses. Furthermore participants believed that their experience with high fidelity simulators enhanced the safety of their practice.This study has strengthened the case for using high fidelity simulators as a means of assisting linkage of theory to practice. Whilst there are limitations to the realism of high fidelity simulators, the majority of subjects considered simulation an authentic learning experience.New knowledge from this research suggests that high fidelity simulators may contribute significantly to the preparation for nursing students' final key stage management assessment prior to entry to the Nursing and Midwifery Council (NMC) register. Although engagement with the high fidelity simulators can be anxiety provoking, this may precede perceived augmentation of learning, skill and confidence.The role of simulation in nurse education - Corrected ProofCaroline S. McCaughey, Marian K. Traynor10.1016/j.nedt.2010.03.005Nurse Education Today (2010)2010-05-18Nurse Education Today2010-05-18http://www.nurseeducationtoday.com/article/PIIS0260691710000687/abstract?rss=yesSUMMARY: This paper explores and discusses the increasing presence of international recruitment in higher education in the UK with a particular focus on nurse education and the implications of this growth in student population with regards to teaching and learning. It draws attention to the noted differences in learning styles of Confucian learners from the East to that of Socratic learners in the West. Addressing these two dimensions and cultural differences in learning for international students is important if educators are to fully understand the student learning behaviours. Owing to a lack of information regarding these learning behaviours in the nursing domain, comparisons have been drawn from other disciplines. Recurrent themes are presented and analysed in terms of the educational paradigm and their possible influence on the educational interaction is postulated. From this analysis it is apparent that although quite disparate, both learning behaviours could benefit from each other's intellectual tradition.Emic differences between learning styles have been highlighted in this paper, it would in future be useful to identify etic commonalities within learning groups and use those as a foundation for further research, so that the full potential of confusion learners can be achieved within a Westernised academic arena.Implications of Confucian learning on nurse education in the UK: A discussion - Corrected ProofParavedy V. Coopamah, Ehsan U. Khan10.1016/j.nedt.2010.03.012Nurse Education Today (2010)2010-05-17Nurse Education Today2010-05-17http://www.nurseeducationtoday.com/article/PIIS0260691710000742/abstract?rss=yesMuch has been written about interprofessional education (IPE); the barriers, the challenges, the type of learning format for success; but very little literature exists describing the process of teaching the required skills needed for effective IPE. This book provides the theoretical underpinnings of such a process and therefore affords the reader a better understanding of how to facilitate opportunities for training the trainer for IPE.Corrected ProofChristie Newton10.1016/j.nedt.2010.03.018Nurse Education Today (2010)2010-05-11Nurse Education Today2010-05-11BOOK REVIEWShttp://www.nurseeducationtoday.com/article/PIIS0260691710000754/abstract?rss=yesSUMMARY: Developing professional values among undergraduate nursing students is important since such values are a significant predictor of quality care, clients' recognition, and therefore nurses' job satisfaction. This study explored South Korean nursing students' perception of nursing professional values (NPV) and compared the NPV scores between groups according to participants' demographic characteristics. The study participants comprised of 529 students, mostly female (96.4%), with a mean age of 22.29years, sampled from six universities throughout the country. The NPV scores, measured with the 29-item Likert scale developed by Yeun et al. (2005), were significantly higher in students who entered nursing schools following their aptitude or desire for professional job than in those who entered the schools just because their entrance exam scores were sufficient. The NPV scores were also higher in students who were planning to pursue graduate study than in those who had not yet decided. The NPV scores were significantly different between the six regions, suggesting needs of in-depth studies to understand the underlying reasons. The NPV scores were not correlated, at the .05 level of significance, with academic year, gender, or academic performance.Professional values in Korean undergraduate nursing students - Corrected ProofKyung Sook Bang, Jeong Hee Kang, Myung Hee Jun, Hyun Sook Kim, Haeng Mi Son, Su Jeong Yu, Mi Kyung Kwon, Ji Soo Kim10.1016/j.nedt.2010.03.019Nurse Education Today (2010)2010-05-10Nurse Education Today2010-05-10http://www.nurseeducationtoday.com/article/PIIS0260691710000572/abstract?rss=yesSUMMARY: Due to demographic changes and the growing demand for a nursing workforce in the gerontological field adequate nursing curricula are required. This paper describes the development of the international online gerontological master degree programme GEROM. Health and nursing science institutions from six European countries are collaborating in this EU-project. The project milestones as well as the study programme architecture are introduced. Furthermore, the evaluation concept is illustrated. Collaboration across the partners is affected by some problems; varying accreditation procedures and cultural differences inhibit the implementation of a joint degree. Institutional commitment and communication between the partners are essential for a successful process.Professionalisation of gerontological nursing — The development of an international online gerontological master degree programme - Corrected ProofEva Brunner, Olivia Kada10.1016/j.nedt.2010.03.001Nurse Education Today (2010)2010-05-07Nurse Education Today2010-05-07http://www.nurseeducationtoday.com/article/PIIS0260691710000444/abstract?rss=yesSummary: Background: The University of Queensland has developed the Clinical Practice Performance electronic Portfolio (CPPeP) as a learning and assessment tool for third year nursing students. To promote effective use of the CPPeP in the clinical setting, barriers must be identified and strategies developed to overcome them.Methods: A 24-question survey exploring the use and perceptions of the CPPeP was administered to 42 third year nursing students. Questions explored actual barriers encountered while eight open-ended questions were thematically analysed for perceived barriers.Results: A 100% response rate was achieved. Students were comfortable with working with computers. Twenty nine students (69%) encountered specific barriers. Of the 152 written comments to the open-ended questions, perceived barriers were evident in 72 of them. Barriers experienced related to gaining access, finding time and staff attitude. The majority of students made their portfolio entries at home.Conclusion: Students enjoyed using the CPPeP but competed with staff for the limited numbers of computers available. Heavy workloads and ‘busyness’ of the wards also prohibited access along with negative staff attitudes and reluctance of registered nurses to engage as student preceptors. The issue of overcoming barriers is more complex than simply providing more computers or overcoming staff prejudices. Finding time is a barrier not easily overcome given the current and projected nursing shortage.Barriers to electronic portfolio access in the clinical setting - Corrected ProofFiona E. Bogossian, Susan E.M. Kellett10.1016/j.nedt.2010.02.003Nurse Education Today (2010)2010-04-30Nurse Education Today2010-04-30http://www.nurseeducationtoday.com/article/PIIS0260691710000493/abstract?rss=yesSummary: Psychological help-seeking means to benefit different sources of support system for the difficulties people have. It is important to find out help-seeking attitudes and factors which affect these attitudes, earlier to protect, and to advance mental health. The aim of this study was to investigate nursing students' attitudes towards seeking psychological help and factors which affect their attitudes. The study sample included 248 nursing students exposed to problem based learning at Dokuz Eylül University School of Nursing in the academic year of 2006–2007. Data were collected with Help-Seeking Scale. Obtained data were evaluated with variance analysis, t-test and Mann–Whitney U test. The third and fourth year students had more favorable mean scores for interpersonal openness, being forced and confidence in counselor than the first and second year students. In view of the obtained results, it can be recommended that first and second year students should be followed more carefully in terms of psychological problems and that a longitudinal study should be conducted on students' attitudes towards seeking psychological help throughout their study period.Evaluation of nursing students' attitudes towards seeking psychological help and factors affecting their attitudes - Corrected ProofPinar Cankaya, Zekiye Cetinkaya Duman10.1016/j.nedt.2010.02.005Nurse Education Today (2010)2010-04-30Nurse Education Today2010-04-30http://www.nurseeducationtoday.com/article/PIIS0260691710000729/abstract?rss=yesSUMMARY: With the increasing standardization of nursing education in Europe under the Bologna Process Declaration (1999), there is a growing interest in defining a common concept of academic success and/or failure, measuring associated factors and comparing differences and similarities between different countries. While there is literature available on these issues from other countries, the phenomenon has not been studied in Italy. The aim of this study was to define the factors associated with academic success or failure in an Italian cohort of nursing students on a bachelor's degree course.A retrospective multicenter study design was adopted. All students enrolling in the academic year 2004–05 on two different bachelor's courses in the north of Italy were interviewed. Only 81 of the 117 students considered (69.2%) concluded their course in three years. Multivariate analysis identified two factors determining academic success/failure: good results in the entry examination for the bachelor's degree in nursing sciences were associated with academic success (OR 4.217, IC95% 1.501–11.84), while family commitments, e.g. caring for children or elderly people were associated with academic failure (OR 0.120, IC95% 0.03–0.471). Academic failure has a strong impact on students, their families, the teaching faculties and the community, and its prevention is a challenge in the countries with a shortage of nurses.Factors associated with nursing students' academic success or failure: A retrospective Italian multicenter study - Corrected ProofA. Dante, G. Valoppi, L. Saiani, A. Palese10.1016/j.nedt.2010.03.016Nurse Education Today (2010)2010-04-28Nurse Education Today2010-04-28http://www.nurseeducationtoday.com/article/PIIS0260691710000730/abstract?rss=yesSummary: Graduate Nurse (GN) transition into clinical practice is recognised by nursing academics and clinicians alike as being problematic on a number of levels, particularly around GN support. The general consensus is that Graduate Nurse Programs (GNP) provided by health care organisations are the most effective strategy for providing support to GN during their first 12months in clinical practice. This study reports on the redevelopment of an existing GNP in response to GN feedback. The new GNP incorporated specific strategies to meet the needs of the newest cohort of Graduate Nurses — Generation Y.Evaluation of the new GNP was undertaken through on-line surveys and two focus groups. The findings confirmed that GNs continue to experience stress and anxiety during their first year, but this can be mitigated by participation in a formal GNP which has a strong focus on support and socialisation. Further, by directing attention toward meeting some of the more specific needs of Generation Y GNs the retention of this valuable resource can be increased. In 2009, the retention of GN for the 12months following completion of the GDP was 88% compared to 64% in 2008.Tailoring a Graduate Nurse Program to meet the needs of our next generation nurses - Corrected ProofKatrina A. Cubit, Brigid Ryan10.1016/j.nedt.2010.03.017Nurse Education Today (2010)2010-04-26Nurse Education Today2010-04-26http://www.nurseeducationtoday.com/article/PIIS0260691710000626/abstract?rss=yesSummary: Asylum seekers often have complex medical needs. Little is known about the cultural competences health care providers should have in their contact with asylum seekers in order to meet their needs. Cultural competence is generally defined as a combination of knowledge about certain cultural groups, as well as attitudes towards and skills for dealing with cultural diversity. Given asylum seekers' specific care needs, it may be asked whether this set of general competences is adequate for the medical contact with asylum seekers. We explored the cultural competences that nurse practitioners working with asylum seekers thought were important. A purposive sample of 89 nurse practitioners in the Netherlands completed a questionnaire. In addition, six group interviews with nurse practitioners were also conducted. A framework analysis was used to analyse the data of the questionnaires and the interviews. From the analysis, several specific competences emerged, which were required for the medical contact with asylum seekers: knowledge of the political situation in the country of origin; knowledge with regard to diseases common in the country of origin; knowledge of the effects of refugeehood on health; awareness of the juridical context in the host country; ability to deal with asylum seekers' traumatic experiences; and skills to explain the host country's health care system. Apart from these cultural competences specific for the situation of asylum seekers, general cultural competences were also seen as important, such as the ability to use interpretation services. We conclude that insight into these cultural competences may help to develop related education and training for health care providers working with asylum seekers.Cultural competence among nurse practitioners working with asylum seekers - Corrected ProofJeanine Suurmond, Conny Seeleman, Ines Rupp, Simone Goosen, Karien Stronks10.1016/j.nedt.2010.03.006Nurse Education Today (2010)2010-04-23Nurse Education Today2010-04-23http://www.nurseeducationtoday.com/article/PIIS0260691710000596/abstract?rss=yesSummary: The overall aim of the study was to develop a composite and comparative view of what factors enhance the learning experiences of student nurses whilst they are in clinical practice. The study involved students undertaking general nurse training programmes in nine Western European countries. The study focused on: (1) student nurse experiences of clinical learning environments, (2) the supervision provided by qualified nurses in clinical placements, and (3) the level of interaction between student and nurse teachers. The study utilised a validated theoretical model: the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The evaluation scale has a number of sub-dimensions: Pedagogical atmosphere on the ward; Supervisory Relationships; the Leadership Style of Ward Managers; Premises of Nursing; and the Role of the Nurse Teacher. Data (N=1903) was collected from Cyprus, Belgium, England, Finland, Ireland, Italy, Netherlands, Spain and Sweden using web-based questionnaire 2007–2008. The findings revealed that respondents were generally satisfied with their clinical placements. There was clear support for the mentorship approach; 57% of respondents had a successful mentorship experience although some 18% of respondents experienced unsuccessful supervision. The most satisfied students studied at a university college, and had at least a seven week clinical placement supported by individualised mentorship relationships. Learning to become a nurse is a multidimensional process that requires both significant time being spent working with patients and a supportive supervisory relationship.An exploration of the clinical learning experience of nursing students in nine European countries - Corrected ProofTony Warne, Unn-Britt Johansson, Evridiki Papastavrou, Erna Tichelaar, Marco Tomietto, Koen Van den Bossche, Maria Flores Vizcaya Moreno, Mikko Saarikoski10.1016/j.nedt.2010.03.003Nurse Education Today (2010)2010-04-22Nurse Education Today2010-04-22http://www.nurseeducationtoday.com/article/PIIS0260691710000638/abstract?rss=yesSUMMARY: This paper discusses a literature review which was undertaken prior to a research study about student nurses' and midwives' experiences of learning infection control in clinical practice. Its aim is to identify the role of education in the prevention and control of infection, with a specific focus on compliance with infection control precautions and reduction in infection rates. It also identifies the methods used for teaching infection control. The review concludes that there is no rigorous and convincing evidence that education improves compliance with infection control precautions or reduces rates of infection, particularly in the long-term. Areas for future research are identified.The role of education in the prevention and control of infection: A review of the literature - Corrected ProofDeborah J. Ward10.1016/j.nedt.2010.03.007Nurse Education Today (2010)2010-04-22Nurse Education Today2010-04-22REVIEWhttp://www.nurseeducationtoday.com/article/PIIS0260691710000705/abstract?rss=yesSummary: The purpose of this study was to identify the relationship between learning styles and age among nursing students in a two-year, a five-year associate degree of nursing (ADN) program, and a two-year bachelor of science in nursing (BSN) program in Taiwan. The Chinese version of the Myers–Briggs Type Indicator (MBTI) Form M was used to measure individual preferences in four dichotomous dimensions of Jungian theory: extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The study sample included 331 nursing students. The analysis of the data revealed that the most common learning styles were introversion, sensing, thinking, and judging (ISTJ) and introversion, sensing, feeling, and judging (ISFJ). The findings indicated that the SJs comprised 43.0% of the participating nursing students. SJs are highly preferred in the field of nursing. However, the ages of nursing students were not significantly related to their learning styles. The findings suggested that the participating nursing students were homogeneous. We recommend the use of a large sample for further studies. The awareness and understanding of individual differences is of great importance in tailoring each learning style to benefit educators and learners, thereby enhancing nursing education.An exploratory study of the relationship between age and learning styles among students in different nursing programs in Taiwan - Corrected ProofYuh-Shiow Li, Hsiu-Mei Chen, Bao-Huan Yang, Chin-Fang Liu10.1016/j.nedt.2010.03.014Nurse Education Today (2010)2010-04-21Nurse Education Today2010-04-21http://www.nurseeducationtoday.com/article/PIIS0260691710000717/abstract?rss=yesSummary: This article presents a new approach to student nurses' learning from their interaction with psychiatric patients. Using the approach can enable students and mentors to exploit students' learning opportunities, and help students to get the most out of their clinical placement in a time, where that part of the nursing education has been reduced in some countries as e.g. Denmark.The approach is presented through a model termed the ‘Windmill of Learning Processes’, which draws on empirical data from a qualitative investigation with an explorative and descriptive design, and on the theoretical concepts of ‘disjuncture’, and ‘everyday life activities’.‘Disjuncture’ is defined as a situation in which there is disharmony between a person's experiences and the current situation. In such a situation there is potential for learning. My analysis of the empirical data led to the identification of a new concept, which I have labelled ‘collective not-conscious disjuncture’. This is when the student and the mentor are both unaware that the student is operating in a potential learning situation.‘Everyday life activities’ are seen as activities that are known to succeed in specific situations, because they have done so in similar situations. I have expanded upon the concept to define another phenomenon, which I have coined ‘pseudo-everyday life activities’. These closely resemble everyday life activities, but take place in a psychiatric context.The Windmill of Learning Processes: A learning and teaching tool for student nurses and mentors - Corrected ProofLinda Kragelund10.1016/j.nedt.2010.03.015Nurse Education Today (2010)2010-04-21Nurse Education Today2010-04-21http://www.nurseeducationtoday.com/article/PIIS0260691710000602/abstract?rss=yesSUMMARY: The aim of this study is to explore the clinical preceptors' experiences and the meanings of their lives in clinical teaching. A phenomenological approach was adopted, and a ‘snowballing’ sampling method was used to recruit 20 clinical preceptors. Data were collected using audio-taped individual interviews. A content analysis was conducted and the results were clustered into four themes, which are (a) ‘teaching is learning’, (b) ‘being unable to do what one would like to do’, (c) ‘experiencing bittersweet moments’, and (d) ‘being a role model and acting as a mother’. These findings demonstrate that the clinical preceptors are experiencing diverse feelings, both positive and negative. Strategies that address the needs of clinical preceptors must be developed in order to foster the positive experiences, and to retain experienced clinical preceptors.Lived experiences of clinical preceptors: A phenomenological study - Corrected ProofMing Liu, Yin Lei, Zhu Mingxia, Yuan Haobin10.1016/j.nedt.2010.03.004Nurse Education Today (2010)2010-04-20Nurse Education Today2010-04-20http://www.nurseeducationtoday.com/article/PIIS0260691710000651/abstract?rss=yesSUMMARY: This paper reports on findings from a qualitative study which explores why British and German nurses embarked on a Masters in Nursing Studies programme and their expectations from such a course. Semi structured interviews were undertaken with ten German and nine British nurses in venues across Germany and the United Kingdom, and interview transcripts analysed using a ‘template approach’. Findings indicate that nurses sought a personal and professional challenge, with more German nurses embarking on the course for professional reasons associated with career enhancement. UK nurses attended to upgrade their knowledge and skills above that of the pre-registration student, and nurses from both countries hoped that an MSc. would increase their credibility and result in personal achievement. German nurses were attracted to learning about ‘nursing science’, receiving an award from a UK university and being able to access the course in Germany. Both groups of nurses expected to gain insight into the evidence base for practice and how this could be utilised to improve their work. The information gained from this study can be utilised by nurse educationalists in aiding recruitment and developing Masters curricula.Motivation and expectations of German and British nurses embarking on a Masters programme - Corrected ProofDianne Watkins10.1016/j.nedt.2010.03.009Nurse Education Today (2010)2010-04-20Nurse Education Today2010-04-20http://www.nurseeducationtoday.com/article/PIIS0260691710000699/abstract?rss=yesSummary: The aim was to identify a set of competences for the Flemish academic Master of Nursing and Obstetrics degree that answer perceived needs in health care. The competency model was to demonstrate a degree of consensus among key nurses.The study was conducted in all Flemish hospitals registered to have 400 beds or more. Head nurses of surgery, geriatrics and intensive care units were eligible to participate, as well as one nurse from administration per hospital. A two round Delphi process allowed participants to comment on items identified in an analysis of existing international competency profiles of master level nurses and adapted to the Flemish context. Competences agreed to by 90% of the respondents were considered to have consensus.Fifteen out of 19 eligible hospitals were recruited in the study, 45 nurses participated in the Delphi panel. Consensus was reached on 31 competences that can be assigned to 5 nurse's roles: nursing expert, innovator, researcher, educator and manager. The resulting competency profile is in accordance with published profiles for similar programs.The reported study demonstrates a practical method to develop a consensus competency model for an academic master program based on the input of key individuals in mainstream nursing.Development of a nursing practice based competency model for the Flemish master of nursing and obstetrics degree - Corrected ProofGerlinde De Clercq, Guido Goelen, Dirk Danschutter, Joeri Vermeulen, Luc Huyghens10.1016/j.nedt.2010.03.013Nurse Education Today (2010)2010-04-20Nurse Education Today2010-04-20http://www.nurseeducationtoday.com/article/PIIS0260691710000675/abstract?rss=yesSUMMARY: Using Colaizzi's framework, this qualitative study explored perceptions of the nursing profession and learning experiences of male students in a baccalaureate nursing program in Changsha, China. Data were collected through in-depth interviews on 14 subjects and analyzed with software Nvivo 8.0. Six theme clusters emerged as the following: (1) entering nursing field, (2) perceptions of nursing profession, (3) difficulties in studying nursing, (4) inner feelings, (5) impact of being a nursing student, and (6) career plans. The experiences and perceptions of nursing and studying nursing were mainly negative, revealing issues stemming from the method of student recruitment for the baccalaureate nursing program, gender bias in nursing teaching, and social views on nursing work. In addition, psychological pressure on male nursing students is significant factor and should not be ignored. The implications for nurse educators are outlined, with suggestions to facilitate the recruitment and retention of more male nursing students.Perceptions of nursing profession and learning experiences of male students in baccalaureate nursing program in Changsha, China - Corrected ProofHonghong Wang, Xianhong Li, Xiaoping Hu, Haihua Chen, Yanna Gao, Huifang Zhao, Ling Huang10.1016/j.nedt.2010.03.011Nurse Education Today (2010)2010-04-15Nurse Education Today2010-04-15http://www.nurseeducationtoday.com/article/PIIS0260691710000584/abstract?rss=yesSummary: This paper reports the challenges experienced by nurse educators in changing a teacher-centred, content-driven approach to teaching and learning to a learner-centred, process-driven approach within a School of Nursing in Taiwan. While a general movement towards a learner-centred approach was achieved, the curriculum transformation process was complex and inevitably slow with many challenges. First the study is outlined, with the key challenges experienced by the participating nurse educators explicated and illuminated with excerpts drawn from the research data. This is followed by a discussion of possible reasons for the challenges and how they were overcome and the transition process from teacher-centred to learner-centred education facilitated.Changing to learner-centred education: Challenges experienced by nurse educators in Taiwan - Corrected ProofChing-Kuei Chiang, Helen Chapman, Ruth Elder10.1016/j.nedt.2010.03.002Nurse Education Today (2010)2010-04-14Nurse Education Today2010-04-14http://www.nurseeducationtoday.com/article/PIIS0260691710000262/abstract?rss=yesSummary: The purpose of this study was to find out about the effectiveness of a cognitive-behavioral program for nursing student's career attitude maturity, decision making style, and self-esteem in Korea. The ultimate goal of this paper is to prepare career strategies so that they can improve career maturity development, on the basis of better understanding of one's self. The subjects were 40 nursing students from one college located in Gyeonggi Province; following the informed consent procedure, twenty participants were randomly assigned to an experimental group, and 20 were assigned to a control group. The cognitive-behavioral therapy consisted of 8-sessions and was implemented for 60min during an 8week period. Data were collected from May to June 2004, and analyzed χ2-test, Fisher's exact test and t-test were used in the analysis of the data. After treatment with cognitive-behavioral therapy, the experimental group significantly increased in the mean score for career attitude maturity, self-esteem compared to the control group, especially for confidence and independence. In conclusion, cognitive-behavioral therapy had a positive effect for increasing the career attitude maturity and self-esteem for nursing students in Korea. Therefore, cognitive-behavioral therapy for nursing student is recommended as a group counseling program on career maturity inventory.The effects of a cognitive-behavioral therapy on career attitude maturity, decision making style, and self-esteem of nursing students in Korea - Corrected ProofJi Young Lim, Myung Ah Kim, Sook Young Kim, Eun Jung Kim, Jong Eun Lee, Yu Kyung Ko10.1016/j.nedt.2010.01.014Nurse Education Today (2010)2010-04-12Nurse Education Today2010-04-12http://www.nurseeducationtoday.com/article/PIIS0260691710000468/abstract?rss=yesSummary: It is widely accepted that the ability of nurses to empathise with their patients is a desirable quality. There is however little discussion of the implications of this for nurse educators. This article reviews the nursing and counselling literature related to empathy. We begin with an exploration of different perspectives of empathy; from its behavioural and measurable characteristics to its less tangible, intuitive qualities. By drawing upon both policy and research, it is clear that patients want empathic and emotionally competent nurses. Nurse educators therefore have a responsibility to provide an education that engenders empathic understanding. We explore the implications of these findings for nurse education, identifying key areas for consideration in the preparation of emotionally skilled, empathic student nurses.Empathy and nurse education - Corrected ProofJulia Williams, Theodore Stickley10.1016/j.nedt.2010.01.018Nurse Education Today (2010)2010-04-12Nurse Education Today2010-04-12http://www.nurseeducationtoday.com/article/PIIS026069171000050X/abstract?rss=yesSummary: Background: High levels of anxiety during clinical practice in nursing education may interfere with learning and contribute to poor mental health. The relationship between undergraduate curriculum design and clinical practice anxiety is unknown.Methods: A descriptive, comparative research design was used to compare levels of clinical practice anxiety in third year baccalaureate nursing students in a problem-based learning (PBLP) curriculum (n=53) with those in a traditional, lecture-based (TNP) curriculum (n=42). A secondary aim of this study was to explore relationships between some of the demographic characteristics of the student sample, students' predisposition to anxiety, clinical learning experiences, and clinical practice anxiety. Students anonymously completed three electronic questionnaires including: a demographic questionnaire, the Spielberger State-Trait Anxiety Inventory (STAI), and the Clinical Experience Assessment Form (CEAF).Findings: The PBL and the traditional group did not significantly differ on clinical practice anxiety. The mean scores on the STAI for this sample of nursing students were higher than those previously reported for the general population of university students. Implications for nursing education: strategies aimed at reducing nursing students' clinical practice anxiety are explored.The impact of nursing curricula on clinical practice anxiety - Corrected ProofKatherine Melo, Bev Williams, Carolyn Ross10.1016/j.nedt.2010.02.006Nurse Education Today (2010)2010-04-12Nurse Education Today2010-04-12http://www.nurseeducationtoday.com/article/PIIS0260691710000250/abstract?rss=yesSummary: The aim of the current study was to develop an instrument to determine the professional attitude of nursing students. The data were collected through a scale developed by the authors with the statements on attitude, including 8 sub-groups and 28 items. This was a Likert-type scale, ranging from 5 to 1. The sampling of the investigation comprised 1339 final-year undergraduate nursing students in Turkey. Eight factors were defined depending on the reliability and validity study of the professionalism instrument for nursing students. These factors accounted for 65.5% of the total variance. The correlation of the sub-factors in the scale ranged from 0.71 to 0.84. Cronbach alpha value was 0.90 and Cronbach alpha coefficient for sub-factors was between 0.71 and 0.84. Item test correlations calculated for the validity and the homogeneity of the instrument's items were between 0.30 and 0.63. In conclusion, it was found that the instrument was a valid and reliable assessment tool that can be used to measure professional attitudes of nursing students.Development of an instrument to measure professional attitudes in nursing students in Turkey - Corrected ProofFiliz Hisar, Ayise Karadağ, Adnan Kan10.1016/j.nedt.2010.01.013Nurse Education Today (2010)2010-04-09Nurse Education Today2010-04-09http://www.nurseeducationtoday.com/article/PIIS0260691710000456/abstract?rss=yesSummary: Pre-licensure clinical placements are becoming increasingly difficult to obtain due to healthcare restructuring, workforce shortages, and increased student enrollment. This cross-sectional study was designed to nationally quantify the issues related to finding placements in this changing environment. A survey was developed based on the literature and key informant interviews, and a mailing list was developed to include clinical coordinators at all Canadian schools of nursing, licensed practical nursing, registered psychiatric nursing, midwifery, occupational therapy, physiotherapy, and medicine. The response rate was 70% (113/162). Results showed that although 87% (SD=13%) of placements were based on the previous year, 58% of the respondents reported difficulty finding a sufficient number of appropriate placements. The most frequent reasons for finding new placements were also the main reasons for the difficulty in finding sufficient appropriate placements—student requests, increased enrollment, and agency changes. Traditional methods for finding placements (historical use and faculty) remained the most common. Interagency/interschool collaborations, web-based registries, and innovations (such as schools developing their “own” placements) were evident but were still not the norm and used more by nursing than others. Given these results, it is suggested that consideration be given to expanding the repertoire of emerging and innovative methods for finding placements.The perennial struggle to find clinical placement opportunities: A Canadian national survey - Corrected ProofPatricia M. Smith, Linda N. Corso, Nancy Cobb10.1016/j.nedt.2010.02.004Nurse Education Today (2010)2010-04-09Nurse Education Today2010-04-09http://www.nurseeducationtoday.com/article/PIIS0260691710000481/abstract?rss=yesSummary: In nursing education, it has been argued that professional socialization is facilitated by clinical experiences where students work together with precepting nurses. However, few studies found have focused on how nurses think and act as preceptors, hence providing a base for professional socialization to occur. Therefore; this study aimed to describe how preceptors mediated nursing as a profession to undergraduate nursing students during clinical practice.This was an ethnographic study guided by symbolic interactionism. A purposeful sampling of 13 precepting nurses was observed during the field work period. In addition, 16 staff nurses, purposively selected, and experienced in precepting, participated in focus group interviews. All text from field notes and interviews were read as a whole and analyzed following the ethnographic approach. Findings illustrated how nursing was mediated as the medical–technical, the administrative, and the caring role. Preceptors aimed for professionalism in their students by teaching the students to reflect on what they can do independently as nurses. Preceptors strived to verbalise their practical knowledge to make theory explicit and contextualize to student nurses. This knowledge can guide implementation of preceptor programmes focusing on the meaning and implications of professionalism.“This is nursing”: Nursing roles as mediated by precepting nurses during clinical practice - Corrected ProofElisabeth Carlson, Ewa Pilhammar, Christine Wann-Hansson10.1016/j.nedt.2010.01.020Nurse Education Today (2010)2010-04-09Nurse Education Today2010-04-09