Abstract:
:Engagement and successful completion of nursing and midwifery programmes may be predicated on the identification and implementation of reasonable accommodations to facilitate clinical learning for students with a disability. This qualitative study aims to evaluate a clinical needs assessment for students with a disability and explore their experiences of support in clinical practice. A purposive sample of year one undergraduate students was used. Four students consented to participate and undertook an individual interview. Their disabilities were categorised as specific learning disability (dyslexia) (n = 3) and mental health (n = 1). Data analysis revealed two main themes 'students' experiences of disclosure' and 'receiving support'. Findings revealed that all students disclosed on placement, however, the extent of disclosure was influenced by personal and environmental factors. Students used the clinical needs assessment to highlight accommodations to clinical staff on placement. Issues of concern that arose, included communication between all key stakeholders, negative staff attitudes and the need to improve the provision of accommodations. This preliminary evaluation indicates that the Clinical Needs Assessment bridges the gap in provision of student support between higher education and healthcare institutions. Findings suggest that competence based needs assessments can identify individualised reasonable accommodations for students undertaking clinical placements.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Howlin F,Halligan P,O'Toole Sdoi
10.1016/j.nepr.2014.06.009subject
Has Abstractpub_date
2014-09-01 00:00:00pages
565-72issue
5eissn
1471-5953issn
1873-5223pii
S1471-5953(14)00089-4journal_volume
14pub_type
杂志文章abstract::There are still weaknesses in the practical skills of newly graduated nurses. There is also an escalating pressure on existing clinical placements due to increasing student numbers and structural changes in health services. Innovative educational practices and the use of tools that might support learning are sparsely ...
journal_title:Nurse education in practice
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doi:10.1016/j.nepr.2012.08.014
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2016.10.007
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journal_title:Nurse education in practice
pub_type: 杂志文章
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journal_title:Nurse education in practice
pub_type: 杂志文章
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更新日期:2010-01-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
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journal_title:Nurse education in practice
pub_type: 杂志文章,评审
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journal_title:Nurse education in practice
pub_type: 杂志文章
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journal_title:Nurse education in practice
pub_type: 杂志文章
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2014.07.006
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2013.06.013
更新日期:2014-03-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
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journal_title:Nurse education in practice
pub_type: 杂志文章
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2007.09.006
更新日期:2008-07-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2017.09.016
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2019.01.001
更新日期:2019-02-01 00:00:00
abstract::Prisoners' access to healthcare should mirror that of the general public, but is adversely affected by challenges in recruiting nurses to work in custodial settings, potentially impacting on prisoner well-being. To address this issue prison-based insight-days have been developed jointly by one university and prison to...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2020.102795
更新日期:2020-05-01 00:00:00
abstract::The aim of this study is to describe students' perceptions of various assignments within a specific learning model. In particular the study focuses on how the students perceived and reacted to the assessment processes used. A learning model was developed in which the learning of nursing theory and practice was integra...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2004.02.004
更新日期:2004-12-01 00:00:00
abstract::Supporting and enhancing clinical learning for pre registration nursing students continues to be a challenge for nurse educators. The drive of recent and contemporary nurse education policy in the United Kingdom (UK) has re-emphasised the need for nurse educators to be instrumental in the support and development of cl...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2006.03.003
更新日期:2007-01-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1054/nepr.2002.0044
更新日期:2002-03-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2006.04.013
更新日期:2007-03-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2014.05.002
更新日期:2014-09-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2008.10.015
更新日期:2009-03-01 00:00:00
abstract:BACKGROUND:Caring for patients at the end of life is an emotionally and physically challenging task. When patients approach the end of life, nurses are in a key position to enhance their quality of life by providing emotional support and physical symptom management. Patients and their families need nurses who are comfo...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2014.03.009
更新日期:2014-09-01 00:00:00
abstract::This study looks at Direct Entry Clinical Nurse Leader graduates and how their transition to practice experiences develops over time as well as factors influencing their transition. Graduates were surveyed at graduation, three, six and 12 months. Seventeen participated; eight completed all surveys. Most were from the ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2016.05.008
更新日期:2016-07-01 00:00:00
abstract::The development of a new nursing curriculum in one Australian university provided the opportunity for academic staff to consider the best ways to integrate the requirements of evidence-based practice (EBP) into nursing education and culminated in the development and conduct of a specific benchmarking project. Data col...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/S1471-5953(03)00068-4
更新日期:2004-09-01 00:00:00
abstract::Health professional clinical education is commonly conducted in single discipline modes, thus limiting student collaboration skills. Aged care residential facilities, due to the chronic and complex health care needs of residents, provide an ideal placement to provide a collaborative experience. Interprofessional educa...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2015.11.010
更新日期:2016-03-01 00:00:00
abstract::Problem-based learning (PBL) is a student-centred method of teaching, and is initiated by introducing a clinical problem through which learning is fostered by active inquisition (Tavakol and Reicherter, 2003). Using this teaching and learning strategy for web-based environments is examined from the literature for pote...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2010.10.010
更新日期:2011-03-01 00:00:00
abstract::A systematic review was conducted on electronic databases of MEDLINE/PubMed, Scopus, ISI Web of Science, CINAHL, and Embase until December 2017, using relevant keywords for educational games developed for nursing students in perioperative field. To evaluate the level of strength and quality of the evidence, the Associ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2019.05.002
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