Abstract：
:This research illuminates the perceptions of eighteen final year undergraduate pre-registration student nurses, to understand what theoretical knowledge was perceived to be useful during their pre-registration nursing education, and what was not. The research adopted a qualitative phenomenological approach, and utilised a sample size of eighteen final year student nurses as the data source. The data collection method consisted of semi-structured interviews and the study took place at a Higher Education Institution within the North West of England approved to provide pre-registration nurse education. Participants provided their data during their final year of their undergraduate pre-registration nursing programme, via semi-structured, digitally recorded interviews, which were transcribed verbatim. The transcribed interviews were then analysed using Interpretive Phenomenological Analysis. The findings generated three themes, these were; important knowledge to learn for everyday practice, irrelevant for my future role, and, can we have some more? Findings demonstrate what aspects of the taught curriculum student nurses perceive to be of use to their practice, and why they perceive this to be the case. This affects how student nurses approach their learning during their nursing education. In addition it was clear what participants perceived was not useful for their practice and why this was the case. Additionally, participants offered suggestions of what they would also like adding to their curriculum, and provided insights for what they would like adding to the curriculum, which can be used for enhancing this. This is useful when developing future curricula to understand which aspects student nurses learn in a deep and superficial way. This can provide a useful insight for to ensure that patient care is not compromised.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Morrell-Scott Ndoi
10.1016/j.nepr.2019.04.003subject
Has Abstractpub_date
2019-03-01 00:00:00pages
151-156eissn
1471-5953issn
1873-5223pii
S1471-5953(18)30160-4journal_volume
36pub_type
杂志文章abstract：:This paper outlines efforts to improve the teaching and learning methods for research on a second year pre-registration nursing programme in one university in Wales, UK. This focussed on experiential approaches supported by electronic learning resources. A subsequent evaluation aimed to elicit participating students' ...
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
abstract：:The purpose of this article is to describe the structure of a partnership model for a teaching nursing home program in Taiwan. Benner's model of "from novice to expert" was applied to the design of this program. Processes of developing this program began with nursing home administrators and faculty from a University i...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2005.09.002
更新日期：2006-03-01 00:00:00
abstract：:Digital technology is regarded as increasingly important in the provision of safe, consistent and optimal health care in the future. However considerable challenges exist in relation to how it can best be used and integrated to support, transform and facilitate user engagement and provide individualised care. Many for...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.10.007
更新日期：2016-11-01 00:00:00
abstract：AIM:The aim of this study was to investigate the experiences of Australian graduate-entry nursing students as they journeyed towards their wish of becoming a registered nurse. METHOD:This paper reports the findings from a qualitative grounded theory study used to develop one theoretical framework for explaining gradua...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2011.08.002
更新日期：2012-03-01 00:00:00
abstract：:The position of Nurse Practitioner is a new role in Nordic countries. The transition from a registered nurse to the Nurse Practitioner role has been reported to be a personal challenge. This study, guided by the Nordic theoretical model for use in the education of advanced practice nurses, represents a unique opportun...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.10.005
更新日期：2016-11-01 00:00:00
abstract：:Collaborative processes which enable problem solving and decision making are reported as being essential to professional practice within contemporary health care. Action learning is a process reported on as a systematic approach to effective problem solving, whilst action learning sets are increasingly being reported ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2010.01.002
更新日期：2010-09-01 00:00:00
abstract：:An innovative blended learning resource for undergraduate nursing and midwifery students was developed in a large urban Australian university, following a number of concerning reports by students on their experiences of bullying and aggression in clinical settings. The blended learning resource included interactive on...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2017.12.002
更新日期：2018-03-01 00:00:00
abstract：:Technology is having a profound effect on education in the 21st century and nurse educators are being challenged to integrate technological innovation to assist students in their learning. This paper reports a study on the introduction of smart mobile technology to support student learning in the clinical environment....
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.11.001
更新日期：2017-01-01 00:00:00
abstract：:The available literature suggests that undergraduate nursing students generally do not have positive attitudes towards working in the mental health field but that clinical experience is the most important factor influencing the development of a more favourable outlook. Despite this there is very little attention paid ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2006.06.003
更新日期：2007-05-01 00:00:00
abstract：:The aim of this review was to explore the evidence of learning from reflective writing in undergraduate clinical nursing education. A combination of 17 quantitative and qualitative studies were included and three main categories emerged Development of clinical reasoning skills, Professional self-development and Facili...
journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2018.11.013
更新日期：2019-02-01 00:00:00
abstract：:Front-line nurses providing around the clock care are pivotal to the identification, recognition, and response to patient deterioration. However, there is growing evidence that patient deterioration indicators are poorly managed and not escalated to rapid response teams (RRTs), contributing to adverse outcomes. Access...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102835
更新日期：2020-07-01 00:00:00
abstract：:Nursing research, education, and mentoring are effective strategies to enhance and generate nursing knowledge. In order to explore new opportunities using an international and interdisciplinary approach, a Center for Nursing Research (CNR) was developed at Kean University a public institution for higher education in t...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.08.004
更新日期：2013-03-01 00:00:00
abstract：BACKGROUND:Nurses are ideally placed to deliver health promotion interventions, including physical fitness, however evidence suggests that nurses themselves are failing to engage in healthy lifestyles; this in turn making them less likely to promote health. It would appear that some nurses are allowing their own values...
journal_title：Nurse education in practice
pub_type： 社论
doi：10.1016/j.nepr.2013.10.002
更新日期：2014-03-01 00:00:00
abstract：BACKGROUND:How willing are today's medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students' views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nurs...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2013.07.013
更新日期：2014-03-01 00:00:00
abstract：BACKGROUND:Nurse Education in Ireland has experienced a significant change over the last 10 years. As a consequence staff nurses must be prepared to support student learning and enable student learners obtain an optimum educational outcome, thereby enriching the students' clinical placement. 'Reflective time' has been ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2008.07.002
更新日期：2009-05-01 00:00:00
abstract：:Rubrics have historically been used in secondary and higher education to evaluate specific assignments or tasks. There is little mention of rubrics in the nursing literature, particularly in the area of clinical evaluation. A strong case can be made for expanding the traditional use of a rubric to include its validity...
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：:Nursing students are not always well prepared for the kind of adverse events they may experience in the workplace and yet it seems apparent that future students could benefit from learning about such experiences so that they can be avoided, or their impact minimised. This research aimed to identify nursing students' e...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2017.05.008
更新日期：2017-07-01 00:00:00
abstract：:Education providers globally use various models for undergraduate nurse clinical education. This paper presents the major findings of a research project conducted by a rural university in Australia that aimed to explore the Clinical Facilitation Model of undergraduate nursing education from a rural perspective. In par...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.04.001
更新日期：2012-11-01 00:00:00
abstract：:The purpose of this qualitative study was to describe international student nurses' experiences of their clinical practice in the Finnish health care system. The data were collected by semi-structured interviews. Fourteen international student nurses of African and Asian origin were interviewed, and the data were then...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2009.05.009
更新日期：2010-05-01 00:00:00
abstract：:This paper provides reflection on the journey of completing a PhD by using emergent themes that occurred in supervision sessions as recorded in a reflective journal. The paper highlights the need to reflect and accept decisions that can be challenging. The paper also indicates examples where past understandings are qu...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.12.002
更新日期：2017-01-01 00:00:00
abstract：:In universities where significant numbers of nursing students come from non-traditional backgrounds, and where an equally significant proportion of students have English as a second language, provision of learning support is essential to ensure success and progression, and to prevent attrition. This paper presents an ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.07.011
更新日期：2013-03-01 00:00:00
abstract：:Patient safety, as a contemporary health care concern, must remain a priority for nurse educators. This on-line consultation, carried out within the RANCARE COST Action project, determined to establish how patient safety teaching is incorporated into pre-registration education of nurses across 27 countries. How nursin...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.04.013
更新日期：2019-05-01 00:00:00
abstract：:A patchwork text was used to assess summatively B.Sc. and M.Sc. district nurse students' learning and how this was informed critically, during a module on a one year fulltime community programme. Assessment was embedded within an action learning process that adopted an extended epistemology so students demonstrated co...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2009.04.008
更新日期：2010-05-01 00:00:00
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
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.08.014
更新日期：2013-05-01 00:00:00
abstract：:The purpose of this observational study was to describe the collaboration between first-year nursing students using peer learning during their first clinical practice education. In earlier, predominantly interview studies, peer learning has been described as a model with several positive outcomes. However, no studies ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102946
更新日期：2020-11-30 00:00:00
abstract：:This paper discusses the context of assessing nursing and midwifery students who are not meeting required levels of proficiency in clinical practice. The paper then outlines an action plan protocol designed to assist supervisors and assessors examine the credibility of their assessment decisions in these circumstances...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102711
更新日期：2020-02-17 00:00:00
abstract：:The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities du...
journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2018.01.003
更新日期：2018-03-01 00:00:00
abstract：BACKGROUND:The aim of this study was to evaluate peer-to-peer facilitated student led mid-level fidelity simulation experiences. METHODS:Second and third year nursing students (N = 637) were invited to complete a 16-item 6-point Likert scale questionnaire after the simulation experience. RESULTS:Students reported hig...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.07.003
更新日期：2016-09-01 00:00:00
abstract：:This paper discusses the value of introducing the component of reflection into a nursing programme for the teaching and learning of moving and handling. Twenty-five students who had just completed a Common Foundation Programme, of a Diploma in Higher Education (Nursing) course, were asked to evaluate the usefulness of...
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
abstract：:Supervised practice as a mentor is currently an integral component of nurse mentor education. However, workplace education literature tends to focus on dyadic mentor-student relationships rather than developmental relationships between colleagues. This paper explores the supportive relationships of nurses undertaking ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2017.09.014
更新日期：2018-01-01 00:00:00
