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Nursing Curriculum (nursing + curriculum)

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Medical Sciences	100%

Selected Abstracts

Study of Gerontological Nursing Curriculum

NURSING & HEALTH SCIENCES, Issue 3 2002
S.J. Chon
The purpose of this study was: (i) to survey the present status of the gerontological nursing course in 3-year diploma programs, baccalaureate degree programs (BSN), and graduate programs in Korea; and (ii) to analyze the contents of the syllabus, credits, clinical practise, and gerontological nursing textbooks used within these programs, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Primary data were collected from all the nursing programs in Korea, from November 2000 to February 2001, by way of mail and fax. Data on the detailed contents of the gerontological nursing curriculum were collected from those programs that had a gerontological nursing course. The results of the study revealed that 36 diploma programs (58%), 40 BSN (80%), and 17 graduate programs (63%) offered gerontological nursing courses. The credits of the gerontological nursing course offered, by program, were found to be: one credit (10 diploma programs, eight BSN programs), two credits (22 diploma programs, 29 BSN programs) and three credits (one BSN program). The gerontological nursing courses were found to be taught mostly by adult health nursing professors. The contents of gerontological nursing curricula were analyzed by comparison with the core curriculum of NGNA. The majority of the nursing schools were found to include the following: gerontological nursing in general; theory of aging; aging processes; care plan options; and common health problems. Legal/ethical issues; evaluation; regulatory and reimbursement issues; education issues; nursing research in gerontology; and environment issues of older adults were not covered in most of the programs. Differences were noted between ADN, BSN, and graduate school curricula. However, similar curriculum contents were found among the undergraduate programs, suggesting that these curricula used gerontological nursing textbooks as references. [source]

Empowerment of Nursing as a Socially Significant Profession in Vietnam

JOURNAL OF NURSING SCHOLARSHIP, Issue 3 2000
Patricia S. Jones
Purpose: To describe nursing education and practice in Vietnam, and strategies that support empowerment of nursing as a socially significant profession for that country. Design: The Jones-Meleis health empowerment model was used as a framework to examine barriers and identify strategies that support empowerment. Methods: Fieldwork, interviews, and participation-observation in collaborative partnerships with the Ministry of Health, the national nurses association, and schools of nursing in Vietnam. Findings: Nurses in Vietnam are eagerly poised to make significant and essential contributions to the well-being of society. Conclusions: Baccalaureate and master's degree nursing curricula taught by nurses are necessary for professionalization of nursing practice in Vietnam. [source]

Mental health nursing students' experience of stress: burdened by a heavy load

JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 4 2009
M. FREEBURN msc pgrad dip bsc(hons) rpn rnt
This paper reports research outcomes of a study into personal stress experienced by mental health student nurses undertaking a diploma programme in Ireland. It uses a phenomenological research approach. The sample was purposive and involved in-depth interviews with six students. The purpose of the study was to contribute to the knowledge of the impact of personal life stressors. Findings from this study focus on the following themes: event, meaning, effects, ability to move beyond the stress, influence on life and constraints and demands. Key points arising are that the stress experience does impact students' internal and external worlds, potentially lessening functioning and inhibiting growth and development. This paper presents student narratives that offer insights into their inner worlds, providing true accounts of the essence of stress for them. This knowledge has implications for lecturers, personal tutors, nurse educationalists and nursing curricula, highlighting need for more proactive approaches to the provision of guidance on professional support for students and staff. Insights derived from this study are relevant not only to mental health nurse education but also to academic staff delivering professional education programmes to healthcare practitioners in a variety of settings. [source]

Study of Gerontological Nursing Curriculum

Critical thinking dispositions in baccalaureate nursing students

JOURNAL OF ADVANCED NURSING, Issue 2 2006
Kyung Rim Shin EdD RN FAAN
Aim., This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Background., Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. Methods., A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. Results., There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7·54, P = 0·0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0·0194, 0·0041, 0·0044). Conclusion., Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture. [source]

Nurses' perception of disaster: implications for disaster nursing curriculum

JOURNAL OF CLINICAL NURSING, Issue 22 2009
Fung WM Olivia
Aims and objectives., The aims of the study were to identify nurses' perception of disaster, whether they considered some of the events that have occurred in Hong Kong to be disasters and the types of disastrous events that they considered likely in Hong Kong. Background., The frequent occurrence of disasters has caused concern internationally. When disaster strikes, the demands on nursing staff are much higher than those on other healthcare professionals. There is little understanding of the concept of disaster among nurses in Hong Kong. Design., This was a descriptive study. A questionnaire was used to explore nurses' perception of disaster. Method., The questionnaire was distributed to all registered nurses studying in a master's degree programme in a university in Hong Kong. Findings., Only 123 out of the 164 respondents (75%) gave a description of disaster in the open-ended question. Sixty-one per cent of them described unfortunate events with large numbers of victims as disasters. The ,Lan Kwai Fong tragedy , stampede caused by over-crowdedness' (90·9%) and the severe acute respiratory syndrome outbreak (89·6%) were commonly referred to as disasters in Hong Kong. Fires in tall buildings (61·6%), infectious disease outbreaks (61%) and stampedes caused by overcrowding (48·8%) were rated as the events most likely to happen in Hong Kong. Conclusion., Understanding how nurses perceive disaster and the likelihood of disastrous events is the initial step for disaster planning and the development of a disaster nursing curriculum in Hong Kong. Relevance to clinical practice., All nurses around the world should be equipped with knowledge and skills for disaster care. This study provides information and implications for related research and the development of a disaster nursing curriculum to meet the global demand for disaster preparedness. [source]

The effectiveness of an educational programme for nursing students on developing competence in the provision of spiritual care

JOURNAL OF CLINICAL NURSING, Issue 20 2008
René Van Leeuwen
Aim., To determine the effects of a course for nursing students on developing competence in spiritual care and the factors that might influence the effects. Background., Studies suggest that role preparation in nursing for spiritual care is poor. For the assessment of competence, few or no explicit competency framework or assessment tools seemed to be used. Design., Quasi-experimental crossover design (pre,post-test). Method., The subjects were students from Christian nursing schools in the Netherlands (n = 97). The intervention consisted of a course in spiritual care. Competencies were measured with an assessment tool, the Spiritual Care Competence Scale. Data were analysed by t -test procedures (paired-samples t -test). At T1 vignettes were added to assess the quality of the students' own analyses. These data were analysed by a Mann,Whitney test. Regression analyses were performed on the influence of student characteristics on the subscales of the assessment tool. Results., Ninety-seven students participated in this study. Analysis showed statistically significant changes in scores on three subscales of the Spiritual Care Competence Scale between groups (T1) and over time for the whole cohort of students on all subscales (T2). Clinical placement showed as a negative predictor for three subscales of the Spiritual Care Competence Scale. Experience in spiritual care and a holistic vision of nursing both showed as positive predictors on certain competencies. A statistically significant difference was observed between groups in the student analysis of a vignette with explicit spiritual content. Conclusions., The outcomes raise questions about the content of education in spiritual care, the measurement of competencies and the factors that influence competency development. Relevance to clinical practice., The results provide nurse educators with insight into the effects of education in spiritual care on students' competencies and help them consider a systematic place for spiritual care within the nursing curriculum. [source]

SARS , a perspective from a school of nursing in Hong Kong

JOURNAL OF CLINICAL NURSING, Issue 2 2004
David R. Thompson PhD
Background., Severe acute respiratory syndrome (SARS) is a new infectious disease with significant morbidity and mortality that has had a major impact on health and health care services worldwide. Hong Kong has had a significant number of cases and deaths. Nurses, at the vanguard of the clinical health care team, have been particularly affected by it. The outbreak prompted the health authorities to implement a series of public health measures and hospital policies, including a guideline for the diagnosis and management of patients with SARS. Aims and objectives., This paper aims at providing an overview of what is known about SARS and the impact it has had in Hong Kong and to highlight from the perspective of a school of nursing the major clinical, educational and public health implications. Conclusions., The lack of understanding and uncertainty about the disease led to significant variation in the provision of information, contributing to the confusion and anxiety in the community. Therefore, there is a need to revise the nursing curriculum, to provide continuing education to all health care professionals, particularly with regard to infection control measures, and to revisit the range of public health policies to ensure the health of the community is protected by these policies. There also has been a reaffirmation of the importance of health promotion that highlights the importance of the partnership between nurses, health policy makers and public health personnel. It is evident that the organization and delivery of clinical practice, teaching and health promotion have to be flexible and responsive to a changing health scenario. Relevance to clinical practice., Nurses must play a crucial role in the prevention, detection and containment of SARS. They will need to implement and ensure strict adherence to infection control measures and, in some circumstances, isolation and quarantine may be warranted. Attention to the psychological state of patients and family members should not be overlooked. Paramount is education of patients, families and members of the public at large. [source]

Study of Gerontological Nursing Curriculum

Risk factors on the menstrual cycle of healthy Taiwanese college nursing students

AUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 6 2009
Pei-Jen CHANG
Background:, The purpose of this study was to explore risk factors, including age at menarche, body mass index (BMI), psychiatric stress and physical exercise on the menstrual cycle of healthy Taiwanese college nursing students. Methods:, We conducted a cross-sectional survey involving 1300 female college students in the nursing curriculum between December 2002 and March 2003. We provided a structured questionnaire for each student. Information on the women's demographics, lifestyles and reproductive history related to menstrual cycle characteristics was requested. A total of 1095 healthy students were included in the analysis. A logistic regression was used to estimate the odds ratios for each of the menstrual cycle characteristics. Results:, We found that age at menarche, BMI and psychiatric stress were associated with menstrual cycle characteristics in healthy college nursing students. In addition to menarche at the age of 14 years or later, obesity and psychological stress, menarche before 12 years of age was an important risk factor for menstrual dysfunction. Moreover, obese students had the highest risk of having a longer cycle and cycle irregularity. Conclusions:, Early menarche might be related to menstrual dysfunction in addition to late menarche, obesity and psychological stress. Moreover, obese students are at the highest risks for longer cycles and cycle irregularity. [source]