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Undergraduate Students’ Perceptions of the Role of the Nurse Educator during Clinical Placements in Malawian  [PDF]
Gladys Msiska, Tiwonge Mbeya Munkhondya, Evelyn Chilemba
Open Journal of Nursing (OJN) , 2014, DOI: 10.4236/ojn.2014.412089
Abstract:
In this article we reported selected findings of a hermeneutic phenomenological study which explored the clinical learning experience of undergraduate nursing students in Malawi. The setting for the study was a university nursing college and the sample was selected purposively, consisting of thirty participants. Conversational interviews were conducted and a framework developed by modifying Colaizzi’s procedural steps guided the phenomenological analysis. The study findings reflect students’ perspectives on what the ideal role of a nurse educator in Malawi should entail. Contrary to most of the literature from western countries, the findings strongly indicate the need for nurse educators to teach students during clinical placements by engaging in hands-on-care. Additionally, the study also indicates the need for educators to view their role holistically by focusing on both academic and personal aspects of the students’ life. The study illustrates the need for connected educator-student relationships.
Promoting interdisciplinary education the Vienna Doctoral Programme on Water Resource Systems
G. Bl schl, G. Carr, C. Bucher, A. H. Farnleitner, H. Rechberger, W. Wagner,M. Zessner
Hydrology and Earth System Sciences (HESS) & Discussions (HESSD) , 2012,
Abstract: The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopt a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.
Promoting interdisciplinary education – the Vienna Doctoral Programme on Water Resource Systems
G. Bl?schl,G. Carr,C. Bucher,A. H. Farnleitner
Hydrology and Earth System Sciences Discussions , 2011, DOI: 10.5194/hessd-8-9843-2011
Abstract: The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopted a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.
Goals and expectations of nurse students on nursing profession  [PDF]
Anna Kavga,Urania Govina,Stelios Parissopoulos,Eugenia Vlahou
To Vima tou Asklipiou , 2012,
Abstract: Students' incentives when choosing what studies to follow relate to the prospects that a degree course may offer. Aim of this study was to investigate the goals and expectations of nursing students from entering the nursing profession. Method: This synchronic study is quantitative and qualitative in design. The sample consisted of 146 students from 1st and the 7th semester of the Nursing Department, TEI of Athens. Data collection was conducted via a questionnaire that was based on the theoretical framework of Ford's Taxonomy of Human Goals. These goals identity internal or cognitive goals and include experiences, social behavior, self-efficacy and task goals. Results: 45,5% and 58,75% of students from 1st semester and 7th respectively chose to study nursing because they believed that it would offer them a secured employment in the future. The largest percentage of students from both semesters (1st=33%, 7th=27,5%) was affected in their choice by social environment. Their responses at an open question indicated that 57,14% of the 1st semester chose nursing as their profession because they wished to "offer help", and 80% of the 7th semester indicated that "they liked looking after other people". They found the content of their studies curriculum very interesting (1st=80,30%, 7th=53,75%). The provision of care to patients was found to be responsible for feelings of satisfaction of both semesters (1st=95,35%, 7th=98,75%). Conclusions: Nursing students seem to choose the profession of nursing because they want to offer. Their participation in patient care creates feelings of satisfaction in the majority of the students. Nurse educators should emphasize on all areas of nursing work, as well as a more realistic view of nursing.
Enhancers and hindrances to doctor-nurse interdisciplinary collaborative practice in Nigeria  [PDF]
Ijeoma L. Okoronkwo, John E. Anieche, Anthonia U. Chinweuba, Afam C. Ndu
Open Journal of Nursing (OJN) , 2013, DOI: 10.4236/ojn.2013.32022
Abstract:

The purpose of this study was to identify factors that enhance and hinder interdisciplinary collaborative practice (ICP) among doctors and nurses at the Nnamdi Azikiwe teaching hospital, Nnewi, southeast Nigeria. The study was a cross-sectional descriptive survey and the quantitative method of data collection was employed. The population was all doctors irrespective of area of specialty and all nurses employed and working in the hospital as at the time of study. Proportionate stratified and convenience sampling methods were used to select study participants according to their categories. Using validated structured questionnaire, data were collected from 110 doctors and 95 nurses in the teaching hospital on their perception on ICP and factors that enhance/hinder ICP. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentages, standard deviation and graphic presentation were used for descriptive analysis of scores while the unpaired t test of mean score using Graph Pad Prism, Version 5.30 was used to determine the influence of profession, gender, and years of experience on perception of ICP at 0.05 level of significance. The study found that both doctors and nurses have positive perception on ICP. Their years of experience have significant influence on their perception. Clear individual roles and good working relationships enhance ICP while giving priority to professional status rather than expertise was seen as a prominent hindrance to ICP. The study recommends collaborative continuing education for doctors and nurses to enhance ICP in patient care. In addition, the inclusion of interdisciplinary collaborative practice programmme into the curriculum of medical and nursing students (where it does not exist) would go a long way to strengthen ICP and decrease hindrances when they graduate.

Finding the middle ground-adopting the Doctor of Nursing Practice for nurse practitioner education as a post-Master’s program while leaving Master’s level education intact
Pamela Aselton,Kimberly Joerg,Sandra G. Affenito
Clinical Nursing Studies , 2013,
Abstract: With the full implementation of the Patient Protection and Affordable Care Act, educating a sufficient number of NPs for the workforce is more important than ever. Given the recommendations relating to the elevation of Nurse Practitioner (NP) education to the doctoral level, many nursing programs with Master’s level NP programs initiated planning for BSN to DNP programs and eliminated their Master’s programs, however many schools were unable to make the change. It has been the department’s experience that most of the working nurses who apply to our NP program prefer to start their training at the Master’s level with an eventual goal to resume their doctoral studies at a later date. While this incremental model may delay initial goals of transferring all NP education to the doctoral level, it appears to be a model that works for working nurses and may be how many nurses prefer to be educated.
A Review of the Clinical Interdisciplinary Collaboration among Nurses and Physicians  [PDF]
Mousa Mahdizadeh, Abbas Heydari, Hossien Karimi Moonaghi
Open Journal of Nursing (OJN) , 2015, DOI: 10.4236/ojn.2015.57069
Abstract: Background: Care is a team effort that its continuity is not possible by a person alone. Nurses and physicians should have collaboration with other professions to solve care complex problems. Aim: We conducted a review of the literature to evaluate clinical nurses collaboration with other disciplines examined by qualitative approach. Method: We searched all articles that published from 1995 to 2014 in both English and Persian which had been performed interdisciplinary collaboration processes in the clinical nursing. These articles were done with qualitative approach for nurse’s collaboration with other disciplines. We searched using databases of Proquest, Scopus, pub Med, Science Direct, and Iranian databases of Sid, Magiran, Iran Medex. This review was performed using keywords matching with MESH terms such as interdisciplinary relations, nurse-physician relations, care team, collaboration, and their Persian equivalents at the first separately and then with AND/OR as combination. In most studies, the main structure was three components of collaboration process, context of collaboration and consequences that they were emphasized. Results & Conclusions: However context and processes were different but most studies reported outcomes similarity of interdisciplinary collaboration. Thus to achieve common goals between different disciplines working together is essential for effective care in clinical settings.
Dilemma: The Art Teacher as a Liberal Educator  [PDF]
Pnina Bachar
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.22019
Abstract: This paper discusses the dilemma facing the art teacher as a liberal educator. The author first reviews the evolution of liberal education from ancient times, through the Renaissance to modern times and discusses, through an extensive bibliography, ancient and modern theories which have impacted on the concept of “liberalism,” examining notions such as tolerance, individualism and autonomy which constitute the pillars of liberalism. The author discusses the contributions of philosophers and sociologists such as Thomas Hobbes, John Stuart Mill, Isaiah Berlin, and Will Kymlicka and then examines the two main approaches to liberalism: philosophical liberalism and political liberalism. The different emphases placed by these two approaches, on the individual and the group respectively, form the basis of the dilemma which faces the art teacher as a liberal educator. In order to understand the dilemma, the author draws a parallel between the two approaches and the role of the traditional art studio master and art educator. The goals of the studio master, who is devoted to the development of the individual, accord with philosophical liberalism, while those of the art educator, who is obliged to adhere to the demands of a school system, accord with political liberalism, which stresses equality for all. The ideal, says the author, resides in an amalgam of the two approaches and is symbolized in the term “artist-teacher” but she asks whether it is possible to truly merge the two approaches, at the same level, in the teaching process.
DISTANCE EDUCATOR: A Multiskill Personality
Sangeeta MALIK
The Turkish Online Journal of Distance Education , 2013,
Abstract: When we talk about a distance educator and a conventional educator the difference we found nd about both of them is that, a distance educator needs to play multiple roles as compared to a conventional educator. They require more skills and knowledge cater to the needs of the learner. In this article we will cover all the responsible areas of a distance educator & why we should consider them as a multiskill personality?
Essentials of Teamcare in Randomized Controlled Trials of Multidisciplinary or Interdisciplinary Interventions in Somatic Care: A Systematic Review  [PDF]
Bengt Fridlund, Ewa K. Andersson, Sidona-Valentina Bala, Gull-Britt Dahlman, Anna K. Ekwall, Stinne Glasdam, Ami Hommel, Catharina Lindberg, Eva I. Persson, Andreas Rantala, Annica Sj?str?m-Strand, Jonas Wihlborg, Karin Samuelson
Open Journal of Nursing (OJN) , 2015, DOI: 10.4236/ojn.2015.512116
Abstract: Background: Teamcare should, like all patient care, also contribute to evidence-based practice (EBP). Randomized controlled trials (RCTs) focusing on teamcare have been performed but no study has addressed its essentials. How far this EBP has progressed in different health aspects is generally established in systematic reviews of RCTs. Aim: The aim is to determine the essentials of teamcare including the nurse profession in RCTs of multi- or interdisciplinary interventions in somatic care focusing on the stated context, goals, strategies, content as well as effectiveness of quality of care. Methods: A systematic review was performed according to Cochrane review assumptions to identify, appraise and synthesize all empirical evidence meeting pre-specified eligibility criteria. The PRISMA statement guided the data selection process of 27 articles from PubMed and CINAHL. Results: Eighty-five percent of RCTs in somatic care showed a positive effectiveness of teamcare interventions, of which interdisciplinary ones showed a greater effectiveness compared with the multidisciplinary approach (100% vs 76%). Also theory-based RCTs presented higher positive effectiveness (85%) compared with non-theory-based RCTs (79%). The RCTs with positive effectiveness showed greater levels for professional-centered ambition in terms of goals and for team-directed initiatives in terms of strategy, and a significantly higher level for patient-team interaction plans in terms of content was shown. Conclusions: Teamcare RCTs are still grounded in the multidisciplinary approach having a professional-centered ambition while interdisciplinary approaches especially those that are theory-based appear to be essential with regard to positive effectiveness and preferable when person-centered careis applied.
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