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Electronic Journals: The Journal of Undergraduate Nursing Scholarship.
Effken, J., Ayoub, J
Online Journal of Issues in Nursing , 2001,
Abstract: In this article, we discuss our experiences in developing the Journal of Undergraduate Nursing Scholarship, which provides a venue for undergraduate nursing students to publish outstanding papers. After describing our reasons for creating the Journal of Undergraduate Nursing Scholarship, we discuss how we created the Journal. We then discuss publishing issues related to organizational structure, economics, technical support, copyright issues, peer review, and survival skills. Because the journal is in its infancy, we focus on the challenges of starting a new online journal, as well as on our continued delight in helping undergraduatenursing students share with others their outstanding papers and their often unique, fresh views of nursing.
Undergraduate students in orthopedic nursing care
Cameron, Lys Eiras;Araújo, Sílvia Teresa Carvalho de;
Revista Latino-Americana de Enfermagem , 2011, DOI: 10.1590/S0104-11692011000600016
Abstract: this study identifies some undergraduate nursing students’ imaginary manifestations concerning themselves and care delivered to patients with orthopedic and/or trauma disorders. the social poetics method was used and the research group was composed of 15 undergraduate students. only the categories and subcategories exclusively related to the “student” are presented in this paper. data revealed that care provided by orthopedic nursing students is the result of a care relationship that emerges from their sensitivity toward patients and their own knowledge, skills and attitudes. the orthopedic treatment, equipment and procedures, to which patients are submitted, cause important emotional distress for students, empathic behavior and encourage them to search for ways to minimize their patients’ pain. all the aspects that permeate care provided by orthopedic nursing students should be identified in order to enable reassessment of the teaching-learning process.
Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school
Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG
Advances in Medical Education and Practice , 2011, DOI: http://dx.doi.org/10.2147/AMEP.S14383
Abstract: ical students-as-teachers: a systematic review of peer-assisted teaching during medical school Review (4785) Total Article Views Authors: Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG Published Date June 2011 Volume 2011:2 Pages 157 - 172 DOI: http://dx.doi.org/10.2147/AMEP.S14383 Tzu-Chieh Yu1, Nichola C Wilson2, Primal P Singh1, Daniel P Lemanu1, Susan J Hawken3, Andrew G Hill1 1South Auckland Clinical School, University of Auckland, Auckland, New Zealand; 2Department of Surgery, University of Auckland, Auckland, New Zealand; 3Department of Psychological Medicine, University of Auckland, Auckland, New Zealand Introduction: International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice. Objective: To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students. Method: A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes. Results: From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective contexts, achieves short-term learner outcomes that are comparable with those produced by faculty-based teaching. Furthermore, peer-teaching has beneficial effects on student-teacher learning outcomes. Conclusions: Peer-teaching in undergraduate medical programs is comparable to conventional teaching when utilized in selected contexts. There is evidence to suggest that participating student-teachers benefit academically and professionally. Long-term effects of peer-teaching during medical school remain poorly understood and future research should aim to address this.
Distance education in undergraduate nursing in the State of Rio de Janeiro: a sociocultural approach of structural markers - Preview note  [cached]
Edmar Jorge Feijó,Claudia Mara de Melo Tavares
Online Brazilian Journal of Nursing , 2012,
Abstract: The present study deals with distance education in undergraduate nursing in Rio de Janeiro, whose general objective is to analyze the experiences in distance learning in undergraduate nursing in light of the sociocultural approach of mediated action. And the specific objectives are to map the experiences of distance education in undergraduate courses in nursing, to identify the educational models included in the proposals for distance learning and discuss the use of it in nursing education, analyzing the structural markers, limits and possibilities. There will be a documentary study of a quantitative and qualitative, grounded on the Institute of Studies and Research Anísio Teixeira, will be located where the higher education institutions that have degree in nursing accreditation in distance mode.
A Critique of the Undergraduate Nursing Preceptorship Model  [PDF]
Monique Sedgwick,Suzanne Harris
Nursing Research and Practice , 2012, DOI: 10.1155/2012/248356
Abstract: The preceptorship model is a cornerstone of clinical undergraduate nursing education in Canadian nursing programs. Their extensive use means that nursing programs depend heavily on the availability and willingness of Registered Nurses to take on the preceptor role. However, both the health service and education industries are faced with challenges that seem to undermine the effectiveness of the preceptorship clinical model. Indeed, the unstable nature of the clinical setting as a learning environment in conjunction with faculty shortages and inadequate preparation for preceptors and supervising faculty calls us to question if the preceptorship model is able to meet student learning needs and program outcomes. In a critical analysis of preceptorship, we offer a deconstruction of the model to advance clinical nursing education discourse. 1. Introduction A review of the nursing education literature reveals that clinical nursing education is considered to be a vital component of nurses’ education. Indeed, Florence Nightingale, the founder of contemporary nursing practice, placed clinical education at the center of nurses’ professional development. According to Nightingale, nurses’ first year of training should occur in the hospital setting under the direct supervision of practicing nurses who can guide neophytes in the care of their patients [1]. While this type of clinical education model was the prototype of what would later be called preceptorship, the model remained largely dormant during hospital-based programs until it emerged once again in the 1960s in nurse practitioner programs [1]. In Canadian undergraduate nursing programs, preceptorship is typically described as a formal one-to-one relationship between a nursing student and registered nurse that extends over a pre-determined length of time [2]. Since the 1980s it has become a cornerstone of clinical nursing education. Given that the use of the preceptorship model is extensive, most Canadian programs are somewhat to very dependent on preceptors to guide their students [3]. Furthermore, because of its wide use, many nurse scholars believe that preceptorship provides the perfect medium to bridge theory and practice [1] and a way to facilitate the transition from student to graduate nurse role for the majority of nursing students [4]. However, from an education and health sector perspective there is still significant concern about the clinical learning and teaching components of undergraduate nurse education [5]. Indeed, ongoing restructuring within the Canadian health care system juxtaposed with
Teaching Clinical Pharmacology to Undergraduate Nursing Students: Barriers and Strategies  [PDF]
Victoria Foster, Elicia Collins, Han Dong, Grace Nteff, Laura Pinkney
Open Journal of Nursing (OJN) , 2017, DOI: 10.4236/ojn.2017.78068
Abstract: This study examined perceived learning barriers to and strategies for teaching clinical pharmacology to undergraduate nursing students. The purposes of this study were to discuss barriers and strategies for teaching clinical pharmacology to undergraduate nursing students and compare those findings to student evaluation responses. This study used a comparative, cross-sectional design and examined data from nursing faculty who had taught pharmacology and from student evaluations over the past five years to compare perceived barriers and strategies. Several barriers were identified, including content saturation, course placement, English as a second language, and resources. Effective teaching strategies identified were lectures, teaching by drug class, reviewing pathophysiology, and case studies. Students’ evaluations revealed that students found that the course content was substantial and felt that the textbook did not fully demonstrate nursing considerations. Other answers were nonspecific. Using these strategies is critical to effectively deliver pharmacological material and to foster understanding among undergraduate students. Faculty members agree that having pharmacological concepts threaded throughout the curriculum increases students’ knowledge of medications and medication management. Additional creative approaches to teaching clinical pharmacology to undergraduate nursing students are needed.
Evaluating teaching effectiveness in nursing education:An Iranian perspective
Mahvash Salsali
BMC Medical Education , 2005, DOI: 10.1186/1472-6920-5-29
Abstract: An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents.While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced.Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators.The aims of nursing education principally center on the transmission of nursing knowledge, and assisting nursing students to acquire the necessary skills and attitudes associated with nursing practice. As with professional preparation generally, nursing education encompasses the three domains of learning, the cognitive, the affective, and the psychomotor. One way to enhance nursing education is to evaluate the effectiveness of teaching in nursing education programs. An interest in evaluating teaching effectiveness has increased over time and acceptance of the need to evaluate teaching has continued to grow. Defining what we m
Undergraduate nursing textbook coverage of menopause  [cached]
Jennifer J. Markowitz,Janet S Carpenter
Journal of Nursing Education and Practice , 2012, DOI: 10.5430/jnep.v2n2p18
Abstract: Background: Menopause is a significant part of a woman’s life, it would be expected that nursing students would learn a considerable amount about the changes women go though during this time. The study purpose was to assess the amount of information regarding menopause covered in undergraduate nursing textbooks. Methods: 128 electronic undergraduate nursing textbooks from one publisher were evaluated for menopause content in 11 areas and categorized as having no information (0), some information (1), or complete information (2). The word menopause was searched for each textbook. Results: The number of search hits for the word menopause per textbook was most commonly 1, with 50% having fewer than 7 search hits, and an overall average of 14.02 hits per textbook (SD=15.15, range 1 to 60). The majority of textbooks had no or minimal information about menopause in each category. Conclusions: There is minimal information on menopause in undergraduate nursing textbooks. This suggests that undergraduate nursing students may not be receiving the necessary information to adequately care for menopausal women.
Multiple Benefits Derived from a Peer Teacher Program in Two Undergraduate Microbiology Lab Courses  [cached]
Frances C. Sailer,Roger W. Melvold,Charles C. Hosford
Journal of Microbiology & Biology Education , 2010, DOI: 10.1128/jmbe.v11i2.190
Abstract: A peer teaching program was implemented to alleviate the problem of a limited number of lab instructors attempting to teach large numbers of students in two different undergraduate microbiology lab courses. The benefit of having peer teachers was immediately obvious to the lab instructors, faculty and staff who were responsible for conducting the labs, but it was soon evident that there were also benefits for everyone else involved in the program. The students enrolled in the labs reported that having peer teachers in the lab enhanced their learning, and they felt comfortable receiving help from a peer teacher who had recently completed the course. The peer teachers discovered that they gained valuable experience and confidence while teaching other students, and they appreciated the chance to gain hands-on experience. The lab instructors received the qualified help they needed in order to give more individual attention to the large numbers of students in the labs. The feedback from this program has been positive from everyone involved.
Recording Database Searches for Systematic Reviews - What is the Value of Adding a Narrative to Peer-Review Checklists? A Case Study of NICE Interventional Procedures Guidance  [cached]
Jenny Craven,Paul Levay
Evidence Based Library and Information Practice , 2011,
Abstract: This paper discusses the value of open and transparent methods for recording systematic database search strategies, showing how they have been applied at the National Institute for Health and Clinical Excellence (NICE, see Appendix C for definitions) in the United Kingdom (UK). Objective – The objectives are to: 1) Discuss the value of search strategy recording methods. 2) Assess any limitations to the practical application of a checklist approach. 3) Make recommendations for recording systematic database searches. Methods – The procedures for recording searches for Interventional Procedures Guidance at NICE were examined. A sample of current methods for recording systematic searches identified in the literature was compared to the NICE processes. The case study analyses the search conducted for evidence about an interventional procedure and shows the practical issues involved in recording the database strategies. The case study explores why relevant papers were not retrieved by a search strategy meeting all of the criteria on the checklist used to peer review it. The evidence was required for guidance on non-rigid stabilisation techniques for the treatment of low back pain. Results – The analysis shows that amending the MEDLINE strategy to make it more sensitive would have increased its yield by 6614 articles. Examination of the search records together with correspondence between the analyst and the searcher reveals the peer reviewer had approved the search because its sensitivity was appropriate for the purpose of producing Interventional Procedures Guidance. The case study demonstrates the limitations of relying on a checklist to ensure the quality of a database search without having any contextual information. Conclusion – It is difficult for the peer reviewer to assess the subjective elements of a search without knowing why it has a particular structure or what the searcher intended. There is a risk that the peer reviewer will concentrate on the technical details, such as spelling mistakes, without having the contextual information. It is beneficial if the searcher records correspondence on key decisions and reports a summary alongside the search strategy. The narrative describes the major decisions that shaped the strategy and gives the peer reviewer an insight into the rationale for the search approach.
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