...ed based A Qualitative Study of Nursing Student Experiences of Clinical Practice Farkhondeh Sharif1 & Sara Masoumi2 1Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing & Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran 2English Department, Shiraz University, Shiraz, Iran Published 9 November 2005 [pic] Abstract Background Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice. Methods Focus groups were used to obtain students' opinion and experiences about their clinical practice. 90 baccalaureate nursing students at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery) were selected randomly from two hundred students and were arranged in 9 groups of ten students. To analyze the data the method used to code and categories focus group data were adapted from approaches to qualitative data analysis. Results Four themes emerged from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap"," clinical supervision", professional role", were considered as important factors in clinical experience. Conclusion The result of this study showed that nursing students were not satisfied with the clinical component of their education. They experienced anxiety...
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...Advanced search Home Articles Authors Reviewers About this journal My BMC Nursing [pic] Top Abstract Background Methods Results Discussion Conclusion Competing interests Authors' contributions Acknowledgements References Pre-publication history [pic][pic] < dl class="google-ad noscript"> Advertisement < /dl> BMC Nursing Volume 4 Viewing options Abstract Full text PDF (253KB) Associated material PubMed record About this article Readers' comments Pre-publication history Related literature Cited by on Google blog search Other articles by authors on Google Scholar Sharif F Masoumi S on PubMed Sharif F Masoumi S Related articles/pages on Google on Google Scholar on PubMed Tools Download references Download XML Email to a friend Order reprints Post a comment Share this article More options... Citeulike Connotea Del.icio.us Email Facebook Google+ Mendeley Twitter [pic][pic]Research article A qualitative study of nursing student experiences of clinical practice Farkhondeh Sharif1* and Sara Masoumi2 * Corresponding author: Farkhondeh Sharif shariffarkhondeh@hotmail.com Author Affiliations 1 Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing and Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran 2 English Department, Shiraz University, Shiraz, Iran For all author emails, please log on. BMC Nursing 2005, 4:6 doi:10.1186/1472-6955-4-6 The...
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...in 1989 to contribute to the quality of patient care through the sharing of knowledge, skills and information on quality improvement, patient safety, clinical governance and leadership. The safe transfer of care is a vital component of the quality of care and safe practice (Pothier, et al., 2005). When the process of transfer of care is inadequately undertaken risks to the patient are increased and may subsequently lead to harm (BMA, 2005; Joint Commission, 2007). The Network organised a series of patient safety road shows which were specifically designed to build consensus and concentrate activities on the key topic of transfer of care, to facilitate networking between members of the Network’s regional groups and a range of colleagues working across all care sectors, and to identify the actions required to improve the patients’ experience of transfer of care across all health and social settings. 1.1 Literature Review “A good…handover process is a crucial part of providing quality…care…The conservation of patient data during the handover process is vital to ensure good continuity of care and safe practice. Any errors or omissions made during the handover process may have dangerous consequences…” (Pothier, et al., 2005) Delays in transferring or discharging patients can result in a range of problems for both patients and organisations (Bryan, et al., 2005). For patients these problems include: increased dependency; depression; loss of choice, control and confidence;...
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...Explain what is meant by the ‘correspondence principle’ The correspondence principle is all the lessons that are taught to you in school but they are not directly taught. For example, simply through every day workings of the school, pupils become accustomed to accepting hierarchy and competition. Suggest three criticisms that other sociologists may make of the functionalist view of the education system? Functionalists see education as a process that instils the shared values of society as a while, but Marxists argue that education in capitalist society only transmits the ideology of a minority, the ruling class. The interactionist Dennis Wrong argues that functionalists have an ‘over-socialised view’ of people as mere puppets of society. Functionalists wrongly imply that pupils passively accept all they are taught and never reject the schools values. Unlike Davis and Moore, the New Right argue that the state education system fails to prepare young people adequately for work. This is because state control of education discourages efficiency, competition and choice. Outline some of the ways in which government educational policies may have affected social class differences in educational achievement? Marketisation brought in a change in selection policies, it brought in a funding formula that gives the school the same amount of funds for each pupil, also exam league tables that rank each school according to its exam performance and make no allowance for the level...
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...The role of senior nurses is dynamic and multifaceted. Nurse leaders in practice settings have unique opportunities to influence and even create the environment in which professional nursing practice can flourish. Marriner-Tomey (1993) suggested that, in this highly influential role, nurse leaders have a major responsibility to change behaviour to provide an environment that supports the preparation of competent and expert practitioners. It is part of nurse leaders’ role to serve as a model in providing effective socialisation experiences that impart the appropriate values, beliefs, behaviours and skills to staff. In the nursing profession, a nurse manager's personal style of leadership impacts multiple aspects of a healthcare facility's operations and can have far-reaching implications. This piece will define and discuss several different styles of nursing leadership. First and foremost, the autocratic style of leadership typically involves a leader or nurse manager who makes all pertinent decisions, gives specific orders, and issues directives to subordinate employees who must obey under watchful supervision. Sorensen et al (2008) advocate autocratic leaders strongly discourage workers from questioning the validity of any directives. Constable and Russell (1986) showed that the autocratic style of leadership is appropriate for workplaces such as jails, prisons, the military, and highly structured settings with routinized operations because, in these places, the lives of masses...
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...Nurse Education in Practice (2008) 8, 103–111 Nurse Education in Practice www.elsevierhealth.com/journals/nepr Belongingness: A prerequisite for nursing students’ clinical learning Tracy Levett-Jones a a,* , Judith Lathlean b,1 School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia School of Nursing and Midwifery, The University of Southampton, Nightingale Building (67), University Road, Highfield, Southampton SO17 1BJ, United Kingdom b Accepted 4 April 2007 KEYWORDS Belongingness; Nursing student; Learning; Clinical placement Introduction Summary The concept of belongingness has intuitive appeal. Human beings are social creatures; the need to belong and be accepted is fundamental, and social exclusion can be devastating. This paper reports on the selected findings from the qualitative phase of mixed-methods study that explored nursing students’ experience of belongingness while on clinical placements. The 18 interview participants in this study were from Australia and the United Kingdom. They provided a range of perspectives on belongingness and how it influenced their placement experience. Central to this discussion was their strong belief that belonging is a prerequisite for clinical learning. This theme dominated all of the interviews. Given that the primary purpose of clinical placements is for students to learn to nurse, there needs to be a clear understanding of the relationship between belongingness...
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...Running head: MENTORING IN NURSING: A CONCEPT ANALYSIS Mentoring In Nursing: A Concept Analysis Leslie R. Dick The University of North Carolina at Charlotte Introduction Mentoring can be dated as far back as the Ancient Greeks. Young athletes were trained by their more experienced superiors. Homer is most famous for our initial understanding a mentor when he tells of Odysseus leaving his infant son with a companion, Mentor, when he left on his Odyssey (Gentry, Weber, & Sadri, 2008). Mentoring is a relationship between two people which lasts over an extended period of time. One of the people, the mentor, is more experienced and considered senior to the mentee and is trusted by the mentee. The mentee is less experienced, although not necessarily younger, than the mentor. Mentors can play an important role in our lives. They share knowledge, experience, and wisdom, and they critique us and give honest feedback. Positive, competent mentors develop relationships with their mentees and are focused on their growth. They are also generous and professional in their collaborations. The benefits of mentoring relationships include increased self-confidence and retention, strengthened professional relationships and increased skill levels. These consequences of mentoring improve the health environment for all. Through this concept analysis, I hope to show the attributes associated with mentoring as well as provide related terms that will provide a further understanding...
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...history of Bipolar Affective Disorder and previous suicide attempts, resulting to numerous psychiatric admissions. She was on lithium for approximately 18 years, which now resulted for her thyroid to become toxic and her kidneys to completely stop functioning. She has been recently diagnosed of End Stage Renal Failure (ESRF). This recent diagnosis has left her more anxious and depressed. As her family and the Community Mental Health Team (CMHT) from the POA unit had worrying concerns regarding her increasing inability to cope at home and recent suicide attempt, they have decided to refer her to Golden Living Centre (GLC) for respite. GLC is a nursing home where I did my 8-week specialist placement. The CMHT from the POA unit visits Serena on a weekly basis ensuring continuity of care. The community mental health nurse (CMHN) comes in to the nursing...
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...professions (Gopee, 2011) as too have the requirements for mentors within the health profession. The current definition from the Nursing and Midwifery Council (NMC, 2008a) states that “A mentor is a registrant who has met the outcomes (of a mentor preparation course) and who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2008a). The role of a clinical nurse mentor is described as someone who supervises, teaches and assesses student nurses in a practice setting (Jokelainen et al, 2011, Ousey, 2009), although the role is more complex in that a clinical nurse mentor needs to process the ability to select and support learning opportunities, they have a responsibility to manage diversity and equality, be accountable and ensure standards are maintained (NMC, 2008a). This is supported by Jokelainen et al (2011) who describes mentoring as being complex due to contextual, collegial, pedagogical and clinical teaching. Student nurses are supernumerary in the practice placement, meaning they are there as learners even though they must make an active contribution to the work of the practice area (RCN, 2007). Their active contribution is additionally supported by Morgan (2002) who emphasises that students may feel surplus to requirements through their supernumerary status. Standards relating to mentoring nursing students are set by the Nursing and Midwifery Council (2008a). They include; establishing effective working relationship through placement orientation...
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...Paranoid schizophrenia, what must the nurse assess? How do they go about assessing? Upon assessing, how will the nurse manage the outcomes of the assessment? These important questions are what this paper will resolve. Through review of recent literature into the assessment and management of individuals affected by paranoid schizophrenia, this paper will discuss in detail how the nurse goes about assessing the patient, why assessment is vital, common outcomes of the assessment and finally go into detail on how the nurse manages a patient with paranoid schizophrenia. Stein-Parbury (2009) discuss the importance of providing an environment without distractions for an assessment to occur in, as this enhances the ability of both the patient and nurse to listen and understand. This can assist with patients with paranoid schizophrenia, experiencing perceptual disturbances or delusions. It is also important to provide a space that is private, thus giving the patient a sense of safety in disclosing personal information. Snyderman and Rovner (2009) highlight the importance of using a Mental State Examination (MSE), to assess the patients’ mental state and to aid in diagnosing a patients’ mental illness through identifying a range of sections including thought form, content and mood. It also enables the treating team to formulate a plan individualised to the patients needs. The following areas should be assessed in a mental state examination (MSE). Appearance including the physical characteristics...
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...“How can nurses ensure that older people are treated with respect and dignity whilst being cared for in a hospital or in the community?” Providing dignified care is at the very heart of nursing and is the responsibility of everyone (Royal College of Nursing (RCN) 2008). Nurses play an important part in the care of older people and quality nursing care can make a substantial difference to physical and emotional well-being (Nursing and Midwifery Council (NMC) 2008). 'Dignity' as defined by the Social Care Institute for Excellence (SCIE) (2009) is ‘A state, quality or manner worthy of esteem or respect; and (by extension) self-respect’. Adopting dignity in practice should generate an environment that supports and promotes self-respect, allowing it to flourish by the maintenance of autonomy and informed choice, NMC (2008). The 2006 Commission for Social Care Inspection (CSCI) publication ‘Living well in later life’ highlighted the lack of dignity and respect for older people in acute hospitals as a major area of concern citing that 45% of NHS resources are spent on older people and this accounts for the greatest use of acute hospital services This discussion will identify the specific needs of the older person from a bio-psychosocial perspective incorporating complicit ethical issues. The role of the nurse in the provision of quality and comprehensive care delivery will of course be examined, integrating theory and practice and exploring the implications for inter-professional...
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...time, a group of college academics started the new human services movement and began to promote the adoption of a new ideology about human service delivery and professionalism among traditional helping disciplines.[2] The movement's major goal was to make service delivery more efficient, effective, and humane. The other goals dealt with the reeducation of traditional helping professionals to have a greater appreciation of the individual as a whole person and to be accountable to the communities they serve. Furthermore, professionals would learn to take responsibility at all levels of government, use systems approaches to consider human problems, and be involved in progressive social change. Traditional academic programs such as education, nursing, social work, law and medicine were resistant to the new human services movement's ideology because it appeared to challenge their professional status. Changing the traditional concept of professionalism involved...
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...MEMORY-WORK: AN INTRODUCTION Jennie Small University of Technology, Sydney Research methodology, from the perspective of Critical social science, is considered as: inherently political, as inescapably tied to issues of power and legitimacy. It is assumed that methods are permeated with assumptions about what the social world is, who the social scientist is, and what the nature of the relation between them is (Lather, 1991, p.12). Critical social science moves away from description of behaviour as enduring social fact to attempting to understand how behaviour is produced, thus recasting behaviour as “the effects of contingent and contested processes of change” (Churchman, 2000, p.100 citing Scott). Feminists and those working within a social constructionist paradigm have debated whether there are research methods specific to such approaches. In other words, is there a social constructionist or feminist method? Schwandt (1994), in discussing constructivist, interpretivist approaches to human enquiry, commented that “what is unusual about the approaches cannot be explained through an examination of their methods. They are principally concerned with matters of knowing and being, not method per se” (p.118). Feminists have also considered that it is the methodology and outcomes rather than the methods which define the research as being feminist. Nonetheless, while feminists have adopted a variety of methods, they have tended to prefer qualitative...
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...Abuse Experienced by Adults P1: Describe forms of abuse which may be experienced by adults P2: Describe indicators that abuse may be happening to adults Abuse can be a singular act or multiple acts. Abuse can occur in any relationship and can be the direct result of deliberate intent, ignorance or neglect. It may be a criminal offence, such as rape, assault or theft. Abuse can occur anywhere: * In public places * In the victims own home * At work * In hospital * In places of worship * In care homes * At day care The abuser can be anyone, a man or a woman. An abuser could be a * Neighbour * Someone who goes to the day centre * Family member * Volunteer * Paid health or social care worker * Teacher * Clergyman Type Of Abuse | Definition Of The Abuse | Example Of The Abuse | Indicators Of The Abuse | Physical | Physical abuse is a form of abuse involving contact that is intended to cause feelings of intimidation, injury, or other physical suffering or bodily harm.Physical abuse can occur through withholding care, preventing access to healthcare or applying inappropriate techniques or treatments. It can include forced isolation and confinement, for example, people being locked in their room, and inappropriate methods of restraint. | Striking, punching, pushing, pulling slapping, biting, whipping, striking with an object, kicking, tripping, kneeing, strangling, rape, placing in stress positions (tied...
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...The specialist skills of the Health Visitor are crucially important in safeguarding children (HM Government, 2010). In the past decade there has been significant change in nursing and healthcare that has led to a much wider remit for those involved in working with children and subsequently child protection (Hall and Elliman, 2006; Department of Health, 2004); indeed Health Visitors are responding to a national drive to further enhance their contribution to public health (Department of Health, 2009). It is against this backdrop that the critical need to develop the leadership role of the Specialist Community Public Health nurse within the process of recognising and referring child maltreatment emerges. This requires Team Managers to support staff to safeguard children, which highlights the need for effective clinical supervision, improved interagency working, and a change in organisational culture. Using a Case Study presented in Appendix One, consideration will be given to the significance of the role of the Specialist Community Public Health nurse in the recognition and referral of a child in need of protection. Consideration will also be given to the complexities of the recognition of abuse, and the barriers which may hinder the safeguarding process. For the purposes of this assignment the terms Specialist Community Public Health Nurse and Health Visitor will be used interchangeably. Elizabeth is clearly a ‘child in need’ as defined by Section 17(10)...
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