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General public diamond together with rising technologies: Does reflective considering affect questionnaire reactions?
Students demonstrated professional competencies and developed self-awareness and self-efficacy through reflection and discussion.

This teaching approach can potentially enhance learning and build greater career skills including conducting diagnostic interviews using therapeutic communication skills for patients with stigmatizing mental health conditions.
This teaching approach can potentially enhance learning and build greater career skills including conducting diagnostic interviews using therapeutic communication skills for patients with stigmatizing mental health conditions.
Transitioning from education to practice is stressful for new nurses and those entering new roles and can lead to workforce attrition and burnout. This dynamic is likely complicated when graduates are transitioning to practice during a pandemic.

The purpose of this study was to describe recent nurse graduates' perceptions of the impact of the COVID-19 pandemic on their transition from education to practice.

We conducted an online survey of BSN, RN-BSN, and DNP students who graduated between December 2019 and April 2020 (n=82), including demographics, employment information, and free-response questions about the impact of the pandemic on their transition experiences, post-graduation plans, and perceptions of nursing. We used a qualitative descriptive approach to content analysis to synthesize and summarize the data.

Participants expressed three overarching concerns 1) altered plans such as difficulty finding employment; 2) logistical, system-related stressors including licensing delays and chaotic onboarding; and 3) feeling pride in profession despite perceiving ambivalence in public discourse.

COVID-19 exacerbated challenges often experienced by new graduates. Common stressors, intensified during the pandemic, could exert long-term effects on the workforce. Educators and healthcare organizations must work to ensure nursing graduates receive the necessary support for a successful transition.
COVID-19 exacerbated challenges often experienced by new graduates. Common stressors, intensified during the pandemic, could exert long-term effects on the workforce. Educators and healthcare organizations must work to ensure nursing graduates receive the necessary support for a successful transition.Despite the initial intent of the 2004 American Association of Colleges of Nursing (AACN) position statement to move all advanced nursing practice education to the doctoral level, many schools remain at the master's degree level. Many schools successfully transitioned their programs but struggled with adequate resources for the growing number of students and the faculty, staff, and preceptor workload associated with the Doctor of Nursing Practice (DNP) project courses. The AACN 2015 taskforce made many recommendations related to quality of DNP projects, but there is little in the literature on best operational practices. The goal of this paper is to describe how one school modified the DNP project courses from a traditional chair and committee driven format to a class driven format with multiple smaller sections to successfully manage large numbers of DNP students across nine specialties. Specifically, a new model with its successes and challenges is described as well as details regarding finances, course coordination, project advisors, project team, annual offerings and grouping of students.
In light of the increased research priorities set forth by both national and global funding sources, the goal of this project is to take a step towards deeper understanding of the responsibility of high-resource nurses conducting research in low-resource environments. A secondary goal is to understand the role of local collaboration partners in the development and implementation of research in their setting.

A review of recent nursing research where the primary investigator was from a top-ranking U.S. university and the data collection took place in a low- or middle-income setting.

The literature was examined for two areas of interest 1) the presence of local partners as authors, and 2) the role of local partners in development of the research question and study design. This review is through the lens of a collaborative work between an American nurse who conducted her doctoral research in sub-Saharan Africa and an African nurse who is a faculty member at a U.S. university. Ten nursing schools were revie the major roles reported in the literature. To design more effective local studies and promote positive health outcomes, international partners should be involved in all stages of the research process, particularly study conception, and their roles acknowledged in all publications.
More than half of published studies did not state the role of their local partners. Data collection/analysis are the major roles reported in the literature. To design more effective local studies and promote positive health outcomes, international partners should be involved in all stages of the research process, particularly study conception, and their roles acknowledged in all publications.Identifying and promoting an appropriate learning approach among nursing students is important in nursing education. The objective of this study was to examine the relationship between undergraduate nursing students' approaches to learning and their academic achievement. A systematic review with a quantitative synthesis was conducted. Abstract searches of CINAHL, MEDLINE, PubMed, ERIC and Scopus were conducted in November 2020 to identify the relevant publications. click here In total, 11 studies involving 12 cohorts were identified as eligible for the meta-analysis. Based on nine studies with 10 cohorts (N = 1830), a significant positive relationship between the deep approach to learning and academic achievement was identified, with the summary effect size of r = 0.259 [95% CI 0.184, 0.330]. In addition, based on 11 studies with 12 cohorts (N = 2138), a significant negative correlation between the surface approach to learning and academic achievement was found, with the summary effect size of r = -0.247 [95% CI -0.318, -0.174]. Higher education institutions should encourage the use of the deep approach and discourage the surface approach to learning by utilising appropriate educational instructions and assessment methods.
COVID-19 pandemic influenced education and forced universities to shift from face-to-face teaching to remote online teaching. This sudden shift in educational pedagogy provoked several challenges to educators.

The purpose of this study is to explore the first experience of nursing faculty members with online distant education (ODE) within the context of COVID-19 national curfew.

A qualitative descriptive design guided by a phenomenological approach was used utilizing purposive sampling for exploring the experiences of fifteen nursing faculty members by two focus group discussions through Zoom.

Qualitative analysis, using Colaizzi's method revealed four major themes including (1) resolving immediate reaction toward abrupt compulsory online teaching; fulfilling teaching responsibilities; managing the challenges of ODE, (2) struggling with available resources and capabilities; (3) ODE defeated geographic and time boundaries, and interrupted personal time management yet a new learning experience; insufficiency of ODE; and (4) achieving clinical competencies and learning outcomes.

This study provides evidence on the importance of preparing and training faculty to embrace and sustain the mastery of ODE to ensure the success of ODE. It also emphasizes the institutional and infrastructure readiness to enhance the transition from traditional teaching and learning to ODE.
This study provides evidence on the importance of preparing and training faculty to embrace and sustain the mastery of ODE to ensure the success of ODE. It also emphasizes the institutional and infrastructure readiness to enhance the transition from traditional teaching and learning to ODE.Members of the LGBTQIA+ experience health disparities that are compounded by providers that lack cultural competence, i.e., the skills, attitudes, and knowledge to offer culturally sensitive care. Educational efforts focus on increasing LGBTQIA+ representation across undergraduate nursing curricula and the recruitment and retention of members of this community into nursing programs. However, the ways that classroom materials represent LGBTQIA+ people can perpetuate social norms rather than accurate scientific understandings, thus limiting students' development of cultural competence while also driving LGBTQIA+ students from nursing. This study performs a content analysis for LGBTQIA+ inclusion in four widely adopted undergraduate nursing anatomy/physiology textbooks. We identify specific social beliefs that exclude LGBTQIA+ people and compare the different ways these manifested in each of the four textbooks. We argue that the way these books represent LGBTQIA+ people violate the fundamental ethical principles of nursing. Based on our findings, we challenge educators to consider the impact that language, images, and other classroom materials have on LGBTQIA+ students and all students' ability to develop cultural competence.Virtual simulation has been used extensively in nursing education since the beginning of the COVID-19 pandemic due to the unavailability of clinical sites. Extant research supports substitution of up to 50% of nursing clinical hours with simulation. However, in many nursing programs virtual simulation is currently substituting more than half of traditional clinical hours, and the knowledge gaps and limitations surrounding virtual simulation exist. The purpose of this paper is to describe the evidentiary and theoretical foundations for virtual simulation. Through examination of adult learning theories, learning styles and Bloom's Revised Taxonomy, recommendations for maximizing the use of virtual simulation in the current clinical learning environment are outlined. Debriefing is a vital component of virtual simulation. Synchronous debriefing with nursing students, faculty, preceptors, and peers provides the opportunity for scaffolding to support students' learning needs and foster reflection and evaluation to mitigate shortcomings of virtual simulation in the current clinical learning environment.To effectively navigate today's complex and rapidly changing health care environments, nurses require a high level of knowledge, sound psychomotor skills, diverse thinking and reasoning abilities, and a strong professional identity. The evidence showed that programs that offer students focused clinical practice experiences and offer students opportunities to 'think like a nurse' enable them to become sound practitioners. Faculty and staff at one mid-sized research-intensive university in Western Canada, engaged in an iterative process of rethinking the theoretical and pedagogical underpinnings of a BSN curriculum for educating nurses for the complexity of today's practice. Constructivist learning theory was chosen as the main underpinning of the revised curriculum. Furthermore, transformational learning theory guided the selection of several pedagogical approaches utilized throughout the program with the goal of inviting critical reflection and encouraging the development of competent, compassionate, ethical, and professional nurses.
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