The lure of the bush : Do rural placements influence student nurses to seek employment in rural settings?
- Authors: Lea, Jackie , Cruickshank, Mary , Paliadelis, Penny , Parmenter, Glenda , Sanderson, Helena , Thornberry, Patricia
- Date: 2008
- Type: Text , Journal article
- Relation: Collegian Vol. 15, no. 2 (May 2008), p. 77-82
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- Description: The aim of this study was to investigate whether rural clinical placements for student nurses at a rural university in New South Wales influence their decision to join the rural and remote Registered Nurse workforce. The study utilised a convenience sample of final year Bachelor of Nursing students at a rural university campus, and consisted of two stages of data collection. Stage One employed a pre- and post-clinical placement survey design that elicited both demographic and qualitative data. Stage Two consisted of individual interviews with a sample of final year nursing students while they were on a rural clinical placement. The findings highlight the factors that influence final year students' decisions to seek employment in rural healthcare facilities. These findings will be of interest to nurse academics concerned with ensuring that undergraduate nursing curricula relate to rural nursing practice in Australia and to those involved in recruitment of new graduate RN's to rural nursing practice.
Developing simulations in multi-user virtual environments to enhance healthcare education
- Authors: Rogers, Luke
- Date: 2011
- Type: Text , Journal article
- Relation: British Journal of Educational Technology Vol. 42, no. 4 (2011), p. 608-615
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- Description: Computer-based clinical simulations are a powerful teaching and learning tool because of their ability to expand healthcare students' clinical experience by providing practice-based learning. Despite the benefits of traditional computer-based clinical simulations, there are significant issues that arise when incorporating them into a flexible, co-operative and collaborative learning environment. Unlike traditional technologies; immersive multi-user virtual environments such as Second Life can incorporate comprehensive learning materials with effective learning strategies, allowing healthcare students to obtain a simulated clinical experience in an immersive social environment. The purpose of this research was to investigate how a simulation could be optimised in Second Life to encourage teamwork and collaborative problem solving based on the habits, experiences and perceptions of nursing students towards Second Life as a simulation platform. The research was conducted by placing groups of nursing students in separate locations and exposing them to a series of clinical simulation developed in Second Life. The simulation involved a series of problem-based scenarios, which incorporated concepts of technical skills, patient interaction, teamwork and situational awareness. Using qualitative feedback from a series of evaluative case studies, the study determined good practices and issues involved with a virtual computer-based clinical simulation. A common theme which emerged from this research, which is discussed in this paper, was the student's ability to work in an artificial social structure where they could actively co-construct mental models of technical and interpersonal skills through experiencing human interaction in a computer-based simulated environment. British Journal of Educational Technology © 2010 Becta.
Enhancing the management of deteriorating patients with Australian on line e-simulation software : Acceptability, transferability, and impact in Hong Kong
- Authors: Sparkes, Louise , Chan, Maggie , Cooper, Simon J. , Pang, Michelle , Tiwari, Agnes
- Date: 2016
- Type: Text , Journal article
- Relation: Nursing and Health Sciences Vol. 18, no. 3 (2016), p. 393-399
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- Description: International concerns relating to healthcare professionals’ failure to rescue deteriorating patients exist. Web-based training programs have been developed and evaluated in Western settings but further testing is required before application in non-Western countries, as traditional modalities of learning may differ between cultures. We trialed an Australian English language online simulation program for the management of deteriorating patients, Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends (FIRST2ACTWeb), to test cultural acceptability, transferability, and educational impact. The study was designed as a quasi-experimental evaluation of the FIRST2ACTWeb program with final year nursing students from a Bachelor of Nursing program at the University of Hong Kong. Participants completed pre-course and post-course tests, three interactive scenarios, and program evaluations. The program was positively evaluated, with significant improvements in knowledge, skills, self-rating of performance, confidence, and competence. Outcomes were comparable to earlier evaluations with Australian students, demonstrating that an interactive simulation-based program of patient deterioration management has cultural and language acceptability and transferability across communities with significant educational impact. © 2016 John Wiley & Sons Australia, Ltd.
Reciprocal peer tutoring in an Australian undergraduate clinical skills setting : A mixed methods study
- Authors: Gazula, Swapnali
- Date: 2019
- Type: Text , Thesis , PhD
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- Description: Background Incorporation of active learning approaches in the preparation of nursing students for future educational roles is an imperative. Reciprocal peer tutoring (RPT) is an active teaching/learning approach, in which individuals from similar academic levels rotate teaching/learning roles. This study aimed to explore the outcomes of RPT on undergraduate nursing students learning. Design/Methods A sequential explanatory mixed methods design, incorporating pre-post intervention surveys and focus groups with a convenience sample of 102 final-year students, from a cohort of 132 (RR = 77.3%), from a regional Australian university campus. Prior to attendance, online resources were provided on teaching fundamentals and two selected clinical skills, namely tracheostomy suctioning and intravenous cannulation. Attending participants were randomly allocated into pairs, rotating teaching and learning roles within clinical skills laboratories. Pre-post intervention survey tools examined knowledge and self-reported attitudes to a peer teaching and clinical teaching preferences (Clinical Teaching Preference Questionnaire). Post-intervention measures included a peer teaching experience (Peer Teaching Experience Questionnaire). Focus group interviews (n = 4) were conducted with 22 participants, to further understand students’ RPT experiences. Results There was positive improvement in attitudes to peer teaching (M = 49.2, SD = 10.0 to M = 52.3, SD = 8.2, p < 0.05, [95% CI = 0.7 to 5.4]). Knowledge scores also increased significantly (M = 6.9, SD = 2.0 to M = 9.7, SD = 1.9), p < 0.05 [95% CI = 2.3 to 3.2]. Aggregate mean knowledge scores increased more for peer teachers (M = 3.3) than they did for peer learners (M = 2.2). Thematic outcomes from focus groups indicated challenging yet beneficial journeys, collective learning outcomes, along with benefits of RPT including enhanced teaching, self-confidence, communication, and independent and collaborative learning. Conclusion This study concludes that RPT is effective in clinical skills teaching and sets a foundation for further research.
- Description: Doctor of Philosophy
Barriers and enablers to the use of high-fidelity patient simulation manikins in nurse education: an integrative review
- Authors: Ghareeb, Amal , Cooper, Simon J.
- Date: 2015
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. In Press, no. (2015), p.
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- Description: Objective This integrative review identified, critically appraised and synthesised the existing evidence on the barriers and enablers to using high-fidelity Human Patient Simulator Manikins (HPSMs) in undergraduate nursing education. Background In nursing education, specifically at the undergraduate level, a range of low to high-fidelity simulations have been used as teaching aids. However, nursing educators encounter challenges when introducing new teaching methods or technology, despite the prevalence of high-fidelity HPSMs in nursing education. Design An integrative review adapted a systematic approach Data source Medline, CINAHL plus, ERIC, PsychINFO, EMBASE, SCOPUS, Science Direct, Cochrane database, Joanna Brigge Institute, ProQuest, California Simulation Alliance, Simulation Innovative Recourses Center and the search engine Google Scholar. Keywords were selected and specific inclusion/exclusion criteria applied. Inclusion criteria The review included all research designs for papers published between 2000 and 2015 that identified the barriers and enablers to using high-fidelity HPSMs in undergraduate nursing education. Review methods Studies were appraised using the Critical Appraisal Skills Programme criteria. Thematic analysis was undertaken and emergent themes were extracted. Results Twenty-one studies were included in the review. These studies adopted quasi-experimental, prospective non-experimental and descriptive designs. Ten barriers were identified, including ‘lack of time’, ‘fear of technology’ and ‘workload issues’. Seven enablers were identified, including ‘faculty training’, ‘administrative support’ and a ‘dedicated simulation coordinator’. Conclusion Barriers to simulation relate specifically to the complex technologies inherent in high-fidelity HPSMs approaches. Strategic approaches that support up-skilling and provide dedicated technological support may overcome these barriers.
Influence of perceptions and stereotypes of the nursing role on career choice in secondary students : A regional perspective
- Authors: Raymond, Anita , James, Ainsley , Jacob, Elisabeth , Lyons, Judith
- Date: 2018
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 62, no. (2018), p. 150-157
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- Description: Background: This study examined the influence that perceptions and stereotypes of the nursing role had on future career choice of rural secondary students. Objective: The study was undertaken to identify a method of attracting final year secondary school students to an undergraduate nursing degree at a rural University. Design: A mixed method study using a pre–post-interventional design. Setting: The rural campus of an Australian university. Participants: 71 secondary students attending a secondary school career development program at a rural Australian university. Method: Semi structured questionnaires were used for data collection. The surveys were analysed using descriptive statistics and content analysis of open-ended survey questions. Results: The research supports the importance of being aware of young people's impressions about nurses and nursing as a career, to ensure the successful implementation of targeted recruitment. Conclusion: Targeted recruitment strategies can increase students’ awareness of the wide variety of pathways within nursing, rather than leaving awareness to what family, friends or career advisers tell them, or how nurses are portrayed on television, movies and the media. © 2018 Elsevier Ltd
A registered nurse in 20 weeks?
- Authors: Miller, Elizabeth , Cooper, Simon J.
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Nursing and Midwifery Journal Vol. 24, no. 1 (2016), p. 34
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- Description: This paper raises concerns and issues related to the adequacy of nursing students' clinical placement hours.
Australian nursing students’ experience of bullying and/or harassment during clinical placement
- Authors: Budden, Lea , Birks, Melanie , Cant, Robyn , Bagley, Tracy , Park, Tanya
- Date: 2017
- Type: Text , Journal article
- Relation: Collegian Vol. 24, no. 2 (2017), p. 125-133
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- Description: Bullying and harassment in nursing are unacceptable behaviours in the workplace. There is a large body of evidence relating this problem, however little of it focuses on the experiences of nursing students. This prospective cross-sectional survey investigated Australian undergraduate nursing students’ (N = 888) experiences of bullying and/or harassment during clinical placement. Half (50.1%) of the students indicated they had experienced this behaviour in the previous 12 months. Younger students were more likely to be bullied/harassed than older students (p = 0.05). Participants identified perpetrators of bullying/harassment as registered nurses (56.6%), patients (37.4%), enrolled nurse's (36.4%), clinical facilitators (25.9%), preceptors (24.6%), nurse managers (22.8%) and other student nurses (11.8%). The majority of students reported that the experience of being bullied/harassed made them feel anxious (71.5%) and depressed (53.6%). Almost a third of students (32.8%) indicated that these experiences negatively affected the standard of care they provided to patients with many (46.9%) reconsidering nursing as their intended career. In the face of workforce attrition in nursing, the findings of this study have implications for education providers, clinical institutions and the profession at large. © 2015 Australian College of Nursing Ltd
A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB
- Authors: Bogossian, Fiona , Cooper, Simon J. , Cant, Robyn , Porter, Joanne , Forbes, Helen , McKenna, Lisa , Kinsman, Leigh , Endacott, Ruth , Devries, Brett , Philips, Nicole , Bucknall, Tracey , Young, Susan , Kain, Victoria
- Date: 2015
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 35, no. 10 (2015), p. e36-e42
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- Description: Background: High-fidelity simulation pedagogy is of increasing importance in health professional education; however, face-to-face simulation programs are resource intensive and impractical to implement across large numbers of students. Objectives: To investigate undergraduate nursing students' theoretical and applied learning in response to the e-simulation program-FIRST2ACT WEBTM, and explore predictors of virtual clinical performance. Design and setting: Multi-center trial of FIRST2ACT WEBTM accessible to students in five Australian universities and colleges, across 8 campuses. Participants: A population of 489 final-year nursing students in programs of study leading to license to practice. Methods: Participants proceeded through three phases: (i) pre-simulation-briefing and assessment of clinical knowledge and experience; (ii) e-simulation-three interactive e-simulation clinical scenarios which included video recordings of patients with deteriorating conditions, interactive clinical tasks, pop up responses to tasks, and timed performance; and (iii) post-simulation feedback and evaluation.Descriptive statistics were followed by bivariate analysis to detect any associations, which were further tested using standard regression analysis. Results: Of 409 students who commenced the program (83% response rate), 367 undergraduate nursing students completed the web-based program in its entirety, yielding a completion rate of 89.7%; 38.1% of students achieved passing clinical performance across three scenarios, and the proportion achieving passing clinical knowledge increased from 78.15% pre-simulation to 91.6% post-simulation.Knowledge was the main independent predictor of clinical performance in responding to a virtual deteriorating patient R2=0.090, F(7, 352)=4.962, p<0.001. Discussion: The use of web-based technology allows simulation activities to be accessible to a large number of participants and completion rates indicate that 'Net Generation' nursing students were highly engaged with this mode of learning. Conclusion: The web-based e-simulation program FIRST2ACTTM effectively enhanced knowledge, virtual clinical performance, and self-assessed knowledge, skills, confidence, and competence in final-year nursing students. © 2015 Elsevier Ltd.
Final -year nursing student's ability to assess, detect and act on clinical cues of deterioration in a simulated environment
- Authors: Endacott, Ruth , Cooper, Simon J. , Scholes, Julie , Kinsman, Leigh , McConnell-Henry, Tracy
- Date: 2010
- Type: Text , Journal article
- Relation: Journal of Advanced Nursing Vol. 66, no. 12 (2010), p. 2722-2731
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- Description: Aim. This is a report of a study investigating processes used by final-year nursing students to recognize and act on clinical cues of deterioration in a simulated environment. Background. Initial decisions about patients who are deteriorating in medical and surgical wards are often made by newly qualified nurses and doctors, increasing the risk of clinical error. There has been an emphasis on the use of teams in simulation; however, signs of deterioration are missed by individual clinicians. Methods. During July 2008, final-year undergraduate nursing students in Australia attended a simulation laboratory for 1Æ5 hours and completed a knowledge questionnaire and two (mannequin-based) scenarios simulating deteriorating patients with hypovolaemic and septic shock. Scenarios were video-recorded and reflective interviews conducted. Additionally, scenarios were stopped around the midpoint to ascertain students’ level of Situation Awareness. Results. Fifty-one students participated in the study, providing a total of 102 videoed scenarios and 51 interviews. Thematic analysis of video data and reflective interviews identified considerable differences in processes used by students to identify cues. Four aspects of cue recognition were evident: initial response, differential recognition of cues, accumulation of signs and diversionary activity. Conclusion. Nursing skills training should emphasize the importance of trends in identifying and acting on deterioration and the need for systematic assessment in stressful situations. Nursing curricula should focus on enhancing the ability to piece information together, including linking pathophysiology with patient assessment, and identify trends, rather than seeing observations as parallel to each other.
An evaluation of the effect of a mental health clinical placement on the mental health attitudes of student nurses
- Authors: Chadwick, Louise , Porter, Joanne
- Date: 2014
- Type: Text , Journal article
- Relation: Nursing and Health Vol. 2, no. 3 (2014), p. 57-64
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- Description: The aim of this study is to evaluate the effect of a mental health clinical placement on student nurses attitudes towards mental illness and mental health nursing. Health holds different definitions for different people. The term health can mean wellness or a state of being. Mental health in our society still is wrought with stigma. It is the use of negative labels to identify someone living with a mental illness. Stigma can be a barrier and may discourage families and individuals from seeking help. In the health care system, these barriers need to be broken, from the first contact with the health profession, these being the nurses. Nurse’s attitudes can develop for many different reasons, these being, and lack of knowledge, stigma, and prior experience with mental illness. As a health care profession, we need to start at the beginning, with assessing and encouraging more understanding and tolerance of mental illness with our student nurses. This study used a longitudinal descriptive pre-post survey design to determine the degree to which a clinical placement with a psychiatric/mental health agency changed student nurses’ attitudes towards mental illness and mental health/psychiatric nursing. Bachelor of nursing students are required to complete a mental health unit of study within the Bachelor of Nursing Degree. This unit of study required student nurses to complete a 4 week clinical placement in a mental health facility. Students were invited to complete a survey before the clinical placement and at the completion of the clinical placement. Of the (n=184) nurses invited to participate in this study, 65 completed the pre and post clinical placement surveys, giving a response rate of 35%.The results show that there is a statistical significance of .001 in the mean attitude scores towards mental illness for pre and post placement. The attitudes towards psychiatric nursing show a statistical significance of .01.Results from this study support recent literature towards a positive change in student nurses attitudes towards mental illness and mental health nursing on the completion of a clinical placement in a mental health facility.
Undergraduate nursing students’ team communication skills within a simulated emergency setting : a grounded theory study
- Authors: Bourke, Sharon
- Date: 2022
- Type: Text , Thesis , PhD
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- Description: Recognising and managing clinical deterioration is considered a high priority in health care with ineffective communication being a significant contributing factor to poor clinical outcomes for patients. Nurses are in a unique position to make a difference in influencing improvements in team communication. In Australia, nurse education has become more complicated and demanding with nursing students focus on behaviour skills, such as communication, becoming more difficult in a saturated curriculum. Simulation-based education has provided an experiential way to learn these complex skills. Although there has been much work in the healthcare literature on clinical teamwork, including communication and its intersection with patient safety, there is still a gap in explaining how individuals within the team contribute to communication. The purpose of this study was to explore and explain how nursing students communicate in simulated emergency settings and how factors, such as culture, language, gender, age and power, affect nursing students’ team communication. This study investigated how transitioning nursing students are prepared with the necessary skills to achieve effective team communication at the point of transition to clinical practice as registered nurses. In order to address the aims of the study, a constructivist grounded theory methodology, informed by Kathy Charmaz (2006), was employed. Using purposive sampling, third year nursing students were recruited from one Australian university, to undertake a structured team simulation experience. Participants worked in teams of three or four to experience the team communication whilst working together to care for a deteriorating patient in the form of a mannequin. Simulations were video recorded after which individual, in-depth, semi-structured interviews were conducted with 21 participants. In line with a grounded theory approach, data collection and analysis were conducted concurrently until theoretical saturation was achieved. In response to the central problem of how nursing students communicate in simulated emergency settings, a core process was established that explained the factors that affect team communication. This problem is conceptualised as Navigating uncertainty: Explaining communication of nursing students within an emergency setting. This theoretical construct helps to explain nursing students’ actions and insights into factors that influence their communication within emergency teams. The core process is represented in three transitional stages of the theory comprising: Finding a place in the team, Understanding and working out differences and Looking to the future: Developing strategies to improve communication. This process was mediated by contextual conditions of the student, the simulation and the team. The phases are reinforced by the three main categories of Having a place in the team, Knowing yourself, and Transitioning from student to registered nurse. These categories represent the key activities that nursing students were engaged with that led to the development of the core category and process. The generated findings and theory offer valuable insights into factors that influence team communication skills within emergency settings. The theory raises awareness of social processes undertaken by nursing students during team communication, and highlights obstacles that can assist educators and academics to structure team communication education to better meet the needs of nursing students transitioning to practice settings.
- Description: Doctor of Philosophy
Using virtual simulation to teach evidence-based practice in nursing curricula : a rapid review
- Authors: Cant, Robyn , Cooper, Simon , Ryan, Colleen
- Date: 2022
- Type: Text , Journal article
- Relation: Worldviews on Evidence-Based Nursing Vol. 19, no. 5 (2022), p. 415-422
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- Description: Background: Virtual simulation is an interactive teaching and learning strategy used in undergraduate nursing student education, especially since the onset of the COVID-19 pandemic. Few published studies have reviewed the impact of virtual simulation as a strategy for teaching nursing students the elements of evidence-based practice. Aim: To describe types of virtual simulation that are relevant to nursing student education and examine how these modalities are applied to teach elements of evidence-based practice. Methods: A rapid review of literature was conducted to discern the use and impact of virtual simulation. Thirty-seven studies published between 2017 and May 2021 that addressed nursing students' educational outcomes were reviewed and summarized as a narrative analysis. Results: Virtual simulation and virtual reality simulation engage learners in role-plays via a computer screen or hand-held phone. Various levels of realism and immersion were apparent across different modalities and with the utilization of educational games. Most studies related to the teaching of best practice evidence-based clinical nursing topics. Twenty primary studies reported objective measures of students' improvement such as knowledge, performance, better documentation, or communication accuracy. Sixteen studies that measured knowledge identified significant knowledge gains. All studies endorsed virtual simulation as a teaching method. Linking Evidence to Action: Virtual simulation approaches offer an innovative and feasible option for teaching nursing students. Such approaches should be included in undergraduate nursing curricula. While it is apparent that evidence-based practice guidelines inform the design of the virtual simulation scenarios, the effectiveness of the modality for teaching specific elements of evidence-based practice to nursing students is not yet confirmed. Nursing curricula need to include ways of teaching nursing students to search for and critically appraise trustworthy sources of knowledge for clinical practice. © 2022 Sigma Theta Tau International.
Bachelor of Science in Nursing students' perceptions of being a nurse : a scoping review
- Authors: Allen, Louise , Cooper, Simon , Missen, Karen
- Date: 2022
- Type: Text , Journal article , Review
- Relation: Journal of Professional Nursing Vol. 42, no. (2022), p. 281-289
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- Description: Background: High attrition rates in new graduate nurses maybe attributed to unrealistic perceptions of being a nurse. It is therefore important to identify nursing students' perceptions and the factors that influence them. Aim: The present study was conducted to identify and describe the literature relating to nursing students' perceptions of being a nurse. Research questions guiding the review were: (1) What are nursing students' perceptions of nursing? (2) What factors influence nursing students' perceptions of nursing? Method: A scoping literature review was conducted between the years 2008 and March 2022 to capture nursing student perceptions from multiple countries, and year levels of study to note the changes in perceptions overtime. The data sources consisted of five electronic data bases; CINAHL, Medline, PsychINFO, Scopus, and Web of Science and search engine Google Scholar revealed 39 relevant sources. A scoping review methodology informed by the Joanna Briggs Institute and a published Scoping Review Checklist guided this review. An inductive thematic analysis identified five key themes. Results: Key themes: Attributes and characteristics of nurses; Nursing as a profession; Skills required for nursing; Gender perceptions; and Influence of time and previous health work experience. Findings provide insight for future research to ensure the adequacy of curricula experiences in preparing new graduates for having realistic perceptions for practice. Conclusion: For nursing students to be prepared for the role of a nurse they must have realistic perceptions of what it means to be a nurse. Whilst it is evident that perceptions can be influenced by a variety of sources, this review highlights a lack of research pertaining to perceptions related to the physical, emotional, and social effects on an individual from being a nurse. © 2022
Bachelor of Science in Nursing students' perceptions of being a nurse: A scoping review
- Authors: Allen, Louise , Cooper, Simon J. , Missen, Karen
- Date: 2022
- Type: Text , Journal article
- Relation: Journal of professional nursing Vol. 42, no. (2022), p. 281-289
- Full Text: false
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- Description: High attrition rates in new graduate nurses maybe attributed to unrealistic perceptions of being a nurse. It is therefore important to identify nursing students' perceptions and the factors that influence them. The present study was conducted to identify and describe the literature relating to nursing students' perceptions of being a nurse. Research questions guiding the review were: (1) What are nursing students' perceptions of nursing? (2) What factors influence nursing students' perceptions of nursing? A scoping literature review was conducted between the years 2008 and March 2022 to capture nursing student perceptions from multiple countries, and year levels of study to note the changes in perceptions overtime. The data sources consisted of five electronic data bases CINAHL, Medline, PsychINFO, Scopus, and Web of Science and search engine Google Scholar revealed 39 relevant sources. A scoping review methodology informed by the Joanna Briggs Institute and a published Scoping Review Checklist guided this review. An inductive thematic analysis identified five key themes. Key themes: Attributes and characteristics of nurses Nursing as a profession Skills required for nursing Gender perceptions and Influence of time and previous health work experience. Findings provide insight for future research to ensure the adequacy of curricula experiences in preparing new graduates for having realistic perceptions for practice. For nursing students to be prepared for the role of a nurse they must have realistic perceptions of what it means to be a nurse. Whilst it is evident that perceptions can be influenced by a variety of sources, this review highlights a lack of research pertaining to perceptions related to the physical, emotional, and social effects on an individual from being a nurse. •The databases reviewed ensured the inclusion of multiple countries and year levels of study.•Nursing students' perceptions of nursing change over the time of the nursing program.•Further investigation is required to identify what experiences within the program influence changes in perceptions.•Nursing students lack realistic perceptions pertaining to the physical, emotional and social factors of being a nurse.
Enhancing nursing and midwifery students' clinical placements : development of the National Placement Evaluation Centre
- Authors: Cooper, Simon , Cant, Robyn , Ryan, Colleen
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Nursing & Midwifery Journal Vol. 27, no. 5 (2021), p. 52
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A qualitative study on undergraduate student nurses’ experience of mental health simulation preclinical placement
- Authors: Olasoji, Michael , Garvey, Loretta , Sadoughi, Navideh , Willetts, Georgina
- Date: 2023
- Type: Text , Journal article
- Relation: Clinical Simulation in Nursing Vol. 84, no. (2023), p.
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- Description: Background: Simulations allow students to be challenged and supported while gaining both technical and non-technical skills within a clinical learning environment. Working in a mental health setting can be quite challenging and confronting at times for undergraduate nursing students in clinical placement. The study aims to explore nursing students’ perceptions of a mental health simulation workshop's impact before clinical placement, which provides a supportive environment to gain technical and non-technical skills while being challenged and supported. Sample: Participants were a second-year cohort (n = 89) of undergraduate nursing students enrolled in a mental health unit. Methods: Descriptive survey design. The researchers thematically analysed narrative responses of a pre- and post-simulation survey from an immersive simulation using a descriptive survey design. Results: The researchers identified six key themes: two from the pre-simulation survey – communication with and assessment of mental health patients, and the opportunity for placement preparation; and four from the post-simulation survey – the opportunity for debriefing, the realism of the simulation, increased confidence levels, and the perception of a safe learning environment. Conclusion: Effective skill acquisition is essential to advance recruitment and retention into mental health environments. The use of mental health simulation that comprises of realism and immersion working with simulated patients provided opportunity to advance this. © 2023
Implementation of a Registered Undergraduate Student of Nursing (RUSON) program : the nurses’ perspective
- Authors: Willetts, Georgina , Nieuwoudt, Laurina , Olasoji, Michael , Sadoughi, Navideh , Garvey, Loretta
- Date: 2022
- Type: Text , Journal article
- Relation: Collegian Vol. 29, no. 1 (2022), p. 70-77
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- Description: Problem: Undergraduate nursing students remain an underutilised workforce within healthcare. This paper explores the establishment of a Registered Undergraduate Students of Nursing (RUSON) model through a university and healthcare partnership. Background: Nursing continues to adapt to increasingly complex patient populations. Initiatives are needed to enable nurses to focus on patients’ care needs amidst increasing healthcare costs. This study identifies opportunities and strategies for engaging undergraduate nursing students as part of the healthcare workforce through the RUSON model, from the perspective of nurse leaders. Aim: This project aimed to explore nurse leaders’ perspectives surrounding implementation of a RUSON model. Method: A qualitative exploratory design was employed for this study. Thematic analysis from a focus group with the nurse leaders was undertaken. Findings: Two key themes were identified from the analysis, i) Establishing the RUSON; with sub-themes: “Who are RUSONs?”, “You are not on clinical placement” and “The importance of inclusivity” and ii) Benefits of the RUSONs; with sub-themes: “Addressing patient care needs”, “Value to the nursing team” and “Creating future ready employees”. Participants identified barriers that were overcome, subsequently leading to the model being considered advantageous to the clinical environment. Discussion: The establishment of a RUSON workforce in acute care settings brings with it benefits to the nursing staff and the RUSONs themselves. In order to successfully embed a RUSON model in an organisation, it is important to collaborate with the nursing leadership team in the implementation process. Conclusion: A RUSON workforce is an appropriate human resource strategy, both at the immediate point of implementation and longitudinally, as a recruitment strategy for future employment. Successful implementation of a RUSON model requires engagement and collaboration with nursing leaders. © 2021
Undergraduate student nurses’ experience of mental health simulation pre-clinical placement : a pre/post-test survey
- Authors: Olasoji, Michael , Huynh, Minh , Edward, Karen-Leigh , Willetts, Georgina , Garvey, Loretta
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Mental Health Nursing Vol. 29, no. 5 (2020), p. 820-830
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- Description: Undertaking a mental health clinical placement can be anxiety-provoking for nursing students at times. There is a need to adequately prepare undergraduate nursing students for clinical placement in a mental health setting in relation to their skills and confidence. This study aimed to evaluate the effect of a mental health simulation workshop on the skills and confidence of nursing students in providing care to consumers living with a mental illness. The study also evaluated the design of the mental health simulation workshop from an educational perspective. A pre/post-test survey was administered to a cohort of N = 89 Australian pre-registration nursing students. Exploratory factor analysis identified three factors: Mental health therapeutic engagement, mental health assessment skills, and mental health placement preparedness. Analyses of pre–post differences indicated that all three factors were significantly different between the initial and follow-up responses, with follow-up responses being more favourable. The findings of this study demonstrate that there is value in including mental health simulated patient exercise as part of the learning strategies in the curriculum of pre-registration nurses. This has implications for the quality of care in the clinical environment and level of preparedness of these students’ nurses for mental health clinical placement where they will be providing care to consumers living with a mental illness under direct supervision. © 2020 Australian College of Mental Health Nurses Inc.