Perceptions of being a registered nurse (PRN) : development and validation of a survey tool
- Authors: Allen, Louise , Cooper, Simon , Missen, Karen
- Date: 2023
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 22, no. 1 (2023), p.
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- Description: Background: Nursing students enter nursing programs with idealistic perceptions of what it is to be a nurse. Upon graduation, many find these perceptions mismatched with the actual nurse’s role. This can lead to discontentment in their chosen career. These issues highlight the importance of nursing students developing an understanding of the nurse’s role during their undergraduate nursing education. One way to accomplish this is to assess perceptions and address them accordingly during the nursing program. Survey tools assessing perceptions of nursing exist but lack contemporary and multicultural foci. Aim: To develop a feasible, valid, and reliable survey tool to identify nursing students’ perceptions of being a nurse. Design/Methods: In Phase 1, a literature review and Nominal Group Technique meetings were used to generate primary survey items. Phase 2 included a pre-pilot and online pilot testing of the Perceptions of being a Registered Nurse (PRN) survey tool with 797 nursing students across all year levels at three Australian Universities. Results: The 34-item PRN survey tool uses a five-point Likert scale to measure nursing students’ perceptions of nursing, including factors influencing a nurse’s well-being, attributes and qualities of nurses, the role of the nurse, and nursing professionalism. The Item-Content validity index was high (> 0.78), and the inter-item correlation validity was identified by Pearson’s product-moment coefficient of r =.712. Internal reliability was confirmed with a Cronbach’s alpha = 0.83. Based upon the participation completion rate, the survey tool was deemed applicable and feasible. The majority of respondents believed that nurses have altruistic attributes; however, perceptions of nursing varied significantly when rating factors influencing the physical, emotional, and social well-being of a nurse. In later stages of training, respondents were more likely to agree that nursing is physically and emotionally demanding and that nurses experience social isolation due to shift work, finding it difficult to achieve a work-life balance. Conclusions: The PRN survey tool was found to be valid, reliable, and feasible. Future use and outcomes from PRN assessments may lead to changes to nursing curricula that enhance nursing students’ perceptions of nursing. © 2023, The Author(s).
Are nurse academics technology ready? A mixed methods study of Australian nurse academics’ attitudes to technologies in teaching
- Authors: Browning, Mark
- Date: 2022
- Type: Text , Thesis , PhD
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- Description: Technology use in higher education teaching has become widespread and ubiquitous, affecting many areas of teaching and learning (Bond et al., 2020). Nurse education has been impacted by this shift with increasing use of technologies in the classroom (Koch, 2014). Although there has been a large research focus relating to students’ elearning, there has been less focus on the academic and their elearning role, in particular, how academic attitudes influence technology use in teaching (Drysdale et al., 2013; Martin, Polly, et al., 2020). The aim of this study was to explore nurse academics’ attitudes to technology and the influence attitude has on their use of technologies in teaching. There were three objectives: 1) To investigate nurse academics’ attitudes to technology through the Technology Readiness Index 2.0 (TRI 2). 2) To develop an understanding of how and why nurse academics engage with technology through individual interviews. 3) To integrate the quantitative (Objective 1) and qualitative (Objective 2) findings in order to gain a holistic understanding of academics’ use of technologies in teaching. A mixed methods sequential explanatory design consisting of two phases was used to address the aim. The first phase was a survey based on a previously validated, 16 item questionnaire, the Technology Readiness Index 2.0 (TRI 2), which was distributed to Australian nurse academics. The second phase included semi-structured individual interviews focussed on academics’ use and attitudes to technology, incorporating elements from the survey. The Technology Readiness Index 2.0 (TRI 2) was used in this study for the first time with nurse academics. The phase one findings indicate that nurse academics were technology ready, had higher overall TRI mean score than the general population (Parasuraman & Colby, 2015), but with similar outcomes to previous nurse academic research. Of note was that TRI was significantly associated with frequency of technology use, number of technologies used and self-rated confidence to use technology. The findings revealed three main Technology Readiness groups, representing three attitudes to technology in teaching: Explorers, Sceptics and Hesitators. Explorers were found to be innovative, positive and confident in their use of technology; Sceptics showed aversion to technology, were cautious when considering the impact on pedagogy and concerned about the impact on interpersonal skills; Hesitators showed preference for traditional teaching and distrust and were anxious about technology use. Overall, attitudes were found to be complex, based on experience and the potential impact technology may have on nursing students. The groups identified in this thesis explain behaviours and enable institutes to support academics in their engagement with technology. Recommendations include flexible training to meet the needs of academics, the use of simple and reliable technology across TR groups and adjusting workloads to account for the time-consuming nature of technology. There is also a need for academics to consider their attitudes to technology and the impact this may have on their teaching. This thesis demonstrates that technology engagement is not a binary choice but a complex process based on attitudes and other factors.
- Description: Doctor of Philosophy
Nurses, physicians and patients' knowledge and attitudes about nurse prescribing
- Authors: Haririan, Hamidreza , Seresht, Deniz Manie , Hassankhani, Hadi , Porter, Joanne E. , Wytenbroek, Lydia
- Date: 2022
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 21, no. 1 (2022), p. 112-112
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- Description: One of the roles that nurses have acquired in recent years is the role of prescribing. This study aimed to investigate the knowledge and attitudes of critical care nurses, physicians and patients about nurse prescribing. A descriptive cross-sectional study with the participation of 152 nurses, 53 physicians and 75 patients was carried out. Participants were selected by stratified random sampling from the critical care units of six hospitals in Tabriz, Iran. Demographics and participants' knowledge and attitudes about nurse prescribing questionnaires were used to collect data. The collected data were analyzed using SPSS-22 software. The mean scores of total knowledge about nurse prescribing in nurses, patients and physicians' were 15.41 ± 1.85,16.45 ± 2.31, 14.74 ± 1.7 respectively (from a range of 10 -20), and the mean score of knowledge by physicians was significantly higher than others (P = 0.000) and they had more knowledge about nurse prescribing. The mean scores of the attitudes towards nurse prescribing in nurses, physicians and patients were 40.62 ± 3.68, 37.98 ± 5.92 and 39.38 ± 4.39 respectively (from a range of 10 -50). However, the total mean score of attitudes among nurses was significantly higher than others (P = 0.000) and nurses had more positive attitudes toward prescribing. The results showed that the participants have a good understanding and attitudes toward nurse prescribing. Nurse prescribing as a new duty and authority can be considered in providing more effective care by specialist nurses. The results of this study can also be used in the future planning of health policy for nurses to have the right to prescribe and ultimately improve the quality of patient care.
Nursing degree students’ clinical placement experiences in Australia: A survey design
- Authors: Luders, Elise , Cooper, Simon J. , Cant, Robyn , Waters, Donna , Tower, Marion
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 54, no. (2021), p.
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- Description: Aim: This study aimed to evaluate Australian nursing students’ views of placements at seven tertiary education institutions with the use of the Placement Evaluation Tool (PET). Background: Clinical placements are a core element of healthcare education programs around the world (Chuan and Barnett, 2012) with undergraduate nursing students required to complete a prescribed number of hours as part of their degree. The quality of nursing clinical placements varies with a range of positive and negative learning experiences. Design: A survey design was used with a contemporary survey tool– the Placement Evaluation Tool (PET). Using Qualtrics software (Qualtrics, 2005) the on-line survey was distributed to approximately 6265 undergraduate nursing students at six Australian universities and one Technical and Further Education (TAFE) college where Bachelor of Nursing degree students were enrolled. Three Australian States were covered. Sites were selected where a project team member was employed. Methods: A total of 1263 nursing students completed the Placement Evaluation Tool (PET) − 19 items (rated 1–5), one global rating (rated 1–10) − following placement in three Australian States (July 2019−February 2020). Most - 618 (48.9%) completed a placement in acute care with placements positively rated overall. Results: The total PET mean score was 78.3% with 29.8% being ‘extremely satisfied’ (10 out of 10 – Item 20). However, 11.0% were dissatisfied with global ratings of four or less, whilst ratings between States differed significantly (p = <0.001). One third of respondents answered a free text statement relating to placement experiences, with significantly more comments from older students (p = <0.001) and from those with ratings in the lower range (p = <0.001). Three core themes emerged: 1. Staff Attitudes to Students, 2. Environment and 3. Lifestyle. Conclusions: Whilst students’ clinical experiences in Australia tend to be positive a minority reported exposure to negative staff attitudes, in unsafe environments, with lifestyle detriments. Further work is required to understand and enhance student experiences. © 2021. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elise Luders, Simon Cooper, Robyn Cant" is provided in this record**
Palliative care education and its effectiveness: a systematic review
- Authors: Li, Wendy , Chhabra, Jasleen , Singh, Smita.
- Date: 2021
- Type: Text , Journal article
- Relation: Public Health Vol. 194, no. (2021), p. 96-108
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- Description: Palliative care education (PCE) is an important public health approach to palliative care and is crucial to improving its utilisation. The present study aims to develop a comprehensive understanding of PCE and its effectiveness. A systematic review approach, including narrative synthesis, was used to review qualitative and quantitative studies published in the English language between January 1969 and January 2019, focussing on PCE programs. Thirty-nine research studies were included in the systematic review. The target audience of the included studies were mostly healthcare professionals, followed by family caregivers. Definitions of death and palliative care, symptom management and communication were leading themes in the reviewed PCE programs. The educational resources used in PCE programs were mainly self-developed teaching materials, with some programs utilising eLearning resources. The included PCE programs were effective in improving knowledge, attitude and confidence in palliative care and the satisfaction of participant learning experience. PCE is a useful tool to improve knowledge of, confidence in and attitudes towards palliative care amongst healthcare professionals and carers. To make palliative care a public health issue, PCE should be expanded to the public and policy-makers.
Measuring the quality of nursing clinical placements and the development of the Placement Evaluation Tool (PET) in a mixed methods co-design project
- Authors: Cooper, Simon J. , Cant, Robyn , Waters, Donna , Luders, Elise , Henderson, Amanda , Willetts, Georgina , Tower, Marion , Reid-Searl, Kerry , Ryan, Colleen , Hood, Kerry
- Date: 2020
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 19, no. 1 (2020), p.
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- Description: Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC =.709; scale total to global score r =.722; and items to total score ranging from.609 to.832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r =.834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha =.94) and Learning Support (alpha =.96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties. © 2020, The Author(s).
- Description: This work was funded by the Council of Deans of Nursing and Midwifery (Australia and New Zealand) – 2019. The funding body had no role in the design of the study and collection, analysis, and interpretation of data, or in writing the manuscript.
Best practice in clinical simulation education − are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education
- Authors: Bogossian, Fiona , Cooper, Simon J. , Kelly, Michelle , Levett-Jones, Tracy , McKenna, Lisa , Slark, Julia , Seaton, Philippa
- Date: 2018
- Type: Text , Journal article
- Relation: Collegian Vol. 25, no. 3 (2018), p. 327-334
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- Description: Background: Simulation is potentially a means of increasing clinical education capacity. Significant investments have been made in simulation but the extent to which this has improved uptake, quality and diversity of simulation use is unclear. Aim: To describe the current use of simulation in tertiary nursing education programs leading to nurse registration Australia and New Zealand, and determine whether investments in simulation have improved uptake, quality and diversity of simulation experiences. Methods: A cross sectional electronic survey distributed to lead nursing academics in programs leading to nurse registration in Australia and New Zealand. Findings: 51.6% of institutions responded and reported wide variation in allocation of program hours to clinical and simulation learning. Simulation was embedded in curricula and positively valued as an adjunct or substitute for clinical placement. While simulation environments were adequate, staff time, training and resource development were barriers to increasing the quality, amount and range of simulation experiences. Quality assurance and robust evaluation were weak. Discussion: Simulation program hours are inconsistently reported and underutilized in terms of potential contribution to clinical learning. Benefits of capital investment in simulation physical resources have been realised, but barriers persist for increasing high quality simulation in nursing programs. Conclusion: Transitioning components of clinical education from the clinical to tertiary sectors has resource implications. Establishment of sustainable, high quality simulation experiences requires staff training, shared resources, best practice and robust evaluation of simulation experiences in nursing curricula. © 2017 Australian College of Nursing Ltd
Do simulation studies measure up? A simulation study quality review
- Authors: Cant, Robyn , Levett-Jones, Tracy , James, Ainsley
- Date: 2018
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 21, no. (2018), p. 23-39
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- Description: Simulation-based education has become a ubiquitous teaching approach in nursing. However, ensuring the quality of simulation research is critical. We reviewed the methodological quality of 26 quantitative studies published in Clinical Simulation in Nursing, 2017. The Medical Education Research Study Quality Instrument and Simulation Research Evaluation Rubric showed that nearly all studies were of moderate to high quality (rated ≥50%). Correlation coefficients showed that interrater agreement was high overall (≥0.94). In conclusion, this was a valid approach for examining simulation study quality. Although most included studies were of high quality, some elements of study reporting can be improved upon.
Interprofessional simulation of birth in a non-maternity setting for pre-professional students
- Authors: McLelland, Gayle , Perera, Chantal , Morphet, Julia , McKenna, Lisa , Hall, Helen , Williams, Brett , Cant, Robyn , Stow, Jill
- Date: 2017
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 58, no. (2017), p. 25-31
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- Description: Background Simulation-based learning is an approach recommended for teaching undergraduate health professionals. There is a scarcity of research around interprofessional simulation training for pre-professional students in obstetric emergencies that occur prior to arrival at the maternity ward. Objectives The primary aims of the study were to examine whether an interprofessional team-based simulated birth scenario would improve undergraduate paramedic, nursing, and midwifery students' self-efficacy scores and clinical knowledge when managing birth in an unplanned location. The secondary aim was to assess students' satisfaction with the newly developed interprofessional simulation. Design Quasi-experimental descriptive study with repeated measures. Setting Simulated hospital emergency department. Participants Final year undergraduate paramedic, nursing, and midwifery students. Methods Interprofessional teams of five students managed a simulated unplanned vaginal birth, followed by debriefing. Students completed a satisfaction with simulation survey. Serial surveys of clinical knowledge and self-efficacy were conducted at three time points. Results Twenty-four students participated in one of five simulation scenarios. Overall, students' self-efficacy and confidence in ability to achieve a successful birth outcome was significantly improved at one month (p < 0.001) with a magnitude of increase (effect) of 40% (r = 0.71) and remained so after a further three months. Clinical knowledge was significantly increased in only one of three student groups: nursing (p = 0.04; r = 0.311). Students' satisfaction with the simulation experience was high (M = 4.65 / 5). Conclusions Results from this study indicate that an interprofessional simulation of a birth in an unplanned setting can improve undergraduate paramedic, nursing and midwifery students' confidence working in an interprofessional team. There was a significant improvement in clinical knowledge of the nursing students (who had least content about managing birth in their program). All students were highly satisfied with the interprofessional simulation experience simulation. © 2017 Elsevier Ltd
An analysis of nursing students’ decision-making in teams during simulations of acute patient deterioration
- Authors: Bucknall, Tracey , Forbes, Helen , Phillips, Nicole , Hewitt, Nicky , Cooper, Simon J. , Bogossian, Fiona , FIRST2ACT Investigators
- Date: 2016
- Type: Text , Journal article
- Relation: Journal of Advanced Nursing Vol. 72, no. 10 (2016), p. 2482-2494
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- Description: Aim: The aim of this study was to examine the decision-making of nursing students during team based simulations on patient deterioration to determine the sources of information, the types of decisions made and the influences underpinning their decisions. Background: Missed, misinterpreted or mismanaged physiological signs of deterioration in hospitalized patients lead to costly serious adverse events. Not surprisingly, an increased focus on clinical education and graduate nurse work readiness has resulted. Design: A descriptive exploratory design. Methods: Clinical simulation laboratories in three Australian universities were used to run team based simulations with a patient actor. A convenience sample of 97 final-year nursing students completed simulations, with three students forming a team. Four teams from each university were randomly selected for detailed analysis. Cued recall during video review of team based simulation exercises to elicit descriptions of individual and team based decision-making and reflections on performance were audio-recorded post simulation (2012) and transcribed. Results: Students recalled 11 types of decisions, including: information seeking; patient assessment; diagnostic; intervention/treatment; evaluation; escalation; prediction; planning; collaboration; communication and reflective. Patient distress, uncertainty and a lack of knowledge were frequently recalled influences on decisions. Conclusions: Incomplete information, premature diagnosis and a failure to consider alternatives when caring for patients is likely to lead to poor quality decisions. All health professionals have a responsibility in recognizing and responding to clinical deterioration within their scope of practice. A typology of nursing students’ decision-making in teams, in this context, highlights the importance of individual knowledge, leadership and communication. © 2016 John Wiley & Sons Ltd
The impact of web-based and face-to-face simulation on patient deterioration and patient safety : Protocol for a multi-site multi-method design
- Authors: Cooper, Simon J. , Kinsman, Leigh , Chung, Catherine , Cant, Robyn , Boyle, Jayne , Bull, Loretta , Cameron, Amanda , Connell, Cliff , Kim, Jeong-Ah , McInnes, Denise , McKay, Angela , Nankervis, Katrina , Penz, Erika , Rotter, Thomas
- Date: 2016
- Type: Text , Journal article
- Relation: BMC Health Services Research Vol. 16, no. 1 (2016), p. 1-8
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- Description: Background: There are international concerns in relation to the management of patient deterioration which has led to a body of evidence known as the 'failure to rescue' literature. Nursing staff are known to miss cues of deterioration and often fail to call for assistance. Medical Emergency Teams (Rapid Response Teams) do improve the management of acutely deteriorating patients, but first responders need the requisite skills to impact on patient safety. Methods/design: In this study we aim to address these issues in a mixed methods interventional trial with the objective of measuring and comparing the cost and clinical impact of face-to-face and web-based simulation programs on the management of patient deterioration and related patient outcomes. The education programs, known as 'FIRST2ACT', have been found to have an impact on education and will be tested in four hospitals in the State of Victoria, Australia. Nursing staff will be trained in primary (the first 8 min) responses to emergencies in two medical wards using a face-to-face approach and in two medical wards using a web-based version FIRST2ACTWeb. The impact of these interventions will be determined through quantitative and qualitative approaches, cost analyses and patient notes review (time series analyses) to measure quality of care and patient outcomes. Discussion: In this 18 month study it is hypothesised that both simulation programs will improve the detection and management of deteriorating patients but that the web-based program will have lower total costs. The study will also add to our overall understanding of the utility of simulation approaches in the preparation of nurses working in hospital wards. (ACTRN12616000468426, retrospectively registered 8.4.2016). © 2016 The Author(s).
E-simulation:pre-registration nursing students' evaluation of an on-line patient deterioration program
- Authors: Cant, Robyn , Young, Susan , Cooper, Simon J. , Porter, Joanne
- Date: 2015
- Type: Text , Journal article
- Relation: CIN: Computers, Informatics, Nursing Vol. 33, no. 3 (2015), p. 108-114
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- Description: This study explores preregistration nursing students’ views of a Web-based simulation program: FIRST2 ACTWeb (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends-Web). The multimedia program incorporating three videoed scenarios portrayed by a standardized patient (human actor) aims to improve students’ recognition and management of hospital patient deterioration. Participants were 367 final-year nursing students from three universities who completed an online evaluation survey and 19 students from two universities who attended one of five focus groups. Two researchers conducted a thematic analysis of the transcribed narratives. Three core themes identified were as follows: “ease of program use,” “experience of e-Simulation,” and “satisfaction with the learning experience.” The Web-based clinical learning environment was endorsed as functional, feasible, and easy to use and was reported to have high fidelity and realism. Feedback in both focus groups and surveys showed high satisfaction with the learning experience. Overall, evaluation suggested that the Web-based simulation program successfully integrated elements essential for blended learning. Although Web-based educational applications are resource intensive to develop, positive appraisal of program quality, plus program accessibility and repeatability, appears to provide important educational benefits. Further research is needed to determine the transferability of these learning experiences into real-world practice.
Preparing nursing students for the future: development and implementation of an Australian Bachelor of Nursing program with a community health focus
- Authors: Cooper, Simon J. , Cant, Robyn , Browning, Mark , Robinson, Eddie
- Date: 2015
- Type: Text , Journal article
- Relation: Contemporary Nurse: A Journal for the Australian Nursing Profession Vol. 49, no. (2015), p. 68-74
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- Description: This paper focuses on changes in the educational preparation of undergraduate nurses in line with contemporary primary and preventative healthcare models. We evaluated a new Australian nursing and community care degree programme using focus groups with 38 students in their first years of study, and quantitative performance data (regarding entry, performance and course attrition). Four main themes were identified related to students’ course experience: ‘I think community health should be an elective’; ‘Focus on relevance to practice’; ‘Teaching by non-nursing academics’ and ‘Access to support during transition to university.’ Overall pass rates were 94% (first year) and 97% (second year) with a low 11% attrition rate. We conclude that based on prior experiences and stereotypical views, students may be ambivalent about the inclusion of primary and preventative care models which nevertheless are essential to enhance practice and to prepare the future nursing workforce
Undergraduate nursing students' peformance in recognising and responding to sudden patient deterioration in high psychological fidelity simulated environments: Quantitative results from an Australian multi-centre study
- Authors: Bogossian, Fiona , Cooper, Simon J. , Cant, Robyn , Beauchamp, Alison , Porter, Joanne , Kain, Victoria , Bucknall, Tracey , Phillips, Nicole
- Date: 2014
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 34, no. 5 (2014), p. 691-696
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- Description: Objectives This paper reports the quantitative findings of the first phase of a larger program of ongoing research: Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends (FIRST2ACTTM). It specifically aims to identify the characteristics that may predict primary outcome measures of clinical performance, teamwork and situation awareness in the management of deteriorating patients. Design Mixed-method multi-centre study. Setting High fidelity simulated acute clinical environment in three Australian universities. Participants A convenience sample of 97 final year nursing students enrolled in an undergraduate Bachelor of Nursing or combined Bachelor of Nursing degree were included in the study. Method In groups of three, participants proceeded through three phases: (i) pre-briefing and completion of a multi-choice question test, (ii) three video-recorded simulated clinical scenarios where actors substituted real patients with deteriorating conditions, and (iii) post-scenario debriefing. Clinical performance, teamwork and situation awareness were evaluated, using a validated standard checklist (OSCE), Team Emergency Assessment Measure (TEAM) score sheet and Situation Awareness Global Assessment Technique (SAGAT). A Modified Angoff technique was used to establish cut points for clinical performance. Results Student teams engaged in 97 simulation experiences across the three scenarios and achieved a level of clinical performance consistent with the experts' identified pass level point in only 9 (1%) of the simulation experiences. Knowledge was significantly associated with overall teamwork (p = .034), overall situation awareness (p = .05) and clinical performance in two of the three scenarios (p = .032 cardiac and p = .006 shock). Situation awareness scores of scenario team leaders were low overall, with an average total score of 41%. Conclusions Final year undergraduate nursing students may have difficulty recognising and responding appropriately to patient deterioration. Improving pre-requisite knowledge, rehearsal of first response and team management strategies need to be a key component of undergraduate nursing students' education and ought to specifically address clinical performance, teamwork and situation awareness.
Managing deteriorating patients: Registered nurses' performance in a simulated setting
- Authors: Cooper, Simon J. , McConnell-Henry, Tracy , Cant, Robyn , Porter, Joanne , Missen, Karen , Kinsman, Leigh , Endacott, Ruth , Scholes, Julie
- Date: 2011
- Type: Text , Journal article
- Relation: The Open Nursing Journal Vol. 5, no. (2011), p. 120-126
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- Description: Aim: To examine, in a simulated environment, rural nurses’ ability to assess and manage patient deterioration using measures of knowledge, situation awareness and skill performance. Background: Nurses’ ability to manage deterioration and ‘failure to rescue’ are of significant concern with questions over knowledge and clinical skills. Simulated emergencies may help to identify and develop core skills. Methods: An exploratory quantitative performance review. Thirty five nurses from a single ward completed a knowledge questionnaire and two video recorded simulated scenarios in a rural hospital setting. Patient actors simulated deteriorating patients with an Acute Myocardial Infarction (AMI) and Chronic Obstructive Pulmonary Disease (COPD) as the primary diagnosis. How aware individuals were of the situation (levels of situation awareness) were measured at the end of each scenario. Results: Knowledge of deterioration management varied considerably (range: 27%-91%) with a mean score of 67%. Average situation awareness scores and skill scores across the two scenarios (AMI and COPD) were low (50%) with many important observations and actions missed. Participants did identify that ‘patients’ were deteriorating but as each patient deteriorated staff performance declined with a reduction in all observational records and actions. In many cases, performance decrements appeared to be related to high anxiety levels. Participants tended to focus on single signs and symptoms and failed to use a systematic approach to patient assessment. Conclusion: Knowledge and skills were generally low in this rural hospital sample with notable performance decrements as patients acutely declined. Educational models that incorporate high fidelity simulation and feedback techniques are likely to have a significant positive impact on performance.
Developing culturally competent reflective practitioners. Part 2. The culturally responsive reflective practice model
- Authors: Stockhausen, Lynette , Serizawa, A.
- Date: 2008
- Type: Text , Journal article
- Relation: Asian Journal of Nursing Vol. 11, no. 1 (2008), p. 8-12
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- Description: This paper extends the issues and arguments raised in Part 1 of this article, and outlines the dimensions of a new framework designed specifically for the introduction of reflective practice into different cultures and becoming culturally attuned as competent reflective practitioners. The framework for the development of culturally competent reflective practice draws on theories, models, and explanations of both reflective practice and culture, and benefits from the cultural experiences of the authors, which adds further authenticity to the model's development and use. This educational model can be used by educators to sensitise themselves to cultural nuances, aid students in becoming culturally responsive (aware, safe, or competent), provide a structure for class planning, and remind themselves of the need for cultural competence when introducing reflective practice within a 'different' culture. © 2008 Scientific Communications International Limited.
- Description: C1
Assessment of learning in contemporary nurse education : Do we need standardised examination for nurse registration?
- Authors: Wellard, Sally , Bethune, Elizabeth , Heggen, Kristin
- Date: 2007
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 27, no. 1 (2007), p. 68-72
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- Description: In Australia and Norway final examinations to determine eligibility for registration as a nurse were discontinued during the period when nurse education moved into the higher education sector. In response to recent calls for the reintroduction of final examinations we explore the range of knowledge needs for the practice of nursing. These various forms of knowledge demand different forms of mediation and acquisition as well as assessment. There are numerous problems identified in the literature about the shortcomings of examinations as the foundation of assessing clinically based professions. There is a need to develop systems of appropriate assessment to ensure that graduates of nursing demonstrate adequate knowledge and competence to enter their profession. © 2006 Elsevier Ltd. All rights reserved.
- Description: C1
- Description: 2003002546
Developing culturally competent reflective practitioners. Part 1. Cultural reflections
- Authors: Stockhausen, Lynette
- Date: 2007
- Type: Text , Journal article
- Relation: Asian Journal of Nursing Vol. 10, no. 4 (2007), p. 212-217
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- Description: Reflective practice is principally a widely recognised Euro-western concept that has been used to promote inquiry; however, explanations of the natures and use of reflective practice in its present form may not be easily transferable to some Asian cultures. The cultural significance of introducing an educational practice as unfamiliar as reflective practice to experienced nurse practitioners and undergraduate nursing students in Japan and Vietnam are highlighted. Part 1 of this 2 part article on developing culturally competent reflective practitioners reflects on previous research studies, the literature, and the author's experiences as a teacher and consultant in Japan and Vietnam. © 2007 Scientific Communications International Limited.
- Description: C1
- Description: 2003005860
Nursing education in Iran : Past, present, and future
- Authors: Tabari Khomeiran, Rasoul , Deans, Cecil
- Date: 2007
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 27, no. 7 (2007), p. 708-714
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- Description: Nursing education in Iran has undergone significant change since its genesis with foreign missionaries over one hundred years ago. More recently, following the 1979 Islamic revolution, nurse education has followed the direction taken by most other countries in moving from an apprenticeship model of training to an academic model. A series of transformative changes to nursing education specifically-and across the higher education system generally-has resulted in nurses now being able to undertake study across all university-based programs up to and including doctoral level. Contemporary nursing students have access to full-text professional journals through the internet, and they may pursue their doctoral studies in other countries. Although these improvements in nursing education in Iran are to be applauded, much more needs to be accomplished to ensure that highly competent nurse practitioners continue to be produced in this country. This article presents an historical overview of the development of nursing education in Iran, within its economic and sociopolitical contexts. Recommendations based upon lessons learned from historical and contemporary realities are presented in order to advance nursing education in this part of world. © 2006 Elsevier Ltd. All rights reserved.
- Description: C1
- Description: 2003005859
University education for all? Barriers to full inclusion of students with disabilities in Australian universities
- Authors: Ryan, Janette , Struhs, John
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 8, no. 1 (2004), p. 73-90
- Full Text: false
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- Description: In Australia, anti-discrimination legislation and government policies have been introduced which aim to facilitate the inclusion of people with disabilities in employment and education. However in the area of nursing, attitudinal barriers persist that effectively hinder the full participation of people with disabilities in nurse education programs. These attitudinal barriers prevail despite such legislative and policy changes, and run counter to changing community views about disability. Normative assumptions about the ideal attributes of nurses appear to influence these attitudes, especially in the area of admission of students with disabilities to nurse education programs per se, and to their participation in the practicum component of nurse education programs. This paper reports on research conducted in Victoria, Australia, by nurse academics and equity practitioners at three Victorian universities, into the barriers facing such students. The research examined the views of undergraduate student nurses, their lecturers and their clinical educators, nurse clinicians, and university disability practitioners about the participation of people with disabilities in nurse education programs. The research also sought to document their responses to a framework, developed through the research that aims to facilitate the inclusion of students with disabilities in undergraduate nursing programs. It did this against a pluralistic and technological milieu that in the researchers' view requires a more diverse mix within the nursing profession.
- Description: C1
- Description: 2003000761