Voices from the Field: Regional Nurses Speak About Motivations, Careers and How to Entice Others to Pursue Mental Health NursingPenman, Joy; Martinez, Lee; Papoulis, Debra; Cronin, Kathryn
2018 International Journal of Nursing Education Scholarship
doi: 10.1515/ijnes-2017-0056pmid: 29384725
AbstractThe aims of this study are three-fold: determine the factors that motivate nurses to pursue mental health nursing; identify the strategies that might attract nursing students and practising nurses to pursue mental health nursing as a professional career; and identify the difficulties of nurses in achieving their preferred clinical specialty.A descriptive qualitative study design with semi-structured interviews was used. Fifteen mental health nurses from rural and regional South Australia were interviewed. Interviews were transcribed verbatim, and thematic analysis was undertaken.Of the fifteen participants, thirteen were females and two were males; their average age was 50 years. The factors that motivated the participants to pursue mental health nursing were categorized as intrinsic and extrinsic. There were many strategies that might attract nursing students and nurses to the field, but the most popular suggestion was the provision of high quality meaningful clinical placements. Other strategies were to convey the personal satisfaction derived from being a mental health nurse, promote mental health nursing aggressively, and provide employment incentives. The study also highlighted the importance of addressing stigma, and greater education and support for nurses to pursue a mental health career.
Educating Aboriginal Nursing Students: Responding to the Truth and Reconciliation ReportLane, Annette; Petrovic, Kristin
2018 International Journal of Nursing Education Scholarship
doi: 10.1515/ijnes-2017-0064pmid: 29306922
AbstractA 2015 Canadian report from the Truth and Reconciliation Commission issued two calls for action that specifically challenge nursing education programs: a call to incorporate indigenous knowledge and learning, and a call to reduce health disparities between aboriginals and non-aboriginals. These calls to action raise questions for nurse educators regarding how best to recruit, retain, and educate aboriginal nursing students. A literature review was conducted to examine issues faced by aboriginal students in nursing programs, as well as cultural competence with nurse educators working with aboriginal students. While there is some literature that addresses the need for aboriginal students to successfully complete nursing programs and thus be able to provide effective health care to aboriginal people, the emphasis is largely upon strategies. Although there are some exceptions, these have largely been ineffective. We argue the need to think about thinking in order to improve the effectiveness of these strategies within Canadian programs, as well as nursing programs abroad.
Building A High Quality Oncology Nursing Workforce Through Lifelong Learning: The De Souza ModelEsplen, Mary Jane; Wong, Jiahui; Green, Esther; Richards, Joy; Li, Jane
2018 International Journal of Nursing Education Scholarship
doi: 10.1515/ijnes-2016-0079pmid: 29306921
AbstractCancer is one of the leading causes of death in the world. Along with increased new cases, cancer care has become increasingly complex due to advances in diagnostics and treatments, greater survival, and new models of palliative care. Nurses are a critical resource for cancer patients and their families. Their roles and responsibilities are expanding across the cancer care continuum, calling for specialized training and support. Formal education prepares nurses for entry level of practice, however, it does not provide the specialized competencies required for quality care of cancer patients. There is urgent need to align the educational system to the demands of the health care system, ease transition from formal academic systems to care settings, and to instill a philosophy of lifelong learning. We describe a model of education developed by de Souza Institute in Canada, based on the Novice to Expert specialty training framework, and its success in offering structured oncology continuing education training to nurses, from undergraduate levels to continued career development in the clinical setting. This model may have global relevance, given the challenge in managing the demand for high quality care in all disease areas and in keeping pace with the emerging advances in technologies.
Grade Incentive to Boost Course Evaluation Response RatesGordon, Helen; Stevenson, Eleanor; Brookhart, Ann; Oermann, Marilyn H
2018 International Journal of Nursing Education Scholarship
doi: 10.1515/ijnes-2018-0031pmid: 29920182
AbstractAbstract In most schools of nursing, students rate their satisfaction with courses and teachers at the end of the semester. Low response rates on these evaluations make it difficult to interpret the results. Students were incentivized to complete their course evaluations by adding 1–2 points to one test score in the course in exchange for 85 % or higher participation by the total cohort. Ongoing monitoring and communication to students by faculty during the process was critical to motivating students to complete course evaluations. When the incentive was employed, student participation ranged from a low of 90 % to a high of 100 % response rate. The added points did not change any of the students' grades. Incentivizing students to complete course evaluations is an effective strategy to boost response rates without changing final course grades.
Integrating Population Health Content into FNP Program CurriculumMyers, Carole R.; Lasater, Karen; Morgan, Katherine
2018 International Journal of Nursing Education Scholarship
doi: 10.1515/ijnes-2017-0051pmid: 30216190
AbstractIn the current healthcare environment, the healthcare industry has become increasingly focused on population health concerns. While advanced practice registered nurses (APRNs) are well prepared to contribute to population health by delivering holistic healthcare to individuals, families, groups, communities, and populations, they are not engaged in initiatives to improve population health commensurate with their numbers, education, training, experience, and role as primary care providers and essential healthcare team leaders and members. This article discusses the rationale for integrating population health into APRN curricula, one program’s approach to doing so, and preliminary lessons learned from this effort. The three main lessons learned include population health content should be integrated across the curriculum for all APRN cohorts, supplementary population health content should be considered, and opportunities for integrating didactic population health content should be included across the FNP curriculum.
The State of Knowledge Regarding the Use of Simulation in Pre-Licensure Nursing Education: A Mixed Methods Systematic ReviewOlson, Joanne K.; Paul, Pauline; Lasiuk, Gerri; Davidson, Sandra; Wilson-Keates, Barbara; Ellis, Rebecca; Marks, Nichole; Nesari, Maryam; Savard, Winnifred
2018 International Journal of Nursing Education Scholarship
doi: 10.1515/ijnes-2017-0050pmid: 29466237
AbstractThis project is a mixed-methods systematic review on the use of simulation in pre-licensure nursing. This research question guided this review: What is the best evidence available upon which to base decisions regarding the use of simulation experiences with pre-licensure nursing students? Searches of CINAHL Plus with Full Text, MEDLINE, and ERIC were performed to identify relevant literature. These searches yielded 1220 articles. After duplicates were removed and titles and abstracts were reviewed for relevance to the inclusion criteria, the remaining 852 articles were independently assessed for quality by pairs of researchers. Forty-seven articles were retained. Findings were grouped into research using high-, medium-, and low-fidelity simulations and a group where researchers included several or all types of simulation. The conclusion is that insufficient quality research exists to guide educators in making evidence-based decisions regarding simulation. More rigorous and multi-site research is needed.
Status of Violence in a Selected Faculty: The Students’ ExperienceFathi, Mohammad; Fallahi, Arezoo; Sharifi, Salar; Dehghani, Shoaib; Olyaei, Nazila; Valiee, Sina
2018 International Journal of Nursing Education Scholarship
doi: 10.1515/ijnes-2016-0063pmid: 29306920
AbstractThe present study is aimed at examining the status of violence among the students of nursing, midwifery, and operating room. A self-reporting questionnaire with two sections of demographic characteristics and experience of violence was used. The data obtained were analyzed, using SPSS software. 58.7 percent of the students had a history of violence in the previous year. The maximum percentage of violence exposure belonged to the students of operating room (76.9%). The highest incidence of violence was verbal (76.4%), happened in patients’ rooms (32.9%) and was in the form of insult (75.1%). Accordingly, preventive actions are required to prevent and control violence and support students. Informing students about violence, communicative skills, reaction, and coping with violence during studying is necessary. Therefore, educational authorities and theoretical and clinical instructors should take appropriate measures in order to prevent violence and create supportive mechanisms for the students.