Nurse education today
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Nurse education today · May 2010
ReviewImproving cross-cultural care and antiracism in nursing education: a literature review.
To appraise through literature review the available research evidence to guide teaching and learning regarding cross-cultural care for nursing students. Cross-cultural education of nurses with a focus on both culture and antiracism is one way of promoting ethical and effective cross-cultural health systems for people from culturally diverse backgrounds. Although cross-cultural care has long been recognised as necessary to nursing education there is no clear consensus regarding how it is to be taught or which theoretical perspectives should underpin this teaching. ⋯ Cross-cultural education alone is insufficient to combat racism. Cross-cultural education focused on both cultural competence and antiracism is necessary to promote effective cultural care in nursing students.
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Nurse education today · May 2010
Development of a sexual assault evidence collection kit - the need for standardization in Turkey.
Sexual offences are recognized to be one of the most critical of crimes throughout the world. In Turkey, forcible rapes show, in the sexual crime rates, an increase of approximately 3% every year. It becomes even more critical, when realizing that less than half of all rapes, which are believed to occur, are reported to law enforcement, and of those few assailants who are arrested even fewer are convicted of rape. ⋯ Based on the results, recommendations are presented in the form of a sexual assault evidence collection kit (SAECK). A kit, which takes into consideration the needs of crime laboratories, law enforcement agencies, medical personnel, and above all the victim. This is the first step in building a responsible and successful evidence collection program that will survive the rigors of courtroom challenge.
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Nurse education today · May 2010
Preceptoring nursing students: registered nurses' perceptions of nursing students' preparation and study approaches in clinical education.
Preceptorship influences Registered Nurses' (RNs) daily work to different degrees depending on nursing students' knowledge, and willingness to learn. Consequently, it is of the utmost importance to investigate how RNs assess nursing students in clinical education. The aim of this study was to describe RNs' perceptions of nursing students' preparation and study approaches at hospital workplaces, and to explore relationships between RNs' perceptions and their personal/clinical characteristics. ⋯ Significant positive correlations were found between the RNs' perceptions of nursing students and their interest in preceptoring. The extent to which preparation programmes, established in collaboration between a university and a hospital, had improved preceptors and nursing students was not graded. Further descriptive and intervention studies are therefore needed.
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Nurse education today · May 2010
Literacy and numeracy for pre-registration nursing programmes: 1. An innovative way to widen access to nursing programmes for students without formal qualifications by enabling them to give evidence of their literacy and numeracy skills.
The Nursing and Midwifery Council (NMC, 2003) removed standard entry criteria for nursing programmes and asked Higher Education Institutions (HEIs) to consider the literacy and numeracy skills of prospective students. This triggered admissions staff within a Faculty of Health to consider ways of attracting people with the right skills but not the qualifications to prove it. It is important to encourage a wide range of people into nursing to meet the demands of strategic plans and policy, as well as to ensure the nursing profession reflects the diverse client groups it serves. ⋯ A course entitled 'Portfolio of Evidence for Entry to Level 1 Study' was developed within the Faculty of Health at Staffordshire University to enable potential nursing students without standard entry qualifications to demonstrate their skills in numeracy and literacy. This paper reports on the background to this course and its success for three student cohorts (over an 18 month period) who have completed their first year of pre-registration nursing. The methodology employed is descriptive, qualitative analysis, comparing portfolio and standard entry students' assignment results.