Nurse education today
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Nurse education today · Nov 2008
An investigation of nurse educator's perceptions and experiences of undertaking clinical practice.
Educational policy (DOH, 1999. Making a difference: strengthening the nursing, midwifery and health visiting contribution to health and healthcare. Department of Health, London; UKCC, 1999. ⋯ The effect of undertaking clinical practice, particularly on the quality of teaching is argued to be valuable armoury in the battle to secure sufficient resources to support engagement in clinical practice. Financial and organisational commitment; valuing of clinical practice and research evidence are crucial to realising clinical practice for nurse educators. Alternative interpretations of what may constitute the clinical role such as joint research projects and supporting and supervising students are offered, which need to be assessed against clear, specific and realistic aims for the clinical role of the nurse educator.
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Nurse education today · Oct 2008
Comparative StudyCan effective teaching and learning strategies help student nurses to retain drug calculation skills?
Student nurses need to develop and retain drug calculation skills in order accurately to calculate drug dosages in clinical practice. If student nurses are to qualify and be fit to practise accurate drug calculation skills, then educational strategies need to not only show that the skills of student nurses have improved but that these skills have been retained over a period of time. A quasi-experimental approach was used to test the effectiveness of a range of strategies in improving retention of drug calculation skills. ⋯ The results showed that there is a highly significant difference between the two samples using a two-tailed test (U=39.5, p<0.001). The strategies implemented therefore did make a difference to the retention of drug calculation skills in the students in the intervention group. Further research is required into the retention of drug calculation skills by students and nurses, but there does appears to be evidence to suggest that sound teaching and learning strategies do result in better retention of drug calculation skills.
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Nurse education today · Oct 2008
Comparative StudyThe most successful method in teaching nursing students infection control - E-learning or lecture?
Approximately 33% of all health care-associated infections are preventable. It is therefore important to provide training for nursing students about this topic. In collaboration with the local hospital, the Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students. ⋯ E-learning has to be viewed as a resource in the same way as a lecture. It is important that the students are competent in ICT, because they will need to use this tool in their clinical practice. In addition, a degree level course needs to use many different teaching methods to achieve goals related to in-depth and superficial learning.
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Nurse education today · Oct 2008
Comparative StudyDeveloping an E-learning education programme for staff nurses: processes and outcomes.
To describe the Instructional System Design Processes (analysis, design, development, implementation, and evaluation) used to develop an e-learning education programme for staff nurses at a 700-bed teaching medical center in Taiwan. ⋯ Instructional System Design Processes provide an alternative delivery system for in-service nursing education which allows for individualized leaning.
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1. What are registered care home nurses' educational priorities regarding stroke care? 2. What are senior care home assistants' educational priorities regarding stroke care? 3. How do care home nurses conceive stroke care will be delivered in 2010? ⋯ Care home staff need and want more stroke training. They are clear that stroke education should be to the benefit of their resident population. Guidelines on stroke care should be developed for care homes and these should incorporate support for continuing professional learning in relation to the resident who has had a stroke.