Nurse education today
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This paper outlines how geography might be integrated into nurse education. At one level, researching nurse education geographically could add to the current academic understanding of the many transitional places that make educational experiences and influence outcomes. At another level, as part of a nursing curriculum, teaching geographical concepts and issues to students might provide them with unique insights into core subjects.
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Palliative care is delivered in a number of settings, including nursing homes, where staff often have limited training in palliative care. ⋯ Qualified nursing home staff agree that palliative care is a valuable model for care in their setting. There are clear opportunities for improvement in nursing home care, based on education and training in palliative care. Results also support the need for enhanced liaison between nursing homes and specialist palliative care services.
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Nurse education today · Jul 2006
The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education.
The effect of problem-based learning (PBL) on nursing students' approaches to learning has received scanty attention in nursing education. The purpose of the present study was to evaluate the effect of PBL on students' approaches to learning in clinical nursing education. Using a one-group before-after quasi-experimental design, the revised two-factor Study Process Questionnaire (R-SPQ-2F) was administered to compare students' approaches to learning before and after a period of clinical education in which PBL was implemented. ⋯ The R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was noticeably higher than that at the pre-test (p=0.005). No significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning (p>or=0.05). The four themes inductively derived from students' descriptions of their clinical education experience (motivated to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning) also suggested that the students adopted a deep approach to learning during a period of clinical education in which PBL was implemented.
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Nurse education today · Jul 2006
Case Reports Comparative StudyRegistered nurses' and student nurses' assessment of pain and distress related to specific patient and nurse characteristics.
Previous studies examining the influence of patient and nurse characteristics on assessments of pain and distress are not consistent in their results. Few studies have focused on the influence of nurses' personality factors on the assessment of pain and distress. The aims of this study were to compare registered nurses' and student nurses' assessments of patients' pain and distress and to identify if the assessment relate to specific patient and nurse characteristics. ⋯ The groups of student nurses also differed on nursing experience. Patients' age, and type and stage of illness, personality factors, and nursing experience influenced the respondents' assessments. These findings can be used to help educators in nursing to develop strategies to improve skills and knowledge in the assessment at pain and distress.
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Nurse education today · May 2006
Comparative StudyA comparison of problem-based learning and lecture-based learning in an adult health nursing course.
This study aimed to compare the effects of the problem-based learning (PBL) method with the traditional lecture method on learning in the cardiorespiratory nursing section of the Adult Health Nursing course. ⋯ Students in the PBL group gained more knowledge and had higher motivation toward learning compared to students in the lecture group.