Nurse education in practice
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Nurses as faculty teaching undergraduate students, require a diversity of skills to ensure that students engage in achieving the desired qualification. While it is anticipated that students have a degree of motivation to reach this goal, their varied backgrounds often mean they require additional support to assist them to engage with the learning process. ⋯ This discussion paper aims to promote an understanding of student engagement and argues that using aspects of therapeutic engagement can support nurse faculty to enhance the students' learning experience. Key concepts from both student and therapeutic engagement will be reviewed to provide implications, particularly for novice nurse faculty.
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This study explored the retention of basic life support knowledge, self-efficacy, and chest compression performance among Thai nursing students at a university in Thailand. A one-group, pre-test and post-test design time series was used. Participants were 30 nursing students undertaking basic life support training as a care provider. ⋯ The training had an immediate significant effect on the knowledge, self-efficacy, and skill of chest compression; however, the knowledge and self-efficacy significantly declined after post-training for 3 months. Chest compression performance after training for 3 months was positively retaining compared to the first post-test but was not significant. Therefore, a retraining program to maintain knowledge and self-efficacy for a longer period of time should be established after post-training for 3 months.
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Poor preparation of nurses, regarding learning disabilities can have devastating consequences. High-profile reports and the Nursing and Midwifery Council requirements led this University to introduce Shareville into the undergraduate and postgraduate nursing curriculum. Shareville is a virtual environment developed at Birmingham City University, in which student nurses learn from realistic, problem-based scenarios featuring people with learning disabilities. ⋯ Nine lecturers were interviewed, they generally felt positively towards the resource and identified strengths in terms of blended learning and collaborative teaching. The evaluation contributes to understandings of learning via simulated reality, and identifies process issues that will inform the development of further resources and their roll-out locally, and may guide other education providers in developing and implementing resources of this nature. There was significant parity between lecturers' expectations of students' experience of Shareville.
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Teaching is a complex art that takes courage to commit to, particularly in the face of stressed students, crowded curricula, tensions in preparation for the graduate role, and ongoing educator shortages. My colleagues and I have been taking on this challenge by imbuing our teaching of nursing with more passion. As Parker Palmer (1998, p. 144), the renowned educationalist once said: "The growth of any craft depends on shared practice and honest dialogue among the people who do it. ⋯ In nursing, our biggest problems are where stigma, inequality and inertia persist to make vulnerable communities experience more illness and hardship than others who are more privileged. TL treats students as critical agents - who have the potential to rethink problems and change practices. TL aims to make space within the classroom and online for a dialogue that is affirming so that students believe in their own capacity to make a better world for all people.
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Automated testing combined with automated retraining to improve CPR skill level in emergency nurses.
To investigate the effect of automated testing and retraining on the cardiopulmonary resuscitation (CPR) competency level of emergency nurses. ⋯ Automated testing with feedback was effective in detecting nurses needing CPR retraining. Automated training and retesting improved skills to a predefined pass level. Since not all nurses trained until success, achieving CPR competence remains an important individual and institutional motivational challenge. Ten months after baseline the combined score showed important decay, highlighting the need for frequent assessments.