| Titre : | "Undergraduate students" perceptions of learning nursing theories : A descriptive qualitative approach? (2022) |
| Auteurs : | Nancy Helou ; Julie Aoudé ; Gina Sobral |
| Type de document : | Article |
| Dans : | Nurse Education in Practice (Vol. 61, May 2022) |
| Article en page(s) : | 103325 |
| Note générale : | https://doi.org/10.1016/j.nepr.2022.103325 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Élève infirmier ; Enseignement infirmier ; Modèles de soins infirmiers ; Pratique clinique ; Théorie |
| Résumé : |
Aim : This study examined undergraduate students’ perceptions of learning nursing theories and the contribution of these theories to clinical practice.
Background : Nursing theories are the foundation of the discipline. Students’ perceptions of learning nursing theories are under-investigated. Design : This descriptive study used a qualitative approach with five questions survey and group narratives. Methods : 163 first-year nursing students (female= 85%) participated in the study. Participants chose the best-fit theory to answer individually questions on the contribution of six learnt theories (McGill Model of Nursing, Self-Care Deficit Nursing Theory, Theory of Humanbecoming, Theory of Interpersonal Relations, Adaptation Model of Nursing and Theory of Human Caring) to their clinical practice. They discussed their answers in groups and provided group narratives. Results : Responses of 163 participants showed no theory to be predominant. Narratives’ analysis revealed four themes: Pluralism in the view of nursing theories, Dualism in the view of nursing practice, Monism in the view of the person and Learning based on personal values and social context. Conclusions : Students recognize the plurality of theories and the Person holistically. Teaching nursing theory in the undergraduate program should support the use of theoretical knowledge relevant to practice and promote its direct application during clinical training. |
| Disponible en ligne : | Oui |
| En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595322000397 |
Bibliothèques HE Vinci
