La bibliothèque de Louvain-la-Neuve sera fermée les samedis jusque septembre.
Mention de date : May/June 2015
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Exemplaires (1)
| Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|
| REV | Périodique papier | Woluwe (Promenade de l'Alma) | périodiques | Exclu du prêt |
Dépouillements
Ajouter le résultat dans votre panierHitting the Nursing Faculty Shortage Head On / Harriet R. Feldman in Journal of Professional Nursing, Vol. 30, n°3 (May/June 2015)
Titre : Hitting the Nursing Faculty Shortage Head On : Strategies to Recruit, Retain, and Develop Nursing Faculty Type de document : Article Auteurs : Harriet R. Feldman ; Martha J. Greenberg ; Marilyn Jaffe-ruiz ; [et al.] Année de publication : 2015 Article en page(s) : p. 170-178 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Développement ; Enseignement ; Étudiants ; Formation ; Infirmiere enseignante ; Modele conceptuel ; Personnel de santé ; Sélection du personnel ; Soins infirmiersRésumé : •We provide an overview of the nursing faculty shortage.
•A variety of strategies to build the nursing faculty workforce are described.
•We address nursing faculty retention strategies, challenges, and lessons learned.
•A unique approach to preparing a diverse nursing faculty workforce is described, along with details of how we got started, challenges, and future directions.
More than ever before, schools of nursing are challenged with finding qualified faculty to teach growing numbers of undergraduate and graduate students. Qualified applicants by the thousands are being turned away, in large part because of an insufficient pipeline of faculty. This article describes how one school hit the shortage head on by creating alternate models for employing and growing new faculty, and then instituting a variety of strategies to develop and keep them.Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 170-178[article] Hitting the Nursing Faculty Shortage Head On : Strategies to Recruit, Retain, and Develop Nursing Faculty [Article] / Harriet R. Feldman ; Martha J. Greenberg ; Marilyn Jaffe-ruiz ; [et al.] . - 2015 . - p. 170-178.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 170-178
Descripteurs : HE Vinci
Apprentissage ; Développement ; Enseignement ; Étudiants ; Formation ; Infirmiere enseignante ; Modele conceptuel ; Personnel de santé ; Sélection du personnel ; Soins infirmiersRésumé : •We provide an overview of the nursing faculty shortage.
•A variety of strategies to build the nursing faculty workforce are described.
•We address nursing faculty retention strategies, challenges, and lessons learned.
•A unique approach to preparing a diverse nursing faculty workforce is described, along with details of how we got started, challenges, and future directions.
More than ever before, schools of nursing are challenged with finding qualified faculty to teach growing numbers of undergraduate and graduate students. Qualified applicants by the thousands are being turned away, in large part because of an insufficient pipeline of faculty. This article describes how one school hit the shortage head on by creating alternate models for employing and growing new faculty, and then instituting a variety of strategies to develop and keep them.Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Fundraising for Accelerated Study for the PhD in Nursing : A Community Partnership Type de document : Article Auteurs : Patricia L. Starck Année de publication : 2015 Article en page(s) : p. 179-186 Langues : Anglais (eng) Descripteurs : HE Vinci
École d'infirmières ; Education ; Étudiants ; Financement ; Formation ; Interdisciplinarité ; UniversitésRésumé : •An accelerated post-master’s PhD degree program in a 3-year timeline
•A community-based fundraising model of multiple donors
•A marketing strategy that shows return on investment
•Agreements/contracts for student obligations to teach 3-years upon graduation
•Impact of accelerated program over a 10 year period
This article describes fundraising strategies by a School of Nursing to support a post-master’s accelerated (3-year) PhD degree program. A sample proposal to solicit funds is included, as well as a contract that students sign before accepting the scholarship and agreeing to teach for 3 years or repay the money. The first campaign raised $2.3 million for ten students, and the second campaign raised $1.3 million for six students. One useful marketing strategy is to show the impact of an investment in educating ten doctoral students who will become faculty and teach 100 additional students per year, who will then become professionals caring for thousands of patients during their careers. Over a 10 year period, the impact of an accelerated program is enormous, with 660 students taught who in their lifetime will care for 2.4 million patients. The article also discusses motivation and mind sets for giving to promote success in fundraising.Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 179-186[article] Fundraising for Accelerated Study for the PhD in Nursing : A Community Partnership [Article] / Patricia L. Starck . - 2015 . - p. 179-186.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 179-186
Descripteurs : HE Vinci
École d'infirmières ; Education ; Étudiants ; Financement ; Formation ; Interdisciplinarité ; UniversitésRésumé : •An accelerated post-master’s PhD degree program in a 3-year timeline
•A community-based fundraising model of multiple donors
•A marketing strategy that shows return on investment
•Agreements/contracts for student obligations to teach 3-years upon graduation
•Impact of accelerated program over a 10 year period
This article describes fundraising strategies by a School of Nursing to support a post-master’s accelerated (3-year) PhD degree program. A sample proposal to solicit funds is included, as well as a contract that students sign before accepting the scholarship and agreeing to teach for 3 years or repay the money. The first campaign raised $2.3 million for ten students, and the second campaign raised $1.3 million for six students. One useful marketing strategy is to show the impact of an investment in educating ten doctoral students who will become faculty and teach 100 additional students per year, who will then become professionals caring for thousands of patients during their careers. Over a 10 year period, the impact of an accelerated program is enormous, with 660 students taught who in their lifetime will care for 2.4 million patients. The article also discusses motivation and mind sets for giving to promote success in fundraising.Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Barriers to Integrating Information Technology Content in Doctor of Nursing Practice Curricula Type de document : Article Auteurs : Kezia Lilly ; Joyce J. Fitzpatrick ; Elisabeth Madigan Année de publication : 2015 Article en page(s) : p. 187-199 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Complications ; Etats-unis ; Étudiants ; Formation ; Information ; Informatique ; Recherche ; Soins ; TechnologieRésumé : To date, there is no benchmark data available on the measurement of program outcomes in doctor of nursing practice (DNP) programs. The purpose of this study was to identify barriers to integration of IT content in the curriculum in DNP programs, perceived IT competencies taught, and DNP faculty perception of competencies. The study location was DNP programs in the United States, and focus was on doctorate-prepared faculty with a DNP or PhD. A descriptive design using an Internet-based survey was done with 113 DNP programs administrators and faculty across the United States. Limitation of the study was that few DNP administrators forwarded the study to faculty, limiting the sample size. For the purpose of this study, the results were limited to responses from DNP administrators, and some comparative data of the faculty were used. Barriers measured included lack of qualified faculty, faculty's limited knowledge or skills in IT, lack of interest, age, lack of time to learn IT, lack of time to use IT, too many work demands, lack of administrative vision, unclear expectations of faculty, lack of technical support to faculty, or lack of resources. Leading barriers to IT implementation were lack of time of faculty, too many other work demands of faculty, lack of resources dedicated to IT, and lack of qualified faculty to teach IT. Further research is necessary on doctorate-prepared faculty and on interventions to overcome these barriers is needed. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 187-199[article] Barriers to Integrating Information Technology Content in Doctor of Nursing Practice Curricula [Article] / Kezia Lilly ; Joyce J. Fitzpatrick ; Elisabeth Madigan . - 2015 . - p. 187-199.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 187-199
Descripteurs : HE Vinci
Compétence ; Complications ; Etats-unis ; Étudiants ; Formation ; Information ; Informatique ; Recherche ; Soins ; TechnologieRésumé : To date, there is no benchmark data available on the measurement of program outcomes in doctor of nursing practice (DNP) programs. The purpose of this study was to identify barriers to integration of IT content in the curriculum in DNP programs, perceived IT competencies taught, and DNP faculty perception of competencies. The study location was DNP programs in the United States, and focus was on doctorate-prepared faculty with a DNP or PhD. A descriptive design using an Internet-based survey was done with 113 DNP programs administrators and faculty across the United States. Limitation of the study was that few DNP administrators forwarded the study to faculty, limiting the sample size. For the purpose of this study, the results were limited to responses from DNP administrators, and some comparative data of the faculty were used. Barriers measured included lack of qualified faculty, faculty's limited knowledge or skills in IT, lack of interest, age, lack of time to learn IT, lack of time to use IT, too many work demands, lack of administrative vision, unclear expectations of faculty, lack of technical support to faculty, or lack of resources. Leading barriers to IT implementation were lack of time of faculty, too many other work demands of faculty, lack of resources dedicated to IT, and lack of qualified faculty to teach IT. Further research is necessary on doctorate-prepared faculty and on interventions to overcome these barriers is needed. Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Using Implementation Science as the Core of the Doctor of Nursing Practice Inquiry Project Type de document : Article Auteurs : Mary Riner E Année de publication : 2015 Article en page(s) : p. 200-207 Langues : Anglais (eng) Descripteurs : HE Vinci
Efficacité ; Étudiants ; Evidence-based nursing ; Formation ; Modele conceptuel ; Pédagogie ; Recherche ; Santé ; Science ; SoinsRésumé : The paper describes an implementation science course developed for a DNP program
•The course design is described including assignments and rational
•Challenges of addressing the integration of the course into the life of the school are discussed
•Examples of how students implemented assignments are included
New knowledge in health care needs to be implemented for continuous practice improvement. Doctor of nursing practice (DNP) programs are designed to increase clinical practice knowledge and leadership skills of graduates. This article describes an implementation science course developed in a DNP program focused on advancing graduates' capacity for health systems leadership. Curriculum and course development are presented, and the course is mapped to depict how the course objectives and assignments were aligned with DNP Essentials. Course modules with rational are described, and examples of how students implemented assignments are provided. The challenges of integrating this course into the life of the school are discussed as well as steps taken to develop faculty for this capstone learning experience. This article describes a model of using implementation science to provide DNP students an experience in designing and managing an evidence-based practice change project.Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 200-207[article] Using Implementation Science as the Core of the Doctor of Nursing Practice Inquiry Project [Article] / Mary Riner E . - 2015 . - p. 200-207.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 200-207
Descripteurs : HE Vinci
Efficacité ; Étudiants ; Evidence-based nursing ; Formation ; Modele conceptuel ; Pédagogie ; Recherche ; Santé ; Science ; SoinsRésumé : The paper describes an implementation science course developed for a DNP program
•The course design is described including assignments and rational
•Challenges of addressing the integration of the course into the life of the school are discussed
•Examples of how students implemented assignments are included
New knowledge in health care needs to be implemented for continuous practice improvement. Doctor of nursing practice (DNP) programs are designed to increase clinical practice knowledge and leadership skills of graduates. This article describes an implementation science course developed in a DNP program focused on advancing graduates' capacity for health systems leadership. Curriculum and course development are presented, and the course is mapped to depict how the course objectives and assignments were aligned with DNP Essentials. Course modules with rational are described, and examples of how students implemented assignments are provided. The challenges of integrating this course into the life of the school are discussed as well as steps taken to develop faculty for this capstone learning experience. This article describes a model of using implementation science to provide DNP students an experience in designing and managing an evidence-based practice change project.Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Perceived Importance of Teaching Characteristics in Clinical Nurse Specialist Preceptors Type de document : Article Auteurs : Mitchell R. Knisely ; Janet S. Fulton ; Barbara S. Friesth Année de publication : 2015 Article en page(s) : p. 208-214 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Enseignement ; Étudiants ; Evidence-based nursing ; Infirmiere clinicienne ; Pédagogie ; Pratique professionnelle ; Questionnaire ; RechercheRésumé : •Preceptor behaviors and teaching skills can significantly impact student learning.
•All teaching characteristics were rated as important among preceptors and students.
•Clinical competence/judgment was identified as the most important characteristic.
•Findings provide important information to better prepare and evaluate preceptors.
Background
Advanced practice nursing education includes a minimum of 500 hours of supervised clinical practicum, with practicing clinicians serving as preceptors providing the bulk of the supervision. Preceptor behaviors and teaching skills can significantly impact student learning, however, no empirical evidence exists that identifies or evaluates effective clinical teaching characteristics in clinical nurse specialist (CNS) preceptors.
Purpose
The purpose of this study was to explore and compare CNS student and preceptor perceptions of the importance of clinical teaching characteristics in CNS preceptors.
Methods/Sample
Data was obtained from CNS preceptors (n = 278) and CNS students (n = 78) through a web-based questionnaire instrument. Twenty-one previously identified effective clinical teaching characteristics served as the questionnaire items and participants were asked to rate their importance and identify the most and least important characteristic. Statistical tests including calculation of mean scores and independent t-tests for each characteristic were completed.
Findings
The CNS preceptors and students rated all effective teaching characteristics as important. Clinical competence/judgment was identified as the most important characteristic among participants. The findings demonstrated congruence between students’ and preceptors’ ratings except for the characteristics calm during times of stress and flexibility.
Conclusions
These findings can help CNS faculty and practicing CNSs better prepare and evaluate preceptors for supporting advanced practice students in clinical practicum experiences.Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 208-214[article] Perceived Importance of Teaching Characteristics in Clinical Nurse Specialist Preceptors [Article] / Mitchell R. Knisely ; Janet S. Fulton ; Barbara S. Friesth . - 2015 . - p. 208-214.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 208-214
Descripteurs : HE Vinci
Compétence ; Enseignement ; Étudiants ; Evidence-based nursing ; Infirmiere clinicienne ; Pédagogie ; Pratique professionnelle ; Questionnaire ; RechercheRésumé : •Preceptor behaviors and teaching skills can significantly impact student learning.
•All teaching characteristics were rated as important among preceptors and students.
•Clinical competence/judgment was identified as the most important characteristic.
•Findings provide important information to better prepare and evaluate preceptors.
Background
Advanced practice nursing education includes a minimum of 500 hours of supervised clinical practicum, with practicing clinicians serving as preceptors providing the bulk of the supervision. Preceptor behaviors and teaching skills can significantly impact student learning, however, no empirical evidence exists that identifies or evaluates effective clinical teaching characteristics in clinical nurse specialist (CNS) preceptors.
Purpose
The purpose of this study was to explore and compare CNS student and preceptor perceptions of the importance of clinical teaching characteristics in CNS preceptors.
Methods/Sample
Data was obtained from CNS preceptors (n = 278) and CNS students (n = 78) through a web-based questionnaire instrument. Twenty-one previously identified effective clinical teaching characteristics served as the questionnaire items and participants were asked to rate their importance and identify the most and least important characteristic. Statistical tests including calculation of mean scores and independent t-tests for each characteristic were completed.
Findings
The CNS preceptors and students rated all effective teaching characteristics as important. Clinical competence/judgment was identified as the most important characteristic among participants. The findings demonstrated congruence between students’ and preceptors’ ratings except for the characteristics calm during times of stress and flexibility.
Conclusions
These findings can help CNS faculty and practicing CNSs better prepare and evaluate preceptors for supporting advanced practice students in clinical practicum experiences.Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Accelerated Master's Programs in Nursing for Non-Nurses : An Integrative Review of Students' and Faculty's Perceptions Type de document : Article Auteurs : Kathleen M. Downey ; Marilyn E. Asselin Année de publication : 2015 Article en page(s) : p. 215-225 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Enseignement ; Étudiants ; Formation ; Infirmiere enseignante ; Innovation ; Pédagogie ; Pratique professionnelle ; Recherche ; Soins ; Soins infirmiersRésumé : Accelerated master's programs in nursing for non-nurses (AMPNNNs) are rapidly increasing in number. They offer accelerated entry into nursing practice for individuals with a baccalaureate degree or higher. An integrative review, based on Whittemore and Knafl (2005) was conducted to identify the characteristics of the students and the perceptions of students, graduates, and faculty who participate in these programs. A search of published literature yielded 15 sources with relevant data for this integrative review. Student characteristics indicate predominantly Caucasian females who are older, mature, and academically accomplished. There is a dearth of literature related to the perceptions of students and faculty as they experience the program. Student experienced role changes, and the demands of nursing education were notable. Faculty identified the need to develop innovative teaching strategies for adult learners. The gaps in the evidence base of AMPNNNs are highlighted, and areas for future research are recommended. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 215-225[article] Accelerated Master's Programs in Nursing for Non-Nurses : An Integrative Review of Students' and Faculty's Perceptions [Article] / Kathleen M. Downey ; Marilyn E. Asselin . - 2015 . - p. 215-225.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 215-225
Descripteurs : HE Vinci
Compétence ; Enseignement ; Étudiants ; Formation ; Infirmiere enseignante ; Innovation ; Pédagogie ; Pratique professionnelle ; Recherche ; Soins ; Soins infirmiersRésumé : Accelerated master's programs in nursing for non-nurses (AMPNNNs) are rapidly increasing in number. They offer accelerated entry into nursing practice for individuals with a baccalaureate degree or higher. An integrative review, based on Whittemore and Knafl (2005) was conducted to identify the characteristics of the students and the perceptions of students, graduates, and faculty who participate in these programs. A search of published literature yielded 15 sources with relevant data for this integrative review. Student characteristics indicate predominantly Caucasian females who are older, mature, and academically accomplished. There is a dearth of literature related to the perceptions of students and faculty as they experience the program. Student experienced role changes, and the demands of nursing education were notable. Faculty identified the need to develop innovative teaching strategies for adult learners. The gaps in the evidence base of AMPNNNs are highlighted, and areas for future research are recommended. Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Describing a Residency Program Developed for Newly Graduated Nurse Practitioners Employed in Retail Health Settings Type de document : Article Auteurs : Paulette Thabault ; Laura Mylott ; Angela Patterson Année de publication : 2015 Article en page(s) : p. 226-232 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Enseignement ; Formation ; Hôpital ; Infirmière ; Interdisciplinarité ; Modele conceptuel ; Recherche ; SoinsRésumé : •We describe a pilot residency program to help prepare newly graduated nurse practitioners for practice in the retail clinic setting.
•The program supported new graduates with clinical practice mentoring and provided business and leadership knowledge important for success in the retail setting.
•The program uses a preceptor model enhanced by an academic partnership.
•Preceptors were highly satisfied with the academic course.
•New graduate NPs identified clinical practice as the priority focus.
•Nurse practitioners and preceptors were highly satisfied with the program.
Retail health clinics are an expanding health care delivery model and an emerging new practice site for nurse practitioners (NPs). Critical thinking skills, clinical competence, interprofessional collaboration, and business savvy are necessary for successful practice in this highly independent and autonomous setting. This article describes a pilot residency partnership program aimed at supporting new graduate NP transition to practice, reducing NP turnover, and promoting academic progression. Eight new graduate NPs were recruited to the pilot and paired with experienced clinical NP preceptors for a 12-month program that focused on increasing clinical and business competence in the retail health setting. The residency program utilized technology to facilitate case conferences and targeted Webinars to enhance learning and peer-to-peer sharing and support. An on-line doctoral-level academic course that focused on interprofessional collaboration in health care, population health, and business concepts was offered. Both NPs and preceptors were highly satisfied with the academic–service residency program between MinuteClinic and Northeastern University School of Nursing in Boston, MA. New NPs particularly valued the preceptor model, the clinical case conferences, and business Webinars. Because their priority was in gaining clinical experience and learning the business acumen relevant to managing the processes of care, they did not feel ready for the doctoral course and would have preferred to take later in their practice. The preceptors valued the academic course and felt that it enhanced their precepting and leadership skills. At the time of this article, 6 months post completion of the residency program, there has been no turnover. Our experience supports the benefits for residency programs for newly graduated NPs in retail settings. The model of partnering with academia by offering a course within a service organization's educational programs can enable academic progression.Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 226-232[article] Describing a Residency Program Developed for Newly Graduated Nurse Practitioners Employed in Retail Health Settings [Article] / Paulette Thabault ; Laura Mylott ; Angela Patterson . - 2015 . - p. 226-232.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 226-232
Descripteurs : HE Vinci
Compétence ; Enseignement ; Formation ; Hôpital ; Infirmière ; Interdisciplinarité ; Modele conceptuel ; Recherche ; SoinsRésumé : •We describe a pilot residency program to help prepare newly graduated nurse practitioners for practice in the retail clinic setting.
•The program supported new graduates with clinical practice mentoring and provided business and leadership knowledge important for success in the retail setting.
•The program uses a preceptor model enhanced by an academic partnership.
•Preceptors were highly satisfied with the academic course.
•New graduate NPs identified clinical practice as the priority focus.
•Nurse practitioners and preceptors were highly satisfied with the program.
Retail health clinics are an expanding health care delivery model and an emerging new practice site for nurse practitioners (NPs). Critical thinking skills, clinical competence, interprofessional collaboration, and business savvy are necessary for successful practice in this highly independent and autonomous setting. This article describes a pilot residency partnership program aimed at supporting new graduate NP transition to practice, reducing NP turnover, and promoting academic progression. Eight new graduate NPs were recruited to the pilot and paired with experienced clinical NP preceptors for a 12-month program that focused on increasing clinical and business competence in the retail health setting. The residency program utilized technology to facilitate case conferences and targeted Webinars to enhance learning and peer-to-peer sharing and support. An on-line doctoral-level academic course that focused on interprofessional collaboration in health care, population health, and business concepts was offered. Both NPs and preceptors were highly satisfied with the academic–service residency program between MinuteClinic and Northeastern University School of Nursing in Boston, MA. New NPs particularly valued the preceptor model, the clinical case conferences, and business Webinars. Because their priority was in gaining clinical experience and learning the business acumen relevant to managing the processes of care, they did not feel ready for the doctoral course and would have preferred to take later in their practice. The preceptors valued the academic course and felt that it enhanced their precepting and leadership skills. At the time of this article, 6 months post completion of the residency program, there has been no turnover. Our experience supports the benefits for residency programs for newly graduated NPs in retail settings. The model of partnering with academia by offering a course within a service organization's educational programs can enable academic progression.Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : The Creation of a Synchronous Learning Environment to Support a Study Abroad Program for Nursing Majors at a Traditional Liberal Arts University Type de document : Article Auteurs : Victoria N. Folse ; Carolyn M. Jarvis ; Susan L. Swanlund Année de publication : 2015 Article en page(s) : p. 233-241 Langues : Anglais (eng) Descripteurs : HE Vinci
Accueil ; Apprentissage ; Compétence ; Culture (sociologie) ; Environnement ; Espagne ; Etats-unis ; Étudiants ; Famille ; Interdisciplinarité ; Pédagogie ; Recherche ; Revue de la littérature ; Stage ; Technologie ; UniversitésRésumé : In response to an increased need for Spanish-speaking and culturally competent nurses, a small private undergraduate-only liberal arts university implemented a semester-long study abroad program for nursing majors in Barcelona, Spain. Prior to the creation of this program, study abroad for nursing students was limited because of prelicensure requirements and limitations of a traditional nursing curriculum. Students studying in Spain enroll in four courses—including two core nursing courses delivered using Polycom hardware and telepresence software by nursing faculty who remain in the United States, a Spanish language course, and one general education course taught either by the University's Spain Director or by an experienced Spanish professor. Participants live with host families and participate in clinical and community observational experiences in Spanish health care agencies. Students then complete direct patient care requirements upon return to the United States. To our knowledge, no other undergraduate-only institution offers a semester-long study abroad experience for nursing majors embedded within the curriculum using synchronous learning; we believe our Spain program, which is in its fourth year being open to nursing majors, is truly an innovative approach to establish cultural competence for undergraduate nursing majors that could serve as a model for other schools of nursing and health disciplines. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 233-241[article] The Creation of a Synchronous Learning Environment to Support a Study Abroad Program for Nursing Majors at a Traditional Liberal Arts University [Article] / Victoria N. Folse ; Carolyn M. Jarvis ; Susan L. Swanlund . - 2015 . - p. 233-241.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 233-241
Descripteurs : HE Vinci
Accueil ; Apprentissage ; Compétence ; Culture (sociologie) ; Environnement ; Espagne ; Etats-unis ; Étudiants ; Famille ; Interdisciplinarité ; Pédagogie ; Recherche ; Revue de la littérature ; Stage ; Technologie ; UniversitésRésumé : In response to an increased need for Spanish-speaking and culturally competent nurses, a small private undergraduate-only liberal arts university implemented a semester-long study abroad program for nursing majors in Barcelona, Spain. Prior to the creation of this program, study abroad for nursing students was limited because of prelicensure requirements and limitations of a traditional nursing curriculum. Students studying in Spain enroll in four courses—including two core nursing courses delivered using Polycom hardware and telepresence software by nursing faculty who remain in the United States, a Spanish language course, and one general education course taught either by the University's Spain Director or by an experienced Spanish professor. Participants live with host families and participate in clinical and community observational experiences in Spanish health care agencies. Students then complete direct patient care requirements upon return to the United States. To our knowledge, no other undergraduate-only institution offers a semester-long study abroad experience for nursing majors embedded within the curriculum using synchronous learning; we believe our Spain program, which is in its fourth year being open to nursing majors, is truly an innovative approach to establish cultural competence for undergraduate nursing majors that could serve as a model for other schools of nursing and health disciplines. Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : International Service–Learning: An Opportunity to Engage in Cultural Competence Type de document : Article Auteurs : Pamela Kohlbry ; Joann Daugherty Année de publication : 2015 Article en page(s) : p. 242-246 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Compétence ; Étudiants ; Interculturalité ; Mexique ; Pédagogie ; Soins infirmiersRésumé : One-day international service–learning projects are an opportunity for nursing students to engage in learning cultural awareness, knowledge, and skills.
•One-day immersion visits took place in Tijuana, Mexico, with 37 students participating in at least one trip with a few students participating in two.
•Common areas of experiences became apparent from student comments during the trip and debriefing and informal observations from faculty.
•The three common experiences that were described were categorized as cultural communication, cultural confidence, and cultural surprise.
One-day international service–learning projects are an opportunity for nursing students to engage in learning cultural awareness, knowledge, and skills. At XXX University, faculty developed these international service–learning projects in Mexico where students participated in health promotion teaching for children and families and providing health care for older adults. The purpose of this article is to describe 3 types of student experiences gained during 1-day international service–learning projects. We named these experiences cultural communication, cultural confidence, and cultural surprise.Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 242-246[article] International Service–Learning: An Opportunity to Engage in Cultural Competence [Article] / Pamela Kohlbry ; Joann Daugherty . - 2015 . - p. 242-246.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 242-246
Descripteurs : HE Vinci
Apprentissage ; Compétence ; Étudiants ; Interculturalité ; Mexique ; Pédagogie ; Soins infirmiersRésumé : One-day international service–learning projects are an opportunity for nursing students to engage in learning cultural awareness, knowledge, and skills.
•One-day immersion visits took place in Tijuana, Mexico, with 37 students participating in at least one trip with a few students participating in two.
•Common areas of experiences became apparent from student comments during the trip and debriefing and informal observations from faculty.
•The three common experiences that were described were categorized as cultural communication, cultural confidence, and cultural surprise.
One-day international service–learning projects are an opportunity for nursing students to engage in learning cultural awareness, knowledge, and skills. At XXX University, faculty developed these international service–learning projects in Mexico where students participated in health promotion teaching for children and families and providing health care for older adults. The purpose of this article is to describe 3 types of student experiences gained during 1-day international service–learning projects. We named these experiences cultural communication, cultural confidence, and cultural surprise.Disponible en ligne : Non Exemplaires (1)
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Titre : Identification and Support of At-Risk Students Using a Case Management Model Type de document : Article Auteurs : Betty L. Elder ; Phyllis Jacobs ; Yvonne J. Fast Année de publication : 2015 Article en page(s) : p. 247-253 Langues : Anglais (eng) Descripteurs : HE Vinci
Accompagnement pédagogique ; École d'infirmières ; Education ; Étudiants ; Modele conceptuel ; Recherche ; Recommandations ; Relation d'aide ; Revue de la littérature ; Risque ; SoinsRésumé : •We examine a student evaluation process to identify and support at-risk students.
•Case management principle of individualized assessment and service coordination were used in developing the model to support students.
•Faculty and students need to work in a coordinated effort to assist students to achieve success.
This study evaluated a program to identify and support students at risk for failure in nursing courses or NCLEX-RN. A case management model (CMM) was implemented to provide assessment of and support for 183 bachelor of science in nursing students; 83 were identified as at risk by the CMM criteria. The CMM involved student self-evaluation and grade assessment of prerequisite and nursing courses. Science course grades were all found to be significantly higher for those students who passed NCLEX-RN on the first attempt than those who did not. Admission GPA was significant (t = 2.443, P = .018). Using a Motivated Strategies for Learning Questionnaire for self-evaluation, at-risk students rated their performance in nursing courses higher in every area than the non-at-risk student group, significantly higher for self-efficacy (t = 2.829, P = .005) and metacognition (t =2.426, P = .016). Neither task value nor critical thinking scores were significant. Graduation rate was 100% with 158 students passing NCLEX-RN on the first attempt (64 of 83 at risk and 94 of 100 non-at risk). The CMM was effective in identification and support of at-risk students.
Index words:Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 247-253[article] Identification and Support of At-Risk Students Using a Case Management Model [Article] / Betty L. Elder ; Phyllis Jacobs ; Yvonne J. Fast . - 2015 . - p. 247-253.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 247-253
Descripteurs : HE Vinci
Accompagnement pédagogique ; École d'infirmières ; Education ; Étudiants ; Modele conceptuel ; Recherche ; Recommandations ; Relation d'aide ; Revue de la littérature ; Risque ; SoinsRésumé : •We examine a student evaluation process to identify and support at-risk students.
•Case management principle of individualized assessment and service coordination were used in developing the model to support students.
•Faculty and students need to work in a coordinated effort to assist students to achieve success.
This study evaluated a program to identify and support students at risk for failure in nursing courses or NCLEX-RN. A case management model (CMM) was implemented to provide assessment of and support for 183 bachelor of science in nursing students; 83 were identified as at risk by the CMM criteria. The CMM involved student self-evaluation and grade assessment of prerequisite and nursing courses. Science course grades were all found to be significantly higher for those students who passed NCLEX-RN on the first attempt than those who did not. Admission GPA was significant (t = 2.443, P = .018). Using a Motivated Strategies for Learning Questionnaire for self-evaluation, at-risk students rated their performance in nursing courses higher in every area than the non-at-risk student group, significantly higher for self-efficacy (t = 2.829, P = .005) and metacognition (t =2.426, P = .016). Neither task value nor critical thinking scores were significant. Graduation rate was 100% with 158 students passing NCLEX-RN on the first attempt (64 of 83 at risk and 94 of 100 non-at risk). The CMM was effective in identification and support of at-risk students.
Index words:Disponible en ligne : Non Exemplaires (1)
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Titre : Relationship Between the Knowledge, Attitude, and Self-Efficacy on Sexual Health Care for Nursing Students Type de document : Article Auteurs : Su-Ching Sung ; Hui-Chi Huang ; Mei-Hsiang Lin Année de publication : 2015 Article en page(s) : p. 254-261 Langues : Anglais (eng) Descripteurs : HE Vinci
Connaissances, attitudes et pratiques en santé ; Education thérapeutique ; Étudiants ; Infirmière ; Qualité de vie ; Recherche ; Relations entre professionnels de santé et patients ; Sexualité ; SoinsRésumé : •We assess the factors impacting nursing students on sexual health care practice.
•Structural equation modeling is used for assessment.
•Knowledge, attitude, and self-efficacy to sexual health care are correlated.
•Providing nursing students knowledge of sexual health care is not sufficient.
•Improving nursing students' positive attitudes on sexual health care is needed.
Promoting patients' sexual health for better quality of life is an important task for nurses. Little is known about the factors impacting nursing students to better prepare for the future nursing practice on sexual health care. The purpose of the study is to address the need for nursing education on sexuality by exploring the relationship between nursing students' knowledge, attitude, and self-efficacy for patients' sexual health care. A total of 190 senior nursing students were purposely enrolled to the study by answering a self-report questionnaire, and the data were analyzed using structural equation modeling (SEM). The results demonstrated positive correlation of the relationship between knowledge of sexual health care (KSH) and attitude to sexual health care (ASH; γ = .35, t = 3.31, PDisponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 254-261[article] Relationship Between the Knowledge, Attitude, and Self-Efficacy on Sexual Health Care for Nursing Students [Article] / Su-Ching Sung ; Hui-Chi Huang ; Mei-Hsiang Lin . - 2015 . - p. 254-261.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 254-261
Descripteurs : HE Vinci
Connaissances, attitudes et pratiques en santé ; Education thérapeutique ; Étudiants ; Infirmière ; Qualité de vie ; Recherche ; Relations entre professionnels de santé et patients ; Sexualité ; SoinsRésumé : •We assess the factors impacting nursing students on sexual health care practice.
•Structural equation modeling is used for assessment.
•Knowledge, attitude, and self-efficacy to sexual health care are correlated.
•Providing nursing students knowledge of sexual health care is not sufficient.
•Improving nursing students' positive attitudes on sexual health care is needed.
Promoting patients' sexual health for better quality of life is an important task for nurses. Little is known about the factors impacting nursing students to better prepare for the future nursing practice on sexual health care. The purpose of the study is to address the need for nursing education on sexuality by exploring the relationship between nursing students' knowledge, attitude, and self-efficacy for patients' sexual health care. A total of 190 senior nursing students were purposely enrolled to the study by answering a self-report questionnaire, and the data were analyzed using structural equation modeling (SEM). The results demonstrated positive correlation of the relationship between knowledge of sexual health care (KSH) and attitude to sexual health care (ASH; γ = .35, t = 3.31, PDisponible en ligne : Non Exemplaires (1)
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Titre : A Longitudinal Study on the Effect of Tailored Training and Counseling on the Professional Attitude of Nursing Students Type de document : Article Auteurs : Ayise Karadag ; Filiz Hisar ; Zehra G. Baykara ; [et al.] Année de publication : 2015 Article en page(s) : p. 262-270 Langues : Anglais (eng) Descripteurs : HE Vinci
Comportement ; Développement ; Équipe ; Étudiants ; Formation ; Pédagogie ; Pratique professionnelle ; Recherche ; Recommandations ; Soins infirmiersRésumé : The development of professional attitudes in nursing students is influenced by their learning experiences (knowledge, skills, and attitudes) and instructors' professional behaviors. Instructors can enhance students' professional attitude by organizing the training environment, being a role model, and providing counseling. This study was conducted as a tailoring intervention study over 4 years (2010–2013) examining 73 nursing students (34 intervention, 39 control) to determine the effect of training and counseling on nursing students' professional attitudes. Data were collected utilizing the Introductory Characteristics Form and the Instrument of Professional Attitude for Student Nurses. Intervention group students were provided training and counseling complementing their current education to develop their professional attitudes. Controls proceeded with their current education. Instrument for Professional Attitude for Student Nurses posttest scores of the intervention group were significantly higher than those of control group students. Furthermore, intervention group scores on all subscales other than “competence and continuous education” significantly increased after training. Controls showed no growth in professional attitudes, other than in “contribution to scientific knowledge.” The training and counseling program had a positive influence on the professional attitudes of nursing students. Thus, providing tailored training and counseling associated to professionalism throughout the educational process at schools providing nursing training is recommended. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 262-270[article] A Longitudinal Study on the Effect of Tailored Training and Counseling on the Professional Attitude of Nursing Students [Article] / Ayise Karadag ; Filiz Hisar ; Zehra G. Baykara ; [et al.] . - 2015 . - p. 262-270.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 262-270
Descripteurs : HE Vinci
Comportement ; Développement ; Équipe ; Étudiants ; Formation ; Pédagogie ; Pratique professionnelle ; Recherche ; Recommandations ; Soins infirmiersRésumé : The development of professional attitudes in nursing students is influenced by their learning experiences (knowledge, skills, and attitudes) and instructors' professional behaviors. Instructors can enhance students' professional attitude by organizing the training environment, being a role model, and providing counseling. This study was conducted as a tailoring intervention study over 4 years (2010–2013) examining 73 nursing students (34 intervention, 39 control) to determine the effect of training and counseling on nursing students' professional attitudes. Data were collected utilizing the Introductory Characteristics Form and the Instrument of Professional Attitude for Student Nurses. Intervention group students were provided training and counseling complementing their current education to develop their professional attitudes. Controls proceeded with their current education. Instrument for Professional Attitude for Student Nurses posttest scores of the intervention group were significantly higher than those of control group students. Furthermore, intervention group scores on all subscales other than “competence and continuous education” significantly increased after training. Controls showed no growth in professional attitudes, other than in “contribution to scientific knowledge.” The training and counseling program had a positive influence on the professional attitudes of nursing students. Thus, providing tailored training and counseling associated to professionalism throughout the educational process at schools providing nursing training is recommended. Disponible en ligne : Non Exemplaires (1)
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