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Clinical reasoning in nursing, a think-aloud study using virtual patients - a base for an innovative assessment.

https://arctichealth.org/en/permalink/ahliterature269939
Source
Nurse Educ Today. 2014 Apr;34(4):538-42
Publication Type
Article
Date
Apr-2014
Author
Elenita Forsberg
Kristina Ziegert
Håkan Hult
Uno Fors
Source
Nurse Educ Today. 2014 Apr;34(4):538-42
Date
Apr-2014
Language
English
Publication Type
Article
Keywords
Adult
Attitude of Health Personnel
Clinical Competence
Decision Making
Diffusion of Innovation
Education, Nursing, Graduate - methods
Educational Measurement
Female
Humans
Middle Aged
Patient Simulation
Pediatric Nursing - education
Problem Solving
Sweden
Thinking
Abstract
In health-care education, it is important to assess the competencies that are essential for the professional role. To develop clinical reasoning skills is crucial for nursing practice and therefore an important learning outcome in nursing education programmes. Virtual patients (VPs) are interactive computer simulations of real-life clinical scenarios and have been suggested for use not only for learning, but also for assessment of clinical reasoning. The aim of this study was to investigate how experienced paediatric nurses reason regarding complex VP cases and how they make clinical decisions. The study was also aimed to give information about possible issues that should be assessed in clinical reasoning exams for post-graduate students in diploma specialist paediatric nursing education. The information from this study is believed to be of high value when developing scoring and grading models for a VP-based examination for the specialist diploma in paediatric nursing education. Using the think-aloud method, data were collected from 30 RNs working in Swedish paediatric departments, and child or school health-care centres. Content analysis was used to analyse the data. The results indicate that experienced nurses try to consolidate their hypotheses by seeing a pattern and judging the value of signs, symptoms, physical examinations, laboratory tests and radiology. They show high specific competence but earlier experience of similar cases was also of importance for the decision making. The nurses thought it was an innovative assessment focusing on clinical reasoning and clinical decision making. They thought it was an enjoyable way to be assessed and that all three main issues could be assessed using VPs. In conclusion, VPs seem to be a possible model for assessing the clinical reasoning process and clinical decision making, but how to score and grade such exams needs further research.
PubMed ID
23938093 View in PubMed
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Community health clinical education in Canada: part 1--"state of the art".

https://arctichealth.org/en/permalink/ahliterature152592
Source
Int J Nurs Educ Scholarsh. 2009;6:Article1
Publication Type
Article
Date
2009
Author
Benita E Cohen
David Gregory
Author Affiliation
University of Manitoba. benita cohen@umanitoba.ca
Source
Int J Nurs Educ Scholarsh. 2009;6:Article1
Date
2009
Language
English
Publication Type
Article
Keywords
Canada
Community Health Nursing - education
Education, Nursing, Baccalaureate - organization & administration
Education, Nursing, Graduate - methods
Educational Measurement
Female
Health Education - methods
Humans
Male
Nurse's Role
Problem-Based Learning
Professional Competence
Program Evaluation
Abstract
This paper presents the findings of a survey of community health clinical education in twenty-four Canadian pre-licensure baccalaureate nursing programs. A qualitative research design was used, involving a content analysis of Canadian course syllabi and supporting documents for community health courses. This study afforded a cross-sectional understanding of the "state of the art" of community health clinical education in Canadian schools of nursing. Clinical course conceptual approaches, course objectives, types of clinical sites, format and number of clinical hours, and methods of student evaluation are identified. The findings suggest the need for a national dialogue or consensus building exercise regarding curriculum content for community health nursing. Informing this dialogue are several strengths including the current focus on community health (as opposed to community-based) nursing education, and a solid socio-environmental perspective informing clinical learning and practice. The national data set generated by this study may have relevance to nursing programs globally.
PubMed ID
19222393 View in PubMed
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Community health clinical education in Canada: part 2--developing competencies to address social justice, equity, and the social determinants of health.

https://arctichealth.org/en/permalink/ahliterature152591
Source
Int J Nurs Educ Scholarsh. 2009;6:Article2
Publication Type
Article
Date
2009
Author
Benita E Cohen
David Gregory
Author Affiliation
University of Manitoba. benita cohen@umanitoba.ca
Source
Int J Nurs Educ Scholarsh. 2009;6:Article2
Date
2009
Language
English
Publication Type
Article
Keywords
Canada
Community Health Nursing - education
Education, Nursing, Baccalaureate - organization & administration
Education, Nursing, Graduate - methods
Educational Measurement
Female
Focus Groups
Health Education - methods
Humans
Male
Nurse's Role
Professional Competence
Program Development
Program Evaluation
Social Justice
Socioeconomic Factors
Abstract
Recently, several Canadian professional nursing associations have highlighted the expectations that community health nurses (CHNs) should address the social determinants of health and promote social justice and equity. These developments have important implications for (pre-licensure) CHN clinical education. This article reports the findings of a qualitative descriptive study that explored how baccalaureate nursing programs in Canada address the development of competencies related to social justice, equity, and the social determinants of health in their community health clinical courses. Focus group interviews were held with community health clinical course leaders in selected Canadian baccalaureate nursing programs. The findings foster understanding of key enablers and challenges when providing students with clinical opportunities to develop the CHN role related to social injustice, inequity, and the social determinants of health. The findings may also have implications for nursing programs internationally that are addressing these concepts in their community health clinical courses.
PubMed ID
19222394 View in PubMed
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The helpfulness and timing of transition program education.

https://arctichealth.org/en/permalink/ahliterature102769
Source
J Nurses Prof Dev. 2013 Jul-Aug;29(4):191-6
Publication Type
Article
Author
Kathy L Rush
Monica Adamack
Robert Janke
Jason Gordon
Isabella R Ghement
Source
J Nurses Prof Dev. 2013 Jul-Aug;29(4):191-6
Language
English
Publication Type
Article
Keywords
Adult
Attitude of Health Personnel
Canada
Education, Nursing, Graduate - methods
Educational Measurement
Educational Status
Female
Humans
Learning Curve
Male
Nursing Education Research
Professional Competence
Questionnaires
Students, Nursing - psychology
Abstract
The purpose of this study was to examine relationships between transition program education and new graduate nurse transition. Although new graduates preferred hands-on learning, the helpfulness of workshops was associated with better transition. New graduates, many of whom were from the Millennial Generation, liked a variety of educational modalities. Access to support was better for nurse graduates who received education delivered throughout the first year of transition.
PubMed ID
23877290 View in PubMed
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Incorporating a health policy practicum in a graduate training program to prepare advanced practice nursing health services researchers.

https://arctichealth.org/en/permalink/ahliterature114190
Source
Policy Polit Nurs Pract. 2012 Nov;13(4):224-33
Publication Type
Article
Date
Nov-2012
Author
Alba DiCenso
Laura Housden
Roberta Heale
Nancy Carter
Brenda Canitz
Sandra MacDonald-Rencz
Christine Rieck Buckley
Author Affiliation
School of Nursing and Department of Clinical Epidemiology & Biostatistics, McMaster University, Hamilton, ON, Canada. dicensoa@mcmaster.ca
Source
Policy Polit Nurs Pract. 2012 Nov;13(4):224-33
Date
Nov-2012
Language
English
Publication Type
Article
Keywords
Adult
Advanced Practice Nursing - education
Attitude of Health Personnel
Canada
Curriculum
Education, Nursing, Graduate - methods
Female
Health Policy
Health Services Research - methods
Humans
Male
Abstract
Health services research benefits from the active engagement of researchers and policy makers from generation through to application of research-based knowledge. One approach to help graduate students learn about the policy world is through participation in a policy practicum. This is an opportunity to work for a defined period of time in a setting where policy decisions are made. This article focuses on the integration of the policy practicum into graduate nursing education for advanced practice nurses. Ten graduate students and two postdoctoral fellows who had recently completed their practicums and three policy makers who had recently supervised students in provincial, federal, and international practicum projects were invited to submit a narrative about the experience. Based on qualitative analysis of the narratives, this article outlines objectives of the practicum, the policy practicum journey, student learning, and finally, the benefits and challenges of the experience.
PubMed ID
23639957 View in PubMed
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Teaching Nursing Informatics in Australia, Canada and Denmark.

https://arctichealth.org/en/permalink/ahliterature278586
Source
Stud Health Technol Inform. 2015;218:40594
Publication Type
Article
Date
2015
Author
Elizabeth Cummings
Elizabeth M Borycki
Inge Madsen
Source
Stud Health Technol Inform. 2015;218:40594
Date
2015
Language
English
Publication Type
Article
Keywords
Australia
Canada
Curriculum
Denmark
Education, Nursing, Graduate - methods - organization & administration
Nursing Informatics - education
Teaching - organization & administration
Abstract
Whilst there is a strong interest in nursing informatics in the graduate nurse population, nursing informatics has been slow to be incorporated into the undergraduate nursing curriculum. Nursing schools in Australia, Canada, and Denmark are all currently involved in redeveloping their curricula to include nursing informatics in a meaningful way. This paper provides a brief historical description of the uptake of nursing informatics in each of the three countries and discusses the required future directions and strategies towards incorporating nursing informatics into the undergraduate curriculum.
PubMed ID
26262524 View in PubMed
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Tensions related to implementation of postgraduate degree projects in specialist nursing education.

https://arctichealth.org/en/permalink/ahliterature139016
Source
Nurse Educ Today. 2011 Apr;31(3):283-8
Publication Type
Article
Date
Apr-2011
Author
Lena German Millberg
Linda Berg
Irma Lindström
Kerstin Petzäll
Joakim Öhlén
Author Affiliation
Faculty of Social and Life Sciences, Department of Nursing, Karlstad University, Sweden. lena.german-millberg@kau.se
Source
Nurse Educ Today. 2011 Apr;31(3):283-8
Date
Apr-2011
Language
English
Publication Type
Article
Keywords
Curriculum
Education, Nursing, Graduate - methods
Educational Measurement
Educational Status
Faculty, Nursing
Health Knowledge, Attitudes, Practice
Health Services Research
Humans
Learning
Nursing Evaluation Research - methods
Nursing Research
Program Development
Specialties, Nursing - education
Sweden
Abstract
In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning.
PubMed ID
21112676 View in PubMed
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[The training of paramedical personnel of primary medical sanitary care system in Orenburgskaya oblast].

https://arctichealth.org/en/permalink/ahliterature136268
Source
Probl Sotsialnoi Gig Zdravookhranenniiai Istor Med. 2010 Nov-Dec;(6):31-4
Publication Type
Article
Author
L I Kaspruk
Source
Probl Sotsialnoi Gig Zdravookhranenniiai Istor Med. 2010 Nov-Dec;(6):31-4
Language
Russian
Publication Type
Article
Keywords
Adult
Allied Health Personnel - education
Education, Nursing, Graduate - methods
Female
Humans
Male
Middle Aged
Primary Health Care
Russia
Sanitation
Young Adult
Abstract
The results of monitoring of training of paramedical personnel of primary medical sanitary care system in Orenburgskaya oblast are discussed.
PubMed ID
21395167 View in PubMed
Less detail

8 records – page 1 of 1.