Mapping placement educators’ conceptions of teaching

Objectives

This study sought to better understand the complexities of the placement learning environment and its possible influence on students’ learning development. Specifically, the study maps placement educators’ perceived conceptions of teaching and teaching in practice.

Design and participants

All placement educators across Wales (n = 266) were invited to complete a demographic questionnaire, the Lecturers’ Conception of Teaching and Learning questionnaire, and the Trainer Type Inventory via an anonymous postal route.

Results

Responses from 141 placement educators enabled the respondents’ inventory scores to be mapped across clinical disciplines, motivation for engaging with placement education and role perception. The results suggest that within a highly motivating and pastoral-care aware environment, undergraduate physiotherapy students are experiencing placement education that is predominantly underpinned by a knowledge transmission conception of teaching.

Conclusion

These are changing times for placement education development and it is important for those involved in education to work together, within the placement and academic learning environments, to articulate and contribute to a common learning goal for undergraduate students.     

A qualitative study of charge nurse competencies.

Little information exists regarding competencies required to function as a charge nurse. This qualitative study identified charge nurse competencies. Data sources were interviews (N = 42) with charge nurses, head nurses, staff nurses, and supervisory personnel. A total of 54 competencies were identified in four categories: clinical/technical, critical thinking, organizational and human relations skills. The charge nurses who were interviewed primarily came from medical-surgical and intensive care units. The competencies derived from their interviews reflect leadership and management skills that medical-surgical nurses need to function as effective charge nurses.     

Role transition from staff nurse to clinical nurse specialist: a case study

? Over the last decade, nursing in the United Kingdom has witnessed a major development and expansion in the number of Clinical Nurse Specialists. ? These nurses are considered to be experts in their own specialities, have in-depth knowledge and provide a service for patients, relatives and staff. ? There is, however, a paucity of literature relating to role transition from experienced Staff Nurse to Clinical Nurse Specialist. ? Using Nicholson's (1984) model of work-role transition and Wanous' (1992) four-stage model of organizational socialization, this study explores the transition of two nurses from experienced Staff Nurses to novice Clinical Nurse Specialists.     

Nurses’ articulations of the patients’ role when the vision is partnership: A qualitative study

Although principles such as ‘patient participation’ and ‘patient involvement’ have become ideals in health‐care, they have proven to be difficult to apply in practice. In 2014, one Danish region issued an official document that included the vision of ‘the patient as partner’. However, little is known about how such a vision affects clinical practice. The purpose of this study was to investigate nurses’ views on how partnerships between them and patients are established considering this vision. We conducted semi‐structured interviews with eight nurses working in Danish hospitals. Then, we analysed the interviews in a Norman Fairclough‐inspired critical discourse analysis. During this three‐dimensional analysis, we identified three discourses. We found that a liberalistic discourse wins hegemony based on the nurses’ expectations of the patient's role. Nurses construct a picture of the patient's role, expecting the patient to be responsible and to participate. For the partnership to arise as envisioned, the patient is perceived as being dependent on the nurse's professional knowledge. Surprisingly, the nurses’ articulations of the patient's role were identical to the vision's elements. Therefore, we suggest that the vision reflects prevailing societal norms for individuals, thereby reflecting society's attitude towards people's responsibility for their own lives.     

翻转课堂在护理研究生质性研究方法教学中的应用效果

目的 探讨翻转课堂在护理研究生质性研究方法教学中的应用。方法 选取2020年选修护理教育学的14名东南大学护理研究生为研究对象,采用翻转课堂模式进行主题为“抗击新冠肺炎一线医护人员异地支援体验的质性研究”的实践教学,运用Colaizzi分析法整合师生对质性研究方法采用翻转课堂教学模式的评价。结果 通过问题设置,提炼出4个主题：增强了学生自主学习及沟通合作的能力;提升了学生对质性研究的认知与知识呈现水平;优化了教师对教学难点的精准掌握;深化了教师对质性研究讨论的层次。结论 将翻转课堂应用到护理研究生质性研究方法教学中,能够帮助其快速理解并运用质性研究方法,为护理领域质性研究教学提供了新思路,值得推广。     

Impact of nurse prescribing: a qualitative study

AIM: This paper is a report of an investigation of the impact of prescribing on a group of recently qualified nurse prescribers in the United Kingdom. BACKGROUND: The creation of advanced nursing roles, and specific skills such as nurse prescribing, has resulted in nurses taking on roles that have traditionally been associated with doctors. The non-doctor prescribing initiative is continually developing and many nurses are now able to prescribe independently from almost the same range of medicines as doctors. Despite the advantages that appear to stem from nurses prescribing, some nurse researchers have been cautious about the impact that prescribing may have on the nursing profession. METHOD: Interviews were conducted during 2005 and 2006 with 45 nurse prescribers. All nurses had successfully qualified and registered as prescribers. Interviews were analysed thematically in line with the principles of grounded theory. FINDINGS: Prescribing allows nurses to overcome difficulties in the healthcare system that previously delayed patients' access to medicines. Prescribing is viewed as more than an 'add on' to current roles, it complements many aspects of nursing and integrates previously diffuse aspects of the nursing role. This enables nurses to adopt a more holistic approach to patient care and prescribing. Prescribing has the potential to increase job satisfaction and autonomous working, with the result that nurses are more likely to involve patients in decision-making about their care. CONCLUSIONS: Prescribing enhances nurses' knowledge about medication and increases their confidence to engage in prescribing decisions across the healthcare team. Nurse prescribing has the potential to improve service-user care, enhance collaboration and widen discussions about medicines. However, team members need to be prepared for the impact nurse prescribing could have on the dynamics of the multidisciplinary team. Preparatory information about nurse prescribing should be provided to all team members by trainee nurse prescribers. Information could include details about the proposed scope of future prescribing roles, allowing team members to consider how their roles could develop.