The Experts below are selected from a list of 138153 Experts worldwide ranked by ideXlab platform
Kathryn D Lafreniere - One of the best experts on this subject based on the ideXlab platform.
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bullying in undergraduate Clinical Nursing education
Journal of Nursing Education, 2012Co-Authors: Colette M Clarke, Deborah Kane, Dale Rajacich, Kathryn D LafreniereAbstract:Although a limited number of studies have focused on bullying in Nursing education to date, all of those studies demonstrate the existence of bullying in Clinical settings, where Nursing students undertake a significant amount of their Nursing education. The purpose of this study was to examine the state of bullying in Clinical Nursing education among Canadian undergraduate Nursing students (N = 674) in all 4 years of their Nursing program. Results suggest that Nursing students experience and witness bullying behaviors at various frequencies, most notably by Clinical instructors and staff nurses. Third-year and fourth-year students experience more bullying behaviors than first-year and second-year students. Implications for practice include ensuring that Clinical instructors are well prepared for their role as educators. Policies must be developed that address the issue of bullying within Nursing programs and within health care facilities where Nursing students undertake their Clinical Nursing education. Language: en
Aram Dobalian - One of the best experts on this subject based on the ideXlab platform.
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a systematic review of strategies to address the Clinical Nursing faculty shortage
Journal of Nursing Education, 2013Co-Authors: Tamar Wytelake, Kim Tran, Candice Bowman, Jack Needleman, Aram DobalianAbstract:This systematic review provides a comprehensive assessment of models used to expand the ranks of Clinical Nursing faculty. Nursing faculty shortages constrict the pipeline for educating nurses and make addressing the projected Nursing shortage more difficult. Schools of Nursing have denied admission to qualified applicants, citing insufficient numbers of Nursing faculty as one major reason. Using key search terms in PubMed(®) and CINAHL(®), we identified 14 peer-reviewed articles published between 1980 and 2010 about models for expanding Clinical faculty. Partnership models (n = 11) and expanded use of faculty resources (n = 9) were the most common strategies. Few (n = 8) studies assessed program efficacy. A need was identified for studies to assess the effect of alternative models on educational capacity and student performance and to examine the subcomponents of academic-practice partnerships and other innovative approaches to understand the essential factors necessary to implement successful programs.
Jo Munday - One of the best experts on this subject based on the ideXlab platform.
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university and service sector collaboration for undergraduate psychiatric Nursing education
International Journal of Mental Health Nursing, 2004Co-Authors: Sueanne Arnold, Cecil Deans, Jo MundayAbstract:ABSTRACT: Collaboration between the education and service providers assists with the development of enhanced Clinical and educational experiences for students. This paper describes an innovative collaborative program developed by the School of Nursing, University of Ballarat and Grampians Psychiatric Services, Ballarat Health Services. Mental health Clinical Nursing staff are the student off-campus Clinical supervisors and on-campus lecturers, supported by two jointly appointed co-ordinators. Program evaluation reveals that this collaborative approach assists in the provision of a supportive learning environment, increases enthusiasm about psychiatric Nursing and draws on relevant mental health Nursing skills in the university and service sectors.
Judith F Karshmer - One of the best experts on this subject based on the ideXlab platform.
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five recommendations for prelicensure Clinical Nursing education
Journal of Nursing Education, 2009Co-Authors: Richard C Macintyre, Teri A Murray, Cynthia S Teel, Judith F KarshmerAbstract:The acute shortage of RNs is both well established and projected to continue. Two primary factors contributing to the Nursing shortage are insufficient numbers of faculty and insufficient Clinical sites for students. Innovative academic-service partnerships are realigning these scarce resources to improve the quality of Clinical education and build cultures of safety. Relationships among students, staff nurses, faculty, and the institutions where they practice are central to students' socialization, professional role development, and transition to practice. Five recommendations to strengthen these professional relationships are suggested to: reenvision Nursing student-staff nurse relationships, reconceptualize the Clinical faculty role, enhance development for school-based faculty and staff nurses working with students, reexamine the depth and breadth of the Clinical component, and strengthen the evidence for best practices in Clinical Nursing education. Five key outcomes are suggested to evaluate both traditional and emerging approaches to Clinical Nursing education.
J L Zhang - One of the best experts on this subject based on the ideXlab platform.
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computed tomography diagnosis of neonatal hypoxic ischemic encephalopathy combined with intracranial hemorrhage and Clinical Nursing treatment
Journal of Biological Regulators and Homeostatic Agents, 2016Co-Authors: Yi Zhang, J L ZhangAbstract:Abstract Hypoxic ischemic encephalopathy (HIE), one of the common causes of newborn invalidism, is likely to induce nervous system-associated sequelae and even intracranial hemorrhage in severe cases. The incidence rate of HIE has been rising in recent years. In order to study the Clinical Nursing effect for HIE combined with intracranial hemorrhage, 76 newborns diagnosed with HIE combined with intracranial hemorrhage by spiral computed tomography (CT) from the of Binzhou Peoples Hospital, Shandong, China were selected. They were divided into a control group and an intervention group. The control group received routine Nursing, while the intervention group received comprehensive Nursing intervention. The experimental results suggested that the mental developmental index (MDI) value and the psychomotor developmental index (PDI) value of patients in the intervention group were much higher than those of the control group and the difference was significant (p<0.05). The curative effect of the intervention group was remarkably better than that of the control group and the difference was also statistically significant (p less than 0.05). Moreover, the intervention group had a lower incidence rate of untoward reactions. All the findings suggest that comprehensive Nursing intervention can help newborns diagnosed with HIE combined with intracranial hemorrhage recover more effectively, therefore is worth applying.