ABSTRACT
The prevalence of kidney stones is increasing, and approximately 12 000 hospital admissions every year are due to this condition. This article will use a case study to focus on a patient diagnosed with a calcium oxalate kidney stone. It will discuss the affected structures in relation to kidney stones and describe the pathology of the condition. Investigations for kidney stones, differential diagnosis and diagnosis, possible complications and prognosis, will be discussed. Finally, a detailed account of management strategies for the patient with kidney stones will be given, looking at pain management, medical procedures and dietary interventions.
Subject(s)
Anti-Inflammatory Agents, Non-Steroidal/therapeutic use , Diet Therapy , Fluid Therapy/methods , Lithotripsy/methods , Nephrolithiasis/nursing , Adult , Disease Management , Humans , Kidney Calculi/chemistry , Male , Nephrolithiasis/diagnosis , Nephrolithiasis/physiopathology , Nephrolithiasis/therapy , Nurse's Role , Pain ManagementABSTRACT
The aim of this paper is to investigate the problems encountered conducting biomedical science tutorials for nursing students in large classes with a typical student: staff ratio of 45:1. The study is based on level 1 Common Foundation Program students from the School of Nursing and Midwifery, Queen's University Belfast at the conclusion of two phases of biomedical sciences education which include a course of 12 interactive tutorials. Survey and interview methodologies were employed to investigate difficulties encountered by students in these large tutorial classes, to ascertain what characterises a good tutor and to explore student attitudes to interactive learning. The barriers to effective teaching and learning in tutorials are discussed and subsequently, a set of guidelines is proposed to enhance learning in them. These include being aware of the ability of the student group, having a compassionate questioning style, tailoring the teaching environment to fit the aims of the class and experimenting with different tutorial formats.
Subject(s)
Anatomy/education , Attitude of Health Personnel , Education, Nursing, Baccalaureate/organization & administration , Physiology/education , Students, Nursing/psychology , Teaching/organization & administration , Faculty, Nursing/organization & administration , Female , Focus Groups , Health Services Needs and Demand , Humans , Interprofessional Relations , Male , Northern Ireland , Nurse's Role/psychology , Nursing Education Research , Nursing Methodology Research , Personnel Staffing and Scheduling/organization & administration , Program Evaluation , Surveys and QuestionnairesABSTRACT
Aim To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Method Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Results Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. Conclusion In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.
