Factors hindering clinical training of students in selected nursing educational institutions in Southeastern Nigeria.

BACKGROUND/AIM: Clinical training is an integral part of professional nursing education as it equips students with the required knowledge, skills, attitudes, and values needed for optimal practice in real-life situations. Inappropriate professional attributes have been observed among nursing graduates, while challenges to acquisition of clinical skills have been understudied in Nigeria. PURPOSE: This study investigated system factors related to the provision of infrastructure/equipment, training/supervisory activities, and students' factors that may hinder clinical training of nursing students in two selected institutions in Southeastern Nigeria. METHODS: This cross-sectional descriptive study purposively enlisted 283 students from a diploma and a degree nursing education program. Data were collected with researchers' developed questionnaire and analyzed in percentages, and means, with a mean decision criterion of <3.0 for identifying significant hindering factors. T-test was used for inferential statistics at p<0.05 level of significance. RESULTS: Major hindering factors identified include: non participation of teachers in students' clinical supervision; non-completion of relevant level classroom instructions and practical demonstrations before each clinical experience, inadequate equipment to practice in the clinical areas, with no preceptors to coach them at each shift (mean scores <3.0). Significant differences (p-value<0.05) exist in the deficiencies identified between the institutions. While the degree program students had significantly less opportunity for return demonstration under supervision and independent practice in the laboratory; the diploma program students had significantly fewer teachers in their school and patients in their clinical area, clinical nurses as role models were not following the standard procedures in practice and students were not evaluated by supervisors at the end of each clinical experience. CONCLUSION: Identified factors in these training environments could hinder learners' interest and acquisition of professional attributes. Rectifying these situations could enhance the acquisition and display of appropriate professional performance behavior in practice by nursing graduates.

A comparison of professional value development among pre-licensure nursing students in associate degree, diploma, and bachelor of science in nursing programs.

AIM: The aim of the study was to compare the development of professionalism in pre-licensure nursing students in associate degree, diploma, and baccalaureate programs. BACKGROUND: Concerns have been raised about whether professional values to guide nursing practice are consistently instilled within nursing education programs. METHOD: Degrees of professionalism were operationally measured by the 26-item Nurses Professional Values Scale-Revised (NPVS-R) (Weis & Schank, 2009) in a convenience sample. RESULTS: ANOVA analysis (p = 0.0003) and then pairwise t-test analysis (p = 0.0004) revealed statistical significance when comparing NPVS-R scores and educational preparation. Differences between professional values scores and levels within each program revealed significance for the diploma students (p < 0.0001). Secondary subanalysis of the NPVS-R factors among levels and between educational preparation again revealed significance. CONCLUSION: Curricula revisions, faculty reflection and enrichment, as well as active student engagement are warranted to more vigilantly enhance the role formation process.

A global service-learning experience for nursing students in Tanzania: a model for collaboration.

PURPOSE: This article addresses a model for creating a short-term global service-learning program. The Global Standards for the Initial Education of Professional Nurses and Midwives guided the development of a collaborative program involving a school of nursing in the Midwestern United States and one in Tanzania. CONCLUSIONS: Evaluation of the school of nursing and subsequent collaborative planning led to development and implementation of a 3-week global service-learning experience for nursing students. PRACTICE IMPLICATIONS: International academic partnerships, developed in accordance with WHO standards, will enhance educational experiences for nursing students both in the United States and abroad.

[The nurse training reference framework in Ile-de-France]. / Le référentiel de formation en soins infirmiers en Ile-de-France.

In 2009, the changes introduced by the nurse training reference framework revolutionised the nursing curriculum. Partnerships were set up from the beginning of its implementation. The first three-year cycle has ended and the experience acquired opens up a new phase of further reflection and evolution.

[Reform of nursing studies, impact on the nurse training institutes]. / Réforme des etudes infirmières, impact dans les Ifsi.

The reengineering of nursing training led to the creation of a training reference framework in September 2009, which has considerably modified the reference pedagogical model, pedagogical practices and the monitoring of students. The notion of a partnership with the university has been created; pedagogical and technological innovations have been encouraged.

The benefits of a simplified method for CPR training of medical professionals: a randomized controlled study.

OBJECTIVES: We developed and tested a training method for basic life support incorporating defibrillator feedback during simulated cardiac arrest (CA) to determine the impact on the quality and retention of CPR skills. METHODS: 298 subjects were randomized into 3 groups. All groups received a 2h training session followed by a simulated CA test scenario, immediately after training and at 3 months. Controls used a non-feedback defibrillator during training and testing. Group 1 was trained and tested with an audiovisual feedback defibrillator. During training, Group 1 reviewed quantitative CPR data from the defibrillator. Group 2 was trained as per Group 1, but was tested using the non-feedback defibrillator. The primary outcome was difference in compression depth between groups at initial testing. Secondary outcomes included differences in rate, depth at retesting, compression fraction, and self-assessment. RESULTS: Groups 1 and 2 had significantly deeper compressions than the controls (35.3 ± 7.6 mm, 43.7 ± 5.8 mm, 42.2 ± 6.6 mm for controls, Groups 1 and 2, P=0.001 for Group 1 vs. controls; P=0.001 for Group 2 vs. controls). At three months, CPR depth was maintained in all groups but remained significantly higher in Group 1 (39.1 ± 9.9 mm, 47.0 ± 7.4 mm, 42.2 ± 8.4 mm for controls, Groups 1 and 2, P=0.001 for Group 1 vs. control). No significant differences were noted between groups in compression rate or fraction. CONCLUSIONS: A simplified 2h training method using audiovisual feedback combined with quantitative review of CPR performance improved CPR quality and retention of these skills.

Predicting NCLEX-RN Success: the Seventh Validity Study HESI Exit exam.

The findings of six previously conducted studies indicated that the HESI (E) was highly accurate in predicting NCLEX-RN success. The purpose of this study-the seventh study to investigate the validity of the E-was to examine the accuracy of three parallel versions of the Ein predicting licensure success and to describe program practices regarding E benchmark scores, remediation programs, and retesting policies. The findings of this study again indicated that the E was highly accurate in predicting NCLEX-RN success. Additionally, all three versions of the E were found to have a predictive accuracy above 90%. The most common E benchmark score designated by faculty at the participating schools was 850, and most schools required students to retest with different versions of the E until the faculty-designated E benchmark score was achieved. Remediation seemed to be effective in raising students' E scores, and it was recommended that future research investigate the effectiveness of specific remediation strategies.

Differentiated essential competencies: a view from practice.

This article describes the results of strategies to elicit views of practicing nurses by the Texas Board of Nursing regarding competencies expected of new graduate licensed vocational nursing/LPN, associate degree/diploma, and baccalaureate nurses. The implications of these perceptions regarding the competencies expected of new graduates in Texas are considered, with questions posed for future exploration.

[A comparison on general education curriculum of 4-year and 3-year nursing schools in Korea].

PURPOSE: This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. METHODS: Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. RESULTS: 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. CONCLUSION: The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.

The experiences of children's nursing students: learning urethral catheterisation.

BACKGROUND: This study aimed to explore the factors which influence student nurses' ability to urethrally catheterize children in their care. This aimed to inform current pre-registration clinical skill training and education. METHODOLOGY: A mixed method study using focus groups and written questionnaires. RESULTS: The students identified that being able to competently carry out urethral catheterisation was influenced by a lack of exposure to the clinical skill and a need for specific paediatric focused training. Evaluation of current catheterisation training highlighted that, even after training, only a small proportion of the student nurses (24%, n=12) felt confident to catheterize children in practice. CONCLUSION: Student nurses infrequently witnessed paediatric urethral catheterisation in clinical placements which impacted on their ability to consolidate their learning and build competency in this clinical skill. Limited exposure to some clinical skills in practice, may mean that student nurses' education should focus on skills they are more likely to witness in order to optimise their learning opportunities.

A Comparison on General Education Curriculum of 4-year and 3-year Nursing Schools in Korea

PURPOSE: This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. METHODS: Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. RESULTS: 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. CONCLUSION: The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.

Association between academic and non-academic variables and academic success of diploma nursing students in Pakistan.

This paper reports findings of an exploratory study conducted to determine an association between academic and non-academic factors and academic success of nursing diploma students in a province of Pakistan. Data were collected from the academic records of a cohort of 628 students. Multiple linear regression was used to identify the predictive association between certain academic and non-academic factors and academic success of the students. Regression models for each of three years were developed. Results indicated academic factors including preadmission qualifications, previous academic performance, academic performance in year one, academic performance in year two and type of school are significantly associated with the academic success of the students. Among non-academic factors, gender and place of domicile were found to be significantly associated with the academic success of the students.