Nurse Education in Practice RSS feed: Current Issue. Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice. Nursing is a discipline that is grounded in its practice origins - nurse educators utilise research-based evidence to promote good practice in education in all its fields. A strength of this journal is that it seeks to bridge the theory - practice gap between academia and clinical practice. Case studies that demonstrate how nurse educators teach and facilitate learning, together with reflection and action that seeks to transform nursing i.e. praxis will be promoted. The online version of the journal promotes innovation in the practice of education by publishing papers that include interactive material. Submit your paper online at http://ees.elsevier.com/nep To order this journal online, visit http://intl.elsevierhealth.com/journals/nepr http://www.nurseeducationinpractice.com/?rss=yesElsevier Inc.en © 2009 Published by Elsevier Inc. All rights reserved. Nurse Education in Practice1471-5953101January 2010 © 2009 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationinpractice.com/article/PIIS1471595309001905/abstract?rss=yesEditorial Board10.1016/S1471-5953(09)00190-5Nurse Education in Practice 10, 1 (2010)2010-01-01Nurse Education in Practice2010-01-01101S1471-5953(09)X0007-7IFCIFChttp://www.nurseeducationinpractice.com/article/PIIS147159530900016X/abstract?rss=yesSummary: Many health professionals within the UK experience difficulty in accessing further education due to increased workload, reduction in budgets and personal commitments. This paper discusses the redevelopment of a children’s pain management (CPM) module to blended e-learning in response to changing workforce needs.The rationale for changing the pedagogy which underpinned the mode of delivery of the module was associated with a number of factors. Reduction in student numbers, difficulties with nurses being released from their practice setting and a desire from stakeholders to maintain pain management education.An on-line questionnaire was utilised to undertake a module evaluation which formed part of the University teaching and learning strategy. Evaluations were generally positive, however, some ethical and professional issues emerged surrounding a lack of study time and level of computer expertise amongst the students.Negotiation is being undertaken with stakeholders to ensure future students are provided with protected study time. Further development with electronic assignment submission will enable the module to be accessible to a wider national and international audience.Change of module delivery to blended e-learning has assisted the health professional to learn in a manner that is adaptable to their workplace and promotes life-long learning by development of independent learning skills.The transition to blended e-learning. Changing the focus of educational delivery in children’s pain managementDenise Jonas, Bernadette Burns10.1016/j.nepr.2009.01.015Nurse Education in Practice 10, 1 (2010)2009-03-05Nurse Education in Practice2009-03-05101S1471-5953(09)X0007-7Articles17http://www.nurseeducationinpractice.com/article/PIIS1471595309000171/abstract?rss=yesSummary: There are many studies about nursing clinical settings and their problems, but the teaching style as a whole has not been widely studied. Therefore, this study aimed to explore nursing teachers’ perceptions about teaching style in the clinical settings in Iran. A grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually, 2006–2007. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin’s method. Three main and 12 sub themes emerged from data and these could explain the nature of the teaching style in clinical education of the Mashhad Faculty of Nursing and probably others in Iran. The main themes included: multiplicity in teaching style, nature of clinical teaching, and control and adaptation in education atmosphere. Multiplicity in teaching style was the dominant concept in this study. Each educator had a personal and individualized style which was flexible according to the situation, type of the skill (course content), education environment and facilities, and level of the learner. This study can guide nurse educators to know more about teaching styles and use them appropriately in the clinical settings. Further research into the themes of this study are recommended.Teaching style in clinical nursing education: A qualitative study of Iranian nursing teachers’ experiencesKarimi Moonaghi Hossein, Dabbaghi Fatemeh, Oskouie Seid Fatemeh, Vehviläinen-Julkunen Katri, Binaghi Tahereh10.1016/j.nepr.2009.01.016Nurse Education in Practice 10, 1 (2010)2009-03-02Nurse Education in Practice2009-03-02101S1471-5953(09)X0007-7Articles812http://www.nurseeducationinpractice.com/article/PIIS1471595309000183/abstract?rss=yesSummary: Experiential learning theory stresses the primacy of personal experience and the literature suggests that direct clinical experience is required in order for learning to take place. However, raw or first hand experience may not be the only mechanisms by which students engage in experiential learning. There is a growing body of literature within higher education which suggests that students are able to use another’s experience to learn: vicarious learning. This literature review aims to outline vicarious learning within a nursing context. Many of the studies regarding vicarious learning are situated within Higher Education in general, however, within the United States these relate more specifically to nursing students. The literature indicates the increasing global interest in this area. This paper reveals that whilst the literature offers a number of examples illustrating how vicarious learning takes place, opinion on the role of the lecturer is divided and requires further exploration and clarification. The implications for nurse education are discussed.Vicarious learning: A review of the literatureDebbie Roberts10.1016/j.nepr.2009.01.017Nurse Education in Practice 10, 1 (2010)2009-03-02Nurse Education in Practice2009-03-02101S1471-5953(09)X0007-7Articles1316http://www.nurseeducationinpractice.com/article/PIIS1471595309000195/abstract?rss=yesSummary: Worldwide, universities have been encouraged to increase the number of students enrolled in nursing courses as a way to bolster the domestic supply of graduates and address workforce shortages. This places pressure on clinical agencies to accommodate greater numbers of students for clinical experience who, in Australia, may often come from different educational institutions. The aim of this study was to develop and evaluate a collaborative model of clinical education that would increase the capacity of a health care agency to accommodate student placements and improve workplace readiness. The project was undertaken in a medium sized regional hospital in rural Australia where most nurses worked part time.Through an iterative process, a new supported preceptorship model was developed by academics from three institutions and staff from the hospital. Focus group discussions and interviews were conducted with key stakeholders and clinical placement data analysed for the years 2004 (baseline) to 2007. The model was associated with a 58% increase in the number of students and a 45% increase in the number of student placement weeks over the four year period. Students reported positively on their experience and key stakeholders believed that the new model would better prepare students for the realities of nursing work.The evaluation of a successful collaborative education model to expand student clinical placementsTony Barnett, Merylin Cross, Lina Shahwan-Akl, Elisabeth Jacob10.1016/j.nepr.2009.01.018Nurse Education in Practice 10, 1 (2010)2009-02-26Nurse Education in Practice2009-02-26101S1471-5953(09)X0007-7Articles1721http://www.nurseeducationinpractice.com/article/PIIS147159530900047X/abstract?rss=yesSummary: As our understanding of practice development becomes more sophisticated, we enhance our understanding of how the facilitation of learning in and from practice, can be more effectively achieved. This paper outlines an approach for enabling and maximizing learning within practice development known as ’Active Learning’. It considers how, given establishing a learning culture is a prerequisite for the sustainability of PD within organisations, practice developers can do more to maximize learning for practitioners and other stakeholders. Active Learning requires that more attention be given by organisations committed to PD, at a corporate and strategic level for how learning strategies are developed in the workplace. Specifically, a move away from a heavy reliance on training may be required. Practice development facilitators also need to review: how they organise and offer learning, so that learning strategies are consistent with the vision, aims and processes of PD; have skills in the planning, delivery and evaluation of learning as part of their role and influence others who provide more traditional methods of training and education.Moments of movement: Active Learning and practice developmentJan Dewing10.1016/j.nepr.2009.02.010Nurse Education in Practice 10, 1 (2010)2009-04-22Nurse Education in Practice2009-04-22101S1471-5953(09)X0007-7Articles2226http://www.nurseeducationinpractice.com/article/PIIS1471595309000560/abstract?rss=yesSummary: Nursing professionals have long recognized the importance to practice of research and the value of research evidence. Nurses still do not use research findings in practice. The purpose of this paper was to describe nurses’ skills in using literature databases and the Internet in psychiatric hospitals and associations of nurses’ gender, age, and job position with their information retrieval skills. The study was carried out in 2004 among nursing staff (N=183) on nine acute psychiatric wards in two psychiatric hospitals in Finland (n=180, response rate 98%). The Finnish version of the European Computer Driving Licence test (ECDL) was used as a data collection instrument. The study showed that there were clear deficits in information retrieval skills among nurses working in psychiatric hospitals. Thus, nurses’ competence does not support the realization of evidence-based practice in the hospitals. Therefore, it is important to increase nurses’ information retrieval skills by tailoring continuing education modules. It would be also advisable to develop centralized systems for the internal dissemination of research findings for the use of nursing staff.Nurses’ information retrieval skills in psychiatric hospitals – Are the requirements for evidence-based practice fulfilled?Marita Koivunen, Maritta Välimäki, Heli Hätönen10.1016/j.nepr.2009.03.004Nurse Education in Practice 10, 1 (2010)2009-04-22Nurse Education in Practice2009-04-22101S1471-5953(09)X0007-7Articles2731http://www.nurseeducationinpractice.com/article/PIIS1471595309000572/abstract?rss=yesSummary: Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based learning philosophy. The principles of learning transfer (Ford, K., 1994. Defining transfer of learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of learning transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the transfer of learning in the application of knowledge to practice, impacting both student and service development.Promoting learning transfer in post registration education: A collaborative approachFrances L. Finn, Sue A. Fensom, Patricia Chesser-Smyth10.1016/j.nepr.2009.03.005Nurse Education in Practice 10, 1 (2010)2009-04-27Nurse Education in Practice2009-04-27101S1471-5953(09)X0007-7Articles3237http://www.nurseeducationinpractice.com/article/PIIS1471595309000584/abstract?rss=yesSummary: Nursing education has evolved from traditional pedagogical models to current methods using technology for knowledge acquisition. Podcasting is one example of teaching methodology used in higher education. Studies demonstrate positive student satisfaction with podcasting, but there is limited data related to knowledge acquisition. The purpose of this study was to examine the impact of podcasting on nursing student learning and satisfaction.Two classes of junior baccalaureate nursing students had scores on selected exam questions compared. The 2007 class (n=63) had select content presented in traditional lecture format where the 2008 class (n=57) had the same content presented via podcast. Both methods used the same faculty and exam questions. The 2008 class completed a satisfaction survey.Results indicated no significant difference in correct responses on exam questions. Exam scores were better with the first podcast, equal for the second, and worse with the third podcast. Students were overall satisfied with the podcasting experience and commented positively on its portability and flexibility.This study contributes to the knowledge base of podcasting effectiveness and raises the question of evaluation of new teaching methodologies. Must an increase in learning occur for new methods to be considered effective, or is positive student satisfaction adequate to encourage the adoption of new technology methods?The impact of podcasting on the learning and satisfaction of undergraduate nursing studentsMarjorie Vogt, Barbara Schaffner, Alicia Ribar, Ruth Chavez10.1016/j.nepr.2009.03.006Nurse Education in Practice 10, 1 (2010)2009-09-25Nurse Education in Practice2009-09-25101S1471-5953(09)X0007-7Articles3842http://www.nurseeducationinpractice.com/article/PIIS1471595309000596/abstract?rss=yesSummary: Aim: The following paper provides insights into the challenges of teaching research and evidence based practice to undergraduate student nurses. It provides a critical discussion as to the factors driving the inclusion of this subject area in pre-registration nurse education curricula as well as the reported challenges in teaching research at this level. The authors of this paper offer their own approaches to overcoming such barriers and as such provide some innovative means by which student engagement and interest can be enhanced.Approach: Work to date which looks at evaluating approaches to teaching and learning in the field of research and evidence based practice has offered a number of approaches, which address traditional problems relating to student attitudes toward the subject, knowledge and understanding and appreciating the application of evidence in practice. However, from theories of teaching and learning it is known that solutions to these problems are not straightforward and educationalists must develop content and delivery carefully to encompass the needs of what is often a heterogeneous group of learners.Conclusions: The paper concludes that the application of a blended approach to teaching and learning may offer a solution to the reported problems to date.Research and evidence based practice: Using a blended approach to teaching and learning in undergraduate nurse educationN. Johnson, J. List-Ivankovic, W.O. Eboh, J. Ireland, D. Adams, E. Mowatt, S. Martindale10.1016/j.nepr.2009.03.012Nurse Education in Practice 10, 1 (2010)2009-05-08Nurse Education in Practice2009-05-08101S1471-5953(09)X0007-7Articles4347http://www.nurseeducationinpractice.com/article/PIIS1471595309000638/abstract?rss=yesSummary: Current research suggests that pain is a relatively common phenomenon with 60–90% of patients presenting to emergency departments reporting pain (e.g., chest pain, trauma, extremity fractures and migraine headache) that require treatment [Hogan, S.L., 2005. Patient satisfaction with pain management in the emergency department. Advanced Emergency Nursing Journal 27(4), 284–294]. This article explores the use of conceptual theoretical empirical (C-T-E) framework to guide a senior nursing student in a case study of patient with chest pain. The Middle Range Theory of Pain described by Good [Good, M., 1998. A middle-range theory of acute pain management: use in research. Nursing Outlook 46(3), 120–124] and Melzack’s [Melzack, R., 1987. The short-form McGill pain questionnaire. Pain, 30, 191–197] short form McGill pain questionnaire were applied along with the Prince Edward Island conceptual model (PEICM) for nursing. Results indicate that the nursing student increased her ability to work in partnership, assess relevant and specific information, and identify a number of strategies to help the patient achieve pain control by using a complement of pharmacological and non-pharmacological interventions. Moreover, the C-T-E approach provided an organized and systematic theoretical approach for the nursing student to assist a patient in pain control.Nursing patients with acute chest pain: Practice guided by the Prince Edward Island conceptual model for nursingJanelle F. Blanchard, Donna A. Murnaghan10.1016/j.nepr.2009.03.010Nurse Education in Practice 10, 1 (2010)2009-04-27Nurse Education in Practice2009-04-27101S1471-5953(09)X0007-7Articles4851http://www.nurseeducationinpractice.com/article/PIIS147159530900081X/abstract?rss=yesSummary: Purpose: The proposed CoPER project (Community of Practice for Engaging in Research) responds to a need for increased research capacity in a clinical setting. We put forward an argument and a design for a prospective action research project to extend research capacity via an integrated academic and practitioner community of practice in an Emergency Department (ED).Procedures: This paper explores the research needs of clinicians, articulates the concept of community of practice in light of these needs, and outlines the rationale for considering communities of practice as a potential contributor to building research capacity in a clinical setting.Findings: A potential methodology is suggested to test the linkage between research needs, the concept of a community of practice model in a clinical setting, and the contribution of such a model to building research capacity in a clinical setting via the CoPER framework.Conclusions: Combined data from this proposed mixed method action research (survey, focus groups, interviews, observation) are expected to enable the production of a set of facilitators and enablers with a view to building a community of research practice which make the case study transferable to other clinical and non-clinical work settings.Expanding clinical research capacity through a community of practice (CoPER)Alison Short, Wanda Jackson, Peter Nugus10.1016/j.nepr.2009.03.016Nurse Education in Practice 10, 1 (2010)2009-05-08Nurse Education in Practice2009-05-08101S1471-5953(09)X0007-7Articles5256http://www.nurseeducationinpractice.com/article/PIIS1471595308001340/abstract?rss=yesAt first impression, the exercises in this book look fun. Their layout is visually appealing. Traditionally children and young people’s views have been gathered by questionnaires, interviews and other formal research methods. This book encourages the practitioner to interact with the child or young person in a more imaginative and artistic way, utilising interaction, technology and visual sources.Sam Chenery-Morris10.1016/j.nepr.2008.11.001Nurse Education in Practice 10, 1 (2010)2008-12-09Nurse Education in Practice2008-12-09101S1471-5953(09)X0007-7Book Reviews - E-onlye1e1http://www.nurseeducationinpractice.com/article/PIIS147159530800139X/abstract?rss=yesThe interactive style of this book and the engaging presentation made it easy to navigate and pleasurable to read. In the introduction the authors identified their target market as those who were undertaking the common foundation programme for nursing in the UK and the content reflects this. It is also acknowledged that return to practice nurses would find the text useful which I support due to its broad scope and coverage of contemporary issues such as the inclusion of a chapter on genetics. Although the content was therefore reflective of the UK curriculum the information contained would prove useful to most students and novice practitioners globally. Lecturers would also find the book a good resource.Sarah Burston10.1016/j.nepr.2008.12.003Nurse Education in Practice 10, 1 (2010)2009-01-20Nurse Education in Practice2009-01-20101S1471-5953(09)X0007-7Book Reviews - E-onlye2e2http://www.nurseeducationinpractice.com/article/PIIS147159530900002X/abstract?rss=yesMental illness has been the subject of much attention and debate within the mental health and social care literature. Despite this, Juliet Foster argues that the voices of those who have been diagnosed with and considered to have mental health problems have been conspicuously absent and as such ‘silenced’ within the field of mental health care. As the importance of users’ perspectives is increasingly recognised in the organisation and delivery of mental health care, the theme of this exciting and timely book takes a fresh look at understanding aspects of mental ill health, with a particular focus upon severe mental distress from those who have used mental health services, been labelled mentally ill or have considered themselves to suffer from mental health problems. Comprising eight chapters this text covers a historical background of the literature and issues which examines mental illness from various disciplines in the social sciences, highlighting issues of power [relationships] and how such relationships who are in the position to impose knowledge onto service users, may fail to acknowledge or realise that the service user may have an alternative understanding of his/her mental health problems or experiences. Drawing from empirical research and real world examples including ethnographic studies, identity work and labelling, the author provides a comprehensive review and discussion of a neglected area of mental illness. Of course this book is both a product of, and a response to, the growth of service users’ involvement to inform all aspects of the development and delivery of mental health services but it is timely in the light of the work that has been done in increasing our understanding of the personal experience of mental illness that involves a change in attitudes, beliefs and skills and as such is relevant for all students and professionals in the area of mental health. I recommend that those working in this area peruse this book for themselves.Jean Morrissey10.1016/j.nepr.2009.01.001Nurse Education in Practice 10, 1 (2010)2009-02-06Nurse Education in Practice2009-02-06101S1471-5953(09)X0007-7Book Reviews - E-onlye3e3http://www.nurseeducationinpractice.com/article/PIIS1471595309000031/abstract?rss=yesThe transition from student of nursing to practitioner of nursing can be a difficult and anxiety provoking process, compounded by the dynamic nature of contemporary health care environments. The publication of the revised 6th edition of this text is therefore a welcome and timely addition to assist the near and/or newly qualifying nurse to a successful transition into professional practice. The book is commendable in that it adopts a practical focus. The concepts addressed are sufficiently discussed and applied to the real world of nursing practice. Changing demands of practice are responded to, in that topic areas fundamental to the reality of today’s nursing world are highlighted and the focus is on promoting the development of the requisite knowledge and skill sets to meet professional demands.Louise Nolan10.1016/j.nepr.2009.01.002Nurse Education in Practice 10, 1 (2010)2009-02-09Nurse Education in Practice2009-02-09101S1471-5953(09)X0007-7Book Reviews - E-onlye4e4http://www.nurseeducationinpractice.com/article/PIIS1471595309000043/abstract?rss=yesThe ethos of this book is Student Centred Learning, the student’s are given triggers in various forms from vignettes and family scenarios to references of published evidence based literature to work through a problem. Although problem based learning (PBL) is an established learning strategy it usually involves small collaborative working groups of students, not an individual student. One of the perceived benefits of PBL is enhanced communication skills; I am not sure how this book aims to develop these skills in the lone student.Sam Chenery-Morris10.1016/j.nepr.2009.01.003Nurse Education in Practice 10, 1 (2010)2009-01-27Nurse Education in Practice2009-01-27101S1471-5953(09)X0007-7Book Reviews - E-onlye5e5http://www.nurseeducationinpractice.com/article/PIIS1471595309000055/abstract?rss=yesThis book aims to help English second-language students understand the social, cultural and academic differences of studying in an English speaking country. The three authors have experience of studying and working in various higher education institutions around the world. The 12 chapters cover a variety of subjects, from planning studies, understanding lectures/tutorial and assessment, to understanding and using feedback from assignments. It has a good variety of study skills, introduction to new and different academic cultures and sensible tips and strategies for improving English language skills. The comparison tables for IELTS and TOEFL are also useful. The language is accessible and well graded for international students.Evelyn McElhinney10.1016/j.nepr.2009.01.004Nurse Education in Practice 10, 1 (2010)2009-01-29Nurse Education in Practice2009-01-29101S1471-5953(09)X0007-7Book Reviews - E-onlye6e6http://www.nurseeducationinpractice.com/article/PIIS1471595309000067/abstract?rss=yesMental Health Policy and Practice sets out to provide a comprehensive introduction to these key themes in the area of mental health care. Its target is a multi-disciplinary audience of students and professionals alike. In attempting to address the policy context of mental health in the UK the authors have developed a series of stand-alone chapters. These either have a service specific focus or tackle a core theme of contemporary policy. The majority of chapters end with a reflective exercise to encourage the reader to think critically about what they have just read and make links with their own practice.Anne Felton10.1016/j.nepr.2009.01.005Nurse Education in Practice 10, 1 (2010)2009-02-02Nurse Education in Practice2009-02-02101S1471-5953(09)X0007-7Book Reviews - E-onlye7e7http://www.nurseeducationinpractice.com/article/PIIS1471595309000080/abstract?rss=yesThis is an impressive and ambitious book which draws from a wide range of contributors from different health and social care backgrounds. It encompasses all aspects of health and social care theory and practice a student or a practitioner might require; however it does lean towards social care which is not surprising as the editor clearly has a Social Work background.Alison M. Smith10.1016/j.nepr.2009.01.007Nurse Education in Practice 10, 1 (2010)2009-02-09Nurse Education in Practice2009-02-09101S1471-5953(09)X0007-7Book Reviews - E-onlye8e8