Nurse Education in Practice RSS feed: Current Issue. 4th International Nurse Education Conference will take place at the Renaissance Baltimore Harborplace Hotel, Baltimore, USA • 17-20 June 2012 • visit www.netnep-conference.elsevier.com for forthcoming details and further information. 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, that is both in the University/faculty and clinical settings. It is supportive of new authors and is 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 promote the development of a body of evidence to underpin the foundation of nurse education practice, as well as promoting and publishing education focused papers from other health care professions which have the same underpinning philosophy. Case studies and innovative developments that demonstrate how nursing and health care educators teach and facilitate learning, together with reflection and action that seeks to transform their professional practice will be promoted. The opportunity to stimulate debate is encouraged as is the promotion of evidence-based nursing education internationally. 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 © 2012 Published by Elsevier Inc. All rights reserved. Nurse Education in Practice1471-5953124July 2012 © 2012 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000753/abstract?rss=yesEditorial Board10.1016/S1471-5953(12)00075-3Nurse Education in Practice 12, 4 (2012)2012-07-01Nurse Education in Practice2012-07-01124S1471-5953(12)X0004-0IFCIFChttp://www.nurseeducationinpractice.com/article/PIIS1471595312000686/abstract?rss=yesAs a group of nurse educators we have, on occasions, been faced with situations where pre-registration students have raised concerns about patient care. While, as an institution, we have robust formal systems in place for students to escalate concerns about practice, the outcome of high profile inquiries locally (Vale of Leven Hospital), and nationally (Mid Staffordshire NHS Foundation Trust) alongside recent publications () prompted us to deliberate some of the issues around whistleblowing (more recently referred to as ‘escalating concerns), by student nurses. This editorial presents a flavour of our reflections as we posed ourselves the question – ‘Are we are asking too much of students?’Whistleblowing and student nurses – Are we asking too much?Kathleen Duffy, Jacqueline McCallum, Valerie Ness, Lesley Price10.1016/j.nepr.2012.04.002Nurse Education in Practice 12, 4 (2012)2012-05-04Nurse Education in Practice2012-05-04124S1471-5953(12)X0004-0Editorial177178http://www.nurseeducationinpractice.com/article/PIIS1471595312000601/abstract?rss=yesAbstract: This editorial discusses the conclusions of a number of high-profile reports on the future of healthcare provision, and healthcare professional education. The need for the realignment of service provision, regulation, interdisciplinary healthcare and supporting education is discussed in the context of rapid technological and social change.Changing the game; some thoughts on future healthcare demands, technology, nursing and interprofessional educationBernard M. Garrett10.1016/j.nepr.2012.03.006Nurse Education in Practice 12, 4 (2012)2012-04-09Nurse Education in Practice2012-04-09124S1471-5953(12)X0004-0Issues for debate179181http://www.nurseeducationinpractice.com/article/PIIS1471595311001776/abstract?rss=yesAbstract: Much has been written on student attrition from healthcare programmes and we know that it is often multifactorial. However in order to reduce attrition we need to gain a greater understanding of how multiple factors impact upon and compound one another to prompt a student to decide to leave. The purpose of this study was to explore healthcare students’ experiences of university and the circumstances that initiated their decision to leave their programme. Sixteen students that had recently left healthcare programmes within the North West of England were interviewed by telephone, using a narrative prompt to facilitate them to tell their stories. All the students gave detailed narrative accounts that described their learning experiences, growing dissatisfaction and subsequent attrition. In the majority dissatisfaction and difficulties around clinical placements acted as a tipping point that precipitated departure.‘The placement was probably the tipping point’ – The narratives of recently discontinued studentsClaire Hamshire, Thomas G. Willgoss, Christopher Wibberley10.1016/j.nepr.2011.11.004Nurse Education in Practice 12, 4 (2012)2011-12-12Nurse Education in Practice2011-12-12124S1471-5953(12)X0004-0Articles182186http://www.nurseeducationinpractice.com/article/PIIS1471595311001879/abstract?rss=yesAbstract: Globally there is a plethora of literature surrounding patients’ privacy, dignity and respect, consequently highlighting the need for healthcare professionals to ensure such basic human rights are upheld when delivering care. For qualified practitioners this is further emphasised through the professional bodies and their varying codes of practice. To ensure privacy, dignity and respect move from rhetoric to reality in professional practice many pre-registration programmes promote service user involvement. Evidence suggests that involving service users in the delivery of educational programmes by directly telling their own stories enhances patient centred care. However given a number of recent patient surveys and/or audits reporting the lack of privacy, dignity and respect in health and social care settings there seems to be a growing need to reaffirm practitioners’ knowledge, skills and values once qualified and practising in healthcare organisations. This paper reports on a project in a UK NHS Mental health Trust where service users, in collaboration with Trust staff, planned and delivered a series of privacy and dignity workshops to healthcare practitioners with the aim of improving the patient experience. Although the project took place within a Mental Health Trust the issues of privacy, dignity and respect apply to all healthcare sectors.A dignified approach to improving the patient experience: Promoting privacy, dignity and respect through collaborative trainingAngelina Chadwick10.1016/j.nepr.2011.12.006Nurse Education in Practice 12, 4 (2012)2012-01-16Nurse Education in Practice2012-01-16124S1471-5953(12)X0004-0Articles187191http://www.nurseeducationinpractice.com/article/PIIS1471595312000054/abstract?rss=yesAbstract: The aim of this exploratory study was to describe and compare student nurses (n=142), staff nurses (n=54) and nurse tutors (n=8) perceptions of the clinical learning environment (CLE), and to identify factors that enhanced or inhibited student learning. The setting was a private hospital in Penang, Malaysia. Data were collected using a structured, self-administered questionnaire that consisted of six a priori subscales. Principal component analysis supported a six factor solution and a reduction in the number of items from 44 to 34. Participants’ overall perception of the CLE was positive, though there were significant differences in 5 of the 6 subscales between the three groups. For students and their tutors, the most positive component of the CLE was ‘supervision by clinical instructors’. Staff nurses reported more favourably on the learner friendliness of the CLE than did students or tutors. Factors that enhanced student learning included students’ and staff nurses’ attitude towards student learning, variety of clinical opportunities, sufficient equipment, and adequate time to perform procedures. Factors that hindered student learning were: overload of students in the clinical unit, busy wards, and students being treated as workers.Student, tutor and staff nurse perceptions of the clinical learning environmentOoi Loo Chuan, Tony Barnett10.1016/j.nepr.2012.01.003Nurse Education in Practice 12, 4 (2012)2012-01-25Nurse Education in Practice2012-01-25124S1471-5953(12)X0004-0Articles192197http://www.nurseeducationinpractice.com/article/PIIS1471595312000066/abstract?rss=yesAbstract: Background: The ability of healthcare professionals to perform basic numeracy and therefore dose calculations competently is without question. Research has primarily focused on nurses, and to a lesser extent doctors, ability to perform this function with findings highlighting poor aptitude. Studies involving pharmacists are few but findings are more positive than other healthcare staff.Aims: To determine first year nursing, midwifery and pharmacy students ability to perform basic numeracy calculations.Method: All new undergraduate entrants to nursing, midwifery and pharmacy sat a formative numeracy test within the first two weeks of their first year of study.Results: Test results showed that pharmacy students significantly outperformed midwifery and nursing students on all questions. In turn midwifery students outperformed nurses, although this did not achieve significance. When looking at each cohorts general attitude towards mathematics, pharmacy students were more positive and confident compared to midwifery and nursing students.Conclusion: Pharmacy students expressed greater levels of enjoyment and confidence in performing mathematics and correspondingly showed the greatest proficiency. In contrast nurse, and to a lesser extent midwifery students showed poor performance and low confidence levels.Numeracy skills of undergraduate entry level nurse, midwife and pharmacy studentsSharon Arkell, Paul M. Rutter10.1016/j.nepr.2012.01.004Nurse Education in Practice 12, 4 (2012)2012-02-06Nurse Education in Practice2012-02-06124S1471-5953(12)X0004-0Articles198203http://www.nurseeducationinpractice.com/article/PIIS1471595312000078/abstract?rss=yesAbstract: Baccalaureate nursing students often experience high levels of stress during training that may result in psychological or emotional impairment during their professional life ultimately affecting the quality of patient care they provide. Clinical instructors provide the needed support and guidance for students to relieve stress and promote a positive clinical experience. The aim of this study was to identify the level and types of stress perceived by baccalaureate nursing students in Jordan in their initial period of clinical practice and to identify the coping strategies that students used to relieve their stress. This descriptive cross-sectional study was conducted with 181 nursing students’ representative of second year undergraduate students from two universities in Jordan. Proportions and t-tests were used to analyze the data. The results showed that the source of stress for these students came mainly from assignment work and the clinical environment. The most common coping strategy used by students was problem-solving behaviour followed by staying optimistic and transference attention from the stressful situation to other things while avoidance was the least frequent used.Undergraduate nursing students’ stress sources and coping behaviours during their initial period of clinical training: A Jordanian perspectiveInsaf A. Shaban, Wejdan A. Khater, Laila M. Akhu-Zaheya10.1016/j.nepr.2012.01.005Nurse Education in Practice 12, 4 (2012)2012-01-27Nurse Education in Practice2012-01-27124S1471-5953(12)X0004-0Articles204209http://www.nurseeducationinpractice.com/article/PIIS147159531200008X/abstract?rss=yesAbstract: An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment.Two cohorts of students (n = 228 and n = 233) were given access to a series of 5 “guest speaker” podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners.The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning.The use of podcasts to enhance research-teaching linkages in undergraduate nursing studentsKaren Strickland, Colin Gray, Gordon Hill10.1016/j.nepr.2012.01.006Nurse Education in Practice 12, 4 (2012)2012-02-10Nurse Education in Practice2012-02-10124S1471-5953(12)X0004-0Articles210214http://www.nurseeducationinpractice.com/article/PIIS1471595312000091/abstract?rss=yesAbstract: Background: Emerging in 2001, the journal Nurse Education in Practice, according to : 1), aimed to support “the brave new world of university-based nurse education”. As a primarily a practice based journal, this journal aimed to support nurse educators to not only share their research endeavours, but also to share experiences and evidence of good practice. Ten years on it is interesting to analyse the extent to which this journal achieved these aims.Aim: This paper aims to take a look back at patterns and trends, within the journal Nurse Education in Practice, over the past 10 years.Methods: A triangulation approach was used, whereby all papers (n = 466) were subjected to quantitative analysis of trends. Underlying patterns and trends, and inherent meanings were also explored from a qualitative perspective.Findings: Most papers had primarily an educational focus (n = 452, 97%), rather than specifically health care (n = 14, 3%). The largest majority of papers were classified as case studies.Discussion: Findings reveal that the journal has achieved its goal of supporting nurse educators to share both their research endeavours, and practice experience. Key challenges ahead appear to relate to interprofessional education and clinical roles of educators working in health care.Nurse Education in Practice 2001–2011: An examination of a decade of progressFiona Timmins10.1016/j.nepr.2012.01.007Nurse Education in Practice 12, 4 (2012)2012-02-06Nurse Education in Practice2012-02-06124S1471-5953(12)X0004-0Articles215218http://www.nurseeducationinpractice.com/article/PIIS1471595312000169/abstract?rss=yesAbstract: Enabling student nurses to learn and develop evidence-based clinical skills is the cornerstone of nursing education programmes. This article describes the implementation of a peer assessment scheme for clinical skills within a skills laboratory in a university school of nursing, and the link between peer assessment and clinical skills development. This was a qualitative evaluative study that used questionnaires for data collection and was undertaken on one cohort of students. Findings showed that nearly half of all the statements made by students were about the positive impact of PACS on their skills learning. Students identified giving and receiving peer feedback, reflection and working with peers in small groups as being particularly valuable in clinical skills learning. Increased confidence was also a dominant finding as was the value of repeated practice in a simulation setting on skills development. This study supports some of the previous literature related to use of simulation and peer assessment but the discussion presented in this article also highlights that the findings of this study contradicts other findings in the literature. What makes this study unique is its contribution to the literature is the link that was established by students between the peer-assessment process and clinical skills learning.Implementation and evaluation of peer assessment of clinical skills for first year student nursesSue Rush, Terry Firth, Linda Burke, Di Marks-Maran10.1016/j.nepr.2012.01.014Nurse Education in Practice 12, 4 (2012)2012-02-23Nurse Education in Practice2012-02-23124S1471-5953(12)X0004-0Articles219226http://www.nurseeducationinpractice.com/article/PIIS1471595312000467/abstract?rss=yesAbstract: ‘Looked after Children’ refers to those under the age of 18 years, who have been subject to a care order under The . In England there are approximately 64,400 young people who are subject of a care order, with evidence suggesting that these young people are likely to experience greater health problems than their peers. While service user involvement is seen as integral to the nursing curriculum much of the literature to date has revolved around adult service users and carers. For a number of years professionals have been urged to hear the voices of young service users and carers, and in particular, those who regularly use health and social care services. This paper will highlight the importance of collaborating with looked after children and young people to inform the nursing curriculum. By focussing on the experiences of delivering a seminar in collaboration with this group of young people in a pre-registration BSc (Hons) in Children’s Nursing, the paper will first describe how the session is organised followed by a discussion of the key issues arising these being explored from a nurse lecturer and student nurse perspective.Looking after children and young people: Ensuring their voices are heard in the pre-registration nursing curriculumWendy Sinclair, Laura Camps, Fatima Bibi10.1016/j.nepr.2012.03.001Nurse Education in Practice 12, 4 (2012)2012-04-02Nurse Education in Practice2012-04-02124S1471-5953(12)X0004-0Articles227231http://www.nurseeducationinpractice.com/article/PIIS1471595312000479/abstract?rss=yesAbstract: Assessment has long been recognised as the single most influential factor in shaping what and how students in higher education choose to learn and the quality of learning outcomes depends on the quality of assessment. Within intellectual disability nursing the student are prepared within a biopsychosocial educational model and curriculum address these challenges. Structured student debates have great potential for promoting competence and in-depth knowledge of substantive topics relevant to practice. Like other interactive assignments designed to more closely resemble real-world activities, issue-oriented debates actively engage students in course content. Allowing students to develop and exercise skills that translate to practice activities. Most importantly debates help to stimulate critical thinking by shaking students free from established opinions and helping them to appreciate the complexities involved in practice. This article identifies the use of a debate as an assessment method within an intellectual disability nursing programme and a student's reflective comment on the process, and their experience of a debate as their assessment method.Increasing student involvement and learning through using debate as an assessmentO. Doody, M. Condon10.1016/j.nepr.2012.03.002Nurse Education in Practice 12, 4 (2012)2012-04-04Nurse Education in Practice2012-04-04124S1471-5953(12)X0004-0Articles232237http://www.nurseeducationinpractice.com/article/PIIS1471595312000030/abstract?rss=yesThe first thing to say about this text is that, unusually, it is exactly what it says on the cover, a compact clinical guide. This in itself is a strength of this very good text. Healthcare is a very busy environment and rarely do nurses have the spare time to read though reams of information to assist them in practice.Compact Clinical Guide to Acute Pain Management, An Evidence-Based Approach for NursesPaul P. Corrigan10.1016/j.nepr.2012.01.001Nurse Education in Practice 12, 4 (2012)2012-01-30Nurse Education in Practice2012-01-30124S1471-5953(12)X0004-0Book reviewse29e29http://www.nurseeducationinpractice.com/article/PIIS1471595312000042/abstract?rss=yesThe Synergy Model for Patient Care was developed in the 1990’s by and for critical care nurses, but its extensive application as described in this clearly written book speaks to the practical impact of this model even while its empirical validation is still in progress.Synergy: The Unique Relationship between Nurses and PatientsMary Tod Gray10.1016/j.nepr.2012.01.002Nurse Education in Practice 12, 4 (2012)2012-01-25Nurse Education in Practice2012-01-25124S1471-5953(12)X0004-0Book reviewse30e30http://www.nurseeducationinpractice.com/article/PIIS1471595312000108/abstract?rss=yesThe three authors of this guide: Billie Wilson, Margaret Shannon and Kelly Shields have an extensive background in natural and physical sciences; biology; pharmacy; teaching; writing and nursing and are thus well placed to write on this topic. Although not explicit in the library data within the publication it appears to be a 2nd edition of the previous 2009–2010 edition.Intravenous Drug Guide 2011–2012Carolyn McLean10.1016/j.nepr.2012.01.008Nurse Education in Practice 12, 4 (2012)2012-01-25Nurse Education in Practice2012-01-25124S1471-5953(12)X0004-0Book reviewse31e31http://www.nurseeducationinpractice.com/article/PIIS147159531200011X/abstract?rss=yesUnderstanding Nursing Research helps readers to comprehend published research step-by-step, by putting forward a practical way of coming back to basics. The book brings into sharper focus research examples that help readers better understand the concepts covered in the text. With clarity and readability it focuses on evidence-based practice to better demonstrate how the steps of the research process relate to evidence-based nursing.Understanding Nursing Research. Using Research in Evidence-Based PracticeTheodora G. Stroubouki10.1016/j.nepr.2012.01.009Nurse Education in Practice 12, 4 (2012)2012-01-25Nurse Education in Practice2012-01-25124S1471-5953(12)X0004-0Book reviewse32e32http://www.nurseeducationinpractice.com/article/PIIS1471595312000121/abstract?rss=yesThis book is carefully crafted to provide an accessible guide for students studying health and social care. As the title suggests, the emphasis is on providing students with a clear, practical guide to develop care plans, explaining both their purpose and their importance. It clarifies the process of care planning and demonstrates that a care plan done well is a vital contributor to the service that health and social care professionals give users.A Practical Guide to Care Planning in Health and Social CareSusan Hughes10.1016/j.nepr.2012.01.010Nurse Education in Practice 12, 4 (2012)2012-01-27Nurse Education in Practice2012-01-27124S1471-5953(12)X0004-0Book reviewse33e33http://www.nurseeducationinpractice.com/article/PIIS1471595312000133/abstract?rss=yesEffective pain management is an essential component of quality care in children’s nursing. There are specific age appropriate strategies for the pharmacological and non-pharmacological management of children’s pain and the Compact clinical guide to infant and child pain management is an excellent resource book for this information. Pain management in children’s nursing must be based on an understanding of how developmental differences alter how infants and children are affected by pain and section one of the book gives a comprehensive overview of pain in infants and children and pain assessment in children. The pain assessment section gives an excellent overview of pain assessment tools in both preverbal and verbal children.Compact Clinical Guide to Infant and Child Pain ManagementMaryanne Murphy10.1016/j.nepr.2012.01.011Nurse Education in Practice 12, 4 (2012)2012-02-06Nurse Education in Practice2012-02-06124S1471-5953(12)X0004-0Book reviewse34e34http://www.nurseeducationinpractice.com/article/PIIS1471595312000145/abstract?rss=yesActive learning is loosely described as any learning that takes place outside a formal classroom so this little book could be a helpful resource for nursing students to keep on their bookshelves. The text is designed to be used as a revision aid that is a supplement to a main physiology text, but would also be useful for qualified nurses who need a quick and easily accessible ‘refresher’. The book is divided into chapters, each of which focuses on a foundation aspect of physiology or a body system. Included in each chapter is a brief introduction that outlines why learning and understanding the topic is important for nurses and a helpful box that identifies some useful resources for students to refer to although the authors also clearly state that the book should not replace core reading.Nurses! Test Yourself in Anatomy & PhysiologyLaura Ginesi10.1016/j.nepr.2012.01.012Nurse Education in Practice 12, 4 (2012)2012-01-30Nurse Education in Practice2012-01-30124S1471-5953(12)X0004-0Book reviewse35e35http://www.nurseeducationinpractice.com/article/PIIS1471595312000170/abstract?rss=yesCaring for older persons requires nurses who possess a specific knowledge base, an appreciation of the individuality of each older person and creativity in the application of knowledge in practice. To support the development of such nurses, diverse learning approaches are required to engage and motivate learners. Whether you are a student or already in practice, case studies, which emphasise active learner involvement, are a particularly valuable component of learning. However, to date there has been a void in the availability of a gerontological nursing text of this kind. This edited book, which presents 100 case studies for gerontological nursing, is consequently a very welcome addition to the field.Gerontology Nursing Case Studies. 100 Narratives for LearningLouise Daly10.1016/j.nepr.2012.01.015Nurse Education in Practice 12, 4 (2012)2012-01-30Nurse Education in Practice2012-01-30124S1471-5953(12)X0004-0Book reviewse36e36http://www.nurseeducationinpractice.com/article/PIIS1471595312000194/abstract?rss=yesIt was delightful to review this book as it is a comprehensive text primarily aimed at facilitating nurses’ knowledge and skills towards developing strategies to coach oneself to be resilient; and become empowered. In the first chapter, the authors provide the theoretical basis of resilience, identifying key characteristics of the concept such as optimism, altruism, cognitive flexibility and using a sense of humor. The authors are quick to highlight that these characteristics can be learned or developed with ease. To demonstrate and role model the importance of resilience in nursing, the authors share the stories of some well-known figures, such as Florence Nightingale, Mary Seacole, and Viktor Frankl who overcame difficulties, through resilience, and serve role models to the profession as a whole.The Resilient Nurse: Empowering Your PracticeShu-Yueh Chen10.1016/j.nepr.2012.01.017Nurse Education in Practice 12, 4 (2012)2012-02-03Nurse Education in Practice2012-02-03124S1471-5953(12)X0004-0Book reviewse37e37http://www.nurseeducationinpractice.com/article/PIIS1471595312000200/abstract?rss=yesThis comprehensive book about clinical excellence in acute and critical care is an inspiration. The text is centred on the study and findings of ethnographic studies of acute and critical care. These narratives enable the reader to clearly visualise the clinical events towards a deeper understanding of the challenges that span across the work of critical care nurses. A total of 13 chapters are organised around the common clinical goals and challenges that face nurses in contemporary critical care arenas.Clinical Wisdom and Interventions in Acute and Critical Care: A Thinking-in-Action ApproachPatricia Chesser-Smyth10.1016/j.nepr.2012.01.018Nurse Education in Practice 12, 4 (2012)2012-02-10Nurse Education in Practice2012-02-10124S1471-5953(12)X0004-0Book reviewse38e38