nursing course
Recently Published Documents

Background: Online educational programs for nurse preceptors have been created based on various theoretical frameworks; however, no programs using a Strengths-Based Nursing (SBN) approach could be located. Purpose: This qualitative descriptive study explored the nurse preceptors’ experiences in using a SBN approach to provide clinical teaching to nursing students after completing an online SBN clinical teaching course. Methods: Semi-structured interviews were conducted with six nurses. Data was thematically analyzed. Findings: Although their levels of familiarity with SBN varied, all preceptors acknowledged that using a SBN approach in clinical teaching benefits both students and educators. They reported that it empowered students and that it allowed them to discover their strengths. Getting to know their students helped the preceptors provide tailored learning experiences and feedback. Using the SBN approach simultaneously enhanced the preceptors’ self-confidence and created opportunities for shared learning. Conclusion: Using a strengths’ approach offers nurse preceptors a powerful tool to facilitate student learning and skills development in clinical practice.

Introduction: The moral sensitivity of nurses positively affects the quality of patient care. For this reason, nursing students are expected to gain moral sensitivity skills during their education. The aim of the study is to examine the impact of transcultural nursing course (TNC) on the moral sensitivity levels of students. Methods: This study had a quasi-experimental design. The sample consisted of 100 nursing students (intervention: 36 and control: 64). The intervention group was composed of students who had enrolled in the TNC. The data were collected through the Sociodemographic Information Form and the Moral Sensitivity Questionnaire. Independent samples t-test and analysis of variance were used in data analysis. Results: The moral sensitivity levels of the students who received the TNC were significantly higher than those who did not. Discussion: The TNC is an effective teaching method in increasing the moral sensitivity levels of nursing students.

Learning evaluation using ubiquitous-based tests may be essential during a public health crisis, such as the COVID-19 pandemic, during which theoretical classes and clinical practice are conducted online. However, students may not be as familiar with ubiquitous-based tests as they are with paper-based tests. This survey study aimed to evaluate students’ satisfaction with ubiquitous-based tests and compare the evaluation results of a paper-based test with that of a ubiquitous-based test in nursing education. For the midterm exam of the Women’s Health Nursing course, a paper-based test was conducted, while a ubiquitous-based test using a tablet computer was used for the final exam. The Ubiquitous-Based Test Usefulness and Satisfaction tool, which has a five-point Likert-type response scale, was employed to evaluate the post-test usefulness and satisfaction scores of the ubiquitous-based test. The mean score of the ubiquitous-based test usefulness was 4.01 ± 0.67. There was a significant difference in satisfaction levels between the ubiquitous-based and the paper-based test (t = −3.36, p = 0.001). Specifically, the evaluation scores were not affected by different evaluation methods. Study participants deemed the ubiquitous-based test highly useful and satisfactory, suggesting that such tests may be a future-oriented evaluation method, potentially replacing paper-based tests.

“Curriculum ideology and politics” is a new concept and model of education as well as teaching innovation in colleges and universities. Focusing on the fundamental task of strengthening moral education and cultivating people along with the nursing curriculum, this article analyzes the main problems existing in the “curriculum ideology and politics” in nursing education, takes the nursing course as the starting point, and proposes suggestions for the teaching reform of “curriculum ideology and politics” in nursing education.

Identifying what is working well in healthcare requires a different mindset from the traditional problemsolving approach. Integrating Appreciative Inquiry into healthcare can bring out the best in individuals, teams and the organisation as a whole. This paper presents our approach to educating nurse leaders about AI practice, by using AI to create a community of leadership and management practice in a postgraduate nursing course on leadership and management in health care.

Gratitude journaling has been used to improve grateful disposition. However, there is only limited data available on its application experience. This study aimed to: (1) explore the experiences of nursing students who have participated in gratitude journaling; and (2) assess students’ views of gratitude journaling as a nursing intervention. This study implemented an eight-week program of gratitude journaling with fourth-year nursing students who took a mental health psychiatric nursing course at a South Korean university. Following the eight weeks, students reflected on their gratitude journaling experience in a reflective essay. Using content analysis, 53 essays were analyzed. Five categories were identified from the reflective essay, as follows: “A new beginning”, “The engine that motivates continued participation: gratitude sharing”, “The process driving change”, “Changes brought about by gratitude”, and “Self-reflection”. Based on this experience, nursing students believed that it is important to promote steady participation when administering gratitude journaling as a nursing intervention. The study findings suggest that the gratitude journaling not only helped with nursing students’ perspective, emotional, and behavioral aspects and stress management, but also provided an opportunity to advance a step further based on self-reflection.

Purpose: It is important for undergraduate mental health nursing students to develop an understanding of what recovery means in contemporary mental health nursing in order to practise in accordance with current models of care. However this concept can prove challenging for some. This paper looks at one particular undergraduate mental health nursing course with the aim of evaluating how effectively recovery is embedded in the course. Methods: Course material related to recovery and possible barriers to understanding of recovery, including both those contained in this particular undergraduate mental health nursing course and those which come from external factors, are discussed. Results: Ways to promote a better understanding of recovery-oriented mental health nursing care are suggested. Conclusions: To promote a greater understanding of recovery in mental health nursing there needs to be a better match between the consumer experience, educational materials provided in the course, tutor perspectives, student focus and assessment methods.