The Undergraduate Education of Nurses: Looking to the Future
Societal change historically has presented many challenges for nursing. The challenge to nurse educators is to ensure that professional education remains relevant and keeps abreast of both societal and healthcare changes. These challenges include globalization, changing patient characteristics, science and information technology advancements, the increasing complexities of healthcare, and recent policy and economic developments. The aim of this paper is to consider possible future societal and healthcare changes and how these may impact the preparation of future graduates in general nursing. A clear understanding of these factors is essential if nursing is to meet the challenges presented by tomorrow's healthcare environment within a global context.
Available from: Gönül Bodur
- " ve iletişim teknolojilerinin doğru ve etkin kullanımı büyük önem taşımaktadır. Hemşirelik kuruluşları teknolojiyi , hemşirelikte bakım uygulamalarını etkileyen önemli bir değişken olarak kabul etmekte ve teknolojiyi etkili olarak kullanabilme, bilgi, beceri ve tutuma sahip olmayı hemşirelikte aranan bir nitelik olarak vurgulamaktadır (Göker 2001; Hegarty ve ark. 2009; Işık ve Kaya 2011; TÜBİTAK 2004). 2050'li yıllarda hemşireler bilişim teknolojilerindeki bilgi ve becerilerini kullanarak sağlık bakımındaki rollerini anahtar bir konumda sürdürebileceklerdir. Fütüristler gelecekte hemşirelerin sağlıkta mobil uygulamalar, web tabanlı bakım ve eğitim uygulamaları, sağlık bilişimi, tele-tıp uygulamaları,"
Available from: Maria Elena Flacco
- "Recent studies on research utilization in newly graduated registered nurses showed that about 50% of the nurses at one, two, and three years after graduation considered their use of research in clinical practice as low or very low (Forsman et al., 2009, 2010). Although several challenges remain regarding the transition from education into practice, factors associated with research utilization are strongly emphasized in the context of nursing education (Hegarty et al., 2009). Therefore, an increased focus on this topic is necessary to better understand individual characteristics of student nurses related to research utilization and how these factors could be taken into account in tailoring early interventions to increase nurses' use of research-based knowledge. "
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ABSTRACT: Pressure ulcers still remain a significant problem in many healthcare settings. Poor knowledge and negative attitudes toward pressure ulcer prevention could undesirably affect preventive care strategies.
To assess both knowledge and attitudes among nursing students on Pressure Ulcer Prevention Evidence-Based Guidelines.
A multicenter cross-sectional survey was carried out from December 2012 to August 2013.
The study was carried out in seven Italian nursing schools.
We involved a convenience sample of nursing students (n=742) METHODS: Data were collected using two validated questionnaires to assess students' knowledge and attitudes on pressure ulcer prevention.
The overall Knowledge and Attitude scores were 51.1% (13.3/26) and 76.7% (39.9/52), respectively. We found a weak correlation between total Knowledge scores and total Attitude scores (rho=0.13, p<0.001). We also observed that nursing students' year of education, training experience and number of department frequented during their clinical placement were significantly related to both the Knowledge and the Attitude total scores (p<0.05).
Nursing students' knowledge on pressure ulcer prevention was relatively low. However, we observed an association between a high level of education/training experience and higher knowledge scores. Most of the participants showed high attitude scores. These results suggest that positive attitudes toward pressure ulcer prevention may contribute to the compliance with the guidelines in clinical practice.
Published by Elsevier Ltd.
Available from: Ann Rudman
- "However, research studies in Sweden and in other countries indicate that the scientific perspective in education is still insufficient (Burke et al., 2005; Danielson and Berntsson, 2007) and research content is not well integrated in the clinical part of education (Florin et al., 2012). These deficiencies in nursing education may impact on newly registered nurses' ability to access and interpret evidence (Hegarty et al., 2009; Hofler, 2008) and affect their development into critically thinking professionals. Additionally, it has been suggested that circumstances during early work life, such as work-related stress and a lack of experiential knowledge, hinder the provision of EBP (Ferguson and Day, 2007, 2004). "
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