1,720,960 research outputs found
Fourth year nursing students’ perceptions of their preparation in medication management: an interpretative phenomenological study.
No full textPatient safety and medication safety are inherently linked. Medication management by healthcare professionals is one area where patient safety can be protected and enhanced. It is imperative that the nursing profession actively addresses medication safety, considering that nurses are the largest group of the healthcare professional workforce. There are inherent links between nurses’ undergraduate educational preparation in medication management and patient safety. Therefore, this study explored fourth year nursing students’ educational preparation in medication management from an Irish perspective. This qualitative research study utilised an interpretative phenomenological approach to explore the students’ perceptions. Fourteen semi-structured interviews were conducted with students of the undergraduate BSc Nursing (General), BSc Nursing (Intellectual Disability) and BSc Nursing (Mental Health) programmes at the University of Limerick. Data was analysed utilising Burnard’s (2011) method of thematic content analysis. The voices and interpretations of the participants in this study were fundamental to understanding nursing students’ perceptions of their preparation in medication management and provided the foundation for this research. These perceptions were captured in the format of four themes: developing an understanding, embedding knowledge in practice, engaging in practice and accepting professional responsibility. Overall, this research highlights the importance of both the higher education institution and the clinical learning environment in nursing students’ medication management education. There is a need for a collaborative developmental approach within this education that focuses on integrating medication management throughout the students learning across their four years and a need for leadership and support within the clinical learning environment in assuming a supportive role in the students’ educational process
Fourth year nursing students’ perceptions of their preparation in medication management: an interpretative phenomenological study.
No full textPatient safety and medication safety are inherently linked. Medication management by healthcare professionals is one area where patient safety can be protected and enhanced. It is imperative that the nursing profession actively addresses medication safety, considering that nurses are the largest group of the healthcare professional workforce. There are inherent links between nurses’ undergraduate educational preparation in medication management and patient safety. Therefore, this study explored fourth year nursing students’ educational preparation in medication management from an Irish perspective. This qualitative research study utilised an interpretative phenomenological approach to explore the students’ perceptions. Fourteen semi-structured interviews were conducted with students of the undergraduate BSc Nursing (General), BSc Nursing (Intellectual Disability) and BSc Nursing (Mental Health) programmes at the University of Limerick. Data was analysed utilising Burnard’s (2011) method of thematic content analysis. The voices and interpretations of the participants in this study were fundamental to understanding nursing students’ perceptions of their preparation in medication management and provided the foundation for this research. These perceptions were captured in the format of four themes: developing an understanding, embedding knowledge in practice, engaging in practice and accepting professional responsibility. Overall, this research highlights the importance of both the higher education institution and the clinical learning environment in nursing students’ medication management education. There is a need for a collaborative developmental approach within this education that focuses on integrating medication management throughout the students learning across their four years and a need for leadership and support within the clinical learning environment in assuming a supportive role in the students’ educational process
Clinical placements in intellectual disability nurse education: A scoping review
No full textIntellectual disability undergraduate nurse education is provided in partnership between
third level institutes and healthcare providers. The changing healthcare landscape has
resulted in a reduction of the number of clinical placement\u27s available to students, as
persons with intellectual disabilities previously supported in institutional settings are now supported to live more independently and included within their community. This review aims to identify the range and efficacy of clinical placement\u27s currently utilised within intellectual disability undergraduate nurse education. A scoping review framework was utilised to present a broad understanding and knowledge synthesis of the available literature. A systematic search strategy detected relevant papers across eight electronic databases. A total of 451 non-duplicate papers were identified. The review methods yielded ten papers for inclusion. Of these papers, nine were from the United Kingdom (UK) and one from Australia. Findings indicate that there is limited published literature on this topic and a notable absence of literature from Ireland, which is one of only two countries that have direct entry intellectual disability undergraduate nurse education. This review highlights the need to explore alternative placement options not traditionally considered/available to undergraduate nursing students and that further research is needed in this area
Fourth year nursing students' perceptions of their educational preparation in medication management: an interpretative phenomenological study
No full textBackground: Medication safety is an integral aspect of patient safety. Nurses, as advocates of patient safety, actively consider medication safety in the course of their daily work. Hence, it is important to consider the educational preparation of nursing students in
medication management, as future caregivers. There are inherent links between nurses'
undergraduate educational preparation in medication management and patient safety.
Objective: This research study identifies fourth-year nursing students' perceptions of their
educational preparation in medication management. Design: An interpretative phenomenological methodological approach underpinned this research study. Setting: This study was conducted at a University in the West of Ireland. Participants: Participants were final year students of three undergraduate nursing programmes, Bachelor of Science in Nursing (General), Bachelor of Science in Nursing (Intellectual Disability) and Bachelor of Science in Nursing (Mental Health). Methods: Fourteen semi-structured, face-to-face interviews were conducted with students on a one-to-one basis. Data were analysed using thematic content analysis. Results: The voices and interpretations of the participants in this study were fundamental to understanding nursing students' perceptions of their preparation in medication management and provided the foundation for this research. These perceptions were captured in the format of four themes: developing an understanding, embedding knowledge in practice, engaging in practice and accepting professional responsibility. Conclusions: Findings point to the important role of the university and the clinical placement settings in nursing students' medication management education and the need for further collaboration and development across both settings. Teaching and learning strategies which promote the integration of theory and practice throughout the four years of the undergraduate degree programme should been encouraged,such as technology enhanced learning and simulation
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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