1,720,955 research outputs found
Collaboration in clinical education : development, implementation and evaluation of an innovative model of clinical education for undergraduate nursing students
No full textIntroduction\ud
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The purpose of this study was to enhance the prac experience of undergraduate nursing students and registered nursing staff. An innovative model of clinical education, the Clinical Education Unit (CEU) model was developed, implemented and evaluated. \ud
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Background to the study\ud
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Clinical education is a vital component of the undergraduate nursing curriculum. 'Real world' practice provides students with the opportunity to develop the knowledge, attitudes and skills needed to function effectively as a registered nurse. Despite the commitment of universities to produce competent graduates, there has continued debate regarding the preparedness of new graduates for practice as registered nurses. This has focussed continued attention on the adequacy of students' clinical education and, in particular, on the models used for clinical facilitation/supervision. There is little published evidence that clearly demonstrates the effectiveness of any of the current models of clinical education or that any particular model is better than any other in achieving quality outcomes (Wellard, Williams and Bethune 2000; Clare, White, Edwards and Van Loon 2002). Hence, as recommended in the recent National Review of Nurse Education (2002), ongoing evaluation of nursing curricula and teaching practice, including clinical education, is clearly warranted. \ud
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Methods\ud
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The study utilised action research methodology to examine the effects of the Clinical Education Unit (CEU) on the quality of clinical prac as experienced by undergraduate nursing students and registered nurses working with the students in wards where they were placed for their practicums. It was undertaken in two iterations or phases: Phase 1 - Development, implementation and initial evaluation of an innovative model of clinical education (the CEU model) and Phase 2 - Refinement and re-evaluation of the CEU model of clinical education. Using focus group discussions and survey questionnaires, qualitative and quantitative data were collected from undergraduate nursing students and clinical nursing staff in conjunction with each iteration of the study.\ud
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Results\ud
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Phase 1 results indicated that the CEU model was evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. This result was demonstrated in the comments of students and registered nurses with regard to the respective models of clinical education and supported by their ratings of the quality of clinical experience through the QPE-Phase questionnaires. A similar trend was found in the results from Phase 2. The CEU-2 model was again evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. \ud
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Conclusion \ud
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In summary, the results of this study indicate that the CEU model had a positive impact on the prac experience of students and registered nurses. In both phases of the study, students and registered nurses in wards where the CEU model was being used evaluated the prac experience more positively than did students and registered nurses in wards where non-CEU models were being used. Two key factors were found to be important in achieving this outcome: the collaborative nature of the CEU model and nursing staff ownership of students' clinical education. These factors provided an operating framework which enabled the development of positive learning environments in the wards where students were placed for prac. Equally important were arrangements for the supervision of students' practice which involved local clinical facilitation and the explicit inclusion of other nursing staff in the ward. Further, continued support from the university to allow the clinical facilitators to take a supernumary role when facilitating students, to provide staff development for clinical education and to support staff on a day-to-day basis during the prac was also important, if not essential. It is proposed that these factors, acting synergistically, promoted enhanced access to learning opportunities for students and improved learning outcomes for students and staff. The study makes an important contribution to nursing education by providing evidence that can inform future developments in the area of undergraduate clinical education. It has potential benefits for nursing education not only in the local context, but within the international arena as well
Technology as a teaching/learning strategy for workplace experience in nursing : complementary or contradictory perspectives?
No full textWork integrated learning, or clinical education, has long beena part of undergraduate nursing courses. GHowever, the increasing work intensity of many clinical environments combined with ongoing challenges regarding the availability of placements, calls for aditional teaching strategies to support the development of work-readiness for practice. This prasentation will describe a suite of online scenarios that are designed to complement and extend the clinical placement experience of undergraduate nursing students. It also examines technology as a rpactical strategy for achieving enhanced pedagogical outcomes in this are af the undergraduate curriculum. The scenarios are built around four key Decision Points. Each scenario is supported by a range of on-line resources that include authentic patient documentation, policy and professional guidelines/requirements etc. studnets can also consult with virtual experts as they make their decisions. Multiple choice tests are included with each scenario and students are erquired to work through these until they achieve 100% accuracy. The complexity of the scenarios increases from Year 1 to Year 3 with incrementally higher expectations in relation to the types of decisions that need to be made. Students are also provided with an opportunity to recognise mistakes, and to determine how they would respond to such issues. serial evaluations conducted over the past three years are uniformly positive, although have raised a number iof issues regarding better ways to use electronic strategies such as these in our teaching with students. Reflections on the usage of a blended environment in which technology and the workplace converge to enhance students' learning outcomes and the development of work-readiness for practice are offered
Aged care core component in undergraduate nursing curricula : principles paper, report prepared for the Commonwealth Department of Health and Ageing, Canberra
No full textThe predicted future population profile of Australia reveals a progressively ageing\ud
population and highlights the demand for services to meet the health care needs of\ud
older people. In response to this demand the Australian Government commissioned\ud
the Aged Care Component in Undergraduate Nursing Curricula Project to develop\ud
principles for a core component of aged care in undergraduate nursing curricula. The\ud
Aged Care Core Component in Undergraduate Nursing Curricula Principles Paper\ud
was developed in 2003 in consultation with representatives from Schools of Nursing\ud
in Australian universities, the aged care sector, aged care professional associations,\ud
professional nursing associations and consumer associations.\ud
The principles paper outlines the core values and learning outcomes for aged care\ud
education within undergraduate nursing curricula; principles for the learning and\ud
teaching of aged care content; benchmarks for the inclusion of aged care content;\ud
appropriate resources to support the principles and recommended future strategies to\ud
facilitate the implementation of the principles. An Australia wide dissemination\ud
program for the principles paper has been in progress in 2004 and a number of\ud
implementation strategies identified. This paper will provide an outline of the\ud
principles paper, recommended implementation strategies and current progress\ud
towards implementation of the principles
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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