...ICNE YALE #98 ETHICAL PROBLEMS ENCOUNTERED BY NURSING STUDENTS IN TURKEY Fethiye Erdil and Fatos Korkmaz Nursing students increasingly encounter ethical problems during their clinical practice which sometimes infringe the rights of patients. However, so far there is no study in Turkey on the extent of problems from the perspective of nursing students, as well as how nurses are involved in ethical decision making process. This study is conducted at Hacettepe University Health Science Faculty Nursing Department with the aim of identifying the ethical problems confronted by nursing students. Eighty-four third class and 69 senior nursing students were volunteers to participate in this study. Their age ranged from 19 to 23 years. All participants have taken the course entitled ‘Nursing History and Deontology’ which include 14 hours ethical content. Students were asked to describe moral problems that they observed or encountered during their clinical practice. Ethical problems at clinical practice were reported as physical maltreatment of patients (28%), inappropriate approaches toward patients which cause psychological distress (24%), violation of privacy (21%), providing inadequate information (16%) and discrimination based on the social and economical status (16%). The reasons of these ethical problems were stated by students as the unprofessional conduct of physicians (34%) and nurses (44%), and ineffective hospital management (9%). The most striking finding of this study...
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...The purpose of this essay is to critically explore and discuss the holistic care and management of a chosen patient from a recent clinical placement. The patient which has been chosen has had an exacerbation of a chronic problem. Management options which are or have been available to the designated nurse will be critically discussed alongside the justification of the plan of care which will or has been implemented. The role of the registered nurse in relation to safe and effective decision making will be explored. A discussion of the decision making process which has been chosen for the patient will be noted and this will be related to known theoretical models of clinical decision making. It will also critically examine the importance of managing risk in health care to enhance the patient care and outcomes and this will be related to the chosen patient and clinical scenario. Finally it will also critically appraise the evidence base that supports the discussion. The chosen patient is a 42 year old male who has been admitted to the current clinical placement, which is the local spinal injuries centre, after numerous complaints of recurrent urinary tract infections. All patient identifiable information has been changed to protect the patients’ identity in accordance with the Nursing and Midwifery (NMC) guidelines regarding confidentiality (NMC, 2004). Mr Scott had previously been an inpatient to the Spinal Unit following a road traffic accident in September 2004, the outcome...
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...traditional and well-established procedures and practices, health care practitioners are adopting innovative interventions that are based on best practices as well as solid research-based evidence. Evidence-based practice is one such technique and is quickly gaining popularity due to its potential to effectively handle clinical issues and provide better patient care (ANA 2003). Implementation of Evidence Based Practice places additional demands on nurses to apply credible evidence to individual client situations through searching related evidence, using clinical judgments, and considering client values and system resources. To effectively apply the Evidence Based Practice process, in addition to the basic skills required to undertake nursing work, a nurse must have the ability to: identify knowledge gaps, formulate relevant questions, conduct an efficient literature search, apply rules of evidence to determine the validity of studies, apply the literature findings appropriately to the patient's problem, and appropriately involve the patient in the clinical decision making. Evidence Based Practice involves reconciling client values with evidence and clinical judgment, which may be particularly difficult for them due to their limited...
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...Running Head : DIFFERENCES IN COMPETENCIES BETWEEN BSN VERSES ADN. Educational Preparation Shyni Joseph Grand Canyon University 02/17/2013 Nursing is one of the fastest growing occupations in the United States. Quality patient care hinges on having a well educated nursing workforce in the interest of improving patient safety and providing enhanced nursing care. Research has shown that lower mortality rates, fewer medication errors, and positive outcomes are all linked to nurses prepared at the baccalaureate and graduate degree levels. Education enhances both clinical competency and care delivery. The overall outlook of healthcare professions has dramatically changed in the past few decades. In nursing, competencies define the duties and skills required for nursing positions and establish the educational requirements needed to qualify for each nursing title. In its October 2010 report on The Future of Nursing, the institute of Medicine states” an increase in the percentage of nurses with BSN is imperative as the scope of what the public needs from nurses grows, expectations surrounding quality heightens, and the settings where nurses are needed proliferate and become more complex.”In a study released in May 2008 issue of the Journal of Nursing Administration, Dr Linda Aiken and her colleagues confirmed the findings from their landmark 2003 study which shows a strong link between RN education level and patient outcomes, The researchers found that every 10% increase...
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...Mantzorou 1, Dimos Mastrogiannis 2 1. RN, MSc, Lecturer, Department of Nursing Β΄, Technological Educational Institute (TEI) of Athens, Greece 2. RN, MSc, Lecturer, Department of Nursing, Technological Educational Institute (TEI) of Lamia, Greece Abstract Background: Τhe scientific value of man relies upon an extension of a continuous effort of mankind to explain the nature of man. The core issue in nursing is man within his entirety. The aim of the present study was to review the literature about the Knowing the Patient for Professional Practice, according to the Carper’s Patterns of Knowing. Method and material: In this paper the four patterns of knowing according to Carper will be analysed. According to these patterns, a description of the meaning and strategies of " knowing the patient will be made. Finally the significance and value of it will be discussed, with specific referance to: skilled clinical judgement, involvement, patient advocacy, and clinical learning about larger populations. CINAHL and Medline were the basic data bases used for this literature review. Results: The process of knowing encompasses empiric, aesthetic ethic and personal elementsOn the other hand, " knowing the patient‖ acquires two broad dimensions: a) knowing the patient's patterns of responses and b) knowing the patient as a person. Patterns of responses are essential components for problem solving. Conclusions: The process of knowing the patient appears to be an integration of the four patterns...
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...Baccalaureate degree Nursing education traces its history from the humble beginnings incorporating “on the job” training to a modern era of PhD program at today’s research universities. Currently, there are three levels of education found in entry level nurses: diploma nurses, associate’s degree in nursing, and a Bachelor of Science in Nursing. Often there is confusion as to why nursing students will put forth the extra effort to obtain a Bachelor of Science in Nursing. As the discussion unfolds, it will become apparent that the nurse trained at the associate degree level tends to practice at a technical level, whereas the nurse educated with a Bachelor of Science degree practices at a professional level. Nurses may have different competencies depending on whether they were educated through an Associate Degree in Nursing Program or a Bachelor of Science Program (Hood & Leddy, 2003). ADN graduates practice within the guidelines of eight core components and competencies identified by the National Council of Associate Degree Nursing Competencies Task Force. These core components are: professional behaviors, communication, assessment, clinical decision making, caring interventions, teaching and learning, collaboration, and managing care. These core components help with clinical decision making, continuity of care, leadership, and patient education. In order to meet expected outcomes, the ADN graduate utilizes critical thinking and demonstrates clinical competence and accountability...
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...ed based A Qualitative Study of Nursing Student Experiences of Clinical Practice Farkhondeh Sharif1 & Sara Masoumi2 1Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing & Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran 2English Department, Shiraz University, Shiraz, Iran Published 9 November 2005 [pic] Abstract Background Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice. Methods Focus groups were used to obtain students' opinion and experiences about their clinical practice. 90 baccalaureate nursing students at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery) were selected randomly from two hundred students and were arranged in 9 groups of ten students. To analyze the data the method used to code and categories focus group data were adapted from approaches to qualitative data analysis. Results Four themes emerged from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap"," clinical supervision", professional role", were considered as important factors in clinical experience. Conclusion The result of this study showed that nursing students were not satisfied with the clinical component of their education. They experienced anxiety...
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...Virginia Board of Nursing The Use of Simulation in Nursing Education Introduction This document provides information and guidance to schools of nursing (both PN and RN) in Virginia on the use of simulation in lieu of direct client care hours in the fulfillment of the clinical hour requirements for nursing education programs. As of April 2008, all RN nursing education programs approved in Virginia shall provide a minimum of 500 hours of direct client care supervised by qualified faculty, and all PN nursing education programs approved in Virginia shall provide a minimum of 400 hours of direct client care supervised by qualified faculty [18 VAC 90-20-120.E]. This document will outline the essential components and major concepts that are necessary when using simulation in lieu of direct client care. Background in Simulation Technological innovations are advancing practice across all domains of education and industry, and the same is true in nursing education. Simulation is gaining popularity as a means to provide innovative learning experiences and foster a richer understanding of didactic content. As nursing programs prepare to integrate simulation into nursing education, the Virginia Board of Nursing has prepared this outline of major concepts that need to be addressed when preparing and integrating simulation into nursing curricula. Simulated experiences provide the student with the opportunity to be involved in patient care experiences they may otherwise...
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...evaluation of clinical practice became a prominent focus during the second half of the 20th century.1 More recently, attention has been paid to methods of determining which of multiple proven approaches to a healthcare problem works best for which patients.2 Evidence-based practice encompasses implementing the best-known practices into the clinical setting using a scientific approach. It evolved from evidence-based medicine, which was developed in Canada to teach medical students. “Evidence-based medicine has been defined as the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients.”3, p. 3 The National Quality Forum’s report A National Framework and Preferred Practices for Palliative and Hospice Care Quality is a consensus report that is a first step toward introducing evidence-based measures into palliative practice on a formal, national level.4 The Agency for Healthcare Research and Quality (AHRQ) supports organizations in their efforts to improve the quality and efficiency of healthcare by facilitating the use of evidence-based research findings in clinical practice.5 The nursing discipline has also embraced evidence-based practice over the past 25 years, initially through its support of “research utilization,” the integration of research into nursing curricula, and the education of nurse scientists. Sigma Theta Tau International, the Honor Society of Nursing, considers evidence-based nursing “as an integration...
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...Kyle Thompson – 05970640 Management of discharge Management skills in adult nursing UZTR6D4-40-2 05970640 The NMC Code (2008) charges nurses to protect confidential information, and to only use it for the purposes given – for their treatment. Therefore all patients and events mentioned in this essay are inspired by real patients and events, but names, locations, dates and other details have been altered or obscured to make identification impossible. Following the introduction of the knowledge and skills framework (DH 2004a) and emphasis on quality of health care and patient centred, interprofessional, health and social care (DH 2000; Leathard 2003; Thompson et al. 2002) health care professionals and students will need to be able to demonstrate the quality of our care and team working abilities. There is a connection between practice and thinking about practice – action and reflection are interdependent; they need one another. Reflection may be triggered by an awareness of a gap between theory and practice, a difference between what ‘should be’ and ‘what is’ (Sullivan & Decker 2005). Our actions and the quality of our care are improved by reflection-on-action, by making sense of what we have experienced, and thinking about how we might act differently in the future (Lillyman & Ghaye 2000). Reflection has a rôle in maintaining one's personal portfolio and maintaining competency and continuing professional development. Support and supervision from managers, who already have a responsibility...
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...Preparation As early as the 1950’s, the ongoing debate regarding nursing education in the United States has been whether a minimal entry-level requirement is needed. If graduates from an associates and baccalaureate program are similarly compatible in theoretical knowledge and clinical practice, what then are the differences? Multiple studies have been conducted on the topic of nursing education, and organizations such as the National League for Nursing (NLN) and the American Nurses Association (ANA) stand firm on the need for higher educational standards for nurses in all practice settings, and emphasize the baccalaureate degree as the minimal entry level for ‘professional’ nursing practice (Giger & Davidhizar, 1990). The following essay will discuss the differences in knowledge base and competencies between the associate-degree and the baccalaureate-degree nurse clinician. Historically there have been three routes of entry into the field of nursing. For the purposes of this paper, we will focus on the associates program traditionally offered at community colleges, and the baccalaureate program taught at the university level. Graduates from both of these programs sit for the same (NCLEX-RN) National Council Licensure Examination (AACN, 2015). Course study in an associate’s degree program usually includes nursing fundamentals and clinical care across the lifespan, but their main educational focus revolves around clinical skills, health assessment, and medication administration...
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...Baccalaureate Degree in Nursing (BSN) and Associate Degree in Nursing (ADN). Registered nurses are only legally allowed to practice on patients and clients, these nurses have to be certified and issued licenses by a licensure council after successfully completing and passing the National Council Licensure Examination (NCLEX). These nurses are either Bachelors of nurses or ADN nursing students. ADN nursing program was first introduced during the World War 11 when there was high demand of clinically skill oriented nurses to meet the rising demand the war prompted. ADN program usually take two years to complete and can be done in city or community colleges in comparison to the BSN program which is done in the university and takes about four years to complete. (Moorhead &Cowen, 2006). ADN program emphasize on the acquisition of clinical skills and does not offer the theoretical and scientific knowledge required for the nursing profession, making the program lack competency of scientific theory and ways of providing health services. BSN program, is very different because it requires four years to complete and it focuses on the whole view of nursing field and it enables the student a wide range of diverse populations, cultures, communities and health care system. Unlike the ADN, the BSN nurses could further advance their nursing career to become anesthesia nurse or nurse practitioner and many more. (Henderson, 2010). ADN nurse have only clinical skills and hands on...
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...Advanced search Home Articles Authors Reviewers About this journal My BMC Nursing [pic] Top Abstract Background Methods Results Discussion Conclusion Competing interests Authors' contributions Acknowledgements References Pre-publication history [pic][pic] < dl class="google-ad noscript"> Advertisement < /dl> BMC Nursing Volume 4 Viewing options Abstract Full text PDF (253KB) Associated material PubMed record About this article Readers' comments Pre-publication history Related literature Cited by on Google blog search Other articles by authors on Google Scholar Sharif F Masoumi S on PubMed Sharif F Masoumi S Related articles/pages on Google on Google Scholar on PubMed Tools Download references Download XML Email to a friend Order reprints Post a comment Share this article More options... Citeulike Connotea Del.icio.us Email Facebook Google+ Mendeley Twitter [pic][pic]Research article A qualitative study of nursing student experiences of clinical practice Farkhondeh Sharif1* and Sara Masoumi2 * Corresponding author: Farkhondeh Sharif shariffarkhondeh@hotmail.com Author Affiliations 1 Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing and Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran 2 English Department, Shiraz University, Shiraz, Iran For all author emails, please log on. BMC Nursing 2005, 4:6 doi:10.1186/1472-6955-4-6 The...
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...Title: Application of Cognitive Continuum theory to decision making by nurse managers Student Name: Institutional Affiliation: 10th October, 2014 Introduction Decision making may in this case be expressed as a route of selecting an alternative that is more likely to facilitate the achievement of organizational or individual goals (Bjork & Hamilton, 2011). The nursing practice has moved towards full evidence-based implementation of care which as a result enhanced the call for proper creation of decision within nursing. However, numerous nursing theories have been developed to support increased rational analysis and decision making in the nursing practice. The theory of cognitive continuum is in this case a vivid middle-range theory developed Hammond. The theory basically shows how judgment situations are linked to cognition. Additionally, six of the decision making modes which are based on the cognition and judgment, are described in the theory (Custers, 2013). The cognitive continue part of the theory shifts from suspicion to examination whereas the judgment varies from worse-planned to well-planned (Dhami & Thomson, 2012). Indeed, this study seeks to launch how the theory of cognitive continuum strategy may be useful in helping nurse managers make critical decisions. The paper includes the following sections: statement of the nurse manager decision making issue; and description of how the theory of cognitive continuum theory may be employed to determine the issue...
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...ASN Program Description Mission and Goals Our Mission Trinity College of Nursing and Health Sciences provides a quality higher learning environment preparing competent practitioners for health-care professions. Continuous quality improvement guides the educational process as students prepare to deliver culturally congruent health care, perform as responsible citizens within the global community and seek avenues for life-long learning. Our Goals Program goals for each department in the College derive from the philosophy of the College and the domain competencies, as follows: Knowledge • ability to examine and explain phenomena • ability to construct and organize knowledge • ability to integrate and synthesize knowledge • ability to apply quantitative and qualitative concepts Proficiency • ability to solve practical problems • ability to collaborate with multiple disciplines • ability to communicate effectively • ability to practice competently and skillfully in a changing health-care environment Culture Care Values • ability to preserve/maintain cultural identities • ability to accommodate/negotiate diverse life ways • ability to re-pattern/restructure health-care delivery methods • ability to apply ethical and legal principles to health care The Associate of Science in Nursing Program (ASN) is a two-year program of study combining didactic and clinical nursing courses as well as general education courses. The Program...
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