Education Commons^™

Adaptation De L’Instrument « Évaluation De L’Environnement D’Apprentissage Clinique » : Ajout De La Composante De La Dynamique De Groupe, Marjolaine Dionne Merlin, Frances Gallagher, Stéphan Lavoie

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Contexte et problématique : Lors d’un stage en groupe, la dynamique entre les stagiaires du groupe peut compromettre leurs apprentissages et nuire à l’expérience de stage. Les instruments de mesure recensés permettent d’évaluer différentes composantes de l’environnement d’apprentissage clinique (EAC) associées à l’expérience d’apprentissage de stagiaires, sans toutefois inclure la composante de la dynamique de groupe en lien avec leur expérience d’apprentissage. Il en est ainsi pour l’instrument de mesure Évaluation de l’environnement d’apprentissage clinique (EEAC), composé de trois sous-échelles. Ce manque ne permet pas de documenter la composante de l’EAC, qui délimite les actions d’amélioration par les personnes …

Post-Graduate Integration Programs For Recently Graduated Nurse Practitioners: A Rapid Review, Li-Anne Audet, Amale Ghandour, Irene Sarasua

Quality Advancement in Nursing Education - Avancées en formation infirmière

Aim

The purpose of this paper is to present a rapid review of the literature that describes and evaluates post-graduate professional integration programs for recently graduated nurse practitioners.

Background

Recently graduated nurse practitioners face numerous challenges upon entry to practice, these include high patient caseloads, lack of confidence and difficulty integrating into the interprofessional team. In response to these challenges, numerous post-graduate professional integration programs have emerged to support the transition of recently graduated nurse practitioners into practice.

Design

A rapid review was conducted following McMaster University Rapid Review Guidebook’s Guidelines.

Method

Studies describing and evaluating post-graduate professional integration programs …

Transitions In A Phd In Nursing Program: A Critical Reflection On Students' Perceptions, Paulina Bleah, Jovina Concepcion Bachynski, Rianne Carragher, Benjamin Carroll, Corey Heerschap, Emily Macleod, Martha Whitfield, Amina Silva

Quality Advancement in Nursing Education - Avancées en formation infirmière

Introduction: The purpose of this critical reflection is to share the collective experiences of eight doctoral students transitioning through a PhD nursing program at a Canadian University.

Background: Globally, a nursing shortage of over a million nurses threatens to significantly impact patient safety and quality of care. One proposed response to the nursing shortage is to increase enrollment of students in nursing programs, with the aim of graduating more qualified nurses. However, a concurrent shortage of nursing faculty is impacting the profession’s ability to effectively respond to this issue, with fewer nurses completing doctorate degrees than there are existing vacant …

Matters Of Change: Nurse Educators’ Experiences Transitioning To A New Curriculum: A Qualitative Approach, Sarah Balcom, Janet Lynne Kuhnke, Lilla Roy

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: Nurse educators’ transition to a concept-based curriculum requires organizational and administrative support as well as collaborative teamwork. Implementing curricular changes can be challenging. One-on-one interviews were conducted with nurse educators who shared their perspectives on transitioning from a traditional to a newly adopted concept-based baccalaureate nursing curriculum.

Objective: This study explores nurse educators’ perceptions of change as they transitioned from a traditional four-year (eight-semester) baccalaureate nursing curriculum to a three-year (eight-semester) concept-based curriculum.

Method: The researchers used a qualitative descriptive design. Six nurse educators were recruited using purposive sampling. The interviews were conducted by a nurse educator new to …

Development And Validation Of A Tool For Measuring The Professional Identity Of Nursing Students: The Q-Ipei / Le Développement Et La Validation D’Un Instrument De Mesure De L’Identité Professionnelle Chez Les Étudiantes Infirmières : Le Q-Ipei, Eric Tchouaket, Dominique Houle, Dominique Therrien, Catherine Larouche, Annie Denoncourt, Pascale Reny

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: The various pressures on nurses in their practice environment, given the complexity of care, have exposed the confusion around the role definition and level of professional identity (PI) of future nurses. To support them in their practice, it is important throughout their education to know their commitment, representations, and sense of identity with respect to their future profession. To our knowledge, there is no measurement tool in the literature that can be used to measure the PI of nursing students throughout their education, given its complex multidimensional nature.

Objective: Based on a framework that takes into account …

On The Nature Of The University And What It Means For Nursing Education - La Nature De L’Université Et Ses Implications Pour La Formation En Sciences Infirmières, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

An Innovative Approach To Adult Education In A Two-Year Bscn Program: Creating Partnerships In Learning, Baiba Zarins, Lorraine M. Carter Dr., Tammie Mcparland

Quality Advancement in Nursing Education - Avancées en formation infirmière

Abstract

In the program described in this paper, innovation in nursing education is presented as a response to specific tensions between academic and practice environments in the nursing field. As a unique partnership between a university in northern Ontario and three health care delivery organizations in a large urban environment, the Scholar Practitioner Program (SPP) is an accelerated two-year post degree leading to a Bachelor of Science in Nursing.

Using narrative inquiry and cognitive apprentice pedagogies, SPP partners developed an experiential program in which students act as inquirers and co-creators as opposed to receivers of knowledge. Students are also immersed …