Education Commons^™

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 …

Impact Of The Covid-19 Pandemic On Nursing Students’ Clinical Learning Experiences In British Columbia: The Student Perspective, Krista Sferrazza, Maura Macphee, Farinaz Havaei, Suzanne Hetzel Campbell

Quality Advancement in Nursing Education - Avancées en formation infirmière

The clinical learning environment is where nursing students gain knowledge, practice skills and become socialized into the nursing profession. Traditionally, in Canada, the clinical learning environment takes place hospital and community settings. The COVID-19 pandemic required quick thinking by nursing faculty to replace on-site clinical hours. Given the quick change-over, there was minimal consideration given to nursing students' perspectives in the planning stages. This study aimed to investigate nursing students' experience in the clinical learning environment before and during the COVID-19 pandemic. The perceived quality of students' learning experiences was assessed using the Clinical Learning Environment, Supervision and Nurse Teacher …

The Impetus Of Covid-19 In Transforming Nursing Education Through Informatics, Amelia Chauvette, Pauline Paul, Manal Kleib

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: National nursing organizations worldwide have called for the inclusion of digital tools in nursing curricula to prepare future nurses to use digital tools in their professional practice.

Objective: This study explored the experiences of nursing faculty with respect to integrating digital tools in their teaching to support undergraduate student learning during the COVID-19 pandemic.

Method: This study was a focused ethnography featuring semi-structured interviews, field notes, and artifacts. Data were analyzed concurrently with data collection, using thematic analysis. A total of 21 participants from nine undergraduate nursing programs in Western Canada were interviewed as part of a larger …

Exploring Belongingness In An Accelerated Nursing Program: A Qualitative Study, Elisabeth Bailey, Mathurada Jullamon

Quality Advancement in Nursing Education - Avancées en formation infirmière

Accelerated baccalaureate nursing programs have proliferated to meet the demands of the current and projected nursing shortage. While these programs serve an important function, accelerated nursing students face unique challenges related to fast pacing, content-heavy courses, and swift transition into complex clinical learning environments. These challenges, coupled with the realities of a strained nursing educator workforce, are potential threats to learning environments that are supportive of students’ academic tenacity and social belonging. While a clear link between nursing students’ positive sense of belonging and their success in clinical learning environments has been established, there is scant research looking at the …

Self-Study: A Method For Continuous Professional Learning And A Methodology For Knowledge Transfer, Judy C. Woods

Quality Advancement in Nursing Education - Avancées en formation infirmière

Purpose: Clinical nursing instructors must participate in continuous professional learning to maintain competency in nursing practice and in clinical instruction to prepare nursing students adequately for professional practice. The purpose of this research was to examine self-study as a method of continuous professional learning in nursing education.

Procedures: A clinical instructor undertook to improve her clinical instruction with regard to five formative assessment strategies illustrated to promote student learning in regular classrooms. She translated and then implemented these strategies in nursing education. This self-study of instructional practice employed a reflective journal and systematic documentation of iterative processes of planning, action, …

Facilitation Of Disorientating Events For The Rpn To Bscn Learner / Soutenir, Par Des Occasions Déconcertantes, Les Apprentissages De L’Infirmière Diplômée D’Un Programme Collégial (Rpn En Ontario) Pour Devenir Infirmière Bachelière (B.Sc.), Maurine Parzen, Katharine Janzen

Quality Advancement in Nursing Education - Avancées en formation infirmière

Jack Mezirow’s transformative learning theory provides a framework in which to explore learning experiences that facilitate the Registered Practical Nurses (RPN) who returns to school to upgrade their credentials to that of a Registered Nurse (RN). It is through self-exploration and critically reflection upon previous nursing knowledge that RPNs can begin to enhance their knowledge and transform their practice. Mezirow claims there are precursor steps that adult learners contemplate as they engage in the process of perspective transformation which is initiated by disorientating dilemmas. RPNs who return to school to upgrade their credentials to that of an RN need to …

Quiet Lampshade In The Corner? Exploring Fourth Year Nursing Students' Narratives Of Transition To Professional Practice, Joanna Szabo, Sonya L. Jakubec, Katherine J. Janzen

Quality Advancement in Nursing Education - Avancées en formation infirmière

Recruitment and retention issues continue to be prevalent in all domains of nursing practice. Nursing students’ transition into practice is an understudied area of this concern. This study specifically explored the question: How do fourth year nursing students make meaning of their transition to professional practice? Data was collected from twenty-two field note journals and seven face-face interviews emerging from a capstone nursing theory course focused on nursing leadership, relational ethics, complex healthcare contexts and responsive action. For the participants of this study, the meaning of transitioning to practice manifested as: developing complex identity awareness, mediating expectations in the struggle …