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Nursing students’ perceptions of autonomy: A qualitative study

100%
Ponto M.
Progress in Health Sciences
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2011
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vol. 1
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issue 2
11-17
EN
Purpose: The aim of this study was to explore nursing students’ perceptions of autonomy. Material and Methods: 11 participants were interviewed twice at the beginning and the end of a Diploma/BSc Nursing course designed for graduates coming to study nursing. Interpretative Phenomenological Analysis was used for data collection and analysis. Results: Three major themes were indentified and are discussed in context of the existing literature. The respondents tended to focus on their transition from student to becoming professional nurse. Conclusion: Educators must aim to provide a safe learning environment which is satisfying, promotes autonomous functioning and encourages self governance and personal development for students, as only then will nursing become truly autonomous profession.
2
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Nurse academicians’ experiences in the pandemic and their perspectives on future pandemics – a qualitative study

100%
İnce S. Ç., Dinçer Y.
European Journal of Clinical and Experimental Medicine
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2023
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issue 2
251-260
EN
Introduction and aim. The COVID-19 pandemic, which affects the whole world, has also significantly affected nurses, nursing students and nursing academicians. This study aims to determine the experiences of nurse academicians and their perspectives on possible future pandemics. Material and methods. The study is a descriptive qualitative type. It was conducted in September-December 2022 in the Department of Nursing, Faculty of Health Sciences, of a university located in the west of Turkey. The sample of the study consisted of 11 nurse academicians. Personal Information Form, Interview Form on COVID-19 Pandemic Experiences and voice recorder were used to collect data. Data analysis was done with content analysis. Results. As a result of the analysis of the data obtained from the interviews, four main themes emerged: (1) nurse academicians and nursing education in the pandemic, (2) the impact of the pandemic on life, (3) the gains in the pandemic, and (4) suggestions for future pandemics. Conclusion. As a result of this study, it was determined that nurse academicians’ families, social, and academic lives, and health were deeply affected during the pandemic, but they also found opportunities during the pandemic. It is thought that guidelines and action plans are needed to ensure the safety of nursing education for future pandemic-like situations and to minimize the problems experienced by academic nurses. For this, it is recommended to reconsider the technical possibilities and methods of education.
3
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Examination of Clinical Decision Making Perceptions of Nursing Students

100%
Dicle A., Edeer A. D.
The New Educational Review
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2013
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vol. 33
132-142
EN
In the study, clinical decision making perceptions of students who had clinical practice experience were evaluated. The sample was 210 nursing students. Data were collected through the Clinical Decision Making in Nursing Scale. There were significant differences between total scale score and three subscale scores of nursing students. According to one-year follow-up results, it was found that pre-graduation clinical decision making perception scores of students were low. For all of the classes, there is a need to implement different education methods which will elevate students’ perceptions of making clinical decisions in accordance with their developmental properties and to evaluate their results.
4
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The correlation between self-directed learning readiness and web-based learning in nursing students: a study conducted in Turkey

100%
Şenyuva E., Kaya H.
The New Educational Review
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2015
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vol. 41
98-107
EN
The research examined the relationship between web-based learning and self-learning readiness of nursing students. The research was a single-group experiment, in which 162 second-year nursing students were given a pre-test and a post-test. All the students use the Internet. Before and after the web-based course, a statistically significant difference was observed concerning the average points totaled for self-learning readiness. Results show that web-based learning positively affected the self-learning readiness of nursing students. Therefore, nursing students would benefit from web-based education as it improves their readiness for self-learning.
5
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Investigation into intercultural sensitivity among nursing students at a university in Turkey

88%
Aktaş D., Ertuğ N., Öztürk E.
The New Educational Review
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2015
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vol. 40
48-57
EN
The purpose of this study was to investigate intercultural sensitivity among nursing students in Turkey. This study is a cross-sectional study. It was conducted with nursing students at a university in Ankara. The sample comprised 152 nursing students at the university. This study was carried out between May 2013 and June 2013. Data were collected using an Interview Questionnaire and Intercultural Sensitivity Scale. The data were analysed using frequency, independent t-test and one-way ANOVA. The study found out that the nursing students had higher scores of cultural sensitivity (88.92 ± 12.20). It was found that senior year students, the students who speak a foreign language and the students who had chosen the school willingly had higher scores of cultural sensibility (p < 0.05). The study found that the nursing students had higher scores of cultural sensivility. To increase intercultural sensitivity of nursing students it is recommended that the maintenance strategies and the concept of intercultural sensitivity should be integrated in the curriculum of nursing education and postgraduate training programs.
6
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Continuous professional development of nurses and $ICNP^®$ introduction in Poland

75%
Dębska G., Gorzkowicz B., Foryś Z., Kilańska D.
International Journal of Occupational Medicine and Environmental Health
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2020
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vol. 33
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issue 3
353-363
EN
ObjectivesThe aim of the study was to explore Polish nurses’ readiness to use the International Classification for Nursing Practice (ICNP®) as part of continuous professional development and life-long learning.Material and MethodsThe study included 772 nurses, divided into 2 study groups. The first group comprised those who had participated in a course enhancing the knowledge and improving skills in the use of ICNP® terminology (N = 457). The second group comprised people who had not yet attended such a course (N = 315).ResultsIn the pre-course group, education correlated significantly with a general knowledge of ICNP® and its components, as the answers to 9 out of 13 questions revealed (p > 0.05). In the postcourse group, such a correlation was observed in the answers to all the questions except the following: “Is it possible to implement ICNP® in your place of work?” (ρ = 0.066, p = 0.137). Statistically significant differences were found when it comes to the correlation of all 13 questions and the results with the overall level of knowledge of ICNP®. A higher level of agreement with the questions and a higher level of knowledge were observed in the post-course group. However, this did not apply to the following question: “Is it possible to implement ICNP® in your place of work?” (Z = –0.06, p = 0.955, r = 0.002).ConclusionsEffective pre- and postgraduate education prepares nurses for working with ICNP® terminology. In fact, IT tools, implemented into the education process, could help to develop skills and the understanding of how nurses can use ICNP® in the nursing process. There are some obvious difficulties with the practical implementation of ICNP® into clinical practice. 2020;33(3):353–63
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