Concept: Bachelor of Science in Nursing
To compare the respective views of nursing students and registered nurses on caring behaviors.
The size of the registered nurse (RN) workforce has surpassed forecasts from a decade ago, growing to 2.7 million in 2012 instead of peaking at 2.2 million. Much of the difference is the result of a surge in new nursing graduates. However, the size of the RN workforce is particularly sensitive to changes in retirement age, given the large number of baby-boomer RNs now in the workforce. We found that in the period 1969-90, for a given number of RNs working at age fifty, 47 percent were still working at age sixty-two and 9 percent were working at age 69. In contrast, in the period 1991-2012 the proportions were 74 percent at age 62 and 24 percent at age 69. This trend, which largely predates the recent recession, extended nursing careers by 2.5 years after age fifty and increased the 2012 RN workforce by 136,000 people. Because many RNs tend to shift out of hospital settings as they age, employers seeking RNs for nonhospital roles may welcome (and seek to capitalize on) the growing numbers of experienced RNs potentially able to fill these positions.
Social media rapidly disseminates information but is a controversial learning platform in nurse education. This study aimed to explore how students viewed the use of Twitter, and other social media, in their first year of a nursing degree.
To provide knowledge from the summarization of the evidence on the: a) associations between nurse education and experience and the occurrence of mortality and adverse events in acute care hospitals, and; b) benefits to patients and organizations of the recent Institute of Medicine’s recommendation that 80% of registered nurses should be educated at the baccalaureate degree by 2020.
This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice.
With the increasing risk of mass casualty incidents from extreme climate events, global terrorism, pandemics and nuclear incidents, it’s important to prepare nurses with skills and knowledge necessary to manage such incidents. There are very few documented accounts of the inclusion of mass casualty education within undergraduate nursing programs. This paper is the first to describe undergraduate mass casualty nursing education in Australia. A final year Bachelor of Nursing undergraduate subject was developed. The subject focused on initial treatment and stabilisation of casualties predominantly within pre-hospital environments, and included a capstone inter-professional mass casualty simulation. Students experience of the subject was evaluated using the Satisfaction with Simulation Experience Scale (Levett-Jones et al., 2011) and a subject evaluation survey. Student satisfaction and evaluations were extremely positive. As a tool for developing clinical skills, 93% (n = 43) agreed that the simulation developed their clinical reasoning and decision making skills. In particular, the simulation enabled students to apply what they had learned (77%, n = 35, strongly agree). Due to the frequency of mass casualty events worldwide, there is a need for educational exposure in undergraduate nursing curricula. We believe that this mass casualty education could be used as a template for development in nursing curricula.
To examine the effects of work-family-school role conflicts and role-related social support on burnout of nurses pursuing an advanced degree.
This pilot study examined student perceptions of the acquisition of core knowledge and basic community/public health generalist competencies gained through an innovative, nontraditional clinical partnership with an organization serving a vulnerable population. The Centers for Disease Control and Prevention Workplace Health Model was the conceptual framework. A survey, based on the Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing Practice, was completed by 25 BSN nursing students. Students rated the experience as influential/extremely influential in the areas of human diversity, health promotion/risk reduction, and communication. Findings suggest that students can achieve community/public health competencies in nontraditional community settings.
Objective To share the experience of a Double Nursing degree promoted between the Nursing School of the Universidade de São Paulo and the Health Sciences Institute of the Universidade Católica Portuguesa, reflecting on the potentialities and challenges of this opportunity for graduate students. Method This is an experience report presented in chronological order and of a descriptive nature. The double degree in Nursing was accomplished over a period of 6 months in a different institution from the institution of origin. Results Among the activities developed during the Double Degree are: participating in examining boards, congresses, seminars, courses, meetings, lectures, colloquium, classes, research groups and technical visits to health services. A table presents and describes the main benefits of the experience experienced by the authors. Conclusion When well-planned and well-developed, a double degree can promote personal, cultural and professional development of the students, favoring internationalization and contributing to the qualification of graduate programs.
This study investigated how perceptions of agentic and communal values attract students to major in and persist in nursing. Participants reported a potential major and why they were attracted to that major. Transcripts were coded for declaration and graduating with a nursing major. Results showed that students who reported being attracted to a major for communal and agentic reasons were more likely to report nursing as a potential major, declare nursing as a major, and graduate with a nursing degree. Departments are encouraged to recruit students by highlighting the communal and agentic values that nursing affords.