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Prakash, Ratna
- Efficacy of Reflective Learning Package on Reflective Writing, and Critical Thinking Ability of Undergraduate Students on Head Injury in Selected Nursing Colleges of Udupi District
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Authors
Affiliations
1 Assistant Professor, Medical Surgical Nursing Dept
2 HOD & Professor, OBG Nursing Department
3 Former Dean, Manipal College of Nursing Manipal, Manipal University, Manipal
1 Assistant Professor, Medical Surgical Nursing Dept
2 HOD & Professor, OBG Nursing Department
3 Former Dean, Manipal College of Nursing Manipal, Manipal University, Manipal
Source
International Journal of Nursing Education, Vol 5, No 1 (2013), Pagination: 48-53Abstract
Reflective learning fosters the elaboration of thinking process. The study was aimed to determine the efficacy of reflective learning package in terms of reflective writing and critical thinking ability of students. A quasi experimental design was adopted using reflective essay writing (r 0.90) and flow chart (r 0.70) on closed head injury, questionnaire on critical thinking ability tools (r 0.74),(construct validity (? 0.61) data was collected from 92 samples. On day one of the clinical posting pre-test was given for both the groups. On the eight day of the clinical posting the experimental group was introduced to reflective learning followed by group discussion and using simulated scenario. The post test was carried out on the on twenty eight day for both the groups. .Results revealed there was difference in critical thinking ability scores among the experimental and control group subjects ( t=32.729).also there was a significant positive correlation between the pre-test scores of reflective learning ability (r =0.910) and critical thinking ability(r=0.937). It was concluded that reflective learning package was found to be effective in improving the reflective learning ability and critical thinking ability of nursing students.Keywords
Reflective Learning, Reflective Writing, Critical Thinking, Undergraduate Nursing Students, Head Injury
References
- Alkins S, Murphy K. Reflection: A review of the literature. J Adv Nurs. 1993:18; 94- 118.
- Donald A Schon. The reflective practitioner: How professionals think in Action.J Adv Nus. 1983; 30: 86-115.
- Donald A Schon. The reflective practitioner: How professionals think in Action.J Adv . Nus. 1983; 30: 86-115.
- “Teacher Rubric Maker” http://www.teachnology. com/web_tools/ruberics.
- Kathleen CR. Reflective learning: a teaching strategy for critical thinking. J Nurs Edu. 1997;36(2): 28-35.14.
- Perry K ,Webster J. Using reflective writing to gain insight into practice with older people. J Adv Nurs. 1993;20: 1075 – 1079.
- Comparison of Second and Third Year B.Sc. Nursing Students' Clinical Competency for Subcutaneous Insulin Administration and its Determining Factors
Abstract Views :562 |
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Authors
Affiliations
1 Lecturer, Nitte Usha Institute of Nursing Sciences, Nitte University, Mangalore
2 Dean, Himalayan College of Nursing, Dehradun
3 Assoc. Professor, Manipal College of Nursing, Manipal
1 Lecturer, Nitte Usha Institute of Nursing Sciences, Nitte University, Mangalore
2 Dean, Himalayan College of Nursing, Dehradun
3 Assoc. Professor, Manipal College of Nursing, Manipal
Source
International Journal of Nursing Education, Vol 5, No 1 (2013), Pagination: 224-227Abstract
Background: Medication administration is a core function of nursing practice, where nurses must possess good knowledge and skill in medication administration. Training the Nursing students in medication administration helps them to become competent in their practice. How well they learn to practice their nursing skills before graduating may determine the success of their transition from being a student nurse to becoming a competent staff nurse.
Methods: A descriptive comparative design was used to compare the clinical competency of UG Nursing students. Observational checklists, knowledge questionnaire and an Opinionnaire were used.
Results: Analysis showed that,
• All UG Nursing students were found to be less competent in insulin administration. • Area wise competency analysis showed that there was a significant difference in knowledge(Z=- 3.134, p<0.05) and skill(Z=-2.004,p<0.05) scores of second and third year BSc.Nursing students, but there was no significant difference between professional behavior of second and third year students.
• Results showed that there is no significant correlation between knowledge and skill, knowledge and professional behavior of second and third year students, no significant correlation between skill and professional behavior of second year students but there is significant correlation between skill and professional behavior of third year students(r=0.372,p<0.05)
• The students' opinion showed that Procedure demonstration, Teachers' approachability, Unbiased clinical evaluation, Students interest and Confidence Were major factors facilitating their clinical competency. The factors hindering their clinical competency were: Inability to understand the discussions during nurses' rounds, Non availability of standardized protocol in the ward, Lack of support from other health team members.
Keywords
Clinical Competency, Determining Factors, Knowledge, Skill, Professional Behavior, Facilitating Factors, Hindering FactorsReferences
- Mushtaq AM. Study of insulin injection technique amongst the nursing staff. Pakistan Journal of Medical sciences. 2006;22:(3)310-312
- Lofmark A, Wikblad K. Facilitating and obstructing factors for the development of learning in clinical practice: a student perspective. Journal of Advanced Nursing. 2001;34(1):43-50
- Polit D,Hungler B. Nursing Research –principles and methods. Philadelphia: JP Lippincott Company; 2000.
- Tissot E,Cornette C,Demoly P. Medication errors at the administration stage in an intensive care unit. Intensive Care Medicine. 1999; 25(4):353-359.
- DeBack V, Mentkowski M. Does the baccalaureate make a difference? Differentiating nurse performance by education and experience. Journal of nursing education. 1986; 25(7):275-85.
- Efficacy of an Interactive Session on Nursing Students' Perception of Assertiveness in Clinical Milieu
Abstract Views :220 |
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Authors
Affiliations
1 Department of Medical Surgical Nursing, Manipal College of Nursing Manipal University, Manipal, Karnataka, IN
1 Department of Medical Surgical Nursing, Manipal College of Nursing Manipal University, Manipal, Karnataka, IN
Source
International Journal of Nursing Education, Vol 2, No 2 (2010), Pagination: 35-36Abstract
Assertiveness is an important behaviour for today's professional nurse. As nurses move away from traditional subservient roles and perceived stereotypes it is increasingly being recognized that a nurse needs to behave in an assertive manner. Assertiveness is necessary for effective nurse/patient communication, and it is suggested that its development may also aid the confidence of the profession as it develops. Assertive behaviour may be encouraged through educational methods. It is preferable that nurses receive this educational preparation during undergraduate programmes. Nurse educators have an important role in the development and implementation of assertiveness training/education programmes for undergraduate nursing students. In spite of all the developments, helping nurses develop a correct attitude towards assertiveness is a knotty task. The present study revealed that interactive session on Assertiveness was found to be effective as the mean post-test Assertiveness score (27.64) was higher than mean pre-test Assertiveness scores (19.72). The mean differences between pre-test and post-test were found to be statistically significant at p< 0.01 level of significance. (Mean difference 7.920, standard error of difference 1.25, 95% confidence interval 6.95 to 8.88, t = 16.31, p< 0.01). Significant association was found only in the areas of self perception of one's participation in extracurricular activities and marks obtained in second year. Majority, 81.33% of the students strongly agreed that the session had a good mix of activities and strongly agreed that the role plays done provided a useful experience and 41.33% stated they had passive- aggressive type of response pattern and session was found to be positively sensitizing the students towards Assertiveness in clinical milieu.Keywords
Assertiveness, Nursing Students, Interactive Session, Perception Of Students, Clinical Milieu, Role Playing.References
- Meier E. The Image of a Nurse, Myth vs. Reality. Nurs Econ. 1999. September
- Yen RL, I-Shin S, Yue-Cune C, Tzu-Ju L , Kwua-Yun W , and Kuei-Ru C. Evaluation of an assertiveness training program on nursing and medical students’ assertiveness, selfesteem, and interpersonal communication satisfaction. Nurse Educ Today. 2004 November; 24(8): 656-665
- Timmins F, Mccabe C. Nurses’ and midwives’ assertive behaviour in the workplace. J Adv Nurs. 2005; 51(1):38–45
- Gary Rolfe. Are you ready to be a nursing leader. J Nurs Manag. 2007 October; 15(7) :675 - 769
- Anna D. Undergraduate nursing students’ level of Assertiveness in Greece: A questionnaire survey. Nurs Educ Prac. 2009 September; 9( 5)8802552991
- Effectiveness of Workshop on Hypertension among High School Teachers of Nepal
Abstract Views :315 |
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Authors
Affiliations
1 Manipal College of Nursing, Manipal Univrsity, Manipal, Karnataka 576104, IN
1 Manipal College of Nursing, Manipal Univrsity, Manipal, Karnataka 576104, IN
Source
International Journal of Nursing Education, Vol 3, No 1 (2011), Pagination: 8-10Abstract
Hypertension is the commonest disorder of cardiovascular system, posing a major public health challenge to the population in socio-economic and epidemiological transition. It is one of the major risk factors for cardiovascular mortality, which accounts for 20-50 per cent of all deaths.Hypertension is the commonest disorder of cardiovascular system, posing a major public health challenge to the population in socio-economic and epidemiological transition. It is one of the major risk factors for cardiovascular mortality, which accounts for 20-50 per cent of all deaths.Keywords
Effectiveness, Workshop, Teachers, Risk Factors.References
- Arun C. Impact of World Hypertension Day. Can J Cardiol. 2007; 23 (7): 517-518.
- Park K. Park’s Text book of Preventive and Social Medicine. 19th ed. Jabalpur: M/S Banarsi Bhanot Pub, 2007; 309- 311.
- Government of Nepal Ministry of Health. Annual Report. Dept of H S Kathmandu. 2004/ 2005.
- Lipowicz & Lopuszauska. Relationship between marital status and blood pressure and risk for hypertension among 2271 healthy men. EJE 2005; 20:421- 427.Available from: http://journals.bmj.com/authors/ benefits/index.dtl
- R. Enrique et al. Association of adult socioeconomic position with hypertension in older people Journal of Epidemiology and Community Health 2006; 60:74-80. Available from: http://journals.bmj.com/authors/benefits/ index.dtl
- R. Enrique et al. Association of adult socioeconomic position with hypertension in older people Journal of Epidemiology and Community Health 2006; 60:74-80. Available from: http://journals.bmj.com/authors/benefits/ index.dtl
- Mathai R. A study to find out the population at risk for hypertension and its relationship with personal factors, among the selected high school teachers of Udupi District, in Karnataka. M. Sc. Thesis (unpublished). MAHE (Manipal): A deemed university; 1998.
- Sharma D, Man BKC, Rajbhandari S, Raut R, Baidya S G, Kafle P M et al. Prevalence, Awareness, and Control of Hypertension in a suburban Area of Kathmandu, Nepal. Ind Heart J. 2006; 58:34-37.