Consumption of benzodiazepines without prescription among first-year nursing students at the University of Guayaquil, school of nursing, Ecuador.
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The effects of examination stress on salivary cortisol, immunoglobulin A, and chromogranin A in nursing students.
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This study aimed to assess the effects of examination stress on salivary cortisol, immunoglobulin A (IgA), and chromogranin A (CgA) in nursing students. Saliva samples were collected from 15 healthy females before and immediately after the one-hour examination, and two hours after the examination. Salivary cortisol, IgA, and CgA concentrations were determined by enzyme-linked immunosorbent assay. Both IgA and CgA concentrations statistically increased immediately after the examination (P < 0.05) and decreased two hours after the examination. No significant differences were observed between before and after the examination in the salivary cortisol concentration. These findings suggest that the acute stress due to the examination is associated with raised salivary IgA and CgA, but not cortisol. (+info)
Experiential learning driving community based nursing curriculum.
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CONTEXT: The School of Nursing and Midwifery at the University of Tasmania, Australia, is the only bachelor of nursing provider in the State of Tasmania. This arrangement is unique among Australian states, which all have multiple providers. In Tasmania's situation, community based nursing students are dispersed for their clinical practica across metropolitan, urban, rural and remote clinical nursing practice. The range of practice is also diverse, and students may be exposed to the span of community health experience, from adolescent, child and family health to specialist clinics in wound care, asthma or diabetes. ISSUES: Providing a curriculum that meets the requirements of the course registering authority as well as the individual clinical learning requirements is challenging. Authentic learning in a diverse context and dispersed venues is difficult to ensure. However the intent to improve the health status of the population served through community practice nursing interventions, guided by primary health care principles, is common to all clinical placements. A curriculum designed to standardise community health practice experience and theory may not address students' learning needs in any of the practice areas. These challenges have been addressed in an experiential learning approach that focuses on the needs of the learner. LESSONS LEARNED: The fundamental principles that hold the diverse curriculum together are: (1) the experiential focus; and (2) the partnership developed between the university and the facility that supports both students and facilitator/preceptors. Providing rural and remote student practicum experiences enhances the learning outcomes of the student and the health outcomes of the community. It encourages the consideration of rural and remote community based nursing practice as a viable professional option for graduates. (+info)
'We're it', 'we're a team', 'we're family' means a sense of belonging.
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INTRODUCTION: 'Belonging' is a universal characteristic of human beings and is a basic human need. Rural nurses describe the nature of their practice as being embedded in working as a team where belonging is central to the success of the team and the individual nurse. As a result they form close professional and personal ties. The challenge for nursing students is to develop a sense of belonging to the rural hospital team so that preceptorship is successful. OBJECTIVE: To describe the cultural theme of a sense of belonging that nursing students develop during a rural hospital preceptorship. METHODS: Using a focused ethnographic method, a purposive sample of fourth year nursing students and nurse preceptors was drawn from 11 rural communities across central and northern Alberta and Yukon, Canada. Individual interviews and a focus group interview, as well as student journals were analyzed. Ethnographic analysis was used to uncover the system of cultural meaning, 'a sense of belonging' which was the foundation for a successful rural hospital-based preceptorship for the fourth year nursing students. FINDINGS: Nurse preceptors assist students to become members of the team and foster the development of feeling as if they belong by building bridges among the staff and students. For students, the work of being preceptored is developing a sense of belonging. Students feel they belong and are part of the team when they are known personally and professionally. CONCLUSION: Identifying and describing factors that influence students' sense of belonging enhances the effectiveness of the preceptorship model, and increases the potential of recruiting and retaining competent health professionals in the rural hospital setting. (+info)
Pertussis infection in a baccalaureate nursing program: clinical implications, emerging issues, and recommendations.
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Pertussis is a significant public health problem with a dramatic rise in reported cases. Academic and clinical nursing educators are challenged to develop policies based on evolving national immunization guidelines. Of relevance to clinical educators, several outbreaks involving health care facilities and universities have been reported in the past few decades because of failure to adequately recognize pertussis infection and treat disease spread among adults and lack of control measures. The purpose of this article is to present information about pertussis transmission in a baccalaureate nursing program, outline actions taken, and explore emerging issues and recommendations. (+info)
The crusade--a metaphorical explication of the journey made by mature female undergraduate nursing students.
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INTRODUCTION: Mature students now account for a significant percentage of undergraduate nursing students. For most mature students, application for access to a university course and subsequent enrollment will generate changes that can have long-term effects on their and their family's lives. Commencing university study is a major transition in the mature student's life, producing increased stress and lifestyle adjustment and changes. The mature age student participating in tertiary study has undergone, and continues to experience, transition, resulting in new social networks, new behaviours and a new sense of self. Little has been written about this rite of passage and the journey these students take as they negotiate learning to nurse. METHODS: The constructivist grounded theory utilised is an interpretive research method that uses the constant comparative method to reduce data and develop categories and codes. Data collection and data analysis occurs concurrently but also cyclically. Ten participants were interviewed from two rural Australian universities for this study. RESULTS: The mature students in this study identified five discrete yet overlapping stages in their university journey, expressed as: (1) initiating the crusade; (2) engaging the force; (3) retreating and regrouping; (4) soldiering on; and (5) the victory march. Initiating the crusade involves mature students preparing for university, while engaging the force examines the beginning of the university journey whereby participants identify new skills needed to learn to navigate their student role. Retreating and regrouping occurs when students' emotional integrity is threatened and involves students harnessing emotional strength through support from peers that allows them to soldier on or to keep going despite crisis and conflicting role demands. Finally, students spoke of a victory march, that is the day they have successfully completed their degree and the feelings of self-actualisation and pride they experience at that time. CONCLUSION: The findings from this study indicate that the rurality factors that impact significantly on mature female nursing undergraduates are lack of resources, minimal formal support structures, and long travel time and associated costs. (+info)
Factors derived from the intrahospitable laboratories that cause stress in nursing students.
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