A structured literature review was conducted to understand clinical instructors' perceptions of their role and the factors that facilitate and constrain their teaching in undergraduate nursing programs. The literature published in English between 2000 and 2011 was searched, and data were extracted from 15 articles that met the inclusion criteria. The analysis identified four themes-characteristics of the role, characteristics of effective clinical teaching, influence of the clinical context on the role, and influence of the academic context on the role. Clinical instructors are portrayed as needing to be good educators, as well as excellent clinicians. However, they often lack formal education and professional development opportunities related to the role and must draw on their individual personal and professional experiences to guide their teaching to meet the demands of both the clinical and academic contexts in which they simultaneously work.
Importance: Understanding feasibility of rapid testing in congregate living setting provides critical data to reduce the risk of outbreaks in these settings. Objective: Use rapid antigen screening to detect SARS-CoV-2 in an asymptomatic group of university students and staff. Design: Cross-sectional Setting: University of British Columbia, Vancouver, Canada. Participants: Students and staff living or working in congregate housing. Intervention: Health care professional administered rapid antigen test Main Outcomes and measures: Use of BD Veritor rapid antigen testing and asymptomatic participants experiences with rapid testing Results: A total of 3536 BD Veritor tests were completed in 1141 unique individuals. One third of participants completed between two to four tests and 21% were screened five or more times. The mean number of tests completed per person was three. The mean length of time between those who had more than one test was seven days. There were eight false positives and 25 PCR confirmed COVID-19 positive individuals identified through this work. All individuals reported having no symptoms that they attributed to COVID-19. Almost all (n=22, 88%) COVID-19 positive cases were found in male participants. A total of 86 additional students from multiple different student residences (n=9) were asked to self-isolate while they waited for their COVID-19 diagnostic test results. An average of seven additional students positive for COVID-19 living in congregate housing were identified through contact tracing by finding one positive case. Conclusions and relevance: Rapid testing is a relatively inexpensive and operationally easy method of identifying asymptomatic individuals with COVID-19.
Nursing education tends to focus on complex clinical issues affecting older adults who are acutely ill or in long-term care. This creates challenges for educators wanting to expose students to a greater range of experience, including realities of healthy aging. Opportunities to do things differently were presented when an established undergraduate nursing course on complex aging care underwent significant adjustment in the early months of the COVID-19 pandemic. As the course was condensed and moved online and clinical sites closed, invitations were extended to community-dwelling older people who wanted to “help teach nursing students about aging”. The response was overwhelming; over nine days, 118 people (ages 65-94) volunteered to be mentors. Through weekly online/ phone conversations, each person guided their assigned student to learn about diverse experiences of aging. Post-survey results showed the impact of these conversations. Over 90% of mentors felt they had contributed in a meaningful way to student learning and would do it again and recommend it to others. 85% of students felt it was a meaningful experience, offering comments like: “I am more mindful of my assumptions now” and “I learned to approach interactions with older adults as a collaboration; we have so much to give each other”. These results provide a needed counterpoint to the predominant COVID discourse of older people as “isolated, helpless, and needy”. Students came to understand that older people were also “engaged, active, and contributing” and identified how this had changed their view of aging. Implications for nursing education are explored.
Background: This article describes the development and refinement of a component of a first-year nursing course called ‘Theoretical perspectives in nursing care: complexities in seniors care’. Initially developed in 2020 in response to the pandemic restrictions and guided by the philosophy of person- centredness and person-centred practice, a senior mentorship programme called ‘Engaging with your senior mentor in the community’ has become an important element of the broader theoretical course. Aim: To report on the experiences of older persons living in the community who volunteered to be mentors to first-year bachelor of nursing students, and explain how their experiences informed person-centred quality improvements for future courses. Methods: Appreciative inquiry principles guided the study. Qualitative descriptive design methods – online surveys and focus groups – were employed to evaluate the senior mentorship initiative. Thematic analysis was performed to identify themes that described what the experience of participating in the initiative was like from the perspective of the senior mentors themselves. Findings: Our analysis identified five themes: (a) sharing; (b) contributing; (c) listening; (d) self-reflecting; and (e) communicating expectations. Conclusion: Sharing wisdom informed by lived experience can be a rewarding part of ageing. Senior mentors believed they had contributed in a meaningful way to the student nurses’ learning. Implications for practice: This article reaffirms that older persons are keen to participate in education initiatives Insights from the senior mentors will inform educators in health and social sciences who want to incorporate the voices of older persons in their classroom and practice teaching Older persons should be considered potential partners who can help educators develop a culture of person-centredness to help students prepare to appreciate the older persons in their care
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