A framework to develop a clinical learning culture in health facilities: ideas from the literature

Henderson, Amanda; Briggs, Jill; Schoonbeek, Sue; Paterson, Karyn

doi:10.1111/j.1466-7657.2010.00858.x

Cited by 64 publications

(59 citation statements)

References 26 publications

(38 reference statements)

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“…These results agrees with several results which indicated that, although the importance of clinical teaching is universally acknowledge in the profession, little formal training is offered to prepare practitioners for this important role, and clinical practice setting that encourage teaching and learning can be powerful in educating both the existing nursing workforce and nursing students. [22,23] It is obvious from the present study that the nurses needs for theoretical knowledge and training skills were low. These results disagree with Hennessy et al (2006), who assess the training and development needs of nurses in Indonesia.…”

Section: Discussionmentioning

confidence: 93%

The educational needs among obstetrical and gynecological nurses in El-Gharbia Governorate

Belal

Gaheen

Mohamed

2015

JNEP

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Obstetrical and Gynecological nursing is a healthcare profession that focuses on the care of the women and newborn, for that reason Obstetrical and Gynecological nurses (OB/GYN nurses) should be highly knowledgeable and well trained caregivers for the overall safety and well-being of women from the moment of menarche to menopause. The aim of this study was to assess the educational needs among obstetrical and gynecological nurses in Gharbia Governorate. This study followed a descriptive design. The study was carried out at Tanta University Hospital and Zifta General Hospital these were selected using multistage random sample technique. The subjects of the study consisted of all obstetrical and gynecological nurses working in the previously mentioned settings (151 nurses). A structured interview questionnaire sheet was designed to collect the required data regarding the study elements. It comprised questions about socio-demographic and practice, general health educational programs, specific health educational programs and the specific health training programs. The main results of this study revealed that the majority of the nurses (90.7%) weren't attended any training courses in obstetrical and gynecological nursing. The results also illustrated that around one half of the studied nurses (56.1%) had low need for general theoretical education courses. The results also illustrated that 73.2%, 56.2% of the nurses in the study had low need for specific theoretical education courses and clinical training courses, respectively. The study concluded that the main general theoretical educational needs among the nurses in the study were; infection control, medical terminology, and decision making skills. While, the specific theoretical educational needs included: common medications during labor, normal labor, and emergency obstetrical and gynecological nursing. Also, the top clinical training needs among the nurses in the study were insertion and removal of IUD, immediate care of newborn, pre and post-operative nursing management and CPR. The study recommended the development of a series of continuing in-service training programs based on the educational needs assessment.

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Section: Discussionmentioning

confidence: 93%

The educational needs among obstetrical and gynecological nurses in El-Gharbia Governorate

Belal

Gaheen

Mohamed

2015

JNEP

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“…[5] Thus, nursing educational environment encompasses both theoretical and clinical learning environments with subsequent impact and influence on the students' knowledge, practice, and attitude in addition to the whole educational process. [6,7] The grade point average (GPA) can be used as a reliable tool to measure the academic performance among nursing undergraduates. [8] Since nursing is a practice-based profession, the clinical field training is a vital component in the curricula of the undergraduate nursing education, and it allows nursing students to; integrate their cognitive, psychomotor and affective skills and correlate the theoretical part to real clinical situations.…”

Section: Introductionmentioning

confidence: 99%

Exploring the relationship between perceived educational environment and academic achievement among critical care nursing students

Shalaby

Aljezani

2018

CNS

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Objective: The integrated nursing educational environment remains to have a crucial influence on the student achievement, behaviors, satisfaction and success. The current study aimed to explore the relationship between perceived educational environment and academic achievement among critical care student nurses. Methods: Participants of this quantitative exploratory descriptive co-relational study were 64 students selected conveniently from the students enrolled in Critical Care Nursing course at spring and fall semesters 2016/2017 in King Saud Bin Abdul-Aziz University. A self-reported questionnaire titled "Student Nurses' Educational Environment Perception (SNEEP)" developed by the researcher to explore the relationship between perceived educational environment and academic achievement among critical care student nurses. Results: Students aged between 22 to 28 years old and half of them were single, while 58% of students had grade point average (GPA) between 2 to 3.49 and most students perceived their educational environment as more positive than negative, whereas the mean of their perception score was 138.58 ± 11.44. Finally, there was no statistical significant relationship between students' academic achievement and their both clinical and educational environment perception. Conclusions: Despite the students perceived their clinical and educational environment as more positive than negative indicating their high level of satisfaction in most of areas of critical care nursing course, the current study revealed no significant correlation between students' clinical and educational environment perception with their GPA. This necessitates the need for ongoing evaluation of learning environment for the same course and other courses to address any further correlation factors that may hinder the learning of students with unsatisfactory academic achievement.

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“…Literature review on how to develop a clinical learning culture emphasizes the importance of role model attitudes and behaviors of the health care professionals [57]. Role modeling in spiritual care is a concept that is still theoretical in nature because of various reasons, such as feelings of incompetence to deliver spiritual care and secularization of the contemporary society.…”

Section: Integrating Theoretical Learning On Spiritual Care Into the mentioning

confidence: 99%

Spiritual Care Education of Health Care Professionals

Baldacchino

2015

Religions

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Abstract:Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This could be due to feelings of incompetence due to lack of education on spiritual care; lack of inter-professional education (IPE); work overload; lack of time; different cultures; lack of attention to personal spirituality; ethical issues and unwillingness to deliver spiritual care. Literature defines spiritual care as recognizing, respecting, and meeting patients' spiritual needs; facilitating participation in religious rituals; communicating through listening and talking with clients; being with the patient by caring, supporting, and showing empathy; promoting a sense of well-being by helping them to find meaning and purpose in their illness and overall life; and referring them to other professionals, including the chaplain/pastor. This paper outlines the systematic mode of intra-professional theoretical education on spiritual care and its integration into their clinical practice; supported by role modeling. Examples will be given from the author's creative and innovative ways of teaching spiritual care to undergraduate and post-graduate students. The essence of spiritual care is being in doing whereby personal spirituality and therapeutic use of self contribute towards effective holistic care. While taking into consideration the factors that may inhibit and enhance the delivery of spiritual care, recommendations are proposed to the education, clinical, and management sectors for further research and personal spirituality to ameliorate patient holistic care. OPEN ACCESSReligions 2015, 6 595

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A framework to develop a clinical learning culture in health facilities: ideas from the literature

Abstract: Leadership, management and partnerships are pivotal for the creation and maintenance of positive learning environments. Diagnostic measurement tools can provide specific information about weaknesses across these areas. This knowledge can guide future initiatives.

Cited by 64 publications

References 26 publications

The educational needs among obstetrical and gynecological nurses in El-Gharbia Governorate

The educational needs among obstetrical and gynecological nurses in El-Gharbia Governorate

Exploring the relationship between perceived educational environment and academic achievement among critical care nursing students

Spiritual Care Education of Health Care Professionals

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