Biological and physiological knowledge and skills of graduating Finnish nursing students to practice in intensive care

Ääri, Riitta-Liisa; Ritmala-Castrén, Marita; Leino‐Kilpi, Helena; Suominen, Tarja

doi:10.1016/j.nedt.2004.02.003

Cited by 17 publications

(8 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is even weaker than the mean of 40% for the same test administered to a group of students in 2004 (Ääri et al . ). Self‐rated knowledge base was not related to biophysiological knowledge.…”

Section: Discussionmentioning

confidence: 97%

“…Their scores were poorest for pulmonary, gastrointestinal and cardiovascular knowledge (Ääri et al . ). Recently, registered nurses working in intensive and emergency settings reported good self‐assessed competence, with a range from moderate to good (Salonen et al .…”

Section: Literaturementioning

confidence: 97%

“…Factors connected positively with better competence in intensive and critical care nursing include completed intensive care studies (Ääri et al . ), the desire to work in intensive care (Ääri et al . ), age (Kelly & Courts , Salonen et al .…”

Section: Literaturementioning

confidence: 99%

“…), the desire to work in intensive care (Ääri et al . ), age (Kelly & Courts , Salonen et al . ), length of current work experience (Salonen et al .…”

Section: Literaturementioning

confidence: 99%

See 3 more Smart Citations

Graduating nursing students' basic competence in intensive and critical care nursing

Lakanmaa

Suominen

Perttilä

et al. 2013

Journal of Clinical Nursing

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 97%

Section: Literaturementioning

confidence: 97%

Section: Literaturementioning

confidence: 99%

“…), the desire to work in intensive care (Ääri et al . ), age (Kelly & Courts , Salonen et al . ), length of current work experience (Salonen et al .…”

Section: Literaturementioning

confidence: 99%

See 2 more Smart Citations

Graduating nursing students' basic competence in intensive and critical care nursing

Lakanmaa

Suominen

Perttilä

et al. 2013

Journal of Clinical Nursing

Self Cite

View full text Add to dashboard Cite

show abstract

“…vital signs, hygiene, safety) and more advanced technical skills (e.g. wound care, medication administration [26,27] , skills in intensive and critical care [28] , different types of cannulas and catheters and code blue skills and care of dying patients [29,30] , or a large number of basic skills [31] .…”

Section: Introductionmentioning

confidence: 99%

Self-assessed level of graduating nursing students’ nursing skills

Kajander‐Unkuri¹,

Suhonen

Katajisto

et al. 2014

JNEP

Self Cite

View full text Add to dashboard Cite

Objective: To evaluate the level of nursing skills at the point of graduation based on students' self-assessments and to identify possible related factors. Background: Nursing skills have been identified as one of the key factors in enhancing patient safety. Maintaining patient safety is a major concern for nurses, which is why the level of graduating nurses' skills needs to be evaluated. Also, little is known about factors related to students' nursing skills. Methods: Evaluation is based on graduating nursing students' (n = 154, response rate 51%) self-assessments during final clinical placements in Finnish university hospitals in 2011. Descriptive statistics and inferential statistics such as paired T-test, Multifactor Analysis of Covariance and Pearson/Spearman correlation coefficients were used to analyse the data. Results: The overall level of nursing skills was self-assessed as good (75.4; VAS 0-100). Nursing skills related to the care of a dying patient was the only category assessed to be on moderate level (63.1; VAS>57-66.8). The more positively the students self-assessed their readiness for practice based on nurse education and the supervisory relationship in clinical placement, the higher was the self-assessed level of nursing skills. Conclusions: Students' assessments of their level of nursing skills should be taken into account when planning orientation and mentorship programmes for practical work to ensure safe and qualified patient care. Nurse educators should ensure that students can practice nursing skills related to care of a dying person during nurse education. A knowledge test, observation, or comparing the students' evaluations to assessments by mentors could provide a more comprehensive picture of the level of students' nursing skills.

show abstract

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Narnaware

Neumeier

2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

Human anatomy is a foundational course in nursing education, however, there is growing concern that students do not retain enough anatomical knowledge to successfully apply it in clinical settings. The aim of this study was to determine retention level of anatomy knowledge among second‐year nursing students from their first‐year anatomy class, and to determine if there is a difference in level of retention based on organ system. For each system, second‐year students were asked to answer 9 to 11 multiple‐choice questions (MCQs), and the scores from these quizzes were compared to matched test items from their first‐year anatomy examinations. There was a significant decrease in the overall mean score from 83.05 ± 8.34 (±SD) in first year to 54.36 ±12.9 in second year (P = 0.0001). Retention levels were system specific. System‐specific knowledge retention was highest for the gastrointestinal system (89.7%), respiratory system (88.5%), and genitourinary system (83.6%). This was followed by the integumentary system (80.1%), special senses (79.4%), nervous system (74.9%), and musculoskeletal system (69.3%). Retention was lowest for the lymphatic system (64.3%), cranial nerves (58.8%), vascular system (53.9%), and head and neck (42.6%). The present study shows that nursing students’ anatomy knowledge retention was comparatively higher than rates reported by others in medical and allied‐health students. The researchers are now investigating knowledge retention in third‐ and fourth‐year nursing students. Further investigation into why retention is higher for specific systems and intervention strategies to improve knowledge acquisition and retention in nursing students is recommended.

show abstract

Biological and physiological knowledge and skills of graduating Finnish nursing students to practice in intensive care

Cited by 17 publications

References 24 publications

Graduating nursing students' basic competence in intensive and critical care nursing

Graduating nursing students' basic competence in intensive and critical care nursing

Self-assessed level of graduating nursing students’ nursing skills

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Contact Info

Product

Resources

About