Impact of an educational program on nursing students’ caring and self-perception in intensive clinical training in Jordan

Abstract

BackgroundFraming and development of clinical skills in nursing students during their clinical practice is critical because this can shape their future caring skills. Professional caring empowers patients and contributes to their well-being and health. Education may enhance the capacity of nurses to be effective caring practitioners. Their study program encourages caring behavior in nursing students, consequently affecting their professional self-perception.MethodsThe present study investigated the effect of an educational program on caring behavior and professional self-perception in nursing students using a controlled pre/post test study design. The study sample consisted of 50 nursing students undertaking their final year in 2010–2011. Subjects were randomly assigned to either an experimental or a control group. The study was conducted in two critical care units affiliated to the Ma’an and Queen Rania hospitals in the south of Jordan. The instruments utilized were the Caring Dimensions Inventory, Nursing Students Attitude Observational Checklist, and Professional Self-Concept of Nurses Instrument.ResultsThe study findings favor the effect of the educational program because there was increased knowledge and understanding of caring theory and related concepts, a more holistic approach to care, enhanced caring practices, and improved self-perception in the study group compared with the control group during different periods of assessment. The study group showed significantly better caring perception in psychological, technical, and professional terms than the control group during different periods of assessment. There was a significant positive trend of overall professional self-perception for the study group compared with the control group.ConclusionNursing curricula should incorporate concepts and principles that guide students in developing caring, safe, competent, and professional behavior. Nursing students must seek educational opportunities to acquire knowledge for role preparation, to participate in knowledge generation, and for personal and professional development.

Epileptic patient self-care deficit and efficacy expectation regarding medication consumption at neuroscience center in Al-Najaf city

“…Self-care practices related to the consumption of medication in table (2) shows that the control group recorded no significant differences, compared with the posttest of the study group which pointed highly significant changes among the study group members after involving in an educational program. These results agree with the study that conducted in two critical care units in the Ma'an and Queen Rania hospitals in the south of Jordan in line of this study reported that effective educational intervention shows significant difference to enhance self-care practices among patients with specific diseases when assessed (Khouri, 2011). Alteration of the psychosocial aspects which play important factors which increase trigger of seizure in epileptic patients, table (3) shows that there is a significant difference clearly appears among the post test of the study group members who participated in the educational program sessions which included advices and suggestions to enhance self-management and improve coping mechanism in order to decrease the triggers of the seizure, while no significant differences indicated among the pre and post-test of the control group members, this result was paralled with (Otsu H, and Moriyam, 2014) who found that significant responses were detected among patients.…”

Effect of an Educational Program on Improving Quality of Nursing Care of Patients with Thalassemia Major as Regards Blood Transfusion

“…This result is congruent with Aslani et al [8], who showed that nurses' knowledge and practice of using needles with appropriate diameter was good but they did not have correct and scientific knowledge of indications and method of heating blood. In addition, Khouri [27] reported that the education may enhance the capacity of nurses to be effective caring practitioners. Additionally, Hijji et al [15] high lighted that preventing and recognizing a transfusion reaction requires nurses to have adequate knowledge.…”

Nursing Student's Experiences in Critical Care Course: A Qualitative Study

“…Many baccalaureate programs offer brief experiences for students in critical care units and some limited only to the clinical experiences [4,17]. Some studies have focused on determining the adequacy of theoretical knowledge and skills of students than the multidimensional experiences of students [13,17].…”

“…These include good and bad days, confidence and conscious incompetence. It is appear that the interactions between support, knowledge and skills and socializations enabled participants to move on [17] and selecting career path and where the students need to be. In addition to the interpersonal interaction between students, staff preceptors and faculty members.…”