Negotiating socialisation: the journey of novice nurse academics into higher education

Kenny, Gerard; Pontin, David; Moore, Lesley

doi:10.1016/j.nedt.2004.08.002

Cited by 21 publications

(9 citation statements)

References 40 publications

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“…Nurse academics' knowledge transmission to students is important (Duffy, 2013). Their beliefs can have a profound influence on their own health and nursing education (Kenny et al, 2004). Common medical beliefs supported by physicians and the general public might also be misguided or not evidence based (Vreeman & Carroll, 2007); for example, Dodgson et al (2014) found that health science students' beliefs about breastfeeding were not evidence based.…”

Section: Nursing and Health Beliefsmentioning

confidence: 99%

‘An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q‐methodology study’

Dan

Stone

Petrini

et al. 2016

Nursing & Health Sciences

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Q-methodology was used to investigate the health beliefs of Chinese clinical nurses and nurse academics. Twenty-eight participants from one hospital and nursing school in China were involved. The four stages of this study included: (i) concourse development from literature review, Internet searches, and key informant interviews; (ii) A pilot study to develop the Q-sample from the concourse; (iii) participants sorted the Q-sample statements along a continuum of preference (Q-sorting); and (iv) PQ data analysis using principal component analysis and varimax rotation. Five viewpoints were revealed: (i) factor 1--health management and the importance of evidence; (ii) factor 2--challenging local cultural belief, and Eastern and Western influences; (iii) factor 3--commonsense; (iv) factor 4--health and clinical practice; and (v) factor 5--health and nursing education. This study presents a need for nurses and nurse academics to think critically, examine their long-held health beliefs, and promote the use of evidence-based practice.

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Section: Nursing and Health Beliefsmentioning

confidence: 99%

‘An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q‐methodology study’

Dan

Stone

Petrini

et al. 2016

Nursing & Health Sciences

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“…Teachers are similarly fundamental to the quality of nursing education (Bailey & Tuohy ), and their beliefs can affect their students (Kenny et al. ), which in turn affects their care of and advice to patients. High quality care requires rapid access to relevant evidence when problems arise in clinical care (Alper et al.…”

Section: Introductionmentioning

confidence: 99%

“…Registered nurses need an awareness of their own health beliefs and the impact of their beliefs on patient care, health education and teaching both for competent nursing care and because there is a link between their own health behaviours and how they raise health issues with patients (Callaghan 1999;Dreher & Macnaughton 2002). Teachers are similarly fundamental to the quality of nursing education (Bailey & Tuohy 2009), and their beliefs can affect their students (Kenny et al 2004), which in turn affects their care of and advice to patients. High quality care requires rapid access to relevant evidence when problems arise in clinical care (Alper et al 2004).…”

Section: Introductionmentioning

confidence: 99%

Nurses' perceptions of health beliefs and impact on teaching and practice: a Q‐sort study

Cao

Stone

Petrini

et al. 2017

International Nursing Review

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Education policy needs to consider that culture and societal pressures affect nurses' health beliefs and practice. Critical thinking, reflective and evidence-based practice need to be emphasized in clinical training and nurse education. China also needs to develop policies to allow nurses to be able to assess the reliability of health information on the Internet and to make quality health research more available.

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“…In the literature, many scholars have addressed the challenges that expert clinicians experience on their journey to becoming clinical teachers. [15][16][17][18] However, no studies document the experience of SA nursing clinical teachers.…”

Section: Discussionmentioning

confidence: 99%

Transitioning from nursing student to clinical teacher in Saudi Arabia

Aldawsari

Babenko-Mould²,

Andrusyszyn

2015

JNEP

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Despite the remarkable growth in programs and educational facilities in Saudi Arabia (SA) since 1969 when nursing education was introduced, and the influx of government funding to advance nursing education, nursing is often not considered to be a desirable career option or a valued profession in SA. The main socio-cultural reasons contributing to this issue are that nurses traditionally work in mixed-gender environments for long hours and during night shifts, which would cause many female nurses to be away from their families. Thus, newly graduated nurses tend to be employed in roles that are highly respected by society, such as in clinical teaching. However, most novice clinical teachers have not benefitted from front-line nursing experience or formal preparation as educators. Therefore, the purpose of this descriptive qualitative study was to explore Saudi Arabian nursing clinical teachers' (CTs) (n = 5) experiences of clinical teaching and engaging in student evaluation while employed in a nursing education program in SA. The findings emphasize the struggles experienced by CTs with clinical teaching roles and responsibilities, including student evaluation. Suggestions regarding how teaching roles, responsibilities, and evaluation could be enhanced are also shared. This study was the first study to explore the experiences of nursing clinical teachers in SA.

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Negotiating socialisation: the journey of novice nurse academics into higher education

Cited by 21 publications

References 40 publications

‘An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q‐methodology study’

‘An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q‐methodology study’

Nurses' perceptions of health beliefs and impact on teaching and practice: a Q‐sort study

Transitioning from nursing student to clinical teacher in Saudi Arabia

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