Postgraduate Medical Imaging Nursing Curriculum: Development and Indications for Nursing Practice

Sonneborn, Olivia; Lawrence, Karen R.; Ward, Sharon

doi:10.1016/j.jradnu.2022.01.003

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…What do you think are the ways to solve the above problems? emerged; (6) At this time, the data collected by the interviewers were reviewed by at least two professors of nursing to ensure the accuracy and completeness of the data and to ensure the quality of the data.7) For final validation, the interviewers returned to all participants and discussed the findings with them and made appropriate adjustments to maximally reflect the true experiences and perceptions of the participants.…”

Section: Table 1 Interview Guidementioning

confidence: 99%

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Learning needs of nursing postgraduates in Southwest China based on Hutchinson’s learning needs theory: a qualitative research

Zhang

Zhu

et al. 2023

BMC Med Educ

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Background The process of education is mutual. The learning needs of students need to be paid attention to and can affect the learning outcome. In order to make nursing postgraduates’ curriculum better, meet the learning needs of students, and help to achieve the learning objectives of students, this study based on Hutchinson’s learning needs theory, aims to collect the learning experience of nursing graduates, as well as the gap between learning needs and target needs, and explore the benefits and barriers of nursing graduates in the curriculum learning. It may provide beneficial reference for further optimizing teaching content and improving teaching methods. Methods This study was designed as a qualitative research. Purposive sampling was used to recruit 17 nursing postgraduates in the only two universities in Chongqing, Southwest China, 2021. Semi-structured, in-depth individual interviews were conducted to explore how they subjectively experience the benefits and demands of the professional curriculum. Data was analyzed using Colaizzi’s seven-step analysis. Results Three main themes “clear learning cognition and goals,” “positive learning attitude,” and “the gap between learning goals and actual needs” were identified from the original data. Respectively, Subthemes concerning the first theme included “improve scientific research capabilities, enlighten thinking and broaden your horizons, and learn new knowledge and new skills.” Subthemes of the second theme were “improve abilities in practice and actively seek diversification of course content and format.” Subthemes of the third theme included “the course has a certain depth and breadth, but the course study does not meet the needs of scientific research, the course contents are theoretical, not knowing how to use the research method in certain conditions.” Conclusions The learning needs of nursing postgraduates in Southwest China could be divided into two parts: benefits and barriers, among which the benefits were participants had clear learning goals and positive learning attitudes. When curriculum could not meet their needs, they actively sought methods (e.g., networks or off-campus resources) to close the gap between those needs and their goals. Follow-up educators should focus on learning needs and build curricula by optimizing the contents and methods of existing teaching resources.

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Section: Table 1 Interview Guidementioning

confidence: 99%

“…Given these factors, ensuring course quality is essential for nurturing and improving their professional knowledge and skills [4,5]. As such, it is an irreplaceable key aspect of postgraduate education [6,7].…”

Section: Introductionmentioning

confidence: 99%