Preparedness for Clinical Nursing Education

Abstract

The identification of individualized patient care planning as a core element in clinical nursing training showed the need to evaluate how nursing students perceive themselves to be prepared for implementing the concept into patient care. Ninety-five nursing students, with a mean age of 27 years, participated in this study at the end of their first theoretical block. Three questionnaires were used; 1) One questionnaire designed for the study concerning demographic data, attitudes and valuation of the theoretical education of the nursing process, 2) Rosenbaum's Self-Control Schedule, and 3) Antonowsky's Sense of Coherence test. The results showed that the students' pre-educational health care experience, which varied from one to twenty years, significantly (p < 0.05) influenced the evaluation of their preparedness for clinical training. Attitudes towards nursing research and development of nursing care were negatively correlated (p < 0.05) to their years of previous experience of health care and positively correlated to a more theoretical school background. The students' personal preparedness to develop independence varied greatly as measured by the Self-Control Schedule and the Sense of Coherence test independently of age, work experience and earlier education. It was concluded that students might be favoured by individualized study planning as a parallel model to individualized care planning.

Limitations of the Sense of Coherence Scale in a Swedish Pentecostal Population

“…Larsson et al (11) read the questions aloud and the respondents pointed to the appropriate answers. The SOC scale has also been distributed to students in a classroom situation (22,23). In the present study, the interviewer was present when the interviewees filled in the questionnaire.…”

Nurses' Perceptions concerning Patient Records in Swedish Nursing Homes

“…Little is known, however, about the factors of importance for nurses' perceptions and ability to document nursing care. Training in individualised care planning, the nursingprocess model, and record keeping in the basic nursing curricula, as well as in clinical education, have been described as important features (14). Both formal and informal factors that may influence the novice nurse's own professional identification have been suggested.…”

Individualized care in a Finnish healthcare organization

“…However, individuality can be and is understood in different ways in different contexts. Individuality has been defined as an important aspect of individual care plans, the nursing process ( Cooke 1993; Hallberg & Norberg, 1993; Thorell‐Ekstrand & Björvell, 1993, 1995; Ehrenberg et al ., 1996 ), primary healthcare or primary nursing ( van Servellen, 1988; Athlin et al ., 1993 ; Cooke 1993; Carter, 1994; Thomas, 1994; Evans, 1997), as a goal of treatment ( Gilloran et al ., 1993 ; Thomas, 1994; Happ et al ., 1996 ), and as an outcome of nursing care ( Dunn et al ., 1994 ; Duffy, 1995; Kolanowski & Whall, 1996). Some writers have defined individuality as an important component of the nursing approach or as a philosophy of the nursing programme or approach ( Woods & Edwards, 1989; Burgener et al ., 1993 ; Cohen et al ., 1996 ; Happ et al ., 1996 ; Rader et al ., 1996 ; Vogelpohl et al ., 1996 ; Wigens, 1997).…”