Thesis About Study Habits Of Nursing Students

Thesis About Study Habits Of Nursing Students-81
This includes skills training in various procedures before their first practice period in community healthcare setting.The overall goal for CLP is to ensure that nursing students who enter their first clinical practice period in community healthcare settings have the proper defensible knowledge and practical skills required to take care of patients in a safe manner.

This includes skills training in various procedures before their first practice period in community healthcare setting.The overall goal for CLP is to ensure that nursing students who enter their first clinical practice period in community healthcare settings have the proper defensible knowledge and practical skills required to take care of patients in a safe manner.

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Hence, students are encouraged to familiarize themselves with the procedures before and after the organized CLP.

The development of electronic textbooks, with evidence-based descriptions and instructive videos of relevant procedures, has been produced to support the students in these unsupervised study activities. Various CLP models have been tried out, some of these in cooperation with nurses from the clinical fields [8, 9].

Each student experiences merely one supervised training per procedure, due to the fact that this is a resource intensive learning activity.

A single training session is not sufficient to assure the level of the students’ skills before passing the tests required to enter clinical practice.

This form was translated into Norwegian at NTNU in 2010, and it was in this connection that permission was given to use it further [13].

The instruments were translated from English into Norwegian and then translated back into English, according to Polit and Beck [12]. Form 1 was completed immediately after the first training session, whereas Form 2 was filled out a short time after clinical practice (Table 1).

In clinical laboratory practice (CLP) the students simulate patient situations at various levels, from basic simulation in which fellow students play the roles of “patient” and “nurse” to more advanced scenarios with technologically advanced simulators (manikins) [6, 7].

The practical exercises are usually organized with student groups (10–12) working together under the supervision of one lecturer per group.

Demographic data collected included the respondents’ age, whether they had experience from practice before, and how many hours they had trained with the procedure in question before clinical practice.

The implementation was somewhat different for the two groups as regards preparation for the exercise and teaching role, which is outlined in Table 2.

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