Admission to undergraduate nurse education programmes: Who should be selected?

Gallagher, Ann; Timmins, Fiona

doi:10.1177/09697330221081192

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…24,41 Choosing students with the right character and constitution for modern nursing practice may be a challenge but will not only protect the public, but will also improve professionalism and contribute to the flourishing of individuals, families and communities. 42 In addition, our findings suggest professional inadequacies due to lack of experience, lack of current knowledge and practical experience in health advocacy. This intrapersonal barriers to nurses using their health advocacy role are reported in both Ghana and the United States of America.…”

Section: Discussionmentioning

confidence: 80%

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Barriers to nurses health advocacy role

Laari

Duma

2023

Nurs Ethics

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Background Speaking up to safeguard patients is a crucial ethical and moral obligation for nurses, but it is also a difficult and potentially dangerous component of nursing work. Health advocacy is gaining impetus in the medical literature, despite being hampered by barriers resulting in many nurses in Ghana remaining mute when faced with advocacy-required situations. We explored situations that thwart nurses from performing their health advocacy role. Research question What would cause nurses to take no action when they witness situations that require them to act as health advocates for their clients or communities? Research Design An inductive, descriptive qualitative design was used to collect and analyse data on barriers that prevent nurses from practising their health advocacy role in Ghana. Individual one-on-one in-depth interviews were conducted using a semi-structured interview guide. The data were analysed using qualitative content analysis. Participants and research context Twenty-four professional nurses and midwives registered with the Nursing and Midwifery Council were recruited from three regional hospitals in Ghana. These public hospitals were chosen from the upper, middle and coastal regions. Ethical considerations The UKZN Ethics Review Committee in South Africa and the GHS Ethics Review Committee in Ghana both gave their approval for this study. Findings Intrapersonal barriers, interpersonal barriers, and structural barriers emerged as major obstacles that nurses experience when performing their health advocacy role. Conclusions Barriers to health advocacy have undermined nurses' ability to function as health advocates and are preventing them from utilising their health advocacy position in nursing practise. Giving nursing students positive role models in the classroom and in the clinic can help them become more effective health advocates.

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Barriers to nurses health advocacy role

Laari

Duma

2023

Nurs Ethics

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“…Several studies emphasise tailoring assessment to a reasonable level, such as how far along in the programme the student has advanced (Burden et al, 2018; DeBrew & Lewallen, 2014; Tanicala et al, 2011). How assessments of safe, suited and fit students are approached in this matter feeds into a larger discussion in nursing education today: should we require that prospective students possess certain qualities before entering nursing education (such as the values‐based recruitment procedures in the United Kingdom, (see Gallagher & Timmins, 2022; Raustøl & Tveit, 2023; Traynor et al, 2017 for discussions of this approach)) or should the education programme emphasise that students develop these qualities after they have entered the programme? This again raises questions about what kind of qualities we are concerned with and how they develop in a person.…”

Section: Discussionmentioning

confidence: 99%

Suitable, fit, competent and safe to practice nursing? Assessing nursing students' personal qualities in clinical placement—An integrative review

Natterøy,

Tveit,

Hunskår

et al. 2023

Journal of Clinical Nursing

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Aims and objectivesThis study aims to explore, describe, and synthesize the personal requirements student nurses are assessed in their clinical placement to be suitable, fit, competent, and safe for the nursing profession.BackgroundThere are different terms and concepts used when describing what nursing students are assessed by regarding personal requirements needed to be eligible to enter the nursing profession. This is regulated and enforced mainly by different standards and guidelines.DesignAn integrative review using Whittmore and Knafl's (2005) methodology.MethodsSearches were systematically conducted in CINAHL, Education Source, ERIC, Academic Source Elite, MEDLINE and EMBASE, NORART, SveMed+, and Bibliotek.dk. The PRISMA checklist for systematic reviews was used.ResultsEighteen studies were included in the review. The results present various factors student nurses are assessed by in clinical placements, which were categorized into three themes: attitude and personal characteristics, behavior, and basic knowledge. Assessing students is a complex and subjective endeavor, and decisions are based on a holistic assessment of several different aspects of the student's performance and behaviorConclusionsThe personal requirements to be deemed suited for det nursing profession are complex and composed of several different components. Assessments are often based more on assessors’ subjective standards and intuition than on the provided guidelines and standards. There is no universal understanding of which characteristics or qualities are considered necessary for a student to be deemed suited for the nursing profession.Relevance to clinical practiceThis study points at challenges with the assessment of nursing students today as there are no clear standards or understanding of the requirements needed.

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“…One important strategy to ensure compassionate healthcare workers is to pay attention to selection procedures to assure that recruits to the profession possess the right values and capacity for providing compassionate care. 6 The focus on values and values-based recruitment seem to assume that compassion and similar moral responses as something innate, natural or at least mainly developed before entering professional education.…”

Section: Introductionmentioning

confidence: 99%

Compassion, emotions and cognition: Implications for nursing education

Raustøl

Tveit

2022

Nurs Ethics

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Compassion is often understood as central to nursing and as important to ensure quality nursing and healthcare. In recent years, there has been a focus on strategies in nursing education to ensure compassionate nurses. However, it is not always clear how the concept of compassion is understood. Theoretical conceptualisations that lie behind various understandings of compassion have consequences for how we approach compassion in nursing education. We present some ways in which compassion is often understood, their philosophical underpinnings and the consequences these understandings can have for nursing education. We argue that it is useful for nursing education to understand compassion as a cognitive emotion and discuss how such an understanding can inform educational approaches to compassion.

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Admission to undergraduate nurse education programmes: Who should be selected?

Cited by 3 publications

References 5 publications

Barriers to nurses health advocacy role

Barriers to nurses health advocacy role

Suitable, fit, competent and safe to practice nursing? Assessing nursing students' personal qualities in clinical placement—An integrative review

Compassion, emotions and cognition: Implications for nursing education

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