Dedicated Education Unit: Student Perspectives

Nishioka, Vicki; Coe, Michael T.; Hanita, Makoto; Moscato, Susan Randles

doi:10.5480/14-1380

Cited by 40 publications

(22 citation statements)

References 5 publications

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“…Defined by Moscato et al (2007, p.32), a DEU is a healthcare setting "developed into an optimal teaching/learning environment through the collaborative efforts of management, (2013) found nursing students had a preference for DEU's over traditional placements with retention of skills such as teamwork and DEU's have been reported to support high quality learning experiences with strong mentoring relationships (Nishioka et al 2014). …”

Section: Implementing Innovationmentioning

confidence: 99%

The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

Forber

DiGiacomo

Davidson

et al. 2015

Nurse Education Today

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Section: Implementing Innovationmentioning

confidence: 99%

The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

Forber

DiGiacomo

Davidson

et al. 2015

Nurse Education Today

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“…Of the Queensland papers, the three Henderson et al (2006) papers report findings from one larger project. The remaining studies were predominantly from the United States of America (Lovecchio et al, 2012;Mulready-Shick et al, 2013;Nishioka et al, 2014;Smyer et al2015), Europe (Gustafsson et al, 2015;Hellström-Hyson et al, 2012;Roxburgh, 2014;Sundler et al, 2014;Warne et al, 2010) plus single studies from Iran (Parchebafieh et al 2014) and Saudi Arabia (Omer et al 2013).…”

Section: The Characteristics Of the Studiesmentioning

confidence: 99%

In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review

Forber

DiGiacomo

Carter

et al. 2016

Nurse Education in Practice

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Clinical learning experiences are an essential part of nurse education programs. Numerous approaches to clinical education and student supervision exist. The aim of this integrative review was to explore how studies have compared or contrasted different models of undergraduate nurse clinical education. A search of eight databases was undertaken to identify peer-reviewed literature published between 2006 and 2015. Eighteen studies met the inclusion criteria. A diverse range of methodologies and data collection methods were represented, which primarily explored student experiences or perceptions. The main models of undergraduate nurse clinical education identified were: traditional or clinical facilitator model; the preceptorship or mentoring model; and the collaborative education unit model in addition to several novel alternatives. Various limitations and strengths were identified for each model with no single optimal model evident. Thematic synthesis identified four common elements across the models: the centrality of relationships; the need for consistency and continuity; the potential for variety of models; and the viability/sustainability of the model. The results indicate that effective implementation and key elements within a model may be more important than the overarching concept of any given model. Further research is warranted to achieve an agreed taxonomy and relate model elements to professional competence.

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“…In nursing context, the concept of nurse engagement is regularly used to describe nurses' commitment and satisfaction with their jobs. As nurse engagement relates directly with critical safety, high-quality health care performance, and patient experience outcomes (Day, 2014;Nishioka et al, 2014;Horner et al, 2011) understanding the present state of nurse engagement and its predictors are vital (Dempsey & Reilly, 2016).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Nurse Engagement: The Role of Social Support and Job Characteristics

Othman¹,

Ghazal²,

Nasurdin³

2018

TOJDAC

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Nursing work engagement has become an increasingly crucial factor and a condition for high-quality health care performance, thus influencing the success of the organization. As the nursing profession is regarded as an emotionally demanding work environment, nurses as boundary-spanners of health care institutions need to have adequate job resources. This study examined the relationship between job resources consisting of social support, job feedback, task significance and work engagement. The sample comprised of 345 staff nurses working in three public hospitals in Peninsular Malaysia. Statistical results using hierarchical linear regression analysis shown that supervisor support, job feedback, and task significance were positively related to work engagement. In contrast, co-worker support has no significant relationship with work engagement.

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Dedicated Education Unit: Student Perspectives

Cited by 40 publications

References 5 publications

The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review

Enhancing Nurse Engagement: The Role of Social Support and Job Characteristics

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