Nursing student–patient relationship: a review of the literature from 1984 to 1998

Suikkala, Arja; Leino‐Kilpi, Helena

doi:10.1046/j.1365-2648.2001.01636.x

Cited by 68 publications

(63 citation statements)

References 71 publications

(156 reference statements)

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“…The above emergent perspectives are interrelated and also represent the interdisciplinary and convergent nature of nano (e.g., see Roco, 2003) and together, represent one conceptual baseline necessary for eliciting a basic understanding of nano. It should be noted, however, that while an inductive content analysis approach can serve as an effective means to identify prevalent themes in literature content, the method does not necessarily expose all possible thematic structures inherent in a particular literature set (Suikkala and Leino-Kilpi, 2001). Guided by the four themes identified during the analysis, we first collated any existing items in the literature that were already closely related to the themes (e.g.…”

mentioning

confidence: 99%

Measuring understanding of nanoscience and nanotechnology: development and validation of the nano-knowledge instrument (NanoKI)

Schönborn

Höst

Palmerius

2015

Chem. Educ. Res. Pract.

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aAs the application of nanotechnology in everyday life impacts society, it becomes critical for citizens to have a scientific basis upon which to judge their perceived hopes and fears of 'nano'. Although multiple instruments have been designed for assessing attitudinal and affective aspects of nano, surprisingly little work has focused on developing tools to evaluate the conceptual knowledge dimension of public understanding. This article reports the validation of an instrument designed to measure conceptual knowledge of nanoscience and nanotechnology. A sample of 302 participants responded to a 28-item questionnaire designed around core nano-concepts. Factor analysis revealed a single latent variable representing the construct of nano-knowledge. Cronbach's alpha was 0.91 indicating a high internal consistency of the questionnaire items. The mean test score was 15.3 out of 28 (54.5%) with item difficulty indices ranging from 0.19 to 0.89. Obtained item discrimination values indicate a high discriminatory power of the instrument. Taken together, the psychometric properties of the Nano-Knowledge Instrument (NanoKI) suggest that it is a valid and reliable tool for measuring nano-related knowledge. Preliminary qualitative observations of citizens' incorrect and correct response patterns to the questionnaire indicate potential conceptual challenges surrounding relative size of the nanoscale, random motion of nano-objects, and nanoscale interactions, although these are hypotheses that require future investigation. Application of the NanoKI could support efforts directed to an agenda for evaluating and designing science communication and education initiatives for promoting understanding of nano. IntroductionNanoscience is rapidly becoming a revolutionary and core component of research interconnected with multiple areas of scientific endeavour (Roco, 2003;Whitesides, 2005). Absorption of real practical applications of nanoscience and nanotechnology into the daily life of citizens is underway (Sealy, 2006). While the implications of 'nano' continue to emerge in manifestations of cutting-edge nanomaterials and nanotherapeutics, many contemporary scholars (e.g., Roco and Bainbridge, 2005;Burri and Bellucci, 2008), deem it crucial that the international public be actively involved in discussion, decisions and policy associated with nano. In this regard, Laherto (2010) and Gilbert and Lin (2013) advocate the urgent implementation of a nano-education vision that not only caters to formal academic demands necessary for accruing nanocompetent workers, but also considers informal public dimensions in evoking the societal implications of nanoscience.This need is succinctly captured in Laherto's (2010) assertion that, "all citizens will soon need some kind of 'nano-literacy' in order to navigate important science-based issues related to their everyday lives and society" (p. 161).The nano-revolution is playing out in the convergence of nano with new technological innovation. The inevitable impact of nano on society requires interna...

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mentioning

confidence: 99%

Measuring understanding of nanoscience and nanotechnology: development and validation of the nano-knowledge instrument (NanoKI)

Schönborn

Höst

Palmerius

2015

Chem. Educ. Res. Pract.

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“…[9,34,35] Thus, when the basic syllabus literature uses outdated and oversimplified narratives on nursing and care in close contact with the patient to convey what nursing is, the programme is at risk of not recognising the potential for identifying with the profession and the role of nurse what such a relational interest actually makes possible.…”

Section: Resultsmentioning

confidence: 99%

Exploring the relationship between technology and care: A qualitative study of clinical practice for nursing students

Jordal

Heggen

Solbrække

2014

JNEP

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Background/Objective: The aim of this study is to explore the interaction between technology and care in the student-patient relationship during clinical practice training. In the traditional discourse on nursing, technology is seen as insignificant or secondary to the actual work of caring. Using new insights from the social sciences field on how to understand technology, this paper focuses on the important, but somehow underrated, relationship between technology and the human element in clinical practice.Methods: This article reports findings from a field study of Norwegian nursing students in hospital practice during second year training. Six women and three men participated in the study. The case-oriented analysis follows a cultural-analytical tradition in which the main objective is to investigate routines and ingrained conceptions in order to see familiar phenomenon and patterns in new ways. The main question was: How do Norwegian nursing students learn to handle technology and care in their education programme?Results: With a socio-cultural perspective on student learning and data from participant observation, the findings of this paper show various ways in which the presence of technology influences the interaction between students and patients. The study demonstrates how technology creates challenges for students in their interactional bedside work. However, technology is also revealed as offering new opportunities for contact and care.Conclusion: Technology and the human element are linked in complex ways in students' bedside work. This aspect of bedside care has not yet been given sufficient attention in the nursing education programme. In our view, this is a matter of concern; we conclude that nursing education needs to include updated and more nuanced perspectives that will better address this complexity.

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“…4,6,7 Hemşirelikte ise iletişim becerilerinin geliştirilmesi ilk olarak eğitim süreci içerisinde olur. 2,8 Hemşirelik öğrencileri, okulda aldığı teorik bilgileri klinik uygulama alanlarında pratik bilgiye dönüştürerek 4 yıllık uygulamalı eğitim görmektedir. 9 Klinik uygulama alanları hemşirelik öğrencilerine meslektaşlarını gözlemleme, tek başına uygulama yaparak sorumluluk alabilme, karar verme ve bir ekip üyesi olarak çalışabilmesini, okul ortamında öğretilen teorik ve pratik bilgiyi klinik ortamda uygulamalı olarak bütünleştirme imkanı verir.…”

Section: Introductionunclassified

Klinik Uygulamaya Çıkan Öğrenci Hemşirelerin İletişim Becerileri ve Etkileyen Faktörler

Süt¹

2015

HSP

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ÖZET Amaç: Çalışmada klinik uygulamaya çıkan öğrenci hemşirelerin iletişim beceri düzeylerinin belirlenmesi ve iletişim becerilerini etkileyen faktörlerin incelenmesi amaçlanmıştır. Gereç ve Yöntem: Araştırmamız Şubat-Mart 2014 tarihleri arasında Trakya Üniversitesi Sağlık Bilimleri Fakültesinde yürütülen kesitsel ve tanımlayıcı özellikte bir araştırmadır. Araştırmaya klinik uygulamaya çıkan, iletişim ile ilgili dersi almış ve araştırmaya katılmaya gönüllü hemşirelik bölümü 2, 3, 4. sınıf öğrencilerinden 179 öğrenci dahil edildi. Verilerin toplanmasında araştırmacılar tarafından hazırlanan, öğrencilerin çeşitli sosyo-demografik tanımlayıcı özelliklerinin ve iletişimle ilgili düşüncelerinin sorgulandığı bir anket formu ve iletişim becerilerini değerlendirmek için "İletişim Becerileri Envanteri" kullanıldı. Bulgular: Öğrencilerin yaş ortalaması 20,7±1,1 ve %90,5'i kadın olup alkol kullanma oranı %12,8'dir. %87,2'si insanlarla, %91,1'i hastalarla iletişimlerinin iyi olduğunu düşünmekte, hasta ile iletişimde sorun yaşayanların oranı %17,9'dur. Öğrencilerin %59,2'si klinik uygulamalarda sağlık personelinin olumsuz davranışlarının hasta ile iletişimini olumsuz etkilediğini düşünmektedir. Öğrencilerin iletişim becerileri envanterinin alt boyut skorlarından en yüksek skoru "zihinsel beceri" alt boyutundan (59,1±6,2), en düşük skoru "duygusal beceri" alt boyutundan (53,0±5,5) elde edildi. Alkol kullanmayanların "zihinsel beceri" skoru (59,5±6,0) alkol kullananlardan (56,2±6,6) anlamlı olarak yüksek bulundu (p=0,035). Okulda iletişim ile ilgili alınan derslerin yararlı olduğunu düşünenlerin "zihinsel beceri (p=0,012)", "davranışsal beceri (p=0,020)" ve "toplam beceri (p=0,046)" skoru anlamlı olarak yüksek bulundu, "duygusal beceri (p=0,448)" skorunda fark bulunmadı. İnsanlarla iletişimlerinin iyi olduğunu düşünen öğrencilerin "davranışsal beceri" skoru anlamlı olarak yüksek bulundu (p=0,018). Benzer şekilde, hastalarla iletişimlerinin iyi olduğunu düşünen öğrencilerin "davranışsal beceri" skorları da anlamlı olarak yüksek bulundu (p=0,010). Sonuç: Klinik uygulamaya çıkan öğrenci hemşirelerin iletişim becerileri değerlendirildiğinde hastalar ve insanlarla olan iletişimlerine ilişkin olumlu düşünceye sahip olanların davranışsal iletişim becerilerinin, alkol kullanmayanların ise zihinsel iletişim becerilerinin daha yüksek olduğu gözlenmiştir. Ayrıca, okulda iletişimle ilgili alınan dersler zihinsel ve davranışsal iletişim becerilerini yükselterek toplam iletişim becerisini iyileştirmektedir.Anahtar kelimeler: Öğrenci hemşire, iletişim becerisi, hasta, klinik uygulama ABSTRACT Aim: In this study, it was aimed to investigate that communication skills and affecting factors of nursing student participating to clinical practice. Material and Methods: Our research conducted as crosssectional and descriptive features at the Trakya University, Faculty of Health Sciences between February and March 2014. One hundred and seventy-nine 2nd, 3rd, and 4th year nursing students who learned communication course, volunteered to study and part...

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Nursing student–patient relationship: a review of the literature from 1984 to 1998

Abstract: In future empirical research should be based more firmly on theory-based illuminations of the student-patient relationship.

Cited by 68 publications

References 71 publications

Measuring understanding of nanoscience and nanotechnology: development and validation of the nano-knowledge instrument (NanoKI)

Measuring understanding of nanoscience and nanotechnology: development and validation of the nano-knowledge instrument (NanoKI)

Exploring the relationship between technology and care: A qualitative study of clinical practice for nursing students

Klinik Uygulamaya Çıkan Öğrenci Hemşirelerin İletişim Becerileri ve Etkileyen Faktörler

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