Students’ perspectives on basic nursing care education

Waal, Getty Huisman–de; Feo, Rebecca; Vermeulen, Hester; Heinen, Maud

doi:10.1111/jocn.14278

Cited by 32 publications

(24 citation statements)

References 38 publications

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“…Three types of knowledge Benner, Sutphen, Leonard, Day, and Shulman () highlight that the academic setting needs to focus on and integrate explicitly in nursing education in order for the knowledge and skills taught in school setting to become relevant to the students’ clinical practice. A study by Huisman‐de Waal et al concludes that fundamental care may best learned within clinical setting as opposed to theoretical education (Huisman‐de Waal, Feo, Vermeulen, & Heinen, ), which to some extent complements some of the results in this study. A study underlines that students do not necessarily perceive the academic staff as role models (Felstead, ), due to their distance from practical clinical nursing.…”

Section: Discussionsupporting

confidence: 74%

Exploring nursing students’ use of the Fundamentals of Care framework in case‐based work

Voldbjerg

Larsen

Nielsen

et al. 2019

Journal of Clinical Nursing

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Aims and objectives:To explore how nursing students perceive and use the conceptual Fundamentals of Care framework in case-based work in nursing education and furthermore to describe influencing factors on perceptions and use of the framework. Background:The Fundamentals of Care framework has been integrated in core courses in two Schools of Nursing in Region North Denmark in response to studies reporting that nursing students and newly graduated nurses lack the knowledge, skills and competencies to meet the challenges of delivering fundamental care in clinical practice. An integration of the framework in case-based work in nursing education has not previously been studied. Design and methods:The study design was focused ethnography. Data were collected using participant observations, focus group interviews and individual interviews. Four groups of four to five nursing students participating in case-based work sessions and three faculty members from two Schools of Nursing were included. The study adhered to COREQ. Results:The results show an uncertainty among the students about how to understand and use the conceptual framework in case-based work. The uncertainties derive from diversities in faculty members' perceptions and curricular planning among others. However, the framework appears to support the students' learning about what nursing is and requires. Conclusions:The study indicates that integrating Fundamentals of Care framework in case-based work may be one way of teaching nursing students the complexities of integrated fundamental nursing care. However, there is a need to consider how to support students in articulating Fundamentals of Care, and to draw attention to the influence of role models and curricular planning. Relevance to educational practice: The study provides knowledge relevant when customising future educational interventions regarding the integration of Fundamentals of Care in nursing education and may provide valuable knowledge of evaluation strategies. | 1969 VOLDBJERG Et aL. S U PP O RTI N G I N FO R M ATI O N Additional supporting information may be found online in the Supporting Information section at the end of the article. How to cite this article: Voldbjerg SL, Lyng Larsen K, Nielsen G, Laugesen B. Exploring nursing students' use of the Fundamentals of Care framework in case-based work. J Clin

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Section: Discussionsupporting

confidence: 74%

Exploring nursing students’ use of the Fundamentals of Care framework in case‐based work

Voldbjerg

Larsen

Nielsen

et al. 2019

Journal of Clinical Nursing

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“…We need sound economic evaluation of the investment required and to off set that with improvements in health outcomes, throughput, and safety and quality indicators. We need to research how we teach fundamental care to nursing students39–43 and we need to understand how fundamental care is embedded in policies and legislation at national and local levels 44…”

Section: Proposed Solution …mentioning

confidence: 99%

Speaking Up for Fundamental Care: the ILC Aalborg Statement

et al. 2019

Self Cite

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ObjectiveThe International Learning Collaborative (ILC) is an organisation dedicated to understanding why fundamental care, the care required by all patients regardless of clinical condition, fails to be provided in healthcare systems globally. At its 11th annual meeting in 2019, nursing leaders from 11 countries, together with patient representatives, confirmed that patients’ fundamental care needs are still being ignored and nurses are still afraid to ‘speak up’ when these care failures occur. While the ILC’s efforts over the past decade have led to increased recognition of the importance of fundamental care, it is not enough. To generate practical, sustainable solutions, we need to substantially rethink fundamental care and its contribution to patient outcomes and experiences, staff well-being, safety and quality, and the economic viability of healthcare systems.Key argumentsWe present five propositions for radically transforming fundamental care delivery:Value: fundamental care must be foundational to all caring activities, systems and institutionsTalk: fundamental care must be explicitly articulated in all caring activities, systems and institutions.Do: fundamental care must be explicitly actioned and evaluated in all caring activities, systems and institutions.Own: fundamental care must be owned by each individual who delivers care, works in a system that is responsible for care or works in an institution whose mission is to deliver care.Research: fundamental care must undergo systematic and high-quality investigations to generate the evidence needed to inform care practices and shape health systems and education curricula.ConclusionFor radical transformation within health systems globally, we must move beyond nursing and ensure all members of the healthcare team—educators, students, consumers, clinicians, leaders, researchers, policy-makers and politicians—value, talk, do, own and research fundamental care. It is only through coordinated, collaborative effort that we will, and must, achieve real change.

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“…Within nursing education, Huisman‐de Waal, Feo, Vermeulen, and Heinen () explored nursing students' perspectives on basic nursing care education. Their results demonstrated that students face challenges in identifying a patient's care needs.…”

Section: Introductionmentioning

confidence: 99%

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Lillekroken

2020

Journal of Clinical Nursing

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Aims and objectives:To explore nurse educators' perceptions about teaching fundamental care to undergraduate nursing students in a simulated learning environment.Background: Recent research has demonstrated that fundamental care is overlooked in nursing education, resulting in little empirical research on how to teach fundamental care within a simulated learning environment. Design:The study has a qualitative, explorative design. The principles of consolidated criteria for reporting qualitative research (COREQ) were applied for reporting the methods and findings.Methods: Data were collected through participant observations and focus group interviews with nursing students, clinical nurses and nurse educators. The data were analysed using the qualitative content analysis method.

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Students’ perspectives on basic nursing care education

Cited by 32 publications

References 38 publications

Exploring nursing students’ use of the Fundamentals of Care framework in case‐based work

Exploring nursing students’ use of the Fundamentals of Care framework in case‐based work

Speaking Up for Fundamental Care: the ILC Aalborg Statement

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

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