Interprofessional Collaboration: The Experience of Nursing and Medical Students’ Interprofessional Education

In this hermeneutic phenomenological study, we examined the experience of interprofessional collaboration from the perspective of nursing and medical students. Seventeen medical and nursing students from two different universities participated in the study. We used guiding questions in face-to-face, conversational interviews to explore students’ experience and expectations of interprofessional collaboration within learning situations. Three themes emerged from the data: the great divide, learning means content, and breaking the ice. The findings suggest that the experience of interprofessional collaboration within learning events is influenced by the natural clustering of shared interests among students. Furthermore, the carry-forward of impressions about physician–nurse relationships prior to the educational programs and during clinical placements dominate the formation of new relationships and acquisition of new knowledge about roles, which might have implications for future practice.

A Phenomenological Study Exploring the Experiences of Men Who Work in Maternal-Newborn Nursing Positions

The aim of this study was to explore the experiences of men who choose to work in maternal-newborn nursing roles. Using a qualitative phenomenological approach, interviews were conducted with a purposeful sample of six male nurses who worked in maternal-newborn settings using a semi-structured guide. Four themes emerged: Motivation and Influences in Career Choice, Barriers to Developing Caring Confidence as Maternal-Newborn Nurses, Surviving as Men in Maternal-Newborn Nursing, and The Invisible Norms Associated with Men in Maternal-Newborn Nursing. The study generated meaning surrounding career selection and addressed motivating factors such as role modeling, life experience, and passion for the area of specialization or convenience. There is importance in understanding the experiences of men who choose to work in maternal-newborn nursing roles. Thus, this research has implications for nursing, practice, education, and research, particularly with nursing leadership, policy makers, educators, guidance counselors, and men considering maternal-newborn nursing roles.

The Lived Experience of Nursing Students With Formative Assessment Formally Embedded in Clinical Courses: A Transcendental Phenomenological Study

The potential of formative assessment (FA) for informing learning in classroom-based nursing courses is clearly established in the literature; however, research on FA in clinical courses remains scarce. This inquiry explored the lived experience of nursing students using transcendental phenomenology and described the phenomenon of being assessed in clinical courses. The research question guiding the study was: How is the phenomenon of assessment experienced by nursing students when FA is formally embedded in clinical courses? Inherent in this question were the following issues: (a) the meaning of clinical experiences for nursing students, (b) the meaning of being assessed through FA, and (c) what it is like to be assessed when FA is formally embedded within clinical experiences. The noematic themes that illuminated the whatness of the participants’ experience were (a) enabled cognitive activity, (b) useful feedback, (c) freedom to be, (d) enhanced focus, (e) stress moderator, and (f) respectful mentorship. The noetic themes associated with how the phenomenon was experienced were related to bodyhood, temporality, spatiality, and relationship to others. The results suggest a fundamental paradigm shift from traditional nursing education to a more pervasive integration of FA in clinical courses so that students have time to learn before being graded on their practice. Furthermore, this inquiry and the literature consulted provide evidence that using cognitive science theory to inform and reform clinical nursing education is a timely option to address the repeated calls from nursing leaders to modernize nursing education. This inquiry contributes to reduce our reliance on assumptions derived from research on FA in nursing classrooms and provides evidence based on the reality of using formative assessment in clinical courses. Recommendations for future research are presented.

Implementación de un método cuantitativo para la detección del virus Psorosis de cítricos mediante RT-PCR tiempo real y su evaluación en muestras de campo

Tesis (Doctora en Ciencias con Especialidad en Biotecnología) U.A.N.L. Facultad de Ciencias Biológicas, 2007.

Development and evaluation of a nursing psycho-educational program focused on communication for family caregivers in early Alzheimer's disease

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Dédoublement et métamorphoses dans Chroniques de l'oiseau à ressort de Haruki Murakami et Le rêve de Mircea Cărtărescu

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The Nursing Intensity Critical Care Questionnaire (NICCQ) : Validation Study in Cardiac Surgery Patients

Nurse Managers need today more than ever instruments that can be used to justify the billions of dollars that are invested in the healthcare sector annually. The objective of the study was to establish the validity and reliability of the Nursing Intensity Critical Care Questionnaire (NICCQ) in a cardiac surgery intensive care unit (CSICU) of a tertiary hospital. An expert panel evaluated the questionnaire’s content validity while generalizability theory was used to estimate the G and D coefficients. Decision studies enabled the investigators to determine if the current ward functioning of having one nurse rate one patient is adequate. Also, exploratory factorial analyses (EFA) preceded by principal component analyses (PCA) looked at establishing the factorial structure for the NICCQ. Finally, the NICCQ was correlated with a severity of illness score known as the Acute Physiology And Chronic Health Evaluation II (APACHE II) to estimate the correlation between patient illness and nursing intensity of care. The NICCQ was used by nurses using a sample of patients who had undergone cardiac surgery and were hospitalized on a CSICU of a tertiary teaching hospital. A convenience sample of nurses and patients on the CSICU was used to reflect the procedures and usual functioning of the unit. Each item on the questionnaire measured nursing intensity of care using a three point ordinal scale (Light, Moderate, and Severe) for the first 11 items, and a five point ordinal scale for the global assessment item (including the intermediate categories light/moderate and moderate/severe). The questionnaire proved to be both valid and able to be generalized to all nurses working in the CSICU. Overall results showed that 94.4% of the item generalizability coefficients indicated acceptable to excellent reliability, with most (86.1%) being larger than .90. The EFA established a simple 4 factor structure that explained little of the variance (32%). A correlation coefficient of 0.36 indicated that patient’ severity of illness is somewhat correlated with nursing intensity of care. The study showed that the NICCQ is a valid questionnaire with a generalizability coefficient that is large enough to be used by nurses’ managers for administrative purposes. Further research using larger samples would be needed to further test the factor structure of the NICCQ.

NPCG1014 Foundations of Nursing Practice

Essential Library Skills Year 1 Nursing October 2012

Return to nursing practice

Module enrolement and blackboard

1st Year Nursing and Midwifery UG Powerpoint

Overview of what they should be using and where to find it

Hidrolipoclasia con solución salina hipotónica versus isotónica en adiposidad localizada

Introducción: La hidrolipoclasia es una técnica de moldeamiento corporal consistente en la infiltración de una solución en el tejido adiposo con la consiguiente aplicación de ultrasonido para producir lisis en los adipocitos y reducción del tejido adiposo en el área de tratamiento. Sin embargo, existen múltiples variaciones a la técnica, entre ellas el tipo de solución utilizada. El objetivo de este estudio fue comparar los resultados con la técnica de hidrolipoclasia en cuanto a reducción de medidas con el uso de solución salina hipotónica versus isotónica. Metodología: Estudio descriptivo de corte transversal, se analizaron historias clínicas de pacientes a los que se les realizó hidrolipoclasia entre enero de 2013 y febrero 2014 en dos centros médicos estéticos de Bogotá. Se compararon dos técnicas (utilizando solución salina isotónica versus hipotónica) en cuanto a la disminución de medidas antropométricas tomadas antes y después del tratamiento. Los datos fueron analizados mediante la comparación de medias utilizando la prueba t de Student. Resultados: Se analizaron 37 historias clínicas, 19 pacientes sometidos a hidrolipoclasia con solución salina hipotónica y 18 con isotónica. Después de la realización de un procedimiento hubo una disminución estadísticamente significativa (p: 0,000) en todas las medidas antropométricas evaluadas, siendo mayor comparativamente en los pacientes tratados con solución hipotónica en cintura, perímetro abdominal y perímetro a nivel de crestas iliacas. Los efectos secundarios incluyeron equimosis y hematomas. No se presentaron complicaciones. Conclusión: La hidrolipoclasia es segura y eficaz en el manejo de adiposidad localizada, teniendo una mayor efectividad cuando se utiliza solución salina hipotónica.