ERA

Nursing Education

The Nursing Philosophy, Pedagogy, and History group (NPPH) is an integral component of the Areas of Excellence (AoE) initiative. This group is dedicated to fostering philosophical, pedagogical and historical scholarship within the Faculty of Nursing and the nursing community.
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  1. A guide to knowledge translation theory. [Download]

    Title: A guide to knowledge translation theory.
    Creator: Estabrooks, C.A.
    Description: Despite calls over several decades for theory development, there remains no overarching knowledge-translation theory. However, a range of models and theoretical perspectives focused on narrower and related areas have been available for some time. We provide an overview of selected perspectives that we believe are particularly useful for developing testable and useful knowledge-translation interventions. In addition, we discuss adjuvant theories necessary to complement these perspectives. We draw from organizational innovation, health, and social sciences literature to illustrate the similarities and differences of various theoretical perspectives related to the knowledge-translation field. A variety of theoretical perspectives useful to knowledge translation exist. They are often spread across disciplinary boundaries, making them difficult to locate and use. Poor definitional clarity, discipline-specific terminology, and implicit assumptions often hinder the use of complementary perspectives. Health care environments are complex, and assessing the setting prior to selecting a theory should be the first step in knowledge-translation initiatives. Finding a fit between setting (context) and theory is important for knowledge-translation initiatives to succeed. Because one theory will not fit all contexts, it is helpful to understand and use several different theories. Although there are often barriers associated with combining theories from different disciplines, such obstacles can be overcome, and
    Subjects: theory, models, knowledge translation, research utilization, knowledge utilization
  2. The contribution of simulation to nursing students' confidence and competence. [Download]

    Title: The contribution of simulation to nursing students' confidence and competence.
    Creator: Yuan, H.
    Description: Background: High-fidelity simulation (HFS) has been proposed as a novel, supplemental teaching-learning strategy to enhance students’ confidence and competence in nursing practice. Aim: To describe available evidence about the effects of HFS on students’ confidence and competence within nursing educational programmes. Methods: A review of studies published between 2000 and 2011 was undertaken using the following databases: CINAHL, Proquest, MEDLINE, Science Direct, OVID and Chinese Academic Journal. The concepts of confidence and competence as they related to HFS in nursing education were used for screening the literature. Quantitative studies were assessed for methodological quality. Findings: Eighteen English and six Chinese studies addressed confidence and competence as outcomes of simulation and were retrieved in this review. The results of meta-analysis indicated a mixed contribution of HFS to confidence and competency with a lack of high-quality random control trials and large sample sizes. Conclusions: Although qualitative studies presented positive results, there was still insufficient evidence for supporting the notion that students’ confidence and competency are enhanced through HFS. More quantitative studies are needed to demonstrate effectiveness. There was a deficit of formal measurement tools available to evaluate HFS. Most research pays no attention to validation of measurements. The increased confidence and competence after simulation may not be realized until the student experiences a real situation like the one in the simulation. More research is needed to examine the transferability of the simulation experience into real situations.
    Subjects: nursing student, competence, systematic review, simulation, confidence
  3. What is a p value and what does it mean? [Download]

    Title: What is a p value and what does it mean?
    Creator: Forbes, D.A.
    Subjects: statistical probabilty, data analysis, research
  4. Commentary: Severity of cognitive impairment at initial diagnosis of Alzheimer disease was the strongest predictor of survival. [Download]

    Title: Commentary: Severity of cognitive impairment at initial diagnosis of Alzheimer disease was the strongest predictor of survival.
    Creator: Forbes, D.A.
    Subjects: Cognitive impairment, survival predictors, Alzheimer’s disease
  5. Commentary: An educational programme for primary healthcare providers improved functional ability in older people living in the community [Download]

    Title: Commentary: An educational programme for primary healthcare providers improved functional ability in older people living in the community
    Creator: Forbes, D.A.
    Subjects: Older people, improved function, nurse education, commentary
  6. The effect of delirium education on use of target PRN medications in older orthopaedic patients. [Download]

    Title: The effect of delirium education on use of target PRN medications in older orthopaedic patients.
    Creator: Hunter, K.F.
    Subjects: medication, delirium, nursing education
  7. Misunderstanding the Assignment: First-Year Students and the Anxieties of Teaching in One Clinical Course [Download]

    Title: Misunderstanding the Assignment: First-Year Students and the Anxieties of Teaching in One Clinical Course
    Creator: Susan Chaudoir
    Description: Findings from my doctoral study of how students learned to write their first-year clinical course, and focuses on teaching and learning issues in first-year writing.
    Subjects: Conferences
    Date Created: February 18, 2013
  8. Academic Writing in Faculty of Nursing: Two Purposes for APA Style [Download]

    Title: Academic Writing in Faculty of Nursing: Two Purposes for APA Style
    Creator: Susan Chaudoir
    Description: 2012. Guest lecture to first-year nursing students.
    Subjects: Invited Presentations to Classes
    Date Created: 2012/09/23
  9. Nursing entrepreneurship: Motivators, strategies and possibilities for professional advancement and health system change. [Download]

    Title: Nursing entrepreneurship: Motivators, strategies and possibilities for professional advancement and health system change.
    Creator: Wall, S.
    Description: In Canada, as well as internationally, efficiency-focused organizational restructuring in healthcare has resulted in stressful job change for nurses, although nurses continue to work in a system that values technology-based, physician-provided services. Employed nurses have had to participate in organizational activities that undermine their professional values and goals. Nursing entrepreneurship presents an opportunity to explore nursing's professional potential in nursing practice that is uniquely independent. In this study, a focused ethnographic approach was used to explore the experiences of self-employed nurses, who see themselves as leaders in advancing the profession of nursing and its contribution to healthcare. Key themes in the findings include the responses of self-employed nurses to health system change, expanded roles for nurses, the consequences of this non-traditional approach to nursing work and the possibilities for change that arise from nursing entrepreneurship. This research has implications for healthcare policy, professional advocacy and nursing education.
    Subjects: nursing practice, entrepreneurship, self-employment, nursing roles, careers in nursing
    Date Created: 2013
  10. The influence of undergraduate education on professional practice transition: A comparative descriptive study [Download]

    Title: The influence of undergraduate education on professional practice transition: A comparative descriptive study
    Creator: Williams, Beverly
    Description: Background Graduates from Problem/Context Based Learning (CBL) undergraduate nursing programs often express concern that they may not be as well prepared for transition to graduate nursing practice as their colleagues from more traditional lecture-based programs. Aims To determine if there is a difference in how graduates from CBL and non-CBL programs describe their transition to graduate practice within the first 2 years of graduation. Methods This was a comparative descriptive study that involved the use of a web-based survey. A convenience sample of 163 graduate nurses with 1 to 2 years of experience consented to be part of the study. They completed a researcher-designed questionnaire, which consisted of 26 items based on entry to practice competencies identified by the provincial professional nursing organization. Results There was no significant difference in the transition experience of graduates from CBL and traditional education programs within their first 2 years following graduation. These results confirm the findings of authors who compared transition among CBL and non-CBL graduates who had graduated anywhere from six months to several years following graduation. Conclusions It is clear that CBL programs do prepare graduates to successfully transition into graduate nurse practice. Graduates from both CBL and non-CBL programs indicated a need for more formal agency sponsored orientation and transition assistance programs at the beginning of their initial employment.
    Subjects: Undergraduate education, Professional practice, Transition, Nursing