参与学生死亡杜拉服务学习计划的护理学生在息护理机构的经验:一种定性研究
Si Qi Yoong1, Wenru Wang1, Alvin Chuen Wei Seah1
1Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
Death studies
|April 8, 2024
概括
护理学生通过死亡杜拉服务学习计划获得了宝贵的息护理经验. 这一举措提高了他们的技能和知识,突出了综合息护理教育的需要.
科学领域:
- 护理教育 护理教育
- 抚慰性护理是一种缓解性护理.
- 服务学习服务学习
背景情况:
- 护理学生往往缺乏足够的培训和在息治疗中的实际经验.
- 越来越需要加强息护理教育,为未来的护士提供必要的技能和知识.
研究的目的:
- 探索本科护理学生参与学生死亡杜拉服务学习计划的经验.
- 确定该计划在息护理环境中的好处和挑战.
主要方法:
- 采用了一种描述性的定性研究设计.
- 四个半结构化的焦点小组讨论通过Zoom进行,与14名本科毕业生护理学生进行了讨论.
- 通过专题分析,从讨论中确定了关键主题和子主题.
主要成果:
- 六个主要主题出现了:最初的恐惧/不确定性,死亡杜拉培训,对息病房的积极看法,观察患者下降,服务学习的好处以及改进建议.
- 学生们报告了技能和知识的显著增长,许多人发现息病房比预期的更积极.
- 该计划受到好评,学生们建议将其纳入护理课程.
结论:
- 学生死亡杜拉服务学习计划有效地增强了本科生息护理教育.
- 建议将此类课程纳入护理课程,以提高息护理能力.
- 建议进一步改进课程,以优化学生的支持和学习成果.
相关概念视频
Ethical Issues
938
Nurses are essential in patient care, upholding the ethical principles of their profession and effectively navigating ethical dilemmas. Neglecting ethical issues can lead to inadequate patient care, compromised therapeutic relationships, and moral distress among healthcare workers.
Ethical Concerns in Healthcare:
Ethical Concerns in Healthcare:
938
Kubler Ross's Stages of Dying
69
Elisabeth Kübler-Ross significantly advanced psychology's understanding of the process of dying with her influential book, On Death and Dying (1969). She focused on studying terminally ill individuals and outlined five stages commonly experienced when coping with death: denial, anger, bargaining, depression, and acceptance.
In denial, individuals reject the reality of their condition, often thinking, "This isn't true; I feel fine," as a way to protect themselves from...
In denial, individuals reject the reality of their condition, often thinking, "This isn't true; I feel fine," as a way to protect themselves from...
69
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation
1.2K
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
1.2K
Fundamentals of Nursing Process II
3.5K
There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
3.5K
Continuing Care
1.5K
Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
1.5K
Nursing Ethical Principles II
958
Ethical principles are essential in guiding nurses to fulfill their responsibilities, focusing on the quality of nursing care and decision-making. These principles, including autonomy, beneficence, non-maleficence, justice, and fidelity, shape the ethical framework within healthcare settings.
Consider the following scenario, which illustrates how these principles are applied in the care of Mr. John, a fifty-year-old teacher diagnosed with metastatic liver cancer.
Initially, Mr. John's...
Consider the following scenario, which illustrates how these principles are applied in the care of Mr. John, a fifty-year-old teacher diagnosed with metastatic liver cancer.
Initially, Mr. John's...
958


