Unfolding Case Studies as a Formative Teaching Methodology for Novice Nursing Students

2015 ◽  
Author(s):  
Sara K. Kaylor ◽  
Haley P. Strickland
Keyword(s):  
Nursing Students ◽  
Case Studies ◽  
Teaching Methodology ◽  
Novice Nursing Students ◽  
Unfolding Case Studies

An Innovative Evaluation in Fundamental Nursing Curriculum for Novice Nursing Students: An Observational Research

2018 ◽  
Vol 34 (5) ◽  
pp. 412-416 ◽  
Author(s):  
Liqiong Shen ◽  
Huiwen Zeng ◽  
Xiaoyan Jin ◽  
Jing Yang ◽  
Shaomei Shang ◽  
...  
Keyword(s):  
Nursing Students ◽  
Observational Research ◽  
Nursing Curriculum ◽  
Novice Nursing Students

scholarly journals Promoting Self-Care Management Among Persons With Serious Mental Illness and HIV

2011 ◽  
Vol 23 (6) ◽  
pp. 421-427 ◽  
Author(s):  
Nancy P. Hanrahan ◽  
Donna Rolin-Kenny ◽  
June Roman ◽  
Aparna Kumar ◽  
Linda Aiken ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Mental Illness ◽  
Nursing Students ◽  
Case Studies ◽  
Serious Mental Illness ◽  
Care Management ◽  
Self Care ◽  
Public Health Nurses ◽  
Management Approach

People with a serious mental illness (SMI) along with HIV have complex health conditions. This population also has high rates of poverty, difficulty in sustaining regular housing, and limited supportive networks. Typically, the combination of psychotropic and HIV medication regimens is complicated, changes frequently, and requires coordination among multiple providers. Furthermore, fragmented and divided primary health care and mental health care systems present substantial barriers for these individuals and for the public health nurses who care for them. In this article, we present “real world” case studies of individuals with SMI and HIV and the self-care management strategies used by nurses to address medication and treatment management, build interpersonal skills, and develop sustainable health networks. The case studies can be used for quality improvement discussions among practicing public health nurses and for instructing nursing students in a self-care management approach.

Early Identification of Transformation in the Proficiency Level of Critical Thinking

2017 ◽  
pp. 190-211
Author(s):  
Velmarie King Swing
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Associate Degree ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Methodology ◽  
Associate Degree Nursing Students ◽  
Early Evaluation ◽  
First Semester ◽  
Proficiency Level

Critical Thinking (CT) in the nurse graduate continues to be a topic of concern in the academic and acute care settings. Few studies focus on early evaluation of Critical Thinking Skills (CTS). The purpose of this chapter is to show how the non-experimental, explanatory, quantitative study, the Kaplan CTIT, was employed to determine if a transformation in the level of CTS occurs within the first semester of associate degree nursing students. Participants completed the pretest in the first three weeks of classes. Posttests were given after course finals. A significant transformation in the level of CT occurred. The estimated change in CT test scores was 2.04, with 95% confidence. Implications for early measurement of CTS in nursing programs reveals if teaching methodology is providing the necessary input for developing CTS or if evaluation and changes are needed.

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