PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docxbriancrawford30935
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro.
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docxdenneymargareta
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro ...
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docxstilliegeorgiana
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro ...
Using GOOGLE Scholar, you must choose a scholarly journal article .docxjessiehampson
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
Using GOOGLE Scholar, you must choose a scholarly journal article .docxadkinspaige22
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docxbriancrawford30935
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro.
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docxdenneymargareta
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro ...
PROFESSION AND SOCIETYCourse Content Related to Chronic Wo.docxstilliegeorgiana
PROFESSION AND SOCIETY
Course Content Related to Chronic Wounds in Nursing Degree
Programs in Spain
Angel Romero-Collado, PhD, MSc, RN1, Marta Raurell-Torreda, PhD, MSc, RN2, Edurne Zabaleta-del-Olmo,
MSc, RN3, Erica Homs-Romero, RN4, & Carme Bertran-Noguer, PhD, MSc, RN5
1 Professor of Nursing, Nursing Department, University of Girona, Spain
2 Professor of Nursing, Nursing Department, University of Girona, Spain
3 University Institute for Primary Care Research Jordi Gol (Institut Universitari d’Investigació en Atenció Primària (IDIAP) Jordi Gol), Barcelona, Spain and
Researcher associated with the Universitat Autònoma de Barcelona, Bellaterra, Spain
4 Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres) Catalan Health Institute (Institut Català de la Salut), Girona, Spain
5 Head of Nursing Department, University of Girona, Spain
Key words
Curriculum, nursing education research,
nursing students, pressure ulcer, professional
competence, Spain, wound healing
Correspondence
Dr. Angel Romero-Collado, Professor of
Nursing, Nursing Department, University of
Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12106
Abstract
Purpose: To analyze content related to chronic wounds in nursing degree
programs in Spain.
Design: Cross-sectional descriptive study.
Methods: Course descriptions available for online access during June and
July of 2012 were reviewed for the 114 centers in Spain that offer a nursing
degree, according to the official Registry of Universities, Centers, and Titles.
Findings: Of the 114 centers with degree programs, 95 (83.3%) post course
content online, which make it possible to analyze 2,258 courses. In 60 (63.1%)
of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no
mention of their treatment. None of the course descriptions contained any
reference to pain management in patients with chronic wounds. Of the 728
elective courses analyzed, only one was related to chronic wounds.
Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic
wounds is not addressed in any course, and more courses consider the treat-
ment of pressure ulcers than their prevention.
Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates
have acquired minimum basic competencies in the prevention and treatment
of chronic wounds that help to decrease the theory–practice gap in this field.
Chronic wounds are a major factor in morbidity, mortal-
ity, and healthcare costs (Augustin, Brocatti, Rustenbach,
Schäfer & Herberger, 2014; Sen et al., 2009). On health-
care teams, nurses typically have the responsibility of car-
ing for patients who have these wounds or are at risk for
them (Caron-Mazet, Ro ...
Using GOOGLE Scholar, you must choose a scholarly journal article .docxjessiehampson
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
Using GOOGLE Scholar, you must choose a scholarly journal article .docxadkinspaige22
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
EDUCATION TEACHING PRACTICUM 1
EDUCATION TEACHING PRACTICUM 6
Coping strategies of nurses in the ICU when faced with the death of pediatric patients.
Coping strategies of nurses in the ICU when faced with the death of pediatric patients.
Objectives for and standards of the lessons
Patient-centered Care: Show empathy with the grief of the patient's relatives.
Teamwork and Collaboration: Demonstrate assertive communication with family members and other professionals at pediatric patients' end of life.
Evidence-Based Practice: Adequate ability to understand the concept of diagnosis, grief, and death
Quality Improvement: Identify risk factors and precipitants to reduce the probability of recurrence in future cases.
Safety: Minimize the suffering of the pediatric patient through Best-practice.
Informatics: Report all events surrounding the patient's death.
Nursing theory
The theory that will be used to guide the lesson is Elisabeth Kuebler ross's nursing theory. The Elisabeth Kuebler Ross nursing theory was proposed in the 1960s where she proposed five distinctive stages that people go through after they have lost a loved one. In the theory, the first stage is the denial stage, which helps people who have lost loved ones to reduce pain. The second stage is anger which is a common emotional feeling when one starts to ask why the beloved person died. In this stage, people who lost a loved one try to adjust to a new situation that might be hard for them. The third stage is bargaining, where people tend to bargain with anything around them so that they can be able to relieve the pain they are feeling. The fourth stage of grief is depression that develops as the events of loss sink into an individual. The last stage of griefing is acceptance, where people acknowledge that they have lost a loved one and plan on how to move on with life without the person (Corr, 2018S).
Describe student audience
Novice nurses in pediatric ICU unit with basic practical functions and support to experienced nurses. These nurses lack experience with pediatric patients in the ICU unit; hence they are undertaken through general rules that will enable them to perform various procedures.
Demographics of the student nurses
The nurses are aged between thirty years and forty years. The nursing group comprises both men and women who have little or no experience in ICU pediatric.
Interventions may be needed to account for varied learning styles.
In the learning process, the educator will need to involve different interventions to account for the different learning styles. Therefore, VARK MODEL will be used to identify the transverse learning style in the group. One of the interventions is to know and understand the students' different learning abilities. Once the appropriate learning style for the group has been identified, the educator will provide unique experiences that allow the learners to think critically to understand the concepts being taught. Al ...
COMPLETED WEEK 2In 350-400 Words1. Share an example of evidencLynellBull52
COMPLETED WEEK 2
In 350-400 Words
1. Share an example of evidence-based practice from your work setting.
B & C. Describe how qualitative and quantitative research results can be used to solve practice problems. This is known as translational research.
2. Refer back to last module's discussion board item #4 in which you identified one or two potential problems that you are considering for your DNP Project. As we move into the building blocks for evidence, try to think about what you want to improve through your DNP project.
A. State the problem that you are considering for your DNP project.
B. Find a peer-reviewed quantitative research article that addresses this problem.
C & D. State the type of research design and the associated level of evidence in the article.
E. What critical appraisal questions did you use to critique this article from Melnyk Chapter 5? Please list both the question and the answer to each question. (Use the questions that match the research design in the article).
F. How can you use this evidence from your chosen article to solve your clinical problem?
RESOURCES
Corey, G. (2020).
Theory and practice of counseling and psychotherapy, enhanced. Cengage.
Denise F. Polit, & Cheryl Tatano Beck. (2017).
Nursing research : Generating and assessing evidence for nursing practice (Tenth edition ed.). Wolters Kluwer.
Knight, C., & Wheeler, K. (2020).
Case study approach to psychotherapy for advanced practice psychiatric nurses. Springer Publishing Company, Incorporated.
Moran, K. J., Burson, R., & Conrad, D. (2019a).
The doctor of nursing practice project (3rd ed.). Jones & Bartlett Learning, LLC.
White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2019).
Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company, Incorporated.
ANSWER
Share an example of evidence-based practice from your work setting. Describe how qualitative and quantitative research results can solve practice problems.
The care given to adolescents who sustain mild traumatic brain injuries while participating in extracurricular activities is an example of evidence-based treatment in the school context, as I learned in my previous role as a school nurse. With experience as both a nurse and a coach (crucial in the absence of an athletic trainer at the school), this individual was looked to for advice if a student had a concussion or other head trauma while participating in a sport (Knight & Wheeler, 2020). Both quantitative and qualitative research methods can produce evidence for nursing practice and address issues that arise in the field. The findings of quantitative studies would be in the form of numerical, statistical data. Studies of phenomena or a more holistic focus can be gathered through qualitative research's use of narrative materials, available research methods, an ...
COMPLETED WEEK 2In 350-400 Words1. Share an example of evidencTaunyaCoffman887
COMPLETED WEEK 2
In 350-400 Words
1. Share an example of evidence-based practice from your work setting.
B & C. Describe how qualitative and quantitative research results can be used to solve practice problems. This is known as translational research.
2. Refer back to last module's discussion board item #4 in which you identified one or two potential problems that you are considering for your DNP Project. As we move into the building blocks for evidence, try to think about what you want to improve through your DNP project.
A. State the problem that you are considering for your DNP project.
B. Find a peer-reviewed quantitative research article that addresses this problem.
C & D. State the type of research design and the associated level of evidence in the article.
E. What critical appraisal questions did you use to critique this article from Melnyk Chapter 5? Please list both the question and the answer to each question. (Use the questions that match the research design in the article).
F. How can you use this evidence from your chosen article to solve your clinical problem?
RESOURCES
Corey, G. (2020).
Theory and practice of counseling and psychotherapy, enhanced. Cengage.
Denise F. Polit, & Cheryl Tatano Beck. (2017).
Nursing research : Generating and assessing evidence for nursing practice (Tenth edition ed.). Wolters Kluwer.
Knight, C., & Wheeler, K. (2020).
Case study approach to psychotherapy for advanced practice psychiatric nurses. Springer Publishing Company, Incorporated.
Moran, K. J., Burson, R., & Conrad, D. (2019a).
The doctor of nursing practice project (3rd ed.). Jones & Bartlett Learning, LLC.
White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2019).
Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company, Incorporated.
ANSWER
Share an example of evidence-based practice from your work setting. Describe how qualitative and quantitative research results can solve practice problems.
The care given to adolescents who sustain mild traumatic brain injuries while participating in extracurricular activities is an example of evidence-based treatment in the school context, as I learned in my previous role as a school nurse. With experience as both a nurse and a coach (crucial in the absence of an athletic trainer at the school), this individual was looked to for advice if a student had a concussion or other head trauma while participating in a sport (Knight & Wheeler, 2020). Both quantitative and qualitative research methods can produce evidence for nursing practice and address issues that arise in the field. The findings of quantitative studies would be in the form of numerical, statistical data. Studies of phenomena or a more holistic focus can be gathered through qualitative research's use of narrative materials, available research methods, an ...
Running head: NURSING PROBLEM 1
NURSING PROBLEM 2
Nursing Problem
Student’s Name
Institutional Affiliation
Date
Specialization: Nursing Practitioner.
As a nursing practitioner, the major roles include the assessment of the needs of the patients. A nursing practitioner also orders and interprets test from laboratories, they do illness and disease diagnosis, medication prescription and formulate plans for treatment. There are a number of challenges that face the nurse in their field of practices. This paper will focus to discuss the hazards in the workspace of these practitioners. It will also seek to find a way of solving these challenge using innovative means.
The Problem of Interest
Hazard in The Nursing Field.
The nursing field of practice is one of the most dangerous places of working as one does work in a delicate environment where one is in the risks of being infected or even injuring oneself. Nurses are faced with a number of risks in daily job activities. Some of these hazards include injuries, flu germs, hand washing –related dermatitis and pathogens that are based in the blood among others.
According to the report produced by OSHA, about 5.6 million of 12.2 million workers are under the risk of being exposed to blood borne pathogens. This is a big number of health workers under the risk meaning that soon there will be a shortage of health nursing or health workers in general. Moreover, the rates of risks are higher in the health care industry than any other industries. This industry has registered around 35000 injuries covering different parts of the body. These range from the shoulders, hands, feet, and back. These statistics are according to the Bureau Labor Statistics (Gooch, 2015).
Apart from the acute injuries discussed, they also suffer harm exposed on their hands. From a recent study carried out in the University of Manchester, the health workers that follow protocols are 4.5 times exposed to skin damage risks. The report also reported up to 25 percent of cases of irritant contact dermatitis.
These individuals also get exposed to infectious diseases in their areas of practice. One of the most commonly contacted infection is Hepatitis B (HBV). This is infection can be contacted via blood contact, feces, saliva, and semen. This instrument of spreading the infection is in contact with the patient and also the needles (Gooch, 2015). Nursing practitioners also risk exposure to toxic substances in the clinical environment. Radiation is another risk that comes majorly from the ionizing radiation. Complications associated with radiation include skin cancer, leukemia, and cancer among others. One comes to contact with this radiation in the instances of performing x-ray scans. Another challenge that faces nursing.
Running head: NURSING PROBLEM 1
NURSING PROBLEM 2
Nursing Problem
Student’s Name
Institutional Affiliation
Date
Specialization: Nursing Practitioner.
As a nursing practitioner, the major roles include the assessment of the needs of the patients. A nursing practitioner also orders and interprets test from laboratories, they do illness and disease diagnosis, medication prescription and formulate plans for treatment. There are a number of challenges that face the nurse in their field of practices. This paper will focus to discuss the hazards in the workspace of these practitioners. It will also seek to find a way of solving these challenge using innovative means.
The Problem of Interest
Hazard in The Nursing Field.
The nursing field of practice is one of the most dangerous places of working as one does work in a delicate environment where one is in the risks of being infected or even injuring oneself. Nurses are faced with a number of risks in daily job activities. Some of these hazards include injuries, flu germs, hand washing –related dermatitis and pathogens that are based in the blood among others.
According to the report produced by OSHA, about 5.6 million of 12.2 million workers are under the risk of being exposed to blood borne pathogens. This is a big number of health workers under the risk meaning that soon there will be a shortage of health nursing or health workers in general. Moreover, the rates of risks are higher in the health care industry than any other industries. This industry has registered around 35000 injuries covering different parts of the body. These range from the shoulders, hands, feet, and back. These statistics are according to the Bureau Labor Statistics (Gooch, 2015).
Apart from the acute injuries discussed, they also suffer harm exposed on their hands. From a recent study carried out in the University of Manchester, the health workers that follow protocols are 4.5 times exposed to skin damage risks. The report also reported up to 25 percent of cases of irritant contact dermatitis.
These individuals also get exposed to infectious diseases in their areas of practice. One of the most commonly contacted infection is Hepatitis B (HBV). This is infection can be contacted via blood contact, feces, saliva, and semen. This instrument of spreading the infection is in contact with the patient and also the needles (Gooch, 2015). Nursing practitioners also risk exposure to toxic substances in the clinical environment. Radiation is another risk that comes majorly from the ionizing radiation. Complications associated with radiation include skin cancer, leukemia, and cancer among others. One comes to contact with this radiation in the instances of performing x-ray scans. Another challenge that faces nursing.
Contents lists available at ScienceDirectNurse Education TAlleneMcclendon878
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
The transfer of theoretical knowledge to clinical practice by nursing students
and the difficulties they experience: A qualitative study
Ulviye Günaya,⁎, Gülsen Kılınçb
a Department of Pediatric Nursing, The Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
b Department of Psychiatric Nursing, Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
A R T I C L E I N F O
Keywords:
Nursing students
Theoretical knowledge
Clinical practice
Difficulties
Experience
Transfer
Qualitative study
A B S T R A C T
Background: Nursing education contains both theoretical and practical training processes. Clinical training is the
basis of nursing education. The quality of clinical training is closely related to the quality of the clinical learning
environment.
Objectives: This study aimed to determine the transfer of theoretical knowledge into clinical practice by nursing
students and the difficulties they experience during this process.
Methods: A qualitative research design was used in the study. The study was conducted in 2015 with 30 nursing
students in a university located in the east of Turkey, constituting three focus groups. The questions directed to
the students during the focus group interviews were as follows: What do you think about your clinical training?
How do you evaluate yourself in the process of putting your theoretical knowledge into clinical practice? What
kind of difficulties are you experiencing in clinical practices?
Results: The data were interpreted using the method of content analysis. Most of the students reported that
theoretical information they received was excessive, their ability to put most of this information into practice
was weak, and they lacked courage to touch patients for fear of implementing procedures incorrectly. As a result
of the analysis of the data, five main themes were determined: clinical training, guidance and communication,
hospital environment and expectations.
Conclusions: The results of this study showed that nursing students found their clinical knowledge and skills
insufficient and usually failed to transfer their theoretical knowledge into clinical practices. The study observed
that nursing students experienced various issues in clinical practices. In order to fix these issues and achieve an
effective clinical training environment, collaboration should be achieved among nursing instructors, nurses,
nursing school and hospital managements.
Additionally, the number of nursing educators should be increased and training programs should be provided
regarding effective clinical training methods.
1. Introduction
Nursing education involves theoretical and practical educational
processes. Students are taught how to provide care for people in dif-
ferent healthcare settings (Dinmohammadi et al., 2016), with education
occurring in classrooms, laboratories and cl ...
The first regulation in dealing with the hemp in German is the lic.docxadelaider1
The first regulation in dealing with the hemp in German is the license acquisition for compliance with the Single Convention on Narcotics and Dangerous Drugs of the United Nations. This qualifies the company or individuals to be able to produce or sell prohibited cannabis for medical services. Being part of the United Nations, German had to implement the Berlin treaty, which required licensure of all companies that deal with cannabis importation to German, especially Canadian companies which consists the major European medical cannabis market (Warf, 2014).
In addition, cannabis trading is considered a pharmaceutical market product in Europe. By this fact, therefore, all products must fully meet the GMP or ISO certification and European Union certification in both countries, which means that certificates have to be acquired from the country of origin. Countries that are outside the European Union and are already doing the product, they have to get GMP compliant certification which is needed for importation. Even when the company dealing with the product has acquired this certification, they yet again have to get a license from the country which is being traded. This requirement is a huge setback to companies from the United States due to federal policy restrictions (Duvall, 2016).
Moreover, dealers in the hump import to Germany face the challenge of the multi-billion dollar cap. This is another form of regulation in German in which the product has to be sold to the pharmaceutical wholesalers, instead of being sold directly to the dispensaries, as it is in other countries. This aspect is made to increase the competition index among the distributors the only a few of them that will comply with the requirements will be better placed in carrying out the business. Another implication of the regulation is that huge capital input is required so that the required quantity for meeting the wholesaler demand is necessary. Therefore, this regulation automatically puts a baseline for the small scale cannabis dealers and gives large companies an early advantage (Warf, 2014).
Again, in Germany, there are high import taxes for certain products. The level of the tax that is set for the hump imports is enshrined by the 2016 cap that provided the tariffs at 4.2% for imports that are from the European Union block. However, this rate is quite high for non-EU imports which put it at 19%. The high tariffs are a challenge to the importation of hub (Duvall, 2016).
CONSTRUCTING 10 STRATEGIC POINTS 2
Constructing 10 Strategic Points
RES-855-0502- Qualitative Research Methods
April 3, 2019
10 Strategic Points
Comments or Feedback
Broad Topic Area
Uncivility in the psychology of the undergraduate education program
Lit Review
Gaps
Alt, & Itzkovich, (2015, pp. 121-134) asserts that phenomenon of civility in education program students has been neglected for many years. However, focus has now turned towards academic setting which .
Reply to my peersBegin reviewing and replying to peer postings.docxchris293
Reply to my peers
Begin reviewing and replying to peer postings/responses early in the week to enhance peer discussion. See the rubric for participation points. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the
goal of of positive progress.
As in all assignments, cite your sources in your work and provide references for the citations in APA format. You may use this
APA Citation Helper
as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below
Include references with peer responses
Question
Read the process for data collection employed in the study.
Identify the method used in the study.
Provide a list of the tasks performed as part of data collection in the study, add comments as needed.
Draw conclusions about the data collection process.
Peer #1
Study 1
:
Course content related to chronic wounds in nursing degree programs in Spain.
Brief Description of Method Employed:
This study was conducted to determine the amount of material being taught in nursing degree programs in Spain that was related to chronic wounds using a quantitative cross-sectional design. “Chronic wounds are a major factor in morbidity, mortality, and healthcare costs.” (Romero-Collado, Raurell-Torreda, Zabaleta-Del-Olmo, Homs-Romero, & Bertran-Noguer, 2015).
Data Collection Steps (add more steps if needed)
Study – describe the process of how data were collected
Comments about the data collection
Step 1
Analysis/Identified problem: Analyze the material related to chronic wounds being taught in nursing degree programs in Spain.
This study identifies if nurses were adequately educated about the prevention and treatment of chronic wounds.
Step 2
Identify the source of data collection
The source of the data collection includes identifying the colleges, universities, and education centers that offered nursing education.
Step 3
Method of data collection
The data was collected by analyzing the required courses that were either exclusively about chronic wounds or included information about chronic wounds. The information used in this study also had this information available online to the public by publishing the course description.
Step 4
Data collection
Data was collected by gathering the course descriptions online that were available from June and July of 2012 from the 114 centers in Spain that offer a nursing degree.
Step 5
Findings
Of the 114 centers with nursing degree programs, 95 post course content online which make it possible to analyze 2,258 courses. In 60 of these centers none of the courses included the concept of pressure ulcer prevention, and the course content posted by 36 centers made no m.
EDUCATION TEACHING PRACTICUM 1
EDUCATION TEACHING PRACTICUM 6
Coping strategies of nurses in the ICU when faced with the death of pediatric patients.
Coping strategies of nurses in the ICU when faced with the death of pediatric patients.
Objectives for and standards of the lessons
Patient-centered Care: Show empathy with the grief of the patient's relatives.
Teamwork and Collaboration: Demonstrate assertive communication with family members and other professionals at pediatric patients' end of life.
Evidence-Based Practice: Adequate ability to understand the concept of diagnosis, grief, and death
Quality Improvement: Identify risk factors and precipitants to reduce the probability of recurrence in future cases.
Safety: Minimize the suffering of the pediatric patient through Best-practice.
Informatics: Report all events surrounding the patient's death.
Nursing theory
The theory that will be used to guide the lesson is Elisabeth Kuebler ross's nursing theory. The Elisabeth Kuebler Ross nursing theory was proposed in the 1960s where she proposed five distinctive stages that people go through after they have lost a loved one. In the theory, the first stage is the denial stage, which helps people who have lost loved ones to reduce pain. The second stage is anger which is a common emotional feeling when one starts to ask why the beloved person died. In this stage, people who lost a loved one try to adjust to a new situation that might be hard for them. The third stage is bargaining, where people tend to bargain with anything around them so that they can be able to relieve the pain they are feeling. The fourth stage of grief is depression that develops as the events of loss sink into an individual. The last stage of griefing is acceptance, where people acknowledge that they have lost a loved one and plan on how to move on with life without the person (Corr, 2018S).
Describe student audience
Novice nurses in pediatric ICU unit with basic practical functions and support to experienced nurses. These nurses lack experience with pediatric patients in the ICU unit; hence they are undertaken through general rules that will enable them to perform various procedures.
Demographics of the student nurses
The nurses are aged between thirty years and forty years. The nursing group comprises both men and women who have little or no experience in ICU pediatric.
Interventions may be needed to account for varied learning styles.
In the learning process, the educator will need to involve different interventions to account for the different learning styles. Therefore, VARK MODEL will be used to identify the transverse learning style in the group. One of the interventions is to know and understand the students' different learning abilities. Once the appropriate learning style for the group has been identified, the educator will provide unique experiences that allow the learners to think critically to understand the concepts being taught. Al ...
COMPLETED WEEK 2In 350-400 Words1. Share an example of evidencLynellBull52
COMPLETED WEEK 2
In 350-400 Words
1. Share an example of evidence-based practice from your work setting.
B & C. Describe how qualitative and quantitative research results can be used to solve practice problems. This is known as translational research.
2. Refer back to last module's discussion board item #4 in which you identified one or two potential problems that you are considering for your DNP Project. As we move into the building blocks for evidence, try to think about what you want to improve through your DNP project.
A. State the problem that you are considering for your DNP project.
B. Find a peer-reviewed quantitative research article that addresses this problem.
C & D. State the type of research design and the associated level of evidence in the article.
E. What critical appraisal questions did you use to critique this article from Melnyk Chapter 5? Please list both the question and the answer to each question. (Use the questions that match the research design in the article).
F. How can you use this evidence from your chosen article to solve your clinical problem?
RESOURCES
Corey, G. (2020).
Theory and practice of counseling and psychotherapy, enhanced. Cengage.
Denise F. Polit, & Cheryl Tatano Beck. (2017).
Nursing research : Generating and assessing evidence for nursing practice (Tenth edition ed.). Wolters Kluwer.
Knight, C., & Wheeler, K. (2020).
Case study approach to psychotherapy for advanced practice psychiatric nurses. Springer Publishing Company, Incorporated.
Moran, K. J., Burson, R., & Conrad, D. (2019a).
The doctor of nursing practice project (3rd ed.). Jones & Bartlett Learning, LLC.
White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2019).
Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company, Incorporated.
ANSWER
Share an example of evidence-based practice from your work setting. Describe how qualitative and quantitative research results can solve practice problems.
The care given to adolescents who sustain mild traumatic brain injuries while participating in extracurricular activities is an example of evidence-based treatment in the school context, as I learned in my previous role as a school nurse. With experience as both a nurse and a coach (crucial in the absence of an athletic trainer at the school), this individual was looked to for advice if a student had a concussion or other head trauma while participating in a sport (Knight & Wheeler, 2020). Both quantitative and qualitative research methods can produce evidence for nursing practice and address issues that arise in the field. The findings of quantitative studies would be in the form of numerical, statistical data. Studies of phenomena or a more holistic focus can be gathered through qualitative research's use of narrative materials, available research methods, an ...
COMPLETED WEEK 2In 350-400 Words1. Share an example of evidencTaunyaCoffman887
COMPLETED WEEK 2
In 350-400 Words
1. Share an example of evidence-based practice from your work setting.
B & C. Describe how qualitative and quantitative research results can be used to solve practice problems. This is known as translational research.
2. Refer back to last module's discussion board item #4 in which you identified one or two potential problems that you are considering for your DNP Project. As we move into the building blocks for evidence, try to think about what you want to improve through your DNP project.
A. State the problem that you are considering for your DNP project.
B. Find a peer-reviewed quantitative research article that addresses this problem.
C & D. State the type of research design and the associated level of evidence in the article.
E. What critical appraisal questions did you use to critique this article from Melnyk Chapter 5? Please list both the question and the answer to each question. (Use the questions that match the research design in the article).
F. How can you use this evidence from your chosen article to solve your clinical problem?
RESOURCES
Corey, G. (2020).
Theory and practice of counseling and psychotherapy, enhanced. Cengage.
Denise F. Polit, & Cheryl Tatano Beck. (2017).
Nursing research : Generating and assessing evidence for nursing practice (Tenth edition ed.). Wolters Kluwer.
Knight, C., & Wheeler, K. (2020).
Case study approach to psychotherapy for advanced practice psychiatric nurses. Springer Publishing Company, Incorporated.
Moran, K. J., Burson, R., & Conrad, D. (2019a).
The doctor of nursing practice project (3rd ed.). Jones & Bartlett Learning, LLC.
White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2019).
Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company, Incorporated.
ANSWER
Share an example of evidence-based practice from your work setting. Describe how qualitative and quantitative research results can solve practice problems.
The care given to adolescents who sustain mild traumatic brain injuries while participating in extracurricular activities is an example of evidence-based treatment in the school context, as I learned in my previous role as a school nurse. With experience as both a nurse and a coach (crucial in the absence of an athletic trainer at the school), this individual was looked to for advice if a student had a concussion or other head trauma while participating in a sport (Knight & Wheeler, 2020). Both quantitative and qualitative research methods can produce evidence for nursing practice and address issues that arise in the field. The findings of quantitative studies would be in the form of numerical, statistical data. Studies of phenomena or a more holistic focus can be gathered through qualitative research's use of narrative materials, available research methods, an ...
Running head: NURSING PROBLEM 1
NURSING PROBLEM 2
Nursing Problem
Student’s Name
Institutional Affiliation
Date
Specialization: Nursing Practitioner.
As a nursing practitioner, the major roles include the assessment of the needs of the patients. A nursing practitioner also orders and interprets test from laboratories, they do illness and disease diagnosis, medication prescription and formulate plans for treatment. There are a number of challenges that face the nurse in their field of practices. This paper will focus to discuss the hazards in the workspace of these practitioners. It will also seek to find a way of solving these challenge using innovative means.
The Problem of Interest
Hazard in The Nursing Field.
The nursing field of practice is one of the most dangerous places of working as one does work in a delicate environment where one is in the risks of being infected or even injuring oneself. Nurses are faced with a number of risks in daily job activities. Some of these hazards include injuries, flu germs, hand washing –related dermatitis and pathogens that are based in the blood among others.
According to the report produced by OSHA, about 5.6 million of 12.2 million workers are under the risk of being exposed to blood borne pathogens. This is a big number of health workers under the risk meaning that soon there will be a shortage of health nursing or health workers in general. Moreover, the rates of risks are higher in the health care industry than any other industries. This industry has registered around 35000 injuries covering different parts of the body. These range from the shoulders, hands, feet, and back. These statistics are according to the Bureau Labor Statistics (Gooch, 2015).
Apart from the acute injuries discussed, they also suffer harm exposed on their hands. From a recent study carried out in the University of Manchester, the health workers that follow protocols are 4.5 times exposed to skin damage risks. The report also reported up to 25 percent of cases of irritant contact dermatitis.
These individuals also get exposed to infectious diseases in their areas of practice. One of the most commonly contacted infection is Hepatitis B (HBV). This is infection can be contacted via blood contact, feces, saliva, and semen. This instrument of spreading the infection is in contact with the patient and also the needles (Gooch, 2015). Nursing practitioners also risk exposure to toxic substances in the clinical environment. Radiation is another risk that comes majorly from the ionizing radiation. Complications associated with radiation include skin cancer, leukemia, and cancer among others. One comes to contact with this radiation in the instances of performing x-ray scans. Another challenge that faces nursing.
Running head: NURSING PROBLEM 1
NURSING PROBLEM 2
Nursing Problem
Student’s Name
Institutional Affiliation
Date
Specialization: Nursing Practitioner.
As a nursing practitioner, the major roles include the assessment of the needs of the patients. A nursing practitioner also orders and interprets test from laboratories, they do illness and disease diagnosis, medication prescription and formulate plans for treatment. There are a number of challenges that face the nurse in their field of practices. This paper will focus to discuss the hazards in the workspace of these practitioners. It will also seek to find a way of solving these challenge using innovative means.
The Problem of Interest
Hazard in The Nursing Field.
The nursing field of practice is one of the most dangerous places of working as one does work in a delicate environment where one is in the risks of being infected or even injuring oneself. Nurses are faced with a number of risks in daily job activities. Some of these hazards include injuries, flu germs, hand washing –related dermatitis and pathogens that are based in the blood among others.
According to the report produced by OSHA, about 5.6 million of 12.2 million workers are under the risk of being exposed to blood borne pathogens. This is a big number of health workers under the risk meaning that soon there will be a shortage of health nursing or health workers in general. Moreover, the rates of risks are higher in the health care industry than any other industries. This industry has registered around 35000 injuries covering different parts of the body. These range from the shoulders, hands, feet, and back. These statistics are according to the Bureau Labor Statistics (Gooch, 2015).
Apart from the acute injuries discussed, they also suffer harm exposed on their hands. From a recent study carried out in the University of Manchester, the health workers that follow protocols are 4.5 times exposed to skin damage risks. The report also reported up to 25 percent of cases of irritant contact dermatitis.
These individuals also get exposed to infectious diseases in their areas of practice. One of the most commonly contacted infection is Hepatitis B (HBV). This is infection can be contacted via blood contact, feces, saliva, and semen. This instrument of spreading the infection is in contact with the patient and also the needles (Gooch, 2015). Nursing practitioners also risk exposure to toxic substances in the clinical environment. Radiation is another risk that comes majorly from the ionizing radiation. Complications associated with radiation include skin cancer, leukemia, and cancer among others. One comes to contact with this radiation in the instances of performing x-ray scans. Another challenge that faces nursing.
Contents lists available at ScienceDirectNurse Education TAlleneMcclendon878
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
The transfer of theoretical knowledge to clinical practice by nursing students
and the difficulties they experience: A qualitative study
Ulviye Günaya,⁎, Gülsen Kılınçb
a Department of Pediatric Nursing, The Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
b Department of Psychiatric Nursing, Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
A R T I C L E I N F O
Keywords:
Nursing students
Theoretical knowledge
Clinical practice
Difficulties
Experience
Transfer
Qualitative study
A B S T R A C T
Background: Nursing education contains both theoretical and practical training processes. Clinical training is the
basis of nursing education. The quality of clinical training is closely related to the quality of the clinical learning
environment.
Objectives: This study aimed to determine the transfer of theoretical knowledge into clinical practice by nursing
students and the difficulties they experience during this process.
Methods: A qualitative research design was used in the study. The study was conducted in 2015 with 30 nursing
students in a university located in the east of Turkey, constituting three focus groups. The questions directed to
the students during the focus group interviews were as follows: What do you think about your clinical training?
How do you evaluate yourself in the process of putting your theoretical knowledge into clinical practice? What
kind of difficulties are you experiencing in clinical practices?
Results: The data were interpreted using the method of content analysis. Most of the students reported that
theoretical information they received was excessive, their ability to put most of this information into practice
was weak, and they lacked courage to touch patients for fear of implementing procedures incorrectly. As a result
of the analysis of the data, five main themes were determined: clinical training, guidance and communication,
hospital environment and expectations.
Conclusions: The results of this study showed that nursing students found their clinical knowledge and skills
insufficient and usually failed to transfer their theoretical knowledge into clinical practices. The study observed
that nursing students experienced various issues in clinical practices. In order to fix these issues and achieve an
effective clinical training environment, collaboration should be achieved among nursing instructors, nurses,
nursing school and hospital managements.
Additionally, the number of nursing educators should be increased and training programs should be provided
regarding effective clinical training methods.
1. Introduction
Nursing education involves theoretical and practical educational
processes. Students are taught how to provide care for people in dif-
ferent healthcare settings (Dinmohammadi et al., 2016), with education
occurring in classrooms, laboratories and cl ...
The first regulation in dealing with the hemp in German is the lic.docxadelaider1
The first regulation in dealing with the hemp in German is the license acquisition for compliance with the Single Convention on Narcotics and Dangerous Drugs of the United Nations. This qualifies the company or individuals to be able to produce or sell prohibited cannabis for medical services. Being part of the United Nations, German had to implement the Berlin treaty, which required licensure of all companies that deal with cannabis importation to German, especially Canadian companies which consists the major European medical cannabis market (Warf, 2014).
In addition, cannabis trading is considered a pharmaceutical market product in Europe. By this fact, therefore, all products must fully meet the GMP or ISO certification and European Union certification in both countries, which means that certificates have to be acquired from the country of origin. Countries that are outside the European Union and are already doing the product, they have to get GMP compliant certification which is needed for importation. Even when the company dealing with the product has acquired this certification, they yet again have to get a license from the country which is being traded. This requirement is a huge setback to companies from the United States due to federal policy restrictions (Duvall, 2016).
Moreover, dealers in the hump import to Germany face the challenge of the multi-billion dollar cap. This is another form of regulation in German in which the product has to be sold to the pharmaceutical wholesalers, instead of being sold directly to the dispensaries, as it is in other countries. This aspect is made to increase the competition index among the distributors the only a few of them that will comply with the requirements will be better placed in carrying out the business. Another implication of the regulation is that huge capital input is required so that the required quantity for meeting the wholesaler demand is necessary. Therefore, this regulation automatically puts a baseline for the small scale cannabis dealers and gives large companies an early advantage (Warf, 2014).
Again, in Germany, there are high import taxes for certain products. The level of the tax that is set for the hump imports is enshrined by the 2016 cap that provided the tariffs at 4.2% for imports that are from the European Union block. However, this rate is quite high for non-EU imports which put it at 19%. The high tariffs are a challenge to the importation of hub (Duvall, 2016).
CONSTRUCTING 10 STRATEGIC POINTS 2
Constructing 10 Strategic Points
RES-855-0502- Qualitative Research Methods
April 3, 2019
10 Strategic Points
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Broad Topic Area
Uncivility in the psychology of the undergraduate education program
Lit Review
Gaps
Alt, & Itzkovich, (2015, pp. 121-134) asserts that phenomenon of civility in education program students has been neglected for many years. However, focus has now turned towards academic setting which .
Reply to my peersBegin reviewing and replying to peer postings.docxchris293
Reply to my peers
Begin reviewing and replying to peer postings/responses early in the week to enhance peer discussion. See the rubric for participation points. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the
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Include references with peer responses
Question
Read the process for data collection employed in the study.
Identify the method used in the study.
Provide a list of the tasks performed as part of data collection in the study, add comments as needed.
Draw conclusions about the data collection process.
Peer #1
Study 1
:
Course content related to chronic wounds in nursing degree programs in Spain.
Brief Description of Method Employed:
This study was conducted to determine the amount of material being taught in nursing degree programs in Spain that was related to chronic wounds using a quantitative cross-sectional design. “Chronic wounds are a major factor in morbidity, mortality, and healthcare costs.” (Romero-Collado, Raurell-Torreda, Zabaleta-Del-Olmo, Homs-Romero, & Bertran-Noguer, 2015).
Data Collection Steps (add more steps if needed)
Study – describe the process of how data were collected
Comments about the data collection
Step 1
Analysis/Identified problem: Analyze the material related to chronic wounds being taught in nursing degree programs in Spain.
This study identifies if nurses were adequately educated about the prevention and treatment of chronic wounds.
Step 2
Identify the source of data collection
The source of the data collection includes identifying the colleges, universities, and education centers that offered nursing education.
Step 3
Method of data collection
The data was collected by analyzing the required courses that were either exclusively about chronic wounds or included information about chronic wounds. The information used in this study also had this information available online to the public by publishing the course description.
Step 4
Data collection
Data was collected by gathering the course descriptions online that were available from June and July of 2012 from the 114 centers in Spain that offer a nursing degree.
Step 5
Findings
Of the 114 centers with nursing degree programs, 95 post course content online which make it possible to analyze 2,258 courses. In 60 of these centers none of the courses included the concept of pressure ulcer prevention, and the course content posted by 36 centers made no m.
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Nursing Degree Programs in Spain Discussion.pdf
1. Nursing Degree Programs in Spain Discussion
Nursing Degree Programs in Spain Discussion ON Nursing Degree Programs in Spain
DiscussionPost your initial response to the article, addressing the following criteria:Read
the process for data collection employed in the study.Identify the method used in the
study.Provide a list of the tasks performed as part of data collection in the study, add
comments as needed.Draw conclusions about the data collection process.Enter your
responses in the organizer.I will upload the aarticle below, please read itNSG 302 BC W 3
Nursing Degree Programs in Spain Discussionattachment_1Unformatted Attachment
PreviewPROFESSION AND SOCIETY Course Content Related to Chronic Wounds in Nursing
Degree Programs in Spain Angel Romero-Collado, PhD, MSc, RN1 , Marta Raurell-Torreda,
PhD, MSc, RN2 , Edurne Zabaleta-del-Olmo, MSc, RN3 , Erica Homs-Romero, RN4 , & Carme
Bertran-Noguer, PhD, MSc, RN5 1 Professor of Nursing, Nursing Department, University of
Girona, Spain 2 Professor of Nursing, Nursing Department, University of Girona, Spain 3
University Institute for Primary Care Research Jordi Gol (Institut Universitari
d’Investigacio? en Atencio? Prima?ria (IDIAP) Jordi Gol), Barcelona, Spain and Researcher
associated with the Universitat Auto?noma de Barcelona, Bellaterra, Spain 4 Figueres Basic
Healthcare Area (A?rea Ba?sica de Salut de Figueres) Catalan Health Institute (Institut
Catala? de la Salut), Girona, Spain 5 Head of Nursing Department, University of Girona, Spain
Key words Curriculum, nursing education research, nursing students, pressure ulcer,
professional competence, Spain, wound healing Correspondence Dr. Angel Romero-Collado,
Professor of Nursing, Nursing Department, University of Girona, C/ Emili Grahit, 77, 17071
Girona, Spain. E-mail: angel.romero@udg.edu Accepted: July 19, 2014 doi:
10.1111/jnu.12106 Abstract Purpose: To analyze content related to chronic wounds in
nursing degree programs in Spain. Design: Cross-sectional descriptive study. Methods:
Course descriptions available for online access during June and July of 2012 were reviewed
for the 114 centers in Spain that offer a nursing degree, according to the official Registry of
Universities, Centers, and Titles. Findings: Of the 114 centers with degree programs, 95
(83.3%) post course content online, which make it possible to analyze 2,258 courses. In 60
(63.1%) of these centers, none of the courses included the concept of pressure ulcer
prevention, and the course content posted by 36 (37.9%) centers made no mention of their
treatment. None of the course descriptions contained any reference to pain management in
patients with chronic wounds. Of the 728 elective courses analyzed, only one was related to
chronic wounds. Conclusions: This review of available information about nursing degree
programs in Spain indicates that pain management in patients with chronic wounds is not
2. addressed in any course, and more courses consider the treatment of pressure ulcers than
their prevention. Clinical Relevance: Degree programs responsible for the training of future
nurses should be reviewed and revised as needed to ensure that graduates have acquired
minimum basic competencies in the prevention and treatment of chronic wounds that help
to decrease the theory–practice gap in this field. Chronic wounds are a major factor in
morbidity, mortality, and healthcare costs (Augustin, Brocatti, Rustenbach, Scha?fer &
Herberger, 2014; Sen et al., 2009). NSG 302 BC W 3 Nursing Degree Programs in Spain
DiscussionOn healthcare teams, nurses typically have the responsibility of caring for
patients who have these wounds or are at risk for them (Caron-Mazet, Roth, & Guillaume,
2007; RomeroCollado, Homs-Romero, & Zabaleta-del-Olmo, 2013). Despite increased
knowledge about chronic wound prevention and treatment, scientific evidence is not always
translated into clinical practice to the extent that Journal of Nursing Scholarship, 2015; 47:1,
51–61. C 2014 Sigma Theta Tau International would be desirable. The knowledge
possessed by healthcare professionals is one of the key factors most frequently identified in
efforts to explain the existence of this theory–practice gap, although organizational and
environmental factors also have an impact (Moore, 2010). Cowman et al. (2012) conducted
an international, multidisciplinary eDelphi study to identify the research and education
priorities in wound management and tissue repair. This study offers a point of reference to
consider where we are in this field and what should be 51 Course Content Related to
Chronic Wounds done to improve the preparation of healthcare professionals, thereby
improving the prevention and treatment of chronic wounds. Background The Bologna
Declaration (European Ministers of Education, 1999) establishes a new framework for
European universities and a convergence of university degrees to facilitate mobility in the
European job market (Davies, 2008). It also encourages study of the major European Union
languages and discipline-specific study in those languages. For the nursing profession in
Spain, the new framework has led to the progressive disappearance of the 3-year nursing
programs in universities (Zabalegui & Cabrera, 2009), which are being expanded to 4 years,
240 European Credit Transfer System (ECTS) units, and foreign language competency (level
B2.1) in English, French, German, or Italian. In contrast, nursing degrees are completed in
3½ years and 210 ECTS in Denmark and Finland, and 3 years and 180 ECTS in Norway and
Sweden (Ra?holm, Hedegaard, Lo?fmark & Slettebø, 2010). Full implementation of the new
degree program in Spain will give the nursing profession equivalency with other degrees
with respect to future options and opportunities. This includes access to higher academic
degrees (master’s and doctoral degrees) by way of their own discipline rather than by way
of disciplines such as biology or psychology. Another substantial impact of the Bologna
process is a change in the concept of learning. The previous model was that learning was
based on the knowledge considered necessary to obtain the diploma. This could concur—
or not—with what the future professional would need to know for success in the workforce,
but there sometimes appeared to be a large gap between the academic and working worlds.
Under the Bologna process, learning is oriented toward skills and competencies and is
student centered (Zabalegui & Cabrera, 2009). To address the theory–practice gap, courses
must be designed to achieve essential competencies, along with knowledge of theory. This
aligns with the white paper on the degree in nursing published by Spain’s national
3. accreditation agency, which indicated that the cross-cutting competency most valued by
practicing nurses, university professors of nursing, and nursing administrators is “the
ability to apply knowledge to practice” (Agencia Nacional de Evaluacio?n de la Calidad y
Acreditacio?n, 2004). NSG 302 BC W 3 Nursing Degree Programs in Spain DiscussionThe
theory–practice gap, defined as the lack of matching textbook descriptions of clinical
situations with the reality of practice, is a vitally important topic for 52 Romero-Collado et
al. nursing education (Scully, 2011). For example, the lack of education about the prevention
of pressure ulcers (PUs) is cited as a cause of their high prevalence and incidence (Moore,
2010) and of the persistence of care interventions that are not recommended, such as the
use of “doughnut”-type devices or massaging areas of redness (Iranmanesh, Rafiei, &
Foroogh Ameri, 2011; Panagiotopoulou & Kerr, 2002; Pancorbo-Hidalgo, Garc??a-
Ferna?ndez, Lo?pez-Medina, & Lo?pez-Ortega, 2007; Saleh, Al-Hussami, & Anthony, 2013).
In other studies, the majority of nurses in an intensive care unit had the perception that
their unit could improve its attention to patients who had or were at risk for developing PUs
(Quesada Ramos & Garc??a D??ez, 2008), and slightly more than half of the nurses in 14
long-term care units considered their knowledge of chronic wound management to be
“average” (Caron-Mazet et al., 2007). The prevalence of PUs in Spain ranges from 5.9% to
13.5%, depending on whether the population is being treated as part of a primary care
home-health program or in a hospital or long-term care center (Leyva-Moral & Caixal-Mata,
2009; Soldevilla Agreda, Torra Bou, Verdu? Soriano, & Lo?pez Casanova, 2011). These
values are similar to those of other European countries, such as Sweden’s 14.5% prevalence
in nursing homes and 16.6% in hospitals (Gunningberg, Hommel, Ba?a?th, & Idvall, 2014),
the 6.4% reported in a long-term care study in France (Caron-Mazet et al., 2007), and the
9% observed in a long-term care setting in the Republic of Ireland (Moore & Cowman,
2012). Training nurses in the prevention and treatment of PUs is of fundamental
importance. Nonetheless, there are major deficiencies in undergraduate course content
related to this type of wounds (Ayello, Zulkowski, Capezuti, & Sibbald, 2010). In a study of
emergency care professionals in Spain (Hinojosa-Caballero, 2012), just 23% considered
their university education about PU prevention to be “good,” and the rate decreased to 19%
when asked about aspects of PU treatment. Other studies have reported that 25% of nurses
reported never having received any specific information about PUs in their professional
program (Zamora Sa?nchez, 2006), 53.1% received no training specific to PU wound care
(Romero-Collado et al., 2013), and 70% indicated they did not receive sufficient education
about chronic wounds in their basic nursing education program (Ayello, Baranoski & Salati,
2005). These deficiencies were also observed in textbooks recommended by nursing
educators (Wilborn, Halfens & Dassen, 2009), and wide variation in PU-related textbook
content has been reported (Ayello & Meaney, 2003). However, nursing textbooks are not
the only element that requires improvement to develop the needed skills. Educational
programs must combine textbook content with a variety Journal of Nursing Scholarship,
2015; 47:1, 51–61. C 2014 Sigma Theta Tau International Romero-Collado et al. of learning
methods, including hands-on experience in the laboratory. An analysis of what
undergraduate nursing students know about PUs reported a low general level of knowledge
(Larcher Carili, Miyazaki, & Pieper, 2003), despite evidence that even a small educational
4. intervention (2hr lecture-laboratory session) is effective in the short term (2-month follow-
up) in improving students’ knowledge about chronic wounds (Huff, 2011). Nursing students
also believe that the more time dedicated to guided practice and clinical teaching, the
greater will be the improvement in their skills and knowledge about maintaining skin
integrity (Ousey, Stephenson, Cook, Kinsey, & Batt, 2013). Given the impact of chronic
wounds in the general population, a multidisciplinary, international eDelphi study
(Cowman et al., 2012) was conducted to identify research and education priorities to
improve wound management and tissue repair. The purpose of the present study was to
analyze the content specified in descriptions of the basic courses taught in the 114 degree in
nursing programs in Spain to identify instruction related to the four priorities identified by
Cowman et al. (2012): pain management, PU prevention, wound bed assessment, and
selection of dressings. Methods Design A cross-sectional design was used to analyze the
content on chronic wounds in nursing degree programs in Spain. Centers We analyzed the
degree programs offered by the 114 teaching centers that award the degree in nursing in
Spain, as indicated by Spain’s official database of universities, centers, and diplomas offered,
the Registro de Universidades, Centros y T??tulos (RUCT; Gobierno de Espan?a, 2008).
Search terms included degree titles containing NSG 302 BC W 3 Nursing Degree Programs
in Spain Discussion“Nursing,” academic level of “Degree program,” and discipline of “Health
Sciences.” For each center, we obtained the names of courses and number of credits for each
course in the nursing degree program. Data Collection From June 11 to July 6, 2012, we
analyzed the degree in nursing program information included in the RUCT, accessed the
web page for each center, and assessed the program and course content that was available
online. No Journal of Nursing Scholarship, 2015; 47:1, 51–61. C 2014 Sigma Theta Tau
International Course Content Related to Chronic Wounds centers were excluded from the
study. We would note, however, that Spain has gradually implemented the undergraduate
nursing degree and not all universities have proceeded at the same pace. Therefore, not all
programs have published course descriptions for the full 4-year degree in nursing program.
Two researchers independently analyzed the content of each course description or syllabus
and reached a consensus agreement. A third researcher was available to review the course
information in the event of any discrepancy. A data collection form was designed ad hoc to
record the data obtained about each degree program and course. The following variables
were recorded for each program: r Access: The number of years of the 4-year
undergraduate degree in nursing for which online access to courses was available. r
Number of Required Courses: Total numbers of required courses, basic courses, guided
practice, and final project (recorded to determine the nursing degree requirements,
excepting elective courses). r Courses Entirely Related to Chronic Wounds: Number of
required courses with a title explicitly containing the words “chronic wound.” r Courses
With Content Related to Wounds: Number of required courses, basic courses, guided
practice, and final projects that included any of the following content in the available
description: Pain and chronic wounds, Pain control or management (to capture any content
related to controlling pain in general), Prevention of pressure ulcers, adults (assigned to a
related “pressure ulcer” variable because there could be courses with only this content),
Wound bed assessment, selection of dressings, or the mention of any product related to
5. moist wound healing. These were later assigned to a related variable covering a broader
concept, “Treatment of PU or other chronic wound (venous, arterial or neuropathic/diabetic
etiology).” Other variables related to chronic wounds were recorded to explore the
availability of any content about other aspects of chronic wound care, in addition to the four
educational priorities defined by Cowman et al. (2012). At the same time, this approach
provided control variables to decrease the risk of information bias in the primary variables
studied: Nursing or physiology—attention to patients with venous and arterial disorders in
the lower extremities or with “diabetic foot”; Burns (adults, children, adolescents),
extensive burns; Wounds related to acute processes; Content related to acute or chronic
wound healing; Antisepsis or antiseptics. If the same content appeared two or more times in
the description of the same course, the content was recorded only once; if two or more
different content variables were 53 Course Content Related to Chronic Wounds identified in
the same course, each one was counted as “a course” containing that information. Electives.
All elective course options were recorded and placed into the following categories: “chronic
wounds,” “language courses,” “palliative care,” “occupational health,” “health promotion,”
“Catholicism,” “dependency and chronic illness,” “urgent, emergency and/or catastrophic
patient care,” “research,” “complementary/alternative therapies,” “cooperation,” and
“school health.” Ethical Considerations All of the information recorded (degree programs,
course content) was found online, in the RUCT database, and on the official web site of each
university; therefore, all data were publicly available. No personal data were accessed (e.g.,
related to any individual who designed a degree program or course) for this study. Data
Analysis Univariate descriptive methods (i.e., frequencies, percentages, means, and
standard deviations [SD]) were used to analyze the data. NSG 302 BC W 3 Nursing Degree
Programs in Spain DiscussionIBM SPSS Statistics 19 (IBM Corporation, Armonk, NY, USA)
was used for the analysis. Results The assessments completed by the two designated
evaluators were in consensus, eliminating the need for the intervention of a third evaluator
and for inter-rater reliability analysis. The study included the 114 degree programs
available online, although detailed course analysis was limited to the 95 (83.3%) centers
that provided online access to course content, of which 37 (32.5%) centers had
implemented 2 full years of the new degree requirements, 34 (29.8%) provided 3 years, and
24 (21.1%) provided detailed information for the full content of the 4-year degree in
nursing program. Of the 3,436 required, basic, guided practice, and final project course
descriptions reviewed, representing all of the nursing degree programs in Spain, 2,258
(65.7%) courses were analyzed in detail. The mean number of courses required for degree
completion was 30.1 (SD 3.56) required and 6.7 (SD 4.56) elective courses. Table 1 contains
a descriptive analysis of the number and type of courses. The highest number of nursing
degree programs are located in 3 of Spain’s 17 autonomous communities, with 18 (15.8%)
in Andalucia, and 15 (13.2%) in Catalunya 54 Romero-Collado et al. and in Madrid. Only 1
(0.9%) program is offered in 4 communities: Cantabria, Ceuta, La Rioja, and Melilla. The
remaining 62 (54.2%) programs are distributed across 10 autonomous communities. Our
analysis identified no course offered at any center that was dedicated to chronic wounds or
included content on pain management specific to chronic wounds; however, 94 (98.9%)
centers offered at least one course related to general pain control. Only 40 (46.9%) centers
6. offered a course with specific content on prevention of PUs in adults, although some type of
content specifically related to PUs was offered at 62 (65.3%) centers (Table 2). Only 10
(10.5%) centers indicated both of these content areas in their courses and 37 (38.9%)
centers offered neither of them. “Wound bed assessment” was identified in one course in 1
(1.1%) center, and “How to select dressings” was found in 23 courses in 21 (22.1%) centers.
“Treatment of pressure ulcers or other chronic wounds” was contained in 98 courses
distributed across 59 (62.1%) centers (see Table 2). Half of the centers offered no courses
related to venous or arterial disorders in the lower extremities, and 91 (95.8%) centers
offered no course description with the term “diabetic foot.” We included 131 courses
offered by 75 (78.9%) centers in a “wounds, acute processes” category (Table 3). The
analysis of elective courses showed 50 courses related to the Bologna requirement for
instruction in other European Union languages in 42 (40.4%) centers, 44 courses related to
instruction in research methods in 34 (32.7%) centers, and 36 courses related to
complementary or alternative therapies in 31 (29.8%) centers. In all of Spain, only one
center (1.0%) offered one elective course that included the term “chronic wounds” (Table
4). Discussion Analysis of course content in degree in nursing courses at Spanish
universities revealed that the education offered future nurses about chronic wounds is
insufficient and largely fails to meet the four educational priorities identified by Cowman et
al. (2012). We considered our results in the context of each of these priorities. Pain
Management The first of the four education priorities in wound management and tissue
repair, pain management in chronic wounds (Cowman et al., 2012), was not mentioned in
any of the nursing courses offering some content related to chronic wounds. Although PUs
produce “endless pain and a restricted life” (Hopkins, Dealey, Bale, Journal of Nursing
Scholarship, 2015; 47:1, 51–61. C 2014 Sigma Theta Tau International Course Content
Related to Chronic Wounds Romero-Collado et al. Table 1. Number of Courses in Nursing
Degree Programs in Spain Courses in the degree program (n = number of centers) Number
of required courses offered (nonelective) (n = 114) Number of required courses reviewed
(n = 95) Number of elective courses offered (n = 107) Number of elective credits, ECTS (n =
114) Minimum Maximum Total Mean SD 20 41 3436 30.14 3.55 0 40 2258 19.81 10.46 0 23
728 6.68 4.56 0 30 1157.5 10.15 7.05 N …NSG 302 BC W 3 Nursing Degree Programs in
Spain Discussion