Displaying publications 1 - 20 of 59 in total

  1. Soon BC
    This article is a brief personal reflection on the ongoing development of professional education and practice in nursing. The reflection and its narratives are anecdotal and are based on the author's recent experience of teaching and working with fellow nursing lecturers in Malaysia in a nursing faculty within a local University. The author has almost 40 years career in nursing, nurse education and curriculum planning in the United Kingdom before her retirement. The study reflects on the key aspects of nursing and nurse education from her wealth of experiences while in the UK, and also highlights some positive and valuable insights gained from her brief experience in Malaysia. She also provides some reflections of the challenges that lie ahead, specifically, the emphasis on feelings and emotions in nursing, that provide the inspiration to continue with passion, dedication, and determination in our ongoing quest in the pursuit of nursing excellence for all the nurses, in practice and in education. This will hopefully and ultimately lead to a higher standard of nursing care for all patients, and continue the long journey towards the unique professional identity that we have been seeking, and that we can all proudly claim to be our own.
    Matched MeSH terms: Education, Nursing*
  2. Ali SH, Ahmad Rahman NH, Mohd Shariff N, Karim J, Chin KY
    J Adv Nurs, 2021 Sep;77(9):3933-3939.
    PMID: 34028853 DOI: 10.1111/jan.14880
    AIMS: To determine the challenges perceived by final-year nursing students in the clinical learning environment.

    DESIGN: Data-based convergent mixed-method systematic review.

    METHODS: Three electronic databases (Web of Science, Scopus, and Cumulative Index to Nursing and Allied Health Literature) will be used in the identification stage. The first search will use the search string for each database to identify relevant studies. The articles retrieved will be screened by year of publication, article type and language. Abstracts and full-text of selected studies will be screened for eligibility independently by a minimum of two reviewers. The reference lists will be manually screened to identify additional publications. The quality assessment will be conducted by two reviewers using the Mixed Methods Appraisal Tools. Quantitative and mixed-method studies will be transformed into qualitative. A thematic approach will be used to synthesize and report the data. Ethics approval and funding have been approved in April 2020.

    DISCUSSION: This study will synthesize the types of challenges perceived by final-year undergraduate nursing students in different clinical learning environments across the country.

    IMPACT: The proposed study findings will help nursing education stakeholders and faculty provide assistance to final-year nursing students in their transition year to become registered nurses.

    Matched MeSH terms: Education, Nursing*; Education, Nursing, Baccalaureate*
  3. Tan PC, Morad Z
    Perit Dial Int, 2003 Dec;23 Suppl 2:S206-9.
    PMID: 17986550
    Clinical disciplines in which the nurse plays as pre-eminent a role in total patient care as in peritoneal dialysis (PD) are few. The PD nurse is readily identified by the patient as the principal source of advice on day-to-day aspects of treatment, as a resource manager for supplies of PD disposables and fluids, and as a general counselor for all kinds of advice, including diet, rehabilitation, and medication, among others. The PD nurse is thus the key individual in the PD unit, and most activities involve and revolve around the nursing staff. It is therefore not surprising that most nephrologists pay considerable attention to the selection of PD nurses, particularly in long-term PD programs such as continuous ambulatory peritoneal dialysis (CAPD). The appointment of a PD nurse depends on finding an individual with the right attributes, broad general experience, and appropriate training.
    Matched MeSH terms: Education, Nursing*
  4. Chiu LH
    Int Nurs Rev, 2005 Mar;52(1):46-51.
    PMID: 15725276
    To present several key factors that motivated Malaysian registered nurses to undertake a post-registration degree through an Australian university. The overall research study, from which this paper is drawn, looked at the professional learning of Malaysian registered nurses and the subsequent impact on their careers.
    Matched MeSH terms: Education, Nursing, Graduate*
  5. Ruslan R, Saidi S
    Enferm Clin, 2019 09;29 Suppl 2:665-673.
    PMID: 31324543 DOI: 10.1016/j.enfcli.2019.04.102
    OBJECTIVE: To identify the existing simulation session and the impact of simulation on novice nurse.

    METHOD: The articles were searched through CINAHL, Scopus, Proquest, and OVID online database. Articles published from 2000, in English and among novice nurses were selected for review. Then, a narrative review was conducted guided by what are the existing simulation session been used and the impact on novice nurse.

    RESULT: Total of 19 articles been selected for review out of 272 articles. The findings of the reviewed were divided into 3 main themes. The themes are the existing simulation session, simulation as a support tool in the transition program and the impact of simulation on novice nurses.

    CONCLUSION: In summary, each simulation type has its learning domain. The effectiveness of the simulation will much depend on the appropriate simulation type selection.

    Matched MeSH terms: Education, Nursing/methods*
  6. Mansor M, Ghazali S, Wan Abdul WNA, Mohamed F
    This article define and discuss the issue of plagiarism by nursing students either in academic or clinical settings. It describes and explore the scenario of plagiarism among nursing students and implications for the qualification of the students. Currently, prevention is required to avoid negative culture in nursing education due to plagiarism.
    Matched MeSH terms: Education, Nursing
  7. Jamaludin TSS, Nurumal MS, Ahmad N, Muhammad SAN, Chan CM
    Enferm Clin, 2021 04;31 Suppl 2:S58-S62.
    PMID: 33849230 DOI: 10.1016/j.enfcli.2020.10.019
    This systematic review aimed to appraise and synthesize the available evidence that examines the soft skill elements in clinical nursing assessment for undergraduate nursing students. This systematic review also is in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant studies were identified based on the inclusion criteria with language filters but were limited to articles published from January 2000 to March 2019. Two reviewers independently conducted the quality assessment, data extraction, and analysis on all included studies. A total of 17 articles were included in this review. Studies showed that without developing adequate soft skill elements in the clinical skill assessment, students are graduating unprepared to be successful in the workplace. There is a need to consider and adopt soft skill elements in clinical skill assessment to improve the quality of nursing graduates and ultimately to create a positive impact on patient outcomes.
    Matched MeSH terms: Education, Nursing, Baccalaureate*
  8. Birks M, Francis K, Chapman Y
    Int J Nurs Pract, 2009 Jun;15(3):164-71.
    PMID: 19531074 DOI: 10.1111/j.1440-172X.2009.01741.x
    Changes to the nursing profession over recent decades have provoked an increasing migration of nursing education into the tertiary sector. For nurses who live and work in developing nations, such as Malaysia, opportunities for further study might be limited, particularly for those located in more remote regions. This paper reports on a research study of registered nurses who undertook baccalaureate degree studies in off-campus mode in Malaysian Borneo. A grounded theory methodology was employed in this research, which is part of a larger study into the nature and outcomes of change experienced as a result of postregistration degree studies. This paper explores the reasons why nurses in this location enrolled in one such course and the extent to which completion of their studies addressed their motivational goals. The findings indicate that the experience of learning and acquisition of knowledge was well beyond what was expected, resulting in a sense of achievement that was similarly unanticipated.
    Matched MeSH terms: Education, Nursing, Baccalaureate*; Education, Nursing, Continuing
  9. Chiu LH
    Int J Nurs Educ Scholarsh, 2006;3:Article 16.
    PMID: 16646943
    Findings of a study of the impact of professional learning on Malaysian registered nurses are reported. The offshore delivery post-registration nursing degree programme is a formal aspect of professional learning, which enables Malaysian registered nurses to upgrade their hospital-based training or diploma of nursing qualification to a degree. Using a qualitative case study approach, data were collected from twelve programme graduates, through individual and focus group interviews. The programme promoted their personal professional growth and enhanced their professional development. It increased self-confidence, knowledge, self-fulfillment, critical thinking ability, interpersonal skills, interest in research and research utilisation, and life-long learning. There was evidence of career mobility and a raised awareness of their professional role and responsibility.
    Matched MeSH terms: Education, Nursing*; Education, Nursing, Continuing
  10. Nelwati, Abdullah KL, Chan CM
    Nurse Educ Today, 2018 Dec;71:185-192.
    PMID: 30293048 DOI: 10.1016/j.nedt.2018.09.018
    BACKGROUND: Peer learning experiences have been reported in previous qualitative studies, however individual findings could limit practical leverage due to small sample size. Thus it is necessary to integrate invaluable findings from various qualitative studies to consider appropriateness and acceptability of peer learning in professional nurse education.

    OBJECTIVE: To identify and synthesize qualitative evidence of peer learning experiences of undergraduate nursing students so as to understand their perceptions on peer learning experiences.

    DESIGN: A qualitative systematic review was conducted in accordance with the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) statement.

    DATA SOURCES: Database searching was conducted on electronic databases such as Cumulative Index to Nursing and Allied Health Literature (CINAHL), Science Direct, and MEDLINE that published from 2007 to 2017.

    REVIEW METHODS: Qualitative studies were appraised using the Critical Appraisal Skills Programme (CASP). Thematic analysis was used to analyse the data using line by line coding, organising coding into descriptive themes, and interpreting further to generate new insights.

    RESULTS: Six studies were included in this review. The most common themes identified were integrated into two new insights including personal development and professional development.

    CONCLUSION: This review has revealed that peer learning experiences contribute to the learning process of undergraduate nursing students in preparing them to become professional nurses through personal development and professional development.

    Matched MeSH terms: Education, Nursing, Baccalaureate/methods; Education, Nursing, Baccalaureate/standards*
  11. Karstadt L
    Br J Nurs, 2008 Apr;17(7):413.
    PMID: 18642681
    Matched MeSH terms: Education, Nursing/organization & administration*
  12. Kettle B
    Nurs Times, 1976 Aug 26;72(34):1311-3.
    PMID: 958977
    Matched MeSH terms: Education, Nursing, Diploma Programs*
  13. Ahmad MS, Abuzar MA, Razak IA, Rahman SA, Borromeo GL
    Eur J Dent Educ, 2021 May;25(2):350-359.
    PMID: 33021010 DOI: 10.1111/eje.12611
    INTRODUCTION: A high degree of training is necessary to prepare student nurses for their roles as oral healthcare partners that can promote a holistic approach to health in the community. This study aims to determine the extent of oral health education in Australian and Malaysian nursing institutions, as well as investigate educators' perceptions of education and practice in this area of care.

    METHODOLOGY: An audio-recorded, semi-structured qualitative phone interview was conducted with the heads of 42 nursing schools across Australia (n = 35) and Malaysia (n = 7) during the 2015 academic year. Qualitative data were analysed via thematic analysis. Quantitative data, wherever appropriate, were measured for frequencies.

    RESULTS: The response rate was 34.2% (n = 12) and 71.4% (n = 5) for the Australian and Malaysian subjects, respectively. Findings revealed that although all the nursing schools measured provided didactic and clinical training in oral health, curriculum content, expected learning outcomes, amount of clinical exposure and assessment approach lacked consistency. Most nursing educators across both countries perceived an overloaded curriculum as a barrier to providing oral health education. Whilst educators demonstrated their support for training in this area of care, they expressed the need for an established national guideline that highlights the educational requirement for future nurses in oral health maintenance and their scope of practice.

    CONCLUSION: This study provides valuable information for further developing oral health education for nurses, to improve their competency and ultimately the health of the communities that they will serve.

    Matched MeSH terms: Education, Nursing, Baccalaureate*
  14. Chan KG, Pawi S, Ong MF, Kowitlawakul Y, Goy SC
    Nurse Educ Pract, 2020 Oct;48:102864.
    PMID: 32920369 DOI: 10.1016/j.nepr.2020.102864
    The aim of this study was to investigate factors influencing nursing students' intention to use a simulated web-application 'Integrated Nursing Education System' for practicing electronic health documentation. The cross-sectional study was conducted at a Malaysian University that provides undergraduate nursing degree program. A total of 133 undergraduate nursing students in their year 2 to year 4 of the program were recruited. They had accessed the simulated web-application as part of the teaching-learning activities during the academic year 2016/2017. Technology Acceptance Model was used to guide the study. Validated questionnaires were used to measure the students' perceived ease of use, perceived usefulness, attitudes and intention to use the application. Data collection was done at the end of the semester. Data analysis was done using SPSS (19.0) and AMOS (23.0). Perceived usefulness was the most influential factor of the students' intention to use the simulated web-application. Perceived ease of use influenced their perceived usefulness significantly. Nurse educators should explain the usefulness of the simulated web-application before assigning students to access it to practice electronic health documentation. The availability of a stable internet access and IT support is important to influence students' perceived ease of use and intention to use the application.
    Matched MeSH terms: Education, Nursing, Baccalaureate*
  15. Dos Santos LM
    PMID: 32560396 DOI: 10.3390/ijerph17124327
    Social and cultural backgrounds, as well as understanding, play key roles in workforce development and human resource shortages, which are associated with the transition to nursing education and teaching from frontline nursing practices. A qualitative method, with the direction of the general inductive approach, was employed in this study. The researcher collected information from 18 male nursing educators who switched their senior roles (from the frontline and practicing fields to nursing education) at nursing schools in South Korea, Japan, Taiwan, China, and Malaysia. Three interview sessions were used to collect information. Three themes were merged from the information: (i) gender-oriented knowledge, teaching and learning; (ii) respect; and (iii) health promotion. More importantly, participants advocated that their male roles and identities provided uniqueness to patients, students, parents, and the general public concerning Asian customs and practices. Based on the social cognitive career theory, personal goals and achievements of career satisfaction took important roles. Although the general public may not agree with these career decisions, due to gender and social biases, participants continued to contribute their energy and knowledge in the health and social caring professions.
    Matched MeSH terms: Education, Nursing*
  16. Nelwati, Abdullah KL, Chong MC, McKenna L
    J Prof Nurs, 2020 03 19;36(6):477-483.
    PMID: 33308543 DOI: 10.1016/j.profnurs.2020.03.008
    BACKGROUND: Peer learning has enabled undergraduate nursing students to develop competence and clinical skills. It is rare to find quantitative studies examining the effect of peer learning on professional competence development among undergraduate nursing students comprehensively.

    OBJECTIVE: To examine the effect of peer learning on professional competence development among Indonesian undergraduate nursing students.

    DESIGN: A quasi-experimental study with non-equivalent control group pre-test post-test design.

    PARTICIPANTS: Convenience sampling was used to recruit participants. Seventy-five students completed the study (37 in the intervention group and 38 in the control group).

    METHODS: The intervention group received the peer learning program, while the control group received conventional learning during clinical practice. The Nurse Professional Competence (NPC) was used to collect data at pre-test and post-test measurement. Data were analysed using descriptive and inferential statistics.

    RESULTS: Professional competence had significantly increased in the intervention group. A significant interaction effect of time (pre-test and post-test) and group on professional competence development was also found. The effect of peer learning on professional competence development was significantly greater than the conventional method.

    CONCLUSION: Peer learning was demonstrated as an innovative learning method to develop professional competence during clinical practice among Indonesian undergraduate nursing students. It is recommended for nurse educators to consider implementing peer learning during clinical education.

    Matched MeSH terms: Education, Nursing, Baccalaureate*
  17. John N, Rai RP, Amidi A, Poddar S
    Enferm Clin, 2020 06;30 Suppl 5:188-191.
    PMID: 32713566 DOI: 10.1016/j.enfcli.2020.02.005
    OBJECTIVE: The purpose of this study was to identify the nurse's overall experience with a mentoring programme and the study specifically seeks to determine the attitudes and perceived benefits of students in different semesters regarding the mentoring programme.

    METHOD: The research design was quantitative. Face-to-face survey method based on a given questionnaire was conducted with all the targeted respondents. The methodology used was a non-experimental descriptive research design. Total of 146 respondents out of 243 populations were selected using a stratified random sampling strategy to determine the research sample to give equal opportunity.

    RESULTS: Findings of hypotheses test using one-way ANOVA indicated that there is a significant difference in attitudes towards the mentoring programme and perceived benefits between different groups of nursing at Training Institute Ministry of Health (Nursing) Sandakan.

    CONCLUSION: In general, the mentoring programme had a positive impact. However, the level of attitude and perceived benefit is different among students in different semesters. The overall mean result is good and reflecting nursing students are fairly benefited from the mentoring programme.

    Matched MeSH terms: Education, Nursing, Baccalaureate*
  18. Jones B, Serrell M, Maltby H
    Nurse Educ, 2000 10 29;25(2):57, 69.
    PMID: 11051998
    Matched MeSH terms: Education, Nursing, Baccalaureate/organization & administration*; Education, Nursing, Diploma Programs/organization & administration*
  19. Logan WW
    PMID: 5209218
    Matched MeSH terms: Education, Nursing, Continuing
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