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  1. 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*
  2. Wan Chik WZ, Salamonson Y, Everett B, Ramjan LM, Attwood N, Weaver R, et al.
    Int Nurs Rev, 2012 Sep;59(3):387-93.
    PMID: 22897191 DOI: 10.1111/j.1466-7657.2012.00989.x
    To examine differences in academic performance between male and female nursing students, and to identify whether professional identity and language usage were explanatory factors of academic performance.
    Matched MeSH terms: Education, Nursing, Baccalaureate*
  3. 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*
  4. 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
  5. 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*
  6. Ludin SM, Fathullah NM
    Nurse Educ Today, 2016 Sep;44:79-85.
    PMID: 27429333 DOI: 10.1016/j.nedt.2016.05.007
    BACKGROUND: Clinical teachers are a critical determinant of the quality of nursing students' clinical learning experiences. Understanding students' perceptions of clinical teachers' behaviours can provide the basis for recommendations that will help improve the quality of clinical education in clinical settings by developing better clinical teachers.

    OBJECTIVES: To understand clinical teaching behaviours and their influence on students' learning from the perspective of undergraduate nursing students.

    DESIGN: A cross-sectional, correlational survey.

    SETTING: A nursing faculty in Kuantan, Pahang, Malaysia.

    PARTICIPANTS: A sample of 120/154 (78%) students from Year 2-Year 4 were recruited according to set criteria.

    METHODS: A self-administered questionnaire was employed to collect demographic data, and students' perceptions of clinical teaching behaviours and their impact on learning using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI).

    RESULTS: Year 3 and 4 students perceived faculty clinical teaching behaviours positively. There was a significant association between clinical teaching behaviours and their influence on students' clinical learning. Teachers' competence rated as the most significant influential factor, while teachers' personality rated as least influential.

    CONCLUSION: Participants were able to identify the attributes of good clinical teachers and which attributes had the most influence on their learning. Overall, they perceived their teachers as providing good clinical teaching resulting in good clinical learning. Novice clinical teachers and nursing students can use this positive association between teaching behaviours and quality of clinical learning as a guide to clinical teaching and learning.

    Matched MeSH terms: Education, Nursing, Baccalaureate*
  7. Nelwati, Abdullah KL, Chong MC
    Nurse Educ Pract, 2019 Nov;41:102648.
    PMID: 31707147 DOI: 10.1016/j.nepr.2019.102648
    BACKGROUND: Undergraduate nursing students are required to acquire professional values during professional nurse education to provide safe and high quality patient care. However, there was no documentation in professional values among Indonesian undergraduate nursing students and the factors influencing its development.

    PURPOSE: The purpose of this study was to determine professional values among Indonesian undergraduate nursing students and examine the relationship between students' demographic factors and professional values.

    DESIGN: A cross-sectional study using convenience sampling was applied to recruit 391 Indonesian undergraduate nursing students. The 26 items of Nurses Professional Values Scale Revision (NPVS-R) with five dimensions was employed to collect data. Descriptive and inferential statistics, independent samples t-test were applied to analyse and interpret data.

    RESULTS: The result showed that the total score of nurse professional values was high (95.80 ± 12.93). The most important professional value dimension was caring, while activism was the least important values. The NPVS-R total score had a significant association with length of professional clinical practice of the students (p 

    Matched MeSH terms: Education, Nursing, Baccalaureate
  8. 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
  9. Bosher S, Bowles M
    Nurs Educ Perspect, 2008 May-Jun;29(3):165-72.
    PMID: 18575241
    Recent research has indicated that language may be a source of construct-irrelevant variance for non-native speakers of English, or English as a second language (ESL) students, when they take exams. As a result, exams may not accurately measure knowledge of nursing content. One accommodation often used to level the playing field for ESL students is linguistic modification, a process by which the reading load of test items is reduced while the content and integrity of the item are maintained. Research on the effects of linguistic modification has been conducted on examinees in the K-12 population, but is just beginning in other areas. This study describes the collaborative process by which items from a pathophysiology exam were linguistically modified and subsequently evaluated for comprehensibility by ESL students. Findings indicate that in a majority of cases, modification improved examinees' comprehension of test items. Implications for test item writing and future research are discussed.
    Matched MeSH terms: Education, Nursing, Baccalaureate/methods*
  10. Arunasalam ND, Burton R
    Nurse Educ Today, 2018 Oct;69:165-171.
    PMID: 30092544 DOI: 10.1016/j.nedt.2018.07.011
    BACKGROUND: In recent years, many ASEAN countries, including Malaysia have embraced Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes. These are bridging programmes that allow registered nurses to upgrade their diploma qualifications to a degree level.

    PURPOSE: To investigate the teaching and learning experiences of Malaysian nurses on Transnational Higher Education post-registration top-up degree programmes in Malaysia.

    DESIGN: Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to ensure data saturation. Semi-structured interviews were conducted in English and Bahasa Malaysia (Malaysian language) to enable nurses' voices to define, describe and evaluate their TNHE classroom experiences.

    DATA ANALYSIS: Data were analysed using thematic analysis.

    FINDINGS: The nurses' experiences within the short one or 2 weeks TNHE intercultural teaching and learning environment identified four categories: language and teaching and learning issues; TNHE degree requirements, guidance and support; shock and coping strategies and acclimatisation. They suggest there was a conflict between the assumptions and expectations of the TNHE 'flying faculty' and nurses' about the programme of study. There were also mismatches between Western and Malaysian pedagogical preferences, guidance and support, and professional values.

    IMPLICATIONS FOR EDUCATION/PRACTICE: There is a need for TNHE 'flying faculty' to internationalise the theoretical knowledge to reduce cultural incongruities and dissimilarities. Cultural immersion will stimulate intercultural views and knowledge to equip nurses for promotional and/or global opportunities whilst enabling the 'flying faculty' to create new learning environments. The research provides insights to inform TNHE provider institutions to improve teaching and learning to enable nurses to make the theory-practice connection.

    Matched MeSH terms: Education, Nursing, Baccalaureate
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