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.
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.
Nurses play a key role in caring for the mentally ill and in rehabilitating them after an episode of illness. The nurses' attitude towards a patient is generally considered to be one of the basic factors contributing to the administration of total therapeutic nursing care. The purpose of this study was to examine whether attitudes towards mental patients improve after psychiatric attachment as well as the relationship between attitudes to psychiatry and intention to pursue psychiatry as a career. The study was conducted on sixty nursing students of fifth semester at the Kolej Kejururawatan Kubang Kerian, Kelantan who are doing their psychiatric postings in Hospital Raja Perempuan Zainab II, Kota Bharu. The sampling technique for this study was convenient sampling. The instrument used for this study surveyed questionnaire developed by Brenda Happell (Happell, 2008). This quasi-experimental study measured changes in students' attitudes and satisfaction with clinical experience following a placement in mental health nursing. The questionnaire was administered to the nursing students on the first and last day of their psychiatric clinical placement session. The findings suggested that clinical experience during psychiatric clinical posting can positively influence attitudes, preparedness for practice and the popularity of mental health nursing. Satisfaction with clinical experience was also high. The findings of this study suggest that clinical postings had positive effects on nursing students' attitudes towards psychiatric patients and confidence in this field of practice.
Study site: Hospital Raja Perempuan Zainab II, Kota Bharu
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.
Nursing in Malaysia is still developing as a profession. Issues such as using nursing conceptual models or frameworks in the delivery of nursing care have not been addressed by the majority of nurses. One reason for this has been the level of education and preparation of nurses, while another reason lies with the origins of existing nursing conceptual models. Most nursing conceptual models have their origins in North America. Their utility by nurses of different cultures and academic preparations might not be appropriate. Nursing is a social activity, an interaction between the nurse and the patient. It is carried out in a social environment within a particular culture. Conceptual models developed in one culture might not be readily implanted into another culture. This paper discusses how a conceptual model developed in North America; that is, the Neuman Systems Model, can be adapted into the Malaysian nursing context.
The major component in nursing education is attachmnet at clinical practices to give the students experience,
responsibility and understanding in care of the patient. Nurse educators and the clinical nurse instructors are
responsible for coordinating the education of nursing students in clinical area. Currently practice using nursing
processes is more familiar to compare than concept mapping care plan among the nurses and nursing students.
Nursing care plan or nursing process has been utilized at the clinical setting to assess the actual and potential
health problems of the patients. However, the format of nursing care plans makes challenging to the students,
especially for new students in semester one to gather the information based on patients problems. In addition,
this nursing process evaluation is one of examination tools for them in running assessments. Therefore, the
development of concept mapping care plan at clinical practices was used to evalaute the students academic
achievement in clinical pratices. Concept mapping care plan was found to enhance the knowledge and
understanding of the nursing students and also improving the quality of clinical education. Nursing students
who have good skills will perform certain procedures better than students having fewer skills. This affects the
quality of work in the future as either a higher quality or of poor quality.
This paper explores the use of pseudonyms in a historical study that weaves oral testimony throughout the narrative. The research was undertaken to unveil the experiences of Australian Army nurses in Malaya's Communist insurgency (1948-1960). Thirty-three women from the Royal Australian Army Nursing Corps served in this conflict termed the Malayan Emergency, but only four nurses could be located for this study. After almost fifty years of silence the female nursing voice emerged as the informants spoke at interview of their unique personal and military experiences in Malaya. It is acknowledged that assigning the nurse informants pseudonyms, as opposed to using their names, constitutes a significant deviation from the established traditions of oral history. However, it is argued that the use of pseudonyms provided an opportunity for candid disclosure by the nurses on a range of topics whilst keeping the informants safe from adverse public or military scrutiny.
Excellence in academic and practical skills is the main goal of most nursing educators. It is a tool to measure the level of success of the nurse educators. Concept mapping care plan is related to the expectation that today's nursing students must master a constantly expanding body of knowledge and apply complex skills in rapidly changing environment. Concept mapping care plan was developed by researcher and validated by ten expert panels using three rounds of Delphi technique. It was used to evaluate academic performance of nursing students at clinical practice. Concept mapping care plan is a good assessment tool to nursing educators to prepare nursing students for better critical thinking and expected to function effectively after graduation. The goal of concept mapping care plan as a teaching strategy during the clinical practices, help the students to integrate the knowledge from theory and implementing this knowledge in the clinical setting. Researcher believes that concept mapping care plan can be as a replacement of nursing process that have been practiced before in the clinical setting. In addition, through concept mapping care plan provides an opportunity for students to broaden their knowledge and become more creative.
In Africa, there is an overwhelming and increasing prevalence of illnesses such as HIV and AIDS, tuberculosis, and malaria. This constitutes a "burden of disease" facing Africa. Nursing must evolve accordingly to the changing needs of clients, many of whom have chronic illnesses. In achieving desirable outcomes, it is essential to adopt and adapt the clinical nurse specialist (CNS) role so that expert and specialist practice is available to clients in a cost-effective manner. The role of the CNS singles out clinical responsibilities in a hospital setting so that nurse administrators can concentrate on the provision of resources. A CNS position in the hospital structure would offer a clinical career pathway for advanced practice nurses who wish to remain "by-the-bedside." Regional initiatives are already beginning to show a need for master's-prepared, advanced practice nurses in the clinical areas so as to reduce maternal mortality.
Matched MeSH terms: Malaria/nursing*; Specialties, Nursing*; Tuberculosis/nursing*; HIV Infections/nursing*
Introduction: The effectiveness of teaching and learning process is highly dependent on the methods and
strategies of teaching and learning practices. As a result, nurse educator must choose and use the suitable
method to help the nursing students to achieve the learning objective.
Methodology: There were 218 respondents. This study consisted of two-group quasi experimental study
with pre- and post-test design. The experimental and control groups received education using concept
mapping and lecture method respectively. The data was analyzed using inferential and descriptive statistic.
Results: In the pre-test, students were taught using concept mapping. These students had achievement
mean scores of 11.23, SD=2.59 and post–test was 13.19, SD=1.71 with mean gain scores of 1.96. Students
who were taught using lecture method had an achievement mean scores of 10.71, SD=2.23 in the pre-test
and post-test was 12.60, SD=1.64 with mean gain scores of 1.89. The results showed an increase in grade
achievement, the percentage pass for the experimental group increased from 95.4% in pre-test to 100% in
the post-test. The percentage pass for control group had increased from 93.57% in pre-test increased to
99.08% in the post-test.
Conclusion: Student-centered learning is a teaching method that is active and can change passive to active
learning. Findings from several reviewed studies suggest that using concept mapping can improve
academic performance in nursing education and is a valuable teaching strategy.