The student experience of a 'kidney CAMP' as a primary care clinical placement for undergraduate nursing students.

Background: Historically clinical placements have been within acute care settings. In a more contemporary society, the future focus of health care is primary care, with an emphasis in expanding primary care clinical placements, to meet the needs of increasing workforce requirements. An innovative collaborative educational model was designed to provide a high quality learning experience and to increase numbers of students experiencing a primary care clinical placement.

Experiential learning in nursing and allied health education: Do we need a national framework to guide ethical practice?

Experiential learning is widely used in health courses to develop students' clinical skills. Students act as models for demonstrations of practical techniques and work in small groups to practise clinical skills. These classes present a number of ethical challenges including removing clothing, physical touch and disclosing personal information.

Ethical experiential learning in medical, nursing and allied health education: A narrative review.

Unlabelled: Students enrolled in medical, nursing and health science programs often participate in experiential learning in their practical classes. Experiential learning includes peer physical examination and peer-assisted learning where students practise clinical skills on each other.

Objectives: To identify effective strategies that enable ethical experiential learning for health students during practical classes.

Communities of practice and the construction of the professional identities of nurse educators: A review of the literature.

Objectives: To comprehensively review the Community of Practice literature from nursing contexts to explore whether and how these communities contribute to the social construction of nurse educator professional identity.

Design: Due to the wide scope of predominately qualitative literature on the topic, papers were analysed and themed inductively.

Data Sources: CINAHL, MEDLINE, COCHRANE, EBSCO databases, Emerald, Proquest & Google Scholar.

An explorative study of Australian nursing scholars and contemporary scholarship.

Purpose: To explore Australian nurse scholars' personal and professional perspectives on the nature and development of contemporary Australian scholarship, including its facilitators and barriers.

Design And Methods: A qualitative exploratory design, with snowball sampling, identified 13 well-regarded nurse scholars from Australian universities or clinical health services. Semistructured, in-depth interviews were conducted in 2008-2009, and transcripts of data were subjected to Morse's content analysis method.

Embedding evidence-based practice in a nursing curriculum: a benchmarking project.

The development of a new nursing curriculum in one Australian university provided the opportunity for academic staff to consider the best ways to integrate the requirements of evidence-based practice (EBP) into nursing education and culminated in the development and conduct of a specific benchmarking project. Data collection for the project included the use of university documents, observations and informal discussions with staff. An analysis of this information resulted in the emergence of five categories that were grouped into two major categories, namely infrastructure and processes.

An evaluation of an Australian bachelor of nursing program for Japanese nurses: perceptions of Japanese nurses' learning experience.

The School of Nursing, Griffith University, Australia and the Japanese Research Institute-Nissoken of Japan jointly conduct a post-registration, Bachelor of Nursing degree for Japanese nurses. The program enables Japanese nurses to upgrade their initial diploma qualifications. Distance education allows the students to study from their home and in Japanese.

The patient as experience broker in clinical learning.

The Study: A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters.

Methodology: As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care.

Learning to become a nurse: students' reflections on their clinical experiences.

Objective: To expose the significant events undergraduate student nurses reflect on during clinical experiences as they learn to become nurses.

Design: A qualitative study using reflective instruments of unstructured debriefing sessions and journal writing.

Setting: Conducted in a tertiary hospital in South-eastern Queensland, Australia.

Métier Artistry: revealing reflection-in-action in everyday practice.

This paper describes an unanticipated outcome of a larger ethnographic study that set out to investigate how experienced practitioners teach nursing to undergraduate students during structured clinical placements. The research is embedded in the noted works of Schon, Carper, Polanyi, Benner and Benner and Wrubel and their notions of artistry that exists within practice. Through the use of observations of students, registered nurses and patients in the authentic clinical milieu the researcher was able to expose, an as yet undetected aspect of artistry in practice.

Making sense of research: A guide for critiquing a paper.

Learning how to critique research articles is one of the fundamental skills of scholarship in any discipline. The range, quantity and quality of publications available today via print, electronic and Internet databases means it has become essential to equip students and practitioners with the prerequisites to judge the integrity and usefulness of published research. Finding, understanding and critiquing quality articles can be a difficult process.