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The quality of orientation for newly hired nurses in acute care settings in a university hospital: A cross-sectional study.
Appl Nurs Res
February 2025
University of Helsinki and Helsinki University Hospital, Nursing Research Center, Tukholmankatu 8F, P.O. Box 442, FIN-00029 HUS, Finland; Lovisenberg Diaconal University College, Oslo, Norway. Electronic address:
Aims: This study aims to describe how newly hired nurses assess the quality of the orientation in acute care settings in a university hospital.
Background: Orientation for newly hired nurses in acute care settings, where special competence, ability to collaborate with different professional groups, and wide technical and technological skills are required, is crucial to ensure patient safety and high-quality standards in nursing care.
Methods: A cross-sectional study design was applied.
Exploring nursing students' learning experiences within tripartite meetings in nursing home clinical placements: a qualitative study using video-stimulated recall interviews.
BMC Nurs
January 2025
Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Grimstad, Norway.
Background: Nursing students' clinical learning is premised on experiences in clinical placements in nurse education, with the processes and outcomes of tripartite meetings among the student, nurse preceptor and teacher being central components. The tripartite meetings form the basis and framework for stakeholders' dialogue and collaboration and have the central purpose of facilitating student learning and development and assessing the students' achievement against predetermined learning outcomes for the placement period. Students' experiences with tripartite meetings seems to be an underexplored field, and therefor this study aimed to explore first-year nursing students' learning experiences within tripartite clinical placement meetings in nursing homes.
View Article and Find Full Text PDFThe enhancement of teacher immunity in a professional development course: Contributions from supervisory observation and the observer.
Heliyon
November 2024
Department of English Language and Literature, Urmia University, Urmia, Iran.
Classroom observation has been reported to be stressful for language teachers since it can disrupt the equilibrium and push the teachers towards maladaptive language teacher immunity. The present study is an attempt to shed light on the way classroom observation and a professional development (PD) course on classroom observation contribute to language teacher immunity development through self-organization lens. To this end, the researchers in the current study designed an explanatory sequential mixed method study and 13 novice language teachers were invited to fill language teacher immunity scale before and after a professional development course.
View Article and Find Full Text PDF"It's Like Making Reflective Practice More of the Heart of Who We Are": An Exploration of Facilitators and Barriers to Implementing Reflective Supervision in State Pre-K.
Prev Sci
December 2024
Department of Psychiatry and Human Behavior, The Warren Alpert Medical School of Brown University, Providence, RI, USA.
High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory approach that has growing empirical evidence supporting its use. As the evidence base for RS continues to expand, and early childhood-serving settings-including ECE-increasingly consider this approach, understanding whether RS is likely to be routinely used in ECE settings and what helps or hinders use of this approach is critically important.
View Article and Find Full Text PDFClinical Learning Environment: Perceptions of Palestinian Nursing Students.
Inquiry
September 2024
Arab American University Palestine, Jenin City, Palestine.
Clinical learning environment play a vital role in bridging theory with practice, equipping nursing students with essential skills for patient care and support their smooth transition into the nursing workforce. To assess Palestinian nursing students' perceptions of clinical learning environment and supervision. A total of 308 undergraduate nursing students were conveniently recruited from Arab American University-Palestine for this descriptive cross-sectional study.
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