Kathleen Sitzman

Perceptions of Nursing Student Clinical Placement Experiences

There is an unprecedented shortage of registered nurses (RNs) in the United States of America. Efforts to educate more RNs have been limited by a shortage of both clinical placements and preceptors for nursing students. The purpose of this study was to examine nursing education issues associated with student clinical placement as experienced by hospital personnel who coordinate the placements with various schools of nursing. A qualitative study involving 15 state-wide participants directly associated with clinical placement of nursing students was conducted. Emergent themes from the data included lack of consistent terminology and definition of student and preceptor roles, preference of clinical scholars, process of site placements, rewards for supervision of students, dis-satisfiers to the supervision of students and suggested strategies for change. Recommendations which developed from the research are summarized and discussed.

Student perceptions of caring in online baccalaureate education.

The concept of caring in nursing education is foundational. Knowledge development regarding caring in face-to-face classroom settings, effective online teaching approaches, differences between online and face-to-face classroom settings, and supporting student success in online settings is extensive. However, the question of whether caring can be effectively conveyed in online nursing classroom settings remains unanswered. This qualitative study explored the perceptions of one cohort of RN to BSN students regarding how instructors convey caring in online education. Thirteen students were emailed surveys consisting of eight open-ended questions; 11 students responded. Eight themes emerged from the data: frequent feedback, timeliness, reciprocity of caring online, personal connection and empathy, clarity, multiple contact opportunities, second-fiddle worries, and teachers commitment to learning.

Graduate Student Perceptions: Feeling the Passion of CARING Online

The concept of caring in nursing education has been addressed with regard to traditional classroom settings. In addition, research on effective online teaching approaches, differences between online and face-to-face classroom settings, and supporting student success in online settings is readily found in published literature. The question of whether caring can be effectively conveyed in online nursing classroom settings remains unanswered. This qualitative study explored graduate nursing student perceptions of caring in online classes. Doctoral and masters nursing students at a research-intensive university were invited to participate in an online survey regarding how instructors may best convey caring online. Survey questions were open-ended. Themes uncovered in the data included empathetic perspective, timeliness of communications, tone of appreciation, being the best I can be, finding a chord of harmony, and feeling the passion of caring online.

Student-preferred caring behaviors for online nursing education.

ABSTRACT Better understanding of how to convey and sustain caring in online nursing classrooms will support caring as a core value in nursing. Sitzman and Leners (2006) identified online instructor behaviors that supported students feeling cared for in online classroom settings. In this study, 122 baccalaureate online students from five universities completed an online survey in relation to prioritizing these previously identified caring instructor behaviors. Respondents also answered one open‐ended question identifying other caring behaviors not presented in the survey. Twelve caring practices for online nurse educators were developed based on analysis of the survey results.

Interbeing and Mindfulness A Bridge to Understanding Jean Watson's THEORY OF HUMAN CARING

Abstract This article proposes using Thich Naht Hanhs concept of interbeing and the practice of mindfulness as a bridge to understanding Jean Watsons theory of human caring. An explanation and comparison of both approaches are provided in narrative and table form. Simple mindfulness practices of nonjudgmental attention to thoughts and awareness of breath are described to provide a starting point for teaching and action. A deeper understanding of interbeing and the theory of human caring, and how they relate to one another, is possible through the practice of mindfulness. Creative utilization of this alternative teaching approach may enhance student understanding of complex principles when teaching Watsons theory.

Blood exposure incidence rates from the North Carolina study of home Care and hospice nurses

BACKGROUND Home care/hospice nurses may be at elevated risk of blood exposure because of the nature of their work and work environment. However, little is known about the incidence of blood exposure in this population. METHODS A mail survey (n = 1,473) was conducted among home care/hospice nurses in North Carolina in 2006. RESULTS The adjusted response rate was 69%. Nine percent of nurses had at least one exposure/year. Overall incidence was 27.4 (95% confidence interval: 20.2, 34.6)/100,000 visits. Nurses who had worked in home care < or =5 years had higher exposure rates than other nurses-seven times higher for needlesticks and 3.5 times higher for non-intact skin exposures. Nurses who worked part time/contract had higher exposure rates than nurses who worked full time-seven times higher for needlesticks and 1.5 times higher for non-intact skin exposures. The rates for part-time/contract nurses with < or =5 years experience were extremely high. Sensitivity analysis showed that it is unlikely that response bias had an important impact on these results. CONCLUSIONS Approximately 150 North Carolina home care/hospice nurses are exposed to blood annually. If these results are representative of other states, then approximately 12,000 home care/hospice nurses are exposed each year nationwide. Improved prevention efforts are needed to reduce blood exposure in home care/hospice nurses. Am. J. Ind. Med. 52:99-104, 2009. (c) 2008 Wiley-Liss, Inc.

Diversity and the NCLEX-RN: A Double-Loop Approach

The United States is increasingly ethnically diverse. To provide culturally congruent care to this changing population, nursing programs must attract and support ethnically diverse students through to successful completion of the National Council Licensure Examination for Registered Nurses. Critically examining the literature on this topic revealed three themes: need for a diverse nursing workforce, lack of formal evidence, and narratives of concern. A double-loop theoretical approach that encompasses interventions in elementary and secondary schools, traditional student support services, faculty development initiatives focused on cultural competence, formative and summative evaluations, quantitative and qualitative research, and evidence-based interventions is proposed to address this multifaceted concern.

An exploratory study of nurse bag use by home visiting nurses.

Although the bag of the home care nurse is functional and historical, there is limited information in the literature about its use and nurses’ preferences. This study analyzes how the bag is used, and examines comfort issues and preferences nurses have for this valuable tool. Implications for design and features are gained from this research as well as specific features to seek when choosing this important ergonomic tool.

Sense, Connect, Facilitate: Nurse Educator Experiences of Caring Online Through Watson's Lens

Twenty-four nurse educators spontaneously provided rich narratives in response to an online survey that asked only for brief answers to 4 questions: Is it possible to demonstrate caring online? What cues prompt you to initiate caring interventions with students? What caring interventions do you initiate in response to those cues? How do students respond to your caring efforts? Themes encompassed within these remarkable narratives include sense, connect, and facilitate. These themes correspond to key elements in Watsons human caring theory and provide a window into the philosophies and practices of 24 wise, intuitive, creative, and deeply caring nurse educators.

Mindful Communication for Caring Online

Six studies containing information related to conveying and sustaining caring in online nursing classrooms were analyzed for communication patterns among faculty and students. Six consistent communicative elements emerged from this analysis: offering full presence, acknowledging shared humanity, attending to the individual, asking for and providing frequent clarification, demonstrating flexibility, and pointing out favorable opportunities while acknowledging challenges. These elements reflected key aspects of Jean Watsons Caring Science and Thich Nhat Hanhs Mindfulness trainings, prompting guidelines and suggestions for engaging in mindful caring communication online.