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The part-time student role: implications for the emotional experience of managing multiple roles amongst Hong Kong public health nurses

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NURSE EDUCATION TODAY 1999年第3期19卷 188-198页

作者： Shiu, ATY Chinese Univ Hong Kong Fac Med Dept Nursing Shatin Peoples R China

The study investigated the contribution of the added part-time student role on the emotional experience of managing multiple roles of Hong Kong public health nurses (PHNs) who have children by comparing PHNs with and without the part-time student role. The research design employed the experience sampling method. Convenience sampling was used to recruit 20 subjects of which nine were undertaking part-time degree programmes. A watch was worn that gave a signal at six random times each day for 7 days to complete an experience sampling diary. PHNs on average responded to 34 signals (80%) and therefore completed 34 diaries, which collected data on work, college-work and family juggling and their effects on mood states. Results indicate that PHNs with an added part-time student role, although having fewer juggling occasions and higher emotional spouse support, had fewer family-related activities as well as a lower positive effect and a higher negative effect than PHNs without this role. These results suggest that taking up an added part-time student role creates additional role strain to nurses with children, and lend support to the argument that the stress of managing multiple roles is greatest and benefits least when work and non-work role responsibilities are both heavy.

关键词：适应心理学医务工作者的态度冲突(心理学) 教育护理学士/组织和管理教育专业再培训/组织和管理家庭/心理学香港母亲/心理学护理方法学研究护理人员/心理学公共卫生护理学/教育问卷调查角色社会支持学生护理/心理学时间和运动研究妇女就业/心理学成年人儿童女(雌)性人类中年人

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Articulation of pre-registration nursing courses in Western Sydney

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NURSE EDUCATION TODAY 2000年第3期20卷 189-198页

作者： Greenwood, J Westmead Hosp Level 2 Westmead NSW 2145 Australia

This paper will describe a project, undertaken in 1996-1997, which sought to develop formal articulation arrangements between nursing education courses provided by Technical and Further Education (TAFE) institutions in Greater Western Sydney and the University of Western Sydney (UWS). The project sought to facilitate the access of TAFE-trained Enrolled Nurses (ENs)to UWS's Bachelor of Nursing (BN) courses and eliminate costly duplication in programs of study. Although conducted in Australia, the project generated insights of utility to colleagues in the UK, the USA and New Zealand, in particular, who are dealing with the effects of the 'knowledge explosion' and reductions in government funding to universities. The project comprised two stages. Stage 1 involved a statewide survey of ail stakeholders, using individual telephone interviews and focus groups, of practices and perceptions with respect to formal articulation arrangements. The findings demonstrated an overwhelming consensus with respect to both the benefits of and barriers to formal articulation arrangements. These benefits and barriers will be described. Stage 2 involved the TAFE-UWS collaborative design and implementation of 2 EN-BN bridging programs which allow, differentially, ENs to access UWS's BN programs with 1 and 2 semesters block credit. This paper includes details of the project's background, survey methods and findings, bridging courses' contents and courses' implementation evaluative data. (C) 2000 Harcourt Publishers Ltd.

关键词：课程教育护理学士/组织和管理教育专业再培训/组织和管理新南威尔士护理评价研究护理开业/教育人类

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Change of outlook on elderly persons with dementia:: a study of trainees during a year of special education

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NURSE EDUCATION TODAY 1999年第6期19卷 472-479页

作者： Skog, M Grafström, M Negussie, B Winblad, B Karolinska Inst NEUROTEC Sect Geriatr Stockholm Sweden

In 1996 the Silvia Home Foundation started a non-governmental education programme with an integrated day-care unit devoted to patients with dementia: Working chairwoman of the foundation is HM Queen Silvia of Sweden. This study aims to describe the trainees' changed outlook on elderly people with dementia during a year of special education. Data were collected by interviews, informal discussions and participant observations during the lessons. The investigation focused on two questions: the trainees' outlook on the patients and their outlook on the work with the patients. At the beginning of their education, the trainees looked at the patients from a staff's perspective. During their education, this was gradually toned down and they changed to a disease perspective, and eventually to a human dignity perspective. After initially seeing dementia patients as a homogeneous group, the trainees went on to see them as unique human beings. Their outlook on their work also changed, from being task-oriented to a more humanitarian approach. (C) 1999 Harcourt Publishers Ltd.

关键词：医务工作者的态度痴呆/护理教育护理继续/组织和管理教育专业再培训/组织和管理健康知识态度实践护理开业/教育偏见方案评价问卷调查人员开发/组织和管理学生护理/心理学成年人女(雌)性人类男(雄)性

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Seven years on: distance learning courses for first level registered nurses and midwives

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NURSE EDUCATION TODAY 1999年第4期19卷 286-294页

作者： Rogerson, ECB Harden, RM Univ Dundee Ctr Med Educ Dundee DD2 1LR Scotland

There is a recognized need to increase the accessibility and flexibility of post-registration course provision for first level registered nurses and midwives. Distance learning courses were developed and implemented at the University of Dundee in response to this need. The courses provide a range of learning opportunities from single module certificate courses to Bachelor, Honours and Masters level studies. The courses are well received by nurses and midwives and experience, over the last 7 years, has highlighted important aspects for distance learning education for both professional groups. Different educational strategies such as Work-based Learning and Problem-based Learning are incorporated into distance learning course design to facilitate the integration of theory and practice and develop cognitive and meta-cognitive skills. The relationship between course assessment ana clinical environment Is also a Key feature of course design, with assessment methods built around work-based learning opportunities in clinical practice. Experience has shown that students require support throughout the learning process. This is achieved through text-based study guides and a range of other support strategies. It is concluded that distance learning can be individualized to meet the professional and personal needs of students and provide quality, flexible learning opportunities for nurses and midwives, facilitating practice development and benefiting patient care.

关键词：教育远程/组织和管理教育护理学士/组织和管理教育护理继续/组织和管理教育专业再培训/组织和管理助产士/组织和管理护理教育研究基于问题的学习/组织和管理方案评价苏格兰人类

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