This bulletin covers a wide range of Learning & education topics and should be of interest to students, mentors, tutors, lecturers and others with an interest in this area.
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ATTITUDES & PERCEPTIONS
KAVURMACI, M., et al, 2018. Nursing, Midwifery, and Dietetics Students' Attitudes to Complementary and Integrative Medicine and their Applications. Medical Journal of Bakirkoy, 14(3), pp. 300-306.
FLOOD, C., et al, 2018. Nursing students' attitudes to suicide and suicidal persons: A cross‐national and cultural comparison between Turkey and the United Kingdom. Journal of Psychiatric & Mental Health Nursing, 25(7), pp. 369-379.
HSIEH, P. and CHEN, C., 2018. Nursing Competence in Geriatric/Long Term Care Curriculum Development for Baccalaureate Nursing Programs: A Systematic Review. Journal of Professional Nursing, 34(5), pp. 400-411.
MCCARTHY, B., et al, 2018. Addressing ethical concerns arising in nursing and midwifery students’ reflective assignments. Nursing ethics, 25(6), pp. 773-785.
EGLSEER, D., et al, 2018. Is the topic of malnutrition in older adults addressed in the European nursing curricula? A MaNuEL study. Nurse education today, 68, pp. 13-18.
FERRELL, B., et al, 2018. An Innovative End-of-Life Nursing Education Consortium Curriculum That Prepares Nursing Students to Provide Primary Palliative Care. Nurse educator, 43(5), pp. 242-246.
RIDLEY, N. and BYROM, A., 2018. Developing a case based learning curriculum with a salutogenic perspective. Midwifery, 64, pp. 124-127.
SHEN, L., et al, 2018. An Innovative Evaluation in Fundamental Nursing Curriculum for Novice Nursing Students: An Observational Research. Journal of Professional Nursing, 34(5), pp. 412-416.
ALIAFSARI MAMAGHANI, E., et al, 2018. Experiences of Iranian Nursing Students Regarding Their Clinical Learning Environment. Asian Nursing Research, 12(3), pp. 216-222.
BARTON, A.J., 2018. Improving Environments for Learning: Implications for Nursing Faculty. Journal of Nursing Education, 57(9), pp. 515-516.
CRAFOORD, M., et al, 2018. Operating Room Nurses' Perceptions of the Clinical Learning Environment: A Survey Study. Journal of continuing education in nursing, 49(9), pp. 416-423.
CHAN, A.W.K., et al, 2018. Clinical learning experiences of nursing students using an innovative clinical partnership model: A non-randomized controlled trial. Nurse education today, 68, pp. 121-127.
MAQUIBAR, A., et al, 2018. Nursing students' discourses on gender-based violence and their training for a comprehensive healthcare response: A qualitative study. Nurse education today, 68, pp. 208-212.
ALDRIDGE, M.D., 2018. Creative Teaching Methods for Educators: A Compendium of Critical-Care Concepts. Dimensions of Critical Care Nursing, 37(5), pp. 245-250.
BRYANT-MOORE, K., et al, 2018. Use of Service Learning to Increase Master’s-Level Nursing Students’ Understanding of Social Determinants of Health and Health Disparities. Journal of Transcultural Nursing, 29(5), pp. 473-479.
JAMES, A.H., 2018. Action learning can support leadership development for undergraduate and postgraduate nurses. British Journal of Nursing, 27(15), pp. 876-880.
LUSK, P., et al, 2018. A Successful Model for Clinical Training in Child/Adolescent Cognitive Behavior Therapy for Graduate Psychiatric Advanced Practice Nursing Students. Journal of the American Psychiatric Nurses Association, 24(5), pp. 457-468.
NALLEN, K., et al, 2018. Does Enquiry Based Learning (EBL) impact on clinical practice? A qualitative exploration of midwifery graduates' perceptions. MIDIRS Midwifery Digest, 28(3), pp. 290-293.
ROBERTS, T., et al, 2018. Peer Training Using Cognitive Rehearsal to Promote a Culture of Safety in Health Care. Nurse educator, 43(5), pp. 262-266.
SLOTA, M., et al, 2018. Visual intelligence education as an innovative interdisciplinary approach for advancing communication and collaboration skills in nursing practice. Journal of Professional Nursing, 34(5), pp. 357-363.
PLACEMENTS & WORK-BASED LEARNING
BRADSHAW, C., et al, 2018. Midwifery students' experiences of their clinical internship: A qualitative descriptive study. Nurse education today, 68, pp. 213-217.
GREEN, J., 2018. What a difference a year makes: the impact of the district nursing specialist practice programme. British journal of community nursing, 23, pp. 439-448.
PARRY, Y.K., et al, 2018. Assessing levels of student nurse learning in community based health placement with vulnerable families: Knowledge development for future clinical practice. Nurse Education in Practice, 32, pp. 14-20.
PREPARING FOR PRACTICE
CHE, C.C., et al, 2018. What influences student nurses' intention to work with older people? A cross-sectional study. International journal of nursing studies, 85, pp. 61-67.
MADHUVU, A.E., et al, 2018. An exploration of participants’ experience of an intensive care nursing transition to specialty practice program. Australian Critical Care, 31(5), pp. 311-316.
RAWLINGS, D., 2018. Does studying postgraduate palliative care have an impact on student's ability to effect change in practice? Australian Journal of Advanced Nursing, 36(1), pp. 16-24.
SÁNCHEZ EXPÓSITO, J., et al, 2018. Socio-emotional competencies as predictors of performance of nursing students in simulated clinical practice. Nurse Education in Practice, 32, pp. 122-128.
WEIERBACH, F.M. and STANTON, M.P., 2018. Rural Community Case Management Experience for Bachelor of Science in Nursing Students: A Focus Group Evaluation. Journal of Nursing Education, 57(9), pp. 557-560.
WILKINSON, J., et al, 2018. Impact of postgraduate education on advanced practice nurse activity – a national survey. International nursing review, 65(3), pp. 417-424.
TEHAN, R.I., et al, 2018. Use of a Systematic Consultation Process to Facilitate Nursing Research Projects. Clinical Nurse Specialist: The Journal for Advanced Nursing Practice, 32(5), pp. 249-259.
DÍAZ AGEA, J.L., et al, 2018. Discovering mental models and frames in learning of nursing ethics through simulations. Nurse Education in Practice, 32, pp. 108-114.
HORSLEY, T.L., et al, 2018. An Integrative Review of Interprofessional Simulation in Nursing Education. Clinical Simulation in Nursing, 22, pp. 5-12.
JØRGENSEN, B.E., et al, 2018. Simulation as an educational tool in acute nursing care: A controlled intervention study. Nurse Education in Practice, 32, pp. 28-33.
MACLEAN, S., et al, 2018. Evaluating the Use of Teach-Back in Simulation Training to Improve Discharge Communication Practices of Undergraduate Nursing Students. Clinical Simulation in Nursing, 22, pp. 13-21.
SKILLS, KNOWLEDGE AND SPECIALITIES
ABRAHAM, S.P., et al, 2018. Walking on Eggshells: Addressing Nursing Students' Fear of the Psychiatric Clinical Setting. Journal of Psychosocial Nursing & Mental Health Services, 56(9), pp. 5-8.
CLEARY, M., et al, 2018. Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review. Nurse education today, 68, pp. 112-120.
COLLEY, S.L., 2018. Equitable Education for Introverts: Providing Learning Opportunities That Prepare Nursing Students to Be Leaders. Nurse educator, 43(5), pp. 224-226.
DUBOIS, C.A. and ZEDRECK GONZALEZ, J.F., 2018. Implementing a Resilience-Promoting Education Program for New Nursing Graduates. Journal for Nurses in Professional Development, 34(5), pp. 263-269.
HA, L. and PEPIN, J., 2018. Clinical nursing leadership educational intervention for first-year nursing students: A qualitative evaluation. Nurse Education in Practice, 32, pp. 37-43.
JANE BLOWERS, E., 2018. An Investigation of Professional Integrity in Pre-registration Nurse Education: A Modified Grounded Theory Research Study. Nurse education today, 68, pp. 40-44.
LUND, A.K., et al, 2018. Developing mature empathy among first-year students: The learning potential of emotional experiences. Nordic Journal of Nursing Research, 38(3), pp. 128-134.
RODRIGUES EMILIO, D.O., et al, 2018. The teaching approach on communicative skills in different teaching methodologies. Revista brasileira de enfermagem, 71(5), pp. 2447-2453.
BARBÉ, T., et al, 2018. Predicting student attrition using social determinants: Implications for a diverse nursing workforce. Journal of Professional Nursing, 34(5), pp. 352-356.
JONES-BERRY, S., 2018. Survey confirms failure to tackle attrition rates. Nursing Standard, 33(6), pp. 19-22.
HE, F.X., et al, 2018. Assessing stress, protective factors and psychological well-being among undergraduate nursing students. Nurse education today, 68, pp. 4-12.
MAGNAVITA, N. and CHIORRI, C., 2018. Academic stress and active learning of nursing students: A cross-sectional study. Nurse education today, 68, pp. 128-133.
MÄENPÄÄ, K., et al, 2018. Nursing students' motivation regulation and its relationship with engagement and burnout. Nordic Journal of Nursing Research, 38(3), pp. 143-150.
POWER, A. and ALBARADURA, O., 2018. Supporting failing students: How collaboration is key. British Journal of Midwifery, 26(9), pp. 615-617.
SANNER-STIEHR, E., 2018. Responding to disruptive behaviors in nursing: A longitudinal, quasi-experimental investigation of training for nursing students. Nurse education today, 68, pp. 105-111.
SNOWDEN, K., et al, 2018. Developing Minority Nursing Students: Evaluation of an Innovative Mentorship and Leadership Program. Journal of Nursing Education, 57(9), pp. 526-534.
BARTON, G., et al, 2018. Teaching nurses teamwork: Integrative review of competency-based team training in nursing education. Nurse Education in Practice, 32, pp. 129-137.
WONG, F.M.F., 2018. A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators. Nurse education today, 68, pp. 153-158.
ZHANG, J. and CUI, Q., 2018. Collaborative Learning in Higher Nursing Education: A Systematic Review. Journal of Professional Nursing, 34(5), pp. 378-388.
BADOWSKI, D., et al, 2018. Electronic Charting During Simulation: A Descriptive Study. CIN: Computers, Informatics, Nursing, 36(9), pp. 430-437.
ROCHE, C.C., et al, 2018. Educational Analytics: A New Frontier for Gamification? CIN: Computers, Informatics, Nursing, 36(9), pp. 458-465.