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Gary Brown

Publications and source records attributed to Gary Brown.

3 recordsLinked to original sources
PubMed2006

An exploratory study identifying the programme related stressors amongst qualified nurses completing part-time degree courses.

The aim of this paper is to explore the leading programmatic stressors and associated age related stressors experienced by two cohorts of students (n=132) completing part time degree programmes in nursing in two third level institutions in the Republic of Ireland. To date the literature has exclusively focused on the day to day stressors that undergraduate nursing student's experience. The design chosen was descriptive utilising a questionnaire as the mode of data collection. 'Preparing assignments for submission', 'trying to balance work commitments and the required study', 'doing the course assignments', 'the demands of writing an assignment to the necessary level', the prospect of the final examination' and 'preparing for the course examination' were all ranked as the leading stressors. The younger participants in this study were more likely to register higher degrees of stress as a result of the process stressors of their studies owing to the negative correlation with age. Process stressors were associated with the academic workload and time management difficulties. The findings have wider implications for educationalists in relation to course development and ongoing student support. Educationalists need to be cognizant in particular of the age related stressors associated with completing part time degree programmes.

Adaptation, Psychological↗
PubMed2005

Implementing objective structured clinical skills evaluation (OSCE) in nurse registration programmes in a centre in Ireland: a utilisation focused evaluation.

This paper presents findings from a research study of two objective structured clinical skills evaluation (OSCE) processes that were used in the new BSc. in General and Psychiatric Nursing Registration programmes offered in an Institute of Technology in the south west of Ireland. OSCEs, which have gained widespread acceptance throughout the western world as valid academic measures of nursing competence has yet to be established in this country. This research aimed to evaluate the process and outcomes of OSCE from the perspective of the major stakeholder groups: first and second year nursing students, lecturers, clinical placement coordinators and assessors. A utilisation focussed evaluation approach was adopted which values the opinions and experiences of stakeholders. It is intended to use the findings to develop the validity and quality of the OSCE assessment. The OSCE process was found to have a positive impact on all stakeholders. OSCEs were perceived to be a meaningful and fair form of assessment. Students identified that they felt more prepared for and more confident about forthcoming placements. The OSCE process was, however, perceived to be a stressful experience and requires considerable preparation effort by students and academic staff. Mature students claimed that more practice effort was required but also felt more prepared for placements and achieved higher OSCE scores.

Adult↗