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Biomedical subjects

Honor Nicholl

Publications and source records attributed to Honor Nicholl.

6 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

Programme-related stressors among part-time undergraduate nursing students.

AIM: The aim of this paper is to report a study exploring the perceived stressors identified by a group of 70 students who undertook a part-time degree at one Irish university. BACKGROUND: In the literature on stress, part-time nursing students who are undertaking continuing education programmes appear to have received little attention. Stress amongst nurses is evident within the nursing literature but little information is available on the specific stressors that affect Registered Nurses who undertake further academic study. Anecdotally, students attending part-time programmes while working full-time report high levels of stress. METHOD: Quantitative methods were used. While many instruments exist to measure overall stress, this study aimed to explore student's perceptions of specific stressors associated with academic study. We used a questionnaire developed from the literature on the topic. RESULTS: Factors related to writing assignments at degree level, fulfilling personal needs and academic demands, were perceived as major stressors by these students. Factors of little concern were financial issues and attendance on the programme. Individual items receiving highest mean scores were: trying to balance work commitments and the required study (mean 3.89, sd = 1) and the prospect of the final examination (mean 3.86, sd = 1). This study was limited by the use of convenience sampling and self-report methods. Larger studies are required to support the findings. In addition, student stress was not observed or measured. CONCLUSION: Those involved in the delivery of nurse education programmes to part-time students need to consider the impact of the workload on student welfare, and to prepare students for demands of the programme.

Adult↗
PubMed2005

Stressors associated with qualified nurses undertaking part-time degree programmes--some implications for nurse managers to consider.

The aim of this exploratory study was to explore and describe aspects of the programme that caused stress to students and suggested measures for reducing this stress. Perceived personal and professional benefits were also explored. A descriptive exploratory study utilizing a survey design was utilized. Stressors associated with the programme included trying to balance work commitments and the required study emerged as the number one stressor. "Balancing" was a significant feature of many of these nurses' lives. Meeting work commitments in addition to study was a reported stressor for almost every nurse. Employers and managers within the health care setting need to be responsive to the needs of nurses undertaking postregistration study, and explore flexible working options and aim to provide support and encouragement to nurses who are motivated towards study. Results indicate overall benefits for both the nurses' personal and professional practice, therefore adequate infrastructure to suitably support these nurses is required that may have potential benefits for patient/client care.

Adult↗
PubMed2004

Reflection in preregistration nursing curricula.

BACKGROUND: The concepts of reflection and reflective practice are increasingly popular themes in the nursing literature. Reflective practice has been advocated as a method for overcoming the divergence between nursing theory and practice, and as a means of articulating and developing knowledge embedded in practice. However, these claims are based more on theoretical debate than research evidence. In common with other regulatory bodies, the Irish regulatory nursing body advocates the need for reflective nurses, and curricula are being adapted to reflect this. These changes are taking place when there is still little guidance on the teaching or assessment of reflective practice. Given the lack of research on the topic and the need for evidence on which to base the teaching of reflective practice, a descriptive exploratory study was undertaken. AIM: The aim of this paper is to report how a group of nurse teachers perceived and interpreted reflective practice in preregistration nursing curricula in schools of nursing in The Republic of Ireland. METHODS: Data were collected using a postal questionnaire distributed to all schools of nursing involved in the preregistration diploma in nursing (n = 40). RESULTS: The results indicate variation between institutions in the number of hours allocated to the subject and where reflective practice was included in the curriculum. Emphasis was placed on theoretical models of reflection as opposed to the process or the skills required to become a reflective practitioner. Lecture and group discussion were the dominant teaching methods. Additionally, a number of teachers expressed dissatisfaction with the preparation they had received to teach the subject, and identified some of the challenges they experience when teaching reflective practice. CONCLUSIONS: The results provide a focus for further debate amongst nurse educators involved in implementing reflective practice in the curriculum. The results are limited by a response rate of 50% and by the geographic setting. Further research is needed to substantiate the findings of the study. However, there results do suggest that there is a need to clarify curricular content in relation to reflective practice and prepare nurse tutors for their role in teaching this subject more effectively.

Attitude of Health Personnel↗