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Biomedical subjects

Olive Yonge

Publications and source records attributed to Olive Yonge.

15 recordsLinked to original sources
PubMed2004

The questioning skills of tutors and students in a context based baccalaureate nursing program.

This paper explores, describes and compares the types and levels of questions asked by 30 randomly selected tutors (nurse educators) and their 314 students in context-based learning tutorial seminars in a Canadian baccalaureate nursing program. Thirty 90-min seminars were audio taped, transcribed and coded using a Questioning Framework designed for this study. The framework includes types and levels of questions, related wording and examples. The results of this study indicate that the majority of questions asked by tutors and students in the first three years of the program were framed at the low level (knowledge, comprehension, and application) and were aimed at seeking yes/no responses and factual information more so than probing. Although these questions are important to facilitate the teaching/learning process, educators and students need to increase the number of questions requiring analysis, synthesis, and evaluation as well as questions that involve probing, exploration, and explanation - questions believed to activate and facilitate critical thinking skills. Recommendations include the need for students and tutors to be taught how to question, the creation of a supportive environment for questioning and the use of appropriate strategies to teach the use of higher order questions. Future research using a cross sectional longitudinal design and qualitative approaches are also recommended. This study has direct implications for enhancing student learning and the development of nurse educators.

Canada↗
PubMed2004

Contributing to the theory development of preceptorship.

The purpose of the study was to clarify and analyze the concept of preceptorship as experienced by the preceptor. Preceptorship is a teaching method commonly used in many professions. The current study assists in the clarification and analysis of the concept of preceptorship as experienced by the preceptor. Regarding methodology, the literature was reviewed to compare the experience of clinical teaching with preceptorship. Literature was reviewed from the following fields/domains: nursing, medicine, education, social work, rehabilitation, dentistry, law, and pharmacy. Through application of the framework outlined by Walker, L.O., Avant, K.C., 1995. Strategies for Theory Construction in Nursing, third ed. Appleton & Lange, Norwalk, attributes, antecedents, consequences, and empirical referents were identified that help define preceptorship. There were three main findings: The nature of the relationship between the preceptor and preceptee is pivotal, evaluation is a challenge, and preceptorship is distinct from mentorship. The consequences of a preceptorship experience are better prepared and more confident preceptors, evolution into a mentorship relationship, and professional development of both the preceptor and the preceptee. This article concludes with numerous topics that could be addressed in future research: (a) screening tools for the preceptor; (b) evaluation of the preceptee; (c) the relationship between preceptee, preceptor, and faculty; (d) preparation of the preceptor, and (e) rewarding the preceptor.

Attitude of Health Personnel↗
PubMed2004

Enhancing critical thinking in the preceptorship experience in nursing education.

BACKGROUND: To date no research has been conducted to examine the process used in the preceptorship experience to enhance critical thinking at the graduate level. This study provides data that could revitalize the preceptor/learner relationship and in turn influence future preceptorship programmes in graduate nursing education. AIM: The purpose of this study was to examine the preceptorship experience and its role in the enhancement of critical thinking in graduate nursing education. DESIGN: A grounded theory approach was employed, through semi-structured, tape-recorded interviews. Overall, 45 interviews were completed with graduate nursing students ranging in age from 26 to 53 years, and master's and doctorally prepared preceptors who ranged in age from 47 to 58 years. In addition, a journal of personal reflections was kept by each of the researchers. Analysis of data included the process of open coding, theoretical coding, selective coding, reduction and comparison. FINDINGS: Data revealed that a process, designated The Relational Process, occurred in the preceptorship experience to enhance the critical thinking ability of graduate nursing students. This process was found to be a complex, ongoing interpersonal dynamic between the graduate student and assigned preceptor. CONCLUSIONS: The relational process that emerged from this study indicates that specific preceptor behaviours are pivotal to the enhancement of critical thinking of graduate nursing students and ultimately impact on the success or failure of the preceptorship experience.

Adult↗
PubMed2003

Consent in oral history interviews: unique challenges.

The literature on oral history methods has increased over the past decade. Yet, the issues in gaining consent warrant specific attention. The process of gaining consent in oral history interviews has unique features and varies from accepted procedures in qualitative research. The authors discuss the legalities and ethics of oral history interviews and provide examples regarding the consent process from an oral history project that they conducted. The researchers conclude that despite its complexity, presenting the transcribed interview to the interviewee contributes in an important way to the ethical integrity of the interview process.

Canada↗
PubMed2002

Exceptional nontraditional caring practices of nurses.

There has been little research that has addressed the practices of nurses who go beyond the usual scope of practice to demonstrate caring. In this study, a grounded theory methodology was used to interview 18 nurses identified as exceptional caring nurses. The core process identified was giving and involved gifts (particularly of time), responsibility and choice, teaching, vulnerability, preserving dignity, caring with and for coworkers, being truly present, and always finding a way. Although the findings of this study are not necessarily generalizable, it is important to acknowledge that these practices occur and that they should not automatically be discredited. The research has implications for the new emerging field of boundaries in professional relationships.

Altruism↗
PubMed2002

Psychiatric patients' perceptions of constant care.

1. Patients need and want structure during CC. 2. Respect for patients experiencing CC is demonstrated when caregivers involve patients in all levels of decision making. 3. Patients identified the behaviors of caring, health teaching, and role modeling as helpful to their recovery. 4. Patients have two primary resentments--a lack of privacy and continuity of care.

Attitude to Health↗
PubMedDate not supplied

Preceptor questioning and student critical thinking.

Questioning is fundamental to student learning. Not only does it enable students to elevate their level of thinking, but in the process it also affords them the opportunity to deal with their world intelligently. The practice setting is an environment rich in opportunity for enabling critical thinking through the use of questioning. In the preceptorship experience, preceptors are in a prime position to use questioning behaviors that can challenge the way preceptees think, encourage them to justify or clarify their assertions, promote the generation of original ideas, explanations, or solutions to patient problems, provide mental and emotional tools to help resolve dilemmas, promote discussion, and evaluate learning. This article discusses the importance of preceptor questioning for the development and promotion of student critical thinking. Contextually, the authors draw on the findings of a recent study in which preceptor questioning of the knowledge base, decision making, and actions of the preceptee were found to directly bring about or trigger their critical thinking. This article allows for some further reflection on that process and its contribution to the enhancement of the preceptorship experience.

Education, Nursing↗
PubMedDate not supplied

Student nurse stress in the preceptorship experience.

Student nurses appear to experience significantly more stress during their academic preparation than they do during the first year of employment. Preceptorship is among the most stressful of student experiences. It is within the context of a challenging and at times daunting work environment that two complete strangers (preceptor and student) strive to accommodate one another within a professional capacity. If the relationship between preceptor and student is less than successful, not only can it be frustrating and disheartening, but it can result in student stress and disillusionment about nursing and an inability to integrate and learn. Using a hypothetical case, the authors discuss the importance of student assessment, close communication between faculty and preceptors, and quick responses to student stress as a means by which to circumvent the serious potential of student burnout in the practice setting.

Burnout, Professional↗
PubMedDate not supplied

Munchausen syndrome and Munchausen syndrome by proxy in a student nurse.

Most faculty are not prepared for the possibility of encountering Munchausen syndrome (MS) in nursing students and Munchausen syndrome by proxy (MSP) in nursing students' children. When confronted with MS or MSP, their first reaction is often hostility coupled with a sense of betrayal. Given that individuals with this condition are attracted to helping professions, the authors describe both conditions in a case in which a nursing student presented with MS and the student's daughter was a victim of MSP. The focus is on protection of any children and the public, psychiatric treatment for the offender, and assistance for faculty.

Adult↗
PubMedDate not supplied

Being a preceptor is stressful!

Results of a mail survey of 295 preceptors indicated preceptoring nursing students can be a stressful experience, with overwork identified as the main source of stress. Overwork resulted from unsuitability of students for the clinical area, lack of time, and insufficient feedback and guidance. The findings suggest that both students and preceptors require proper readiness assessment and preceptorship preparation. Preceptorship stress needs to be acknowledged; it can be addressed through workload adjustments and by providing feedback and support from nurse educators, peers, and managers.

Adult↗
PubMedDate not supplied

Supporting preceptors.

For effective teaching of nursing students and management of stress of increased workloads, preceptors require a great deal of support from nursing faculty, peers, and administrative personnel. Through a mailed survey, 295 preceptors reported that they would have appreciated more support. The best support is the continued and visible presence and involvement of instructors, which can be provided in person, by telephone, or via fax. This is best achieved if nurse educators, directors, and deans view themselves as copreceptors.

Education, Nursing↗
PubMedDate not supplied

Preceptor behaviors integral to the promotion of student critical thinking.

In the practice setting, preceptors not only contribute to the relational aspect of the preceptorship experience but, through their behaviors, they also effectively promote the critical thinking ability of students. Through the use of a grounded theory method in a recent study, four specific preceptor-generated behaviors were identified as integral to the promotion of the critical thinking ability of basic baccalaureate nursing students in the practice setting: role modeling, facilitation, guidance, and prioritization. In this article, the description and meaning of these four behaviors are explored and their significance to preceptors and nurse educators who wish to ensure that the critical thinking ability of nursing students is fostered in the practice setting is discussed.

Clinical Competence↗
PubMedDate not supplied

Preceptorship and the preparatory process for undergraduate nursing students and their preceptors.

The purpose of this article was to research nursing students' and their assigned preceptors' views of preparation in relationship to a 340-hour preceptorship course. Using an author-generated mailed survey, 75 of 191 preceptors and 52 of the 187 students returned questionnaires. The findings revealed just under half of the students and preceptors did not believe that they were well prepared. Twenty-six percent of the preceptors believed they should receive a formal training program. The implications for this research are threefold: students and preceptors have concerns with preparation; a formal preceptorship course for students and preceptors may be warranted; and the evaluation component of the preceptorship experience in particular requires formal preparation, an unexpected finding derived from the open comments of the preceptors themselves.

Analysis of Variance↗
PubMedDate not supplied

Exploring boundaries in the nurse-client relationship: professional roles and responsibilities.

TOPIC: The creation and maintenance of boundaries as they pertain to the nurse-client relationship. PURPOSE: To challenge readers to reflect on their fiduciary responsibilities by identifying boundary crossings and violations. SOURCES: Review of the literature and the authors' clinical and teaching experiences. CONCLUSIONS: Although self-awareness and monitoring, debriefing, and availing oneself of supervision and education are important tools in creating and maintaining boundaries, in the final analysis, the nursing profession needs nurses who have the ability to make decisions about boundaries based on the best interests of the clients in their care.

Attitude of Health Personnel↗