Evidence-based practice. Guidelines for managing peripheral intravascular access devices.
Explore the source record for details and available documents.
Catheterization, Peripheral↗
Biomedical subjects
V Lopez Nahas
Publications and source records attributed to V Lopez Nahas.
Maintaining clinical credibility as a nurse teacher in a postgraduate tertiary specialization program.
This paper addresses the issues surrounding clinical credibility and describes how a Hong Kong specialist nurse teacher maintains clinical credibility. The aim is to explore the credibility of the nurse teacher in relation to the clinical knowledge and skills that will enhance postgraduate students' clinical scholarship. The paper describes a model for maintaining specialist teachers' clinical credibility and innovative strategies to achieve this goal.
Clinical Competence↗
Humour: a phenomenological study within the context of clinical education.
On reflection after a busy day in the ward, undergraduate nursing students concluded that having a clinical teacher who used humour helped them cope with their clinical experiences. This encouraged the author to look deeper into what humour is and describe the lived experiences of nursing students with teachers who used humour. A phenomenological study was undertaken to explore 48 Australian undergraduate nursing students' lived experiences of humour as used by their clinical teachers during clinical education. The data were collected by interviews. Colaizzi's phenomenological methodology was used to analyse the data. The results showed that humour makes it easier for the nursing students to cope with the anxiety-producing situations encountered during their clinical experiences. According to the results, the majority of nursing students preferred to be with a clinical teacher with sense of humour to facilitate/supervise them in the clinical area. However, a word of caution in using humour was revealed in this study because of the personal nature of this phenomenon. Therefore, this study is significant in that it provides a deeper understanding of humour as part of the teaching-learning process within the context of clinical education. The clinical teacher's use of humour during their encounters with the nursing students during clinical education is described and implications for nursing education is discussed.
Adaptation, Psychological↗