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This study was performed to investigate the changes in students' perceptions of nursing during their education and to evaluate the role of an Introduction to Nursing course in this change. This quasi-experimental study was conducted on 39 nursing students at their first educational season. Within the first hour of the Introduction to Nursing course (which was conducted by the researcher), the students were asked to define nursing according to their own ideas and they were requested to give written answers. Then, the objectives, contents, education methods and mutual expectations related to the course were discussed. During this course interactive learning strategies were used. At the end of the term, the students were provided with their first nursing definitions. They were asked to examine these definitions and write a new one in line with their criticisms, along with their opinions about the education methods used and the instructor of the course. The definitions written by the students before and after the course were analysed one by one. The expressions within these definitions were extracted, classified and then compared. The opinions of the students about the education methods used and the instructor of the course were also classified and evaluated by the researcher. Percentages were used in the evaluation of data. According to the results of this study the Introduction to Nursing course had a positive effect on students' understanding of nursing as a profession. In addition, they expressed positive opinions about the education methods used and the instructor.
Available research findings suggest that nursing students do not regard psychiatric nursing as a desirable future career option. This paper addresses the results of a research project conducted by the author. This research addresses the relative popularity of psychiatric nursing in comparison to other nursing specialties, within Victoria, Australia. The research was conducted by use of a questionnaire in which commencing undergraduate nursing students were asked to rank nine areas of nursing specialty in order of preference and provide some explanation for their choices. The results indicate that psychiatric nursing emerges as the second least popular career choice for student nurses at this stage of their education.
Because health care delivery increasingly requires timely information for effective decision making, information technology must be integrated into nursing education curricula for all future nurse clinicians and educators. This article reports findings from an online survey of deans and directors of 266 baccalaureate and higher nursing programs in the United States. Approximately half of the programs reported requiring word processing and e-mail skill competency for students entering nursing undergraduate programs. Less than one third of the programs addressed the use of standardized languages or terminologies in nursing and telehealth applications of nursing. One third of the programs cited inclusion of evidence-based practice as part of graduate curricula. Program faculty, who were rated at the "novice" or "advanced beginner" level for teaching information technology content and using information technology tools, are teaching information literacy skills. The southeastern central and Pacific regions of the United States projected the greatest future need for information technology-prepared nurses. Implications for nurse educators and program directors are discussed.
OBJECTIVE: The objective of this study was to examine the relationship between organizational commitment, job satisfaction, and nurses' intention to leave their current position or nursing. BACKGROUND: Because retention of nurses is a critical issue for acute care institutions, study of the predictors of nurses' intention to leave (position or nursing) is essential. Of interest in predicting intention to leave are both organizational commitment and job satisfaction. METHODS: A mailed survey was conducted in which 787 respondents completed measures of satisfaction, organizational commitment, and personal and institutional demographics. All instruments had reliability estimates ranging from alpha = .76 to .92. RESULTS: Predictive relationships were found between financial status, organizational commitment, job and professional satisfaction, and intent to leave their current position (R = 0.42) and between financial status, professional satisfaction, and intention to leave nursing (R = 0.45) CONCLUSIONS: Organizational commitment has implications for nurses' intention to leave their current position but not nursing. Aspects of work and professional satisfaction predict both the intention to leave current position and nursing. Retention programs need to be focused on both organizational commitment and work and professional satisfaction.
The history of nursing cannot be considered separately from the history of women. In this study the public history of nursing and women was re-explored via the lived voices of five senior nurses in Japan. An oral history method using in-depth interviewing for data collection was used. Contemporary Japanese women's social position was constantly influenced by government policies from an historically androcentric society. Nursing, as a predominately female occupation, has also struggled with its position in society and in the hospital system. Data were categorised into five themes through the nurses' stories and analysed using feminist liberal theory. Findings from the current study showed that various elements of unequal opportunity to participate in society were an outcome of this history. Nursing in Japan appears to have been socialised without a relationship to feminism. Experiences of the participants in this study indicate a demand for the liberation of nurses as women. These participants wished nurses in Japan to focus on professionalism with an attitude which is independent of past androcentric policies and historical social inequities. With such an autonomous attitude, directions for nursing in Japan become constructive.