Obstetrical staff nurses experiences of clinical learning.
The clinical learning experience is used in nursing programs of study worldwide to prepare nurses for professional practice. This study's purpose was to use Naturalistic Inquiry to understand the experiences of staff nurses in an obstetrical unit with undergraduate nursing students present for clinical learning. A convenience sample of 12 staff nurses, employed on a Family Birth Center, participated in semi-structured interviews. The constant comparative method as modified by Lincoln and Guba was used to analyze data. Five themes related to staff nurses experiences of clinical learning were identified: Giving and Receiving; Advancing Professionally and Personally; Balancing Act; Getting to Know and Working with You; and Past and Present. This research highlights staff nurses' experiences of clinical learning in undergraduate nursing education. Staff nurses exert a powerful, long lasting influence on students. A need exists to prepare and judiciously select nurses to work with students. Clinical agencies and universities can take joint responsibility providing tangible incentives, financial compensation, and recognition to all nurses working with nursing students.
Students' perceptions of field experience in professional development: a comparative study.
The movement of the health care and education professions from an apprenticeship model in the early half of the century to the tertiary education sector has brought an awareness of the key role field experience or practicum plays in professional development. The literature has demonstrated that field experience during teacher education and clinical education is a valuable part of preparation for entry into the teaching and nursing professions. The purpose of this study was to compare and contrast the perceptions of final year students from three distinct undergraduate field experiences. Queensland University of Technology students from adult and workplace education, secondary education, and nursing participated in the study. Data were collected through a series of focus group interviews with groups of five to nine participants across the three discipline areas. Students described their expectations of the practical side of their learning and the learning outcomes that eventuated during the practicum.
Religion and school
The report presents and argues in favor of the thesis that the secular school offers no alternative in modern society. Simultaneously, the author displays the basic contours of spiritual physiognomy of such a modern school which in many ways differs from the, school we know in this country. The school the author pleads for does not decide among various contents that influence forming of the young, within which the line is established between theism - atheism, but, on the contrary, pleads for the principle of humanistic education. The predominant here is the notion of methodological skepticism which marks the principle by which the process of education should be realized as though there were no God, or - which is on the same level - as though there were God. Out of this basic principle any others upon which the concept of modern secular school the author pleads for is established can be drawn. It ought not to neglect the rich, scientifically confirmed knowledge on the phenomenon of religion and atheism, which should be, presented in all school subjects where the contents allow for it as well as the Religious Culture should be introduced as a compulsory subject. By introducing this subject as a collection of knowledge on the phenomenon of the, religious, we would avoid imposing a particular religious culture as an attitude, behavior, belief and evaluation.