The significance of theory and clinical placement for students’ nursing competence
They believe that they have their highest level of competence within the competence area ‘Value-based nursing care’.
They believe that they have their highest level of competence within the competence area ‘Value-based nursing care’.
A successful kidney-pancreas transplantation improves and stabilises patients’ daily lives. It also brings with it new elements of uncertainty that are important to convey to the patient.
Normalisation Process Theory can be used to assess the prerequisites for ensuring that a new intervention becomes established practice.
A care discourse, aimed at the patient’s needs, was prominent in the evaluation and assessment notes. The treatment plans reflected a problem-focused discourse, where only problems were recorded.
When nurses encounter parents with a sick newborn child, it is vital that they see them as individuals and establish a relationship based on empathy.
Healthcare personnel who interact with patients and their families can learn from the families’ experiences when a loved one is affected by dementia.
Parents who unexpectedly have a child with Down’s syndrome can interact with the child in a more constructive way when healthcare personnel talk to them in a positive manner immediately following the birth.
Both students in clinical nursing education and their preceptors think that the assessment form, which is based on the principles of the AssCE form, can be used as a model to assess the students.
When ESAS is routinely used to map symptoms, the patients experience greater symptom relief and a better quality of life. However, not everyone uses the tool systematically.
Course participants learn to shift their attention from disease to health, from a critical to an accepting attitude about themselves, and from despair to hope and belief in their own ability to cope.