Top PDF Penny Harrison & Clive Rushby Admissions Tutors BSc (Hons) School of Nursing and Midwifery

Penny Harrison & Clive Rushby Admissions Tutors BSc (Hons) School of Nursing and Midwifery

Penny Harrison & Clive Rushby Admissions Tutors BSc (Hons) School of Nursing and Midwifery

• Theory and practice in Leicester, Leicestershire, Rutland, Northamptonshire (limited) • Personal statement needs to justify choice for wanting to do the decelerated route.. P RE -R EGI[r]

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Are the Global Strategic Directions for Strengthening Nursing and Midwifery 2016–2020 being implemented in countries? Findings from a cross-sectional analysis

Are the Global Strategic Directions for Strengthening Nursing and Midwifery 2016–2020 being implemented in countries? Findings from a cross-sectional analysis

There were also mixed outcomes for the status of in- terventions related to policy and leadership develop- ment. One of the highest reported “not started” was, Update or establish programmes for nursing and midwif- ery leadership programmes. Programmes for leadership preparation and policy literacy or competency have been a long-standing challenge for nursing and midwifery [32, 33]. The WHO has outlined roles and responsibilities for GCNMOs [34] to ensure strong leadership at the na- tional level; the International Council of Nurses ’ Global Nurse Leadership Programme also contributes to devel- oping the capacity of nurse leaders from around the world [35]. However, more locally relevant development programmes may be needed to broadly equip nurses and midwives at the grassroots with the right skills to lead policy- and decision-making platforms at all levels of health care governance [36, 37], particularly for women and youth. An example of this type of policy lever is highlighted again through the Nursing Now campaign ’ s Nightingale Challenge 2020 which urges employers of
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Catherine McAuley School of Nursing and Midwifery

Catherine McAuley School of Nursing and Midwifery

The Catherine McAuley School of Nursing and Midwifery is recognised as one of the most progressive and avant-garde schools in Ireland. The continued annual increase in applications from high achieving applicants to the various pre-registration programmes ensures that the school remains one of the most competitive schools of Nursing and Midwifery in the country. The school itself can be found within the new Brookfield Health Sciences Complex (BHSC). The BHSC is a spacious leafy quarter in the University Campus and is also home to the School of Medicine, and the School of Clinical Therapies (Occupational Therapy and Speech & Hearing Science). The Schools of Pharmacy and Dentistry are located nearby. These five schools form the College of Medicine and Health which has an appointed Head of College while each individual school has an appointed Professor as Head of the School. The school of nursing and midwifery is in close proximity to the maternity hospital and many of the general hospitals where students undertake their clinical practice placements.
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Clinical Supervision of Midwifery Students at the University Teaching Hospital School of Nursing and Midwifery in Lusaka, Zambia

Clinical Supervision of Midwifery Students at the University Teaching Hospital School of Nursing and Midwifery in Lusaka, Zambia

Introduction: Clinical supervision plays a significant role in the acquisition of psychomotor skills by student midwives during training leading to the provi- sion of high quality midwifery care. However, the acquisition of the psycho- motor skills required for successful practice and learning can only be acquired if student midwives are supported and guided by clinical supervisors in their learning environments. Main Objective: The main objective of the study was to determine factors influencing clinical supervision of Student Midwives in Lusaka Urban District. Methodology: A cross-sectional study design that employed both quantitative and qualitative methods was used. The study population comprised 124 Nurses and Midwives working in Lusaka urban District. Self-administered questionnaires were used to collect data from the Nurses and midwives and a focus group discussion guide was used to guide discussions with the student midwives at Lusaka College of Nursing and Midwifery and a total of three focus group discussions were conducted. Quantitative data were entered into by Statistical Package Social Sciences (SPSS) version 22 for windows. Chi-square test was used to test associations among variables. The confidence interval was set at 95% with a significance level of 0.05. Qualitative data were analysed using content analysis to classify words into themes and categories by looking for repeated ideas or patterns of thoughts. Results: The findings showed that a high percentage of the clinical supervisors (89.5%) had not been trained in clinical supervision and most respondents had moderate knowledge on clinical supervision of students. Majority of the respondents (63%) exhibited inadequate supervision skills. The attitudes of all the supervisors towards supervision were positive. A large percentage of respondents (73%) were competent in clinical supervision. However the learning environment considered to be poor by most respon- How to cite this paper: Bweupe, N.,
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Faculty of Health School of Nursing and Midwifery

Faculty of Health School of Nursing and Midwifery

The purpose of practice experience within your programme is to facilitate individual skill development within an inter-disciplinary arena, to develop an awareness and understanding of the relevance of theoretical concepts to the practice of midwifery. The aim is to produce both a safe and proficient practitioner at the point of registration to become a midwife. The intended learning outcomes in respect of placement learning contribute to the overall aims of the programme as recommended by the Quality Assurance Agency (2002) Code of Practice for placement learning, by the NMC and Department of Health (2001), The Nursing and Midwifery Council (2009) Standards for pre registration midwifery education and the Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. The clinical education placements are essential and are integrated components of your education and development as a midwife. Placements in both community and hospital
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Relationship between Emotional Intelligence and Clinical Competencies of Nursing Students in Tabriz Nursing and Midwifery School

Relationship between Emotional Intelligence and Clinical Competencies of Nursing Students in Tabriz Nursing and Midwifery School

clinical competence questionnaire.Its content validity was assessed by collaboration of ten faculty members in nursing and midwifery faculty. Its reliability was determined by test-retest and the correlation coefficient was determined 0.77 at two different times for participants. Collected data were analyzed using SPSS 13. To analyze the data, we used descriptive (frequency and percentage, mean and standard deviation)and inferential (Pearson test, t-test and ANOVA) statistics.

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Nursing and Midwifery. School Profile

Nursing and Midwifery. School Profile

employment opportunities for UQ graduate nurses and midwives are very good. our graduates have established an excellent track record for gaining full-time employment straight after completing their program. with high clinical based content, our programs are very well respected by employers both within Queensland, across australia and internationally. graduates are eligible to apply for registration as a nurse or midwife through the australian nursing and Midwifery Board of australia.

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Comparative Evaluation of the Sleep Quality in Male Verses Female Students of Nursing at School of Nursing and Midwifery of MBU

Comparative Evaluation of the Sleep Quality in Male Verses Female Students of Nursing at School of Nursing and Midwifery of MBU

Abstract: Aims: Traditionally science students exhibit poor sleep quality and impaired academic and professional performances due to high sleep deprivation and high incidences of daytime dysfunctions. The present study was aimed to evaluate the sleep quality in nursing students from the School of nursing and midwifery, Shahid Beheshti University of Medical Sciences (MBU) in Tehran. Study design: Sleep quality was evaluated by filling out the Pittsburgh Sleep Quality Index (PSQI). Place and Duration of Study: School of nursing and midwifery, Shahid Beheshti University of Medical Sciences (MBU) in Tehran, during 1 November, 2012 to 1 May, 2014. Methodology: 133 nursing students were divided into different groups (on the basis of age; group to 4); each group was further divided into two groups based on sex. Mean values of the score obtained for each PSQI category were analyzed by the Student t-test and 95% of Confidence of Intervals, to investigate the statistical differences among the male verses female groups and the correlation between the group and its respective score. Results: Findings showed that nursing students presented a fairly poor subjective sleep quality. Mean scores of sleep quality (PSQI category 1), sleep latency (PSQI category 2), sleep duration (PSQI category 3) and sleep efficiency (PSQI category 4) of female students were found significantly high in comparison to male students, while mean score of sleep disturbances (PSQI category 5), use of hypnotics/anti33 depressants (PSQI category 6) and daytime dysfunction (PSQI category 7) were non-significantly different among female and male students. Conclusion: The poor sleep quality in nursing students suggests that authorities should have specific guidance on sleep hygiene and should provide support for students presenting disturbances in day-time activities.
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Undergraduate courses Nursing & Midwifery. Nursing Science Nursing Science Midwifery

Undergraduate courses Nursing & Midwifery. Nursing Science Nursing Science Midwifery

‘I chose to study Nursing because I wanted a career where I could help people. I was attracted to JCU because the School of Nursing and Midwifery has a solid reputation and the Cairns campus offers a beautiful study environment. If you are passionate about your study, people within the Nursing school will help you achieve your best. Some of our clinical placements had me working in a range of settings around Queensland, which was very exciting as it gave me hands-on experience with tropical health issues.’

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Faculty of Health and Life Sciences Department of Nursing, Midwifery & Healthcare Practice BSc (Hons) Mental Health Nursing Programme Specification

Faculty of Health and Life Sciences Department of Nursing, Midwifery & Healthcare Practice BSc (Hons) Mental Health Nursing Programme Specification

 Managing own caseload, supervising and supporting others in the practice setting The practice modules are those which are primarily undertaken within practice placements although a small proportion (up to 300 hours) may be undertaken through simulation. Simulation allows the student to learn or practice skills in a safe situation that imitates reality. Simulation has been planned into the course and will be used to build upon the student’s nursing skills over the three year period. This is aimed at developing their critical reflection whilst enhancing the skills of working both analytically and holistically in evaluating care delivery in partnership with other professionals, patients, service users, families, carers and other health and social care providers. Simulation will also provide opportunities to practice essential skills. This will be achieved via a series of objectives linked to prescribed workshop scenarios and exercises planned as part of the student’s placement experience.
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NURSING AND MIDWIFERY 2017

NURSING AND MIDWIFERY 2017

This degree has been designed to develop our future nursing leaders and researchers. If you have a strong interest in, and aptitude for, nursing, and are interested in a career involving leadership in research and practice, this course has been designed for you. This course aims to challenge and further develop our students’ leadership capacity through participation in: advanced coursework, extension activities, research training and enhanced professional practice opportunities. A mentoring program will link you with experienced academic staff and research groups within Western Sydney University. This will allow you to take part in the University’s research activities. Aspects of the advanced coursework and extension activities will involve advanced nursing strategies and opportunities to work collaboratively with other members of the multidisciplinary health care team.
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Nursing, Midwifery and Health

Nursing, Midwifery and Health

I am fully qualified as a midwife and nurse, I gained a position at Ballarat Health Services after completing my placement there, and I love working there. I also own my own business, Ballarat Pregnancy and Infant Massage, which I have been doing for 8 years. Both midwifery and massage work so well together. I love being able to help women, before, during and after pregnancy, and then follow on educating them on infant massage. This has been my dream and I have finally achieved it! My advice to students is to study away from uni, ask questions while on placement; but importantly have fun and enjoy, it’s an amazing career!
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Welfare Institute of Nursing & Midwifery

Welfare Institute of Nursing & Midwifery

English medium school by our trust was started in 1986. The school was started and is working for the education of children who are from poor and needy families and whose parents did not have any opportunity to get good or higher education.

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Award Handbook. RN / BSc (Hons) Nursing Practice RN / BSc Nursing Practice RN / Diploma Nursing Practice

Award Handbook. RN / BSc (Hons) Nursing Practice RN / BSc Nursing Practice RN / Diploma Nursing Practice

The purpose of these awards is to both prepare you for entry to the appropriate part of the Professional Nursing Register and to provide you with an academic award commensurate with your learning outcomes. Your programme of studies meets the statutory requirements for nurse education (NMC 2004a), and comprises one year Common Foundation Programme leading to two year specialist Branch programmes in Adult, Mental Health or Children’s Nursing. Successful completion of your award allows you to apply for professional registration with the Nursing and Midwifery Council (NMC) as a Registered Nurse (Adult), Registered Nurse (Child) or Registered Nurse (Mental Health). On behalf of the team working with you on your studies, we hope you enjoy your programme of studies at Staffordshire University and wish you all the very best with your learning and achievement. We look forward to working with you and supporting you to achieve your goal.
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Assessing emotional intelligence and its relationship with demographic  factors of nursing students

Assessing emotional intelligence and its relationship with demographic factors of nursing students

METHODS: This was a descriptive correlation study. The study population included all the nursing students in Tabriz School of nursing and midwifery (144) selected by sample using census method. To assess the emotional intelligence, we used BarOn EQ-i, which includes 90 questions in 5 categories and 15 scales scoring in a range between 90 and 450. In addition, some personal and social demographic data were gathered from the students' educational files. Data were ana- lyzed using SPSS-13 and descriptive and inferential statistics.

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The Historical Development of the Midwifery Profession in Bangladesh

The Historical Development of the Midwifery Profession in Bangladesh

The programme commenced in 2010, with the aim of improving skills and strengthening midwifery competencies that would enable them to practice evidence based midwifery care. In the same year, the Prime Minister committed to deploy 3,000 midwives by 2015, thus the six- month programme was accelerated (17). To date, 1600 midwives have graduated from the post- basic certificate midwifery programme. However, following their training, all midwives are re- posted to their existing senior staff nursing posts, which means that they do not necessarily work on a maternity ward and their skills are not being used to improve maternal health. Moreover the deployment process, as a whole, has been slow. Two groups of 600 certified midwives each were deployed at the Upazila Health Complexes (sub-health center hospitals) and Union Health Centers, as of November 2015 and July 2016.
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An exploratory study to develop a practical ethical framework for reproductive health research

An exploratory study to develop a practical ethical framework for reproductive health research

Department of Midwifery, School of Nursing and Midwifery, Patient Safety and Health Quality Research Center, Mashhad University of Medical Sciences, Mashhad, Iran. Provid[r]

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Nursing Students’ Perception of Instructors’ Caring Behaviors in Tabriz University of Medical Sciences

Nursing Students’ Perception of Instructors’ Caring Behaviors in Tabriz University of Medical Sciences

The results of this study show that reformation is necessary in order to solve the problems of different caring dimension. Actually, this reformation will improve the quality of education. The results of this study are limited to a sample population of nursing students who were studying in nursing and midwifery faculty of Tabriz University. Whether the same findings would be found at other universities remains unknown. So, this study can be repeated in other state and private universities. Considering instructors' demographic characteristics will affect the outcomes of clinical instruction and was not perused in this study, we suggest carrying out and paying enough attention to this case in the future studies.
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"Do you want fries with that?": the McDonaldization of university education — some critical reflections on nursing higher education

"Do you want fries with that?": the McDonaldization of university education — some critical reflections on nursing higher education

control are established and maintained (Jarvis, 2014). Concurrent with these changes, the delivery of nursing and midwifery courses within the Australian higher education sector, like other professional degrees, is also experiencing significant internal and external discipline-oriented chal- lenges. Departments of nursing and midwifery across Australia are under pressure to produce increasing numbers of graduates, not only due to economic forces within univer- sities but also because of the rapidly approaching workforce shortage as the baby boomers leave the workforce, and more nurses are required to meet the growing demands of an aging population globally. Additional discipline-based challenges include the growing internationalization of the workforce; the aging of the existing workforce; the need for scalable, affordable models of clinical supervision of undergraduates when on placement and increasing pressure to graduate “work-ready” Registered Nurses within 3 years (E. E. Patterson, Boyd, & Mnatzaganian, 2017), when all other equivalent undergraduate health professional degrees are 4 to 6 years in duration. Addressing these challenges within a higher education system that is subject to a complex regula- tory “architecture” while endeavoring to meet the challenges of teaching, scholarship, and research has highlighted sig- nificant support needs for both existing and future nurse aca- demics (McDermid, Peters, Jackson, & Daly, 2012). Within such environments, it is hardly surprising that from among 18 leading academic nations, only British academics had lower work satisfaction scores than Australians (Fredman & Doughney, 2012); moreover, increasing levels of occupa- tional stress among academic staff have been reported (Darabi, Macaskill, & Reidy, 2016; Melin, Astvik, & Bernhard-Oettel, 2014; Winefield et al., 2003).
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SPARC 2016 Salford postgraduate annual research conference book of abstracts

SPARC 2016 Salford postgraduate annual research conference book of abstracts

Nursing, Midwifery, Social Work & Social Sciences Email: e.haynes@edu.salford.ac.uk Supervisors Dr Alison Brettle, Nursing, Midwifery, Social Work & Social Sciences – a.brettle@salford.a[r]

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