dc.contributor.author | Lillekroken, Daniela | |
dc.date.accessioned | 2020-01-10T14:45:37Z | |
dc.date.accessioned | 2020-03-16T10:23:19Z | |
dc.date.available | 2020-01-10T14:45:37Z | |
dc.date.available | 2020-03-16T10:23:19Z | |
dc.date.issued | 2019-12-30 | |
dc.identifier.citation | Lillekroken DL. ‘A privilege but also a challenge.’ Nurse educators’ perceptions about teaching fundamentalcare in a simulated learning environment: A qualitative study. Journal of Clinical Nursing. 2019 | en |
dc.identifier.issn | 0962-1067 | |
dc.identifier.issn | 0962-1067 | |
dc.identifier.issn | 1365-2702 | |
dc.identifier.uri | https://hdl.handle.net/10642/8276 | |
dc.description.abstract | Aims and objectives: To explore nurse educators’ perceptions about teaching fundamental
care to undergraduate nursing students in a simulated learning environment.
Background: Recent research has demonstrated that fundamental care is overlooked in
nursing education, resulting in little empirical research on how to teach fundamental care
within a simulated learning environment.
Design: The study has a qualitative, explorative design. The principles of consolidated
criteria for reporting qualitative research (COREQ) were applied for reporting the methods
and findings.
Methods: Data were collected through participant observations and focus group interviews
with nursing students, clinical nurses and nurse educators. The data were analysed using the
qualitative content analysis method.
Results: The core category ‘A privilege but also a challenge’ represents the overall
perception of nurse educators’ perceptions about teaching fundamental care in a simulated
learning environment. The core category is supported by two subcategories: ‘Fundamental
care is important to nursing education’ and ‘To set a good example’, which represent the
attributes and the role nurse educators have in helping students achieve their fundamental
care learning outcomes.
Conclusions: Fundamental care can be taught to students by engaging them in an interplay
between lectures and learning activities that are designed to enhance their skills during
simulations in simulated learning environments. | en |
dc.language.iso | en | en |
dc.publisher | Wiley | en |
dc.relation.ispartofseries | Journal of Clinical Nursing; | |
dc.rights | This is the peer reviewed version of the following article: Lillekroken, D. “A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study. J Clin Nurs. 2020; 00: 1– 12. https://doi.org/10.1111/jocn.15177, which has been published in final form at http://dx.doi.org/10.1111/JOCN.15177. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as doi: 10.1111/JOCN.15177. This article is protected by copyright. All rights reserved | en |
dc.subject | Fundamental care | en |
dc.subject | Nurse educators | en |
dc.subject | Nursing students | en |
dc.subject | Simulated learning environments | en |
dc.subject | Qualitative research | en |
dc.title | ‘A privilege but also a challenge.’ Nurse educators’ perceptions about teaching fundamentalcare in a simulated learning environment: A qualitative study | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2020-01-10T14:45:37Z | |
dc.description.version | acceptedVersion | en |
dc.identifier.doi | http://dx.doi.org/10.1111/JOCN.15177 | |
dc.identifier.cristin | 1767797 | |
dc.source.journal | Journal of Clinical Nursing | |