ORCID Profile
0000-0002-3411-073X
Current Organisation
University of Sydney
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Publisher: Elsevier BV
Date: 06-2021
Publisher: Wiley
Date: 21-02-2021
DOI: 10.1111/JAN.14814
Abstract: To identify and analyse the cultural attitudes, beliefs and practices of internationally educated nurses towards end‐of‐life care in the context of cancer. Cultural heritage shape beliefs and practices about cancer and end of life, which complicates nursing care delivery. While previous studies centred on erse patients’ perspectives and cultural competence of healthcare professionals, little analysis available focusing on the cultural attitudes and beliefs of care providers from erse backgrounds. Mixed methods systematic review. CINAHL, MEDLINE, Embase, PsychINFO and Scopus were searched between January and March 2020. No date limit was applied. Quality appraisal was conducted using the mixed‐method appraisal tool. Convergent segregated synthesis was undertaken. Findings were thematically synthesised with the final synthesis presented narratively. Seven studies were included: three qualitative, two quantitative and two mixed methods. None of the studies focused on the end‐of‐life care experiences of IENs in the context of cancer. One study reported views on cancer , with all studies analysing the cultural attitudes, beliefs and practices of internationally educated nurses towards end ‐ of ‐ life care. Three main themes were identified: the philosophy of care, approaches to care and perceptions of death and dying. The distinct gap in research on understanding the cultural attitudes and beliefs of internationally educated nurses in end‐of‐life care in the context of cancer demands further research. Several aspects of end‐of‐life care were in conflict with internationally educated nurses’ cultural attitudes, beliefs and practices. As these nurses are integral in achieving culturally competent care, further understanding of this phenomenon is required to advance the delivery of culturally sensitive care to patients. Stakeholders, including the nursing workforce, need to play an active role in providing a culturally inclusive workplace. Support measures are necessary to reduce the impact of cultural conflicts experienced by internationally educated nurses.
Publisher: Elsevier BV
Date: 2022
DOI: 10.1016/J.NEDT.2022.105650
Abstract: Building mastery of clinical skills is essential for nursing students to ensure readiness for clinical placements. During the coronavirus disease (COVID-19) pandemic, limited face-to-face teaching and student access to c us facilities, along with the rapid adoption of online methods, increased the need to develop innovative teaching tools to support students. This study aimed to explore nursing student perceptions and experiences of using Flipcharts for learning clinical nursing skills during the COVID-19 pandemic. This study used a qualitative descriptive design. Second-year nursing students were invited to participate at the end of the semester to share their experiences of using Flipcharts in their clinical simulation laboratory. A total of 12 nursing students participated in in idual semi-structured interviews conducted between December 2020 and February 2021. Data were analysed using Braun and Clarke's six-step method of thematic analysis. The findings of the study demonstrated that students considered Flipcharts to be beneficial in developing their clinical skills and were additionally valuable in supporting students with English as a second language. Three major themes were identified: the perceived value of Flipcharts during limited face-to-face teaching, the role of Flipcharts in supporting skills acquisition across learning domains, and the practicality and accessibility of this learning resource across different mediums. Students perceived the use of Flipcharts to be valuable in achieving mastery of clinical skills during COVID-19. The students' experience of using Flipcharts was positive overall and found the learning tool practical and accessible in supplementing learning.
No related grants have been discovered for Jay Balante.