2.50
Hdl Handle:
http://hdl.handle.net/10755/158294
Type:
Presentation
Title:
It's really all about chocolate! Lived experiences of nursing students
Abstract:
It's really all about chocolate! Lived experiences of nursing students
Conference Sponsor:Western Institute of Nursing
Conference Year:2003
Author:Gilchrist, Kathleen
P.I. Institution Name:California State University-Bakersfield
Contact Address:Department of Nursing, 9001 Stockdale Highway, RNEC 132, Bakersfield, CA, 93311, USA
Problem: Beginning nursing students are often engaged in the academic rigors associated with achieving letter grades and skill acquisition rather than enjoying the pleasure of the journey of becoming a nurse. Many new nursing experiences are structured toward memorization and completion of a task, skill, or activity. The secret to being engaged in the reflective practice of nursing is to enjoy both the achievement and the process of the journey. The purpose of this research was to encourage beginning baccalaureate nursing students to reflect on their feelings about their journey into nursing practice. Methodology: The methodology was qualitative, descriptive informed by phenomenology. Traditional beginning BSN students were asked to participate. A beginning nursing class was divided in half. Half of the class was asked to turn in a piece of music recorded on a cassette tape given to them and the other half of the class was asked to take at least one photograph with a disposable camera given to them and turn the camera in to the professor for developing of the photographs. The photographs were returned to the students for submission and writing of the paper. The music or the photographs were to represent their thoughts, feelings, and perceptions about their beginning lived student nursing experiences. At the end of the course, the nursing students typed a one to two page paper on how the recorded music or the photograph(s) represented their feelings about their beginning nursing student experiences. It was a requirement of the course for the student to submit 2 papers; either a photograph or recorded music. The researcher returned one paper with credit to the student. The researcher put aside the second copy of the paper and the consent form until after grades were submitted and did not begin the analysis until after all grades were submitted. Nursing students were provided a 3"X 5" index card to anonymously write an evaluation at the end of the course whether this educational project assisted them in self-understanding and any comments. The researcher transcribed the papers and utilized a coding system to correlate the paper with either the music or photograph(s). The researcher held in abeyance any preformed conclusions or judgments as to the feelings and perceptions of the nursing students. Analysis of the papers, photographs and music was through inner self-reflection, living with the transcripts, experiencing, contemplating, envisioning, writing, rewriting, and thinking which led to the insight of themes and sub-themes. Research Findings: The nursing students' feelings left memorable imprints, therefore the overarching theme of "Nursing Imprints." The major themes included: Overwhelmed, Death, Living VS Surviving, Extremes, No One Else Like Me, See Where I Have Been, and Qualities. For example, the theme "Overwhelmed" included words like "totally overwhelmed," "incredibly overwhelmed," "struggling to keep my head above water," "super turbo fast paced race," frenetic pace," "inundated," and "dazed." Music that depicted these feelings was Chris Rock's "Only God Knows," a musical piece portraying challenges he faced. Another musical piece had a boxing theme and the student used the phrase she felt, "knocked out " Photographs included pictures of the students: one with a student pulling out her hair and she used the words, "Going Out of My Head," and another student was represented lying down with her hair all spread out and a wide eyed look. Conclusions: The music and photographs revealed nursing students having a difficult time coping with the pressures of nursing school and had left lasting imprints It is evident nurse educators need to make changes to assist nursing students not only to reflect on their feelings during nursing school, but to allow nursing students some time for fun and pleasure in their lives. A life is not worth living if we do not take the time to enjoy the small pleasures in it. In a profession that advocates human caring, nurse educators have a requisite to practice what they preach. Incorporating self-reflection activities as part of their courses, by writing in journals and addressing curriculum to include fun methods to learn nursing practice is imperative.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleIt's really all about chocolate! Lived experiences of nursing studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158294-
dc.description.abstract<table><tr><td colspan="2" class="item-title">It's really all about chocolate! Lived experiences of nursing students </td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Gilchrist, Kathleen</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">California State University-Bakersfield</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Department of Nursing, 9001 Stockdale Highway, RNEC 132, Bakersfield, CA, 93311, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kgilchrist@csub.edu</td></tr><tr><td colspan="2" class="item-abstract">Problem: Beginning nursing students are often engaged in the academic rigors associated with achieving letter grades and skill acquisition rather than enjoying the pleasure of the journey of becoming a nurse. Many new nursing experiences are structured toward memorization and completion of a task, skill, or activity. The secret to being engaged in the reflective practice of nursing is to enjoy both the achievement and the process of the journey. The purpose of this research was to encourage beginning baccalaureate nursing students to reflect on their feelings about their journey into nursing practice. Methodology: The methodology was qualitative, descriptive informed by phenomenology. Traditional beginning BSN students were asked to participate. A beginning nursing class was divided in half. Half of the class was asked to turn in a piece of music recorded on a cassette tape given to them and the other half of the class was asked to take at least one photograph with a disposable camera given to them and turn the camera in to the professor for developing of the photographs. The photographs were returned to the students for submission and writing of the paper. The music or the photographs were to represent their thoughts, feelings, and perceptions about their beginning lived student nursing experiences. At the end of the course, the nursing students typed a one to two page paper on how the recorded music or the photograph(s) represented their feelings about their beginning nursing student experiences. It was a requirement of the course for the student to submit 2 papers; either a photograph or recorded music. The researcher returned one paper with credit to the student. The researcher put aside the second copy of the paper and the consent form until after grades were submitted and did not begin the analysis until after all grades were submitted. Nursing students were provided a 3&quot;X 5&quot; index card to anonymously write an evaluation at the end of the course whether this educational project assisted them in self-understanding and any comments. The researcher transcribed the papers and utilized a coding system to correlate the paper with either the music or photograph(s). The researcher held in abeyance any preformed conclusions or judgments as to the feelings and perceptions of the nursing students. Analysis of the papers, photographs and music was through inner self-reflection, living with the transcripts, experiencing, contemplating, envisioning, writing, rewriting, and thinking which led to the insight of themes and sub-themes. Research Findings: The nursing students' feelings left memorable imprints, therefore the overarching theme of &quot;Nursing Imprints.&quot; The major themes included: Overwhelmed, Death, Living VS Surviving, Extremes, No One Else Like Me, See Where I Have Been, and Qualities. For example, the theme &quot;Overwhelmed&quot; included words like &quot;totally overwhelmed,&quot; &quot;incredibly overwhelmed,&quot; &quot;struggling to keep my head above water,&quot; &quot;super turbo fast paced race,&quot; frenetic pace,&quot; &quot;inundated,&quot; and &quot;dazed.&quot; Music that depicted these feelings was Chris Rock's &quot;Only God Knows,&quot; a musical piece portraying challenges he faced. Another musical piece had a boxing theme and the student used the phrase she felt, &quot;knocked out &quot; Photographs included pictures of the students: one with a student pulling out her hair and she used the words, &quot;Going Out of My Head,&quot; and another student was represented lying down with her hair all spread out and a wide eyed look. Conclusions: The music and photographs revealed nursing students having a difficult time coping with the pressures of nursing school and had left lasting imprints It is evident nurse educators need to make changes to assist nursing students not only to reflect on their feelings during nursing school, but to allow nursing students some time for fun and pleasure in their lives. A life is not worth living if we do not take the time to enjoy the small pleasures in it. In a profession that advocates human caring, nurse educators have a requisite to practice what they preach. Incorporating self-reflection activities as part of their courses, by writing in journals and addressing curriculum to include fun methods to learn nursing practice is imperative. </td></tr></table>en_GB
dc.date.available2011-10-26T20:42:08Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:42:08Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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