Teaching and Learning in Nursing

Edited by Gregor Stiglic, Majda Pajnkihar and Dominika Vrbnjak

in Books from IntechOpen

Abstract: A significant body of knowledge is the basis for a holistic, caring and scientific evidence-based nursing education in practice for professional development. Quality teaching leads to good learning and both aspects are two of the main issues of quality assurance in nursing education today. To begin with, not all nursing students have the same levels of motivation or learning abilities. It is with cognisance of providing quality care for patients that the role of the nurse educator has to be to enhance nursing students' learning using scientific evidence based teaching. Research around teaching and learning processes is an important part of the delivery of quality education, which in turn impacts on students' learning results and experiences, thereby, ensuring holistic biopsychosocial care to patients. The main aim of teaching and learning in nursing, at all levels, is to enhance the nurses' contribution to assist the individuals, families and communities in promoting and preserving health, well-being and to efficiently respond to illnesses. We hope that this book can be used as a resource to increase the body of knowledge in teaching and learning in nursing, thereby enhancing the role and contribution of health care professionals to clinical practice.

JEL-codes: I11 (search for similar items in EconPapers)
Date: 2017
ISBN: 978-953-51-3153-3
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Downloads: (external link)
https://www.intechopen.com/books/4469 (text/html)
Book downloadable chapter-by-chapter

Chapters in this book:

Assessment of Clinical Nursing Competencies: Literature Review

Natasa Mlinar Reljic, Lorber Mateja, Brian Sharvin, Dominika Vrbnjak and Maja Strauss

Attitudes of Nursing Students Towards Learning Communication Skills

Klavdija Cucek Trifkovic, Lorber Mateja, Margaret Denny, Suzanne Denieffe and Vida Gonc

Comparing Students' Self-Assessment with Teachers' Assessment of Clinical Skills Using an Objective Structured Clinical Examination (OSCE)

Zvonka Fekonja, Jasmina Nerat, Vida Gonc, Milena Pislar, Margaret Denny and Klavdija Cucek Trifkovic

Current Characteristics of the Hungarian Nurses' Workforce

Jozsef Betlehem, Emese Pek, Balint Banfai and Andras Olah

Experience of Problem-Based Learning for Raising Quality of Nursing Study

Vida Gonc, Lorber Mateja and Jasmina Nerat

Impact of Education, Working Conditions, and Interpersonal Relationships on Caregivers' Job Satisfaction

Gregor Stiglic, Majda Pajnkihar, Klavdija Cucek Trifkovic, Barbara Donik, Sabina Fijan, Vida Gonc, Kegl Barbara, Lorber Mateja, Maja Strauss, Jadranka Stricevic, Natalya Kamynina, Irina Ostrovskaya and Dominika Vrbnjak

Transferring Psychological Therapy Education into Practice in the United Kingdom: A Complex Systems Analysis

Ian McGonagle and Christine Jackson

Using Content Validity for the Development of Objective Structured Clinical Examination Checklists in a Slovenian Undergraduate Nursing Program

Nino Fijacko, Zvonka Fekonja, Brian Sharvin, Margaret Denny, Majda Pajnkihar and Gregor Stiglic

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Persistent link: https://EconPapers.repec.org/RePEc:ito:pbooks:4469

DOI: 10.5772/65314

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