Charline Coleman

Mr. Chiodo

English 111-0017

April 13, 2017

 

Evaluation Annotated Bibliography

 

Ironside, Pamela M. "Narrative Pedagogy: Transforming Nursing Education through 15 Years of Research in Nursing Education." Nursing Education Perspectives (National League for Nursing), vol. 36, no.2, 2015, pp.83-88. EBSCOhost, doi:10.5480/13-1102.

In the article Narrative Pedagogy, the author illustrates an interpretive approach used in teaching as well as learning, which is being used to foster education reform and how it has transformed nursing in the past fifteen years. The author aims at providing a review of current disciplinary understanding of this interpretive approach; Ironside also aims at describing the effects on the ongoing transformation in the education of nurses.  The author analyzes the contribution of narrative pedagogy in the nursing faculty over the past fifteen years, citing how the interpretive approach has improved nursing education.

The author achieves communicating the importance of this method, through discussing how the nurse faculty has continuously heard calls to transform nursing to fulfill the needs of the evolving health care system. The author illustrates narrative pedagogy as a longitudinal and extensive body of study citing how the approach brings about effectiveness in the transformation of nursing education. The article has comprehensively communicated its purpose; the author

 

states that narrative pedagogy offers a way for students and teachers to persist in evaluating their current understanding of nursing, how they think about situations that face them, and how they can best learn their practice. In other words, the article has comprehensively met its aims to the reader.

 

Numminen, Olivia, et al. "Do Educational Outcomes Correspond with the Requirements of Nursing Practice: Educators' and Managers' Assessments of Novice Nurses' Professional Competence." Scandinavian Journal of Caring Sciences, vol. 28, no.4, (2014) pp.812-821 EBSCOhost, doi:10.111/scs.12115.

The authors in this article evaluate whether outcomes relates with the qualifications of nursing practice. The article achieves this objective by looking into the relationship between nurse managers’ and nurse educators’ assessments of novice nurses’ competence. The article summarizes the study that involved eighty-six nurse educators and a hundred and forty-one nurse managers, using inferential and descriptive statistics in the analysis of data. The author also analyzes the cross-sectional, comparative approach by use of nurse competence, which was used in the study being focused. The author also explores how educators assessed novice nurses’ competence to a significantly higher level than managers in all competency areas. The authors cite the driving forces that are leading to efforts in educating nurses.

The article comprehensively communicates to the reader, illustrating how competence, as well as its assessment, is continuously becoming topical issues in today’s nursing education and practice. The authors of this article have achieved in citing how competence and its assessment is

 

contributing to the quality and safer nursing care. The article achieves its aim of educating the reader about the significance of competence and its assessment; it also succeeds in illustrating how various forces are driving competence requirements, which include the change in population and socia0-demographic, economic issues, and technology advancement in health. The article is clear, comprehensive, and efficient in communicating ideas about the importance of competence and its assessment during nurse education and practice.  

 

Turner, Katrina, and Valerie Lander McCarthy. " Review: Stress and Anxiety among Nursing Students: A Review of Intervention Strategies in Literature between 2009 and 2015." Nurse Education in Practice, vol.22, (2017), pp.21-29. EBSCOhost, doi:10.1016/j,nepr.2016.11.002.

In this article, the authors talk about stress and anxiety among nursing students and the various intervention strategies that would assist in dealing with this problem. The article analyzes how various nursing students undergo or experience significant stress as well as anxiety, which consequently inhibit learning and increase attrition as a result. The author also examines different interventions in the literature between 2009 and 2015, which are classified into stressors, appraisal, and coping. The author communicates to the reader about how two studies reported interventions through the use of only cognitive reappraisal while 3 other interventions merged reappraisal with other approaches.

The authors have managed to illustrate the issue of stress and anxiety among the nursing students as an important topic; in the introduction, the authors demonstrate how nursing is a profession of high demand with prolonged levels of stress, which account for high attrition. The authors also analyze the different stressors that nursing students face, and hence achieve convincing the reader the situation that nursing students are faced with. They also successfully analyze the various interventions that have been used over time to help these students; the authors do this by analyzing interventions in the literature between 2009 and 2015. The interventions are critically and comprehensively reviewed in the article, thus providing adequate knowledge on the interventions used for this particular problem.

 

 

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