Research problem
The context of nurses' learning has always been institutional: either a hospital, or currently, a university or equivalent. After all, nurses learned traditionally by doing the work, as part of the labor force of a hospital. Nursing education has emerged from a hospital-based apprenticeship model of workplace learning, and is seeking to maintain a nurturing ethic as the basis of professional work. But the nature of the work and the formation of an identity are closely linked. After all, nursing is about caring for those in need of restoration to health, and it strives to mark itself as a profession on that basis, as well as maintain its links with other professions' knowledge bases, principally medicine, which is about curing (Johnstone 1999). Throughout the Western world, recent changes to nursing education have moved pre-service preparation to tertiary settings, with degree courses in nursing as an applied science grappling with nursing identity. This is not the place to discuss the complex history behind, nor current theoretical influences upon, the emergence of a post-apprenticeship nursing profession, but it is a fascinating saga. Nursing is about bodily effort and bodily functions: communication with patients starts with body language, in that how a nurse touches, handles and thereby carries out the caring communicates the ethic of the work in general Nurses' reflection on the common experiences at work, and their communal ownership of the judgments that result, have shaped the profession, and driven the identity issues. The learning about nursing comes from this sort of hot action, and the decisions under pressure, and also through routine, which nurses find themselves making (Lumby & Picone 2000).The proposed paper wants to conduct a study on problems faced by first year baccalaureate nursing students and their coping strategies.
Importance of the paper
The proposed paper will help in analyzing the plight of baccalaureate nursing students. The proposed paper will give information on the things encountered by Baccalaureate students. Moreover the proposed paper will give some insight on the coping strategies used by the Baccalaureate Nursing students.
Literature Review
Nurses learn things such as ethics in the course of their education. Nursing codes of ethics around the world have made explicit that nurses have a stringent moral responsibility to promote and safeguard the wellbeing, welfare and moral interests of people needing and/or receiving nursing care. What is often not stated, however, is how nurses ought to fulfill their moral responsibilities and to deal effectively with the many ethical issues they encounter on a day-to-day basis. In the case of postgraduate nursing education, so long as students have completed an undergraduate foundational unit on the subject of ethical issues in nursing, the number of contact teaching hours required to teach the subject can be more flexible and, to a larger extent, determined by students' interests and practice needs. It should be noted, however, that the ethical issues associated with clinical specialty areas for example, critical care, cancer care nursing, aged care, mental health nursing, and the like are complex and many (Beckett & Hager 2001). Effective preventative ethics education in these and similar areas would, as in the case of undergraduate courses, require discrete units in their own right taught over a 26-hour contact teaching time period. It should not be assumed that, upon completing a unit in ethics as part of a formal nurse education program, a graduate's ethics education has been completed. To be effective, preventative ethics education must be continuous. It is important that nurses do not fall prey to the idea that once they have completed a unit in ethics as part of a formal education program, they have done ethics and that they would not benefit from any further education on the subject. Just as nurses need to continually update their clinical knowledge and skills, so too do nurses need to continually update their moral knowledge and skills both as knowing that and knowing how (Narváez & Rest 1994).
Methodology
Sample collection
To determine the number of respondents that will be asked to participate and give information regarding the study convenience sampling will be used. Convenience sampling means to collect or interview individuals who actually experience the phenomenon. Convenience sampling will focus on individuals that experienced diabetes mellitus or has someone in the family that experienced such disease.
Methodology/Data Collection
Surveys will the primary method of data collection. Internet surveys would be used. Internet surveys have been both hyped for their capabilities and criticized for the security issues it brings. Internet surveys require less finances since there would be no printing of paper and there would be no need to travel just to gather data. Internet surveys would also require less time for the researchers and the respondents.
Data Analysis
In analyzing the collected data, the paper will be divided into the demographic profiles of the respondents and the ideas of respondents. The data that will be acquired will be put into graphs and tables.
References
Beckett, D. & Hager, P 2001, Life, work, and learning: practice and post modernity, Routledge, London.
Johnstone, M (ed.) 1999, Bioethics: A nursing perspective,
Harcourt Saunders, Sydney, N.S.W.
Lumby, J & Picone, D (eds.) 2000, Clinical challenges: Focus on
nursing, Allen & Unwin, St. Leonards, N.S.W.
Narváez, D & Rest, JR (eds.) 1994, Moral development in the
professions: Psychology and applied ethics, Lawrence Erlbaum
Associates, Hillsdale, NJ.
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