Nursing students need to demonstrate that they can perform effectively in the affective
domain as well as the cognitive and psychomotor domains. Clinical educators and …

The purpose of this article is to discuss issues contingent to clinical evaluation of the
affective domain in nursing education. Review of current and classic literature reveals that …

This qualitative study explored nursing students‟ learning experiences during their clinical
rotations, with a focus on stress, anxiety and coping. The six student participants were in the …

Affective learning in nursing education continues to be important in the development of
professional values. Affective learning is defined as a type of learning that reaches the …

In everyday practice nurses including student nurses, face many situations which can trigger
a range of their own emotions, but they also deal with a variety of emotions in patients …

Effective nursing practice requires the ability to recognise emotions and handle responses in
relationships with clients and their families. This emotional competence includes nurses …

A gap exists between how nurse educators teach nursing students to identify and manage
the emotional challenges of nursing and nurses' experiences after they enter practice. An …

Assessment of affective outcomes is needed in nursing education. This study examined
changes in professional attitudes in RN/BSN programs and the relationships between …

Student paramedics are exposed to the harsh reality of paramedic practice early within
preregistration education (British Paramedic Association (BPA) 2006). Active involvement in …

Background Educational taxonomies are utilised within nursing programmes to design
curriculum, develop learning objectives, and measure attainments including the assessment …