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Yang CF, Gau BS, Lee YH, Hsieh HL, Wang SY. Exploring clinical judgment ability in second-degree baccalaureate of science nursing students: A mixed methods study. NURSE EDUCATION TODAY 2024; 136:106146. [PMID: 38412583 DOI: 10.1016/j.nedt.2024.106146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Revised: 02/06/2024] [Accepted: 02/23/2024] [Indexed: 02/29/2024]
Abstract
BACKGROUND As they have not yet embarked on clinical practice, most students who already have a bachelor's degree but require a bachelor's degree in nursing occasionally perceive the educator's instruction on clinical situations as abstract and challenging for making accurate clinical judgments. OBJECTIVES This study aims to implement a clinical judgment model and case scenarios in classroom teaching to evaluate improvements in students' clinical judgment and critical thinking abilities. DESIGN A mixed-method design. SETTING A second-degree Bachelor of Science in Nursing at a university in Taiwan. PARTICIPANTS First-year undergraduate nursing students. METHODS This mixed-methods study featured a survey at the beginning and end of a course, followed by one-on-one online interviews. A purposive sample of sophomore nursing students was recruited from a university in northern Taiwan between March 2020 and May 2021. Semi-structured interviews were conducted after a preliminary analysis of the collected quantitative data. RESULTS In total, 48 participants completed the study questionnaire, and 20 were interviewed. The results show that the students' ability to make clinical judgment and identify individual health problems from case scenarios significantly improved after completing the course. However, critical thinking did not differ significantly after the course. Qualitative data analysis revealed three key themes relevant to the participants' learning experiences: (1) establishing the context of clinical judgment, (2) building a bridge between basic medical science and clinical nursing, and (3) having a broader perspective. CONCLUSIONS Incorporating clinical judgment measurement model and case scenarios in the curriculum may benefit second-degree Bachelor of Science in Nursing students who have not yet begun their clinical practice. Additionally, the result provides educators with valuable learning goals and evaluation strategies in the classroom and clinical practice.
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Affiliation(s)
- Cheng-Fang Yang
- Second-Degree Bachelor of Science in Nursing, College of Medicine, National Taiwan University, Taipei, Taiwan; Department of Nursing, National Taiwan University Hospital, Yunlin Branch, Yunlin, Taiwan
| | - Bih-Shya Gau
- School of Nursing, College of Medicine, National Taiwan University, Taipei, Taiwan; Department of Nursing, National Taiwan University Hospital, Taipei, Taiwan
| | - Yun-Hsiang Lee
- School of Nursing, College of Medicine, National Taiwan University, Taipei, Taiwan; Department of Nursing, National Taiwan University Hospital, Taipei, Taiwan
| | - Hui-Ling Hsieh
- Second-Degree Bachelor of Science in Nursing, College of Medicine, National Taiwan University, Taipei, Taiwan; Department of Nursing, National Taiwan University Hospital, Yunlin Branch, Yunlin, Taiwan
| | - Shu-Yi Wang
- College of Nursing, University of Colorado Anschutz Medical Campus, USA.
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Gassas RS, Ahmed ME. How nurses perceive the gap between knowledge and practice. ENFERMERIA CLINICA (ENGLISH EDITION) 2024; 34:120-129. [PMID: 38467327 DOI: 10.1016/j.enfcle.2024.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Revised: 12/30/2023] [Accepted: 01/05/2024] [Indexed: 03/13/2024]
Abstract
BACKGROUND Identifying nurses' perceptions of the knowledge-practice gap is a critical step toward developing evidence-based practice. Currently, multiple factors contribute to the gap between nursing education and actual practice. Addressing this gap requires a new perspective, not yet adequately represented in the literature, that includes nurses' perceptions. AIM This study aims to describe nurses' perceptions of the knowledge-practice gap in the domains of knowledge, practice, environment, and learning. And it analyzes how nurses' professional characteristics are associated with their perceptions of the gap in each of these domains as well as the relationships between the domains themselves. METHODS The study used a cross-sectional descriptive correlational design. A sample of 513 staff nurses recruited through a convenience sampling technique provided information on professional variables such as education and experience and completed a Likert-scale survey about their perceptions of the knowledge-practice gap. RESULTS Their answers were found to vary with educational level and history of workshop attendance. Items from the knowledge domain were positively and significantly correlated with items from the environment and learning domains, which were also positively and significantly correlated with each other. However, the knowledge and practice domains were not significantly correlated. In addition to showing correlations among the major domains (or aspects) of the knowledge-practice gap, the study highlights how nurses' professional characteristics contribute to differences in their perceptions of this gap. CONCLUSION These findings can guide hospital-specific measures for bridging the gap. In addition, the scale can be employed by leaders as a tool for the purpose of conducting assessments.
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Affiliation(s)
- Roai S Gassas
- Nursing Department Faculty of Applied Medical Sciences Rabigh, King Abdulaziz University, Saudi Arabia.
| | - Mohamed E Ahmed
- King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
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Bester E, van Wyk NC, Maree C. Development of collaboration guidelines for nursing education and related healthcare services. Health SA 2024; 29:2496. [PMID: 38445031 PMCID: PMC10913140 DOI: 10.4102/hsag.v29i0.2496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 11/01/2023] [Indexed: 03/07/2024] Open
Abstract
Background A theory-practice gap in nursing education often occurs, and the staff from the nursing education institution and the associated healthcare services should find ways to improve their collaboration to reduce the gap during the training of nursing students. Aim This study aimed to develop context-specific collaboration guidelines for a nursing education institution and associated healthcare services. Setting Private hospital in the Gauteng province of South Africa. Methods Guidelines were developed from the findings of an integrative literature review. Thereafter, it was contextualised in a qualitative study with focus group discussions (FGDs) involving 9 theoretical lecturers and 10 clinical facilitators. Results In the partnership between the nursing education institution and the associated healthcare services, bilateral communication, cooperation between the theoretical lecturers and the clinical facilitators in delivering evidence-based patient care, intensified innovation in teaching and learning practices and an environment conducive to theory-practice integration should be emphasised. Conclusion A set of context-specific guidelines was developed to enable the theoretical lecturers and the clinical facilitators to collaborate in supporting nursing students to apply their theoretical knowledge in the development of clinical competencies. Contribution The guidelines can be adjusted to suit the context of other nursing education institutions and their associated healthcare services to improve collaboration between theoretical lecturers and clinical facilitators to the benefit students' skills development in theory-practice integration.
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Affiliation(s)
- Estelle Bester
- Department of Nursing Science, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa
| | - Neltjie C van Wyk
- Department of Nursing Science, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa
| | - Carin Maree
- Department of Nursing Science, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa
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Şimşek P, Özmen GÇ, Yavuz ME, Koçan S, Çilingir D. Exploration of nursing students' views on the theory-practice gap in surgical nursing education and its relationship with attitudes towards the profession and evidence-based practice. Nurse Educ Pract 2023; 69:103624. [PMID: 37018997 DOI: 10.1016/j.nepr.2023.103624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 03/18/2023] [Accepted: 03/21/2023] [Indexed: 03/29/2023]
Abstract
AIM The aim of this study was to explore nursing students' views on the theory-practice gap in surgical nursing education and determine its relationship with attitudes towards the profession and evidence-based practice. BACKGROUND In nursing education, the discrepancy between the theoretical knowledge and clinical practices is known as the "theory-practice gap". Although this problem was defined many years ago, scientific information on the subject is very limited in terms of surgical nursing. METHOD This descriptive-analytical and cross-sectional study was carried out in three different universities in the Black Sea Region of Türkiye. The sample consisted of 389 nursing students. The data collection was carried out in May-July 2022 through the use of the following tools: The Attitude Scale for the Nursing Profession (ASNP), the Knowledge, Attitudes and Behaviors Questionnaire for Evidence-Based Practice (KABQ-EBP) and the researchers made form to determine students' views on the theory-practice gap. The data were analysed with Student's t-test, multiple linear regression analysis. RESULTS 72.8% of the students stated that they thought there was a discrepancy between their theoretical surgical nursing courses and clinical practice. While the total ASNP score of students who thought that there was a discrepancy between theoretical education and clinical practice was lower than that of the other students (p = 0.002), no difference was found among the students in terms of the total KABQ-EBP score (p > 0.05). In the multiple linear regression analysis, it was determined that thinking about gap (β = -0.125, p = 0.009), gender (β = -0.134, p = 0.006), willingness to choose the profession (β = 0.150, p = 0.002) and KABQ-EBP score (β = 0.247, p < 0.001) had significant effects on nursing students' attitudes towards the profession. In the model, %12 of the total variance was explained by the variables. CONCLUSION The study shows that the gap between theory and practice for the surgical nursing course is a problem perceived by most students. Also, students who thought that there was a theory-practice gap for the surgical nursing course had a more negative attitude towards the profession, while their attitudes towards evidence-based nursing were not different from others. The results of this study encourage further research to gain a better understanding of the impact of the gap between theory and practice on nursing students.
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Affiliation(s)
- Perihan Şimşek
- Trabzon University Faculty of Applied Science, TR61080 Trabzon, Türkiye.
| | - Gül Çakır Özmen
- Karadeniz Technical University Faculty of Health Science Department of Nursing, TR61080 Trabzon, Türkiye
| | - Melek Ertürk Yavuz
- Artvin Çoruh University Faculty of Health Science Department of Nursing, TR08000 Artvin, Türkiye
| | - Sema Koçan
- Recep Tayyip Erdogan University Faculty of Health Science Department of Nursing, TR21600 Rize, Türkiye
| | - Dilek Çilingir
- Karadeniz Technical University Faculty of Health Science Department of Nursing, TR61080 Trabzon, Türkiye
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Juan S, Esseiva Z, Macrae J, Nielsen R. Anxiety provoking behaviors of nursing clinical instructors and effects on undergraduate nursing students' wellbeing: A mixed methods design. Nurse Educ Pract 2023; 66:103517. [PMID: 36481497 DOI: 10.1016/j.nepr.2022.103517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 08/05/2022] [Accepted: 11/18/2022] [Indexed: 11/26/2022]
Abstract
AIM This study aimed to investigate the relationships between anxiety-provoking teaching behaviors in clinical settings and nursing students' self-reported anxiety levels, perceived quality of life and demographic characteristics. BACKGROUND Anxiety has been consistently reported in the literature as a major barrier to nursing education. Peplau's Interpersonal Relations Theory (1992, 1997) served as a theoretical framework in the study to explore anxiety-provoking teaching behaviors in clinical settings. DESIGN A cross-sectional, correlational, mixed methods design was used. METHODS Fifty-eight participants were recruited from the undergraduate nursing program at a Canadian university in the spring of 2021. An online survey, including demographic characteristics, the State-Trait Anxiety Inventory (STAI) and World Health Organization Quality of Life Instruments (WHOQOL-BREF), was distributed to the participants before a face-to-face interview. The interview was conducted by peer nursing students in the program to reduce the power imbalance relationship, given the sensitivity of the topic. The interview data were thematically analyzed and the subthemes were used to code the qualitative interview into quantitative data. Pearson's correlation was performed to analyze the relationships between the number of experienced anxiety-provoking teaching behaviors, the SATI and WHOQOL-BREF scores. RESULTS The qualitative findings revealed two main themes, interpersonal relations and instructional styles and ten anxiety-provoking teaching behaviors as the subthemes. A significant positive relationship was observed between the number of anxiety-provoking teaching behaviors reported and the SATI score (r = .392, p < .001) and a significant negative relationship was observed between the number of reported anxiety-provoking teaching behaviors and the WHOQOL-BREF score in the domain of psychological health (r = -.343, p = .008), thus indicating that a higher number of reported anxiety-provoking teaching behaviors correlated with greater anxiety and lower psychological health. CONCLUSIONS The study revealed that students' perceptions of the clinical instructors' interpersonal relations and instructional styles significantly affected their anxiety levels and psychological health in life.
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Affiliation(s)
- Samantha Juan
- British Columbia Institute of Technology, BSN Program, 3700 Willingdon Avenue, Burnaby, BC V5G 3H2, Canada.
| | - Zoe Esseiva
- St. Paul's Hospital, Medicine Program, 1081 Burrard St, Vancouver BC V6Z 1Y6, Canada
| | - Jenna Macrae
- Lions Gate Hospital, Surgical Program, 231 15th St E, North Vancouver, BC V7L 2L7, Canada
| | - Randi Nielsen
- Royal Columbian Hospital, Medicine Program, 330 E Columbia St, New Westminster, BC V3L 3W7, Canada
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Laguilles-Villafuerte S. Death Anxiety and Interment Stress Family Interventions for Filipino Older Adults. OMEGA-JOURNAL OF DEATH AND DYING 2022:302228221132905. [PMID: 36207142 DOI: 10.1177/00302228221132905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The overall intent of this research is to determine the preferred death anxiety and interment stress family interventions for Filipino older adults. 214 Filipino respondents (18-75 years old) participated in this conjoint analysis study. Results showed that cognitive state (23.272%) is most important and spiritual state (17.256%) as least important family intervention. Part-worth of the attributes shows medical routines and procedures (.342) as most preferred for physical state; mental health awareness (.266) for cognitive state; livelihood trainings (.051) for social state; family therapy (.022) for psychological state; and church activities (.017) for spiritual state. Spiritual state, age, and number of children have marked associations. Respondents aged 60-75 with a higher number of children in the family, cope with death anxiety and interment stress through spirituality. Significant findings of this study will greatly contribute to the knowledge base of geriatric mental health care; including caregivers and family members of older adults.
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Vosoughi MN, Zamanzadeh V, Valizadeh L, Ghahramanian A, Lotfi M, Bagheriyeh F, Pourmollamirza A. An introduction to the TPSN model: a comprehensive approach to reducing the theory-practice gap in nursing. BMC Nurs 2022; 21:261. [PMID: 36131277 PMCID: PMC9494876 DOI: 10.1186/s12912-022-01030-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 09/02/2022] [Indexed: 11/25/2022] Open
Abstract
Background There are still concerns about the effectiveness of clinical education models which are done with the aim of reducing the theoretical-practical gap in nursing. In this article, we intend to describe an innovative model to create an integration and structured relationship between educational and healthcare provider institutions. The basis of this work is the full-time presence of nursing teacher in the clinical settings and the development of their role to improve the education of students and nurses and the quality of nursing services. Methods This was a participatory action research. This action research was implemented in four steps of problem identification, planning, action and reflection. Interviews, focus groups and observation were used for the qualitative part. Clinical Learning Environment Inventory (CLEI), Job Satisfaction in Nursing Instrument questionnaires and Patient Satisfaction with Nursing Care Quality Questionnaire were completed before and after the study. Qualitative content analysis, paired and independent t test were used for data analysis. Results The academic-practice integration Model of TPSN is a dynamic and interactive model for accountability in nursing Discipline. Unlike the medical education model that includes patients, students, and physicians as the three points of a triangle, this model, which is shaped like a large triangle, places the person in need of care and treatment (patient, client, family, or society) in the center of the triangle, aiming to focus on the healthcare receiver. The model consists of three components (Mentoring component, Preceptorship component, and integrated clinical education component). Each of the components of this model alone will not be able to eliminate the ultimate goal of bridging the theory-practice gap. Conclusions A new and innovative model was proposed to reduce the theory-practice gap in the present study. This model increases the collaboration between educational institutions and healthcare settings compared with the previous models. The TPSN model helps students, nurses, and nursing instructors integrate theoretical knowledge with clinical practice and act as professional nurses.
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Affiliation(s)
- Maryam Namadi Vosoughi
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Vahid Zamanzadeh
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
| | - Leila Valizadeh
- Department of Pediatric Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Akram Ghahramanian
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mojgan Lotfi
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Farzaneh Bagheriyeh
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
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Gassas RS, Ahmed ME. Development and psychometric evaluation of nurses' perception towards the gap between knowledge and practice. Nurs Open 2022; 9:1497-1505. [PMID: 34985205 PMCID: PMC8859036 DOI: 10.1002/nop2.1174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 10/18/2021] [Accepted: 12/15/2021] [Indexed: 11/05/2022] Open
Abstract
AIM The aim of the study was to develop a survey instrument and psychometrically evaluate nurses' perceptions of the gap between knowledge and practice. Although the nursing literature has widely documented a gap between knowledge and practice, no instrument has been developed to measure this gap. DESIGN Psychometric analysis was done on 513 nurses working in different positions at two large hospitals in Jeddah City. METHODS Cronbach's alpha was used to determine the internal consistency and reliability of the research instrument, and a panel of experts evaluated the validity of the tool's content. RESULT The content validity index computed from expert rankings was 0.89. Factor analysis yielded four major components: knowledge, practice, environment and learning. Cronbach's alpha indicated a high level of internal consistency and reliability for the component items. The newly developed scale will facilitate measuring nurses' perceptions of the knowledge-practice gap in clinical settings.
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Affiliation(s)
- Roaa Sabri Gassas
- King Abdulaziz Medical City, National Guard Health Affairs, Jeddah City, Saudi Arabia
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Gassas R. Sources of the knowledge-practice gap in nursing: Lessons from an integrative review. NURSE EDUCATION TODAY 2021; 106:105095. [PMID: 34388539 DOI: 10.1016/j.nedt.2021.105095] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Revised: 06/17/2021] [Accepted: 08/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The ultimate value of learning lies in the transfer of knowledge to real-life settings. The gap between knowledge and practice can be described as the disconnection between acquired knowledge, the skills learned in nursing school, and those skills needed to practice safely and independently. This is a concerning issue that needs to be investigated deeply to address all the circumstances and factors contributing to the gap. OBJECTIVES To reveal the full range of factors leading to the knowledge-practice gap in nursing by means of a thorough survey of the most recent evidence and updates. METHODS An integrative review design was selected. Three data bases (MEDLINE, CINAHL Plus and ERIC) were searched electronically for research articles from 2009 up to June 2020 on the gap between knowledge and practice. The 406 articles that appeared were appraised for inclusion or exclusion using the JBI Critical Appraisal Checklist for qualitative research. RESULT Eight qualitative studies were included in the review, which identified three major themes and subthemes. The first theme is personal factors, with the following subthemes: internal motivation, learning style and attitude. The second theme is educational structure, with the following subthemes: clinical instructor role, preceptor effect and curriculum. The third theme is organisational characteristics, with the following subthemes: resources, clinical setting features and staffing. CONCLUSION The review revealed that the knowledge-practice gap has deep roots in multiple factors. Considering all dimensions of these factors is the key to bridging the knowledge-practice gap.
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Affiliation(s)
- Roaa Gassas
- King Abdulaziz Medical City, National Guard Health Affairs, Jeddah City, Saudi Arabia.
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Wei LZ, Zhou SS, Hu S, Zhou Z, Chen J. Influences of nursing students' career planning, internship experience, and other factors on professional identity. NURSE EDUCATION TODAY 2021; 99:104781. [PMID: 33530029 DOI: 10.1016/j.nedt.2021.104781] [Citation(s) in RCA: 36] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 11/27/2020] [Accepted: 01/10/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND AND OBJECTIVE Nursing professional identity is an important factor in the development of nursing education and clinical practice. Career-planning curriculums enable students to learn relevant knowledge and skills in a targeted manner, in addition to achieve career targets. Assessment and analysis of the present situation of Chinese nursing students' career planning and professional identity may provide an important guidance for the improvement of teaching content and quality of the career-planning curriculum. This study aimed to describe nursing students' professional identity, and to find out influences of nursing students' career planning, internship experience, and other factors on professional identity. METHODS A descriptive cross-sectional research method was employed to conduct a questionnaire on 453 full-time junior and senior undergraduate nursing students in China in December 2019. RESULTS The average score for nursing students' professional identity was 101.42, which is at a moderately low-level. There was a significantly positive correlation between the level of nursing students' career planning and professional identity (r = 0.529, P < 0.01). Nursing students' professional identity was also influenced by grade, age, acceptance of career-planning curriculums, and other factors. CONCLUSION The results indicated that the level of professional identity in nursing students is closely associated with their career planning. One strategy to improve this situation is to motivate universities to pay further attention to the effectiveness of career-planning curriculums and, to improve the quality of teaching and guidance system.
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Affiliation(s)
- Li-Zhen Wei
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Shi-Shuang Zhou
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Shuang Hu
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Zhan Zhou
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Jia Chen
- Xiangya School of Nursing, Central South University, Changsha, China.
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Seshan V, Matua GA, Raghavan D, Arulappan J, Al Hashmi I, Roach EJ, Sunderraj SE, Prince EJ. Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country. SAGE Open Nurs 2021; 7:23779608211059265. [PMID: 34869864 PMCID: PMC8640316 DOI: 10.1177/23779608211059265] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2021] [Revised: 10/17/2021] [Accepted: 10/22/2021] [Indexed: 11/15/2022] Open
Abstract
Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were "Knowledge development", "Critical thinking and Problem solving", and "Communication and Collaboration". Regarding "Knowledge development", the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The "Enhanced critical thinking ability" on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The "Communication and Collaboration" theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students' perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.
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Affiliation(s)
- Vidya Seshan
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman
| | - Gerald Amandu Matua
- Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman
| | - Divya Raghavan
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman
| | - Judie Arulappan
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman
| | - Iman Al Hashmi
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman
| | - Erna Judith Roach
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman
| | - Sheeba Elizebath Sunderraj
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman
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A 15-Year Trend Study of Internationally Educated Nurses' NCLEX-RN Performance. Nurs Educ Perspect 2020; 42:22-28. [PMID: 32472863 DOI: 10.1097/01.nep.0000000000000660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM The aim of the study was to describe trends in internationally educated nurses' (IEN) National Council Licensure Examination-Registered Nurses (NCLEX®-RN) performance from 2003 to 2017 and to determine the odds of passing the exam based on country of nursing education. BACKGROUND IEN comprise 5.6 percent of US nurses; more than half come from the Philippines. There is a lack of research on IEN NCLEX-RN performance. METHOD Correlational research was used to determine the performance and likelihood of passing the NCLEX-RN based on country of nursing education using secondary data analysis. Odds ratios were estimated to express the odds of passing. RESULTS IEN NCLEX-RN applications and pass rates are decreasing. The odds of passing the NCLEX-RN among Philippine-educated nurses are lower compared to all other IEN. The odds of passing the Canadian NCLEX-RN are higher for all IEN. CONCLUSION The low NCLEX-RN pass rate of IEN reflects differences in nursing education and practice across countries.
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Lawes R, Jones S. Student midwives' perception of the growth assessment protocol (GAP): Preparation for clinical practice. Nurse Educ Pract 2020; 44:102756. [PMID: 32199244 DOI: 10.1016/j.nepr.2020.102756] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Revised: 01/30/2020] [Accepted: 02/28/2020] [Indexed: 10/24/2022]
Abstract
Fetal growth restriction is a major complication of pregnancy and increases the risk of stillbirth. Midwives screen for fetal wellbeing by measuring the symphysis fundal height to detect growth restriction, which can present in a low risk pregnancy or occur late in gestational age. The detection, surveillance and onward referral of these pregnancies are the responsibility of all midwives. To prevent avoidable stillbirth due to restricted fetal growth and to ensure safe, evidence based practice, the Perinatal Institute developed the Growth Assessment Protocol (GAP). A qualitative study using semi-structured interviews was conducted to explore 2nd year student midwives' perception of the GAP training and its impact on their clinical practice. Data was analysed and four main themes were identified using interpretative phenomenological analysis. The findings from the study show that the participants viewed the GAP training as 'authentic' and commented on the alignment with contemporary practice for the detection and surveillance of at risk pregnancies. The findings suggest that GAP training for pre-registration student midwives has the potential to provide a sustainable workforce, prepared to meet the World Health Organisation's global strategy for eliminating avoidable stillbirth by 2030.
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Affiliation(s)
- Rebecca Lawes
- , Room 212, 8 Portland Villas, Plymouth University, Drake Campus, Plymouth, PL4 8AA, UK.
| | - Sharon Jones
- Deputy Head of School, Associate Head of School (Teaching & Learning), School of Nursing & Midwifery, University of Plymouth, Room 210, 8 Portland Villas, Drake Circus, Plymouth, PL4 8AA, UK.
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Al-Hammouri MM, Rababah JA, Rowland ML, Tetreault AS, Aldalaykeh M. Does a novel teaching approach work? A Students' perspective. NURSE EDUCATION TODAY 2020; 85:104229. [PMID: 31738975 DOI: 10.1016/j.nedt.2019.104229] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 08/18/2019] [Accepted: 09/22/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND There is always a call for educational reform and further research to improve educational programs. The continuous development of new educational approaches is a work in progress. Educational strategies like team-based learning, flipped classroom, and lottery-based token economy, were used to develop a novel teaching approach. AIM This study had two major goals. The first goal was to introduce a novel teaching approach in professional healthcare academies. The second goal was to get an in-depth understanding, from the students' perspective, about the benefits and limitations of this new teaching approach. METHOD The study was conducted using a qualitative, phenomenological research design. Third and fourth-year nursing students completed reflective journals to describe their personal experience with the new teaching approach at the end of the semester. The students' responses were analyzed and coded using Kember's four-category coding schema for reflective writing, to extract themes using thematic analysis. FINDINGS Seventy-five students completed and returned their reflective journals. The analysis showed various challenges and facilitators/benefits of the students' experiences. The themes that emerged from the analysis were: lack of exposure vs. a sense of achievement; lack of teamwork skills vs. role fulfillment; working with new people vs. conflict resolution; variation vs. collaboration/creativity; time management vs. constructive competition; wasting resources vs. flexibility, and proactivity/active engagement. These themes summarized why the new teaching approach worked and what barriers students faced with the new assembly. CONCLUSION Results from the current study demonstrated the great potential of the new teaching approach. Recommendations for future research were also discussed.
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Affiliation(s)
- Mohammed Munther Al-Hammouri
- Community and Mental Health Department, Faculty of Nursing, Jordan University of Science and Technology, P.O.Box 3030, Irbid 22110, Jordan.
| | - Jehad A Rababah
- Adult Health Nursing Department, Faculty of Nursing, Jordan University of Science and Technology, P.O.Box 3030, Irbid 22110, Jordan.
| | - Michael L Rowland
- College of Medicine, University of Kentucky, Office of Faculty Affairs, Suite MN 140A, 800 Rose Street, Lexington, KY 40536, United States of America.
| | - Allison Serra Tetreault
- Department of Applied Behavioral Science, 4009 Dole Human Development Center, University of Kansas, 1000 Sunnyside Avenue, Lawrence, KS 66045, United States of America.
| | - Mohammed Aldalaykeh
- Community and Mental Health Department, Faculty of Nursing, Jordan University of Science and Technology, P.O.Box 3030, Irbid 22110, Jordan.
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15
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Zieber M, Wojtowicz B. To dwell within: Bridging the theory-practice gap. Nurs Philos 2019; 21:e12296. [PMID: 31887788 DOI: 10.1111/nup.12296] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2019] [Revised: 11/26/2019] [Accepted: 12/03/2019] [Indexed: 12/20/2022]
Abstract
Nursing has a considerable history of theory development but has consistently struggled to reconcile theoretical reality and practice realities. Many authors have attempted to reconcile what has been called the "theory-practice gap," but the space where these two realities enmesh has remained problematic and contentious (Aimei, Macau Journal of Nursing, 14, 2015, 13; Factor, Matienzo, & de Guzman, Nurse Education Today, 57, 2017, 82). The idea of the theory-practice gap has a significant history in nursing, but also continues to have a significant presence within nursing literature and mythology up to the present (Aimei, Macau Journal of Nursing, 14, 2015, 13). In this paper, the space between theoretic reality and practice reality, as evidenced by the theory-practice gap, will be examined. A Heideggerian perspective of "dwelling" (Heidegger, 1971, Poetry, language, thought, New York, NY: Harper Colophon) will be used as a guiding discourse to move nursing away from this classic tension between theory and practice, towards a perspective where theory and practice are woven together as part of one reality.
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Affiliation(s)
- Mark Zieber
- Faculty of Health Sciences, University of Lethbridge, Lethbridge, AB, Canada
| | - Bernadine Wojtowicz
- Faculty of Health Sciences, University of Lethbridge, Lethbridge, AB, Canada
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Hashemiparast M, Negarandeh R, Theofanidis D. Exploring the barriers of utilizing theoretical knowledge in clinical settings: A qualitative study. Int J Nurs Sci 2019; 6:399-405. [PMID: 31728392 PMCID: PMC6838863 DOI: 10.1016/j.ijnss.2019.09.008] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2019] [Revised: 06/18/2019] [Accepted: 09/11/2019] [Indexed: 12/03/2022] Open
Abstract
OBJECTIVES Although effective performance in clinical settings requires the integration between theory and practice, there is a gap between theoretical knowledge as taught in the classroom and what the students experience in clinical settings. This study aimed to elicit and explore the barriers of utilizing theoretical knowledge in clinical settings. METHODS A qualitative study was adopted with a conventional content analysis approach. Fifteen nursing and paramedic's students, faculty members and experienced nursing staff participated in the study. Data were collected by semi-structured individual interviews until data saturation and concurrently analyzed via MAXQDA 10. RESULTS Five main categories emerged as barriers of utilizing theoretical knowledge in the clinical settings i.e. non-standard practices in clinical settings; lack of trust in clinical competence; lack of perceived professional support; insufficiencies in teaching and learning process; and differences between doing things in simulated and real clinical situations. CONCLUSION Transferring theory into practice in a structured manner requires professional support in the workplace, trust and the opportunity for direct experience, using valid and up-to-date knowledge by clinical staff and bridging the simulated situations with real life scenarios.
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Affiliation(s)
- Mina Hashemiparast
- Department of Public Health, Maragheh University of Medical Sciences, Maragheh, Iran
| | - Reza Negarandeh
- Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
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Strategies for bridging the theory-practice gap from the perspective of nursing experts. Heliyon 2019; 5:e02503. [PMID: 31687593 PMCID: PMC6819782 DOI: 10.1016/j.heliyon.2019.e02503] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2018] [Revised: 04/25/2019] [Accepted: 09/17/2019] [Indexed: 11/24/2022] Open
Abstract
The gap between education and the clinical practice has always been challenge for educational experts in the field. This article aims to explore the perspective of Iranian nursing experts about strategies used for coordinating education and clinical performance in nursing. This qualitative study was conducted by using a conventional content analysis approach; individual interviews were conducted at the participants’ work place; while focus group discussions took place at the Nursing and Midwifery Faculty of Iran University of Medical Sciences. Participants in this study included nursing instructors, educational supervisors and nursing managers with a clinical background and teaching experience of at least five years. In addition, a graduate nursing student and a nursing PhD candidate were also interviewed to ensure data saturation. Purposive sampling was conducted between April 2016–October 2017 among scholars and nursing professional experts who were highly experienced in this field. The two focus groups, obtained the views of nursing managers and educational supervisors working in educational hospitals. Analysis involved open stepwise coding with an emphasis on continuous comparison of data, and reference to written notes of the interviews. The analysis process was carried out in three main phases of preparation, organization, and reporting. The results of this study were classified in three main categories: developing context base curriculum, interactive collaboration among nurses and faculties, the Design and Implementation of a Standard Clinical Guideline. It seems that strong intention and active participation of all beneficiaries are needed to bridge the gap between theory and practice. Creating an appropriate context for nurses and nursing trainers for mutual learning along with the use of pragmatic language in the form of clinical guidelines can help decrease this gap.
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Steenfeldt VO, Therkildsen M, Lind J. Nursing students' experiences of a challenging course: A photo-elicitation study. NURSE EDUCATION TODAY 2019; 76:31-37. [PMID: 30763909 DOI: 10.1016/j.nedt.2019.01.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Revised: 12/07/2018] [Accepted: 01/28/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND The balance between lessons prepared to challenge the talented students and students who find the courses difficult is a recurrent dilemma in the Danish nurse education. Challenging talented students while pitching the learning appropriately for less able students is a recurring dilemma in education. In Danish nursing courses, the gap between these two kinds of student becomes particularly obvious in fifth semester theoretical courses. METHOD To provide knowledge of students' experiences of challenging courses a phenomenological approach was adopted. Nine fifth semester nursing students participated. Data were generated through photo-elicitation, which proceeded in two steps. Firstly, nursing students were invited to take photos of NO-situations, i.e. situations they considered to be boring, difficult, annoying or confusing, and YES-situations, which they considered to be cool, awesome, interesting, exciting, encouraging, etc. Secondly, the students presented their photos at a workshop, where they described the background of the photos. In reflecting teams, they reflected on the stories and discussed whether they recognised the situations and could relate them to their own experiences. The stories, reflections and discussions were audio recorded and transcribed. FINDINGS A phenomenological analysis revealed three themes. The first theme It is hard to crack the code was characterised by a feeling of insecurity in facing unknown words and concepts that were far from what they normally associated with nursing. The second theme When the students succeeded in cracking the code was characterised by the feeling of joy and relief when they grasped the meaning and understood the links to nursing practice. The third theme Sources of irritation and frustration was characterised by various disturbances, lack of mutual respect and practical challenges. The paper also adds to the field of elicitation methods the combination of photo-elicitation and reflecting teams.
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Affiliation(s)
| | - Minna Therkildsen
- University College Absalon, Trekroner Forskerpark 4, DK-4000 Roskilde, Denmark.
| | - Jette Lind
- University College Absalon, Trekroner Forskerpark 4, DK-4000 Roskilde, Denmark.
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