Experience in developing innovative practical ability for Master of Nursing Specialist degree program in China: A qualitative descriptive study of postgraduates

Exploring the clinical practice training program for Master of Nursing Specialist in anesthesia: A qualitative study

BACKGROUND

Clinical practice is key in the development and enhancement of the professional competencies for Master of Nursing Specialist postgraduates in anesthesia; however, there is a lack of unified and standardized clinical practice training programs in China, failing to guarantee teaching quality among institutions.

OBJECTIVE

To understand perceptions of the clinical practice training program setting for Master of Nursing Specialist postgraduates in anesthesia from the dual perspectives of faculty and students.

DESIGN

A qualitative descriptive study. Tyler's target model served as the interview guide and data analysis framework.

SETTING

This study was conducted in higher education institutions and tertiary hospitals in China.

PARTICIPANTS

This study used purposive sampling to recruit nine faculty members in anesthesia nursing-related fields and eight Master of Nursing Specialist postgraduates in anesthesia.

METHODS

Data were collected via online video from October to December 2022 through semi-structured interviews. Directed content analysis was used to analyze the data.

RESULTS

Six themes related to formulating objectives emerged from the analysis: anesthesia nursing practice competence, research competence, professionalism, communication and cooperation, management competence, and educational and instructional competence. Five themes, including training in anesthesia nursing practice competence; training in research competence; professionalism development; training in communication, cooperation, and management competence; and training in educational and instructional competence, constituted the category of selecting experiences. Three themes, including clarifying criteria for the practice bases, constructing a practical teaching team, and making rotation plans, constituted the category of organizing experiences. Two themes, focusing on process evaluation and diversification of evaluation content, constituted the category of evaluating outcomes.

CONCLUSIONS

This study's results suggest that nursing educators focus on the dimensions of Tyler's target model when constructing clinical practice training programs for Master of Nursing Specialist postgraduates in anesthesia. It is recommended that relevant experts be invited to help construct specific clinical practice training programs in the future and that they be continuously revised and improved during practice teaching.

Nursing postgraduates' innovative behaviour, influencing factors and educational requirements: a national cross-sectional study

BACKGROUND

Innovative behaviours are important for nursing postgraduates who are a significant reserve for future nursing career, thinking critically, utilizing technologies and solving complex problems. In nursing undergraduates' education, innovative behaviour is closely linked with the development of professional identity. However, there are limited studies exploring innovative behaviours, influencing factors and educational requirements of nursing postgraduates.

AIM

To investigate nursing postgraduates' innovative behaviour, influencing factors, and the correlation between innovative behaviour and professional identity. Moreover, exploring nursing postgraduates' requirements for innovational education.

METHODS

A national descriptive cross-sectional study was conducted among postgraduate students in Chinese nursing schools between October and November 2022. A general information questionnaire, The Nurses' Innovative Behaviour Scale, the Professional Identity Questionnaire for Nurse Student, and a multiple-choice question about students' innovation education requirements were collected. The independent-sample t-test, one-way analysis of variance (ANOVA), multiple linear regression, and Pearson's correlation analyses were conducted.

RESULTS

This study recruited 426 nursing postgraduates from 44 nursing schools across China. The mean score of innovative behaviour of nursing postgraduates was 38.96 ± 4.90 (min-max 10-50). Nursing postgraduates' professional identity was positively correlated with innovative behaviour (r = 0.436, P < 0.01). Participants who read scientific literature frequently, had a high level of professional identity, and grew up in urban areas had high levels of innovative behaviour (adjusted R2 = 0.244, P < 0.001).

CONCLUSIONS

It was determined that the level of innovative behaviour is associated with their professional identity and the frequence of reading scientific literature in nursing postgraduates. It is imperative for educators to foster an environment that encourages postgraduate nursing students to engage with a wider array of scholarly literature and elevates postgraduate nursing students' professional identity. Furthermore, the dissemination of advanced knowledge and the adoption of diverse pedagogical approaches are likely to meet the innovative demands of nursing postgraduates.

The mediating effect of advanced health assessment on the relationship between self-directed learning and clinical thinking among master of nursing specialist postgraduate students: A structural equation model

BACKGROUND

Clinical thinking is an important competency among master of nursing specialist (MNS) postgraduate students. Previous studies have demonstrated that self-directed learning (SDL) positively affects clinical thinking among MNS postgraduates. However, little is known about the mechanisms underlying the relationship between SDL and clinical thinking.

AIM

This study aimed to investigate the status of MNS postgraduates' SDL, advanced health assessment (AHA), and clinical thinking and to explore the mediating effect of AHA on the relationship between SDL and clinical thinking through a structural equation model.

DESIGN

Cross-sectional study.

SETTINGS

Participants were recruited from 7 universities in Anhui, Hubei, Hebei, and Heilongjiang provinces, China.

PARTICIPANTS

A convenience sample of 300 MNS postgraduates was recruited from May 2023 to July 2024.

METHODS

A general information questionnaire, SDL instrument, AHA scale, and clinical thinking scale were used for data collection. Data were analyzed using SPSS and AMOS software.

RESULTS

The levels of SDL, AHA, and clinical thinking among the participants were above the middle level. AHA played a partial mediated role in the relationship between SDL and clinical thinking.

CONCLUSIONS

This study provides new insights into the relationship between SDL, AHA, and clinical thinking. The results of this study indicate the effectiveness of developing AHA when conducting SDL to enhance the clinical thinking of MNS postgraduates.

Evaluation of the relationship between adversity quotient, professional identity, and perceived humanistic care of head nurses in Master's Degrees in nursings

Background

High-level nursing talents play an important role in solving nursing scientific problems and leading nursing innovation, so the construction of high-level nursing talents has become a necessary guarantee for the health strategy in the new era. Managers have high expectations for master's degree in nursing, hoping that they will develop in all aspects of research, teaching, and professionalism, etc. However, the high expectations of managers have led to unclear job orientation, high clinical and scientific research pressure, and low recognition of nurses' sense of professional value from the outside world, which have led to the lowering of master's degree of professional identity and the tendency to leave the profession, which is not conducive to the stabilization of the nursing workforce.

Purpose

To explore the influence of adversity quotient, perceived humanistic care of nurse leaders on professional identity of nursing masters, and to clarify the relationship model between the three.

Methods

A convenience sampling method was used to conduct an online questionnaire survey on 160 master's degree nursing students in Ningbo and Shanghai from July to September 2022 using the general information questionnaire, adversity quotient, career identity and perceived humanistic care of nurse leaders scale.

Results

Adversity quotient, occupational identity and perceived humanistic care of nurse leaders were all at a moderate level. Adversity quotient (r = 0.430, P < 0.01), perceived humanistic care of nurse leaders (r = 0.443, P < 0.01) and occupational identity were positively correlated, and perceived humanistic care of nurse leaders could affect occupational identity through the mediating effect of adversity quotient, with the mediating effect accounting for 31.8%.

Conclusion

Nursing managers should create a good organizational atmosphere, build a training system for adversity quotient courses, conduct regular assessment and humanistic care to improve the ability of nursing masters to face adversity and enhance the awareness of their own professional values.

A longitudinal assessment of factors affecting training transfer among new clinical nurse specialists

Objective

This study aimed to explore the determinants influencing training transfer and evaluate how those factors change over time among nurses who graduated from clinical nurse specialist training to provide a theoretical basis for improving the training transfer of clinical nurse specialists (CNSs).

Methods

A quantitative longitudinal survey with four rounds of data collection was utilized to measure the influencing aspects of training transfer from June 2018 to December 2019. A total of 46 new CNSs participated in this study, including 30 and 16 nurses receiving training programs for CNSs in Infusion, Wound and Ostomy. The factor influencing training transfer (FITT) questionnaire was used to collect data for the first month (time 1), the third month (time 2), the sixth month (time 3), and the first year (time 4) after training. This questionnaire contains 53 items divided into five dimensions, including managerial support (20 items); hindrance in the organization (6 items); the validity of the training program (10 items); organizational and personal facilitators (11 items); and personal attitudes towards training transfer (6 items).

Results

The influencing factors of CNSs transfer decreased over time, with managerial support, hindrance in the organization, the validity of the training program, and personal attitudes towards training transfer changing statistically over time (P < 0.05), and no statistical difference in organizational and personal facilitators over time (P = 0.229). During early after training (the first month and the third month after training), hindrance in the organization is the biggest obstacle to training transfer. During the later of training (the sixth month and first year after the training), managerial support is the biggest obstacle to training transfer. Overall level of influencing factors of training transfer decreased in three months after training among Infusion nurses (P < 0.001), and Wound and Ostomy nurses decreased in the first year after training (P < 0.001).

Conclusions

The trend and level of training transfer predictors decreased depending on time. Clarifying the factors influencing transfer and its patterns may help nursing managers enhance the implementation and impact of nurse specialist training.

Nurses retrospective view on nursing education: A repeated cross-sectional study over three decades

Background

As the healthcare landscape undergoes transformative shifts due to factors like ageing demographics, technological innovations, rapid global dissemination of infectious diseases, and imperatives for accessible, cost-effective care, a pressing need emerges for the contemporisation of nursing education. Notably, there is a paucity of research delving into nurses' introspective evaluations of their educational experiences after their immersion in professional settings.

Objective

This study aimed to examine nurses' evaluations of their educational background over 30 years and identify relationships between their assessments and their demographic.

Design

The study embraced a recurrent cross-sectional survey methodology, encompassing three distinct quantitative cross-sectional evaluations conducted in the years 1999, 2009, and 2021.

Context/participants

The cohort for this inquiry consisted of nurses stationed in Estonian general hospitals and inpatient departments of developmental plan institutions, each with at least one year of professional experience. Cumulatively, 832 nurses were engaged across three sequential evaluations: Study I (n = 463), Study II (n = 198), and Study III (n = 171).

Methods

Data procurement was executed via a structured survey, with subsequent analytical procedures encompassing descriptive and correlational methodologies.

Results

A discernible augmentation in the educational calibre of nurses was observed with each successive evaluation. This escalation concomitated enhanced positive assessments in areas like evidence-informed education, skill development, and autonomous operational capabilities. Yet, a critical appraisal persisted concerning their competencies in navigating complex patient interactions and addressing socio-religious dilemmas.

Conclusions

The merit of this investigation lies in its illumination of nursing education's evolution, as perceived retrospectively by nurses who have operationalized their academic learnings in real-world scenarios. Their vantage point, inherently informed by practice, uniquely positions them to earmark avenues of refinement. This exploration paves the way for enrichments in nursing education, spotlighting the imperative of equipping nurses to adeptly manage intricate situations.

A qualitative study on patients' and health care professionals' perspectives regarding care delivered during CIED operation

BACKGROUND

Cardiac implantable electronic devices (CIEDs) has proven to be an invaluable tool in the practice of cardiology. Patients who have undergone CIED surgery with local anesthesia may result in fear, insecurity and suffering. Some studies have put efforts on ways to improve intraoperative experience of patients with local anesthesia, but researches concerning experiences of CIED patients during surgery is in its infancy.

METHODS

Based on semi-structured and in-depth interviews, a qualitative design was conducted in a tertiary general hospital in China from May 2022 to July 2023.Purposeful sampling of 17 patients received CIED surgery and 20 medical staff were interviewed. Thematic analysis with an inductive approach was used to identify dominant themes.

RESULTS

Four themes emerged from the data: (1) Safety and success is priority; (2) Humanistic Caring is a must yet be lacking; (3) Paradox of surgery information given; (4) Ways to improve surgery experiences in the operation.

CONCLUSIONS

Intraoperative care is significant for CIED surgery. To improve care experience during surgery, healthcare professionals should pay attention to patients' safety and the factors that affecting humanistic caring in clinical practice. In addition, information support should consider information-seeking styles and personal needs. Besides, the four approaches presented in this study are effective to improve the intraoperative care experience.

Barriers to the completion of bachelor thesis for bachelor nursing students during their internship: A qualitative study from dual student and faculty perspectives

BACKGROUND

Bachelor thesis are among the most important ways of exercising Chinese nursing students' research skills and developing critical thinking. However, there is a mismatch between the expectations and abilities of clinical nursing teachers and nursing students. Exploring the impediments to nursing students' research skills can provide a basis for developing targeted improvements.

OBJECTIVE

To identify barriers to the completion of research projects among nursing undergraduates during their internships from the dual student and instructor perspectives.

DESIGN

Descriptive qualitative design.

SETTING

Affected by the COVID-19 pandemic, we conducted this study at a tertiary hospital in Fuzhou, Fujian Province.

PARTICIPANTS

The study was conducted using a purposive sample of 16 nursing interns and six instructors.

METHODS

Data were collected through semi-structured interviews to provide nursing students and instructors with various perspectives. The collected data were analysed using thematic analysis methods.

RESULTS

This study included 16 students (two male and 14 female; age 21.75 ± 0.66 years), six instructors (age 34.33 ± 1.97 years), which was sufficient to reach data saturation. We identified 126 codes from the interview data and obtained seven subcategories among three categories: a) Lack of scientific research training: lack of clinical instructors' experience, lack of academic training courses, and lack of necessary scientific research resources support; b) Poor communication: excessive workload, poor instructor-student relationship, and lack of communication skills; and c) Lack of support systems: lack of support from other disciplines and negative coping patterns.

CONCLUSIONS

The findings of this study will help nursing interns develop an interest in scientific research throughout their internships. Reducing barriers will also strengthen teacher training programmes, improve the teaching process, promote teacher-student communication, and provide students with necessary social support.