Incorporating a Microlearning Wellness Intervention Into Nursing Student Curricula

Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes

Microlearning has become increasingly popular not only in education sector but also in corporate sector in recent years. However, its definition and didactics conceptualization, integration into instruction design, and effects on learning outcomes remain largely underexplored in terms of synthesized findings. Consequently, challenges persist in clarifying microlearning definition, and didactics, and designing effective microlearning instruction to yield improved learning outcomes. To address these gaps, we analyzed 40 relevant studies following PRISMA guidelines. Based on the findings, we maintain that microlearning is an instructional approach that delivers targeted, action-oriented, bite-sized content to achieve specific objectives within a short period, typically within a few seconds or minutes. The most important findings from the reviewed studies indicate that microlearning has positive impact on learning outcomes. The key learning outcomes identified, categorized according to Bloom's Taxonomy, include cognitive (knowledge acquisition, retention, improvement, recall, transfer, and application as well as critical thinking, problem-solving, professional, feedback and self-regulation skills, core competencies such as digital and pedagogical competence, and performance like test performance), behavioural (presentation skills development, task or work performance, higher completion rates, behavioural patterns, engagement, and collaboration), and affective (positive perceptions and attitudes, increased motivation, satisfaction, and improved self-efficacy). Based on Andragogy in Practice Model, Bloom's Taxonomy, and Sweller's CLT, we proposed a novel microlearning instructional design framework consisting of three integral components-differences consisting of individual, situational, and subject differences; guiding principles including specific-objective, bite-sized content, appropriate timeframe, interactive and engaging content, personalization, and selecting appropriate delivery medium and mode; and learning outcomes (cognitive, behavioural and affective). The proposed framework aims to integrate microlearning into instruction to improve learning outcomes. Educators, instruction designers, and policymakers can use the framework to design microlearning instruction to improve learning outcomes.

Examining Well-Being and Healthy Lifestyle Interventions among Nursing Students Worldwide: A Scoping Review

Purpose: The purpose of this scoping review was to identify intervention studies related to well-being and healthy lifestyles in nursing students to identify research gaps in the literature for future research. Methods: The review followed the Joanna Briggs Institute (JBI), JBI Manual for Evidence Synthesis, and Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews checklist. Five databases were searched to retrieve the articles assessed by this review: APA PsycINFO, CINAHL Complete, PubMed, Scopus, and Web of Science. Inclusion criteria included articles with a sample population of nursing students; addressed the well-being, wellness, health, or healthy lifestyle(s) of nursing students; tested an intervention(s), lifestyle change, behavioral change interventions, or behavior change technique. Findings: Twenty-four articles were included for analysis. Three categories of interventions were found: interventions related to (1) educational and curricular strategies, (2) psychological related interventions, and (3) supportive environments. Conclusion: This review adds to the literature by identifying future interventions that can increase the well-being of nursing students. The ability to cope with the stressors of school and competing demands is essential to meet academic requirements and goals. Therefore, understanding how to address nursing student well-being is vital to the future of the nursing profession.

Evaluating the Impact of Self-Care Strategies Incorporated in Undergraduate and Graduate Nursing Curricula: A Systematic Review

BACKGROUND

Evidence demonstrates professional nurses' vital need for self-care, underscoring the necessity to support the integration of self-care behaviors in nursing education.

PURPOSE

The aim was to synthesize the impact of self-care strategies in nursing curricula to evaluate students' experiential, evidence-based outcomes.

METHODS

A systematic review was conducted to examine interventional self-care studies in undergraduate and graduate nursing curricula published in the English language from 2018 to 2023. Searches were conducted between June 1, 2023, and July 12, 2023, in MEDLINE, PsycINFO, CINAHL, ProQuest, and PubMed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, yielding 20 peer-reviewed articles. Studies were evaluated for quality utilizing Medical Education Research Study Quality Instrument scoring; each author examined results independently to ensure rigor and mitigate bias.

RESULTS

Notable increases were observed regarding students' recognition of self-care needs across a variety of curricular methodologies and self-care strategies.

CONCLUSIONS

Evidence is mounting to substantiate curricular integration of self-care strategies in nursing education; further research of a robust nature is needed to refine curricular approaches.

Integrating wellness into curricula using the ten dimensions of wellness as a framework

Burnout is a public health crisis that persists at the expense of clinician well-being, the healthcare workforce, and the quality of care provided. Clinician well-being is a professional imperative, yet nursing students still report higher levels of burnout than non-nursing students. Cultivating an academic learning environment that supports the development of resiliency, well-being, and improved student mental health requires a coordinated and sustained effort from nurse educators and academic leaders. This article aims to inspire nurse educators to take the first or next steps toward integrating wellness into nursing curricula. The ten dimensions of wellness provide a framework for wellness programming. Practical strategies aligned with each dimension are offered. As an exemplar, the Banding Together for Wellness program is summarized, including innovative incentives for student participation. Over the past five years, 426 (approximately 54 %) undergraduate nursing students voluntarily completed the program. While best practices may vary by institution, the strategies and resources offered herein can support nurse educators in the classroom, lab, and clinical setting as we all work to foster personal and professional well-being in nursing students. Nurse educators can be instrumental in cultivating the knowledge, skills, and attitudes required for life-long self-care, well-being, and nursing practice.