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Arraf K. Mission Settings for Student Clinicals. J Christ Nurs 2024; 41:74. [PMID: 38436333 DOI: 10.1097/cnj.0000000000001158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2024] Open
Affiliation(s)
- Kelly Arraf
- Kelly Arraf, MN, RN, CNE, is an assistant professor of nursing at East Texas Baptist University and a PhD nursing candidate. Kelly believes nursing is a ministry and loves sharing this passion with students
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Baños JE, Blanco-Reina E, Bellido-Estévez I, Bosch F, Cabello MR, Cambra-Badii I, De la Cruz JP, D'Ocón P, Ivorra MD, Ferrándiz M, González-Correa JA, Martín-Montañez E, Martos F, Pavía J, Sanz E. Beyond lectures and practical courses: Teaching pharmacology using imaginative pedagogical tools. Pharmacol Res 2024; 202:107130. [PMID: 38447748 DOI: 10.1016/j.phrs.2024.107130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/29/2023] [Revised: 02/28/2024] [Accepted: 03/01/2024] [Indexed: 03/08/2024]
Abstract
Pharmacology has broadened its scope considerably in recent decades. Initially, it was of interest to chemists, doctors and pharmacists. In recent years, however, it has been incorporated into the teaching of biologists, molecular biologists, biotechnologists, chemical engineers and many health professionals, among others. Traditional teaching methods, such as lectures or laboratory work, have been superseded by the use of new pedagogical approaches to enable a better conceptualization and understanding of the discipline. In this article, we present several new methods that have been used in Spanish universities. Firstly, we describe a teaching network that has allowed the sharing of pedagogical innovations in Spanish universities. A European experience to improve prescribing safety is described in detail. The use of popular films and medical TV series in biomedical students shows how these audiovisual resources can be helpful in teaching pharmacology. The use of virtual worlds is detailed to introduce this new approach to teaching. The increasingly important area of the social aspects of pharmacology is also considered in two sections, one devoted to social pharmacology and the other to the use of learning based on social services to improve understanding of this important area. Finally, the use of Objective Structured Clinical Evaluation in pharmacology allows to know how this approach can help to better evaluate clinical pharmacology students. In conclusion, this article allows to know new pedagogical methods resources used in some Spanish universities that may help to improve the teaching of pharmacology.
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Affiliation(s)
- J E Baños
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain.
| | - E Blanco-Reina
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - I Bellido-Estévez
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - F Bosch
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain
| | - M R Cabello
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - I Cambra-Badii
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain; Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Science and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - J P De la Cruz
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - P D'Ocón
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - M D Ivorra
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - M Ferrándiz
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - J A González-Correa
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - E Martín-Montañez
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - F Martos
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - J Pavía
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - E Sanz
- School of Health Sciences, Universidad de La Laguna, Hospital Universitario de Canarias, Servicio Canario de Salud, Spain
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Varghese B, Al-Balawi RMOAM, Joseph CM, Al-Akkam AAA, Alomari AMA, Swallmeh E. The lived experiences of nurse preceptors in training new nurses in Qatar: qualitative study. BMC Nurs 2023; 22:456. [PMID: 38049795 PMCID: PMC10694916 DOI: 10.1186/s12912-023-01619-9] [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: 08/18/2023] [Accepted: 11/22/2023] [Indexed: 12/06/2023] Open
Abstract
BACKGROUND The role of preceptors is vital in the successful integration of new graduate nurses in hospital settings. This study aimed to explore the experiences of nurse preceptors in training newly joined nurses in Qatar. METHODS Qualitative study was conducted between May 2022 and May 2023. Online semi-structured interviews were conducted through MS Teams with 13 nurse preceptors who had completed preceptorship training and trained at least one newly joined nurse. Participants were recruited until data saturation was obtained and data were analyzed using qualitative thematic analysis. RESULTS The results of the study revealed several main themes: teaching strategies and progressive skill development in preceptorship, challenges faced by the preceptor and preceptor better supported in training new nurses. The preceptors utilized different techniques to support new nurses including demonstration, discussion, use of technology, application of real-life clinical scenarios, simulations, and a gradual decrease in supervision to promote independence. However, a significant challenge was also reported including preceptors experienced high levels of exhaustion from the dual responsibilities of training new staff while also performing their regular care duties. CONCLUSIONS The study underscores the fundamental role preceptors play in the training and development of newly joined nurses. While the challenges are considerable, particularly related to managing workload, the sense of achievement following the successful completion of training a new nurse suggests a strong commitment to this role. Despite the challenges, preceptors demonstrated innovative strategies to ensure the successful development of their preceptees, highlighting the importance of preceptorship in nursing education and practice.
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Affiliation(s)
- Bejoy Varghese
- Neuroscience & Medical Department, In-patient services, Hamad General Hospital, Doha, Qatar.
| | | | - Chithra Maria Joseph
- Neuroscience Department, In-patient services, Hamad General Hospital, Doha, Qatar
| | | | | | - Esmat Swallmeh
- Neuroscience, Medical & Outpatient Department, Hamad General Hospital, Doha, Qatar
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Xia Y, Huang H, Yu Q, Halili X, Chen Q. Academic-practice partnerships in evidence-based nursing education: A theory-guided scoping review. Nurse Educ Pract 2023; 73:103839. [PMID: 37952473 DOI: 10.1016/j.nepr.2023.103839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 11/03/2023] [Accepted: 11/07/2023] [Indexed: 11/14/2023]
Abstract
OBJECTIVE To provide a scoping review of the existing literature regarding academic-practice partnership in evidence-based nursing education, with the goal of gathering evidence to support the establishment of such partnerships. BACKGROUND Academic-practice partnerships play a crucial role in overcoming separation of theory and practice in evidence-based nursing education and promoting the adoption of evidence-based nursing practice. However, there is a lack of scoping review of related literature. DESIGN This scoping review was conducted following the Joanna Briggs Institute updated methodology for scoping reviews and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. METHODS We conducted a comprehensive search in PubMed, Web of Science, SCOPUS, Cochrane Library, CINAHL, EMBASE, Educational Resource Information Centre (ERIC) and five gray websites between November and December, 2022. A total of 10515 articles were retrieved, 26 articles were included in the scoping review. Two reviewers reviewed the articles, screened literature, and extracted data, independently. A third researcher was involved when consensus is needed. Practice-academic partnership logic model was used to analysis and synthesis the results. RESULTS Main themes included inputs (time, instructional resources, partnership agreement, key stakeholder commitment, shared mission, leadership support, common vision, instructional design, mutual respect, and instructional objectives), activities (ongoing communication and shared decision-making), outputs (action plan: evidence-based nursing project plans and educational resources), outcomes (improved evidence-based nursing competency, enhanced quality of nursing care, career advancement and personal development, increased evidence-based nursing projects, improve evidence-based nursing education, heightened academic achievement, increased engagement in evidence-based nursing, increased networking opportunities, and improved staff satisfaction), facilitators (sufficient inputs, effective activities, and clear partnership structure, ongoing feedback, and positive outcomes), and barriers (insufficient inputs). CONCLUSIONS Inputs and activities could lead to outputs and outcomes. Facilitators and barriers could influence the degree of outputs and outcomes. Academic-practice partnerships can overcome the barriers of disconnection between theory and practice in evidence-based nursing education, and further promote education and research by leveraging the strengths of both parties, resulting in a mutually beneficial collaboration.
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Affiliation(s)
- Yuting Xia
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Hui Huang
- The Third Xiangya Hospital, Central South University, Changsha, China
| | - Qiyan Yu
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Xirongguli Halili
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, China; Xiangya Research Center of Evidence-Based Healthcare, Central South University, Changsha, China.
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Phillips CD, Hemphill JC. Importance of Mental Health Education in Nursing. Issues Ment Health Nurs 2023; 44:918-922. [PMID: 37379506 DOI: 10.1080/01612840.2023.2217908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/30/2023]
Affiliation(s)
- Cindy D Phillips
- College of Nursing, East Tennessee State University, Johnson City, Knoxville, Tennessee, USA
| | - Jean Croce Hemphill
- College of Nursing, East Tennessee State University, Johnson City, Knoxville, Tennessee, USA
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Wang G, Xia Y, Halili X, Tang S, Chen Q. Academic-practice partnerships in evidence-based nursing education: Protocol of a theory-guided scoping review. Nurse Educ Pract 2023; 69:103644. [PMID: 37058995 DOI: 10.1016/j.nepr.2023.103644] [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: 02/10/2023] [Revised: 03/28/2023] [Accepted: 04/04/2023] [Indexed: 04/16/2023]
Abstract
AIM This theory-guided scoping review aims to provide an overview of existing literature about academic-practice partnerships in evidence-based nursing education. BACKGROUND Academic-practice partnership is an approach to improve evidence-based nursing education, to promote evidence-based nursing practice which could reduce the nursing care discrepancy, improve the nursing care quality and patient safety, reduce healthcare costs and promote nursing professional development. However, the related research is limited and there is a lack of systematic review of related literature. DESIGN A scoping review guided by the theories of the Practice-Academic Partnership Logic Model and the JBI Model of Evidence-Based Healthcare. METHODS The researchers will use JBI guidelines for scoping reviews and related theories to guide this theory-guided scoping review. The researchers will systematically search Cochrane Library, PubMed, Web of Science, CINAHL, EMBASE, SCOPUS and Educational Resource Information Centre (ERIC) using major search concepts including academic-practice partnership, evidence-based nursing practice and education. Two reviewers will be responsible for independent literature screening and data extraction. Discrepancies would be solved by a third reviewer. EXPECTED RESULTS This scoping review will identify related research gaps to provide implications for researchers and identify specific information to provide implications for developing interventions of academic-practice partnerships in evidence-based nursing education. REGISTRATION NUMBER This scoping review had been registered on Open Science Framework (https://osf.io/83rfj).
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Affiliation(s)
- Guiyun Wang
- School of Nursing, Shandong Xiehe University, Jinan, China
| | - Yuting Xia
- Xiangya School of Nursing, Central South University, Chang, China
| | | | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Chang, China; Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, Central South University, Changsha, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Chang, China; Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, Central South University, Changsha, China.
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Gipson-Jones TL, Nance KD, Cody-Connor C. Addressing Food Insecurity Through Service-Learning and Self-Reflection. J Nurs Educ 2023; 62:119. [PMID: 36779898 DOI: 10.3928/01484834-20221213-09] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
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Naegle MA, Baumann A, Denwood D. A commentary on the Pan American Network of Nursing and Midwifery Collaborating Centres. Rev Panam Salud Publica 2023; 47:e31. [PMID: 36909801 PMCID: PMC9976267 DOI: 10.26633/rpsp.2023.31] [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: 05/13/2022] [Accepted: 08/24/2022] [Indexed: 03/05/2023] Open
Abstract
This article provides a commentary on the Pan American Network of Nursing and Midwifery Collaborating Centres (PANMCC). The objectives are to present an overview of the formation and evolution of the network, its impact on education, research, policy and communication and the benefits of membership. The advantages of international networks as a mechanism to strengthen nursing and midwifery workforces and improve health systems are also highlighted. The Pan American Health Organization (PAHO), the World Health Organization (WHO) Office in the Americas, oversees collaborating centres in the Region. Established in 1999, PANMCC consists of 17 centres situated in universities and schools of nursing. These centres provide crucial nursing and midwifery input to PAHO/WHO. The network supports global engagement and capacity building via collaboration, resource sharing and research colloquia. The linkages within the network enhance professional development, increase capacity building and heighten visibility of PANMCC and the work of its members.
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Affiliation(s)
- Madeline A Naegle
- World Health Organization Collaborating Center for Gerontologic Nursing Education New York University Rory Meyers College of Nursing New York United States of America World Health Organization Collaborating Center for Gerontologic Nursing Education, New York University Rory Meyers College of Nursing, New York, United States of America
| | - Andrea Baumann
- Global Health Faculty of Health Sciences McMaster University Canada Global Health, Faculty of Health Sciences, McMaster University, Canada
| | - Danielle Denwood
- Global Health Faculty of Health Sciences McMaster University Canada Global Health, Faculty of Health Sciences, McMaster University, Canada
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Halili X, Välimäki M, Li Z, Tang S, Wang H, Chen Q. Academic-practice partnerships in evidence-based nursing practice: a scoping review protocol. BMJ Open 2022; 12:e065049. [PMID: 36137637 PMCID: PMC9511533 DOI: 10.1136/bmjopen-2022-065049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
INTRODUCTION Academic-practice partnerships are a promising strategy that could strengthen the promotion and innovation of evidence-based nursing practice (EBNP). However, there is little evidence of how academic and clinical institutions and individuals should collaborate in each process of EBNP and the factors that influence academic-practice partnerships in EBNP. There is a pressing need to explore the extent of the literature on academic-practice partnerships in EBNP, as well as to classify, compare and summarise the results or opinions obtained from various types of literature to identify both existing knowledge and gaps in the research. METHODS AND ANALYSIS The scoping review will be conducted following the methodological guidelines provided by the JBI. The scoping review will be reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. Seven databases, including the Cochrane Library, PubMed, Web of Science, CINAHL, EMBASE, SCOPUS, Educational Resource Information Center and two Chinese databases (ie, CNKI and WANFANG DATA), will be searched. The grey literature will also be searched using the American Association of Colleges of Nursing, American Nurses Association, Open Grey, Grey Literature Report and the official website of JBI. The literature screening and data extraction will be conducted independently by two researchers. A third researcher will be involved when a consensus is needed. ETHICS AND DISSEMINATION Ethics approval is not required. The findings of the scoping review will be disseminated in a conference and a peer-reviewed journal.
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Affiliation(s)
- Xirongguli Halili
- Xiangya School of Nursing, Central South University, Hunan, China, Changsha, China
| | - Maritta Välimäki
- Xiangya School of Nursing, Central South University, Hunan, China, Changsha, China
- Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, Xiangya School of Nursing, Central South University, Changsha, China
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Zeen Li
- Xiangya School of Nursing, Central South University, Hunan, China, Changsha, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Hunan, China, Changsha, China
- Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, Xiangya School of Nursing, Central South University, Changsha, China
| | - Honghong Wang
- Xiangya School of Nursing, Central South University, Hunan, China, Changsha, China
- Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, Xiangya School of Nursing, Central South University, Changsha, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Hunan, China, Changsha, China
- Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, Xiangya School of Nursing, Central South University, Changsha, China
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