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Camara C, Rosengarten L, Callum J. Experiences of nursing students providing end of life care for children and young people: A focus group study. Nurse Education Today 2024; 137:106147. [PMID: 38508024 DOI: 10.1016/j.nedt.2024.106147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Revised: 01/09/2024] [Accepted: 02/23/2024] [Indexed: 03/22/2024]
Abstract
BACKGROUND End of life care for Children and Young People (CYP) is known to be an emotive area of practice. Previous studies involving qualified nurses have demonstrated that nurses feel they need more end-of-life care education, as well as a platform for sharing experiences and discussing them with others. Evidence relating to nursing students remains limited despite being widely acknowledged as a difficult aspect of nursing education. AIMS This study aims to help improve understanding of the lived experiences of children's nursing students who have cared for a patient at, during, or immediately following end-of-life. The study describes the emotions experienced by children's nursing students and explores the student nurses' perceptions of education and support needs around caring for CYP during end-of-life care. METHODOLOGY A qualitative inquiry methodology allowed for a pragmatic approach to design this focus group study. Nine undergraduate student children's nurses participated in two focus groups. Ethical approval was granted by the host university. Thematic data analysis using Braun and Clarke's (2019) thematic analysis was conducted. FINDINGS Six themes emerged from the data; Emotional practice (1), the heart of the care (2), a lasting impact (3), hierarchy of grief (4), experience, knowledge and understanding (5), and the value of support (6). End of life care for children and young people is recognised by students as a sad but important part of the job role, which can have a lasting impact and which students required improved education and support for. IMPLICATIONS FOR PRACTICE Improved education on end-of-life care is required. This should be introduced early, encompassing practical approaches to the varied nature of end-of-life care, normalising a range of emotions and delayed responses. Furthermore, improved support is required for both student nurses and qualified staff, who are supporting students caring for CYP at the end of life.
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Affiliation(s)
- Claire Camara
- Children and Young Peoples Nursing Northumbria University, D202 Coach Lane Campus West, Coach Lane, Benton NE7 7TR, United Kingdom of Great Britain and Northern Ireland.
| | - Leah Rosengarten
- Children and Young Peoples Nursing Northumbria University, D202 Coach Lane Campus West, Coach Lane, Benton NE7 7TR, United Kingdom of Great Britain and Northern Ireland.
| | - Jane Callum
- Children and Young Peoples Nursing Northumbria University, D202 Coach Lane Campus West, Coach Lane, Benton NE7 7TR, United Kingdom of Great Britain and Northern Ireland.
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Younas A, Hamed AM, Monari EN. Promoting diversity through exploring and addressing "achievement/opportunity gap" in nursing education: A call to action. Nurse Education Today 2024; 137:106171. [PMID: 38508022 DOI: 10.1016/j.nedt.2024.106171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2023] [Revised: 03/11/2024] [Accepted: 03/15/2024] [Indexed: 03/22/2024]
Abstract
Promoting diversity, equity, inclusion, and belonging in nursing education is a contemporary issue. The purpose of this paper is to iterate a call to action for exploring and addressing achievement/opportunity gap in nursing education and propose strategies to address this gap in order to advance diversity, equity, inclusion, and belonging in educational institutions. Achievement/opportunity gap is an academic performance difference among students based on their socioeconomic status, age, race, ethnicity, and other demographic and sociocultural variables, and can lead to lack of career readiness among students. Four strategies are offered to address the achievement/opportunity gap in nursing education which includes a) explicit exploration of the gap to gather baseline information, b) taking an intersectional approach to examine differences in learning styles, beliefs, values, and learning needs of underrepresented and minority student populations, c) offering extensive co-designed preparatory programs to students who may be more prone to encounter this gap, and d) creating support communities for students to foster their academic performance.
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Brunel M. Drug Speed Dating: A Novel Approach to Reinforce Pharmacology Concepts. Nurse Educ 2024; 49:177. [PMID: 37657118 DOI: 10.1097/nne.0000000000001514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/03/2023]
Affiliation(s)
- Mallory Brunel
- By Mallory Brunel , MS, RN, Department of Nursing, Metropolitan State University of Denver, Denver, Colorado,
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Haber J, Cipollina J. Oral Health Nursing Education and Practice Program: Ten-Year Outcomes. Policy Polit Nurs Pract 2024; 25:127-136. [PMID: 38263675 DOI: 10.1177/15271544231224450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2024]
Abstract
The Oral Health Nursing Education and Practice Program (OHNEP), a core partner of the National Interprofessional Initiative on Oral Health, is a national initiative focused on implementing an interprofessional oral health workforce innovation to influence change in clinical education, practice, and policy. OHNEP aims to address oral health disparities by enhancing the nursing profession's role in integrating oral health and its links to overall health in both academic and clinical settings. Leveraging the opportunity to cultivate faculty, preceptors, and clinicians as oral health champions, OHNEP aims to integrate interprofessional oral health clinical content and competencies in undergraduate and graduate nursing programs through faculty and preceptor development, curriculum integration, and establishing oral health as a standard of care in clinical settings. Outcomes include widespread dissemination of OHNEP virtual products and resources used by a significant number of undergraduate and graduate programs nationwide. OHNEP has a notable impact on policy related to integrating oral health and its links to overall health in undergraduate and graduate nursing programs, thereby increasing interprofessional oral health workforce capacity and aiming to improve oral health equity.
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Affiliation(s)
- Judith Haber
- New York University Rory Meyers College of Nursing, New York, NY, USA
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Saragih ID, Tarihoran DETAU, Lin WT, Lee BO. Outcomes of scenario-based simulation courses in nursing education: A systematic review and meta-analysis. Nurse Educ Today 2024; 136:106145. [PMID: 38422795 DOI: 10.1016/j.nedt.2024.106145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 02/04/2024] [Accepted: 02/23/2024] [Indexed: 03/02/2024]
Abstract
OBJECTIVE This study aimed to investigate the effects of scenario-based simulation courses on nursing students' professional knowledge, clinical practice skills, and self-confidence in learning. DESIGN A systematic review and meta-analysis. DATA SOURCES A literature search of six databases including CINAHL Plus with Full Text, Cochrane Library, Embase, Medline, PubMed, and Web of Science was performed on 28 February 2023. REVIEW METHODS The methodological quality of the studies included was assessed using RoB 2. A random-effects model was used for pooling effect size. The heterogeneity of each pooled analysis was quantified with I2. Egger's regression test was performed to assess publication bias in each pooled analysis. RESULTS Sixteen trials conducted between 2011 and 2022 were included in the final analysis. Scenario-based simulation courses significantly improved nursing students' professional knowledge (pooled SMD 0.66; 95 % CI 0.33-0.98; p < 0.001), clinical practice skills (pooled SMD 1.45; 95 % CI 0.96-1.94; p < 0.001), and self-confidence in learning (pooled SMD 0.37; 95 % CI 0.12-0.63; p < 0.001). Substantial heterogeneity was observed in the pooled analyses of professional knowledge and clinical practice skills. CONCLUSION Scenario-based simulation courses appeared to be beneficial for increasing nursing students' professional knowledge, clinical practice abilities, and self-confidence in learning. Therefore, simulation-based learning should be regarded as an essential component of the nursing curriculum as it improves nursing students' skills and prepares them for real-world practice.
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Affiliation(s)
| | - Dame Elysabeth Tuty Arna Uly Tarihoran
- School of Nursing, Universitas Kristen Krida Wacana, Jakarta, Indonesia; School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand.
| | - Wei-Ting Lin
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
| | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; Center for Innovative Research on Aging Society (CIRAS), National Chung Cheng University, Taiwan.
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Mitchell KM. Does reading ability predict student success? A scoping review. Nurse Educ Today 2024; 136:106150. [PMID: 38457950 DOI: 10.1016/j.nedt.2024.106150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Revised: 02/08/2024] [Accepted: 02/29/2024] [Indexed: 03/10/2024]
Abstract
OBJECTIVES Nursing students do not only have to understand the content they read, but they must also analyze, synthesize, and think critically as these skills are required for success in clinical practice. This review investigates if testing reading in students can predict outcomes of student success in nursing programs. DESIGN A scoping review of the literature on reading assessments in nursing education. DATA SOURCES Databases explored included CINAHL, ERIC, and MEDLINE and included English language papers published from January 2001 to November 2022. REVIEW METHODS Joanna Briggs Institute scoping review methods informed this review. RESULTS Data were extracted from 34 full text papers and dissertations. All papers examined reading as an independent predictor of outcomes such as NCLEX-RN success, program completion, or early program success. Various reading tests delivered at admission were more likely to predict proximal outcomes such as early program success rather than more distal outcomes such as NCLEX-RN failure or program completion. CONCLUSION Reading assessments are effective predictors of a student's potential for academic success in nursing programs which has many implications for admission and progression policies. Many areas for future research are proposed including examining the developmental nature of reading improvement across nursing programs, development of reading interventions, and building faculty capacity for reading support. This body of literature said very little about the impact of race and racism on reading as they relate to academic outcomes which also must receive attention in future research.
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Affiliation(s)
- Kim M Mitchell
- College of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba R3T 2N2, Canada.
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Abstract
Culture competence is a concept that can be traced back to health care considerations in the 1960s and 1970s, and in particular to nursing education. Critics of the concept have argued that this was not simple a listing of cultural facts, behaviors, and practices, but instead follow a more ethnographic understanding of culture. In this article, I recognize that culture is not simply about the other, but something we all possess, and is also always changing throughout our lives. Understanding and respecting diversity and culture is key to improving services, including lactation support.
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Affiliation(s)
- Tanya M Cassidy
- Kathleen Lonsdale Institute for Human Health Research, Maynooth University, Maynooth, Ireland
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Rajcan L, Salio A. It's All About the Clues: Medication Math Calculation Escape. Nurse Educ 2024; 49:157. [PMID: 37657088 DOI: 10.1097/nne.0000000000001513] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/03/2023]
Affiliation(s)
- Lois Rajcan
- By Lois Rajcan , PhD, RN, and Angela Salio , MSN, RNC-OB, John and Karen Arnold School of Nursing, Alvernia University, Reading, Pennsylvania, Lois.
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Affiliation(s)
- Ellen Alvarez
- Ellen Alvarez is a direct care nurse in the Medical Intensive Care Unit at ChristianaCare in Newark, Del
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Xu J, Luo C, Lu R. The development and challenges of public health nursing education in China from 1912 to 1949: A historical study. Public Health Nurs 2024; 41:573-580. [PMID: 38511843 DOI: 10.1111/phn.13311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Revised: 02/27/2024] [Accepted: 03/01/2024] [Indexed: 03/22/2024]
Abstract
OBJECTIVE To examine the development and challenges of public health nursing education in China during the period of the Republic of China (1912-1949). METHODS This study utilized a historical research design that combined a social framework and a policy framework to explore the early history of public health nursing education in China. Historical data were collected from periodicals, newspapers, archives, books and other sources. RESULTS Public health was integrated into the nursing school curriculum for the first time during the period of the Republic of China, and health facilities and nursing schools conducted early explorations of public health nurse training. However, public health nursing education faced difficulties in terms of the curriculum, personnel training, and the localization of education. CONCLUSIONS The achievements and difficulties associated with public health nursing education in China during the period of the Republic of China provide a historical reference for the integration of public health into current basic nursing education and the compatibility between the training of public health nurses and practical needs. Comparative studies of early public health nursing education across countries are expected to offer a better understanding of current public health nursing education.
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Affiliation(s)
- Jianou Xu
- Faculty of Medicine, Jiangsu University, Zhenjiang, China
- Faculty of History, Anhui Normal University, Wuhu, China
| | - Caifeng Luo
- Faculty of Medicine, Jiangsu University, Zhenjiang, China
| | - Rongzhu Lu
- Faculty of Medicine, Jiangsu University, Zhenjiang, China
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Sanz-Martos S, Álvarez-García C, Álvarez-Nieto C, López-Medina IM, López-Franco MD, Fernandez-Martinez ME, Ortega-Donaire L. Effectiveness of gamification in nursing degree education. PeerJ 2024; 12:e17167. [PMID: 38638160 PMCID: PMC11025539 DOI: 10.7717/peerj.17167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Accepted: 03/06/2024] [Indexed: 04/20/2024] Open
Abstract
Background Previous research in nursing has found favorable results from the use of teaching methodologies alternative to lectures. One of the complementary methodologies used for university teaching is gamification, or the inclusion of game elements, creating a dynamic learning environment that allows the acquisition of knowledge and the development of other skills necessary for nursing students. The purpose of this study was to evaluate the effect of a gamification session on student satisfaction and knowledge scores in nursing students in simulated laboratory practice. Methods A pre-post quasi-experimental study was conducted with 122 students from the nursing degree program who participated in the research. The evaluation consisted of four sessions of three hours each. In two sessions, participants were trained through a vertical methodology, by means of theoretical training provided by teaching staff, and two hours of clinical simulation, where the students were able to practice the techniques on professional simulators. At the other two sessions, participants received an explanation of the theoretical aspects of the session, one hour of clinical simulation, and one hour of gamification, in which they had to pass tests based on the performance of practical activities on the subject of the session. At the end of the gamification session, all the participants received a certificate as winners of the "nursing game". Results There was an improvement in the satisfaction and the knowledge level in the gamification sessions. Both were statistically significant (P < 0.001). There was an improvement in the items related to the development of critical thinking and the mobilizing concepts from theory to practice in the gamification sessions. Conclusion The intervention was effective in improving the satisfaction of the sessions received and in knowledge development.
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Zhang J, Tian Y. Final-year nursing students' perceptions of humanistic education in nursing: a cross-sectional descriptive study. BMC Med Educ 2024; 24:392. [PMID: 38594668 PMCID: PMC11005204 DOI: 10.1186/s12909-024-05377-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 03/31/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Humanistic education is an important part of nursing education. Final-year nursing students' perceptions of nursing humanistic education are under-investigated. This study aimed to examined final-year nursing students' perceptions of nursing humanistic education in both school and hospital. METHODS This was a cross-sectional descriptive study conducted from May to June 2022 among 107 final-year nursing students with a self-designed questionnaire. RESULTS Final-year nursing students recognized the importance of humanistic education, scoring above 4.0 on a 1-5 scale, while their initiative to enhance humanistic qualities was relatively low. Students' satisfaction with the number of humanities courses offered was only 3.7 ± 0.862. Moreover, 62.6% of students believed there was a need to enhance humanistic environmental development including corridor culture. The "monotonous teaching format" (63.6%) and "teaching methods" (64.5%) have emerged as focal points that students identified as needing attention and improvement. CONCLUSIONS In the future, nursing humanistic education can be enhanced by increasing the proportion of humanities, improving teaching methods, stimulating students' learning motivation, and strengthening the construction of humanistic environment.
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Affiliation(s)
- Jun Zhang
- Intensive Care Unit, The Second Affiliated Hospital of Zhejiang Chinese Medical University, 310005, Hangzhou, Zhejiang, China
| | - Yangyang Tian
- Intensive Care Unit, The Second Affiliated Hospital of Zhejiang Chinese Medical University, 310005, Hangzhou, Zhejiang, China.
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Forbrig TA, Gellert P, Biniok M, Gräske J. [Status of the implementation of simulation-based education in Germany: A cross-sectional study]. Pflege 2024; 37:98-106. [PMID: 37772320 DOI: 10.1024/1012-5302/a000960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/30/2023]
Abstract
Status of the implementation of simulation-based education in Germany: A cross-sectional study Abstract. Background: The importance of simulation-based learning in nursing education is growing. Its success depends on the qualification of facilitators and the use of standards. Up to now, there has been a lack of data on the state of implementation of simulation-based learning in nursing education in Germany. Research question: Which qualification level do simulation facilitators show in nursing education in Germany and which concepts and standards are used? Methods: A cross-sectional survey was conducted among simulation facilitators in three different educational areas. The questionnaire included socio-demographic and professional characteristics as well as qualification measures completed, and concepts and standards applied. Data were analysed descriptively by determining arithmetic means plus standard deviation (SD) or absolute and relative frequencies. Results: A total of 156 simulation facilitators (mean age 41.5 (SD 9.8) years, 74.2% female) participated. 95.4% of participants reported being (very) highly motivated for simulation-based learning. Specific simulation pedagogy training was completed by 16.8% of participants. The application of evidence-based concepts is not occurring across the board. Conclusions: Against the background of international standards, qualification needs for simulation facilitators in Germany become apparent. Increased specific, standardized continuing education and training as well as the establishment of evidence-based concepts are important for high quality in simulation facilitation.
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Affiliation(s)
- Theresa Adele Forbrig
- Fachbereich II - Gesundheit und Bildung, Alice Salomon Hochschule Berlin, Deutschland
- Institut für Medizinische Soziologie und Rehabilitation, Charité - Universitätsmedizin Berlin, Deutschland
| | - Paul Gellert
- Institut für Medizinische Soziologie und Rehabilitation, Charité - Universitätsmedizin Berlin, Deutschland
| | - Maria Biniok
- Fachbereich II - Gesundheit und Bildung, Alice Salomon Hochschule Berlin, Deutschland
| | - Johannes Gräske
- Fachbereich II - Gesundheit und Bildung, Alice Salomon Hochschule Berlin, Deutschland
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Arakida M, Takahashi T, Matsuda Y, Yamabe Y, Miyamoto C, Aoki E, Takahashi S, Ando M, Moriya T, Kodama S, Yamashita R, Igarashi T, Tanizaki K, Uchida K. Investigation of the possibility of using an augmented reality-based endotracheal aspiration simulation tool for nursing education. Jpn J Nurs Sci 2024; 21:e12573. [PMID: 38087501 DOI: 10.1111/jjns.12573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2023] [Revised: 09/11/2023] [Accepted: 09/13/2023] [Indexed: 04/04/2024]
Abstract
AIM We developed an augmented reality technology-based endotracheal aspiration simulation tool (the AR tool) consisting of three modes: a mode for nursing students to learn endotracheal aspiration by themselves (learning mode); a mode for repeated practice (practice mode); and a mode for confirmation testing (test mode). This study aimed to compare the learning outcomes of the AR tool with traditional training mannequins and identify potential uses and improvements of the AR tool. METHODS We invited students, and faculty members from the three universities who agreed to cooperate in conducting this study. Fifty-four students and nine faculty members agreed to participate in this study. The students were divided into two groups. One group was to study with the AR tool and the other group was to study with the traditional half-body training mannequin for suction. The students in both groups were asked to demonstrate endotracheal aspiration on another full-body type training mannequin which could be used as a patient with a tracheostomy (Skill test). Group interviews with faculty members focused on the topic of the AR tool's potential use in nursing education and improvement needed. RESULTS There was little significant difference in the skill test results of endotracheal aspiration of students in both groups. The students and faculty members both expressed an interest in the AR tool. They said it was suitable for self-study of endotracheal aspiration. CONCLUSIONS This AR tool is an effective teaching tool for learning the sequence of endotracheal suctioning, although there are some areas that need improvement.
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Affiliation(s)
| | - Tokiichiro Takahashi
- School of Science and Technology for Future Life, Tokyo Denki University, Tokyo, Japan
| | - Yuko Matsuda
- Kawasaki City College of Nursing, Kawasaki, Japan
| | - Yuta Yamabe
- School of Science and Technology for Future Life, Tokyo Denki University, Tokyo, Japan
| | - Chizuko Miyamoto
- Chiba Faculty of Nursing, Tokyo Healthcare University, Chiba, Japan
| | - Emiko Aoki
- Kawasaki City College of Nursing, Kawasaki, Japan
| | | | - Mizuho Ando
- Chiba Faculty of Nursing, Tokyo Healthcare University, Chiba, Japan
| | - Tomoaki Moriya
- School of Science and Technology for Future Life, Tokyo Denki University, Tokyo, Japan
| | - Shuhei Kodama
- School of Science and Technology for Future Life, Tokyo Denki University, Tokyo, Japan
| | - Ruriko Yamashita
- Graduate School of Biomedical Science, Tokushima University, Tokushima, Japan
| | - Takahiro Igarashi
- Faculty of Health Science, Japan University of Health Science, Saitama, Japan
| | - Keito Tanizaki
- School of Science and Technology for Future Life, Tokyo Denki University, Tokyo, Japan
| | - Kenta Uchida
- School of Science and Technology for Future Life, Tokyo Denki University, Tokyo, Japan
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Noone J, McKenzie G, Hatfield L, Bean K, Speidel Z, Vidal G. Creating Structures to Support Quality Matters Certification Within a School of Nursing. J Nurs Educ 2024; 63:205-211. [PMID: 38581706 DOI: 10.3928/01484834-20240207-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2024]
Abstract
BACKGROUND Best practices for online course design aim to improve teaching and learning by emphasizing the relationship between a course's learning outcomes and all other parts of the course, from assessments to technology to student interaction with peers and instructors. The transition and expanded opportunities to online or hybrid learning in nursing education demonstrate the need for quality online learning experiences. METHOD A university initiative to ensure high quality remote courses focused on expanding Quality Matters (QM) certification of hybrid and online courses, which ensures that a course has been developed according to standards for online learning. RESULTS Currently, 20 courses within a school of nursing are QM certified with 4 more actively preparing for formal review this academic year. CONCLUSION This experience can aid schools to develop faculty competencies in evidence-based, online navigation and course design, and systematically improve the online learning experiences for all students. [J Nurs Educ. 2024;63(4):205-211.].
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Terui S, Goldsmith JV, Wittenberg E, Williams-Click Y, Alabere R. User Experience and Evaluation of the COMFORT Communication App for Nursing Education. Comput Inform Nurs 2024; 42:241-248. [PMID: 38595158 DOI: 10.1097/cin.0000000000001128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/11/2024]
Affiliation(s)
- Sachiko Terui
- Author Affiliations: Department of Communication Studies, University of Georgia, Athens (Dr Terui); Department of Communication and Film, University of Memphis, TN (Dr Goldsmith); Department of Communication Studies, California State University Los Angeles (Dr Wittenberg); and Department of Nursing, University of Tennessee Health Science Center (Dr Williams-Click); and Department of Communication and Film, University of Memphis (Ms Alabere), Memphis
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Bradley PK. Using Inclusive Language in Nursing Education: When Words Matter. J Nurs Educ 2024; 63:203-204. [PMID: 38581709 DOI: 10.3928/01484834-20240312-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2024]
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Huang Y, Chen D, Li C, Fan Y, Wu Y. The mediating role of academic support perception in the relationship between emotional intelligence and bullying behaviours in clinical practice: A cross-sectional study. Nurse Educ Today 2024; 135:106129. [PMID: 38342038 DOI: 10.1016/j.nedt.2024.106129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 01/22/2024] [Accepted: 02/07/2024] [Indexed: 02/13/2024]
Abstract
BACKGROUND Bullying behaviours experienced by nursing interns in clinical practice are a considerable and serious concern. Understanding the factors that influence such behaviours in clinical practice is crucial for developing effective preventive measures and fostering a supportive learning environment. PURPOSE This study aims to investigate the prevalence and influencing factors of bullying behaviours experienced by nursing interns and examine the mediating role of academic support perception in the relationship between emotional intelligence and bullying behaviours in clinical practice. METHODS This is a cross-sectional study that used convenience sampling. A socio-demographic information questionnaire, Bullying Behaviours in Nursing Education Scale, Wong and Law's Emotional Intelligence Scale, and Academic Support in the Practicum Scale were used to collect data from nursing interns (n = 813) at seven tertiary hospitals in Changsha, China. Binary logistic regression and mediating analyses were used to explore the factors influencing bullying behaviours in nursing practice and examine the potential mediating role of academic support perception. RESULTS The prevalence of bullying behaviours in clinical practice among 813 nursing interns was 82.7 %. Binary logistic regression analyses indicated that attitude toward the nursing profession, emotional intelligence, and academic support perception were significantly associated with bullying behaviours in clinical practice. Academic support perception (β = 0.375, p < 0.001) played a significant mediating role in the relationship between emotional intelligence and bullying behaviours in clinical practice, accounting for 55.7 % of the total effect. CONCLUSION Nursing educators and administrators should recognise that improving emotional intelligence and enhancing academic support perception among nursing interns can reduce the occurrence of bullying behaviours in clinical practice.
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Affiliation(s)
- Yi Huang
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Dan Chen
- Nursing Department, Medical College, Hunan Normal University, Changsha, China.
| | - Chaofeng Li
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Yingying Fan
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Yuwei Wu
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
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O'Donnell MG, Helbick EA. Doctoral Nursing Education: Year 1 Survival Tips. J Contin Educ Nurs 2024; 55:157-160. [PMID: 38551505 DOI: 10.3928/00220124-20240318-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/02/2024]
Abstract
The inaugural year of a doctoral nursing program is a challenging transition from a clinical practitioner to a scholarly expert. Drawing on personal and peer experiences, we offer a comprehensive guide for thriving in this transformative period. Covering crucial aspects such as work-life balance, time management, research skills, and self-care, we offer insights to empower future doctoral nursing students, equipping them to confidently navigate the challenges and emerge as successful scholars in the field. [J Contin Educ Nurs. 2024;55(4):157-160.].
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Garnier A. ["L'étudiant expert", a podcast for student nurses]. Rev Infirm 2024; 73:34-36. [PMID: 38644000 DOI: 10.1016/j.revinf.2024.03.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/23/2024]
Abstract
For the past three years, the Institut de formation interhospitalier Théodore-Simon (Ifits) has been embarking on a magnificent adventure to meet its student nurses, collecting their words and testimonials in a series of podcasts, the main aim of which is to shed as much light as possible on the reality of nursing studies. This article retraces the genesis of the project and demonstrates the added value of this tool for future professionals and trainers alike.
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Affiliation(s)
- Arnaud Garnier
- Institut de formation interhospitalier Théodore-Simon, 19 avenue de Maison-Blanche, 93330 Neuilly-sur-Marne, France.
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Rohde A, Goode CK. Using Simulation to Teach Gender-Affirming Care Concepts in Nursing Education. J Nurs Educ 2024; 63:241-246. [PMID: 38581705 DOI: 10.3928/01484834-20240207-07] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2024]
Abstract
BACKGROUND LGBTQIA+ (lesbian, gay, bisexual, trans-gender, queer or questioning, intersex, asexual), and gender-nonconforming (GNC) individuals have limited access to quality care, leading to health disparities. Lack of training and implicit bias are significant contributors to discrimination. Nursing schools must provide opportunities for student interaction with vulnerable populations, and interacting with transgender and GNC individuals during clinical experiences may be challenging. METHOD Simulated experiences offer opportunities for students to develop clinical competencies. Students participated in a simulation on caring for transgender and GNC populations. Students participated in a prebriefing session, viewed a simulation video, and engaged in a debriefing session. Participants completed a pre- and postsurvey to assess their knowledge and perceived confidence. RESULTS Students' confidence in providing gender affirming care was improved by the activity. CONCLUSION Students prioritize providing competent care to vulnerable populations. In-class simulation is an effective method for improving students' clinical competencies in a safe, nonjudgmental setting. [J Nurs Educ. 2024;63(4):241-246.].
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Ross J. Visioning a Future: Virtual Nursing Care. J Perianesth Nurs 2024; 39:322-323. [PMID: 38575297 DOI: 10.1016/j.jopan.2024.01.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Accepted: 01/18/2024] [Indexed: 04/06/2024]
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Knapp K, Darmann-Finck I. [Academic nursing education in Germany: Similarities and differences in formal structure]. Z Evid Fortbild Qual Gesundhwes 2024; 185:83-91. [PMID: 38413290 DOI: 10.1016/j.zefq.2023.12.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 10/30/2023] [Accepted: 12/02/2023] [Indexed: 02/29/2024]
Abstract
BACKGROUND The German Nursing Professions Act establishes a primary qualifying course of studies at universities, which is completed with a bachelor's degree and a vocational qualification as a nurse. The Nursing Professions Act and the Nursing Training and Examination Ordinance open up some possibilities with regard to the study program concept. The present paper examines the question of how the degree programs are formally structured. METHODOLOGY A document analysis of the curricula or module manuals of the degree programs existing in December 2022 was conducted, which ultimately included 26 degree programs in the analysis. The module handbooks were analyzed and compared in terms of content using an inductively developed analysis grid. RESULTS There are considerable differences between the programs in terms of total duration/total workload, length and rhythm of practical study phase, composition of workload of practical study phase, as well as the extent of university study and the ratio of classroom to self-study. DISCUSSION Due to the high number of validations (20 from 26), the results are meaningful. The findings suggest that it is often less content-related than pragmatic reasons or external constraints that guide the design of the degree programs. From a vocational education and training perspective, too few alternations between practical and academic study phases or very extensive self-study phases could be disadvantageous for the students' acquisition of competencies.
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Affiliation(s)
- Kai Knapp
- Universität Bremen, Uni Bremen Campus GmbH, Zentrum für Pflege und Bildung, Bremen, Deutschland.
| | - Ingrid Darmann-Finck
- Universität Bremen, Institut für Public Health und Pflegeforschung (IPP), Bremen, Deutschland
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Castillo IA, Tengelin E, Arveklev SH, Dahlborg E. When nursing education becomes political: Norm-critical perspectives in a campus-based clinical learning environment. Nurs Inq 2024; 31:e12597. [PMID: 37608629 DOI: 10.1111/nin.12597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 08/08/2023] [Accepted: 08/14/2023] [Indexed: 08/24/2023]
Abstract
Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus-based clinical learning environment for nursing education. By analyzing documents and interviews with the help of reflexive thematic analysis three themes were generated: "Intention to educate beyond nursing education," "Educating in alliance with society," and "The educative ambiguity of the Clinical Learning Centre." The case study indicates that the incorporation of norm criticism into a campus-based clinical learning environment may encourage nursing students to evolve social skills for nursing practice that support health equality within healthcare. By collaborating with society, nursing education can considerably improve its educational frameworks in alignment with societal demands. However, the inclusion of norm criticism in a setting such as a campus-based clinical learning environment entails a clash with established institutionalized norms and being perceived as too proximate to politics.
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Affiliation(s)
| | - Ellinor Tengelin
- Department of Health Sciences, Rehabilitation Science, Mid Sweden University, Ostersund, Sweden
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Taheri-Ezbarami Z, Jafaraghaee F, Sighlani AK, Mousavi SK. Core components of end-of-life care in nursing education programs: a scoping review. BMC Palliat Care 2024; 23:82. [PMID: 38549106 PMCID: PMC10976691 DOI: 10.1186/s12904-024-01398-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Accepted: 02/26/2024] [Indexed: 04/01/2024] Open
Abstract
BACKGROUND So far, there have been many studies on end-of-life nursing care education around the world, and in many cases, according to the cultural, social, and spiritual contexts of each country, the results have been different. The present study intends to gain general insight into the main components of end-of-life care in nursing education programs by reviewing scientific texts and the results of investigations. METHODS This study was a scoping review conducted with the Arksey and O'Malley methodology updated by Peters et al. First, a search was made in Wos, ProQuest, Scopus, PubMed, Science Direct, Research Gate, and Google Scholar databases to find studies about end-of-life care education programs. Then, the screening of the found studies was done in four stages, and the final articles were selected based on the inclusion and exclusion criteria of the studies. Due to the nature of the research, editorials, letters, and commentaries were excluded. The screening steps are shown in the PRISMA-ScR diagram. RESULTS 23 articles related to end-of-life care education programs were reviewed. The studies included eleven descriptive and cross-sectional studies, two qualitative studies, eight interventional studies, one concept analysis article, and one longitudinal study. By summarizing the data from the studies, six themes were obtained as the main components of end-of-life care education: principles of end-of-life care, communication skills, physical considerations, psychosocial and spiritual considerations, ethical considerations, and after-death care. CONCLUSION End-of-life care is one of the most challenging nursing care in the world. Since many nurses are not prepared to provide such care, the information obtained from this review can help nursing education and treatment managers develop more comprehensive training programs to improve the quality of end-of-life care.
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Affiliation(s)
- Zahra Taheri-Ezbarami
- Department of Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Fateme Jafaraghaee
- Department of Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | | | - Seyed Kazem Mousavi
- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran.
- Department of Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran.
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26
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Tosun B. Cultural competence in nursing education: examining the nexus of cultural sensitivity and effectiveness among nursing students. Evid Based Nurs 2024; 27:74. [PMID: 38050028 DOI: 10.1136/ebnurs-2023-103863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2023] [Indexed: 12/06/2023]
Affiliation(s)
- Betül Tosun
- Faculty of Health Sciences, Department of Nursing, Hasan Kalyoncu Universitesi, Gaziantep, Turkey
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Hansen W, Zuma SM. Guidelines to support newly qualified professional nurses for effective clinical practice. Curationis 2024; 47:e1-e8. [PMID: 38572843 PMCID: PMC11019108 DOI: 10.4102/curationis.v47i1.2527] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Revised: 11/12/2023] [Accepted: 11/19/2023] [Indexed: 04/05/2024] Open
Abstract
BACKGROUND Transitioning to a professional role is difficult for newly qualified professional nurses. Given the challenges that these nurses experience during the transition to practice, support is essential for them to become efficient, safe, confident, and competent in their professional roles. OBJECTIVES The purpose of this study was to explore the transition experiences of newly qualified professional nurses to develop a preceptorship model. METHOD This study employed a qualitative approach to purposively collect data. Concept analyses were conducted applying the steps suggested by Walker and Avant, and the related concepts were classified utilising the survey list of Dickoff, James and Wiedenbach's practice theory. RESULTS A preceptorship model for the facilitation of guidance and support in the clinical area for newly qualified professional nurses was developed. The model consists of six components, namely, the clinical environment, the operational manager and preceptor, the newly qualified professional nurse, the preceptorship, the assessment of learning, and the outcome. CONCLUSION The study revealed that newly qualified professional nurses face many transition challenges when entering clinical practice. They are thrown far in, experience a reality shock, and are not ready to start performing their professional role. The participants agreed that guidance and support are needed for their independent practice role.Contribution: The preceptorship model for newly qualified professional nurses would be necessary for the transition period within hospitals. This preceptorship model may be implemented by nursing education institutions as part of their curriculum to prepare pre-qualifying students for the professional role.
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Affiliation(s)
- Warriodene Hansen
- Department of Health Studies, Faculty of Human Sciences, University of South Africa, Pretoria.
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28
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Maddison M. Improving patient safety through nurse education. Br J Nurs 2024; 33:282. [PMID: 38512786 DOI: 10.12968/bjon.2024.33.6.282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/23/2024]
Affiliation(s)
- Melanie Maddison
- Lecturer in Nursing Education, Department of Adult Nursing, Florence Nightingale Faculty of Nursing, Midwifery and Palliative care, King's College London
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Nkurunziza A, Habtu M, Mukeshimana M, Endale T, Nsaba Uwera YD, Rutayisire R, Bagirisano J, Hitayezu JBH, Bazakare Ishimwe ML, Uwimana JDD. Perceived self-efficacy to teach comprehensive abortion care among nursing and midwifery faculty in higher learning institutions in Rwanda: A mixed method study. PLoS One 2024; 19:e0300542. [PMID: 38498493 PMCID: PMC10947688 DOI: 10.1371/journal.pone.0300542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 02/26/2024] [Indexed: 03/20/2024] Open
Abstract
INTRODUCTION Comprehensive abortion care is an emerging intervention being integrated into nursing and midwifery curricula. Yet, no studies have been conducted in Rwanda to determine whether faculty perceive themselves as capable of teaching comprehensive abortion care. This study aims to evaluate the perceived self-efficacy to teach comprehensive abortion care among nursing and midwifery faculty in higher learning institutions in Rwanda. MATERIALS AND METHODS The University of Rwanda College of Medicine and Health Sciences Institutional Review Board approved this study (UR-CMHS-IRB No 335/CMHSIRB/2022). In quantitative, a self-administered questionnaire was administered to 98 study participants. Data were entered into Statistical Package for the Social Sciences (SPSS) version 26 and analyzed using Chi-square test with a p-value of 0.05 set as the significance level. In the qualitative part, an interview guide was developed based on quantitative data to understand comprehensive abortion care teaching fully. Data were collected from four focus group discussions with eight participants in each group, entered in Dedoose, and analyzed thematically. RESULTS Among the 98 study participants who were invited to participate in this study, only 85 filled out the questionnaires. This translates into 86.7% of the response rate. More than half 58.8% had adequate self-efficacy in teaching comprehensive abortion care. A Chi-square test has revealed that being a male, being a midwife, and having more years of working experience in nursing education were significantly associated with self-efficacy in teaching comprehensive abortion care (p value <0.05). In the qualitative phase, 32 study participants participated in four focus group discussions and four themes were identified: a) variability in confidence levels to teach comprehensive abortion care; b) readiness about teaching comprehensive abortion care; c) facilitators of teaching comprehensive abortion care; and d) contextual challenges to teach comprehensive abortion care. CONCLUSIONS The findings revealed that faculty's self-efficacy in teaching comprehensive abortion care was not adequate. Personal and religious beliefs and institutional barriers were also reported to hinder self-efficacy in teaching comprehensive abortion care. Therefore, intensive comprehensive abortion care training for nursing and midwifery faculty in higher learning institutions should be provided, including values clarification and attitude transformation training for attitudes and beliefs. It is also critical for higher learning institutions to develop strategies for overcoming the challenges faculty face when teaching comprehensive abortion care.
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Affiliation(s)
- Aimable Nkurunziza
- Faculty of Health Sciences, Arthur Labatt Family School of Nursing, London, Canada
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Michael Habtu
- School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Madeleine Mukeshimana
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Tamrat Endale
- The Center for International Reproductive Health Training at the University of Michigan (CIRHT-UM), Ann Arbor, Michigan, United States of America
| | - Yvonne Delphine Nsaba Uwera
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Reverien Rutayisire
- School of Health Sciences, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Justine Bagirisano
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Jean Bosco Henri Hitayezu
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | | | - Jean De Dieu Uwimana
- Center for Teaching and Learning Enhancement(CTLE), University of Rwanda, Kigali, Rwanda
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Abstract
The rules and regulations that govern nursing practice are topics rarely covered in nursing education programs. This article aims to provide a basic understanding of state and federal rules that govern nursing practice; the role and duties of nurse regulatory boards; types of legal actions that nurses may face; and an overview of discipline, complaint, and reporting processes.
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Affiliation(s)
- Valerie Fuller
- Valerie Fuller is Nurse Practitioner, Department of Surgery, Maine Medical Center, Portland, Maine, and the APRN member of the Maine State Board of Nursing
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Hill B. A framework for simulated practice in nurse education. Br J Nurs 2024; 33:234. [PMID: 38446507 DOI: 10.12968/bjon.2024.33.5.234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/07/2024]
Affiliation(s)
- Barry Hill
- Associate Professor of Nursing and Critical Care, Northumberia University, Newcastle upon Tyne
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van Dongen L, Hafsteinsdottir TB, Broome ME, Suhonen R, Leino-Kilpi H. Career development of doctorally prepared nurses. J Adv Nurs 2024; 80:854-870. [PMID: 37691339 DOI: 10.1111/jan.15847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Revised: 08/06/2023] [Accepted: 08/23/2023] [Indexed: 09/12/2023]
Abstract
AIM To integrate research literature regarding careers, career development and factors influencing the career development of doctorally prepared nurses. DESIGN An integrative review. DATA SOURCES Medline, CINAHL and Embase were searched in June 2022 without time restrictions. METHODS Peer-reviewed empirical publications written in English with different types of study designs were included. Two researchers independently applied eligibility criteria, selected studies and conducted quality appraisals using Joanna Briggs checklists. Data were extracted and analysed using a convergent integrated approach with thematic analysis. Themes were established within three categories based on the research questions: career, career development and factors influencing career development. RESULTS Twenty-two studies were included. Nine themes were identified. One theme regarding careers describes that doctorally prepared nurses need to prioritize work within different positions. The two themes focusing on career development described the need to determine career goals after the doctorate and further develop competencies. Six themes described factors influencing career development: 'Intrinsic motivation to improve health care and nursing education', 'Available support sources', 'Professional development programmes', 'Work-life balance', 'Organizational infrastructures for career advancement' and 'Competition and hostile treatment among colleagues'. CONCLUSION Limited knowledge of the careers and career development of doctorally prepared nurses was found. Doctorally prepared nurses need to balance work with various part-time positions. Careers and career development could be supported by the development of structures for career advancement as well as supportive working environments. IMPACT Doctorally prepared nurses with strong careers are important to health care and nursing as they generate and implement new knowledge into clinical practice and thereby support the improvement of (nursing) care and patient outcomes. This study provides considerations towards strengthening the careers of doctorally prepared nurses. REPORTING METHOD PRISMA. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution.
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Affiliation(s)
- Lisa van Dongen
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
- CWZ Academe, Canisius Wilhelmina Ziekenhuis, Nijmegen, The Netherlands
| | - Thóra B Hafsteinsdottir
- Nursing Science Department, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Marion E Broome
- School of Nursing, Duke University, Durham, North Carolina, USA
| | - Riitta Suhonen
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
- City of Turku Welfare Division, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
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Soerensen J, Holen M, Jakobsen IS, Larsen P, Nielsen DS. "Safety Means Everything": An ethnographic methodology to explore the formation of professional identity in nursing students. Nurse Educ Pract 2024; 76:103914. [PMID: 38364530 DOI: 10.1016/j.nepr.2024.103914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 01/29/2024] [Accepted: 01/31/2024] [Indexed: 02/18/2024]
Abstract
AIM The aim of this qualitative study is to explore how various conditions within educational contexts impact nursing students' experiences of becoming professional nurses and how these conditions affect their agency and the formation of their professional identities. BACKGROUND Nursing education is essential to becoming professional and competent in caring for patients. A strong professional identity in nursing contributes to better patient outcomes and improves the well-being, retention, and recruitment of practitioners in the health care system. At the same time, research indicates that development of a professional identity during education is challenging and needs further investigation. DESIGN The qualitative research design draws on the theoretical and methodological framework of critical psychology practice research. The practice research design and close collaboration with users ensure the continuous development and implementation of theory and practice. METHODS The data used in this study originated from ethnographic fieldwork, which involved following two nursing students through their final clinical placement training at the Geriatric Department of a university hospital in Denmark. Additionally, nursing students in two classes were observed as part of their nursing education practice at a university college from April to July 2022. The participant observational design, combined with in-situ interviewing, facilitated a comprehensive understanding of the students' engagement in social practices and interactions within the context of nursing education. RESULTS Our results show how the conditions of nursing students' everyday lives have a critical impact on their self-understanding and journey to becoming competent and professional nurses. Three main themes emerged from the analysis: (1) Perception of safety, (2) Motivation for learning in different communities of practice, and (3) The meaning of learning culture and role models. CONCLUSION The development of nursing students into professionals is profoundly influenced by factors affecting their ontological safety that are deeply embedded in socio-cultural and educational contexts. The results underscore the need to foster ontological safety in nursing education. Creating safe, participatory, and supportive learning environments is essential to the holistic development of students into caring, competent nurses. Educators and stakeholders must remember their crucial role in this context and focus on establishing these environments to facilitate students' sense of belonging in the nursing profession. TWEETABLE ABSTRACT The development of professional identity in nursing starts with safety. Ontological Safety in learning environments ensures competent and professional nurses. #NursingEducation#Safety#ProfessionalIdentity.
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Affiliation(s)
- Jette Soerensen
- UCL University College, Niels Bohrs Allé 1, Odense M 5230, Denmark; Department of Clinical Research, University of Southern Denmark, Campusvej 55, Odense M 5230, Denmark; Department of Geriatric Medicine, Odense University Hospital, Kløvervænget 10, Odense C 5000, Denmark.
| | - Mari Holen
- Department of People and Technology, Roskilde University, Universitetsvej 1, Roskilde 4000, Denmark
| | - Ida Skytte Jakobsen
- UCL University College, Niels Bohrs Allé 1, Odense M 5230, Denmark; Department of Clinical Research, University of Southern Denmark, Campusvej 55, Odense M 5230, Denmark
| | - Palle Larsen
- UCL University College, Niels Bohrs Allé 1, Odense M 5230, Denmark; Department of Public Health, Aarhus University, Bartholins Allé 2, Aarhus 8000, Denmark
| | - Dorthe Susanne Nielsen
- Department of Clinical Research, University of Southern Denmark, Campusvej 55, Odense M 5230, Denmark; Department of Geriatric Medicine, Odense University Hospital, Kløvervænget 10, Odense C 5000, Denmark
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Arden C, Taylor-Rollings H, Tremayne P, Padley W, Hinsliff-Smith K. Creative approaches towards protecting the planet in clinical skills and simulation in nursing education. Nurse Educ Pract 2024; 76:103941. [PMID: 38485633 DOI: 10.1016/j.nepr.2024.103941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2024]
Affiliation(s)
| | | | - Penny Tremayne
- DMU, Leicester School of Nursing & Midwifery, Leicester, UK
| | - Wendy Padley
- DMU, Leicester School of Nursing & Midwifery, Leicester, UK
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O'Connor S. Over twenty years of pedagogical research from Nurse Education in Practice: A bibliometric analysis from 2001 to 2023. Nurse Educ Pract 2024; 76:103912. [PMID: 38401344 DOI: 10.1016/j.nepr.2024.103912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2023] [Revised: 12/30/2023] [Accepted: 01/29/2024] [Indexed: 02/26/2024]
Abstract
AIM To present a bibliometric overview of pedagogical research from Nurse Education in Practice from its inception in 2001 up until 2023. BACKGROUND Bibliometric methods are useful in analysing and understanding the characteristics of scientific publications in a particular field and the influence of specific journals. However, no bibliometric analysis of a nurse education journal has been undertaken to date which would highlight important research trends in this area of nursing and midwifery. METHODS A total of 2231 publications (articles and reviews only) from Nursing Education in Practice were retrieved from the Scopus database between 2001 and 2023. Several software applications including Microsoft Excel and VOSviewer were used to undertake bibliometric analysis on this dataset. Publication trends such as country analysis, author analysis, keywords analyses (cluster, content and trend analysis) were generated to help understand the volume and scope of pedagogical nursing and midwifery research in this journal. RESULTS There has been a steady increase in pedagogical research from Nurse Education in Practice since its launch in 2001 up until 2018, with a dip in publications in 2022 most likely due to the impact of restrictions during the coronavirus pandemic. The most prolific institutions publishing in the journal are mainly from the United Kingdom, Australia and the United States, with over eighty countries represented demonstrating its global reach and impact. Nursing students, nursing education, simulation and learning are some of the most frequent author keywords. CONCLUSION The diversity of pedagogies in nursing and midwifery education, clinical learning and supervision in practice environments, and competence and confidence when transitioning to practice are the most popular research areas in Nurse Education in Practice. This study informs nurse and midwife educators and scholars about the volume and scope of pedagogical research in nursing and midwifery. It also makes recommendations on how to improve aspects of scholarship in education and areas for future pedagogical research.
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Affiliation(s)
- Siobhan O'Connor
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, United Kingdom.
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Tripp B, Cozzens S, Hrycyk C, Tanner KD, Schinske JN. Content Coverage as a Persistent Exclusionary Practice: Investigating Perspectives of Health Professionals on the Influence of Undergraduate Coursework. CBE Life Sci Educ 2024; 23:ar5. [PMID: 38166020 PMCID: PMC10956601 DOI: 10.1187/cbe.23-05-0074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 11/13/2023] [Accepted: 12/12/2023] [Indexed: 01/04/2024]
Abstract
STEM undergraduates navigate lengthy sequences of prerequisite courses covering volumes of science content. Given that these courses may contribute to attrition and equity gaps in STEM, research is needed to test the assumption that prerequisite content benefits students in their future studies and careers. We investigated the relevance of prerequisite course content for students' careers through semistructured interviews with practicing nurses regarding their undergraduate anatomy and physiology (A&P) courses. Nurses reported that A&P content does not align with the skills and knowledge needed in the nursing profession. Interviewees averaged 39% on a brief A&P assessment, suggesting A&P prerequisites failed to impart a high degree of long-term A&P knowledge among nurses. Further, practicing nurses perceived overcommitment to A&P content coverage as an exclusionary practice that eliminates capable individuals from the prenursing pathway. These findings challenge assumptions surrounding the justification for prerequisite course content and raise questions of whether content expectations actively exclude individuals from STEM or healthcare careers. We aspire for this study to stimulate conversation and research about the goals of prerequisite content, who is best positioned to articulate prerequisite content objectives, and the influence of content coverage on equity and justice in undergraduate STEM education.
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Affiliation(s)
- Brie Tripp
- Department of Neurobiology, Physiology, and Behavior, University of California, Davis, Davis, CA 95616
| | - Sherri Cozzens
- Department of Nursing, De Anza College, Cupertino, CA 95014
| | | | - Kimberly D. Tanner
- Department of Biology, San Francisco State University, San Francisco, CA 94132
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Adhikari R, Jackson L. Embracing intersectionality in nursing education: Advancing equity and inclusivity in healthcare. Nurse Educ Pract 2024; 76:103931. [PMID: 38461042 DOI: 10.1016/j.nepr.2024.103931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/11/2024]
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Graham-Perel A. Cultural Humility and Diversity in Nursing Academia: Understanding History to Create a "Brave Space" Culture in the Classroom. Nurs Clin North Am 2024; 59:11-19. [PMID: 38272577 DOI: 10.1016/j.cnur.2023.11.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2024]
Abstract
Nursing academicians are positioned at a critical juncture to mold the future generations of nursing with the skills of cultural humility, starting with fostering humility in the classroom. The dynamic culture of nursing education, with consideration of the diversity of nursing students and faculty, commands attention before the exploration of what is taught about the culture of patients. Classroom cultural humility must become the "brave space" of nursing academia. This is possible with strategic approaches and revisiting the history of the culture of nursing education before trying to shape its future.
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Affiliation(s)
- Ashley Graham-Perel
- Columbia University School of Nursing, 560 West 168th Street, New York, NY 10032, USA.
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Browning A. Journeying Through the History, Scholarship, and Stories of Nursing Education With NLN Nursing EDge Unscripted. Nurs Educ Perspect 2024; 45:133. [PMID: 38373101 DOI: 10.1097/01.nep.0000000000001241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2024]
Affiliation(s)
- Andrea Browning
- About the Author Andrea Browning, BA, is portfolio manager, National League for Nursing Center for Innovation in Education Excellence, Washington, DC. She serves as producer and editor of NLN Nursing EDge Unscripted. Contact her at
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Abstract
BACKGROUND The Nursing Education Model (NEM) introduced a framework for education reform. This study examined the applications of NEM in education to determine whether modifications to NEM were warranted. METHOD The Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews process for scoping reviews was used. Online databases and searches identified peer-reviewed articles published from 2010-to June 2023, and 71 articles were identified that met the inclusion and exclusion criteria. RESULTS Six themes were derived from the findings: (1) learner-centered curricula; (2) instructional methods; (3) inclusive classrooms; (4) pedagogical creativity; (5) bridge theory-clinical divide; and (6) multiple units of analysis. CONCLUSION The findings support the application of the NEM to promote a paradigm shift in instructional content, methods, and evaluation of outcomes. Based on use of the model identified in the literature, future modifications to NEM may be indicated, based on continued evidence. [J Nurs Educ. 2024;63(3):141-147.].
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Beissel A, Denis A, Laborie S, Pillet F, Gauthier-Moulinier H, Hommey S, Tume LN, Butin M, Touzet S. Impact of a nurse education programme on oral feeding in a neonatal unit. Nurs Crit Care 2024; 29:287-295. [PMID: 36054567 DOI: 10.1111/nicc.12840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2022] [Revised: 08/05/2022] [Accepted: 08/10/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND Premature neonates often experience feeding difficulties during their hospital stay, and evidence-based interventions have been shown to improve feeding outcomes. AIM This study investigated whether an infant-cue based nurse educational feeding bundle accelerates the achievement of independent oral feeding in neonates in a neonatal intensive care unit. STUDY DESIGN A quality improvement study with a pre, during and post intervention test design. All premature neonates admitted to the unit were eligible. The feeding programme included a four-month nurse training module and nurse coaching. RESULTS A hundred and twenty-five nurses or nurse assistants attended the programme and 706 neonates were included. The median time to independent oral feeding (IOF) was 40, 36 and 37 days, respectively, for pre, during and post intervention. The reduction in time to IOF observed during the post-intervention period compared with the baseline period was significant (HR = 1.32, CI 95%: 1.01-1.74). No difference was noted in the length of hospital stay between the three study periods. CONCLUSIONS An infant-cue based nurse educational feeding bundle can promote earlier achievement of IOF in preterm neonates. RELEVANCE TO CLINICAL PRACTICE This quality improvement study demonstrates the impact that a nurse-driven intervention in neonatal care can have on improving practice. Feeding interventions involve the early introduction of oral feeding, non-nutritive sucking (NNS), and oral motor stimulation, and should be individualized for each neonate. These individualized feeding interventions applied by all nurses and assistant nurses, can facilitate the achievement of earlier independent oral feeding in preterm infants and should be included in neonatal critical care nurse education programs.
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Affiliation(s)
- Anne Beissel
- Neonatal Intensive Care Unit, Hôpital Femme Mère Enfant, Hospices Civils de Lyon, Bron, France
| | - Angélique Denis
- Université Lyon I, Villeurbanne, France
- Hospices Civils de Lyon, Pôle Santé Publique, Service de Biostatistique et Bioinformatique, Lyon, France
- CNRS, UMR 5558, Laboratoire de Biométrie et Biologie Évolutive, Équipe Biostatistique-Santé, Villeurbanne, France
| | - Sophie Laborie
- Neonatal Intensive Care Unit, Hôpital Femme Mère Enfant, Hospices Civils de Lyon, Bron, France
| | - Fabienne Pillet
- Neonatal Intensive Care Unit, Hôpital Femme Mère Enfant, Hospices Civils de Lyon, Bron, France
| | | | - Sophie Hommey
- Hospices Civils de Lyon, Pôle Santé Publique, Service de Recherche Clinique et Épidémiologique, Lyon, France
| | - Lyvonne N Tume
- Faculty of Health, Social Care & Medicine, Edge Hill University, Ormskirk, UK
- Paediatric Intensive Care Unit, Alder Hey Children's Hospital, Liverpool, UK
| | - Marine Butin
- Neonatal Intensive Care Unit, Hôpital Femme Mère Enfant, Hospices Civils de Lyon, Bron, France
- International center for research in infectiology, INSERM U1111, CNRS UMR5308, University of Lyon 1, Lyon, France
| | - Sandrine Touzet
- Hospices Civils de Lyon, Pôle Santé Publique, Service de Recherche Clinique et Épidémiologique, Lyon, France
- Université Lyon 1, Research on Healthcare Performance Lab, Lyon, France
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Tian X, Zheng X, Peng Y, Zhou X, Huang B, Xie Y, Xiao W. The effects of hospice care education on first-year undergraduate nursing students in mainland China: A mixed-methods study. Nurse Educ Today 2024; 134:106095. [PMID: 38266431 DOI: 10.1016/j.nedt.2024.106095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Revised: 12/18/2023] [Accepted: 01/14/2024] [Indexed: 01/26/2024]
Abstract
BACKGROUND With the rising number of people with end-stage chronic diseases, the demand for hospice care has increased dramatically. As the future health professionals for the implementation of hospice care, undergraduate nursing students in mainland China still lack knowledge and skills of hospice care, thus hospice care education plays a vital role in its development. OBJECTIVES To understand the effects of hospice care education on nursing students' death attitudes, end-of-life attitudes, humanistic care qualities, and their learning experiences. DESIGN This study used a mixed-methods design. SETTING A University of Chinese Medicine in mainland China. PARTICIPANTS The first-year undergraduate nursing students (n = 65). METHODS A mixed-methods study was conducted to evaluate the impact of a hospice care course from March to June 2021. The quantitative part included a quasi-experimental study designed with pre- and post-intervention measurements and the qualitative part included a descriptive qualitative study with semi-structured individual interviews. RESULTS The quantitative data revealed that after the course, nursing students experienced improvements in their death attitudes, end-of-life attitudes, and humanistic care qualities. Two categories were identified from the qualitative data. The category of "Gain from learning" included 4 themes (Confronting death and thinking about life; Understanding and agreeing with the idea of hospice care; Perceiving the humanistic spirit of medicine; Enhancing of the nursing discipline cognition and professional identity) and the category of "Course feedback" included 2 themes (Expressing recognition for the course arrangement; Making suggestions on the course optimization). CONCLUSIONS Hospice care education had a positive influence on nursing students. Students expressed satisfaction with the course arrangement. However, future hospice care courses should further optimize the curriculum designs by increasing the discussion of death-related topics, sharing more real clinical cases, recruiting students from different majors, and providing clinical practice, to provide high-quality nursing education for the development of hospice care.
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Affiliation(s)
- Xia Tian
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, Guangdong, PR China
| | - Xiaoting Zheng
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, Guangdong, PR China
| | - Yunyi Peng
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, Guangdong, PR China
| | - Xiaojun Zhou
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, Guangdong, PR China
| | - Baoxin Huang
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, Guangdong, PR China
| | - Yaqian Xie
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, Guangdong, PR China
| | - Wenli Xiao
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, Guangdong, PR China.
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Palazzo SJ, Levey J. Shaping the Future of Nursing Education: Next Generation NCLEX Question Writing and the Power of Psychometrics. Nurs Educ Perspect 2024; 45:69-70. [PMID: 38373099 DOI: 10.1097/01.nep.0000000000001243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2024]
Affiliation(s)
- Steven J Palazzo
- About the Authors Steven J Palazzo, PhD, RN, CNE, ANEF, is assistant dean for undergraduate programs, Florida State University, Tallahassee, Florida. Contact him at . Janet Levey, PhD, RN, AMB-BC, CNE, is a nursing instructor, Gateway Technical College, Milwaukee, Wisconsin. Contact her at
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Sharpnack PA. Made Better by Chat GPT: Cultivating a Culture of Innovation in Nursing Education: Cultivating a Culture of Innovation in Nursing Education. Nurs Educ Perspect 2024; 45:67-68. [PMID: 38373098 DOI: 10.1097/01.nep.0000000000001242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2024]
Affiliation(s)
- Patricia A Sharpnack
- About the Author NLN Chair Patricia A. Sharpnack, DNP, RN, CNE, NEA-BC, ANEF, FAAN, is dean and Strawbridge Professor, The Breen School of Nursing and Health Professions, Ursuline College, Pepper Pike, Ohio. Contact her at
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Tatterton MJ, Carey MC, Hyde R, Hewitt C. Don't throw the baby out with the bathwater: Preserving children's undergraduate nurse education in the move towards genericism in nursing. J Child Health Care 2024; 28:3-7. [PMID: 38289198 DOI: 10.1177/13674935241231112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/23/2024]
Affiliation(s)
- Michael J Tatterton
- School of Nursing and Healthcare Leadership, Faculty of Health Studies, University of Bradford, Bradford, UK
- Bluebell Wood Children's Hospice, North Anston, UK
| | - Matthew C Carey
- School of Nursing and Midwifery, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Robin Hyde
- Department of Nursing, Midwifery and Health, Northumbria University, Newcastle upon Tyne, UK
| | - Catherine Hewitt
- Institute of Health and Social Care, London South Bank University, London, UK
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King TS, O'Brien TR, Anderson CM, Melnyk BM. Meeting Supply and Demand for Nurse Educators: A Novel Terminal Degree-the Doctor of Nursing Education (DNE). Nurse Educ 2024; 49:112-113. [PMID: 37939364 DOI: 10.1097/nne.0000000000001562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Affiliation(s)
- Tara Spalla King
- Author Affiliations: Director, Doctor of Nursing Education Program, and Associate Clinical Professor (Dr King), Co-Director, Doctor of Nursing Education Program, and Assistant Professor (Dr O'Brien), Professor (Dr Anderson), and Vice President for Health Promotion and University Chief Wellness Officer (Dr Melnyk), The Ohio State University, Columbus
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Small SP, Cashin G, English D, Moran G. "It is Essentially About Treating Each Other Well": Insights from Faculty on Incivility in Nursing Education. Can J Nurs Res 2024; 56:81-94. [PMID: 37788344 PMCID: PMC10804871 DOI: 10.1177/08445621231204985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/05/2023] Open
Abstract
STUDY BACKGROUND Incivility in nursing educational institutions, which may be perpetrated by both students and faculty, is troubling given that such institutions have a mandate to prepare students for caring, relational nursing practice. PURPOSE The purpose of this study was to contribute to understanding nursing academic incivility through an examination of nursing faculty's perspectives on student and faculty incivility. METHODS The study was conducted using a mixed methods, descriptive, survey design with collection and analysis of quantitative and qualitative data. The sample consisted of 52 faculty members. RESULTS A large majority of faculty thought that incivility in the nursing academic environment is a problem, with most considering it to be a mild or moderate problem. Students acted unprofessionally by showing disrespect, displaying superiority, engaging in disruptive behaviors, or not taking responsibility for their role in their learning. Faculty acted unprofessionally by showing disrespect, displaying superiority, or not being supportive. Faculty perceived that stress, personality, failure to deal with incivility, and an attitude of entitlement contributed to incivility. They thought that educational interventions, policies, and an academic environment that is conducive to civility are needed to address the problem. CONCLUSION Until evidence is available to support the effectiveness of interventions for academic incivility, nursing educational institutions are encouraged to implement strategies suggested by faculty in this study.
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Affiliation(s)
- Sandra P. Small
- Faculty of Nursing, Memorial University, St. John's, NL, Canada
| | | | | | - Glenys Moran
- Centre for Nursing Studies, St. John's, NL, Canada
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Guyennet Y, Garry-Bruneau M, Pennamen P, Verrière E, Maingard C, Dallaire C. Proposal of a digital tool to develop clinical reasoning of novice nurses in psychiatry: An exploratory study in France. Nurse Educ Today 2024; 134:106117. [PMID: 38295747 DOI: 10.1016/j.nedt.2024.106117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 01/08/2024] [Accepted: 01/26/2024] [Indexed: 02/17/2024]
Abstract
In France, successive reforms in nursing education have resulted in a 90 % reduction in hours of theoretical instruction in clinical psychopathology since 1972. As a result, novice nurses in psychiatry feel that they have not received sufficient theoretical training at the beginning of their careers. This particularly affects their ability to search for reliable data in order to guide and orient their clinical judgment. The objective of this exploratory study is to determine if a digital tool could serve as a lever to help these novice nurses in psychiatry to improve the various phases within clinical judgment. Similar digital tools have shown promising results in other medical fields but, to our knowledge, there are no reports of such a system for nursing psychiatry in the literature. A cross-sectional quotation qualitative study was carried out by interviewing seventeen novice nurses in psychiatry with different profiles. The interview guide, based on Benner's theory and Tanner and Rabardel's models, addresses several topics: professional background and motivation, evaluation of initial training, problems identified in practice, sources of information in the field of psychiatry, and finally acceptance of digital tools. The analysis of these interviews confirms the feeling of lack of knowledge among these professionals and indicates that a digital tool would be well accepted. Several examples were identified for the content of this tool, including ways to use it during the clinical judgment process.
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Affiliation(s)
- Yannick Guyennet
- EPSM de la Sarthe, Allonnes, France; Centre Hospitalier de Laval, Laval, France.
| | - Mathilde Garry-Bruneau
- Faculty of Nursing, Laval University, Québec city, Canada; Université d'Angers, Angers, France
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Cantero D, Comer L, Radecki M. Development of Nurse Practitioner Student Self-Perception of Clinical Reasoning and Diagnostic Ability. Nurs Educ Perspect 2024; 45:122-123. [PMID: 36729380 DOI: 10.1097/01.nep.0000000000001089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
ABSTRACT Nurse practitioner faculty identified student struggles to gain diagnostic reasoning competence. The National Council of State Boards of Nursing developed a clinical judgment action model (CJAM) for the NCLEX (NextGen) that can be used in prelicensure nursing education to design educational interventions and has potential applicability toward diagnostic reasoning development in nurse practitioner students. The purpose of this project was to evaluate the impact of a didactic education intervention aligned with the CJAM on the development of clinical reasoning cognitive skills. The use of the CJAM demonstrated a positive outcome among nurse practitioner students in clinical reasoning development.
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Affiliation(s)
- Deborah Cantero
- About the Authors Deborah Cantero, DNP, APRN, FNP-C, CNE, is FNP program coordinator and assistant professor, Ann Blanton Edwards School of Nursing and Health Sciences, Florida Southern College, Lakeland, Florida. Linda Comer, PhD, RN, CNE, is dean and professor, Ann Blanton Edwards School of Nursing and Health Sciences, Florida Southern College. Melissa Radecki, PhD, RN, PCCN-K, CNE, is lecturer and faculty, College of Nursing, University of Central Florida, Orlando, Florida. For more information, contact Dr. Cantero at
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Khowaja-Punjwani S, Ahmad S, Nanji S. Should Colour Vision Deficiency be a Factor for Considering Admission to Nursing Education Programs? J Coll Physicians Surg Pak 2024; 34:379-380. [PMID: 38462884 DOI: 10.29271/jcpsp.2024.03.379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Accepted: 11/13/2023] [Indexed: 03/12/2024]
Affiliation(s)
| | - Sajjad Ahmad
- School of Nursing, Saifee Burhani, Karachi, Pakistan
| | - Samreen Nanji
- School of Nursing, Iqra University, Karachi, Pakistan
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