International Journal of Nursing Education Scholarship最新文献

Objectives: This study explores and describes the lived experiences of international nursing students regarding studying challenges.

Methods: This is a qualitative descriptive phenomenological study. Participants were undergraduate international nursing students who were purposively selected. The data were collected through semi-structured interviews with 11 students until data saturation was reached. Data were analyzed using a seven-step Colaizzi method.

Results: After analyzing the data four main themes with fourteen sub-themes were extracted. The main themes of the study were "estrangement and confusion in an unfamiliar environment," "new self in a new situation," "inconsistent educational structure," and "communication as a multidimensional challenge."

Conclusions: The results of this study indicate the need for effective interventions to transform and improve the learning environment for international nursing students. Creating a specialized curriculum and recruiting experienced professors and mentors to teach international students, to instruct nursing students in practical environments, are vital solutions. It is advisable to provide preliminary courses for international students to familiarize them with the culture and specific issues in the destination country. It is also recommended that international campuses in universities worldwide review and revise the educational curriculum to help international nursing students better manage the educational and cultural issues that they face when studying abroad and provide care for patients.

Objectives: To explore university-based nurse educators' experiences of implementing the Fundamentals of Care Framework in nursing curricula.

Methods: A qualitative research design employing interpretative phenomenological analysis was used. Data were collected via semi-structured interviews with eight nursing educators in five different countries.

Results: The analysis identified three main themes: (1) Participants' positive experiences when utilising the framework to link theory to practice; (2) strategies for implementing the framework, including considering the context for teaching, introducing the relationship dimension of the framework first, utilising case-based learning, and integrating the framework into laboratory skills sessions; and (3) limited availability of teaching and learning resources, highlighting the need for further resource availability.

Conclusions: This study has generated new knowledge from the perspectives of university-based nursing educators. Several strategies have been identified resulting in the formation of recommendations to help guide nurse educators. The Fundamentals of Care Framework was developed to address global deficits in how patients' fundamental care needs are addressed. The knowledge from this study can assist nurse educators from different countries to implement the framework into nursing curricula. Utilising the framework in nursing curricula could help to transform nursing practice, by assisting nursing students to identify and meet their patients' fundamental care needs.

Introduction: As AI tools have become popular in academia, concerns about their impact on student originality and academic integrity have arisen.

Methods: This quality improvement project examined first-year nurse anesthesiology students' use of AI for an academic writing assignment. Students generated, edited, and reflected on AI-produced content. Their work was analyzed for commonalities related to the perceived ease of use, accuracy, and overall impressions.

Results: Students found AI tools easy to use with fast results, but reported concerns with inaccuracies, superficiality, and unreliable citations and formatting. Despite these issues, some saw potential in AI for brainstorming and proofreading.

Implications for international audience: Clear guidelines are necessary for AI use in academia. Further research should explore AI's long-term impact on academic writing and learning outcomes.

Conclusions: While AI tools offer speed and convenience, they currently lack the depth required for rigorous academic work.

Introduction: Providing culturally competent care to members of the LGBTQ+ community is an essential role for nursing professionals. However, many healthcare professionals lack the knowledge and skills necessary for creating a therapeutic healthcare encounter with individuals from the LGBTQ+ community.

Literature review: Individuals from the LGBTQ+ population continue to report experiencing either real or perceived discrimination, oppression, and stigmatization when accessing the healthcare system. Health professionals report a lack of training where LGBTQ+ individuals are concerned.

Purpose of the project: The purpose of this project was to (1) pilot one of the ACE+ scenarios and provide feedback to the NLN and (2) expand on the LGBTQ+ educational content in the curriculum.

Discussion: Simulation-based learning activities are valuable and effective pedagogical tools for integrating essential LGBTQ+ care concepts into the curriculum. Students, faculty, and standardized participants perceived the simulated scenario as valuable. Recommendations for future implementations include utilizing a pool of trained standardized participants and ensuring ample pre-briefing, scenario facilitation, and debriefing time.

Implications for an international audience: The insights from this project can be integrated into healthcare training programs worldwide to enhance care for LGBTQ+ individuals. Simulation offers a safe environment for practicing real-life scenarios, building skills, and assessing competencies to ensure nurses are prepared for professional practice across the globe.

Conclusions: Nursing programs should incorporate LGBTQ+ content into the undergraduate curriculum. Evidence-based simulation resources that are free and readily accessible can support nursing faculty in effectively incorporating these concepts.

The purpose of this systematic literature review of quantitative findings was to examine the effectiveness of educational interventions to improve gerontological knowledge, attitudes, and willingness to work with older people in baccalaureate nursing students. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, a systematic literature search was conducted in five databases. Quality assessment was conducted using the Mixed-Methods Appraisal Tool. Based on inclusion and exclusion criteria, 41 papers were included in the review. The overall quality of studies included was moderate. The interventions were classified as education content, simulation or immersion experiences, clinical placement, or a combination of these pedagogical approaches. Majority of studies demonstrated improvement in knowledge and attitudes but there was a limited change in willingness to work with older people. There is insufficient evidence to make recommendations for the most effective educational intervention for enhancing bachelor of nursing students' willingness to engage in gerontological care.

Objectives: Analyze the mediating e moderating roles of self-compassion in the relationship between tutor support and both students' caring efficacy and intention to leave.

Methods: A cross-sectional study using an online questionnaire was conducted.

Results: Self-compassion mediates the relationship between tutor support and students' caring efficacy. Tutor support play a role on all the facets of self-compassion, but only two dimensions of this variable (mindfulness vs. over-identification) are significantly associated with both the dimensions of caring self-efficacy, with inverse effects. Self-compassion moderates the relationship between tutor support and intention to leave.

Conclusions: Tutor support can improve students' caring efficacy by helping them to be mindful of their experiences in a nonjudgmental way. Supportive tutor can mitigate intention to leave by increasing self-compassion ability. Implications for International Audience Nursing education programs should implement workshops and briefings to develop students' self-compassion ability. This can foster perceived caring efficacy in students and reduce intention to leave.

Objectives: Healthcare-associated infections (HAIs) are common complications in healthcare services, often caused by unsystematic antibiotic use. Despite advancements in medical care and technologies, the burden of HAIs continues to increase globally. Thus, this study purposed to evaluate the levels of knowledge, attitudes, and practices toward infection control precautions among nurses in Palestinian hospitals and identify the predictors of practices of infection control precautions.

Methods: A cross‑sectional study was conducted on 285 nurses who work at Palestinian hospitals in the West Bank. A self-reported questionnaire was used to collect data during the period from November 2022 to January 2023.

Results: The results revealed that 95.8 % of the participants endorsed good knowledge levels, 83.5 % reported positive attitude levels, and 91.2 % endorsed good practice levels toward infection control precautions. Also, gender as being female, attending a training program on infection control, and having good knowledge of infection control precautions were the main factors influencing practices of infection control precautions.

Conclusions: It is necessary to maintain nurses' knowledge, attitudes, and practices toward infection control precautions by continuously conducting training workshops about infection control updating knowledge, and enhancing the work environment by implementing infection control policies and guidelines and providing sufficient resources and equipment to ensure safe practices.

Objectives: This study reveals the learning gained by Canadian and Rwandan nursing students from a course to enhance cross cultural clinical decision-making skills using a collaborative approach across two countries.

Methods: A qualitative descriptive study was conducted using thematic analysis. The study included analysis of end of course reflections of 94 students.

Results: Students became more open-minded, curious, strengthening teamwork, increasing their critical thinking, and identifying cross-cultural similarities in practice. They challenged their previous beliefs about others.

Conclusions: Students achieved a transformation of previous knowledge and decision-making skills. Results indicate the value of underpinning courses with theories and being open in allowing students to develop their own means to achieve expected learning outcomes.

Implications for an international audience: Creating learning environments designed to stimulate open mindedness and exploration of cultures among students can be achieved through online learning. Providing opportunities for students to learn across other countries about their nursing practices and health systems are critical to understanding how future patients who are immigrants and refugees from other countries differing perspectives to their health care needs.

Objectives: Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial intelligence-powered language model that can generate a unique outputs, in reponse to a user's textual request. This has raised concerns related to academic integrity in nursing education as students may use the platform to generate original assignment content. Subsequently, the objective of this quality improvement project were to explore and identify effective strategies that educators can use to discern AI-generated papers from student-written submissions.

Methods: Four nursing students were requested to submit two versions a Letter to the Editor assignement; one assignment that was written by the student; the other, exclusively generated by ChatGPT-3.5.

Results: AI-generated assignments were typically grammatically well-written, but some of the scholarly references used were outdated, incorrectly cited, or at times completely fabricated,. Additionally, the AI-generated assignments lacked detail and depth.

Conclusions: Nursing educators should possess an understanding of the capabilities of ChatGPT-like technologies to further enhance nursing students' knowledge development and to ensure academic integrity is upheld.

Objectives: This scoping review aims to map the evidence on barriers and facilitators of success with accelerated BSN (ABSN) students with the inclusion of faculty perspectives.

Methods: We followed the scoping review methodology of the Joanna Briggs Institute for this review. The databases of CINAHL, PubMed, ProQuest, and Google Scholar were searched.

Results: The search resulted in 39 studies. The identified barriers were: Academic factors, non-academic factors, challenges faced by non-native English-speaking and ethnically diverse students, socialization struggles, and faculty perceptions. The facilitators identified were: Supportive environment and practices, benefits of ABSN program completion, students' background and life experiences, innovative learning strategies and school resources, and faculty perceptions.

Implications for international audience: Given the global nature of the ABSN program now, findings from this scoping review and the strategies for success addressed in discussion will inform ABSN faculty and program managers about helpful strategies to support students' needs.