International Journal of Nursing Education Scholarship最新文献

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.

Objectives: Developing nursing plans using standardized taxonomy offers for a better understanding of how nursing abilities affect the achievement of better levels of outcomes for NH residents. This study aimed to investigate the effectiveness of an educational video on standardized nursing languages (SNLs) developed for nursing home nurses.

Methods: We used a single group pre-post study design. We collected presurvey data from April 25 to June 22, 2022 and postsurvey data from May 23 to July 18, 2022. Sixteen nursing homes (NHs) participated in this study. We collected data on nurses' knowledge, perceptions, and attitudes towards SNLs and the evidence-based nursing practice self-efficacy. Analysis was conducted utilizing the McNemar test.

Results: The educational video about standardized nursing languages were provided to 31 registered nurses (RNs) from 16 NHs in Korea. Knowledge about the definition of SNLs and the benefits of their utilization improved after watching educational video.

Conclusions: Study findings support the effectiveness of educational videos on SNLs in increasing knowledge of SNLs, as well as confidence in the profession. To support NH nurses' professional development, ongoing SNL-focused education and research on innovative training methods like videos are recommended.

Implication for an international audience: Developing nursing plans using a common, standardized taxonomy offers a good chance to more clearly observe how nursing abilities affect the achievement of better levels of health and wellbeing. Education using audiovisual materials may help NH RNs learn how to utilize SNLs and may further enhance the development of SNL through periodic, long-term education and SNL-based nursing practice.

Purpose: We describe the experience of a collaborative, dialogical process on nursing pedagogy to identify the best process for creating a mutually beneficial international nursing education exchange.

Approach: Faculty from two universities in Sucre, Bolivia and in Seattle, Washington, US engaged in planned virtual dialogues to share their nursing curricula, course content, teaching methodologies, and contextual challenges and strengths.

Results: From the dialogues, a thematic analysis using a modified conventional content analysis approach was completed, and four themes emerged: 1) similarities in course content, pedagogy, and curricular challenges; 2) differences in teaching competencies; 3) teaching methodologies responsive to national trends; and 4) benefits from and alternatives to the use of educational technology. Early dialogues among participants allowed them to discern areas of need and interest for future planning.

Implications for international audience: Intentional academic dialogues should be the first step to enter in an exchange program to enable participants from different hemispheres to contribute equally as partners in the formation of nurses able to respond the current global health concerns.

Aim: To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.

Background: COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages. Gaining insight into these challenges is crucial to improving online nursing education.

Methods: The study utilised a qualitative, exploratory, descriptive, and contextual design with a phenomenological approach. The study setting was at a particular HEI in Gauteng, South Africa. Data was collected through unstructured, face-to-face, and virtual interviews with nursing students selected using non-probability purposive sampling. BCur Ed et Admin nursing students were interviewed until data saturation was reached on the 10th participant. The five-step Giorgi's descriptive phenomenology method was used for data analysis.

Findings: A total of 10 nursing students were interviewed. Analysis revealed that nursing students experienced challenges expressed in four themes: unpreparedness, lack of resources, connectivity issues and digital skills insufficiency.

Conclusions: These findings contribute to improving online nursing programs during pandemics by providing insight into students' challenges.

Implications for an international audience: This study is significant to the global community as it highlights challenges faced in online nursing education, especially in developing countries. Understanding these challenges is crucial to developing strategies and implementing effective online learning in nursing education.

Objectives: This rapid review provides an overview of the current landscape of, and the criteria used for admission into nurse practitioner programs.

Methods: A series of application and admission criteria were collected from nurse practitioner programs in Canada, the United States of America (USA) and Australia. Key descriptive statistics and indicators were analyzed.

Results: Most programs in the USA and Canada required a minimum grade point average (GPA) between 3.00 and 3.24, while Australian programs did not identify minimum GPA requirements. Contrastingly, Australian programs required the highest minimum clinical practice hours. Many North American programs required writing samples, while Australian programs did not.

Conclusions: Despite role similarity, nurse practitioner admission criteria differ substantially between Canada, the USA and Australia, hindering standardization and integration of the role globally.

Objectives: This study aimed to (a) describe nurse educators' attitudes towards veterans after workshop participation, (b) evaluate the effectiveness of the workshop and timed digital interventions (TDI) on nurse educators' integration of veteran-centered content into their courses and curricula, and (c) describe nurse educators' experiences with transferring learning from the workshop to teaching practice.

Methods: A longitudinal multi-intervention, multi-method pilot study was conducted using pre- and post-workshop surveys and interviews.

Results: Twenty-six nurse faculty reported a neutral attitude toward working with veterans during the pre-workshop survey period. TDIs kept veteran-centered content fresh on faculty minds, yielding evidence of integration into nursing courses.

Conclusions: Nursing faculty preparation and development is crucial to effectively integrate specific veteran care content into nursing education to ensure a competent and culturally sensitive workforce. Integrating TDIs using widely accessible technologies is a cost-effective way of increasing engagement with new information and bridge implementation gaps associated with traditional professional development activities.

Objectives: This cross-sectional study aimed to investigate and compare the perceptions of nursing students regarding patient safety culture (PSC) during the COVID-19 pandemic in three Central European countries.

Methods: Data were collected from 624 nursing students between April and September 2021 using the Hospital Survey on Patient Safety Culture.

Results: The evaluation of the PSC dimensions did not reach the expected level of 75 %. Significant associations were found between the perception of the dimensions of the individual PSC and age, student status, study year, and clinical placement. The overall patient safety grade, the number of events reported, and the number of events reported by nursing students were significantly predicted by several dimensions of the PSC (p<0.05).

Conclusions: The evaluation of patient safety culture by nursing students offers a unique perspective. Students come with 'fresh eyes' and provide different perspectives that can provide healthcare leaders with a practical opportunity to identify blind spots, review and improve safety protocols, and foster a more inclusive culture that prioritizes patient safety.