International Journal of Nursing Education Scholarship最新文献

Aim: This study evaluated the effect of cooperative learning on the attitude, satisfaction, and performance of undergraduate nursing students enrolled in community nursing courses.

Design: A one-group pretest-posttest quasi-experimental design.

Methods: This study was conducted at a university in northern Taiwan. A total of 49 fourth-year nursing students were included in the study. The students' attitude toward cooperative learning was measured using the Chinese version of the Group Cooperative Learning scale at three time points: before the intervention, after the 8-week preclinical course intervention, and after a 5-week clinical practicum. Course satisfaction was evaluated using a structured survey. Data were analyzed with descriptive and inferential statistics. One-way repeated-measures analysis of variance was used to determine changes in attitude over time.

Results: The students' attitude toward cooperative learning was significantly improved after the intervention (p<0.05), with continued enhancement after the clinical practicum. The rates of course satisfaction were high, indicating a positive reception of the cooperative learning format. Clinical instructors reported enhanced group dynamics and individual accountability during the community nursing practicum.

Implications for an international audience: Implementing cooperative learning can help nursing educators across different cultural and institutional settings foster critical thinking, problem-solving abilities, and teamwork skills. This study supports the global integration of cooperative learning into nursing curricula, emphasizing its role in preparing students for collaborative, patient-centered care in diverse healthcare environments.

Conclusions: Cooperative learning significantly benefits undergraduate nursing students by improving attitude, academic and practical performance, and course satisfaction.

Objectives: This study explores the experiences of nurse educators in Qatar implementing the Concept-Based Curriculum (CBC), identifying barriers and facilitators to improve strategies and support.

Methods: A phenomenological approach based on Van Manen was used. Data from semi-structured interviews with 18 nurse educators were transcribed and analyzed using Colaizzi's method with NVivo software.

Results: Three key themes emerged: Challenges in CBC Implementation, Institutional Support, and Practical Integration and Adaptation. Educators encountered obstacles such as insufficient training, transition difficulties, and resistance to change. However, strong leadership and collaboration eased the transition. Over time, resistance diminished as educators observed enhanced critical thinking and clinical judgment in students.

Conclusions: Effective CBC implementation requires comprehensive training and strong institutional support. Continuous adaptation of teaching methods to meet diverse student needs is essential. These findings provide valuable insights for future curriculum reforms and emphasize the importance of strategic educational approaches to improve CBC outcomes.

Objectives: To investigate how undergraduate nursing students perceive teamwork among nurses during their most recent clinical placement and to identify factors that can affect their teamwork perception.

Methods: The descriptive cross-sectional study was carried out between September 2022 and February 2023 using the Slovak version of the Nursing Teamwork Survey (NTS) tool and included 749 undergraduate nursing students.

Results: The average NTS score was 3.32 (SD=0.43) and significantly associated with academic year, perceived staff adequacy, clinical supervision and learning expectations, hours per week, number of patients per shift, and number of students per shift (p<0.05).

Conclusions: The study underscores the importance of understanding teamwork dynamics from the perspective of undergraduate nursing students.

Objectives: Various criteria have been examined in different studies of factors predicting success in nursing studies, and results are not always conclusive. The aim of the current study is to examine the admission criteria factors that are associated with success in master's degree studies for NPs.

Methods: This retrospective cross-sectional study included 89 student records of nurse practitioner students specializing in either palliative care or geriatrics. The admission criteria, based on the guidelines from the Israeli Ministry of Health, were analyzed in relation to student success in the licensing exam, completion of specialty courses and clinical rotations.

Results: Significant correlations were found between academic variables, such as work experience, post-basic specialty course, years of work experience, and educational background, and degree of success at various points of the program.

Conclusions: Understanding academic and professional development factors can help educators and policymakers develop more effective strategies to enhance the performance and success of NP students in their respective fields.

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.