Nursing Reports最新文献

Introduction: Traumatic dental injuries (TDIs) present a significant challenge for healthcare professionals. Nurses, often the first point of contact for patients, may lack essential knowledge in dental trauma first aid, as noted in the existing literature.

Objective: To assess the knowledge of traumatic dental injuries (TDIs) among undergraduate nursing students before and after a targeted educational intervention.

Materials and methods: This quasi-experimental study evaluated the effectiveness of an educational intervention involving 300 nursing students from two universities in Seville. The educational intervention was led by specialist dentists. A pre-test survey was administered to assess students' baseline knowledge. The session included a lecture on TDI management, followed by a simulation in which students practiced emergency splinting techniques for referral to a dentist. A post-test survey was then conducted to measure changes in students' knowledge and attitudes towards dental trauma.

Results: Only 25.4% of students had prior training in dental trauma. After the intervention, there was a significant improvement in students' self-assessed knowledge of first aid for TDIs (p < 0.05). A high percentage of students also reported increased confidence in their ability to reimplant a tooth. Statistical analysis of pre- and post-intervention survey results showed a substantial increase in average scores (p < 0.05).

Conclusions: Nursing students initially exhibited limited knowledge in managing dental trauma but demonstrated a positive attitude toward learning this new skill. The targeted educational intervention significantly enhanced their understanding, underscoring the need to incorporate such training into nursing curricula. By improving nursing students' competence in managing dental injuries, this training can help better preserve dental structures and improve the prognosis for dental trauma cases.

Background/Objectives: The limited and inconsistent adoption and regulation of nurse-led clinics (NLCs) and "See & Treat" (S&T) services in Italy needs to be explored considering their value towards patients' outcomes acknowledged in the literature. This study aims to explore the phenomenon of hidden nursing activities (HNAs) in these settings, hypothesizing that features and activities performed in these settings are heterogeneous across the country and widely underreported or attributed to other professionals than nurses. HNAs are hypothesized to be associated with a poor work environment climate and nurses' low job satisfaction. Methods: A multicenter, cross-sectional study will be conducted across exclusively nurse-led NLC and S&T services in public health care facilities in Italy. Data collection will involve inputs from organization or nursing managers, coordinators, head nurses, and employed nurses. Information will be gathered on organizational structure, service provision, access modalities, nurses' perceptions of their work environment, and the health care activities performed. Surveys will be distributed online to collect retrospective data in 2023 and via paper to collect 1-month prospective data about services' activities. Expected results: This study is expected to reveal HNAs in NLC and S&T, with implications for policy, resource allocation, reimbursement models, and patient outcomes, ultimately supporting healthcare reforms and enhancing nursing's visibility and impact in Italy. The findings will be essential for guiding health care resource allocation and shaping educational and regulatory policies that recognize and formalize the role of nurses in advanced practice. Policymakers could leverage the findings of this study to promote the development of standardized taxonomies, making nursing contributions more visible and measurable. Ultimately, this research will highlight the value of nursing care in NLC and S&T settings, providing an evidence base to drive policy changes that improve both health care outcomes and resource efficiency. Conclusions: This study lays the groundwork for health care policy reforms by advocating for the recognition, measurement, and funding of nursing contributions, ultimately enhancing patient outcomes and the sustainability of health systems.

The use of AI in the healthcare sector is facing some formidable concerns raised by the practitioners themselves. This study aimed to establish the concerns that surround the adoption of AI among Saudi Arabian healthcare professionals. Materials and methods: This was a cross-sectional study using stratified convenience sampling from September to November 2024 across health facilities. This study included all licensed healthcare professionals practicing for at least one year, whereas interns and administrative staff were excluded from the research. Data collection was conducted through a 33-item validated questionnaire that was provided in paper form and online. The questionnaire measured AI awareness with eight items, past experience with five items, and concerns in four domains represented by 20 items. Four hundred questionnaires were distributed, and the response rate was 78.5% (n = 314). The majority of the participants were females (52.5%), Saudis (89.2%), and employees of MOH (77.1%). The mean age for the participants was 35.6 ± 7.8 years. Quantitative analysis revealed high AI awareness scores with a mean of 3.96 ± 0.167, p < 0.001, and low previous experience scores with a mean of 2.65 ± 0.292. Data management-related worries came out as the top worry, with a mean of 3.78 ± 0.259, while the poor data entry impact topped with a mean of 4.15 ± 0.801; healthcare provider-related worries with a mean of 3.71 ± 0.182; and regulation/ethics-related worries with a mean of 3.67 ± 0.145. Health professionals' main concerns about AI adoption were related to data reliability and impacts on clinical decision-making, which significantly hindered successful AI integration in healthcare. These are the particular concerns that, if addressed through robust data management protocols and enhanced processes for clinical validation, will afford the best implementation of AI technology in an optimized way to bring better quality and safety to healthcare. Quantitative validation of AI outcomes and the development of standardized integration frameworks are subjects for future research.

Standardized transfer is an evidence-based framework designed to improve communication between healthcare professionals, reducing risks and ensuring safe, high-quality care. Despite its benefits, implementing this framework in clinical practice poses challenges. Nurses often do not use a systematic guide as a theoretical framework for handovers in daily practice.

Objective: To explore nurses' perceptions regarding the use of standardized transfers.

Methodology: This exploratory qualitative cross-sectional study aimed to gain insight into nurses' experiences and perspectives on pediatric patient transfers. Using purposive sampling, nurses from the pediatric intensive care unit and hospital wards at the hospital institution hosting the study were interviewed. Data were collected through 21 in-depth individual interviews conducted between April and May 2023. The semi-structured interviews, lasting 16 to 28 min, focused on nurses' views on communication between units during patient transfers. The qualitative approach allowed for a comprehensive understanding of nurses' perceptions, particularly the barriers they face in practice. The study included 21 nurses: 9 from the pediatric intensive care unit and 12 from pediatric wards. To ensure diverse representation, nurses with varying levels of work experience were included, and at least one nurse from each hospital ward participated.

Results: The data were classified into the following main categories: the current state of pediatric patient transfers, attitudes of healthcare professionals, barriers and challenges to implementation, nursing documentation, motivational aspects, and the child-family relationship. The findings revealed significant issues in the communication process during patient transfers, with no systematic guidelines in place. While nurses demonstrated a positive attitude toward the standardization of transfers, they identified numerous practical challenges, particularly those related to the hospital's nursing documentation system.

Conclusions: Nurses view standardized transfers favorably, but they face substantial barriers that limit their practical implementation.

(1) Background: This article addresses the harmful traditional practice of breast ironing, which primarily affects girls and adolescents in several countries, particularly in Cameroon. The practice involves applying heat and pressure to developing breasts to delay their growth, with the goal of protecting girls from sexual abuse, early pregnancy, and forced marriages. While culturally accepted, breast ironing has severe physical, psychological, and social consequences, including damage to mammary glands, pain, infections, and potential long-term health complications. (2) Methods: A reflective analysis of the topic was conducted through a comprehensive search of various databases (PubMed, Scopus, Google Scholar, and CINAHL) following narrative review methodology. (3) Results: The practice is also examined through the lens of human rights and Madeleine Leininger's transcultural nursing theory, which promotes respect for cultural traditions in healthcare. However, the authors question whether such a theory can justify practices that violate women's physical integrity. (4) Conclusions: This study concludes that while cultural beliefs must be considered in healthcare, human rights and the elimination of violent practices, such as breast ironing, must take precedence. Educational campaigns and a more punitive approach in countries where this practice occurs are proposed as essential steps forward.

The integration of genetics and genomics into nursing practice is essential for addressing genetic pathologies and providing personalized patient care. This study aims to analyze the nursing education curricula across Spanish universities to understand how genetic and genomic concepts are incorporated. Using the "Qué estudiar y dónde en la Universidad" (QEDU) database, an official source provided by the Spanish Ministry of Universities, a systematic review of 4720 teaching guides from 118 university centers was conducted. Our findings reveal that 12 centers do not include any genetic or genomic content, while 43% of the remaining centers focus solely on basic genetics. In contrast, 57% cover advanced topics, such as genetic counseling and pharmacogenetics. Teaching methodologies predominantly involve lectures and seminars, with limited practical training. On average, three to six ECTS credits out of the total 240 required for the Nursing Degree are dedicated to genetics and genomics. This study highlights the need for curriculum updates and standardization to ensure comprehensive training in these crucial areas. Improved integration of genetic and genomic education will better prepare nursing professionals to meet the evolving demands of modern healthcare. This study was not registered.

Background: Stress and anxiety are common problems among nursing students, affecting their mental health and academic performance. Compassion training has been shown to be effective in reducing these states.

Objectives: This study evaluated the effects of a compassion-based course on perceived stress and anxiety (state and trait) among nursing students at a state university in Chile.

Methods: A pre-experimental design was implemented with 45 second-year students, who completed evaluations before and after the intervention. The course included 10 sessions involving compassion meditation, mindfulness, self-compassion exercises, and autonomous practice.

Results: The results showed significant reductions in and a high effect size regarding perceived stress (Cohen's d = 0.83) and state anxiety (Cohen's d = 0.74), while trait anxiety showed a moderate reduction (Cohen's d = 0.34). Mediation analysis revealed that increases in self-compassion mediated the relationship between autonomous practice time and reductions in stress and trait anxiety.

Conclusions: These findings suggest that compassion training is an effective strategy for reducing stress and anxiety in nursing students, improving their emotional regulation and preparation for professional practice. Therefore, it is necessary to include this approach in students' curricular programs.

Background/objectives: Clinical simulation is a pivotal educational strategy in nursing, facilitating the integration of theoretical knowledge with practical skills in a safe environment. While the benefits of simulation in enhancing technical and non-technical competencies are well-documented, the transition of nursing students to the role of instructors within these simulations remains underexplored, particularly in the Spanish context. This study aims to investigate how assuming the instructor role in clinical simulations impacts the professional development of fourth-year nursing students.

Methods: A qualitative study employing an interpretative phenomenological approach was conducted to deeply understand the experiences and perceptions of nursing students transitioning to instructors in clinical simulations. Nine fourth-year nursing students from the University of Vic-Central University of Catalonia (UVic-UCC) were purposively selected to ensure diverse perspectives. Data were collected through semi-structured interviews, a focus group, and non-participant observations, achieving data saturation. Thematic analysis, guided by Braun and Clarke's methodology, was utilized to identify and organize emergent themes related to professional development and pedagogical competencies.

Results: The transition to the instructor role significantly enhanced both technical and non-technical competencies among the participants. Key findings include improved leadership, decision-making, and effective communication skills. Student-led debriefing sessions were identified as crucial for fostering deeper reflection and enhancing the ability to provide and receive constructive feedback.

Conclusions: Assuming the instructor role in clinical simulations offers substantial pedagogical benefits, enriching the professional development of nursing students by strengthening essential competencies. These findings underscore the value of integrating instructor roles within nursing education programs in Spain, suggesting that such practices can lead to more competent and confident healthcare professionals. This study was not registered.

Background/objectives: Patient safety is a critical component of healthcare quality, yet there remains a significant gap in understanding how patient safety knowledge progresses among nursing students throughout their educational journey. This scoping review aims to map and analyze the existing literature on the development of patient safety knowledge in undergraduate nursing education.

Methods: This study will follow the Joanna Briggs Institute methodology for scoping reviews and adhere to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses-Scoping Reviews) guidelines. A comprehensive search strategy will be employed across multiple databases, including CINAHL (Cumulative Index to Nursing and Allied Health Literature), ERIC (Education Resources Information Center), PubMed, Embase, SCOPUS, and Web of Science. The review will include studies published from 2019 to 2024 in English, Portuguese, and Spanish. Two independent reviewers will conduct study selection and data extraction. The data will be synthesized narratively, with quantitative data summarized using descriptive statistics and qualitative data analyzed thematically.

Results: The review is expected to identify key patterns in the progression of patient safety knowledge among nursing students, including critical periods for knowledge acquisition, challenges in translating theoretical knowledge into practice, and effective educational strategies. The findings will be presented in both tabular and narrative forms, providing a comprehensive overview of the current state of patient safety education in nursing programs.

Conclusions: The anticipated outcomes of this review have significant implications for nursing education, healthcare policy, and clinical practice. For educators, the findings will inform curriculum development and the design of targeted interventions to enhance patient safety competencies. From a policy perspective, the results could support the standardization of patient safety education across nursing programs. In clinical practice, the study may emphasize the importance of continuous professional development in patient safety. This scoping review aims to fill a critical gap in the literature by providing a comprehensive understanding of how patient safety knowledge progresses among nursing students. The findings are expected to contribute significantly to the advancement of nursing education and patient safety, ultimately fostering a culture of safety that benefits both healthcare providers and recipients.

Background: Ethics is one of the essential concepts associated with professional nursing practice, and can play a part in the development of compassion. Although a number of instruments have been developed for the measurement of ethics, most are context-specific or excessively lengthy. The Santa Clara Ethics Scale (SCES) overcomes these problems. The goal is to translate, adapt, and validate the Spanish version of the Santa Clara Ethics Scale and to study the role of ethics, as a moral resource, in the prediction of the levels of compassion of nursing students.

Methods: This study is a translation, adaptation, and validation study, with a cross-sectional design. A total of 924 Spanish nursing students participated in this study. Ethics and compassion for others were measured. Analyses included a confirmatory factor analysis, reliability estimates, and a structural equation model in which ethics explained the five correlated dimensions of compassion for others.

Results: The confirmatory factor analysis had an adequate fit: χ²(35) = 173.56 (p < 0.01), CFI = 0.94, TLI = 0.92, RMSEA = 0.07 [90% CI = 0.06, 0.08], and SRMR = 0.05. Internal consistency was adequate (α = 0.74; ω = 0.83). The predictive model pointed to positive and statistically significant relationships between ethics and all dimensions of compassion for others.

Conclusions: The SCES can be considered a suitable instrument for the assessment of ethics in the Spanish nursing population and, thus, can be used as a tool for the measurement of key ethical competencies during the nursing degree. Moreover, the development of ethics is likely to improve the compassion levels of students. Ethics is, then, a key internal resource for both nursing students' compassionate care skills and, consequently, must be taken into account when redefining nursing students' curricula.