Nursing Reports最新文献

Background: Clinical Learning Environments (CLEs) are essential to nursing education as a platform for students to develop professional identity; consolidate knowledge with clinical practice; and to gain cognitive, communication, and psychomotor skills. Experience in CLEs significantly impacts nursing students' satisfaction with education and graduate career preferences. The Clinical Learning Environment, Supervision and Nurse Teacher scale (CLES+T) is widely used to measure the quality of professional experience placements (PEPs), but it has limited evidence of psychometric performance in rural and regional Australian contexts. Aim: To assess the psychometric properties of the CLES+T scale in the Australian context of rural and regional undergraduate nursing PEPs. Methods: A cross-sectional observational study of a convenience sample of 165 undergraduate nursing students from regional Victoria, Australia, who undertook PEPs between January and June 2020. Participants completed the CLES+T scale post-PEP. Statistical analyses included a test of survey tool reliability using Cronbach's alpha and exploratory factor analysis to investigate instrument dimensionality and validity. Results: The CLES+T scale displayed adequate validity and reliability levels and demonstrated internal consistency similar to previous studies. The most important factor in the CLE was revealed as "pedagogy atmosphere and the content of supervisory relationship" followed by "role of the nurse educator". Conclusions: The CLES+T shows adequate psychometric properties as a valid tool for use with undergraduate nursing students undertaking PEPs in Australian regional, rural, and remote settings.

Background: Mental health problems are increasingly common among children and adolescents, making schools a key setting for health promotion. Nurses can play a central role in prevention and support, but in Chile, the role of the school nurse has not yet been formally established. Understanding nursing students' experiences in school-based mental health promotion can inform curriculum development and strengthen professional identity. Methods: A qualitative study with a phenomenological approach was conducted with third-year nursing students enrolled in a mental health course (N = 64). Data was collected through six individual interviews and one focus group, transcribed verbatim and analyzed using ATLAS.ti 25.0.1^®. To ensure rigor, the study was guided by the Consolidated Criteria for Reporting Qualitative Research (COREQ), and trustworthiness was ensured following Lincoln and Guba's criteria. Results: Five main categories emerged: nursing's role in mental health promotion; perceptions of health promotion as prevention; use of the educational process, with difficulties in formulating objectives; perceived self-efficacy, marked by initial uncertainty in working with children; and experiences in implementing projects, including reflections on the professional role, mixed feelings, facilitators, barriers, and coping strategies. Facilitators included faculty support, teacher collaboration, and group cohesion, while barriers were related to limited experience, challenges in managing children, and external conditions such as noise and unsuitable classroom conditions. Conclusions: School-based practicums in mental health promotion are valuable opportunities to integrate theory and practice, strengthen professional identity, and develop communication. Strengthening undergraduate curricula with systematic training in these areas is essential for preparing nurses for their role in school and community health. Integrating these experiences into clinical and assistive practice can enhance early detection, interprofessional collaboration, and the promotion of healthier school environments.

Background/Objectives: Childbirth, although generally a positive life event, can sometimes be experienced as traumatic, leading to postpartum post-traumatic stress disorder. Emergency caesarean section and operative vaginal delivery are associated with elevated psychological distress, while factors such as lifetime trauma, domestic violence, anxiety, and coping strategies may further increase vulnerability. Methods: This prospective cohort study included 113 postpartum women who delivered via emergency caesarean section (73.5%) or operative vaginal delivery (26.5%) in two tertiary hospitals in Athens, Greece (March-July 2023). Data were collected at three time points: the second postpartum day, six weeks postpartum, and three months postpartum. Descriptive statistics were used to summarize sample characteristics. Chi-square tests were performed for categorical variables and independent sample t-tests for continuous variables. Multivariate logistic regression analyses were conducted to identify predictors of postpartum post-traumatic stress disorder, with results expressed as odds ratios (OR) and 95% confidence intervals (CI). Results: At six weeks postpartum, 14.2% of participants met full diagnostic criteria for P-PTSD. Postpartum post-traumatic stress was strongly associated with higher state and trait anxiety, fewer positive coping strategies, and exposure to domestic violence (lifetime, during pregnancy, and in the past year). Women with traumatic childbirth experiences had a 14.7-fold higher risk of developing P-PTSD. Lifetime trauma, particularly physical or sexual abuse and exposure to disasters, further increased vulnerability. Over the last three months, 50% of those initially diagnosed continued to meet the diagnostic criteria. Multivariate analysis identified traumatic childbirth, state anxiety, and domestic violence during pregnancy as significant predictors of postpartum post-traumatic stress. Conclusions: Postpartum post-traumatic stress is a significant and underestimated consequence of high-risk deliveries. Screening for domestic violence and trauma history during pregnancy, assessing perinatal anxiety, and providing trauma-informed psychological support are critical to reducing maternal psychiatric morbidity and promoting maternal-infant well-being.

Background/Objectives: Vital signs monitoring during blood transfusion is important but inconsistently practiced across contexts. This paper aimed to consolidate the available evidence to determine the optimal monitoring frequency that balances efficiency and safety in clinical practice. Methods: Evidence was gathered through a literature review, review of international guidelines, investigation of local practices and analysis of study institution's retrospective data on transfusion reaction patterns. Expert opinions were consulted on the proposed changes, prior to the pilot feasibility study. Results: The majority of the reviewed guidelines and practices monitored vital signs at three time-points: before transfusion, 15 min after initiation and upon completion. However, study hospital data revealed that transfusion reactions predominantly occurred within the first two hours, particularly among males aged 50-70 who received red packed cells in the oncology wards and had abnormal pre-transfusion vital signs. Thus, the original 10-point frequency practiced by the study hospital was modified to seven time-points instead of the widely adopted three time-points: prior to blood transfusion; 15 min after commencement; 30 min at the forty-fifth minute; hourly thereafter until completion; and within 1 h post-transfusion. Conclusions: Despite existing guidelines recommending only three vital signs monitoring time-points, institutional data suggests that using seven time-points is optimal to minimize missed transfusion reactions while preventing an unnecessary workload, balancing patient safety and operational efficiency. These proposed revisions will be evaluated through an upcoming pilot trial to assess their feasibility and the impact on patient outcomes.

Background: Nurses need strong English language skills to access knowledge and promote evidence-based practice. Podcast production is a promising pedagogical strategy to improve language skills. However, the effects of podcast production on nursing students' perceived English reading proficiency and the most effective production instructional approaches remain unreported. Aim: To examine the impacts of podcast production on undergraduate nursing students' perceptions of English reading skills and compare the effectiveness of two podcast production teaching methods. Design: A quasi-experimental study. Methods: 78 third-year nursing students in Northern Thailand were divided into an experimental group (n = 39) and a control group (n = 39). The experimental group received specific guidelines for podcast production, while the control group used a non-guided method. Outcomes included students' perceptions of their English reading skills and the experimental group's attitudes toward podcast production guidelines. Results: Pre-test scores for perceived English reading skills were similar between groups (t = -1.029, p = 0.307). ANCOVA revealed that after controlling for pre-test scores, the control group reported significantly higher adjusted post-test scores than the experimental group (F = 5.001, p = 0.028). Students in the experimental group expressed positive attitudes toward the podcast production guidelines. Conclusions: Both podcast production approaches were effective; however, the less-guided approach showed greater improvement in students' perceptions of their English reading skills. This approach may encourage student autonomy, creativity and deeper engagement. Podcast production emerges as a valuable student-centred learning strategy to improve perceptions of language skills, but finding a balance between support and independence during instruction seems important to maximise its potential benefits.

Over the last 22 months (January 2024 through September 2025), Nursing Reports has published 649 documents, of which 116 (18%) are indexed in SCOPUS as literature reviews [...].

Background/Objectives: Obstetric violence (OV) is a violation of women's human rights during reproductive processes. Despite being the subject of debate among healthcare professionals, increasingly recognized, and legislated against in some countries, OV continues to be reproduced and normalized during training. The objective of this study was to determine the perception of OV among health sciences students and gynaecology and obstetrics residents. Methods: A cross-sectional observational study was conducted with 304 health sciences students and gynaecology and obstetrics residents in Spain. An online questionnaire was distributed that gathered information on sociodemographic variables and clinical experience and included the validated PercOV-S instrument. Descriptive and bivariate analyses were performed to explore associations between variables. Results: The overall perception of OV was moderately high (mean 3.93/5), with higher scores for visible or protocolized forms (4.27/5) than for invisible or subtle forms (2.87/5). Being a woman, being a midwifery resident, or having had personal experiences with pregnancy or childbirth increased sensitivity to OV. Clinical exposure in obstetrics and gynaecology services increased both awareness and the likelihood of witnessing OV. Twenty-eight percent of students reported having observed OV, and twenty percent reported emotional distress, even considering dropping out. Conclusions: Despite the recognition of OV, repeated exposure during training can promote its normalization. The results of this study highlight the need for safe, reflective training environments that mainstream feminist perspectives, sexual rights, and the detection of subtle forms of OV.

The randomised controlled trial is the best approach for testing the effectiveness of a new intervention [...].

Background/Objectives: Population ageing and the need for hospitalisation due to acute or chronic illness have contributed to increased physical frailty among older adults, with implications for their quality of life and healthcare. This study aims to describe the development and validation process of a rehabilitation nursing programme for hospitalised older adults experiencing physical frailty. Methods: The e-Delphi study was conducted between September 2024 and May 2025, comprising three phases: (1) development of the rehabilitation nursing programme for frail older adults admitted to hospital; (2) validation of the programme content using a modified e-Delphi technique; and (3) development of the final programme prototype. Results: A panel of 18 experts participated. After a pair of rounds, every single program component achieved a Content Validity Index CVI over or equal to 0.90, and expert agreement was 100% related to the possibility of preventing frailty. The resulting prototype, Moving4notfrail^®, includes a progression of muscle-joint exercises in five positions (lying down, sitting in bed with feet on the floor, sitting in a chair, standing and walking). It integrates strategies such as dual tasks, sensory and visual stimuli, and verbal and tactile guidance to enhance participant engagement and adherence to the programme. Conclusions: The experts' contributions validated the rehabilitation nursing programme for frail hospitalised older adults. The final prototype systematises key exercises aimed at preventing the progression of physical frailty and may also serve as a valuable tool in preventing its onset.