SAGE Open Nursing最新文献

Background: The original MISSCARE Survey was developed in the US in the early 2000s to assess the amount of missed nursing care. Because additional causes of missed care were detected in later years, the MISSCARE Survey was further developed in 2019 by adding one item in Part A and five items in Part B to the questionnaire. Neither the original nor the revised MISSCARE Survey is translated into Norwegian, so a questionnaire is needed to assess missed nursing care in Norway. This study aims to translate and adapt the revised MISSCARE Survey for use in Norwegian hospitals.

Methods: A forward translation, followed by an expert panel's back-translation, cognitive interviews, and final version testing were conducted. Exploratory factor analyses were conducted to investigate the underlying factor structure. Internal consistency was assessed using Cronbach's alpha, and the intraclass correlation coefficient (ICC) was employed for a test-retest evaluation. IBM SPSS Statistics (version 29) was used for all analyses.

Results: A total of 120 nurses and nursing assistants took part in the study assessing the psychometric properties of the Norwegian adaptation of the revised MISSCARE Survey. The exploratory factor analysis for Part B revealed four factors, the Kaiser-Meyer-Olkin measure of sampling adequacy was 0.895, and Cronbach's alpha values ranged from 0.841 to 0.751, reflecting good internal consistency. The overall test-retest ICC was 0.894 for Part A and 0.827 for Part B, indicating strong reliability.

Conclusions: The revised MISSCARE Survey adapted for use in Norwegian hospitals is a reliable and promising instrument for assessing missed nursing care in medical and surgical units within a local Norwegian hospital. However, further studies should be conducted to confirm the factor structure in larger and more diverse populations.

Introduction: Peer-assisted learning is widely used in nursing education and is reported to have a positive impact on the students' learning process. However, students' experiences of peer-assisted learning from midwifery clinical education in resource-constrained, overcrowded, and small maternity sections are not documented.

Objective: This study was undertaken to explore undergraduate nursing students' experiences of peer-assisted learning in midwifery clinical education context in Namibia.

Methods: The study was approached from a social constructivism, with explorative, descriptive, and contextual qualitative as a methodological approach. The sample consisted of 32 nursing students from three training institutions, who were conveniently sampled. Data collection was via five focus group discussions, which used a focus group discussion guide, audio recorder, and field notes as research instruments. Data were analyzed using thematic analysis.

Results: Main themes that emerged from thematic analysis are students' conceptions of peer-assisted learning, benefits, challenges, and suggestions made to improve peer-assisted learning in midwifery clinical education. In thematic area of students' conceptions of peer-assisted learning, peer teaching tools, engagement, care, and support of peers were recorded as subthemes. The benefits of peer-assisted learning included teamwork, professional identity, a deep approach to learning, communication, coping mechanisms, and socialization. Challenges experienced by students while using peer-assisted learning are learning wrong practices from peers, personality influence, discrimination, labeling, and name calling. Suggestions made by students were formalization and training of students on peer-assisted learning.

Conclusions: Students' experiences of peer-assisted learning relate to how they understand it as a concept, their interaction with peers, and learning materials. In addition, students made suggestions to improve peer-assisted learning in midwifery clinical practice. These results may be useful in developing peer-assisted frameworks and guiding documents for use in its implementation in midwifery clinical education.

Introduction: Clinical competence is the cornerstone of quality healthcare, influenced by various factors including age and gender in the clinical experience of nursing students. These factors can impact the acquisition, retention, clinical skills application, and readiness for professional roles.

Objective: The study assessed gender and age differentials on competence level in nursing practice among nursing students in a tertiary institution in Nigeria.

Method: The study employed a descriptive cross-sectional study design. Thirty-three nursing students at 300 levels of academic learning participated in this study using a purposive sampling technique. Clinical Experience Questionnaire and Clinical Competency Questionnaire were used to collect data from respondents. The collected data were analyzed using SPSS version 23 and summarized using descriptive (frequencies, counts, and percentages) and inferential (ANOVA) statistics with the level of significance set at p < .05.

Results: The result of this study revealed that the majority (81.8%) of the respondents were between the age range of 20 and 24 years, and most (87.9%) of the participants were female. The competence of the students varies from high to moderate to low. The findings further showed that gender significantly predicts competencies (p < .05), with female nursing students having higher clinical competence. However, age does not significantly affect the clinical competence of nursing students.

Conclusion: This study shows the significance of gender on nursing students' clinical competence level in clinical practice. Understanding the impact of gender influence on clinical competence can inform educational strategies and supportive learning experiences fostering male inclusion and retention in the nursing discipline.

Introduction: The authorities of healthcare and treatment worldwide are seeking to use available resources in a way that prevents any waste of money or time, as time is, of course, convertible to money.

Objective: The objective of the study is to assess the time wasters facing nurses in the work department.

Method: A cross-sectional study was conducted involving surgical and medical ward nurses from hospitals in the West Bank. A structured questionnaire was administered to 200 nurses.

Results: The participants' sociodemographic characteristics indicated that nurses were almost equal in terms of gender (females: 51%). Seventy-four percent were young, with ages ranging from 25 to 34 years and work experience ranging from 6 to 10 years. Most of the participants (71.6%) held a bachelor's degree. More time was wasted by nurses during work, with an overall mean of 3.4 (medium). The activity thought to waste the most time in hospital care was moving around between patients' rooms, the nursing station, and the restroom, which may delay required tasks. Other time-wasting activities included using phones and social media, waiting for physicians to provide medication orders, post-round information, discharge orders, and other necessary details, communicating with patient relatives, and searching for supplies or equipment and returning them.

Conclusion: The hospital working environment is complex, and opportunities for improving the efficiency of nurses' workloads should be analyzed case by case in each hospital and workgroup. Modifications to reduce the time wasted waiting in wards, straightforward creative solutions to minimize the time spent searching for necessary equipment, the use of Hospital Information System technology for communication and documentation, and better ward design to decrease time wasted moving between the ward and the restroom could all be beneficial for increasing productivity and providing safer, more acceptable care.

Introduction: Self-medication (SM) is a practice wherein an individual consumes medicines without consulting a physician. This growing practice can lead to serious consequences, such as adverse drug reactions or treatment failure. Evidence suggests that SM is particularly common among young adults.

Objective: To assess the patterns and knowledge of SM among undergraduate health sciences students.

Methods: The cross-sectional study was conducted on 571 undergraduate health sciences students from January to March 2023. Data on SM practices and associated factors were collected using a self-administered questionnaire. A convenient sampling method was employed to recruit the students. The collected data were analyzed using descriptive and inferential statistics with SPSS software.

Results: Self-medication was reported by 83.5% of participants. Knowledge of SM was satisfactory in 56% and unsatisfactory in 44%. Practice scores were unsatisfactory in 70% and satisfactory in 30%. Pharmacies (61.1%) and the Internet (53.5%) were the main information sources. Significant correlations were found between SM and chronic disease (χ² = 10.846, p = .0009) and lack of medical insurance (χ² = 84.175, p = .0001). Painkillers and antipyretics were the most commonly used SM drugs with 51.7% and 45.4%, respectively. Chronic diseases were reported by 8% of participants, of which 27.1%, 18.8%, 22.9%, and 31.2%, reported glucose-6-phosphate dehydrogenase deficiency, hypothyroidism, asthma, and anemia, respectively.

Conclusion: A significant proportion of the respondents practice SM. Although knowledge of SM was satisfactory, it is recommended to be aware risks of SM among students and enforce stricter supervision on the sale of over-the-counter drugs.

Introduction: Discrimination in education is commonly associated with face-to-face interactions between teachers and students. However, e-learning environments can also foster discrimination. Despite existing research on discrimination in traditional education, limited studies address this issue in virtual education, particularly in nursing education.

Objectives: This study aimed to explore the factors contributing to perceived discrimination in e-learning among nursing and midwifery students, focusing on the underlying causes and conditions that shape these experiences.

Methods: A qualitative design was employed at the nursing and midwifery school of Isfahan University of Medical Sciences. Thirteen nursing and midwifery students were selected using purposeful and convenient sampling. Data were collected through semi-structured, in-depth interviews, and analyzed using content analysis.

Results: Factors contributing to perceived discrimination in e-learning were categorized into four themes: (1) the nature of e-learning (e.g., limited teacher availability, reduced interaction); (2) professor-related factors (e.g., experience, age, technology skills, and inattention to feedback); (3) student-related factors (e.g., gender, financial issues, and varying technology skills); and (4) inadequate resources (e.g., internet connectivity and limited access to study materials).

Conclusions: This study highlights multiple factors influencing students' perceptions of discrimination in e-learning. Addressing these issues can improve virtual education quality in nursing programs. Further research is needed to explore these factors in broader educational contexts.

Introduction: Work-family conflict (WFC) is a prevalent stressor for nurses, particularly in intensive care units (ICUs) due to demanding workloads. Emotional intelligence (EI) training has been demonstrated to enhance conflict resolution abilities.

Objective: This study aimed to evaluate the impact of EI training on WFC among ICU nurses.

Methods: A randomized controlled trial with a pretest and posttest design was conducted with 74 nurses from two Iranian hospitals. Participants completed a demographic questionnaire, the Mayer-Salovey-Caruso Emotional Intelligence Test, and the Carlson WFC Scales. They were then randomly assigned to a training group (n = 36) and a control group (n = 38). The training group received eight 60-min face-to-face EI training sessions twice a week, while the control group received no intervention. Posttest assessments were conducted four weeks later. Data analysis was performed using paired t-tests, independent t-tests, and one-way analysis of covariance in SPSS version 27.

Results: Emotional intelligence training significantly reduced overall WFC and its subscales (strain-based and behavior-based), indicating improved EI outcomes due to training in ICU nurses (p < .016). While time-based conflict did not show a significant reduction, improvements were observed within the training group.

Conclusions: The findings suggest that EI training is effective in mitigating WFC and enhancing EI among ICU nurses. Specifically, this training demonstrated significant reductions in behavior-based and strain-based WFC. This approach has the potential to improve both the professional and personal lives of nurses, ultimately contributing to a more fulfilling and sustainable nursing workforce.

Introduction: Adolescents with epilepsy are highly stigmatized and discriminated in schools, more than 36% of children and 6% of adolescents with epilepsy have never attended schools, as a result of episodes of seizures, drop-out their education permanently.

Objective: To assess knowledge and practice toward epilepsy and its associated factors among teachers', in Hossana town administration, Southern Ethiopia, 2020.

Methodology: Institutional-based cross-sectional study design was conducted from October 1 to 25/2020. A total of 338 samples size estimated for the study. To allocate a sample for each randomly selected school, proportionate to population size was applied. Finally, the study units were selected by applying a simple random sampling method. To test internal consistency for knowledge assessment questions reliability test (Cronbach alpha) was performed. Data was entered into Epi-Info software, considering variables that have statistical significance in bivariate logistic regression as candidate variable multivariable logistic regressions was done to identify determinants of teachers' level of knowledge and first aid practice.

Result: Totally, of 310 school teachers participated in the study which gave a respondent rate of 92%. Participants whose ages ranged from 21 to 69 years took part in the study, with a mean age of 33.69 (SD + 9.39) years. Based on the weighted scores, only 39.4% of participants had good knowledge whereas only 40.2% of participants gave at least one expected/appropriate first aid which was confirmed by cross-checked questions. Being female AOR = 1.65 (95% CI 1.05, 2.72), year of teaching experience AOR = 2.67 (95% CI 1.49, 4.81), and teachers who ever heard about epilepsy were 46% less likely knowledgeable and teachers who married 41.7% the higher first aid provision practices as compared their counterparty.

Conclusion: Teachers' knowledge toward epilepsy is lower than previous studies. Participants' years of teaching experiences, having awareness about epilepsy, and sex were found determinants of the school teacher's level of knowledge.

Recommendation: Clinical as well as community nurses should have look for and promote school communities and governing bodies to incorporate knowledge improvement activities in education curriculum.

Introduction: Bipolar disorder is a long-term, complicated mental illness that affects not only the patient's mental health, but also their family's psychological health and coping strategies.

Objective: This study aimed to evaluate the effects of a compassion-based intervention program on coping patterns among family caregivers of patients with bipolar disorder.

Methods: From June 2023 to March 2024, a study utilizing a one-group pre- and postinterventional design evaluated 50 family caregivers of patients with bipolar disorder. The study was conducted in an outpatient clinic at the Institute of Psychiatry affiliated with Ain Shams University Hospitals, Cairo, Egypt. The program consisted of 16 consecutive sessions, each lasting approximately 45 to 60 min. Researchers used a predesigned questionnaire to collect data pre- and postintervention to assess the sociodemographic data, self-compassion scale, and coping strategies inventory.

Results: Prior to the compassion intervention program, the study found that 62% of the evaluated family caregivers had low self-compassion; however, after the compassion intervention program, a highly significant improvement was observed, with 54% having high self-compassion (p < .01). Likewise, in the compassion intervention program, the study revealed that 60% of the family caregivers had a high use of disengagement coping patterns; however, in the postcompassion intervention program, a highly significant improvement was observed, with 64% having a high use of engagement coping patterns (p < .01).

Conclusion: The Compassion-Based Intervention Program has a positive effect on enhancing coping patterns and self-compassion among family caregivers of patients with bipolar disorder. Therefore, psychiatric nurses and mental health practitioners should collaborate in designing holistic caregiver support strategies that incorporate self-compassion techniques alongside traditional therapeutic approaches.

Introduction: The World Health Organization has identified a shortfall of nurses. There is a risk that newly graduated nurses will leave the profession only a few years after completing their education. Little is known regarding the newly graduated nurses' experiences of practical readiness and development of professional authority during their first year of working.

Objectives: To explore newly graduated nurses' experiences related to their practical readiness and their development of professional authority.

Methods: Qualitative design. Data was collected from March to April in 2022. The data consist of eight individual interviews with nurses who had been working for almost one year. The data was analysed using Braun and Clarke's reflexive thematic analysis.

Results: Two themes were constructed: Ready or not, and being responsible with or without decision-making authority. The experience of preparedness was related to handling clinical judgement, clinical skills and nursing knowledge. The participants found their role in interdisciplinary cooperation challenging.

Conclusion: The nurses who felt prepared exhibited competence that integrated their personal abilities with clinical judgment, allowing them to apply their skills and knowledge across diverse situations. The participants revealed a discrepancy between perceived responsibility and the level of professional authority that resulted in frustration and a sense of being professionally overshadowed.