SAGE Open Nursing最新文献

Background: A review of the literature on geriatric care assessment tools revealed no specific tools for assessing caregivers' abilities in terms of seven major diseases-acute myocardial infarction, stroke, falls, diabetes, hypertension, osteoarthritis, and dementia-particularly in the context of rural community of Thailand as well as the need of the psychometric tested instrument for caregivers about knowledge, attitudes, and practice domain.

Objective: This cross-sectional study aimed to develop an assessment tool for knowledge, attitudes, and practices in continuity care for older adults with significant diseases.

Method: The sample consisted of 400 randomly selected caregivers and community health volunteers who cared for older adults with significant diseases. The instruments used incorporated 280 items of a questionnaire assessing knowledge, attitudes, and behaviors in continuity care for older adults with significant diseases and were reviewed by five experts, with a Content Validity Ratio (CVR) of over 0.99 and a Content Validity Index (CVI) of 0.98. All instruments were examined for reliability, with the knowledge assessment scoring a KR-20 of 0.71, the attitude assessment a Cronbach's alpha of 0.96, and the behavior assessment a Cronbach's alpha of 0.99. Data were analyzed using the factor analysis process, where exploratory factor analysis (EFA) was first performed by extracting elements using the principal component analysis method and Varimax rotation, followed by confirmatory factor analysis (CFA).

Results: The final version of the geriatric care competency instrument consists of a 60-item knowledge, a 28-item attitude, and a 177-item practice domain, along with models for measuring knowledge, attitudes, and behaviors in the continuous care of elderly individuals with suitable construct validity.

Conclusions: The results suggest that healthcare agencies can use the standardized assessment tool for continuous care competency in community caregivers.

[This corrects the article DOI: 10.1177/23779608251378558.].

Introduction: Motivation in work settings is defined as the willingness to exert and maintain effort toward organizational goals. Midwifery and nursing professions are among the most stressful of all the healthcare practices in the global healthcare system. The tools used to measure the organizational factors of the academic motivation of healthcare providers include working conditions and facilities, job roles and responsibilities, work-related health and safety, incentives other than salary, resource availability, and supervision. Despite their vital role in the quality of healthcare, developing countries lack evidence on the organizational factors affecting the motivation of midwives and nurses.

Objective: To determine the organizational factors of academic motivation among midwives and nurses in Ethiopia.

Methods: An institution-based cross-sectional study was employed. This study was conducted at teaching hospitals located in the Amhara regional state. The academic motivation of midwives and nurses was assessed via interviews. For the analysis, SPSS version 23 was utilized after the data were entered using epi data. Following data collection, the data were examined for internal consistency and completeness. A quota sampling technique was carried out for all midwives and nurses in the study until the required number of participants was reached. A pretest using 5% of the sample size was conducted.

Results: The prevalence of organizational academic motivation among nurses and midwives in teaching hospitals in the Amhara regional state was 27.34% (confidence interval: 21.76%-33.85%). Satisfaction with the general working environment, satisfaction with being safe from disease in the workplace, having a good competitive salary, and satisfaction with the future pension plan of the government were positively associated with organizational academic motivation.

Conclusions: Organizational factors are strongly associated with the academic motivation of nurses and midwives. Every stakeholder of the healthcare system should strive to solve the organizational factors of academic motivation.

Online nursing education has emerged as a prevalent learning mode, offering flexibility and accessibility to students worldwide. Effective communication between instructors and students promotes engagement and connects learning outcomes to coursework in this virtual environment. The U.S. Department of Education's (DoE) regulations, which state that "regular and substantive interaction" between the instructor and student must occur, further reinforce the need for effective communication. This article examines the pivotal role of instructor presence in online nursing education, highlighting its importance in maintaining effective communication, fostering student success, and promoting civility in the virtual classroom. Drawing from the Community of Inquiry (CoI) Framework and the Walker and Avent Method for Concept Analysis, the analysis explores how teaching, social, and cognitive presence contribute to a supportive and dynamic learning environment. The purpose of this analysis is to examine how accessibility, responsiveness, and active engagement by instructors facilitate communication, promote civility, and support academic student success. Significant findings indicate that strong instructor presence enhances student engagement, satisfaction, and academic performance by fostering open communication and modeling civil behavior. Evidence-based strategies such as timely feedback, clear guidance, active participation, and the use of instructional videos strengthen instructor presence while enhancing the overall learning experience. Thus, allowing educators to establish a respectful, collaborative online classroom environment that supports student growth and preparation for the professional demands of practice.

Introduction: The turnover problem is a serious issue closely related to the shortage of nursing personnel. Therefore, investigating the factors that contribute to nurse turnover is critical.

Objective: The purpose of this study was to test the hypothesis that organizational commitment is a variable that predicts nurse turnover and is influenced by three factors: metacognition, career maturity, and identity in the nursing profession.

Methods: This study employed a cross-sectional design. The participants were 324 new nurses working at hospitals with more than 120 beds and multiple departments in the Kyushu region of Japan. Participants completed self-report questionnaires including their personal characteristics, metacognition, nursing professional identity, career maturity, and organizational commitment. Path analysis was used to test a mediating model of nurses' organizational commitment to professional identity, career maturation, and metacognition.

Results: A total of 102 valid responses were obtained for the final analysis. Overall, the hypothesized model in this study explained 45% of the variance in career maturation and 8% of the variance in organizational commitment. Metacognition had a direct impact on occupational identity (β = .38, p < .05) and career maturity (β = .27, p < .05) in nurses. Metacognition was also found to influence career maturity (β = .087, p < .001) via occupational identity and indirectly to organizational commitment.

Conclusions: To prevent nurses from leaving the profession, career maturation should be promoted in basic nursing education through education that enhances metacognition and supports the ongoing formation of professional identity. Supporting flexible work choices based on personal, social, and professional values and beliefs, and in accordance with life stages is necessary. The results of this study can be used as basic data for the construction of career support education programs for nursing students.

Background: Despite the availability of clear guidelines, evidence from low- and middle-income countries, including Ethiopia, shows persistent gaps in implementing evidence-based intrapartum practices, contributing to high maternal and neonatal morbidity and mortality. In southern Ethiopia, including the Wolaita Zone, where resource constraints are common, the extent of adherence to these practices and factors influencing their implementation is not well understood. Therefore, this study aimed to assess the implementation level of evidence-based intrapartum care practice and its associated factors among obstetric care providers working in hospitals in Wolaita Zone in 2022.

Methods: A facility-based cross-sectional study was conducted from August 1-31, 2022, among 332 obstetric care providers in the hospitals of the Wolaita Zone. The data were collected using structured interviewer-administered questionnaires and non-participatory observation with a standard checklist supplemented with record review. Data were entered into EpiData version 4.6.0.2 and then exported to Stata Version 15 for analysis. Binary logistic regression analyses were conducted to identify factors associated with evidence-based intrapartum care among obstetric care providers. An adjusted odds ratio (AOR) with a 95% confidence interval was reported.

Results: The implementation of evidence-based intrapartum practice was 52.5% [95% CI (47.1%-57.9%)]. Work experience >5 years [AOR:1.74;95%CI (1.04,2.91)], knowledge [AOR:1.77; 95% CI (1.06,2.95)], in-service training [AOR = 1.83; 95% CI (1.05,3.17)], access to EBP guidelines [AOR:1.70; 95% CI (1.01,2.85)], and managerial support [AOR:3.1; 95% CI (1.11,8.67)] were associated with the implementation of evidence-based intrapartum care.

Conclusion: Evidence-based intrapartum care practice implementation was low in the study area. Years of work experience, knowledge, in-service training, availability of EBP guidelines, and support from managers were the factors with a significant association with evidence-based intrapartum care practice. Strengthening these enabling factors may help creating an environment that facilitates greater adherence to recommended intrapartum care practices, thereby improving maternal and newborn outcomes.

Introduction: Diabetic foot ulcer is a common complication of diabetes that significantly impacts the quality of life of individuals.

Objective: This study aimed to assess patients' knowledge and attitudes on the prevention of diabetic foot ulcers and identify their predictors among adult diabetic patients at selected hospitals in Ethiopia.

Methods: Institution-based cross-sectional study design was employed among 374 patients selected by simple random sampling in three selected hospitals from February to June 2024. Data were entered using EpiData version 3.1 and exported to SPSS version 25 for analysis. Bi-variable and multivariable logistic regression were employed at 95% confidence intervals to identify significant predictors for knowledge and attitude toward the prevention of diabetic foot ulcers.

Results: Out of 380 study participants, 374 completed the study, giving a response rate of 97.4%. The mean age of participants was 46.06 (SD,13.5) years. Of the total participants, 226 (60.4%, 95% CI: 55.3%-65.4%) had good knowledge about diabetic foot ulcer prevention. About 294 (78.6%, 95% CI: 74.0%-82.7%) patients had positive attitudes. Residence, age, educational status, marital status, occupational status, and history of diagnosed foot problems are found to be significantly associated with knowledge of diabetic foot ulcer prevention, whereas knowledge level and marital status were significant factors of attitude toward diabetic foot ulcer prevention.

Conclusion: Nearly half of the participants had good knowledge, and about three-fourths had a positive attitude toward diabetic foot ulcer prevention. Factors such as older age, higher education, urban residence, being married, and a history of foot problems were significantly associated with good knowledge. Similarly, good knowledge and being married were linked to a positive attitude. Although the attitude level is relatively high, the gap in knowledge highlights the need for targeted educational interventions, especially for individuals with a lower educational level and those residing in rural areas.

Introduction: Case-based learning (CBL) has gained increasing attention in nursing education for its ability to promote critical thinking, reflective practice, and the integration of theory with real-life clinical scenarios. This article aims to present the exploratory application of CBL in a study carried out during a master's program in Family Health Nursing.

Methods: The methodology included six structured phases, culminating in a strengths, weaknesses, opportunities, threats (SWOT) analysis to evaluate the pedagogical impact.

Results: CBL facilitated nurses engagement, teamwork, and the development of clinical reasoning. Despite initial discomfort with the active learning format, nurses reported significant professional and cognitive growth.

Conclusion: The findings support the relevance of CBL in preparing nursing students for the complexities of family-centered care.

Background: Leadership is a multifaceted process that inspires individuals to take action while providing the necessary support and motivation to achieve collaboratively set goals. Ineffective leadership among nurse managers has contributed to low morale, increased staff turnover, shortages, and rising healthcare costs.

Purpose: This research aimed to assess nurses' perceptions of leadership practices and the factors influencing these practices of their managers.

Methods: A cross-sectional study was carried out at a facility involving 422 nurses, who provided data through a structured self-administered questionnaire. Descriptive statistics, as well as bivariate and multivariable linear regression analyses, were used to determine the factors associated with nurses' views on their managers' leadership practice. Variables with p-values less than .05 were considered statistically significant.

Results: Out of 422 respondents targeted, 403 completed the survey, yielding a response rate of 95.5%. The results showed that 125 nurses (31%) had a low perception, 164 (40.7%) had a moderate perception, and 114 (28.3%) had a high perception of their managers' leadership styles. Factors influencing nurses' perceptions included the lack of leadership training (β = -5.47, 95% CI: -8.548, -2.395), organizational commitment (β = 0.52, 95% CI: 0.361, 0.684), innovative work behavior (β = 1.1, 95% CI: 0.918, 1.250), and job-related stress (β = -0.13, 95% CI: -0.222, -0.039).

Conclusion and recommendation: Less than one-third of nurses view high perception toward their managers' leadership practice. Key factors associated with these perceptions include a lack of leadership training, levels of organizational commitment, innovative work behavior, and job-related stress. It is suggested that future research employ mixed methods to better understand nurses' perspectives on their managers' leadership practice.