SAGE Open Nursing最新文献

Background: In today's complex healthcare environment, nurses do not work in isolation. Successful patient outcomes depend on seamless collaboration among nurses, doctors, pharmacists, and other professionals. Interprofessional education (IPE) ensures that future nurses are equipped with the teamwork, communication, and decision-making skills necessary for delivering safe and effective patient care. Despite its recognized importance, studies reveal mixed results on the effectiveness of IPE, particularly among nursing students.

Objectives: This meta-analysis aimed to evaluate the impact of IPE on key learning outcomes among undergraduate nursing students, focusing on teamwork, communication, self-efficacy, and professional attitudes, compared to traditional education methods.

Methods: A systematic search was conducted across Scopus, Web of Science, PubMed, and PMC databases, yielding 1,665 studies. Following screening and eligibility assessment, 10 studies met the inclusion criteria. Data extraction focused on intervention type, sample size, and primary learning outcomes. Effect sizes were calculated using a random-effects model to account for variability. This review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.

Results: The pooled effect size (Cohen's d = 0.46, p < 0.001) indicated a moderate impact of IPE on learning outcomes, with simulation-based IPE showing the strongest effect (Cohen's d = 0.52). Subgroup analysis revealed that teamwork and communication outcomes exhibited the highest improvements. Moderate heterogeneity (I² = 45%) was observed across studies, likely due to variations in IPE interventions and settings.

Conclusions: This meta-analysis supports the integration of structured simulation-based IPE in undergraduate nursing curricula to enhance essential teamwork, communication, and collaborative competencies. Nursing programs should prioritize experiential IPE methods to prepare students for interdisciplinary healthcare environments.

Breast cancer is the leading cause of cancer-related mortality among women in Qatar, with delayed diagnoses frequently linked to low participation in screening programs. Despite playing a critical role in patient care, nurses face systemic marginalization that curtails their autonomy and limits their ability to educate and advocate for women's health. This commentary applies a postmodern feminist lens to challenge dominant paradigms, particularly logical positivism, and argues for the recognition of contextual, relational, and gendered knowledge. By embracing a more inclusive philosophical framework, nursing knowledge can be elevated and nurses empowered to address disparities in breast cancer screening. Structural reforms and a reimagining of nursing's role are essential to improving patient outcomes and fostering equitable healthcare systems in Qatar. This article proposes nurse-led education initiatives and policy engagement in screening protocols as key strategies for addressing disparities in breast cancer screening.

Introduction: Admission criteria for selecting the undergraduate nursing candidates have been a major concern in many countries over the past few decades. The quality of graduate nursing professionals appears to be associated with the effectiveness of undergraduate student selection processes.

Aim: This literature review aimed to assess and summarize the existing research evidence regarding undergraduate nursing program admission criteria.

Methods: Twenty-two eligible studies were selected for full review from PubMed, Cochrane Library, ScienceDirect, Scopus, ERIC, Medline, and CINAHL databases.

Results: The following themes were identified using thematic analysis: grade point average, traditional interviews, and multiple mini-interviews as admission criteria. Studies on commonly used admission criteria, examining their effectiveness and limitations, were reviewed and analyzed.

Conclusion: The continuous development of admission criteria for undergraduate nursing education has both opportunities and challenges. To choose the best applicants for nursing programs, a thorough evaluation was required by using a multifaceted selection process that equally considers caring values, academic ability, and overall potential. This can significantly contribute to the progress of the nursing profession and, more importantly, the safety and quality of care that patients and local communities will receive.

This commentary reflects critically on the study by Stenseth et al. regarding immersive virtual reality (IVR) use in nursing education. While students reported favorable impressions of IVR's usability and educational value, challenges remain concerning cognitive scaffolding, learner discomfort, and limited scenario diversity. Drawing on the Technology Acceptance Model and Experiential Learning Theory, this commentary highlights the need for pedagogical depth, structured facilitation, and authentic simulation design. It also calls for greater student involvement in IVR development and longitudinal assessment of its learning impact. For IVR to become a sustainable educational modality, it must transition from technological novelty to pedagogically sound practice that is inclusive, reflective, and clinically relevant.

Introduction: The purpose of this scoping review was to answer the research questions: What is known from the existing literature about theoretical leadership content offered in the nursing curriculum at the undergraduate or graduate level? and What is known from the existing literature about leadership practicums/experiential learning content in nursing curriculum at the undergraduate or graduate level?

Method: A scoping review using Arksey and O'Malley's Framework (2005) was carried out from February to May 2024. Databases searched included Nursing & Allied Health; PsycINFO; Web of Science; Embase; MEDLINE via Ovid; CINAHL and Education Source via EBSCOhost. Thematic analysis was conducted on the articles that met the inclusion criteria.

Results: Thirteen studies were included in this review. After data analysis was completed three themes were identified: (1) The What: What is taught in the theoretical and clinical leadership courses which includes concepts such as interpersonal communication, conflict management, and delegation; (2) The How: How theoretical and leadership courses are taught. Within this theme different modalities such as simulation based learning, experiential learning opportunities through clinical practicums, service learning and dedicated educational units were discussed; 3) The Why: Outcomes of theoretical and clinical leadership courses, that is improvement in students' knowledge and leadership skills as well as the development of self-confidence in their leadership skills.

Conclusion: Although there is no overall blueprint listing the leadership concepts and skills that need to be included in nursing curriculum, certain leadership concepts and skills such as interpersonal communication, conflict resolution and delegation are taught as part of leadership curriculum using a variety of educational approaches such as simulation, clinical practicums and classroom learning. However, a standardized nursing leadership curriculum using an evidence-based approach that integrates essential leadership competencies will help nursing students develop confidence, accountability, and readiness as they transition into professional roles.

Background: The October 7th, 2023 war on the Gaza Strip triggered widespread psychological distress across Palestine. Nursing students in the West Bank, already under academic and clinical stressors, are particularly susceptible to post-traumatic stress symptoms (PTSS) and reduced quality of life (QOL).

Objective: To assess the prevalence and severity of PTSS and its association with QOL among West Bank nursing students after the Gaza war.

Methods: A cross-sectional study was conducted with 339 undergraduate nursing students from a West Bank university. Data were collected using the Impact of Event Scale-Revised and WHOQOL-BREF instruments. Analyses included descriptive statistics, t-tests, ANOVA, Pearson correlation, and Eta coefficients using SPSS v20.

Results: Students showed high levels of PTSS: intrusion (M = 1.92, SD = 0.87), avoidance (M = 1.73, SD = 0.89), and hyperarousal (M = 1.75, SD = 0.91), with a total PTSS score of M = 5.41. The overall QOL score was moderate (M = 3.25, SD = 0.57), with the environmental domain scoring lowest (M = 2.93, SD = 0.81). Exposure to checkpoint violence (reported by 49.2%) was associated with higher PTSS (M = 6.09 vs. 4.90; p < .001) and lower QOL (M = 3.13 vs. 3.34; p = .001). The PTSS and QOL were negatively correlated (r = -0.352, p < .001). Eta coefficients indicated small-to-moderate effect sizes for checkpoint exposure: PTSS (η = 0.235), QOL (η = 0.181).

Conclusion: West Bank nursing students experienced significant psychological distress and reduced QOL following the Gaza war, especially those exposed to checkpoint violence. These findings underscore the need for targeted mental health interventions and academic accommodations in conflict-affected educational settings.

Background: Tokophobia, or fear of childbirth, is a significant psychological concern for female oncology patients, particularly those considering fertility preservation therapies.

Aim: This study investigates the relationships between perceived barriers, knowledge of fertility preservation therapies, psychological capital, and tokophobia and explores the moderating role of psychological capital in these relationships.

Methods: Cross-sectional quantitative research was conducted among 312 female oncology patients. Data were collected using validated scales to measure barriers, knowledge, psychological capital, and tokophobia. Descriptive statistics, correlation analysis, and moderation analysis using the PROCESS macro for SPSS examined the role of psychological capital in moderating the relationship between knowledge and tokophobia.

Results: The study revealed that female oncology patients perceived multiple barriers to fertility preservation, with the total barriers score averaging 75.11 ± 18.1. Subscale means were personal (20.04 ± 4.3), medical (21.56 ± 5.8), relational (13.61 ± 4.1), and financial barriers (19.89 ± 5.5). These barriers were negatively associated with total psychological capital (PsyCap) (r = -.124, p < .05), particularly resilience (r = -.163, p < .01) and optimism (r = -.096, p < .05). Knowledge of fertility preservation (mean = 18.28 ± 4.2) was positively associated with PsyCap (r = .262, p < .01). Moderation analysis showed that PsyCap significantly moderated the relationship between knowledge and tokophobia (β = -0.034, p = .001).

Conclusion: This study highlights the complex interplay between knowledge, psychological capital, and tokophobia among female oncology patients. While knowledge of fertility preservation therapies can heighten tokophobia in patients with low psychological capital, it may reduce tokophobia in those with high psychological capital.

Introduction: The COVID-19 pandemic has exacerbated psychological distress among frontline and non-frontline nurses. However, several research findings suggest that workplace social capital may have been strengthened during the COVID-19 pandemic, thereby reducing the deterioration of psychological distress.

Objective: This study investigated the perceptions of change in workplace social capital from before the COVID-19 pandemic to the time of the survey. This study also examined the influence of variables related to the COVID-19 pandemic, such as experience of discrimination related to COVID-19, on psychological distress by targeting hospital nurses.

Methods: An online survey was conducted among nurses at 138 hospitals in a prefecture in the Tohoku region of Japan from July 7 to August 8, 2022; respondents worked in their respective hospitals before and during the pandemic (N = 1,075). Generalized estimating equations (GEE) was used with psychological distress as the dependent variable, perceptions of change in workplace social capital and variables related to the COVID-19 pandemic as independent variables, and personal attributes as control variables.

Results: Four hundred and fifteen (38.6%) participants perceived a deterioration in workplace social capital before the COVID-19 pandemic, whereas 194 (18.0%) perceived improvements. Their psychological distress was influenced by marital status, experience dealing with patients suspected of having COVID-19, experience of discrimination based on COVID-19, workplace social capital at the time of the survey, and the perceptions of change in workplace social capital.

Conclusion: Some nurses perceived improvements in workplace social capital owing to the COVID-19 pandemic. Changes in workplace social capital and experiences of discrimination based on COVID-19 were factors affecting nurses' psychological distress. To prepare for future pandemics, it is necessary to examine the deterioration of workplace social capital and discrimination against medical workers caused by COVID-19 and consider strategies to prevent the worsening of nurses' psychological distress.

Introduction: The Perceived Stress Scale-10 (PSS-10) is a cornerstone in measuring stress. Despite the solid psychometric properties of some translated versions of the PSS-10 and their successful application in various groups, a review of several studies revealed a shortcoming in the use of non-standardized methodology.

Objective: This study aimed to systematically review the psychometric properties of the non-English versions of the PSS-10.

Methods: The investigators identified 20 quantitative articles from various databases, including PubMed, PsycINFO, OVID, and CINAHL, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Each article had undergone acomprehensive validity and reliability evaluation using the Joanna Briggs Institute Critical Appraisal Tool and the Grading of Recommendations Assessment, Development, and Evaluation. Internal consistency was adequate in 11 studies (α ≥ 0.8), acceptable in eight (α ≥ 0.7), and questionable in one (α ≥ 0.6). All analyzed studies were observational. Most studies employed a cross-sectional design (n = 17) with a longitudinal component (test-retest n = 11). Some studies employed retrospective (n = 1) and prospective cohort (n = 2) designs. The two-factor construct validity was confirmed by exploratory (n = 11) and confirmatory factor analysis (n = 7).

Discussion: The focus was on the homogeneity of the items within the translated scale of different languages. However, the reported internal consistency and construct validity of the translated PSS-10 varied based on participant characteristics, language, culture, disease population, gender, and sample size.

Conclusion: A standardized approach to psychometric methodology would enable other researchers to develop the reliability and the validity of the translated PSS-10 across diverse populations and cultures in a defined and accurate manner.

Introduction: The health status and survival of newborns depend on the quality of care provided by mothers. If mothers do not provide essential care due to a lack of knowledge or inappropriate traditional beliefs, it may adversely affect infant growth and development.

Objectives: This study evaluated the effectiveness of an infant health promotion education program on mothers' knowledge regarding infant sleep, safety, dental care, hygiene, personal care, and vaccination.

Methods: The study used a quantitative, cross-sectional, pre-experimental, one-group, pre- and post-test design. The accessible population comprised 171 first-time pregnant women in their third trimester, attending maternity clinics of a university hospital in Amman, Jordan. A convenience sampling technique was adopted. Pre-test knowledge was assessed during the first visit of the third trimester. The nurse-led infant health promotion education program was implemented once per week. On completion after four weeks, the post-test was conducted. The participants completed a demographic data sheet and a knowledge questionnaire.

Results: After the intervention, participants' knowledge about healthy infant sleeping, infant protection, dental care, vaccinations, and hygiene and personal care improved significantly (P < .001). Participants who scored highly in the health promotion program showed greater readiness to care for their infants at home.

Conclusions: Promoting infants' health not only improves the health of the newborn; it also improves the quality of life of the infant, the new parents, and eventually the family. Thus, infant health promotion interventions should be included as part of routine hospital care, which would improve outcomes across the lifespan.