SAGE Open Nursing最新文献

Introduction: Post-anesthetic pediatric emergence delirium results in acute confusion and hallucinations during recovery from anesthesia. Early recognition and intervention by peri-operative nurses is crucial, particularly in rural areas where nurses are required to manage a diverse array of medical scenarios. The aim of this review is to enhance awareness among peri-operative nurses of the importance of recognizing and managing post-anesthetic pediatric emergence delirium.

Methods: A narrative review finalized in May 2025 identified literature reporting peri-operative nurses' experiences recognizing and managing post-anesthetic pediatric emergence delirium. This review utilized the databases PubMed, CINAHL, and Scopus, hand searching and reference list checking to identify relevant articles.

Results: Five core themes specific to post-anesthetic pediatric emergence delirium were distilled: identification, risk factors; diagnostic challenges; post-anesthetic screening tools; and nursing interventions. Commonly used anesthetic agents increase the risk of post-anesthetic pediatric delirium for children undergoing surgery. Implementation of validated screening tools to detect symptoms and initiate interventions is recommended. Nurses have a crucial role in the post-operative monitoring of children, identifying early signs of post-anesthetic pediatric emergence delirium and taking timely action to mitigate its impact to ensure optimal health outcomes. Developing, implementing, and evaluating robust educational strategies to develop nurses' competency to recognize and respond effectively to post-anesthetic pediatric emergence delirium are recommended.

Conclusion: While post-anesthetic pediatric emergence delirium is not well understood, it is essential that peri-operative nurses are familiar with this phenomenon and are able to recognize and initiate appropriate interventions. This is particularly important in rural health care environments given the generalist nursing staff profile.

Introduction: Cervical cancer (CC) remains a leading cause of morbidity and mortality among women in Sub-Saharan Africa, particularly in Tanzania, despite being preventable through screening and human papillomavirus (HPV) vaccination. Although national strategies exist, uptake remains low. This study explored awareness of CC screening, care, and vaccination among men and women in both urban and rural areas of Kilimanjaro, Tanzania.

Method: A qualitative descriptive design was conducted from April to May 2024. Four Focus Group Discussions with a total of 31 participants (including men and women) were conducted in both urban and rural communities. Simple random sampling was used to select the participants. A semistructured guide covered CC awareness, vaccination, screening, and community engagement. Transcripts were translated, coded, and categorized. Inductive content analysis was used. The study report used Consolidated Criteria for Reporting Qualitative Research guidelines.

Results: Participants showed limited knowledge of CC, its causes, and the benefits of HPV vaccination and screening. Three main categories with eight subcategories emerged: (1) Low health literacy, (2) Challenges in accessing CC prevention, and (3) Community involvement. Myths (e.g., vaccination causing infertility), healthcare system barriers, financial constraints, and stigma contributed to poor uptake. Male and opinion leader involvement was identified as crucial, but both groups lacked accurate information and were not actively promoting CC prevention.

Conclusion: This study highlights limited knowledge and persistent misconceptions about CC and its prevention among men and women in both urban and rural areas of Tanzania. Structural and sociocultural barriers, including low health literacy, financial constraints, gender norms, and misinformation, hinder access to screening and HPV vaccination. Engaging male partners, opinion leaders, and communities through targeted education and improved health communication is essential. These findings provide foundational knowledge to inform policy and design context-sensitive interventions to reduce the CC burden in Tanzania and similar low-resource settings.

Introduction: Understanding the experiences of nurses involved in moral disengagement is essential for ensuring high-quality care and maintaining a skilled healthcare workforce.

Objectives: The purpose of this study is to examine how nurses experience moral disengagement as a cognitive strategy used to defy moral standards.

Methods: A phenomenological perspective was taken, with nine nurses from three different teaching hospitals participating in semi-structured interviews with the researchers.

Results: The transcripts were analyzed using Van Manen's phenomenological approach to thematic analysis. The research identified four overarching themes: subjective appraisals of the usefulness of tasks engaged in, justification, the difference between "how I appear to be" and "what I actually am," and the "contagion" of moral disengagement.

Conclusions: These findings highlight the complexity of moral disengagement and the potential impact it can have on nursing and perceptions in health care. This study calls for a re-evaluation of nursing policies and increasing the professional awareness of ethics to strive for best practices in the profession.

Introduction: Certain cultural practices after childbirth can significantly harm the health of both mothers and their babies. The impact of these practices can differ from one region to another.

Objective: This study explored the harmful cultural customs that occur during the postpartum period, as well as the reasons behind them, among women with infants younger than 12 months.

Methods: This study employed a phenomenological qualitative approach to explore instances of cultural malpractice during the postpartum period. Data were collected through in-depth interviews conducted between July 1 and 7, 2024. Nine postpartum individuals were purposefully selected to participate, ensuring representation of a range of experiences and perspectives relevant to the research question. The sample size was determined by the point of data saturation. An interview guide was used to structure the interviews.

Results: The study highlighted important postpartum practices and beliefs that shape care for newborns and mothers. Postpartum women usually shower for the first time three or four days after delivery. Sexual activity typically resumes around the same time. Cultural beliefs influence showering practices, and spicy chillies are avoided. The study highlighted the impact of cultural beliefs, traditional rituals, and the significance of community support.

Conclusions: Actively engaging families and communities to enhance health education and support is strongly recommended to prevent the adverse effects of risky postpartum malpractices.

Introduction: Nursing students, as a vital reserve force for the nursing team, often encounter patient pain in clinical practice, and their empathy for this pain holds significant importance for fostering prosocial behavior and delivering high-quality care; however, the quantitative relationships among empathy for pain, meaning in life, and prosocial behavior remain unclear.

Objectives: To explore the mediating effect of meaning in life between empathy for pain and prosocial behavior among nursing students.

Methods: A multi-center cross-sectional study was conducted from September to October 2024, employing a convenience sampling method. The Empathy for Pain Scale, Meaning in Life Questionnaire and Prosocial Tendencies Measure were used to investigate 432 nursing students in 4 hospitals. Pearson correlation was used to analyze the relationship between variables. Structural equation model was used to construct and evaluate the mediation model. Data analysis was performed using SPSS 26.0 and Amos 24.0.

Results: The empathy for pain score was (3.02 ± 0.68), indicating a high level. The meaning in life score was (43.55 ± 9.42), reflecting a moderately high level. The prosocial behavior score was (93.09 ± 16.41), indicating a moderate level. Empathy for pain, sense of life meaning and prosocial behavior were positively correlated (all p < 0.01). The meaning in life plays a partial mediating effect between empathy for pain and prosocial behavior. The indirect effect value was 0.073 (95%CI, 0.015∼0.136), accounting for 15.90% of the total effect.

Conclusion: The meaning in life plays a partial mediating role between empathy for pain and prosocial behavior of nursing students. Cultivating nursing students' sense of meaning in life can effectively translate their empathy for patient suffering into tangible prosocial actions, thereby enhancing their clinical practice quality and patient care outcomes. This insight is particularly valuable for understanding how to support the professional development and psychological well-being of nursing interns during their critical transition from education to practice.

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.