Teaching and Learning in Nursing最新文献

Background

Remediation allows nursing schools to retain and graduate more students.

Aim

The purpose of this study was to examine the impact of tiered, student-driven remediation for associate degree in nursing students after the HESI V1 on HESI V2 scores and on first-time NCLEX-RN passing.

Methods

The study used a retrospective, quasi-experimental design at a large, metropolitan community college in the southern US, with 1,110 final semester nursing students from 2014 to 2019. Statistical analyses included descriptive statistics, ANCOVA, independent t-test, and chi-square tests.

Results

The after-remediation cohort had both higher HESI V2 scores and higher HESI score gains from V1 to V2 in comparison to the before-remediation cohort. Remediation significantly impacted HESI V2 scores. However, NCLEX-RN pass rates did not differ between the remediation cohorts independently or when controlling for HESI exit exam scores

Conclusions

Student-driven remediation had positive results on HESI score gains, but did not have an effect on NCLEX passing rates. These inconsistent results suggest that there is a need for more research on remediation strategies in nursing education.

Background

Critical reflection competency enables clinical nurse educators to effectively train new nurses to integrate their experiences, skills, and knowledge into clinical practice. Thus, enhancing this competency is imperative. This study aimed to identify the factors associated with critical reflection competency among clinical nurse educators.

Methods

A descriptive correlational study was conducted. A total of 308 clinical nurse educators participated. An online survey assessed their critical reflection competency, competency as clinical nurse educators, metacognition, nursing organizational culture, and job satisfaction. Multiple regression analysis was conducted using SPSS 29.0 to determine the factors associated with critical reflection competency.

Results

Critical reflection competency significantly varied by educational degree (F=3.185, p=.024) and clinical experience (F = 2.967, p=.020). The factors associated with critical reflection were metacognition (β=.457, p<.001), and job satisfaction (β=.312, p<.001).

Conclusion

The study highlights metacognition and job satisfaction as significant determinants of critical reflection competency among clinical nurse educators. This underscore the importance of developing and implementing targeted educational programs to bolster these educators' competencies, potentially enriching nursing education and practice.

Background

Role-playing (RP), when well organized and planned, can be a valuable technique for nursing students to acquire practical skills and communicate.

Aim

This study aimed to investigate the effect of the RP educational process on undergraduate nursing students' learning, self-esteem, and performance in a health assessment course.

Methods

This mixed-methods study took place in Maragheh between 2018 and 2021. The study involved 140 nursing students split into RP and conventional groups over four semesters. The Eysenck Self-esteem Inventory and a student satisfaction questionnaire were used for quantitative assessment. Qualitative data came from interviews with faculty and nursing staff.

Results

The RP group displayed significantly higher self-esteem (49±5 vs. 45±5, P < 0.01) and satisfaction scores (65±10 vs. 54±14, P < 0.01) than the conventional group. Thematic analysis identified the themes of increased courage, better knowledge application, and quicker skill acquisition.

Conclusion

The RP approach is recommended due to the improvement in performance, increase in students' self-esteem in dealing with the patient and clinical environment, and improvement of effective learning and understanding.

Background: Nursing students’ lack of preparedness for the profession and their professional concerns cause difficulties in transitioning to the profession. Aim: To determine the professional readiness perceptions and causes of professional concerns of senior nursing students. Methods: This descriptive and cross-sectional study was conducted with 70 senior nursing students. Data were collected with the “Personal Information Form”, “Identifying Causes of Professional Concerns Form” and “Nursing Professional Readiness Perception Scale”. Descriptive statistics, Independent Samples t-test, and one-way ANOVA were used. Results: Students’ mean total scores on the scale were 4.04 ± 0.48. Their subdimension mean score was 4.09 ± 0.58, 4.04 ± 0.65, and 4.00 ± 0.55 for “Professional Adaptation”, “Professional Competence”, and “Communication and Cooperation”, respectively. There was a statistically significant difference between the total mean scores and the status of liking the profession, thinking of working as a nurse, and feeling ready for the profession (p<0.05). The students were most concerned about “Being exposed to violence”. Conclusion: The students' perceptions of professional readiness were above the scale average, and they experienced various professional concerns.

Primary Objective

To identify the strategies used by undergraduate nursing students to cope with clinical related stress.

Background

Learning in the clinical environment may be stressful for nursing students. Effective coping mechanisms are imperative given that stress may compromise students’ well-being, ability to learn, and patient care. A scoping review was conducted using the Joanna Briggs Institute framework.

Method

Primary research sources and dissertations were searched using the CINHAL, PubMed, PsycINFO, Google Scholar, and Thesis Global databases as well as an ancestry approach. Eligibility criteria included primary research on undergraduate nursing students’ coping with clinical related stress in an experiential learning environment.

Results

From a total of 573 identified articles, 35 met the inclusion criteria. The included studies were primarily conducted using quantitative designs, originated from various countries, and focused on students’ clinical experiences from varying years. The most frequently used coping mechanism was problem-focused approaches. Coping strategies employed by students were often conceptualized as dichotomous, such as effective or in-effective, rather than dependent on contextual circumstances. Coping as a concept was primarily explored using measurement tools that limited understanding the processes students used to engage in problem-solving.

Conclusion

This review highlighted a gap in the trajectory of “how” students cope with stress in clinical practice. Further research is needed to inform the development of personalized tools and skills that can be used by students.

Artificial intelligence platforms, such as ChatGPT 3.5, can provide an opportunity to support faculty and students in the effort to prepare students for the NextGen (NGN) National Council Licensure Examination (NCLEX). Evaluation of the software uncovered strategies to support faculty in using CHATGPT 3.5 to generate NCLEX style questions, but not all NGN item types were supported. The current limitations of the software require faculty to carefully evaluate and revise the ChatGPT 3.5 output before student use, as the questions derived often lacked rigor and were written at the knowledge level. Based on these limitations, it is not recommended that students use the software independently. Faculty can support student use of ChatGPT 3.5 by creating guidelines for use of the product that include independent student verification of the accuracy of the ChatGPT 3.5 output.

In today's culture, uncontrollable life events occur daily with incidents of moral distress (MD) at an all- time high in the work environment. MD negatively impacts the individual, team dynamic, and patient care. We should prepare our nursing graduates to have the knowledge, tools, and resources to recognize MD early and combat this phenomenon to improve resilience in the work environment.

Background

Simulation is a global standard practice in nursing education to supplement traditional teaching. Despite the benefits, its adaptation remains challenging due to institution- and facilitator-dependent factors.

Aim

To test a model illustrating the influence of simulation culture organizational readiness (SCOR), simulation attitude (SA), and facilitator readiness (FR) on intention to adopt simulation.

Methods

Utilizing a model-testing design, 245 clinical nurse educators from nursing institutions in the Philippines completed a four-part online survey from December 2021 to June 2022. Structural equation modeling tested the model of associations among the variables.

Results

SCOR, SA, and FR accounted for 62.60% of intention to adopt simulation and generated a good model. SCOR positively influenced SA and FR and indirectly affected the intention to adopt simulation through SA and FR. SA and FR directly affected the intention to adopt simulation.

Conclusion

The model illustrates the positive effects of SCOR, SA, and FR on intention to adopt simulation. This knowledge can be utilized in developing policies and procedures, organizational reforms, and approaches to facilitate adapting simulation into the nursing curriculum.

Background

The learning and demonstration of a clinical procedure is a fundamental aspect of any nursing program. One common invasive clinical procedure is peripheral intravenous cannulation.

Aim

This study aimed to evaluate an innovative teaching approach of self-evaluating video-recorded performance for final year undergraduate nursing students.

Methods

Guided by Ericsson's deliberate practice theory, a single-center, nonblinded, 2-group, mixed method randomized control trial was designed to provide students with more simulated practice opportunities.

Results

There was no significant difference in average knowledge, performance and attitude scores between the control and intervention groups at follow-up. However, both control and experimental group separately, improved significantly in their average knowledge, performance, and attitude scores from baseline to follow-up. Qualitative responses were positive from students regarding additional practice sessions and the intervention.

Conclusions

The findings of this study demonstrate that more simulated practice sessions and self-evaluating video-recorded performance are promising teaching strategies that can be implemented to improve educational outcomes and to increase students’ satisfaction with their learning.