Nursing Education Perspectives最新文献

Aim: This study examined the effectiveness of a simulated telehealth patient care experience compared to gaming technology and control training on motivational interviewing.

Background: Motivational interviewing is an evidence-based communication technique assisting patients to commit to healthier lifestyles.

Method: This study incorporated a multisite quasi-experimental repeated-measures design with a convenience sample from four prelicensure nursing programs. The Helpful Response Questionnaire (HRQ) was used to measure participants' ability to respond empathetically. The System Usability Scale (SUS) assessed participants' perceptions of the technology platforms.

Results: HRQ scores significantly increased over time ( p = .025). While not statistically significant ( p = .734), HRQ scores indicated the telehealth group outperformed the gaming technology and control groups. SUS scores indicated favorable perceptions of learning technologies.

Conclusion: Positive changes in empathy over time suggest the value of technology-assisted learning. Simulated telehealth and gaming technologies demonstrated potential for enhancing nursing students' foundational motivational interviewing skills.

Aim: The aim of the study was to test a well-being intervention delivered via an open education resource with prenursing students ( n = 87) enrolled in a five-week Introduction to Nursing course prior to applying to an accelerated online BSN program.

Background: Prenursing students use a variety of time management, study techniques, and self-care strategies and have mental health characteristics that impact academic success. However, research focused on these students is sparse.

Method: A prospective cohort pretest/posttest design was used to examine change in the study variables included in the course-based well-being intervention.

Results: Significant pre-post course differences were noted in participants' stress management skills and in select time management and study skills. No significant differences were observed in sleep hours, exercise or mindfulness time, perceived stress, or self-compassion scores.

Conclusion: Encouraging the creation of an active success and wellness plan in prenursing students that includes self-compassion is essential to promoting well-being as they enter nursing school.

Abstract: Nurse educators are challenged to implement simulation best practices (SBP) in advanced practice curricula. Prebriefing and debriefing were implemented in a nurse practitioner course using software-generated asynchronous virtual simulation. A pretest-posttest design was used to evaluate simulation scores and debriefing experience in a convenience sample of 36 students. Scores were statistically higher in the prebriefing group. Debriefing experience scale scores increased on the posttest with four items showing statistical significance. Results of the study provide support for implementation of SBP with prebriefing in online graduate-level nursing education.

Aim: This study explored nursing and social work students' experiences with the Teaming Up for Community Health (TUCH) simulation intervention and their perceived ability to apply their experiences in clinical practice. Participation occurred in intra- or interprofessional teams, with a focus on addressing social determinants of health (SDOH) in community settings.

Background: SDOH are complex and important factors to address, and professional collaboration is key to successful intervention. Current nursing curricula lack practice in these essential skills.

Method: Using an exploratory-descriptive qualitative approach, focus groups were conducted two weeks after students completed TUCH.

Results: Four themes emerged: better understanding of community-based nursing care, addressing poverty and SDOH is complicated but necessary, teamwork is important to practice, and simulation engages students to apply classroom knowledge.

Conclusion: Findings support using experiential learning to provide opportunities to practice integrating SDOH into assessments and using intra- and interprofessional teamwork to address complex social factors.

Abstract: Social determinants of health have been identified as factors influencing resilience, but little data exist regarding their influence on nursing students' persistence to graduation. Nursing schools must address interventions to promote persistence. This nonexperimental quantitative study explored the impact of social determinants in prelicensure nursing. Nine social determinants were found to be significantly associated with six college persistence variables in nursing programs. Persistence findings showed that 31.6 percent of the participants did not graduate or did not graduate on time. Addressing risk factors related to social determinants of health may decrease the risk of attrition in nursing programs.

Abstract: Lecturing has been a primary method for delivering knowledge and information to nursing students from the early days of nursing education. Recent literature on the effectiveness of lecturing is based on literature published more than 10 years ago; current data on the influence of lecturing on learning outcomes are sparse. Our graduate nursing faculty program conducted a retrospective correlational study to evaluate if the addition of lectures influenced graduate students' learning outcomes.

Abstract: Despite nurse faculty efforts to cultivate attitudes related to safety and quality, practicing nurses often do not report errors or risk, suggesting the competency is underdeveloped. During a longitudinal, prospective study of four baccalaureate cohorts, students completed the Institute for Healthcare Improvement's Basic Certificate in Quality and Safety Course (BCQSC). BCQSC modules were embedded across the five-semester program. Quality improvement attitudes were measured using the Quality Improvement Nursing Attitude Survey in Semesters 1 and 5. A significant, positive relationship was observed between the BCQSC and student attitudes. The BCQSC fosters development of positive attitudes and student competency in quality and safety.

Aim: The aim of this study was to review literature on integrating psychological well-being and self-care behaviors into the university undergraduate nursing education curriculum.

Background: Burnout has been recognized as a key contributing factor to nursing shortages. Interventions aiming to improve coping skills and reduce stress have been shown to be effective. Learning coping skills during nursing education would benefit students greatly during their study and beyond.

Method: The literature review searched four electronic databases including CINAHL, Medline, Embase, and Web of Science to select relevant peer-reviewed articles.

Results: Seven studies met the inclusion criteria and were included in this review. Most showed that building resilience and improving self-care behaviors have positive effects on nursing students' psychological well-being.

Conclusion: To enhance coping skills, reduce stress, and improve well-being in nursing students, university nursing programs should integrate psychological well-being and self-care behaviors into their nursing curricula.

Abstract: Competency in communication and collaboration is essential in forming interprofessional partnerships for nursing practice. However, many students in nursing programs struggle with professional oral and written communication, leading to poor communication and incivility. Generational differences and expectations exacerbate communication breakdown and incivility among students and faculty. Implementing communication guidelines using a standardized communication tool in a traditional bachelor of science in nursing program helped facilitate professional and civil communication between students and faculty. Using the standardized tool improved student civility, professionalism, and accountability.