Nursing Open最新文献

Aim: To explore the experiences of Chinese male nursing students in developing and demonstrating empathy when caring for patients in oncology wards.

Design: A qualitative descriptive study design was employed.

Methods: Data were collected through semi-structured interviews with 23 male nursing students who had completed theoretical coursework and were undergoing clinical placements in oncology wards in Anhui Province, China. Thematic analysis was used to analyse the transcribed interviews.

Results: Three themes were identified, as follows: (1) challenges in translating empathy into practice, (2) determinants of empathy and (3) approaches to demonstrating empathy. Male nursing students lack systematic learning on how to demonstrate empathy, both in the classroom and during clinical placements. Although they can roughly understand the meaning of empathy from multiple informal sources, they find it difficult to implement it in practice, especially in terms of language expression. In addition, their interactive relationships with patients affect their willingness to show empathy.

Conclusion: Schools and clinical educators should integrate relevant courses and training into the curriculum to enhance nursing students' knowledge and skills in demonstrating empathy. For male nursing students, it is especially important to understand their experiences and needs while also focusing on improving their ability to express empathy through verbal communication.

Patient or public contribution: None.

Aim: This study aimed to explore the rationale behind nurses' decisions to strike, focusing on the lived experiences, motivations, and institutional conditions that prompt such industrial actions.

Design: A qualitative exploratory study.

Methods: A semi-structured interview was conducted with 20 professional nurses working with a district, regional, or teaching hospital who have ever engaged in strike. Participants were selected from public hospitals across 5 regions in Ghana based on their consent to participate in the study across Ghana between March 2025 and June 2025. The data were analysed using Braun and Clarke's method.

Results: Data analysis led to five themes and fifteen subthemes. These include poor remuneration, lack of adequate logistics, perceived government neglect, professional identity struggles, and emotional exhaustion.

Conclusion: The findings highlight the urgent need for policy interventions that address systemic inequities and improve the professional welfare of nurses.

Patient or public contribution: No patient or public contribution.

Aims: To review the global scope of inadvertent intraoperative hypothermia risk assessment tools and to provide a reference for standardising risk assessment.

Design: A scoping review.

Methods: Studies on inadvertent intraoperative hypothermia risk assessment tools were systematically searched in Chinese and English databases and guideline websites from their inception up to December 31, 2022.

Results: A total of 20 studies were included based on the inclusion and exclusion criteria. The inadvertent intraoperative hypothermia risk assessment tools were categorised into risk prediction models (n = 15), risk assessment tables (n = 4), and risk assessment systems (n = 1). Patient factors were reported in 20 articles, surgical factors were reported in 18 articles, anaesthetic factors were used for evaluation in 16 articles, and environmental factors were reported in 12 articles. Assessment components that were reported more than 10 times included age, body mass index, baseline body temperature, intraoperative fluid volume, surgical duration, anaesthesia duration, and room temperature.

Impact: Patient and surgical factors are important components of inadvertent intraoperative hypothermia risk assessment tools. Several such tools have been developed, but their reliability and validity need evaluation through multi-center and large-scale clinical studies.

Aim: Analyse the perceived threat of COVID-19, vaccination coverage and associated factors among nurses in Barcelona (Spain) in 2021 after the start of the vaccination campaign.

Design: Multicentre cross-sectional study using an anonymous online questionnaire accessible from 26 February to 31 May 2021. Cherries guidelines were followed.

Methods: Three hundered and eighty nine hospital and primary care nurses participated using an anonymous online questionnaire accessible from 26 February to 31 May 2021. The questionnaire included ad-hoc questions and the validated Questionnaire on the Perceived Threat of COVID-19. Univariate and bivariate analyses were performed based on the type of variable.

Results: Perceived threat was higher among female nurses, the 35-49 age group and the hospital setting. Being a woman, living with a dependent and believing oneself vulnerable to falling ill were all associated with this perceived threat. Vaccination coverage was high in general and even higher among women despite having higher scores for anxiety from thinking about vaccination. Most nurses trusted the efficacy and safety of the vaccine.

Patient or public contribution: No patient or public contribution.

Conclusions: Despite having already been vaccinated, the nurses presented a significant perceived threat, with women with dependents feeling the most threatened. The attitude of the nurses towards vaccination was good since they trusted the efficacy and safety of the vaccine.

Implications for the profession: Nurses are frontline healthcare workers (HCWs) in any pandemic, so strategies are needed to (1) help them manage perceived threat and (2) debunk false beliefs that prevent vaccination. Training might have been offered on how to manage the physical and mental overload of the pandemic and how to improve the consultation of scientific resources to obtain accurate, evidence-based information. Public confidence should be increased through communication and education, such as vaccination reminders and debunking fake news-social networks are a major channel among young people and useful for sharing scientific information.

Reporting method: This study adheres to the EQUATOR Checklist for Reporting Results of Internet E- Surveys (CHERRIES).

Aim: The study aimed to identify the relationship between traumatic growth and the meaning of life among nursing students and examined the influential variables.

Design: The study has a cross-sectional, descriptive, and correlational design based on self-reported data.

Method: This study was conducted with 649 undergraduate nursing students in Turkey from May to September 2022. Data was collected using the Personal Information Form, Traumatic Experiences List (TEL), Post-Traumatic Growth Inventory (PTGI), and Meaning in Life Questionnaire (MLQ), and it was analysed using descriptive statistics, ANOVA, Student-t test, post hoc test, Scheffe test, Pearson correlation, and Multiple linear regression.

Results: It was found that 40.5% of the nursing students had their own traumatic experience (15.7% loss of a loved person, 5.1% physical, sexual or emotional assault). It was seen that the PTGI total mean scores varied between groups concerning their class grades, experiencing trauma or being exposed to the trauma of a relative, and receiving psychological support. The MLQ total mean scores varied by class grade, economic status, and exposure to a relative's traumatic event. In the regression analysis, post-traumatic growth, economic status, and a relative's traumatic experience explained 10.6% of the variance in meaning in life. The relatively low explanatory power of the model and the below-average levels of post-traumatic growth may reflect the cumulative and recent nature of large-scale stressors (e.g., pandemic-related disruptions and societal traumas), as well as insufficient time for cognitive processing and meaning reconstruction following trauma.

Conclusion: It was revealed that the students' traumatic growth scores were below the mean; their meaning of life scores were above the mean, and the meaning of life increased as post-traumatic growth increased. As can be seen, although a traumatic experience is a stressful, destructive experience that leads to negative experiences and even disorders, it is also an opportunity that allows people to create a new structure and become more functional than before.

Patient or public contribution: Nursing students share their perspectives on their traumatic growth and on the meaning of life.

Impact: These findings will provide important information for nursing education, aiming to increase students' psychological resilience to traumatic events, improve their coping skills in the face of negative events, organise training in coping with trauma, and ensure their psychosocial adaptation.

Aim: To address participants' requests for an educational guide for midwifery students learning newborn resuscitation.

Design: An explorative design and qualitative method were undertaken.

Methods: From May 2018 to October 2020, midwives and midwifery students across Norway were interviewed individually (n = 16) and participated (n = 20) in four digital workshops. Participants collaborated to design a tailored newborn resuscitation course and subsequently developed an educational guide to simplify the learning process for midwifery students. A secondary analysis of previously collected qualitative data was conducted.

Results: Simplified guidance on newborn resuscitation was developed using the ADDIE model, emphasising midwives' roles in quickly managing complex tasks. A three-step pocket guide was created to help midwifery students prepare effectively.

Patient or public contribution: Midwives and midwifery students willingly shared their experiences and suggestions in interviews and workshops, where they collaborated to develop a tailored course in newborn resuscitation and an educational guide to support midwifery students' learning in newborn resuscitation.

Conclusion: Stimulate, ventilate and collaborate are key elements in newborn resuscitation. Midwifery students and midwives requested simplified guidance for learning, training and performing newborn resuscitation. Given the close association, further research is recommended to evaluate the 'Stimulate, Ventilate, Collaborate' educational guide by implementing and evaluating its effectiveness across diverse international midwifery educational and clinical settings. This study underpins the importance of addressing participants' request for an educational guide for midwifery students learning newborn resuscitation. The educational guide offers this requested guide to newborn resuscitation, addressing the need for simplified guidance identified by midwifery students and midwives. By providing clear, memorable steps for learning, training and clinical application, this educational guide has the potential to enhance confidence and competence in performing newborn resuscitation. Implementing and evaluating this guide across diverse international settings can improve midwifery education and midwives' clinical practice. However, implementation and evaluation are still pending.

Aim: To explore recruiting managers' perception of the facilitators and barriers to specialty skill transfer of internationally qualified nurses in Australia.

Design: A qualitative descriptive study using a cross-sectional online survey with open-ended questions. Data were collected from July to September 2022.

Methods: A self-designed survey was distributed through social media, snowballing, and nursing professional organisations. Nine open-ended questions generated text responses that were analysed using qualitative content analysis. Descriptive statistics (counts/percentages) were used to summarise participant characteristics and the frequency of codes/categories; no inferential statistical tests were undertaken because the study did not aim to estimate population parameters or test group differences.

Results: Participants defined a specialty nurse as encompassing formal education, clinical experience, and advanced practical skills, including mentoring and leadership capabilities. Key challenges to IQN specialty skill transfer included uncertainty about overseas training quality, lack of formal transfer models, fragmented recruitment processes, insufficient managerial support, and bias or mistrust regarding international qualifications. Facilitators included structured support systems, positive workplace culture, informal mentorship, contextualised training, and access to continuing professional development. Managers emphasised that recognition and utilisation of IQNs' skills influenced retention, with personal circumstances, visa issues, and perceived lack of recognition contributing to attrition. Most participants (34/37; 91.9%) believed that IQNs' specialty skills can be effectively transferred to the Australian healthcare context with appropriate support and time (95% CI 78.7%-97.2%).

Patient or public contribution: A total of 37 recruiting managers contributed their perceptions.

Introduction: The prevalence of dementia cases within post-acute rehabilitation hospitals in Canada poses a unique challenge due to the distinctive vulnerabilities of the patient demographic in these settings. Healthcare staff in rehabilitation hospitals receive limited formal education about responsive behaviours.

Aim: To address a practice gap, a program evaluation of the Gentle Persuasive Approaches (GPA) in Dementia Care education program was implemented at an inpatient rehabilitation hospital in a large metropolitan centre.

Design: A multiple method, pre-post intervention design was used to assess the impact of GPA classroom sessions on staff capacity for providing person-centred dementia care.

Method: Eighty-eight staff members attended GPA sessions and completed quantitative and qualitative evaluation measures of dementia care self-efficacy and knowledge both pre- and post-intervention. Paired t-tests and reflexive thematic analysis were used to compare pre- and post-intervention scores and responses.

Results: Quantitative findings revealed that after attending GPA sessions, participants showed significant improvements in both self-efficacy and knowledge scores relative to baseline. At 6-8 weeks post-intervention, significant improvements in self-efficacy were sustained. Qualitative responses before the intervention showed that during situations involving escalating responsive behaviours, participants relied upon basic strategies to regulate their own emotions and provide person-centred approaches with variable success. In contrast, 6-8 weeks after GPA education sessions, participants identified and described responsive behaviours by relating them to the unmet need that needed to be addressed. Participants then reported successful application of tailored non-pharmacological approaches with confidence and skill at the point of care. GPA dementia education improved staff capacity to provide compassionate and effective care to individuals with dementia.

Patient or public contribution: No patient or public contribution.

Aim: To explore the factors influencing unmet care needs among young and middle-aged kidney transplant recipients and to provide a scientific basis for developing targeted nursing interventions.

Design: A cross-sectional study.

Method: 196 young and middle-aged kidney transplant patients in a tertiary hospital were selected using convenience sampling. Demographic and disease information questionnaires designed by the researcher, the Multidimensional Scale of Perceived Social Support questionnaire, the Mishel uncertainty in illness scale, and the unmet care needs scale for organ transplant recipients were measured. SPSS 26.0 was used for statistical analysis.

Result: Young and middle-aged kidney transplant recipients had a moderate level of unmet care needs during their stay at home. Education level (β = -0.258), return to work/study after discharge (β = 0.168), complications within 1 month after surgery (β = -0.173), social support (β = -0.129), and illness uncertainty (β = 0.358) were included in the final multivariate linear regression equation, which explained a total of 42.9% of the variance in unmet care needs (F = 21.903, p < 0.001; R² = 0.429). Clinical nurses should provide medical support and actively explore the underlying causes of disease-related uncertainty, thereby helping patients develop a positive perception of their condition and promoting long-term graft function and overall health.

Patient contribution: The researchers assured the participants that their identities would be kept confidential and that a truthful answer would not impact their work. The authors express their gratitude to all kidney transplantation recipients who participated in the study.