Nursing Open最新文献

Aims: To examine the predictability of categorical and quantitative study variables on acute stroke knowledge amongst study participants.

Design: Non-experimental, descriptive correlational.

Methods: A convenience sample of registered nurses caring for adult, hospitalized patients recruited from the urban Southeast. A three-part survey was emailed to the nurses: demographics, stroke education and experience, and the Acute Stroke Management Questionnaire.

Results: Intensive Care Unit and Emergency Department nurses had the highest level of stroke knowledge. Nurses reporting three or more post-licensure education modalities had higher stroke knowledge scores than those reporting two or less. Practice setting, self-perception of stroke knowledge, self-identified knowledge of acute stroke management and three items related to code stroke were significantly correlated with stroke knowledge.

Conclusion: Various methods of training and reinforcement of learning using varying teaching styles are effective in increasing nurses' stroke knowledge. Further stroke education is needed for nurses across the acute care setting.

Implications: Future studies should explore lived experiences of nurses to gain understanding of nonquantifiable factors that nurses feel have strengthened their stroke knowledge.

Impact: What Problem Did the Study Address? ○ Addressing the gap in the knowledge of predictors of nurse stroke knowledge. MAIN FINDINGS?: Practice setting, post-licensure stroke education, code stroke familiarity, confidence and understanding were all predictive of the overall stroke knowledge. WHOM WILL THE RESEARCH HAVE AN IMPACT?: Nurses, nurse educators, patients experiencing and at risk for stroke.

Reporting method: The STROBE checklist was used to strengthen the reporting of the results.

Patient or public contribution: Nurses voluntarily participated in this study by completing the online questionnaire. WHAT DOES THIS PAPER CONTRIBUTE TO THE WIDER GLOBAL CLINICAL COMMUNITY?: Provides predictors of stroke knowledge for nurse leaders to have a better understanding of nurses' educational needs. Provides evidence of a quick, effective measure of nurses' stroke knowledge.

Aim: This study aimed to assess perceptions of safety management, with a particular focus on interprofessional influences, to determine priorities for safety management training needs and to explore target areas for strengthening the capacity of nursing home practitioners.

Design: A mixed methods design was used.

Methods: A qualitative-driven mixed methods design was employed in two phases. In Phase 1, as a core component for integrating supplementary components, an inductive content analysis was performed to investigate perceptions of safety management and specific aspects of care related to it through semi-structured interviews with nursing home practitioners. In Phase 2, a descriptive survey was conducted using items derived from the interviews conducted in the initial stage. The aim was to explore the educational needs of practitioners concerning safety management elements practised in nursing homes.

Results: In the study, through qualitative interviews, practitioners' perceptions of interprofessional safety management were derived into 5 themes and 22 subthemes. Based on this, the results of a descriptive survey derived priorities through a paired t-test, importance-performance analysis, Borich's needs assessment model and the Locus for Focus model for safety management items performed by nursing home practitioners. Results from both phases of the study showed that practitioners recognise the importance of sharing the causes of safety accidents and that there is a high need for training on falls, dehydration, and hypoglycaemia management.

Patient or public contribution: Nurses, care workers, physical therapists, and social workers employed in nursing homes took part in this study by participating in interviews and surveys.

Aim: The objective of this study was to investigate the level of reflective practice and its influencing factors among specialist nurses in Chinese tertiary general hospitals.

Design: A cross-sectional study design was adopted.

Methods: A General Information Questionnaire and a Reflective Practice Questionnaire were distributed from July to August 2023 to specialist nurses who had obtained a Certificate of Nursing Practice, completed systematic specialist nurse training and were professionally qualified in six tertiary general hospitals in Xiamen, China.

Results: A total of 344 specialist nurses participated in the study. Specialist nurses' reflective practice was categorised into four potential characteristics. According to univariate analysis, reflective practice of specialist nurses was associated with marital status, participation in nursing consultations, feelings of lack of competence, perceived low patient recognition of specialist nurses, and perceived low physician recognition of specialist nurses. In the ordered logistic analysis, marital status and whether or not to participate in nursing consultations were influential factors in the reflective practice of specialist nurses.

Conclusion: Based on the results of this study, we recommend that nursing administrators should take some steps to improve reflective practice among specialist nurses.

Aim: To systematically evaluate empirical studies investigating nursing educational interventions for patients with haemodialysis at the different stages of cadaveric kidney transplantation and synthesise these findings.

Design: A systematic review of clinical interventions.

Methods: On clinical trials published in Spanish and English, between January 2005 and July 2022, in the main databases. The number of studies identified is shown in the flowchart of the PRISMA review. For the critical assessment of the scientific quality of the studies, the CASPe checklist and the Cochrane risk of bias assessment tool were applied.

Results: Eleven studies were obtained in which nursing educational interventions focused on posttransplantations and one that considered care from the person's admission to hospital were evaluated. The results obtained identified four themes: health education, empowerment, quality of life and holistic patient care with the help of different support methods, including individual and personalised support, group format and informational support via an educational brochure, telephone and website.

Conclusion: The reviewed studies suggest that after receiving educational interventions patient dialysis treatment and kidney transplant recipient, have better health outcomes.

Patient contribution: Larger studies are needed to promote a comprehensive and continuous self-care model throughout the kidney transplant process.

Implications for nursing health education: Nursing educational interventions are necessary throughout the transplantation process for the patient dialysis and the family in a comprehensive and continuous manner. In the future, clinical trial studies are needed at the pretransplantation stage.

Aim: To know the nurses' attitudes toward family involvement in nursing care and factors that can influence it.

Design: A cross-sectional design study was carried out on 253 clinical nurses.

Methods: Data was collected from 253 clinical nurses using the Families' Importance in Nursing Care-Nurses' Attitudes Scale, the Demand-Control-Support Questionnaire (DCSQ) and the Iceland Health Care Practitioner Illness Beliefs Questionnaire. Data were analysed using descriptive statistics, t-tests, analysis of variance, Pearson's and Spearman's correlations, and multiple linear regression.

Results: Nurses generally had a positive attitude toward the importance of involving families in nursing care (M = 106.0; SD 11.9). Nurses who work in outpatient consultation, held a master's degree, and have a family-oriented approach in their work unit showed more supportive attitudes. Multiple linear regression analyses showed that personal factors, including nurses' beliefs, and work-related factors, including control over work, and job satisfaction, were the more influencing factors on nurses' attitudes toward family.

Conclusion: This study offers valuable knowledge for understanding the attitudes of nurses toward family involvement in nursing care. Nurses have a positive attitude toward families. However, nurses' beliefs about family and illness, control over work, and perceived job satisfaction are key factors that influence these attitudes.

Implications for the patient care: Understanding the factors linked to nurses' favourable attitudes toward families can facilitate the adoption of a family-centered approach in healthcare settings, ultimately enhancing the quality of care delivered to both the patient and their family.

Impact: The results may inform the development and implementation of strategies that facilitate working with a more family-focused approach in daily nursing practice.

Reporting method: This paper is reported according to the STROBE Statement.

Patient or public contribution: No patient or public contribution.

Aim: To examine relationships between hypothesized potential predictors of vaccination and adolescent's Human papillomavirus (HPV) vaccination intention and whether these predictors differed by sex. We also investigated adolescents' experiences and preferences regarding learning about HPV through social media and other technology, to inform future tailored interventions.

Design: Cross-sectional research design.

Methods: 119 adolescents ages 11-17 years who had not received any HPV vaccine were enrolled. Purposive sampling was used to recruit participants from community and clinical settings, with the majority of households located in economically disadvantaged neighbourhoods in a southwest state. Participants completed an anonymous survey. Descriptive statistics, independent t-tests, chi-square test and hierarchical logistic regression were conducted to describe the sample, examine relationships between potential predictors and HPV vaccination intention and investigate sex differences.

Results: The mean sample age was 13.76 years (SD = 2.03); 63% female; 42% Hispanic/Latino; 55.5% received free or reduced-price lunch. Compared to White adolescents, Hispanic/Latino adolescents reported higher HPV vaccination intention (AOR = 24.10, CI 95% [3.85-150.82]; p < 0.001). Adolescents who had higher perceived risk of contracting HPV (AOR = 1.89, CI 95% [1.23-2.91]; p = 0.004) and perceived more facilitators (AOR = 1.61, CI 95% [1.22-2.12]; p < 0.001) reported higher HPV vaccination intention. Compared to boys, girls (AOR = 0.28, CI 95% [0.08-0.97]; p = 0.045) had lower HPV vaccination intention. Adolescents also showed strong interest in learning HPV-related issues through digital education.

Conclusion: Adolescent HPV vaccination rates in the United States are significantly below the targeted 80% completion goal. Nurses play a critical role in protecting adolescents from HPV infection and related cancers. Digital interventions addressing HPV vaccine-related risks and facilitators and engaging key personnel (adolescent, parent, healthcare provider, teacher) in different settings have the potential to increase adolescent's vaccination intention.

No patient or public contribution to this study: Patients or the general public were not involved in the design, analysis or interpretation of the data in this study.

Aim: To discuss the need to expand advanced practice nurse education in Sub-Saharan Africa as a strategic response to the impact of the COVID-19 pandemic.

Design: Discursive paper.

Method: Searching international literature in PubMed, CINAHL and Google Scholar databases, we explored the impact of COVID-19 in Sub-Saharan Africa and the advanced practice nurse role and education in the pandemic response.

Discussion: The COVID-19 pandemic served as a barrier to healthcare access and disrupted routine immunizations and care, reduced facility-based healthcare services, increased disease burden and mortality, strain and is expected to worsen the healthcare workforce shortage in Sub-Saharan Africa. The COVID-19 pandemic has further emphasised the necessity to strengthen advanced practice nurse education in Sub-Saharan Africa.

Conclusion: This discursive paper underscores the critical role of advanced practice nurse education in Sub-Saharan Africa as a proactive strategy to strengthen the healthcare workforce and systems. The lessons learned from the COVID-19 pandemic highlight the urgency to invest in advanced practice nurse education and training programmes in the region.

Patient or public contribution: There was no patient or public involvement in the design or drafting of this discursive paper. The authors reviewed the literature to develop a discussion about advanced nursing practice.

Aim: To design and validate the Flipped-Learning Assessment Scale; a tool for assessing students' experience of flipped learning.

Background: Frequently, university students are introduced to new content during lectures. In contrast, active learning activities, such as Flipped Learning, are designed as an instructional method to engages students in the learning process.

Design: Cross-sectional descriptive study.

Methods: A cross-sectional study was carried out in three phases ((1) item selection, rephrasing and translation; (2) content analysis through expert panel and (3) confirmatory factor analysis). The final version of the scale was piloted on a sufficient sample of undergraduate student nurses from three Spanish universities.

Results: A total of 455 students completed the questionnaire; 373 women and 82 men. The total Cronbach's alpha value for the complete instrument was 0.893. Cronbach alpha for each separate dimension ranged between 0.660 and 0.897. Goodness-of-fit values were acceptable, implying that the model was validated.

Conclusion: The flipped learning approach has become increasingly popular in academic settings. Evaluating the students' flipped learning experience is important to analyse aspects such as acceptability and effectiveness of this methodology. The Flipped-Learning Assessment Scale is a valid and reliable tool for analysing students' experience of flipped learning.

Impact: Flipped learning has been a useful pedagogical model very for cultivating student skills in problem-solving, critical thinking, teamwork and self-active learning in nursing education. A key issues, such as student satisfaction, has been explored further before implementing this teaching and learning methodology.

Patient or public contribution: None.

Background: Sound mathematical skills are paramount for effective nursing practice and patient safety.

Objectives: To explore the factors that influence nursing student anxiety when engaging with mathematics-related activities in nursing education.

Design: A concurrent mixed methods employing cross-sectional online survey and focus group interviews.

Setting: One undergraduate nursing course at an Australian university.

Participants: Bachelor of Nursing students from across academic years.

Methods: An online survey comprising closed- and open-ended questions to assess mathematics anxiety and self-efficacy and associated factors affecting its application to practice. Focus group interviews to explore anxieties related to mathematics and students' approaches to nursing mathematics. Quantitative data were analysed using descriptive statistics and qualitative data using inductive content analysis.

Results: A total of 202 nursing students commenced the survey, of which 135 were fully completed, while 17 students participated in focus groups. Less than half were school leavers. Around three-quarters reported some level of fear of mathematics, while many lacked confidence, fear of making errors and/or harming patients and negative childhood experiences of mathematics. Survey items demonstrated extensive variation in perceptions.

Conclusions: The complexity and diversity of anxieties presents key challenges for nurse academics seeking to educate competent, safe students. Teaching approaches should be varied and consideration of having specialist mathematics teachers and learning psychologists on teaching teams to ensure student success.

Reporting method: This study is reported using Mixed Methods Reporting in Rehabilitation & Health Sciences (MMR-RHS).

Patient or public contribution: No patient or public contribution.

Aims: To identify the effects of moral distress and terminal care stress on the terminal care performance of nurses who cared for COVID-19 patients.

Design: This study was cross-sectional descriptive research.

Methods: Using a convenience sampling method from June to October 2022, nurses who provided terminal care for COVID-19 patients in a Korean tertiary hospital within the last 6 months from the time of the study were selected as participants. Socio-demographic and work characteristics of the participants were collected, and COVID-19 moral distress, terminal care stress and terminal care performance were assessed. A total of 140 self-report questionnaires were distributed and returned (response rate: 100%).

Results: In the terminal care performance, it was found that nurses performed relatively well in the physical area, but less well in the emotional and spiritual areas. Moral distress and terminal care stress were both positively correlated with terminal care performance for nurses who cared for COVID-19 patients. The predictors of terminal care performance were moral distress (β = 0.27, p = 0.003), gender (β = 0.20, p = 0.015) and experience in a dedicated COVID-19 unit (β = 0.22, p = 0.020).

Conclusions: The study identified moral distress as the most significant factor influencing terminal care performance among nurses caring for COVID-19 patients. To enhance terminal care performance, it is crucial to address moral distress and provide clear guidelines and support, especially in the emotional and spiritual care domains. Future research should explore additional factors that may influence terminal care performance in pandemic situations.

Patient or public contribution: No patient or public contribution.