Nursing Open最新文献

Aim: This study examines the leadership strategies and styles adopted by nurse educators in Saudi Arabia in response to the global crisis instigated by the COVID-19 pandemic. A multitude of leadership theories and methodologies have emerged throughout history. Nevertheless, only certain approaches can guarantee the most effective strategy for addressing diverse conditions and scenarios, particularly in nursing education. The pandemic crisis prompted nursing experts to seek other leadership models more appropriate for comparable circumstances.

Methods: Descriptive phenomenology. Seventeen nurse educators from a government university in Eastern Province, Saudi Arabia, were recruited, utilising purposive sampling. Semi-structured interviews took place between June 2021 and January 2022. Colaizzi procedures were used to analyse data, and a COREQ checklist was used to inform reporting.

Results: Four major themes emerged and included: (1) challenging the process, (2) motivating others to work toward a common goal, (3) allowing others to take action, and (4) strengthening the spirit. Different ways to maintain the quality of student education during the pandemic crisis emerged from the leadership practices and styles of nurse educators. Educators worldwide can learn from the participants' own experiences and be better prepared to face and overcome similar challenges in the future.

Patient or public contribution: Nurse educators in a government university were involved as participants in the study.

Background: Perinatal loss is a profoundly distressing experience for parents and can lead to long-term psychological challenges. Midwifery students often encounter bereaved parents during clinical placements but frequently feel unprepared to provide adequate support. Identifying the key factors that influence their competence in bereavement care is essential for enhancing training effectiveness and care quality.

Methods: This is a cross-sectional study. An online survey was administered to 215 final-year midwifery students from 10 institutions in Jiangsu Province in August 2024. Both regression analysis and fuzzy-set Qualitative Comparative Analysis (fsQCA) were used to identify the core influencing factors.

Results: Regression analysis revealed that Professional Meaning and Knowledge Development (Bereavement Care Knowledge) and Workload Influences (Organisational Support) were significantly associated with perceived competence. FsQCA identified Supporting Degree (Organisational Support), Competence and Resource Awareness (Self-Awareness), and Deficiency and Learning Awareness (Self-Awareness) as key configurations associated with high competence, outlining two distinct pathways: the Inadequate External Support Path and the Adequate External Support Path.

Conclusions: This study underscores the critical role of organisational support, self-awareness, and bereavement care knowledge in shaping midwifery students' competence. Training programs should be tailored to institutional contexts, integrating these elements to better prepare students for perinatal bereavement care.

Aim: This paper presents a pilot study evaluating the acceptability, feasibility and effectiveness of an education program incorporating virtual reality for teaching aggression management among final-year undergraduate nursing students at one university in Western Australia.

Background: Virtual reality can be useful for simulating high-risk clinical situations without exposing nursing students to the potential consequences of encountering the event in the real world. As such, virtual reality is useful when incorporated into education on the prevention and management of aggression, preparing students to be industry-ready. However, there is a gap in the literature regarding the use of virtual reality in teaching in this area of the curriculum.

Design: This is a pilot study that used a quantitative pre- and post-education survey design.

Methods: Nursing students completed pre-education surveys, participated in an educational program that incorporated virtual reality (VR) to teach aggression management and then completed post-education surveys.

Results: The participants (n = 11) completed both the pre- and post-education surveys, as well as provided qualitative responses. The findings showed that the education program was effective in increasing nursing students' confidence in managing aggression (p > 0.022). Participants also reported that the use of virtual reality was realistic to simulate the aggressive clinical scenario (M = 6.18, SD = 0.75), to stimulate experiential learning to manage aggressive persons (M = 6.18, SD = 0.60) and that the debrief helped them to reflect and consolidate their learning (M = 6.36, SD = 0.67). They also reported that the Virtual Reality Aggression Management education program was more effective than traditional didactic methods of teaching this subject area (M = 6.45, SD = 0.52).

Conclusions: The findings of this pilot study will be further explored and developed based on the findings of this pilot work. Further research will be conducted with a larger scale of nursing and other healthcare students.

Aim: This study aimed to qualitatively explore the lived experiences of nursing students regarding their emotional labour behaviour and their encounters with managing feelings in healthcare settings.

Design: A qualitative exploratory interpretive phenomenological design was conducted among 21 nursing students from different academic levels at one major university in Saudi Arabia.

Methods: Three focus group discussions were carried out and thematic analysis was adopted to generate the findings. This study was reported using the COREQ Standards for Reporting Qualitative Research.

Results: Inductive and deductive thematic analyses were used. The emergent themes were matched to the emotional labour conceptual framework. This resulted in three subthemes namely, "pretending", "repression" and "distress" under the first main theme "surface acting". The second theme "deep acting" reflected on professionalism and relationship of emotional labour to patient centered care. Finally, the third theme "genuine acting" had two subthemes; "favourable emotions" and "unfavourable emotions". Students' interactions with patients and their effectiveness during clinical practice are both impacted by emotional labour behaviour. Receiving more education and training, as well as support from employed nurses and instructors can help students in controlling their emotions, thus safeguarding quality of care.

Patient or public contribution: No Patient or Public Contribution.

Aim: To validate a modified version of the Intrinsic Motivation Inventory (IMI)-the IMI-HeartLife-adapted for heart-healthy lifestyle behaviours in community-dwelling adults without a history of cardiovascular disease. While the original IMI has been validated in contexts such as competitive sports and education, its use in healthcare-particularly for cardiovascular disease prevention-has been limited.

Design: A validation study addressing content and construct validity and reliability.

Methods: The IMI-HeartLife was refined through three phases: (1) conceptualisation and item pool generation, (2) evaluation of content and face validity and (3) psychometric evaluation. As part of the psychometric evaluation, two established instruments were employed to assess the discriminant and convergent validity of the IMI-HeartLife scale.

Results: A total of 703 community-dwelling adults were recruited and randomly assigned to two subsamples for exploratory (n = 352) and confirmatory (n = 351) factor analyses. From the initial 32 items drawn from five original IMI subscales, 16 were retained. A three-factor structure-Interest/Enjoyment, Choice/Value/Usefulness and Competence/Effort-was supported (CMIN/DF = 3.43, SRMR = 0.06, RMSEA = 0.08, CFI = 0.95, TLI = 0.94). Discriminant and convergent validity of the IMI-HeartLife were confirmed, and internal consistency and test-retest reliability were acceptable.

Conclusions: The 16-item IMI-HeartLife demonstrated good validity and reliability as a measure of intrinsic motivation to promote heart-healthy lifestyle in cardiovascular disease prevention.

Implications for the profession: In community and primary care settings, nurses are well positioned to assess intrinsic motivation as a core cognitive construct and to deliver personalised interventions that promote heart-healthy lifestyle behaviours in the context of cardiovascular disease prevention. Within this framework, the IMI-HeartLife may serve as a valuable instrument for assessing intrinsic motivation and guiding individualised nursing strategies.

Reporting method: COSMIN reporting guideline for studies on measurement properties of patient-reported outcome measures (PROM): version 2.0.

Public engagement: The content analysis was conducted in collaboration with an interdisciplinary user group including eight healthcare professionals.

Aims: To investigate knowledge and attitudes of palliative care among community health nurses and analyse factors influencing their knowledge and attitudes.

Design: A cross-sectional, descriptive study.

Methods: A total of 605 Chinese community health nurses were recruited using a convenience sampling method from August to December, 2023. The demographic information, Knowledge of Palliative Care Questionnaire and Attitudes of Palliative Care Questionnaire were used to collect data. Statistical analyses, including t-tests, univariate analyses and multivariate linear regression, were conducted to assess the status of knowledge and attitudes toward palliative care and to identify influencing factors.

Results: The mean score of knowledge of palliative care was 7.96 ± 3.23, with the subscale of psychological and spiritual care aspects showing the lowest score. The mean score for attitudes toward palliative care was 87.27 ± 11.38 and the subscale of dealing with patients in the advanced stages of disease showed the lowest score. Experience of caring for dying family members, training in palliative care, institutions providing palliative care, experience of providing palliative care for dying patients, willingness to engage in palliative care were identified to influence nurses' knowledge and attitudes (p < 0.05). In addition, age, years of service, professional titles and experience of caring for dying patients only influenced their attitudes (p < 0.05). Institutions providing palliative care and willingness to engage in palliative care significantly predicted nurses' knowledge of palliative care, explaining 8.5% of the variance. Similarly, age and willingness to engage in palliative care significantly predicted nurses' attitudes toward palliative care, explaining 15.7% of the variance.

Conclusion: Community health nurses had inadequate knowledge of palliative care but positive attitudes toward palliative care. Effective continuing education programmes on palliative care should be developed for community health nurses to improve their knowledge and attitudes toward palliative care.

Impact: Community health nurses had inadequate knowledge of palliative care but positive attitudes toward palliative care. Effective continuing education programmes on palliative care should be developed for community health nurses to improve their knowledge and attitudes toward palliative care.

Reporting method: Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement.

Patient or public contribution: No patient or public contribution.

Aim: This study aimed to analyse the latent profiles of moral sensitivity of nursing students and to explore the different types of influencing factors.

Design: A cross-sectional study.

Methods: Convenience sampling method was used to select nursing students from five hospitals in Zunyi City, Guizhou Province, from July to September 2024. The demographic characteristics questionnaire and the Chinese version of the Nursing Student Moral Sensitivity Scale (MSQ-ST) were used as survey tools. Latent profile analysis (LPA) was performed on the moral sensitivity of nursing students. Logistic regression was used to analyse the influencing factors of different profiles.

Results: A total of 805 nursing students completed the questionnaire, of which 787 were valid, with a validity rate of 97.76%. The results of latent profile analysis showed that the moral sensitivity of nursing students was divided into two latent profiles: "low moral sensitivity group" (18.68%) and "high moral sensitivity group" (81.32%), and the results of logistic regression analysis showed that the level of hospital, the length of internship and the frequency of training on moral education were the factors influencing the moral sensitivity of nursing students (p < 0.05).

Conclusion: In this study, we have demonstrated that there are two categories of moral sensitivity in nursing students, and that demographic traits have an impact on moral sensitivity in nursing students. These findings may provide a valuable theoretical foundation for nursing educators in developing the moral awareness of nursing students.

Patient or public contribution: No patient or public contribution.

Aim: To examine burnout prevalence and associated factors among academic faculty across graduate-level health professions disciplines.

Design: Cross-sectional survey of a national sample of faculty from dentistry, nursing, occupational therapy, pharmacy, and physical therapy programs conducted between May and September 2022.

Review methods: Quantitative analysis included descriptive statistics, burnout profiles based on the Maslach Burnout Inventory, and logistic regression by faculty characteristics. Qualitative analysis used content analysis of open-ended responses.

Data sources: Survey responses collected via online questionnaire during May-September 2022.

Results: Underrepresented minority faculty were substantially more likely to report high emotional exhaustion and feelings of being overextended compared to non-underrepresented minority colleagues. Qualitative findings highlighted occupational stressors such as insufficient leadership support, institutional insularity, workload demands, and bias in evaluation and tenure processes. Suggested strategies included improving leadership accountability, clarifying roles, promoting well-being and work-life balance, and fostering collegiality.

Conclusion: Burnout among faculty in health professions education is influenced by structural and cultural factors, with underrepresented minority faculty at greater risk. Addressing faculty burnout is critical in retaining a thriving and diverse faculty and workforce.