BMC Nursing最新文献

Background: Blood transfusion is a high-risk procedure that requires technical accuracy, clinical judgment and adherence to safety protocols. Despite nurses' central role in transfusion care, no validated instrument exists to comprehensively assess global competence in this context. The absence of standardized measures limits educational planning, performance evaluation and the development of policies aimed at strengthening transfusion safety. This study aimed to develop and psychometrically evaluate the Hemotransfusion Nursing Global Competence Scale, designed to measure nurses' overall competence in the transfusion process.

Methods: A psychometric methodological study based on Classical Test Theory was conducted in three phases. Phase 1 included construct definition and development of 41 items across cognitive, clinical, behavioral and psychomotor domains. Phase 2 involved content validation by 15 national experts using the Content Validity Ratio. Phase 3 evaluated the internal structure and psychometric properties with 529 Brazilian nurses through exploratory factor analysis, confirmatory factor analysis and internal consistency indicators.

Results: All items were judged essential by experts, demonstrating strong content validity. Exploratory factor analysis supported a robust unidimensional structure with high factor loadings, while confirmatory factor analysis confirmed excellent model fit (CFI > 0.99; TLI > 0.99; RMSEA = 0.039). Reliability was exceptional (Cronbach's α = 0.992; McDonald's ω = 0.999). Item-total correlations and "if deleted" indices supported retention of all 41 items, indicating a stable and precise measure of global transfusion competence.

Conclusions: The scale is a valid, reliable and theoretically grounded instrument for assessing nurses' overall competence in blood transfusion. Its unidimensional structure reflects the integrated nature of transfusion skills and supports comprehensive evaluation in clinical and educational settings.

Background: Although innovative behavior is recognized as central to quality pediatric care and professional growth, research specifically examining its level and predictors among pediatric nurses lags behind.

Aim: This study aimed to investigate the factors influencing innovative behavior among pediatric nurses, with a focus on co-rumination and spiritual climate.

Design: A cross-sectional study using convenience sampling was conducted.

Methods: A total of 432 pediatric nurses were invited to participate, and 367 completed the survey. Co-rumination was measured using the Chinese version of the Co-rumination Questionnaire (CRQ-9), spiritual climate was assessed with the Chinese version of the Spiritual Climate Scale, and innovative behavior was gauged using the Chinese version of the Innovative Behavior Scale (IBI). Descriptive methods, Mann-Whitney U or Kruskal-Wallis tests, Spearman correlation analysis, and multiple linear regression were used for data analysis.

Results: Of the 367 participating pediatric nurses, 98.91% were female. The mean total scores were 76.87 ± 11.30 for innovative behavior, 28.23 ± 7.43 for co-rumination, and 69.69 ± 19.48 for spiritual climate. Among the innovative behavior domains, the highest mean score was observed in access to human resources (4.03 ± 0.63), while the lowest was in clinical applications (3.67 ± 0.82). Innovative behavior domains showed strong positive intercorrelations. The regression model identified co-rumination and spiritual climate as significant predictors of innovative behavior. Specifically, co-rumination (β = 0.430, P < 0.001) and spiritual climate (β = 0.245, P < 0.001) positively predicted the overall score and its subdomains. These two factors accounted for 31.6% of the variance in innovative behavior.

Conclusion: The results of this study showed that pediatric nurses' innovative behavior was at a moderate level, and the main influencing factors included years of experience in pediatrics, average working hours in the last month, co-rumination, and spiritual climate. Future research could explore whether interventions targeting these factors might foster innovative practices.

Clinical trial number: Not applicable.

Background: Soft skills-such as teamwork, communication, and digital competence-are essential in nursing education to ensure safe, patient-centered care. However, they are not always systematically developed or assessed in undergraduate programmes.

Methods: The aim of this study was to evaluate the long-term impact of a collaborative, student-led video simulation project on the development of teamwork, communication, and digital competencies among first-year nursing students, and to explore gender-related differences. A longitudinal quantitative study was conducted in which students worked in self-selected groups to design and produce a short instructional video simulating a nursing technique. The intervention was embedded in practical sessions and included a workshop on video tools and peer- and instructor-led presentations. Teamwork was assessed using the validated RUTE questionnaire through self- and peer-assessment, while digital and communication skills were measured using an ad-hoc questionnaire. Outcomes were measured at baseline (T1), post-intervention (T2), and one-year follow-up (T3).

Results: Of the 167 eligible students, 164 participated (98.2%). Teamwork self-assessment improved significantly in Active Participation (dim 3: T1-T2 p = 0.01; T1-T3 p = 0.006) and Achievement of Agreements (dim 7: T1-T2 p = 0.001; T1-T3 p = 0.01). Coordination (dim 5) improved from T1 to T3 only (p = 0.02). At T2, peers rated classmates higher than self-ratings in most dimensions, indicating self-underestimation. Digital skills (n = 134 T1; n = 100 T2; n = 53 T3) increased in five of six items short-term; by T3, information sharing, content creation and use of multiple file types showed sustained gains. Communication improved short-term in non-verbal aspects and topic-appropriate speaking, with partial retention at T3. Gender analyses indicated baseline differences in task fulfilment and longer-term gains in certain digital skills among men; interpretation is cautious due to female predominance.

Conclusions: A low-complexity, student-led video project integrated into practical teaching produced immediate and sustained improvements in key soft skills, especially active participation, consensus-building, non-verbal communication and digital creation. Some competencies (e.g., coordination, digital sharing) developed gradually, underscoring the value of repeated exposure across the curriculum. Inclusive group design and reflective practices may help address observed gender-related patterns.