BMC Nursing最新文献

Background: Research on the experiences of Israeli breast cancer nurses (BCN) in preoperative breast cancer (BC) surgery preparation is limited. Results from a few studies suggest that complex emotional and psychological demands are placed on these nurses. The lack of research underscores the need for a deeper understanding of the lived experiences of breast cancer nurses in the Israeli healthcare context. The aim of this research was to explore the experiences of Israeli BCN in preoperative BC surgery preparation.

Methods: A phenomenological qualitative study was conducted. Eleven BCN were recruited from five different hospitals. Semi-structured interviews were performed. Data were analyzed using Braun and Clarke's guide for thematic analysis.

Results: Four themes were identified: (1) Lack of protocol - nurses felt they lacked formal training and were left to independently shape their roles; (2) Dual role perception - nurses perceived duality in their role, as they provided patients with medical and technical information while also assessing and responding to emotional needs and concerns; (3) Deep personal engagement - nurses deeply and personally engaged with their role, for it was shaped by their past experiences and emotional identification with patients; and (4) Role impact, emotional toll, and a sense of meaning - despite the emotional toll associated with their role, nurses derived profound meaning from their role, revealing both the complexity and importance of their contribution to breast cancer care.

Conclusions: The findings suggest the potential value of systematic approaches to breast cancer nurse (BCN) training and support, while recognizing the valuable innovations participants described in the absence of formal protocols. Based on nurses' experiences and supported by prior literature, developing comprehensive support systems, standardized training protocols, and bias-aware practice guidelines may be important for supporting patient care and nurses' well-being and job satisfaction.

Trial registration: Not applicable.

Background: Despite the importance of cardiopulmonary resuscitation (CPR) in improving survival rates after cardiac arrest, nursing students often experience challenges related to skill retention, emotional readiness, and confidence. Innovative pedagogical strategies, such as simulation-based learning and the use of virtual reality (VR), have been suggested as potential tools to enhance CPR training. This study explores training needs and emotional barriers from the perspective of students and healthcare professionals using a Design Thinking approach.

Methods: An exploratory qualitative study was conducted as part of the preliminary phase of a larger randomized controlled trial. Structured group sessions using empathy mapping-a core tool of Design Thinking-were held with 120 undergraduate nursing students and 20 healthcare professionals. Data were analyzed thematically following Braun and Clarke's six-phase method. Two independent coders ensured reliability through consensus.

Results: Four major themes were identified: [1] need for increased hands-on practice [2], lack of self-confidence during emergency scenarios [3], disconnect between theory and real-life application, and [4] emotional stress related to fear of failure. Participants expressed that immersive tools like VR could offer a safe environment for repeated exposure, helping to reinforce technical and emotional competence in CPR.

Conclusions: This study highlights the potential of using Design Thinking to identify experiential learning needs in CPR education. Findings suggest that virtual reality may act as a complementary tool to traditional simulation-based training, enhancing emotional safety and learner confidence. These insights may inform the development of a user-centered educational intervention to be tested in a subsequent phase of the project. The findings will inform the design of a user-centered intervention to be evaluated in a subsequent randomized controlled trial.