Nurse Education in Practice最新文献

Aim

The study aimed to evaluate the use of LEGO® as an educational tool for midwifery and medical students.

Background

The concept of LEGO® SERIOUSPLAY® ® was conceived in 1996 when Swiss Professors Roos and Victor explored using LEGO® as a strategic planning tool. We adapted this concept as an icebreaker activity for interprofessional education workshops at an Australian university.

Method

Using a qualitative evaluation, we used cross-sectional pre- and post-surveys to gain midwifery and medical students’ perspectives and insights. Students were divided into mixed discipline groups at the commencement of a one-day birthing and birthing complexities workshop and asked to design and build a birthing room using LEGO®. A pre-and post-workshop survey asked students about their experiences using LEGO® as a learning tool for team communication and collaboration.

Results

Pre-workshop responses demonstrated intrigue as to how LEGO® could be used for learning. Post-workshop feedback was overwhelmingly positive and students described how it helped them develop communication and collaboration skills and understand the other disciplines' priorities and values.

Conclusion

Using LEGO® as an icebreaker activity enabled open discussion and connection, promoting easy-going conversation and aiding a collaborative team-building process before students worked together in an interprofessional birthing simulation workshop. The findings indicated that the icebreaker activity enhanced the students’ awareness and appreciation of learning about each other’s perspectives, values and roles for future collaboration in the clinical workplace.

Background

Postgraduate taught nursing students face many challenges, including lack of confidence in their own knowledge and skills which might create anxiety and impact on the development of research expertise. Therefore, to address and support the development and acquisition of student understanding it is important to explore and be cognizant of the student’s experience. This will facilitate enhancement of the curriculum, whilst improving future career aspirations and the provision of evidence-based care in practice.

Aim

To evaluate the participation of a postgraduate taught nursing student in a research project.

Design

Case study methodology was used to explore the lived experience of participating in a research project.

Methods

Mixed qualitative methods were used which included a semi-structured interview and photo-elicitation whereby the participant provided a significant photograph for discussion during the semi-structured interview.

Results

Analysis revealed 2 superordinate themes which focused on 1) The Impact of learning and 2) The Workplace Environment.

Conclusions

The participation in living research, as part of a collaborative team has the potential to nurture the confidence of the student in their own abilities to generate new knowledge which can inform the provision of care. The workplace needs to be invested in this journey with leadership valuing the contribution that participation in research can make to the delivery of care. Leaders of postgraduate taught programmes should consider ways which would benefit students to reflect participation in ongoing research.

Aim

To map the characteristics of nursing educators' competency standards for practice from the existing literature, examine the evidence and identify commonalities and differences.

Background

Many countries or regions have produced nursing educator standards, however, there is no common set of standards or competencies used globally. Mapping these nursing educator standards should identify a common set of standards that can be applied across any nursing educator practice setting.

Design

The review was conducted using the JBI methodology for scoping reviews and followed an a priori protocol.

Methods

A comprehensive search of studies or guidelines (2001–2022) was undertaken to identify specific nursing educator competencies from any practice setting and in any language. Preceptorship and mentorship studies were excluded from the search terms. Databases searched for relevant records and guidelines were CINAHL, ERIC, Medline (Ovid), Pubmed, Scopus, Google and targeted websites. After screening and selection, relevant data were extracted and summarized using an extraction guide. Characteristics of the reports were identified and all three levels of competency statements were mapped against commonly occurring categories derived from the data.

Results

1145 evidence records were screened after removal of duplicates with 14 records included in the review. The included evidence sources were from various nursing educator practice settings and educator roles. All evidence sources had at least two levels of competency statements and 16 competency categories were identified. Common categories in the first two competency levels were: leadership and management; research and scholarship; professional values and professional development; and facilitating learning. Statements related to learner evaluation were also common in the level 2 competencies. Level 3 competencies were included in seven evidence sources and most of the sources included almost all categories. Low-occurring statements at all levels were in the ‘Nursing skills’ and ‘Decision-making/strategic planning” categories.

Conclusions

Common characteristics and categories were found between different evidence sources in this review. The most common competency review categories included leadership and management, professional development and facilitating learning. Few decision-making competencies were identified from the evidence sources. These results can inform educators and managers in developing globally-based nursing educator competencies, performance management tools and job descriptions.

Aim

To explore supervisors’ experience of simulation in a student supervision course

Background

The relationship between student and supervisor is crucial for the students’ learning and quality of education. The supervisors have an important role in facilitating a good start and the best learning opportunities for students in clinical placement. Supervision can be demanding and there is a need to strengthen supervisors in their role. An interprofessional supervision course was designed, using simulation as a method. Simulation is frequently used for acute situations to improve patient safety but is less common in student supervision. In our supervision course, simulation was introduced in the digital component and practiced in the physical component. The 4–6 members of the interprofessional simulation groups were assigned roles as either participants or active observers. They were guided by a facilitator, who constructed student-supervisor scenarios, allocated roles and facilitated reflection.

Design

A qualitative, explorative design involving focus groups and written reflections.

Methods

Two focus groups (n=9) were conducted following a pilot course in addition to written reflections (n= 80) after four courses. After revising the course and the interview guide, two additional focus groups (n =10) were held and a further 43 written reflections received. The empirical data were analyzed using thematic analysis by Braun and Clarke.

Results

The three themes.

1. Interprofessional simulation provides a wider perspective on the student- supervisor relationship.

The participants experienced being active in different roles, followed by subsequent joint reflection. They expressed increased relational understanding as well as the importance of verbal and nonverbal communication in supervision through learning from other interprofessional supervisors.

2. Simulation provides realism by entering into the situation. Simulation fostered activation of the senses that improved the supervisor’s ability to be attentive to the student’s needs.

3.Challenging to simulate the role of supervisor. Most participants were willing to force themselves out of their comfort zone to learn. However, quite a few felt uncomfortable participating in simulation on communication and preferred observing others.

Conclusion

The participants experienced simulation as valuable for strengthening their awareness of their ability to influence students’ learning and relational understanding. The results showed the value of reflective observation in addition to participating in simulation. Simulation might contribute to improved supervision, although different experiences that inhibit learning outcomes must be acknowledged.

Aim

To describe undergraduate nursing students’ clinical decision-making in post-procedural bleeding scenarios and explore the changes from the first to the final year of their program.

Background

Bleeding is a common complication following invasive procedures and its effective management requires nurses to develop strong clinical decision-making competencies. Although nursing education programs typically address bleeding complications, there is a gap in understanding how nursing students make clinical decisions regarding these scenarios. Additionally, little is known about how their approach to bleeding management evolves over the course of their education.

Design

Longitudinal mixed-methods study based on the Recognition-Primed Decision Model.

Methods

A total of 59 undergraduate students recorded their responses to two clinical decision-making vignettes depicting patients with signs of bleeding post-hip surgery (first year) and cardiac catheterization (final year). Their responses were analyzed using content analysis. The resulting categories capture the cues students noticed, the goals they aimed to achieve, the actions they proposed and their expectations for how the bleeding situations might unfold. Code frequencies showing the most variation between the first and final years were analyzed to explore changes in students’ clinical decision-making.

Results

Nearly all students focused on two primary categories: ‘Bleeding’ and ‘Instability and Shock.’ Fewer students addressed six secondary categories: ‘Stress and Concern,’ ‘Pain,’ ‘Lifestyle and Social History,’ ‘Wound Infection,’ ‘Arrhythmia,’ and ‘Generalities in Surgery.’ Students often concentrated on actions to manage bleeding without further assessing its causes. Changes from the first to the final year included a more focused assessment of instability and shifts in preferred actions.

Conclusions

This study reveals that nursing students often prioritize immediate actions to stop bleeding while sometimes overlooking the assessment of underlying causes or broader care goals. It suggests that concept-based learning and reflection on long-term outcomes could improve clinical decision-making in post-procedural care.

Aim

To investigate the factors that influence the integration of CALD nurses and nursing students into the healthcare system and to explore their perception of integration.

Background

In many countries, strengthening the nursing workforce requires a ramping up of international recruitment. Culturally and linguistically diverse (CALD) nurses and nursing students experience significant challenges when integrating into new healthcare systems.

Design

Data for this cross-sectional observational study were collected electronically from CALD nurses (n = 15) and from nursing students (n = 87).

Methods

Three new instruments were developed and used to measure nurses’ own role at work, cultural and linguistic diversity at work, and the professional competence development. Likert scale from 1 to 4 was used to evaluate the agreement rate. The study data were analysed using K-means cluster analysis to determine the integration profiles.

Results

Three integration profiles (A, B, and C) were identified based on the participants' self-assessed perceptions of integration. Perceptions of each profile ranged from low (≤2.49) to high (≥3.50), with most being intermediate (2.50–3.49). Further, the perceptions of integration were lowest in Profile A and highest in Profile C. The profiles differed statistically significantly in all other measured integration areas, except CALD nurses’ language skills and in the nurses’ ability to develop their skills. Individuals educated in Finland, who have clinical practice experience and assessed their language proficiency at least at an intermediate level, demonstrated better performance, a deeper understanding of the nurse's role in healthcare, greater confidence in their skills, and fewer experiences of discrimination.

Conclusions

Integration is weakest among those with lower language skills and who completed their education outside of Finland. Healthcare organisations should develop integration models and mentoring programmes informed by new insights to support the integration of CALD nurses into the healthcare system. These models and programmes could help CALD nurses and nursing students to better understand their roles in healthcare.

Background

Rapid developments in artificial intelligence have begun to necessitate changes and transformations in nursing education.

Objective

This study aimed to evaluate the impact of an artificial intelligence-supported case created in the in-class case analysis lecture for nursing students on students' case management performance and satisfaction.

Design

This study was a randomized controlled trial.

Method

The study involved 188 third-year nursing students randomly assigned to the AI group (n=94) or the control group (n=94). An information form, case evaluation form, knowledge test and Mentimeter application were used to assess the students' case management performance and nursing diagnoses. The level of satisfaction with the case analysis lecture was evaluated using the VAS scale.

Results

The case management performance scores of the students in the artificial intelligence group were significantly higher than those of the control group (p<0.05). There was no statistically significant difference in satisfaction levels between the artificial intelligence (AI) group and the control group (p>0.05).

Conclusions

The study's results indicated that AI-supported cases improved students' case management performance and were as effective as instructor-led cases regarding satisfaction with the case analysis lecture, focus and interest in the case. The integration of artificial intelligence into traditional nursing education curricula is recommended.

Clinical trials registration number

https://register.clinicaltrials.gov; (NCT06443983).

Aim

To conduct unfolding case studies and test their effectiveness in improving clinical reasoning, teamwork and self-directed learning among postgraduate students.

Background

Postgraduate students, as advanced nursing professionals in clinical settings, are the driving force behind the rapid development of the nursing profession. Effective clinical reasoning is a fundamental nursing skill that postgraduate students must cultivate, having a direct impact on patient health outcomes. The development and usation of unfolding case studies, which reflect the evolving conditions of patients, combined with think-aloud teaching methods, can enhance postgraduate students' clinical reasoning abilities and foster communication and self-reflection, thereby achieving this goal.

Design

Mixed methods design.

Methods

The Nurses' Clinical Reasoning Scale and the Nursing Students' Self-Directed Learning Ability Scale were used to evaluate the clinical reasoning and self-directed learning abilities of nursing students. A qualitative exploratory design with a think-aloud interview technique was employed to explore the clinical reasoning process of nursing students in unfolding cases. Twenty-one nursing students completed the questionnaire survey. Data analysis was conducted using Wilcoxon signed-rank tests, Spearman correlations, regressions and inductive content analysis.

Results

After implementing the case study, there was a statistically significant improvement in students' clinical reasoning, self-directed learning and teamwork abilities. Think-aloud analysis revealed that the cognitive strategies most employed by students in clinical reasoning were 'Making choices', 'Forming relationships', 'Searched for information' and 'Drawing conclusions'.

Conclusion

Unfolding case studies combined with think-aloud strategies provide a conducive learning environment for postgraduate students, effectively enhancing their clinical reasoning and self-directed learning abilities.

Aim

To compare the job crafting strategies nurse mentors use when mentoring students versus during periods of respite and to assess the effectiveness of these strategies in reducing instances of missed nursing care (MNC).

Background

Nurses who serve as mentors may have to train a group of nursing students on top of their routine nursing duties. The corresponding high workloads and limited resources may force them to decide which nursing care to delay or omit (i.e., MNC). The mentors’ initiative and the actions they take to address the multiple job requirements which do not align with the organization's resources are referred to as job crafting strategies. Mentors can use these strategies to shape their role as nurses as well as their role as mentors, depending on their motives and personality.

Design

A longitudinal study with data collected at two time points.

Methods

One hundred nurse mentors completed validated questionnaires assessing job crafting strategies, MNC and work overload while actively mentoring students. Eighty returned for a follow-up during a non-mentoring period three months later. Data analysis included paired t-tests and hierarchical multivariable linear regressions.

Results

No significant differences were found in MNC between the two points (1.83 SD 0.6 vs. 1.82 SD 0.75; p=0.942). A decrease in hindering demands was noted during active mentoring compared with respite (2.6 SD 0.97 vs. 2.84 SD 0.96; p=0.038). Enhancing structural job resources was significantly negatively correlated with MNC during active mentoring, while enhancing challenging job demands was positively correlated with MNC during these periods (β=0.48, p=0.18 and β=-0.35, p=0.014, respectively).

Conclusion

Nurse mentors can effectively reduce MNC by focusing on enhancing structural resources and limiting challenging demands during mentoring periods. It is essential for healthcare organizations to support nurse mentors with manageable workloads and necessary resources to maintain high-quality care.

Aim

The aim of this study was to explore the perceptions and satisfaction of last-year nursing students with the Self-Learning Methodology in Simulated Environments (MAES©).

Background

As a learning method, clinical simulation uses elements that replicate real clinical practice scenarios and facilitates the acquisition of competencies and learning objectives. Simulations promote critical thinking, knowledge, techniques and teamwork in nursing students. The Self-Learning Methodology in Simulated Environments (MAES©) is a method that integrates problem-based learning with realistic clinical simulation.

Design

A cross-sectional mixed-method study implemented a simulation learning method as part of the mandatory nursing training practice; that was registered in Open Science Framework (Registration DOI: https://doi.org/10.17605/OSF.IO/R89PZ).

Methods

Students were invited to complete a cross-sectional questionnaire about satisfaction with the simulation and were asked to participate in an interview about their perceptions on the simulation. All data were collected in December 2023 in a mid-sized southern Spanish university. A total of 69 last-year nursing students were enrolled in the simulation course and were selected using eligibility criteria.

Results

Satisfaction measures showed no significant differences across gender, university access, or age (p>0.05 each). However, strong correlations were found between students' preference for the simulation method and perceived effort value (p<0.001 each). Qualitative analysis identified key themes in different stages of simulation (prebriefing, scenario, briefing, debriefing), simulation benefits (learning, usefulness, positive emotions) and challenges (difficulty, realism, time constraints). Despite some realism concerns, overall, students viewed the methodology positively.

Conclusions

The findings of this study underscore the vital role of simulation-based learning in nursing education. As the field of nursing continues to evolve, so too must the educational methods we employ, with simulation-based learning standing at the forefront of this transformative journey.