Nurse Education in Practice最新文献

Objective: The objective of this study is to examine the factor structure, internal consistency reliability and responsiveness of an instrument related to the informatics competency of nurses.

Background: Informatics is a scientific discipline that needs to be integrated into nursing practice. There is no current and valid tool to measure the informatics competency of nurses in Turkey.

Design: This study has a methodological design.

Methods: The Self-Assessment of Nursing Informatics Competency Scale-18 was used to collect data. The original scale was translated into Turkish in a process of forward and back-translation. Data were collected in a setting of 190 respondents with a random subsample in a hospital. Internal reliability was tested using Cronbach's alpha. The factor structure of the instrument was determined through exploratory factor analysis. Factorial invariance was tested in a multi-group confirmatory factor analysis.

Results: Exploratory analysis with varimax rotation extracted three factors comprising 18 items that explained 62.1 % of the variance: applied computer skills (α=.91), role (α=.67) and basic computer skills (α=.77).

Conclusion: The current version of the instrument is well grounded in the theoretical framework of informatics competence in nursing practice.

Objectives: This scoping review aimed to identify existing literature on the application of augmented reality (AR) in the intensive care unit (ICU) and analyse its current state of play regarding hands-on skills.

Background: Active learner engagement can greatly enrich educational outcomes. With the rise of immersive and interactive technologies, AR is progressively integrated into nursing education to enhance this aspect. Despite its potential, there is lacking evidence regarding the application of AR in ICU nursing education.

Design: A scoping review was conducted following the Arksey and O'Malley framework.

Methods: Six databases, including Medline, CINAHL, PsycINFO, EMBASE, ERIC and Web of Science, were searched from inception until the present without language restriction. Two reviewers independently performed selection and data extraction. The Pattern, Advances, Gaps, Evidence for Practice and Research Recommendations framework guided data analysis and results presentation. The protocol was registered with the Open Science Framework, Registration No. osf.io/36c25.

Results: Our search yielded 3135 articles, 24 of which were included in the review. Ten technological products were identified; Microsoft HoloLens and smartphones were used in eight and five studies, respectively. Seven studies evaluated the usability of AR applications using the system usability scale (SUS). Most of them demonstrated an excellent overall SUS score. Participants' satisfaction and confidence in using AR received favourable results. Finally, most studies found no statistically significant improvement in skill and knowledge performance.

Conclusion: The findings demonstrate AR's broad acceptance, utility and feasibility, highlighting its capacity to enrich educational experiences. However, a dearth of research has proved AR's effectiveness in ICU education.

Aim: To explore Australian midwifery students' learning experiences with death and their learning needs for these encounters.

Background: Midwives care for women who experience perinatal grief and loss. The care required in these events is complex and clinically challenging. There is limited understanding of midwifery student learning requirements regarding bereavement care and preparation for clinical encounters involving perinatal death.

Method: A descriptive qualitative study was undertaken. Four focus groups were conducted with student participants. Data were collected using an audio-recorded and then transcribed verbatim. Data were analysed using the Braun and Clarke framework, reflexive thematic analysis drew coherent stories from the raw data.

Results: The data of 17 participants was analysed. Unified meaning-patterns across the four student cohorts emerged as three themes: 1) Ill-equipped for perinatal mortality; 2) Caught amidst divergent viewpoints of perinatal mortality; and 3) Identifying learning needs for death-related clinical care. Variations across the cohorts were evident.

Discussion: Participants felt unprepared for perinatal mortality due to gaps in academic learning, practical skills and exposure to death experiences during placements. They often faced restrictions on involvement in perinatal death care. Participants strongly desired specific training on perinatal death and better-supported clinical experiences. The findings highlight the need for support and resources to create meaningful learning opportunities in this area.

Conclusions: This study highlights the perceived inadequacies in the preparedness of midwifery students for clinical encounters of perinatal mortality. It calls for comprehensive and tailored educational interventions to address the identified gaps and better equip students for future practice.

Aim: This study was planned to determine the effect of using Kahoot in pediatric emergency nursing lessons on students' lesson success and motivation levels.

Background: Pediatric emergency nursing lessons is considered to be an intensive and rich lesson that includes information about child health and development in addition to the learning outcomes of emergency nursing lessons, blending emergency and pediatric nursing.

Methods: It was found to be conducted as a randomized controlled study with a total of 60 nursing students, 30 for the experimental group and 30 for the control group, who took pediatric emergency nursing lessons and had never experienced Kahoot before. Data were collected using the Information Form, Exam Success Grade and Motivation Scale for Instructional Material. Mean, percentage calculations, multi-way analysis considered to be of variance and linear regression analysis considered to be were used to analyze the data.

Results: When comparing the midterm (t = 1.203, p = 0.002), final exam (t = 1.122, p = 0.001) and end-of-semester (t = 1.126, p = 0.001) scores of the Kahoot group with those of the control group, it was found to be determined that the Kahoot group obtained statis considered to betically significantly higher scores. The effect sizes of the differences between the Kahoot and control groups were 0.4, 0.5 and 0.5, respectively, indicating a large effect. It was found to be determined that there was found to be a statis considered to betically significant difference between the mean scores of the experimental and control groups of nursing students in terms of group, time and group*time interaction. Kahoot application was found to be found to explain 45 % of the increase in exam achievement level and 45 % of the increase in motivation level related to instructional material.

Conclusion: Kahoot application was found to be an effective method in increasing the exam achievement and motivation of nursing students taking pediatric emergency nursing lessons.

Aim: To explore the readiness of Bachelor in Midwifery graduates in Nepal to provide midwifery care aligned with the definition competently on graduation and to identify barriers affecting their practice.

Background: Nepal has introduced an internationally standardised BSc midwifery education programme designed to enable midwives to work competently and independently in midwifery care on entering the profession.

Design: A qualitative interview study was conducted and analysed using inductive content analysis.

Methods: Individual interviews were conducted with 8 midwives, 5 educators and 5 students using a guide based on ICM competencies. Participants were recruited from various institutions and universities across Nepal and ethical approval was obtained.

Results: Possibilities and challenges in applying programme content include seven sub-categories: Preparation before clinical education, Midwifery care, The bridging role of midwifery educators, Clinical supervision, Use of evidence-based, respectful and culturally sensitive midwifery practice, independent midwifery practice and Being a role model. The findings indicate that while the BSc programme provides strong theoretical preparation, significant challenges persist in translating this into practice.

Conclusions: While the BSc midwifery programme theoretically prepares students to work competently and independently in midwifery practice, practical challenges hinder its implementation. Addressing these issues, such as improving clinical support, recruiting qualified midwifery educators and establishing a deployment strategy, can enhance midwives' ability to work independently in midwifery care, ultimately improving health outcomes for women, families and communities.

Aim: The aim of this study was to explore the use of generative artificial intelligence (GenAI) in geriatric nursing classes for the design of older adult activities to educate students on how to pose clear questions, provide and identify potentially suitable daily activities for older adults.

Background: Researchers in various educational fields are increasingly employing GenAI tools such as ChatGPT for curriculum development and research. Question generation is an essential skill for all students to learn to acquire knowledge. However, there is limited experimental evidence on teaching students to correctly use GenAI for assisting with question generation ability and empirical data related to improving students' capacity for solving complex problems remains scarce.

Design: A mixed-method study design with both quantitative and qualitative analysis.

Methods: This study investigated the effectiveness of a GenAI-guided prompt-based learning approach implemented in a geriatric nursing class for first-year undergraduate students, involving a cohort of 56 participants.

Results: Experimental results indicated that the GenAI-guided prompt-based learning approach significantly enhanced students' critical thinking, metacognition and problem-solving tendencies and their question generation via prompts performance. Moreover, participants who engaged in the GenAI-guided prompt-based learning approach found the tasks easier to complete and required less cognitive effort.

Conclusions: Nursing students using the GenAI-guided prompt-based learning approach outperformed the control group in cognitive network analysis dimensions of clarity, relevance, complexity, precision and engagement. Thus, integrating GenAI prompts into course activities can effectively improve student learning outcomes, reduce metacognitive load and assist in solving learning problems.

Aims: To evaluate the evidence-based practice (EBP) competency levels of clinical instructors and their role in promoting a safety climate for nursing students.

Background: Establishing a safety climate in nursing education is vital, particularly during clinical training. However, the contributions of clinical instructors to this environment remain underexplored.

Design: Cross-sectional study using a self-reported questionnaire.

Methods: The study involved 146 licensed clinical instructors with at least one year of experience. Participants were recruited via social media and personal outreach. Data included sociodemographic and occupational characteristics, EBP competency levels, perceptions of workplace safety and contributions to the safety climate for nursing students. Statistical analyses used Pearson correlations and hierarchical linear regression.

Results: Clinical instructors who were married or partnered (β = 0.180; p = 0.012), worked in central regions (β = 0.161; p = 0.014), held managerial roles (β = 0.206; p = 0.004), had high EBP knowledge and skills (β = 0.182; p = 0.012) and reported positive workplace safety perceptions (β = 0.565; p < 0.001) significantly contributed to improving the safety climate for nursing students. The model was statistically significant, explaining 56.8 % of the variance in safety climate enhancement (Adjusted R² = 54.0 %).

Conclusion: Clinical instructors play a crucial role in fostering a safety climate for nursing students, with factors such as EBP competency, workplace perceptions and managerial responsibilities influencing their contributions. These findings highlight the need for targeted interventions that enhance clinical instructors' skills and promote a supportive and safety-focused culture in clinical education.

Aim: The study compares knowledge, skills, anxiety, satisfaction and self-confidence regarding suctioning between students trained using a partial task trainer with moulage and those using a low-fidelity simulator.

Background: Moulage application in simulation has been used in nursing skills training, such as intravenous therapy, pressure ulcer and burn care, but not for suctioning.

Design: A randomized controlled study with pre-test, post-test design.

Methods: The study conducted in a nursing school in Turkey with 77 nursing intern students from 2020 to 2022. Students completed a two-hour theoretical course and four-hour skills training. The experimental group practiced with a task trainer with transparent lungs and moulage, while the control group used a low-fidelity simulator.

Results: Pretest suctioning knowledge scores were similar between experimental and control groups (10.54 ± 3.81 vs. 10.85 ± 2.96; p > 0.05). Posttest knowledge scores showed no significant difference (11.48 ± 3.47 vs. 10.35 ± 3.98; p > 0.05). On the other hand, the experimental group had higher skills scores (36.37 ± 2.69 vs. 29.17 ± 4.78; p < 0.001), greater anxiety before skill training (59.83 ± 8.96 vs. 59.72 ± 7.99; p < 0.05), evaluation (63.51 ± 9.32 vs. 58.77 ± 9.39; p < 0.05), higher satisfaction (4.69 ± 0.46 vs. 4.37 ± 0.74; p < 0.05) and self-confidence in learning (4.60 ± 0.46 vs. 4.23 ± 0.69; p < 0.05).

Conclusions: Moulage significantly enhanced students' skill performance, satisfaction and self-confidence. Although knowledge scores were similar between groups, the experimental group experienced higher anxiety levels before training and evaluation, likely reflecting greater engagement and careful application of skills. These results suggest that students were engaged in learning and applied the skills more carefully. Moulage, which enhances fidelity, should be incorporated into nursing curricula to improve students' learning experiences and outcomes.